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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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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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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 

0 

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  0  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. 


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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 0 1 ,  1 02  or  1 0 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. 


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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 


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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 0  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) 


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— 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 


Comprehensive  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. 


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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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15D 


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 


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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 
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.  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 

0 

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. 


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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. 


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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 


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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. 


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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 


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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  presentation,  the  latter  as  part  of  the 
Laboratory  Theatre  Series.  Prerequisites:  Theatre  Arts 
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  direction  before  discriminat- 
ing 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  main- 
stage,  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. 

Mr.  Schmidt 

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  will 


96 


THEATRE  ARTS  /  SPEECH  /  ENVIRONMENTAL  STUDIES  /  FRENCH 


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  demon- 
strated that  their  skills  in  the  technical  aspects  of 
theatre  might  be  further  developed.  Students  will 
continue  work  begun  in  Theatre  Arts  311  and  will  be 
expected  to  undertake  more  advanced  assignments 
in  set  construction,  stage  lighting,  costumes,  and 
properties.  Prerequisite:  Theatre  Arts  311. 

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  will 
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  imderstanding  of  oral 
communication  through  lecture  and  reading 
assignments,  as  well  as  through  practice  in  preparing, 
organizing,  delivering,  and  criticizing  speeches  in  class. 

Ms.  Howe 

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 

A.R.  Cavaliere,  Coordinator 

Environmental  Studies  is  an  interdisciplinary  program 
that  studies  the  interdependence  of  the  human 
being  and  the  natural  environment,  investigating  the 
nature  of  that  reladonship  and  the  forces  affecdng 


environmental  quality.  According  to  the  program 
currently  imder  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  polliuion; 
climate  change  and  declining  biodiversity. 

Recommendations 

In  addition  to  Environmental  Studies  21 1  and  212, 
the  ESC  recommends  the  following  courses  for 
students  interested  in  environmental  studies: 
Biology  218:  Biology  of  Algae  and  Fungi 
Biology  300:  Biology  of  Plant  Adaptations 
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  Populadon 

Some  of  these  courses  carry  prerequisites. 

French 

Professor  Viti 

Associate  Professors  Gregorio,  Michelman,  A. 

Tannenbaum  (Chairperson),  and  Richardson  Viti 
Assistant  Professor  Arey 
Instructor  Faucon 
Adjunct  Assistant  Professor  Exton 
Teaching  Assistant  LeBournault 


FRENCH 


97 


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  coimtry, 
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  sovmd  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. 

Requirements  and  Recommendations 

The  French  major  curriculum  is  made  up  of  two 
sequences: 

1)  A  group  of  y«i^<' 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  may  be  taken 
simultaneously  with  302  or  308  ) ; 

2)  A  set  of /oMr  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  countiy,  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  tiuo  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 /owr  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  should 
register  with  the  department  chairperson  and  be 
assigned  a  minor  adviser. 

French  307  is  a  prerequisite  for  majors  and  minors 
for  all  literature  courses  above  the  205  level  (however, 
students  may  take  307  simultaneously  with  either  302 
or  308). 

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. 

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 
distribution  requirement  in  literature:  French  205, 
307,  308,  309,  318,  321,  322,  326,  327,  328,  331,  and 
400  where  appropriate. 


98 


FRENCH 


Distribution  Requirements 

The  distribution  requirement  in  foreign  languages 
may  be  fulfilled  by  successful  completion  in  French  of 
201-202  or  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  Franfaise  (The  French  House) 
Students  may  elect  to  live  in  this  separate  residential 
unit  staffed  by  a  native-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  Francaise  sponsor 
various  activities  and  organizations  such  as  the 
weekly  French  table  in  the  Dining  Hall,  the  Cercle 
Frangais  (French  Club),  French  films,  and  lectures. 

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.  Offered 
both  semesters. 

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.  Required  of  all  majors/minors. 

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. 
Offered  every  year. 

Staff 


FRENCH 


99 


307  Approaches  to  Literary  Analysis  Reading  and 
analysis,  in  their  entirety,  of  representative  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.  Prerequisite:  French  202  or  equivalent. 
Required  of  all  majors.  This  course  is  a  prerequisite 
for  all  literature  courses  on  the  300  level  for  both 
majors  /minors.  Offered  both  semesters. 

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  oudine  of  French  literary  history,  styles,  and 
movements  will  also  be  covered.  Prerequisite:  For  309, 
French  307  or  equivalent  (307  and  308  may  be  taken 
simultaneously) .  Required  of  all  majors.  Offered 
every  year. 

Staff 

311  French  Civilization  I  Study  of  French  history 
from  the  time  of  the  Gauls  to  1945,  as  seen  through 
such  cultural  manifestations  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 

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 

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 
widely  diverse  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  parucular 
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  spring. 

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 


100 


GERMAN 


German 


Associate  Professors  Armster  (Chairperson),  Crowner, 

McCardle,  and  Ritterson 
Instructor  Huener 
Teaching  Assistant  Hirschberg 

Overview 

One  of  the  attributes  of  a  truly  Hberated  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. 

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  211,212, 
213,  235,  251,  252,  328,  331,  333,  and  335. 

Distribution  Requirements 

The  distribution  reqtiirement  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  211,  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  Conversadon; 

303,  304  Advanced  German. 

The  others  are  taught  in  English  from  the  areas  of 
political  science,  history,  art  history,  and  literature. 
These  include  the  following: 
Art  Hist.        215  German  Art  from  the  Middle  Ages 

to  Today 
History  History  of  Germany  from  1870-1945 

Pol.  Sci.         273  Political  Systems  of  Germany 


GERMAN 


101 


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  pro- 
moted, and  residents  help  plan  and  participate  actively 
in  various  German  cultural  activities  on  campus. 

German  Language 

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 
correlative  drill  in  the  language  laboratory.  Prepares 
for  German  201,  202. 

Staff 

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. 

Staff 

235  German  Conversation  Intermediate-level 
conversation  course  with  emphasis  on  everyday, 
applied  usage  of  the  language  for  nonliterary 
purposes.  Limited  enrollment  of  ten  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. 

Staff 

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  mostly  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. 

Staff 

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. 

Staff 

213  Siurey  of  German  Culture  Since  1945  Study 
of  the  culture,  society,  and  politics  of  contemporaiy 
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 

119,120  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. 

Staff 

251  Interpreting  German  Literature  An  intro- 
duction 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  judgment  of  literature.  Students  will  read, 
discuss,  and  write  about  selected  literary  texts, 
considering  in  the  process  a  few  of  the  preeminent 


102 


GERMAN  /  HEALTH  AND  PHYSICAL  EDUCATION 


critical  approaches  to  literature.  Conducted  mainly 
in  English,  with  readings  in  German.  Prerequisite: 
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. 

Staff 

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  litera- 
ture courses.  Classes  will  be  conducted  in  English  and 
German.  Prerequisite:  German  202  or  its  equivalent. 
The  course  is  accepted  in  fulfillment  of  the  distri- 
bution requirement  in  literature.  Offered  ever)'  year. 

Staff 

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  modern  cultural  implications. 
Outside  reading  and  reports. 

Staff 

331  Narrative  Literatiu-e  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. 

Staff 

333  Lyric  Poetry  A  study  of  German  Lyric  poetry 
from  the  earliest  examples  to  the  works  of  contempo- 
rary poets.  Class  discussions  of  the  readings  will  con- 
centrate 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. 

Staff 

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,  Biichner,  Hebbel,  Hauptmann,  Brecht, 
Diirrenmatt,  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. 

Staff 

400  Seminar  Intensive  study  of  selected  aspects  of 
German  language,  literature,  and  civilization 
through  reading,  discussion,  and  oral  and  written 
reports.  Topics  will  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  -  See  Classics 

Health  and  Physical  Education 

Associate  Professors  Biser  (Chairperson), 
Claiborne, Donolli,and  Reider 

Adjunct  Instructors  Cantele,  Cookerly,  Ford, 
Hancock,  Lewis,  Perna,  Showvaker,  Staub,  Sterner, 
B.  Streeter,  C.  Wright,  and  Petrie. 

Coaches:  Campo,  Drexel  (Women 's  Coordinator, 
Assistant  Athletic  Director),  janczyk,  Kirkpatrick,  Daly, 
D.  M.  Reich  (Director  of  Campus  Recreation),  Petrie, 
Pfitzinger,  Rawleigh  (Assistant  Athletic  Director), 
Reich,  Riggs,  Streeter,  Wilson,  Winters  (Director  of 
Intercollegiate  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  educafion  (K-12),  certification  in  athletic 


HEALTH  AND  PHYSICAL  EDUCATION 


103 


training,  and  allied  health  careers.  With  proper 
course  selection,  students  can  qualify  for  post 
graduate  work  in  allied  therapy  fields  such  as  physical, 
occupational,  and  recreational  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  102  and/or  112  are  required  of  all  students  in  the 
major  and  should  be  taken  during  the  first  year  of 
college.  Biology  1 12  is  strongly  recommended  for 
students  interested  in  Physical  Therapy. 

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  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,  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.).  For  those  students 
wanting  NATA  certification,  HPE361  is  required. 

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  prac- 


tical 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  require- 
ment. 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 

Intro-To-Dance** 

Running  &  Jogging  (Self-Paced) 

Water  Polo 

(These  courses  are  designed  to  improve  cardio- 
respiratory fitness) . 

*For  Obese  Students 

**Requires  Extra  Fee 


104 


HEALTH  AND  PHYSICAL  EDUCATION 


Group  III  -  RECREATIONAL  SKILLS 
Activities  for  Children 
Archery 
Badminton 
Basketball 
Beginner's  Swim 
Golf 

Horsemanship** 
Indoor  Lacrosse 
Indoor  Soccer 
International  Games 
Lifeguarding** 
Racqiietball** 
Scuba** 
Skiing** 
Softball 
Tennis 
Volleyball 
Water  Polo 

(These  activities  are  designed  for  the  development 
of  teaching  Life  Time  Skills). 
**Requires  Extra  Fee 

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  SkiUs  Skill 
development  and  methods  and  techniques  of  class 
organization  and  instruction  for  the  following 
physical  education  activities:  lacrosse,  field  hockey, 
wrestling,  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 
recreation  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.  Biser 

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  relationship  of  personal  health  problems 
to  the  community  at  large.  Prerequisites:  HPE  209, 
Biolog)'  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  competition,  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,  actions,  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  utilization  in 
the  human  body.  Emphasis  will  be  placed  upon  the 
effects  of  the  various  nutrients  on  fitness  and  athletic 
performance.  Topics  such  as  nutritional  quackery, 
weight  control,  and  pathogenic  practices  among 
athletes  will  be  addressed.  Prerequisite:  Biology  101. 
Not  offered  1991-92. 

Ms.  Claiborne 


HEALTH  AND  PHYSICAL  EDUCATION 


105 


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  motivational  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 

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 
muscidar  responses  will  be  covered.  The  students  will 
be  involved  in  practical  application  of  the  training 
methods  studied.  A  pre-exercise  and  post-exercise 
test  of  significant  endurance  responses  will  be 
administered  to  each  student. 

Mr.  Petrie 

310  Principles  and  Techniques  of  Adult  Fitness 

Designed  for  students  to  gain  an  imderstanding  of 
exercise  prescription  for  healthy  adults  and  for  those 
with  coronary  heart  disease  risk  factors.  Standard 
fitness  testing  techniques  will  be  demonstrated  in 
supplemental  laboratory  sessions.  All  exercise  testing 
and  prescription  considerations  will  be  taught  in 
accordance  with  guidelines  established  by  the  ACSM. 
Prerequisite:  HPE  309  or  permission  of  the  instructor. 

Ms.  Claiborne 

320  Adapted  Physical  Education  and  Health 

Inspection  provides  instruction  and  experience  in 
the  health  inspection  and  observation  of  the  school 
environment  and  of  school  children.  Specific 
abnormalities  of  people  are  studied,  and  exercises 
are  adapted  for  individuals  to  allow  more  complete 
personality  and  physical  development  through 
activity.  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.  Rawleigh,  Mr.  Reider 

332  Measurement  and  Evaluation  in  Health  and 
Physical  Education  Concentration  on  test  prepara- 
tion in  the  cognitive,  psychomotor,  and  affective 
domains;  application  of  measurement  and  evaluation 
optics;  analysis  of  data  through  the  use  of  computers; 
and  participation  in  field  experiences  with  standard- 
ized tesdng.  Laboratory  activities  will  acquaint  students 
with  testing  situations  and  procedures  in  measuring 
the  parameters  of  health  and  physical  education. 

Mr.  Reider 


361  Sports  Medicine  II  An  in-depth  look  at  sports 
injury  evaluation,  treatment  protocol,  and  rehabili- 
tation programs.  Basic  first  aid,  CPR,  and  taping 
procedures  are  assumed.  Comparison  and  analysis  of 
facilities,  modalities,  and  treatment/  rehabilitation 
programs  will  be  accomplished.  Professional 
interaction  with  doctors  and  other  allied  health  field 
professionals  is  required.  This  course  is  required  for 
qualifications  to  sit  for  the  N.A.T.A.  Certification 
exam.  Prerequisites:  HPE  209,  214,  Biology  210. 

Mr.  Donolli 

415  Advanced  Exercise  Physiology  An  in- 
depth  study  of  various  factors  affecting  human 
performance,  with  emphasis  on  regulation  of  various 
bodily  functions  at  rest  and  during  physical  activity. 
Laboratory  activities  will  acquaint  the  student  with 
equipment  and  testing  procedures  used  in  measuring 
physiological  parameters.  Prerequisite:  HPE  309. 

Ms.  Claiborne 

449  Introduction  to  Research  Provides  a 
theoretical  basis  for  conducting,  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 
thesis  presented  to  HPE  faculty.  Prerequisite:  HPE  332 
or  Math  107  or  permission  of  the  instructor. 

Ms.  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  entitle  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  112.  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. 


106 


HISTORY 


History 


Professor  Boritt 

Associate  Professors  Birkner,  Chiteji,  Pick,  Forness, 

and  Stemen  (Chairperson) 
Assistant  Professors  Clay  and  Hardwick 
Adjunct  Associate  Professor  J.  Holder 
Adjunct  Instructors  Jayes  and  Gabriel 

Overview 

The  department  aims  to  acquaint  students  with  the 
concept  of  histor)'  as  an  organized  body  of  knowledge 
and  interpretation  which  shapes  "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  perspective  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  research  upon  a  selected  topic. 
Typically  participants  are  expected  to  engage  in 
reading,  discussion,  oral  reports,  writing  of  formal 
papers  based  on  individual  research,  and  critiques  of 
each  other's  work.  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  coimt  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  31 1,  312;  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,  227, 
228,271,272,321. 

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  through  the  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 
decolonizadon,  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,  Introducdon  to  World  History. 

Staff 

182  Lincoln  A  seminar  limited  to  fifteen  first  year 
students.  Emphasizes  the  Civil  War,  Gettysburg,  black 
freedom,  politics,  statesmanship,  family  history, 
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,  ScoUand,  and  the  overseas  empire.  The 
dividing  point  between  the  two  courses  is  1603. 

Mr.  Fick,  Ms.  Hardwick 

205  The  Age  of  Discovery  A  study  of  maridme 
exploration  and  discoveries  of  the  Portuguese, 
Spanish,  English,  and  French,  and  the  geographical 
and  technological  bases  for  them,  concentradng  on 
the  period  1400  to  1550.  Attention  is  given  to  setde- 
ment  of  the  newly-discovered  lands,  to  the  indigenous 
cultures,  and  to  European  perceptions  of  the  Americas. 

Mr.  Fick 


HISTORY 


107 


209  Women's  History  since  1500  A  survey  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  present. 

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 

IDS  227,  228  Civilization  of  India  Course  descrip- 
tion included  under  inter-departmental  studies. 

Ms.  Powers 

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  intro- 
duction to  American  history  from  the  perspective  of 
urbanism.  Beginning  with  the  colonial  town  and 
continuing  to  the  megalopolis  of  the  late  twentieth 
century,  students  will  investigate  the  nature  of  urban 
life  and  its  influence  upon  the  course  of  American 
development. 

Mr.  Fomess 


238  African  Americjm  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 

242  Revolutionary  America  A  study  of  America 
between  1763  and  1789.  Attention  is  given  to  the 
causes  of  the  Revolution,  the  conduct  and  implica- 
tions of  the  war,  and  the  period  under  the  Articles  of 
Confederation  to  the  ratification  of  the  Constitution. 

Mr.  Gabriel 

244  American  Military  History  A  survey  of  the 
growth  and  development  of  the  American  military 
from  colonial  times  to  the  present.  Primary  emphasis 
will  be  placed  on  the  conduct  of  America's  wars  and 
the  relationship  of  civilian  and  military  control  of  the 
armed  forces. 

Mr.  Gabriel 

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  centuiy.  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  nadonal  states. 

Mr.  Betances 

267  United  States-Latin  American  Relations 

Diplomadc,  economic,  and  cultural  relations  between 
the  United  States  and  Latin  America  from  the 
colonial  era  to  the  present.  Students  will  examine  the 


108 


HISTORY 


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  histoiy  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.  Prerequisite:  Two 
courses  in  history. 

Mr.  Birkner 

306  Women  and  Work  A  study  of  changing  defini- 
tions 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  modem  period. 

Ms.  Hardwick 

310  Crisis  and  Consolidation:  Early  Modem 
France  1515-1750  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.  Hardiuick 

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.  Pick 

313  Renaissance  and  Reformation  Beginning  about 
1300,  treats  the  gradual  decline  of  medieval  civiliza- 
tion, 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.  Pick 

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.  Pick 

315  Age  of  the  French  Revolution  An  intensive 
analysis  of  the  French  Revolution  and  its 
implications,  especially  in  marking  a  turning  point  in 
the  development  of  modern  political  culture.  The 
course  focuses  especially  on  different  interpretations 
of  the  Revolution  and  its  consequences  in  France 
and  elsewhere.  Offered  alternate  years. 

Ms.  Hardwick 

316  Transformation  of  Nineteenth-Century 
Europe  An  exploration  of  the  major  dual 
transformation  in  modern  history — the  industrial 
and  democratic  revolutions.  The  course  will  explore 
the  waves  of  economic  and  political  change  that 
Europe  experienced,  as  well  as  some  of  their  social 
and  cultiual  consequences.  Through  readings 
students  will  travel  to  the  Crystal  Palace  Exposition 
and  to  coal  mines,  and  participate  in  the  Realpolitik 
of  International  Congresses  and  in  Utopian  efforts  to 
make  a  better  world.  Offered  alternate  years. 

Ms.  Clay 

317  Europe  1871-1919:  Golden  Age  or  Era  of 
Nascent  Crisis?  From  the  Paris  Commune  of  1871 
to  the  settlement  of  the  Great  War  in  1919.  This  was 
an  era  of  rising  hopes  and  illusions,  and  countless 
achievements.  The  course  will  explore  those 
perspectives  and  achievements,  and  the  transforma- 
tions in  European  economies,  states,  foreign  relafions, 
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 


HISTORY/  INTERDEPARTMENTAL  STUDIES 


109 


318  Europe  in  Crisis  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 

319  Europe  since  1945  Perspectives  on  postwar 
Europe:  reconstruction,  de-Nazification,  de- 
Stalinization,  the  end  of  the  colonial  empires, 
nationalism  and  European  integration,  and  the  role 
of  the  state  and  of  religion,  with  the  reflection  of 
these  in  culture  and  society. 

Ms.  Clay 

321  Modem  China  A  study  of  Chinese  history  since 
the  Opium  War  of  the  nineteenth  century,  with 
emphasis  on  the  Nationalist  and  Communist 
revolutions.  Not  offered  ever  year. 

Mr.  Stemen 

332  American  Diplomatic  History  The  foreign 
relations  of  the  United  States  since  the  American 
Revolution,  with  emphasis  on  the  twentieth  century. 
■  Mr.  Stemen 

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.  Forness 

343  Jef fersonian-Jacksonian  Era  Covering  the 
period  from  the  I790's  to  the  Mexican  War,  treats 
the  development  of  American  national  life  and 
sectional  interests  under  such  influences  as 
Jefferson's  agrarian  republicanism  and  the  new 
democratic  movements  of  thejacksonian  period. 
Not  offered  every  year. 

Mr.  Forness 

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  political,  economic,  and 
social  developments  in  the  United  States  from  about 
1900  to  1945.  Some  attention  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  political,  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 


415  The  Russian  Revolution 


Mr.  Boritt 


Mr.  Birkner 


Mr.  Chiteji 


Mr.  Forness 


Ms.  Clay 


416  Sexual  Politics  in  Early  Modem  Europe 

Ms.  Hardmck 

Individualized  Study  An  individual  tutorial, 
research  project,  or  internship  requiring  the  permis- 
sion 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 

Associate  Professor  Winans 
Adjimct  Assistant  Professor  M.  Baskerville 
Adjunct  Instructors  Powers  and  Dombrowsky 
Lecturers  Jones  and  Nordvall 
Scholars-in-Residence  Ding  and  Brodber 

The  Committee  on  Interdepartmental  Studies  offers 
courses  and  coordinates  specialized  interdepart- 
mental 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 


110 


INTERDEPARTMENTAL  STUDIES 


different  departments,  may  design  a  coherent  pro- 
gram 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.  Interdepart- 
mental 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  under- 
standing 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  literar)  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  variet)'  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.  Prerequisite. 
permission  of  the  instructor. 

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-centur)'  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 

227,228  Civilization  of  India  Astudy  of  cultural 
encounters  and  exchanges  between  the  Indian  sub- 
continent and  other  major  world  cultures.  First  course: 
Indus  Valley  civilization,  the  coming  of  the  Aryans, 
and  the  evolution  of  Hinduism;  Graeco-Roman 
influences  on  Indian  civilization;  Buddhism  and  the 
Chinese  exchange.  Second  course:  Indian  colonies  in 
Southeast  Asia;  Muslim  and  European  colonization  of 
India;  politics  and  economics  of  post-Independence 
India.  Fulfills  distribution  requirement  in  history/ 
philosophy  and  the  distribution  requirement  in  non- 
Western  culture.  Alternate  years.  Offered  1994-95. 

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  primary  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 


INTERDEPARTMENTAL  STUDIES 


111 


237,  238  Literature  of  India  Study  of  major  Indian 
literaiy  works  in  transladon.  First  course:  Vedic 
hymns,  major  epics,  Sanskrit  drama,  Gupta  love 
poetry,  and  political  fables.  Second  course:  Tamil 
epic  and  lyrics,  devodonal  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.  Poivers 

239  Architecture  and  Society  in  Nineteenth 
Century  America  (See  listing  under  Histoiy 
Department) 

240  Energy:  Production,  Use,  and  Elnvironmental 
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  conservation  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 

243  Childhood  and  Family  in  Caribbean  Culture 

A  study  of  the  dynamic  interplay  of  culture  and 
human  development  in  Caribbean  society  in  the  early 
20th  century.  The  course  will  examine,  from  an 
historical  and  sociological  perspective,  childhood  and 
family  in  three  Caribbean  countries — Barbados, 
Jamaica,  and  Trinidad. 

Ms.  Brodber 

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  children's  folklore,  urban 
legends,  Gettysburg  ghost  stories,  gender-related  folk- 
lore, African-American  folklore  in  historical  context, 
and  a  final  section  on  folk  song  and  folk  music. 

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  idendty  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  Pro- 
testant 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,  Ausfin  Clarke,  Eilean  ni  Chilleanain,  John 
Montague,  Eavan  Boland;  from  ficdon,  Sean 
OTaolain,  Mary  Lavin,  Edna  O'Brien.  Fulfills  litera- 
ture requirement.  Alternate  years.  Offered  1992-93. 

Mr.  J.  Myers 

250  Criminal  Justice  Overview  of  the  criminal 
justice  system  in  the  United  States  and  role  in  that 
system  of  features  such  as  police,  attorneys,  trials, 
and  prisons.  Major  United  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.  Dornbrowsky  and  others 

255  Science,  Technology,  and  Nuclear  Weapons 

Study  of  the  effect  of  technology  on  the  many  issues 
related  to  Nuclear  Weapons.  Coverage  includes 
nuclear  weapons  effects,  strategic  arsenals,  past  and 
current  attempts  at  arms  control,  nuclear 
proliferation,  and  nuclear  disarmament.  Special 
emphasis  will  be  given  toward  understanding  future 
technological  trends  in  the  post  cold  war  climate. 

Mr.  Pella 


112 


INTERDEPARTMENTAL  STUDIES 


260  The  Holocaust  and  the  Third  Reich  An 

intensive  study  of  selected  writings  (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 

267  Theatre  &  Religion  An  investigation  of  the 
theatre's  role  in  various  western  and  non-western 
religions.  Students  will  gain  an  understanding  of  and 
an  appreciation  for  the  function  of  performance  and 
design  in  worship,  liturgy,  and  ritual.  They  should 
develop  some  critical  sense  of  the  theatre's  effective- 
ness as  a  teaching  device  within  a  religious  context.  A 
significant  effort  will  be  made  in  assessing  religion's 
impact  on  the  theatre's  evolution  in  form,  style,  and 
purpose.  Fulfills  a  distribution  requirement  in  fine  arts 
or  in  religion.  Prerequisite:  permission  of  the  instructor. 

Mr.  Hanson 

272  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,  literarv',  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  backgroimd  in  music  is  required. 

Mr.  McCardle 

273  Four  Centuries  of  Doctor  Faust  A  study  of 
selected  treatments  of  the  Faust  theme  in  literature, 
music,  and  art.  Readings  will  include  (but  not  be 
limited  to)  the  chapbook  of  1587,  Marlowe's  The 
Tragical  History  of  Doctor  Faustus,  Goethe's  Faust, 
and  Thomas  Mann's  Doctor  Faustvis.  The  operas  of 
Gounod  and  Boito  and  other  musical  compositions 
as  well  as  illustrations  by  artists  such  as  Delacroix  will 
supplement  the  readings.  Recordings,  films 
theatrical  performances  (subject  to  availability).  All 
readings  in  English. 

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 

284  Modem  Chinese  Literature  A  study  of 
representative  works  as  well  as  the  general  contour  of 
contemporary  Chinese  literature.  A  brief 
introduction  to  the  literature  before  and  during  the 
"Cultural  Revolution"  will  be  given  at  the  beginning 
of  the  course,  followed  by  detailed  description  and 
analysis  of  the  content  and  artistry  of  the  major 
works  published  in  the  aftermath  of  the  "Cultural 
Revolution."  Fulfills  the  distribution  requirement  in 
non-Western  culture. 

Mr.  Ding 

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 

289  Chinese  Writing:  An  Introduction  to  Chinese 
Culture  An  introduction  to  the  culture  of  China 
through  its  writing  system.  Students  will  be 
introduced  to  214  basic  Chinese  characters  and  the 
history  of  their  evolution  from  pictographs  to 
ideograms.  This  study  will  enable  students  to 
appreciate  the  wit  and  wisdom  that  infuses  the 
Chinese  world  outlook.  No  knowledge  of  Chinese  is 
required.  Fulfills  the  distribution  requirement  in 
non-Western  culture. 

Mr.  Ding 

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 
2900-1100  B.C.E.  will  be  presented  in  their  historical 


INTERDEPARTMENTAL  STUDIES 


113 


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 

320  Human  Sexual  Behavior  Discussion  of  bio- 
sexual,  sociosexual,  and  psychosexual  development  in 
a  cultural-behavioral  setting.  Resources  from  a  variety 
of  disciplines  will  be  discussed  as  they  relate  to  the 
present-day  social-sexual  milieu.  Seminar  format.  In- 
depth  research  investigation  required.  Enrolls  seven 
women  and  seven  men. 

Mr.  Jones 

401  Senior  Scholars:  The  Futiu-e  of  Humanity 

Seminar  for  selected  senior  students  addressing  an 
important  contemporary  issue  affecting  the  future  of 
himianity.  The  approach  to  this  issue  is  multidisci- 
plinary.  Authorities  of  national  stature  are  invited  to 
serve  as  resource  persons,  and  a  final  report  is 
published  by  the  seminar  participants.  The  seminar 
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: 
jj  Tutorial  in  Interdepartmental  Studies 

461  Individualized  Study: 

Research  in  Interdepartmental  Studies 

Special  Programs 
Asian  Studies 

Gettysburg  College  offers  a  nimiber  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 
I  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 
foimd  imder  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  foundations  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  realisdc  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  institutional  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  studies  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,  Vietnam  Ten  Years  After,  and  Struggle  in 
Southern  Africa.  Most  recently.  Area  Studies  has 
focused  on  the  Middle  East,  China  in  Revolution, 
Mexico,  Sub-Saharan  Africa  and  the  Caribbean.  To 
enhance  the  academic  offerings  in  these  areas  of 


114 


JAPANESE  /  LATIN  AMERICAN  STUDIES 


study,  the  College  has  had  the  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 
participation  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  politics,  and  the  other  in  language 
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. 

Japanese 

The  courses  offered  are  designed  to  acquaint  the 
student  with  the  basics  of  the  Japanese  language.  No 
major  or  minor  is  currently  offered  in  this  area. 
Students  may  use  Japanese  (through  the  202  level)  to 
fulfill  the  language  distribution  requirement.  The 
administration  of  the  Japanese  language  program  is 
overseen  by  the  Committee  on  Interdepartmental 
Studies. 

101,102  Basic  Japanese   Introduces  the  three  types 
of  Japanese  writing  and  most  grammar  necessary  for 
speaking  and  reading  basic  Japanese.  Language 
Laboratory  usage  is  required. 

Staff 

201,202  Intermediate  Japanese  Completes  the 
fundamental  grammar  and  practice  of  oral  and 
written  Japanese,  including  individual  oral 
presentation  in  special  fields.  Language  laboratory  is 
required.  Prerequisite. ]^.p2inese  102  or  its  equivalent. 

Staff 

Latin  -  See  Classics 


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  com- 
pleted Spanish  301;  and  (3)  several  semester-long 
programs  in  Cuemavaca,  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: 

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  cidture 
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 

147  Contemporary  Latin  American  Culture  A 

study  of  contemporary  Latin  American  culture  through 
the  examination  of  its  art  — literature,  music,  film, 
painting,  photography —  viewed  as  an  expression  of 
the  permanent  conflict  between  the  artist  and  his/her 


LATIN  AMERICAN  STUDIES  /  MANAGEMENT 


115 


Ij     social  environment.  The  course  will  focus  upon  the 
interrelationships  between  the  social,  political  and 
intellectual  factors  that  influenced  the  development  of 
Latin  American  cultures  and  their  unique  artistic 
creations.  Emphasis  will  be  also  be  placed  upon  the 
predominant  view  among  Latin  American  intellectuals 
that  the  artist  has  the  power  and  the  obligation  to 
effect  change  and  modify  society  through  art. 

Mr.  Luengo 

267  Society  and  Politics  in  Latin  America:  A  Case 
Study  of  the  Dominican  Republic  A  study  of  the 
socio-political  evolution  of  the  19th  and  20th  century 
Dominican  Republic.  This  course  will  examine  the 
tension  between  dictatorship  and  democracy,  the 
(     changing  economic  patterns  of  Dominican  life  and 
[|     the  influence  of  the  U.S.  militai^  interventions  of 
1916-1924  and  1965-1967  on  the  modern  Dominican 
state. 

Mr.  Betances 

261  Colonial  Latin  America  The  evolution  of  Latin 
Ainerica  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 

ll     of  two  different  societies  coming  together. 

'f  Mr.  Betances 

262  Modem  Latin  America  The  formation  of  Latin 
American  republics,  focusing  upon  the  interplay 
between  internal  processes  and  external  influences. 

flj     Students  will  examine  the  Latin  Americans'  struggle 
for  political  and  cultural  integration  to  overcome 
their  colonial  heritage  and  to  build  national  states. 

Mr.  Betances 

History 

267  United  States-Latin  American  Relations 

Diplomatic,  economic,  and  cultural  relations 
between  the  United  States  and  Latin  Ainerica  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 
Jj     distribution  requirement  in  history/philosophy. 


Prerequisite:  Spanish  202  or  consent  of  the 
Department.  Alternate  years.  Offered  1992-93 


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 

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. 

Staff 

Management 

Professors  Pitts,  Rosenbach,  and  Schein  (Chairperson) 
Associate  Professors  Redding  and  C.  Walton 
Assistant  Professors  Star,  Stroope,  Tracy  and  S. 

Walton 
Instructor  Seitz 
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-considered 
values  and  the  aesthetic  and  intuitive  components  of 
leadership  as  well  as  the  relevant  analytic  and 
technical  skills.  Most  importantly,  the  curriculum 
and  the  manner  in  which  it  is  taught  foster  the 
qualities  of  critical,  creative  thinking;  the 


116 


MANAGEMENT 


entrepreneurial  disposition  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  concentradon: 
entrepreneurship,  human  resources,  accounting  and 
finance,  and  international  management.  In  addition 
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  administration  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  concentration.  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  concentration: 
entrepreneurship,  human  resources,  accoimting  and 
finance,  or  international  management. 

Students  anticipating  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)  satisfactorily 
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  offers  a  management  internship 
(Management  473)  for  selected  management  majors 
entering  their  senior  year.  The  internship  is 
comprised  of  an  employment  experience  completed 


during  the  simimer  between  their  junior  and  senior 
year,  and  an  academic  component  completed  during 
fall  semester  of  the  senior  year.  One  course  credit  is 
awarded  for  successful  completion  of  the  internship. 
Additional  information  regarding  the  Department  of 
Management  is  contained  in  Managing  Your  Major: 
Department  of  Management  Handbook.  All  majors  and 
potential  majors  are  urged  to  obtain  a  copy  of  this 
booklet. 

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. 

Staff 

154  Managerial  Accounting  Study  of  accoimting 
concepts  for  planning,  control,  motivation, 
reporting,  and  evaluation  by  management  of  the 
firm.  Prerequisite:  Management  153. 

Staff 

247  Management  Information  Systems  Integrative 
systems  of  people  and  machines  for  providing 
information  to  support  the  operations,  management, 
and  decision-making  funcdons  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. 

Staff 

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. 

Staff 

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. 

Staff 

267  Business  Finance  Introduction  to  the 
principles  and  practices  involved  in  the  acquisition 
and  administradon  of  corporate  funds.  Emphasis  is 
placed  on  financial  planning,  investment  analysis. 


MANAGEMENT 


117 


asset  management,  and  sources  and  costs  of  capital. 
Prerequisites:  Management  153  and  266,  and 
Economics  241. 

Staff 

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. 

Staff 

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:  M?in?Lgemenl  154. 

Staff 

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. 

Staff 

356  Federal  Taxes  Introduction,  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. 

Staff 

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. 

Staff 

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. 

Staff 

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:  Y,conom\c?,  103,  104. 

Staff 

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, 
environmental  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. 

Staff 

364  Advanced  Business  Law  In-depth  study  of 
contemporai7  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,  contract,  and  constitutional  law. 
The  case  study  method  is  employed  as  appropriate. 
Prerequisites:  Management  266  and  Management  363 
or  permission  of  the  instructor. 

Staff 

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 


118 


MANAGEMENT  /  MATHEMATICS  AND  COMPUTER  SCIENCE 


legal  issues.  Project  work  with  organizations 
required.  Prerequisite:  Management  266;  Management 
270  preferred  and  required  if  concentrating  in 
human  resources. 

Staff 

368  Investment  Management  Investment  practices, 
the  risks  of  investment,  and  the  selection  of 
appropriate  investment  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  the  instructor. 

Staff 

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. 

Staff 

385  International  Management  Examination  of 
problems  and  opportunities  confronting  business 
enterprises  which  operate  across  national  borders, 
with  emphasis  on  adaptation  to  different  cultural, 
legal,  political,  and  economic  environments. 
Prerequisites:  Management  153  and  266. 

Staff 

386  International  Accounting  and  Taxation 

Interpretation  of  foreign  financial  statements  and 
analysis  of  accounting,  reporting,  and  disclosure 
practices  around  the  world.  Financial  reporting  in 
the  international  environment.  Review  of  taxation 
around  the  world  and  international  tax  issues  to  the 
multinational  firm.  Prerequisite:  M?t.n2i.gemeni  153. 

Staff 

400  Policy  and  Strategy  Integrative  capstone 
course  dealing  with  the  role  of  senior  executives  in 
business  enterprises.  Course  focuses  on  problems  of 
strategy  formulation,  organization  design,  and 
organization  renewal.  Required  of  all  seniors. 
Prerequisites:  Senior  status  plus  completion  of  all  core 
courses  or  permission  of  the  instructor. 

Staff 


410  Senior  Seminar  Investigation  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. 

Staff 

473  Internship  A  minimum  of  six  weeks  of  on-site 
participation  in  management  with  a  public  or  private 
enterprise.  A  student  wishing  to  pursue  an 
internship  must  submit  an  acceptable  proposal  to 
the  Staff  Director  of  Internships  during  spring 
semester  of  the  junior  year.  Prerequisites: ]un\or 
management  major  with  a  minimum  2.0  overall  and 
departmental  grade  point  average. 

Staff 

Individualized  Study  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.  Prerequisite:  Permission  of 
the  supervising  faculty  member  and  the  department. 

Mathematics  and  Computer 
Science ^^ 

Professors:  Fink  (Chairperson),  Holder,  and 

Leinbach 
Associate  Professors:  DeSilva,  Flesner,  and  Kellett 
Assistant  Professors:  Levine  and  Tosten 
Adjunct  Instructors:  Leslie  and  Y.  Niiro 

Mathematics 

Overview 

A  knowledge  of  mathemadcs  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. 


J 


MATHEMATICS  AND  COMPUTER  SCIENCE 


119 


The  mathematics  curriculum  provides  a  fotindation 
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  traditional 
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  mathematics  are: 
Core:  Mathematics  111  (or  105-106),  112,  211, 

212,  321,  331,  and  Computer  Science 

103  (by  end  of  the  sophomore  year); 
One  of:         Mathematics  322,  332,  or 

the  sequence  351-352; 
Plus:  3  additional  200-  or  300-level 

Mathematics  courses,  at  least  2  at 

the  300  level; 

The  Bachelor  of  Science  Program 

The  requirements  for  a  B.S.  in  mathematics  are: 
Core:  See  B.A.  requirements; 

Plus:  Mathematics  363,  364,  and  366; 

One  of  the  sequences: 

Physics  1 1 1-1 12  or  Chemistry  111-112 
Plus:  2  courses  from  one  of  the  groups: 

Biology309,  310,  341; 

Chemistry  305,  306; 

Computer  Science  301,  311,  371; 

Physics310,  319,  325,  330. 

Minor  in  Mathematics 

A  minor  in  mathematics  consists  of  six  mathematics 
courses  numbered  1 1 1  or  above.  At  least  one  of  these 
courses  must  be  at  the  300  level. 


105-106  Calculus  with  Precalculus  Study  of 
differential  and  integral  calculus  with  precalctilus. 
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  descrifh 
tive  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  107,  Economics  241,  and  Psychology  205. 

Staff 

111-112  Calculus  I,  II   Differential  and  integral 
calculus  of  one  real  variable.  Topics  include 
introduction  to  limits,  continuity,  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.  Students 
who  have  received  credit  for  Mathematics  105-106 
cannot  also  receive  credit  for  Mathematics  111. 
These  students  may  register  for  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:  M?ii\\em3.\\c?,  Ill  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. 
Prerequisite:  Mathematics  112. 

Staff 


120 


MATHEMATICS  AND  COMPUTER  SCIENCE 


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,  transporta- 
tion problems,  and  network  analysis.  The  computer 
will  be  used  extensively.  Prerequisite:  Mathematics  112. 
Alternate  years.  Offered  1992-93. 

Staff 

321-322  Analysis  1,  II  Provides  both  a  rigorous  treat- 
ment 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:  M2iXhem?iX\c&  211  and  212.  Mathemadcs 
322  offered  in  alternate  years.  Offered  1993-94. 

Staff 

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  study  of  both  synthetic 
and  analytic  approaches  to  geometry.  Topics  include 
axiomatic  systems,  Euclidean  geometry,  non- 
Euclidean  geometries,  projective  geometry,  and 
subgeometries  of  projective  geometry.  Prerequisite: 
Mathematics  212.  Alternate  years.  Offered  1992-93. 

Staff 

351-352  Mathematical  Statistics  and  Probabihty  I, 

II  Probability',  frequency  distributions,  sampling 
theory,  testing  hypotheses,  estimation,  correlation 
and  regression,  small  sample  distributions,  and 
applications.  Prerequisite:  Mathematics  212. 

Staff 

354  Topics  in  AppUed  Probabihty  and  Statistics 

Study  of  an  area  of  applied  probability  and  statistics 
not  otherwise  in  the  curriculum.  Possible  subjects  in- 
clude linear  modeling,  stochastic  processes,  nonpara- 


metric  statistics,  and  quality  control.  Prerequisite: 
Mathematics  351.  Alternate  years.  Offered  1993-94. 

Staff 

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. 

Staff 

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  differ- 
ential equations  of  physics,  Legendre  polynomials,  and 
Bessel  functions.  Prerequisite:  Mathemadcs  212. 

Staff 

364  Complex  Variables  Analydc  funcdons, 
conformal  mapping,  complex  integrals,  Laurant 
series,  theory  of  residues,  and  potential  theory. 
Prerequisite:  Mathematics  212. 

Staff 

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  Computer 
Science  103.  Alternate  years.  Offered  1993-94. 

Staff 

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 

IndividuaUzed  Study  Pursuit  of  topics  of  an 
advanced  nature  by  well-qualified  students  through 
individual  reading,  research,  or  internship,  under 
the  supervision  of  a  faculty  member.  Prerequisite: 
Permission  of  the  department  chairperson. 


MATHEMATICS  AND  COMPUTER  SCIENCE 


121 


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  addition,  upper-division  students  may,  in 
collaboration  with  faculty  members,  be  involved  in 
on-going  research  projects  or  study  topics  not 
covered  by  the  regular  course  offerings. 

The  major  is  designed  to  give  sttxdents  a  broad  imder- 
standing  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  Bachelor  of  Arts  Program 

The  requirements  for  a  B.A.  in  computer  science 
are:  Core:Computer  Science  103,  104,  216,  221,  and 
Mathematics  111  (or  105-106),  208;  Plus:4  computer 
science  electives,  at  least  3  from  Group  A: 

Group  A:      Computer  Science  301,  311,  324,  341, 

360,371,373; 
Group  B:      Computer  Science  450,  460,  470, 

Management  247, 

Mathematics  366; 
Capstone:     Computer  Science  340. 

Minor  In  Computer  Science 

A  minor  in  computer  science  consists  of  six  courses 
including  Computer  Science  103,  104,  216,  221,  and 
two  computer  science  electives  from  Groups  A  and  B. 
At  least  one  elective  must  be  chosen  from  Group  A. 
Students  intending  to  do  graduate  work  in  computer 
science  are  advised  to  take  Mathematics  351,  Physics 
240,  and  six  computer  science  electives  including 
Computer  Science  301  and  Computer  Science  311. 

Facilities 

Computing  Services  maintains  a  campus-wide 
computing  network.  Through  the  network,  students 
may  access  several  programming  languages  and 
applications  packages.  In  addition  to  this,  the 
department  has  a  laboratory  featuring  NeXT 


computers  that  are  used  for  introductory  courses 
and  such  electives  as  operating  systems  and  graphics. 
These  machines  are  connected  to  a  SUN 
Sparcstation  that  is  used  as  a  local  file  server  and  as  a 
site  for  parallel  processing  hardware. 

The  department  also  uses  the  Internet  to  access 
other  sites,  such  as  the  Pittsburgh  Supercomputing 
Center,  for  additional  resources. 

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:  Computer 
Science  103  or  AP  credit  in  computer  science. 

Staff 

109  The  Art  and  Science  of  Computer  Graphics 

Introduction  to  the  use  of  computers  through  the 
study  of  the  process  of  creating  and  manipulating 
three  dimensional  images.  The  course  will 
emphasize  hands-on  laboratory  experience,  with 
student  work  focused  around  completing  a  series  of 
projects.  Students  will  study  a  variety  of  topics 
ranging  from  very  general  (programming  strategies) 
to  very  specific  (the  use  of  color). 

Staff 

216  Data  Structiues  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.  Prerequisite: 
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. 

Staff 


122 


MATHEMATICS  AND  COMPUTER  SCIENCE 


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:  Mathematics  208,  Computer  Science  104. 
Alternate  years.  Offered  1992-93. 

Staff 

311  Design  and  Analysis  of  Algorithms  A  survey  of 
the  basic  principles  and  techniques  for  the  develop- 
ment of  good  algorithms.  Emphasis  is  placed  on 
individual  development  of  algorithms  and  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  boimd,  spanning  trees,  reachability, 
combinatorial  methods,  and  NP-hard  problems. 
Prerequisites:  Mathematics  112,  Computer  Science  216. 
Alternate  years.  Offered  1993-94. 

Staff 

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. 

Staff 

327  Parallel  Processing  Introduction  to  the 
techniques  used  to  implement  parallel  processing 
concepts  in  computer  environments.  The  course 
begins  with  an  investigation  of  multitasking  single 
processor  systems.  This  is  followed  by  an  investigation 
of  SIMD  (Single  Instruction  Multiple  Data  stream) 
environments.  The  final  topic  will  be  an  investigation 
of  computing  within  MIMD  (Multiple  Instructions 
Multiple  Data  stream)  environments.  Students  will 
work  with  actual  implementations  of  each  of  these 
environments  and  explore  their  advantages  and 
appropriate  uses.  Prerequisite:  Computer  Science 
216.  Alternate  years.  Offered  1993-94. 

Staff 

335  Software  Engineering  Introduction  to  the 
principles  used  to  anal)'ze  and  specify  software  systems. 
The  course  covers  concepts  and  issues  dealing  with  the 
initial  stages  of  the  software  life  cycle.  The  course 
begins  with  students  studying  formal  methods  for 


analyzing  and  investigadng  environments  requiring 
automation.  This  is  followed  by  a  study  of  languages 
and  CASE  (Computer-Aided  Software  Engineering) 
tools.  Throughout  the  course  students  will  apply 
principles  that  they  study  to  situafions  outside  the 
department.  Prerequisite:  Computer  Science  216. 
Alternate  years.  Offered  1993-1994. 

Staff 

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.  Implementa- 
tion of  the  software  project  will  be  in  a  high-level 
language  that  supports  modularity  and  procedural 
and  data  abstraction.  Topics  include  formal  model  of 
strtictured  programming,  modular  decomposition, 
information  hiding,  formal  program  specification 
techniques,  software  testing  techniques,  documenta- 
tion, and  user  interfaces.  Prerequisites:  Computer 
Science  216,  one  Computer  Science  course  at  the  300 
level,  and  permission  of  the  department  chairperson. 

Staff 

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  1993-94. 

Staff 

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:  Com^iuler 
Science  216.  Alternate  years.  Offered  1992-93. 

Staff 

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. 

Staff 


MATHEMATICS  AND  COMPUTER  SCIENCE  /  MUSIC 


123 


373  Computer  Graphics  A  study  of  the  methods 
and  issues  surrounding  the  construction  of  graphical 
images  on  the  computer.  Topics  include  windowing 
systems  and  user  input,  two-dimensional  graphics 
packages,  curve  drawing  techniques,  modeling  in 
three  dimensions,  the  use  of  lighting  and  shading 
techniques,  and  the  process  of  rendering  images. 
Student  work  will  consist  both  of  tising  existing  pack- 
ages to  create  images  and  of  implementing  algorithms 
used  in  graphical  systems.  Prerequisite:  Computer 
Science  216.  Alternate  years.  Offered  1992-93. 

Staff 

374  Compilers  Introduction  to  the  techniques  used 
to  translate  high  level  computer  languages  into 
machine  code.  The  course  discusses  and  evaluates 
current  implementadon  techniques,  including  the 
applicable  theory.  Topics  include  lexical  scanning, 
parsing,  code  generadon  and  optimization.  Students 
will  be  expected  to  complete  a  major  product 
invoking  the  compilation  of  a  particular  computer 
langtiage.  Prerequisite:  Computer  Science  216. 
Alternate  years.  Offered  1993-1994. 

Staff 

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  faculty  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  faculty  member.  Prerequisites:  Computer 
Science  216  and  permission  of  the  department 
chairperson. 

Staff 

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  faculty  member.  Prerequisites: 
Computer  Science  216  and  permission  of  the 
department  chairperson. 

Staff 

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  faculty  member  and  requires 
the  submission  of  a  satisfactory  written  report  upon 
completion.  Prerequisites:  Computer  Science  216  and 
permission  of  the  department  chairperson. 


Music 


Professors  Zellner  (Chairfeison)  and  Nunamaker 

Associate  Professors  Finstad  and  Matsinko 

Instructor  Jones  and  Gratto 

Adjunct  Professor  Weikel 

Adjunct  Assistant  Professors  Bowers,  Botterbusch, 

and  LeVan 
Adjimct  Instructors  Baxter,  Kang,  Light,  and  Shook 

Overview 

The  music  department  endeavors  to  introduce 
students  to  the  historical  significance  of  Western  music 
and  to  the  variety  of  World  Music  so  that  they  have  an 
understanding  of  their  musical  heritage  and  some 
knowledge  of  current  musical  trends.  Suppordng  this 
historical  knowledge  is  familiarity  with  the  basic 
elements  of  music  and  discovery  of  their  own  abilities 
through  direct  contact  with,  and  creative  maniptilation 
of,  such  material.  The  music  curriculum  also  involves 
the  student  in  an  intensive  study  of  applied  music.  This 
encompasses  individual  and  or  ensemble  experience. 
In  the  practice  room,  studio,  and  recital  hall  the 
student  has  an  opportunity  to  refine  the  techniqties 
for  musical  performance.  In  the  small  and  large 
ensemble  the  individual  must  work  within  a  greater 
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  Educadon.  The  music 
department  offers  programs  leading  to  a  Bachelor  of 
Arts  degree  in  music  and  a  Bachelor  of  Science  degree 
in  music  educadon. 

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  shotild 
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  sttident'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. 


124 


MUSIC 


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  considera- 
tion of  the  principal  music  forms  against  the  back- 
ground of  the  other  arts  and  in  the  content  of 
historical  events.  Active  listening  is  an  essential  part  of 
the  course.  Repeated  spring  semester. 

Ms.  Gratto,  Mr.  Malsinko,  Mr.  Nunamaker,  Ms. Light 

102  World  Music  Survey  A  study  of  music  cultures 
found  arovind  the  world  including  the  non-Western 
regions  of  sub-Saharan  Africa,  the  Mid-East,  and 
Asia,  as  well  as  selected  ethnic  cultures  within  the 
United  States.  Music  making  activities  and  other 
related  arts  will  be  examined  in  relation  to  the 
cultural  contexts  in  which  they  are  found. 

Mr.  LeVan 

103A  Music  of  the  Classical  Period  Study  of  the 
major  composers-Haydn,  Mozart  and  Beethoven- 
and  the  significant  genres  of  the  late  Eighteenth  and 
early  Nineteenth  centuries.  The  musical  achievements 
of  this  period  will  be  studied  within  the  social  and 
economic  milieu.  Listening  and  analyzing  musical 
compositions  will  be  an  integral  part  of  the  course. 

Mr.  Nunamaker 

104  Opera  Study  of  opera  history  and  standard 
operatic  works  as  examples  of  drama  and  music. 
Related  genres  of  operetta,  zaizuela,  musical  and 
oratorio  are  also  included.  Extensive  listening  and 
viewing  assignments  are  required. 

Ms.  Gratto 

105  Introduction  to  Contemporary  Music  Study  of 
the  major  trends  in  twentieth-century  music,  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 
be  done  in  the  areas  of  orchestral,  vocal,  and 
chamber  music. 

Mr.  Nunamaker 

108  Women  in  Music  The  study  of  women's  contri- 
bution 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 

1 10  Survey  of  Jazz  Study  of  America's  indigenous 
musical  art  form  from  early  blues  and  Dixieland 
through  current  trends.  A  "live"  jazz  quartet  is  an 
integral  part  of  style  analysis.  Concert  attendance 
and  listening  assignments  are  necessary  to  attain 
an  understanding  of  the  genesis  and  development 
of  jazz. 

Ms.  Gratto ,  Mr.  Jones ' 

141  Theory  I  Fundamentals  of  basic  theory, 
notation,  and  nomenclature;  introduction  to  writing 
skills;  basic  analytic  technique;  melodic  analysis; 
correlated  sight-singing  and  aural  perception  skills. 

Ms.  Gratto  ,  Mr.  Jones 


142  Theory  II  Continuation  of  writing  skills;  analysis 
and  writing  of  chorales;  correlated  sight-singing  and 
aural  perception  skills;  keyboard  harmony. 

Ms.  Gratto  ,  Mr.  Jones 

205  Choral  Conducting  Development  of  basic 
conducting  techniques.  Areas  of  study  include  vocal 
problems  and  tonal  development,  diction,  rehearsal 
procedures,  interpretation,  and  suitable  repertoire 
for  school,  church,  and  community. 

Mr.  Finstad 

206  Instrumental  Conducting  Continued 
development  of  conducting  skills  and  score  analysis. 


MUSIC 


Areas  of  study  include:  interpretation,  musical  styles, 
balance,  intonation,  rehearsal  procedures,  and 
suitable  repertoire  for  large  and  small  ensembles. 

I  ,  Mr.  Zellner 

I 
241  Theory  III  Study  of  the  common  practice 
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 
I  present  day  by  means  of  analytic  and  written 
I  projects.  Correlated  sight-singing,  aural  perception 
■  skills,  and  keyboard  harmony  are  included. 

Mr.  Jones 

244  Introduction  to  Music  Literature  Study  of  the 
I  major  genres,  style  periods,  and  composers  of 
'  Western  music.  Extensive  use  of  recorded  materials 
I  is  included,  with  emphasis  on  the  development  of 

aural  recognition. 

Mr.  Matsinko 

303  Sixteenth-Century  Counterpoint  Introduction 
I  to  the  contraptmtal  technique  of  the  sixteenth 

i  century  through  the  study  of  plainsong  and  early 
1  motets.  Composition  in  the  small  forms  is  a  part  of 
I  the  course.  Offered  on  demand. 

Staff 

304  Eighteenth-Century  Counterpoint  Introduction 
to  the  contrapuntal  style  of  the  eighteenth  century  and 
an  analysis  of  the  baroque  forms,  with  attention  to 

j  linear  motion  and  fundamental  harmonic  progression. 

j)  Composition  in  the  various  forms  is  required. 

j  Staff 

,313  History  of  Medieval,  Renaissance,  and 
i  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  Study  of  the  principal 
stylistic  tendencies  from  c.  1770  to  the  present. 
Extensive  listening  to,  and  examination  of,  illus- 
trative 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  children  to 


125 


listen  to,  imderstand,  create,  and  perform  music  are 
included.  Classroom  instrument  competencies  are 
developed  in  alternate  years. 

Ms.  Gratto 

321  Principles  and  Procedures  of  Teaching  Music 
in  the  Secondary  School  Study  and  evaluation  of 
methods,  materials,  and  techniques  for  teaching 
music  classes  and  performance  groups  in  the 
secondary  grade  with  a  development  of  a  personal 
philosophy  of  music  education.  Alternate  years. 

Ms.  Gratto 

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. 

Applied  Music 

The  department  offers  instruction  in  voice,  piano, 
organ,  and  the  standard  band  and  orchestral  instru- 
ments. 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  entitled  to  eight 
quarter-courses  of  private  instruction,  and  those  who 
are  candidates  for  the  degree  of  Bachelor  of  Science 
in  Music  Education  are  entided  to  12  quarter-courses 
of  private  instnaction  at  no  additional  cost  beyond  the 
comprehensive  fee. 

The  department  also  sponsors  various  music  organ- 
izations, including  the  College  Choir,  Chapel  Choir, 


126 


MUSIC 


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. 


121  Voice  Private  instruction  in  fundamentals  of 
voice  production,  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:  $415.  1/4  Course 

Mr.  Finstad 

122  Voice  Class  Study  of  vocal  techniques  using  class 
discussions  and  demonstrations.  The  course  will  have 
a  practical  workshop  atmosphere:  practicing  basic 
vocal  production  with  emphasis  on  posture,  breath 
control,  diction,  and  vowel  formation.  Fee  for  class 
lessons  per  semester:  $415.  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:  $415.  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:  $415.  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:  $415. 

1/4  Course 
Mr.  Weikel 

1 27  Band  Instrument  Instruction 

Private  instruction  emphasizing  the  fimdamentals  and 
repertoire  for  the  performance  of  woodwind,  brass, 
and  percussion  instruments.  Fee  for  one  half-  hour 
lesson  per  week  per  semester:  $415.  1/4  Course 

Ms.  Bowers ,  Mr.  Jones,  Ms.  Kang,  Mr.  Shook,  Mr.  Zellner 

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:  $415.  1/4  Course 

Mr.  Nunamaker,  Mr.  Baxter,  Mr.  Botterbusch 

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.  Three 
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 

150-151  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 

152-153  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 

154-155  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 

156  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 


MUSIC  /  PHILOSOPHY 


127 


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. 

Staff 

Philosophy 

Professor  Coulter  (Chairperson) 
Associate  Professor  Portmess,  Walters 
Assistant  Professors  Ruesga 
Instructor  Kuebler  {Spring  Term) 

Overview 

The  departmental  objectives  are  to  promote  inquiry 
into  perennial  philosophical  questions  such  as  the 
nature  of  justice,  happiness,  knowledge,  and  freedom; 
to  produce  awareness  of  the  answers  that  have  been 
proposed  in  response  to  these  questions;  to  teach  the 
tools  for  the  analysis  of  the  assumptions  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 
ability  to  analyze  problems,  understand  central  issues, 
and  develop  alternative  solutions.  It  challenges  the 
student  to  reflect  upon  problems  involving  values,  to 
examine  problems  in  an  interdisciplinary  way,  to 
examine  alternative  world  views  and  forms  of 
knowledge,  and  to  develop  an  awareness  of  intellectual 
history.  Classes  encourage  discussion  and  writing.  The 
study  of  philosophy  is  an  integral  part  of  an  education 
in  the  liberal  arts  tradition. 

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 
occupation  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,  107  and  211  have  no 
prerequisites.  Any  100  level  course  or  21 1  is 
recommended  as  preparation  for  a  200  or  300  level 
course,  though  the  instructor  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  21 1;  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  thinking. 
Technical  treatment  of  analytic  and  creative  methods 
will  be  illtistrated  by  appeals  to  fiction,  journalistic 
pieces,  and  personal  experiences. 

Mr.  Walters 

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  with  the  ethical  theories 
which  the  various  sides  use  to  make  their  cases. 

Staff 

107  Environmental  Ethics  A  study  of  the  ethical 
issues  raised  as  we  attempt  to  deal  with  environmental 
questions  such  as  waste  disposal,  pollution,  land  use, 
our  treatment  of  animals,  and  the  conservation  and 
preservation  of  natural  resources.  Do  biotic  systems, 
species  or  non-humans  have  rights?  What  are  our 
obligations  to  or  regarding  such  objects?  How  are  we 
to  decide  between  environmental  values  and  human 
needs  or  wants?  How  do  we  balance  current  needs 
against  our  concern  for  future  generations? 

Mr.  Coulter 

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,  Aristotle,  and  Hellenistic 
Neoplatonism.  Mr.  Coulter 


128 


PHILOSOPHY/  PHYSICS 


204  Medieval  and  Early  Modem  Philosophy  A 

study  of  philosophers  and  philosophies  of  medieval 
and  early  modern  Europe  as  these  reflect  the  impact 
of  religion  and  science  on  the  traditional  problems 
and  assumptions  of  philosophy.  Major  thinkers  to  be 
studied  include  Augustine,  Thomas  Aquinas, 
Descartes,  Leibniz,  Spinoza,  Locke,  Berkeley,  Hume, 
and  Kant.  (Not  offered  1992-1993) 

Ms.  Portrness 

211  Logic  and  Semantics  An  introduction  to 
formal  logic  and  a  study  of  the  formal  uses  of 
language,  with  particular  reference  to  the  nature  of 
inference  from  premises  to  conclusion;  rules  for 
deductive  inference;  construction  of  formal  proofs  in 
sentential  logic;  the  nature  of  the  language;  informal 
inferences  and  fallacies;  and  theory  of  definition. 

Mr.  Coulter 

217  Worldviews,  Meaning  and  Commitment  A 

study  of  the  nature,  construction  and  critical 
examination  of  worldviews,  or  ways  of  knowing — the 
mythic,  the  religious,  the  scientific,  the  philosophical 
and  the  aesthetic — by  which  we  arrive  at 
philosophies  of  life.  The  course  will  focus  especially 
on  the  relationship  between  meaning  and 
commitment,  and  will  examine  strategies  for  the 
articulation,  comparison  and  evaluation  of 
worldviews.  Readings  will  be  drawn  from  philosophy, 
poetiy  and  fiction. 

Mr.  Walters 

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.  Portrness 

234  Philosophy  of  Art  A  survey  of  the  major 
paradigms  in  the  histoiy  of  aesthetic  theory  (e.g., 
formalism,  representationalism,  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,  Philosophy  of  Mind  and  Philosophy  of  Law. 


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. 

Staff 

Physics 

Professors  Aebersold  and  Marschall 
Associate  Professors  Cowan  and  Pella  (Chairperson) 
Assistant  Professors  Aldinger,  Good,  and  Luehrmann 
Laboratory  Instructors  Cooper,  Hayden  and  Walt 

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  imderstanding  of  the  way 
natiue  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.  Laboratoiy  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. 


PHYSICS 


129 


B.A.  requirements: 

A  minimum  of  nine  physics  courses  including  Physics 
11 1,  1 12,  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). 

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,  112in  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  Mathemadcs  363.  Students  planning 

I   to  continue  graduate  work  in  physics  should  plan  on 

I:  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  111,  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  facilifies  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  selecfing  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  properdes  of  stars, 
methods  of  observation  and  analysis  of  light,  the 
nature  of  stellar  systems  and  interstellar  material. 


130 


PHYSICS 


principles  of  stellar  structure  and  evolution,  and  the 
overall  structiue  and  development  of  the  physical 
universe.  Prerequisite:  Astronomy  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  with  an  overview  of  the  fundamental 
principles  of  classical  physics:  the  theory  of  relativity 
and  quantum  mechanics.  The  course  includes  a 
discussion  of  the  fundamental  forces  of  nature;  topics 
in  modern  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  concurrently.  Four  class  hours  and  three 
laboratory  hours. 

Mr.  Coiuan 

112  Waves  and  Electricity  and  Magnetism 

Electrostatic  fields,  ciurents,  magnetic  fields, 
magnetic  induction,  and  Maxwell's  equations.  Other 
topics  include  waves,  light  as  a  propagating  electro- 
magnetic 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,  imcertainty 
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  21 1.  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 


PHYSICS  /  POLITICAL  SCIENCE 


131 


341  Quantum  Mechanics  An  introduction  to  the 
Schrodinger  and  Heisenberg  formulations  of 
quantum  mechanics.  Topics  covered  include  free 
particles,  the  harmonic  oscillator,  angular 
momentum,  the  hydrogen  atom,  matrix  mechanics, 
the  spin  wave  ftmctions,  the  helium  atom,  and 
pertiubation  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 
supeiA'ision.  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  Contarino,  DeClair,  Gaenslen, 

lannello.  Smith,  and  Warshaw 
Adjunct  Assistant  Professor  Duncan 

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  jimiors, 
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. 

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  count  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  facult)' 
member  to  direct  the  project.  A  second  faculty 
member  will  act  as  a  reader  of  the  completed  work. 


132 


POLITICAL  SCIENCE 


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,  individuahzed  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  eco- 
nomic systems.  In  addition  to  the  legislative,  executive, 
and  judicial  branches  of  government,  political  parties, 
interest  groups,  and  elections  are  considered. 

Mr.  Moti,  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  Introduction  to  International  Relations 

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.  Contarino 

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.  Duncan,  Mr.  Smith 

American  Government 

220  Urban  Politics  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. 

Mi.  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  Congres- 
sional policy-making,  and  Congressional  interaction 
with  other  participants  in  the  policy  process.  Prereq- 
uisite: Political  Science  101  or  permission  of  the 
instructor. 

Ms.  Warshaiv 

224  The  American  Presidency  Study  of  the 
presidency  in  the  American  political  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 

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  separation  of  powers,  and  determining  the 
scope  of  personal  and  property  rights.  Prerequisite: 
Political  Science  101  or  permission  of  the  instructor. 

Mr  Mott 

231  PoUtical  Parties  in  American  PoUtics  A  survey 
of  the  nature,  functions,  development  and 
operations  of  political  parties  in  the  United  States. 
The  relationship  between  party  organizations,  the 
party  in  the  electorate,  and  the  party  in  government 


POLITICAL  SCIENCE 


133 


will  be  considered.  Prerequisites:  Political  Science  101 
and  Political  Science  215  or  permission  of  the 
instructor. 

Staff 

322  Civil  Rights  and  Liberties  Study  of  selected 
problems  involving  interpretations  of  the  Bill  of 
Rights.  Attention  will  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 

240  Problems  and  Issues  in  International  Relations 

Examination  of  some  fixndamental  issues  and 
problems  confronting  those  who  study  international 
relations  and  those  who  are  the  practitioners  in 
international  politics.  The  course  will  focus  upon 
such  topics  as:  the  role  of  theory  and  methodology  in 
the  study  of  international  politics;  system  stability, 
conflict  and  violence;  the  perspectives  of  realists  and 
idealists;  nationalism  and  multilateralism;  and  the 
prospects  for  a  sustainable  future.  Prerequisite:  PS  103 
or  PS  104,  or  permission  of  the  instructor. 

Mr.  Borock 

242  United  States  Foreign  Policy  Examination  of 
the  formulation  of  policy  within  the  national  govern- 
ment structure,  including  the  varying  perspectives  on 
goals  and  objectives;  the  implementation  of  policy; 
and  the  impact  of  policy  domestically  and  inter- 
nationally. Topics  include  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 

341  International  Political  Economy  This  course 
explores  the  scope  and  implications  of  interdepen- 
dence in  the  global  system  and  the  political  deter- 
minants of  international  economic  developments. 
Alternative  theoretical  perspectives  on  the 
international  political  economy  are  examined,  as 
well  as  the  implications  of  these  monetary  relations, 
foreign  investment,  and  management  of  the 
international  economic  system  that  emerged  after 
World  War  II.  Particular  attention  will  be  given  to 
issues  such  as  the  extent  to  which  the  economic 
sphere  is  likely  to  lie  at  the  center  of  foreign  policy 
concerns  in  the  future.  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  imified  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  political  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  104  or  permission  of  the  instructor. 

Mr.  Gaenslen 

270  Government  and  Politics  in  China  An 

introduction  to  the  domestic  politics  of  China, 
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  PoUtics  in  Japan  An 

introduction  to  post- World  War  11  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  ideolo- 
gies in  the  modem  world,  with  emphasis  on  liberalism, 


134 


POLITICAL  SCIENCE 


socialism,  communism,  and  fascism.  The  concept  of 
ideology,  historical  development  and  the  intersection 
and  overiap  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  examin- 
ing 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. 

Mr.  Tannenbaum 

Advanced  Courses 

200,  300  Topics  in  PoUtical  Science 

Exploration  of  an  announced  topic  chosen  each  year 
or  every  other  year  by  the  department.  Among  the 
Special  Topics  currently  offered  are  the  following: 

202  Politics  and  Film  This  course  is  about  American 
and  Hollywood.  It  is  about  real  politics  and  reel 
politics,  and  designed  to  introduce  an  understanding 
of  politics  through  the  mirror  of  the  American  film. 
We  will  have  the  opportunity  to  examine  and 
compare  how  fictional  films  have  depicted  political 
topics,  issues  and  values  (such  as  the  political  process, 
the  U.S.  Supreme  Court,  poverty,  racism,  genocide, 
and  old-fashioned  political  machines)  and  their 
reality,  as  captured  in  books  and  documentary  films. 
This  is  not  a  course  which  is  primarily  concerned  with 
cinema  as  an  art  form  or  as  a  bu.siness;  film  is  viewed 
chiefly  as  a  medium  for  examining  fundamental 
political  questions.  Throughout,  heavy  emphasis  will 
be  placed  on  class  participation  and  writing,  with  all 
members  having  the  opportunity  to  lead  discussions 
and  work  in  small  groups.  Prerequisite:  none. 

Mr.  Tannenbaum 

203  The  European  Community — Progress  and 
Policy  An  examination  of  the  development  of 
interstate  integration  by  considering  the  processes  of 
cultural,  political,  and  economic  change  taking  place 
in  the  European  Community.  We  will  analyze  the 
historical  development  of  this  important  inter- 
national organization.  In  addition,  we  will  undertake 
detailed  case  studies  of  the  major  policy  questions 
currently  being  addressed  by  the  various  supra- 
national organizations  of  the  European  Commimity. 
Prerequisite.  Political  Science  104  or  by  permission  of 
instructor.  Political  Science  260  is  recommended. 

Mr.  DeClair 


206  Latin  American  Politics  This  course  is  designed 
as  an  introduction  to  Latin  American  politics.  Its  focus 
is  on  the  political  issues  surrounding  economic 
development  in  the  Latin  American  context:  the 
political  preconditions,  the  policy  choices  of  Latin 
American  regimes  and  leaders,  and  the  political 
consequences  of  development  in  general  and  of  those 
policy  choices  in  particular.  Thus,  the  course  is  also 
about  political  development,  about  the  ways  in  which 
politics  has  unfolded  in  Latin  America.  The  course 
also  compares  the  political  systems  and  development 
trajectories  of  Latin  American  countries  to  other 
countries  in  the  world.  Prerequisite:  Political  Science 
104  or  permission  of  instructor. 

Staff 

303  New  Social  Movements  In  recent  years  many 
new  political  movements  have  become  increasingly 
active  in  dealing  with  such  concerns  as 
environmental  protection,  sexual  equality,  nuclear 
energv',  as  well  as  other  "new"  issues  of  advanced 
industrial  societies.  This  class  will  examine  the 
competing  theories  which  attempt  to  explain  the 
development  of  these  new  movements.  We  will  also 
attempt  to  determine  whether  or  not  these 
movements  are  new  political  actors  or  just  old 
interest  groups  with  new  issues.  These  questions  will 
be  addressed  in  a  comparative  framework  drawing 
upon  examples  from  a  variety  of  advanced 
industrialized  societies.  Prerequisite.  PS  lOI  and  104. 

Mr.  DeClair 

306A  Interest  Groups  An  analysis  of  the  significance 
of  organized  interest  groups  in  the  political  process. 
Various  theories  of  group  formation  will  be  examined 
and  applied  to  the  mobilization  of  groups 
representing  a  variety  of  constituencies.  The 
representativeness  of  interest  groups  will  be  assessed, 
both  in  terms  of  which  groups  succeed  in  organizing 
in  the  variations  in  resources  and  power.  The  methods 
employed  by  such  groups  to  influence  public  policy 
(electoral  activities,  lobbying,  litigation,  monitoring 
the  bureaucracy,  etc.)  will  also  be  considered. 

Staff 

307A  Media  and  Politics  Discussion  of  the  role  of 
the  media  in  politics  including  how  media  messages 
are  interpreted  and  received,  the  bias  in  the  media, 
and  the  impact  of  the  media  on  campaigns,  including 
media  polls,  campaign  coverage  and  commercials. 
This  course  also  examines  the  political  and  social 
messages  of  several  "entertainment  media",  such  as 
television  and  films,  as  well  as  the  dynamics  behind 
those  messages. 

Staff 


POLITICAL  SCIENCE 


135 


340  Models  and  Policy  Analysis  Use  of  computer 
models  and  computerized  techniques  of  analysis  to 
examine  policy  options  associated  with  a  broad  spec- 
trum of  political  and  economic  issues  such  as:  Global 
Warming;  trade,  energy,  and  environmental  policies; 
the  interdependence  of  the  domestic  and  international 
economies;  resource  distribution;  budgetaiy 
allocations;  modernization  strategies;  war  proneness; 
and  the  effects  of  war.  Students  will  formulate  and 
assess  their  own  policies  as  well  as  replicate  existing 
policies,  studies,  and  events.  Course  open  to  Juniors  and 
Seniors  or  others  by  permission  of  the  instructor. 

Mr.  Borock 

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 
annoimced  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 

402  American  Voting  Behavior  and  Electoral 
Politics  A  survey  of  the  research  literature  on 
political  participation  and  vote  choice  in  the  U.S.  Also 
considered  are  the  various  functions  elections  serve  in 
a  democracy,  as  well  as  the  relative  merits  of  aggregate 
and  individual  level  approaches  to  the  study  of  the 
politics  of  the  mass  electorate.  Emphasizes 
contemporary  American  Politics,  but  also  includes 
analysis  of  historical  and  comparative  aspects  of  voting 
behavior.  Prerequisite:  Political  Science  101  and 
Political  Science  231  or  permission  of  instructor. 

Staff 

'  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. 

I  Mr.  Mott 

405  Executive-Legislative  Relations  This  seminar 
examines  the  complex  institutional  and  political 
relationship  between  the  Executive  and  Legislative 
branches  of  the  Federal  government.  Prerequisite:  PS 
101  and  PS  224. 

Ms.  Warshaw 


406  PoUtics  of  Poverty  Consideration  of  the  defini- 
tions 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 

409  Comparative  PoUtical  Economy  This  course  is 
intended  to  introduce  the  student  not  only  to  the 
workings  of  domestic  economic  systems  but  also  to 
some  of  the  main  analytical  frameworks  which 
political  economy  uses  to  examine  these  systems. 
The  comparative  focus  of  the  course  on  issues  of 
political  economy  is  thus  two-fold:  use  will  be  made 
of  the  comparative  method  as  well  as  of  the  different 
theoretical  approaches  to  understanding  domestic 
political  economies.  To  that  end  we  will  focus  on  the 
relationship  between  political  systems,  regime  types, 
ideology,  and  economic  systems  and  the  effects  these 
have  on  certain  public  policy  outcomes.  Prerequisite: 
Political  Science  104  and  Political  Science  341  or 
permission  of  instructor. 

Staff 

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 
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 


136 


PSYCHOLOGY 


Psychology 


Professors:  D'Agostino,  Haaland,  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 

Psycholog)'  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  those  who  have  scored  60  or  above 
on  the  CLEP  (College-Level  Examination  Program) 
General  Psycholog)'  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  as  well  as  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. 

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 

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 


PSYCHOLOGY 


137 


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,  inckiding  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  alternate  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 
psycholog}'.  Topics  covered  include  perception, 
attention,  memoiy,  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.  Leniley 

221  Basic  Dynamics  of  Personality  An  introducdon 
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.  Arterberry,  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.  Arterberry,  Ms.  Cain 

228  Social  and  PersonaUty  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 
psychopathologv'.  Prerequisite:  Psychology  227  or 
permission  of  the  instructor. 

Ms.  Arterberry,  Ms.  Cain 

236  Introduction  to  Brain  and  Behavior 

Introduction  to  the  anatomical,  physiological  and 
biochemical  bases  of  human  behavior.  Topics  will 
include  sleep  and  dreams,  development,  learning 
and  memory,  motivation  and  emotions,  language 
and  other  higher  functions,  and  psychopathology. 
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  experimen- 
tation, 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.  jRzggs,  Mr.  D  Agostino,  Pittman 

315  Thinking  and  Cognition  In-depth  examinadon 
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 


138 


PSYCHOLOGY 


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.  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. 
Prerequisites:  Psychology  214  and  Psychology  305. 
Three  class  hours  and  the  equivalent 

of  three  laboratory  hours. 

AIs.  Riggs,  Ms.  Tykocinski,  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  a  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  attendon  to  conceptual,  methodological, 
and  ethical  issues  involved  in  the  study  of  abnormal 
psychology.  Models  of  p.sychopathology  and 
psychodiagnosis  are  discussed,  with  an  emphasis  on 
the  empirical  evidence  for  different  models. 
Prerequisite:  Psychology  22  L 

Mr.  Bomstein 


327  Experimental  Cognitive  Development  An 

intensive  study  of  one  or  more  areas  of  cognitive 
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.  Aiierberry 

328  Laboratory  in  Social  and  PersonaUty 
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  Behavioral  Neuroscience  Advanced 
discussion  of  the  topics  included  in  Psychology  236, 
as  well  as  an  in-depth  treatment  of  brain 
development  and  the  neurochemical  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.  Lendey,  Mr.  Mudd 

400  Seminar  An  opportimity  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  announced  well  in 
advance.  Enrollment  by  permission  of  the  instructor. 
May  be  repeated. 

Staff 

Individualized  Reading  Opportunity  to  do 
intensi\e  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 


PSYCHOLOGY/  RELIGION 


139 


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  cotirse.  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 
Individualized  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  imder  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  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:  two  may  be  taken 
outside  of  the  Department,  one  must  be  Religion 
460,  one  must  be  a  300  or  a  second  400  level  course, 
and  two  must  be  at  the  200  level.  The  department 
encourages  qualified  students  to  consider 
internships  and/or  overseas  study,  including  the 
junior  year  abroad. 

A  minor  consists  of  six  courses:  one  may  be  outside 
of  the  Department  but  not  in  a  student's  major,  one 
must  be  at  the  300  or  400  level,  and  one  must  be  at 
the  200  level. 

With  the  permission  of  the  department,  any  of  the 
following  courses,  outside  of  the  Religion 
Department  may  be  coimted  toward  either  a  major 
or  minor. 


Classical  Mythology 

New  Testament  Greek 

St.  Augustine 

Byzantine  Civilization 

Perspectives  on  Death  and 

Dying 

Civilization  of  India 

Literature  of  India 

Ancient  Egypt:Lang.,  Lit.,Art, 

Hist. 

Medieval  Europe 

Renaissance  and  Reformation 

Contemporary  Moral  Issues 

Classical  Greek  and  Roman 

Philosophy 


Other  courses  may  be  approved  by  a  request  to  the 
department. 

The  department's  rationale  behind  course 
nimibering  is  as  follows: 

lOO-leiiel  courses  are  essentially  topical  and  thematic. 

200-l£i)el  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-leiiel  courses  are  more  narrowly  focused  or  special- 
ized, often  examining  in  greater  detail  some  issue  or 
area  treated  more  generally  in  a  previous  course. 


Classics 

230 

Greek 

20 

Latin 

306 

IDS 

206 

IDS 

211 

IDS 

227,  228 

IDS 

237,  238 

IDS 

312 

Hist. 

311,312 

Hist. 

313 

Phil. 

105 

Phil. 

203 

140 


RELIGION 


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-leveI  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,  156,  241, 
242,  and  245.  IDS  312  also  meets  that  requirement. 
The  following  courses  fulfill  the  distribution 
requirement  in  history/philosophy:  220  and  221. 

101  Introduction  to  Religions  An  overview  of 
several  approaches  to  understanding  religious 
traditions,  including  the  anthropological,  historical 
and  psychological.  The  course  will  also  apply  these 
approaches  to  an  appreciation  of  select  traditions 
such  as  Hinduism,  Buddhism  and  Islam  that  are  of 
historical  and  contemporary  interest. 

Staff 

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,  povert)',  war,  and  peace.  Three  class 
hours.  No  prerequisites.  Open  to  first  year  students  and 
sophomores  only.  Offered  every  year. 

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, 
Egyptians,  Babylonians,  and  other  contemporaries 
and  predecessors  of  the  Israelites.  Fulfills  the 
distribution  requirement  in  non-Western  culture. 
Offered  every  year. 

Mr.  Moore 

113  Women  in  tbe  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.  Offered  every  year. 

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  information  about  them  in  laws,  theologies, 
biographies,  histories,  letters,  funeral  eulogies, 
legends,  liturgies,  and  Christian  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. 
Offered  every  year. 

Mr.  Trone 

125  Theodora  to  Margery:  Women  in  Christianity 

n  A  seminar  exploring  writings  by  Christian  women 
and  other  information  about  them  in  laws, 
theologies,  biographies,  histories,  letters,  funeral 
eulogies,  legends,  liturgies,  and  Christian  art  from 
the  ninth  centur\'  to  the  fifteenth  century.  This 
course  complements  Religion  124,  220,  221,  IDS  206, 
and  may  count  toward  a  minor  in  women's  studies. 
Offered  every  year. 

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 
discretion  of  the  department. 

Staff 

134  Religion  in  Cinema  A  study  of  films  that  portray 
the  themes  and  stories  rooted  in  the  Biblical  text.  The 
method  of  the  course  will  be  to  compare  the  cine- 
matic representation  with  that  of  the  original  texts. 
Such  films  as  Ordft,  Jesus  of  Montreal,  Wise  Blood,  The 
Last  Temptation  of  Christ,  The  Prophet,  The  Gospel  Accord- 
ing to  St.  Matthew,  The  Ten  Commandments,  and  The 
Robe,  will  be  viewed  and  analyzed.  Offered  every  year. 

Mi:  Hammann 

135  Religion  in  Fiction  An  examination  of  the 
fictional  representation  of  religious  stories.  The 
works  of  Lewis,  Malamud,  Olson,  Kazantzakis, 
MacLeish,  Lagerkvist,  and  others  will  be  read.  Not 
offered  every  year. 

Mr.  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. 

Staff 


RKLIGION 


141 


141  Religion  and  Culture  in  the  U.S.  An  examin- 
aiion  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 
culttire.  Films,  novels,  art,  histories,  sociological 
analyses,  and  public  policy  debates  will  be  examined  as 
1  the  forms  of  this  expression.  Not  offered  every  year. 

Mr.  Hammann 

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.  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.  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,  coimcils,  heresies,  and  the 
outstanding  participants  are  examined  with  the  aid  of 
primary  documents.  Also  fulfills  the  distribution 
requirement  in  history/philosophy.  Offered  every  year. 

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. 
Offered  every  year. 

Mr.  Trone 

222  Church  History:  Fifteenth  to  Twentieth 
Centiuy  A  historical  oveniew  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.  Not  offered  every  year. 

Staff 

236  ReUgions  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.  Offered  every  year. 

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.  Offered  every  year. 

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.  Offered  every  year. 

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 

31 1  Jesus  in  the  First  Three  Gospels  An  examin- 
ation of  the  Jesus  tradition  as  inteipreted  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 
pemiission  of  the  instructor.  Not  offered  every  year. 

Mr.  C.  Myers 


142 


RELIGION  /  RUSSIAN 


312  The  Gospel  of  John  An  exploration  of  the 
thought  and  content  of  the  Fourth  Gospel.  An  effort 
is  made  to  determine  the  backgroimd  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  Apostle  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 

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.  Not 
offered  every  year. 

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,  including 
Julian  of  Norwick,  Luther,  Calvin,  Teresa  of  Avila, 
Jonathan  Edwards,  Locke,  John  Wesley,  Kant, 
Kierkegaard,  and  others.  Not  offered  every  year. 

Staff 

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  ever)'  year. 

'   Staff 

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.  Offered  ever)'  year. 

Mr.  Hammann 

460  Individualized  Study  for  Majors  (The  Senior 
Project  must  be  approved  by  the  Department.) 

Staff 


470  Individualized  Study  and  Internships 

474  Summer  Internships 

IDS  206  Byzantine  CiviUzation  For  course 
descripdon  see  Interdepartmental  Studies. 


Staff 
Staff 

Mr.  Trone 


IDS  211  Perspectives  on  Death  and  Dying  For 

course  description  see  hiterdepartmental  Studies. 

Mr.  Moore 

IDS  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 
distribution  requirement  in  non-Western  culture  and 
may  be  counted  toward  the  requirements  for  a  religion 
major.  Prerequisite:  Permission  of  the  instructor. 

Mr.  Moore 

Russian 

The  courses  offered  are  designed  to  acquaint  the  stu- 
dent with  the  basics  of  the  Russian  language.  No  major 
or  minor  is  currently  offered  in  this  area.  Students  may 
use  Russian  (through  the  202  level)  to  fulfill  the 
language  distribution  requirement.  The  administration 
of  the  Russian  language  program  is  overseen  by  the 
Committee  on  Interdepartmental  Studies. 

101,102  Introductory  Russian  Fundamentals  of 
Russian  which  simultaneously  emphasize  oral 
comprehension,  verbal  communication,  writing  and 
reading  of  the  modern,  contemporary  language.  Text, 
workbooks  and  lesson  tapes  are  based  on  the 
"communication  competence  approach"  developed  by 
the  Pushkin  Institute  in  Moscow.  Extensive  use  of 
dialogue  drills  (e.g.  introductions,  shopping,  travel 
etc.)  which  are  oriented  towards  rapid  development  of 
spoken  fluency  in  modern  Russian.  Special  training  is 
provided  for  students  who  wish  to  use  PC  or  Mac 


RUSSIAN  /  SOCIOLOGY  AND  ANTHROPOLOGY 


143 


computers  for  dual  language  text  (Russian/English) 
and  special  glossary/dictionaiy  development. 

Staff 

201,202  Intermediate  Russian  Enrollment 
restricted  to  students  who  have  completed  Russian 
101-102.  Review  of  basic  grammar  as  well  as  further 
development  of  oral,  verbal,  reading  and  writing 
skills.  Class  materials  include  examples  of  19th  and 
20th  Centurv  Russian  literature,  newspapers  and 
journals.  Weekly  laboratory  sessions  feature  Russian 
films  and  video  materials.  Russian  202  will  introduce 
student  to  simultaneous  translation  techniques. 

Sociology  and  Anthropology 

Professors  Emmons  and  Hinrichs  (Chairperson) 
Associate  Professors  Gill,  Heisler,  and  Loveland 
Assistant  Professors  Lorenz,  Potuchek,  and 

Rosenberg 
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  diversity  of  perspectives  in  sociology 
and  anthropology,  the  courses  present  a  variety  of 
approaches.  Some  perspectives  start  with  individuals 
in  interaction  with  each  other  and  focus  upon  how 
they  develop  meaningful  social  relationships,  groups, 
and  institutions.  Other  approaches  focus  upon  the 
molding  of  individuals  by  various  institutions, 
groups,  and  cultures,  or  upon  the  functional  or 
conflict  relationships  among  various  classes  and 
subcultures.  By  emphasizing  the  scientific  and 
comparative  study  of  social  institutions  and  cultures, 
the  department  seeks  to  have  students  develop  an 
imderstanding  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  pro- 
vide a  solid  academic  foimdation  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  anthropo- 
logical 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,  commimication, 
criminal  justice,  social  work,  criminology,  an  thro 
pology,  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  and 
internships.  Several  majors  serve  as  student  repre- 
sentatives to  department  faculty  meetings  in  order  to 
provide  a  means  for  students  to  voice  their  concerns. 

Requirements  and  Recommendations 

Sociology  101  is  a  prerequisite  for  all  other  sociology 
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  often  full-credit  courses.  Before  declaring 
a  major,  a  student  must  earn  a  grade  of  C-  or  better  in 
Sociology  101,  Introductory  Sociology.  Students  in 
the  sociology  track  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  of  ten 
courses.  Students  must  take  Anthropology  103;  one 
culture-area  course  selected  from  Anthropology  211, 
220,  a  currently  offered  course,  or  Sociology  219; 
one  topics  comse  selected  from  Anthropology  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,  206,  208,  209,  210,  212,  or  217. 

In  order  to  ensure  adequate  preparation  for 
Sociology  303,  majors  must  have  a  backgroimd  in 
math  through  Algebra  11  or  its  equivalent  in  high 
school  or  through  the  introductory  mathematics 
course  at  the  college-  level  before  enrolling  in 
Sociology  303. 


144 


SOCIOLOGY  AND  ANTHROPOLOGY 


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. 

Students  who  are  not  majors  in  the  department  may 
minor  in  either  sociolog)'  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 
anthropolog)'.  Students  must  take  Anthropolog)'  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.  Sociologv'  219  and  all 
courses  in  anthropology  except  Anthropolog}'  102 
may  be  used  to  meet  the  non-Western  culture 
distribution  requirement. 

Anthropology 

102  Introduction  to  Hvunan  Evolution  An 

introduction  to  evolutionar)'  historv'  of  our  species 
modern  Homo  sapiens.  Topics  to  be  covered  include 
evolutionar)'  theor\';  primatology;  paleoanthro- 
polog)',  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  cultiual 
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  Sui-vey 
of  ancient  sites  discovered  around  the  world,  using 
archaeological  methods  and  theories  to  examine 
problems  and  issues  in  prehistoiy.  The  course  intro- 
duces students  to  the  principles  of  archaeological 
research,  while  tracing  our  prehistoric  heritage  and 
the  processes  that  led  to  the  evolution  of  settled 
villages,  agriculture,  and  eventually  civilization. 
Lecture  topics  range  from  early  African  human 
ancestry  to  the  European  Stone  Age,  and  from  Meso- 
potamia and  Egypt  to  Mexico  and  the  United  States. 

Mr.  Lorenz 

211  American  Indians  Introduction  to  the 
traditional  aspects  of  Native  American  cultiues  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  Examinadon  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  personality,  mental 
illness,  and  the  effects  of  social  change  upon  person- 
ality. Ethnographic  examples  from  a  variety  of 
cultures  will  be  utilized.  Prerequisite:  An\hropo\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 
variety  of  cultures.  Prerequisite:  Ant\\\o^o\o^  103. 

Mr.  Loveland 

220  World  Cultures  Study  of  the  cultures  of  Asia, 
the  Pacific,  Mrica,  and  Native,  North,  Central  and 
South  America.  Class  will  discuss  ethnographies  and 
films  about  a  variet)'  of  socio-economic  types, 
including  foraging,  horticultural,  agricultural,  and 
pastoralist  societies.  No  prerequisite. 

Mr.  Loveland 

230  New  World  Archaeology  Introduction  to  the 
prehistory  of  the  New  World,  focusing  on  North 
America.  This  course  will  focus  on  the  settlement 
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-political  organization,  and 


SOCIOLOGY  AND  ANTHROPOLOGY 


145 


religious  systems  using  archaeological  data. 
Pr^^^MWZ^^;  Anthropology  103  or  104. 

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  overview  of 
the  field  of  socio-cultural  anthropology  and  current 
anthropological  thinking.  In  addition,  some  current 
ethnographies  will  be  read,  and  students  will  do 
individualized  projects  in  a  seminar  setting. 

Staff 

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. 

Staff 

460  Research  Course  Individual  investigation  of  a 
research  topic  in  anthropology  in  the  student's  special 
area  of  interest  under  the  guidance  of  a  faculty  mem- 
ber. The  topic  must  be  approved  by  the  department. 
The  project  culminates  in  written  and  oral  presenta- 
tions 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 

Sociology 

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,  Ms.  Heisler 

203  World  Population  Examination  of  the  compo- 
nents of  population  composition-fertility,  mortality, 
and  migration  to  understand  how  they  interact  to 
produce  particular  population  structures  and  popula- 
tion 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:  Soc\o\o^  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 

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.  Poluchek 

207  Criminology  Introduction  to  the  sociological 
study  of  crime.  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  Commvmity  and  Urban  Life  Study  of  com- 
munities from  a  sociological  perspective,  with  a  major 
emphasis  on  urban  areas.  Topics  include  historical 
development  of  cities,  development  of  suburbs, 
urbanism  as  a  way  of  life,  city  planning,  metropolitan 
dynamics,  and  urban  problems.  Prerequisite:  Sociology 
101.  Not  offered  regularly. 

Mr.  Hinrichs 

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 

210  Social  Change  Application  of  theories  of  social 
change  to  contemporary  trends  and  changing  norms, 
values,  and  expectations.  Emphasis  is  on  a  critical 


146 


SOCIOLOGY  AND  ANTHROPOLOGY 


examination  of  recent  changes  in  the  economy  and 
poHtical  structure  of  U.S.  society  and  on  the 
assessment  of  the  efforts  by  social  movements  to 
direct  social  change.  Offered  every  other  year. 
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, 
violence,  child  abuse,  homelessness,  and  skid  row. 
Prerequisite:  Sociology  101. 

Mr.  Hinrichs 

213  Political  Sociology  Analysis  of  the  role  of 
power  and  of  political  institutions  in  social  systems. 
Marxian,  elitist,  pluralist,  and  systems  theories  of  the 
bases,  distiibution,  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:  Sociology  101. 

Ms.  Heisler 

217  Gender  Roles  and  Inequality  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  cross-cultural 
variation  in  sex  roles,  and  possibilities  for  change. 
Prerequisite:  Sociology  101. 

Ms.  Gill 

219  Chinese  Society  Sociological  and  anthropolog- 
ical 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:  Sociologs'  101 
or  Anthropology  103.  Fulfills  the  non-Western 
culture  requirement. 

Mr.  Emmons 

271  Gay  and  Lesbian  Studies  I  Introductory 
examination  of  important  issues  underlying  gay  and 
lesbian  studies.  In  seminar  format,  discussion  will 


focus  on  homosexuality  cross-culturally;  the  history 
of  the  gay  rights  movement  in  American  society  and 
the  historical  events  that  have  shaped  gay,  lesbian 
and  bisexual  identity;  theories  of  sexuality;  religion 
and  homosexuality;  homophobia;  the  structure  of 
the  gay  and  lesbian  community,  including  issues 
related  to  race  and  ethnicity;  the  "coming  out" 
process;  and  violence  against  gays  and  lesbians.  No 
prerequisites.  One-half  credit  course.  Alternates 
every  other  year  with  Gay  and  Lesbian  Studies  II. 

Mr.  Hinrichs 

272  Gay  and  Lesbian  Studies  II  Further 
examination  of  contemporary  gay,  lesbian  and 
bisexual  life  styles  and  the  supporting  social 
movement.  In  seminar  format,  discussion  will  focus 
on  society's  response  to  the  emergence  of  a  more 
visible  gay  and  lesbian  community,  the  impact  of 
AIDS  on  gays  and  lesbians,  constitutional  and  legal 
issues,  gays  and  the  military,  gays  as  parents,  current 
radical  movements  such  as  Queer  Nation  and  ACT 
UP,  and  the  interaction  of  feminist  theories  and 
gay/lesbian/bisexual  issues.  No  prerequisites.  One- 
half  credit  course.  Alternates  every  other  year  with 
Gay  and  Lesbian  Studies  I. 

Mr.  Hinrichs 

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  reqviirement  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 
modern  theories  of  society  in  the  late  nineteenth 
and  early  twentieth  century.  The  primary  focus  is  on 


SOCIOLOGY  AND  ANTHROPOLOGY/  SPANISH 


147 


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.  One  or  two  200  level 
courses  are  also  recommended  prerequisites. 

Ms.  Heisler 

305  Contemporary  Sociological  Theory  Analysis 
of  post-World  War  II  theoretical  developments, 
including  functionalism,  structural  theoiy  (Marxist 
and  non-Marxist  varieties) ,  world  systems  theory, 
exchange  theory,  network  theory,  phenomenology, 
ethnomethodology,  and  feminist  theories. 
Prerequisite:  Sociology  304. 

Ms.  Heisler 

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 

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  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  jimiors  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 

Spanish 

Professor  Thompson 

Associate  Professors  Burgess  (Chairperson)  and  dinger 

Assistant  Professors  Luengo,  Nanfito,  Vinuela,  Yager, 

and  Zielina 
Instructors  Recio  and  Roman 
Adjunct  Assistant  Professor  Wirth 
Adjunct  Instructors  Elorriaga,  Hubbard,  and  Moore 
Teaching  Assistant  Ortega 


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  imderstanding  and 
appi  eciation  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  preparation 
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  demon- 
strate an  exceptional  command  of  the  Spanish 
language  and  petidon  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  petition  the 
department  to  be  exempted  from  this  requirement.) 

Requirements  for  a  minor  in  Spanish  include  six 
courses  above  the  202  level,  and  must  include 


148 


SPANISH 


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  coimted 
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  histoiy/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. 

Study  Abroad 

Advanced  students  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, 
management,  and  more.  See  Study  Abroad,  Center  for 
Cross-Cultural  Study,  Sevilk,  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  a 
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 


SPANISH 


149 


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-Cultiual  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  Civilization  and 
Literature  for  Intermediate-Level  Students  in 
Seville,  Spain  An  integrated  approach  to  the  study 
of  Spanish  literature  and  civilization.  The  courses 
provide  an  overview  of  the  evohuion  of  Spanish 
culture  from  prehistoric  times  to  the  present,  based 
primarily  on  the  cultural  characteristics  of  Andalusia. 
The  coinses  examine  the  origins  of  the  most 
representative  values  of  Spanish  culture  in  art, 
literattire,  and  contemporary  life.  Students  will  visit 
museums  and  historical  sites  in  Andalusia,  and  will 
attend  artistic  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. 

Staff 

303  Spanish  Phonology  Introduction  to  Spanish 
phonetic  and  phonemic  theory  and  analysis,  applied 
to  improve  pronunciation  skills.  Study  of  variation  in 
pronunciation  in  Spain  and  Latin  America. 
Prerequisite:  Spanish  302  or  approval  of  the 
department.  Offered  1993-94.  Three  lecture  hours 
and  one  laboratory. 

Staff 

304  Introduction  to  Literary  Analysis  Introduction 
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  1994-95. 

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  Sttidy  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.  Offered  annually. 

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.  Offered  annually. 

Staff 

313  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:  Spanish  304  or  consent 
of  the  department.  Offered  1993-94. 

Staff 

314  Cervantes  A  study  of  the  masterpiece,  Don 
Qtiijote  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 


150 


SPANISH 


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 

319  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  centuiy  in  Spain  and  Latin  America. 
Prerequisite:  Spanish  304  or  consent  of  the 
department.  Offered  1994-95. 

Staff 

320  Lyric  Poetry  A  study  of  Spanish  lyric  poetr)' 
through  the  ages.  The  course  will  concentrate  on  the 
interreladonship  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  1994-95. 

Staff 

324  Latin  American  Contemporarj'  Prose 

Emphasizes  the  novel  of  the  "boom"  in  Latin 
America.  Major  writers  such  as  Gabriel  Garcia- 
Marquez,  Carlos  Fuentes,  Julio  Cortazar,  Elena 
Poniatowska,  Juan  Riilfo,  and  Jorge  Luis  Borges  will 
be  read.  Preiequisite:  Spanish  304  or  consent  of  the 
department.  Offered  1993-94 

Staff 

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.  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.  Offered  1994-95. 


Staff 


35 1  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,  and 
bilingualism.  Prerequisite:  Spanish  302  or  approval  of 
the  department.  Offered  1994-95. 

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  the  department.  Offered 
in  the  spring  of  every  year. 

Staff 

Portuguese 

101-102  Elementary  Portuguese  Elements  of 
imderstanding,  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  Intermediate  Portuguese  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 

Theatre  Arts  -  See  English 

Women's  Studies 

Women's  Studies  Program  Advisory  Coimcil 
Professors  Armster,  Berg,  Gaboon,  Gain,  Clay,  Gill, 

Ginge,  Hardwick,  Hofman,  Isaac,  Johnson,  Light, 

Potuchek  (Coordinator),  Powers,  Small,  and 

Richardson  Viti, 
Associate  Provost  Floge,  Ms.  Beck,  Ms.  Moyer, 

Ms.  Radford-Wedemeyer,  Ms.  Ruark,  Ms.  Sprague, 

Ms.  Thomas,  Ms.  Vogel 

Overview 

The  objective  of  women's  studies  is  to  encourage 
students  to  analyze  the  roles,  perspectives,  and 


WOMEN'S  STUDIES 


151 


contributions  of  women.  Through  the  examination  of 
women's  past  history,  present  condition,  and  future 
possibiHties,  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  the  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 

216  Images  of  Women  in  Literatiu"e  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.  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 

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  attention  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. 

Ms.  Powers 

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  examination  of  the  relationship  between 
feminist  theory  and  commimity  action.  The  course 
combines  weekly  seminar  meetings  with  student 
internships  in  organizations  that  use  collective  action 
to  pursue  change  in  societal  conditions  for  women. 
Readings  from  feminist  theory  of  organizations, 
collective  action,  and  social  policy  are  used  as  a  basis 
for  discussion  and  analysis  of  students'  internship 
experiences.  Prerequisiles:  V^ omen  s  Studies  120  and 
one  other  core  women's  studies  course  (or 
permission  of  the  instructor) . 

Staff 

350  Women,  Family  and  Public  Policy  An 

examination  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  and  Nazism  An  examination  of  the 
effects  of  Nazism  on  women,  primarily  (but  not 


152 


WOMEN'S  STUDIES 


exclusively)  in  Germany  beginning  in  the  1920s  and 
extending  to  post-war  times.  The  course  focuses  on 
women's  perspectives  as  exhibited  in  historical  and 
literarv  documentation. 

Ms.  Armster 

400  Issues  in  Feminist  Theory  and  Methods  The 

capstone  course  in  women's  studies.  This  course 
focuses  on  the  varier\  of  theories  and  methods  in 
women's  studies  scholarship  bv  examining  a 
particular  issue  from  a  number  of  different  feminist 
perspectives.  Topic  for  1992-93:  \TOLENCE 
AGAINST  WOMEN.  Prerequisites:  Women's  Studies 
120  and  two  other  women's  studies  courses. 

Staff 

(See  appropriate  departmental  listings  for 
descriptions  of  the  following  courses.) 

Art  400  Seminar  in  Art  History 

Economics  302  Gender  Issues  in  Economics 

English  349  Major  Contemporary  Black  Women 
Writers 

English  404  Feminine/Feminist  Aesthetics 

History  209  Women's  History  Since  1500 

History  306  Women  and  Work 

History  307  Gender,  PoUtics,  and  Sexuality 

IDS  215  Contemporary  French  Women  Writers 

PoUtical  Science  209  Feminist  Theory  in  American 
PoUtics 

Sociology  217  Gender  Roles  and  Inequality 

Afniiated  Courses: 

Art  227  Arts  of  the  First  Nations  of  North  America 

Classics  121  Survey  of  Greek  CivUization 

Classics  264  Ancient  Tragedy 

Classics  266  Ancient  Comedy 

ijiglish  333  Victorian  Aesthetics 

English  343  American  Realism  and  Naturalism 


History  204  History  of  England  Since  1603 

History  310  History  of  Early  Modem  France 

History  315  Europe  and  the  Age  of  Revolution 

Music  108  Women  and  Music 

PoUtical  Science  303  New  Social  Movements 

PoUtical  Science  406  PoUtics  of  Poverty 

PoUtical  Science  407  American  Black/Feminist 
PoUtical  Thought 

ReUgion  113  Women  in  the  Ancient  World 

Religion  124  EJizabeth  to  Irene:  Women  in 
Christianity  I 

ReUgion  1 25  Theodora  to  Margery:  Women  in 
Christianity  II 

Religion  156  Women  in  Buddhism 

Sociology  206  Sociology  of  the  Family 

Spanish  320  Lyric  Poetry 


College 
Life 


I& 
m 


154 


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  services  which  enhance  the  students' 
liberal  education.  Under  the  direction  of  the  dean,  the 
Office  of  the  Dean  of  the  College,  College  Union, 
Residence  Life,  Intercultural  Resource  Center,  Dean  of 
First  year  Students,  Academic  Advising,  The  Women's 
Center,  Greek  Organizations,  Counseling  Services, 
Career  Services,  Health  Services,  the  Center  for  Public 
Sei"vice  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  senices.  The  college  life 
staff  assists  students  in  the  following: 

Information.  Students  require  information  aboiU  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  resenation 
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 
influence  on  the  total  development  of  the  student. 
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  j 

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  directly  select  and  supervise 
the  student  staff  of  resident  coordinators  and  resident 
advisers.  The  student  staff  participates  in  an  ongoing 
training  program  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. 
Hall  governments  exist  to  provide  residents  with  the 
opporttinity  to  work  with  members  of  the  faculty  and 
administration  in  setting  regulations  which  apply  to 
all  College  residences  and  establish  an  environment 
which  supports  student  needs. 


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  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  10  AM  -  12 

midnight,  Simday  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,  Simday 
through  Saturday. 

Another  living  opportimity  exists  in  the  area  of 
Special  Interest  Housing.  This  option  is  for  students 
who  wish  to  live  together  in  a  group  of  5  to  20 
residents  and  work  on  a  project  of  mutual  interest 
throughout  the  academic  year. 

Also  included  as  an  optional  living  environment  is  the 
opportimity  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 
window  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-I1:00  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  regulations  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  responsible  citizens  can  there  be 
an  atmosphere  established  which  will  contribute  to 
the  liberal  arts  education. 


156 


Consequently,  the  student  who  fails  to  support  the 
objectives  of  Gettysburg  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  attitude 
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  bv  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  entitled  "The  Rights 
and  Responsibilities  of  Students."  This  document  is 
the  result  of  discussions  and  conclusions  reached  by 
the  student-facult)'-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  Review  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  facultv'  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. 

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  advisor,  the  associate 
deans  assist  students  in  making  educational  plans  and 
solving  academic  problems.  In  addition,  the  first  year 
student  faculty  advising  program  is  coordinated  by 


this  office.  Deans'  Lists,  academic  deficiencies, 
withdrawals  and  readmissions,  and  petitions  to  the 
Academic  Standing  Committee  are  processed  by  this 
office.  Peer  tutoring  and  learning  disabilities 
coimseling  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. 

Dean  of  First  Year  Students 

Gettysburg  College  has  a  number  of  programs  to  assist 
its  students  to  have  a  successful  first  year  in  college. 
Among  these  are  the  Summer  Seminars  held  prior  to 
the  formal  orientation  program,  the  Orientation 
program  before  the  beginning  of  the  first  year,  the  First 
Year  Colloquy  in  Liberal  Learning,  the  Wellness  course 
taken  by  all  first  year  students,  the  resident  advisors  in 
the  first  year  residence  halls,  and  the  residence  fellows 
program  in  selected  first  year  residence  halls.  The 
Dean  of  First  Year  Students  coordinates  these  various 
programs  and  offers  general  academic  advice  and 
other  assistance  to  first  year  students.  His  office  is  on 
the  second  floor  of  the  College  Union. 

Intercultural  Advancement 

The  aim  of  the  Office  of  Intercultural  Advancement 
(located  in  the  Intercultural  Resource  Center)  is  to 
promote  cultural  diversity  and  crosscultural 
understanding  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  from  the  southern  U.S.,  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. 


157 


The  Office  also  encourages  students  to  establish  links 
with  the  Gettysburg  community.  The  Center 
established  MYVA  (Minority  Youth  Education 
Institute),  which  enables  Black  and  Latino  school 
children  in  grades  7-12  to  interact  with  CJollege 
students  and  to  learn  about  their  heritage. 

All  members  of  the  campus  commimity  are 
encouraged  to  participate  in  culturally-diverse 
activities  sponsored  or  co-sponsored  by  the  office  with 
other  academic  departments  and  the  Black  Student 
Union. 

The  Office  of  Intercultural  Advancement  also  assists 
the  Office  of  Admissions  with  recruitment  of  students 
of  color. 

In  addition,  the  Office  of  Intercultural  Advancement 
offers  workshops  on  race  relations,  cross  cultural 
communications  and  racism. 


College  Union 


The  C'ollege  Union  is  the  center  of  student  activities 
and  an  informal  laboratory  for  experimental  learning. 
Through  a  myriad  of  services  and  activities,  the  Office 
of  Student  Activities  Council  located  in  the  College 
Union  offers  many  opportvmities  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  Student  Activities  staff.  Among  the 
many  services  provided  by  the  professional  and 
student  staff  are  information  about  the  campus  and 
community  activities,  ticket  sales,  travel  information, 
lost  and  found,  and  newspaper  subscription  services. 

Hours  of  Opernlion 
College  Union 

Monday  through  Friday 8  AM  to  midnight 

Saturday 9  AM  to  midnight 

Sunday noon  to  midnight 

Games  Area 

Monday  through  Friday  11  AM  to  11  PM 

Saturday,  Sunday noon  to  11  PM 

Located  in  the  College  Union  are  meeting  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  Activities  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  organizations.  It  is 
establishing  itself  as  the  resource  center  for  all  student 
organizations,  where  many  of  these  organizations  have 
offices  (i.e..  Student  Senate,  Student  Activities  Council, 
Black  Student  Union,  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 

The  student  Activities  Council  (SAC),  a  student-run 
programming  board,  provides  the  leadership  for 
organizing  meaningful  and  enjoyable  cultural, 
educational,  recreational,  and  social  activities  which 
complement  the  curriculum  at  Gettysburg  College. 
The  SAC  also  has  a  primary  role  in  the  programming 
for  special  weekends  such  as  Welcome  Week, 
Homecoming,  and  Fall  Family  Weekend.  All  such 
events  are  supported  by  student-controlled  funds.  The 
SAC  is  composed  of  the  following  committees: 
entertainment,  concert,  festivals,  special  events, 
multicultural.  Dive  Cafe,  Dive  Movies,  and  Greek. 
Representatives  from  other  student  organizations 
provide  suggestions  and  help  implement  a  diverse 
programming  schedule.  Membership  is  open  to  all 
interested  students. 

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 
monthlv  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 


158 


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  commimity. 

Student  Government 

Students  participate  in  College  governance  by  serving 
on  various  College,  class,  and  faculty  committees;  as 
well  as  in  the  Sttident  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  pa.s.sed 
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. 


concerns  of  Gettysburg  College  students.  The  Inter- 
Residence  Association  encourages  leadership 
development,  greater  student  involvement, 
recognition  of  student  leaders,  and  growth  through 
change  in  order  to  optimize  the  college  environment. 
We  also  recognize  the  importance  of  a  good  working 
relationship  between  students  and  administrators, 
emphasizing  the  need  for  communication, 
understanding,  and  achievement  of  mutual  goals. 

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 
sttidents  and  faculty  to  these  ends,  and  to  adjudicate 
allegations  of  Honor  Code  violations. 

Interfratemity  Council 

An  important  part  of  the  responsibility  for  governing 
fraternities  at  Gettysburg  College  is  assumed  by  the 
Interfratemity  Council  (IPC),  an  organizadon 
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. 


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  Coimcil  or 
legislation  proposed  by  any  member  of  the  College 
commimity.  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. 

Inter-Residence  Hall  Association 
Since  life  outside  the  classroom  is  a  vital  part  of  a 
student's  education,  the  Inter-Residence  Association 
has  been  established  to  address  related  issues  and 


Panhelknic  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  intersorority  relations. 

Programming  and  Student  Activities 

In  addition  to  the  programs  sponsored  by  the  Office 
of  Student  Activities  and  the  Student  Activities 
Council,  the  College  offers  many  other  major 
activities  which  are  sponsored  by  campus  groups. 
Among  these  are  the  Performing  Arts  Committee  and 
Convocadon  Committee,  as  well  as  various  dramatic 
and  musical  organizations. 


159 


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  addition  to  the  general  lecture  series, 
the  following  special  lectures  are  given  regularly. 

The  Robert  Fortenbaugh  Memorial  Lectures  :  An  endow- 
ment provided  by  Clyde  E.  (Class  of  1913)  and 
Sara  A.  Gerberich  supports  a  series  of  lectures  and 
other  programs  in  the  Department  of  History.  Each 
year  an  authority  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. 

Stiickenberg  Lecture:  A  bequest  from  Mary  G. 
Stuckenberg  in  memory  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  Fund: 
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-disciplinary  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  performing  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  sei"vice  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. 

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  Foimdation,  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  Old  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 


160 


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.  In  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  twent\'-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  hour-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 

Eveiy  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 
community,  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  Gettysburgian:  The  College  newspaper  is  staffed 
completely  by  students  who  are  responsible  for  editing,; 
feature  writing,  news  writing,  layout,  personnel  man- 
agement, subscription  management,  and  circulation. 
This  weekly  newspaper  carries  news,  feature  articles, 
and  editorials  concerning  activities  on  and  off  campus. 

The  Mercuiy:  The  poems,  short  stones,  and  illustrations 
published  in  The  Mercury  are  contributed  by  students. 
The  student  editorial  staff  encourages  creative  writing 
within  the  campus  community. 

The  Spednim:  A  pictorial  essay  of  life  on  campus  is 
featured  in  the  College  yearbook.  Staffed  by  students, 
the  yearbook  offers  the  opportimity  for  creativity  in 
design,  layout,  photography,  and  writing.  The  Spectrum 
covers  the  full  academic  year,  including  commence- 
ment weekend.  It  is  mailed  to  graduating  seniors  and 
offered  to  imderclass  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  radio 
station  over  the  public  airwaves  and  under  FCC 
regulations.  The  station  is  student  staffed  and  broad- 
casts 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,  faculty  members,  and  admin- 
istrators establishes  general  policy  for  the  station. 

Other  Activities 

Debate  Societ)"  The  Debate  Society  is  committed  to 
developing  reasoning  and  argumentative  skills 
through  intercollegiate  debate  as  well  as  through  the 
sponsoring  of  campus  forums  and  discussions. 


161 


Student  members  offer  workshops  in  reasoning  and 
argument,  and  volunteer  their  services  as  moderators, 
devil's  advocates,  and  discussion  leaders  for  various 
campus  organizations. 

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  Student  Union,  GCTV, 
GECO  (Gettysburg  Environmental  Concerns 
Organization),  Rugby  Club,  and  International  Club. 
Various  other  opportunities  are  available  in 
departmental,  service  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 
j   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  through- 
out 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  information  on 
the  career  paths  of  various  academic  majors  at 
Gettysburg  are  available  to  students  beginning  to 
conduct  career  self-assessment.  Our  Career  Eibrary  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  who 
have  vokmteered  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  Semce  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  work- 
shops 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 
sei"vices  students  have  pursued  a  wide  range  of  post- 
college  occupations,  including  accountant,  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  administrafion,  inter- 
national affairs,  and  politics.  Examples  of  organizations 
where  graduates  obtained  employment  were  Arthur 
Andersen  8c  Co.,  Federal  Government,  Deluxe  Check 
Printers,  March  of  Dimes,  Sports  Medicine  Association, 
U.S.  House  of  Representatives,  Prudential,  Merck  8c 
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. 


162 


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  tc:)  help 
students,  and  encovirage  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  counseling 
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. 

Getrv'sburg  College  has  an  HIV/ AIDS  policy  which 
covers  students,  faculty,  staff,  and  administration.  The 
purpose  of  this  policy  is  to  support  the  confidential 
needs  of  the  individuals  with  HIV/ 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 
education  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 
— Maintaining  stable  chronic  illness  (such  as  diabetes 

and  asthma) 
— Immunizations  (Tetanus,  TB  tests) 
— Allergy  injections 
— Women's  health  care 
— Men's  health  care 
— Contraceptive  services 
— Health  education 
— Weight  management 
— Stress  management 
— Exercise  recommendations 
— Well  care  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  physician  referrals  are  the 
financial  responsibility  of  the  student.  All  students  are 
strongly  encouraged  to  have  health  insurance  coverage. 
.\n  accident  insurance  polic\'  covers  all  students  after 
their  private  insurance  stops,  but  does  not  include  x-rays 
or  hospitalizations  for  non-accident-related  illnesses. 

Health  histor)'  and  physical  examination  forms  are 
required  for  each  new  student  prior  to  registration. 
All  students  must  have  the  following  immunizations: 
I)  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,  located 
six  blocks  from  campus. 

The  importance  of  the  provision  of  health  education 
and  wellness  information  to  individual  pafients  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  commimity. 


163 


Counseling  Services 


With  the  goal  of  promoting  the  emotional  well-being 
of  all  members  of  the  Gettysburg  College  Community, 
the  counseling  services  staff  located  in  the  health 
center,  offers  a  number  of  services  and  a  wide  variety 
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  coimseling,  the  College's  profes- 
sional coimselors  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  counseling  involves  solving  problems  and 
changing,  its  focus  is  often  simply  helping  a  student  to 
better  understand  himself  or  herself. 

The  College,  through  the  counseling  semces,  provides 
the  campus  community  with  a  program  of  alcohol  and 
drug  education  which  includes  prevention  program- 
ming, 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  counsel  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 
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. 

Wlien  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  environ- 
ment. Members  of  the  counseling  staff  teach,  conduct 
research,  and  work  closely  with  the  faculty,  admin- 
istration, and  parents  on  issues  of  student  concern. 

All  counseling  service  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 
Thtirsday  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 


164 


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  executive  board  of  the  Ministries 
at  Christ  Chapel  (MACC),  a  voluntary  group  of 
students.  MACC  Committees  include:  advice  on 
worship  and  music,  which  plans  services;  commimit>' 
service,  which  coordinates  volunteers  and  promotes 
awareness  of  social  justice  concerns;  fellowship,  which 
coordinates  retreats  and  social  events;  and  public 
relations,  which  facilitates  communication  with  the 
larger  campus  and  civic  communities.  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  Serxice  sponsors 
service-learning  awareness  trips  involving  students, 
faculty,  and  staff.  Recent  trips  have  included  visits  to 
New  York  City,  Washington,  D.C.,  New  Mexico, 
Alabama,  San  Francisco,  Nicaragua,  Mexico,  South 
Carolina,  Jamaica  and  several  Native  American 
reservations  in  the  Midwest  and  Arizona.  Future 
projects  will  include  trips  to  St.  John  and  its  sister 
islands  and  possibly  Brazil.  Some  trips,  14  days  in 
length,  take  place  over  the  Semester  Break  in  January 
while  others  occur  during  the  Spring  Break. 

An  active  Community  Services  Program  includes 
Adopt  a  Grandparent,  Pet-Facilitated  Therapy  and 
Outreach,  which  involve  students  with  the  elderly  and 
developmentally  disabled;  Volunteers  for  Youth,  CARE 
and  Tutoring,  which  encourage  students  to  mentor  the 
youth  in  the  Gettysburg  community  both  academically 
and  recreationally;  and  Habitat  For  Humanity.  There 
are  three  service  organizations  on  campus  which 
promote  service  in  the  communitv:  Alpha  Phi  Omega, 
Rotaract  and  Circle  K.  Additionally,  the  Center  for 
Public  Service  works  with  over  35  local  social-service 
agencies  in  Gettysburg  to  offer  local  volunteer 
opportunities  to  students  both  short-term  and  on- 
going throughout  the  semester. 


Athletics 


The  College  has  an  extensive  program  of  intercol- 
legiate 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. 

Gettysburg  College  maintains  membership  in  the 
National  Collegiate  Athletic  Association,  the  Eastern 
Collegiate  Athletic  Conference,  and  the  Centennial 
All  Sports  Conference,  which  includes  Bryn  Mawr 
College,  Dickinson  College,  Franklin  and  Marshall 
College,  Haverford  College,  Johns  Hopkins 
University,  Muhlenberg  College,  Swarthmore  College, 
Ursinus  College,  Washington  College,  and  Western 
Maryland  College. 

The  intercollegiate  program  includes  teams  for  men, 
teams  for  women,  and  one  athletic  team  for  which 
men  and  women  are  eligible.  Gettysburg  also  has  a 
varsity  cheerleading  squad  which  both  men  and 
women  are  eligible  to  participate.  The  breakdown  is 
as  follows: 

All 


Men 

Women 

Students 

FaU 

Cross  Country 

Cross  Country 

Cheerleading 

Football 

Field  Hockey 

Soccer 

Soccer 
Volleyball 

Winter 

Basketball 

Basketball 

Cheerleading 

Swimming 

Swimming 

Wrestling 

Indoor  Track 

Indoor  Track 

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/fitness, 
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 


165 


and  outdoor  soccer,  volleyball,  and  three-on-three 
basketball.  Special  events  include  tennis,  table  tennis, 
wrestling,  swimming,  cross  country,  golf,  billiards, 
bench  press,  4x4  volleyball,  and  wiffle  ball. 


subscribes  to  over  1,400  journals.  An  automated  system 
provides  users  with  enhanced  access  to  the  library 
catalog  through  any  computer  attached  to  the 
campus  network. 


Fitness  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, 
paintball,  cricket,  and  equestrian. 

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  coiuts,  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. 

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 

I  he  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  instructional  media.  The  library 


The  College's  library  uses  the  Interlibrary  Delivery 
Service  which  allows  Gettysburg  College  to  borrow 
materials  quickly  from  200  academic  and  research 
libraries.  The  libraiy  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,  PAIJNET  (Pennsylvania  Library 
Network),  and  the  Central  Pennsylvania  Consortium. 

Classrooms,  Laboratories:  The  following  classroom  and 
laboratory  facilides  serve  the  College. 

Academic  Special 

Building  Departments  Features 

Brua  Hall  Theater  Arts  Kline  Theatre 

Stevens  Laborator)- 
Theatre 


Glatfelter  Hall 


McKnight  Hall 


Schmucker  Hall 


Weidensall  Hall 


W^iite  House 
Breidenbaugh 


Computer  Science 

Economics 

English 

Management 

Mathematics 

Sociology 

Anthropology 

French 
German 
Spanish 
Portuguese 

Art  and  Music 


Classics 

Education 

History 

Philosophy 

Religion 

Political  Science 

Chemistiy 


Microcomputer 
laboratories 


Language 
laboratoiT  in 
Musselman  Librarv' 

Art  Studios,  gallerv', 
extensive  slide 
collection, recital 
hall,  practice  rooms 


Masters 


McCreary 


Observatory 


Physics 


Biology 
Ps\'chology 


Fourier  Transform 
Infrared,  Fourier 
Transform  NMR,  \J\' 
visible  and  Gas 
Chromatt)graph-Mass 
Spectrometers, 
research  laboratories, 
library 

Hatter  Planetarium, 
optics  laboralorv' 
Plasma  physics 
laboratory,  library 

Electron  inicroscopes, 
research  laboratories, 
greenhouse,  aquarium 
room,  herbarium 

Sixteen-inch  Casse- 
grain  telescope 


166 


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 
SUN  4/690  server  allow  students  to  access  mainframe 
applications.  A  variety  of  educational  and  course- 
related  software  packages  are  available  in  all  public 
computing  labs  through  the  campus  network. 

Computer  Netivork  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.  The  store  also  sells  printers, 
diskettes,  and  other  peripheral  equipment. 

Computer  Training:  Computing  Services  provides  a 
series  of  training  sessions  throughout  the  year  for 
students,  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 
computing-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  regidation  basketball  courts,  four  indoor 
tennis  courts,  a  1/11  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  Stadium,  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. 


168 


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  commimity,  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  work  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  or  music  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  15  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 
admission  plan  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 
Februar)'  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 
announced  by  early  April  after  the  receipt  of 
November,  December,  or  January  SAT  results  and 
senior  year  first  semester  grades.  Results  for  the  SAT 


169 


or  ACT  taken  prior  to  the  senior  year  may  be  used  to 
satisfy  test  requirements. 

Payment  of  a  nonrefimdable  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  four-year  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  with  the  transfer 
student  coordinator  in  the  admissions  office. 

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. 

Comprehensive  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. 


170 


Payment  of  the  comprehensive  fee  entitles  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-time  student.  For 
purposes  of  the  comprehensive  academic  fee,  a  full- 
time  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  $1,650  per  full  course  or  $415  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  $2,075  per 
course. 

1993-94  Fees 

Comprehensive  Academic  Fee  $       18,870 

Board 

College  Dining  Hall  20  meals  per  week     $         2,030 
(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  $  2,060 

Single  room  $  2,900 

Apartment  $  2,700 

Estimate  of  Total  Expenses  for  an  Academic  Year 

Comprehensive  Academic  Fee  $       18,870 

Board  $         2,030 

Residence  Hall  Room  $         2,060 

Books  and  Supplies  $  500 

$       23,460 

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  $1,650  per  course  or  $415 
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  Bills 

Checks  should  be  made  payable  to  Gettysburg 
College  and  sent  to  the  accounting  office, 
Gett>'sburg  College,  Gettysburg,  PA  17325-1483  by 
the  dates  outlined  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  will  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. 

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. 


171 


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  opfional  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 
02116.  Information  about  these  plans  is  mailed  to  all 
new  students. 

Refund  Policy 

A  student  who  withdraws  from  the  College  is  assessed 
a  $100  administrative  fee.  The  comprehensive 
academic  fee  and  room  charge  are  refunded  on  a 
pro-rata  basis  through  60%  of  the  semester,  after 
which  there  is  no  refund  of  these  charges.  Board 
refunds  are  prorated  weekly  through  the  semester. 

The  date  of  withdrawal  will  be  the  date  the  student 
has  filed  the  completed  withdrawal  form  with  the 
Office  of  Academic  Advising. 

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  Withdraiual  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  I  %  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. 

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  responsi- 
bility 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 


172 


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  the 
Financial  Aid  Form  (FAF)  Packet.  All  Financial  Aid 
Forms  should  be  sent  to  the  College  Scholarship 
Service,  Princeton,  New  Jersey  08541.  The  College 
also  requires  that  ^nro/W  students  submit  notarized 
copies  of  the  parents'  and  student's  most  recent  U.S. 
Individual  Income  Tax  Returns  (Form  1040)  directly 
to  the  Office  of  Financial  Aid  to  verif)'  income  data. 
Applicants  for  admission  must  submit  tax  forms  when 
the  $200  admissions  deposit  is  paid,  or  by  May  1. 

A  prospecfive  student  seeking  financial  aid  should 
forward  the  completed  FAF  Packet  to  the  College 
Scholarship  Sendee  as  soon  as  possible  after  January  1 
and  before  February  15.  The  FAF  Packet  contains  the 
Free  Application  for  Federal  Student  Aid  (FAFSA)  and 
the  Financial  Aid  Form  (FAF).  Both  forms  should  be 
completed  in  their  entirety  (including  Gettysburg 
College  in  the  colleges  to  receive  results)  and 
forwarded  to  CSS  in  the  envelope  provided.  There  is 
no  fee  for  the  Free  Federal  Application  (which 
determines  eligibility  for  Pell  Grant  and  other  federal 
programs  of  student  financial  assistance),  but  there  is  a 
processing  fee  for  the  FAF  portion  of  the  FAF  Packet. 

A  student  already  enrolled  who  has  previously  had 
some  form  of  aid  should  secure  a  renewal  application 
packet  from  the  Office  of  Financial  Aid  and  should 
request  his  or  her  parents  to  help  complete  those 
forms.  The  renewal  application  packet  should  be 
completed  with  the  FAFSA  and  FAF  being  forwarded 
to  CSS  by  March  15  and  the  other  forms  being 
forwarded  to  the  Office  of  Financial  Aid  by  May  1 . 

Financial  aid  is  awarded  in  the  form  of  grants,  loans, 
and  work-study,  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  require- 
ments for  graduation  in  the  normal  eight  semesters.        , 
Any  student  who  falls  below  the  2.00  minimum  I 

accumulative  average  needed  for  graduation  will  be       I 
warned,  placed  on  academic  probation,  placed  on  I 

dismissal  alert,  or  dismissed.  Additionally,  it  is  expected 
that  each  student  will  continue  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  I 

completed  I 

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  Col- 
lege. 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  Federal  Stafford  Loans  and  other 
programs  of  financial  assistance  through  federally 
subsidized  Title  IV  Programs  are  also  subject  to  | 

minimum  progress  standards.  In  addition,  students       1 
who  are  recipients  of  grant  funds  from  their  home        1 
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. 

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 


173 


jthe  student's  financial  need.  In  cases  of  students  who 
demonstrate  exceptional  talent,  skills,  and  abilities, 
need  may  be  satisfied  entirely  with  grant  funds. 

Federal  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. 

Federal  Perkins  Loan:  A  loan  program  funded  by  the 
Federal  Government  and  administered  by  the  College. 

Federal  Work-Study  Program:  Employment  program 
funded  by  the  Federal  Government  and  the  College. 

Grants  need  not  be  repaid,  but  the  College  hopes 
that  recipients  will  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-five  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  (1901)  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  ( 1 925)  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. 

The  Rev.  Sydney  Fl  Bateman  (1887)  Scholarship  Fund: 
The  income  from  the  fund  is  awarded  to  a  needy 
ministerial  student. 

Admiral  William  W.  Behrens,Jr.  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  commem- 
oration 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  desei"ving  student. 

Helen  A.  and  James  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. 


174 


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  exceptional  academic  abilities  and 
outstanding  promise. 

Harry  F.  Borleis  (1923)  Scholarship  Fund:  The  income 
from  a  bequest  is  used  to  assist  needy  and  deserving 
students. 

Charles  E.  Bowman  (1925)  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  contribiued  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  fimd  provided  by  Lavern  H. 
Brenneman  (1936),  former  Chairman  of  the  Board 
of  Trustees  of  the  College,  and  his  wife,  Miriam,  in 
honor  of  their  son,  James  (1960);  daughter-in-law, 
Mary  Jane  (1960);  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  fimd  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  Foundation  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  fund  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. 

Class  of  1903,  George  S.  Rentz  Memorial  Fund:  The 
income  from  the  fund  is  used  in  support  of  the 
College  scholarship  program. 

Class  of  1 91 3  Scholarship  Fund:  The  income  from  the 
fund  is  awarded  to  a  needy  and  deserving  student. 

Class  of  1915  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-Breidenbaugh  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  1920  Scholarship  Fund:  The  income  from  the 
fund  is  awarded  to  a  needy  and  deserving  student. 

Class  of  1921  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. 


175 


Class  of  1933  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  1 936  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  Hoffsten 
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  scholar- 
ship 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. 

Clay  I  (1948)  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  (1963)  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''  Fby  (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. 

Jacob  C.  Eisenharf  and  Rosa  Bott  Fisenhart  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  Diuight  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. 

The  Dwight  D.  Eisenhower  /Conrad  N.  Hilton  Scholarship: 
The  income  from  funds  received  from  the  Conrad  N. 
Hilton  Foundation  are  used  to  support  the  tuition 
cost  for  a  semester  of  study  abroad  for  one  student 
per  year.  The  scholarship  will  be  competitively 
awarded  to  a  student  who  shows  through  career 
aspirations  and  corresponding  curriculum  choices, 
an  appreciation  of  the  role  that  travel,  global  trade, 
and  cross-cultural  exchange  can  play  in  fostering 
international  understanding. 

Eisenhoiuer  Leadership  Scholarships:  The  income  from 
the  fund  is  awarded  to  class  valedictorians  and 
salutatorians,  presidents  of  the  student  council  and 
other  leaders. 


176 


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. 

Dr.  Daniel  F.  Garland  (1888)  Scholarship  Fund:  The 
income  from  the  fund  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  Aluynni  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  accord- 
ance 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. 

The  Millard  E.  Gladfelter  (1925)  Scholarships:  The 
income  from  a  fund  established  by  Millard  E. 


Gladfelter  is  awarded  to  first-year  students  and  may 
be  continued  up  to  four  years,  preference  is  given  to 
students  from  York  County,  Pennsylvania. 

Charles  E.  and  Mary  W.  Glassick  Scholarship  Fund:  The 
income  from  a  fund  established  by  the  Board  of 
Trustees  in  honor  of  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  of  the  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. 

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 


177 


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:  T\\e  income 
from  a  fund  established  by  Louis  O.  Hiltiebrand  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  Stib  League  of  the  Woman's  League  of  Gettys- 
burg College  and  established  by  the  Woman's  League 
of  Gettysburg  College  in  honor  of  Pearl  Hodgson  is 
awarded  annually  to  needy  and  deserving  students. 

The  Arthur  D.  Hunger,  Sr.,  M.D.  (1910)  Scholarship:  A 
fund  established  by  Aithur  D.  Hunger, Jr.  (1939)  and 
Josephine  T.  Hunger  (1940)  in  honor  of  Arthur  D. 
Hunger,  Sr.  The  income  from  the  fund  is  awarded  to  a 
Junior  or  senior  who  demonstrates  academic  excel- 
lence and  leadership  and  who  is  studying  for  a  medical, 
dental,  veterinary  or  biological  research  profession. 

Dr.  and  Mrs.  I^slie  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  from 
Franklin  County,  Pennsylvania,  or  preministerial  or 
premedical  students. 

Spurgeon  M.  Keeny  and  Norman  S.  Wolf  Scholarship  Fund: 
The  income  from  a  fimd  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  Cotmty,  Pennsylvania. 

Alvan  Ray  Kirschner  Scholarship  Fund:  The  fimd  was  estab- 
lished by  Mr.  and  Mrs.  C.J.  Kirschner  in  memoiy  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  estab- 
lished by  Dr.  Immanual  Klette  (1939)  and  friends  in 
honor  of  Mrs.  Margaret  Klette  is  awarded  to  a  student 


(or  sttidents)  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  contributions  to  their  chosen  field  of  study. 

The  Rev.  Frederick  R  Knubel  (1918)  Memorial  Scholarship 
Fund:  The  income  from  a  fund  given  by  John 
McCuUotigh  (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  and  promising 
students  majoring  in  the  humanities. 

Bernard  S.  Lauryer  (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 
Lutheran  Church,  Silver  Run,  Maryland,  and  second 
to  members  or  former  members  of  Evangelical 
Lutheran  Churches  in  Maryland  and  Pennsylvania. 

Clarence  Gordon  and  Elfie  Leatherman  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. 

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. 


178 


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.  McElhiney  (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  E.  Meisenhelder  (1897)  Scholarship  Fund:  The 
income  from  a  bequest  by  Dr.  Meisenhelder  is 
awarded  to  a  deserving  student. 

Jane  S.  Melber  (1983)  Memorial  Scholarship  Fund:  The  in- 
come 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.  Elsie  Miller  (1905)  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  imiversity;  (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.  Adam  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.  Meyer  (1957)  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  Endowment  Fund:  The 
income  from  a  fimd  established  by  Albert  C.  Neumann 
(1964)  is  awarded  to  one  or  more  worthy  and  promis- 
ing students,  with  preference  given  to  students  with  an 
interest  in  pursuing  a  career  in  the  health  sciences. 

John  Spangler  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  (1 91 7)  Scholarship  Fund:  The 
income  from  the  fimd  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 


179 


students  who,  beyond  academic  and  personal 
qualifications,  are  majoring  in  management  and  have 
demonstrated  leadership  ability  through  active 
pai  ticipation  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 
Lutheran  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 
fund  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.  Eugene  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  who  demonstrate 
financial  need. 

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  contributed  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  I.  Rasmussen  is  awarded  to  a 
deserving  student.  Preference  is  given  to  a  student 
preparing  for  the  ministry  in  the  Lutheran  Church. 

Rev.  Clay  E.  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. 

Lauirence  E.  Rost  (1 91 7)  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. 

Philip  P.  Rudhart  Scholarship  Fund:  The  income  from  a 
bequest  by  Emma  Bennix  in  memory  of  her  brother  is 
awarded  to  deserving  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  are  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 


180 


school  located  in  Dauphin,  Lebanon,  Cumberland, 
York,  Franklin,  Lancaster,  Perry,  Mifflin,  Adams, 
Northumberland,  or  Huntingdon  Coimties. 

Calvin  L.  Schlueter  Scholarship  Fund:  The  income  from 
a  bequest  by  Calvin  F.  Schlueter  is  awarded  to  needy 
and  promising  students. 

Scholarship  for  Community  Service  Leadership:  The 
income  from  a  fund  established  by  Kenneth  C. 
Lundeen  is  awarded  to  a  first-year  student  and  may 
be  continued  up  to  four  years,  preference  is  given  to 
students  who  demonstrate  an  active  interest  in 
voluntary  community  service. 

Brent  Scowcroft  Scholarship:  The  income  from  the  fund 
is  awarded  to  a  needy  and  deserving  student. 

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  F.  Senlz  (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  (1954)  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  promis- 
ing 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.  Fisenhoiver  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. 

FdgarFahs  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. 

Albert  F.  Speck  (1927)  Scholarship:  The  income  from  the 
fund  is  awarded  to  a  first-year  student  and  may  be 
continued  up  to  four  years. 


Mary  Ann  Ocker  Spital  Scholarship  Fund:  The  income 
from  a  bequest  is  awarded  to  a  qualified  male  student. 

FdwardJ.  Stackpok  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. 

Farl  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  contributions  to  the  College. 

Reii.  Viggo  Swensen  (1931)  and  Martha  Swensen 
Scholarship:  The  income  from  the  fund  is  awarded  to 
a  first-year  student  and  may  be  continued  up  to  four 
years. 

Warren  L.  Sivope  (1943)  Scholarship  Fund:  The  income 
from  a  fund  contributed  by  Warren  L.  Swope,  a 
career  diplomat,  is  awarded  to  a  qualified  student,        j 
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  fimd  established  by  Dr.  and  Mrs. 
Raymond  A.  Taylor  is  awarded  to  one  or  more  worthy  , 
and  promising  students. 


181 


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  Walter  K.  Thrush  Fund:  The  income  from  a 
fund  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 

I  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 
I  income  from  a  fund  provided  by  John  G.  Walbom  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.  RufusB.  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.  Fisenhower  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  fimd  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. 

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  (1932)  D.D.S.  Scholarship  Fund:  The 
income  from  the  fund  is  awarded  to  worthy  and  pro- 
mising students,  with  priority  given  to  those  who  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. 


182 


John  B.  Zinn  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 

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  K  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. 

David  Fony  Powers  Loan  Fund:  A  fund  established  by 
Catherine  N.  Maurer  in  memory  of  her  nephew,  David 
Forry  Powers  (1962)  to  provide  loans  to  worthy  and 
promising  students  who  demonstrate  financial  need. 

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. 

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  County,  Pennsylvania. 

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. 

Christian  K  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. 


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.i 

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. 

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. 


183 


State  and  Federal  Grant  Programs 

Federal  Pell  Grant:  A  federal  grant  program  to  enable 
students  to  attend  colleges  and  universities,  and  is 
available  to  students  with  the  highest  levels  of  need. 
Application  for  this  grant  is  through  the  Free 
Application  for  Federal  Student  Aid. 

Pennsylvania  Higher  Education  Grant:  An  award  given 
to  students  who  are  residents  of  Pennsylvania, 
selected  on  the  basis  of  financial  need.  Information 
on  these  grants  should  be  acquired  from  the 
secondary  school  guidance  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  guidance  offices. 

State  and  Federal  Loan  Programs 

Federal  Stafford  Loan:  These  programs  allow  the 
student  to  borrow  directly  from  a  bank,  savings  and 
loan  association  or  other  participating  lender.  First- 
year  students  may  borrow  $2,625;  that  increases  to 
$3,500  during  the  second  year,  and  third  and  fourth- 
year  students  are  eligible  to  borrow  up  to  $5,500; 
maximum  total  borrowing  for  all  undergraduate  study 
is  $23,000.  The  rate  of  interest  for  these  loans  is  set  at 
the  bank  equivalent  rate  for  91 -day  Treasuiy  bills,  plus 
3.10%.  New  rates  will  be  announced  each  July  1  for 
the  entire  year,  and  rates  of  interest  cannot  exceed 
9%.  The  rate  of  interest  until  July  1993  is  6.94%. 

Federal  Parent  Loan  for  Undergraduate  Study:  Parents  of 
dependent  undergraduate  students  may  borrow 
through  the  PLUS  Loan  Program  to  help  finance 
educational  costs.  The  maximum  loan  per  year  is 
limited  to  the  cost  of  education  minus  other  aid  that 
the  student  has  received.  Repayment  begins  within  60 
days  of  loan  funds  being  advanced  and  the  maximum 
repayment  period  is  10  years.  Interest  rates  will  be  set 
on  July  1  on  the  basis  of  Treasury  bills  plus  3.10%, 
but  not  to  exceed  10%.  Applications  for  the  PLUS 
Loan  are  made  through  any  participating  bank  or 
other  lending  agency.  The  interest  rate  im til  July  of 
1993  is  7.31%.  PLUS  Loans  are  disbursed  on  a  co- 
payable  basis  to  the  borrower  and  the  College.  Each 
loan  disbursement  is  subject  to  a  5%  origination  fee. 


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  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-campus 
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  off- 
campus  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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Register 


186 


BOARD  OF  TRUSTEES  '•> 
1993-94  Academic  Year 

CHARLES  E.  ANDERSON  (1984) 
CHAIRPERSON 

Retired.  ITT  Corporation 
Wilton,  Connecticut 

JAMES  H.  BRENNEMAN  (1988) 
VICE  CHAIRPERSON 

Vice  President,  Operations  &  Planning 
Bell  Atlantic  Enterprises 
Philadelphia,  Pennsylvania 

THOMAS  C.  NORRIS  (1974-1986)  (1988) 
SECRETARY 

Chairman,  President  &  CEO 
P.  H.  Glatfelter  Co. 
Spring  Grove,  Pennsylvania 

HENRY  S.  BELBER,  II  (1989) 

President  &  Chief  Executive  Officer 
Trico  Construction  Co.,  Inc. 
Devon,  Pennsylvania 

STEPHEN  G.  BISHOP  (1992) 

Prof.  &  Dir.  of  Eng.  Research  Center 
University  of  Illinois 
Champaign-Urbana,  Illinois 

CHARLES  A.  CAMAUER,JR.  (1985) 

Developer 

Washington,  DC 

HERBERT  C.  CUNTON,  III  (1991) 

Asst.  VP,  Nations  Bank  of  Maryland 
Silver  Spring,  Maryland 

D.  DAVID  EISENHOWER,  II  (1990) 

Historian 

Berwyn,  Pennsylvania 

THOMAS  P.  GEAREY,  III  (1992) 

Retired,  U.S.  Army 
Cortez,  Florida 

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  &  Singer,  Inc. 
Johnstown,  Pennsylvania 

ROBERT  D.  HERSHEY,  JR.  (1990) 
Reporter,  New  York  Times 
Washington,  DC 

H.  SCOTT  HIGGINS  (1989) 
Managing  Director 
Ark  Asset  Management  Co.,  Inc. 
New  York  City,  New  York 

KRISTINE  F.  HUGHEY  (1986) 

Attorney 

Media,  Pennsylvania 

EDWIN  T.JOHNSON  (1991) 
Noble  Lowndes/Johnson 
Newtown,  Pennsylvania 

ROBERT  S.JONES, JR.  (1988) 
President  of  Northern  Operations 
The  Equitable 
New  York,  New  York 

WILLIAM  T.  KIRCHHOFF  (1988) 
Executive  Vice  President 
Cleveland  Brothers  Equipment  Co.,  Inc. 
Harrisburg,  Pennsylvania 

NANCY  R.  LETTS  (1989) 

Teacher 

Strath  Haven  High  School 

Wallingford,  Pennsylvania 

E.  JAMES  MORTON  (1991) 

Director 

John  Hancock  Mutual  Life  Insurance  Co. 

Boston,  Massachusetts 

ALBERT  C.  NEUMANN,  M.D.  (1986) 
Founder  and  Medical  Director 
The  Neumann  Eye  Institute 
DeLand,  Florida 


187 


THOMAS  C.  NORRIS  (1974-1986)  (1988) 

Chairman,  President  &  Chief  Executive  Officer 
P.  H.  Glatfelter  Co. 
Spring  Grove,  Pennsylvania 

RICHARD  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) 
VP  Emeritus 

California  State  University 
Long  Beach,  California 

DONNA  L.  SHAVUK  (1985) 
Director,  Office  of  Women  in  Higher  Education 
American  Council  on  Education 
Washington,  DC 


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  ( 1991 ) 

Executive  Vice  President 
Turner-White  Communications,  Inc. 
Wayne,  Pennsylvania 

BARRY  B.  WRIGHT  (1986) 

President 

Metropolitan  Personnel  Services,  Inc. 

McLean,  Virginia 

CATHERINE  ZARRELLA  (1992) 

President 

Woman's  General  League  of  Gettysburg  College 

Hanover,  Pennsylvania 

*LAVERN  H.  BRENNEMAN  (1962-1974)  (1976- 

1988) 

Retired 

York  Shipley,  Inc. 

York,  Pennsylvania 


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 

JAMES  R.  THOMAS  (1981-1987)  (1989) 
Retired  Chairman  &:  CEO 
Best  Foods  Baking  Group 
CPC  International,  Inc. 
Allendale,  New  Jersey 

DENNIS  H.  TYLER  (1988) 
Subschool  Principal 
Robinson  Secondary  School 
Fairfax,  Virginia 


*RALPH  W.  COX  (1972-1984) 

Retired 

Connecticut  General  Life  Insurance  Co. 

Savannah,  Georgia 

*F.  WILLIAM  SUNDERMAN,  M.D.  (1967-1979) 

Director 

Institute  for  Clinical  Science 

Philadelphia,  Pennsylvania 

( 1 )  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,  Marvland 

MARGARET  BLANCHARD  CURTIS 

Gettysburg,  Pennsylvania 

WILLIAM  S.  EISENHART,  JR. 

York,  Pennsylvania 

CHARLES  H.  FALKLER 

York,  Pennsylvania 

PAUL  L.  FOLKEMER 

Linthiciim  Heights,  Maryland 

MILLARD  E.  GLADFELTER 

Jenkintown,  Pennsylvania 

HENRY  W.  GRAYBILL,  JR. 

Harrisburg,  Pennsylvania 

ANGEUNE  F.  HAINES 

Lutherville,  Mai-vland 

ROBERT  D.  HANSON 

Harrisburg,  Pennsylvania 

HOWARD  J.  McCARNEY 

Camp  Hill,  Pennsylvania 

PAUL  M.  ORSO 

Millersville,  Maryland 

AMES  A.  PERROTT 

Baltimore,  Maryland 

SAMUEL  A.  SCHRECKENGAUST,  JR. 

Lemoyne,  Pennsyhania 

HERMAN  G.  STUEMPFLE,  JR. 

Gettysburg,  Pennsylvania 

JAMES  I.  TARMAN 

State  College,  Pennsylvania 

CHARLES  W.  WOLF 

Gettysbiug,  Pennsylvania 

IRVIN  G.  ZIMMERMAN 

Swarthmore,  Pennsylvania 


Administration 
(1992-1993  Academic  Year) 

President 

Gordon  A.  Haaland     1990- 

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 

Jack  Bream    1992- 

Orange  and  Blue  Club  Executive  Director 

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.  DonoUi      1971- 
Athletic  Trainer  Certified 
B.S.,  University  of  Delaware; 
M.Ed.,  Temple  University 

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 


189 


Robert  B.  Kenworthy     1 965- 
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 

William  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      1990- 
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      1 967- 

Acting  Assistant  Provost 

B.A.,  Pacific  Lutheran  University; 

M.A.,  Ph.D.,  Rutgers-State  University  of  New  Jersey 

LilianeFloge      1990- 

Assistant  Provost 

B.A.,  City  College  of  New  York; 

M.  Phil.,  Ph.D.,  Columbia  University 

G.  Ronald  Couchman      1967- 

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 

Timothy  M.  Dodd    1990- 
Associate  Dean  of  Academic  Advising 
M.A.,  Fordham  University; 
ABD,  University  of  Pittsburgh 

Dennis  R.  Aebersold     1989- 
Associate  Provost  for  Computing 
B.S.,  Occidental  College; 
Ph.D.,  Brown  University 


190 


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- 

WYiter,  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.  Steinour     1986- 
Systems  Specialist  (Computing) 
Diploma,  Computer  Learning  Center 

Martha  M.  Myricks     1991- 
Microcomputer  Support/Training 
B.A.,  San  Francisco  State  University 

Willis  M.  Hubbard     1983- 

College  Librarian 

B.A.,  Monmouth  College  (Illinois); 

M.S.,  University  of  Illinois; 

M.A.,  Southern  Illinois  University 

David  T.  Hedrick     1972- 
Special  Collections  Librarian 
B.A.,  Emory  and  Henry  College; 
M.A.,  University  of  Denver 

Anna  Jane  Meyer     1961- 
Readers'  Services  Librarian 
A.B.,  Susquehanna  University; 
M.S.L.S.,  Drexel  University 


Frances  H.  Playfoot     1971- 
Assistant  Readers'  Services  Librarian 
B.A.,  The  George  Washington  University; 
M.S.L.S.,  Shippensburg  University 

Lee  Alan  Krieger     1989- 

Technical  Ser\ices  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 

Xiaof  eng  (John )  Zhu     1 990- 
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 

EmUyW.  Ruark     1991- 

Managing  Editor 

THE  GETTYSBURG  REVIEW 

B.A.,  University  of  North  Carolina  at  Greensboro 

Jeffery  B.  Mock     1991- 
Assistant  Editor 
THE  GETTYSBURG  REVIEW 
B.A.,  University  of  Iowa; 
M.F.A.,  University  of  Alabama 

Parker  C.  Johnson      1 992- 
Dean  of  Intercultural  Resources 
B.A.,  Williams  College 

Ed.M.  in  Administration,  Planning  and  Social  Policy, 
Harvard  University 


191 


Admissions/Financial  Aid 

Delwin  K.  Gustafson     1967- 

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 

Gail  Sweezey     1983- 
Associate  Dean  of  Admissions 
B.A.,  Allegheny  College 

Danyl  W.Jones      1985- 
Assistant  Dean  of  Admissions 
B.A.,  Pennsylvania  State  University 

Heather  Deardorff     1990- 

Admissions  Coimselor 

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 

JohnZ.  KeUey      1992- 

Assistant  Director  of  Financial  Aid, 

Admissions  Coimselor 

B.S.,  Alfred  University 

M.S.,  SvTacuse  University 

JuUe  L.  Ramsey     1981- 
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.  WaUes     1 99 1  - 

Director  of  Career  Services 
B.A.,  Wilmington  College; 
M.H.S.,  Lincoln  University 

Eugene  Durkee      1990- 
Assistant  Director  of  Career  Services 
B.A.,  Rutgers  College,  Rutgers  University; 
M.T.S.,  Boston  University  of  Theology 

Frederick  KinseUa     1991- 

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 

Frances  Parker     1980- 

Coimseling  Psychologist 

B.A.,  M.A.,  University  of  Kentucky 

Harriet  Barriga  Marritz      1989- 
Counselor/Drug  Education  Coordinator 
B.A.,  Lafayette  College; 
M.S.,  Millersville  University  of  Pennsylvania 

MeridithMoran     1992- 
Director  of  the  College  Union 
B.A.,  University  of  Kentucky 
M.S.,  Indiana  University 


192 


Thomas  S.  Dombrowsky     1 99 1  - 
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 

Timothy  P.  Rupe     1992- 
Director  of  Residence  Hall  Programs 
B.S.,  Susquehanna  University; 
M.S.,  Shippensburg  University 

Lynn  Comber  1992- 

Assistant  Director  of  Student  Activities 

B.S.,  University  of  Vermont; 

M.A.,  Boston  College 

KarlJ.  Mattson      1977- 
Director,  Center  for  Public  Service 
B.A.,  Augustana  College  (Illinois); 
B.D.,  Augustana  Theological  Seminary; 
S.T.M.,  Yale  Divinity  School 

NadineF.  Lehr    1992- 

Chaplain 

B.A.,  Concordia  College 

M.Div.,  Yale  Divinity  School 

Treasurer 

WiUiam  P.  Van  Arsdale     1985- 

Treasurer 

B.S.,  Villanova  University; 

M.Ed.,  Antioch  Graduate  School  of  Education 

Michael  S.  Malewicki     1976- 

Assistant  Treasurer 

B.A.,  Gettysburg  College 

M.S.,  Shippensburg  University  of  Pennsylvania; 

M.B.A.,  Mt.  St.  Man's  College 

Katherine  C.  McGraw     1988- 

Controller 

A.A.,  Harrisburg  Area  Community  College; 

A.B.,  Grove  City  College 


Thomas  Phizacklea      1 982- 

Director  of  Auxiliary  Services 

B.A.,  University  of  Pittsburgh  at  Johnstown; 

M.B.A.,  Mt.  St.  Mary's  College 

TimonKUnn      1985- 
Director  of  Safety  and  Security 

Martin  L.  CrabiU     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- 

Associate  Vice  President  for  Development 

B.A.,  Ohio  Wesleyan  Universitv' 

Daniel  H.  Comber  1991- 
Director  of  Annual  Giving 
B.A.,  University  of  Vermont 

Tilghman  H.  Moyer  IV     1 99 1- 

Associate  Director  of  Annual  Giving/Phonathon 

Director 
B.A.,  Pennvslvania  State  University 

Paula  Thomas     1991- 

Associate  Director  of  Development/Corporate 

and  Foimdation  Grants 
B.A.,  University  of  Pennsylvania 

GaryD.  Ragnow      1990- 

Associate  Director  of  Development/Director  of  Gift 

Planning 
B.A.,  University  of  Omaha; 
J.D.,  University  of  Nebraska  Law  School 

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 


193 


Robert  L.  Mothersbaugh      1990- 

Dir.  of  Developmental  Sei-vices  8c  Regional 

Campaigns 
B.S.,  Pennsylvania  State  University 

William  T.  Walker,  Jr.      1 989- 

Associate  Vice  President  for  Public  Relations 

B.A.,  M.A.,  University  of  Virginia 

John  M.  McAndrew     1 992- 
Associate  Director  of  Public  Relations 
B.A.,  King's  College 

JeroldWikoff     1984- 
Senior  Editor 
B.A.,  Stanford  University; 
M.A.,  Stanford  University; 
Ph.D.,  Stanford  University 

Susan  Bryant     1989- 

Associate  Editor/ Publications  Coordinator 

B.A.,  Bryn  Mawr  College; 

Francais  Diplome,  International  School  of  Geneva 

Robert  D.  Smith     1965- 

Sr.  Reunion  Gift  Office  &  Assoc.  Director  of 

Development 
B.S.,  Gettysburg  College; 
M.S.,  Shippensburg  University  of  Pennsylvania 

JeanS.  LeCros  1991- 
Director  of  Alumni  Relations 
B.A.,  Gettysburg  College 

The  Faculty 

(1992-1993  Academic  Year) 

Gordon  A.  Haaland  1990- 

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.,  The  Pennsylvania  State  University 

Guillermo  Barriga  1951-1981 

Professor  of  Romance  Languages,  Emeritus 

B.S,  Columbian  Naval  Academy;  M.A.,  Middlebuiy 

College;  Ph.D.,  University  of  Madrid 

F.  Eugene  Belt  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 

Lois  J.  Bowers  1969-1992 

Coordinator  of  Women's  Athletics  and  Professor  of 

Health  and  Physical  Education  Emerita 
B.S.,  Temple  University; 
M.Ed.,  Western  Maryland  College 

Jay  P.  Brown  1947-1988 

Bursar,  Emeritus 

Certificate,  American  Institute  of  Banking 

Bruce  W.  Bugbee  1958-1992 
Professor  of  History  Emeritus 
A.B.,  College  of  William  and  Mary; 
A.M.,  Ph.D.,  University  of  Michigan 

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 

John  F.  Clarke  1966-1989 

Professor  of  English,  Emeritus 

B.A.,  Kenyon  College;  M.A.,  Stanford  University 

Glendon  F.  Collier  1957-1983 
Professor  of  German  and  Russian,  Emeritus 
B.A.,  Franklin  and  Marshall  College; 
M.A.,  University  of  California,  Berkeley 


194 


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  1950-1983 

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.,  The  Johns  Hopkins  University 


Caroline  M.  Hendrickson   1959-1984 

Professor  of  Spanish,  Emerita 

A.B.,  Wellesley  College;  M.A.,  Columbia  University 

Thomas  J.  Hendrickson  1960-1988 
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 


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  1949-1989 
Professor  of  History,  Emeritus 
B.A.,  Gettysburg  College; 
Ph.D.,  The  Johns  Hopkins  University 

Gertrude  G.  Gobbel  1968-1989 

Professor  of  Psychology,  Emerita 

B.S.,  The  Pennsylvania  State  University; 

M.S.,  University  of  Illinois;  Ph.D.,  Temple  University 

Roland  E.  Hansen  1973-1989 
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 


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  1950-1980 
Professor  of  Political  Science,  Emeritus 
A.B.,  M.A.,  University  of  California,  Berkeley; 
Ph.D.,  University  of  Pennsylvania 

Grace  C.  Kenney  1948-1987 

Professor  of  Health  and  Physical  Education,  Emerita 

B.S.,  New  York  Universit)';  M.A.,  Columbia  University 

Arthur  L.Kurth    1962-1983 

Professor  of  French,  Emeritus 

B.A.,  Yale  College;  Ph.D.,  Yale  University 

JackS.Locher     1957-1987 
Professor  of  English,  Emeritus 
M.A.,  University  of  Chicago; 
Ph.D.,  University  of  Pennsylvania 

Nancy  C.  Locher  1968-1988 

Dean  of  Student  Advisement,  Emerita 

B.A.,  Mary  Baldwin  College; 

M.A.,  University  of  North  Carolina 

Rowland  E.  Logan   1958-1988 
Professor  of  Biology,  Emerita 
A.B.,  University  of  California,  Los  Angeles; 
M.S.,  Ph.D.,  Northwestern  University 


195 


Richard  T.  Mara    1953-1989 
Professor  of  Physics,  Emeritus 
B.A.,  Gettysburg  College;  M.S., 
Ph.D.,  University  of  Michigan 

Edward  F.  McManness  1970-1988 
Director  of  the  College  Union,  Emeritus 
B.S.,  M.S.,  East  Texas  State  University; 
M.B.A.,  Mt.  St.  Mai7'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  1954-1988 
Professor  of  English,  Emeritus 
A.B.,  A.M.,  Wesleyan  University; 
Ph.D.,  Columbia  University 

IngoifQuaUy     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 

Russell  S.  Rosenberger  1956-1981 
Professor  of  Education,  Emeritus 
B.S.,  Geneva  College;  M.Litt.,  Ed.D., 
University  of  Pittsburgh 

Calvin  E.  Schildknecht  1959-1979 
Professor  of  Chemistry,  Emeritus 
B.S.,  Gettysburg  College; 
Ph.D.,  The  Johns  Hopkins  University 

Henry  Schneider,  III   1964-1981 

Professor  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      1957-1985 

Professor  of  Health  and  Physical  Education,  Emeritus 

B.A.,  Gettysburg  College;  M.A.,  Columbia  University 

James  F.  Slaybaugh,  Jr.   1964-1989 
Professor  of  Education,  Emeritus 
A.B.,  Roanoke  College;  M.Ed., 
The  Pennsylvania  State  University 

Charles  A.  Sloat  1927-1968 

Professor  of  Chemistry,  Emeritus 

B.S.,  Gettysburg  College;  M.A.,  Haverford 

College;  Ph.D.,  Princeton  University 

JanisWeaner    1957-1985 

Professor  of  Spanish,  Emerita 

B.A.,  Mary  Washington  College  of  the  University 

of  Virginia;   M.A.,  New  York  University 

Dexter  N.  Weikel   1962-1988 

Professor  of  Music,  Emeritus 

B.S.,  Susquehanna  University; 

M.A.,  The  Pennsylvania  State  University; 

D.M.A.,  Peabody  Conservatory  of 

The  Johns  Hopkins  University 

Conway  S.  Williams   1949-1980 

Professor  of  Economics  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 


196 


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.A.,  M.A.,  University  of  Florida; 
Ph.D.,  Duke  University 

Charlotte  E.  S.  Armster  1984- 
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 

Deborah  H.  Barnes  1992- 

Assistant  Professor  of  English 

B.A.,  Tixskegee  Institute;  M.A.,  North  Carolina 

Agriculture  8c  Technical  State  University; 

Ph.D.,  Howard  University 

Robert  D.  Barnes  1955- 
Dr.  Charles  H.  Graff  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 

Neil  W.  Beach  1960- 

Associate  Professor  of  Biology 

B.S.,  M.S.,  Ph.D.,  Universit)'  of  Michigan 

Temma  F.  Berg  1 985- 

Associate  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  York 

Mark  E.  Bmgham  1992- 

Assistant  Professor  of  English 

B.A.,  University  of  Mississippi;  M.A.,  University  of 

South  Florida;  Ph.D.,  University  of  North  Carolina 

at  Chapel  Hill 

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- 

.\ssociate  Professor  of  Political  Science 

B.A.,  M..\.,  Ph.D.,  Universit)  of  Cincinnati 

EmaM.  Brodber  1992- 

Distinguished  Visiting  Professor  of  Global  Studies 
B.A.,  University  College  of  the  West  Indies; 
M.Sc,  Ph.D.,  University  of  the  West  Indies 

Judith  A.  Brough  1989- 
Associate  Professor  of  Education, 

Department  Chairperson 
B.S.,  Ed.M.,  Shippensburg  University  of  Pennsylvania; 
Ed.D.,  State  University  of  New  York  at  Buffalo 

Ronald  D.  Burgess  1980- 
Associate  Professor  of  Spanish, 

Department  Chairperson 
B.A.,  Washburn  University  of  Topeka; 
M.A.,  Ph.D.,  University  of  Kansas 


197 


Leslie  Cahoon  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  CavaUere  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 

Catherine  B.  Clay  1989- 
Assistant  Professor  of  History 
B.A.,  Carleton  College; 
M.A.,  Ph.D.,  University  of  Oregon 

Michael  Contarino  1992- 
Assistant  Professor  of  Political  Science 
B.A.,  Connecticut  College;  A.M.,  Ph.D., 
Hai"vard  University 

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  1967- 

Associate  Professor  of  German  and 

Acting  Assistant  Provost 
B.A.,  Pacific  Lutheran  University;  M.A.,  Ph.D., 
Rutgers-The  State  University  of  New  Jersey 


Paul  R.  D'Agostino  1 969- 
Professor  of  Psychology 
B.S.,  Fordham  University; 
M.A.,  Ph.D.,  University  of  Virginia 

Edward  G.  DeClair  1991- 
Assistant  Professor  of  Political  Science 
B.A.,  University  of  South  Florida; 
M.A.,  Ph.D.,  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 

Shulin  Dmg  1988-89;  1991- 
Distinguished  Visiting  Professor  in 

Interdepartmental  Studies 
B.A.,  Beijing  Foreign  Languages  Institute; 
M.A.,  China  Academy  of  Social  Sciences 

Charles  F.  Emmons  1974- 

Professor  of  Sociology  and  Anthropology 

B.A.,  Gannon  College; 

M.A.,  Ph.D.,  University  of  Illinois 

KayEtheridge   1986- 
Assistant  Professor  of  Biology 
B.S.,  M.S.,  Auburn  University; 
Ph.D.,  University  of  Florida 

Alain  Faucon  1989- 

Instructor  in  French 

Maitrise  Frangais  Langue  Etrangere 

Universite  de  Rennes,  France 

Aim  Harper  Fender  1978- 

Professor  of  Economics,  Department  Chairperson 
A.B.,  Randolph  Macon  Woman's  College; 
Ph.D.,  The  Johns  Hopkins  University 

George  H.  Fick  1967- 
Associate  Professor  of  History 
A.B.,  Harvard  University; 
M.A.,  University  of  Minnesota; 
Ph.D.,  Harvard  University 


198 


Rebecca  Fmcher-Kiefer  1988- 
Assistant  Professor  of  Psychology 
B.S.,  Washington  College; 
M.S.,  Ph.D.,  University  of  Pittsburgh 


Robert  R.  Garaett  1981- 
Associate  Professor  of  English 
B.A.,  Dartmouth  College; 
M.A.,  Ph.D.,  University  of  Virginia 


James  P.  Fink  1992- 

Professor  of  Mathematics  and  Computer  Science, 

Department  Chairperson 
B.S.,  Drexel  University; 
M.S.,  Ph.D.,  Stanford  University 

Kermit  H.  Finstad  1970- 

Associate  Professor  of  Music 

B.A.,  St.  Olaf  College; 

M.M.,  The  Catholic  University  of  America 

David  E.  Flesner  1971- 

Associate  Professor  of  Mathematics 

A.B.,  Wittenberg  University; 

A.M.,  Ph.D.,  Universit)' of  Michigan 

JeanW.  Fletcher  1986- 

Associate  Professor  of  Economics 

B.S.,  University  of  Missouri; 

A.M.,  Ph.D.,  Washington  University 

Norman  O.  Fomess      1964- 
Associate  Professor  of  History 
B.A.,  Pacific  Lutheran  University; 
M.A.,  Washington  State  University; 
Ph.D.,  The  Pennsylvania  State  University 

Mathew  B.  Forstater  1992- 

Instructor  in  Economics 

B.A.,  Temple  University; 

M.A.,  New  School  for  Social  Research 

Donald  H.  Fortoum^  1965- 
Professor  of  Chemistry 
B.S.,  Carroll  College  (Wisconsin); 
Ph.D.,  Brown  University 

Robert  S.  Fredrickson  1969- 

Professor  of  English,  Department  Chairperson 

B.A.,  DePauw  University; 

M.A.,  University  of  Minnesota; 

Ph.D.,  University  of  North  Carolina  at  Chapel  Hill 

Fritz  Gaenslen  1991- 
Assistant  Professor  of  Political  Science 
B.A.,  Miami  University  (Ohio);  M.A.,  Ph.D., 
University  of  Michigan 


Robert  M.  Gemmill  1958- 
Associate  Professor  of  Economics 
B.A.,  Gettysburg  College; 
M.A.,  University  of  Pennsvlvania 

Sandra  K-GiU   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.,  Universit)'  of  Pennsylvania 

Andrews.  Golfin, Jr.   1987- 
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 

Timodiy  N.  Good  1990- 
Assistant  Professor  of  Physics 
B.S.,  Dickinson  College;  M.S., 
Ph.D.,  University  of  California-Irvine 

Sharon  Davis  Gratto  1992- 

Instructor  in  Music 

B.Mus.,  Oberlin  College;  M.A.,  American  University; 

M.Mus.,  State  University  of  New  York  at  Potsdam 

Laurence  A.  Gregorio  1 983- 

Associate  Professor  of  French 

B.A.,  Saint  Joseph's  College; 

M.A.,  Ph.D.,  University  of  Pennsylvania 


199 


Joseph  J.  Grzybowski   1979- 
Associate  Professor  of  Chemistry 
B.S.,  King's  College; 
Ph.D.,  Case  Western  Reserve  University 

Louis  J.  Hammann   1956- 

Professor  of  Religion,  Department  Chairperson 

B.A.,  Gettysburg  College;  B.D.,  Yale  Divinity  School; 

M.A.,  The  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.,  The  University  of  Wisconsin-Milwaukee; 

M.A.,  Ph.D.,  The  Johns  Hopkins  University 

Barbara  Schmitter  Heisier   1989- 

Associate  Professor  of  Sociology  and  Anthropology 

B.G.S.,  Roosevelt  University; 

M.A.,  Ph.D.,  University  of  Chicago 

Sherman  S.  Hendrix   1964- 

Professor  of  Biology 

B.A.,  Gettysburg  College;  M.S.,  Florida  State 

University;  Ph.D.,  University  of  Maryland 

Donald  W.  Hinrichs  1968- 

Professor  of  Sociology  and  Anthropology, 

Department  Chairperson 
B.A.,  Western  Maryland  College;  M.A.,  University 
of  Maryland;  Ph.D.,  Ohio  State  University 

Kazuo  Hiraizumi  ^  1 987- 

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 

Koren  A.  HoUand  1992- 

Assistant  Professor  of  Chemistry 

B.A.,  Skidmore  College; 

Ph.D.,  University  of  Maryland,  College  Park 


Leonard  I.  Holder  1964- 
Alumni  Professor  of  Mathematics 
B.S.,  M.S.,  Texas  A  &  M  University; 
Ph.D.,  Purdue  University 

Rachael  A.  Huener  1992- 

Instructor  in  German 

B.A.,  St.  Olaf  College;  M.A.,  Northwestern  University 

Kathleen  P.  lannello    1990- 

Assistant  Professor  of  Political  Science 

B.A.,  University  of  Arizona; 

M.A.(2),  Ph.D.,  The  Pennsylvania  State  University 

Steven  W.James  1992- 

Assistant  Professor  of  Biology 

B.A.,  Gettysburg  College; 

M.S.,  Ph.D.,  University  of  Minnesota 

Donald  L.  Jameson  1 985- 

Associate  Professor  of  Chemistry 

B.S.,  Bucknell  University; 

Ph.D.,  University  of  North  Carolina  at  Chapel  Hill 

Suzanne  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 

KelfalaM.  KaUonl987- 

Assistant  Professor  of  Economics 

B.A.,  Methodist  College;  Ph.D.,  University  of  Virginia 

John  M.KeUett  1968- 

Associate  Professor  of  Mathematics 

B.S.,  Worcester  State  College; 

M.S.,  Rutgers — The  State  University  of  New  Jersey; 

Ph.D.,  University  of  Florida 

Bokm  Kim     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- 

Associate  Professor  of  English 

B.A.,  Mundelein  College; 

M.A.,  Western  Washington  University 

L.  Carl  Leinbach  1967- 

Professor  of  Mathematics  and  Computer  Science 
B.A.,  Lafayette  College;  M.A.,  University  of  Delaware; 
Ph.D.,  University  of  Oregon 

David  B.  Levine  1991- 

Assistant  Professor  of  Computer  Science 

B.A.,  Swarthmore  College; 

A.M.,  Ph.D.,  Dartmouth  College 

YaLi  1992- 

Assistant  Professor  of  Economics 

B.S.,  Peking  University;  M.A.,  Ball  State  University; 

Ph.D.,  The  University  of  Arizona 

KarlG.  Lorenz  1990- 

Assistant  Professor  of  Sociology  and  Anthropology 
B.A.,  University  of  Colorado  at  Boulder;  M.A.,  Ph.D., 
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  1991- 

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 

Louis  Manza  1 992- 

Assistant  Professor  of  Psychology 

B.A.,  State  University  of  New  York  at  Binghamton; 

M.A.,  Brooklyn  College  of  the  City  University  of 

New  York;  M.Phil.,  Ph.D.,  Graduate  School  and 

University  Center  of  the  City  University  of  New  York 

Laurence  A.  Marschall  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  1986- 

Associate  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,  University  of  Pennsylvania; 

M.A.,  Middlebury  College; 

Ph.D.,  University  of  California,  Los  Angeles 

Jan  E.  MikeseU2  1973- 

Professor  of  Biology 

B.S.,  M.S.,  Western  Illinois  University; 

Ph.D.,  Ohio  State  University 

Carey  A.  Moore   1955-56,  1959- 

Amanda  Rupert  Strong  Professor  of  Religion 

B.A.,  Gettysburg  College; 

B.D.,  Lutheran  Theological  Seminary,  Gettysbvirg; 

Ph.D.,  The  Johns  Hopkins  University 

Kenneth  F.  Mott2  1966- 
Professor  of  Political  Science, 

Department  Chairperson 
A.B.,  Franklin  and  Marshall  College; 
M.A.,  Lehigh  University;  Ph.D.,  Brown  University 

Samuel  A.  Mudd   1958-64,1965- 
Professor  of  Psychology 
B.A.,  Gettysburg  College; 
M.S.,  Ph.D.,  Purdue  University 

Charles  D.  Myers,  Jr.  1986- 

Assistant  Professor  of  Religion 

B.A.,  Duke  University;  M.Div.,  Ph.D.,  Princeton 

Theological  Seminary 

James  P.  Myers,  Jr.  1968 
Professor  of  English 
B.S.,  LeMoyne  College; 
M.A.,  University  of  Arizona; 
Ph.D.,  University  of  Massachusetts 


201 


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.  Nunamaker  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  1967- 
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 

B.F.A.,  Philadelphia  College  of  Art; 

M.F.A.,  University  of  Pennsylvania 

Peter  J.  PeUa^  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  1   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 

William  F.  Railing  1964- 

Professor  of  Economics 

B.S.,  United  States  Merchant  Marine  Academy; 

B.A.,  The  Johns  Hopkins  University; 

Ph.D.,  Cornell  University 

Luis  Recio  1992- 

Instructor  in  Spanish 

Titulo  de  Licenciado  en  Filologia, 

Universidad  de  Sevilla 

Rodney  R.  Redding  1989- 

Associate  Professor  of  Management 

B.S.,  M.S.,  Ph.D.,  The  Pennsylvania  State  University; 

CPA 

RayR.  Reider  1962- 

Associate  Professor  of  Health  and  Physical  Education 

B.A.,  Gettysburg  College; 

M.Ed.,  The  Pennsylvania  State  University 

Janet  Morgan  Riggs  1981- 

Associate  Professor  of  Psychology  and  Executive 

Assistant  to  the  President 
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 

David  Roman  1992- 

Instructor  in  Spanish 

Titulado  en  Historia  y  Educacion,  Escuela 

Normal  Superior  del  Estado  de  Morelos 


202 


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 

Bahrain  Roughani  1992- 
Assistant  Professor  of  Physics 
B.Sc,  M.A.,  Indiana  State  University; 
M.Sc,  Ph.D.,  University  of  Cincinnati 

AlexT.  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 

Virginia  E.  Schein  1986- 
Professor  of  Management, 
Department  Chairperson 
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 

StephenM.  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.  Small     1969- 

Instructor  in  Art 

B.A.,  Jackson  College  of  Tufts  University; 

M.A.,  The  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 

Alan  C.  Stam  1992- 

Assistant  Professor  of  Environmental  Studies 
B.S.,  University  of  Wisconsin-Oshkosh; 
M.S.,  M.S.,  University  of  Wisconsin-Madison; 
Ph.D.,  University  of  Tennessee 

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 

JohnR.  Stemen  1961- 
Associate  Professor  of  History, 

Department  Chairperson 
B.A.,  Yale  University;  M.A.,  Ph.D.,  Indiana  University 

Mary  Margaret  Stewart  1959- 
Graeff  Professor  of  English 
A.B.,  Monmouth  College  (Illinois); 
Ph.D.,  Indiana  University 

Peter  Stitt  1986- 

Professor  of  English,  Editor  of  The  Gettysburg  Review 

B.A.,  M.A.,  University  of  Minnesota; 

Ph.D.,  University  of  North  Carolina  at  Chapel  Hill 

John  C.  Stroope   198(> 

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 


203 


Amie  GodmanTannenbaum^  1968- 
Associate  Professor  of  French, 

Department  Chairperson 
A.B.,  Hood  College;  M.A.,  The  George  Washington 
University;  Ph.D.,  University  of  Maryland 

Donald  G.  Tannenbaum  1 966- 

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 

Rodney  S.  Tosten  1989- 

Assistant  Professor  of  Mathematics  and 

Computer  Science 
B.A.,  Gettysburg  College;  M.S.,  West  Virginia 
University;  Ph.D.,  George  Mason  University 

Kay  B.Tracy  1990- 

Assistant  Professor  of  Management 

B.S.,  University  of  Southwestern  Louisiana; 

M.B.A.,  Drury  College; 

Ph.D.,  University  of  Maryland,  College  Park 

Amelia  M.  Trevelyan  1985- 

Associate  Professor  of  Art,  Department  Chairperson 

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.,  The  Catholic  University  of  America 

Orit  E.  Tykocinski  1991- 

Assistant  Professor  of  Psychology 

B.A.,  B.A.,  M.A.,  Tel-Aviv  University  (Israel); 

Ph.D.,  New  York  University 

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  1984- 

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- 

Associate  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  1989- 

Assistant  Professor  of  Management 

B.S.,  University  of  Missouri; 

M.A.,  East  Tennessee  State  University; 

J.D.,  University  of  Maryland  School  of  Law 

Shu-ley  A.  Warshaw^  1987- 
Assistant  Professor  of  Political  Science 
B.A.,  M.G.A.,  University  of  Pennsylvania; 
Ph.D.,  The  Johns  Hopkins  University 

Robert  B.  Winans  2 1987- 
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 

Kent  D.  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- 

Associate  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 


204 


Maria  Zielina  1991- 

Assistant  Professor  of  Spanish 

B.A.,  California  Lutheran  University; 

M.A.,  Ph.D.,  University  of  California,  Santa  Barbara 

^  On  leave.  Fall  semester  1993-94 
^  On  leave,  Spring  semester  1993-94 
^  On  leave.  Academic  Year  1993-94 

Other  Instructional  and 

Administrative  Personnel 

(1992-93  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 

Benton  C.  Atkins 

Adjunct  Instructor  in  Health  and  Physical  Education 
A.S.,  York  College  of  Pennsylvania; 
D.C.,  Palmer  College  of  Chiropractics 

Thomas  L.  Bachman 

Part-time  Assistant  Women's  Soccer  Coach 
B.S.,  West  Chester  University  of  Pennsylvania 

Heather  Baker-Deardorf  f 

Part-time  Assistant  Softball  Coach 
B.A.,  Franklin  and  Marshall  College 

Mary  T.  Baskerville 

Adjunct  Associate  Professor  of  English 

B.A.,  Hunter  College; 

M.A.,  Ph.D.,  Columbia  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 


Brent  C.  Blau- 

Adjunct  Instructor  in  Art 
B.A.,  West  Virginia  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 

Holly  L.  Cantele 

Part-time  Cheerleading  Advisor/Coach 
B.A.,  Gettysburg  College 

Michael  P.  Cantele 

Assistant  Athletic  Trainer  and  Adjunct  Instructor 
in  Health  and  Physical  Education 
B.A.,  Gettysburg  College; 
M.F.,  Old  Dominion  University 

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 

P.  Richard  Cooper 

Laboratory  Instructor  in  Physics 

B.A.,  Gettysburg  College; 

M.Ed.,  Western  Maryland  College 

Casey  Counseller 

Co-Head  Golf  Coach 

Delia  M,  Cowall 

Adjunct  Assistant  Professor  of  English  (Theatre  Arts) 
B.F.A.,  University  of  Wisconsin-Milwaukee; 
M.F.A.,  Connecticut  College 

Christine  A.  Cozort 

Adjunct  Instructor  in  English 

B.A.,  Brown  University';  M.A.,  University  of  Virginia 


205 


Anne  Craft 

Adjunct  Instructor  in  First  Year  Colloquy 
B.A.,  Westminster  College 

Dennis  M.  Csensits 

Graduate  Assistant,  Assistant  Men's  Basketball  Coach 
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 

Ellis  L.  Diviney 

Part-time  Assistant  Men's  Basketball  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 

Dean  F.  Duncan 

Adjunct  Assistant  Professor  of  Political  Science 
B.A.,  M.U.A.,  The  University  of  North  Carolina  at 
Charlotte;  Ph.D.,  Emory  University 

Margarita  Elorriaga 

Adjunct  Instructor  in  Spanish 

M.A.,  University  of  New  Mexico,  Albuquerque 

Thomas  Flaherty 

Part-time  Assistant  Men's  Basketball  Coach 
B.S.,  East  Stroudsburg  University  of  Pennsylvania 

Liliane  P.  Floge 

Adjunct  Associate  Professor  of  Sociology 

and  Anthropology 
B.A.,  The  City  College  of  New  York; 
M.  Phil.,  Ph.D.,  Columbia  University 

Wayne  W.  Floyd,  Jr. 

Adjunct  Assistant  Professor  of  Religion 
B.Mu.Ed.,  Mississippi  State  University; 
M.Div.,  Ph.D.,  Emory  University 

Josephine  Freund 

Chapel  Organist 

Michael  P.  Gabriel 

Adjunct  Instructor  in  History 

B.S.,  Clarion  University  of  Pennsylvania; 

M.A.,  St.  Bonaventure  University 


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 

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 

HoUy  G.  Henry 

Adjunct  Instructor  in  English 
B.A.,  M.A.,  Bucknell  University 

Astrid  Hirschberg 

Teaching  Assistant  in  German 

Jean  S.  Holder 

Adjunct  Associate  Professor  of  First  Year  Colloquy 
B.S.,  West  Texas  State  University; 
M.A.,  Ph.D.,  The  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 


206 


Claudia  Isaac 

Instructor  in  Women's  Studies 

B.A.,  Bryn  Mawr  College;  M.A.,  Princeton  University 

Janice  L.  Jayes 

Adjunct  Instructor  in  History 
B.A.,  Mt.  Holyoke  College; 
M.S.,  Georgetown  University 

Steven  J.  Johnston 

Adjunct  Instructor  in  Political  Science 
A.B.,  University  of  Southern  California; 
M.A.,  The  Johns  Hopkins  University 

Darryl  Jones 

Part-time  Assistant  Track  &  Field  Coach 
B.A.,  Pennsylvania  State  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 

Daniel  Kilday 

Assistant  Men's  Soccer/ Assistant  Women's 

Lacrosse  Coach 
B.S.,  Plymouth  State  College 

Jean  N.  Kuebler 

Adjunct  Instructor  in  First  Year  Colloquy 
B.A.,  Dickinson  College 

Ghislaine  Le  Boumault 

French  Teaching  Assistant 

Licence  de  Lettres  Modemes-Mention 

Frangais  Langue  Etrangere; 

Maitrise  de  Frangais  Langue  Etrangere, 

Universite  de  Haute-Bretagne,  Rennes,  France 


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 

Adjimct  Instructor  in  Health  and  Physical  Education 

LesUe  Light 

Adjunct  Instructor  in  Music 

B.A.,  Dickinson  College;  M.M.,  Peabody 

Conservatory  of  The  Johns  Hopkins  University 

Shirley  S.  Lindsey 

Adjimct  Assistant  Professor  of  Health  and 

Physical  Education 
B.S.,  University  of  Mar\'land; 
M.S.,  Mansfield  University  of  Pennsylvania; 
D.Ed.,  The  Pennsylvania  State  University 

Jeffrey  Little 

Part-time  Assistant  Football  Coach 

B.S.Ed.,  Shippensburg  University  of  Pennsylvania 

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 

Kayoko  Murakami 

Teaching  Assistant  in  Japanese 

B.A.,  Kansai  Gaidai  University  of  Foreign  Studies 

John  A.  Murphy 

Adjunct  Instructor  in  Interdepartmental  Studies 
B.S.,  University  of  Notre  Dame; 
M.S.,  Georgetown  University 


Catherine  E.  Lemley 

Adjunct  Assistant  Professor  of  Psychology 

B.S.,  Columbus  College; 

M.A.,  Ph.D.,  Northeastern  University 

WUUam  Leslie 

Adjunct  Instructor  in  Mathematics  and 

Computer  Science 
B.S.,  Indiana  University  of  Pennsylvania; 
M.Ed.,  Shippensburg  University  of  Pennsylvania 


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 


207 


Edgardo  Benedicto  Ortega 

Teaching  Assistant  in  Spanish 
Ingeniero  en  Communicaciones  y  Electronica 
(equivalent  of  B.A.  in  Communication  and 
Electronics),  Universal  de  Guadalajara 

Joseph  J.  Pecatis 

Part-Time  Assistant  Wresding  Coach 

B.S.,  Lock  Haven  University  of  Pennsylvania 

Lucia  Perrotta 

Instructor  in  French 

B.A.,  Seton  Hill  College;  M.A.,  Tufts  University; 

ABD,  University  of  Pittsburgh 

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.,  Bvicknell  University;  M.A.,  University  of 
Michigan;  M.A.,  Ph.D.,  University  of  Wisconsin 

Phyllis  Price 

Laboratory  Instructor  in  Biology 
B.A.,  Gettysburg  College 

Leslie  A.  Przybylek 

Adjunct  Instructor  in  Art 
B.A.,  Gettysburg  College 

Jerome  Radosh 

Adjunct  Assistant  Professor  of  Management 
B.S.,  The  Pennsylvania  State  University; 
J.D.,  The  Catholic  University  of  America; 
M.A.,  Moimt  Saint  Mary's  College 

Kim  Rain 

Part-Time  Assistant  Volleyball  Coach 
B.A.,  Gettysburg  College 

James  G.  Ramos 

Adjunct  Instructor  in  Art 

B.S.,  M.Ed.,  The  Pennsylvania  State  University 

Camilla  Rawleigh 

Part-time  Assistant  Swimming  Coach 

B.A.,  University  of  North  Carolina,  Chapel  Hill 


Alden  H.  Reese 

Laboratory  Instructor  in  Biology 
A.B.,  Hood  College 

Lee  P.  Rentzel 

Part-Time  Assistant  Baseball  Coach 
B.S.,  The  Pennsylvania  State  University; 
M.A.,  Western  Maryland  College 

Phil  Riccio 

Part-time  Assistant  Football  Coach 
B.A.,  Pennsylvania  State  University 

Pamela  J.  Rosenberg 

Adjunct  Assistant  Professor  of  Sociology  and 

Anthropology 
B.A.,  Beloit  College;  M.A.,  University  of 
New  Hampshire;  Ph.D.,  Cornell  University 

Charles  Saltzman 

Adjunct  Instructor  in  English 

A.B.,  Harvard  College; 

M.A.T.,  Harvard  Graduate  School  of  Education 

Michael  Sanders 

Part-time  Assistant  Sports  Information  Director 
B.A.,  The  Pennsylvania  State  University 

Theodore  J.  Sawchuck 

Part-Time  Assistant  Football  Coach 
B.S.,  University  of  Akron 

John  Schmid 

Graduate  Assistant,  Assistant  Football/Assistant 

Baseball  Coach 
B.S.,  Ursinus  College 

Nosson  Schreiber 

Adjunct  Instructor  in  Religion 
Bachelor  and  Masters  of  Talmudic  Law, 
Ner  Israel  Rabbinical  College; 
M.S.,  The  Johns  Hopkins  University 

Aubrey  L.  Shenk 

Part-time  Assistant  Cross  Country  Coach 
B.A.,  Juniata  College 

Gregory  P.  Shook 

Adjunct  Instructor  in  Music 

B.M.,  University  of  Maryland  at  College  Park 


208 


Anne  K.  Showalter 

Adjunct  Instructor  in  First  Year  Colloquy 

B.A.,  Elizabethtown  College;  M.A.,  University  of  Iowa 

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; 
M.A.,  University  of  Delaware 

Carter  J.  Stephan 

Adjunct  Instructor  in  Health  and  Physical  Education 
D.C.,  Palmer  College  of  Chiropractics 

Barbara  Streeter 

Part-time  Assistant  Softball  Coach /Part-time 

Assistant  Field  Hockey  Coach 
B.A.,  Lebanon  Valley  College 

David  T.  Twining 

Adjunct  Assistant  Professor  of  Political  Science 
B.S.,  Michigan  State  University;  M.P.A.,  Syracuse 
University;  M.A.,  Georgetown  University; 
Ph.D.,  The  Pennsylvania  State  University 

Sylvia  S.  Van  Arsdale 

Adjunct  Instructor  in  Education 

B.S.,  Millersville  University  of  Pennsylvania; 

M.Ed.,  Antioch  Graduate  School  of  Education 

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,  Assistant  Men's  Soccer  Coach 
B.A.,  Alfred  University 

Donald  A-  Walz 

Laboratory  Instructor  in  Physics 
B.A.,  Ursinus  College 


Todd  Wawrousek 

Part-Time  Head  Women's  Soccer  Coach 
B.S.,  Millersville  University  of  Pennsylvania; 
M.A.,  Alfred  University 

Dexter  N.  Weikel 

Adjunct  Professor  of  Music 

B.S.,  Susquehanna  University;  M.A., 

The  Pennsylvania  State  University;  D.M.A.,  Peabody 

Conservatory  of  The  Johns  Hopkins  University 

Annabelle  S.  Wenzke 

Adjunct  Assistant  Professor  of  Religion 
B.A.,  Gettysburg  College;  M.A.,  Ph.D., 
The  Pennsylvania  State  University 

Frank  B.  Williams 

Adjunct  Associate  Professor  of  Education 
B.A.,  M.A.T.,  Wesleyan  University; 
Ed.D.,  University  of  Pennsylvania 

Ellen  M.  Wilson 

Adjunct  Instructor  in  Health  and  Physical  Education 

B.S.,  Iowa  State  University; 

M.S.,  University  of  Wisconsin-La  Crosse 

Helen  J.  Winkelmann 

Laborator)'  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 

Lisa  Wood 

Part-time  Assistant  Field  Hockey  Coach 
B.S.,  Earlham  College 

Cindy  T.  Wright 

Part-time  Assistant  Campus  Recreation  Director 
B.S.,  State  University  of  New  York  at  Cortland; 
M.S.,  University  of  Utah 

Jo  Ann  K.  Zeman 

Laboratory  Instructor  in  Biology 
B.A.,  Western  Maryland  College 


209 


GETTYSBURG  COLLEGE 
Office  of  the  Provost 

Calendar  for  1993-94 
FALL  SEMESTER 


August  26-29 .Thursday-Sunday 
August  30,  Monday 
October  1-3,  Friday-Sunday 
October  18-19,  Monday-Tuesday 
October  20,  Wednesday 
October  23,  Saturday 
November  12,  Friday 

November  23,  Tuesday  at  5:00  p.m. 
November  29,  Monday  at  8:00  a.m. 
December  10,  Friday 
December  1 1 ,  Saturday 
December  12-18,  Sunday-Saturday 


Orientation  and  registration 

Classes  begin 

Fall  Family  Weekend 

Reading  days 

Mid-semester  reports 

Alumni  Homecoming 

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  16,  Sunday 

January  17,  Monday 

March  8,  Tuesday 

March  9,  Wednesday  at  5:00  p.m. 

March  21,  Monday  at  8:00  a.m. 
March  31,  Thursday  at  5:00  p.m. 
April  5,  Tuesday  at  8:00  a.m. 
April  23,  Satiuday 
May  3,  Tuesday 
May  5,  Thursday 

May  6,  Friday 

May  7-14,  Saturday-Sattirday,  noon 

May  22,  Sunday 

June  3-5,  Friday-Simday 


Registration 
Classes  begin 
Mid-semester  reports 
Spring  recess  begins 

(Follow  Friday  schedule) 
Spring  recess  ends 
Easter  recess  begins 
Easter  recess  ends 
Get  Acquainted  Day 

Follow  Thursday  schedule 
Last  day  of  classes 

(Folloiu  Friday  schedule) 
Reading  day 
Final  examinations 
Baccalaureate  8c  Commencement 
Alumni  Weekend 


Date  to  be  annoimced:  Spring  Honors  Day 


210 


Statistical  Summary 

Students  in  College 

1992  Fiill-Time  Enrollment 

Fall  Semester 

M 

Senior 252 

Junior  247 

Sophomore  281 

First  Year  .285 

1065 


W  Total 

248  500 

235  482 

268  549 

292  577 

1043  2108 


The  above  enrollment  includes  109  students  who 
were  studying  off  campus. 

Geographic  Distribution  Matriculated  Students  1992 
Fall  Semester 


Number 

Of 

Students 

Percent 

Pennsylvania 

577 

27.3 

New  Jersey 

458 

21.7 

New  York 

265 

12.6 

Connecticut 

215 

10.2 

Maryland 

166 

7.9 

Massachusetts. 

94 

4.4 

Virginia. 

63 

2.9 

Delaware 

25 

1.2 

Forida 

23 

1.1 

Other  States 

178 

8.4 

International  (34  countries 

)     48 

2.3 

2112 

100.0 

Student  Retention 

Of  the  students  who  entered  Gettysburg  as  first  year 
students  in  September  1988,  79.8%  received  their 
degree  within  four  years;  an  additional  3.0%  of  the 
class  continued  at  Gettysburg.  Thirty-two  students 
(5.6%  of  the  class)  were  required  to  withdraw  from 
Gettysburg  for  academic  or  disciplinary  reasons. 

Endowment  Funds 

Gettysburg  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  memorv  of  William 
Kenneth  Allhouse  (1925)  and  Richard  Reaser 
Allhouse  (1950). 

Alumni  Memorial  Fndoiument  Fund 

Jackson  Anderson  (1971)  and  Laurene  Andeison  (1977) 

E.  W.  Baker  Estate 

Frank  D.  Baker 

Robert  J.  Barkley  Estate 

Charles  Bender  Trust 

Fay  S.  Benedict  Memorial  Fund 

H.  Melvin  Binkley  Estate 

Margarethe  A  Brinkman  Estate 

H.  Bnia  Campbell  Estate 

Dr.  John  Chelenden  Fund  (1928)  in  honor  of 
JohnB.  Zinn  (1909) 

Class  of  191 9 Fund 

Class  of  1 926,  60th  Reunion  Fund 

Class  of  1 971  Fund 

Louise  Cuthbertso7i :  In  memorv  of  Arthur  Herring, 
Anna  Wiener  Herring  and  Louise  Cuthbertson. 

Charles  W.  Diehljr.  (1929) 

Harold  Sheely  Diehl  Estate 

Geo.  &"  Helen  Eidam  Trust 

Faculty  and  Staff  Memorial  Endowment  Fund 

Ralph  C.  Fischer 

Robert  G.Fluhrer(  1912) 

The  Ford  Fou  ndation 

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.  Kellei-  Estate 

Edmund  Keller  Estate 

Caroline  C.  Knox 

William  J.  Knox  (1910) 

Frank  H.  Kramer  (1914)  and  Mrs.  Kramer 


211 


Harris  Lee  Estate 

Ralph  D.  Linderrnan  Memorial  Fund 

The  Richard  Lewis  Lloyd  Fund  in  Memory  of 

Arthur  C.  Carty 
Robert  T.  McClarin  Estate 
Ralph  McCreary  Estate 
James  MacFarlane Fund,  Class  of  1837 
Dana  and  Elizabeth  Manners  Memorial 
J.  Clyde  Market  (1900)  and  Caroline  O.  Markel 
Robert  T .  Marks 
Fred  G.  Masters  (1904) 
A.L.  Mathias  ( 1 926) 
Ralph  Mease  Estate 
John  H.  Mickely  (1928):  In  memory  of  his  brother 

WiUiam  Blocher  Mickely. 
Alice  Miller 

Thomas  Z.  Minehart  (1894) 

Ruth  G.  Moyer  Estate,  Professor's  Endowment  Fund 
Bemice  Baker  Musser 
Helen  Overmiller 
Ivy  L.  Palmar 
Joseph  Parrnent  Company 
Andrew  H.  Phelps 
C.  Lawrence  Rebuck 
Mary  Hart  Rinn 
Carroll  W.  Royston  Estate 
Sarah  Ellen  Sanders 
Robert  and  Helene  Schubauer  Estate 
AnnaD.  Seaman 
A.  Richard  Shay  (1928) 
Paul  R  Sheffer(1918) 
Herbert  Shimer  (1896) 
Robert  O.  Sinclair 
Albert  T.  Smith  Memorial  Fund 
James  Milton  Smith  Fund 
Anna  K.  and  Harry  L.  Snyder 
Mary  Heilman  Spangler 
Harvey  W.  Strayer 
Leah  Tipton  Taylor  Estate 
Veronica  K.  Tollner  Estate 
Edith  Wachter  Estate 
Vera  and  Paul  Wagner  Fund 

Walter  G.  Warner  Memorial  Fund  (  by  Bergliot  J.  Wagner) 
Leona  S.  &  L.  Ray  Weaver  Memorial  Fund 
Richard  C.  Wetzel 

Jack  Lyter  Williams  (1951)  MernorialFund 
Alice  D.  Wrather 
Romaine  H.  Yagel  Trust 
George  L.  Yocum  Memorial  Fund 
John  and  Caroline  Yordy  Memorial  Fund 

(Restricted) 

Conrad  Christian  Arensberg  Memorial  Fund:  A  fund 
estabhshed  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  fimd  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  Endowment  Fiind:  A  ftmd  to  support  debating, 
established  in  1925  to  honor  Dr.  Philip  Bickle  (1866), 
Dean  of  Gettysburg  College,  1889-1925. 

Joseph  Bittinger:  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  Lectureship:  A  ftmd  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  191 1  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.  Eisenhart  Fund:  A  fund  established  for  the 
use  of  emeriti  faculty  and  widows  of  former  members 
of  the  faculty  in  real  need  of  assistance. 

Harold  G.  Evans  Chair  in  Eisenhower  Leadership  Studies: 
A  fund  established  to  foster  an  educational  program 
in  leadership. 


212 


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 Reiiiew Fund:  A  fund  established  to  provide 
annual  support  for  the  Gettysburg  Rnnew. 

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,  pavinent  for  research  assistants,  and  travel  for 
conferences. 

Andrew  W.  Mellon  Foundation:  These  funds  are 
applied  to  interdisciplinary  teaching  and  small  group 
learning  projects.  Also,  the  fund  will  provide  faculty 
seed  money  and  funds  for  workshops. 


Dr.  Amos  S.  and  Barbara  K.  Musselman  Art  Endoiument 
Fund:  A  fund  to  support  and  advance  knowledge  and 
appreciation  of  art  at  Gettysbvirg  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 
contributed  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. 

Musselman  Endowment  for  Visiting  Scientists:  A  fund 
contributed  by  the  Musselman  Foundation  to 
support  visits  by  scientists  to  the  College. 

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. 

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  histoiy  department. 

NEH  Fund  for  Faculty  and  Curriculum  Development  in  the 
Humanities:  A  fund  established  by  a  Challenge  Grant 
from  the  National  Endowment  for  the  Humanities  to 
promote  high  quality  work  in  the  humanities 
through  faculty  and  curriculum  development  activity 
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 
National  Endowment  for  the  Humanities. 

Robert  F.  Nesto  Biology  Travel  Fund:  The  interest  from 
this  fimd  will  be  used  for  a  Travel  Fund  for  biology 
students. 

One  in  a  Mission  Program  Fund:  An  appeal  throughout 
the  Central  Pennsylvania  Synod  to  provide  additional 
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 
political  science,  management,  and  economics. 


213 


Political  Science  Research /Development  A  fund 
established  by  Elmer  Plischke  to  assist  faculty  in  the 
political  science  department  in  research  activities. 

Paul  H.  Wioads  Teaching  and  Professional  Development 
Fund:  \  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. 

Steven  P.  Ri^s  Music  Endowment.  A  fund  for  the  Music 
department  to  provide  a  stipend  for  voice  lessons. 

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  Schatanoff  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 
memoiy  of  her  husband  for  the  purchase  of  library 
materials  in  chemistry,  or  in  areas  related  thereto. 

Dr.  Ketineth  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. 

J.  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.  ZAnn  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   19  9  0 


Gettysburg 

The  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  Review  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. 


J, 


Mm 


Index 


► 


216 


INDEX 


Academic  Advising    21 

Academic  Calendar    209 

Academic  Counseling    6,  21 

Academic  Honors    55 

Academic  Purposes    2,  17 

Academic  Services  and  Information    156 

Academic  Standing    34 

Academic  Standing  Committee    34 

Accounting,  Courses  in,    115-117 

Accident  Insurance    171 

Accreditation    221 

Adjunct  Faculty    204 

Administration,  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 

African-American  Studies    67-70 

AIDS  Policy    162 

Alcohol  and  Drug  Education    163 

Alpha  Lambda  Delta    56 

American  Studies    113 

Anthropology,  Courses  in    143 

Anti-discrimination  Policy    221 

Area  Studies    113 

Art,  Courses  in  70-74 

Art  Gallery    71 

Artist  in  Residence    160 

Asian  Studies    113 

Astronomy  (See  Physics) 

Athletic  Facilities    166 

Athletics    15,  164 

Auditing  of  Courses    28 

Awards    56-63 

Bachelor  of  Arts  Degree  Requirements    23 

Bachelor  of  Science  in  Music  Education    41 

Band    126,  159 

Basic  Facts  about  the  College    14 

Bills    170 

Biochemistry  and  Molecular  Biology    74 

Biology,  Courses  in    74-77 

Boarding  Costs  and  Policy    170 

Board  of  Trustees    186 

Bookstore    157,  171 

Business  Administration,  Courses  in 

(See  Management) 
Calendar  1993-94    209 
Campus  Communications    160 
Campus  Life    154 
Campus  Recreation    164-165 


Career  Services    6,12,161 
Career  Opportunities 

(See  Departmental  Course  Introductions) 
Catholic  Religious  Services    163 
Catholic  Student  Religious  Group    163 
Center  for  Global  Education    46-47 
Center  for  Public  Service    164 
Central  Pennsylvania  Consortium    43 
Chapel  Programs    10,  163 
Chemistry,  Courses  in    77-80 
Choirs    126,  159 
Classics,  Courses  in    80-83 
Classrooms,  Laboratories    1 65 
Clubs  and  Organizations    160 
College  Affiliated  Programs    42 
College  Course  Requirements    24 
College  Life    154 
College  Store    157,  171 
College  Union    9,  157 
Commimication  Media    160 
Community    4 

Comprehensive  Academic  Fee  Plan    169 
Computing  Sei"vices    166 
Computer  Courses    36,121-123 
Computer  Facilities    121,166 
Computer  Network    166 
Computer  Science,  Courses  in    121-123 
Consortium  Exchange  Program    43 
Cooperative  Programs    7,  43-50 
Correspondence,  Listing  for    221 
Costs    13,  170 
Coimseling  Services    163 
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  First  Year  Students    156 
Dean  of  the  College    154 
Deans'  Lists    55 
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 


INDEX 


217 


Dive  (Nightclub)     157 

Dormitories    154—55 

Drama  (See  Theatre  Arts) 

Dramatics    159-160 

Dual  Degree  Programs 

(See  Engineering,  Forestry,  Nursing, 

and  Optometr)) 
Early  Decision  Plan     13,  168 
Economics    83 

Economics,  Courses  in    84-87 
Education,  Courses  in    87-88 
Employment  Placement  Services    42,  161 
Employment  Prospects  in  Teaching    42 
Endowment  Funds    210-213 
Engineering  Dual-Degree  Programs 

(See  also  Physics)    51,129 
English,  Courses  in    88-93 
Enrollment,  Summary  of    14,  210 
Environmental  Studies  Program    96 
Environmental  Studies  and  Forestry 

Dual-Degree  Program    52-53 
Expenses    169-71 
Facilities    165 
Facts  About  College    14 
Faculty,  The    193-208 
Fees    169-171 
Financial  Aid    171 
Fitness  Program    162 
Foreign  Study    46-49 
Forestry  and  Environmental  Studies 

Dual-Degree  Program    52-53 
France,  Program  in    47 
Fraternities    10,  56,  155 
Fraternity  Houses    9,155 
French,  Courses  in    96-99 
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    87 
German,  Courses  in    100-102 
Germany,  Program  in    48,  100 
Gettysburg  Theatre  Festival    1 60 
Gettysburg  Review    212 
Gettysburgian,  The    160 
Global  Studies    113 
Government,  Courses  in 

(See  Political  Science) 
Grading  System    29-30 
Graduate  School  Preparation    22 
Graduation 

Requirements  for    23 

With  honors    55 


Grants    173 

Greece,  Program  in    48 

Greek,  Courses  in    80-82 

Greek  Organizations    155 

Handicapped  Persons    28 

Health  Center    9,  162 

Health  and  Physical  Education,  Courses  in    102-105 

Health  and  Physical  Education  Requirement   23,  24,  103 

Health  Professions 

Preparation  for    53-55 
Health  Services    162 
History,  Courses  in    106-109 
Honor  Code    10,15,19,158 
Honor  Commission    10,  19,  158 
Honors,  Graduation  with    55 
Honorary  Fraternities  and  Societies    15 
Housing  Policy    170 
Individualized  Study    32 
Insurance,  Accident    171 
Incomplete,  Grade  of    30 
Intercollegiate  Athletics    164 
Intercultural  Advancement    156-157 
Interdepartmental  Studies,  Courses  in    109-114 
Interdisciplinary  Study  Abroad  Program 

in  England    47 
Interfraternity  Council    158 
Internships 

(See  Department  Course  Listings) 
Intramural  Sports    164 
Italy,  Program  in    49 
Japan,  Program  in    48 
Japanese,  Courses  in    114 
Jewish  Student  Religious  Group    163 
Journalism    91,  160 
Laboratory  Theatre    10,160 
Language  Houses    98,  101 
Latin,  Courses  in    80-82 
Latin  American  Studies    114 
Leadership  Development  Program    157 
Lectures    159 
Libraries    8,  14,  22,  165 
Literary  Magazine    160 
Literature,  Concentration  in    88,  89 
Living  Accommodations    154-155 
Loans    172-173,  182 

Lutheran  College  Washington  Semester    43-44 
Lutheran  Theological  Seminary  Exchange    49 
Major  Fields  of  Study    6,  25 
Major  Requirements    25 
Management,  Courses  in    115-118 
Management,  Selection  of  Majors    116 
Marine  Biology  Cooperative  Programs    50 
Mathematics,  Courses  in    1 18-120 


218 


INDEX 


Medical  School,  Preparation  for    52,  53-55 
Medieval  and  Renaissance  Studies    113 
Mercury,  The    159 
Mexico,  Program  in    46 
Microcomputer  Laboratory    166 
Minor  Requirements    27 
Minority  Affairs 

(See  Intercultural  Advancement) 
Music  Activities    158-159 
Music,  Courses  in    123-127 

Music  Education,  Bachelor  of  Science  Degree    41 
Newspaper    160 
Nicaragua,  Program  in    114 
Nightclub    157 

Ninth  Semester  Education  Program    42 
Nursing,  Dual-Degree  Program    52 
Off-Campus  Study    7,42 
Off-Camptis  Programs    7,  42 
Office  of  Career  Services    161 
Office  of  the  Dean  of  the  College    154 
Optional  Minor    27 
Optometry 

Dual-Degree  Program    52 
Orchestra    126,  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    10,159-160 
Personal  Property  Insurance    171 
Phi  Beta  Kappa    56 
Philosophy,  Courses  in    127-128 
Physical  Education,  Courses  in    102-105 
Physical  Education  Requirement    102-105 
Physical  Therapy 

Preparation  for    53,  102 

Cooperative  Program    8,  53,  102 
Physics,  Courses  in    128-131 
Placement  of  Graduates    42,160-161 
Political  Science,  Courses  in    131-135 
Portuguese,  Courses  in    150 
Predental  Preparation    53-54 
Pre-Health  Professions  Society     53-55 
Prelaw  Preparation    53 
Premedical  Committee    54 
Premedical  Preparation    53-55 
Pre-Physical  Therapy  Preparation    53,  102 
Preprofessional  Studies    53 
Preveterinary  Preparation    53 
Prizes  and  Awards 


(See  also  Scholarships)    56 
Probation  and  Dismissal    32-33,  34 
Programming  and  Student  Activities    158-160 
Psychology,  Courses  in    136-139 
Publications,  Student    160 
Radio  Station     160 
Readmission  of  Students    34 
Recreation  Programs    164—165 
Refund  Policy    171 

Register  of  Trustees,  Faculty,  Administration     18()-208 
Registration    29 
Religion,  Courses  in    139-142 
Religious  Life    163 
Religious,  Student  Groups 

Catholic    163 

Jewish     163 

Protestant    163 
Repeated  Courses    30 
Required  Courses    24 
Residential  Life    154-155 
Residence  Requirements    27 
Retention    210 

Rights  and  Responsibilities  of  Students    155-156 
Room  Rents    170 
Russian,  Courses  in    142-143 

Satisfactory/Unsatisfactory  Grading  Option    29-30 
Schedule  Limitations    27-28 
Scholarships 

(See  Also  Prizes  and  Awards)    173-182 
Scholastic  Aptitude  Tests    168 
Science  Facilities    165-66 
Seminars    32 
Senior  Honors    55 
Senior  Scholars'  Seminar    35-36 
Social  Fraternities  and  Sororities    155 
Sociology  and  Anthropology,  Courses  in    143-147 
Sororities    10,  155 
Spanish,  Courses  in     147-150 
Spain,  Program  in    46,  147 
Special  Interdepartmental  Programs    113-114 
Special  Major    26 

Special  Programs,  Advisers  and  Coordinators    220 
Special  Students    169 
Spectrum,  The    160 
Speech,  Courses  in    96 
Sports    1 64 

Statement  of  Purpose    2 
Statistical  Summary  of  Students    210 
Student  Activities    158-161 
Student  Activities  Coimcil    157 
Student  Clubs  and  Organizations    160 
Student  Communication  Media    160 
Student  Conduct    155-156 


INDEX  219 


Student  Conduct  Review  Board     154,  156 

Student  -  Faculty  Ratio    6,  14 

Student  Financial  Aid    171 

Student  Government    15,158 

Student  Handbook     154 

Student  Health  Services    162 

Student  Insurance    171 

Student  Life    154 

Student  Life  Council    10,  157 

Sttident  Newspaper    160 

Student  Radio  Station     160 

Student  Retention    210 

Student  Senate    158 

Student  Services    166 

Student  Yearbook    160 

Students,  Geographical  Distribution    210 

Study  Abroad    50 

(See  also  listing  for  individual  countries) 
Summary  of  Facts  about  Gettysburg    13-15 
Summer  Study  in  Nicaragua    114 
Summer  Theatre     160 
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    89 

Courses  in    94-96 

Groups    159-160 
Transcripts    33 
Transfer  Credit    31 
Transfer  Students    169 
Tuition    13,  170 
Tuition  Payment  Plans    171 
Two  Minute  Look  at  Gettysburg    13-15 
United  Nations  Semester    46 
Veterinary  School,  Preparation  for    53 
Veterans'  Administration  Benefits    171 
Visitation  Hours  Policy    155 
Vocational  Counseling    22,  161 
Washington  Economic  Policy  Semester    45 
Washington  Semester    45-46 
Wilson  College  Exchange    49-50 
Withdrawal  from  a  Course    30 
Withdrawal  of  Students    34 
Woman's  Studies,  Courses  in     150-152 
Work-Study  Program    1 73 
Writing  Center    89 
Writing  Policy    23-24,32 
WZBT    160 
Yearbook    160 


220 


Advisers  and  Coordinators  of  Special 
Programs  at  Gettysburg  College* 

Adviser  to  Minority  Students 

Parker  C.Johnson, 

Dean  of  Intercultural  Advancement 

Affirmative  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  Ilngineering 

David  J.  Cowan,  Department  of  Physics 

Coordinator  of  Dual-Degree  Program  in 
Forestry  and  Environmental  Studies 

A.  Ralph  Cavaliere,  Department  of  Biology 

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  CoUege  Washington 
Semester 

Donald  W.  Hinrichs,  Chairperson, 
Depaiiment  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,  Managenwnt 

Prehealth  Professions  Adviser 

Robert  C.  Nordvall,  Acting  Dean  of  First  Year  Students 

Prelaw  Adviser 

C.  Spring  Walton,  Departinent  of  Management 


*See  also  section  Listing  for  Correspondence 
on  next  page. 


221 


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 

Jean  S.  LeGros,  Director  of  Alumni  Relations 

Accounting 

Katherine  McGraw,  Controller 

Career  Services 

Deborah  M.  Wailes,  Director  of  Career  Services 

Church  Relations 

Karl  J.  Mattson,  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  CoUege  PoUcy  and  Information 

William  T.  Walker,  Jr.,  Director  of  Public  Relations 

Health,  Physical  Education,  and  Athletics 

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,  Dean  of  the  College 


*See  also  section  Advisers  and  Coordinators  of 
Special  Programs  at  Gettysburg  College  on  the  prior 
page. 


It  is  the  policy  of  Gettysburg  College  not  to 
discriminate  improperly  against  any  matriculated 
student,  employee  or  prospective  employee  on 
account  of  race,  color,  religion,  ethnic  or  national 
origin,  gender,  sexual  orientation,  or  being 
defferently  abled.  Such  policy  is  in  compliance  with 
the  requirements  of  Tide  VII  of  the  Civil  Rights  Act 
of  1964,  Title  IX  of  the  Education  Amendments  of 
1972,  the  Rehabilitation  Act  of  1973,  and  all  other 
applicable  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. 


ATALOGUE     1994-1995 


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lC^■yK:l^IW^^g^?lff<:■T7a-r^^v■^^^gag«^l«iR>y3£-^A.^¥^^^        ^?^- 


The  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  Helds  and 
to  add  requirements  for 
graduation. 


GETTYSBURG  April  1994: 
Volume  84  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 


169    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 

187     Register 

Board  of  Trustees,  Trustees 
Emeriti,  Administration,  The 
Faculty,  Current  Faculty,  Other 
Instructional  and  Administrative 
Personnel,  Calendar,  Statistical 
Summary,  Student  Retention, 
Endowment  Funds 

217     Index 


65     Courses  of  Study 


155     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  Information  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  humanit}'  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  opportunides 
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 
creadve  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 
trusdng  exchange. 

Gettysburg's  academic  program  can 
reach  its  full  potendal  only  if  our 
students  condnue  to  have  the  ability 
and  the  inclinadon  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  skepdcism  and  a  sense 
of  human  fallibility,  to  acquire  new 
interests  and  orientadons  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  yoimg  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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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 
160  years  of  its  history.  Today,  as 
then,  the  College  remains  firfnly 
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,  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. 
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 
acqviaint  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  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  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  27  academic 
areas:  art,  biology,  biochemistry  and 
molecular  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,  theatre  arts 
and  women's  studies.  Area  studies 
programs  are  available  in  African- 
American  studies,  American  studies, 
Asian  studies,  environmental 
studies,  Latin-American  studies, 
Medieval  and  Renaissance  studies, 
and  global  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  coimseling  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  under  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  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/faculty  interaction  in  small 
classes  and  on  collaborative 
research  projects  provides 
Gettysburg  students  with  an 
opportunity  to  enhance  their 
intellectual,  commvmication,  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. 

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  340,000  volumes, 
29,000  microforms,  26,000 
recordings  (audio  and  video),  and 
subscriptions  to  nearly  1,500 
journals.  Musselman  Library  has  a 
networked  library  catalogue  which 
is  accessible  through  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) ,  a 
microvax  II,  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  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,  a  Zeiss  EM  109 
transmission  electron  microscope,  a 
JEOL  T20  scanning  electron 
microscope,  a  Fourier  Nuclear 
Magnetic  Resonance  Spectrometer, 
and  a  Fourier  Transform  Infrared 
Spectrometer.  Hands-on  use  of  all 
equipment  is  encoiuaged. 

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  soimd  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 
Gettysburgian;  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. 


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  and 
parent  networking  program, 
maintains  an  extensive  library  that 
includes  vocational  and  graduate 


12 


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. 

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  for 
those  students  accepted  under 
Regular  Decision  admission. 


13 


Total  expenses  covering 
comprehensive  academic  fee,  room, 
board,  and  books  and  supplies  are 
estimated  at  $24,882  for  the 
1994-95  academic  year.  Additional 
costs  include  personal  expenses 
such  as  latmdry  and  clothing, 
transportation,  etc.  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  yoti  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  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 
Saturdays;  summer  hours  are 
between  8:00  and  4:30  weekdays. 

We  look  forward  to  welcoming  you 
to  Gettysburg  College. 


Gettysburg-At-A-Glance 

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  37 
foreign  coimtries. 

Location  &  Campus:  Beautiful  200- 
acre  campus  with  over  60  buildings. 
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.  Gettysburg  College 
sponsors  a  van  service  to  and  from 
area  transportation  centers  and 
area  cities. 


Academic  Information: 

Student/faculty  ratio  of  12:1  with 
an  average  class  size  of  20-25 
students.  Over  150  full-time  faculty 
with  over  95%  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. 
Early  semester  calendar. 

Degree  Programs:  Bachelor  of  arts, 
bachelor  of  science  in  mtisic 
education,  bachelor  of  arts  or 
bachelor  of  science  in  biology, 
biochemistry  and  molecular  biology, 
chemistry,  mathematics,  and  physics. 

Majors:  Art,  biology,  biochemistry 
and  molecular  biology,  chemistry, 
classical  studies,  comptUer  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,  theatre  arts, 
and  women's  studies.  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, 
and  global  studies. 

Special  Programs:  Extensive  study 
abroad  programs;  internships; 
Washington  Semester  (government 
and  politics,  economic  policy,  ethical 


14 


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  coimseling.  Cooperative 
college  consortium  with  Dickinson 
and  Franklin  &  Marshall  Colleges. 

Study  Abroad:  An  extensive  program 
of  international  study  is  available 
through  the  off  campus  studies 
office.  Affiliated  programs  include: 
University  of  Haute  Bretegne, 
Rennes,  France;  Aix-en-Provence, 
France;  Cologne,  Germany;  Center 
for  Cross  Cultural  Study,  Seville, 
Spain;  The  Center  for  Global 
Education,  Cuernevaca,  Mexico; 
Universidad  de  Guadalajara, 
Mexico;  Kansai  University  of  Foreign 
Studies,  Hirakata,  Japan; 
Intercollegiate  Center  for  Classical 
Studies,  Rome  Italy;  College  Year  in 
Athens,  Greece;  Harare,  Zimbabwe; 
Colchester  and  London;  England.  A 
wide  variety  of  non-affiliated 
programs  are  also  popular. 
Programs  are  for  either  one 
semester,  or  a  year;  some  summer 
programs  are  available. 

Library:  Musselman  Library  with 
total  collections  of  approximately 
340,000  volumes,  26,000 
microforms,  26,000  recordings 
(audio  and  video),  and 


subscriptions  to  nearly  1 ,500 
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;  other 
networked  library  catalogues  from 
around  the  world  are  also  accessible. 

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,  and 
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 


15 


^^:-;. 


processing  work;  a  microvax  II;  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. 

Residence  Halls:  Over  85%  of  the 
student  body  lives  on  campus  in 
eighteen  residence  halls,  including 
special  interest  houses  and 
apartment  complexes. 

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 
ntimerous  ensembles;  black  student 


i«rjili:''V~"i-'":iv'~.-;: 


union;  international  student  club; 
theatre  groups;  special  interest 
groups;  over  60  clubs  and 
commimity  service  organizations; 
over  600  leadership  positions; 
student  activities  coimcil  (SAC) 
which  sponsors  a  lively  and  diverse 
schedule  of  social  and  cultural 
events;  eleven  fraternities  and  five 
sororities,  all  nationally  affiliated. 

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  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. 

Community  Service:  Available 
through  the  Center  for  Public 


Service.  Programs  include  Service 
Learning  Trips  around  the  world, 
and  community  service  locally. 
Commimity  service  programs 
include  Adopt-A-Grandparent,  Pet 
Facilitated  Therapy,  Outreach, 
Volimteers  for  Youth,  CARE, 
Tutoring,  Habitat  for  Humanities, 
Circle  K,  Alpha  Phi  Omega,  and 
individualized  community  service 
opportunities  through  35  social 
service  agencies.  Over  500  students 
participate. 

Student  Services:  Faculty  advisers, 
academic  and  personal  counseling, 
tutorial  services,  career  counseling, 
financial  aid  coimseling,  health 
center. 

Career  Services:  Available  to 
students  beginning  with  the  first 
year.  Comprehensive  services  include 
workshops  on  career  and  graduate 
school  planning,  job  fairs,  career 
days,  an  alumni  network,  career 
library,  group  sessions  on  all  phases 
of  the  career  planning  process,  and 
individual  career  counseling. 

Religious  Life:  Lutheran  related. 
Programs  for  students  of  all  faiths 
coordinated  through  the  College 
Chapel,  including  a  Newman 
Association  and  a  Hillel. 

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.  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 
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.  Sttidents 
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  evaluadon  more 
often  than  fact.  Students  should 
learn  that  interpretation  and 
evaltiation  are  different  from  willful 
and  arbitraiy  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  currictilum  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  limitadons,  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  fimction  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  profoimdly  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  1992.  It  is  based  upon  the 
belief  that  undergraduates  are 
mature  enough  to  act  honorably  in 
academic  matters  without  facult)' 
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.  Faculty  will  not 
evaluate  students'  academic  work 
unless  they  have  signed  the  Pledge. 
Students  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 
variet)'  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  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  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  advisor  to  assist  in  dealing 
with  academic  questions,  in 
explaining  college  regvilations,  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  backgroimds  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. 

Wlien  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 
they  desire  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 


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 
adviser,  an  Associate  Dean  of 
Academic  Advising,  Career  Services, 
or  facultv'  members  as  they  consider 
their  options  for  a  major,  weigh 
their  career  objectives,  choose 
graduate  or  professional  schools, 
or  search  for  employment  after 
graduation. 


Credit  System 

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  idenfified  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  units  for  those  students 
presenting  transfer  credit  for 
evaluation  at  the  time  of  admission 
or  readmission.  Half  unit  courses 
equate  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 
equate  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;  a  half-unit  course  in 
Wellness;  plus  one  quarter  course 
in  health  and  physical  education; 


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. 


The  half-unit  course  in  Wellness 
and  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  and  the 
major  requirements  in  effect  at  the 
time  that  students  declare  the 
major  at  the  end  of  the  first  year  or 
during  the  sophomore  year. 

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 


24 


requirements  below.  Instructors  may 
reduce  grades  on  poorly  written 
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, 
wriung,  and  speaking  skills  using  a 
multi-disciplinaiy  theme  as  a  focus. 

3)  Health  &  Physical  Education:  a 
half-unit  Wellness  course,  required 
during  the  first  semester  of 
enrollment,  and  one  quarter  unit 
activities  course. 


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)  The  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 
primai"y  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 

Eatin 

Management 

Mathematics 

Music 

Philosophy 


Physics 

Political  Science 

Psychology 

Religion 

Sociology  and  Anthropology 

Spanish 

Theatre  Arts 

Women's  Studies 

Bachelor  of  Science: 

Biology 

Biochemistry  and  Molecular 

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  vear. 


26 


Special  Major 

As  an  alternative  to  the  major  fields 
of  study  offered  in  departmental 
disciplines,  students  may  declare  a 
special  major  hy  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  should  result  in  a 
senior  thesis  demonstrating  the 
interrelationships  among  the  fields 
comprising  the  special  major. 

After  consulting  with  the 
interdepartmental  studies 
chairperson  and  meeting  several 
times  with  two  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  interdepartmental  studies 
chairperson,  a  current  academic 
transcript,  and  a  brief  essay 
describing  the  academic  purpose  of 
the  program.  The  essay  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 
cotirses  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.  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  sei^ve  as  the  student's 
primary  academic  adviser.  The 
sponsors  are  expected  to  gtiide  the 


27 


student's  preparation  of  the  essay 
section,  as  well  as  help  the  student 
choose  appropriate  courses. 

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  satisfactoiy 
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.  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  the  Registrar. 


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  courses  in  health  and 
physical  education,  generally  taken 
during  the  first  year,  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 
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 
imder  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 

I 

B 

3 

D- 

2/3 

B- 

2  2/3 

F 

0 

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  resei^ves  the  right  to 
make  changes  and  adjustments  in 
the  grading  system  even  after  a 
student  enrolls. 


h"'"l£iiBl—<"f  " — "*^ 


The  College  also  offers  a 
satisfactory /unsatisfactory  grading 
option.  This  option  is  intended  to 
encourage  students  to  be 
adventurous  intellectually  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  coimt  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  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 
through  the  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  withdraw  from  a  course 
only  with  the  knowledge  and  advice 
of  the  instructor  and  his  or  her 
adviser.  A  student  who  withdraws 
officially  after  the  twelve-day 
add/drop  period  but  within  the 
first  eleven  weeks  of  the  term 


receives  a  "W"  (withdrew)  grade  in 
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.  A  student  who  withdraws 
officially  for  medical  reasons 
receives  a  "W""  regardless  of  the  time 
of  withdrawal.  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.  Coiuse  credit,  but 
not  the  grade,  transfers  to 
Gettysburg  if  the  grade  earned  is  a 
G-  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  (TSWT) 
of  the  College  Board.  In  1993,  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 


--.*i.:r'-' 


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". 

Student  Originated 
Studies  (SOS) 

SOS  courses  are  student  initiated 
and  run  courses,  with  students 
having  the  primary  responsibility 


for  the  content,  readings, 
assignments,  and  conduct  of  the 
course.  A  faculty  member  assists  in 
the  development  of  the  proposal, 
advises  the  students  throughout  the 
semester,  attends  course  meetings 
as  appropriate,  and  assigns  the  final 
grade.  Each  SOS  course  provides  a 
half  course  unit  of  credit  toward  the 
35  courses  graduation  requirement 
and  is  graded  "S/U". 

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. 


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  the 
request  requires  special  handling. 


34 


Withdrawal  and 
Readmission 


The  Academic  Standing  Committee 
and  the  Committee  on  Readmission 
review  appHcations  for  readmission 
from  students  who  have  withdrawn 
from  Gettysburg  College. 
Readmission  for  students  who 
withdraw  from  the  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  all  applications 
for  readmission  by  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  or  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 
must  file  with  the  Academic 
Standing  Committee,  through  the 
Office  of  Academic  Advising,  an 
application  for  readmission  that 
provides  an  account  of  his  or  her 
activities  during  the  absence  from 
the  College.  This  application  is 
available  through  the  Office  of 
Academic  Advising  and  should  be 
submitted  by  November  1  or  April  1 . 
Any  student  who  seeks  readmission 


after  one  year  has  elapsed  must 
submit  a  more  detailed  application 
for  readmission.  This  application  is 
also  available  through  the  Office  of 
Academic  Advising.  Any  student 
who  desires  to  be  considered 
eligible  for  financial  aid  upon 
return  must  complete  all  financial 
aid  applications  by  the  normal 
financial  aid  deadlines  and  notify 
the  Office  of  Financial  Aid  of  his  or 
her  intention  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 
normally  is  not  eligible  for 
readmission  imtil  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  may  be  required.  The 
Academic  Standing  Committee  will 
review  the  sttident'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 
mtist  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. 


I 


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  must 
stibmit  an  application  for 
readmission  to  the  Academic 
Standing  Committee,  throtigh  the 
Office  of  Academic  Advising,  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  ftill  academic 
program  by  a  designated  time  must 
be  sent  to  the  Counseling  Center  or 
Health  Services.  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  Center  or  Health 
Services  staff  may  also  be  reqtiired. 
Decisions  regarding  readmission 
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 
otitstanding  senior  students.  Each 


year  the  Senior  Scholars'  Seminar, 
composed  of  selected  seniors, 
undertakes  a  study  of  a 
contemporary  issue  which  affects 
the  ftiture  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  sttidents  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  Commtmity 
in  the  Liberal  Arts  College."  During 
1992-93,  the  seminar  focussed  on  a 
timely  topic  in  an  election  year, 
"media,  power  and  contemporary 
presidential  politics".  Sixteen 
seminar  participants  studied  the 
topic  "Working  Effectively  in 
Groups:  The  Role  of  Creative 
Leadership"  during  the  1993-94 
academic  year. 

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,  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.  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  enure  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  faciliues  in  their  courses 
at  Gettysbiug. 


Also,  most  of  the  First  Year 
Colloquy  courses  require  a  multiple 
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 
around  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 
imder  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  mvist  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, 
comprehensive  social  studies, 
health  and  physical  education  (K- 
12),  or  music  (K-12).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.  Secondary 


38 


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  mav 
be  taken  during  the  Education 
Semester. 

The  student  seeking  admission  to 
the  secondary  education  program 
must  file  an  application  with  the 


education  department  by 
November  1  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  obsene 
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  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  (ED  201,  209,  303, 
304  and  476  which  is  worth  2  course 
credits). 


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,  Education  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  three- 
week  block  and  includes  a  week 
long,  full-time  experience  in  the 
schools  under  the  direct  supervision 
of  reading  specialists.  Only  these 
four  courses  may  be  taken  during 
the  Education  Semester. 


Student  teaching  (Education  476) 
and  Education  306  consist  of  12 


40 


Elementary  education  students  are 
required  to  engage  in  50  hours  of 
pre-student  teaching  experiences 
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 
November  1  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  will 
find  that  a  nimiber  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  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 
sviccessful  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. 


I 


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  and  health  and 
physical  education.  The  half  credit 
course,  HPE  107  (Wellness)  and 
one  other  quarter  course  in 
fitness/ recreational  skill  activities  is 
required. 

The  program  includes: 

Twelve  courses  in  music: 
Music  Theory 

I.  141 

II.  142 

III.  241 
rV.     242 

V.  341  (Orchestration) 

VI.  342  (Form  and  Analysis) 

Music  History 

244  (Intro  to  Music  History  and 
Literature) 

313  (Music  in  the  Medieval, 
Renaissance  and  Baroque 
Periods) 

314  (Music  in  the  Classical, 
Romantic,  and  Contemporary 
Periods) 

Conducting 

205  (Choral  Conducting) 

206  (Instrumental  Conducting) 

Applied  Music 

456  (Senior  Recital) 


In  addition  to  the  typical  four  or 
five  full  courses  per  semester, 
students  will  also  carry  several 
quarter  courses  in  applied  music.  As 
many  as  19  quarter  courses  will  be 
taken  during  the  four  year 
program.  These  do  not  cotmt 
toward  the  35  course  graduation 
requirement  and  may  be  taken  in 
addition  to  the  40  courses 
permitted.  The  applied  music  areas 
taken  as  quarter  courses  include: 

125  -  129Q  Major  performance 
area  (voice,  piano,  organ, 
guitar  and  wind,  percussion,  or 
string  orchestral  instruments) 

r23Q  Piano 

121QVoice 

150  -  156Q  Instruments  of  the 
band  and  orchestra 

Five  courses  in  music  education: 

320  (Principles  and  Procedures 
of  Teaching  Music  in  the 
Elementary  School) 

321  (Principles  and  Procedures 
of  Teaching  Music  in  the 
Secondary  School) 


474  (Student  Teaching  which  is 
given  3  course  units) 

Four  courses  required  for 
certification. 

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  interested  in  pursuing 
the  Bachelor  of  Science  program 
should  consult  with  the  music 
department  as  early  as  possible. 


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:  $1,500)  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  opfion. 

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  1993  certified  Gettysburg 
College  graduates  who  sought 
teaching  positions  in  elementary 
education,  57%  were  teaching  or  in 
education-related  occupations 
during  the  following  academic  year. 
Of  the  reporting  certified  secondary 
education  graduates,  87%  were  so 
employed.  The  reported  average 
salary  for  those  certified  through 
the  program  at  Gettysburg  College 
was  $24,000. 


Off-Campus  Study 

College  Affiliated  Programs 

In  order  to  supplement  and 
enhance  the  regular  courses  at  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  Consortiimi 
College  for  a  semester,  or  a  full  year. 
A  course  taken  at  any  Consortiimi 
College  is  considered  as  in-residence 
credit.  Interested  students  should 
consult  the  registrar. 

Lutheran  College  Washington 
Semester  (Ethical  Issues  and  Public 
Affairs).  Gettysburg  College,  in 
partnership  with  Augustine  College 
(Sioux  Falls),  Lenoir-Rhyne 
College,  Luther  College, 
Muhlenberg  College,  Roanoke 
College,  Susquehanna  University, 
Thiel  College,  Valpariso  University, 
Wittenburg  University,  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  1993-1994,  the  special 
topic  was  "Health  Care". 
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. 

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 


44 


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  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 
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 
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 


45 


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. 

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. 


46 


Center  for  Cross-Cultural  Study, 
Seville,  Spain  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  Semces  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  stvidents 


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  studies  in 
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  interdisciplinaiy  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 


I 


47 


faculty,  and  be  housed  with  British 
and  other  international  students. 
Students  will  receive  one  Gettysburg 
College  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.I.E.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  101-104  or  103- 
104  at  Gettysburg  may  fulfill  xhe 
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. 

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.  KatsuvTiki  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 


48 


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  B)'zantine  to 
modem  times,  and  with  the 
Mediterranean  basin  including  the 
Near  East.  The  categories  of  subject 
matter  include  histor)',  literature,  art 
and  archaeology,  philosophy, 
ecology,  economics,  ethnography, 
politics,  religion,  classical  Greek  and 
Latin  languages,  and  modem  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  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  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 
opportunity  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 
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  for  Research. 

The  Bermuda  Biological  Station  for 
Research  (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 
institudons  affiliated  with  the  Duke 
University  Cooperative 
Undergraduate  Program  in  the 
Marine  Sciences.  The  program, 
offered  at  the  Duke  University 
Marine  Laboratory  (Beaufort, 
North  CaroUna),  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. 


50 


Students  receive  credit  for  the 
equivalent  of  five  courses,  two  of 
which  may  be  used  toward  the 
minimum  eight  required  for  the 
biology  major.  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  at  another  college, 
university  or  study  site  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,  African- 
American  studies  and 
environmental  studies.  Interested 
students  should  consult  the  Office 
of  the  Registrar. 

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 
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  imiversities;  this 
benefit  is  not  available  to 
international  students. 

Candidates  for  this  program  will 
have  an  adxaser  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. 


51 


The  specific  courses  required  for 
admission  by  each  affiUated 
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, 
1 12,  21 1,  212,  363;  Chemistry  111, 
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 
Optometiy  (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 


52 


and  will  be  required  to  intervdew  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  tmdergraduate  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. 

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 


53 


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 
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, 


1 1 2;  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  1 1 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. 
Pre-health  professions  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  Pre- 
Health  Professions  Committee. 

All  recommendations  for  admission 
to  health  professions'  schools  are 
made  by  the  Pre-Health  Professions 
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 


54 


examinations:  MCAT  (medical), 
DAT  (dental) ,  VMAT  or  GRE 
(veterinary)  or  OAT  (optometry). 
The  Pre-Health  Professions 
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  Pre-Health 
Professions  Committee  recommends 
that  a  student  maintain  a  high 
accumulative  average  (near  3.50) 
overall  and  in  medical  school 
required  courses.  Students  do  not, 
however  have  to  maintain  an 
accumulative  average  near  to  3.50  or 
such  an  average  in  medical  school 
required  courses  to  obtain  a 
recommendation  from  the  Pre- 
Health  Professions  Committee  for 
admission  to  medical  school. 
Generally,  students  with  a 
competitive  accumulative  average 
and  a  competitive  score  on  the 
MCAT  gain  an  interview  at  one  or 
more  medical  schools. 

The  level  of  grades  required  for 
admission  to  health  professions 
schools  varies  according  to  the  type 
of  health  professions  school  to  which 
a  student  applies.  So  students  who 
do  not  maintain  an  accumulative 
average  near  3.50  may  nevertheless 
be  strong  candidates  for  admission 
to  many  health  profession  schools. 

The  Pre-Health  Professions 
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. 

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  Pre-Health 
Professions  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  51. 

The  Pre-Health  Professions 
Committee  holds  periodic  meetings 
to  explain  requirements  for 


55 


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. 

Graduation  Honors  and 
Commencement 

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 
students  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.  To  arrive  at  a  decision,  the 
committee  will  factor  in  all  grades 
earned  at  other  institutions  and 
dtuing  off-campus  study  programs. 

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. 

Participation  in  the  May 
commencement  exercises  shall  be 
limited  to  those  students  who  will 
be  graduated  from  Gettysburg 
College  at  that  commencement 
ceremony. 

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 
fi-om  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. 


56 


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. 

Other  Academic 
Honorary  Societies 

The  College  promotes  excellence  in 
the  academic  program  by 
supporting  the  following  honorar)' 
societies  for  students  with 
outstanding  academic  records  in  a 
particular  major  or  area  of  study. 

Alpha  Kappa  Delta  -  the 

international  sociolog)-  honor 
society,  open  to  majors  who  have 
taken  at  least  four  courses  in  the 
department  and  have  a  GPA  of  3.0 
or  better  in  the  major. 

Eta  Sigma  Phi  -  the  classics 
honorary  society  for  students  who 
have  taken  at  least  two  courses  in 
the  classic  department  with  a  "B"  or 


better  average  and  who  are  enrolled 
in  an  additional  classics  course. 

Omecron  Delta  Epsilon  -  the 

honorar)  society  for  majors  in 
economics  with  proven  intellectual 
curiosity  and  integrity,  enthusiasm 
for  the  discipline,  and  with  a 
minimum  of  four  courses  in 
economics  with  an  average  of  at 
least  3.0  in  the  major  and  overall. 

Phi  Alpha  Theta  -  a  society  that 
recognizes  academic  achievement 
in  history  and  that  actively  carries 
on  dialogue  aboiu  history  related 
issues  outside  the  classroom. 


Phi  Sigma  Iota  -  the  Romance 
Languages  honorary  society,  for 
juniors  and  senior  majors  in  French 
and/or  Spanish  with  at  least  a  "B" 
average  in  the  major  and  overall. 

Pi  Lambda  Sigma  -  the  national 
honoraiy  societ)'  for  majors  in 
management,  economics  and 
political  science  with  at  least  five 
courses  in  their  major  with  a  GPA  of 
3.1  or  better. 

Pi  Sigma  Alpha  -  the  honoraiy 
society  for  majors  in  political  science 
with  a  major  average  of  3.0  or  better. 


57 


Sigma  Alpha  Iota  -  the  international 
society  for  women  in  music, 
advocating  and  encouraging 
excellence  in  scholarship, 
advancement  of  the  ideals  and  aims 
of  the  Alma  Mater  and  adhering  to 
the  highest  standards  of  citizenship 
and  democracy. 

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  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. 

Endowed  Funds 

Betty  AI.  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 PrizeThe  income 
from  a  fund,  contributed  by  Dr. 
Charles  Baum  (1874),  is  given  to 
the  student  showing  the  greatest 
proficiency  in  mathematics  through 
his  or  her  sophomore  year. 

John  Edgar  Baublitz  Pi  Lambda  Sigma 
AwardsThe  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  junior  year  in  three  or  more 
courses  in  the  Department  of 
Religion,  including  two  courses 
above  the  100-level. 


John  M.  Colestock  Student  Leadership 
Aiuardlhe  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 
AwardThe  income  from  a  fund, 
contributed  by  the  Columbian 
Cutlery  Company,  Reading, 
Pennsylvania,  in  memory  of 
Malcolm  R.  Dougherty  (1942),  is 
awarded  to  the  student  who  had  the 
highest  average  in  mathematics 
during  his  or  her  first  year  of 
college  and  who  is  working  to  earn 
part  of  his  or  her  college  expenses. 

Margaret  E.  Fisher  Memorial 
Scholarship  Aivard  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. 

I^na  S.  Fortenbaugh  Memorial Prizeihe 
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. 


58 


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  Gamer  Greek  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  Greek  during 
the  first  year  of  college. 

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  contribtuions 
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  Aiuard  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  jimior  year  and  has 
demonstrated  significant  leadership 
abilities  in  one  or  more  areas  of 
college  life  as  determined  by  the 
faculty. 


59 


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,  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  AwardThe  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 PrizeThe  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 
BusinessThe  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  fimd,  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 
AwardThe  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  Aiuard  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. 


60 


/.  Andreiv  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. 

Miller  First  Year  Student  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 
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  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,  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  fimd,  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  memor)' 
of  her  father,  is  awarded  to  a  senior 
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  AwardThe 
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  stvident  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  stvident  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  PrizeThe  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) 
AwardThe  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  PrizeThe  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. 

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. 


62 


Earl  E.  Ziegler  Junior  Mathematics 
Award  The  income  from  a  fund, 
contributed  by  Phi  Delta  Theta 
Ahimni,  is  given  in  honor  of  Earl  E. 
Ziegler,  Associate  Professor  of 
Mathematics  at  Gettysburg  College 
from  1935-1968,  to  the  mathematics 
major  who  has  the  highest  average 
in  mathematics  through  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  Aiuard 
The  income  from  a  fund, 
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 

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.  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  Rosenberiy  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  Butler,  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. 

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. 

DwightD.  Eisenhower  Society /R.  M. 
Hoffman  Family  Memorial  Prize  in 
EconomicsThe  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  public  policy 
implications)  in  economics. 

Dzvight  D.  Eisenhower  Society /K  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  by  Julius  Eno,  Jr.,  is 
awarded  to  the  outstanding  junior 
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. 


63 


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  Senior  Prize  A 
certificate  is  awarded  by  the  president 
of  the  College  to  a  senior  student 
who  exemplifies  commitment  to 
community  and  concern  for  the 
welfare  of  others  during  the  student's 
years  at  Gettysburg  College  and  who 
shows  promise  of  future 
accomplishment  in  support  of 
community,  state,  and  nation. 

Gettysburg  College  Student  Leadership 
Aiuard  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  Award  This  award, 
sponsored  by  the  Pennsylvania 


Institute  of  Certified  Public 
Accoimtants,  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  \x\  award  is 
given  to  a  senior  psychology  major 
who  has  displayed  outstanding 
potential  and  initiative  throughout 
his  or  her  jimior  year. 

Dr.  George  W.  Stonei  Award  The 
income  from  a  fund  is  awarded  to  a 
worthy  senior  accepted  by  a 
recognized  medical  college. 

Sigrna  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  Aiuard  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,  warmth  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. 


L--I 


fV.     Ac    /'     /    ( 


(  ^  ■ 


COURSES  OF  STUDY 
66 


Each  year  the  registrar's  office  issues  a  Hsting  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  nimibered  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 
prereqtiisite  for  the  second.  VVTiere  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  BA 
and  BS  degrees  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 
introdvictions  and  course  listings  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  (EC)  100, 
but  taught  by  professors  from 
various  departments. 


Health  and 
Physical  Education 


HPE  107  and  any  HPE  quarter 
course. 


Foreign  Language 


The  .Vts 


French  201-202,  205; 
German  202;  Greek  202; 
Japanese  202;  Latin  202  or  203; 
Portuguese  202;  Russian  202; 
Spanish  202,  205. 

Art  (any  course  in  history  and 
theory  except  History  of  Cinema) ; 
English  205;  IDS  267;  Music  101 
through  110,  141,  244,  313,  314  or 
four  semesters  of  applied  music 
instruction  with  departmental 
permission. 

Theatre  Arts  (any  course  except 
ThA214,  328,  329). 


History/Philosophy   Classics  121,  122,  251,  252; 

French  311,  312;  German  311, 
312;  Spanish  310,  311;  IDS  206, 
211,  227,  228;  Latin  American 
Studies  140;  History  (all  courses 
except  Hist  300);  Philosophy  (all 
courses).  Religion  220,  221. 

Literature  African  American  Studies  216, 

217;Classics262,  264,  266; 
French,  German,  Greek,  Latin 
and  Spanish  Literature,  but  not 
language  or  civilization  courses; 
IDS  103,104,  225,  235,  237,  238, 
241,246,  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. 

Natural  Science  Biology  1 0 1 ,  1 02  or  1 0 1 ,  1 1 2; 

Chemistry  101,  102  or  111,  112; 
Astronomy  101,  102;  Physics  101, 
102or  lll,or  111,  112. 

Religion  (all  100-  and  200-level  courses) 

and  IDS  267. 

Social  Sciences  Anthropolog)'  (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  233;  Anthropology  (all  courses 

except  Anth  102);  Art  227,  228; 
Economics  326,  337,  338;  French 
331;  Hist  221,  222,  271,  272,  278, 
321;  IDS  227,  228,  235,  237,  238, 
289,  312;  Jpn  140,  150,  221,  223; 
Mus  102;  Political  Science  263, 
270,  271,  362;  Religion  108,  241, 
242,  248,  249;  Sociology  219. 


AFRICAN  AMERICAN  STUDIES 


67 


First  Year  Colloquy 


Professor  Lisa  Portmess,  Director 

Tliis  required  seminar  employs  common  requirements 
and  content  for  all  first  year  students  and  is  designed 
to  strengthen  reasoning,  writing,  and  speaking  skills. 
Using  a  miilti-disciplinan'  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,"  "Knowing,"  and  "Trading  Eyes: 
Exploring  Alternative  Visions."  The  current  theme  is 
"Angles  Of  Vision  On  Contemporaiy  Issues." 

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  of  their  first  year  at  the  College. 

African  American  Studies 

African  American  Studies  Program  AdvisoiT  Council 

Professors  Barnes,  Chiteji  (Coordinator) ,  DeClair, 
Forstater  (spring),  Fredrickson  (spring),  Michelman 
(fall),  Winans  (fall),  Zielina.  Associate  Provost  Floge, 
Dean  Johnson  (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  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  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  Program  emphasizes 
the  social  sciences  and  humanities,  and  may  include  a 
range  of  courses  as  well  as  opportunities  for 
independent  and  off-campus  study. 

Requirements  and  Recommendations 

The  Program  offers  a  minor  field  of  concentration 
and  a  special  major  in  African  American  Studies. 


Students  wishing  a  minor  field  of  concentration  are 
required  to  complete  six  courses  which  must  include 
African  American  Studies  130  and  400.  Four  others 
may  be  taken  from  any  of  the  following:  African 
American  Studies  216,  217,  233;  History  238,  271,  272; 
Economics  326,  337,  338;  English  250,  252,  349;  I.D.S. 
235,  312;  Music  102  and  Political  Science  263. 

Students  may  also  elect  to  have  a  special  major  in 
African  American  Studies  which  can  be  done  in 
cooperation  with  Interdepartmental  Studies.  Those 
wishing  a  special  major  should  consult  the 
Coordinator  of  the  program. 

Students  with  a  minor  or  a  special  major  of 
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  setA'ice 
organizations.  Others  may  choose  to  maintain  their 
involvement  with  African  and  African  American 
concerns  and  causes. 

Distribution  Requirements 

The  following  courses  meet  the  distribution 
requirement  in  non-Western  Culture:  African 
American  Studies  130,  233,  400 

Course  Offerings 

African  American  Studies 

1 30  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. 

Mr.  Chileji 

216  African  American  Literature  An  ovewiew  of 
-African  American  literature,  from  the  slave  narrative  to 
contemporaiy  fiction.  The  coinse  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  definidons  of  "Black  Aesthetics."  The 
course  also  includes  such  writers  as  Phyllis  Wheately, 
Frederick  Doviglas,  Charles  Waddell  Chestnutt,  Nella 
Larsen,  Zora  Neale  Hurston,  Margaret  Walker,  Charles 
Johnson,  and  Toni  Morrison.  Fulfills  the  literature 

requirement. 

Staff 


68 


AFRICAN  AMERICAN  STUDIES  /  ART 


217  Slavery  and  the  Literary  Imagination  Study  of 
various  forms  of  discourse  on  American  chattel 
slavery — authendc  emancipatory  narradves  written  by 
ex-slaves;  slave  narratives  recorded  by  WPA  writers; 
socio-historical  essays;  neo-slave  narrative  written  by 
contemporary  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  Johnson,  Toni 
Morrison,  David  Bradley,  and  Ernest  Gains. 

Ms.  Barnes 

233  Southern  African:  History,  Conflict  and 
Change  This  course  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 
sociedes  and  the  nature  of  their  early  contact  with  the 
European  settlers  in  the  1 7th  century,  the  triumph  of 
the  white  immigrants  over  the  indigenous  Africans, 
the  emergence  of  South  Africa  as  a  regional  economic 
power,  and  the  social  contradictions  that  have  come  to 
characterize  what  is  now  called  the  Republic  of  South 
Africa.  A  subject  of  special  attenUon  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  Africa 
intensively,  using  the  framework  of  economic  analysis 
and  political  economy  to  consider  economic  history, 
growth,  and  development  within  Africa. 

Staff 

English 

250  Harlem  Renaissance  and  Chicago  Renaissance 

This  course  defines,  examines,  and  differen  dates 
between  two  important  African  American  literary 
movements  —  the  Harlem  Renaissance  and  the 
Chicago  Renaissance  —  through  the  major  ficdon, 
poetr)',  and  prose  writers  of  the  period. 

Ms.  Barnes 

Independent  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 

(Note:  See  appropriate  departmental  listings  for 
descriptions  of  the  following  courses) 

Economics  337  Political  Economy  of  the  African 

Diaspora 
Economic  338  Economic  Development 
English  349  Major  Contemporary  African  American 

Women  Writers 
History  238  African  American  History 
History  271,  272  African  History  and  Society 
Interdepartmental  Studies  235  Introduction  to 

African  Literature 
Interdepartmental  Studies  312  Ancient  Egypt:  Its 

Language,  Literature,  Art  and  History. 
Music  102  World  Music  Survey 
Music  110  Survey  of  Jazz 
Political  Science  263  The  Politics  of  Developing 

Areas 

Art 

Professor  Paulson 

Associate  Professors  Agard,  Trevelyan  (Chairperson) 
Instructor  Small 
Adjunct  Professor  Annis 

Adjunct  Instructors  Blair,  Hanley,  Ramos,  Winship, 
and  Kain 

Overview 

The  art  department  has  the  following  major 
objectives:  (1)  to  educate  the  visual  sensibilities  beyond 
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 
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  with  potential  concentrations  in  three  areas, 
art  history,  studio  art  and  the  visual  arts;  a  fully 
integrated  approach  to  both  sides  of  the  discipline. 


ART 


69 


The  department  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,  and  either  120,  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 
histoiy  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 
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  paindng  and 
printmaking. 

B)Art  141,  145,  and  146  in  their  first  year  of  college  if 
their  interests  will  lead  to  an  emphasis  in 
sctilpture/painting  or  sculpture/printmaking. 

C)  Art  120  and  210  or  322  or  335  in  the  first  year  of 
college  or  in  the  sophomore  year. 

Requirements  for  majors  concentrating  in  the  history 
of  art  are  as  follows. 

1)  Art  1 1 1,  1 12,  120  and  400  plus  a  minimum  of  five 
additional  courses  in  art  histoiy.  These  courses  must 
include  at  least  one  course  in  either  the  ancient  or 
medieval  fields,  one  in  either  the  Renaissance  or 
Baroque  fields,  one  in  either  the  19th  century  or 
modern  fields,  and  one  in  a  non-western  field.  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  imderstanding  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. 

Requirements  for  majors  in  the  visual  arts 
concentration  are  as  follows. 


1)  Art  141,  145  and  146  in  the  studio  and  Art  111,  112 
and  120  in  art  history  and  theory. 

2)  Six  other  courses,  three  in  the  studio  area  and  three 
in  art  history,  including  either  Art  400  or  parficipation 
in  the  senior  show  in  the  second  semester  of  the  senior 
year.  Majors  in  the  visual  arts  concentration  may  elect 
to  participate  in  both. 

Students  interested  in  minoring  in  studio  art  are 
required  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 
required  to  take  the  following  courses. 

1)  Art  120. 

2)  Three  addifional  art  history  and/or  theoiy  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 
theoi7  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  theoi7  of  art  may 
be  counted  toward  the  distribudon  requirement  in  the 
arts,  with  the  excepdon  of  History  of  the  Cinema, 
which  may  not. 

Special  Facilities 

The  new  1,660  sq.  foot  Schmucker  Hall  Art  Galleiy 
displays  as  many  as  ten  different  exhibitions  each  year. 
Included  in  the  gallery  calendar  are  works  by 
professional  artists,  a  faculty  show,  a  student  show,  the 
senior  art  majors  show,  and  numerous  theme  and 
specially  funded  exhibitions. 

A  collecdon  of  approximately  45,000  color  slides 
supports  the  teaching  of  art  histor)'  and  studio  classes. 
Available  to  students  is  a  corresponding  collection  of 
20,000  opaque  color  reproductions  of  architecture, 
painting,  and  sculpture.  The  department  also  has  video 
equipment  and  a  growing  librar)'  of  tapes  to  support 
other  teaching  activities  and  a  Centris  computer  and 
appropriate  software  for  student  work  in  computer 
assisted  design.  Regular  trips  to  the  museimis  of 
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 


70 


ART 


electric  welding  equipment;  air  power  tools  for 
working  in  wood  stone,  and  plastic;  two  kilns  for 
ceramic  arts;  a  small  foundry  for  bronze  casUng;  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. 

Ms.  Small 

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. 

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  condiuons  in  Europe,  vwth  particular  emphasis 
on  liturgical  arts  in  the  Middle  Ages.  Fulfills 
distribution  requirement.  Recommended  prior 
course:  Art  1 1 1  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  ardsts  including  Jan  Van  Eyck,  Glaus  Sluter, 
Hieronymous  Bosch,  Hans  Holbein  and  Albrecht 
Durer  will  be  explored  to  discover  the  ways  in  which 


social,  political  and  intellectual  developments  are 
mirrored  in  the  art  of  that  period.  Fulfills  distribudon 
requirement  in  Arts.  Prerequisite:  Art  201  or  any  one 
hundred-level  art  history  course  or  permission  of 
instructor.  Alternate  years.  Offered  Spring  1994. 

Staff 

206  European  Painting  1700-1900  Introduction  to 
eighteenth  century  painters  in  Italy,  France,  and 
England  and  their  reladonship  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 
1 11  or  Art  1 1 2  or  Art  1 20  or  Art  20 1  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. 
Recommended  prior  courses:  Art  111  or  Art  1 12  or 
Art  120. 

Ms.  Small 

215  German  Art  from  Nfiddle  Ages  to  Today  (See 
description  for  Fall  Semester  in  Cologne,  Germany 
under  Department  of  German.) 

217  Histoiy  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. 

Staff 

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  Art  of  the  First  Nations  of  North  America: 
Eastern  Woodlands  and  Plains  A  survey  of  the  arts 
created  by  the  original  inhabitants  of  North  America 


ART 


71 


living  in  the  Eastern  Woodlands  and  Plains  regions, 
focussing  on  the  ctiltural  and  religious  traditions  that 
formed  the  basis  for  most  of  the  art  created.  Emphasis 
will  be  on  developing  an  understanding  of  and 
appreciation  for  the  fundamental  differences  between 
the  arts  and  cultures  of  Native  North  American 
peoples  and  those  of  modern  Western  cultures,  as  well 
as  aspects  of  similarity.  Fulfills  the  distribution 
requirements  in  the  arts  and  non-Western  culture. 

Ms.  Trevelyan 

228  Art  of  the  First  Nations  of  North  America:  The 
Far  North  and  West  A  survey  of  the  arts  created  by 
the  original  inhabitants  of  North  America  living  in  the 
Far  North  and  the  West,  focussing  on  the  cultural  and 
religious  traditions  that  formed  the  basis  for  most  of 
the  art  created.  Emphasis  will  be  on  developing  an 
understanding  of  and  appreciation  for  the 
fundamental  differences  between  the  arts  and  cultures 
of  Native  North  American  peoples  and  those  of 
modern  Western  cultures,  as  well  as  aspects  of 
similarity.  Fulfills  the  distribution  requirements  in  the 
arts  and  non-Western  culture. 

Ms.  Trmelyan 

238  History  of  Cinema:  1919-  Post  World  War  II 

A  siu^vey  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  Aits  or 
any  requirements  for  the  Ait  major  or  minor. 

Ms.  Hanky 

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.  Hanky 

303  Painting,  Sculpture  and  Architecture  in  the 
ItaUah  Renaissance  A  suwey  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  112 
or  Art  201  or  permission  of  the  instructor. 

Ms.  Trmelyan 


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,  Velasqtiez,  and 
Poussin.  Fulfills  distribution  requirement  in  the  arts. 
Prerequisik:  All  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-centuiy  art.  Past  and 
current  usages  of  the  terms  "modern"  and  "avant- 
garde"  will  be  explored  in  the  context  of 
contemporaiy  modes  of  visual  expression,  art 
criticism,  communications  technology  and  cultural 
pluralism.  Prerequisite  :  two  courses  in  art  history 
and/or  theory  or  permission  of  the  instructor. 

Mr.  Kain 

322  Painting  in  America  Since  1900  Survey  of 
twentieth-centuiT  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 

390  Special  Topics  in  Visual  Arts  Resources 
Management  A  1/2  credit  course  offered  every 
semester  to  provide  practical  experience  and  expertise 
in  the  planning,  installation  and  presentation  of  visual 
materials  for  the  educational  and  aesthetic  benefit  of 
the  general  public  as  well  as  the  academic  community. 
These  experiences  will  include  art  historical  research, 
contracts  and  other  legal  requirements  attached  to  the 
operations  of  an  art  gallery,  marketing  strategies, 
communications  techniques  and  the  design  of 
exhibitions  and  associated  publicity. 

Mr.  Annis 

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, 


72 


ART 


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:  Feminist  Art  and  Art  Histor)', 
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  instructor. 

A/5.  Trevebjcin,  Ms.  Small 

Studio  Courses  The  purpose  of  all  studio  courses  is 
to  sharpen  the  sense  of  sight;  coordinate  mind,  hand, 
and  eye;  develop  the  abilit)'  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  b) 
Gettysbiug  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 
master)'  over  a  variety  of  drawing  tools.  Emphasis  will 
be  placed  on  line  quality,  techniques  of  shading, 
negative-positive  relationships,  figure-grotmd 
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 
coiuse  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.  Hanley 

146  Basic  Design  (three  dimensional)  An 

introducton'  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:  An.  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:  An  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 
printmaking.  Experimental  work  primarily 
concentrating  on  lithography,  seriography,  and  cameo 
techniques.  Prerequisite:  An  141.  Recommended 
course:  Art  145. 

Mr.  Paulson 

261  Introductory  Sculpture  .\n  introduction  to  the 
fimdamentals  of  three-dimensional  forms  and  modes 
of  expression  in\olving  creative  problems  in  the 
organization  of  space,  mass,  voltmie,  line,  and  color. 
Correlated  lectures  and  demonstrations  will  be  used 
to  acquaint  the  sttident  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) 
concerned  with  developing  an  indiridual  approach  to 
three-dimensional  form,  with  concentration  in  directly 
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  Ceramics  An  introducdon  to  earth  (clay),  the 
most  basic  of  materials  as  a  medium  for  personal 


ART  /  BIOCHEMISTRY  AND  MOLECULAR  BIOLOGY/  BIOLOGY 


73 


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  a  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  Airl  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:  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. 

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 
concentration  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 
interdisciplinary  program  that  studies  the  biology  and 
chemistry  of  the  structures  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 
Chemistry  111:  Fundamentals  of  Chemistry 
Chemistry  112:  Fundamentals  of  Chemistry 
Chemistry  203:  Organic  Chemistry 
Chemistry  204:  Organic  Chemistry 
Chemistry  305:  Physical  Chemistry 
Chemistry  317:  Instrumental  Analysis 
Chemistry  333:  Biochemistry 
Chemistry  (or  Biology)  334:  Biochemistry 
Mathematics  111:  Calculus  I 
Mathematics  112:  Calculus  II 
Physics  111:  Mechanics  and  Heat 
Physics  112:  Waves,  Electricity,  and  Magnetism 
Biology  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  Cavaliere,  Commito,  Hendrix,  and  Mikesell 
Associate  Professors  Etheridge,  Hiraizumi,  Sorensen 

(Chairperson),  and  J.  Winkelmann 
Assistant  Professors  Bryan,  Delesalle,  Gannon,  and 

James 
Laboratory  Instructors  Hulsether,  Price,  Reese,  H. 

Winkelmann,  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,  medicine,  veterinary  medicine, 
dentistry,  optometry,  and  other  professional  fields.  Most 
courses  in  the  department  include  laboratory  work. 


74 


BIOLOGY 


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,  218,  300,  322)  and  animal 
biology  (Bio  201,  220,  223,  224,  227,  325).  No  single 
course  may  satisfy  more  than  one  area.  This  reladve 
freedom  permits  the  attainment  of  the  different 
backgroimds  required  for  various  biological  careers. 
Specializadon  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  1 1 1  and  1 12  are  required  of  all  majors.  It  is 
desirable,  but  not  essential,  that  Chemistry  1 1 1  and 
1 1 2  be  taken  in  the  first  year.  Physics  111,  112,  and 
Math  1 1 1  (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  or  461 ), 
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  sadsfy-  the  requirements  for  the  B.A. 
or  B.S.  degree  (with  the  excedon  of  Biology  461)  or  for 
the  minor  must  be  taken  using  the  A-F  grading  system. 

Distiibution  Requirements 

The  distribution  requirement  in  laboratory  science  may 
be  satisfied  by  Biology  101,  102  or  Biology  101,  112. 

Special  Facilities 

Greenhouse,  herbarium,  environmental  chambers, 
animal  quarters,  aquarium  room,  electron  microscopy 
laboratory'  housing  both  scanning  and  transmission 
electron  microscopes,  research  laboratories,  and 
computing  facility. 

Special  Programs 

Dual-degree  programs  in  forestry  and  environmental 


studies  with  Duke  University,  nursing  with  the  Johns 
Hopkins  Universit)',  and  optometry  with  Pennsylvania 
College  of  Optometry  (page  51).  Cooperative 
programs  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.  Topics  include  cell  chemistiy;  the 
structure  and  function  of  cells;  respiration  and 
photosynthesis;  and  genetics.  The  laboratory 
emphasizes  the  experimental  nature  of  biological 
investigation.  Three  class  hours  and  laboratory. 

Staff 

102  Contemporary  Topics  in  Biology  Designed  for 
non-science  majors.  The  course  covers  selected 
biological  topics  and  focuses  on  contemporary 
problems.  Three  class  hours  and  laboratory. 
Prerequisite:  Biology  101. 

Staff 

112  Form  and  Function  in  Living  Organisms 

Designed  for  science  majors.  Funcdonal  design  of 
plants  and  animals  is  emphasized.  Aspects  of  evolution, 
phylogeny,  and  ecology  are  also  covered.  Three  class 
hours  and  laboratory.  Prerequisite:  Biology  101. 

Staff 

201  Vertebrate  Morphology  Detailed  examination 
of  the  origins,  structures,  and  functions  of  the  organ 
systems  of  vertebrates.  Special  attendon  is  given  to  the 
evolution  of  major  vertebrate  adaptations.  Three  class 
hours  and  two  laboratories.  A  student  may  not  receive 
credit  for  both  this  course  and  HPE  209.  Alternate 
years.  Offered  1993-94. 

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  in  class-laboratory 
work. 

Mr.  Mikesell 

204  Taxonomy  of  Flowering  Plants  Idendfication, 
classification,  structural  diversity,  ecology,  and 
evolutionary  relationships  of  angiosperms.  The  course 
includes  extensive  field  work  for  collection  of  local 
flora.  Three  class  hours  and  laboratory-field  work. 

Ms.  Delesalle 

215  Electron  Microscopy  Introduction  to  basic 
theory  and  practice  of  transmission  and  scanning 
electron  microscopy,  techniques  of  tissue  preparation, 
and  introduction  to  interpretation  of  animal  and 


BIOLOGY 


75 


plant  ullrastructure.  Each  student  will  be  required  to 
complete  an  independent  project.  Six  hours  in  class- 
laboratory  work.  Laboratory  fee:  $50.00.  Prerequisite: 
Permission  of  the  instructor. 

Mr.  Cavaliere  and  Mr.  Hendrix 

217  An  Evolutionary  Survey  of  the  Plant  Kingdom 

Synopsis  of  embr)'o-producing  plants,  primarily 
liverworts,  mosses,  fern  allies,  ferns,  and  seed  plants. 
Emphasis  is  on  comparative  morphology,  adaptive 
diversity,  and  phylogeny.  Six  hours  in  class-laboratory 
work. 

Mr.  Mikesell 

218  Biology  of  Algae  and  Fungi  The  study  of  algae 
(phycology)  and  fiuigi  (mycology)  in  aquatic  and 
terrestrial  ecosystems  with  emphasis  on  their  role  in 
primary  production  and  decomposition.  Topics 
include  the  identification,  morphology,  reproduction, 
ecology,  and  phylogeny  of  these  organisms.  Culture 
techniques  and  the  principles  of  plant  pathology  and 
medical  mycology  will  also  be  considered.  Six  hours  in 
class-laboratory  work.  Alternate  years.  Offered  1992-93 

Mr.  Cavaliere 

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  in  class- 
laboratory  work.  Alternate  years.  Offered  1991-92. 

Mr.  Sorensen 

223  Parasitology  An  introduction  to  the  general 
principles  of  parasitism  with  emphasis  upon  the 
epidemiology,  taxonomy,  morphology,  and  physiology 
of  the  major  groups  of  parasites  of  humans  and  other 
animals.  Three  class  hours  and  laboratory. 

Mr.  Hendrix 

224  Vertebrate  Zoology  Introduction  to  the 
systematics,  distribution,  reproduction,  and 
population  dynamics  of  vertebrates.  Field  and 
laboratory  emphasis  on  natural  histoiy,  collection,  and 
identification.  Optional  trip  to  North  Carolina.  Six 
hours  in  class,  laboratory,  and  field  work. 

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  in  class-laboratory  work. 

Staff 

230  Microbiology  Introduction  to  the  biology  of 
viruses,  bacteria,  fungi,  and  protists.  Topics  include 


morphology,  taxonomy,  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  and  computer  laboratory.  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 
environmental  changes.  Three  hours  lecture  and 
laboratory.  Alternate  years.  Offered  1993-94. 

Mr.  Cavaliere 

305  Ecology  Principles  of  ecology,  with  emphasis  on 
three  levels  of  the  biological  hierarchy:  organisms, 
populations,  and  communities.  These  levels  are 
explored  to  understand  the  factors  that  determine  the 
abundance  and  distribution  of  any  species.  The  course 
includes  a  number  of  field  trips.  Three  class  hours  and 
laboratory-field  work.  A  student  may  not  receive  credit 
for  both  this  course  and  Environmental  Studies  211. 

Ms.  Delesalle 

306  Marine  Ecology  Analysis  of  the  ecology  of 
marine  systems.  The  open  ocean,  estuaries,  salt 
marshes,  beaches,  mud  and  sand  flats,  seagrass  beds, 
rocky  shores,  coral  reefs,  and  deep  sea  will  be 
examined.  Problems  of  pollution,  beach  erosion,  and 
the  management  of  declining  fisheries  will  also  be 
presented.  Quantitative  field  work  in  a  variety  of 
coastal  habitats  will  be  conducted  in  North  Carolina 
on  a  required  field  trip  to  Duke  University  Marine 
Laboratory  and  the  Outer  Banks  barrier  island  chain. 
Three  class  hours  and  laboratory-field  work. 
Prerequisite:  Environmental  Studies  211  or  Biology  305. 
Alternate  years.  Offered  1994-95. 

Mr.  Commito 

309  Cell  Biology  Structure  and  function  of 
eukaryotic  cells.  Topics  include  cell  membranes, 
energy  transduction,  chromosomes  and  gene 


76 


BIOLOGY 


expression,  the  cell  cycle,  protein  sorting,  exocytosis 
and  endocytosis,  and  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, 
genetic  engineering,  molecular  evolution  and 
population  genetics.  Three  class  hours  and 
laboratory.  Prerequisite:  Biology  309. 

Mr.  Hiraizumi 

314  Evolution  Study  of  the  transformation  and 
diversification  of  populations  through  time.  Topics 
incltide  the  history  of  life,  adaptation,  selection  and 
population  genetics,  speciation  and  extinction, 
evolutionary  innovations,  and  patterns  of  diversity. 
Three  class  hours  and  laboratory.  Prerequisite:  Biology 
310. 

Ms.  Delesalle 

322  Molecular  Biology  of  Plants  Study  of  the  cellular 
and  molecular  biology  of  photosynthetic  organisms. 
Topics  include  the  organization  and  fimction  of  the 
plant  cell,  chloroplast  physiology  and  genetics, 
photosynthesis,  carbon  and  nitrogen  metabolism, 
photomorphogenesis,  hormonal  and  genetic  control 
of  plant  development  with  emphasis  on  the  control  of 
flowering  and  fruit  ripening,  and  genetic  engineering 
for  agriculture  and  medicine.  Three  class  hours  and 
laboratory.  Prerequisite:  Biologv'  309. 

Mr.  James 

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.  Three 
class  hours  and  laboratory.  Prerequisites:  Biology  309. 
Alternate  years.  Offered  1992-93. 

M?-.  Sorensen 


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 
infections,  and  medical  advances  in  the  treatment  of 
the  above  conditions  will  be  incoi-porated  into  this 
course.  Laboratory  work  includes  an  independent 
research  project.  Prerequisite:  Biolog)'  309.  This  course 
is  cross-listed  as  Chemistry  334. 

Ms.  Holland 

340  Comparative  Animal  Physiology  Regulation  of 
basic  physiological  processes  in  animals.  Unifying 
principles  will  be  studied  using  a  comparative 
approach.  Three  class  hours  and  laboratory. 
Prerequisite:  Biology  309.  A  student  may  not  receive 
credit  for  both  this  course  and  HPE  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.  Three  class 
hours  and  laboratory.  Prerequisite:  Biology  309,  310. 

Mr.  James 

453  Individualized  Study  -  Tutorial  Independent 
investigation  of  a  topic  of  special  interest  to  the 
student  directed  by  a  facult\'  member  familiar  with 
the  general  field  of  study.  May  be  used  as  preparation 
for  enrollment  in  Biology  460.  Prerequisite:  Approval  of 
the  directing  faculty  member. 

Staff 

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. 

Staff 

461  Individualized  Study  -  Research  Idenfical  to 
Biology  460  except  that  the  research  is  performed  off- 
campus  under  the  direction  of  someone  who  is  not  a 
member  of  the  Biology  Department  faculty.  The 
course  must  have  a  cosponsor  who  is  a  member  of  the 


BIOLOGY/  CHEMISTRY 


77 


Biology  Department  and  who  assigns  the  grade 
(S/U).  Prerequisite:  Appro\3.l  of  both  the  faculty 
cosponsor  and  the  department. 


Staff 


473  Individualized  Study  -  Internship  Independent 
internship  experience  under  the  direct  supendsion  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  Lynch 
Laboratory  Instructors  Boylan,  Duncan,  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  imderlie  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  460  or  473),  and  one  additional 
chemistry  course  may  choose  to  receive  a  Bachelor  of 
Science  degree.  An  interdisciplinary  major  is  offered  in 


Biochemistry  and  Molecular  Biology;  the  complete 
description  is  listed  under  that  tide.  Physics  111  and 
112  and  Mathemadcs  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. 
Jimior  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. 

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  460,  a  research  course  in  which  a  student 
can  utilize  his  or  her  knowledge  and  creativity 
intensively.  Summer  research.  Chemistry  473,  is 
encouraged  strongly  and  is  elected  by  many  majors 
each  year. 

The  optional  minor  shall  consist  of  Chemistry  111, 
112  (or  1 12H) ,  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  111  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  111  and  101  or  for  both  102  and  112.) 

Special  Facilities  and  Programs 

Breidenbaugh  Hall,  which  houses  chemistry  and 
biochemistry  classrooms  and  laboratories,  was  recendy 
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 


78 


CHEMISTRY 


Spectrometer,  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 
laborator)'  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  chemistrv'  and  who 
may  have  limited  or  no  pre\ious  expostire  to 
chemistry.  Three  lecture  hours  and  one  laboratory 
afternoon. 

Mr.  Lynch 

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: Cheimstry  101  or  111.  Three  lecture  hours 
and  one  laboratory  afternoon. 

Mr.  Lynch,  Mr.Jameson 

111  Fundamentals  of  Chemistry  Study  of  atomic 
structure,  theories  of  bonding,  stoichiometric 
relationships,  properties  of  sokitions  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 .  Gmybowski 

1 12H  Fundamentals  of  Chemistry  Designed  as  an 
honors  seminar  for  the  more  capable  first  year 
chemistiy  students.  Kinetics,  equilibrium, 
electrochemistry,  and  coordination  chemistry  are 
among  the  topics  discussed.  LaboratoiT  work  includes 
experiments  in  kinetics  and  equilibritim  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:  C\\emK[r\'  101 
or  1 1 1  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,  stereochemistr)',  and  the  application  of 
spectroscopy  to  problems  of  identification.  Prerequisite: 
Chemistiy  1 12  or  1  TiH.  Three  lecttire  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 
products  such  as  amino  acids,  carbohydrates  and 
peptides.  Prerequisite:  Chemistry  203.  Three  lecture 
hotirs,  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  films,  videotapes,  and 


CHEMISTRY 


79 


computer-assisted  instructional  programs.  Prerequisite: 
Chemistry  203. 

Mr.  Rowland 

305  Physical  Chemistry  Study  of  the  principles  of 
thermodynamics  and  kinetic  theoi^  as  applied  to  the 
states  of  matter,  chemical  reactions,  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  reduction  of  experimental  data. 
Prerequisites:  Chemistry  1 12  or  1 12H,  Physics  112, 
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:  Chemisti7  305.  Three  lecture  hours,  one 
discussion  hour,  and  one  laborator)'  afternoon. 

Mr.  Lynch 

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.  Prerequisite:  Chemistry  204. 
Three  lecture  hours  and  one  laboratory  afternoon. 

Mr.  Grzyboiuski 

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  secondan'  metabolic  pathways  in  microbes,  plants 
and  animals.  Similarities  and  differences  between 
organisms  will  be  thoroughly  discussed.  Application  to 
metabolic  disorders,  viral/ bacterial  infections  and 
medical  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.  This  course  is  cross-listed  as 
Biology  334. 

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 
compounds;  structural,  kinetic,  and  mechanistic 
studies  of  coordination  compounds.  Group  theory 
and  symmetry  are  applied  to  various  systems. 
Prerequisite:  Chemistry  305.  Three  lecture  hoius. 

Mr.  Parker 

390  Advanced  Laboratory  Techniques  in 
Chemistry  Designed  to  combine  and  expand  upon 
the  laboratoi7  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,  modern  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.  Javwson 

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  cotirse  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  jimior  and  senior 
chemistry  majors.  Offered  both  semesters. 

Staff 


80 


CHEMISTRY/  CLASSICS 


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  Gaboon,  Snively  {Chairperson), 

and  Zabrowski 
Adjimct  Assistant  Professor  Ginge 

Overview 

The  courses  offered  are  designed  to  acquaint  the 
student  with  the  language,  literature,  historv',  and 
civilization  of  Greece  and  Rome.  These  societies 
present  a  microcosm  of  all  human  experience. 
Fulfillment  of  human  potential  in  spite  of  adversifies 
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.  Addidonal  requirements: 
Latin  Major:  Classics  252;  seven  courses  in 

Latin  beyond  Lat.  102,  and 

including  Latin  312 
Greek  Major:  Classics  251;  seven  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  in  Classical  Studies  consists  of  six  courses  in 
the  department  including  a  minimum  of  two 
language  courses. 


A  minor  in  Latin  consists  of  six  courses  in  Latin  above 
102  or  five  courses  in  Latin  above  102  and  Classics  122 
or  Classics  252. 

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 
distribudon  requirement.  Classics  121,  122,  251,  or 
252  may  be  used  to  fulfill  the  College  distribution 
requirement  in  historv/philosophy,  and  Classics 
251  and  252  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  Ladn. 

Special  Programs 

Through  a  cooperative  arrangement  imder  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  C>enter  in  Rome.  For  details,  see 
Study  Abroad,  The  Intercollegiate  Center  for  Classics 
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  modem  Greece 
and  the  Mediterranean  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. 
Students  are  eligible  to  apply  for  its  summer  sessions. 

Greek 

lOI,  102  Uementary  Greek  Introduction  to  the 
alphabet,  inflections,  and  syntax  of  Attic  Greek. 

Mr.  Zabroiuski 

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 


CLASSICS 


81 


emphasis  on  grammar.  Prerequisites:  Greek  101,  102  or 
their  equivalent. 

Mr.  '/.abroivski 

203  Plato  The  Apology  and  Crilo,  with  selections  from 
other  dialogues. 

Mr.  Zal/rowski 

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.  Zobrmvski 

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  Thucvdides.  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 


Staff 


Staff 


Latin 

101,  102  Elementary  Latin  Introducdon  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  Ladn  or  Latin  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 

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 

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  w\th 
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  Vergil  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,  histoi^,  literature,  art,  etc.  of  the  Greek  polls 
from  its  beginning  to  the  conquest  of  Alexander,  with 
emphasis  on  literary  texts  and  on  Greek  concepts 


82 


CLASSICS  /  ECONOMICS 


which  influenced  Western  thought.  Knowledge  of 
Greek  not  required. 

Ms.  Cahoon 

1 22  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  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  suney  will  be 
considered,  and  the  antiquities  market  and  other 
issues  of  archaeological  patrimony  will  be  discussed. 
Offered  1994-95. 

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.  Snhiely,  Mr.  '/.abrowski 

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.  Zabrou'ski 

252  Roman  History  The  history  of  the  Republic  and 
Empire.  Papers  required.  A  knowledge  of  Latin  not 
required.  Alternate  years.  Offered  1995-96. 

Ms.  Snively 

262-266  Genre  Literature  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,  Apollonius  of 
Rhodes,  and  Vergil.  Offered  1996-97. 

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  plays  by  the  same  aiuhor  (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 
ever)  year. 

Mi.  Cahoon 

281  Ancient  Greek  PoUtical  Theory  and  Practice 

Using  Plato's  Republic  And  Laws  and  .\ristotle'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  Aristotle,  Xenophon,  and  the  Oxyrhyncus 
Historian.  Not  offered  eveiy  year. 

Mr.  Zalmnvski 

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 


Economics 


Staff 


Professors  Fender,  Gondwe  (Chairperson)  and  Railing 
Associate  Professors  Fletcher,  Gemmill  and  K.  Niiro 
Assistant  Professor  Golfin 
Instructors  Forstater 

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 


ECONOMICS 


83 


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  must  fulfill  the  following 
departmental  requirements:  Economics  103,  104,  241, 
243,  245,  299;  either  Management  153  or  Economics 
242;  and  at  least  three  additional  economics  courses 
from  among  242  or  those  numbered  301  and  above 
(excluding  460),  with  two  or  more  of  these  from 
among  301,  303,  336,  351,  352,  401,  402,  and  403.  A 
sttident  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 
examinadon  proficiency  in  the  content  of  Economics 
241  or  may  be  required  to  take  Economics  242. 

The  department  strongly  urges  students  to  include  one 
400-level  course  among  their  electives  so  as  to  get  an 
overview  of  the  major  and  intensive,  seminar  work  in  it. 

Becatise  of  the  importance  of  mathematical 
modelling  and  statisdcal  testing  to  the  application  of 
economics,  majors  in  economics  are  required  to 
demonstrate  achievement  in  mathematics.  This 


requirement  can  be  satisfied  by  taking  Mathematics 
105,  106,  109  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  prereqviisite. 

The  department  faculty  urges  all  its  students  to  take 
more  than  the  minimum  mathematics  required  for 
the  major,  and  strongly  advises  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, 
as  well  as  mathematics,  in  the  manipulation  of 
economic  information.  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  from  among  299  and  those 
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  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 
cotirse  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  factilty  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 


84 


ECONOMICS 


senior  project  either  in  the  seminar  or  preferably  via  an 
independent  study  (Economics  460)  that  builds  upon 
the  400-level  course,  and  is  deemed  of  high  quality  by 
the  project  supervisor.  Students  inelgible  for  or 
uninterested  in  formal  departmental  honors  are 
encouraged  nonetheless  to  take  seminars  and  pursue 
individual  projects,  hiternships  involving  the 
application  of  economics  are  available  to  qualified 
students  who  provide  an  acceptable  application  at  least 
one  month  prior  to  the  beginning  of  the  internship. 
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. 
This  catalogue  contains  more  information  about  the 
program  under  the  Washington  Semester.  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  International  Student  C-oordinator. 

Distribution  Requirements 

A  student  may  satisfy  the  College  distribution 
requirement  in  social  sciences  by  successfully 
completing  Economics  103,  104,  or  an  upper-level 
economics  course  and  may  satisfv  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  imderstanding  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, 
theoiy  of  production,  theoi7  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  monetan  aspect  of  international 
economics,  and  comparative  economic  svstems. 

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:  ^conomici  103,  104,  and  one 
of  the  following:  Mathemafics  105-106,  1 1 1,  or  the 
equivalent  or  permission  of  the  Economics 
Department.  Please  note  that  a  student  may  not 


receive  credit  for  both  this  course  and  Mathematics 
107,  Psychology  205,  or  Sociology  303. 

Ms.Golfm,  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;  dme  series  and  forecasting; 
index  numbers;  nonparametric  methods;  and 
decision  theoiy.  Prerequisite:  Economics  241. 

Ms.  Golfin 

243  Intermediate  Macroeconomic  Theory  Studies 
further  classical,  neoclassical,  Keynesian,  and  post- 
Keynesian  economics  focusing  on  national  income 
accoimting,  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  105-106  or  1 1 1 
or  its  equivalent. 

Mr.Forstater,  Mr.  Gondwe 

245  Intermediate  Microeconomic  Theory  Uses  the 
methodological  tools  of  economics  to  examine 
consumer  and  producer  behavior  and  economic 
behavior  both  individual  and  collective  imder 
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,  or  permission  of  the  instructor. 

A/5.  Fender,  Ms.  Fletcher 

299  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.  Rfcommended: 
Economics  243,  245. 

Mr.  Gondwe 

300  Personal  Finance  Accomplishes  two  purposes: 
(1)  the  consideration  of  how  individuals  might  react 
analytically  to  financial  constraints  they  face  in  order 
to  provide  for  their  own  material  security;  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  securitv',  both  individually  and  collectively, 
the  development  of  financial  gcjals  and  the  use  of 
personal  budgets  to  achieve  goals,  the  proper  use  of 


ECONOMICS 


85 


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,  impact  of  legislation,  unions  and  labor 
relations,  and  imperfect  markets.  Prerequisites: 
Economics  103,  104,  and  245.  Recommended: 
Economics  241. 

Ms.  Fletcher,  Ms.  Golfin 

302  Gender  Issues  in  Economics  Begins  by 
applying  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. 
Prerecjuisites:  Economics  103,  104.  Recommended: 
Economics  245. 

Ms.  Fletcher,  Ms.  Golfin 

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 
Resei've  System,  monetaiy  theory,  and  the  art  of 
monetary  policy.  Emphasis  is  placed  upon  evaluation 
of  current  theor)'  and  practice  in  the  American 
economy  in  the  context  of  increased 
internationalization  of  financial  activity.  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. 
Nattue,  growth,  and  amoimt  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.  The  domestic  and 
international  implications  of  government  debt  are 
also  considered.  Prerequisites:  Economics  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  also  are 
considered.  Prerequisites:  Economics  103,  104. 

Mr.  Railing 

325-332  Regional  Economic  History,  Growth,  and 
Development  Seminars  Examine  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.  Among  the 
regions  which  will  be  studied,  one  in  each  of  the 
courses,  are  Africa,  the  Caribbean,  Japan,  Russia  and 
Canada/U.S.  Prerequisites:  Econom\cs  103,  104. 

Mr.Dolan,  Ms.Fender,  Mr.Gondxve,  Mr.  Niiro 

336  International  Economics:  Theory  and  Public 
Policy  in  Historical  and  Institutional  Perspective 

Begins  with  the  history  and  development  of 
international  commerce  and  its  relation  to  the  rise  of 
the  capitalist  system.  The  fundamentals  of 
international  trade  and  finance  are  then  elaborated. 
These  tools  are  applied  to  such  issues  as  international 
business  cycles,  global  competition  and  technical 
change,  balance  of  payments  and  trade  deficits,  and 
the  international  debt  crisis.  Considerations  of  policy 
implications  are  integrated  into  the  discussions 
throughout,  with  an  emphasis  on  international 
economic  institutions  and  agreements;  special  topics 
explore  such  issues  as  multinational  corporations, 
capital  flight,  terms  of  trade  and  the  international 
division  of  labor,  trade  and  environment,  and  foreign 
aid.  Prerequisites:  Economics  103  and  104. 

Mr.  Forstater 

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 


86 


ECONOMICS 


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:  Theory  and  Public 
Policy  for  Economic  and  Ecological  Sustainability 

Begins  with  an  investigation  of  the  relationship 
between  the  economy  and  the  environment,  leading 
to  a  derivation  of  biophysical  conditions  for  a 
sustainable  economy.  Mainstream  theories  and 
policies,  including  those  based  on  externalities  and 
social  costs,  property  rights,  cost-benefit  analysis  and 
discounting  are  studied  in  the  light  of  these 
conditions.  Problems  and  prospects  of  both  market 
controls  and  government  regulation  are  considered. 
Special  topics  such  as  population,  appropriate 
technology,  accoimting  for  pollution  and  resource 
depletion  in  GDP  statistics,  and  sustainable 
development  are  covered  through  readings 
representing  alternative  approaches  in  the  field. 
Prerequisites:  Economics  103,  104. 

Mr.  Forstater 

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 
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  testing  of  economic  theorems. 
Prerequisites:  Economics  243,  245,  Mathematics 

1 1 1-1 12  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  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, 
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  Apphed 
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  v«th  the 
instructor  conducting  the  seminar,  from  among 
topics  such  as  the  new  household  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  compledon 
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. 

Staff 


ECONOMICS  /  EDUCATION 


87 


Individualized  Study  Involves  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  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.Golfin 

Education 

Associate  Professors  Brough  {Chairperson),  Hofman, 

and  Packard 
Director  of  Field  Experiences  and  histructor  S.  Van 

Arsdale 
Adjimct  Professors  Curtis,  Miller  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  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 
education  consists  of  six  courses:  Education  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.  Completion  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;  influence  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  edtication,  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  fimction  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 


88 


EDUCATION 


304  Techniques  of  Teaching  and  Curricnliun  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 
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  tmit  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  cotirse  during  the  Education  Semester. 
Ms.  Brough,  Ms.  Van  Arsdale 

331  Developmental  Reading  Instruction  and  the 
Language  Arts  An  introdtiction  to  the  theoiy, 
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  literattire  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  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  are  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  Study  of 
scientific  concepts  for  mastery  by  elementary  pupils. 
The  cotirse  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;  individualizadon  (incltiding 
issues  related  to  gender,  culture  and  special  needs), 
and  instrucdonal  media  designed  to  give  the 
prospective  teacher  a  thorough  backgroimd  in 
elementary  school  science.  Prerequisite:  Education  201 
or  permission  of  instructor.  Fall  semester  only. 

Ms.  Hofman 

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,  cotmsel  students  on  their  written  work,  and 
give  students'  papers  a  first  reading  and  a  preliminan' 
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  Individualized  Study — Research  Offered  both 


47 1  Individualized  Study — Internship  Offered 
both  semesters. 

476  Student  Teaching  Student  observation, 
participation,  and  teaching  imder  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  weekly 
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.  Baskenille,  Fredrickson  {Chairperson), 

Myers,  Schmidt,  Stewart,  and  Stitt 
Associate  Professors  Berg,  Garnett,  Goldberg, 

Hanson,  Lambert,  Larsen,  and  Winans 
Assistant  Professors,  Barnes,  Bingham  andjohnson 
Adjunct  Associate  Professors  M.  Baskerville,  Powers 


ENGLISH 


89 


Adjunct  Assistant  Professors  Howe  and  Love 
Distinguished  Visiting  Professor  Ding 
Adjunct  Instructors  Beedle,  Clarke,  Craft,  Hartzell, 
Lindeman,  and  Saltzman 

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  semce,  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 
Mainstage  offerings  in  the  Kline  Theatre  as  well  as 
studio  presentations  in  the  Stevens  Theatre  and 
Otherstage  works-in-progress.  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  literarv 
analysis  and  the  different  critical  approaches  to 
literature;  (3)  knowledge  of  the  characteristics  and 
development  of  the  major  literaiy  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  histor\'  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. 

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  Foundadons  of  Western  Culture  (IDS  103). 
All  majors  in  literature  are  required  to  take  at  least 
four  of  the  following:  English  150,  151,  152,  153,  154. 
In  addidon,  to  obtain  the  desired  distribution  of 
courses,  majors  must  elect  one  course  from  each  of 
the  following  categories: 
I.  English  Language  and  Literarv'  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. 

IV.  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.  One 
seminar  each  year  is  designated  as  the  Honors 
Seminar. 

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. 


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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. 
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  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,  IDS  267 

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. 

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.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 
students'  ability  to  express  themselves  in  clear, 
accurate,  and  thoughtful  English  prose.  Not  limited  to 
first  year  students.  Repeated  spring  semester. 

Staff 

150,  151,  152  Survey  of  English  Literature  A  historical 
survey  of  English  literature  from  Beoumlf  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  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  of  the  sequence  falls  on 
the  Puritans  and  American  Romantics;  the  second 


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half  surveys  writers  from  the  Romantics  foi"ward, 
inchiding  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  featine 
stories,  sports  and  specialty  stories,  and  editorials. 
Students  develop  an  imderstanding  cjf  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.  Baskennlle 

204  The  Writing  of  Non-Fiction  Prose:  The 
Literature  of  Travel  This  is  a  workshop  in  the 
writing  of  highly  literar)'  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.  Larse?! 

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  twentieth  century. 

Mr.  Baskervilk 

210  Theories  of  Literature  Undertakes  to  examine 
and  compare  the  various  ways  in  which  literature  has 
been  regarded:  its  sources,  forms,  and  purposes.  The 
histoiy  of  critical  theory  surveyed,  from  Plato  and 
Aristotle  to  the  present,  with  emphasis  upon  the 
modern  period  and  such  movements  as  New 
Cridcism,  structuralism,  deconstruction,  and  feminist 
criucism.  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  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. 

Courses  in  this  category  offered  in  1993-94. 

241  Modem  Irish  Drama  Irish  dramatists  have 
produced  a  body  of  literature  remarkable  for  both  its 
unparalleled  artistic  achievement  and  its  acute 
political  and  social  responsiveness.  This  course  shall 
explore  the  evolution  of  the  modern  Irish  theatre 
within  the  matrix  of  the  esthetic  and  the  political 
revolutions  that  occurred,  and  continue  to  occur,  in 
twentieth-centun'  Ireland,  making  that  tradition  one  of 
the  most  vital  areas  of  literaiy  activity  in  modern  times. 

Mr.  Myers 

245  Versions  of  the  Self:  Biography  & 
Autobiography  In  this  course  we  will  read 
autobiographies,  biographies,  think  about  how  we 
would  present  our  own  lives,  and  discuss  the 
theoretical  problems  inherent  in  the  genre.  We  will 
discover  that  the  telling  of  a  life — our  own  or 
another's — is  not  as  simple  as  it  seems. 

Ms.  Lambert 

248  The  Nineteenth-Century  Novel  This  course 
explores  the  dialectical  relationship  between 
romanticism  and  realism  in  British  literature  from  the 
beginning  of  the  nineteenth  centuiy  through  the  first 
decade  of  the  twentieth  century.  Includes  Sir  Walter 
Scott,  Mary  Shelley,  Charles  Dickens,  the  Bronte 
sisters,  George  Eliot,  Elizabeth  Gaskell,  and  Oscar 
Wilde. 

Mr.  Gamett 

252  African  American  Literature  Since  1955  This 
survey  course  will  encompass  a  wide  range  of  African 


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American  literature  beginning  with  the  work  of  James 
Baldwin.  In  contemporary  texts  by  major  African 
American  writers,  students  will  examine  various 
African  American  social,  political,  and  cultural 
practices  and  concerns;  interrogate  the  impact  of  race, 
class,  and  gender  on  African  American  society;  view 
American  history  from  the  lens  of  the  African 
American;  and  examine  intertextually  specific  and 
recurrent  themes. 

Ms.  Barnes 

253  Indian  Writing  in  English  A  chronological  study 
of  writing  in  English  generated  by  British  education 
and  colonialism  in  India.  Includes  fiction  and  poetry 
from  the  British  Period,  the  Independence  Struggle, 
and  contemporary  India. 

Ms.  Powers 

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. 

Courses  in  this  categor\'  offered  in  1993-94. 

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  styles,  the  metaphysical  (or 
manneristic)  and  the  high  baroque. 

Mr.  Bingham 

312  Epic  to  Romance  We  shall  read  texts  ranging 
from  Beowulf,  Roland,  and  the  Nibelimgenlied  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.  Baskerville 

315  Sixteenth-Century  Poetry  A  poetical  feast, 
beginning  with  Tudor  appetizers,  Skelton  to  Surrey; 
featuring  an  Elizabethan  entree  a  la  Spenser,  served 
with  generous  portions  of  Sidney,  Marlowe, 
Shakespeare,  and  Greville;  Daniel,  Drayton,  and 


Donne  for  dessert;  and  between  courses,  diverting 
looks  at  Christian  humanism  and  Elizabethan  critical 
theory. 

Mr.  Bingham 

320  -  329  Topics  in  Seventeenth  and  Eighteenth 
Century  Literature  A  \ariety  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  1993-94. 

321  Restoration  and  Eighteenth-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  beha\ior;  and 
growing  consumerism. 

Ms.  Sleioart 

322  Middle  &  Late  Eighteenth-Century  Literature 

By  reading  novels,  letters,  poetry,  drama,  journals  or 
diaries,  and  biography,  we  will  focus  upon  tradition 
and  innovation  in  British  literature  between  the  years 
1742  and  1800.  We  will  explore  such  topics  as  the 
interest  in  the  edtication  of  a  young  man  or  woman, 
the  search  for  new  subjects  of  poetry,  the  increasing 
emphasis  upon  sentiment,  the  emergence  of  the 
gothic  novel  and  primitive  societies,  woman  as  an 
intellectual  and  writer,  Samuel  Johnson  as  a  writer  and 
as  a  person. 

Ms.  Steiuan 

325  Studies  in  the  Eighteenth-Century  Novel   In  the 

eighteenth  century,  novels  were  "a  new  species  of 
writing."  In  this  course  we  will  read  several  eighteenth- 
century  novels  of  various  types  and  examine  the 
particular  social  conditions  and  philosophical  ideas 
that  give  impetus  to  the  so-called  "rise  of  the  novel." 

Ms.  Lambert 

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. 

Courses  in  this  category  offered  in  1993-94. 

331  Romanticism:  Knowing  and  Creativity  In  this 
course,  we  will  attempt  to  define  various  ways  in  which 
the  principle  British  Romantic  writers  tried  to  define 


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93 


knowledge  and  creativity,  to  understand  each  in  terms 
of  the  other,  and  to  blur  the  distinctions  between  them. 

Mr.  Goldberg 

334  Nineteenth  Century  British  Women  Writers 

Looking  at  both  the  literary  and  "non-literaiy"  visions 
of  the  period,  this  course  will  explore  the  issues, 
images,  and  ideas  of  nineteenth  century  women. 
Includes  Christina  Rossetti,  Elizabeth  Barrett 
Browning,  Charlotte  Bronte,  and  Virginia  Woolf. 

Ms.  Berg 

340  -  349  Topics  in  American  Literature  A  variety  of 
authors,  themes,  genres,  and  movements  will  be 
studied,  ranging  from  colonial  writers  through  selected 
contemporaiy  authors.  Several  sections,  each  dealing 
with  a  different  subject,  will  be  offered  each  year. 

Courses  in  this  categoiy  offered  in  1993-94. 

342  American  Poetry  A  study  of  the  development  of 
American  poetiT  from  1620  to  1945.  Though  other 
writers  will  be  studied,  emphasis  will  be  placed  upon 
Taylor,  Wliitman,  Dickinson,  Frost,  Eliot,  and  Stevens. 

Mr.  Stitt 

344  Contemporary  American  Poetry  A  study  of 
American  poetiy  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.  Stilt 

347  Contemporary  American  Fiction  A  study  of  the 
form,  content  and  diversity  in  American  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 

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 

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. 

Seminars  offered  in  1993-94. 

401  Chaucer's  Canterbury  Tales  We  shall  look 
carefully  at  a  selection  of  tales  from  The  Canterbury 
Tales  (some  in  Modern  English  versions,  some  in 
Middle  English)  and  then  explore  the  models, 
analogues,  and  sources  of  these  tales  in  Mediaeval 
literature  in  order  to  see  what  Chaucer  has  done  to 
make  his  sources  his  own. 

Mr.  Baskervilk 

402  Honors  Seminar:  Romanticism  and  The  Picture 
of  the  Mind  A  study  of  ways  that  romantic  writers, 
both  British  and  American,  sought  to  represent  the 
nature  and  workings  of  human  consciousness. 
Alongside  such  works  as  'BiXdke  ?,  Jnnsalem,  Shelley's 
Pronwtheus  Unbound,  Coleridge's  Rim/'  of  the  Ancient 
Marine}-,  Wliitman's  leaves  of  Grass,  and  various  stories 
by  Poe  and  essays  by  Emerson,  we  will  read  several 
more  modem  accounts  of  the  structure  of  the  mind, 
particularly  by  Freud,  in  the  hope  of  arriving  at  a 
sharpened  understanding  of  the  romantic  turn  in 
literature. 

Mr.  Goldberg 

403  Comedy  A  seminar  based  on  the  assumption 
that  comedy  is  no  laughing  matter.  The  course  will 
first  look  at  several  classical  comic  models  before 
focusing  on  representative  works  of  British  comic 
literature  of  the  last  three  centuries.  Works  will  be 
drawn  from  different  literary  genres — drama,  fiction, 
and  poeti"y — and  will  include  different  kinds  of 
comedy,  from  romantic  to  satiric  and  subversive.  In 
conjunction  with  the  works  themselves,  we  will  also 
examine  some  theoredcal  attempts  to  define  and 

understand  the  notion  of  comedy. 

Mr.  Gamett 

404  Toni  Morrison  This  seminar  will  examine 
critically  the  fictional  and  non-fictional  oueine  of  Toni 
Morrison,  a  major,  contemporary,  Ainerican  writer. 
Students  will  explore  not  only  the  vivid  fictional 
world  Morrison  creates  in  her  highly  acclaimed 
novels  (The  Bluest  Eye,  Sula,  Song  of  Solomon,  Tar  Baby, 
Beloved,  Jazz)  but  also  her  role  as  critic  (Playing  in  the 


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Dark),  Editor  {Race-ing ,  Justice,  En-gendering  Power), 
lecturer,  and  citizen.  Students  will  read  broadly 
within  the  broad  spectrum  of  Morrison  scholarship. 
Each  student  will  be  required  to  do  a  major  research 
project. 

Ms.  Barnes 

464  Honors  Thesis  An  indi\idualized  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. 

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:  ^ppro\?L\  of  the  department 
and  of  the  directing  faculty  member.  Offered  each 
semester. 

Theatre  Arts 

The  major  in  theatre  arts  is  described,  page  89. 
Although  theatre  arts  coiuses  (except  214,  328  and 
329)  may  he  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  .^n  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  modem  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  under- 
standing 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 

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  sei^ve  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 

1 55  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.  Pr^i^^/wm/*'.' Permission  of  the  instructor. 

Mr.  Hanson 

163  Introduction  to  Dance  An  overview  of  the  histon 
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,  Oriental,  and  Italian 
Renaissance;  the  second  semester  is  devoted  to  the 
French  Neoclassical,  the  Restoration,  and  the 
eighteenth,  nineteenth,  and  twentieth  centiuies. 

Mr.  Schmidt 

214  Survey  of  Dramatic  Literature  An  overview  of 
dramatic  literature  from  the  Greeks  to  the  present. 


THEATRE  ARTS 


95 


Plav  structure  is  analyzed,  and  comparisons  made 
I       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  is  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'Arte,  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.  Frediickson 

255  Advanced  Stage  Design  Examination  of 
historical  and  contemporar)'  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 
Alts  282.  Prerequisite: Theatre  Arts  155. 

Mr.  Hanson 


282  Advanced  Directing  Further  studies  in  the 
theoiy  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  contemporaiy  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 
182  and/or  permission  of  the  instructor. 

Mr.  Schmidt 

307  Theatre  Arts  Practiciun  -  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  opportimity  of  working  alongside 
professional  actors  and  under  professional  direction 
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. 

Mr.  Schmidt 

31 1  Theatre  Arts  Practiciun  -  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. 


96 


THEATRE  ARTS  /  SPEECH  /  ENVIRONMENTAL  STUDIES 


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  will  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  311. 

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  will 
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  direcdng  facult)'  member. 

Speech 

101  Public  Address  A  study  of  the  basic  principles 
of  public  address.  Emphasis  is  placed  on  developing 
both  a  theoredcal  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. 

Ms.  Howe 

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:  S\>eec\\  101. 

Mr.  Hanson 

Environmental  Studies 

Environmental  Studies  Committee  and  Program 

Participants 
Professors  Cavaliere,  Commito  (Coordinator), 

Coulter,  Gondwe,  Hendrix,  Mikesell 
Associate  Professors  Borock,  Cowan,  Floge,  Forness, 

Goldberg,  Hofman,  Pella,  Trevelyan,  Walters, 

Winkelmann 
Assistant  Professors  Delesalle,  Gaenslen,  Golfin,  Good 
Instructor  Forstater 

Overview 

Environmental  Studies  is  an  interdisciplinary  program 
designed  to  provide  students  with  the  expertise 
necessary  to  analyze  and  resolve  complex  issues 
related  to  the  environment.  Facults  from  eleven 
departments  on  campus  teach  in  the  Environmental 
Studies  Program,  making  it  one  of  the  most 
comprehensive  small-college  environmental  programs 
in  the  country.  Although  local  terrestrial,  freshwater, 
and  marine  habitats  are  studied,  the  program  is 
national  and  international  in  scope.  Students  are 
encouraged  to  take  advantage  of  Gettysburg's 
proximity  to  scientific  and  policy-making  agencies  in 
the  Pennsylvania  state  capital  and  Washington,  DC. 
Participants  in  the  Environmental  Studies  Program 
are  actively  involved  in  a  wide  variety  of  activities 
across  the  country,  from  working  on  economic 
development  issues  with  Native  Americans  in  Arizona 
to  collecting  field  data  on  the  ecology  of  Maine's 
coastal  zone.  At  the  global  level,  students  can  utilize 
the  College's  extraordinary  travel  opportunities  to 
investigate  first  hand  the  environmental  problems 


ENVIRONMENTAL  STUDIES 


97 


facing  Africa,  Asia,  Europe,  and  Latin  America.  In  the 
classroom  or  laboratory',  on  an  internship  site  or 
service  learning  project,  in  the  comfort  of  the  library 
or  under  demanding  field  conditions  -  students  are 
taught  to  approach  environmental  issues  with  an 
open  mind,  to  examine  alternatives  carefully,  and  to 
write  and  speak  effectively  about  their  work. 

Requirements  and  Recommendations 

The  Environmental  Studies  Program  offers  three 
levels  of  involvement  for  students  interested  in  the 
environment.  Students  who  want  to  learn  about 
environmental  issues  but  are  not  planning  a  minor  or 
special  major  in  the  discipline  are  encouraged  to  take 
Environmental  Studies  121,  which  is  specifically 
designed  for  that  purpose.  Students  with  a  stronger 
interest  in  environmental  studies  may  pursue  the 
minor.  Those  who  wish  to  create  a  special  major  in 
environmental  studies  may  do  so  by  working  closely 
with  the  Committee  on  Interdepartmental  Studies 
and  the  Environmental  Studies  Committee. 

Minor  in  Environmental  Studies 

The  minor  in  environmental  studies  requires  two 
introductory  courses,  four  electives,  and  a  senior 
capstone  experience.  Students  are  encouraged  to 
take  additional  enrichment  courses  to  add  depth  and 
breadth  to  the  minor.  The  minor  includes: 

Introduction  to  the  Environment  (two  courses): 

Environmental  Studies  21 1  Introduction  to 
Environmental  Science:  Principles  of  Ecology  OR 
Biology  305  Ecology 

Environmental  Studies  212  Intermediate 
Environmental  Science:  Environmental  Problems 

Environment  and  Society:  Electives  (two  courses): 

Economics  341  Environmental  Economics 
Geography  310  Physical  and  Himian  Geography 
Philosophy  107  Environmental  Ethics 
Sociology  203  World  Population 

Enrichment  courses: 

Art  217  History  of  Modern  Architecture 

Art  227,  228  Arts  of  the  First  Nations  of  North 

America 
Economics  336  International  Economics 
Economics  338  Economic  Development 
English  331  Romanticism:  Knowing  and  Creativity 
History  239  Architecture  and  Society  in  Nineteenth- 
Century  America 
Philosophy  105  Contemporary  Moral  Issues 
Philosophy  340  American  Philosophy 
Political  Science  263  The  Politics  of  Developing 
Areas 


Political  Science  340  Models  and  Policy  Analysis 

Environmental  Science:  Electives  (two  courses): 

Biology  300  Physiology  of  Plant  Adaptations 
Environmental  Studies  225  Geomorphology 
Environmental  Studies  316  Conservation  Biology 
Interdepartmental  Studies  240  Energy:  Production, 
Use,  and  Environmental  Impact 

Enrichment  courses: 

Biology  218  Algae  and  Fimgi 
Biology  224  Vertebrate  Zoology 
Biology  230  Microbiology 
Biology  306  Marine  Ecology 
Interdepartmental  Studies  250  Science, 
Technology,  and  Nuclear  Weapons 

Senior  Capstone  Experience  (one  course): 

Environmental  Studies  400  Seminar 
Environmental  Studies  460  Individualized  Study: 
Research 

Special  Major  in  Environmental  Studies 

The  special  major  in  environmental  studies  is 
developed  in  consultation  with  the  Committeee  on 
Interdepartmental  Studies  and  the  Environmental 
Studies  Committee.  Students  interested  in  a  special 
major  are  invited  to  meet  with  the  Chairperson  of 
either  of  those  committees  or  the  Coordinator  of  the 
Environmental  Studies  Program  as  early  as  possible 
for  guidance  in  putting  together  the  strongest 
possible  set  of  coiuses.  Students  pursuing  a  special 
major  should  normally  consider  taking  Biology  101, 
112,  and  305,  a  statistics  course,  the  courses  required 
for  the  environmental  studies  minor,  and  additional 
courses  selected  to  meet  academic  and  career  goals. 

Special  Programs 

Faculty  members  teaching  in  the  Environmental 
Studies  Program  are  active  scholars  who  involve 
students  in  their  projects  as  research  assistants. 
Research  facilities  include  a  computerized  image 
analysis  system,  electron  microscopes,  environmental 
growth  chambers,  and  a  fleet  of  15-passenger  vans  for 
field  trips. 

Many  of  the  College's  off-campus  affiliated  programs 
provide  excellent  opportunities  to  study 
environmental  issues  in  the  United  States  and  • 
abroad.  Chief  among  these  programs  is  the  American 
University  Environmental  Policy  Semester  in 
Washington,  DC,  which  offers  internships  with 
government  agencies  and  private  environmental 
organizations  as  well  as  research  projects  in  Costa 
Rica  and  Kenya.  The  College  is  one  of  a  select  few  to 


98 


ENVIRONMENTAL  STUDIES 


maintain  cooperative  programs  in  marine  science 
with  Duke  Universit)  Marine  Laboratory  and  the 
Bermuda  Biological  Station.  In  addition,  the  Duke 
University  School  of  the  Environment  has  entered 
into  an  agreement  with  the  College  that  permits 
students  to  start  work  at  Duke  on  a  Master  of 
Environmental  Management  or  Master  of  Forestry 
degree  after  three  years  at  Gettysburg.  This 
cooperative  agreement  allows  students  to  earn  the 
bachelor's  and  master's  degrees  in  jtist  five  years. 

All  across  the  nation,  public  and  private  schools  have 
recognized  the  importance  of  environmental  issues 
and  are  adding  courses  in  environmental  studies  to 
their  curricula.  Students  interested  in  a  teaching 
career  who  wish  to  combine  training  in  education 
and  environmental  studies  are  encotiraged  to  contact 
the  Education  Department. 

All  environmental  studies  courses  meet  three  class 
hours  per  week.  Some  carry  prerequisites. 

121  Environmental  Issues  Introduction  to  national 
and  global  environmental  issues.  Students  will  learn 
the  basic  concepts  of  ecology,  including  population 
growth  models,  species  interactions,  and  ecosystem 
and  biosphere  processes.  Building  upon  this  scientific 
base,  students  will  use  an  interdisciplinan'  approach 
to  analyze  the  economic,  ethical,  political,  and  social 
aspects  of  environmental  issues.  Topics  include 
human  populadon  dynamics,  air  and  water  pollution, 
toxic  wastes,  food  production,  land  use,  and  energy 
utilization.  Credit  will  not  be  given  for  both 
Environmental  Studies  121  and  Environmental 
Studies  212.  This  course  does  not  coimt  towards  the 
minor  in  environmental  studies. 

Mr.  Commito 

211  Introduction  to  Environmental  Science: 
Principles  of  Ecology  Introduction  to  current  ideas 
in  theoretical  and  empirical  ecology.  A  quantitative 
approach  will  be  used  to  examine  population 
dynamics,  competition,  predator-prey  interactions, 
life-history  strategies,  species  diversity  patterns, 
community  structure,  energy  flow,  biogeochemical 
cycling,  and  the  biosphere.  This  cotirse  provides  a 
foundation  for  further  work  in  environmental 
studies. 

Mr.  Commito 

212  Intermediate  Environmental  Science: 
Environmental  Problems  An  analysis  of  the  major 
environmental  problems  facing  the  United  States  and 
the  world.  The  application  of  modern  ecological 
theory  to  current  environmental  problems  will  be 


emphasized.  Perspectives  from  the  nattiral  sciences, 
social  sciences,  and  himianities  will  be  used  to 
investigate  population  growth,  agricultural  practices, 
pollution,  energy,  natural  resource  use,  endangered 
species,  and  land-use  patterns  in  the  industrialized 
and  developing  nations.  Environmental  Studies  21 1 
or  Biology  305  is  a  prerequisite.  Credit  will  not  be 
given  for  both  Environmental  Studies  121  and 
Environmental  Studies  212. 

Mr.  Commito 

225  Geomorphology  Investigation  of  the  Earth's 
materials  and  processes  that  explain  the  phvsical 
structures  that  make  our  planet  tmique.  Topics 
include  the  Earth's  position  in  space,  rock  and 
mineral  types,  volcanism,  glaciadon,  and  seismic 
events  influenced  by  tectonic  activity. 

Mr  Miknell 

316  Conservation  Biology  A  discipline  comprising 
pure  and  applied  science  which  focuses  on  the 
preservation  of  biological  diversity.  This  focus 
implicitly  recognizes  that  preserving  the  genefic  and 
ecological  features  of  a  species  requires  preservation 
of  that  species'  niche.  Topics  will  include  food  web 
organization,  spatial  heterogeneity  and  disturbance, 
consequences  of  small  population  size  and 
inbreeding,  captive  propagation,  demographics  of 
population  growth,  and  species  reintroduction  and 
management.  Environmental  Studies  21 1  or  Biology 
305  is  a  prereqtiisite.Alternate  years. 

Ms.  Delesalle 

400  Seminar  Advanced  study  of  an  important 
national  or  global  environmental  issue.  An 
interdisciplinary  approach  will  be  used  to  analyze  the 
problem  from  a  variety  of  viewpoints  in  the 
humanities,  social  sciences,  and  natural  sciences. 
Students  are  responsible  for  a  major  term  paper 
involving  independent  research.  Topics  differ  each 
year  and  will  be  announced  ahead  of  time.  Senior 
standing  as  a  minor  or  special  major  in  environmental 
studies  or  permission  of  the  instructor  required. 

Staff 

460  Individualized  Study  -  Research  Independent 
investigation  of  an  environmental  topic  of  interest  to 
the  student.  In  conjunction  with  a  faculty  member, 
the  student  will  usually  define  a  research  question 
and  collect  data  to  test  a  hypothesis.  Such  work  may 
be  done  in  the  laboratory  or  field  or  with  a  computer 
database.  A  substantial  paper  will  be  written  and 
presented  orally.  Studio,  performance,  and  writing 
projects  may  also  be  appropriate  individualized  study 
activities.  Senior  standing  as  a  minor  or  special  major 


ENVIRONMENTAL  STUDIES  /  FRENCH 


99 


in  environmental  studies  or  permission  of  the 
instructor  required. 

SlajJ 

French 

Professor  V'iti 

Associate  Professors  Gregorio,  Michelman,  A. 

Tannenbaum  (Chairperson),  and  Richardson  Viti 
Assistant  Professor  Arey 
histriictors  Blin-Daniel  and  Perrotta 
Adjunct  Assistant  Professor  Exton 
Teaching  Assistant  Brunei 

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  mandatoiy  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.  Majois  (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  imderstanding  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. 

Requirements  and  Recommendations 

The  French  major  curriculum  is  made  up  ol  two 
sequences: 

1 )  A  group  oi  five  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  may  be  taken 
simultaneously  with  302  or  308  ); 

2)  A  set  of /our  electives  chosen  from  among  the  other 
departmental  offerings  on  the  300  and  400  levels. 

All  majors,  especially  those  planning  study  abroad, 
are  urged  to  take  31 1  or  312  or  both,  if  possible. 
Students  planning  on  certification  in  secondary 
educadon  must  take  French  311  and  a  phonetics 
course,  either  French  303  or  a  course  in  a  program 
abroad;  they  are  urged  to  take  French  312  as  well. 
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  coimti")',  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  /?/;o  additional  courses,  of  their  choice,  above  302. 

Students  who  begin  in  205  must  take,  in  addition, 
301-302  and  three  oiher  courses  above  302. 

Students  who  begin  on  the  300  level  must  take  301- 
302  plus yowr  additional  courses  above  302.  As  with 
the  major,  courses  taken  abroad  may  be  coimted 
toward  a  minor,  subject  to  the  approval  of  the 
department  chairperson. 

Students  contemplating  a  minor  in  French  should 
register  with  the  department  chairperson  and  be 
assigned  a  minor  adviser. 

French  307  is  a  prerequisite  for  majors  and  minors 
for  all  literature  courses  above  the  205  level  (however, 
students  may  take  307  simultaneously  with  either  302 
or  308  ) . 

Students  who  have  completed  the  language  require- 
ment and  who  wish  to  continue  in  French,  but  do 


100 


FRENCH 


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. 

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 
distribution  requirement  in  literature:  French  205, 
307,  308,  309,  318,  321,  322,  326,  327,  328,  331,  and 
400  where  appropriate. 

Distribution  Requirements 

The  distribution  requirement  in  foreign  languages 
may  be  fulfilled  by  successful  completion  in  French  of 
201-202  or  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 
chaii-person,  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.  Progiam  at  the  Universite  de 
Haute  Bretagne,  Rennes,  France  and  Institute  For 
American  Universities  Program  in  Aix-en-Provence. 

La  Maison  Franfaise  (The French  House) 

Students  may  elect  to  live  in  this  separate  residendal 
unit  staffed  by  a  native-speaking  assistant.  French  is 
the  principal  language  spoken  in  the  house  and 
residents  help  plan  and  pardcipate  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  Frangais 
(French  Club),  French  films,  and  lectures. 

101  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.  Upon 
successful  completion  of  101,  students  continue 
in  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. 

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 
101-104  or  103-104,  or  who  are  enrolled  according  to 
achievement  on  the  Departmental  Placement 
Examination.  Successful  completion  of  201  is  a 
prerequisite  for  entr)'  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  Examinadon.  Offered  both 
semesters. 

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  presentadon  of 
individual  oral  work.  Extensive  use  of  film.  Offered 


FRENCH 


101 


every  year.  Required  of  all  majors/ minors. 


Staff 


politics  and  culture.  Preiequisite:  Yrench  301  or 
equivalent.  Alternate  years. 


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:  ¥re\\c\\  301'302. 
Offered  every  year. 

Staff 

307  Approaches  to  Literary  Analysis  Reading  and 
analysis,  in  their  entirety,  of  representative  selections 
of  prose,  poetr>',  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.  Prerequisite:  French  202  or  equivalent. 
Required  of  all  majors.  This  course  is  a  prerequisite 
for  all  literature  courses  on  the  300  level  for  both 
majors  /minors.  Offered  both  semesters. 

308,  309  Masterpieces  of  French  Literature:  Middle 
Ages  to  1789;  1789  to  Present  A  suney  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.  Prerequisite:  For  309,  French  307  or 
equivalent  (307  and  308  may  be  taken  simultaneously). 
Required  of  all  majors.  Offered  e\eiy  year. 

Staff 

31 1  French  Civilization  I  Study  of  French  history 
from  the  time  of  the  Gauls  to  1945,  as  seen  through 
such  cultural  manifestations  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  11  Study  of  French  history 
and  contemporan  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. 


Staff 


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  eveiy  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 

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  NoveUsts  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  literan'  worth,  the  selections 
will  afford  a  perception  of  the  impact  and  adaptation 
of  French  language  and  culture  among  widely  diverse 
populations  of  the  world.  Alternate  years.  Fulfills  the 
distribution  requirement  in  non-Western  culture. 
Prerequisite:  French  307  or  equivalent. 

Mr.  Michelman 


102 


GERMAN 


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,  The  Image  of  Women  in 
French  Literature:  A  Feminist  Perspective  and  The 
Gaze  and  Self-Image  in  French  Film,  1959-89. 
Prerequisites:  Senior  or  Junior  majors/minors; 
permission  of  the  instructor  and  approval  of 
department  chairperson.  Offered  every  spring. 

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 

German 

Associate  Professors  Armster  {Chairperson),  Crowner, 

McCardle,  and  Ritterson 
Teaching  Assistant  Grube 

Overview 

For  the  German  Department  at  Gettysburg  College, 
learning  German  is  more  than  learning  a  language. 
The  German  program  offers  a  wide  range  of  courses 
so  that  the  student  of  German  can  become  proficient 
in  imderstanding  German  literature,  history,  art,  and 
politics  in  the  context  of  modern  society.  At  all  levels, 
we  encourage  the  partnership  between  the  study  of 
Germany's  historical  and  cultural  development,  and 
the  study  of  its  language. 

Courses  are  offered  at  all  levels,  from  beginning  to 
advanced,  for  majors  and  non-majors.  We  encourage 
all  of  our  students  to  study  on  our  semester  program 
in  Cologne,  Germany.  On  this  program,  students  live 
with  German  families,  participate  in  weekly 
excursions,  and  study  German  language,  art,  political 
science,  literature,  and  history  under  the  direction  of 
a  faculty  member  and  resident  German  faculty.  In 
addition,  qualified  students  may  study  on  a  junior- 
year  program  at  a  German  universit)'. 

Our  resident  German  assistant  and  our  co-curricular 
activities  —  films,  visiting  lecturers,  excursion  to 
cultural  centers  in  Washington  and  Baltimore,  weekly 
German  table,  German  Club  —  all  foster  a  close 
working  relationship  between  the  students  and  the 
faculty.  German  television  broadcasts  are  received  by 
our  campus-wide  satellite  system,  and  aside  from  the 
library  subscriptions  to  important  journals  and 
newspapers,  the  department  itself  maintains 
subscriptions  to  newspapers  and  magazines  and  a 


collection  of  source  material  for  use  by  the  students 
and  facult)'. 

Requirements  and  Recommendations 

German  202  or  equivalent  proficiency  is  considered  a 
prerequisite  to  all  higher-numbered  German  courses, 
unless  specified  otherwise. 

Major  Requirements.  A  major  consists  of  a  minimum 
of  nine  courses  beyond  the  intermediate  language 
level,  including  301  (or  303-304),  305  and  306;  311, 
312;  and  two  courses  from  those  numbered  328,  331, 
333,  335,  or  325  in  Cologne.  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) .  No  more  than  three  courses 
taken  in  Cologne  may  count  toward  the  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  courses  in  their 
senior  year. 

Majors  who,  by  the  end  of  the  junior  year,  have  not 
demonstrated  a  satisfactory'  level  of  competencv  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  202  or  below,  the  German 
minor  consists  of  202  (or  equivalent  intermediate 
course  work  in  Cologne),  301,  (or  equivalent 
advanced  course  work  in  Cologne),  and  four 
additional  courses.  For  students  beginning  at  the  301 
level,  the  minor  consists  of  301,  (or  equivalent 
advanced  course  work  in  Cologne)  and  five 
additional  courses.  No  more  than  three  courses  taken 
in  Cologne  may  count  toward  the  minor. 

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  120, 
306,  325,  328,  331,  333,  335.  German  311  or  312  may 
be  used  to  fulfill  the  distribution  requirement  in  the 


GERMAN 


103 


area  of  history/  philosophy.  With  the  consent  of  the 

histoiT  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  co-sponsored  by 

the  Pennsylvania  Colleges  in  Cologne  consortium. 

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; 

303,  304  Advanced  German. 

325  German  Literature  since  1945 

The  other  courses  are  taught  in  English  from  the  areas 

of  political  science,  history,  art  history,  and  literature 

and  may  satisfy  distribution  and/or  major/minor 

requirements  in  those  areas.  These  include  the 

following: 

Art  Hist.        215  German  Art  from  the  Middle  Ages  to 

Today 
History  217  History  of  Germany  from  1815  to  the 

Present 
Pol.  Sci.         273  Political  System  of  Germany 
German        121  German  Literature  since  1945 

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. 

Jmiior  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  imit  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  Language 

101,  102  Elementary  German  Essentials  of  grammar, 


composition,  pronunciation.  Course  includes  oral 
and  written  work,  graded  elementary  reading,  and 
use  of  audiovisual  culttiral  materials  and  correlative 
drill  in  the  langtiage  laboratory.  Prepares  for  German 
201,202. 

Staff 

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. 

Staff 

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.Intensive  practice  in 
developing  oral  communications  skills,  listening 
comprehension  and  written  expression.  Conducted 
in  German 

Staff 

German  Culture  Studies 

305  Introduction  to  German  Studies  Introduction 
to  the  German  major  through  the  study  of  cultural, 
social,  economic,  and  political  developments  in 
postwar  Germany  from  division  through  reunification. 
Comparison  of  the  Federal  Republic  and  the  former 
German  Democratic  Republic.  Extensive  use  of 
critical/analytical  readings,  memoirs,  literature,  film, 
newspapers/magazines,  and  German  television  via 
satellite.  Conducted  in  German  with  additional 
language  practice  integrated  into  the  course.  Oral 
reports  and  short  papers.  Prerequisite:  German  202  or 
its  equivalent.  This  course  is  required  of  all  German 
majors. 

Staff 

311  Survey  of  German  Culture,  Origins  to  1790 

Study  of  German  cultural  history  from  its  origins  to 
the  Age  of  Romanticism,  including  such  topics  as  the 
Germanic  tribes,  the  medieval  dynasties,  the 
romanesque,  gothic  and  baroque  st)les,  the 
Reformation  and  the  Age  of  Absolutism.  The  aim  is 
to  deepen  the  student's  imderstanding  of  and 
interest  in  the  culture  of  the  German  speaking 
peoples  and  their  major  contributions  to  the  world's 
cultural  heritage.  Conducted  in  German.  Prerequisite. 
German  301,  its  equivalent,  or  permission  of  the 
instructor.  Satisfies  the  distribution  requirement  in 
the  area  of  History/ Philosophy. 

Staff 


104 


GERMAN 


312  Survey  of  German  Culture,  1790-1945  Study 
of  the  cultural  history  of  the  German  people  from  the 
Age  of  Romanticism  through  the  end  of  World  War 
II,  within  the  context  of  major  social,  political,  and 
economic  developments.  The  goal  of  the  course  is  to 
understand  the  creative  spirit  in  nineteenth-  and 
twentieth-century  German  speaking  cotmtries,  and  to 
appreciate  their  major  contributions  to  the  world's 
cultural  heritage.  Conducted  in  German.  Prerequisite. 
German  301,  its  equivalent,  or  permission  of  the 
instructor. 

Staff 

German  Literature 

120  German  Literature  in  Translation  Critical 
analysis  and  appreciation  of  form  and  content  of 
representative  German  literary  masterpieces,  selected 
from  the  literar\'  periods  from  the  Middle  Ages  to  the 
present,  together  with  an  examination  of  the  times 
and  cultural  circumstances  which  prodticed  these 
works.  Does  not  count  toward  a  major  in  German. 
This  course  is  accepted  in  fulfillment  of  the 
distribution  requirement  in  literattire. 

Staff 

306  Interpreting  German  Literature  An 

introduction  to  the  development  of  German  literature, 
and  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  de\elop  a 
sense  for  the  art  of  reading,  interpretive  strategies  for 
literar}  study,  and  a  valid  basis  for  the  appreciation 
and  judgment  of  literature.  Students  will  read,  discuss, 
and  write  about  literary  texts  in  various  genres  and 
from  various  historical  periods.  Conducted  in  German 
Prerequisite.  German  202  or  equivalent.  This  course  is 
required  of  all  German  majors  and  is  a  prerequisite  for 
all  higher-numbered  literature  courses.  It  is  accepted 
in  fulfillment  of  the  distribution  requirement  in 
literature.  Offered  every  year. 

.Staff 

328  Goethe's  Faust  Intensive  reading  and  analysis  of 
the  work  in  class.  Lectures  and  discussions  highlight 
its  aesthetic,  moral,  and  ethical  values  and  autobio- 
graphical significance,  together  with  an  examination 
of  its  modem  cultural  implications.  Outside  reading 
and  reports.  Conducted  in  German.  Prerequisite: 
German  306  or  permission  of  the  instructor. 

Staff 

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  partictilarly  the  development  of  German 
narrative  since  the  emergence  of  the  modern  novel 
and  Novelle.  Readings  are  in  German;  the  course  is 
conducted  in  German.  Prerequisite:  German  306  or 
permission  of  the  department. 

Staff 

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 
Prerequisite:  German  306  or  permission  of  the 
department. 

Staff 

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,  Btichner,  Hebbel,  Hauptmann,  Brecht, 
Diirrenmatt,  Frisch,  Braun,  Hacks,  and  others. 
Readings  are  in  German;  the  course  is  conducted  in 
German.  Prerequisite:  German  306  or  permission  of 
the  department. 

Staff 

400  Seminar  Intensive  study  of  selected  aspects  of 
German  language,  literature,  and  ci\ilization  through 
reading,  discussion,  and  oral  and  written  reports. 
Topics  will  be  selected  with  a  view  to  affording 
sttidents  an  opportunity  to  strengthen  their  knowledge 
in  the  areas  not  covered  in  their  other  course  work  in 
the  department.  Condticted  in  German. 

In  Cologne: 

325  German  Literature  since  1945  Study  of  the 
literature  of  German-speaking  countries  from  the 
end  of  World  War  II  to  the  present.  This  course 
introduces  students  to  authors  and  genres 
representing  important  literary  currents  and 
historical  developments  of  the  postwar  era. 
Conducted  in  German 

Individualized  Study  Guided  reading  or  research 
under  the  supei"v  ision  of  a  member  of  the  staff. 
Prerequisite.  Consent  of  the  department. 


HEALTH  AND  PHYSICAL  EDUCATION 


105 


Health  and  Physical  Education 

Associate  Professors  Riser  (Chairperson),  Claiborne, 
DonoUi,  an  Reider 

Adjunct  Instructors  Cantele,  Cookerly,  Ford,  Lindsey, 

Perna,  B.  Streeter,  C.  Wright,  and  Petrie. 

Coaches:  Campo,  Condon,  Daly,  Drexel  (Wonun's 
Coordinator,  Assistant  Athletic  Director),  janczyk, 
Kirkpatrick,  Petrie,  Pfitzinger,  Rawleigh  (Assistant 
Athletic  Director),  Schmid,  Streeter,  Wilson,  Winters 
(Director  of  Intercollegiate  Athletics),  Wawrousek,  C. 
Wright  (Director  of  Campus  Recreation),  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  health  fields  such  as  physical, 
occupational,  and  recreational  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  102  and/or  112  are  required  of  all  students  in 
the  major  and  should  be  taken  during  the  first  year  of 
college.  Biology  1 12  is  strongly  recommended  for 
students  interested  in  Physical  Therapy. 

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,  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,  415,  449,  Math  107  or  HPE  332  and 
Chemistry  101,  102  and/or  Physics  101,  102.  Those 
students  considering  graduate  work  in  Physical 
Therapy  should  take  Chemistry  111,  112  (Instead  of 
Chemistry  101,  102)  and  in  consultation  with  the 
Department  Chair  of  HPE  should  consider  taking 
HPE  211,  BIO  224,  309,  and  Chemistry  203,  204.  For 
those  students  wanting  NATA  certification,  HPE  361 
is  required,  and  either  HPE  211  or  HPE  230. 

b)  Teacher  Education  Track:  For  the  student  graduating 
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. 
In  order  to  complete  teacher  certification  education 
303,  304  and  476  must  be  completed.  (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,  sports 
administration,  or  sports  management.  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. 

It  is  highly  recommended  that  each  student 
participate  in  our  intercollegiate  program  in  one  of 
the  following  levels:  player,  trainer,  manager,  student 
coach,  laboratory  assistant,  or  sports  information. 
The  above  participation  is  to  be  accomplished  once 
each  year  that  the  student  is  enrolled  in  the  program. 

Distribution  Requirements 

For  non-majors  in  health  and  physical  education  the 


106 


HEALTH  AND  PHYSICAL  EDUCATION 


half  credit  course  in  wellness  and  one  quarter  credit 
course  in  fitness/recreational  skills  activities  in  health 
and  physical  education  are  required  for  graduation. 
These  courses  are  graded  only  on  an  S/U  basis.  The 
wellness  class  must  be  taken  during  the  first  term  of 
enrollment. 

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. 

FITNESS/RECREATIONAL  SKILLS  ACTrVITIES 

FITNESS  A  CnVTIIES 
Basic  Karate 

Body  Conditioning  (Aerobics,  Anaerobics,  Weight 
Training) 
Aerobics 
Fitness  Swim 
Intro-To-Dance** 
Running  &  Jogging  (Self-Paced) 
Water  Polo 

(These  courses  are  designed  to  improve  cardio- 
respiratory fitness). 
**Requires  Extra  Fee 

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 

Students  may  choose  to  satisfy  the  Fitness/Recre- 
ational Skills  Activities  by  HPE  161,  Contracts 
(Individualized  Program). 


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  skill 
except  HPE  107,  Health/ Wellness. 

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, 
wrestling,  swimming,  gymnastics,  folk-square-social 
dance,  baseball,  Softball,  tennis,  aerobics, 
conditioning,  weight-training  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 
recreation  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  101,1 12. 

Mr.  Biser 

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. 
Three  class  hours  and  laboratory.  This  course  is 
designed  specifically  for  students  entering  fields  of 
allied  health.  Prerequisites:  ^\o\o^  101,  112. 

Mr.  Biser 

211  Personal  and  Conunimity  Health  A  critical 
look  at  the  relevant  health  issues  of  this  decade. 
Careful  inspection  of  data  concerning  frogs,  human 


HEALTH  AND  PHYSICAL  EDUCATION 


107 


sexviality,  marriage  and  family  living,  old  age, 
pollution,  etc.  is  included  along  with  the  examination 
of  the  relationship  of  personal  health  problems  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  competition,  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,  actions,  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  utilization  in 
the  human  body.  Emphasis  will  be  placed  upon  the 
effects  of  the  various  nutrients  on  fitness  and  athletic 
performance.  Topics  such  as  nutritional  quackery, 
weight  control,  and  pathogenic  practices  among 
athletes  will  be  addressed.  Prerequisite:  Biology  101. 

Ms.  Claiborne,  Dr.  Shirley  Lindsey 

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  motivational  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 

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  practical  application  of  the  training 
methods  studied.  A  pre-exercise  and  post-exercise  test 


of  significant  endurance  responses  will  be 
administered  to  each  student. 


Mr.  Petrie 


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  testing  techniques  will  be  demonstrated  in 
supplemental  laboratory  sessions.  All  exercise  testing 
and  prescription  considerations  will  be  taught  in 
accordance  with  guidelines  established  by  the  ACSM. 
Prerequisite:  HPE  309  or  permission  of  the  instructor. 

Ms.  Claiborne 

320  Adapted  Physical  Education  and  Health 

Inspection  provides  instruction  and  experience  in  the 
health  inspection  and  observation  of  the  school 
environment  and  of  school  children.  Specific 
abnormalities  of  people  are  studied,  and  exercises  are 
adapted  for  individuals  to  allow  more  complete 
personality  and  physical  development  through 
activity.  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.  Rawleigh,  Mr.  Reider 

332  Measurement  and  Evaluation  in  Health  and 
Physical  Education  Concentration  on  test 
preparation  in  the  cognitive,  psychomotor,  and 
affective  domains;  application  of  measurement  and 
evaluation  optics;  analysis  of  data  through  the  use  of 
computers;  and  participation  in  field  experiences 
with  standardized  testing.  Laboratory  activities  will 
acquaint  stvidents  with  testing  situations  and 
procedures  in  measuring  the  parameters  of  health 
and  physical  education. 

Mr.  Reider 

361  Sports  Medicine  11  An  in-depth  look  at  sports 
injury  evaluation,  treatment  protocol,and 
rehabilitation  programs.  Basic  first  aid,  CPR,  and 
taping  procedures  are  assumed.  Comparison  and 
analysis  of  facilities,  modalities,  and  treatment/rehabili- 
tation programs  will  be  accomplished.  Professional 
interaction  with  doctors  and  other  allied  health  field 
professionals  is  required.  This  course  is  required  for 
qualifications  to  sit  for  the  N.A.T.A.  Certification  exam. 
Prerequisites:  HPE  209,  214,  Biology  210. 

Mr.  Donolli 

415  Advanced  Elxercise  Physiology  An  in-depth 
study  of  various  factors  affecting  human  perfor- 
mance, with  emphasis  on  regulation  of  various  bodily 


108 


HEALTH  AND  PHYSICAL  EDUCATION  /  HISTORY 


functions  at  rest  and  during  physical  activity. 
Laboratory  activities  will  acquaint  the  student  with 
equipment  and  testing  procedures  used  in  measuring 
physiological  parameters.  Prerequisite:  HPE  309. 

Ms.  Claiborne 

449  Introduction  to  Research  Provides  a  theoretical 
basis  for  conducting,  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  thesis 
presented  to  HPE  faculty.  Prerequisite:  HPE  332  or 
Math  107  or  permission  of  the  instructor. 

Ms.  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  entitle  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  112.  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 

Professor  Boritt 

Associate  Professors  Birkner  (Chairperson),  Chiteji, 

Pick,  Forness,  and  Stemen 
Assistant  Professors  Clay,  Fay,  and  Whitman 

Overview 

The  department  aims  to  acquaint  students  with  the 
concept  of  history  as  an  organized  body  of  knowledge 
and  interpretation  which  shapes  "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  perspective  by 
which  one  may  thoughtfully  evaluate  our  own  fime. 
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  addidonal  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  opportimity  to  work  in  small 
groups  with  a  member  of  the  staff  in  research  upon  a 
selected  topic.  Typically  participants  are  expected  to 
engage  in  reading,  discussion,  oral  reports,  writing  of 
formal  papers  based  on  individual  research,  and 
critiques  of  each  other's  work.  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 
coimt  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,  coimt  one 
of  the  following  courses  toward  the  ten-course 
requirement  for  the  history  major  (but  not  toward 
the  300-level  requirement):  French  311,  312;  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,  227, 
228,271,272,321. 

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  through  the  twentieth 


HISTORY 


109 


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  Lincoln  A  seminar  limited  to  fifteen  first  year 
students.  Emphasizes  the  Civil  War,  Gettysburg,  black 
freedom,  politics,  statesmanship,  family  history, 
mythology,  and  the  uses  of  history. 

Mr.  Boritt 

203,  204  History  of  England  Stirreys  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  1603. 

Mr.  Pick 

205  The  Age  of  Discovery  A  study  of  maritime 
exploration  and  discoveries  of  the  Portuguese,  Spanish, 
English,  and  French,  and  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.  Pick 

209  Women's  History  since  1500  A  survey  of  the 
main  themes  in  women's  history  since  1500,  drawing 
on  a  comparative  approach  to  incorporate  European 
and  Ainerican  materials.  Three  roughly  equal  sections 
will  take  up  work,  sexuality,  and  gender  in  politics. 

Ms.  Pay 

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  present. 

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 

roS  227,  228  Civilization  of  India  Course 
description  included  under  inter-departmental  studies. 

Ms.  Powers 

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.  Pomess 

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  late  twentieth  century,  students 
will  investigate  the  nature  of  urban  life  and  its 
influence  upon  the  course  of  American  development. 

Mr.  Pomess 

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  I950's  and  1960's. 

Mr.  Birkner  and  Mr.  Whitman 

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.  Pomess 

246  Slavery  and  Elmancipation  in  Adantic  Societies 

Comparative  study  of  slavery  and  emancipation  in 
U.S.,  Cuba,  British  West  Indies,  and  Brazil.  Examines 
rise  of  slave  societies  in  the  1 7th  and  18th  century, 
their  destrucdon  in  the  19th  century,  and  impact  of 
emancipation  on  African  American  life  and  culture. 


110 


HISTORY 


Focuses  on  why  emancipation  occurred  without 
warfare,  except  in  U.S.  and  Haiti. 

Mr.  Whitman 

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 

278  History  of  the  Middle  East  Surveys  Middle 
Eastern  history  from  the  emergence  of  Islam  to  the 
present.  The  course  focuses  on  the  major  political, 
economic,  social  and  cultural  trends  in  Middle  East 
history. 

Ms.  Fay 

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.  Prerequisite:  Two  courses  in 
history. 

Mr.  Birkner 

307  Gender,  Sexuality  and  Empire  Studies  women 
and  Empire  and  the  relationship  between 
imperialism  and  gender,  sexuality  and  power.  The 
course  focuses  on  women  who  lived  under  imperial 
domination,  as  well  as  Western  women  who  were  part 
of  the  imperial  elite. 

Ms.  Fay 

310  Crisis  and  Consolidation:  Early  Modem 
France  1515-1750  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.  Fay 

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  civiliza- 
tion, the  major  theme  being  the  transition  from 
"medieval"  to  "modem."  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 

316  Transformation  of  Nineteenth-Century  Europe 

An  exploration  of  the  major  dual  transformation  in 
modem  history — the  industrial  and  democratic 
revolutions.  The  course  will  explore  the  waves  of 
economic  and  political  change  that  Europe 
experienced,  as  well  as  some  of  their  social  and 
cultural  consequences.  Through  readings  students  will 
travel  to  the  Crystal  Palace  Exposition  and  to  coal 
mines,  and  participate  in  the  Realpolitik  of 
International  Congresses  and  in  Utopian  efforts  to 
make  a  better  world.  Offered  alternate  years. 

Ms.  Clay 

317  Europe  1871-1919:  Golden  Age  or  Era  of 
Nascent  Crisis?  From  the  Paris  Commune  of  1871  to 
the  settlement  of  the  Great  War  in  1919.  This  was  an 
era  of  rising  hopes  and  illusions,  and  coimtless 
achievements.  The  course  will  explore  those 
perspectives  and  achievements,  and  the  transforma- 
tions 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  in  Crisis  Studies  selected  aspects  of 
European  history  from  the  outbreak  of  the  First 


HISTORY/  INTERDEPARTMENTAL  STUDIES 


111 


World  War  in  1914  to  the  end  of  the  Second  World 
War  in  1945. 

Mi.  Clay 

319  Europe  since  1945  Perspectives  on  postwar 
Europe:  reconstruction,  de-Nazification,  de- 
Stalinization,  the  end  of  the  colonial  empires, 
nationalism  and  European  integration,  and  the 
role  of  the  state  and  of  religion,  with  the  reflection 
of  these  in  culture  and  society. 

Ms.  Clay 

321  Modem  China  A  study  of  Chinese  history  since 
the  Opium  War  of  the  nineteenth  century,  with 
emphasis  on  the  Nationalist  and  Communist 
revolutions.  Not  offered  every  year. 

Mr.  Slernen 

332  American  Diplomatic  History  The  foreign 
relations  of  the  United  States  since  the  American 
Revolution,  with  emphasis  on  the  twentieth  century. 

Mr.  Slernen 

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  cultiue. 
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 

342  Age  of  the  American  Revoluation  Deals  with 
causes,  conduct,  and  results  of  the  revolution  and  crea- 
tion of  the  constitution.  Traces  development  of  English 
and  American  political  philosophies  in  I7th  and  18th 
century.  Studies  women  and  African  Americans  in  the 
revolution,  and  its  impact  on  their  lives. 

Mr.  WJiitman 

343  Jeff ersonian-Jacksonian  Era  Covering  the 
period  from  the  1790's  to  the  Mexican  War,  treats  the 
development  of  American  national  life  and  sectional 
interests  under  such  influences  as  Jefferson's  agrarian 
republicanism  and  the  new  democratic  movements  of 
thejacksonian  period.  Not  offered  ever)' 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.  Boyitl 


348  Early-Twentieth-Century  America  Deals 
primarily  with  the  major  political,  economic,  and 
social  developments  in  the  United  States  from  about 
1900  to  1945.  Some  attention  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  political,  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.  Pick 


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 

415  The  Russian  Revolution 


Mr.  Boritl 


Mr.  Birkner 


Mr.  Chileji 


Mr.  Fomess 


Ms.  Clay 


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 

Associate  Professor  Winans 
Adjunct  Assistant  Professor  M.  Baskerville 
Adjunct  Instructors  Powers  and  Dombrowsky 
Lecturers  Jones,  Nordvall,  and  Johnson 
Scholars-in-Residence  Ding  and  Roberson 

The  Committee  on  Interdepartmental  Studies  offers 
courses  and  coordinates  specialized  interdepart- 
mental programs.  These  may  include  international 
programs  (such  as  summer  study  in  Nicaragua)  and 
global/area  studies. 


112 


INTERDEPARTMENTAL  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 
imderstanding  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  boimdaries  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  Cultiu-e 

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. 

Stajf 

111,  112  Ideas  and  Events  Behind  the  Arts 
(See  listing  under  Art  Department) 

155  Introduction  to  Intercultural  Communication 

An  examination  of  the  meanings  and  interrelation- 
ships of  basic  concepts  of  interpersonal  and 
intercultural  communication  in  the  United  States. 
The  course  will  analyze  our  construction  of  reality 


and  how  people  interpret,  construct  and 
communicate  meaning  (verbal  and  non-verbal). 
Social  and  ctiltural  issues  such  as  prejudice,  gender 
identity,  ethnic  identity,  and  xenophobia  will  be 
discussed.  Students  will  gain  a  deeper  understanding 
of  themselves  and  others  as  cultural  beings  by 
exploring  cognitive,  affective  and  behavioral  theories 
and  practices  affecting  cross-cultural  communication. 

Mr.  Johnson 

202  Biomedical  Ethics  A  study  of  the  scientific  and 
philosophical  dimensions  of  issties  in  biomedical 
ethics.  The  course  will  examine  fundamental 
quesfions  of  distributive  justice,  human  and  animal 
rights,  autonomy,  informed  consent,  privacy  and  the 
value  of  life  as  they  arise  out  of  biomedicine  and 
biomedical  research.  Specific  attention  will  be  given 
to  such  issues  as  medical  experimentation,  fetal 
research,  behavior  control,  allocation  of  medical 
resources,  and  AIDS  related  issues.  Fulfills 
distribution  requirement  in  history/philosophy. 
Prerequisites:  Biolog)'  101,  102  or  112,  or  their 
equivalents,  or  by  permission  of  instructors. 

Ms.  Etheridge  and  Ms.  Portmess 

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  14.53.  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  varietv'  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  the  distribution 
requirement  in  history/philosophy.  May  be  counted 
in  the  requirements  for  a  religion  major.  Prerequsite. 
permission  of  the  instructor. 

Mr.  Moore 

215  Contemporary  French  Women  Writers  (in 
English)  .\n  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 


INTERDEPARTMENTAL  STUDIES 


113 


Freud  and  Julia  Kristeva  on  the  feminine  in  language. 
All  readings  and  discussions  will  be  in  English.  Not 
offered  every  year. 

Ms.  Richardson  Viti 

225  Comparative  Poetry  and  Poetics  A  panoramic 
view  of  poetry  in  various  languages  and  from  all 
periods,  arranged  thematically.  This  team-taught 
course  will  focus  on  reading  poetry,  in  translation  or 
in  the  original  language,  according  to  the  student's 
language  skills,  and  on  an  examination  of  poetic 
theory  as  it  has  developed  in  different  language 
cultures.  Fulfills  the  literature  requirement. 
Prerequisite:  permission  of  one  of  the  instructors. 

Ms.  Arey,  Mr.Ding,  Ms.  Olinger,  and  Ms.  Powers 

227,228  Civilization  of  India  A  study  of  cultural 
encounters  and  exchanges  between  the  Indian  sub- 
continent and  other  major  world  cultures.  First  course: 
Indus  Valley  civilization,  the  coming  of  the  Aryans, 
and  the  evolution  of  Hinduism;  Graeco-Roman 
influences  on  Indian  civilization;  Buddhism  and  the 
Chinese  exchange.  Second  course:  Indian  colonies  in 
Southeast  Asia;  Muslim  and  European  colonization  of 
India;  politics  and  economics  of  post-Independence. 
Fulfills  the  distribution  requirement  in  history/ 
philosophy  and  the  distribution  requirement  in  non- 
Western  culture.  Alternate  years.  Offered  1994-95. 

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  primary  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-tenn  and  final  examinations  are  required.  Fulfills 
the  distribution  requirement  in  literature  and  the 
distribution  requirement  in  non-Western  culture. 
Alternate  years.  Offered  1994-95. 

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  the  distribution  requirements  in 
literature  and  in  non-Western  culture.  Alternate 
years.  Offered  1993-94. 

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  conservation  is  addressed.  Sample  topics  include 
nuclear  reactors,  fossil  fuel  supply,  photovoltaics,  air 
pollution,  greenhouse  effect,  and  energy  efficient 
architecture.  Prerequisite:  One  college  science  course. 

Mr.  Cowan 

241  Modem  Irish  Drama   (Cross-listed  with  ENG 
241)  An  exploration  of  the  evolution  of  modern  Irish 
theatre  within  the  matrix  of  the  aesthetic  and 
political  revolutions  that  occurred,  and  continue  to 
occur,  in  twentieth-centuiy  Ireland.  Irish  dramatists 
in  this  milieu  have  produced  a  body  of  literature 
remarkable  for  both  its  unparalleled  artistic 
achievement  and  its  acute  political  and  social 
responsiveness.  Major  emphasis  will  be  accorded  W. 
B.  Yeats,  Lady  Augusta  Gregory,  John  M.  Synge,  Sean 
O'Casey,  Samuel  Beckett,  and  Brian  Friel.  Fulfills  the 
literature  requirement.  Not  offered  every  year. 

Mr.  J.  Myers 

244  Introduction  to  American  Folklore  Begins  with 
discussions  of  the  nature  of  folklore  and  some  sense 
of  the  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  children's 
folklore,  urban  legends,  Gettysburg  ghost  stories, 
gender-related  folklore,  African-American  folklore  in 
historical  context,  and  a  final  section  on  folk  song 
and  folk  music.  Not  offered  every  year. 

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, 


114 


INTERDEPARTMENTAL  STUDIES 


James  Stephens,  Sean  O'Casey,  and  James  Joyce. 
Fulfills  the  literature  requirement.  Not  offered  every 
year.  Offered  1994-95. 

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  OTaolain,  Man'  Lavin,  Edna 
O'Brien.  Fulfills  the  literature  requirement.  Not 
offered  every  year. 

Mr.  J.  Myers 

250  Criminal  Justice  Overview  of  the  criminal  justice 
system  in  the  United  States  and  the  role  in  that  system 
of  features  such  as  police,  attorneys,  trials,  and 
prisons.  Major  United  States  Supreme  Court  cases  are 
read  to  illustrate  the  nature  of  legal  reasoning  and 
criminal  justice  problems.  Not  offered  every  year. 
Offered  1992-93. 

Mr.  Nordvall 

253  Area  Studies  Seminar:  Japan  An 

interdisciplinary  study  of  various  dimensions  of 
Japan's  culture,  history,  literature,  political  and  social 
life,  and  performing  arts.  Seminar  themes  will  be 
shaped  by  visiting  scholars  and  performers  on  campus 
as  part  of  the  .^lea  Studies  Program. 

Staff 

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.  Dombrowsky  and  others 

255  Science,  Technology,  and  Nuclear  Weapons 

Study  of  the  effect  of  technolog)'  on  the  many  issues 
related  to  nuclear  weapons.  Coverage  includes 
nuclear  weapons  effects,  strategic  arsenals,  past  and 
current  attempts  at  arms  control,  nuclear 


proliferation,  and  nuclear  disarmament.  Special 
emphasis  will  be  given  toward  understanding  future 
technological  trends  in  the  post  cold  war  climate. 

Mr.  Pella 

260  The  Holocaust  and  the  Third  Reich  An 

intensive  study  of  selected  writings  (poetry,  prose, 
drama)  which  demonstrate  the  possibilities  of  literar\' 
expressions  in  response  to  the  Holocaust.  Students 
will  read  various  writings  in  English  by  German  and 
non-German  writers,  including  Heinrich  Boll,  Ilona 
Karmel,  Giinter  Grass,  and  Elie  Wiesel.  The  course 
will  also  include  such  films  as  The  Tin  Dnim,  The  White 
Rose,  and  Night  and  Fog.  No  knowledge  of  German  is 
required.  Does  not  fulfill  the  literature  requirement. 

Ms.  Annsler 

267  Theatre  and  Religion  An  investigation  of  the 
theatre's  role  in  various  western  and  non-western 
religions.  Students  will  gain  an  understanding  of  and 
an  appreciation  for  the  function  of  performance  and 
design  in  worship,  liturgy,  and  ritual.  They  should 
develop  some  critical  sense  of  the  theatre's  effective- 
ness as  a  teaching  device  within  a  religious  context.  A 
significant  effort  will  be  made  in  assessing  religion's 
impact  on  the  theatre's  evolution  in  form,  style,  and 
purpose.  Fulfills  distribution  requirements  in  fine  arts 
and  religion.  Prerequisite:  Permission  of  the  instructor. 

Mr.  Hanson 

272  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,  literan',  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 
nafional  socialism.  No  knowledge  of  German  or 
background  in  music  is  required. 

Mr  McCardle 

273  Four  Centuries  of  Doctor  Faust  A  study  of 
selected  treatments  of  the  Faust  theme  in  literature, 
music,  and  art.  Readings  will  include  (but  not  be 
limited  to)  the  chapbook  of  1587,  Marlowe's  The 
Tragical  History  of  Doctor  Faustus,  Goethe's  Faust,  and 
Thomas  Mann's  Doctor  Faustus.  The  operas  of  Gounod 
and  Boito  and  other  musical  compositions  as  well  as 
illustrations  by  artists  such  as  Delacroix  will 


INTERDEPARTMENTAL  STUDIES 


115 


supplement  the  readings,  along  with  recordings, 
films,  theatrical  performances  (subject  to  availability). 
All  readings  in  English. 

Mr.  McCardle 

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  the 
distribution  requirement  in  non-Western  culture  and 
may  be  counted  toward  the  requirements  for  a 
religion  major.  Prerequisite:  Permission  of  the 
instructor. 

Mr.  Moore 

320  Human  Sexual  Behavior  Discussion  of 
biosexual,  sociosexual,  and  psychosexual  development 
in  a  cultural-behavioral  setting.  Resources  from  a 
variety  of  disciplines  will  be  discussed  as  they  relate  to 
the  present-day  social-sexual  milieu.  Seminar  format. 
In-depth  research  investigation  required.  Enrolls 
seven  women  and  seven  men. 

Mr.  Jones 

325-L  London  Seminar:  The  Darwinian  Revolution 
and  Modem  Materialism  An  interdisciplinary 
exploration  (through  readings,  discussions,  and 
excursions  both  in  and  out  of  London)  of  the  ways  in 
which  Charles  Darwin's  theory  of  evolution 
precipitated  a  new  understanding  of  humans  and 
their  cultural  activities.  Darwinism  obviously  had  an 
immense  impact  on  the  biological  sciences,  but  its 
influence  also  extended  to  other  realms  such  as 
literature,  social  science,  religion  and  art,  thereby 
laying  the  foundations  for  the  wider  ethos  of 
materialism  that  characterizes  the  modern  age. 
Participants  in  the  seminar  will  focus  on  mid  and  late 
nineteenth-century  figures  —  including  philosophers, 
theologians,  social  scientists,  novelists,  popular 
humorists,  and  artists  —  whose  works  illustrate 
Darwinism's  influence  on  the  cultural  and 
intellectual  sensibilities  of  the  day. 

Mr.  Walters 

401  Senior  Scholars'  Seminar:  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  multidisciplinary.  Authorities  of  national 
stature  are  invited  to  serve  as  resource  persons,  and  a 
final  report  is  published  by  the  seminar  participants. 


The  seminar  earns  two  course  credits  spread  over  the 
fall  and  spring  semesters;  the  seminar  meets  in  the 
fall  semester,  and  in  the  spring  semester  students 
revise  their  seminar  papers  for  publication  in  the 
report.  Interested  students  should  consvilt  page  35  of 
this  catalogue  for  admission  criteria. 

45 1  Individualized  Study: 

Tutorial  in  Interdepartmental  Studies 

46 1  Individualized  Study: 

Research  in  Interdepartmental  Studies 

Special  Programs 
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  Professors  Birkner 
(History)  or  Winans  (English),  or  other  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. 

Asian  Studies 

Gettysburg  College  offers  a  number  of  courses  for 
students  wishing  a  soimd  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  Professors  Gaenslen  (Political 
Science)  or  Hammann  (Religion)  or  Powers  (IDS),  or 
other  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. 

Global  Studies/Area  Studies 

Gettysburg  College  offers  an  array  of  courses  in  global 


116 


INTERDEPARTMENTAL  STUDIES 


studies  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,  Vietnam 
Ten  Years  After,  and  Struggle  in  Southern  Africa.  Most 
recently,  Area  Studies  has  focused  on  the  Middle  East, 
China  in  Revolution,  Mexico,  Sub-Saharan  Africa,  the 
Caribbean,  and  Japan.  To  enhance  the  academic 
offerings  in  these  areas  of  study,  the  College  has  had 
the  privilege  of  scholars-in-residence  from  those  areas 
of  the  world,  xico,  Tanzania,  and  Jamaica.  Scholars-in- 
residence  offer  courses  and  guide  individualized 
studies  for  students  in  their  areas  of  interest.  Often 
several  specific  courses  are  available  that  study  the  area 
focused  on  for  the  year.  Students  may  enroll  in  IDS 
253,  the  Area  Studies  course,  in  either  or  both 
semesters.  These  tutorial  courses  require  participation 
in  the  several  aspects  of  the  .^lea  Studies  program  and 
a  special  project  under  the  supervision  of  a  member  of 
the  faculty. 

Law,  Ethics  and  Society 

Gettysburg  College  offers  several  law-related  courses 
which  present  students  the  opportunity  to  explore 
fundamental  aspects  of  the  law  as  part  of  the  liberal 
arts  curriculum:  civil  rights  and  liberties,  constitu- 
tional law,  the  criminal  justice  system,  ethical  issues 
and  the  law,  legal  reasoning,  business  law, 
environmental  law,  and  criminology.  Through  such 
interdisciplinary  study,  students  will  explore  the  close 
interplay  of  law,  ethics  and  the  societ)  from  which  law 
springs  and  which  it  serves.  Special  majors  may  be 
designed  which  emphasize  the  law  within  its  social 
and  historical  context  and  which,  combined  with 
internships,  research  opportunities  or  off-campus 
study  (such  as  our  exchange  program  with  American 
University) ,  give  students  a  rich  appreciadon  for  the 
law  in  its  many  dimensions.  Students  who  wish  more 
informadon  may  contact  any  of  the  following  advisers 
to  the  program:  Professors  Mott  (Polidcal  Science), 
Portmess  (Philosophy),  S.  Walton  (Management), 
and  Hinrichs  (Sociology),  and  Dean  Nordvall 
(College  Life). 

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  civilizaUons  and  cultures  of 
the  medieval  and  Renaissance  eras.  Those  eras  laid 
the  foundations  for  many  modem  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  energv'  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  institutional  revolutions  of  the 
Renaissance.  Students  should  seek  assistance  in 
planning  such  special  majors  from  Professors  Pick 
(Historv)  orTrone  (Religion). 

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  politics,  and  the  other  in  language 
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  Center  for 
Public  Service  for  information  on  schedule,  cost,  and 
course  offerings. 

Japanese  Studies 

The  courses  offered  are  designed  to  acquaint  the 
student  with  the  basics  of  the  Japanese  language  and 
culture.  No  major  or  minor  is  currently  offered  in 
this  area.  Students  may  use  Japanese  language 
courses  (through  the  202  level)  to  fulfill  the  language 
distribution  requirement.  The  following  courses 
fulfill  the  distribution  requirement  in  non-Western 
culture:  140,  150,  221,  223.  The  administradon  of  the 
Japanese  language  program  is  overseen  by  the 
Committee  on  Interdepartmental  Studies. 

101,102  Basic  Japanese  Introduces  the  three  types 
of  Japanese  writing  and  most  grammar  necessary  for 
speaking  and  reading  basic  Japanese.  Language 
Laboratory  usage  is  required. 

Ms.  Garofalo 

140  Traditional  Japanese  Theatre  A  study  of  the 
history  of  Japanese  traditional  theatre,  covering  the 
four  major  types  of  theatre  performance:  Noh, 
Bunraki,  Kabuki,  and  Kyogen.  The  staging  and  acting 
techniques  of  these  traditions  will  be  studied,  and 


INTERDEPARTMENTAL  STUDIES  /  MANAGEMENT 


117 


mini-performances  (of  about  five  to  ten  minutes)  of 
either  Kabuki  or  Kyogen  scenes  will  be  presented  by 
the  students.  Primary  emphasis  will  be  placed  on 
Kabuki  theatre  because  it  most  manifests  the  cultural 
values  of  modern  Japan.  Fulfills  the  distribution 
requirement  in  Non-Western  Culture. 

Ms.  Garofalo 

150  Contemporary  Japanese  Culture  and  Society 

An  introduction  to  the  major  social  and  cultural 
themes,  issues  and  institutions  in  contemporary 
Japan.  Major  topics  discussed  include:  cultural 
notions  used  in  the  construction  and  interpretation  of 
everyday  action;  gender  and  kinship  relationships; 
education;  employment;  community  organizations; 
and  religious  and  ritual  practice.  These  topics  will  be 
examined  from  an  ethnographic  perspecdve,  in  an 
attempt  to  understand  the  institutional  and 
interacdonal  contexts  of  experience  in  modern  Japan. 

Staff 

201,202  Intermediate  Japanese  Completes  the 
fundamental  grammar  and  practice  of  oral  and 
written  Japanese.  The  course  is  designed  to  teach 
both  Japanese  language  and  culture.  Completion  of 
Japanese  202  will  enable  students  to  communicate 
with  native  Japanese  people  with  appropriate  cultural 
sensitivity.  Language  laboratory  is  required. 
Prerequisite.  ]3.Tp?Lnese  102  or  its  equivalent. 

Ms.  Garofalo 

221  Diversity  in  Japanese  Society:  Images  and 
Issues  Examination  of  the  importance  of  diversity 
within  contemporary  Japanese  society.  In  particular, 
images  and  issues  of  diversity  will  be  discussed  in 
relation  to  the  four  themes  of  leisure  activities  and 
identities,  gender,  class,  and  ethnicity.  Topics  to  be 
examined  include:  consumer  tastes  and  youth 
cultures;  sexuality  and  the  sex  industry;  political 
radicals  left  and  right;  socioeconomic  class 
distinctions;  and  the  experience  of  the  Burain, 
Ainu,  Okinawan,  and  Korean  minorities. 

Staff 

223  Work  and  Lifecourse  in  Japan  An  introduction 
to  the  interrelations  between  work  and  lifecourse 
experience  in  contemporary  Japan.  Major  topics 
include:  relations  and  differences  between  industrial 
organization,  industrial  relations,  and  the  lifecourse 
implications  of  employment  in  large  and  medium- 
small  sized  enterprises;  and  women's  roles  and 
experiences  of  work.  Other  topics  include 
entrepreneurs,  craftspeople,  day  laboreres,  and  the 
relations  between  work  and  leisure. 

Staff 


Management 


Professors  Pitts,  Rosenbach,  and  Schein  (Chairperson) 
Associate  Professors  Redding  and  C.  Walton 
Assistant  Professors  Star,  Tracy  and  S.  Walton 
Instructors  Frey  and  Seitz 
Adjunct  Instructors  Egan  and  Radosh 

Overview 

The  Department  of  Management  of  Gettysburg 
College  provides  a  distincdve  curriculum  designed  to 
engender  understanding  of  the  role  of  management  in 
a  variety  of  organizational  settings:  public,  private, 
local,  nadonal,  and  international.  In  order  to  develop 
the  breadth  of  understanding  appropriate  for  a  liberal 
education,  the  curriculum  is  integradve.  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-considered 
values  and  the  aesthedc  and  intuitive  components  of 
leadership  as  well  as  the  relevant  analytic  and  technical 
skills.  Most  importantly,  the  curriculum  and  the 
manner  in  which  it  is  taught  foster  the  qualities  of 
cridcal,  creative  thinking;  the  entrepreneurial 
disposition  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  concentradon:  entrepreneurship,  human 
resources,  accounting  and  finance,  and  international 
management.  In  addition  to  its  liberal  arts  objectives, 
the  department's  curriculum  is  designed  to  meet  the 
needs  of  students  who  intend  to  enter  graduate 
schools  in  business  administration  and  related  areas,  or 
to  pursue  a  career  in  public  or  private  enterprises. 

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  concentration.  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  concentration: 
entrepreneurship,  human  resources,  accounting  and 
finance,  or  international  management. 


118 


MANAGEMENT 


Students  anticipating  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)  satisfactorily 
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  offers  a  management  internship 
(Management  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 
successful  completion  of  the  internship.  Additional 
information  regarding  the  Department  of  Manage- 
ment is  contained  in  Manning  Your  Major:  Department 
of  Management  Handbook.  All  majors  and  potential 
majors  are  urged  to  obtain  a  copy  of  this  booklet. 

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  rxrm.Prerequisite: 
Sophomore  status. 

Staff 

154  Managerial  Accounting  Study  of  accoimting 
concepts  for  planning,  control,  motivation,  reporting, 
and  evaluation  by  management  of  the  firm. 
Prerequisite:  Management  153. 

Staff 

247  Management  Information  Systems  An 

introduction  to  information  technology  and  the 
management  of  information  systems.  The  focus  is  the 
management  of  change,  computer  applications,  and 
information  technology  applications. 

Staff 

253-254  Intermediate  Accounting  Continued  and 
more  intensive  study  of  the  principles,  concepts,  and 
theories  prevalent  in  accounting.  Emphasis  is  on  litera- 
ture and  pronouncements  of  professional  accounting 
groups  and  regvilatory  agencies.  Prerequisites: 
Management  154  and  permission  of  the  instructor. 

Staff 

266  Management  and  Organization  An 

introduction  to  management  ideas,  processes  and 
techniques  used  in  both  profit  and  not-for-profit 


organizations.  The  focus  of  the  course  is  upon  the 
challenge  of  managing  different  organizafions  in 
contemporary  society.  Prerequisites:  Sophomore  status 
or  higher. 

Staff 

267  Business  Finance  Introducuon  to  the  principles 
and  practices  involved  in  the  acquisition  and  admini- 
stration of  corporate  funds.  Emphasis  is  placed  on 
financial  planning,  investment  analysis,  asset  manage- 
ment, and  sources  and  costs  of  capital.  Prerequisites: 
Management  153  and  266,  and  Economics  241. 

Staff 

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. 

Staff 

340  Production  Management  Study  of  production 
management  from  a  decision  area  and  decision 
technique  framework.  Examines  principles  of 
forecasting/staffing,  inventory  control,  and  quality 
assessment  and  surveys  operation  strategies  such  as 
total  quality  management  (TQM)  and  robotics.  Focus 
is  on  business  environments  that  favor  inter- 
functional  collaboration.  Prerequisite:  Management 
266  or  permission  of  the  instructor. 

Staff 

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:  Mandigement  154. 

Staff 

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  responsibilit)'.  Prerequisite: 
Management  254  or  concurrent  enrollment. 

Staff 

356  Federal  Taxes  An  introduction  to  federal 
income  tax  with  focus  upon  tax  research  and  prin- 
ciples as  they  relate  to  tax  preparation  and  tax  policy. 

Staff 

360  Organizational  Ethics  Exploration  of  the 
relationship  between  law  and  ethics,  of  ethical  factors 
and  restraints,  recognition  of  ethical  dilemmas 


MANAGEMENT 


119 


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,  discrimina- 
tion in  the  workplace,  conflict  of  interest,  global 
economy,  social  responsibility  of  organizations,  and 
professionalism;  emphasis  on  case  study  method. 
Preiequisile:  junior  status  or  higher. 

Staff 

361  Marketing  Management  Study  of  the  dynamic 
nature  of  contemporary  marketing:  the  marketing 
concept,  consumer  buying  behavior,  marketing 
research,  the  promotional  mix,  and  international 
marketing.  Incorporates  case  studies,  current 
problems,  and  ethics  of  marketing.  Prerequisites: 
Economics  103,  104.  Statistics  (Economics  241  or 
equivalent)  strongly  recommended. 

Staff 

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,  environ- 
mental regulation,  intellectual  property.  Uniform 
Commercial  Code;  examination  of  court  systems, 
legal  process;  discussion  of  international  business  law, 
governmental  regulation  of  business,  consdtutional 
issues  relevant  to  business;  use  of  case  study  method 
where  appropriate.  Prerequisite:  Management  266  or 
permission  of  the  instructor. 

Staff 

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,  contract,  and  constitutional  law. 
The  case  study  method  is  employed  as  appropriate. 
Prerequisites:  Management  266  and  Manageinent  363 
or  permission  of  the  instructor. 

Staff 

365  Hiunan  Resources  Management  Major 
principles  of  human  resource  management  from  the 
perspectives  of  both  organizational  demands  and 
individual  interests.  Basic  theoredcal  and  applied 
concepts  are  covered,  including  recruitment, 
selection,  performance  appraisal,  labor  reladons, 


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. 

Staff 

368  Investment  Management  Investment  practices, 
the  risks  of  investment,  and  the  selection  of 
appropriate  investment  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  the  instructor. 

Staff 

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. 
Prerequisites:  Management  153,  Management  266, 
Management  267,  and  Management  361. 

Staff 

385  International  Management  Examination  of 
problems  and  opportunities  confronting  business 
enterprises  which  operate  across  national  borders, 
with  emphasis  on  adaptation  to  different  cultural, 
legal,  political,  and  economic  environments. 
Prerequisites:  Management  153  and  266. 

Staff 

400  Policy  and  Strategy  Integrative  capstone  course 
dealing  with  the  role  of  senior  executives  in  business 
enterprises.  Course  focuses  on  problems  of  strategy 
formulation,  organization  design,  and  organization 
renewal.  Required  of  all  seniors.  Prerequisites:  Senior 
status  plus  completion  of  all  core  courses  or 
permission  of  the  instructor. 

Staff 

410  Senior  Seminar  Investigation  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. 

Staff 

473  Internship  A  minimum  of  six  weeks  of  on-site 
participation  in  management  with  a  public  or  private 
enterprise.  A  student  wishing  to  pursue  an  internship 


120 


MANAGEMENT  /  MATHEMATICS  AND  COMPUTER  SCIENCE 


must  submit  an  acceptable  proposal  to  the  Staff 
Director  of  Internships  during  spring  semester  of  the 
junior  year.  Prerequisites:  junior  management  major 
with  a  minimum  2.0  overall  and  departmental  grade 
point  average. 

Staff 

Individualized  Study  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.  Prerequisite:  Permission  of 
the  supervising  faculty  member  and  the  department. 

Mathematics  and  Computer  Science 

Professors:  Fink  (Chairperson)  and  Leinbach 
Associate  Professors:  DeSilva,  Flesner  and  Kellett 
Assistant  Professors:  Bajnok,  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  traditional 
areas  of  employment  for  mathematics  graduates.  No 
matter  what  the  student's  objectives,  the  curriculum 
provides  courses  appropriate  for  the  study  of 
mathematics  vrithin  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  students  who  are  interested  in  a  broader 
application  of  mathematics.  The  Bachelor  of  Science 
degree  is  designed  for  students  who  are  interested  in 
exploring  applications  of  mathematics  in  the  sciences. 

The  Bachelor  of  Arts  Program 

The  requirements  for  a  B.A.  in  mathematics  are: 
Core:  Mathematics  111  (or  105-106),  112  (or 

exemption) 

Mathematics  211,  212 

Mathematics  321,  331 

Computer  Science  103  (by  end  of  the 

sophomore  year) 
Plus:  Four  200-  or  300-level  mathematics 

courses,  at  least  three  at  the  300  level 

The  Bachelor  of  Science  Program 

The  requirements  for  a  B.S.  in  mathematics  are: 
Core:  See  B.A.  requirements 

Plus:  Mathematics  363,  364,  and  366 

Plus:  One  200-  or  300-level  mathemaUcs 

course 
Plus:  One  of  the  sequences: 

Physics  11 1-1 12  or  Chemistry  111-112 
Plus:  Two  courses  from  one  of  the  groups: 

Biology  309,  310,  341 

Chemistry  305,  306 

Computer  Science  301,  311,  371 

Physics310,  319,  325,  330 

Minor  in  Mathematics 

A  minor  in  mathematics  consists  of  six  mathematics 
courses  numbered  1 1 1  or  above.  At  least  one  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 


MATHEMATICS  AND  COMPUTER  SCIENCE 


121 


the  following:  Mathematics  107,  Biology  260, 
Economics  241,  Psychology  205,  and  Sociology  303. 

Staff 

111-112  Calculus  I,  II  Differential  and  integral 
calculus  of  one  real  variable.  Topics  include 
introduction  to  limits,  continuity,  the  derivative,  the 
definite  integral,  and  series.  Applications  are  drawn 
from  the  natural  and  social  sciences.  No  prior 
experience  with  calculus  is  assumed.  Students  who 
have  received  credit  for  Mathematics  105-106  cannot 
also  receive  credit  for  Mathematics  111.  These 
students  may  register  for  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  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:  yia\hem2i\\c?,  Ill  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. 
Prerequisite:  Mathematics  112. 

Staff 

212  Linear  Algebra  Systems  of  linear  equations, 
algebra  of  matrices,  determinants,  abstract  vector 
spaces,  linear  transformations,  eigenvalues,  and 
quadratic  forms.  Prerequisite:  M?i\.\\em2iiic^  112. 

Staff 

262  Operations  Research  A  study  of  techniques 
and  tools  used  in  mathematical  models  applied  to  the 
biological  and  social  sciences.  Topics  include: 
optimization,  game  theory,  linear  and  nonlinear 
programming,  dynamic  programming,  transportation 
problems,  and  network  analysis.  Prerequisite: 
Mathematics  112. 

Staff 

321  Real  Analysis  A  rigorous  treatment  of  concepts 
studied  in  elementary  calculus  and  an  introduction  to 
more  advanced  topics  in  analysis.  Topics  include 
elements  of  logic  and  set  theory,  properties  of  real 


numbers,  elements  of  metric  space  topology, 
continuity,  the  derivative,  the  Riemann  integral, 
sequences  and  series,  and  uniform  convergence. 
Prerequisites:  Mathematics  211  and  212. 

Staff 

331  Abstract  Algebra  A  study  of  the  basic  structures 
of  modem  abstract  algebra,  including  groups,  rings, 
fields,  and  vector  spaces.  Prerequisite:  Mathematics  212. 

Staff 

343  Topics  in  Geometry  A  study  of  both  synthetic 
and  analytic  approaches  to  geometry.  Topics  include 
axiomatic  systems,  Euclidean  geometry,  non- 
Euclidean  geometries,  projective  geometry,  and 
subgeometries  of  projective  geometry.  Prerequisite. 
Mathematics  212.  Alternate  years.  Offered  1994-95. 

Staff 

351-352  Mathematical  Probability  and  Statistics  I,  II 

Probability  theory,  distribution  theory,  estimation, 
sampling  theory,  hypothesis  testing,  confidence 
intervals,  correlation,  regression,  applications. 
Prerequisite:  Mathematics  212. 

Staff 

363  Differential  Equations  Analytical,  numerical, 
and  qualitative  approaches  to  differential  equations. 
Topics  include  linear  equations  and  systems,  series 
solutions,  Laplace  transform,  Fourier  series,  nonlinear 
equations,  phase  plane  analysis,  introduction  to  partial 
differential  equations.  Prerequisite:  Mathematics  212. 

Staff 

364  Complex  Analysis  Complex  numbers,  analytic 
functions,  complex  integration,  Cauchy's  Theorem, 
Taylor  and  Laurent  series,  contour  integrals,  the 
residue  theorem,  and  conformal  mapping. 
Prerequisite:  Mathematics  212. 

Staff 

366  Numerical  Analysis  Numerical  techniques  for 
solving  mathematical  problems.  Topics  include 
solutions  of  equations,  solutions  of  simultaneous 
linear  equations,  interpolation  and  approximation, 
numerical  differentiation  and  integration,  the 
eigenvalue  problem,  numerical  solutions  of  ordinary 
differential  equations,  and  error  analysis.  Prerequisites: 
Mathematics  212  and  Computer  Science  103. 
Alternate  years.  Offered  1995-96. 

Staff 

381,  382  Selected  Topics  Study  of  some  advanced 
phase  of  mathematics  not  otherwise  in  the 
curriculum.  Subject  matter  and  frequency  of  offering 
depend  on  student  interest.  Possible  areas  for  study 


122 


MATHEMATICS  AND  COMPUTER  SCIENCE 


are  point  set  topology,  combinatorics,  graph  theory, 
partial  differential  equations,  differential  geometry, 
and  number  theory.  Prerequisite:  Permission  of  the 
department. 

Staff 

Individualized  Study  Pursuit  of  topics  of  an 
advanced  nature  by  qualified  students  through 
individual  reading,  research,  or  internship,  under  the 
supervision  of  a  faculty  member.  Prerequisite: 
Permission  of  the  department. 

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  addition,  upper-division  students  may,  in 
collaboration  with  faculty  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  Bachelor  of  Arts  Program 

The  requirements  for  a  B.A.  in  computer  science  are: 
Core:  Computer  Science  103,  104 

Computer  Science  216,  221 

Mathematics  111,  208  (in  the  same  year 

as  Computer  Science  216) 
Plus:  Four  computer  science  electives,  at  least 

three  from  Group  A: 
Group  A:      Computer  Science  301,  31 1 ,  324,  327, 

341,360,371,373,374 
Group  B:      Computer  Science  450,  460,  471, 

Mathematics  366,  Physics  240, 

(Electronics) 
Capstone:     Computer  Science  340 


Minor  in  Computer  Science 

A  minor  in  computer  science  consists  of  six  courses 
including  Computer  Science  103,  104,  216,  221,  and 
two  computer  science  electives  from  Groups  A  and  B. 
At  least  one  elective  must  be  chosen  from  Group  A. 

Students  intending  to  do  graduate  work  in  computer 
science  are  advised  to  take  Mathematics  351,  Physics 
240,  and  six  computer  science  electives  including 
Computer  Science  301  and  Computer  Science  311. 

Facilities 

Computing  Services  maintains  a  campus-wide 
computing  network.  Through  the  network,  students 
may  access  several  programming  languages  and 
applications  packages.  In  addition  to  this,  the 
department  has  a  laboratory  featuring  NeXT 
computers  that  are  used  for  introductory  courses  and 
such  electives  as  operating  systems  and  graphics.  These 
machines  are  connected  to  a  SUN  Sparcstation  that  is 
used  as  a  local  file  server  and  as  a  site  for  parallel 
processing  hardware.  The  department  also  uses  the 
Internet  to  access  other  sites,  such  as  the  Pittsburgh 
Supercomputing  Center,  for  additional  resources. 

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 
is  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: 
Computer  Science  103. 

Staff 

109  The  Art  and  Science  of  Computer  Graphics 

Introduction  to  the  use  of  computers  through  the  study 
of  the  process  of  creating  and  manipulating  three 
dimensional  images.  The  course  emphasizes  hands-on 
laboratory  experience,  with  student  work  focused 
around  completing  a  series  of  projects.  Students  study  a 
variety  of  topics  ranging  fi-om  very  general  (program- 
ming strategies)  to  verv  specific  (the  use  of  color). 

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, 


MATHEMATICS  AND  COMPUTER  SCIENCE 


123 


and  dynamic  memory  management.  Prerequisite: 
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. 

Staff 

301  Theory  of  Computation  A  study  of  the  basic 
theoretical  principles  of  the  computational  model. 
Topics  covered  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: 
Mathematics  208,  Computer  Science  104.  Alternate 
years.  Offered  1994-95. 

Staff 

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  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:  }A?Li\\em?L\ics  112,  Computer 
Science  216.  Alternate  years.  Offered  1995-96. 

Staff 

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  include  the  writing  of  a  program  to  simulate 
the  major  components  of  an  operating  system. 
Prerequisite:  Computer  Science  216.  Alternate  years. 
Offered  1995-96. 

Staff 

327  Parallel  Processing  Introduction  to  the 
techniques  used  to  implement  parallel  processing 
concepts  in  computer  environments.  The  course 
begins  with  an  investigation  of  multitasking  single 
processor  systems.  This  is  followed  by  an  investigation 
of  SIMD  (Single  Instruction  Multiple  Data  stream) 
environments.  The  final  topic  is  an  investigation  of 


computing  within  MIMD  (Multiple  Instructions 
Multiple  Data  stream)  environments.  Students  work 
with  actual  implementations  of  each  of  these 
environments  and  explore  their  advantages  and 
appropriate  uses.  Prerequisite.  Computer  Science  216. 
Alternate  years.  Offered  1995-96. 

Staff 

335  Software  Engineering  Introduction  to  the 
principles  used  to  analyze  and  specify  software 
systems.  The  course  covers  concepts  and  issues 
dealing  with  the  initial  stages  of  the  software  life 
cycle.  The  course  begins  with  students  studying 
formal  methods  for  analyzing  and  investigating 
environments  requiring  automation.  This  is  followed 
by  a  study  of  languages  and  CASE  (Computer-Aided 
Software  Engineering)  tools.  Throughout  the  course 
students  apply  principles  that  they  study  to  situations 
outside  the  department.  Prerequisite:  Computer 
Science  216. 

Staff 

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  is  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: 
Computer  Science  216,  one  Computer  Science  course 
at  the  300  level,  and  permission  of  the  department. 

Staff 

341  A  Survey  of  Progranmiing  Languages  A  study 
of  the  fimdamental  concepts  in  the  design  of 
programming  languages.  These  concepts  include 
variables,  expressions  typing,  scope,  procedures,  data 
types,  exception  handling,  and  concurrency. 
Particular  programming  languages  are  used  as 
examples  of  different  ways  for  implementing  these 
concepts.  Prerequisite:  Cormpuler  Science  216. 
Alternate  years.  Offered  1995-96. 

Staff 

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 


124 


MATHEMATICS  AND  COMPUTER  SCIENCE  /  MUSIC 


Models.  Class  projects  stress  the  design  and 
implementation  of  a  database.  Prerequisite:  Computer 
Science  216.  Alternate  years.  Offered  1994-95. 

Staff 

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  are  used  to  implement 
projects.  Prerequisite:  Computer  Science  216.  Alternate 
years.  Offered  1995-96. 

Staff 

373  Computer  Graphics  A  study  of  the  methods 
and  issues  surrounding  the  construction  of  graphical 
images  on  the  computer.  Topics  include  windowing 
systems  and  user  input,  two-dimensional  graphics 
packages,  curve  drawing  techniques,  modeling  in 
three  dimensions,  the  use  of  lighting  and  shading 
techniques,  and  the  process  of  rendering  images. 
Student  work  consists  both  of  using  existing  packages 
to  create  images  and  of  implementing  algorithms 
used  in  graphical  systems.  Prerequisite:  Computer 
Science  216.  Alternate  years.  Offered  1994-95. 

Staff 

374  Compilers  Introduction  to  the  techniques  used 
to  translate  high-level  computer  languages  into 
machine  code.  The  course  discusses  and  evaluates 
current  implementation  techniques,  including  the 
applicable  theory.  Topics  include  lexical  scanning, 
parsing,  code  generation  and  optimizadon.  Students 
are  expected  to  complete  a  major  product  involving 
the  compilation  of  a  particular  computer  language. 
Prerequisite:  Computer  Science  216.  Alternate  years. 
Offered  1995-96. 

Staff 

391,  392  Selected  Topics 

Staff 

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  faculty  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  faculty  member.  Prerequisites:  Computer 
Science  216  and  permission  of  the  department. 

Staff 

460  Individualized  Study:  Research  Intensive  study 
of  a  selected  topic  in  computer  science  or  a  related 


area  by  carrying  out  a  research  project  in  collabor- 
ation with  a  faculty  member.  Prerequisites:  Computer 
Science  216  and  permission  of  the  department. 

Staff 

471  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 
authorizadon  from  a  faculty  member  and  requires 
the  submission  of  a  satisfactory  written  report  upon 
completion.  Prerequisites:  Computer  Science  216  and 
permission  of  the  department. 

Staff 

Music 

Professors  Zellner  (Chairperson)  and  Nunamaker 

Associate  Professors  Finstad  and  Matsinko 

Instructors  Gratto  and  Jones 

Adjunct  Professor  Weikel 

Adjunct  Assistant  Professors  T.  Bowers,  Botterbusch 

Adjunct  Instructors  Baxter,Light,  Rickert  and  Shook 

Overview 

The  music  department  endeavors  to  introduce 
students  to  the  historical  significance  of  Western 
music  and  to  the  variety  of  World  Music  so  that  they 
have  an  understanding  of  their  musical  heritage  and 
knowledge  of  current  musical  trends.  Supporting  this 
knowledge  is  familiarity  with  the  basic  elements  of 
music  and  discovery  of  their  own  abilities  through 
direct  contact  with,  and  creative  manipuladon  of,  such 
material.  The  music  curriculum  also  involves  the 
student  in  an  intensive  study  of  applied  music.  This 
encompasses  two  aspects:  individual  and  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  small  and 
large  ensemble  the  individual  must  work  within  a 
greater  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 
Educadon.  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  Reconmiendations 

The  department  requires  an  audition  of  all 
candidates  proposing  to  major  in  music  or  music 


MUSIC 


125 


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  consider- 
ation of  the  principal  music  forms  against  the 
background  of  the  other  arts  and  in  the  content  of 
historical  events.  Active  listening  is  an  essential  part 
of  the  course.  Repeated  spring  semester. 

Mrs.  Gratto,  Mr.  Matsinko,  Mr.  Nunamaker,  Ms. Light 

102  World  Music  Survey  Study  of  music  cultures 
found  around  the  world  including  the  non-Western 
regions  of  sub-Saharan  Africa,  the  Mid-East,  and  Asia, 
as  well  as  selected  ethnic  cultures  within  the  United 
States.  Music  making  activities  as  well  as  other  related 
arts  will  be  examined  in  relation  to  the  cultural 
contexts  in  which  they  are  found. 

Ms.  Gratto 

103  Music  of  the  Classical  Period  Study  of  the 
major  composers  —  Haydn,  Mozart,  and  Beethoven 
—  and  the  significant  genres  of  the  late-Eighteenth 
and  early-Nineteenth  centuries.  The  musical  achieve- 


ments of  this  period  will  be  studied  within  the  social 
and  economic  milieu.  Listening  and  analyzing  musical 
compositions  will  be  an  integral  part  of  the  course. 

Mr.  Nunamaker 

104  Opera  Study  of  opera  history  and  standard 
operatic  works  as  examples  of  drama  and  music. 
Related  genres  of  operetta,  zaizuela,  musical  and 
oratio  are  also  included.  Extensive  listening  and 
viewing  assignments  are  required. 

Ms.  Gratto 

105  Introduction  to  Contemporary  Music  Study  of 
the  major  trends  in  twentieth-century  music,  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 
be  done  in  the  areas  of  orchestral,  vocal,  and 
chamber  music. 

Mr.  Nunamaker 

108  Women  in  Music  A  study  of  women's 
contribution  to  music  from  the  Middle  Ages  to  the 
present.  Extensive  listening  assignments  required. 

Ms.  Light 

109  Mozart:  The  Man  and  His  Music  Study  of 
Mozart's  music,  with  a  focus  on  his  life,  times,  and  mus- 
ical analysis.  Extensive  listening  assignments  required. 

Mr.  Matsinko 

1 10  Survey  of  Jazz  Study  of  America's  indigenous 
musical  art  form  from  early  blues  and  Dixieland 
through  current  trends.  A  "live"  jazz  quartet  is  an 
integral  part  of  style  analysis.  Concert  attendance  and 
listening  assignments  are  necessary  to  attain  an 
understanding  of  the  genesis  and  development  of  jazz 

Mr.  Jones 

141  Theory  I  Fundamentals  of  basic  theory, 
notation,  and  nomenclature;  introduction  to  writing 
skills;  basic  analytic  technique;  melodic  analysis; 
correlated  sight-singing  and  aural  perception  skills. 

Ms.  Gratto,  Mr  Jones 

142  Theory  II  Continuation  of  writing  skills;  analysis 
and  writing  of  chorales;  correlated  sight-singing  and 


126 


MUSIC 


aural  perception  skills;  keyboard  harmony. 

Ms.  Gratto,  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. 

Mr.  Finstad 

206  Instrumental  Conducting  Continued 
development  of  conducting  skills  and  score  analysis. 
Areas  of  study  include:  interpretation,  musical  styles, 
balance,  intonation,  rehearsal  procedures,  and 
suitable  repertoire  for  large  and  small  ensembles. 

Mr.  Zellner 

241  Theory  HI  Study  of  the  common  practice  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  perception  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 

303  Sixteenth-Century  Counterpoint  Introduction 
to  the  contrapuntal  technique  of  the  sixteenth  century 
through  the  study  of  plainsong  and  early  motets. 
Composition  in  the  small  forms  is  a  part  of  the  course. 
Offered  on  demand. 

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.  (Alternate  years) 

Mr.  Nunamaker 


314  Music  in  the  Classic,  Romantic,  and 
Contemporary  Periods  Study  of  the  principal  stylistic 
tendencies  from  c.  1770  to  the  present.  Extensive 
listening  to,  and  examination  of,  illustrative  materials 
is  an  essential  part  of  the  course.  (Alternate  years) 

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  children  to  listen  to, 
understand,  create,  and  perform  music  are  included. 
Classroom  instrument  competencies  are  developed. 
(Alternate  years) 

Ms.  Gratto 

321  Principles  and  Procedures  of  Teaching  Music 
in  the  Secondary  School  Study  and  evaluation  of 
methods,  materials,  and  techniques  relative  to  music 
classes  and  performance  groups  in  the  secondary 
grade  with  a  development  of  a  personal  philosophy  of 
music  education.  (Alternate  years) 

Ms.  Gratto 

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. 
(Alternate  years) 

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. 

AppUed  Music 

The  department  offers  instruction  in  voice,  piano, 
organ,  guitar,  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. 


MUSIC 


127 


Students  majoring  in  music  who  are  candidates  for 
the  Bachelor  of  Arts  degree  are  entitled  to  eight 
quarter-courses  of  private  instruction,  and  those  who 
are  candidates  for  the  degree  of  Bachelor  of  Science 
in  Music  Education  are  entitled  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. 

121  Voice  Private  instruction  in  fundamentals  of 
voice  production,  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  class  lesson 
per  semester:  $445  1/4  Course 

Mr.  Finstad 

122  Voice  Class  Study  of  vocal  techniques  using 
class  discussions  and  demonstrations.  The  course  will 
have  a  practical  workshop  atmosphere:  practicing 
basic  vocal  production  with  emphasis  on  posture, 
breath  control,  diction,  and  vowel  formation.  Fee  for 
class  lesson  per  semester:  $445 

1/4  Course 
Mr.  Finstad 

123  Piano  Private  instRiction  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  class  lesson  per  semester: 


1/4  Course 
Mr.  Matsinko 

1 24  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:  $445 

1/4  Course 
Mr.  Matsinko 

125  Organ  Private  instruction  designed  to  include 
literature  of  various  periods,  sight-reading,  hymn- 
playing,  chant  and  anthem  accompaniment.  Prerequi- 


sites: satisfactory  performance  of  all  major  and  minor 
scales  (two  octaves)  and  a  Bach  Invention.  Fee  for 
class  lesson  per  semester:  $445  1/4  Course 

Mr.  Weikel 

1 27  Band  Instrument  Instruction  Private 
instruction  emphasizing  the  fundamentals  and 
repertoire  for  the  performance  of  woodwind,  brass, 
and  percussion  instruments.  Fee  for  class  lesson  per 
semester:  $445 

1/4  Course 
Ms.  Boiuers ,  Mr.  Jones,  Ms.Rickert,  Mr.  Shook,  Mr  Zellner 

129  String  Instrument  Instruction  Private 
instruction  emphasizing  both  the  fundamentals  of 
string  playing  and  repertory.  Fee  for  class  lesson  per 
semester:  $445  1/4  Course 

Mr.  Nunamaker,  Mr.  Botterbusch 

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.  Three 
rehearsals  weekly.  No  Credit 

Mr.  Finstad 

132  Chapel  Choir  Performs  standard  sacred  choral 
literature  for  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.  Two  regular 
rehearsals  weekly  with  scheduled  sectionals.  No 
Credit 

Ms.  Gratto 

133  Band  The  "Bullet"  Marching  Band  performs  a 
corps  style  show  at  home  football  games.  The 
Symphonic  Band  performs  a  wide  variety  of  wind 
literature  including  reorchestrated  masterpieces  and 
contemporary  works.  The  Symphonic  Band  presents 
campus  concerts  and  a  spring  tour  of  Pennsylvania 
and  neighboring  states.  Symphonic  Band  prerequisite 
-  membership  in  "Bullet"  Marching  Band  and/or 
permission  of  the  conductor.  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.  Botterbusch 

150-151  Woodwind  Instrument  Class  Instrucdon  in 
the  technique  of  teaching  and  playing  woodwind 


128 


MUSIC  /  PHILOSOPHY 


instruments,  using  the  clarinet  as  the  basic 
instrument.  Two  1/4  Courses 

Mr.  Zellner 

152-153  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 

154-155  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 

156  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.  Yjellner 

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. 

Staff 


Philosophy 


Professor  Coulter  (Chairperson) 
Associate  Professors  Portmess,  Walters 
Assistant  Professor  Ruesga 

Overview 

The  departmental  objectives  are  to  promote  inquiry 
into  perennial  philosophical  questions  such  as  the 
nature  of  justice,  happiness,  knowledge,  and  freedom; 
to  produce  awareness  of  the  answers  that  have  been 
proposed  in  response  to  these  questions;  to  teach  the 
tools  for  the  analysis  of  the  assumptions  and  values 
which  underlie  different  intellectual  disciplines;  and 
to  promote  the  application  of  philosophical  analysis 
to  issues  of  public  policy  and  morality.  The  study  of 
philosophy  encourages  the  student  to  develop  the 
ability  to  analyze  problems,  understand  central  issues, 
and  develop  alternative  solutions.  It  challenges  the 
student  to  reflect  upon  problems  involving  values,  to 
examine  problems  in  an  interdisciplinary  way,  to 
examine  alternative  world  views  and  forms  of 
knowledge,  and  to  develop  an  awareness  of 
intellectual  history.  Classes  encourage  discussion  and 
writing.  The  study  of  philosophy  is  an  integral  part  of 
an  education  in  the  liberal  arts  tradition. 

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 
occupation  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,  107  and  211  have  no 
prerequisites.  Any  100-level  course  or  21 1  is  recom- 
mended as  preparation  for  a  200-or  300-level  course, 
though  the  instructor  may  grant  permission  on  an 
individual  basis  to  equivalently  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  205, 
207,  and  208;  400  (Senior  Seminar)  and  460  (Senior 
Thesis).  No  more  than  two  100-level  courses  may  be 
counted  toward  the  major,  and  the  major  must 
include  at  least  one  300-level  course. 

Distribution  Requirements 

.\ny  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  techniques  for  the 
clarification  of  language,  argument  identification  and 
evaluation,  evidence  assessment,  the  identification  of 
informal  fallacies  and  pseudo-arguments,  etc. 

Mr.  Walters 

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  with  the  ethical  theories 
which  the  various  sides  use  to  make  their  cases. 

Staff 


PHILOSOPHY/  PHYSICS 


129 


107  Environmental  Ethics  A  study  of  the  ethical 
issues  raised  as  we  attempt  to  deal  with  environmental 
questions  such  as  waste  disposal,  pollution,  land  use, 
our  treatment  of  animals,  and  the  conservation  and 
preservation  of  natural  resources.  Do  biotic  systems, 
species  or  non-humans  have  rights?  What  are  our 
obligations  to  or  regarding  such  objects?  How  are  we 
to  decide  between  environmental  values  and  human 
needs  or  wants?  How  do  we  balance  current  needs 
against  our  concern  for  future  generations? 

Mr.  Coulter 

205  Classical  Greek  and  Roman  Philosophy  A  study 
of  the  philosophers  and  philosophies  of  ancient  Greece 
and  Rome.  Major  emphasis  will  be  on  the  Pre-Socradcs, 
Plato,  Aristotle,  and  Hellenistic  Neoplatonism. 

Ms.  Portmess 

207  Early  Modem  Philosophy  A  study  of  the  major 
figures  in  Seventeenth  and  Eighteenth-Century  Euro- 
pean Philosophy.  Detailed  attention  will  be  given  to  the 
major  Rationalists,  Descartes,  Spinoza,  and  Leibniz,  and 
to  the  major  Empiricists,  Locke,  Berkeley  and  Hume. 
Important  secondary  figures  such  as  Francis  Bacon, 
Hobbes,  Pascal,  and  Malebranche  will  also  be  studied. 

Mr.  Coulter 

208  Kant  and  Nineteenth-Centiuy  Philosophy  A 

study  of  the  leading  European  and  American  thinkers 
of  the  nineteenth  century,  including  readings  from 
Kant,  Hegel,  Feuerbach,  Marx,  Mill,  Kierkegaard, 
Nietzsche,  Peirce  and  William  James. 

Mr.  Walters 

211  Logic  and  Semantics  An  introducdon  to  formal 
logic  and  a  study  of  the  formal  uses  of  language,  with 
particular  reference  to  the  nature  of  inference  from 
premises  to  conclusion;  rules  for  deductive  inference; 
construction  of  formal  proofs  in  sentential  logic;  the 
nature  of  the  language;  informal  inferences  and 
fallacies;  and  theory  of  definition. 

Mr.  Ruesga 

217  Worldviews,  Meaning  and  Commitment  A 

study  of  the  nature,  construction  and  critical  examin- 
ation of  worldviews,  or  ways  of  knowing — the  mythic, 
the  religious,  the  scientific,  the  philosophical  and  the 
aesthetic — by  which  we  arrive  at  philosophies  of  life. 
The  course  will  focus  especially  on  the  relationship 
between  meaning  and  commitment,  and  will  examine 
strategies  for  the  articulation,  comparison  and 
evaluation  of  worldviews.  Readings  will  be  drawn  from 
philosophy,  poetry  and  fiction. 

Mr.  Walters 

230  Ethical  Theory  A  study  of  the  major  figures  and 
schools  in  the  Western  ethical  tradition.  Attention  will 


be  paid  to  selections  from  representative  philos- 
ophers from  Plato  to  twentieth  century  thinkers  such 
as  Moore  and  Rawls.  Specific  issues  to  be  examined 
include  the  nature  of  rights  and  responsibilities, 
virtue,  ethical  relativism  and  divine-command  theory. 

Staff 

334  Philosophy  of  Art  A  survey  of  the  major 
paradigms  in  the  history  of  aesthetic  theory  (e.g., 
formalism,  representationalism,  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 

337  Philosophy  of  Religion  A  study  of  philosophical 
efforts  to  understand  and  to  justify  religious  beliefs. 
The  course  will  examine  the  wridngs  of  philosophers 
who  have  answered  such  questions  as  "What  is 
Religion?"  "Is  a  natural  theology  possible?"  "What  is 
the  importance  or  significance  of  specifically  religious 
experiences?"  "What  account  can  we  give  of  the 
meaning  of  religious  claims?"  "How  can  we  mediate 
between  apparently  conflicting  religious  beliefs?" 

Mr.  Coulter 

340  American  Philosophy  A  study  of  the  major 
figures  in  colonial,  early  republic,  nineteenth  and 
twendeth  century  Colonial  and  U.S.  philosophy. 
Detailed  attention  will  be  given  to  four  primary  schools 
of  thought:  deism,  transcendentalism,  pragmadsm  and 
historicism.  Important  secondary  movements  such  as 
puritanism  and  evolutionism  will  also  be  considered. 

Mr.  Walters 

400  Senior  Seminar  A  discussion  of  at  least  four 
important  texts  by  twentieth-century  philosophers, 
representing  major  movements. 

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. 

Staff 

Physics 

Professors  Aebersold  and  Marschall 

Associate  Professors  Aldinger,  Cowan  and  Pella 

(Chairperson) 
Assistant  Professors  Good  and  Luehrmann 
Laboratory  Instructors  Cooper,  Hayden,  Moore  and 

Walz 


130 


PHYSICS 


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 
11 1,  1 12,  213,  240,  310,  319,  325,  330,  and  one 
additional  course  chosen  from  312,  352,  or  381  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). 

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  III,  112,  if  possible.  WTiile  it  is  desirable 
for  majors  to  follow  this  first  year  program,  students 
may  accomplish  a  full  major  in  physics  even  if  they 
take  Physics  111,  1 1 2  in  their  sophomore  year. 

B.S.  requirements: 

In  addition  to  the  eight  core  courses  specified  above, 
the  B.S.  degree  requires  Physics  341  (Independent 
Study),  and  two  additional  courses  in  physics  chosen 
from  312,  352,  or  381.  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  addidonal  courses  in 
physics  beyond  the  100  level. 

Distribution  Requirements 

The  laborator)'  science  distribution  requirement  may 
be  safisfied  by  taking  Physics  101  and  102,  Physics  111 
and  112,  Physics  101  and  111,  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 
computer,  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. 

Bjigineering 

The  department  administers  the  Dual-Degree 
Engineering  Program  with  Columbia  University, 


PHYSICS 


131 


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  RPl.  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: 
Astronomy  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  with  an  overview  of  the  fundamental 
principles  of  classical  physics,  including  gravitation 
and  electromagnetism,  the  theory  of  relativity  and 
quantum  mechanics.  The  course  includes  a  discussion 
of  the  fundamental  forces  of  nature;  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  class 
hours  and  three  laboratory  hours. 

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  three  laboratory  hours. 

Mr  Good 

ill  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  concurrently.  Four  class  hours  and  three 
laboratory  hours. 

Ms.  Luehrmann 

112  Waves  and  Electricity  and  Magnetism 

Electrostatic  fields,  cunents,  magnetic  fields,  magnetic 
induction,  and  Maxwell's  equations.  Other  topics 
include  waves,  light  as  a  propagating  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.  Pella 

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 


132 


PHYSICS  /  POLITICAL  SCIENCE 


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. 

Mr.  Aldinger 

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 

341  Quantum  Mechanics  An  introduction  to  the 
Schrodinger  and  Heisenberg  formulations  of 
quantum  mechanics.  Topics  covered  include  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. 

Ms.  Luehrtnann 

352  Optics  and  Laser  Physics  An  intermediate 
treatment  of  physical  optics  and  laser  physics.  Topics 
include  the  electromagnetic  theory  of  light, 
interference,  diffraction,  coherence,  holography, 
Fourier  optics,  fundamentals  of  laser  operations,  laser 
spectroscopy,  and  fiber  optics.  Three  class  hours  and 
three  laboratory  hours.  Prerequisites:  Physics  310  and 
Mathematics  211  or  permission  of  Instructor. 

Mr.  Cowan 

381  Special  Topics  in  Physics  Topics  in  physics  not 
covered  in  the  usual  curriculum.  Topics  to  be  covered 
will  vary  from  year  to  year  and  may  include  relativity; 


astrophysics;  advanced  topics  in  modem  optics,  solid 
state  physics  and  electromagnetism;  fundamental 
particles  and  nuclear  structure;  the  physics  of  plasmas 
and  various  mathematical  topics  in  physics  (topology, 
special  functions,  fractals) .  Prerequisites:  Upper 
division  standing  and  approval  by  instructor.  Three 
class  hours. 

Staff 

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:  ComTpXeiion  of  sophomore 
year  and  departmental  approval. 

Mr.  Pella 

Political  Science 

Professor  Mott  (Chairperson) 

Associate  Professors  Borock,  D.  Tannenbaum  and 

Warshaw 
Assistant  Professors  Dawes,  DeClair,  Gaenslen,  Hardt 

and  lannello 
Adjunct  Assistant  Professors  Duncan  and  Johnston 
Instructor  Hartzell 

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  setdngs. 


POLITICAL  SCIENCE 


133 


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  eleven  courses  in  political  science. 
Majors  are  required  to  take  four  introductory 
courses:  Political  Science  101,  102,  103,  and  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.  All 
sttidents  must  take  Political  Science  215  (Political 
Science  Research  Methods)  as  sophomores  or  first 
semester  juniors.  Among  the  six  courses  needed  to 
complete  the  major,  students  must  take  three  courses 
in  three  different  subfields  at  the  200  level,  and  two 
courses  within  those  same  subfields  at  the  300-400 
level.  The  remaining  requirement  may  be  satisfied 
with  any  upper-level  course.  The  foregoing 
requirements  take  effect  with  the  Class  of  1997. 

Students  are  encouraged  to  take  internships  for 
academic  course  credit,  but  they  are  graded  S/U  and 
do  not  count  toward  the  major  requirements. 
Political  science  courses  taken  off  campus  will  satisfy 
200-level  requirements  only. 

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  count  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  3.5  in  political  science  courses  and  who 
have  successfully  completed  a  significant  research 
project  in  the  senior  year.  Junior  majors  who  are 
advised  that  they  qualify  for  honors  are  responsible 
for  choosing  a  faculty  member  to  direct  the  project 
and  for  enrolling  with  that  faculty  member  in  450 
and  460  during  their  senior  year.  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. 

Students  interested  in  political  science  are  urged  to 
take  basic  courses  in  history  and  economics  during 


their  first  two  years.  In  the  junior  and  senior  years, 
majors  are  urged  to  participate  in  departmental 
seminars,  individualized  study,  and  internships. 

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:  270,  271  and  363. 

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  insti- 
tutional 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  gioups,  and  elections  are  considered. 

Mr.  Dawes,  Ms.  Hardt,  Mr.  Mott, 
Ms.  lannello,  Ms.  Warshaiv 

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,  Staff 

103  Introduction  to  International  Relations  Examina- 
tion 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,  Ms.  Hartzell 

104  Introduction  to  Comparative  Politics  Intro- 
duction to  the  stitictures  and  processes  of  political 
institutions  in  major  types  of  political  systems,  including 
parliamentary  systems,  the  countries  of  the  former 
Soviet  Bloc  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,  electoral 
behavior,  and  public  opinion.  Special  attention  is  given 


134 


POLITICAL  SCIENCE 


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.  Dawes,  Mr.  DeClair,  Mr.  Duncan 

American  Government 

220  Urban  Politics  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. 

Staff 

223  U.S.  Congress  Study  of  the  United  States 
Congress,  focusing  on  theories  of  representation, 
nomination  and  electoral  processes,  internal  organiza- 
don  of  Congress,  influences  on  Congressional  policy- 
making, and  Congressional  interacdon  with  other 
pardcipants  in  the  policy  process.  Prerequisites:  Political 
Science  101  or  permission  of  the  instructor. 

Ms.  Warshaw 

224  The  American  Presidency  Study  of  the 
presidency  in  the  American  political  system, 
including  presidential  selection,  presidential 
leadership  and  decision-making,  the  president's 
advisors,  and  the  role  of  the  presidency  in  the  policy- 
making process.  Prerequisites:  Political  Science  101  or 
permission  of  the  instructor. 

Ms.  Warshaw 

225  American  Constitutional  Law  Study  of  the 
judicial  process  in  the  United  States,  with  pardcular 
focus  on  the  Supreme  Court  and  its  historical  role  in 
nation-building,  establishing  principles  of  federalism 
and  the  separation  of  powers,  and  determining  the 
scope  of  personal  and  property  rights.  Prerequisites: 
Political  Science  101  or  permission  of  instructor. 

Mr  Mott 

322  Civil  Rights  and  Liberties  Study  of  selected 
problems  involving  interpretaUons  of  the  Bill  of 
Rights.  Attention  will  be  given  to  both  the  evolution 
and  current  standing  of  issues  treated  by  the 
Supreme  Court.  Prerequisites:  Political  Science  101  and 
Polidcal  Science  225,  or  permission  of  the  instructor. 

Mr  Mott 

331  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:  Fo\\Uca\  Science  101  and 
Political  Science  215  or  permission  of  the  instructor. 

Mr.  Dawes 

International  Politics 

242  United  States  Foreign  Policy  Examination  of 
the  formulation  of  policy  within  the  nadonal  govern- 
ment structure,  including  the  varying  perspectives  on 
goals  and  objecdves;  the  implementation  of  policy; 
and  the  impact  of  policy  domesdcally  and  inter- 
nationally. Topics  include  decision-making;  foreign 
economic  policy;  military  intervention;  alliance 
systems;  regionalism;  foreign  aid;  North-South 
confrontations;  and  the  transition  to  post  Cold  War 
objectives.  Prerequisite:  Political  Science  103  or 
permission  of  the  instructor. 

Mr.  Borock 

251  Political  Economy  of  Advanced  Industrial 
Societies  This  course  explores  the  scope  and 
implications  of  interdependence  among  the 
advanced  industrial  societies  in  the  global  system,  as 
well  as  the  political  determinants  of  internadonal 
economic  developments.  Alternative  theoretical 
perspecdves  on  the  international  political  economy 
are  examined,  as  well  as  the  nature  of  the  structure 
and  management  of  the  international  economic 
system  that  was  created  by  the  industrialized 
countries  after  World  War  II.  Prerequisite:  Political 
Science  103  or  permission  of  the  instructor. 

Ms.  Hartzell 

252  North-South  Dialogue  This  course  is  concerned 
with  the  polidcal  economy  of  North-South  reladons. 
Examining  the  distribution  of  wealth  between  the 
developed  and  developing  countries  of  the  world,  this 
course  focuses  on  the  political  and  economic  factors 
that  have  made  global  inequality  a  central 
characteristic  of  the  reladonship  between  the  North 
and  the  South.  Important  issues  of  the  contemporary 
period  such  as  North-South  trade,  the  debt  crisis, 
foreign  aid,  and  famine  are  invesdgated  and  the 
developmental  prospects  for  the  South  are  assessed. 
Prerequisite:  Polidcal  Science  103  or  permission  of  the 
instructor. 

Ms.  Hartzell 

340  Models  and  Policy  Analysis  Examinadon  of 
policy  options  and  policy  consequences  through  the 
use  of  broad  based  computer  global  models  and 
decision  models.  Students  will  address  the  quesdon  of 
policy  change  vs.  policy  adaptation  by  developing 
scenarios  that  focus  on  present  and  future  inter- 
nadonal issues  or  problems,  testing  assumptions  about 
how  to  address  these  issues  and  problems,  formuladng 
and  implementing  policies  that  cope  with  them. 


POLITICAL  SCIENCE 


135 


and  assessing  the  effectiveness  of  their  strategies. 
Examples  of  scenarios  are:  Global  Warming;  nuclear 
proliferation;  North-South  inequities;  environmental 
protection;  population  growth;  arms  racing;  economic 
trade,  development  and  modernization;  and  resource 
availability  and  use.  Open  to  Juniors  and  Seniors  or  others  by 
permission  of  the  instructor. 

Mr.  Borock 

344  U.S.  National  Security  Policy  Examination  of  the 
views  of  decision  makers  toward  the  various  types  of 
threats  to  the  U.S.,  the  processes  by  which  they  develop 
policy  to  protect  the  U.S.  and  its  interests,  and  the 
effects  of  those  policies.  Attention  will  be  given  to  the 
transition  from  Cold  War  security  policy  to  the  develop 
ment  of  post  Cold  War  policy.  Topics  will  include:  the 
expansion  of  security  issues;  decision  making;  defense 
spending;  new  roles  for  the  military  and  intelligence 
community;  regionalism;  and  nuclear  proliferation. 
Prerequisite:  Political  Science  103  or  permission  of  the 
instructor.  Political  Science  242  is  recommended. 

Mr.  Borock 

346  Approaches  to  International  Relations 

Examination  of  the  variotis  ways  in  which  students  of 
international  relations  attempt  to  understand  and 
describe  the  behavior  of  states  within  the  international 
system.  Attention  will  be  given  to  the  assumptions  and 
perspectives  that  influence  scholarly  work  in  the  field  of 
international  relations.  Topics  will  include:  the  emphasis 
on  power  and  the  influence  of  realism;  approaches  to 
conflict,  violence,  war,  and  revolution;  problems  of 
international  cooperation  focusing  on  interdependence 
and  transnationalism;  integration,  alliance  formation, 
and  regionalism;  economic  causes  of  conflict;  and 
alternative  views  of  decision  making.  Prerequisite:  Political 
Science  103  or  permission  of  the  instructor. 

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:  Po\iuc?d  Science  104  or 
permission  of  the  instructor. 

Mr.  DeClair 

270  Government  and  Politics  in  China  An 

introduction  to  the  domestic  politics  of  China, 
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 

275  Latin  American  Politics  This  course  is  designed 
as  an  introduction  to  Latin  American  politics.  Its 
focus  is  on  the  political  issues  surroimding  economic 
development  in  the  Latin  American  context:  the 
political  preconditions,  the  policy  choices  of  Latin 
American  regimes  and  leaders,  and  the  political 
consequences  of  development  in  general  and  of 
those  policy  choices  in  particular.  Thus,  the  course  is 
also  about  political  development,  about  the  ways  in 
which  politics  has  unfolded  in  Latin  America.  The 
course  also  compares  the  political  systems  and 
development  trajectories  of  Latin  American  countries 
to  other  countries  in  the  world.  Prerequisite:  Political 
Science  104  or  permission  of  instructor. 

Ms.  Hartzell 

36 1  The  European  Community — Progress  and 
Policy  An  examination  of  the  development  of 
interstate  integration  by  considering  the  processes  of 
cviltural,  political,  and  economic  change  taking  place 
in  the  European  Community.  We  will  analyze  the 
historical  development  of  this  important 
international  organization.  In  addition,  we  will 
undertake  detailed  case  studies  of  the  major  policy 
questions  currently  being  addressed  by  the  various 
supra-national  organizations  of  the  European 
Community.  Prerequisite:  Political  Science  104  or 
permission  of  instructor.  Political  Science  260  is 
recommended. 

Mr.  DeClair 

362  Peasants,  Politics,  and  Rebellion  Peasants  as 
political  actors  with  a  focus  on  rural  ecology  and 
economy,  peasant  mentality  and  culture,  and  theories 
of  rebellion  and  revolution.  Prerequisite:  Political 
Science  104  or  permission  of  instructor. 

Mr.  Gaenslen 

363  The  Pohtics  of  Developing  Areas  Introduction 
to  the  study  of  political  development  and 
underdevelopment,  including  approaches  to  Third 
World  politics;  the  nature  of  traditional  politics; 


136 


POLITICAL  SCIENCE 


disruptions  caused  by  colonialism  and  imperialism; 
the  reformation  of  domestic  politics;  and 
contemporary  political  processes  and  problems. 
Prerequisite:  Political  Science  104  or  permission  of  the 
instructor. 

Mr.  Gaenslen 

366  New  Politics  and  Social  Movements  In  recent 
years  many  new  political  movements  have  become 
increasingly  active  in  dealing  with  such  concerns  as 
environmental  protection,  sexual  equality,  nuclear 
energy,  as  well  as  other  "new"  issues  of  advanced 
industrial  societies.  This  class  will  examine  the 
competing  theories  which  attempt  to  explain  the 
development  of  these  new  movements.  We  will  also 
attempt  to  determine  whether  or  not  these 
movements  are  new  political  actors  or  just  old  interest 
groups  with  new  issues.  These  questions  will  be 
addressed  in  a  comparative  framework  drawing  upon 
examples  from  a  variety  of  advanced  industrialized 
societies.  Prerequisite.  Political  Science  101  and 
Political  Science  104. 

Mr.  DeClair 

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:  Polidcal  Science  102  or 
equivalent. 

Mr.  Tannenbaum 

381  American  Political  Thought  Study  of  the 
development  of  polidcal  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. 

Mr.  Tannenbaum 

382  Feminist  Theory  in  American  Politics  This 
course  will  examine  the  role  of  feminist  political 
thought  in  American  politics.  It  will  consider  the 
various  strains  of  feminist  theory  including  Liberal, 
Marxist,  Radical,  and  Anarchist  theories,  with 
particular  emphasis  on  the  kinds  of  feminist  polidcal 
pardcipation  that  emerge  from  Liberal  and  Anarchist 
polidcal  ideals.  Addidonally,  this  course  will  provide  a 
context  in  which  key  concepts  such  as  politics  and 
power  may  be  reconceptualized  from  an  American 


feminist  point  of  view.  Prerequisite:  Political  Science 
102  or  permission  of  instructor. 

Ms.  lannello 

Advanced  Courses 

200,  300  Topics  in  PoUtical  Science 

Exploration  of  an  announced  topic  chosen  each  year 
or  every  other  year  by  the  department.  Among  the 
Special  Topics  currendy  offered  are  the  following: 

306  Interest  Groups  An  analysis  of  the  significance 
of  organized  interest  groups  in  the  polidcal  process. 
Various  theories  of  group  formation  will  be  applied  to 
the  mobilization  of  groups.  We  will  look  at  the 
numerous  characteristics  of  interest  groups  and  how 
these  characteristics  determine  success  in  the  political 
arena.  The  representativeness  of  interest  groups  will 
be  assessed,  both  in  terms  of  which  groups  succeed  in 
organizing  and  in  the  variations  in  resources.  The 
methods  employed  by  such  groups  to  influence  public 
policy  (electoral  activities,  lobbying,  litigation, 
monitoring  the  bureaucracy,  etc.)  will  also  be 
considered. 

Ms.  Hardt 

307  Media  and  Politics  Discussion  of  the  role  of  the 
media  in  politics  including  how  media,  and  the 
impact  of  the  media  on  campaigns,  including  media 
polls,  campaign  coverage  and  commercials.  This 
course  also  examines  the  political  and  social  messages 
of  several  "entertainment  media",  such  as  television 
and  films,  as  well  as  the  dynamics  behind  those 
messages. 

Ms.  Hardt 

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  PoUcy  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.  Prerequisite:  Political  Science 
101  and  Political  Science  224  or  permission  of 
instructor. 

Ms.  Warshaw 

402  American  Voting  Behavior  and  Electoral 
PoUtics  A  survey  of  the  research  literature  on 


POLITICAL  SCIENCE    /  PSYCHOLOGY 


137 


political  participation  and  vote  choice  in  the  U.S.  Also 
considered  are  the  various  functions  elections  serve  in 
a  democracy,  as  well  as  the  relative  merits  of  aggregate 
and  individual-level  approaches  to  the  study  of  the 
politics  of  the  mass  electorate.  Emphasizes 
contemporary  American  Politics,  but  also  includes 
analysis  of  historical  and  comparative  aspects  of  voting 
behavior.  Prerequisite:  PoliUcal  Science  101  or 
permission  of  instructor. 

Mr.  Dawes 

405  Executive-Legislative  Relations  This  seminar 
examines  the  complex  institutional  and  political 
relationship  between  the  Executive  and  Legislative 
branches  of  the  Federal  government.  Prerequisite: 
Political  Science  101  and  Political  Science  224. 

Ms.  Warshaiu 

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. 
Prerequisite:  Political  Science  101  or  permission  of 
instructor. 

Ms.  lannello 

409  Comparative  Political  Economy  This  course  is 
intended  to  introduce  the  student  not  only  to  the 
workings  of  domestic  economic  systems  but  also  to 
some  of  the  main  analytical  frameworks  which 
political  economy  uses  to  examine  these  systems.  The 
comparative  focus  of  the  course  on  issues  of  political 
economy  is  thus  two-fold:  use  will  be  made  of  the 
comparative  methods  as  well  as  of  the  different 
theoretical  approaches  to  understanding  domestic 
political  economies.  To  that  end  we  will  focus  on  the 
relationship  between  political  systems,  regime  types, 
ideology,  and  economic  systems  and  the  effects  these 
have  on  certain  public  policy  outcomes.  Prerequisites: 
Political  Science  103,  and  Political  Science  251  or 
Political  Science  252  recommended,  or  permission  of 
instructor. 

Ms.  Hartzell 

412  PoUtics  and  Film 

This  course  is  about  America  and  Hollywood.  It  is 
about  real  politics  and  reel  politics,  and  designed  to 
introduce  an  understanding  of  politics  through  the 
mirror  of  the  American  film.  We  will  have  the 
opportunity  to  examine  and  compare  how  fictional 
films  have  depicted  political  topics,  issues  and  values 
(such  as  the  political  process,  the  U.S.  Supreme 
Court,  poverty,  racism,  genocide,  and  old-fashioned 
political  machines)  and  their  reality,  as  captured  in 


books  and  documentary  films.  This  is  not  a  course 
which  is  primarily  concerned  with  cinema  as  an  art 
form  or  as  a  business;  film  is  viewed  chiefly  as  a 
medium  for  examining  fundamental  political 
questions.  Throughout,  heavy  emphasis  will  be  placed 
on  class  participation  and  writing,  with  all  members 
having  the  opportunity  to  lead  discussions  and  work 
in  small  groups.  Prerequisite:  Political  Science  101  and 
Political  Science  102  or  permission  of  instructor. 

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 
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,  Haaland  (President),  Mudd, 

and  Pittman  (Chairperson) 
Associate  Professors  Riggs  and  Bomstein 
Assistant  Professors  Arterberry,  Cain,  Fincher-Kiefer, 

Manza,  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. 


138 


PSYCHOLOGY 


Requirements  and  Recommendations 

Psycholog)'  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  those  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  as  well  as  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. 

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,  Mr.  Siviy 

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 


PSYCHOLOGY 


139 


change,  conformity,  attraction,  interpersonal 
perception,  and  psychological  aspects  of  social 
interaction. 

Ms.  Riggs,  Ms.  Tykodnski,  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,  Mr.  Manza 

221  Basic  Dynamics  of  Personality  An  introduction 
to  the  major  approaches  to  personality,  including 
psychodynamic,  beha\ioral,  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,  Mr.  Manza 

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.  Arterberry,  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.  Arterberry 

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.  Cain 

236  Introduction  to  Brain  and  Behavior 

Introduction  to  the  anatomical,  physiological  and 
biochemical  bases  of  human  behavior.  Topics  will 
include  sleep  and  dreams,  development,  learning  and 
memory,  motivation  and  emotions,  language  and 
other  higher  functions,  and  psychopathology. 
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.  Fincher-Kiefer,  Ms.  -Riggs,  Mr.  D  Agostino,  Mr.  Pittman 

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,  Mr.  Manza 

316  Perception  Introducdon  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.  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.  Tykocinski,  Mr.  Pittman 


140 


PSYCHOLOGY 


321  Assessment  of  Personality,  Psychopathology, 
and  Intelligence  An  introduction  to  the 
methodological  and  conceptual  issues  involved  in  the 
construction  and  use  of  personality  tests  and  measures 
of  psychopathology.  Following  a  survey  of  the  literature 
on  test  development  and  validation,  selected 
personality,  psychopathology,  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  a  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:  Psycholog)'  221. 

Mr.  Bomstein,  Mr.  Manza 

327  Experimental  Cognitive  Development  An 

intensive  study  of  one  or  more  areas  of  cognitive 
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  personalit)'  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  Behavioral  Neuroscience  Advanced  discussion 
of  the  topics  included  in  Psychology  236,  as  well  as  an 
in-depth  treatment  of  brain  development  and  the 
neurochemical  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. 

Mr.  Mudd 

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  announced  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.  Students  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  Individualized 
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 


PSYCHOLOGY/  RELIGION 


141 


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  Professors  Myers  and  Trone 

Overview 

Essendal  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.  Two  may  be  taken 
outside  of  the  Department;  two  must  be  at  the  200 
level;  one  must  be  a  300  or  a  second  400-level  course. 
A  major  must  also  take  at  least  one  of  the  following: 
Religion  460,  470  or  474.  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  the  six  may  be 
outside  of  the  Department  but  not  in  a  student's 
major;  at  least  one  must  be  at  the  200  level  and  at  least 
one  must  be  at  the  300  or  400  level. 

Any  of  the  following  courses,  outside  of  the  Religion 
Department  may  be  counted  toward  either  a  major  or 
minor.  Other  courses  may  be  possible  with  the 
permission  of  the  Department. 


Classical  Mythology 

New  Testament  Greek 

St.  Augustine 

Byzantine  Civilization 

Perspectives  on  Death  and 

Dying 

Civilization  of  India 

Literature  of  India 

Theatre  and  Religion 

Ancient  Egyptian  Lang.,  Lit., Art, 

Medieval  Europe 

Renaissance  and  Reformation 


Classics 

230 

Greek 

204 

Latin 

306 

IDS 

206 

IDS 

211 

IDS 

227,  228 

IDS 

237, 238 

IDS 

267 

IDS 

312 

Hist. 

311,312 

Hist. 

313 

Phil.  105  Contemporary  Moral  Issues 

Phil.  203  Classical  Greek  and  Roman 

Philosophy 

The  department's  rationale  for  numbering  courses  is 
as  follows: 

100  courses  are  essentially  topical  and  thematic. 

200  courses  are  surveys  which  usually  take  a  historical 
approach.  The  200  courses  are  especially  appropriate 
for  an  introduction  to  the  major.  Neither  1 00  nor  200 
courses  have  a  prerequisite  and  may  be  taken  to  fulfill 
the  distribution  requirement  in  Religion. 

300  courses  are  more  narrowly  focused  or  specialized, 
often  examining  in  greater  detail  some  issue  or  area 
treated  more  generally  in  other  course  in  the 
department. 

Since  some  courses  are  not  offered  every  year, 
students  should  consult  with  individual  instructors 
when  planning  their  programs.  Those  planning  to 
earn  an  advanced  degree  in  religion  from  a  seminary 
or  some  other  graduate  school  in  religion  should 
consider  either  a  major  or  a  minor  in  the  department. 

Distribution  Requirements  Any  100  or  200  course 
will  fulfill  the  one  course  distribution  requirement  in 
religion.  The  difference  between  a  100  and  200 
course  is  a  matter  of  emphasis  rather  than  degree  of 
difficulty.  The  following  courses  also  fulfill  the 
distribution  requirement  in  history/philosophy:  220 
and  221.  The  following  courses  meet  the  distribution 
requirement  in  non-Western  culture:  108,  242,  248 
and  249.  IDS  312  also  meets  that  requirement. 

101  Introduction  to  Religions  An  overview  of  several 
approaches  to  understanding  religious  traditions, 
including  the  anthropological,  historical  and 
psychological.  The  course  will  also  apply  these 
approaches  to  an  appreciation  of  select  tradidons  such 
as  Hinduism,  Buddhism  and  Islam  that  are  of  historical 
and  contemporary  interest.  Offered  every  year. 

Staff 

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.  Offered  every  year. 

Mr.  C.  Myers 


142 


RELIGION 


108  Wisdom  Literature  A  comparative  study  of  Job, 
Psalms,  Proverbs,  Ecclesiastes,  and  the  Song  of  Songs, 
with  the  wisdom  literature  of  the  Sumerians, 
Egyptians,  Babylonians,  and  other  contemporaries 
and  predecessors  of  the  Israelites.  Fulfills  the 
distribution  requirement  in  non-Western  culture. 
Offered  every  year. 

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.  Offered  every  year. 

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  information  about  them  in  laws,  theologies, 
biographies,  histories,  letters,  funeral  eulogies, 
legends,  liturgies,  and  Christian  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. 
Offered  every  year. 

Mr.  Trone 

125  Theodora  to  Margery:  Women  in  Christianity 

II  A  seminar  exploring  writings  by  Christian  women 
and  other  information  about  them  in  laws, 
theologies,  biographies,  histories,  letters,  fimeral 
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. 
Offered  every  year. 

Mr.  Trone 

127  Topics  in  History  of  ReUgions  An  intensive 
study  of  a  religious  topic,  problem,  writer,  or  theme 
in  the  field  of  the  history  of  religions.  Offered  at  the 
discretion  of  the  department. 

Staff 

134  Religion  in  Cinema  A  study  of  films  that  portray 
the  themes  and  stories  rooted  in  the  Biblical  text  of 
the  Greek  Bible.  The  method  of  the  course  will  be  to 
compare  the  cinematic  representation  with  that  of 


the  original  texts.  Such  films  as  Ordet,  Jesus  of  Montreal, 
Wise  Blood,  The  Last  Temptation  of  Christ,  The  Gospel 
According  to  St.  Matthew,  and  The  Robe,  will  be  viewed 
and  analyzed.  Offered  every  year. 

Mr.  Hammann 

135  Religion  in  Fiction  An  examination  of  the 
fictional  representation  of  religious  stories.  The  works 
of  Lewis,  Malamud,  Olson,  Kazantzakis,  MacLeish, 
Lagerkvist,  and  others  will  be  read.  Not  offered  ever)' 
year. 

Mr.  Hammann 

137  Topics  in  ReUgious  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. 

Staff 

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  ReUgion  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  Chvu-ch  History  To  the  Eighdi  Century  A 

historical  study  of  all  groups  who  claimed  to  be 
Christian,  from  Pentecost  to  the  eighth  centurv'. 
Theologies,  liturgies,  councils,  heresies,  and  the 
outstanding  participants  are  examined  with  the  aid  of 
primary  documents.  Also  fulfills  the  distribution 
requirement  in  history/philosophy.  Offered  every  year. 

Mr.  Trone 

221  History  of  the  Medieval  Church  A  historical 
sttidy  that  continues  Religion  220  up  to  the  fifteenth 
century.  The  Latin,  Orthodox,  and  the  heretical 
traditions  and  institutions  are  included.  Religion  220 
is  not  a  prerequisite  for  this  course.  Also  fulfills  the 
distribution  requirement  in  history /philosophy. 
Offered  every  year. 

Mr.  Trone 


RELIGION 


143 


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.  Offered  every  year. 

Mr.  Hammann 

241  Religions  of  South  Asia  A  historical  and 
phenomenological  study  of  the  religions  of  South 
Asia,  especially  Hinduism,  Hinayana  Buddhism,  and 
Islam.  Some  original  sources  in  translation  are 
investigated  to  promote  understanding  of  religious 
ideas,  institutions  and  practices.  Fulfills  the 
distribution  requirement  in  non-Western  culture. 
Offered  every  year. 

Staff 

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.  Not  offered 
every  year. 

Mr.  Hammann 

248  The  Religions  of  China  A  general  introduction 
to  the  major  religious  traditions  of  China.  Students 
will  explore  the  social  and  historical  contexts  of 
Confucianism,  Taoism  and  Buddhism.  Attention  will 
be  given  to  the  varied  developments  of  these  three 
historic  traditions  and  to  an  assessment  of  their 
contemporary  viability.  Offered  every  year. 

Staff 

249.  The  Religions  of  Japan  A  general  introduction 
to  the  major  religious  traditions  of  Japan.  Students 
will  explore  the  social  and  historical  contexts  of 
Shinto,  Confucianism  and  Buddhism.  Attention  will 
be  given  to  the  varied  developments  of  these  three 
historic  traditions  and  to  an  assessment  of  their 
contemporary  viability.  Offered  every  year. 

Staff 

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  Aposde  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  modem 
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 

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.  Not  offered 
every  year. 

Mr.  Trone 

343  Mythology  and  ReUgion    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.  Offered  every  year. 

Mr.  Hammann 

460  Individualized  Study  for  Majors    (The  Senior 
Project  must  be  approved  by  the  Department.) 

Staff 


144 


RELIGION  /  RUSSIAN  /  SOCIOLOGY  AND  ANTHROPOLOGY 


470  Individualized  Study  and  Internships 
474  Summer  Internships 

IDS  206  Byzantine  Civilization  For  course 
description  see  Interdepartmental  Studies. 


Staff 
Staff 

Mr.  Trone 


IDS  211  Perspectives  on  Death  and  Dying  For 

course  description  see  Interdepartmental  Studies. 

Mr.  Moore 

IDS  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  distribution  requirement  in  non- 
Western  culture  and  may  be  counted  toward  the 
requirements  for  a  religion  major.  Prerequisite: 
Permission  of  the  instructor. 

Mr.  Moore 

Russian 

The  courses  offered  are  designed  to  acquaint  the 
student  with  the  basics  of  the  Russian  language.  No 
major  or  minor  is  currently  offered  in  this  area. 
Students  may  use  Russian  (through  the  202  level)  to 
fulfill  the  language  distribution  requirement.  The 
administration  of  the  Russian  language  program  is 
overseen  by  the  Committee  on  Interdepartmental 
Studies. 

101,102  Introductory  Russian  Fundamentals  of 
Russian  which  simultaneously  emphasize  oral 
comprehension,  verbal  communication,  writing  and 
reading  of  the  modem,  contemporary  language. 
Text,  workbooks  and  lesson  tapes  are  based  on  the 
"communication  competence  approach"  developed 
by  the  Pushkin  Institute  in  Moscow.  Extensive  use  of 
dialogue  drills  (e.g.  introductions,  shopping,  travel 
etc.)  which  are  oriented  towards  rapid  development 
of  spoken  fluency  in  modem  Russian.  Special 
training  is  provided  for  students  who  wish  to  use  PC 
or  Mac  computers  for  dual  language  text 
(Russian/English)  and  special  glossary/dictionary 
development. 

Mr.  Murphy 


201,202  Intermediate  Russian  Review  of  basic 
grammar  as  well  as  further  development  of  speaking, 
reading  and  writing  skills  in  modern  Russian.  Class 
materials  include  examples  of  19th  and  20th  Centui-y 
Russian  literature,  newspapers  and  journals.  Weekly 
laborator)'  sessions  feature  Russian  films  and  video 
materials.  Russian  202  will  introduce  students  to 
simultaneous  translation  techniques.  Prerequisite. 
Russian  102  or  its  equivalent. 

Mr  Murphy 

Sociology  and  Anthropology 

Professors  Emmons  and  Hinrichs  (Chairperson) 
Associate  Professors  Gill,  Heisler,  and  Loveland 
Assistant  Professors  Allen,  Betances,  Curet,  Potuchek, 

and  Rosenberg 
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  diversity  of  perspectives  in  sociology 
and  anthropology,  the  courses  present  a  variety  of 
approaches.  Some  perspectives  start  with  individuals 
in  interaction  with  each  other  and  focus  upon  how 
they  develop  meaningful  social  relationships,  groups, 
and  institutions.  Other  approaches  focus  upon  the 
molding  of  individuals  by  various  institutions,  groups, 
and  cultures,  or  upon  the  functional  or  conflict 
relationships  among  various  classes  and  subcultures. 
By  emphasizing  the  scientific  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 


SOCIOLOGY  AND  ANTHROPOLOGY 


145 


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.  Majors  are  eligible  for  the  Harry  C. 
and  Catherine  Noffsinger  Hartzell  Award,  the  Holly 
Gabriel  Award,  the  Department  Prize,  and 
departmental  honors.  The  department  emphasizes  a 
commitment  to  experiential  education,  field  trips 
and  internships.  Several  majors  serve  as  student 
representatives  to  department  faculty  meetings  in 
order  to  provide  a  means  for  students  to  voice  their 
concerns. 

Requirements  and  Recommendations 

Sociology  101  is  a  prerequisite  for  all  other  sociology 
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  often  full-credit  courses.  Before  declaring  a 
major,  a  student  must  earn  a  grade  of  C-  or  better  in 
Sociology  101,  Introductory  Sociology.  Students  in  the 
sociology  track  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,  231;  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  211, 
220,  a  currently  offered  course,  or  Sociology  219;  one 
topics  course  selected  from  Anthropology  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,  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. 

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. 

Distiibution  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. 

Anthropology 

102  Introduction  to  Human  Evolution  An 

introduction  to  evolutionary  history  of  our  species 
modem  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.  Curet 

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. 

Ms.  Allen,  Mr.  Curet,  Mr.  Loveland 


146 


SOCIOLOGY  AND  ANTHROPOLOGY 


104  Archaeology  of  the  Prehistoric  World 

Introduction  to  archaeological  methods  and  theories 
to  examine  problems  and  issues  in  prehistory.  The 
course  explores  the  principles  of  archaeological 
research,  while  tracing  our  prehistoric  heritage  and 
the  processes  that  led  to  the  evolution  of  settled 
villages,  agriculture,  and  eventually  civilization.  Lecture 
topics  range  from  early  African  human  ancestry  to  the 
European  Stone  Age,  and  from  Mesopotamia  and 
Egypt  to  Mexico  and  the  United  States. 

Mr.  Curet 

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  personality,  mental 
illness,  and  the  effects  of  social  change  upon 
personality.  Ethnographic  examples  from  a  variety  of 
cultures  will  be  utilized.  Prerequisite:  Anxhro^ioXo^  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  modem  American  medical 
system.  Ethnographic  examples  are  drawn  from  a 
variety  of  cultures.  Prerequisite:  hnihro^oXogy  103. 

Mr.  Loveland 

220  World  Cultures  Study  of  the  cultures  of  Asia, 
the  Pacific,  Mrica,  and  Native,  North,  Central  and 
South  America.  Class  will  discuss  ethnographies  and 
films  about  a  variety  of  socio-economic  types, 
including  foraging,  horticultural,  agricultural,  and 
pastoralist  societies.  No  prerequisite. 

Ms.  Allen,  Mr  Loveland 

228  Cross-Cultural  Perspectives  on  Women,  Sex 
Roles,  and  Gender  Examination  of  the  position  of 
women,  their  interrelationship  with  men,  the 
assignment  of  male  and  female  roles,  and  the 
conceptualization  of  gender  ideology  in  various 
societies  and  cultures.  The  course  will  focus  on  broad 
theoretical  issues  (e.g.,  biological  vs.  cultural 
determinants;  gender  stradfication  and  inequality; 


the  effects  of  social,  cultural,  and  economic  variables) 
as  well  as  a  wide  range  of  specific  societal  studies. 
Prerequisite:  Anthvo^oXo^  103 

Ms.  Allen 

232  Precolumbian  Civilizations  of  Middle  America 

Overview  of  the  pre-conquest  cultures  and 
civilizations  of  Mexico  and  adjacent  areas.  Topics 
include  a  general  geographic  and  environmental 
descripfion  of  the  cultural  area  of  Mesoamerica,  the 
peopling  of  the  region  by  early  nomadic  hunters-and- 
gatherers,  the  beginning  of  agricultural  villages,  and 
the  development  of  high  civilizadons  such  as  the 
Olmecs,  Teodhuacan,  the  Mayas,  and  the  Aztecs. 
While  the  course  follows  the  cultural  history  of  the 
different  prehispanic  cultures,  there  will  also  be 
discussion  of  the  different  theories  proposed  for 
different  social  processes  such  as  the  development  of 
agriculture,  the  development  of  social  classes,  and  the 
rise  and  fall  of  major  centers  and  empires 

Mr.  Curet 

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  foundadon, 
this  course  will  provide  an  overview  of  the  field  of 
socio-cultural  anthropology  and  current 
anthropological  thinking.  In  addidon,  some  current 
ethnographies  will  be  read,  and  students  will  do 
individualized  projects  in  a  seminar  setting. 

Staff 

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. 

Staff 

460  Research  Course  Individual  investigation  of  a 
research  topic  in  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 

Sociology 

101  Introductory  Sociology    Study  of  the  basic 

structures  and  dynamics  of  human  societies,  focusing 


SOCIOLOGY 


147 


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,  Ms.  Heisler 

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:  SocioXo^  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 

206  Sociology  of  the  Family    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:  Soc\o\o^  101. 

Ms.  Potuchek 

207  Criminology    Introduction  to  the  sociological 
study  of  crime.  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:  Soc\o\o^  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  way  of  life,  city  planning, 
metropolitan  dynamics,  and  urban  problems. 
Prerequisite:  SocioXo^  101.  Not  offered  regularly. 

Mr.  Hinrichs 

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 

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.  Offered  every  other  year.  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, 
violence,  child  abuse,  homelessness,  and  skid  row. 
Pr^^^M?5//r  Sociology  101. 

Mr.  Hinrichs 

213  PoUtical  Sociology    Analysis  of  the  role  of  power 
in  social  and  political  institutions.  Among  the  major 
topics  explored  are  the  basis,  distribution,  and  use  of 
power  and  aiuhority;  the  relationship  between 
economic  and  political  power;  the  origins  of  the 
modern  state;  the  conditions  of  democracy  and 
authoritarian  rule;  and  the  dynamics  of  social 
movements  and  political  change.  Not  offered  every 
year.  Prerequisite:  SocioXo^  101. 

Ms.  Heisler 

217  Gender  Inequality    Examination  of  the  patterns 
of  gender  stratification  in  American  social  structures. 
The  course  centers  on  the  various  forms  of  sexual 
inequality  in  today's  world,  examining  the  positions  of 
women  and  men  in  families  and  occupations.  Topics 
include  socialization,  images  of  women  in  the  media. 


148 


SOCIOLOGY 


violence  against  women,  and  possibilities  for  change. 
Prerequisite:  Sociology  101. 

Ms.  Gill 

219  Chinese  Society    Sociological  and 
anthropological  analysis  of  China  and  Hong  Kong. 
Major  socio-cultural  themes  in  both  traditional  and 
modem  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  Study  of  theories  of  social 
psychology,  methods  of  social  psychological  research, 
the  self,  socialization,  social  roles,  social  relationships, 
and  group  behavior.  Emphases  will  include  the 
dynamics  of  small  groups  and  differences  in 
male/female  perceptions  and  social  behaviors. 
Readings  will  include  theoretical  works  and  will 
emphasize  classic  and  recent  research  in  the  field. 

Ms.  Rosenberg 

262  Social  Development  of  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.  Same  as  LAS  262.  No 
prerequisite. 

Mr.  Betances 

267  Society  and  Politics  in  Latin  America:  A  Case 
Study  of  the  Dominican  RepubUc  Study  of  the 
socio-political  evolution  of  the  19th  and  20th  century 
Dominican  Republic.  This  course  will  examine  the 
tension  between  dictatorship  and  democracy,  the 
changing  economic  patterns  of  Dominican  life  and 
the  influence  of  the  U.S.  military  interventions  of 
1916-1924  and  1966-1967  on  the  modern  Dominican 
state.  Same  as  LAS  267.  No  prerequisite. 

Mr.  Betances 

271  Gay  and  Lesbian  Studies  I  Introductory 
examination  of  important  issues  underlying  gay  and 
lesbian  studies.  In  seminar  format,  discussion  will 
focus  on  homosexuality  cross-culturally;  the  history  of 
the  gay  rights  movement  in  American  society  and  the 
historical  events  that  have  shaped  gay,  lesbian  and 
bisexual  identity;  theories  of  sexuality;  religion  and 
homosexuality;  homophobia;  the  structure  of  the  gay 
and  lesbian  community,  including  issues  related  to 
race  and  ethnicity;  the  "coming  out"  process;  and 


violence  against  gays  and  lesbians.  No  prerequisites. 
One-half  credit  course.  Alternates  every  other  year 
with  Gay  and  Lesbian  Studies  II. 

Mr.  Hinrichs 

272  Gay  and  Lesbian  Studies  II  Further 
examination  of  contemporary  gay,  lesbian  and 
bisexual  life  styles  and  the  supporting  social 
movement.  In  seminar  format,  discussion  will  focus 
on  society's  response  to  the  emergence  of  a  more 
visible  gay  and  lesbian  community,  the  impact  of 
AIDS  on  gays  and  lesbians,  constitutional  and  legal 
issues,  gays  and  the  military,  gays  as  parents,  current 
radical  movements  such  as  Queer  Nation  and  ACT 
UP,  and  the  interaction  of  feminist  theories  and 
gay/lesbian/bisexual  issues.  No  prerequisites.  One- 
half  credit  course.  Alternates  every  other  year  with 
Gay  and  Lesbian  Studies  I. 

Mr.  Hinrichs 

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  qualitadve  and 
quantitative  designs  are  examined,  including  the 
experiment,  parficipant  observadon,  and  evaluadon 
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  quandtative  data.  The  logic 
of  data  analysis;  selecdon,  use,  and  interpretadons  of 
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 

Cridcal  survey  of  the  origins  and  development  of 
modern  theories  of  society  in  the  late  nineteenth  and 
early  twendeth  century.  The  primary  focus  is  on 
theories  and  theorists  who  have  made  significant  and 
lasdng  contribudons  to  our  systemadc  understanding 
of  the  social  world:  Karl  Marx,  Emile  Durkheim,  Max 
Weber,  and  George  H.  Mead.  Prerequisite:  Sociology 
101. 

Ms.  Heisler 


SOCIOLOGY/  SPANISH 


149 


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 

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 

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  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 

Spanish 

Professors  Thompson  and  Burgess  (Chairperson) 

Associate  Professors  dinger,  Vinuela,  and  Yager 

Assistant  Professors  Luengo,  Nanfito,  and  Zielina 

Instructors  Roela  and  Roman 

Adjunct  Assistant  Professor  Wirth 

Adjunct  Instructors  Elorriaga,  Hubbard,  and  Moore 

Teaching  Assistant  Valdes 

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 
preparation  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  petition  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. 


150 


SPANISH 


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  reqtiirement  in  histor\'/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 
sttidying  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. 

Study  Abroad 

Advanced  students  may  sttidy  at  the  Center  for  Cross- 
Cultural  Study  in  Se\alle,  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,  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  a  cross-cultural 
learning  experience  while  serving  the  local  Hispanic 
community.  Student  projects  may  incltide  tutoring, 
translating,  and  helping  families  adjust  to  Anglo 
culture.  Prerequisite:  S^?Ln\s\\  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  Qtialifying 
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:  S'(>2Ln\s,\\  102  or  104  or 
consent  of  the  department. 

Staff 

205  Readings  in  Spanish  and  Spanish  American 
Literature  Condticted  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 


SPANISH 


151 


253-254  Courses  in  Spanish  Civilization  and 
Literature  for  Intermediate-Level  Students  in 
Seville,  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  artistic  events.  Offered 
annually  in  the  fall.  For  intermediate  students  studying 
at  the  Center  for  Cross-Cultural  Study  in  Seville,  Spain. 
Prerequisite:  Spa.n'ish  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. 

Staff 

303  Spanish  Phonology    Introduction  to  Spanish 
phonetic  and  phonemic  theory  and  analysis,  applied  to 
improve  pronunciation  skills.  Study  of  variation  in 
pronunciation  in  Spain  and  Latin  America.  Prerequisite: 
Spanish  302  or  approval  of  the  department.  Offered 
1995-96.  Three  lecture  hours  and  one  laboratory. 

Staff 

304  Introduction  to  Literary  Analysis    Introduction 
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:  Tv/o  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  1994-95. 

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. 
Prerequisite.  Spanish  202  or  consent  of  the  department. 
Offered  annually. 

Staff 

310  Spanish  Civilization  Study  of  the  histoiy  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.  Offered  annually. 

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.  Offered 
annually. 

Staff 

313  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:  Spanish  304  or  consent  of  the 
department.  Offered  1995-96. 

Staff 

314  Cervantes  A  study  of  the  masterpiece,  Don 
Quijote  de  la  Mancha,  as  well  as  some  Novelas  ejemplares 
and  entreyneses  or  one-act  plays.  Prerequisite:  Spanish  304 
or  consent  of  the  department.  Offered  1995-96. 

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.  Prerequisite:  Spanish 
304  or  consent  of  the  department.  Offered  1995-96. 

Staff 


152 


SPANISH  /  WOMEN'S  STUDIES 


319  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  1994-95. 

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  1994-95. 

Staff 

324  Latin  American  Contemporary  Prose 

Emphasizes  the  novel  of  the  "boom"  in  Latin 
America.  Major  writers  such  as  Gabriel  Garcia- 
Marquez,  Carlos  Fuentes,  Julio  Cortazar,  Elena 
Poniatowska,  Juan  Rulfo,  and  Jorge  Luis  Borges  will 
be  read.  Prerequisite:  Spanish  304  or  consent  of  the 
department.  Offered  1995-96 

Staff 

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.  Offered  1995-96. 

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.  Offered  1994-95. 

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,  and  bilingualism. 
Prerequisite:  Spanish  302  or  approval  of  the  department. 
Offered  1994-95. 

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  the  department.  Offered  in  the  spring  of 
every  year. 

Staff 

Portuguese 

101-102  Elementary  Portuguese  Elements  of 

imderstanding,  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  Intermediate  Portuguese  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 

Theater  Arts  —  See  English 

Women's  Studies 

Women's  Studies  Program  Advisory  Council 
Professors  Armster,  Berg,  Cain,  Clay,  Fay,  Gill,  Ginge, 

Hofman,  lannello.  Light,  Potuchek  (Coordinator), 
Powers,  Small,  and  Richardson  Viti,  Associate  Provost 

Floge, 
Ms.  Esterhai,  Ms.  Morgan,  Ms.  Moyer,  Ms.  Napolitano, 
Ms.  Pettersen,  Ms.  Siebert,  Ms.  Smith,  Ms.  Sprague,  Ms. 

Vogel 

Overview 

The  objective  of  women's  studies  is  to  encourage 
students  to  analy'ze  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  interdisciplinaiy 
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. 

Women's  studies  is  interdisciplinary  and  therefore 
draws  on  courses  in  other  disciplines.  In  order  to  help 
students  design  their  majors  and  minors,  we  have 
developed  the  following  categories:  a  core  course 
centers  on  women  and  women's  studies  scholarship 


WOMEN'S  STUDIES 


153 


and  has  a  WS  designation  only;  a  cross-listed  course 
centers  on  women  and  women's  studies  scholarship  and 
has  two  designations,  WS  and  that  of  another  discipline; 
an  affiliated  course  has  a  significant  amount  of  women's 
studies  content  and  is  located  in  a  department  other 
than  Women's  Studies.  Prospective  majors  and  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.  Women's  studies 
students  are  strongly  advised  to  take  Women's  Studies 
120  in  the  first  or  second  year  of  study  and  Women's 
Studies  400  in  the  senior  year. 

Requirements  and  Recommendations 

The  Major  in  Women's  Studies 
Ten  courses  are  required  for  the  major  in  women's 
studies.  All  majors  in  women's  studies  are  required  to 
take  the  following  courses: 

WS  120:  Intioduction  to  Women's  Studies 

WS  300:  Feminist  Theories 

WS  320:  Practicum  in  Feminist  Theory  and  Collective 
Action 

WS  400:  Issues  in  Feminist  Theory  and  Methods 

In  addition,  students  must  take  at  least  one  core  or 
cross-listed  course  above  the  100  level  which  focuses  on 
work  by  and  about  women  of  color  or  third  world 
women.  Of  the  remaining  five  courses,  at  least  one  must 
be  a  core  or  cross-listed  course  in  the  social  sciences  and 
at  least  one  must  be  a  core  or  cross-listed  course  in  the 
arts  or  humanities.  No  more  than  two  affiliated  courses 
may  be  counted  toward  the  requirements  for  the  major. 

Students  choosing  a  major  in  women's  studies  must 
combine  it  with  a  minor  (or  a  second  major)  in  an  arts, 
humanities,  science,  or  social  science  discipline. 

The  Minor  in  Women's  Studies 
Six  courses  are  required  for  the  minor  in  women's 
studies.  Minors  are  required  to  take  W^omen'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)  cross-listed  courses,  (3)  affiliated 
courses,  and  (4)  approved  courses  of  individualized 
study  in  women's  studies. 

Core  Courses: 

1 20  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 


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  differentiy.  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 

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  attention  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. 

Ms.  Powers 

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.  Prerequisite:  Women's  Studies  120. 

Staff 

320  Practicum  in  Feminist  Theory  and  Collective 
Action  An  examination  of  the  relationship  between 
feminist  theory  and  community  action.  The  course 
combines  weekly  seminar  meetings  with  student 
internships  in  organizations  that  use  collective  action 
to  pursue  change  in  societal  conditions  for  women. 
Readings  from  feminist  theory  of  organizations, 
collective  action,  and  social  policy  are  used  as  a  basis 
for  discussion  and  analysis  of  students'  internship 
experiences.  Prerequisites:  \^ omen  s  Studies  120  and 
one  other  core  women's  studies  course  (or  permission 
of  the  instructor). 

Staff 

350  Women,  Family  and  Public  Policy    An 

examination  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 


154 


WOMEN'S  STUDIES 


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  examination  of  the  effects 
of  Nazism  on  women,  primarily  (but  not  exclusively) 
in  Germany  beginning  in  the  1920s  and  extending  to 
post-war  times.  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  variet)'  of  theories  and  methods  in 
women's  studies  scholarship  by  examining  a  particular 
issue  from  a  number  of  different  feminist  perspectives. 
Topic  for  1993-94:  WOMEN  and  WAR  Prerequisites: 
Women's  Studies  120  and  two  other  women's  studies 


Staff 

(See  appropriate  departmental  listings  for 
descriptions  of  the  following  courses.) 

Art  400  Seminar  in  Art  History 

Economics  302  Gender  Issues  in  Economics 

English  334  Nineteenth-Century  British  Women 
Writers 

English  349  Contemporary  African  American 
Women  Writers 

English  404  Feminine/Feminist  Aesthetics 

History  209  Women's  History  Since  1500 

History  306  Women  and  Work 

History  307  Gender,  Pohtics,  and  SexuaUty 

IDS  215  Contemporary  French  Women  Writers 

Political  Science  209  Feminist  Theory  in  American 
Politics 

ReUgion  323  American  Women  in  a  Man's  Rehgious 
World 

Sociology  217  Gender  Roles  and  InequaUty 

Affihated  Courses: 

Art  227  Arts  of  the  First  Nations  of  North  America: 
East  and  Plains 

Art  228  Arts  of  the  First  Nations  of  North  America: 
North  and  West 


Classics  121  Survey  of  Greek  Civilization 

Classics  264  Ancient  Tragedy 

Classics  266  Ancient  Comedy 

English  333  Victorian  Aesthetics 

English  343  American  Realism  and  Naturalism 

History  204  History  of  England  Since  1603 

History  310  History  of  Early  Modem  France 

History  315  Europe  and  the  Age  of  Revolution 

Music  108  Women  and  Music 

Political  Science  303  New  Social  Movements 

Political  Science  406  Politics  of  Poverty 

PoUtical  Science  407  American  Black/Feminist 
PoUtical  Thought 

ReUgion  113  Women  in  the  Ancient  World 

ReUgion  1 24  EUzabeth  to  Irene:  Women  in 
Christianity  I 

ReUgion  1 25  Theodora  to  Margery:  Women  in 
Christianity  II 

ReUgion  156  Women  in  Buddhism 

Sociology  206  Sociology  of  the  Family 

Spanish  320  Lyric  Poetry 


T 


mi 


4 


College 
Life 


156 


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  services  which  enhance  the  students' 
liberal  education.  Under  the  direction  of  the  dean, 
the  Office  of  the  Dean  of  the  College,  College  Union, 
Residence  Life,  Interculttiral  Resource  Center,  Dean 
of  First  year  Students,  Academic  Advising,  The 
Women's  Center,  Greek  Organizations,  Counseling 
Services,  Career  Services,  Health  Services,  the  Center 
for  Public  Service  and  the  Chapel  Programs  compose 
the  division. 

Office  of  The  Dean  of  the  College 

The  Office  of  the  Dean  of  the  College,  located  in 
room  220  of  The  College  Union,  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  sttidents  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  sttidents 
to  the  proper  source  for  information. 

Advisement.  Members  of  the  staff  work  with  various 
student  organizations,  pro\iding  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  direcdy  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 
reguladons  of  the  College  and  to  protect  the  rights  of 
the  individual. 

Residential  Life 

Residential  life  at  Gettysburg  College  has  a  major 
influence  on  the  total  development  of  the  student. 
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,  occupadonal  choices, 
one's  identitv',  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.  Exempdons  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  parucipates  in  an  ongoing 
training  program  which  enables  them  to  help  other 
students  adjust  to  the  college  environment.  The 
residence  hall  staff  provides  a  variety  of  educadonal 
and  social  programs  that  enhance  the  educational 
and  social  development  of  all  residence  hall  students. 
Hall  governments  exist  to  provide  residents  with  the 
opportunity  to  work  with  members  of  the  faculty  and 
administradon  in  setting  reguladons  which  apply  to 
all  College  residences  and  establish  an  environment 
which  supports  sttident  needs. 


157 


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  coeducational  and 
single  sex  hall  options.  Residence  halls  may  choose 
among  three  visitation  options,  including  open 
visitation  and  two  more  limited  programs  of  visitation. 

Another  living  opportunity  exists  in  the  area  of  Special 
Interest  Housing.  This  option  is  for  students  who  wish 
to  live  together  in  a  group  of  5  to  20  residents  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 
window  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  organizadons  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. 
Currendy,  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  sei"ves  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. 

The  office  of  Greek  Organizations  is  located  on  the 
second  floor  of  the  College  Union  building. 

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  regulations  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  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  Gettysburg  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  attitude 
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 


158 


approved  by  the  College  are  subject  to  the  same 
regulations  as  indi\adual  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- 
faculty-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  Reinew  Board  and  the  Office  of  the 
Dean  of  the  College  handle  student  vdoladons  of 
College  policies,  including  indi\'idual  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. 

Academic  Services  and  Information 

The  Office  of  Academic  Advising,  located  on  the 
second  floor  of  the  College  Union,  offsets  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  faculty  advising  program  is  coordinated  by  this 
office.  Deans'  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. 

Dean  of  First  Year  Students 

Gettysburg  College  has  a  number  of  programs  to  assist 
its  students  to  have  a  successful  first  year  in  college. 
Among  these  are  the  Summer  Seminars  held  prior  to 
the  formal  orientation  program,  the  Orientation 
program  before  the  beginning  of  the  first  year,  the 
First  Year  Colloquy  in  Liberal  Learning,  the  Wellness 
course  taken  by  all  first  year  students,  the  resident 
advisers  in  the  first  year  residence  halls,  and  the 
residence  fellows  program  in  selected  first  year 
residence  halls.  The  Dean  of  First  Year  Students 
coordinates  these  various  programs  and  offers  general 
academic  advice  and  other  assistance  to  first  year 
students.  His  office  is  on  the  second  floor  of  the 
College  Union. 

Intercultural  Advancement 

The  aim  of  the  Office  of  Intercultural  Advancement 
(located  in  the  Intercultural  Resource  Center)  is  to 
promote  cultural  diversitv  and  crosscultural 
understanding  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  from  the  southern  U.S.,  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 
.\merican,  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  (Minoritv' Youth  Education 
Institute),  which  enables  Black  and  Latino  school 
children  in  grades  7-12  to  interact  with  College 
students  and  to  learn  about  their  heritage. 


159 


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. 

The  Office  of  Intercultural  Advancement  also  assists 
the  Office  of  Admissions  with  recruitment  of  students 
of  color. 

In  addition,  the  Office  of  Intercultural  Advancement 
offers  workshops  on  race  relations,  cross  cultural 
communicadons  and  racism. 


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  located  in  the  College 
Union  offers  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  Student  Activities  staff.  Ajuong  the 
many  services  provided  by  the  professional  and 
student  staff  are  information  about  the  campus  and 
community  activities,  ticket  sales,  travel  information, 
lost  and  found,  and  newspaper  subscription  services. 

Located  in  the  College  Union  are  meeting  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  Activities  Center  is  an  informal  gathering 
place  for  students  to  meet  with  their  student 
organizations,  relax,  study,  and  listen  to  music.  A 
fitness  room,  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  organizations.  It  is 
establishing  itself  as  the  resource  center  for  all  student 
organizations,  where  many  of  these  organizations  have 
offices  (i.e.,  Student  Senate,  Student  Activities 


Council,  Black  Student  Union,  Hillel,  Honor 
Commission,  Gettysburgian,  Spectrum,  and  WZBT 
Radio).  The  games  area,  student  lounges,  and 
meeting  spaces  are  also  available. 

Student  Activities  Council 

The  Student  Activities  Council  (SAC),  a  student-run 
progiamming  board,  provides  the  leadership  for 
organizing  meaningful  and  enjoyable  cultural, 
educational,  recreational,  and  social  activities  which 
complement  the  curriculum  at  Gettysburg  College. 
The  SAC  also  has  a  primary  role  in  the  programming 
for  special  weekends  such  as  Welcome  Week, 
Homecoming,  and  Fall  Family  Weekend.  All  such 
events  are  supported  by  student-controlled  funds.  The 
SAC  is  composed  of  the  following  committees: 
entertainment,  concert,  festivals,  special  events, 
multicultural,  Dive  Cafe,  Dive  Movies,  and  Greek. 
Representatives  from  other  student  organizations 
provide  suggestions  and  help  implement  a  diverse 
programming  schedule.  Membership  is  open  to  all 
interested  students. 

leadership  Develop7nent  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 


160 


while  working  to  promote  cooperation  among  all 
constituencies  of  the  College. 

The  Student  Senate  is  composed  of  four  execudve 
officers,  twenty  class  senators,  residence  hall 
representatives,  and  many  dedicated  committee 
members.  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. 

Inter-Residence  Hall  Association 
Since  life  outside  the  classroom  is  a  vital  part  of  a 
student's  education,  the  Inter-Residence  Association 
has  been  established  to  address  related  issues  and 
concerns  of  Gettysburg  College  students.  The  Inter- 
Residence  Association  encourages  leadership 
development,  greater  student  involvement, 
recognition  of  student  leaders,  and  growth  through 
change  in  order  to  optimize  the  college  environment. 
We  also  recognize  the  importance  of  a  good  working 
relationship  between  students  and  administrators, 
emphasizing  the  need  for  communication, 
understanding,  and  achievement  of  mutual  goals. 

The  Honor  Commission 

The  Honor  Commission  is  a  student  organization 
which  is  authorized  by  the  constitution  of  the  Honor 
Code.  The  Commission  is  composed  of  ten  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. 


Interfratemity  Council 

An  important  part  of  the  responsibility  for  governing 
fraternities  at  Gettysburg  College  is  assumed  by  the 
Interfratemity  Council  (IFC),  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  commimity  of 
Gettysburg.  During  the  school  year  the  IFC  sponsors  a 
variety  of  campus  social  and  community  service 
activities. 

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 
ftinctions  as  a  governing  body  in  matters  involving 
sororities  and  intersorority  relations. 

Programming  and  Student  Activities 

In  addition  to  the  programs  sponsored  by  the  Office 
of  Student  Activities  and  the  Student  Activities 
Council,  the  College  offers  many  other  major  activities 
which  are  sponsored  by  campus  groups.  Among  these 
are  the  Performing  Arts  Committee  and  Convocation 
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 
communit)'.  In  addition  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  1913) 
and  Sara  A.  Gerberich  supports  a  series  of  lectures 
and  other  programs  in  the  Department  of  History. 
Each  year  an  authoritv  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 


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an  annual  three-day  visit  by  a  renowned  scientist  to  the 
chemistry  department. 

Stuckenberg  Lecture:  A  bequest  from  Mary  G. 
Stuckenberg  in  memory  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  Fund:  A  fund 
established  to  commemorate  the  outstanding  contri- 
butions 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-disciplinary  studies,  world 
civilization,  the  philosophy  of  religion,  values,  and 
culture. 

The  Henry  M.  Scharf  Lecture  on  Current  Affairs:  A  ftmd 
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  performing  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. 

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,  thioist,  profile,  and 
frontal.  In  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 


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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 
modem  classics,  Broadway  and  off-Broadway  hits,  and 
avant  garde  works  not  generally  perfonned  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  hour-long  plays  for  young  people  on  the  lawn 
adjacent  to  Brua  Hall. 

Artist-in-Residence:  During  the  year,  the  College  in\'ites 
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 
community,  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  Gettysburgian:  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  Spectrum:  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  Spectrum 
covers  the  full  academic  year,  including  commence- 
ment 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 
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 
stadon,  and  a  Board  of  Overseers  composed  of 
students,  faculty  members,  and  administrators 
establishes  general  policy  for  the  station. 

Other  Activities 

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  Student  Union,  GCTV, 
GECO  (Gettysburg  Environmental  Concerns 
Organization),  Rugby  Club,  and  Intemadonal  Club. 
Various  other  opportunides  are  available  in 
departmental,  service  and  professional  clubs,  and 
honorary  societies. 

Career  Services 

The  Career  Services  Office  at  Gettysburg  College, 
located  at  51  Stevens  St.,  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  commimity. 

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 


163 


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  information  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  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  work- 
shops on  "Resume  Writing",  "Effective  Interviewing", 
"Summer  Jobs",  'The  Art  and  Science  of  Job 
Himting",  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  leam  more  about  post-graduate 


experiences.  Over  the  past  several  years,  our  career 
services  students  have  pursued  a  wide  range  of  post- 
college  occupations,  including  accountant,  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,  inter- 
national 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,  Prudential,  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  leam  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  counseling 
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. 


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Gettysburg  College  has  an  HIV/ AIDS  policy  which 
covers  students,  faculty,  staff,  and  administration.  The 
purpose  of  this  policy  is  to  support  the  confidential 
needs  of  the  individuals  with  HIV/ 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  human  resources 
office. 

Student  Health  Services 

The  Student  Health  Services  component  of  the  health 
center  offers  a  variet)'  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 
education  and  certification  in  the  assessment, 
diagnosis,  and  treatment  of  minor  acute  and  stable 
chronic  illness.  Together,  the  health  care  pro\dders 
offer  the  following  health  services: 
— ^Assessment  and  treatment  of  minor  acute  illness 
— Maintaining  stable  chronic  illness  (such  as  diabetes 

and  asthma) 
— Immunizations  (Tetanus,  TB  tests) 
— ^Allergy  injections 
— ^Women's  health  care 
— Men's  health  care 
— Contraceptive  services 
— Health  education 
— Weight  management 
— Stress  management 
— Exercise  recommendations 
— Well  care  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  physician  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  history  and  physical  examination  forms  are  re- 
quired 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,  located  in 
the  Fisher-Sieber  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,  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  infonnation  into  the  campus  community. 

Counseling  Services 

With  the  goal  of  promoting  the  emotional  well-being 
of  all  members  of  the  Gettysburg  College  Community, 
the  counseling  services  staff  located  in  the  Fisher- 
Sieber  Health  Center,  offers  a  number  of  services  and 
a  wide  variety  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  profes- 
sional 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  counseling  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, 


165 


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 
counsel  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  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 


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  vrith  the  faculty, 
administration,  and  parents  on  issues  of  student 
concern. 

All  counseling  service  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  executive  board  of  the  Ministries 
at  Christ  Chapel  (MACC) ,  a  voluntary  group  of 
students.  MACC  Committees  include:  advice  on 
worship  and  music,  which  plans  services;  community 
service,  which  coordinates  volunteers  and  promotes 
awareness  of  social  justice  concerns;  fellowship,  which 
coordinates  retreats  and  social  events;  and  public 
relations,  which  facilitates  communication  with  the 
larger  campus  and  civic  communities.  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,  located  in 
the  Eddie  Plank  Student  Activities  Center,  sponsors 


166 


service-learning  awareness  trips  involving  students, 
faculty,  and  staff.  Recent  trips  have  included  visits  to 
New  York  City,  Washington,  D.C.,  New  Mexico, 
Alabama,  San  Francisco,  Moscow,  Nicaragua,  Mexico, 
South  Carolina,  Jamaica  and  several  Native  American 
reservations  in  the  Midwest  and  Arizona.  Future 
projects  will  include  trips  to  St.  John  and  its  sister 
islands  and  possibly  Brazil.  Some  trips,  14  days  in 
length,  take  place  over  the  Semester  Break  in  January 
while  others  occur  during  the  Spring  Break. 

An  active  Community  Services  Program  includes 
Adopt  a  Grandparent,  Pet-Facilitated  Therapy  and 
Outreach,  which  involve  students  with  the  elderly  and 
developmentally  disabled;  Volunteers  for  Youth,  CARE 
and  Tutoring,  which  encourage  students  to  mentor 
the  youth  in  the  Gettysburg  community  both 
academically  and  recreationally;  and  Habitat  For 
Humanity.  There  are  three  service  organizations  on 
campus  which  promote  service  in  the  community: 
Alpha  Phi  Omega,  Rotaract  and  Circle  K.  Additionally, 
the  Center  for  Public  Service  works  with  over  35  local 
social-service  agencies  in  Gettysburg  to  offer  local 
volunteer  opportunities  to  students  both  short-term 
and  on-going  throughout  the  semester. 

Athletics 

The  College  has  an  extensive  program  of  inter- 
collegiate 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.  Gettysburg  College  maintains 
membership  in  the  National  Collegiate  Athletic 
Association,  the  Eastern  Collegiate  Athletic 
Conference,  and  the  Centennial  Conference,  which 
includes  Bryn  Mawr  College,  Dickinson  College, 
Franklin  and  Marshall  College,  Haverford  College, 
Johns  Hopkins  University,  Muhlenberg  College, 
Swarthmore  College,  Ursinus  College,  Washington 
College,  and  Western  Maryland  College. 

The  intercollegiate  program  includes  teams  for  men, 
teams  for  women,  and  one  athletic  team  for  which 
men  and  women  are  eligible.  Gettysburg  also  has  a 
varsity  cheerleading  squad  which  both  men  and 
women  are  eligible  to  participate  in.  The  breakdown 
is  as  follows: 


Men 

Women 

Co-ed 

Fall        Cross  Country 

Cross  Country 

Cheerleading 

Football 

Field  Hockey 

Soccer 

Soccer 
Volleyball 

Winter  Basketball 

Basketball 

Cheerleading 

Swimming 

Swimming 

Wrestling 

Indoor  Track 

Indoor  Track 

Spring  Baseball 

Lacrosse 

Golf 

Lacrosse 

Softball 

Tennis 

Tennis 

Track  and 

Track  and 

Field 

Field 

Campus  Recreation 

The  Office  of  Campus  Recreadon  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/fitness, 
sports  clubs,  and  infonnal  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,  and  volleyball.  Special  events 
include  tennis,  table  tennis,  wresding,  swimming, 
cross  coimtry,  golf,  billiards,  bench  press,  4x4 
volleyball,  wiffle  ball,  3-on-3  basketball  and  Timex 
Fitness  week. 

Fitness  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,  aqua  aerobics,  and  step  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  currendy  active  on  campus 
include  men's  rugby,  men's  ice  hockey,  tae  kwon  do, 
cuong  nhu,  cycling,  boxing,  men's  volleyball,  paint 
ball,  cricket,  and  equestrian. 

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  new  fitness  room  with  stationar)'  bikes. 


I 


167 


stairclimbers,  rowers  and  Nautilus,  and  a  multi- 
purpose area  within  the  Bream/Wright/Hauser 
Athletic  Complex  for  a  variety  of  recreational 
activities. 

Financial  Aid 

Details  about  financial  aid  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  btiildings  range  from  the 
original,  historic,  Pennsylvania  Hall  (Old  Dorm), 
constructed  in  1837  and  listed  on  the  National  Register 
of  Historic  Places,  to  the  modem  Musselman 
Library/Learning  Resources  Center  that  was  cited  for 
its  excellent  design  by  the  American  Institute  of 
Architects. 

Academic  Facilities 

The  Libraiy:  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 
340,000  volumes,  23,000  microforms,  36,000 
governmental  publications,  12,000  records,  and 
extensive  slide,  filmstrip,  and  other  instructional 
media.  The  library  subscribes  to  over  1,400  journals. 
An  automated  system  provides  users  with  enhanced 
access  to  the  library  catalog  through  any  computer 
attached  to  the  campus  network. 

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 
Departments 


Building 

Brua  Han 


Glatfelter  Hall 


McKnight  Hall 


Special 
Features 

Theater  Arts  Kline  Theatre 

Stevens  Laboratory 
Theatre 

Computer  Science     Microcomputer 

Economics  laboratories 

English 

Management 

Mathematics 

Sociology 

Anthropology 

French  Language 

German  laboratory  in 

Spanish  Musselman  Library 

Portuguese 
Schmucker  Hall      Art  and  Music  Art  Studios,  gallery, 

extensive  slide 
coUection.recital 
hall,  practice  rooms 
Weidensall  Hall       Classics 

Education 

History 

Philosophy 

Religion 
Wliite  House  Political  Science 

Breidenbaugh         Chemistry  Fourier  Transform 

Infrared,  Fourier 
Transform  NMR,  UV 
visible  and  Gas 
Chromatograph-Mass 
Spectrometers, 
research  laboratories, 
library 
Masters  Physics  Hatter  Planetarium, 

Environmental  optics  laboratory 

Studies  plasma  physics 

laboratory,  library 
McCreary  Biology  Electron  microscopes. 

Psychology  research  laboratories. 

Environmental  greenhouse,  aquarium 

Studies  room,  herbarium, 

image  analysis 
laboratory. 
Observatory  Sixteen-inch  Casse- 

grain  telescope 

Computing  Services 

Computer  Labs:  Glatfelter  Hall  houses  three  computer 
labs  that  house  a  total  of  15  MS-DOS  personal 
computers,  9  NeXT  workstations,  and  21  Apple 
Macintosh  computers.  In  addition,  there  are  10  IBM 
personal  computers  and  12  Apple  Macintosh 
computers  on  the  second  floor  of  Mtisselman  Library. 
Laser  printers  are  available  in  Glatfelter  Hall. 
Pennsylvania  Hall,  Musselman  Library,  and  Musselman 
residence  hall  for  student  printing.  For  the  research 
needs  of  faculty  members  and  students,  a  SUN  4/690 
server  allow  students  to  access  mainframe  applications. 
A  variety  of  educational  and  cotirse-related  software 
packages  are  available  in  all  public  computing  labs 
through  the  campus  network. 


168 


Computer  Network  on  Campus:  The  College  has 
completed  the  initial  phase  of  its  computer  network 
that  electronically  links  all  academic  campus  buildings 
and  most  residence  facilities.  The  network  provides 
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. 

Computing  Services  maintains  a  gopher  server  and  a 
World  Wide  Web  ser\'er  accessible  through  Internet  at 
jupiter.cc.gett)'sburg.edu. 

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. 

Computer  Training:  Computing  Services  pro\ides  a 
series  of  training  sessions  throughout  the  year  for 
students,  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  Resume's."  A  help  line  for  students  who  have 
computing-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  Stadium,  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  renovadon,  provides  modem  offices  and 
facilides  for  administradve  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. 


♦ 


m 


Admission, 
Expenses  and 
Financial  Aid 


170 


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  work  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  com- 
munity 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  or 
music  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  15  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 
admission  plan  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 
Februar)'  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  tesfing  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 
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. 


171 


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  four-year  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  entided  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  with  the  transfer  student 
coordinator  in  the  admissions  office. 

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. 

Comprehensive  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  entitles  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-time  student.  For 
purposes  of  the  comprehensive  academic  fee,  a  full- 
time  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 
$1,775  per  full  course  or  $445  per  quarter  course. 
Majors  in  health  and  physical  education  and  music 


172 


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  $2,220  per  course. 

1993-94  Fees 

Comprehensive  Academic  Fee  $       19,964 

Health  Service  Fee  $  90 

Board 

College  Dining  Hall  20  meals  per  week      $  2, 148 

(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  |  2,180 

Single  room  $  3,150 

Apartment  $  2,940 

Apartment  (single)  $  3,050 

Estimate  of  Total  Expenses  for  an  Academic  Year 

Comprehensive  Academic  Fee                     $  19,964 

Health  Service  Fee                                          $  90 

Board                                                             $  2,148 

Residence  Hall  Room                                   $  2,180 

Books  and  Supplies                                      $  500 

$  24,882 

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  $1,775  per  course  or  $445  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  will  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. 

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  $300  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 


173 


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  College 
Resource  Group,  855  Boylston  Street,  Boston,  MA 
021 16,  or  Academic  Management  Services,  50  Vision 
Boulevard,  East  Providence,  RI  02914.  Information 
about  these  plans  is  mailed  to  all  new  students. 

Refund  Policy 

A  student  who  withdraws  from  college  is  assessed  a 
$100  administrative  fee.  The  comprehensive  academic 
fee  and  room  charge  are  refunded  on  a  pro-rata  basis 
through  60%  of  the  semester,  after  which  there  is  no 
refund  of  these  charges.  Board  refunds  are  prorated 
weekly  through  the  semester. 

The  data  of  withdrawal  will  be  the  date  the  student 
has  filed  the  completed  withdrawal  form  with  the 
Office  of  Academic  Advising. 

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. 

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.  Infomiation  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. 

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  responsi- 
bility 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  the 
Financial  Aid  Form  (FAF)  and  the  Free  Application 
for  Federal  Student  Aid  (FAFSA)  to  receive  full 
consideration  for  financial  aid.  Each  form  should  be 
sent  to  the  appropriate,  separate  mailing  address:  the 
FAFSA  is  mailed  to  Federal  Student  Aid  Programs, 
P.O.  Box  7381,  London,  KY  40742  and  the  FAF  is 
mailed  to  College  Scholarship  Service,  P.O.  Box  6930, 
Princeton,  NJ  08541-6930. 

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)  directly  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 
mail  the  completed  FAF  and  FAFSA  as  soon  as  possible 
after  January  1  and  before  February  15.  Both  forms 


174 


should  be  completed  in  their  entirety  (including 
Gettysburg  College  in  the  colleges  to  receive  results) 
and  forwarded  in  the  envelopes  provided  (addresses 
above).  There  is  no  fee  for  the  Free  Federal 
Application  (which  determines  eligibility  for  Pell  Grant 
and  other  federal  programs  of  student  financial 
assistance),  but  there  is  a  processing  fee  for  the  FAF. 

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  help  complete  these  forms.  The 
renewal  application  packet  should  be  completed  with 
the  FAFSA  and  FAF  being  forwarded  by  March  15  and 
the  other  forms  being  forwarded  to  the  Office  of 
Financial  Aid  by  May  1. 

The  Gettysburg  College  federal  code  number  for  the 
FAFSA  is  003268  and  the  FAF  code  number  is  2275. 

Financial  aid  is  awarded  in  the  form  of  grants,  loans, 
and  work-  study  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  graduafion  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  continue  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  Federal  Stafford  Loans  and  other 
programs  of  financial  assistance  through  federally 
subsidized  Title  FV  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. 

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. 

Federal  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. 

Federal  Perkins  Loan:  A  loan  program  funded  by  the 
Federal  Government  and  administered  by  the  College. 

Federal  Work-Study  Program:  Employment  program 
funded  by  the  Federal  Government  and  the  College. 

Grants  need  not  be  repaid,  but  the  College  hopes  that 
recipients  will  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-seven  percent  of  Gettysburg 
College  students  receive  financial  assistance  in  some 
form  from  the  College.  About  sixty  percent  of  the 


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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.  Alrny,  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. 

Lh.  Joseph  B.  Baker  (1901)  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  ( 1 925)  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. 


The  Rev.  Sydney  E.  Bateman  (1887)  Scholarship  Fund:  The 
income  from  the  fund  is  awarded  to  a  needy 
ministerial  student. 

Admiral  William  W.  Behrens,  Jr.  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. 

Henry  S.  Belber,  11  Scholarship  Fund:  The  income  from 
the  fund  is  awarded  to  a  first-year  student  and  may  be 
continued  up  to  four  years;  preference  is  given  to 
individuals  who  engage  in  extracurricular  activities. 

Belt  Hess-Quay  Scholarship  Fund:  The  income  from  a  fund 
provided  by  Efifie  E.  Hess  Belt  (1898)  in  commemor- 
ation 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.  and  James  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 
exceptional  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  (1 925)  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. 


176 


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  (1960);  daughter-in-law, 
Mary  Jane  (1960);  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  Foundation  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  fund  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. 

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  1 915  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-Breidenbaugh  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  1920  Scholarship  Fund:  The  income  from  the 
fund  is  awarded  to  a  needy  and  deserving  student. 

Class  of  1921  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  1933  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 
ofthe  Class  of  1933. 

Class  of  1 936  Scholarship  Fund:  The  income  from  the 
fund  is  awarded  to  a  needy  and  deserving  student. 

Class  of  1 937  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  1938  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. 

Class  of  1943  Scholarship  Fund:  The  income  from  the 
fund  is  awarded  to  a  needy  and  deserving  student. 

The  Ernst  M.  and  Agnes  H.  Cronlund  Memorial  Scholarship 
Fund:  The  fund  was  established  in  memory  of  Ernst 
Magnus  and  Agnes  Hoffsten  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. 


177 


Anita  Conner  Deny  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  mathemadcs,  computer 
science,  or  physical  sciences. 

W.  K.  Diehl  (1886)  Scholarship  Fund:  The  income  from  a 
fimd  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. 

Clay  I  (1948)  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  Ebert  (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. 

Ehrhari  Family  Scholarship:  The  income  from  a  fund 
established  by  Kenneth  W.  Ehrhart  (1946)  in  memory 
of  his  father,  Rev.  Kenneth  Ehrhart  (1925)  and  in 
honor  of  those  members  of  the  Ehrhart  family  who 
attended  Gettysburg  College,  Rev.  Carl  Ehrhart 
(1947),  Rev.  Richard  Ehrhart  (1946),  Sidney  Ehrhart 
(1950)  and  David  Ehrhart  (1962)  is  awarded  to  one  or 
more  worthy  and  promising  students. 

Jacob  C.  Eisenhart  and  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  DwightD.  Eisenhoiver  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  fimd  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. 

Dwight  D.  Eisenhower/Conrad  N.  Hilton  Scholarship:  The 
income  from  funds  received  from  the  Conrad  N. 
Hilton  Foundation  are  used  to  support  the  tuition 
cost  for  a  semester  of  study  abroad  for  one  student 
per  year.  The  scholarship  will  be  competitively 
awarded  to  a  student  who  shows  through  career 
aspirations  and  corresponding  curriculum  choices,  an 
appreciation  of  the  role  that  travel,  global  trade,  and 
cross-cultural  exchange  can  play  in  fostering 
international  imderstanding. 

Eisenhower  Leadership  Scholarships:  The  income  from  the 
fund  is  awarded  to  class  valedictorians  and  salutatorians, 
presidents  of  the  student  council  and  other  leaders. 

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. 

Alan  S.  Fischer  (1929)  Scholarship:  The  income  from  a 
fund  established  by  Marian  Fischer  Hammer  (1930) 
and  Robert  H.  Fischer  (1939)  in  honor  of  their 
brother  is  awarded  to  one  or  more  worthy  and 
promising  students,  preference  to  be  given  to 
mathematics  or  computer  science  majors. 

H.  Keith  Fischer  Scholarship:  The  income  from  the  fund 
is  awarded  to  one  or  more  worthy  and  promising 
students,  preference  is  given  to  pre-medical  students 
or  to  social  or  natural  sciences  or  mathematics  majors. 

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  (1 902)  Memorial  Scholarship  Fund:  The 
income  from  a  bequest  is  awarded  to  a  graduate  cum 
laude  of  the  Protestant  faith  of  the  Wyoming  Seminary. 

Fourjay  Foundation  Scholarship  Fund:  The  income  from 
the  fund  is  awarded  to  declared  management  majors 


178 


or  to  students  who  express  a  high  degree  of  interest  in 
management  or  related  fields  and  demonstrate 
academic  excellence,  leadership  and  need. 

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  qualificadons,  pursue  a  major  in  economics. 

Dr.  Daniel  F.  Garland  (1888)  Scholarship  Fund:  The 
income  from  the  fund  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 
College  campus  community  in  other  ways. 

The  Millard  E.  Gladfelter  (1925)  Scholarships:  The  income 
from  a  fund  established  by  Millard  E.  Gladfelter  is 
awarded  to  first-year  students  and  may  be  continued 
up  to  four  years,  preference  is  given  to  students  from 
York  County,  Pennsylvania. 

Charles  E.  and  Mary  W.  Glassick  Scholarship  Fund:  The 
income  from  a  fund  established  by  the  Board  of 
Trustees  in  honor  of  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  of  the  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. 

IdaE.  Grover  Scholarship  Fund:  The  income  from  a 
bequest  is  awarded  to  a  needy  and  deserving  student. 

The  Merle  B.  and  Mary  M.  Hafer  Scholarship  Fund:  The 
income  from  a  bequest  from  the  estate  of  Mar)'  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  Gettysburg  Lutheran  Seminary. 

Henry  M.  Hariman,  Jr.  (1938)  and  Audrey  Harrison 
Hartman  (1940)  Scholarship:  The  income  from  a  fimd 
established  by  Henry  M.  Hartman,  Jr.  as  a  memorial  in 
honor  of  Audrey  Harrison  Hartman  is  awarded  to  a 
student  majoring  in  chemistry  or  biochemistry. 

Hartranft-Dean  Scholarship:  The  income  from  a  fund 
established  by  Mary  Alice  Hartranft-Dean  is  awarded 
to  one  or  more  worthy  and  promising  students. 

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. 

Harvey  A.  Hesser  (1923)  and  Dorothy  M.  Hesser 
Scholarship:  The  income  from  a  bequest  is  awarded  to  a 
needy  and  worthy  student. 


179 


The  Rev.  ClinlonF.  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. 

The  Arthur  D.  Hunger,  Sr,  M.D.  (1910)  Scholarship:  A 
fund  established  by  Arthur  D.  Hunger,  Jr.  (1939)  and 
Josephine  T.  Hunger  (1940)  in  honor  of  Arthur  D. 
Hunger,  Sr.  The  income  from  the  fund  is  awarded  to  a 
junior  or  senior  who  demonstrates  academic  excellence 
and  leadership  and  who  is  studying  for  a  medical, 
dental,  veterinary  or  biological  research  profession. 

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  from 
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. 

Ivan  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  contributions  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  and  promising 
students  majoring  in  the  humanities. 

Bernards.  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 
Lutheran  Church,  Silver  Run,  Maryland,  and  second 
to  members  or  former  members  of  Evangelical 
Lutheran  Churches  in  Maryland  and  Pennsylvania. 

Clarence  Gordon  and  Elfie  Leatherman  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. 

Frank  M.  Long  (1 936)  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. 


180 


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  K  McElhiney  (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  E.  Meisenhelder  (1897)  Scholarship  Fund:  The 
income  from  a  bequest  by  Dr.  Meisenhelder  is 
awarded  to  a  deserving  student. 

Jane  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. 

/  Elsie  Miller  (1905)  Scholarship  Fund:  The  income  from 
a  bequest  by  Mr.  Miller  is  awarded  to  a  preministerial 
student. 

Robert  H.  Miller  (1938)  and  Paul  D.  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,  state  or 
private  university,  or  (2)  a  Brazilian  student  entering  as 
a  first-year  student,  who  graduated  from  either  the 
Escola  Americana,  Rio  de  Janeiro,  the  Escola  Graduada 
de  Sao  Paulo,  or  Pan  American  Christian  Academy. 

Miller-Dewey  Scholarship  Fund:  The  income  from  a 
bequest  by  the  Rev.  Adam  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. 

M.  Scott  and  Margaret  A.  Moorhead  Scholarship:  The 
income  from  the  fund  is  awarded  to  a  student  with  a 
strong  interest  in  music,  preference  is  given  to  a 
student  with  interest  to  continue  piano  or  organ 
instruction. 

Charles  D.  Moyer  (1957)  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  Endowment  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. 

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. 

Edward  J.  Nowicki,  Jr.  (1 935)  and  Christine  M.  Nowicki 
Scholarship:  The  income  from  the  fund  is  awarded  to 
one  or  more  worthy  and  promising  students. 


181 


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 
Lutheran  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 
fund  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.  Eugene  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,  who  demonstrate  financial  need. 

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  Fuyid:  The  income  from  a 
fund  contributed  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  I.  Rasmussen  is  awarded  to  a 
deserving  student.  Preference  is  given  to  a  student 
preparing  for  the  ministry  in  the  Lutheran  Church. 

Rev.  Clay  E.  Bice  (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. 

Laurrence  E.  Rost  (1 91 7)  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. 

Philip  P.  Rudhart  Scholarship  Fund:  The  income  from  a 
bequest  by  Emma  Bennix  in  memory  of  her  brother  is 
awarded  to  deserving  male  students. 

Mary  Sachs  Scholarship  Fund:  The  income  from  a  fund 
established  as  a  memorial  to  Maiy  Sachs  is  awarded  to 
a  needy  and  deserving  student,  preference  given  to  a 
student  in  management  whose  interests  are  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. 

Andreiv  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  Coimties. 

Calvin  L.  Schlueter  Scholarship  Fund:  The  income  from  a 
bequest  by  Calvin  F.  Schlueter  is  awarded  to  needy 
and  promising  students. 

Scholarship  for  Community  Service  Leadership:  The  income 
from  a  fund  established  by  Kenneth  C.  Lundeen  is 
awarded  to  a  first-year  student  and  may  be  continued 


182 


up  to  four  years,  preference  is  given  to  students  who 
demonstrate  an  active  interest  in  voluntary 
community  service. 

Brent  Scowcrofl  Scholarship:  The  income  from  the  fimd 
is  awarded  to  a  needy  and  deserving  student. 

Gregory  Seckkr  (1 963)  Meynoiial  Scholarship  Fit  nd:  The 
income  from  a  fund  given  by  Mr.  and  Mrs.  J.  M. 
Arnold,  Sr.  in  memory  of  Gregon  Seckler  is  awarded 
to  a  deserving  student,  preference  being  given  to  an 
English  major. 

Ralph  E.  Seniz  (1949)  Scholarship  Fund -.The  income 
from  a  fund  provided  by  Ralph  E.  Sent/.,  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  (1954)  Memorial  Scholarship:  The  income 
from  a  fimd  established  by  Bany  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 /Dioight  D.  Eisenhower  Scholarship  Fund: 
A  fund  established  by  the  friends  and  colleagues  of 
Joseph  Simp.son,  the  income  of  which  shall  be 
available  to  worthy  and  promising  students  in  need  of 
financial  aid,  with  preference  given  to  those  students 
with  exceptional  leadership  ability. 

Edgar  Falls  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  ChemistiT  Department. 

Albert  E.  Speck  (1927)  Scholarship: The  income  from  the 
fund  is  awarded  to  a  first-year  student  and  may  be 
continued  up  to  four  years. 

Mary  Ann  Ocker  Spilal  Scholarship  Fund:  The  income 
from  a  bequest  is  awarded  to  a  qualified  male  student. 

EdioardJ.  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.  Sline  (1877)  and  Mary  J.  Sline 
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  deseiving  students. 

Dr.J.H.  W.  Stuckenbetg  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  contributions  to  the  College. 

Reii.  Viggo  Sxvensen  (1931)  and  Martha  Swensen  Scholarship: 
The  income  from  the  fund  is  awarded  to  a  first-year 
student  and  may  be  continued  up  to  four  years. 

Wanen  L.  Swope  (1943)  Scholarship  Fund:  The  income 
from  a  fund  contributed  by  Warren  L.  Swt)pe,  a  career 
diplomat,  is  awarded  to  a  qualified  student, 
preference  being  shown  to  students  of  American 
parentage  who  ha\e  spent  a  significant  portion  of 
their  pre-college  years  abroad. 

Raymond  A.  Taylor  (1937)  Scholarship  Fund:  The  income 
from  a  fund  established  b\  Dr.  and  Mrs.  Raymond  A. 
Taylor  is  awarded  to  one  or  more  worthy  and 
promising  students. 

WilliamJ.  (1929)  and  Ruth  King  Thomas  (1928) 
Scholarship  Fund:  The  income  from  a  fimd  given  by  the 
Thomases  in  gratitude  for  the  contribution  the  (k)llege 
has  made  toward  the  enrichment  of  their  lives,  to  be 
given  to  worthy  students,  preferably  English  majors. 

Colonel  Wcdler  K.  Fhrush  Fund:  The  income  from  a 
fund  provided  by  the  estate  of  Edna  L.  Thrush  in 
memon  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  E.  Valentine  (1912)  Scholarship  Fund:  The  income 
from  a  bequest  by  Martin  L.  Valentine  is  awarded  to  a 
needy  and  deserving  student  majoring  in  chemistry. 


I 


183 


IJoyd  Van  Daren  Sdwiarship Fund:The  income  from  a 
fund  established  by  Tempie  Van  Doren  is  awarded  to 
one  or  more  needy  and  desei"ving  students. 

Parker  B.  Wagnild  Scholarship  Fund:  The  income  from  a 
fund  contributed  bv  alumni  and  friends  of  the 
Gett\sburg  Cx)llege  (Ihoir  is  given  to  needy  and 
desemng  music  students. 

Parker  B.  and  Helen  I).  Wagnild  Music  Scholarship:  The 
income  from  the  f  imd  is  awarded  to  worthy  and 
promising  music  students. 

The  John  G.  Walborn  (1931)  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  Sluart  Wanenjellz  Memorial Fund:The  income  from 
a  bequest  by  Ethel  Warrenfeltz  McHeniy  in  memory 
of  her  son  Stuart  Warrenfelty.  is  awarded  to  a  worthy 
yoimg  man,  preference  being  given  to  students  from 
Funkstown,  Washington  (bounty,  Mainland. 

Dr.  RuJusB.  Weaver  { 1 862)  Scholarship Fund:The 
income  from  a  bequest  by  Dr.  Weaver  is  awarded  to 
desei"ving  students. 

The  Rev.  David  Sparks  Wei  mer  and  Joseph  Michael 
Weinun/Dwighl  D.  Fisenhoioer  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  deser\'ing  Lutheran  preministerial  student. 

Maty  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  fimd 
contributed  by  Richard  C.  Wetzel  is  awarded  to  a 
deserving  and  needy  student. 

Stella  Moyer  Wible  (1927)  Scholarship  Fund:  The  income 
from  a  fimd  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  participadon  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  desewing  student. 

Woman  \  League  Scholarship  Fund:  The  income  from  a 
fimd  established  by  the  Woman's  General  League  of 
Gettysburg  College  to  be  awarded  to  needy  and 
promising  students. 

Peter  W.  Wright  Scholarship  Fund:  The  income  from  a 
fund  established  by  LT  COL  Peter  W.  Wright,  USAF 
(RET)  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  r.  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 
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. 

Dr.  John  B.  Zinn  Scholarship:  The  income  from  a  fund 
established  by  the  Class  of  1941  is  awarded  to  talented 
students  piusuing  a  science  education. 

John  B.  Zinn  .Scholarship  Fund:  A  fund  established  by 
friends  and  former  students  of  Professor  John  B. 
Zinn,  former  Chairman  of  the  (;;hemisti7  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 

FduKird  Anderson  (1955)  and  Patricia  Andeison  Loan 
Fund:  AhmA  established  by  Edward  and  Patricia 
Anderson  to  provide  loans  to  Lutheran  students  who 
have  exhibited  creative  and  entrepreneurial  tendencies 
as  determined  by  reference  to  their  extracurricular 
and  employment  acdvities  while  in  high  school  and 
through  their  activides  at  Gettysburg  College. 

Milton  T.  Nafey  and  Mary  M.  Nafey  Student  Fund:  A 
bequest  from  the  estate  of  Mary  M.  Nafey  provides  a 
fimd  for  student  loans. 

Fva  Li  Rape  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. 


184 


David  Forry  Powers  Loan  Fund:  A  fund  established  by 
Catherine  N.  Maurer  in  memory  of  her  nephew,  David 
Forry  Powers  (1962)  to  provide  loans  to  worthy  and 
promising  students  who  demonstrate  financial  need. 

Other  Aid  for  Student  Scholarships 

AAL  Lutheran  Campus  Scholarship:  Aid  Association  for 
Lutherans  makes  available  scholarship  fimds  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. 

Frank  L.  Daugherty  (1922)  Scholarship  Fund:  The  income 
from  a  trust  established  by  Frank  L.  Daughert)'  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  County,  Pennsylvania. 

William  L.  and  Philip  H.  Glatfelter  Memorial  Scholarship 
Fund:  The  income  from  a  fund  established  by 
Elizabeth  G.  Rosenmiller  is  awarded  to  a  first-year 
student  and  may  be  continued  up  to  four  years. 

K  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  Piogram: 
Established  to  assist  Lutheran  Brotherhood  members 
attending  accredited  post-secondary  institutions. 
Information  is  available  from  Lutheran  Brotherhood, 
625  Fourth  Avenue  South,  Minneapolis,  Minnesota 
55415. 

Guy  L.  MoserFund:  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  Count)', 
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  trtist  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  Rtifus  M.  Weaver 
(1907)  is  awarded  to  a  deserving  student  pursuing  a 
classical,  natural  science,  or  religion  course  of 
instruction.  Recipients  are  selected  by  Gettysbiug 
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 

Federal  Pell  Grant:  A  federal  grant  program  to  enable 
students  to  attend  colleges  and  universities;  and  is 
available  to  students  with  the  highest  levels  of  need. 
Application  for  this  grant  is  through  the  Free 
Application  for  Federal  Student  Aid. 

Pennsylvania  Higher  Education  Grant:  An  award  given  to 
students  who  are  residents  of  Pennsylvania,  selected 
on  the  basis  of  financial  need.  Informafion  on  these 
grants  should  be  acquired  from  the  secondary  school 
guidance  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  Connecdcut,  Delaware,  Maryland,  Ohio,  Rhode 
Island,  Vermont,  West  Virginia,  and  the  District  of 
Columbia.  Further  informafion  may  be  available  at 
secondary  school  guidance  offices. 


185 


State  and  Federal  Loan  Programs 

Federal  Stafford  Loan:  These  programs  allow  the 
student  to  borrow  directly  from  a  bank,  savings  and 
loan  association  or  other  participating  lender.  First- 
year  students  may  borrow  $2,625;  that  increases  to 
$3,500  during  the  second  year,  and  third  and  fourth- 
year  students  are  eligible  to  borrow  up  to  $5,500; 
maximum  total  borrowing  for  all  undergraduate  study 
is  $23,000.  The  rate  of  interest  for  these  loans  is  set  at 
the  bank  equivalent  rate  for  91-day  Treasury  bills  plus 
3.10%.  New  rates  will  be  announced  each  July  1  for 
the  entire  year,  and  rates  of  interest  cannot  exceed 
8.25%.  The  rate  of  interest  until  July  1994  is  6.22%. 

Federal  Parent  Loan  for  Undergraduate  Study:  Parents  of 
dependent  undergraduate  students  may  borrow 
through  the  PLUS  Loan  Program  to  help  finance 
educational  costs.  The  maximum  loan  per  year  is 
limited  to  the  cost  of  education  minus  other  aid  that 
the  student  has  received.  Repayment  begins  within  60 
days  of  loan  funds  being  advanced  and  the  maximum 
repayment  period  is  10  years.  Interest  rates  will  be  set 
on  July  1  on  the  basis  of  Treasury  bills  plus  3.10%,  but 
not  to  exceed  9%.  Applications  for  the  PLUS  Loan 
are  made  through  any  participating  bank  or  other 
lending  agency.  The  interest  rate  until  July  of  1994  is 
6.64%.  PLUS  Loans  are  disbursed  on  a  co-payable 
basis  to  the  borrower  and  the  College.  Each  loan 
disbursement  is  subject  to  a  3%  origination  fee. 

PLATO  Loan  Program 

The  College  has  affiliated  with  PLATO  through 
University  Support  Services  of  Hemdon,  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  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  1 72  in  the  Comprehensive  Academic  Fee 
Plan  section. 

Financial  Aid  for  Off-Campus  Study 

Financial  aid  is  available  for  programs  of  off-campus 
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  off- 
campus  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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188 


BOARD  OF  TRUSTEES  '> 
1993-94  Academic  Year 

PAUL  R.  ROEDEL  (1987) 
CHAIRPERSON 

Retired,  Chairman  &  Chief  Executive  Officer 
Carpenter  Technology  Corporation 
Reading,  Pennsylvania 

JAMES  H.  BRENNEMAN  (1988) 
VICE  CHAIRPERSON 

Vice  President,  Operations  8c  Planning 
Bell  Atlantic  Enterprises 
Philadelphia,  Pennsylvania 

PATRICIA  C.  BACON  (1991) 
SECRETARY 

Acadia  Advertising  and  Marketing 
Sausalito,  CA  94965 

CHARLES  E.  ANDERSON  (1984) 
Retired.  ITT  Corporation 
Wilton,  Connecticut 

PATRICL\^  C.  BACON  (1991 ) 

Acadia  Advertising  and  Marketing 
Sausalito,  CA  94965 

HENRYS.  BELBER,  II  (1989) 
President  &  Chief  Executive  Officer 
Trico  Construction  Co.,  Inc. 
Devon,  Pennsylvania 

STEPHEN  G.  BISHOP  (1992) 

Prof.  &:  Dir.  of  Eng.  Research  Center 
University  of  Illinois 
Champaign-Urbana,  Illinois 

JAMES  H.  BRENNEMAN  (1988) 
Vice  President,  Operations  &  Planning 
Bell  Atlantic  Enterprises 
Philadelphia,  Pennsylvania 

THOMAS  C.  NORRIS  (1974-1986)  (1988) 
Chairman,  President  8c  CEO 
P.  H.  Glatfelter  Co. 
Spring  Grove,  Pennsylvania 

CHARLES  A.  CAMAUER,JR.  (1985) 

Developer 

Washington,  DC 

HERBERT  C.  CUNTON,  III  (1991) 
Asst.  VP,  Nations  Bank  of  Maryland 
Silver  Spring,  Maryland 


D.  DAVID  EISENHOWER,  II  (1990) 

Historian 

Berwyn,  Pennsylvania 

THOMAS  P.  GEAREY,  III  (1992) 
Retired,  U.S.  Army 
Cortez,  Florida 

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 

PATRICIA  W.  HENRY  (1993) 

Associate  Athletic  Director 
Harvard  University 
Cambridge,  MA  02138 

ROBERT  D.  HERSHEY,  JR.  (1990) 

Reporter,  New  York  Times 
Washington,  DC 

H.  SCOTT  HIGGINS  (1989) 

Managing  Director 

Ark  Asset  Management  Co.,  Inc. 

New  York  City,  New  York 

KRISTINE  F.  HUGHEY  (1986) 

Attorney 

Media,  Pennsylvania 

EDWIN  T.JOHNSON  (1991) 
Retired  -  Noble  Lowndes/Johnson 
Newtown,  Pennsylvania 

ROBERT  S.JONES,  JR.  (1988) 
President  of  Northern  Operations 
The  Equitable 
New  York,  New  York 

WILLIAM  T.  KIRCHHOFF  (1988) 
Executive  Vice  President 
Cleveland  Brothers  Equipment  Co.,  Inc. 
Harrisburg,  Pennsylvania 

GERALD  KRUM  (1993) 

Pastor,  St.  John's  Lutheran  Church 
Lewistown,  PA 


189 


NANCY  R.  LETTS  (1989) 

Teacher 

Strath  Haven  High  School 

Wallingford,  Pennsylvania 

E.  JAMES  MORTON  (1991) 

Director 

John  Hancock  Mutual  Life  Insurance  Co. 

Boston,  Massachusetts 

ALBERT  C.  NEUMANN,  M.D.  (1986) 
Founder  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 

RICHARD  E.  PATTERSON  (1988) 
Research  Associate 

E.  I.  Dupont  de  Nemours 
Deepwater,  New  Jersey 

PAUL  R.  ROEDEL  (1987) 
Retired,  Chairman  &  Chief  Executive  Officer 
Carpenter  Technology  Corporation 
Reading,  Pennsylvania 

BETSY  WEAVER  SANDERS  (1993) 

Management  Consultant 
Sutter  Creek,  CA 

FREDERICK  H.  SETTELMEYER  (1985) 

Vice  President 

The  Boston  Company 

Boston,  Massachusetts 

DONNA  L.  SHAVUK  (1985) 
Director,  Office  of  Women  in  Higher  Education 
American  Council  on  Education 
Washington,  DC 

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 


JAMES  R.  THOMAS  (1981-1987)  (1989) 
Retired,  Chairman  &  CEO 
Best  Foods  Baking  Group 
CPC  International,  Inc. 
Allendale,  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  ( 1 99 1 ) 

Executive  Vice  President 
Turner-White  Communications,  Inc. 
Wayne,  Pennsylvania 

BARRY  B.  WRIGHT  (1986) 

President 

Metropolitan  Personnel  Services,  Inc. 

McLean,  Virginia 

CATHERINE  ZARRELLA  (1992) 

President 

Woman's  General  League  of  Gettysburg  College 

Hanover,  Pennsylvania 

*LAVERN  H.  BRENNEMAN  (1962-1974)  (1976-1988) 

Retired 

York  Shipley,  Inc. 

York,  Pennsylvania 

*RALPH  W.  COX  (1972-1984) 

Retired 

Connecticut  General  Life  Insurance  Co. 

Savannah,  Georgia 

*F.  WILUAM  SUNDERMAN,  M.D.  (1967-1979) 

Director 

Institute  for  Clinical  Science 

Philadelphia,  Pennsylvania 

( 1 )  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 


190 


TRUSTEES  EMERITI 


DANIEL  J.  ANDERSEN 

Washington,  DC 

ALBERT  R.  BURKHARDT 

Baltimore,  Maryland 

MARGARET  BLANCHARD  CURTIS 

Gettysburg,  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,  Mainland 

ROBERT  D.  HANSON 

Harrisburg,  Pennsylvania 

HOWARD  J.  McCARNEY 

Camp  Hill,  Pennsylvania 

PAUL  M.  ORSO 

Millersville,  Maryland 

JAMES  A.  PERROTT 

Baltimore,  Maryland 

SAMUEL  A.  SCHRECKENGAUST,  JR. 

Lemoyne,  Pennsylvania 

HERMAN  G.  STUEMPFLE,  JR. 

Gettysburg,  Pennsylvania 

JAMES  I.  TARMAN 

State  College,  Pennsylvania 

CHARLES  W.  WOLF 

Gettysburg,  Pennsylvania 

IRVIN  G.  ZIMMERMAN 

Swarthmore,  Pennsylvania 


Administration 

(1993-1994  Academic  Year) 

President 

Gordon  A.  Haaland     1 990- 

A.B.,  WTieaton  College; 

Ph.D.,  State  University  of  New  York  at  Buffalo 

Janet  Morgan  Riggs     1991- 
Assistant  to  the  President 
B.A.,  Gettysburg  College 
M.A.,  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 

Jack  Bream     1992- 

Orange  and  Blue  Club  Executive  Director 

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 

Robert  T.  Condon     1 993- 

Head  Coach/Cross  Country,  Track  8c  Field 

B.A.,  Olivet  College; 

M.E.D.,  Miami  University  at  Oxford 

Carol  E.  Daly     1992- 
Coach/Field  Hockey  &:  Lacrosse 
B.P.E.,  Gettysburg  College; 
M.P.E.,  Miami  University  at  Oxford 

Joseph  D.  Donolli  1971- 
Athletic  Trainer  Certified 
B.S.,  University  of  Delaware;  M.Ed.,  Temple  University 

Doreen  M.  Drexel     1984- 
Coordinator  of  Women's  Athletics, 
Head  Coach/Women's  Volleyball 
B.S.,  M.S.,  Frostburg  State  University 


191 


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/Woinen's  Basketball, 

Head  Coach/Women's  Softball 
A.A.,  Community  College  of  Allegheny  -  Boyce 
Campus;  B.S.,  University  of  Pittsburgh  at  Johnstown 

George  R.  Petrie     1989- 

Head  Coach/Basketball,  Head  Coach/Golf 

B.A.,  Lebanon  Valley  College; 

M.Ed.,  University  of  Utah 

William  H.  Pfitzinger     1991- 
Head  Coach/Women's  Tennis 
B.S.,  Roanoke  College 

Michael  K.  Rawleigh     198.5- 

Head  Coach/Swimming 

B.A.,  University  of  North  Carolina  at  Chapel  Hill; 

M.S.,  Western  Maryland  College 

John  F.  Schmid     1990- 

Assistant  Coach/Football,  Track  &:  Field 

B.S.,  Ursinus  College 

Barry  H.  Streeter     1 975- 
Head  Coach/Football 
B.A.,  Lebanon  Valley  College; 
M.S.,  University  of  Delaware 

Todd  D.  Wawrousek     1990- 
Head  Coach/Women's  Soccer 
B.S.,  University  of  Pittsburgh; 
M.Ed.,  Alfred  Universit)' 

David  H.  Wilson     1989- 

Head  Coach/Wrestling,  Assistant  Coach /Lacrosse 

B.A.,  Bowdoin  College; 

M.S.,  United  States  Sports  Academy 

Cindy  T.Wright     1991- 

Director  of  Campus  Recreation 

B.S.,  State  University  of  New  York  at  Cortland 

M.S.,  University  of  Utah 

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 

Liliane  Floge     1990- 

Assistant  Provost 

B.A.,  City  College  of  New  York; 

M.  Phil.,  Ph.D.,  Columbia  University 

NeUW.  Beach     1960- 

Assistant  Provost 

B.S.,  M.S.,  Ph.D.,  University  of  Michigan  at  Ann  Arbor 

G.  Ronald  Couchman     1967- 

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 

Dennis  R.  Aebersold     1 989- 

Associate  Provost  for  Computing 

B.S.,  Occidental  College;  Ph.D.,  Brown  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 

WiUiam  P.  Wilson     1 979- 

Software  Support  Coordinator  (Computing) 

B.A.,  Gettysburg  College; 

M.A.,  Ph.D.,  University  of  Connecticut 

Tod  M.  Maki     1989- 
Micro  Support  Coordinator  (Computing) 
Diploma,  Duluth  Business  University; 
B.S.,  University  of  Wisconsin  -  Superior 

Gail  P.  Rankin     1990- 

Computer  Store  Manager 

B.A.,  University  of  New  Hampshire 

Martha  M.  Myricks     1 99 1  - 
Microcomputer  Support/Training 
B.A.,  San  Francisco  State  University 


192 


Willis  M.  Hubbard      1 983- 

College  Librarian 

B.A.,  Monmouth  College  (Illinois); 

M.S.,  University  of  Illinois; 

M.A.,  Southern  Illinois  University 

Philip  A.  Hallman      1992- 

Circiilation  Librarian/Asst.  Director  of  Media  Services 

A.B.,  M.I.L.S.,  University  of  Michigan  at  Ann  Arbor 

David  T.  Hedrick     1972- 
Special  Collections  Librarian 
B.A.,  Emory  and  Henry  College; 
M.A.,  University  of  Denver 

S.Katherine  Johnson      1989- 

Assistant  Technical  Services  Librarian 

A.S.,  B.S.,  Ferrum  (x)llege;  M.S.,  Columbia  University 

Lee  Alan  Krieger     1 989- 

Technical  Serxices  Librarian 

B.A.,  M.L.S.,  University  of  Pittsburgh 

Mary  G.  McMahon      1 993- 

Associate  Librarian  for  Information  Technology 

B.S.,  Temple  University; 

M.E.D.,  Edinboro  State  College 

Mary  L.Morris      1993- 

User  Instruction  Librarian 

B.A.,  St.  Joseph's  University;  M.S.,  Drexel  University 

Anna  Jane  Moyer      1961- 
Readers"  Services  Librarian 
A.B.,  Susquehanna  University; 
M.S.L.S.,  Drexel  University 

Frances  H.  Playfoot      1971- 
Assistant  Readers'  Senices  Librarian 
B.A.,  The  George  Washington  University; 
M.S.L.S.,  Shippensburg  University 

Xiaofeng  (John )  Zhu      1 990- 
Systenis  and  Automated  Services  Librarian 
B.S.,  Sichtian  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  R.  Clarke      1991- 

Managing  Editor 

THE  GETTYSBURG  REVIEW 

B.A.,  Universitv  of  North  Carolina  at  Greensboro 

Jeffery  B.  Mock      1991- 
Assistant  Editor 
THE  GETTYSBL'RC;  REMEW 
B.A.,  University  of  Iowa; 
M.F.A.,  University  of  Alabama 

Glenn  A.  Snyder      1992- 
Physics  Research  Associate/Programmer 
B.S.,  Case  Institute  of  Technology 
Ph.D.,  Case  Western  Reserve  Universitv 

Barbara  J.  Streeter      1 99 1  - 

Wellness  Coordinator/ Asst.  Director  of  (lampus 
Recreation /A.sst.  Field  Hockev  Coach 

Admissions/Financial  Aid 

Delwin  K.  Gustafson      1967- 

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  Universitv  of  New  York  at  Buffalo; 

M.A.,  Eastern  .Michigan  University 

Gail  Sweezey      1 98.3- 
.Associate  Dean  of  Admissions 
B..\.,  .\llegheny  (>oIlege 

Darryl  W.Jones      198.5- 
Assistant  Dean  of  .Admissions 
B.A.,  Pennsylvania  .State  University 

Susan  C.HiU      1991- 
.'\dmi.ssions  Counselor 
B..\.,  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 


193 


Ronald  L.  Shunk  1983- 
Director  of  Financial  Aid 
B.A.,  M.Ed.,  Pennsylvania  State  University 

Alisha  H .  Wechsler      1 993- 
Admissions  (Counselor 
B.A.,  Vanderbilt  University 

JohnZ.  KeUey     1992- 

Assistant  Director  of  Financial  Aid,  Admissions 

(x)unselor 
B.S.,  Alfred  University;  M.S.,  Syracuse  University 

College  Life 

Julie  L.  Ramsey      1981- 

Dean  of  the  (k)llege 

B.A.,  Denison  University;  M.A.,  Indiana  University 

Dennis  Murphy      1 990- 

Associate  Dean  of  the  College 

B.A.,  Saint  Francis  College  (Pennsylvania); 

M.S.,  Shippensburg  University  of  Penn.sylvania; 

Ed.D.,  Indiana  University 

Margaret-Ann  Radf ord-Wedemeyer      1 98(> 

Associate  Dean  of  the  C>ollege 

B.A.,  Texas  Women's  University;  M.A.,  Hood  College 

Robert  C.  NordvaU      1972- 

Acting  Dean  of  First  Year  .Students 

B.A.,  DePaiiw  University;  J. D.,  Harvard  Law  School; 

Ed.D.,  Indiana  University 

Anne  B.  Showalter      1989- 

Dean  of  Academic  Advising 

B.A.,  Eli/.abethtown  (x)llege;  M.A.,  University  of  Iowa 

Timothy  M.  Dodd      1990- 
Associate  Dean  of  Academic  Advising 
M.A.,  Fordham  University; 
ABD,  University  of  Pittsbiugh 

Parker  C.  Johnson      1 992- 

Dean  of  Interctilttiral  Resources 

B.A.,  Williams  College;  Ed.M.  in  Administration, 

Planning  and  Social  Policy,  Harvard  University 

Antionette  W.  Bowie      1993- 

Associate  Dean  of  Interciiltural  Advancement 

B.A.,  Mississippi  State  University;  M.A.,  Hood  College 

Deborah  M.  Wailes  1 99 1  - 
Director  of  Career  Sei"vices 
B.A.,  Wilmington  College;  M.H.S.,  Lincoln  University 


Eugene  Durkee      1990- 
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  Senices 

B.S.,  Wagner  College;  M.S.,  Wagner  College; 

Post-Master's  C'ertificate,  University  of  Virginia 

William  H.Jones     1964- 

C.oordinator  of  Counseling 

B.A.,  Eastern  Nazarene  College;  M.A.,  University  of 

Wisconsin;  Ed.D.,  Boston  University 

Frances  Parker      1 980- 

Coimseling  Psychologist 

B.A.,  M.A.,  University  of  Kentucky 

Harriet  Barriga  Marritz      1 989- 
C^ounselor/Drug  Education  (Coordinator 
B.A.,  Lafayette  College; 
M.S.,  Millersville  University  of  Pennsylvania 

Lois  A.  Armor      1988- 

Counselor 

B.A.,  Gettysburg  College 

Meridith  Moran      1992- 

Director  of  Student  Activities/College  Union 

B.A.,  University  of  Kentucky;  M.S.,  Indiana  University 

Thomas  S.  Dombrowsky     1991- 

Director  of  Greek  Organizations/Asst.  Dean  of  the 

(xjllege 
B.A.,  University  of  Rhode  Island; 
M.A.,  Mt)rgan  State  University 

Beth  E.Bailey      1993- 

Assistant  Director  of  Residence  Life 

M.S.,  Alfred  University 

Susanne  E.  Nicholson      1991- 
Assistant  Director  of  Residence  Life 
B.S.,  James  Madison  University; 
M.S.,  Miami  University 

Timothy  P.  Rape      1992- 
Director  of  Residence  Hall  Programs 
B.S.,  Susquehanna  University; 
M.S.,  Shippensbiug  University 

Lynn  Comber      1 992- 

Assistant  Director  of  Student  Activities 

B.S.,  University  of  Vermont;  M.A.,  Boston  College 


194 


Karl  J.  Mattson     1977- 

Director,  Center  for  Public  Service 
B.A.,  Augustana  College  (Illinois); 
B.D.,  Augustana  Theological  Seminary; 
S.T.M.,  Yale  Divinity  School 

Madeline  Yates     1992- 

Intern  for  Center  for  Public  Service 

B.A.,  Gettysburg  College 

Nadine  F.  Lehr     1992- 

Chaplain 

B.A.,  Concordia  College 

M.Div.,  Yale  Divinity  School 

Gail  MUgram     1993- 
Director  of  Hillel 

Finance  and  Administration 

Jennie  L.  Mingolelli      1 993- 

Treasurer 

B.A.,  M.A.,  Ph.D.,  Syracuse  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 

Jane  D.  North     1992- 
Director  of  Human  Resources 
B.S.,  Miami  University  at  Oxford 

Timon  K  Linn     1 985- 
Director  of  Safety  and  Security 

David  M.  Swisher,  II     1970- 
Director  of  Physical  Facilities 

John  V.Myers      1978- 
Director  of  Dining  Services 
B.S.,  Univeristy  of  Scranton 

James  R.  Biesecker     1983- 
Conference  &:  Vending  Manager 
B.S.,  Mt.  St.  Mary's  College 

Gary  C.  Brautigam     1991- 
Executive  Chef 

Lrnda  S.  Krafft     1987- 
Catering  Manager 


Charles  W.  Lovett     1 988- 

Purchasing  Manager 

B.S.,  St.  Francis  College  of  PA 

Clara  L.  Newell     1992- 
Dining  Room  Manager 


Matthew  B.  Nolin 

Sous  Chef 


1992- 


PeterC.  North     1992- 

Hotel  Food  &  Beverage  Manager 

B.S.,  Slippery  Rock  State  College 

Alfredo  M.  Pina     1962- 
Morning  Kitchen  Supervisor 

Kaye  A.  Robison     1991- 
Cash  Operations  Manager 

College  Relations 

Lex  O.  McMillan,  III      1 993- 

Vice  President  for  College  Relations 

B.A.,  Washington  &  Lee  University;  M.A.,  Georgia 

State  University;  Ph.D.,  University  of  Notre  Dame 

William  T.  Walker,  Jr.     1 989- 

Associate  Vice  President  for  Public  Relations 

B.A.,  M.A.,  University  of  Virginia 

Jean  S.  LeGros     1978-1988,  1991- 
Director  of  Akimni  Relations 
B.A.,  Gettysburg  College 

Robert  D.  Smith     1965- 

Sr.  Reunion  Gift  Office  &  Assoc.  Director  of 

Development 
B.S.,  Gettysburg  College;  M.A.,  Penn  State  University 
M.S.,  Shippensburg  University  of  Pennsylvania 

Susan  Bryant      1989- 

Associate  Editor/ Publications  Coordinator 

B.A.,  Bryn  Mawr  College; 

Francais  Diplome,  International  School  of  Geneva 

Daniel  H.  Comber     1991- 
Development  Officer 
B.A.,  University  of  Vermont 

Mary  E.  Dolheimer     1991- 
Assistant  Director  of  Public  Relations 
B.S.,  Indiana  University  of  PA 

Brian  H.  Hargrove     1993- 
Assitant  Director  of  Capital  Giving 
B.A.,  Gettysburg  College 


195 


Constance  R.  Heiland      1 99 1  - 

Associate  Director  of  Gift  Planning 

B.A.,  Miami  University;  M.A.,  Miami  University; 

J.D.,  University  of  Dayton 

Martha  D.  KeUer     1993- 

Acting  Director  of  Annual  Giving 

B.A.,  Duke  University 

John  M.  McAndrew     1992- 
Associate  Director  of  Public  Relations 
B.A.,  King's  College 

M.  Catherine  Norris      1 993- 
Assistant  Director  of  Alumni  Relations 
B.A.,  Gettysburg  CJollege 
M.A.,  George  Washington  University 

MeHssa  A.  Ratherdale      1 993- 
Annual  Fund  Staff  Associate 
B.A.,  Gettysburg  College 

Paula  Thomas      1991- 

Associate  Director  of  Development/Corporate  and 

Foimdation  Grants 
B.A.,  University  ol  Pennsylvania; 
M.E.D.,  Temple  University 

JeroldWikoff      1984- 

Senior  Editor 

B.A.,  Stanford  University;  M.A.,  Stanford  University; 

Ph.D.,  Stanford  University 

The  Faculty 

(1993-1994  Academic  Year) 

Gordon  A.  Haaland    1990- 

President  and  Professor  of  Psycholog)' 

A.B.,  Wheaton  College;  Ph.D., 

State  University  of  New  York  at  Buffalo 

L.  Baird  Tipson    1987- 
Proxost  and  Professor  of  Religion 
A.B.,  Princeton  University;  M.Ph., 
Ph.D.,  Yale  University 

Emeriti 

Paul  Baird   1951-1985 

Professor  of  Economics,  Emeritus 

B.A.,  M.A.,  The  Pennsylvania  State  University 

Guillermo  Barriga   1 95 1-1981 

Professor  of  Romance  Languages,  Emeritus 

B.S,  Columbian  Naval  Academy;  M.A.,  Middlebuiy 

College;  Ph.D.,  University  of  Madrid 


NeUW.  Beach  1960-1993 

Professor  of  Biology,  Emeritus 

B.S.,  M.S.,  Ph.D.,  University  of  Michigan 

F.Eugene  Belt  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 

Lois  J.  Bowers   1969-1992 

Coordinator  of  Women's  Athletics  and  Professor  of 

Health  and  Physical  Education  Emerita 
B.S.,  Temple  University; 
M.Ed.,  Western  Maryland  College 

Jay  P.  Brown    1947-1988 

Bursar,  Emeritus 

Certificate,  American  Institute  of  Banking 

Bruce  W.  Bugbee    1958-1992 
Professor  of  Histon  Emeritus 
A.B.,  College  of  William  and  Man'; 
A.M.,  Ph.D.,  University  of  Michigan 

MaryG.  Burel   1970-1986 
Librarian  Emerita 

B.  A.,  University  of  Oklahoma; 
M.S.L.S.,  Florida  State  University 

Albert  W.  Butterf ield   1 958- 1 972 
Professor  of  .Mathematics,  Emeritus 
B.S.,  United  States  Naval  Academy; 
M.S.,  Universitv  of  Michigan 

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  (>ollege;  Ph.D.,  Syracuse  University 

Helen  H.  Darrah   1961  1977 
Professor  of  Biology,  Emerita 
B.S.,  M.S.,  University  of  Pittsburgh 


196 


Harold  A.  Dunkelberger   1950-1983 

Professor  of  Religion,  Emeritus 

B.A.,  Gettysburg  College;  B.D.,  Lutheran  Theological 

SeminaiT,  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.,  The  Johns  Hopkins  University 

Edwin  D.  Freed    1 948- 1951,1 953- 1 986 

Professor  of  Religion,  Emeritus 

B.  A.,  Gettysburg  College;  B.D.,  Lutheran  Theological 

SeminaiT,  Gettysburg;  Ph.D.,  Har\ard  Universitv 

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  1949-1989 
Professor  of  Histoid,  Emeritus 
B.A.,  Gettvsbiug  (>ollege; 
Ph.D.,  The  Johns  Hopkins  University 

Gertrude  G.  Gobbel   1968-1989 

Professor  of  P.sychology,  Emerita 

B.S.,  The  Pennsylvania  State  University; 

M.S.,  University  of  Illinois;  Ph.D.,  Temple  University 

Roland  E.  Hansen    1973-1989 

Business  Manager,  Emeritus 

B.A.,  Nebraska  Wesleyan  University 

J.  Richard  Haskins  1 959- 1 988 
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 

Caroline  M.  Hendrickson   1 959- 1 984 

Professor  of  Spanish,  Emerita 

A.B.,  Wellesley  College;  M.A.,  Columbia  University 

Thomas  J.  Hendrickson   1960-1988 
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 

C-oach  and  Professor  of  Health  and  Phvsical 

Education,  Emeritus 
R.A.,  Gettysbing  C.ollege;  M.A.,  Columbia  Universitv 

Chester  E.  Jarvis    1 950- 1 980 
Professor  of  Political  Science,  Emeritus 
.\.B.,  M.A.,  University  of  California,  Berkeley; 
Ph.D.,  Universitv  of  Pennsvlvania 

Grace  C.  Kenney   1948-1987 

Professor  of  Health  and  Physical  Education,  Emerita 

B.S.,  New  \'ork  Universitv;  .M.A.,  (>olimibia  Unixersitv 

Arthur  L.  Kurth    1 9(i2- 1 983 

Professor  of  French,  Emeritus 

B.-A.,  Yale  College;  Ph.D.,  Vale  University 

Jacks.  Locher   1957-1987 
Professor  of  English,  Emeritus 
M.A.,  University  of  Chicago; 
Ph.D.,  University  of  Pennsylvania 

Nancy  C,  Locher   1968-1988 

Dean  of  Siudeiu  Ad\isement,  Emerita 

B.A.,  MaiT  Baldwin  College; 

M.A.,  Universitv  of  North  Carolina 

Rowland  E.  Logan    1958-1988 

Professor  of  Biology,  Emerita 

A.B.,  University  of  California,  Los  Angeles; 

M.S.,  Ph.D.,  Northwestern  University 

Richard  T.  Mara    1953-1989 
Professor  of  Physics,  Emeritus 
B.A.,  Gettysburg  College;  M.S.,  Ph.D., 
University  of  Michigan 

Edward  F.  McManness   1970-1988 
Director  of  the  College  Union,  Emeritus 
B.S.,  M.S.,  East  Texas  State  University; 
M.B.A.,  Mt.  St.  Mary's  College 


197 


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   1954-1988 
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 

Katherine  K.  Taylor  Rood    1947-1966 
Professor  of  English,  Emerita 
B.A.,  University  of  Oregon 

Russell  S.  Rosenberger   1 95(>  1 98 1 
Professor  of  Education,  Emeritus 
B.S.,  Geneva  College; 
M.Litt.,  Ed.D.,  University  of  Pittsburgh 

Calvin  E.  Schildknecht   1959-1979 
Professor  of  Chemistry,  Emeritus 
B.S.,  Gettysburg  College; 
Ph.D.,  The  Johns  Hopkins  University 

Henry  Schneider,  III    1 964- 1 98 1 

Professor  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    1957-1985 

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.,  The  Pennsylvania  State  University 

Charles  A.  Sloat   1927-1968 

Professor  of  Chemistry,  Emeritus 

B.S.,  Gettysburg  College;  M.A.,  Haverford  College; 

Ph.D.,  Princeton  University 

JanisWeaner   1957-1985 

Professor  of  Spanish,  Emerita 

B.A.,  Mary  Washington  College  of  the  University  of 

Virginia;  M.A.,  New  York  University 

Dexter  N.  Weikel   1962-1988 

Professor  of  Music,  Emeritus 

B.S.,  Susquehanna  University;  M.A.,  The  Pennsylvania 

State  University;  D.M.A.,  Peabody  Conservatory  of 

The  Johns  Hopkins  University 

Conway  S.  Williams   1 949- 1 980 
Professor  of  Economics  and  Business 
Administradon,  Emeritus 
A.B.,  Columbia  University; 
M.S.,  Columbia  University  School  of  Business 

Frank  B.  Williams   196(>1993 

Dean  of  Student  Life  and  Educational  Services, 

Emeritus 
B.A.,  M.A.T.,  Wesleyan  University; 
Ed.D.,  University  of  Pennsylvania 

Richard  K.  Wood   1969-1990 

Director  of  Academic  Computing,  Emeritus 

B.A.,  Earlham  C:ollege;  M.S.  (2),  University  of  Wisconsin 

Waldemar  Zagars   1956-1974 
Professor  of  Economics,  Emeritus 
Dr.  oec.  University  of  Riga 


Current  Faculty 


James  Agard   1 982- 

Associate  Professor  of  Art 

B.S.,  The  State  University  of  New  York  at  New  Paltz; 

M.F.A.,  Rutgers  University 


Randolph  R.  Aldinger   1989- 
Associate  Professor  of  Physics 
B.S.,  Arizona  State  University; 
Ph.D.,  University  of  Texas  at  Ausdn 


198 


Marie-Jose  Arey^   1 988- 

Assistant  Professor  of  French 

B.A.,  M.A.,  University  of  Florida;  Ph.D.,  Duke  University 

Charlotte  E.  S.  Armster  1984- 
Associate  Professor  of  German, 

Department  Chairperson 
B.A.,  Eastern  Michigan  University; 
M.A.,  Middlebury  College;  Ph.D.,  Stanford  University 

Martha  E.  Arterberry  1 989- 

Assistant  Professor  of  Psychology 

B.A.,  Pomona  College;  Ph.D.,  University  of  Minnesota 

Deborah  H.  Barnes  1992- 

Assistant  Professor  of  English 

B.A.,  Tuskegee  Institute;  M.A.,  North  Carolina 

Agriculture  &  Technical  State  University; 

Ph.D.,  Howard  University 

BelaBajnok    1993- 

Assistant  Professor  of  Mathematics  and  Computer 

Science 
M.Ed.,  E6t\6s  University  (Hungary); 
M.S.,  Ph.D.,  Ohio  State  University 

Edward  J.  BaskerviUel    1956- 
Professor  of  English 
B.S,  Lehigh  University;  M.A., 
Ph.D.,  Columbia  University 

TemmaF.  Berg  1985- 

Associate  Professor  of  English 

B.A.,  M.A.,  Ph.D.,  Temple  University 

Emelio  Betances   1 99 1  - 

Assistant  Professor  of  Latin  American  Studies 
B.A.,  Adelphi  University;  M.A.,  Ph.D.,  Rutgers, 
The  State  University  of  New  York 

Mark  E.  Bingham    1992- 

Assistant  Professor  of  English 

B.A.,  University  of  Mississippi;  M.A., 

University  of  South  Florida; 

Ph.D.,  University  of  North  Carolina  at  Chapel  Hill 

Michael  J.  Birkner  1978-79,  1989- 
Associate  Professor  of  History, 

Department  Chairperson 
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 


DanieUe  Blin-Daniel   1993- 

Instructor  in  French 

B.A.  (2),  M.A.  (2),  University  of  Rennes,  France 

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- 

Associate  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  University  of  New  York  at  Buffalo 

Finley  Anne  Bryan    1 993- 

Assistant  Professor  of  Biology 

B.S.,  University  of  North  Carolina-Wilmington; 

M.A.,  University  of  North  Carolina-Greensboro; 

Ph.D.,  Ohio  University 

Ronald  D.  Burgess   1980- 

Professor  of  Spanish,  Department  Chairperson 
B.A.,  Washburn  University  of  Topeka; 
M.A.,  Ph.D.,  University  of  Kansas 

Leslie  Gaboon  1    1988- 

Associate  Professor  of  Classics 

A.B.,  M..\.,  Ph.D.,  University  of  California,  Berkeley 

Kathleen  M.  Cain  1    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- 
Charles  H.  Graff  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 


199 


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 

Catherine  B.  Clay  1989- 
Assistant  Professor  of  History 
B.A.,  Carleton  College;  M.A., 
Ph.D.,  University  of  Oregon 

John  A.  Commito    1993- 

Professor  of  Environmental  Studies  and  Biology 

A.B.,  Cornell  University;  Ph.D.,  Duke  University 

Chan  L.  Coulter   1958- 

William  Bittinger  Professor  of  Philosophy, 

Department  Chairperson 
B.A.,  University  of  Iowa;  M.A., 
Ph.D.,  Harvard  University 

DavidJ.  Cowan^   1965- 

Associate  Professor  of  Physics 

B.S.,  M.A.,  Ph.D.,  University  of  Texas 

David  L.  Crowner   1967- 

Associate  Professor  of  German 

B.A.,  Pacific  Lutheran  University; 

M.A.,  Ph.D.,  Rutgers-The  State  University  of  New  Jersey 

L.  Antonio  Curet  1993- 

Assistant  Professor  of  Sociology  and  Anthropology 

B.S.,  M.S.,  University  of  Puerto  Rico; 

Ph.D.,  Arizona  State  University 

Paul  R.  D'Agostino    1969- 
Professor  of  Psychology 
B.S.,  Fordham  University; 
M.A.,  Ph.D.,  University  of  Virginia 

Roy  A.  Dawes   1993- 
Assistant  Professor  of  Political  Science 
B.A.,  University  of  New  Orleans; 
M.S.,  Ph.D.,  Florida  State  University 

Edward  G.  DeClair   1991- 
Assistant  Professor  of  Political  Science 
B.A.,  University  of  South  Florida; 
M.A.,  Ph.D.,  Florida  State  University 

Veronique  A.  Delesalle   1 993- 
Assistant  Professor  of  Biology 
B.Sc,  M.Sc,  McGill  University; 
Ph.D.,  University  of  Arizona 


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 

Mercedes  Diaz  1 993- 
Instructor  in  Spanish 
M.A.,  University  of  Seville 

ShulinDing  1988-89;  1991- 
Distinguished  Visiting  Professor  in 

Inderdepartmental  Studies 
B.A.,  Beijing  Foreign  Languages  Institute; 
M.A.,  China  Academy  of  Social  Sciences 

Charles  F.  Emmons      1974- 

Professor  of  Sociology  and  Anthropology 

B.A.,  Gannon  College; 

M.A.,  Ph.D.,  University  of  Illinois 

KayEtheridge   1986- 
Associate  Professor  of  Biology 
B.S.,  M.S.,  Auburn  University; 
Ph.D.,  University  of  Florida 

Mary  Ann  Fay   1993- 

Assistant  Professor  of  History 

B.A.,  University  of  Pennsylvania;  M.S.,  Boston 

University;  Ph.D.,  Georgetown  University 

Ann  Harper  Fender   1978- 

Professor  of  Economics,  Department  Chairperson 
A.B.,  Randolph  Macon  Woman's  College; 
Ph.D.,  The  Johns  Hopkins  University 

George  H.  Pick   1967- 
Associate  Professor  of  History 
A.B.,  Harvard  University; 
M.A.,  University  of  Minnesota; 
Ph.D.,  Harxard  University 

Rebecca  Fincher-Kiefer^    1988- 
Assistant  Professor  of  Psychology 
B.S.,  Washington  College; 
M.S.,  Ph.D.,  University  of  Pittsburgh 

James  P.  Fink   1992- 

Professor  of  Mathematics  and  Computer  Science, 

Department  Chairperson 
B.S.,  Drexel  University;  M.S., 
Ph.D.,  Stanford  University 

Kermit  H.  Finstad  1970- 

Associate  Professor  of  Music 

B.A.,  St.  Olaf  College; 

M.M.,  The  Catholic  University  of  America 


200 


David  E.  Flesner   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.,  Washington  University 

Norman  O.  Fomess   1964- 
Associate  Professor  of  History 
B.A.,  Pacific  Lutheran  University; 
M.A.,  Washington  State  University; 
Ph.D.,  The  Pennsylvania  State  University 

Mathew  B.  Forstater   1 992- 

Instructor  in  Economics 

B.A.,  Temple  University; 

M.A.,  New  School  for  Social  Research 

Donald  H.  Fortnum    1965- 
Professor  of  Chemistr\ 
B.S.,  ("arroli  (>)llege  (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.,  Universitv  of  North  Carolina  at  Chapel  Hil 

Karen  Frey   1993- 

Instructor  in  Management 

B.S.B.A.,  M.B.A.,  Shippensburg  University 

Fritz  Gaenslen    1991- 
Assistant  Professor  of  Political  Science 
B.A.,  Miami  University  (Ohio); 
M.A.,  Ph.D.,  University  of  Michigan 

Andrew  T.  Gannon   1 993- 
Assistant  Professor  of  Biology 
B.A.,  University  of  South  Florida; 
M.S.,  Ph.D.,  University  of  Florida 

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.GiU    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 

Margaret  Golf  in   1988- 

Assistant  Professor  of  Economics 

B.S.,  State  University  of  New  York  College  at 

Brockport;  M.S.,  Carnegie-Mellon  University; 

Ph.D.,  (x)rnell  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  C^ollege; 

M.S.,  Ph.D.,  University  of  California-Inine 

Sharon  Davis  Gratto    1992- 

Assistant  Professor  of  Music 

B.Mus.,  Oberlin  C^ollege;  M.A.,  American  University; 

M.Mus.,  State  University  of  New  York  at  Potsdam; 

D.M.A.,  Catholic  U'niversitA  of  America 

Laurence  A.  Gregorio    1 983- 

Associate  Professor  of  French 

B.A.,  Saint  Joseph's  C^ollege; 

M.A.,  Ph.D.,  University  of  Pennsylvania 

Joseph  J.  Grzybowski   1979- 
Associate  Professor  of  Chemistry 
B.S.,  King's  College; 
Ph.D.,  Case  Western  Reserve  University 

Louis  J.  Hammann   1 956- 

Professor  of  Religion,  Department  Chairperson 

B.A.,  Gettysburg  College;  B.D.,  Yale  Divinity  School; 

M.A.,  The  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 


201 


JanC.  Hardt   1993- 

Assistant  Professor  of  Political  Science 

B.A.,  Union  College; 

M.A.,  University  of  California,  Davis; 

Ph.D.,  University  of  Marvland,  College  Park 

Caroline  A.  HartzeU   1993- 
Instructor  in  Political  Science 
B.A.,  University  of  Piiget  Sound; 
M.A.,  University  of  California,  Davis 

Barbara  Schmitter  Heisler  1989- 

Associate  Professor  of  Sociology  and  Anthropology 

B.G.S.,  Roosevelt  University; 

M.A.,  Ph.D.,  University  of  Chicago 

Sherman  S.  Hendrix"*    1964- 

Professor  of  Biolog)' 

B.A.,  Gettysburg  College;  M.S.,  Florida  State  Universit)'; 

Ph.D.,  University  of  Maiyland 

Donald  W.  Hinrichs^   1968- 

Professor  of  Sociology  and  Anthropology, 

Department  Chairperson 
B.A.,  Western  Maiyland  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  Hof man    1 99 1  - 

Associate  Professor  of  Education 

B.S.,  M.Ed.,  Indiana  University  of  Pennsylvania; 

Ph.D.,  University  of  Minnescjta 

Koren  A.  HoUand   1992- 

Assistant  Professor  of  Chemistry 

B.A.,  Skidmore  College; 

Ph.D.,  University  of  Maryland,  College  Park 

Leonard  I.  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.,  The  Pennsylvania  State  University 

Steven  W.James   1992- 

Assistant  Professor  of  Biology 

B.A.,  Gettysburg  College; 

M.S.,  Ph.D.,  University  of  Minne.sota 


Donald  L.  Jameson   1985- 

Associate  Professor  of  Chemistry 

B.S.,  Bucknell  University; 

Ph.D.,  University  of  North  Carolina  at  Chapel  Hill 

Suzanne  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 

John  M.  KeUett  1968- 

Associate  Professor  of  Mathematics 

B.S.,  Worcester  State  College; 

M.S.,  Rutgers — The  State  University  of  New  Jersey; 

Ph.D.,  University  of  Florida 

Gurudharm  S.  Khalsa   1993- 

Assistant  Professor  of  Religion 

B.A.,  Kitlamazoo  College;  M.A.,  University  of  Chicago 

Divinity  School;  Ph.D.,  Graduate  Theological  Union 

Elizabeth  Riley  Lambert"*    1984- 

Associate  Professor  of  English 

B.A.,  Duquesne  University;  M.A.,  George  Mason 

University;  Ph.D.,  University  of  Manland 

Deborah  Larsen   1989- 

Associate  Professor  of  English, 

M.S.  Boyer  Chair  in  Poetry;  B.A.,  Mundelein  College; 

M.A.,  Western  Washington  University 

L.  Carl  Leinbach    1967- 

Professor  of  Mathematics  and  Computer  Science 
B.A.,  Lafayette  College;  M.A.,  University  of  Delaware; 
Ph.D.,  University  of  Oregon 

David  B.  Levine    1991- 

Assistant  Professor  of  Computer  Science 

B.A.,  Swarthmore  College; 

A.M.,  Ph.D.,  Dartmouth  College 

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^   1991- 

Assistant  Professor  of  Physics 

B.A.,  Dartmouth  College;  M.Sc,  Ph.D.,  University  of 

Illinois  at  Urbana-Champaign 


202 


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 

W.  Bryan  Lynch   1993- 
Assistant  Professor  of  Chemistn 
B.S.,  Ph.D.,  University  of  Pittsburgh 

Louis  Manza   1992- 

Assistant  Professor  of  Psychology 

B.A.,  State  University  of  New  York  at  Binghamton; 

M.A.,  Brooklyn  College  of  the  City  Universitv  of  New 

York;  M.Phil.,  Ph.D.,  Graduate  School  and  Universitv 

Center  of  the  Citv  University  of  New  York 

Laurence  A.  Marschall'^   1971- 

Professor  of  Physics 

B.S.,  Cornell  University;  Ph.D.,  University  of  Chicago 

Ingrid  Martinez-Rico    1 993- 

Instructor  in  Spanish 

M.A.,  Universidad  de  Deusto 

Michael  Matsinko    1976- 

Associate  Professor  of  Music 

B.S.,  M.M.,  West  Chester  University  of  Pennsvhania 

Arthur  McCardle   1969- 

Associate  Professor  of  German 

B.A.,  M.A.,  Ph.D.,  Columbia  University 

Margaret  G.  Meloy   1993- 
Instructor  in  Economics 
B.S.,  The  Pennsylvania  State  University; 
M.S.,  Cornell  University 

Fredric  Michelman^    1973- 

Associate  Professor  of  French 

B.S.Ec,  University  of  Pennsylvania;  M.A.,  Middlebun 

College;  Ph.D.,  University  of  California,  Los  Angeles 

JanE.  MikeseU   1973- 

Professor  of  Biology 

B.S.,  M.S.,  Western  Illinois  University; 

Ph.D.,  Ohio  State  University 

Carey  A.  Moore^   1955-56,1959- 
Amanda  Rupert  Strong  Professor  of  Religion 
B.A.,  Gettysburg  College;  B.D.,  Lutheran 
Theological  Seminar^',  Gettysburg; 
Ph.D.,  The  Johns  Hopkins  University 


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   1958-64,1965- 

Professor  of  Psychology 

B.A.,  Gettysburg  College;  M.S.,  Ph.D.,  Purdue  University 

Charles  D.  Myers,  Jr.  ^    1 986- 

Associate  Professor  of  Religion 

B.A.,  Duke  University; 

M.Div.,  Ph.D.,  Princeton  Theological  Seminary 

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-  Nunamaker   1963- 
Professor  of  Music 

A.B.,  Bowling  Green  State  University; 
M.M.,  Ph.D.,  Indiana  University 

Paula  dinger   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   1967- 
Associate  Professor  of  Chemistry, 

Department  Chairperson 
B.A.,  Haveiford  College;  M.S.,  Ph.D., 
University  of  North  Carolina  at  Chapel  Hill 

Alan  Paulson   1978- 

Professor  of  Art 

B.F.A.,  Philadelphia  College  of  Art; 

M.F.A.,  University  of  Pennsylvania 


203 


PeterJ.  PeUa^  1987 
Associate  Professor  of  Physics, 

Department  Chairperson 
B.S.,  United  States  Military  Academy;  M.S.,  Rensselaer 
Polytechnic  Institute;  Ph.D.,  Kent  State  University 

Lucia  Perrotta  1993- 
Instructor  in  French 
B.A.,  Seton  Hill  College;  M.A.,  Tufts  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, 
Edwin  T.Johnson  and  Cynthia  Shearer  Johnson 
Distinguished  Teacher  in  the  Humanities 
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  Sttidies 
A.B.,  Salve  Regina  College; 
A.M.,  Ph.D.,  Brown  University 

William  F.  Railing  1964- 

Professor  of  Economics 

B.S.,  United  States  Merchant  Marine  Academy; 

B.A.,  The  Johns  Hopkins  University; 

Ph.D.,  Cornell  University 

Rodney  R.  Redding  1989- 

Associate  Professor  of  Management 

B.S.,  M.S.,  Ph.D.,  The  Pennsylvania  State  University; 

CPA 

RayR.  Reider  1962- 

Associate  Professor  of  Health  and  Physical  Education 

B.A.,  Gettysburg  College; 

M.Ed.,  The  Pennsylvania  State  University 

Janet  Morgan  Riggs   1981- 

Associate  Professor  of  Psychology  and  Executive 
Assistant  to  the  President 
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.,  Hai"\'ard  University 

James  E.  Roberson   1993- 

Visiting  Assistant  Professor  of  Global  Studies 

B.A.,  M.A.,  University  of  Florida; 

Ph.D.,  University  of  Hawaii 

David  Roman   1992- 

Instructor  in  Spanish 

Titulado  en  Historia  y  Educacion,  Escuela 

Normal  Superior  del  Estado  de  Morelos 

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 

Bahram  Roughani   1 992- 
Assistant  Professor  of  Physics 
B.Sc,  M.A.,  Indiana  State  University; 
M.Sc,  Ph.D.,  University  of  Cincinnati 

Alex  T.  Rowland   1958- 

Ockershausen  Professor  of  Chemistn' 

B.A.,  Gettysbvug  College;  Ph.D.,  Brown  University 

G.  Albert  Ruesga   1991- 

Assistant  Professor  of  Philosophy 

B.Sc,  Ph.D.,  Massachusetts  Institute  of  Technology 

Virginia  E.  Schein   1 986- 

Professor  of  Management,  Department  Chairperson 

B.A.,  Cornell  University;  Ph.D.,  New  York  University 

EmUe  O.  Schmidt   1962- 

Professor  of  English  and  Director  of  Theatre  Arts 

A.B.,  Ursinus  College;  M.A.,  Columbia  University 

Davids.  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 


204 


Carol  D.SmaU   1969- 

Instructor  in  Art 

B.A.,  Jackson  College  of  Tufts  University; 

M.A.,  The  Johns  Hopkins  University 

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 

JohnR.  Stemen   1961- 

Associate  Professor  of  Histoiy 

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  Getlyshurg  Reinew 

B.A.,  M.A.,  University  of  Minnesota; 

Ph.D.,  University  of  North  Carolina  at  Chapel  Hill 

Amie  Godman  Tannenbaum   1 968- 

Associate  Professor  of  French, 

Department  Chairperson 

A.B.,  Hood  College;  M.A.,  The  George  Washington 

University;  Ph.D.,  University  of  Maryland 

Donald  G.  Tannenbaum^   1966- 

Associate  Profes.sor  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  Universitv 


Rodney  S.  Tosten   1989- 

Assistant  Professor  of  Mathamatics  and  Computer 
Science,  B.A.,  Gettysburg  College;  M.S.,  West  Virginia 
University;  Ph.D.,  George  Mason  University 

Kay  B.Tracy  1990- 

Assistant  Professor  of  Management 

B.S.,  University  of  Southwestern  Louisiana; 

M.B.A.,  Drury  College; 

Ph.D.,  University  of  Maryland,  College  Park 

Amelia  M.  Trevelyan   1985- 

Associate  Professor  of  Art,  Department  Chairperson 

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.,  The  Catholic  University  of  America 

NorikoTsuboi   1993- 
Instructor  in  Japanese 
B.A.,  Dokkyo  University; 
B.A.,  M.A.,  University  of  Oregon 

Orit  E.  Tykocinski   1991- 

Assistant  Professor  of  Psychology 

B.A.,  B.A.,  M.A.,  Tel-Aviv  University  (Israel); 

Ph.D.,  New  York  University' 

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   1984- 

Associate  Professor  of  French 

B.A.,  Wake  Forest  Universitv; 

M.A.,  Middlebuiy  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  1  1985- 

Associate  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 


205 


Spring  J.  Walton   1989- 

Assistant  Professor  of  Management 

B.S.,  University  of  Missouri;  M.A.,  East  Tennessee  State 

University;  J.D.,  University  of  Maryland  School  of  Law 

ShirieyA.Warshaw  1987- 
Associate  Professor  of  Political  Science 
B.A.,  M.G.A.,  University  of  Pennsylvania; 
Ph.D.,  The  Johns  Hopkins  University 

T.  Stephen  Whitman   1993- 

Assistant  Professor  of  History 

B.A.,  Michigan  State  University;  M.S.,  Drexel 

University;  M.A.,  Ph.D.,  The  Johns  Hopkins  University 

Robert  B.  Winans   1987- 
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 

Kent  D.  Yager   1986- 

Associate  Professor  of  Spanish 

B.A.,  M.A.,  University  of  California,  Santa  Barbara; 

Ph.D.,  University  of  New  Mexico 

Charles  J.  Zabrowski   1987- 

Associate  Professor  of  Classics 

A.B.,  Canisius  College;  M.A.,  University  of  Toronto; 

Ph.D.,  Fordham  University 

Robert  F.  ZeUner   1968- 

Professor  of  Music,  Department  Chairperson 
B.S.,  West  Chester  University  of  Pennsylvania; 
M.A.,  Lehigh  University 

Maria  Zielina   1 99 1  - 

Assistant  Professor  of  Spanish 

B.A.,  California  Lutheran  Universitv; 

M.A.,  Ph.D.,  University  of  California,  Santa  Barbara 


On  leave.  Fall  .semester  1994-95 

9 

On  leave.  Spring  semester  1994-95 
^  On  leave.  Academic  Year  1994-95 
'^  On  leave  from  Department,  Academic  Year,  1994-95 
^  On  leave  from  Department,  Spring  semester,  1994-95 


Other  Instructional  and 
Administrative  Personnel 
(1993-94  Academic  Year) 

Dennis  R.  Aebersold 

Adjunct  Professor  of  Physics 

B.S.,  Occidental  College;  Ph.D.,  Brown  University 

Andrea  M.  Allen 

Assistant  Professor  of  Sociology  and  Anthropology 
B.S.,  Western  Michigan  University; 
M.A.,  Ph.D.,  University  of  Kentucky 

Norman  L.  Annis 

Adjunct  Professor  of  Art 

B.A.,  University  of  Northern  Iowa; 

M.F.A.,  University  of  Iowa 

Lois  Armor 

Adjunct  Instructor  in  First  Year  Colloquy 
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  in  Interdepartmental 

Studies  and  First  Year  Colloquy 
B.A.,  Hunter  College; 
M.A.,  Ph.D.,  Columbia  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 

Roger  Beitel 

Graduate  Assistant  Football  Coach 
B.A.,  Lebanon  Valley  College 

Brent  C.  Blair 

Adjunct  Instructor  in  Art 
B.A.,  West  Virginia  University 

Duane  A.  Botterbusch 

Adjunct  Assistant  Professor  of  Music 
B.S.,  Mansfield  University  of  Pennsylvania; 
M.M.,  West  Chester  Universitv  of  Pennsvlvania 


206 


Teresa  Bowers 

Adjunct  Assistant  Professor  of  Music 
B.M.E.,  Susquehanna  University; 
M.M.,  Ohio  State  University 

Mary  Jo  Boylan 

Laboratoiy  histructor  in  Chemistry 
B.S.,  Allegheny  College 

Helene  Brunei 

Teaching  Assistant  in  French 

B.A.  (2);  M.A.  (2),  University  of  Rennes,  France 

Lee  H.  Butler 

Adjunct  Instructor  in  Religion 
B.A.,  Bucknell  University;  M.Div.,  Eastern  Baptist 
Theological  Seminary;  M.Th.,  Princeton  Theological 
Seminar}';  M.Ph.,  Drew  University 

Michael  P.  Cantele 

Assistant  Athletic  Trainer  and  Adjunct  Instructor  in 

Health  and  Physical  Education 
B.A.,  Gettysburg  College; 
M.F.,  Old  Dominion  University 

Ian  B.  Clarke 

Adjunct  Instructor  in  English  and  First  Year 

Colloquy 
B.A.,  University  of  Virginia; 
M.F.A.,  University  of  Iowa 

P.  Richard  Cooper 

Laboratoiy  Instructor  in  Physics 

B.A.,  Gettysburg  College; 

M.Ed.,  Western  Maniand  College 

Casey  Counseller 

Co-Head  Golf  Coach 

Anne  Craft 

Adjunct  Instructor  in  English  and  First  Year  Colloquy 
B.A.,  Westminster  College 

Alan  Cresswell 

Associate  Fellow  in  Physics 

Ingenieur,  E.S.I.,  Marseille;  D.E.A..  Universite  de 

Paris;  Ph.D.,  University  of  Oregon 

Robert  E.  Curtis 

Adjunct  Professor  of  Education 
B.S.,  Ed.M.,  University  of  Rochester; 
Ed.D.,  Cornell  University 

Ellis  L.  Diviney 

Part-time  Assistant  Men's  Basketball  Coach 
B.S.,  East  Stroudsburg  University  of  Pennsylvania 


Timothy  M.  Dodd 

Lecturer  in  First  Year  Colloquy 
M.A.,  Fordham  University; 
ABD,  University  of  Pittsburgh 

Thomas  S.  Dombrowsky 

Lecturer  in  Interdepartmental  Studies 
B.A.,  University  of  Rhode  Island; 
M.A.,  Morgan  State  University 

Dean  F.  Duncan 

Adjunct  Assistant  Professor  of  Polidcal  Science 
B.A.,  M.U.A.,  University  of  North  Carolina  at 
Charlotte;  Ph.D.,  Emor)'  University 

Robert  A.  Duncan 

Laboratory  Instructor  in  Chemistry 
B.S.,  Gettysburg  College 

Carol  L.  Egan 

Adjunct  Instructor  in  Management 

B.A.,  Gettysburg  College;  M.A.,  New  York  University; 

M.BA.,  The  Wharton  School,  University  of  Pennsylvania 

Beth  Elbon 

Graduate  Assistant  Coach,  Women's  Basketball/Softball 
B.A.,  Gettysburg  (>ollege 

Janet  Eline 

Part-time  Assistant  Women's  Basketball  Coach 
B.A.,  Immaculata  (x)llege 

Margarita  Elorriaga 

Adjunct  Instructor  in  Spanish 

M..\.,  University  of  New  Mexico,  Albuquerque 

Fred  Exton 

Adjimct  Professor  of  French 

B.A.,  Haverford  (>ollege;  M.S.,  Georgetown  University; 

Doctorate,  Universite  de  Grenoble 

Thomas  Flaherty 

Part-time  Assistant  Men's  Basketball  Coach 
B.S.,  East  Stroudsburg  University  of  Pennsylvania 

Liliane  P.  Floge 

Adjunct  Associate  Professor  of  Sociology 

and  Anthropology 
B.A.,  The  City  College  of  New  York; 
M.  Phil.,  Ph.D.,  Columbia  University 

Josephine  Freund 

Chapel  Organist 

I.  Birgitte  Ginge 

Adjunct  Assistant  Professor  of  Classics 

B.S.,  B.A.,  Ph.D.,  Odense  University,  Denmark 


207 


Lisa  I.  Gregory 

Laboratory  Instructor  in  Chemistry 
B.A.,  Gettysburg  College 

Katinka  Grube 

Teaching  Assistant  in  German 
M.A.,  Kiel  University 

Lynn  Hanley 

Adjunct  Instructor  in  Art 
B.F.A.,  Wayne  State  University 

Jean  A.  Hartzell 

Adjunct  Instructor  in  English  and  First  Year  Colloquy 

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.,  The  American  University 

Jeanine  Howe 

Adjunct  Assistant  Professor  of  English 

B.F.A.,  Otterbein  College; 

M.F.A.,  Carnegie-Mellon  University 

Barbara  Hulsether 

Laboratory  Instructor  in  Biology 

B.S.,  Utica  College  of  Syracuse  University 

Stuart  James 

Part-time  Assistant  Football  Coach 
B.A.,  Dickinson  College 

Steven  J.  Johnston 

Adjunct  Instrtictor  in  Political  Science 
A.B.,  University  of  Southern  California; 
M.A.,  The  Johns  Hopkins  University 

Darryl  Jones 

Part-time  Assistant  Track  &  Field  Coach 
B.A.,  Pennsylvania  State  University 

William  Jones 

Lecturer  in  Interdepartmental  Studies 

B.A.,  Eastern  Nazarene  College;  M.A.,  University  of 

Wisconsin;  Ed.D.,  Boston  University 

Grace  S.  Kang 

Adjimct  Instructor  in  Music 
B.S.,  University  of  Rochester 


Daniel  Kilday 

Assistant  Men's  Soccer/Assistant  Women's 

Lacrosse  Coach 
B.S.,  Plymouth  State  College 

Stephen  Koudelka 

Part-time  Assistant  Men's  Lacrosse  Coach 
B.A.,  Gettysburg  College 

Jean  N.  Kuebler 

Adjunct  Instructor  in  First  Year  Colloquy 

B.A.,  Dickinson  College 

William  Leslie 

Adjunct  Instructor  in  Mathematics  and 
Computer  Science 

B.S.,  Indiana  University  of  Pennsylvania; 
M.Ed.,  Shippensburg  University  of  Pennsylvania 

Leslie  Light 

Adjunct  Instructor  in  Music  and  First  Year  Colloquy 
B.A.,  Dickinson  College;  M.M.,  Peabody  Conservatory 
of  The  Johns  Hopkins  University 

Shirley  S.  Lindsey 

Adjimct  Assistant  Professor  of  Health  and  Physical 

Education 
B.S.,  University  of  Maryland; 
M.S.,  Mansfield  University  of  Pennsylvania; 
D.Ed.,  The  Pennsylvania  State  University 

Paul  A.  Love 

Adjunct  Assistant  Professor  of  English 

B.A.,  M.A.,  Ph.D.,  University  of  California,  Los  Angeles 

Patricia  A.  Melton 

Part-time  Cheerleading  Advisor/Coach 

Gail  Milgram 

Adjunct  Instructor  in  Religion 
B.A.,  University  of  Pennsylvania;  MSW,  Wurzweiler 
School  of  Social  Work,  Yeshiva  University;  Rabbinical 
Ordination,  Reconstructionist  Rabbinical  College 

Ronald  D.  Miller 

Acting  Director  of  Field  Experiences  in  Education; 
B.S.,  Shippensburg  University  of  Pennsylvania; 
M.Ed.,  The  Pennsylvania  State  University 

Dorothy  C.  Moore 

Adjimct  Instructor  in  Spanish 

B.A.,  M.A.,  California  State  University-Fresno 

Stephen  R.  Moore 

Laboratory  Instructor  in  Physics 
B.A.,  Gettysburg  College 


208 


John  A.  Murphy 

Adjunct  Instructor  in  Interdepartmental  Studies 
B.S.,  University  of  Notre  Dame; 
M.S.,  Georgetown  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  and 

First  Year  Colloquy 
B.A.,  DePauw  University;  J. D.,  Harvard  Law  School; 
Ed.D.,  Indiana  University 

Yoshiko  Omura 

Teaching  Assistant  in  Japanese 
B.A.,  Kansai  Gaidai  University 

James  Page 

Part-time  Assistant  Football  Coach 
B.A.,  Susquehanna  University 

David  Petrie 

Adjimct  Instructor  in  Health  and  Physical  Education 
B.A.,  Gettysburg  College;  M.S.,  University  of  Delaware 

William  H.  Pfitzinger 

Part-Time  Head  Women's  Tennis  Coach 
B.S.,  Roanoke  College 

BJmer  Plischke 

Associate  Fellow  in  Political  Science 

Ph.B.,  Marquette  University;  M.A.,  American  University; 

Ph.D.,  Clark  University 

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.,  Gett)'sburg  College 

Leslie  A.  Przybylek 

Adjunct  Instructor  in  Art 
B.A.,  Gettysburg  College 

Jerome  Radosh 

Adjimct  Assistant  Professor  of  Management 
B.S.,  The  Pennsylvania  State  University; 
J.D.,  The  Catholic  University  of  America; 
M.A.,  Moimt  Saint  Mary's  College 


Kim  Rain 

Part-Time  Assistant  Volleyball  Coach 
B.A.,  Gettysburg  College 

James  G.  Ramos 

Adjunct  Instructor  in  Art 

B.S.,  M.Ed.,  The  Pennsylvania  State  University 

Camilla  Rawleigh 

Part-time  Assistant  Swimming  Coach 

B.A.,  University  of  North  Carolina,  Chapel  Hill 

Alden  H.  Reese 

Laboratory  Instructor  in  Biology 
A.B.,  Hood  College 

Lee  P.  Rentzel 

Part-Time  Assistant  Baseball  Coach 
B.S.,  The  Pennsylvania  State  University; 
M.A.,  Western  Maryland  College 

Vanessa  Parker  Rickert 

Adjunct  Instructor  in  Music 

B.A.,  The  Pennsylvania  State  University; 

M.M.,  Peabody  Institute  of  Johns  Hopkins  University 

Charles  Saltzman 

Adjunct  Instructor  in  English 

A.B.,  Harvard  College; 

M.A.T.,  Harvard  Gradiiate  School  of  Education 

Michael  Sanders 

Part-time  Assistant  Sports  Information  Director 
B.A.,  The  Pennsylvania  State  University 

Theodore  J.  Sawchuck 

Part-Time  Assistant  Football  Coach 
B.S.,  University  of  Akron 

John  Schmid 

Assistant  Football/Assistant  Track  &  Field  Coach 
B.S.,  Ursinus  College 

Purvi  Shah 

Adjunct  Instructor  in  Education 
B.A.,  M.A.,  University  of  Bombay; 
M.A.  (2) ,  University  of  Delaware 

Aubrey  L.  Shenk 

Part-time  Assistant  Cross  Country  Coach 
B.A.,  Juniata  College 

Gregory  P.  Shook 

Adjunct  Instructor  in  Music 

B.M.,  University  of  Maryland  at  College  Park 


209 


Stephanie  A.  Slocum 

Adjunct  Instructor  in  Political  Science 
B.A.,  Biicknell  University 

Michael  R.  Spangler 

Part-Time  Assistant  Track  Sc  Field  Coach 
B.A.,  Susquehanna  University 

Nancy  Stemen 

Adjunct  Instructor  in  First  Year  Colloquy 
B.S.,  Millersville  University; 
M.A.,  University  of  Delaware 

Barbara  Streeter 

Part-time  Assistant  Campus  Recreation  Director/ 

Part-time  Assistant  Field  Hockey  C^oach 
B.A.,  Lebanon  Valley  College 

Ray  Swartz 

Part-time  Assistant  Wrestling  Coach 

Macarena  Valdes 

Teaching  Assistant  in  Spanish 

Graduate  of  Escuela  Profesional  Albaydar,  Sexille,  Spain 

Sylvia  S.  Van  Arsdale 

Director  of  Field  Experiences  and  Adjimct  Instructor 

in  Education 
B.S.,  Millersville  University  of  Pennsylvania; 
M.Ed.,  Antioch  Graduate  School  of  Education 

Gregory  T.  Vogel 

Part-time  Assistant  Men's  Soccer  Coach 
B.A.,  Alfred  University 

StephaniJ.  Voss 

Adjiuict  Instructor  in  Health  and  Physical  Education 

Donald  A.  Walz 

Laboraton'  Instructor  in  Physics 
B.A.,  Ursinus  College 

Todd  Wawrousek 

Part-Time  Head  Women's  Soccer  Coach 
B.S.,  Millersville  University  of  Pennsylvania; 
M.A.,  Alfred  University 

Dexter  N.  Weikel 

.\djimct  Professor  of  Music 

B.S.,  Susquehanna  University;  M.A.,  The  Pennsylvania 

State  University;  D.M.A.,  Peabody  Conservatory  of 

The  Johns  Hopkins  University 


Annabelle  S.  Wenzke 

Adjimct  Assistant  Professor  of  Religion 

B.A.,  Gettysburg  College; 

M.A.,  Ph.D.,  The  Pennsylvania  State  University 

Jerold  Wikoff 

Adjimct  Assistant  Professor  of  First  Year  Colloquy 
B.A.,  M.A.,  Ph.D.,  Stanford  University 

Frank  B.  Williams 

Adjunct  Associate  Professor  of  Education 
B.A.,  M.A.T.,  Wesleyan  University; 
Ed.D.,  University  of  Pennsylvania 

Helen  J.  Winkelmann 

Laboraton  Instructor  in  Biology 

B.A.,  Notre  Dame  College  of  Staten  Island; 

M.S.,  University  of  Michigan 

John  Winship 

Adjimct  Instructor  in  Art 
B.A.,  Middlebui7  College 

Petra  S.  Wirth 

Adjunct  Assistant  Professor  of  Spanish 

B.A.,  Old  Dominion  University; 

M.A.,  Ph.D.,  University  of  North  Carolina,  C-hapel  Hill 

Lisa  Wood 

Part-time  Assistant  Field  Hockey  Coach 
B.S.,  Earlham  College 

Cindy  T.  Wright 

Campus  Recreation  Director 

B.S.,  State  University  of  New  York  at  Cortland; 

M.S.,  University  of  Utah 

David  Voder 

Graduate  Assistant  Men's  Basketball  Coach 
B.S.,  Moravian  College 

Jo  Ann  K.  Zeman 

Laboraton  Instructor  in  Biolog)' 
B.A.,  Western  Man  land  Cx)llege 


210 


GETTYSBURG  COLLEGE 
Office  of  the  Provost 

Calendar  for  1994-95 


FALL  SEMESTER,  1994 


August  25-28,  Thursday-Sunday 
August  29,  Monday 
October  7,  Friday 
October  7-9,  Friday-Sundav 
October  15,  Saturday 
October  19,  Wednesday 
October  24-25,  Monday-Tuesday 
November  22,  Tuesday  at  5:00  p.m. 
November  28,  Monday  at  8:00  a.m. 
December  9,  Friday 
December  10,  Saturday 
December  1  1-17,  Sundav-Saturdav 


Orientation  and  registration 
Classes  begin 
Fall  Honors  Day 
Fall  Family  Weekend 
Alumni  Homecoming 
Mid-semester  reports 
Reading  davs 

Thanksgiving  break  begins 
Thanksgiving  break  ends 
Last  day  of  classes 
Reading  day 
Final  examinations 


SPRING  SEMESTER,  1995 


January  15,  Sunday 

January  16,  Monday 

March  7,  Tuesday 

March  8,  Wednesday  at  5:00  p.m. 

March  20,  Monday  at  8:00  a.m. 
April  13,  Thursday  at  5:00  p.m. 
April  18,  Tuesdav  at  8:00  a.m. 
April  22,  Saturday 
May  2,  Tuesday 
May  4,  Thursday 

May  5,  Friday 

May  6-13,  Saturday-Saturdav,  noon 

May  19,  Friday 

May  21,  Sunday 

June  2-4,  Frida\-Sunda\ 


Registration 
(Classes  begin 
.Mid-semester  reports 
Spring  recess  begins 

(Follow  Friday  schedule) 
Spring  rece.ss  ends 
Easter  recess  begins 
Easter  recess  ends 
Get  Acquainted  Dav 

(Follojo  Thursday  schedule) 
Last  day  of  classes 

(Follow  Friday  schedule) 
Reading  Dav 
Final  examinations 
Spring  Honors  Da\ 
Baccalaureate  and  (Commencement 
Alumni  Weekend 


Religious  Holidays  to  Remember: 

Monday,  September  5  at  simdown  - 

Wednesday,  September  7  at  simdown  Rosh  Hashanah 
Wednesday,  September  14  at  sundown  - 

Thursday,  September  15  at  simdown  Ybm  Kippur 

Wednesday,  March  1  Ash  Wednesday 

Friday,  April  14  at  sundown  Passover  begins 


211 


Statistical  Summary 

Students  in  College 

1993  Full-Time  Enrollment 

Fall  Semester 

M 

Senior  252 

Senior 227 

Junior  253 

Sophomore 254 

First  Year .268 

1002 


The  above  enrollment  includes  135  students  who 
were  studying  off  campus. 

Geographic  Distribution  Matriculated  Students 

1993  Fall  Semester 


Endowment  Funds 


w 

Total 

248 

500 

232 

459 

239 

492 

276 

530 

330 

598 

1077 

2079 

Number 

Of 

Students 

Percent 

Pennsvhania 

576 

27.6 

New  Jersey 

416 

19.9 

New  York 

255 

12.2 

Cx)nnecticiit 

222 

10.7 

Mainland 

166 

8.0 

Massachusetts 

107 

5.1 

Virginia 

62 

2.9 

New  Hampshire 

30 

1.5 

Delaware 

29 

1.4 

Florida 

25 

1.2 

Ohio 

21 

1.0 

Other  States 

130 

6.2 

International  (34 

countries 

)     48 

2.3 

2087 

100.0 

Student  Retention 

Of  the  students  who  entered  Gett\sburg  (x)llege  as  first 
year  students  in  September  1989,  74.3%  received  their 
degree  within  four  years;  an  additional  3.6%  of  the 
class  continued  at  Gettysburg.  Twenty-four  students 
(4. 1  %  of  the  class)  were  required  to  withdraw  from 
Gettysburg  for  academic  or  disciplinaiT  reasons.  Of  the 
students  who  entered  Gettysburg  (College  as  first  \ear 
students  in  September,  1987,  79%  received  their 
degree  within  six  years.  This  compares  very  favorably 
with  the  national  graduation  average  of  48%. 


Gettysburg  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  fimds  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  Kndoxument  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) 

F.  W.  Baker  Fslate 

Frank  I).  Baker 

Robert  J.  Barkley  Estate 

Charles  Bender  Inist 

Fay  S.  Benedict  Memorial  Fund 

H.  Melx'in  Binkley  Estate 

Margarethe  A.  Brinkman  Estate 

H.  Brua  Cam/tbcll  Instate 

Dr.  John  Chelenden  Fund  (1928)  in  ho)ior  of 
John  B.  Zinn  (1909) 

Class  of  191 9 Fund 

Class  of  1926,  6()th  Reunion  Fund 

Classof  1971  Fund 

Louise  Culhhertson:  In  memory  of  Arthur  Herring, 
Anna  Wiener  Herring  and  Louise  Cuthbertson. 

Charles  W.  Diehl,  Jr.  (1929) 

Harold  Sheely  Diehl  Estate 

Faculty  and  Staff  Memorial  Endownment  Fu)id 

Robert  C..Fluhrer(  1912} 

The  Ford  Fou  ndation 

Waller  B.  Freed  Estate 

Owen  Fries  Estate 

Richard  V.  Cardiner  Memorial  Fund 

'Fhe  Carman  Fund:  A  perpetual  family  memorial. 

'Fhe  Cettyshurg  Times 

Mamie  Ragan  Cetty  Fund 

Frank  Cilbert 

Margant  E.  (jilt's 

Ralph  and  Katherine  M.  Cresh 
James  H.  Cross  Estate 

William  D.  Hartshorne  Estate 

CeorgeC  Hatter  (1911) 

Adam  Hazlett  (1910) 


212 


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 
Harris  Lee  Estate 

Ralph  I).  Lindeiman  Memorial  Fund 
Ihe  Richard  Leiuis  Lloyd  Fund  in  Memory  of 

Arthur  C.  Carty 
Robeii  7".  McClarin  Estate 
Ralph  McCreaty  Estate 
James  MacFarlane Fund,  Class  of  1  (S3 7 
Dana  and  Elizabeth  Manners  Memorial 
J  Clyde  Market  (1900)  and  Caroline  O.  Market 
Robert  T .  Marks 
Fred  C.  Masters  (1904) 
Ralph  Mease  Estate 
A.L.  Mathias(1926) 
John  H.  Mirkely  (1928):  In  menion'  of  his  brt)ther 

William  Blocher  Mickely. 
Alice  Milh^r 

Thomas  Z.  Minehart  (1894) 

Ruth  G.  Moyer  Estate,  Prop'ssor's  Endimnnent  Fund 
Bemire  Baker  Musser 
Helen  OveryniUer 
Ivy  L.  Palmer 
Joseph  Parment  Company 
Floyd  Sc  Eva  Peterson 
Andreiu  H.  Phelps 
C.  Lawrence  Rebuck 
Mary  Hart  Rinn 
Carroll  W.  Royston  Estate 
Sarah  Ellen  Sanders 
Robert  and  Helene  Schubauer  Estate 
Anna  D.  Seaman 
A.  Richard  Shay  (1928) 
PaulR.  Sheffer(1918) 
Herbert  Shinier  (1896) 
Robert  O.  Sinclair 
Albert  T.  Smith  Memorial  Fund 
James  Milton  Smith  Fund 
Anna  K.  and  Harry  L.  Snyder 
Mary  Heilman  Spangler 
Harney  W.  Strayer 
Leah  Tipton  Taylor  Estate 
Veronica  K  Tollner  Estate 
Vera  and  Paul  Wagner  Fund 


Walter  G.  Warner  Memorial  Fund  (  by  Bergliot  J.  Wagner) 
Leona  S.  &  L.  Ray  Weaver  Memorial  Fund 
Richard  C.  Wetzel 

Jack  Lyter  Williams  (1951)  Memorial  Fund 
Alice  I).  Wrather 
Romaine  H.  Yagel  Tnist 
George  L.  Yocum  Memorial  Fund 
John  and  Caroline  Yordy  Memorial  Fund 

(Restricted) 

Edward  and  Patricia  Anderson  Loan  Fund:  The  interest 
from  this  endowed  account  will  be  used  to  establish  a 
new  Student  Loan  Fund. 

Conrad  Cluistian  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  Consewalion /Restoration  Fund:  A  fimd 
established  to  restore  works  of  art  and  historic 
objects. 

Athletic  Endowment.  A  fimd  established  for  the  athletic 
department  to  be  used  foi  discrelionan  purposes. 

Ihe  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 Endoivment  Fund:  A  fund  to  support  debating, 
established  in  1925  to  honor  Dr.  Philip  Bickle  (1866), 
Dean  of  Gettysburg  College,  1889-1925. 

Joseph  BitlingerCAvdW  of  Political  Science. 

Lydia  Bittinger:  C^iair  of  HistoiT. 

Joseph  and  Lydia  Bittinger  Memorial  Fund:  A  fimd 
established  to  support  the  needs  of  the  history  and 
political  science  departments. 

Blavatt  Family  Lecturship:  A  fimd  to  establish  the 
Blavatt  Family  Lectine  Series  in  Political  Science. 

Robert  Bloom  Fund:  For  Civil  War  histitute. 

Mr.  Cf  Airs.  Thomas  Citron:  A  fimd  established  by  Mr. 
8c  Mrs.  Thomas  Citron  (1947)  to  endow  insurance  on 
a  1934  oil  painting  by  Minna  Citron. 

Class  of  191 1  Memorial  Inist 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. 


213 


Class  of  1 925  Meritorious  Semice  Award  Foundation:  To 
pro\ide  annual  alumni  awards  for  notable  semce 
rendered  Alma  Mater. 

riiomas  Y.  CoofMr  Kndowment:  A  bequesl  to  Gettysburg 
(k)llege  in  support  of  its  libraries:  (a)  for  acquisitions 
in  literature  and  American  histoid,  as  a  memorial  to 
his  parents,  Dr.  and  Mrs.  Moses  Gooper;  and  (b)  for 
the  operating  budget  of  the  librai7. 

A.  Bnice  Denny  Fund:  A  hmd  in  memory  of  A.  Bruce 
Denny  (1973),  contributed  by  fellow  students  to 
purchase  libran'  books. 

Luther  P.  Eisenhari  Fund:AWmd  established  for  the  use 
of  emeriti  faculty  and  widows  of  former  members  of 
the  faculty  in  real  need  of  assistance. 

Fisenhoxuer  Memorial  Celebration  Fund:  A  hind  established 
by  the  Eisenhower  Society  to  support  an  appropriate 
ceremony  in  honor  of  President  Eisenhower  on  or 
about  his  birthday  on  October  14  eveiT  year. 

Harold  G.  Fvans  Chan  in  Eisenhower  Leadership  Studies:  A 
fund  established  to  foster  an  educational  program  in 
leadership. 

Clyde  F.  and. Sarah  A  Gerberich  Endowment  Fund:  A  fimd 
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 Rniieii' Fund:  A  fund  established  to  provide 
annual  support  for  the  Gettysburg  Rnnew.A  quarterly 
journal  yvith  a  strong  national  folloyving.  The  Gettysburg 
Ri^>iew'\s  published  by  Gettysburg  College.  Among  its 
advisoi7  and  contributing  editors  are  author  and 
humorist  Garrison  Keillor;  poets  Richard  Wilbur, 
Donald  Hall,  and  Rita  Dove;  and  novelist  Ann  Beattie. 
The  Gettysburg  Reiiiexv  received  the  awards  for  "Best 
Journal"  and  "Best  Journal  Design"  from  the  Council 
of  Editors  of  Learned  Journals  in  1988.  Students  serve 
the  journal  in  a  nimiber  of  ways  through  internships, 
work-study,  and  volunteerism. 

Russell  P.  Gelz  Memorial  Fund:  A  fund  established  for 
the  support  of  the  music  department. 

Jean  Landefeld  Hanson  Fund:  A  hind  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. 


George  Halter  Fund:  The  income  from  this  restricted 
endowment  fund  will  be  transferred  to  principal  for  a 
period  of  60  years.  After  60  years,  this  fund  will  be 
closed  and  transferred  to  Unrestricted 
Endowment/Hatter  Fund. 

llie  John  A.  Hausn  Fxerutive-in-fiesidence 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  I).  Holloway  Memorial  Fund:  A  hind  to  be 
used  for  purposes  of  keeping  alive  on  the  campus  of 
Gettysburg  College  the  Spirit  of  Abraham  Lincoln. 

KarlF.  Innn  Irusl  Fund:  Ahmd  established  from  the 
corpus  of  this  trust  and  treated  as  restricted 
endowment,  paying  the  income  to  the  Annual  Fund  in 
Mr.  Irvin's  name. 

Japan  Program  Fund:  This  fund  will  be  used  by  the 
Library  Department  to  purchase  library  and 
instructional  materials  related  to  Japan. 

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  Ari  Fund:  A  hind  to 
support  and  ady  ance  the  study  of  East  Asian  art  and 
related  topics. 

MNC  Management  Curriculum:  A  hind  by  the  Maryland 
National  Foundation  to  provide  financial  support  for 
the  Management  Ptogram. 

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  Endoiument 
Fund: Ahmd  to  support  and  advance  kncwledge  and 
appreciation  of  art  at  Gettysburg  College. 

DrAmos  S.and  Barbara  K.  Musselman  Chemistry 
Endmomenl  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 
contributed  by  the  Musselman  Foundation  to  support 
yvorkshops  in  music  performance  and  seminars  in 
music  education. 


214 


Musselman  Endownwnt  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  /  Kd  and  Cindy  Johnson:  A  fund  established 
to  provide  salary  enhancements,  travel,  libran 
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  bv  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  (Mvil  War  Chair  in 
the  histor\'  department. 

NEH  Fund  for  Faculty  and  Cunicuhim  Dei'ehpment  in  the 
Humanities:  A.  fund  established  by  a  (Challenge  Cirant 
from  the  National  Endowment  for  the  Humanities  to 
promote  high  quality  work  in  the  himianities  through 
faculty  and  curriculum  development  activity  of 
particular  merit.  This  fund  is  part  of  the  larger 
Institutional  Fund  for  Self-Renewal. 

NEH  Sen  i(n-  Scholars'  Seminar:  A  fund  established  to 
support  the  Senior  Scholars'  Seminar  from  the 
National  Endowment  for  the  Humanities. 

Or}e  in  a  Mission  Progtum  Fund:  An  appeal  throughout 
the  Central  Pennsylvania  Synod  to  provide  additional 
endowment  funds  to  enhance  the  church-related 
mission  of  the  College. 

Edred J.  and  Ruth  Pennell  Irust  Foundation:  A  fimd  to 
be  used  to  purchase  new  materials  in  the  fields  of 
political  science,  management,  and  economics. 

Political  Science  Research /Dei'elopment.  A  fund 
established  by  Elmer  Plischke  to  assist  faculty  in  the 
political  science  department  in  research  activities. 

Paul  H.  Rlioads  'Peaching  and  Professional  Development 
Fund:  A  fimd  established  by  Paul  H.  Rhoads, 
Gettysburg  College,  and  others,  the  income  from 
which  provides  named  awards  to  support  scholarly 
research,  profes.sional  development,  or  the 
improvement  of  imdergraduate  instruction  by 
Gettysburg  College  faculty. 


Norman  F.  Richardson  Memorial  Eectureship 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. 

Steven  Riggs  Music  Endowment:  This  fimd  will  provide  a 
stipend  for  voice  lessons. 

Henry  M.  Scharf  Lecture  Fund:  A  fund  contributed  bv 
Dr.  F.  William  Simderman  (1919)  in  memoiT  of 
Henry  M.  Scharf,  ( 1925),  to  establish  a  lectureship  on 
current  affairs. 

Louis  and  Claudia  Schatanojf  Library  Fund:  A  fund  used 
for  the  purpose  of  purchasing  books  and  other 
publications  for  the  chemistrv  library'  at  Gettysburg 
(x)llege. 

Henry  M  Scharf  Lecture  Fund:  A  fimd  which  will  support 
Dr.  F.  William  Sunderman  (1919)  in  memoiy  of 
Hcntv  M.  Scharf,  (1925),  to  establish  a  lectiueship  tm 
current  affairs. 

Jack  Shand  Psychology  Research  Fund:  This  fimd  will 
provide  annual  income  for  the  financial  support  of 
senior  students  registered  for  Psvchologv  Department 
Honors  Research. 

fames  A.  Singmaster  { 189S)  Fund  for  (Chemistry:  A  fimd 
established  in  19B7  by  .Mrs.  James  A.  Singmaster  in 
memoiT  of  her  husband  for  the  purchase  of  librai"y 
materials  in  chemistiT,  or  in  areas  related  thereto. 

Dr.  Kenneth  L.  Smoke  Memorial  I  rust  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  libran  to  purchase  library'  resources  in 
the  field  of  psvchologv'  and  in  part  bv  the  psychology' 
department  for  special  departmental  needs. 

Stoever  Alcove  Fund:  A  fund  established  by  Laura  M. 
Stoever  for  the  support  of  the  library. 

J.  H.  W.  Stu cken bet g  Memorial  lectureship  A  bequest 
from  Mar\'  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. 


215 


Wallewytr  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  libraiy  in  a 
seminar  room  in  his  niemon'. 

Sieve  Wanier  I'nisl  Fund:  This  fund  will  be  used  for  the 
purpose  of  expenditures  for  books,  periodicals, 
microfilm,  etc.  in  the  area  of  Asian  Studies  for  the 
Miisselman  Libraiy;  to  care  for  and  maintain  those 
purchased  materials  and  the  Stephen  H.  Warner 
papers  maintained  in  Musselman  Libran's  Special 
Collection  at  the  College  and  to  support  publications 
derived  from  the  Collection.  The  College  Librarian 
will  be  responsible  for  the  expending  of  the  fund's 
income  and  will  solicit  the  advise  of  the  Chair  of  the 
Department  of  Historv'  and  Special  Collections' 
Librarian  in  establishing  priorities. 

Donald  K.  W'eiser  Book  Acquisition  Fund:  A  fimd 
established  in  honor  of  Donald  K.  Weiser  (1924)  for 
the  purchase  of  libran  books  in  the  field  of 
insurance,  management,  and  business 
administration. 

W'onuDi  's  League  Fund  for  Upkeep  and  Repair  of  the  y'MCA 
BuiMing  (Weiden.sall  Hall):  An  endowment  bequest  of 
Louisa  Paulus. 

Dr.  and  Mrs.  Jeremiah  Zimmerman  Fund:  A  fiuid 
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  libraiy. 

John  B.  '/Ann  Memorial  Fund  in  Admissions:  A  fund 
established  in  honor  of  John  B.  Zinn  by  friends  and 
former  students  to  support  admissions  efforts  in  fields 
a.ssociated  with  the  healing  arts. 

John  B.  Zinn  President  Disrrelionary  Institutional  and 
Faculty  Institutional Deiielopmenl  Fund:  A  fimd 
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. 


S  PR  IN  G   19  9  0 


Gettysburg 

The  Gettysbur^R^iew 


A  quarterly  journal  with  a  stiong  national 
following,  The  Gellysburg  Review  \^  published  b\ 
Gettysburg  College.  Among  its  achison'  and 
contributing  editors  are  author  and  humorist 
Garrison  Keillor;  poets  Richard  Wilbur,  Donald 
Hall,  and  Rita  Dove;  and  novelist  Ann  Beattie. 
The  Getlysburg  Review  received  the  awards  for 
"Best  New  Journal"  and  "Best  Journal  Design" 
from  the  Council  of  Editors  of  Learned  journals 
in  1988.  Students  sene  the  Journal  in  a  number 
of  ways  through  internships,  work-study,  and 
volunteerism. 


218 


INDEX 


Academic  Advising    21 

Academic  Calendar    210 

Academic  Counseling    6,  21 

Academic  Honors    55 

Academic  Purposes    2,17 

Academic  Services  and  Information    158 

Academic  Standing    32 

Academic  Standing  Committee    34 

Accoimting,  Courses  in,    1 17-120 

Accident  Insurance    173 

Accreditation    223 

Adjunct  Faculty    205 

Administration,  The    190 

Administrative  Offices    168 

Admission  Office    13 

Admission  Policy    170 

Admission  Procedure    170 

Admissions,  Expenses,  and  Financial  Aid    170-184 

Advanced  Credit  and  Placement    171 

Advising  System    21 

African-American  Studies    67-68 

AIDS  Policy    163-164 

Alcohol  and  Drug  Education    164-165 

Alpha  Lambda  Delta    56 

American  Studies    115 

Anthropology,  Courses  in    144 

Anti-discrimination  Policy    223 

Area  Studies    115-116 

Art,  Courses  in  68-73 

Art  Gallery    69 

Artist  in  Residence    160 

Asian  Studies    114-115 

Astronomy  (See  Physics) 

Athletic  Facilities    169 

Athletics    15,  166 

Auditing  of  Courses    28 

Awards    57-63 

Bachelor  of  Arts  Degree  Requirements    23 

Bachelor  of  Science  in  Music  Education    41 

Band    127,  161 

Basic  Facts  about  the  College    13 

Bills    172 

Biochemistry  and  Molecular  Biology    73 

Biology,  Courses  in    73-77 

Boarding  Costs  and  Policy    172 

Board  of  Trustees    1 88-1 94 

Bookstore  159,  172-173 

Business  Administration,  Courses  in 

(See  Management) 
Calendar  1994-95    210 
Campus  Communications    162 
Campus  Life    156 
Campus  Recreation    166-167 


Career  Services    6,11,162-163 
Career  Opportunities 

(See  Departmental  Course  Introductions) 
Catholic  Religious  Services    165 
Catholic  Student  Religious  Group    165 
Center  for  Global  Education    46-47 
Center  for  Public  Service    165-166 
Central  Pennsylvania  Consortium    43 
Chapel  Programs    10,  165 
Chemistry,  Courses  in    77-80 
Choirs    127,  161 
Classics,  Courses  in    80-82 
Classrooms,  Laboratories    167 
Clubs  and  Organizations    160-162 
College  Affiliated  Programs    42 
College  Course  Requirements    24 
College  Life    156 
College  Store    159,173 
College  Union    9,  159 
Communication  Media    162 
Community    5 

Comprehensive  Academic  Fee  Plan    171 
Computing  Services    167-168 
Computer  Courses    36,120-124 
Computer  FaciHties    120,167-168 
Computer  Network    167-168 
Computer  Science,  Courses  in    120-124 
Consortium  Exchange  Program    43 
Cooperative  Programs    7,  43-50 
Correspondence,  Listing  for    223 
Costs    13,  171 
Counseling  Services    164 
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  First  Year  Students    158 
Dean  of  the  College    156 
Deans'  Lists    55 
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    157 
Dining  Fees    172 

Distribution  Requirements    24,  66 
Dive  (Nightclub)     159 


INDEX 


219 


Dormitories    156-157 

Drama  (See  Theatre  Arts) 

Dramatics    160-162 

Dual  Degree  Programs 

(See  Engineering,  Forestry,  Nursing, 

and  Optometry) 
Early  Decision  Plan    12-13,  170 
Economics,  Courses  in    82-87 
Education,  Courses  in    87-88 
Employment  Placement  Services    42,  162-163 
Employment  Prospects  in  Teaching    42 
Endowment  Funds    57-63,  21 1-215 
Engineering  Dual-Degree  Programs 

(See  also  Physics)    50-51,  130 
English,  Courses  in    88-94 
Enrollment,  Summary  of    13-14,  210 
Environmental  Studies  Program    96-99 
Environmental  Studies  and  Forestry 

Dual-Degree  Program    52-53 
Expenses    171-173 
Facilities    167 
Facts  About  College    1 3 
Faculty,  The    195-209 
Fees    171-173 
Financial  Aid    173 
Fitness  Program     166 
Foreign  Study    46-49 
Forestry  and  Environmental  Studies 

Dual-Degree  Program    52-53 
France,  Program  in    47 
Fraternities    10,  55-56,  157 
Fraternity  Houses    10,157 
French,  Courses  in    99-102 
First  Year  Advising  and  Orientation    21 
First  Year  Colloquy    6,  20,  24,  67 
Full  Time  Student    27,  170 
Geographical  Distribution  of  Students    211 
Geography,  Courses  in    87 
German,  Courses  in    102-104 
Germany,  Program  in    47-48,  102 
Gettysburg  Theatre  Festival    162 
Getty sbu  rg  Review    216 
Gettysburgian,  The    162 
Global  Studies    115-116 
Government,  Courses  in 

(See  Political  Science) 
Grading  System    29-30 
Graduate  School  Preparation    22 
Graduation 

Requirements  for    23 

With  honors    55 
Grants    175 
Greece,  Program  in    48 


Greek,  Courses  in    80-82 

Greek  Organizations    157 

Handicapped  Persons    28 

Health  Center    9,  163 

Health  and  Physical  Education,  Courses  in     105-108 

Health  and  Physical  Education  Requirement   23,  24,  108 

Health  Professions 

Preparation  for    53-55 
Health  Services    164 
History,  Courses  in    108-1 1 1 
Honor  Code    10,15,19,160 
Honor  Commission     10,19,160 
Honors,  Graduation  with    55 
Honorary  Fraternities  and  Societies    1 1-15 
Housing  Policy    172 
Individualized  Study    32 
Insurance,  Accident    173 
Incomplete,  Grade  of    30 
Intercollegiate  Athletics    166 
Intercultural  Advancement    158-159 
Interdepartmental  Studies,  Courses  in    111-117 
Interdisciplinary  Study  Abroad  Program 

in  England    46-47 
Interfraternity  Council     160 
Internships 

(See  Department  Course  Listings) 
Intramural  Sports    166 
Italy,  Program  in    49 
Japan,  Program  in    47 
Japanese,  Courses  in    116 
Jewish  Student  Religious  Group    165 
Journalism    91,  161-162 
Laboratory  Theatre    10,161 
Language  Houses    100,  103 
Latin,  Courses  in    80-82 
Latin  American  Studies    116 
Leadership  Development  Program    159 
Lectures    160 
Libraries    8,  14,  22,  167 
Literary  Magazine    162 
Literature,  Concentration  in    88-90 
Living  Accommodations    156-158 
Loans    173-175,  183-184 

Lutheran  College  Washington  Semester    43-44 
Lutheran  Theological  Seminary  Exchange    49 
Major  Fields  of  Study    6,  25 
Major  Requirements    25 
Management,  Courses  in    117-120 
Management,  Selection  of  Majors    117 
Marine  Biology  Cooperative  Programs    49 
Mathematics,  Courses  in    120-124 
Medical  School,  Preparation  for    51,  53-55 
Medieval  and  Renaissance  Studies    116 


220 


INDEX 


Mercury,  The    162 
Mexico,  Program  in    46 
Microcomputer  Laboratory    167-168 
Minor  Requirements    27 
Minority  Affairs 

(See  Intercultural  Advancement) 
Music  Activities    161-162 
Music,  Courses  in    124-128 

Music  Education,  Bachelor  of  Science  Degree    41 
Newspaper    162 
Nicaragua,  Program  in    116 
Nightclub    159 

Ninth  Semester  Education  Program    42 
Nursing,  Dual-Degree  Program    51 
Off-Campus  Study    7,42 
Off-Campus  Programs    7,  42 
Office  of  Career  Services    1 62-1 63 
Office  of  the  Dean  of  the  College    156 
Optional  Minor    27 
Optometry 

Dual-Degree  Program    50-51 
Orchestra    127,  161 
Orientation    21 

Owl  and  Nightingale  Players    10,  161 
Panhellenic  Council    160 
Part  Time  Instructional  and 

Administrative  Personnel    205-209 
Part  Time  Student    171 
Payment  of  Bills    171-172 
Performing  Arts    10,160-162 
Personal  Property  Insurance    173 
Phi  Beta  Kappa    55-56 
Philosophy,  Courses  in    1 28-1 29 
Physical  Education,  Courses  in    105-108 
Physical  Education  Requirement    105-108 
Physical  Therapy 

Preparation  for    54,  105 

Cooperative  Program    8,  54,  105 
Physics,  Courses  in    1 29-1 32 
Placement  of  Graduates    42 
Political  Science,  Courses  in    132-137 
Portuguese,  Courses  in    152 
Predental  Preparation    53-54 
Prelaw  Preparation    53 
Pre-Health  Professional  Committee    53-54 
Premedical  Preparation    53-55 
Pre-Physical  Therapy  Preparation    53-54,  105 
Preprofessional  Studies    53 
Preveterinary  Preparation    53 
Prizes  and  Awards 

(See  also  Scholarships)    57 
Probation  and  Dismissal    32-33,  34 
Programming  and  Student  Activides    1 60-1 62 


Psychology,  Courses  in    137-141 

Publications,  Student    162 

Radio  Stadon    162 

Readmission  of  Students    34 

Recreadon  Programs    166-168 

Refund  Policy    173 

Register  of  Trustees,  Faculty,  Administration    1 88-209 

Registration    29 

Religion,  Courses  in     141-144 

Religious  Life    165 

Religious,  Student  Groups 

Catholic    165 

Jewish     1 65 

Protestant    165 
Repeated  Courses    30 
Required  Courses    24 
Residendal  Life    156-158 
Residence  Requirements    27 
Retention    211 

Rights  and  Responsibilides  of  Students    1 57-1 58 
Room  Rents    172 
Russian,  Courses  in    144 

Satisfactory/Unsatisfactory  Grading  Opdon    29-30 
Schedule  Limitations    27-28 
Scholarships 

(See  Also  Prizes  and  Awards)    1 75-1 85 
Scholasuc  Aptitude  Tests    170 
Science  Facilities    167-168 
Seminars    32 
Senior  Honors    55 
Senior  Scholars'  Seminar    35-36 
Social  Fraternities  and  Sororities    156 
Sociology  and  Anthropology,  Courses  in    144-149 
Sororities    10,  156 
Spanish,  Courses  in     149-152 
Spain,  Program  in    46,  149 
Special  Interdepartmental  Programs    111-117 
Special  Major    26 

Special  Programs,  Advisers  and  Coordinators    222 
Special  Students    171 
Spectrum,  The    162 
Speech,  Courses  in    96 
Sports    1 66 

Statement  of  Purpose    2 
Statistical  Summary  of  Students    211 
Student  Activides    15,  160-162 
Student  Activities  Council    160 
Student  Clubs  and  Organizations    160 
Student  Communication  Media    162 
Student  Conduct    157-158 
Student  Conduct  Review  Board    156-157 
Student  -  Faculty  Ratio    1 1 
Student  Financial  Aid    173 


INDEX  221 


Student  Government    15,159-160 

Student  Handbook    156 

Student  Health  Services    164 

Student  Insurance    173 

Student  Life    156 

Student  Life  Council    10,  160 

Student  Newspaper    162 

Student  Radio  Station    162 

Student  Retention    211 

Student  Senate    159-160 

Student  Services    168 

Student  Yearbook    162 

Students,  Geographical  Distribution    211 

Study  Abroad    50 

(See  also  listing  for  individual  countries) 
Summary  of  Facts  about  Gettysburg    13-15 
Summer  Study  in  Nicaragua    116 
Summer  Theatre    161 
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    94 

Courses  in    94-96 

Groups    159-160 
Transcripts    33 
Transfer  Credit    31 
Transfer  Students    171 
Tuition    13,  170 
Tuition  Payment  Plans    172 
Two  Minute  Look  at  Gettysburg    13-15 
United  Nations  Semester    45 
Veterinary  School,  Preparation  for    53-54 
Veterans'  Administration  Benefits    172 
Visitation  Hours  Policy    156 
Vocational  Counseling    21-22,  162-163 
Washington  Economic  Policy  Semester    44 
Washington  Semester    44-45 
Wilson  College  Exchange    49 
Withdrawal  from  a  Course    30 
Withdrawal  of  Students    34 
Woman's  Studies,  Courses  in    152-154 
Work-Study  Program    1 74 
Writing  Center    89 
Writing  Policy    23-24,32 
WZBT    162 
Yearbook    1 62 


222 


Advisers  and  Coordinators  of  Special 
Programs  at  Gettysburg  College* 

Adviser  to  Minority  Students 

Parker  C.Johnson, 

Dean  of  Intercultural  Advancement 

Affirmative  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 

A.  Ralph  Cavaliere,  Department  of  Biology 

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 

John  E.  Ryan,  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. 


223 


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 

Jean  S.  LeGros,  Director  of  Alumni  Relations 

Accounting 

Katherine  McGraw,  Controller 

Career  Services 

Deborah  M.  Wailes,  Director  of  Career  Services 

Church  Relations 

Nadine  F.  Lehr,  Chaplain 


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 

Health,  Physical  Education,  and  Athletics 

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,  Dean  of  the  College 


College  Relations 

Lex  O.  McMillan,  III,  Vice  President  for  College  Relations 


*See  also  section  Advisers  and  Coordinators  of 
Special  Programs  at  Gettysburg  College  on  the  prior 
page. 


It  is  the  policy  of  Gettysburg  College  not  to 
discriminate  improperly  against  any  matriculated 
student,  employee  r  ^  prospective  employee  on 
account  of  age,  race,  color,  religion,  ethnic  or 
national  origin,  gender,  sexual  orientation,  or  being 
defferen*ly  abled.  Such  policy  is  in  compliance  with 
the  requirements  of  Tide  VII  of  the  Civil  Rights  Act 
of  1964,  Tide  IX  of  the  Education  Amendments  of 
1972,  the  Rehabilitation  Act  of  1973,  and  all  other 
applicable  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     1995-1996 


The  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  1995: 
Volume  86  Number  2 

GETTYSBURG  (USPS  218-120/ 
ISSN  0899-6792)  is  published 
four  times  a  year  in  September, 
January,  April  and  June  by 
Gettysburg  College,  Gettysburg, 
PA  17325.  Second  class  postage 
paid  at  Gettysburg,  PA. 


POSTMASTER:  Send  address 
changes  to  Gettysburg,  Office 
of  Public  Relations,  Gettysburg 
College,  Gettysburg,  PA  17325- 
1486. 


TABLE  OF  CONTENTS 


3      Gettysburg  College — The 
Community 

15      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,  Special  Interest 
Programs,  Dual-Degree  Programs, 
Preprofessional  Studies,  Graduation 
Honors,  Deans'  Lists,  Phi  Beta 
Kappa,  Alpha  Lambda  Delta,  Other 
Academic  Honorary  Societies, 
Prizes  and  Awards 


Center,  Student  Health  Services, 
Counseling  Services,  Religious  Life 
and  Chapel  Programs,  Center  for 
Public  Service,  Athletics,  Campus 
Recreation,  Financial  Aid,  Facilities 

179     Admission,  Expenses, 
and  Financial  Aid 

Admission  Policy,  Compre- 
hensive Academic  Fee  Plan, 
Housing  Policy,  Payment  of  Bills, 
Refund  Policy,  College  Store, 
Insurance,  Student  Financial  Aid 

199     Register 

Board  of  Trustees,  Trustees 
Emeriti,  Administration,  The 
Faculty,  Current  Faculty,  Other 
Instructional  and  Administrative 
Personnel,  Calendar,  Statistical 
Summary,  Student  Retention, 
Endowment  Funds 

231     Index 


67       Courses  of  Study 


163     CoUege  Ufe 

College  Life,  Office  of  The 
Dean  of  The  College,  Residential 
Life,  Greek  Organizations,  Dining 
Accommodations,  Student  Conduct, 
Academic  Services  and  Information, 
Dean  of  First  Year  Students, 
Intercultural  Advancement,  College 
Union,  Student  Government, 
Programming  and  Student  Activities, 
Campus  Communications,  Other 
Activities,  Career  Services,  Health 


vS^5 


'■^m. 


THE  COMMUNITY 


Gettysburg  College:  A 
heritage  of  excellence 

Gettysburg  College  was  chartered  in 
1832  during  a  time  in  early 
nineteenth-centuiy  America  when 
many  of  the  nation's  strongest 
liberal  arts  colleges  were  founded. 
Today,  Gettysburg  boldly  reaffirms 
its  long  standing  commitment  to 
the  liberal  arts  and  sciences.  The 
curriculum  is  superbly  structured  to 
impart  a  broad  humanistic  vision; 
intellectual  skills;  critical,  creative 
and  global  thinking  ability;  an 
understanding  of  technology;  and 
an  appreciation  for  the 
interrelatedness  of  knowledge.  At 
Gettysburg,  you  will  find  an 
environment  that  encourages  both 
academic  and  personal  growth,  a 
highly  qualified  and  dedicated 
faculty,  and  a  diversified  currictilum 
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  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,  beatitiful  countryside, 
and  easy  access  from  nearby  cities, 
the  town  of  Gettysburg  welcomes 
over  one-and-a-half  million  visitors 
anntially  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 
2,000  students. 


At  Gettysburg  College,  we  believe 
that  a  liberal  arts  and  sciences 
education  liberates  the  minds  of 
students  so  that  they  can  better 
respond  to  the  challenges  of  a 
changing  world.  We  take  great 
pride  in  graduating  young  women 
and  men  who  have  character  as  well 
as  intellect;  who  are  willing  and  able 
to  assume  leadership 
responsibilities;  who  will  think 
globally,  deeply  and  creatively;  who 
can  communicate  effectively,  and 
who  have  the  necessary  skills  to 
make  substantial  contributions  to 
society. 


A  well-rounded  academic 
curriculum  has  many  facets:  the 
humanities,  the  social  sciences,  the 
fine  arts,  the  sciences.  As  the  world 
aroimd  us  becomes  more 
technologically  advanced,  we  must 
prepare  our  students  to  deal  with 
those  changes  by  providing  the 
proper  tools  and  training.  At 
Gett)'sburg,  we  recognize  the  need 
for  academic  diversit)',  and  thus, 
computing  is  an  important  part  of  a 
student's  evenday  life.  Computers 
are  utilized  across  the  disciplines 
for  a  variety  of  tasks  including  word 
processing,  statistical  analysis, 
graphics,  and  electronic  mail. 
Student  research  projects  are 
greatly  enhanced  by  access  to  the 
Internet,  Mosaic,  and  the  Cornell 
Super  Computer  center. 

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,  indtistry,  government, 
social  services,  and  education. 


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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/facult)' 
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  of 
study  in:  anthropology/sociologv', 
art,  art  histor\,  biolog}, 
biochemistrv  and  molecular 
biolog)',  chemistry,  classical  studies, 
computer  science,  economics, 
English,  French,  German,  Greek, 
health  and  exercise  sciences, 
histor\',  Latin,  management, 
mathematics,  music,  music 
education,  philosophy,  physics, 
political  science,  psychology, 
religion,  sociolog)',  Spanish,  theater 
arts  and  women's  studies.  Area 
studies  and  special  programs  are 


available  in  African-American 
studies;  American  studies;  Asian 
sttidies;  environmental  sttidies; 
global  studies;  international  affairs; 
Japanese  Studies;  Latin-American 
studies;  law,  ethics  and  society;  and 
Medieval  and  Renaissance  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  foctis  on  a  specific  topic  such  as 
commtmity  planning  and 
administration.  Double  majors  and 
minors  are  also  available. 

The  College's  distribution 
reqtiirements  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  popular  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  ver\' 
heart  of  Gettysburg's  educational 
vision  -  a  vision  based  on  a  firm 
commitment  to  individualized 
instruction  which  teaches  values  as 
well  as  commtmicates  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. 

Gettysburg's  200-acre  campus 
provides  excellent  facilities  for  all 
aspects  of  college  life.  The  center  of 
the  academic  facilities  is  the 
Musselman  Library,  part  of  the 
Information  Resources  division. 

Library  collections  include 
approximately  300,000  volumes,  in 
addition  to  microforms,  recordings 
(audio  and  video),  and  journals 
subscriptions.  The  automated 
library  catalogue  is  accessible 
through  computer  terminals  in  the 
library'  or  through  any 
microcomputer  connected  to  the 
campus  netvvork;  other  networked 
libraiy  catalogues  and  information 
resources  from  around  the  world 
are  easily  accessible  and  enhance 
research  opportunities.  The  librar)' 
seats  800  students,  and  contains  a 
computer  laboratory,  a  media 
theater,  a  graphics  center,  and  a 
language  laboratory. 

Today,  a  college  needs  more  than 
an  excellent  library;  new 
instructional  techniques  must  also 
be  available.  Gettysburg's  compviter 
center  currently  manages  four 
multiprocessor  Sun  servers,  a 


microenvironment  of  over  1300 
IBM  and  Apple  microcomputers,  85 
NeXT  and  25  Sun  workstations,  and 
a  campus-wide  fiber  optic  backbone 
connecting  academic  buildings, 
administrative  offices  and  each 
residence  hall  room.  In  addition, 
the  College  is  connected  to 
PREPnet  which  in  turn  provides  full 
access  to  NREN,  and  the  Internet. 
This  wide  area  network  allows  the 
sharing  of  vast  amoimts  of  data,  and 


collaboration  between  students, 
faculty,  and  others  at  different 
institutions  around  the  world. 

Students  have  access  to  a  modern 
language  laboratory,  a  theater 
laboratory  studio,  an  optics 
laboratorv',  a  greenhouse,  a  plasma 
physics  laboratory,  an  observatory 
with  a  16-inch  telescope,  a 
planetarium,  a  Zeiss  EM  109 
transmission  electron  microscope,  a 
JEOL  T20  scanning  electron 
microscope,  a  Fourier  Nuclear 
Magnetic  Resonance  Spectrometer, 


and  a  Fourier  Transform  Infrared 
Spectrometer.  Hands-on  use  of  all 
equipment  is  encouraged. 

Eighteen  residence  halls  (including 
theme  halls,  the  residential  college, 
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. 


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  theater/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  Theater  (which 
performs  a  dozen  one-act  plays) ; 
and  Otherstage  (which  offers  a 
variety  of  short  theater  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 
Gettysburgian;  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 


in  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  endre  campus  commimity. 
These  activities  include  club  ice 
hockey,  aerobitone,  water  polo, 
club  volleyball,  a  cycling  club, 
karate,  weight  lifdng,  and  a  wide 
variety  of  intramural  teams  and 
other  activities. 

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 


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r     'S^^ 


with  counseling,  information,  and 
the  practical  skills  necessary  for 
setting  and  achieving  your  future 
occupational  goals.  This  office 
sponsors  an  organized  alumni  and 
parent  networking  program, 
maintains  an  extensive  librar)'  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  senices  can  help 
you  set  and  achieve  the  career  goals 
that  suit  your  particular  skills, 
values,  and  aspirations. 

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 
qualifies.  The  College  welcomes 
applications  from  students  of 
differing  ethnic,  religious,  racial, 
and  economic  backgrounds,  and  of 
differing  geographic  setfings.  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  Februai7 
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  compre- 
hensive academic  fee,  health  fee, 
room,  board,  and  books  and  supplies 
are  esdmated  at  $25,766  for  the 
1995-96  academic  year.  Addidonal 
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  educadon  from 


10 


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  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 
Saturdays;  summer  hours  are 
between  8:00  and  4:30  weekdays. 

Gettysburg  is  a  dynamic  and 
distinctive  college  community.  We 
look  forward  to  welcoming  you  to 
campus. 


11 


Gettysburg-At-A-Glance 

Type  of  College:  Four-year, 
coeducational  college  of  liberal  arts 
and  sciences  founded  in  1832. 

Enrollment:  About  2,000  students 
(approximately  one-half  are  men 
and  one-half  are  women), 
representing  nearly  40  states  and  35 
foreign  coimtries. 

Location  &:  Campus:  Beautiful  200- 
acre  campus  with  over  60  buildings. 
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.  Gettysburg  College 
sponsors  a  van  service  to  and  from 
area  transportation  centers  and 
area  cities. 

Academic  Information: 

Student/ faculty  ratio  of  12:1  with 
an  average  class  size  of  20-25 
students.  Over  150  full-time  faculty 
with  over  95%  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. 
Honoraiy  or  professional  societies 
in  16  academic  areas.  Academic 
Honor  Code  in  effect  since  1957. 
Early  semester  calendar. 

Degree  Programs:  Bachelor  of  arts, 
bachelor  of  science  in  music 
education,  and  biochemistry  and 


molecular  biology,  bachelor  of  arts 
or  bachelor  of  science  in  biology, 
chemistry,  applied  mathematics, 
and  physics. 

Majors:  Anthropology/sociology, 
art,  art  history,  biochemistry  and 
molecular  biology,  chemistiy, 
classical  studies,  computer  science, 
economics,  English,  French, 
German,  Greek,  health  and  exercise 
sciences,  history,  Latin, 
management,  mathematics,  music, 
music  education,  philosophy, 
physics,  political  science, 
psychology,  religion,  sociology  and 
anthropology,  Spanish,  theatre  arts, 
and  women's  studies.  Double 
majors,  special  majors,  and  minors 
are  available. 


Area  Studies  and  Special  Programs: 

African-American  studies;  American 
studies;  Asian  studies;  environ- 
mental studies;  global  studies/area 
studies;  international  affairs 
concentration;  Japanese  studies; 
Latin-American  studies;  law,  ethics, 
and  society;  Medieval  and 
Renaissance  studies;  summer  study 
in  Nicaragua. 


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,  and  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. 

Study  Abroad:  An  extensive  and 
popular  program  of  international 
study  is  available  through  the  off 
campus  studies  office.  Affiliated 
programs  include:  Institute  for 
American  Universities,  Aix-en- 
Provence,  France;  Institute  for 
American  Universities,    Avignon, 
France;  Cologne,  Germany;  Center 
for  Cross  Cultural  Study,  Seville, 
Spain;  Instituto  Universitario  De 
Sevilla,  Seville,  Spain;  The  Center 
for  Global  Education,  Cuernevaca, 
Mexico;  Universidad  de 
Guadalajara,  Mexico;  Universal, 
Cuernevaca,  Mexico;  Kansai  Gadai, 
Hirakata,  Japan;  Intercollegiate 
Center  for  Classical  Studies,  Rome 
Italy;  College  Year  in  Athens, 
Greece;  Interdisciplinary  Study 


12 


Abroad  Program  in  England, 
London  and  the  University  of  Essex; 
and  any  program  sponsored  by 
Dickinson  or  Franklin  8c  Marshall 
Colleges.  A  wide  variety  of  world- 
wide, non-affiliated  programs  are 
also  popular.  Programs  are  for 
either  one  semester,  or  a  year;  some 
summer  programs  are  available. 

Library:  Musselman  Library,  part  of 
the  Information  Resources  division, 
is  a  full-service  library  combining 
traditional  resources  with 
computerized  technology.  All  of 
Musselman 's  350,000  volumes, 
29,000  microforms,  30,000 
recordings  and  subscriptions  to 
nearly  1,500  journals,  are  locatable 
through  the  on-line  catalogue, 
accessible  from  library  terminals  as 
well  as  from  all  microcomputers 
connected  to  the  campus  network. 
The  College's  network  also  provides 
access  to  networked  library 
catalogues  and  information 
resources  from  around  the  world. 

Computing  Environment: 

Computing  facilities  include  full 
network  capabilities  in  every  campus 
building  and  every  residence  hall 
room.  The  network  is  served  by  four 
multi  processor  Sun  servers 
including  one  transputer-equipped 
Sun  for  parallel  processing  work. 
Over  28  gigabytes  of  network 
storage  vmderpin  the  ubiquitous 
microenvironment  of  1300  IBM  and 
Apple  microcomputers,  85 
advanced  NeXT  and  25  Sun 


workstations.  A  wide  area  network 
connection  to  PREPnet  provides 
access  to  NREN,  Internet,  the 
Pittsburgh  Super  Computer  Center 
and  the  Cornell  Super  Computer 
Center. 

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,  and 
a  student  activities  center;  and  a 
center  for  public  service. 

Cultural  Activities:  Nearly  1 ,200 
cixltural  events  within  a  fotir-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, 
MD  to  events  of  special  interest. 


13 


Residence  Halls:  Over  85%  of  the 
student  body  lives  on  campus  in 
eighteen  residence  halls,  including 
special  interest  houses,  theme 
residence  halls,  the  Residential 
College/Living  Learning 
Environment,  and  apartment 
complexes. 

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/ 
commtmity  orchestra,  and 
numerous  ensembles;  black  sttident 
union;  international  student  club; 
theatre  groups;  special  interest 
groups;  over  60  clubs  and 
community  service  organizations; 
over  600  leadership  positions; 
student  activities  Council  (SAC) 
which  sponsors  a  lively  and  diverse 
schedule  of  social  and  cultural 
events;  eleven  fraternities  and  five 
sororities,  all  nationally  affiliated. 


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  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  Covmcil,  and  the  Honor 
Commission. 

Community  Service:  Available 
through  the  Center  for  Public 
Service.  Programs  include  Service 
Learning  Trips  around  the  world, 
and  community  service  locally. 
Community  service  programs 
include  Adopt-A-Grandparent,  Pet 
Facilitated  Therapy,  Outreach, 
Volunteers  for  Youth,  CARE, 


Tutoring,  Habitat  for  Humanities, 
Circle  K,  Alpha  Phi  Omega, 
individualized  community  service 
opportunities  through  over  35  area 
social  service  agencies,  and  GFV 
Day.  Over  500  students  participate. 

Student  Services:  Faculty  advisers, 
academic  and  personal  coimseling, 
tutorial  semces,  career  counseling, 
financial  aid  coimseling,  health 
center. 

Career  Services:  Available  to 
students  beginning  with  the  first 
year.  Comprehensive  sewices 
include  workshops  on  career  and 
graduate  school  planning,  job  fairs, 
career  days,  an  alumni  network, 
career  library,  group  sessions  on  all 
phases  of  the  career  planning 
process,  and  individual  career 
counseling. 

Religious  Life:  Lutheran  related. 
Programs  for  students  of  all  faiths 
coordinated  through  the  College 
Chapel,  including  a  Newman 
Association  and  a  Hillel. 

School  Colors:  Orange  and  blue. 


.•  < 


ACADEMIC  POLICIES  AND  PROGRAMS 


15 


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.  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 
asstimpdons  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 
interpretadon  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. 


■  if  ■ 

Liberal  education  should  free 
students  from  gross  and 
unsophisticated  blimders  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  imiversal 
panaceas  will  be  stispected  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. 


16 


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  wdth 
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. 


17 


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  1992.  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.  Faculty  will  not 
evaluate  students'  academic  work 
unless  they  have  signed  the  Pledge. 
Students  who  would  sign  the  Pledge 
with  resei-vation  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. 


Curriculum 


The  major  goals  of  the  curriculum 
are  set  out  in  the  "academic 
program"  section  of  the  College's 
Statement  of  Purpose  on  page  64 
and  in  the  longer  statement  of  the 
Academic  Purposes  of  the  College 
on  page  15. 

The  First  Year  Colloqtiy,  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  variet)'  of  fields  and 
begin  to  ftilfiU  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  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 
The  Health/Wellness  course  during 
the  first  year  and  the  remaining 


quarter  course  in  exercise  sciences 
by  the  end  of  the  sophomore  year. 

Students  majoring  in  the  natiual 
sciences  and  music  education 
usually  begin  such  programs  in  the 
first  year  and  follow  closely  a 
prescribed  sequence  of  courses. 
Students  anticipating  careers  in 
medicine,  dentistr\',  or  veterinary 
medicine  shotild  begin  acqtiiring 
necessary  preparator)'  courses  in 
their  first  vear. 


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  advisor  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  advisors,  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  advisors.  In  addition, 
these  advisors  are  available  to 
discuss  unexpected  problems  as 
they  arise.  Any  changes  in  a  first 
year  student's  schedule  must  be 
approved  by  the  advisor.  Students 
may  also  seek  help  from  the  Dean 
of  First  Year  Students. 

Sophomores  may  continue  their 
advising  relationship  with  their  first 
year  advisors  or  they  may  select 
another  faculty  member  in  a  field  of 
study  they  anticipate  as  their  major. 
It  is  important  that  sophomores 
consult  regtilarly  with  an  advisor. 
The  Associate  Deans  of  Academic 
Advising  are  available  to  offer 
assistance  in  the  selection  of 
advisors  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  advisor 
and  performs  functions  similar  to 
those  of  the  first  year  advisor, 
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  advisors  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 
they  desire  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. 


20 


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 
Libraiy/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 


studeiils  who  plan  to  cnlci  a 
graduate  school.  The  National 
Teacher  Examination  (NTE)  is 
given  twice  a  year.  Special  advisors 
assist  students  in  planning  for  the 
legal  and  health  related  professions. 

Students  may  confer  with  their 
advisor,  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. 


Credit  System 

The  course  unit  is  the  basic 
measure  of  academic  credit.  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,  some  laboratory  science 
courses  earn  1  1/4  units  of  credit. 
These  courses,  identified  with  the 
symbol  "LL"  (Lecture/Lab)  on  the 
course  title  line,  equate  to  4.0 
semester  hours.  Half  unit  courses 
equate  to  2.0  semester  hours.  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.  The 
College  offers  a  small  number  of 
quarter  course  units  in  music  and 
health  &  exercise  sciences.  These 
courses  may  not  be  accumulated  to 
qualify  as  course  units  for 
graduation.  Quarter  course  units 
equate  to  1.0  semester  hour. 


21 


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  in  some 
combination  of  1  1/4,  full  or  half 
unit  courses;  the  half  unit  course  in 
Wellness;  plus  one  quarter  course 
in  health  and  exercise  sciences.  The 


35  course  imit  requirement  must 
include  a  minimum  of  32  full  unit 
courses  (or  transfer  equivalent); 

2)  the  First  Year  Colloquy; 

3)  a  demonstration  of  proficiency 
in  written  English; 

4)  a  minimum  accumulative  GPA  of 
2.00  and  a  GPA  of  2.00  in  the  major 
field; 

5)  the  distribution  requirements; 

6)  the  concentration  requirement 
in  a  major  field  of  study; 


7)  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 

8)  the  discharge  of  all  financial 
obligations  to  the  College. 

The  half-unit  course  in  Wellness 
and  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  coimted  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  foimd  on  page  39. 
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  68. 

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 
reqtiirements  in  effect  at  the  time 
of  their  original  enrollment  and  the 
major  requirements  in  effect  at  the 
time  that  students  declare  the 
major  at  the  end  of  the  first  year  or 
during  the  sophomore  year. 


22 


t  M^  lumm,^-  .1 


Willing  Policy  Since  the  abilil)  lu 
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  mav 
reduce  grades  on  poorly  written 
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  30. 

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  &  Exercise  Sciences:  a 
half  unit  Wellness  course,  reqtiired 
during  the  first  semester  of 
enrollment,  and  one  quarter  unit 
activities  course. 

Distribution  Requirements 

Each  candidate  for  the  degree  must 
complete  satisfactorily  the  following 
distribution  requirements.  See  the 
listing  on  page  68  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  30). 

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)  The  Arts:  one  course  in  art 
history  or  theory,  music,  creative 
writing,  or  theater  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 


23 


Asian  cultures,  or  to  the  non- 
European  culture  of  the  Americas. 
A  student  may  take  a  non-western 
course  that  happens  not  to  satisfy 
any  of  the  other  distribution 
requirements. 

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  Histor)' 

Art  Studio 

Biology 

Chemistry 

Classical  Studies 

Computer  Science 

Economics 

English 

French 

German 

Greek 

Health  and  Exercise  Sciences 


History 

Latin 

Management 

Mathematics 

Music 

Philosophy 

Physics 

Political  Science 

Psychology 

Religion 

Sociolog)' 

Anthropology/ Sociology 

Spanish 

Theater  Arts 

Women's  Studies 


Bachelor  of  Science: 

Biology 

Biochemistiy  and  Molecular 
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. 


24 


Optional  Minor  Students  may 
declare  a  minor  concentration  in 
an  academic  department  or  area 
that  has  an  estabUshed  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.  Because  of  the  language 
required,  an  exception  to  the  two 
100-level  course  limitation  may 
occur  in  Classical  Studies.  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. 

International  Affairs  Concentration 

The  International  Affairs 
Concentration  (lAC)  provides 
students  who  are  majoring  in 
different  disciplines  within  the 
social  sciences  and  the  humanities 
and  are  interested  in  international 
relations  and  politics,  with  an 
opportunity  to  pursue  this  subject 
through  a  well  defined  and 
coherent  mullidisciplinary 
program.  The  LAC  consists  of  nine 
core  courses  drawn  from  the 
departments  of  Economics,  History 
and  Political  Science  as  well  as  a 
series  of  electives  available  from 
other  departments.  The  study  of  a 
language  beyond  the  College 
requirement  and  study  abroad  are 
not  required  but  are  strongly 
encouraged.  Students  interested  in 
the  concentration  should  begin 
taking  the  core  courses  in  their  first 


or  second  year.  To  be  accepted  into 
the  program,  a  student  must  have  a 
GPA  of  2.0  overall  and  in  the 
related  major,  and  must  maintain 
this  minimum  GPA  in  the  major 
and  in  the  concentration  to  remain 
in  the  program. 

Special  Major 

As  an  alternative  to  the  major  fields 
of  study,  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  course  work  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 


25 


courses  at  the  300-1  evel  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  should  result  in  a 
senior  thesis  demonstrating  the 
interrelationships  among  the  fields 
comprising  the  special  major. 

After  consulting  with  the 
interdepartmental  studies 
chairperson  and  meeting  several 
times  with  two  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  interdepartmental  studies 
chairperson,  a  current  academic 
transcript,  and  a  brief  essay 
describing  the  academic  purpose  of 
the  program.  The  essay  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. 
The  proposal  must  be  signed  and 
endorsed  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.  The 
sponsors  are  expected  to  guide  the 
student's  preparation  of  the  essay 
section,  as  well  as  help  the  student 
choose  appropriate  courses. 

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. 

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 


26 


Academic  Standing  Committee 
through  the  Office  of  the  Registrar. 
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  minimimi 
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  imit 
cotirses  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  and 
one-half  in  full  or  half  unit  courses 
represents  an  overload  and  results 
in  an  extra  course  fee.  For  the 
purpose  of  determining  extra 
course  charges,  11/4  tmit  courses 
count  only  as  a  full  course. 

The  required  coiuses  in  health  and 
exercise  sciences,  generally  taken 
during  the  first  year,  are  in  addition 
to  the  full  course  load  in  each 
semester.  These  courses  do  not 
count  toward  the  35-course 
graduation  requirement. 


27 


Majors  in  music  and  health  and 
exercise  sciences  must  take  quarter 
courses  in  addition  to  the  normal 
course  load.  Other  students  may 
take  quarter  courses  in  applied 
music  with  the  approval  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  sttidents  to  register 
for  and  complete  a  course  of  sttidy 
during  the  summer.  Primarily  these 
are  individualized  study  or 
internship  courses  and  are 
arranged  through  academic 
departments. 

Policy  on 

Accommodation  of 
Physical  and  Learning 
Disabilities 

Gettysburg  College  provides  eqtial 
opportunities  to  students  with 
disabilities  admitted  through  the 
regular  admissions  process.  The 
College  promotes  self-disclosure 
and  self-advocacy  for  students  with 
disabilities,  recognizing  that 
students  with  disabilities  have  the 
legal  right  and  responsibility  to 
present  requests  for  reasonable 
accommodadon  directly  to  faculty 
and  administrators.  For  students 


with  physical  disabilities,  the 
College  provides  accessibility  within 
its  facilities  and  programs  and  will, 
within  the  spirit  of  reasonable 
accommodation,  adapt  or  modify 
those  facilities  and  programs  to 
meet  individual  needs. 

For  students  with  learning 
disabilities,  the  College 
accommodates  on  a  case-by-case 
basis  provided  the  accommodation 
requested  is  consistent  with  the 
recommendations  contained  in 
docimientation  prepared  by  a 
certified  educational  psychologist, 
psychiatrist,  or  physician  and  that 
documentation  was  prepared  within 
four  years  of  the  time  of  self- 
disclosure.  Reasonable  accommo- 
dation for  students  with  learning 
disabilities  may  involve  some 
curricular  modifications  without 
stibstantially  altering  course  content 
or  waiving  requirements  essential  to 
the  academic  program,  some 
examples  of  reasonable 
accommodation  are: 

a)  extended  time  on  exams  and 
assignments; 

b)  use  of  auxiliary  equipment  (tape 
recorders,  lap  top  computers, 
calculators); 

c)  modified  examination  formats 
and/or  oral  examination. 

An  Associate  Dean  of  Academic 
Advising  will  assist  students  with 
disabilities  with  their  requests  for 
accommodation. 


Registration 


Students  must  be  registered 
officially  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 
days  after  the  beginning  of  the 
semester  by  submitting  the  change 
to  the  registrar  on  an  official  course 
change  slip  signed  by  the  instructor 
involved  and  the  student's  adviser. 
Students  may  not  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. 


28 


The  College  may  withdraw  a 
student  from  classes  and  withhold 
transcripts  and  diplomas  for  failure 
to  pay  college  charges.  The  College 
may  deny  future  enrollments  for  a 
student  with  a  delinquent  account. 

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. 


M^0 


A+ 

4  1/3 

C 

2 

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 

0 

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 
adventurous  intellectually  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  qualit)'  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, 


29 


(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  basic  skill  courses  in  health  and 
exercise  sciences  (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 
through  the  Academic  Advising 
Office  when  emergency  situations, 
such  as  illness,  prevent  a  student 
from  completing  the  course 
requirements  on  time.  Unless  the 


30 


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 
inctirred. 

A  student  may  withdraw  from  a  course 
only  with  the  knowledge  and  advice 
of  the  instructor  and  his  or  her 
adviser.  A  student  who  withdraws 
officially  after  the  twelve-day 
add/drop  period  but  within  the 
first  eleven  weeks  of  the  term 
receives  a  "W"  (withdrew)  grade  in 
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.  A  student  who  withdraws 
officially  for  medical  reasons 
receives  a  "W"  regardless  of  the 
time  of  withdrawal.  The  "W"  grade 
is  not  used  in  computing  averages. 

Transfer  Credit 

After  enrolling  at  Gettysburg, 
students  may  use  a  maximimi  of 
three  cotirse  credits  toward  the 
degree  for  work  taken  at  other 
colleges  if  stich  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  off-campus 
study  programs  approved  b)'  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  41. 

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  181), 
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  SATII 
Writing  Examination  of  the  College 
Board. 

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. 


31 


Individualized  Study 
and  Seminar 

There  are  opportunities  in  most  of 
the  departments  for  students  to 
engage  in  seminars  and 
individuaUzed  tutorials,  research  or 
internships.  These  opportunities 
are  primarily  for  seniors,  but  other 
students  frequently  are  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  Sttidy". 

Individualized  Sttidy  in  the  form  of 
an  internship  is  possible  also  during 
the  summer.  Students  must  gain 
approval  for  these  projects  by  the 
sponsoring  department  in  advance 
of  the  summer  work  but  credit  is 
added  to  the  Fall  Semester  schedule 
and  is  included  in  the  five  and  one- 
half  course  units  permitted  under 
the  regular  Comprehensive  Fee. 

Student  Originated 
Studies  (SOS) 

SOS  cotirses  are  student  initiated 
and  run  courses,  with  students 
having  the  primary  responsibility 
for  the  content,  readings, 
assignments,  and  conduct  of  the 
course.  A  faculty  member  assists  in 
the  development  of  the  proposal, 
advises  the  students  throughout  the 
semester,  attends  course  meetings 
as  appropriate,  and  assigns  the  final 
grade.  Each  SOS  course  provides  a 


half  course  unit  of  credit  toward  the 
I         35  courses  graduation  requirement 

and  is  graded  "S/U". 

Academic  Standing 

Students  are  expected  to  maintain 
an  academic  record  that  will  enable 
them  to  complete  the  reqtiirements 
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  jimior  vear  and 


32 


during  the  senior  year,  and  be 
making  appropriate  progress  in 
acqtiiring  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  jtmiors  -  1.90  GPA  and  twenty- 
five  courses  completed.  First  Year 
students  may  be  dismissed  after  one 
semester  if  their  GPA  is  1.0  or  below. 

In  addition  to  these  minimum 
standards,  a  student  on  probation 
must  show  significant  improvement 
dining  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. 


Students  on  academic  Probation  or 
Dismissal  Alert  are  permitted  to 
participate  in  extracurricular 
activities  at  the  College.  Any  student 
in  academic  difficult)',  however,  is 
reminded  that  his/  her  first  priority 
is  the  academic  program  and  that 
he/she  must  therefore  give  careful 
consideration  to  time  commitments 
and  responsibilities  associated  with 
extracurricular  activities.  Students 
on  academic  Probation  or  Dismissal 
Alert  are  urged  to  consult  with  their 
faculty  advisors  and  the  Deans  of 
Academic  Advising  about  curricular 
and  extracurricular  choices. 

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  the  request  requires  special 
handling.  The  College  reserves  the 
right  to  deny  a  student's  request  for 
a  transcript  when  there  is  a  debt  or 
obligation  owed  to  the  College  or 
when  there  is  an  unresolved 
disciplinarv'  or  honor  code  action 
pending  against  the  student. 

Withdrawal  and 
Readmission 

The  Academic  Standing  Committee 
and  the  Committee  on  Readmission 
review  applications  for  readmission 
from  students  who  have  withdrawn 
from  Gettysburg  College. 
Readmission  for  students  who 
withdraw  from  the  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  all  applications  for 
readmission  by  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  or  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 
must  file  with  the  Academic 


33 


Standing  Committee,  through  the 
Office  of  Academic  Advising,  an 
appHcation  for  readmission  that 
provides  an  account  of  his  or  her 
activities  during  the  absence  from 
the  College.  This  application  is 
available  through  the  Office  of 
Academic  Advising  and  should  be 
submitted  by  November  1  or  April 
1.  Any  student  who  seeks 
readmission  after  one  year  has 
elapsed  must  submit  a  more 
detailed  application  for 
readmission.  This  application  is  also 
available  through  the  Office  of 
Academic  Advising.  Any  student 
who  desires  to  be  considered 
eligible  for  financial  aid  upon 
return  must  complete  all  financial 
aid  applications  by  the  normal 
financial  aid  deadlines  and  notify 
the  Office  of  Financial  Aid  of  his  or 
her  intention  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 
normally  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  may 
be  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. 

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,  hi  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 


34 


academic  standing  who  has  been 
granted  a  medical  withdrawal  must 
submit  an  application  for 
readmission  to  the  Academic 
Standing  Committee,  through  the 
Office  of  Academic  Advising,  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  must 
be  sent  to  the  Counseling  Center  or 
Health  Services.  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  Center  or  Health 
Services  staff  may  also  be  required. 
Decisions  regarding  readmission 
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 
fall  the  Senior  Scholars'  Seminar, 
composed  of  selected  seniors, 
undertakes  a  sttidy  of  a 
contemporan'  issue  which  affects 
the  future  of  humanit)'.  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, 
environmental  protection  or 
exploitation,  and  the  concept  of  the 
hero. 


During  a  presidential  election  year, 
seminar  students  focussed  on 
"Media,  Power  and  Contemporary 
Presidential  Politics."  For  the  topic 
"Creating  and  Sustaining 
Intellectual  Communit)'  in  the 
Liberal  Arts  College,"  Senior 
Scholars'  Seminar  students  not  onlv 
brought  otitside  experts  to  campus, 
but  also  traveled  to  other  highly 
selective  liberal  arts  colleges  to  do 
research.  During  a  recent  seminar 
on  the  topic  "Working  Effectively  in 
Groups:  the  Role  of  Creative 
Leadership,"  students  planned  and 
designed  a  ropes  course  to  facilitate 
team-building  and  group  problem- 
solving  on  the  Gettysburg  College 
campus. 

Authorities  of  national  stature  are 
invited  to  serve  as  resource  persons 
for  the  Senior  Scholars'  Seminar. 
Experts  who  have  visited  past 
seminars  include  John  Sununu, 
Colin  Powell,  David  Broder,  George 
Wald,  Kenneth  Boulding,  Herbert 
Cans,  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  present 
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  one  course 
credit. 


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. 

Also,  a  series  of  training  session  in 
the  use  of  microcomputers  are 
offered  to  students.  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 
around  the  world. 

In  addition  to  these  courses  in 
various  departments,  the  College 
has  a  computer  science  curriculimi 
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. 


36 


Teacher  Education 
Programs 

Gettysburg  College  education 
programs  in  secondary  school 
subjects,  elementary  education, 
music  education,  and  health  and 
exercise  sciences  are  competency 
based  and  have  received 
accreditation  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  certification.  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  (elementary 
education  or  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  secondar\' 
certification:  biolog)',  chemistr)', 
physics,  general  science, 
mathematics,  English,  German, 


Latin,  French,  Spanish, 
comprehensive  social  studies, 
health  and  exercise  sciences  (K-12), 
or  music  (K-12).  These  secondary 
programs  have  been  granted 
program  accreditation  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.  Secondary 
education  students  are  required  to 


37 


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), 
Education  201  (Educational 
Psychology)  and  recommended  the 
methods  course  corresponding  to 
the  academic  subject  the  student 
will  teach.  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  in  proximity  to 
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  Edtication 
Semester. 

The  student  seeking  admission  to 
the  secondaiy  education  program 
must  file  an  application  with  the 
Education  Department  by 
November  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 
sttidents  in  the  education  program. 
This  committee  also  determines 
standards  for  admission  to  the 
program.  Members  of  the 
committee  may  also  teach 
Education  304  for  the  students  of 
their  respective  departments  and 
observe  them  when  they  engage  in 
student  teaching. 


The  admission  of  a  sttident  to  the 
Education  Semester  depends  upon 
the  sttident's  academic  achievement 
and  a  recommendation  from  her  or 
his  major  department.  The 
guidelines  for  evaluating  a  student's 
academic  achievement  are  a 
minimum  acctunulative  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  evaltiated  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  a  student  submits  at  the  time 
of  application  for  entrance  into  the 
Education  Semester. 


38 


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  (ED  201,  209,  303, 
304  and  476  which  is  worth  2  course 
credits). 

Students  interested  in  teaching  in 
states  other  than  Pennsylvania  will 
find  that  a  number  of  states  certify 
teachers  who  have  completed 
baccalaureate  programs  in 
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. 

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  elementar)'  teacher 
should  complete  the  program  as 
listed  in  the  education  handbook. 
Included  in  the  elementary 
education  program  are  required 
education  courses  for  elementar)' 
certification  which  are: 

Education  180,  Education 
201, Education  209,  Education  331, 
Education  370,  Education  semester 
(fall  or  spring  semester  during  the 
senior  year)  composed  of 
Education  334,  306  or  Independent 
Study,  and  476  (worth  t\vo  courses) . 

Student  teaching  (Education  476) 
and  Education  306  consist  of  12 
weeks  of  full-time  participation  in  a 
public  school  in  proximity  to  the 
College.  Opportunities  for  student 
teaching  abroad,  in  an  urban 
setting,  and  in  alternative  sites  also 
exist.  Education  334  is  taught  in  a 
three-week  block  and  includes  a 
week  long,  full-time  experience  in 
the  schools  under  the  direct 
supenision  of  reading  specialists. 
Only  these  four  courses  may  be 
taken  during  the  Education 
Semester. 

Elementar}'  education  students  are 
required  to  engage  in  a  minimum 
of  40  hours  of  pre-student  teaching 
experiences  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 
November  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  education  program. 
This  committee  also  determines 
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 
guideHnes  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  will 
find  that  a  number  of  states  certify 
teachers  who  have  completed 
baccalaureate  programs  in 
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  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  (Educafion  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  and  health  and 


exercise  sciences.  The  half  credit 
course,  HES  107  (Wellness)  and 
one  other  quarter  course  in 
fitness/recreational  skill  activities  is 
required. 

The  program  includes: 

Twelve  courses  in  music: 

Music  Theory 

I.  141 

II.  142 

III.  241 
rV  242 

V      341  (Orchestradon) 
VI.     342  (Form  and  Analysis) 

Music  History 

244(Intro  to  Music  History  and 

Literature) 
313(Music  in  the  Medieval, 

Renaissance  and  Baroque 

Periods) 
314(Music  in  the  Classic, 

Romantic  and  Contemporary 

Periods) 


40 


Conducting 

205  (Choral  Conducting) 
206(Instrumental  Conducting) 

Applied  Music 

456(Senior  Recital) 

In  addition  to  the  typical  four  or 
five  full  courses  per  semester, 
students  will  also  carry  several 
quarter  courses  in  applied  music.  As 
many  as  19  quarter  courses  may  be 
taken  during  the  four  year 
program.  These  do  not  count 
toward  the  35  course  graduation 
requirement  and  may  be  taken  in 
addition  to  the  40  courses 
permitted.  The  applied  music  areas 
taken  as  quarter  coiuses  include: 

125  -  129Q  (Major  performance 
area  -  voice,  piano,  organ, 
guitar  and  wind,  percussion,  or 
string  orchestral  instruments) 

123Q  (Piano) 

1 21 Q  (Voice) 

150  -  156Q  (Instruments  of  the 
band  and  orchestra) 

Five  courses  in  tnusic  education: 

320  (Principles  and  Procedures 
of  Teaching  Music  in  the 
Elementary  School) 

321  (Principles  and  Procedures 
of  Teaching  Music  in  the 
Secondary'  School) 

474(Student  Teaching  which  is 
given  3  course  units) 


Four  courses  required  for 
certification. 

Psychology  101 
Education  209  (Social 

Foundations  of  Education) 
Education  201  (Educational 

Psychology) 
Education  303  (Educational 

Purposes,  Methods  and 

Educational  Media: 

Secondan) 


Distribution  Requirements 
Electives 

Participation  for  four  years  in  an 
aiuhorized  musical  group  and 
presentation  of  a  recital  in  the 
senior  year  are  required. 

The  student  interested  in  pursuing 
the  Bachelor  of  Science  program 
should  consult  with  the  Music 
Department  as  early  as  possible. 

Ninth  Semester  Education  Program 

Gettysburg  College  students  who 
demonstrate  academic  abilit\  but 
due  to  double  majors,  travel  abroad 
or  other  reasons  do  not  finish 
certification  requirements  within 
foiu"  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  for  a 
fee  (1995  cost:  $1,750)  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. 


41 


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  and 
fields  of  mathematics  and  science. 
Of  the  reporting  1993  certified 
Gettysburg  College  graduates  who 
sotight  teaching  positions  in 
elementary  education,  57%  were 
teaching  or  in  education-related 
occupations  during  the  following 
academic  year.  Of  the  reporting 
certified  secondary  education 
graduates,  87%  were  so  employed. 
The  reported  average  salaiy  for 
those  certified  through  the 
program  at  Gettysburg  College  was 
$24,000. 


Off-Campus  Study 

College  Affiliated  Programs 

In  order  to  supplement  and 
enhance  the  regular  courses  at  the 
College,  the  faculty  designates 
certain  off-campus  programs  of 
stvidy  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 
sttidy  abroad  should  petition  through 
the  Office  of  Off-Campus  Studies; 
those  wishing  to  study  off-campus  in 
the  United  States  should  petition 
through  the  Office  of  the  Registrar. 
The  Academic  Standing  Committee 
approves  a  student's  participation  in 
a  program  and  establishes 
regulations  and  standards  for  the 
acceptance  of  credits. 


42 


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. 

Lutheran  College  Washington 
Semester  (Ethical  Issues  and  Public 
Affairs).  Gettysburg  College,  in 
partnership  with  Augustana  College 
(Sioux  Falls),  Lenoir-Rhyne  College, 
Luther  College,  Muhlenberg 
College,  Roanoke  College,  Susque- 
hanna University,  Thiel  College, 
Valparaiso  University,  Wittenberg 
University,  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.  During  the  1994-95 
academic  year,  students  lived  in  the 
River  Place  condominiums  in 
Arlington,  VA.  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  1994-1995,  the  special 
topics  were  "Religion  and  Health 
Care"  and  "Political 
Communication."  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. 

Washington  Semester  Gettysburg 
College  participates  with  American 
Universit)'  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  interrelation- 
ships 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  develop- 
ment and  forces  that  move  in  the 
directions  of  conflict  or  peace. 
Washington  Semester  in  Justice  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 
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. 


43 


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  opportimity  to  study  in  a 
city  which  contains  offices  of  seventy- 
five  percent  of  all  multinational 
corporations,  and  over  two  himdred 
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  Washing- 
ton 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 
jimior  year  or  the  fall  semester  of 
the  senior  year.  To  qualify',  a  student 
must  have  a  minimum  accumulative 
average  of  2.0  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  surroimding 
the  policy-making  process,  to  make 
them  better  informed  citizens,  and 
thus  to  improve  their  vmderstanding 
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 


44 


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  jimior  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  shovild  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  pari  of  briefings  and 
addresses  by  individuals  involved  in 
United  Nations  acti\ities.  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  during  fall  semesters. 
Students  from  any  academic  area 
who  have  taken  an  introductory 
course  in  political  science  and  who 
have  maintained  a  respectable 
grade  point  average  may  apply  to 
this  program  in  the  junior  or  senior 
year.  Further  information  is 
available  from  the  Office  of  the 
Registrar. 

Seville,  Spain  -  Center  for  Cross- 
Cultural  Study,  and  Instituto 
Universitario  de  Sevilla  Students 
who  have  completed  Spanish  301 
may,  with  permission  of  the 
Academic  Standing  Committee, 
study  at  either  the  Center  or  the 
Instituto  for  one  or  two  semesters  of 
their  sophomore  or  junior  year,  the 
fall  semester  of  their  senior  year,  or 


during  the  summer  session.  Courses 
offered  include  language,  Spanish 
literature,  history,  culture,  art,  and 
more.  Credits  as  well  as  grades  will 
be  transferred  to  the  student's 
college  transcript.  Financial  aid  may 
be  applied  to  participation  in  the 
program  during  the  regular 
academic  year.  Interested  students 
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  langviage,  Mexican 
literature,  historv,  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. 


45 


Center  for  Cross-Cultural  Study, 
Institute  Universitario  de  Sevilla, 
Seville,  Spain;  Universal  Language 
Institute,  Cuemavaca,  Mexico 

Students  who  have  completed  at 
least  Spanish  104  or  its  equivalent 
but  have  not  completed  Spanish 
301  may  complete  their  language 
distribution  requirement  and 
literature  distribution  requirement 
while  studying  for  one  semester  in 
Spain  or  Mexico  (offered  in 
alternate  years).  A  Gettysburg 
College  Spanish  Department 
professor  accompanies  the  group. 
Credits  and  grades  will  be 
transferred,  and  financial  aid  may 
be  applied  to  participation  in  the 
program.  Interested  students 
should  contact  the  Spanish 
Department. 

Center  for  Global  Education  The 

College  is  affiliated  with  two 
programs  of  the  Augsburg  College 
Center  for  Global  Education.  These 
two  programs  are  based  in 
Cuernavaca,  Mexico:  International 
Development  and  Human  Rights  in 
Latin  America,  and  Women  and 
Development:  Latin  American 
Perspectives.  Each  program  involves 
four  courses  over  a  semester 
including  an  intensive  Spanish 
course.  Students  in  the  two 
programs  have  the  opportunity  to 
participate  in  a  study  tour  to  two 
Central  American  countries.  The 
College  is  investigating  the 
possibility  of  affiliating  with  two 
more  programs  of  the  CGE.  For 
more  information  students  should 


contact  the  Gettysburg  College 
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  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. 


46 


Students  will  receive  one  Gettysburg 
College  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. 

Centre  d'Etudes  Fran^aises, 
Avignon,  France  Juniors  and  first- 
semester  seniors  who  have 
completed  French  301  or  its 
equivalent  may  study  for  a  semester 
or  entire  year  in  the  Institute  for 
American  Universities  program  at 
the  Centre  d'Etudes  Fran^aises  in 
Avignon.  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 
Programs  in  Aix-en-Provence 

Gettysburg  offers  two  different 
programs  of  study  intended  for  non- 
majors.  1 )  Students  who  have 
completed  101-102  or  103-104  at 
Gettysburg  may  fulfill  the  language 
distribution  requirement  during 
the  fall  semester  only  by  enrolling  in 
the  Intermediate  Program  in  Aix- 
en-Provence.  2)  Students  who  have 
already  satisfied  the  language 
requirement  and  who  are 
contemplating  a  mmor  in  French 


may  take  courses  in  French 
language,  literature,  and  civilization 
during  either  the  fall  or  spring 
semesters  by  enrolling  in  the 
Advanced  Program  in  Aix.  In 
addition  to  their  course  work  in 
French,  students  in  both  programs 
may  choose  from  approved  classes 
in  art,  management,  education, 
political  science,  history, 
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  Cit>',  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 
appHed  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  offerings  are 
organized  in  two  tracks,  Ancient 
Greek  Civilization  and 
Mediterranean  Studies.  Students 
choose  one  track  but  may  take  a 
course  from  the  other  one  when 
appropriate  to  their  academic 


objectives.  Greek  Art  and 
Archaeology  and  Modern  Greek 
language  are  open  to  all  students. 
Courses  in  the  Greek  Civilization 
track  include  history,  literature,  art 
and  archaeology,  religion, 
philosophy,  and  classical  Greek  and 
Latin  languages.  In  the 
Mediterranean  Sttidies  track 
courses  are  offered  on 
ethnography,  modern  history  of 
Greece,  the  Balkans,  and  the 
Middle  East,  ecology,  economics, 
politics,  gender  roles,  and 
Byzantine  topics.  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  tatight  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  international 
hostels  in  Harare.  Regtilar 
Gettysburg  College  fees  for  tuition, 
room,  and  board  cover  all  costs 
(incltiding  round  trip  airfare), 
except  books  and  personal 
expenses.  The  program  will  be 
conducted  by  the  Coordinator  of 
African  American  Studies,  and  will 
offer  the  following  courses:  African 
Literature,  History  of  Southern 


48 


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 
histor)',  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 
opportunity  to  study  Greek  and 
Latin  literature,  ancient  histon'  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,  although  this 
administrative  arrangement  may 
change  in  the  near  future.  The 
facult)'  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  Seminar)  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,  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  Biolog)' 
Department  offers  two  programs  for 
students  interested  in  pursuing 
studies  in  marine  biolog)'.  These 
programs  are  in  cooperation  with 
Duke  University'  and  the  Bermuda 
Biological  Station  for  Research. 

The  Bermuda  Biological  Station  for 
Research  (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 
institiuions  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  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  credit  for  the 
equivalent  of  five  courses,  two  of 
which  may  be  used  toward  the 


49 


minimum  eight  required  for  the 
biology  major.  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  jimior  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.  Approval  must  be 
given  before  an  application  can  be 
sent.  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. 


50 


Special  Interest 
Programs 

Students  may  petition  the  Academic 
Standing  Committee  for  permission 
to  take  courses  at  another  college, 
university  or  study  site  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,  African 
American  Studies  and 
Environmental  Studies.  Interested 
students  should  consult  the  Office 
of  the  Registrar. 

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 
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;  Chemistry  111, 
112,  and  a  computer  science 
course.  All  dual-degree  engineering 
students  will  have  to  complete  the 
distribution  requirements  of 


51 


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)  and  the  State 
University  of  New  York  (SUNY) 
College  of  Optometry  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 
or  SUNY,  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  or  the  State  University 
of  New  York  College  of  Optometry. 
Students  who  qualify  for  early 
admission  to  one  of  these  program 
will  be  recommended  by  the 
Pre-Health  Professions  Committee 
at  Gettysburg  College  and  will  be 
required  to  interview  at  the 
Pennsylvania  College  of  Optometry 
or  the  State  University  of  New  York 
College  of  Optometry  during  the 
spring  term  of  the  junior  year.  The 
program  with  the  State  University  of 
New  York  College  of  Optometry 
also  has  an  option  under  which 
students  may  be  admitted  to  the 
program  upon  their  admission  to 
Gettysburg  College  if  they  meet 
certain  prerequisites.  Students 
interested  in  these  programs  should 
contact  the  Dean  of  First  Year 
Students  for  further  information. 

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  distribufion  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. 

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 
applicadon  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  quandtative 
apdtude  tests  of  the  Graduate 
Record  Examinadon  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 


52 


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  imderstanding  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 


53 


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  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  stibstituted 
for  Math  1 1 1  in  any  of  the 
mathematics  requirements.  Since 
completion  of  these  courses  will 
also  give  the  student  minimtim 
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 
jimior  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  reqtiirements  can  be 
met  by  majors  in  most  other 
subjects  with  careful  planning  of  a 


student's  program.  Pre-Health 
Professions  students  are 
encouraged  to  choose  electives  in 
the  humanities  and  social  sciences 
and  to  plan  their  programs  in 
constiltation  with  their  major 
advisers  or  a  member  of  the  Pre- 
Health  Professions  Committee. 

All  recommendations  for  admission 
to  health  professions'  schools  are 
made  by  the  Pre-Health  Professions 
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  GRE 
(veterinary)  or  OAT  (optometry). 
The  Pre-Health  Professions 
Committee  is  composed  primarily 
of  members  from  the  Departments 
of  Biology,  , Chemistry,  and  Physics 
with  the  Dean  of  First  Year  Students 
acting  as  chairperson.  Because  of 
the  competition  for  admission  to 
medical  school,  the  Pre-Health 
Professions  Committee 
recommends  that  a  sttident 
maintain  a  high  accumtilative 
average  (near  3.50)  overall  and  in 
medical  school  required  courses. 
Students  do  not,  however  have  to 
maintain  an  accumulative  average 
near  to  3.50  or  such  an  average  in 
medical  school  required  courses  to 
obtain  a  recommendation  from  the 
Pre-Health  Professions  Committee 
for  admission  to  medical  school. 
Generally,  students  with  a 
competitive  accumulative  average 


and  a  competitive  score  on  the 
MCAT  gain  an  interview  at  one  or 
more  medical  schools. 

The  level  of  grades  required  for 
admission  to  health  professions 
schools  varies  according  to  the  type 
of  health  professions  school  to  which 
a  student  applies.  So  students  who 
do  not  maintain  an  accumulative 
average  near  3.50  may  nevertheless 
be  strong  candidates  for  admission 
to  many  health  profession  schools. 

The  Pre-Health  Professions 
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  Sttidents.  Sttidents 
interested  in  the  health  professions 
should  obtain  this  brochure. 

Hahnemann  University's  Graduate 
School  of  Physical  Therapy  will  offer 
early  acceptance  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  Exercise 
Sciences  is  most  common.  Regardless 
of  major,  eight  science  courses  in 
three  different  departments 
(Biology,  Chemistry  and  Physics)  are 
required.  Also  required  are  two 
courses  in  Psychology,  one  course  in 
Statistics  and  five  courses  in  the 
Humanities  and  Social  Sciences. 
Students  who  are  eligible  for  early 
admission  to  the  program  will  be 
recommended  by  the  Pre-Health 


54 


Professions  Committee  at 
Gettysburg  College  and  are  required 
to  interview  at  Hahnemann 
University  prior  to  acceptance. 

See  also  information  about  the 
College's  Cooperative  Programs  in 
Nursing  with  the  Johns  Hopkins 
University  and  in  Optometry  with 
Pennsylvania  College  of  Optometry 
and  the  State  University  of  New 
York  College  of  Optometry  on  page 
51. 

The  Pre-Health  Professions 
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  reqtiirements, 
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. 


Graduation  Honors  and 
Commencement 

The  College  awards  the  following 
honors  to  members  of  the 
graduating  class.  These  senior 
honors  are  intended  for  students 
with  fotir  years  of  residence  at 
Gettysburg  College;  grade  point 
average  comptitations  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. 


55 


The  Academic  Standing  Committee 
may  grant  the  above  honors  to 
students  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.  To  arrive  at  a  decision,  the 
Committee  will  factor  in  all  grades 
earned  at  other  institutions  and 
during  off-campus  study  programs. 

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 
fotir  years  in  residence  at 
Gettysburg  College. 

Participation  in  the  May 
Commencement  exercises  shall  be 
limited  to  those  students  who  have 
completed  all  graduation 
requirements  by  that 
Commencement  ceremony. 

Deans'  Lists 

The  names  of  those  students  who 
attain  an  average  of  3.600  or  higher 
for  the  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  249  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  Deka 

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. 

Other  Academic 
Honorary  Societies 

The  College  promotes  excellence  in 
the  academic  program  by 
supporting  the  following  honorary 
societies  for  students  with 
outstanding  academic  records  in  a 
particular  major  or  area  of  study. 


56 


Alpha  Kappa  Delta  -  the 

international  sociology  honor 
society,  open  to  majors  who  have 
taken  at  least  four  courses  in  the 
department  and  have  a  GPA  of  3.0 
or  better  in  the  major. 

Alpha  Psi  Omega  -  the  honorary 
society  in  theater. 

Eta  Sigma  Phi  -  the  classics 
honorary  society  for  students  who 
have  taken  at  least  two  courses  in 
the  classic  department  with  a  "B"  or 
better  average  and  who  are  enrolled 
in  an  additional  classics  course. 

Omecron  Delta  Epsilon  -  the 

honorary  society  for  majors  in 
economics  with  proven  intellectual 
curiosity  and  integrity,  enthusiasm 
for  the  discipline,  and  with  a 
minimum  of  four  courses  in 
economics  with  an  average  of  at 
least  3.0  in  the  major  and  overall. 

Phi  Alpha  Theta  -  a  society  that 
recognizes  academic  achievement 
in  history  and  that  actively  carries 
on  dialogue  about  history  related 
issues  outside  the  classroom. 

Phi  Sigma  Iota  -  the  Romance 
Languages  honorary  society,  for 
juniors  and  senior  majors  in  French 
and/or  Spanish  with  at  least  a  "B" 
average  in  the  major  and  overall. 

Pi  Lambda  Sigma  -  the  national 
honorary  society  for  majors  in 
management,  economics  and 
political  science  with  at  least  five 
courses  in  their  major  with  a  GPA  of 
3.1  or  better. 


Pi  Sigma  Alpha  -  the  honorary 
society  for  majors  in  political 
science  with  a  major  average  of  3.0 
or  better. 

Psi  Chi  -  the  honorary  societ)'  in 
psychology  that  serves  to  advance 
the  science  of  psychology;  for 
students  who  have  completed  a 
minimum  of  three  courses  and  are 
enrolled  in  their  fourth  and  who 
have  achieved  an  average  of  at  least 
3.0  in  the  major  and  overall. 

Sigma  Alpha  Iota  -  the  international 
society  for  women  in  music, 
advocating  and  encouraging 
excellence  in  scholarship. 


advancement  of  the  ideals  and  aims 
of  the  Alma  Mater  and  adhering  to 
the  highest  standards  of  citizenship 
and  democracy. 

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  May.  Grades  earned  in  required 
courses  in  exercise  sciences  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  abiUty 
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  student  showing  the  greatest 
proficiency  in  mathematics  through 
his  or  her  sophomore  year. 

John  Edgar  Baublitz  Pi  Lambda  Sigma 
AwardsThe  income  from  a  fund 
initiated  by  John  Eberhardt 
Batiblitz  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  junior  year  in  three  or  more 
courses  in  the  Department  of 
Religion,  including  two  courses 
above  the  100-level. 

John  M.  Colestock  Student  Leadership 
Aiuard  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  fund, 
contributed  by  the  Columbian 
Cutlery  Company,  Reading, 
Pennsylvania,  in  memory  of 
Malcolm  R.  Dougherty  (1942),  is 
awarded  to  the  student  who  had  the 
highest  average  in  mathematics 
during  his  or  her  first  year  of 
college  and  who  is  working  to  earn 
part  of  his  or  her  college  expenses. 

Margaret  E.  Fisher  Memorial 
Scholarship  Award  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  K  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. 


58 


Samuel  Garver  Greek  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  Greek  during 
the  first  year  of  college. 

Samuel  Gamer  Latin  Prize  The 
income  from  a  fund,  contributed  by 
the  Rev.  Austin  S.  Garver  (1869)  in 
memoiy  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  memoiy  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  AmoU  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 


59 


enter  graduate  school  in 
preparation  for  college  teaching. 
The  sttident  must  have  taken  the 
Graduate  Record  Examination.  If 
the  senior  chosen  cannot  accept, 
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 
ftmd,  contribtited  by  James 
Hamilton  Hartzell  (1924)  in 
memory  of  his  parents,  is  awarded 
to  the  otitstanding  jimior  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,  contribtited  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.  Haiizell  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  PrizeThe  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  AiuardA 
financial  award  honoring  Grace  C. 
Kenney,  an  educator  for  39  years  at 
Gettysburg  College,  is  to  be  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  and  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  vmderstood  that 
the  recipient  will  complete  the 
senior  year  at  Gettysburg  College. 

/.  Andreu)  Marsh  Memorial  Awards 
The  income  from  the  ftmd  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. 

Miller  First  Year  Student  Prize  in 
Physics  The  income  from  a  fund, 
contributed  by  alumni  and  friends 
of  the  College  in  memoiy  of  George 
R.  Miller  (1919),  is  awarded  to  a 


60 


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 
ahimni  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  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,  industn.', 
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, 
contributed  by  Dr.  Frederick  A. 
Muhlenberg  (1836),  is  awarded  to 
the  first  year  student  taking  Greek 
or  Latin  who  attains  the  highest 
general  qualit)'  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 
responsibilit)'  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. 

Clair  B.  Noerr  Memorial  Award  hn 
inscribed  medal,  established  by 
Constance  Noerr  (1958)  in  memor)' 
of  her  father,  is  awarded  to  a  senior 
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  AwardThe 
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  Aivard  An  award, 
contribiUed  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 
extraordinarv'  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  fimd 
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. 


61 


Martha  Ellen  Sachs  PrizeThe  income 
from  a  fmid,  contributed  by  John  E. 
Haas  in  memory  of  his  atmt,  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  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  ftmd,  contributed  by 
Earl  Kresge  Stock  (1919),  is  awarded 
to  the  three  students  who  write  the 
classroom  papers  judged  best  in  the 
areas  of  the  htimanities,  the 
sciences,  and  the  social  sciences. 


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.  Zieglerju  nior  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  mathematics 
major  who  has  the  highest  average 
in  mathematics  through  the  junior 
year. 

Earl  E.  Ziegkr  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 
senior  year. 

Edwin  and  Leander  M.  Zimmerman 
Senior  PrizeThe  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 
Award  The  income  from  a  fund, 
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  contribtuions 
in  his  or  her  own  research  in 
Chemistiy  and  to  the  research 
activities  of  the  Chemistry 
Department. 

Unendowed 

Charles  W.  Beachem  Athletic  Award 
The  Department  of  Health  and 
Exercise  Sciences  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.  Bilheimer  Award  Notation  on  a 
plaque  and  a  memento  are  given  to 
the  senior  major  in  health  and 
exercise  sciences  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 
Biology. 

Archie  and  Flo  Butler  English  Aiuard 
An  award,  contributed  by  Mr.  and 
Mrs.  Walter  Brandt  and  Ms.  Loel 
Rosenberry  in  honor  of  Archie  and 
Flo  Butler,  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. 


62 


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  public  policy 
implications)  in  economics. 

Divight  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  by  Julius  Eno,  Jr.,  is 
awarded  to  the  outstanding  junior 
majoring  in  physics. 

French  Cultural  Counselor's  Award  X 
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  Senior  Prize  A 
certificate  is  awarded  by  the 
President  of  the  College  to  a  senior 
student  who  exemplifies 
commitment  to  community  and 
concern  for  the  welfare  of  others 
during  the  student's  years  at 
Gettysburg  College  and  who  shows 
promise  of  future  accomplishment 
in  support  of  Community,  State, 
and  Nation. 


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  memor)'  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  Institute  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  qualifies  of  leadership. 
Eligibility  for  this  award  is  based  on 
the  satisfactory  completion  of  a 
substantial  number  of  accoundng 
courses. 

Psi  Chi  Aiuard  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. 


63 


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. 

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. 

Dr.  George  W.  Stoner  Award  The 
income  from  a  fund  is  awarded  to  a 
worthy  senior  accepted  by  a 
recognized  medical  college. 

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  Award  The  award  of  a 
paperweight  and  a  year's 
subscription  to  the  Wall  Street 
Journal  are  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  R.  Wolfe  Memorial  Aiuard  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  Zulauf  Poetry  PrizeThe 
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. 


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  inqtiiry,  integrity, 
and  mutual  respect.  In  this  setting, 
the  College  creates  opportimities 
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 
ctirriculum,  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 


65 


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  sttidents  by 
encotiraging  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  ftill  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 
ptiblications  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 
Ltitheran  Church  in  America. 
These  relationships  and,  more 
specifically,  the  campus  religious 
life  program,  nurture  intellectual 
values  and  give  opportimities  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  primaiy 
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  institiuion  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  try  the  Gettysburg  College 
Board  of  Trustees:  December  5,  1 981 


3  ( / }  J''^- 


A     ->^> 


H><ii'Kl!itl! 


COURSES  OF  STUDY 

68 


Each  year  the  registrar's  office  issues  a  Hsting  of 
courses  to  be  tatight  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.,  Art 
111,112,  span  two  semesters.  For  courses  separated  by 
a  hyphen,  the  first  numbered  course  must  be  taken  as 
a  prerequisite  for  the  second.  Wliere  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  BA 
and  BS  degrees  are  listed  on  page  22  and  for  a  B.S.  in 
Music  Education  on  page  39.  Courses  to  meet  the 
distribution  requirements  are  offered  in  various 
departments. 

Following  is  a  listing  of  the  courses  that  satisf)'  each  of 
the  distribution  requirements.  The  department 
introducdons  and  course  listings  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). 


Health  and 
Exercise  Sciences 


HES  107  and  any  HES  quarter 
course. 


First  Year  Colloquy 


Foreign  Language 


The  Arts 


First  Year  Colloquy  (EC  100),  or 
First  Year  topic  seminars  taught 
by  professors  from  various 
departments. 

French  201-202,  205;  German 
202;  Greek  202;  Japanese  202; 
Latin  202  or  203;  Russian  202; 
Spanish  202,  205. 

Art  (any  course  in  histoiT  and 
theory  except  History  of 
Cinema);  English  205;  IDS  267; 
Music  101  through  110,  141,  244, 
313,  314  or  four  semesters  of 
applied  music  instruction  with 
departmental  permission. 
Theatre  Arts  (any  course  except 
ThA214,  328,  329). 


History/Philosophy  Classics  121,  122,  251,  252; 

French  311,  312;  German  311, 
312;  Spanish  310,  311;  IDS  202, 
206,  211,227,  228;  Latin 
American  Studies  140,  261; 
Histor)'  (all  courses  except  Hist 
300);  Philosophy  (all  courses). 
Religion  220,221. 

Literature  African  American  Studies  216, 

2l7;Classics262,  264,  266; 
French,  German,  Greek,  Latin 
and  Spanish  Literature,  but  not 
language  or  civilization  courses; 
IDS  103,  104,  225,  235,  237,  238, 

241,  246,  247,  249;  English  (all 
courses  except  Eng.  101,  201, 
203,  205,  206,  209,  305  and 
courses  in  speech  and  most 
theatre  arts).  Theatre  Arts  214, 
328,  329.  Women's  Studies  216, 
217,219,351. 

Natural  Science  Biology  101,102  or  101,1 12; 

Chemistry  101,102  or  1 1 1,1 12; 
Astronomy  101,102;  Physics 
103,104,101,102  (or  111),  or 
111,112. 

Religion  Religion  (all  100-  &  200-level 

courses)  AAS  224  and  IDS  267. 

Social  Sciences  Anthropology  (all  courses); 

Economics  103,104;  Lat  Amer 
Studies  267;  Political  Science 
101,  102,  103,  104;  Psychology 
101;  Sociology  (all  courses 
except  Sociology  302,  303). 

Non-Western  African  American  Studies  130, 

Culture  233;Anthi-opology  (all  courses 

except  Anth  102);  Art  227,  228; 
Economics  326,  337,  338; 
French  331;  Hist  221,  222,  271, 
272,  278,  321,  322;  IDS  227,  228, 
235,  237,  238,  312;  Jpn  140,  150, 
Music  102;  Political  Science  270, 
271,  362,  363;  Religion  108,  241, 

242,  248,  249,  250,  255; 
Sociology  219;  Women's  Studies 
219. 


AFRICAN  AMERICAN  STUDIES 


69 


First  Year  Colloquy 


Professor  Lisa  Portmess,  Director 

This  required  seminar  employs  common  requirements 
and  content  for  all  first  year  students  and  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  Jusfice," 
"Revolution,"  "Knowing,"  and  "Trading  Eyes: 
Exploring  Alternative  Visions."  The  current  theme  is 
"Angles  Of  Vision  On  Contemporary  Issues." 

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  of  their  first  year  at  the 
College. 

African  American  Studies 

African  American  Studies  Program  Advisory  Coimcil 
Professors  Barnes,  Berg,  Chiteji  (Coordinator), 
Dawes,  Forstater,  Gondwe,  Johnson,  Michelman, 
Acting  Associate  Provost  Hinrichs  (Spring  1995), 
Dean  Johnson  (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  Africa  and 
the  African  diaspora) .  Gettysburg  College  offers 
courses  in  African  American  Studies  for  all  students 
wishing  to  become  aware  of  the  histoiy,  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  Program  emphasizes 
the  social  sciences  and  humanities,  and  may  include  a 
range  of  courses  as  well  as  opportunities  for 
independent  and  off-campus  study. 

Requirements  and  Recommendations 

The  Program  offers  a  minor  field  of  concentration 
and  a  special  major  in  African  American  Studies. 
Students  wishing  a  minor  field  of  concentration  are 


required  to  complete  six  courses  which  must  include 
African  American  Studies  130  and  400.  Four  others 
may  be  taken  from  any  of  the  following:  African 
American  Studies  216,  217,  233;  History  238,  271,  272; 
Economics  326,  337,  338;  English  250,  252,  349;  I.D.S. 
235,  312;  Music  102  and  Political  Science  263. 

Students  may  also  elect  to  have  a  special  major  in 
African  American  Studies  which  can  be  done  in 
cooperation  with  Interdepartmental  Studies.  Those 
wishing  a  special  major  should  consult  the 
Coordinator  of  the  program. 

Students  with  a  minor  or  a  special  major  of 
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  African  American 
concerns  and  causes. 

Distribution  Requirements 

The  following  courses  meet  the  distribution 
requirement  in  non-Western  Culture: 
African  American  Studies  130,  233,  400 

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  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. 

Mr.  Chiteji 

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  WPA  writers; 
socio-historical  essays;  neo-slave  narrative  written  by 
contemporary  novelists;  poetry,  ballads,  spirituals  and 
folklore.  Students  will  examine  the  experiences  of  the 
middle  passage,  chattel  slavery,  and  emancipafion  as  it 
has  been  described  by  African  American  writers.  This 
course  will  include  primary  works  by  Olaudah 
Equiano,  Frederick  Douglas,  Harriet  Jacobs,  Octavio 
Buder,  Sherley  Anne  Williams,  Charles  Johnson,  Toni 
Morrison,  David  Bradley,  and  Ernest  Gains. 

Ms.  Barnes 


70 


AFRICAN  AMERICAN  STUDIES  /  ART  AND  ART  HISTORY 


233  Southern  African:  History,  Conflict  and 
Change.  This  course  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  Mricans,  the  emergence  of  South 
Africa  as  a  regional  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. 

Mr.  Chiteji 

247  African  American  Tradtional  Music.  A  study  of 
the  histoiy  of  African  American  musical  traditions, 
beginning  with  a  brief  survey  of  their  African 
antecedents,  and  covering  both  the  spirituals  and 
sectilar  music  of  the  slavery  period,  work  songs,  ballads, 
the  blues,  ragtime  and  jazz,  gospel  music,  rhythm  and 
blues,  and  the  beginnings  of  rock  n  roll.  The  course 
will  examine  musical  elements  of  these  traditions,  their 
meaning  in  a  cultural  context,  the  ways  in  which  this 
music  differs  from  white  music  and  reflects  an 
Afrocentric  consciousness,  and  the  influence  this 
music  has  had  on  American  music.  Previous  musical 
knowledge  is  not  required  for  this  course. 

Mr.  Winans 

401  African  American  Studies  Seminar.  Topics  will 
vary  each  year. 

Mr.  Chiteji 

Independent  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 

(Note:  See  appropriate  departmental  listings  for 
descriptions  of  the  following  covuses) 

Economics  326  African  Economic  History 
Economics  337  Political  Economy  of  the  African 

Diaspora 
Economics  338  Economic  Development 
English  250  Harlem  Renaissance  and  Chicago 

Renaissance 
English  252  African  American  Literature  since  1955 


English  349  Major  Contemporary  African  American 

Women  Writers 
History  238  African  American  History 
History  271,  272  African  Histor>'  and  Societv 
Interdepartmental  Studies  235  Introduction  to 

African  Literature 
Interdepartmental  Studies  312  Ancient  Egypt:  Its 

Language,  Literature,  Art  and  History. 
Music  102  World  Music  Survey 
Music  110  Survey  of  Jazz 
Political  Science  263  The  Politics  of  Developing 

Areas 

Art  and  Art  History 

Professor  Paulson 

Associate  Professors  Agard,  Trevelyan  (Chairperson) 
Instructor  Small 
Adjimct  Professor  Annis 
Adjimct  Assistant  Professors  Kain,  Thrane 
Adjimct  Instructors  Blair,  Hanley,  Ramos,  and 
Winship 

Overview 

The  art  department  has  the  following  major 
objectives:  (1)  to  educate  the  visual  sensibilities 
beyond  routine  responses,  toward  an  awareness  of  the 
visual  environment  aroimd  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 
teaching,  to  commercial  art  and  industrial  design,  or 
as  a  professional  painter,  sculptor,  or  print  maker. 

The  department  offers  to  prospective  majors  a  flexible 
program  of  study  in  interrelated  studio  and  art  history 
courses  with  potential  majors  in  two  areas,  art  history 
and  studio  art  as  well  as  a  concentration  in  the  visual 
arts,  a  fully  integrated  approach  to  both  sides  of  the 
discipline  albeit  set  within  one  major  or  the  other. 
The  department  encourages  students  from  disciplines 
other  than  art  to  select  from  both  types  of  courses. 

Requirements  and  Recommendations 

To  complete  a  Major  in  Studio  Art  students  are 
required  to  take  the  following  courses: 

1)  Art  141,  145,  146,  and  one  of  the  following:  120, 
210,  322,  335,  or  318. 


ART  AND  ART  HISTORY 


71 


2)  At  least  one  course  each  in  painting,  print  making, 
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  major  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  print  making. 

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/print  making. 

C)  Alt  120  and  210  or  322  or  335  in  the  first  year  of 
college  or  in  the  sophomore  year. 

To  complete  a  Major  in  Art  History  students  are 
required  to  complete  the  following  courses: 

1)  Art  111,  112,  120  and  400  plus  a  minimum  of  five 
additional  courses  in  art  history.  These  cotirses  must 
include  at  least  one  course  in  either  the  ancient  or 
medieval  fields,  one  in  either  the  Renaissance  or 
Baroque  fields,  one  in  either  the  19th  century  or 
modern  fields,  and  one  in  a  non-western  field.  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  major  in  Art  History  should 
take  Art  111,  112,  and  1 20  in  the  first  year  of  college. 

Requirements  for  the  Visual  Arts  Concentration  are 

as  follows. 

1)  Art  141,  145  and  146  in  the  studio  and  Art  111,  112 
and  120  in  art  history  and  theory. 

2)  Six  other  courses,  three  in  the  studio  area  and 
three  in  art  history,  including  either  Art  400  or 
participation  in  the  senior  show  in  the  second 
semester  of  the  senior  year,  depending  upon  their 
election  of  a  major  field.  Students  in  the  visual  arts 
concentration  may  elect  to  participate  in  both. 


To  complete  a  Minor  in  Studio  Art  students  are 
required  to  take  the  following  courses. 

1 )  Four  studio  courses. 

2)  Two  art  history  and/or  theory  of  art  courses. 

To  complete  a  Minor  in  Art  History  students  are 
required  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  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,  with  the  exception  of  History  of  the  Cinema, 
which  does  not. 

Special  Facilities 

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.  The  department  also  has 
video  equipment  and  a  growing  libraiy  of  tapes  to 
support  other  teaching  activities  as  well  as  a  Centris 
computer  and  appropriate  software  for  student  work 
in  computer  assisted  design.  Regular  trips  to  the 
museums  of  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  print  making.  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. 

The  new  1,660  sq.  foot  Schmucker  Hall  Art  Gallery 
displays  as  many  as  ten  different  exhibitions  each  year. 
Included  in  the  gallery  calendar  are  works  by 
professional  artists,  a  faculty  show,  a  student  show,  the 
senior  art  major  show,  and  theme  and  specially 
funded  exhibitions. 


72 


ART  AND  ART  HISTORY 


History  and  Theory  of  Art 

111,112  Ideas  and  Events  Behind  the  Arts 

Introductoiy  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. 

Ms.  Small 

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  a.rts.  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 
distribution  requirement.  Recommended  prior 
course:  Art  1 1 1  or  Art  201. 

Mr.  Ramos 

205  The  Arts  of  Northern  Europe:  A.D.  1350-1 575 

An  analysis  of  artistic  developments  in  Northern 
Europe  from  late  Gothic  times  through  the  turbulent 
period  of  the  Reformation.  The  works  of  many  artists 
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  intellectual  developments  are  mirrored  in  the  art 
of  that  period.  Fulfills  distribution  requirement  in 
Arts.  Prerequisite:  Art  201  or  any  one-hundred  level  art 
history  course  or  permission  of  instructor.  Alternate  years. 
Offered  Spring  1994. 

Staff 


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  post-impressionism.  Alternate 
years.  Fulfills  distribution  requirement  in  the  arts. 
Prerequisite:  Art  111  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.  Recommended  prior  courses:  Art  II I  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.) 

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 
contemporary  society.  Fulfills  distribution 
requirement  in  the  arts.  Prerequisite:  Art  111  or  Art  112 
or  permission  of  the  instructor. 

Ms.  Thrane 

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  Art  of  the  First  Nations  of  North  America: 
Eastern  Woodlands  and  Plains  A  suney  of  the  arts 
created  by  the  original  inhabitants  of  North  America 
living  in  the  Eastern  Woodlands  and  Plains  regions, 
focussing  on  the  cultural  and  religious  traditions  that 
formed  the  basis  for  most  of  the  art  created.  Emphasis 
will  be  on  developing  an  understanding  of  and 
appreciation  for  the  fundamental  differences  between 
the  arts  and  cultures  of  Native  North  American 
peoples  and  those  of  modem  Western  cultures,  as 


ART  AND  ART  HISTORY 


73 


well  as  aspects  of  similarity.  Fulfills  the  distribution 
requirements  in  the  arts  and  non-western  culture. 

Ms.  Trevelyan 

228  Art  of  the  First  Nations  of  North  America:  The 
Far  North  and  West  A  survey  of  the  arts  created  by 
the  original  inhabitants  of  North  America  living  in 
the  Far  North  and  the  West,  focussing  on  the  cultural 
and  religious  traditions  that  formed  the  basis  for  most 
of  the  art  created.  Emphasis  will  be  on  developing  an 
tmderstanding  of  and  appreciation  for  the 
fundamental  differences  between  the  arts  and 
cultures  of  Native  North  American  peoples  and  those 
of  modern  Western  cultures,  as  well  as  aspects  of 
similarity.  Fulfills  the  distribution  requirements  in  the 
arts  and  non-western  culture. 

Ms.  Trevelyan 

238  History  of  Cinema:  1919-  Post  World  War  II  A 

sui-vey  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  Studio  or  Art  History  major 
or  minor. 

Ms.  Hartley 

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  Studio  or  Art  History  major  or  minor. 

Ms.  Hartley 

303  Painting,  Sculptm-e  and  Architecture  in  the 
Italian  Renaissance  A  survey  of  the  visual  arts  dtiring 
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. 

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-centuiy  art.  Past  and 
current  usages  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 
theory  or  permission  of  the  instructor. 

Mr.  Kain 

322  Painting  in  America  Since  1900  Survey  of 
twentieth-century  painting.  Two  basic  themes  of  the 
cotirse  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 

390,  391  Special  Topics  in  Visual  Arts  Resources 
Management  A  1/2  credit  course  designed  to 
provide  practical  experience  and  expertise  in  the 
planning,  installation  and  presentation  of  visual 
materials  for  the  educational  and  aesthetic  benefit  of 
the  general  public  as  well  as  the  academic 
community.  These  experiences  \>n\\  include  art 
historical  research,  contracts  and  other  legal 
requirements  attached  to  the  operations  of  an  art 
gallery,  marketing  strategies,  communications 
techniques  and  the  design  of  exhibitions  and 
associated  publicity. 

Mr.  Annis 

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  their 
historical  and  social  background  within  the  context  of 
feminist  art  history  and  theory.  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:  Feminist  Art  and 
Art  History,  Ruskin  and  the  Nineteenth  Century, 


74 


ART  AND  ART  HISTORY 


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.  This  is  also  a  core  course  in 
the  Women's  Studies  Program.  Majors  and  minors  in 
Women's  Studies  are  encouraged  to  participate. 

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  theor)'  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  introductory 
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.  Hanky 

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.  Agard,  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:  Art  141  or  permission  of  the 
instructor.  Recommended  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  or 
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  introductoiy  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  course: 

Art  335. 

Mr.  Paulson 

262  Sculpture  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 
directly  fabricating  techniques  involving  a  series  of 
experiments  in  spacial  organization.  Prerequisites:  Art 
146  or  permission  of  the  instructor,  and  Art  261. 
Recommended  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 


ART  /  BIOCHEMISTRY  AND  MOLECULAR  BIOLOGY/  BIOLOGY 


75 


265  Photography  An  introductory  course  in 
photography  with  a  concentration  on  camera  usage, 
design  theory,  and  darkroom  techniques  as  tool  of  the 
Black  and  Wliite  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:  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. 

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 
concentration  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  supemsed  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 
interdisciplinaiy  program  that  studies  the  biology  and 
chemistiy  of  the  structures  and  chemical  reactions 
within  cells  by  using  contemporary  methods  of 
biochemical  analysis,  recombinant  DNA  technology, 
and  molecular  biology. 


Students  may  earn  a  B.S.  degree  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 
Chemistry  111:  Fimdamentals  of  Chemistry 
Chemistiy  112:  Fimdamentals  of  Chemistiy 
Chemistiy  203:  Organic  Chemistry 
Chemistry  204:  Organic  Chemistry 
Chemistry  305:  Physical  Chemistry 
Chemistry  317:  Instrumental  Analysis 
Chemistry  333:  Biochemistry 
Chemistry  (or  Biology)  334:  Biochemistry 
Mathematics  111:  Calculus  I 
Mathematics  112:  Calculus  II 
Physics  111:  Mechanics  and  Heat 
Physics  112:  Waves,  Electricity,  and  Magnedsm 
Biology  460  or  Chemistry  460:  Individualized  Study  - 

Research 

Together  with  the  Biochemistry  and  Molecular 
Biology  Coordinators,  the  Biochemistiy  and 
Molecular  Biology  Committee  (BMBC),  consisdng  of 
faculty  members  in  Biology  and  Chemistry,  directs  the 
program. 

Individualized  Study  projects  (Biology  460,  Biology 
461,  Chemistry  460,  or  Chemistry  471)  may  be 
directed  by  any  member  of  the  BMBC.  Otherwise,  the 
project  requires  the  approval  of  the  BMBC. 

Biology 

Professors  Cavaliere,  Commito,  Hendrix,  and 

Mikesell 
Associate  Professors  Etheridge,  Hiraizumi,  Sorensen 

(Chairperson),  and  J.  Winkelmann 
Assistant  Professors  Calabrese,  Delesalle,  Fong,  and 

James 
Laboratoiy  Instructors  Hulsether,  Price,  Reese,  H. 

Winkelmann,  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,  medicine, 
veterinary  medicine,  dentistry,  optometiy,  and  other 
professional  fields.  Most  courses  in  the  department 
include  laboratory  work. 


76 


BIOLOGY 


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  (Biology  202,  204,  217,  218, 
or  300)  and  animal  biology  (Biology  201,  220,  223, 
224,  227,  325  or  340).  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,  1 12  is  required  of  all  majors.  It  is 
desirable,  but  not  essential,  that  Chemistry  111,  112  be 
taken  in  the  first  year.  Physics  103,  104  (or  Physics  111, 
112)  and  Math  11 1  (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  or 
461),  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  Biology  101, 
112. 

Special  Facilities 

Greenhouse,  herbarium,  environmental  chambers, 
animal  quarters,  aquarium  room,  electron  microscopy 


laboratory  housing  both  scanning  and  transmission 
electron  microscopes,  research  laboratories,  and 
coinputing  facility. 

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  51).  Cooperative 
programs  in  marine  biology  with  Duke  University 
and  the  Bermuda  Biological  Station  for  Research 
(page  48). 

101  Introductory  Biology  Designed  for  science  and 
non-science  majors.  Topics  include  cell  chemistry;  the 
structure  and  function  of  cells;  respiration  and 
photosynthesis;  and  genetics.  The  laboratory 
emphasizes  the  experimental  nature  of  biological 
investigation.  Three  class  hours  and  laboratory.  This 
course  should  be  taken  in  the  first  or  second  year. 

Staff 

102  Contemporary  Topics  in  Biology  Designed  for 
non-science  majors.  The  course  covers  selected 
biological  topics  and  focuses  on  contemporary 
problems  and  their  possible  solutions.  Three  class 
hours  and  laboratory.  Prerequisite:  Biology  101. 

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.  Prerequisite.  Biology  101. 

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  laboratories.  A  student  may  not  receive 
credit  for  both  this  course  and  HES  209.  Alternate 
years.  Offered  1993-94. 

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  in  class-laboratory 
work. 

Mr.  Mikesell 

204  Taxonomy  of  Flowering  Plants  Identificadon, 
classification,  structural  diversity,  ecology,  and 
evolutionary  relationships  of  the  angiosperms.  The 


BIOLOGY 


77 


course  includes  field  work  for  collection  and 
identification  of  local  flora.  Three  class  hours  and 
laboratory-field  work.  Alternate  years.  Offered  1993-94. 

Ms.  Delesalle 

215  Electron  Microscopy  Introduction  to  basic 
theory  and  practice  of  transmission  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 
hours  in  class-laboratory  work.  Laboratory  fee:  $50.00. 
Prerequisite:  Permission  of  the  instructor. 

Mr.  Cavaliere  and  Mr.  Hendrix 

217  An  Evolutionary  Survey  of  the  Plant  Kingdom 

Synopsis  of  embryo-producing  plants,  primarily 
livei"worts,  mosses,  fern  allies,  ferns,  and  seed  plants. 
Emphasis  is  on  comparative  morphology,  adaptive 
diversity,  and  phylogeny.  Six  hours  in  class-laboratoiy 
work. 

Mr.  Mikesell 

218  Biology  of  Algae  and  Fungi  The  study  of  algae 
(phycology)  and  fungi  (mycology) in  aquatic  and 
terrestrial  ecosystems  with  emphasis  on  their  role  in 
primary  production  and  decomposition.  Topics 
include  the  identification,  morphology, 
reproduction,  ecology,  and  phylogeny  of  these 
organisms.  Culture  techniques  and  the  principles  of 
plant  pathology  and  medical  mycology  will  also  be 
considered.  Six  hours  in  class-laboratory  work. 
Alternate  years.  Offered  1992-93 

Mr.  Cavaliere 

220  Animal  Embryology  Suwey  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  in  class- 
laboratory  work.  Alternate  years.  Offered  1991-92. 

Mr.  Sorensen 

223  Parasitology  An  introduction  to  the  general 
principles  of  parasitism  with  emphasis  upon  the 
epidemiology,  taxonomy,  morphology,  and 
physiology  of  the  major  groups  of  protozoan, 
helminth,  and  arthropod  parasites  of  humans  and 
other  animals.  Three  class  hours  and  laboratory. 

Mr.  Hendrix 

224  Vertebrate  Zoology 

Introduction  to  the  systematics,  distribution, 
reproduction,  and  population  dynamics  of 
vertebrates.  Field  and  laboratory  emphasis  on  natural 
history,  collection,  and  identification.  Optional  trip  to 


North  Carolina.  Six  hours  in  class,  laboratory,  and 
field  work. 

Mr.  Winkelmann 

227  Invertebrate  Zoology  Biology  of  the  major 
metazoan  invertebrate  groups  with  emphasis  on 
adaptive  morphology  and  physiology  and  on 
evolution.  Six  hours  in  class-laboratory  work. 

Mr.  Fong 

230  Microbiology  Introduction  to  the  biology  of 
viruses,  bacteria,  fungi,  and  protists.  Topics  include 
morphology,  taxonomy,  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  and  computer 
laboratory.  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 
environmental  changes.  Three  hours  lecture  and 
laboratory.  Alternate  years.  Offered  1993-94. 

Mr.  Cavaliere 

305  Ecology  Principles  of  ecology,  with  emphasis  on 
three  levels  of  the  biological  hierarchy:  organisms, 
populations,  and  communities.  These  levels  are 
explored  to  understand  the  factors  that  determine  the 
abundance  and  distribution  of  any  species.  The 
course  includes  a  number  of  field  trips.  Three  class 
hours  and  laboratory-field  work.  A  student  may  not 
receive  credit  for  both  this  course  and  Environmental 
Studies  211. 

Ms.  Delesalle 

306  Marine  Ecology  Analysis  of  the  ecology  of 
marine  systems.  The  open  ocean,  estuaries,  salt 
marshes,  beaches,  mud  and  sand  flats,  seagrass  beds, 
rocky  shores,  coral  reefs,  and  deep  sea  will  be 
examined.  Problems  of  pollution,  beach  erosion,  and 


78 


BIOLOGY 


the  management  of  declining  fisheries  will  also  be 
presented.  Quantitative  field  work  in  a  variety  of 
coastal  habitats  will  be  conducted  in  North  Carolina 
on  a  required  field  trip  to  Duke  University  Marine 
Laboratory  and  the  Outer  Banks  barrier  island  chain. 
Three  class  hours  and  laboratory-field  work. 
Prerequisite:  Environmental  Studies  21 1  or  Biolog)' 
305.  Alternate  years.  Offered  1994-95. 

Mr.  Commito 

309  CeU  Biology  Structure  and  function  of 
eukaryotic  cells.  Topics  include  cell  membranes, 
energy  transduction,  chromosomes  and  gene 
expression,  the  cell  cycle,  protein  sorting,  exocytosis 
and  endocytosis,  and  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, 
genetic  engineering,  molecular  evolution  and 
population  genetics.  Three  class  hours  and 
laboratory.  Prerequisite:  Biology  309. 

Mr.  Hiraizumi 

314  Evolution  Study  of  the  transformation  and 
diversification  of  populations  through  time.  Topics 
include  the  history  of  life,  adaptation,  selection  and 
population  genetics,  speciation  and  extinction, 
evolutionary  innovations,  and  patterns  of  diversity. 
Three  class  hours  and  laboratory.  Prerequisite:  Biology 
310.  Alternate  years.  Offered  1994-95. 

Ms.  Delesalle 

325  Animal  Behavior 

Study  of  animal  behavior  through  readings, 
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  1994-95. 

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.  Three 
class  hours  and  laboratory.  Prerequisites:  Biology  309. 
Alternate  years.  Offered  1994-95. 

Mr.  Sorensen 


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 
infections,  and  medical  advances  in  the  treatment  of 
the  above  conditions  will  be  incorporated  into  this 
course.  Laboratory'  work  includes  an  independent 
research  project.  Prerequisite:  Biology  309.  This  course 
is  cross-listed  as  Chemistry  334. 

Ms.  Holland 

340  Comparative  Animal  Physiology  Reguladon  of 
basic  physiological  processes  in  animals.  Unifying 
principles  will  be  studied  using  a  comparative 
approach.  Three  class  hours  and  laborator)'. 
Prerequisite:  Biology  309.  A  student  may  not  receive 
credit  for  both  this  course  and  HES  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,  repair,  and  recombination;  molecular 
basis  of  cancer;  and  recombinant  DNA  technology. 
Three  class  hours  and  laboratory.  Prerequisite:  Biology 
309,  310. 

Mr.  Jarnes 

453  IndividuaUzed  Study  -  Tutorial  Independent 
investigation  of  a  topic  of  special  interest  to  the 
student  directed  by  a  facult)'  member  familiar  with 
the  general  field  of  study.  May  be  used  as  preparadon 
for  enrollment  in  Biology  460.  Prerequisite:  A.ppYo\-a\  of 
the  directing  faculty  member. 

Staff 

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. 

Staff 

473  Individualized  Study  -  Internship  Independent 
internship  experience  imder  the  direct  supemsion 
of  professional  personnel  in  a  variety  of  biology- 
related  areas.  Internship  may  be  arranged  by  the 


BIOLOGY/  CHEMISTRY 


79 


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:  Approv?i\  of  both 
the  supervisor  and  the  department. 

Chemistry 

Professors  Fortnum,  Grzybowski,  Parker 

(Chairperson),  and  Rowland 
Associate  Professor  Jameson 
Assistant  Professor  Holland 
Laboratory  Instructors  Boylan,  Gregory,  and  Griffo 

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  chemistry  major  is  approved  by  the  American 
Chemical  Society  as  is  an  additional  major  in 
chemistry/biochemisti7.  The  paths  taken  by  majors 
after  graduation  are  varied;  many  enter  graduate 
work  in  chemistry  or  biochemistiy.  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  460  or  471),  and  one  additional 
chemistry  course  may  choose  to  receive  a  Bachelor  of 
Science  degree.  An  interdisciplinai^  major  is  offered 
in  Biochemistry  and  Molecular  Biology;  the  complete 
description  is  listed  under  that  title.  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  a  seminar  series  which  is  designed  to 
provide  an  additional  opportunity  for  student 
discussion  of  current  developments  in  the  field  and 
of  student  initiated  research. 

Approved  safety  goggles  must  be  worn  at  all  times  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  Currictilum  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  (I12H)  of  the  Fundamentals  of 
Chemistry  course  provides  a  select  group  of  students 
with  such  an  opportunity  at  the  introductory  level. 
During  the  jimior  or  senior  year,  majors  may  elect 
Chemistry  460,  a  research  course  in  which  a  student 
can  utilize  his  or  her  knowledge  and  creativity 
intensively.  Summer  research.  Chemistry  471,  is 
encouraged  strongly  and  is  elected  by  many  majors 
each  year. 

The  optional  minor  shall  consist  of  Chemistry  111, 
112  (or  1 12H) ,  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  chemistiy  courses  may 
be  used  to  satisfy  the  distribution  requirement  in 
laboratory  science:  either  101  or  1 1 1  followed  by  102, 
1 12  or  1 I2H.  (Course  credit  will  not  be  given  for 
more  than  two  introductory  chemistry  courses.  Credit 
will  not  be  given  for  both  111  and  101  or  for  both  102 
and  112.) 

Special  Facilities  and  Programs 

Breidenbaugh  Hall,  which  houses  chemistry  and 
biochemistry  classrooms  and  laboratories,  was 
renovated  in  1985.  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 
Spectrometer,  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 


80 


CHEMISTRY 


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 
laboratoiy  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. 

Mr.  Fortnum,  Mr.  Jameson 

102  General  Chemistry  Review  of  principles  studied 
in  Chemistiy  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:  ChemKXry  101  or  111.  Three  lecture 
hours  and  one  laboratory  afternoon. 

Ms.  Holland,  Mr.  Jameson 

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  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 .  Grzyboiuski 

1 1 2H  Fundamentals  of  Chemistry  Designed  as  an 
honors  seminar  for  the  more  capable  first  year 
chemistry  students.  Kinetics,  equilibrium, 
electrochemistry,  and  coordination  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,  reaction 
mechanisms,  stereochemistry,  and  the  application  of 
spectroscopy  to  problems  of  identification. 
Prerequisite:  CAxem'xsiry  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 
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  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 


CHEMISTRY 


81 


states  of  matter,  chemical  reactions,  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  reduction  of  experimental  data. 
Prerequisites:  Chemistry  1 12  or  112H,  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. 

Mr.  Fortnum 

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.  Prerequisite:  Chemistry  204. 
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 
infections  and  medical  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.  This  course  is  cross-listed 
as  Biology  334. 

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. 

Mrjameson 

373  Advanced  Inorganic  Chemistry  Study  of 
valence  bond,  ciystal  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  the  first  two  years.  Numerous  projects  will 
be  pursued  in  organic  and  inorganic  chemistry, 
utilizing  a  combination  of  libraiy  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.  It  is 
anticipated  that  this  course  will  prepare  a  student  for 
independent  research  in  the  senior  year.  Prerequisite: 
Chemistry  221. 

Mr.  Grzybowski,  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/or  permission  of  the  faculty  director  and 
approval  by  the  chemistry  department.  Open  to 
junior  and  senior  chemistry  majors.  Offered  both 
semesters. 

Staff 

471  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 


82 


CHEMISTRY  /  CLASSICS 


wishing  to  enroll  in  this  course  should  consult  with  a 
chemistiy  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  Gaboon,  Snively  {Chairperson) , 
and  Zabrowski 

Overview 

The  cotirses  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  fotmders  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, 
CL  122,  CI.  400.  Additional  requirements: 


Latin  Major: 


Greek  Major: 


Classical  Studies 


Major: 


Classical  Studies  252;  seven 

courses  in  Latin  beyond  Lat. 

102,  and  including  Latin  312 

Classical  Studies  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  in  Classical  Studies  consists  of  six  courses  in 
the  department  including  a  minimum  of  two 
language  courses. 

A  minor  in  Latin  consists  of  six  courses  in  Latin 
above  102  or  five  courses  in  Latin  above  102  and 
Classics  122  or  Classics  252. 


A  minor  in  Greek  consists  of  six  courses  in  Greek 
above  102  or  five  courses  in  Greek  above  102  and 
Classics  121  or  Classics  251. 

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 
distribution  requirement.  Classics  121,  122,  251,  or 
252  may  be  used  to  fulfill  the  College  distribution 
requirement  in  history/philosophy.  Classical  Studies 
251  and  252  may  be  counted  toward  a  major  in 
history,  and  Classical  Studies  230  may  be  counted 
toward  a  major  in  Religion. 

For  prospective  secondary  school  teachers  the 
Department  cooperates  in  offering  Education  304, 
Techniques  of  Teaching  and  Curriculum  of 
Secondan  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  48). 

College  Year  in  Athens,  Inc.  has  also  been  approved 
as  a  Gettysburg  College  affiliated  program.  Students 
interested  in  ancient,  Byzantine,  or  modern  Greece 
and  the  Mediterranean  are  encouraged  to  spend  a 
semester  or  a  year  at  College  Year.  For  details,  see 
Studv  Abroad,  College  Year  in  Athens,  Greece,  (page 
47).' 

Through  the  Central  Pennsylvania  Consortium, 
Gettysburg  College  shares  membership  in  the 
American  School  of  Classical  Studies  in  Athens. 
Students  are  eligible  to  apply  for  its  summer  sessions. 

Greek 

101,  102  Elementary  Greek  Introduction  to  the 

alphabet,  inflecdons,  and  syntax  of  Attic  Greek. 

Mr.  Zabroiuski 

201,  202  Intermediate  Greek  Designed  to  increase 
the  student's  skill  in  reading  texts.  Selections  from 
Xenophon's  Anabasis,  some  writers  of  the  New 


CLASSICS 


83 


Testament,  and  other  authors  are  read,  with  an 
emphasis  on  grammar.  Prerequisites:  Greek  101,  102  or 
their  equivalent. 

Mr.  Zabroivski 

203  Plato  The  Apology  and  Crito,  with  selections  from 
other  dialogues. 

Mr.  Zabroivski 

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 

301  Homer  Selections  from  the  Iliad  znd  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  introducdon  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 


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.  Selecdons  from 
Latin  prose  and  poetry  are  read,  with  continuing 
grammatical  review  and  analysis.  Prerequisite:  Two 
years  of  secondary  school  Latin  or  Latin  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  Ladn  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 

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  with 
attention  to  the  differences  between  Late  Latin  and 
Classical  Latin.  Not  offered  every  year. 

Ms.  Cahoon 

308  Roman  Satire  Selections  from  Horace,  Mardal, 
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  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 
poliucs,  history,  literature,  art,  etc.  of  the  Greek  polis 
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 


84 


CLASSICS  /  ECONOMICS 


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  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.  Offered  1994-95. 

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 

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 

252  Roman  History  The  history  of  the  Republic  and 
Empire.  Papers  required.  A  knowledge  of  Latin  not 
required.  Alternate  years.  Offered  1995-96. 

Ms.  Snively 

262-266  Genre  Literature  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,  Apollonius  of 
Rhodes,  and  Vergil.  Offered  1996-97. 

Ms.  Cahoon 

264  Ancient  Tragedy  A  study  of  Aeschylus, 
Sophocles,  Euripides,  and  Seneca.  Offered  1997-98. 

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  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 

281  Ancient  Greek  PoUtical  Theory  and  Practice 

Using  Plato's  Republic  and  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  Aristotle,  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 


Individualized  Study 


Economics 


Staff 


Professors  Fender,  Gondwe  (Chairperson)  and  Railing 
Associate  Professors  Fletcher,  Gemmill  and  K,  Niiro 
Instructor  Forstater 
Visiting  Lecturer  E.  Stillwaggon 

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  sohing  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-  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 


ECONOMICS 


85 


liberally  educated  person:  gathering  of  pertinent 
information;  analysis;  synthesis;  and  ability  to 
perceive,  create,  and  choose  among  alternatives. 
However  delightful  the  study  of  economics  is  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  must  fulfill  the  following 
departmental  requirements:  Economics  103,  104, 
241,  243,  245,  299,  either  Management  153  or 
Economics  242,  at  least  three  additional  economics 
courses  from  those  numbered  301  and  above 
(excluding  460),  and  at  least  one  course  at  the  400- 
level  (excluding  460).  A  student  may  take 
Mathematics  351-352  in  lieu  of  Economics  241;  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. 

Mathematical  modelling  and  statistical  testing  are 
extensively  used  as  tools  in  economic  analysis.  Hence 
majors  in  economics  are  required  to  demonstrate 
achievement  in  mathematics.  This  requirement  can 
be  satisfied  by  taking  Mathematics  105-106, 
Mathematics  109  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  also  strongly  advises 
students  planning  to  pursue  graduate  study  in 
economics  to  take  Mathematics  1 1 1-112, 
Mathematics  211-212,  Economics  351  and 
Economics  400.  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  the  manipulation  of  economic  information. 
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,  243, 
245  and  299  and  two  courses  from  among  those 
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  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  opportunides  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  400,  401,  402,  and  403;  (2)  earn  an 
acceptable  overall  and  departmental  grade  point 
average;  (3)  complete  a  senior  project  either  in  the 
seminar  or  via  an  independent  study  (Economics 
460)  that  may  build  upon  the  400-level  course,  and  is 
deemed  of  high  quality  by  the  project  supervisor, 
and  (5)  present  the  project  to  the  faculty  of  the 
department,  who  will  make  the  final  decision  on  the 
grandng  of  the  honors  degree.  Students  ineligible 
for  or  uninterested  in  formal  departmental  honors 
are  encouraged  nonetheless  to  pursue  individual 


86 


ECONOMICS 


projects.  Internships  involving  the  apphcation  of 
economics  are  available  to  qualified  students  who 
provide  an  acceptable  application  at  least  one  month 
prior  to  the  beginning  of  the  internship.  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.  This 
catalogue  contains  more  information  about  the 
program  under  the  Washington  Semester.  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  International  Student 
Coordinator. 

Distribution  Requirements 

A  student  may  satisfy  the  College  distribution 
requirement  in  social  sciences  by  successfully 
completing  Economics  103,  104,  or  an  upper-level 
economics  course  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,  monetar)'  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  or  permission  of  the  Economics 
Department.  Please  note  that  a  student  may  not 
receive  credit  for  both  this  course  and  Mathematics 
107,  Psychology  205,  or  Sociology  303. 

Ms.  Fender,  Mr.  Niiro 


242  Intermediate  Economic  and  Business  Statistics 

Considers  advanced  statistical  theory  and  the  use  of 
computers  in  data  analysis.  Topics  covered  include: 
some  applications  of  mathematics  to  economics, 
hypothesis  testing  and  model  specification,  multiple 
regression  and  the  determination  of  model 
acceptability,  and  nonparametric  methods. 
Prerequisite:  Economics  241. 

Ms.  Fletcher 

243  Intermediate  Macroeconomic  Theory  Studies 
further  classical,  neoclassical,  Keynesian,  monetarist 
new  classical  and  post-Keynesian  economics  focusing 
on  the  various  theories  and  policies  which  deal  with 
the  determination  of  national  (aggregate)  income 
and  the  price  level.  The  class  will  investigate  more 
deeply  the  causes  and  cures  of  unemployment  and 
inflation,  the  determination  and  role  of  interest  rates 
and  the  part  played  my  monetary'  and  fiscal  policies 
in  stabilizing  the  economy.  Offered  both  semesters. 
Prerequisites:  Economics  103,104  and  Mathematics 
105-106  or  1 1 1  or  its  equivalent,  or  permission  of  the 
instructor. 

Mr.Forstater,  Mr.  Gondiue 

245  Intermediate  Microeconomic  Theory  Uses  the 
methodological  tools  of  economics  to  examine 
consumer  and  producer  behavior  and  economic 
behavior  both  individual  and  collective  imder 
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,  or  permission  of  the  instructor. 

Ms.  Fender 

299  History  of  Economic  Thought  and  Analysis 

Studies  the  development  of  economic  ideas  and 
policies  in  relation  to  the  evolution  of  economics  as  a 
discipline  from  its  roots  in  philosophical  discourse  to 
its  modern  form.  Schools  of  economic  thought  from 
Physiocrats  to  neoclassical  economics  will  be 
examined.  Emphasis  will  be  placed  on  the  ideas  of 
major  contributors  to  economic  thought  from  Plato 
to  Keynes.  Prerequisites:  Economics  103-104. 
Recommended:  Economics  243,  245. 

Mr.  Gondwe 

300  Personal  Finance  Accomplishes  two  purposes: 
(1)  the  consideration  of  how  indi\'iduals  might  react 
analytically  to  financial  constraints  they  face  in  order 
to  provide  for  their  own  material  security;  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 


ECONOMICS 


87 


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,  impact  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  Begins  by 
applying  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  in  the  context  of  increased 
internationalization  of  financial  activity.  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.  The  domestic  and 
international  implications  of  government  debt  are 
also  considered.  Prerequisites:  Economics  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  also 
are  considered.  Prerequisites:  Economics  103,  104. 

Mr.  Railing 

325-332Regional  Economic  History,  Growth,  and 
Development  Seminars  Examine  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.  Among  the 
regions  which  will  be  studied,  one  in  each  of  the 
courses  are  Africa,  the  Caribbean,  Japan,  Russia  and 
Canada/U.S.  Prerequisites:  Economics  103,  104. 

Ms.Fender,  Mr.  Forstater,  Mr.  Gondiue,  Mr.  Niiro 

336Intemational  Economics:  Theory  and  Public 
Policy  in  Historical  and  Institutional  Perspective 

Begins  with  the  history  and  development  of 
international  commerce  and  its  relation  to  the  rise  of 
the  capitalist  system.  The  fundamentals  of 
international  trade  and  finance  are  then  elaborated. 
These  tools  are  applied  to  such  issues  as 
international  business  cycles,  global  competition  and 
technical  change,  balance  of  payments  and  trade 
deficits,  and  the  international  debt  crisis. 
Consideradons  of  policy  implications  are  integrated 
into  the  discussions  throughout,  with  an  emphasis  on 
international  economic  institutions  and  agreements; 
special  topics  explore  such  issues  as  multinational 
corporations,  capital  flight,  terms  of  trade  and  the 
international  division  of  labor,  trade  and 
environment,  and  foreign  aid.  Prerequisites: 
Economics  103,  104,  and  245. 

Mr.Forstater 

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.  Political  economy  will  be 
defined  and  its  relationship  to  economics  will  be 


88 


ECONOMICS 


examined.  The  economics  of  capitalist  development 
in  relation  to  the  histoiy  of  the  political  economy  of 
Africa  and  people  of  African  descent  will  be  a  major 
focus  of  the  course  as  will  be  the  role  of  people  of 
African  descent  in  the  development  of  the  American 
economy.  Prerequisites:  Economics  103,  104. 
Recommended:  Economics  243,  245. 

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  growth  and  development  are  analyzed  and 
major  policy  issues  discussed.  A  major  part  of  the 
course  will  be  a  study  of  the  development  experience 
in  the  Third  World  and  the  roles  of  international 
trade,  aid,  multinational  corporations  as  well  as  the 
World  Bank  and  the  International  monetary  Fimd  in 
the  formation  and  application  of  Third  World 
strategies  for  economic  development.  Prerequisites: 
Economics  103,  104.  Sati.sfies  distribution 
requirement  in  non-Western  culture. 

Mr.  Gondwe 

341  Environmental  Economics:  Theory  and  Public 
Policy  for  Economic  and  Ecological  Sustainability 

Begins  with  an  investigation  of  the  relationship 
between  the  economy  and  the  environment,  leading 
to  a  derivation  of  biophysical  conditions  for  a 
sustainable  economy.  Mainstream  theories  and 
policies,  including  those  based  on  externalities  and 
social  costs,  propert)'  rights,  cost-benefit  analysis  and 
discounting  are  studied  in  the  light  of  these 
conditions.  Problems  and  prospects  of  both  market 
controls  and  government  regulation  are  considered. 
Special  topics  such  as  population,  appropriate 
technology,  accoimting  for  pollution  and  resource 
depletion  in  GDP  statistics,  and  sustainable 
development  are  covered  through  readings 
representing  alternative  approaches  in  the  field. 
Prerequisites:  Economics  103,  104,  and  either 
Economics  245  or  Environmental  Sttidies  212. 

Mr.Forstater 

342  Industrial  Organization  and  Public  Policy 

Involves  the  student  in  applying  microeconomic 
theory  to  the  structure  of  industiy  to  determine  the 
social  and  economic  consequences  of  alternative 
structures  and  to  consider  appropriate  ptiblic  policy 
measures  to  generate  efficient  and  equitable 
outcomes.  The  course  will  review  the  economic 
history  of  antitrust  and  regulatory  policies  in  the 
United  States,  then  will  review  the  traditional  theory 
of  the  firm  as  well  as  recent  and  interdisciplinary 


developments  in  how  the  firm  is  viewed,  with 
emphasis  on  game  theoretic  models.  It  will  consider 
appHcations  of  historical  policies  for  economic 
efficiency  and  equity,  and  also  will  examine  briefly 
the  implications  for  international  trade.  Students  will 
evaltiate  the  efficacy  of  various  policies  and  propose 
policy  changes  for  different  industries. 

Ms.  Fender 

35 1  Application  of  Mathematics  to  Economics  and 
Business  Introdtices  the  application  of  calculus  and 
matrix  algebra  to  economics  and  business. 
Numerous  illustrations  of  mathematically  formulated 
economic  models  are  tised  to  integrate  mathematical 
methods  with  economic  and  business  analysis. 
Prerequisites:  Economics  242,  243,  245,  and 
Mathemafics  HI  or  105-106,  or  Mathematics  109 
and  permission  of  the  instructor. 

Mr.  Niiro 

400  Seminar:  Topics  in  Econometrics  Introduces 
the  application  of  mathematical  economic  theor\ 
and  statistical  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  242, 
243,  245,  299  and  351  plus  one  other  300-level 
course. 

Mr  Niiro 

401  Seminar:  Advanced  Topics  in  History  of 
Economic  Thought  and  Alternative  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  alternative  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  as  the  mainstream  of 
economics  with  post-Keynesian,  Marxist,  Neo- 
Austrian,  the  School  of  Public  Choice  and 
Institutional  Economics  as  alternatives  to  the 
neoclassical  paradigm.  The  seminar  will  trace  the 
historical  evolution  of  different  perspectives  and 
then  focus  on  the  theories  and  perspectives  of 
contemporary  paradigms.  Prerequisite:  Economics 
241,  243,  245,  299,  plus  two  300-level  courses 

Staff 

402  Seminar:  Advanced  Topics  in  Theoretical  and 
AppUed  Macro-  and  Monetary  Economics 

Examines  particular  topics  in  macroeconomics  and 
monetary  theory  and  applications,  under  the 


ECONOMICS  /  EDUCATION 


89 


assumption  that  the  student  is  famiUar  with  the  basic 
theoiy.  The  partictilar  focus  of  the  seminar  will 
rotate  depending  upon  the  expertise  of  the  faculty 
person  teaching  it,  among  topics  such  as  the  new 
neoclassical  theoiy,  rational  expectations  and 
economic  behavior,  monetary  issues  in  international 
trade  and  economic  development,  econometric 
studies  of  money,  reguladon  and  banking  safety. 
Prerequisites:  Economics  241,243,  245,  299,  plus  two 
300-level  courses.  Recommended:  303  as  one  of  the  two 
300-level  courses. 

Staff 

403  Seminar:  Advanced  Topics  in  Theoretical  and 
Applied  Microeconomics  Considers  special  topics 
in  microeconomic  theoi7  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  household  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  241,  243,  245,  299  plus  two 
300-level  courses. 

Staff 

460  Individualized  Study  Involves  topics  of  an 
advanced  nature  purstied  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  characteristics;  health 
and  human  development;  culture  and  language; 
technology  and  economic  development;  the  role  of 
agriculture;  the  economic  geography  of  energy;  and 
the  city.  Open  to  first  year  students  only  l}y  permission  of 
the  instructor. 

Ms.  Stilhuaggon 


Education 


Associate  Professors  Brough,  and  Hofman 

( Chairperson) ; 
Director  of  Field  Experiences  and  Adjunct  Professor 

Miller; 
Adjimct  Professors  Curtis  and  Williams. 

The  pmposes  of  the  teacher  education  programs  are 
to  give  students  a  thorough  background  in 
educational  philosophy  and  theoretical  concepts  of 
instruction,  and  to  provide  an  opporttmity  for 
student  teaching  and  other  field  experiences. 

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  and  the  education  handbook. 

A  student  seeking  teacher  certification  may  also 
choose  to  minor  in  education.  A  minor  in  secondary 
education  consists  of  six  courses:  Education  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.  Complefion  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  A  study  of  mathematics  education. 
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;  influence  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,  209  or  permission  of  instructor. 

Ms.  Hofman 

201  Educational  Psychology  Study  of  the 
development  of  psychological  principles  of  learning. 


90 


EDUCATION 


pupil  evaluation,  and  the  statistics  necessary  for 
analyzing  test  data.  Repeated  in  the  spring  semester. 
Pre-requisite:  Psychology  101. 

Staff 

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 

303  Educational  Purposes,  Methods  and 
Educational  Media:  Secondary  The  investigation  of 
educational  processes.  Emphasis  is  placed  on 
methods  and  techniques  of  the  teaching-learning 
process.  The  course  includes:  examination  of 
content;  foimdations  for  approaches  other  than 
didactic;  interdisciplinar)'  connections;  reading  in 
the  content  areas;  development  of  lesson  plans  and  a 
major  imit  of  study;  logistics  of  classroom 
management;  needs  of  special  students  in  secondary 
schools;  and  uses  of  evaluation.  Prerequisites: 
Education  201,  209,  recommended  the  subject 
methods  course  and  acceptance  into  the  Education 
Semester.  Repeated  in  the  spring  semester. 

Ms.  Hofman 

304  Techniques  of  Teaching  and  Curriculum  of 
Secondary  Subject  Secondaiy  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  the  appropriate  academic 
department  having  students  in  the  Education 
Semester.  Included  is  a  study  of  the  methods  and 
materials  applicable  to  the  teaching  of  that  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  himian 
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  of  a  social  studies  unit.  A  unit  will  be 
taught  by  the  student  in  conjunction  with  the 
student  teaching  experience.  Prerequisites:  Education 


201,  209,  or  permission  of  the  instructor.  Repeated 
in  the  spring  semester.  Elementary  education 
students  enroll  for  this  course  during  the  Education 
Semester. 

Ms.  Hofman,  Mr.  Miller 

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  secondaiy  teachers. 
Prerequisite:  Education  201.  Fall  semester  onlv. 

Staff 

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. 

Staff 

370  Elementary  School  Science:  Purposes, 
Methods,  and  Instructional  Media  A  study  of 
science  education.  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 
backgroimd  in  elementary  school  science. 
Prerequisite:  Education  201,  209  or  permission  of 
instructor.  Fall  semester  only. 

Ms.  Hofman 

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 


EDUCATION/ENGLISH 


91 


experience.  Required  of  all  majors  in  English 
planning  to  enroll  in  the  secondary  education 
program.  Students  should  register  for  Education  411 
in  the  semester  prior  to  their  Education  Semester. 

English  Department  Staff 

46 1  Individualized  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 
individtial  conferences  are  held  for  disctission  of 
principles  and  problems.  The  student  will  spend  the 
full  day  for  12  to  15  weeks  in  the  classroom.  A  weekly 
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. 

Ms.  Hofman,  Mr.  Miller 

English 

Professors  E.  Baskerville,  Fredrickson  (Chairperson), 

Myers,  Schmidt,  Stewart,  and  Stitt 
Associate  Professors  Berg,  M.D.  Cowan,  Garnett, 

Goldberg,  Hanson.  Lambert,  and  Winans 
Assistant  Professors  Barnes,  Bingham,  Johnson, 

Ryan,  and  Wein 
Adjunct  Associate  Professors  M.  Baskemlle 
Adjunct  Assistant  Professors  Howe  and  Love 
Adjunct  Instructors  Altieri,  Beedle,  Black,  Clarke, 

Craft,  Lindeman,  and  Saltzman 

Overview 

The  courses  offered  by  the  department  are  designed 
to  train  students  to  express  their  thotights  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  sttidy  leading  to  advanced  degrees  in 
English,  the  ministry,  and  library  science.  Majors 
have  also  enrolled  in  graduate  programs  in  business, 
tirban  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  tmit,  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 
Mainstage  offerings  in  the  Kline  Theatre  as  well  as 
studio  presentations  in  the  Stevens  Theatre  and 
Otherstage  works-in-progress.  The  study  of  theatre 
arts  prepares  students  for  careers  in  the  theatre,  arts 
administration,  teaching,  and  btisiness. 

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  techniqties  of  literary 
analysis  and  the  different  critical  approaches  to 
literattire;  (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. 

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. 


92 


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Requirements  and  Recommendations 

The  Major  in  Literature 

The  requirements  for  the  major  in  literature  are 
twehe  courses  in  English  and  American  language  and 
literature  in  addition  to  the  first  semester  of  Literaiy 
Foundations  of  Western  Culture  (IDS  103).  All 
majors  in  literature  are  required  to  take  at  least  four 
of  the  following:  English  150,151,152,  153,154.  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  Literaiy  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. 

IV.  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. 

One  seminar  each  year  is  designated  as  the 
Honors  Seminar. 

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 
reqtiirements. 

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  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,  IDS  267 

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. 

Elementary  and  Secondary  Education 
The  major  for  students  enrolled  in  the  elementan, 
education  program  consists  often  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.The  department  cooperates  in 
offering  Education  304,  Techniques  of  Teaching  and 
Curriculum  of  Secondar)  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. 


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93 


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  dining  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  brochiue  available  in  the 
English  department. 

101  English  Composition  Aims  to  develop  the 
students'  ability  to  express  themselves  in  clear, 
accurate,  and  thoughtful  English  prose.  Not  limited 
to  first  vear  students.  Repeated  spring  semester. 

Staff 

150,  151,  152  Sm^ey  of  English  Literature  A 

historical  siu-vey  of  English  literatine  from  Beowulf 
through  the  twentieth  centiuy,  with  some  attention 
to  the  social,  political,  and  intellectual  backgrounds 
of  the  periods  imder  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 
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  contemporai7  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. 

Mr.  Ryan 

203  Journalism  An  introduction  to  journalism,  the 
coiuse  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 

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.  Cowan 

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  twentieth  century. 

Mr.  Baskerville 

210  Theories  of  Literatxu-e  Undertakes  to  examine 
and  compare  the  various  ways  in  which  literature  has 
been  regarded:  its  sources,  forms,  and  piuposes.  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  literatiue.  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 

217  Slavery  and  The  Literary  Imagination  Study  of 
various  forms  of  discourse  on  American  chattel 
slavery — authentic  emancipatoiy  narratives  written  by 
ex-slaves;  slave  narratives  recorded  by  WPA  writers; 
socio-historical  essays;  neo-slave  narrative  written  by 
contemporary  novelists;  poetry,  ballads,  spirituals  and 

folklore. 

Ms.  Barnes 

226  Introduction  to  Shakespeare  A  course  that 
endeavors  to  commimicate  an  awareness  of 
Shakespeare's  evoluUon  as  a  dramatist  and  of  his 
importance  in  the  development  of  Western  literature 
and  thought.  Designed  for  students  not  majoring  in 
English. 

Mr.  Bingham 


94 


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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  1994-95. 

248  The  Nineteenth-Century  Novel  This  course 
explores  the  dialectical  relationship  between 
romanticism  and  realism  in  British  literature  from  the 
beginning  of  the  nineteenth  century  through  the  first 
decade  of  the  twentieth  century.  Includes  Sir  Walter 
Scott,  Mary  Shelley,  Charles  Dickens,  the  Bronte 
sisters,  George  Eliot,  Elizabeth  Gaskell,  and  Oscar 
Wilde. 

Ms.  Johnson 

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 

252  African  American  Literature  Since  1955  This 
survey  course  will  encompass  a  wide  range  of  African 
American  literature  beginning  with  the  work  of  James 
Baldwin.  In  contemporary  texts  by  major  African 
American  writers,  students  will  examine  various 
African  American  social,  political,  and  cultiual 
practices  and  concerns;  interrogate  the  impact  of 
race,  class,  and  gender  on  African  .\merican  society; 
view  American  history  from  the  lens  of  the  African 
American;  and  examine  intertextually  specific  and 
recurrent  themes. 

Ms.  Barnes 

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.  Coiuan 

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. 


Courses  in  this  category  offered  in  1994-95. 

311  Metaphysical  and  Baroque  Literature 

Examining  literature  often  mistermed  "metaphysical," 
this  cotirse  will  consider  the  philosophic,  religious, 
and  cultural  upheavals  of  that  fime  as  backgroiuid  for 
the  great  aesthetic  changes  that  evolved  through  at 
least  two  distinctive  styles,  the  metaphysical  (or 
manneristic)  and  the  high  baroque. 

Mr.  M^ers 

316  The  Growth  of  Romance  This  course  will 
examine  the  literai7,  social  and  historical  factors  that 
led  to  the  development  of  the  Medieval  romance  and 
to  its  subsequent  fiowering  in  the  Fourteenth  and 
Fifteenth  centuries.  Among  the  works  we  will  read  are 
lais  and  romances  by  Marie  de  France,  Chretien  de 
Troyes,  Chaucer,  and  Malory,  and  others. 

Mr.  Baskerville 

320  -  329  Topics  in  Seventeenth  and  Eighteenth 
Centiuy  Literature  A  variet)  of  authors,  themes, 
genres,  and  mo\ements  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. 

Cotirses  in  this  categoi7  offered  in  1994-95. 

321  Restoration  and  Eighteenth-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.  Stnvart 

325  Studies  in  the  Eighteenth-Century  Novel  In  the 

eighteenth  centuiy,  novels  were  "a  new  species  of 
writing."  In  this  course  we  will  read  several  eighteenth- 
century  novels  of  various  types  and  examine  the 
particular  social  conditions  and  philosophical  ideas 
that  give  impetus  to  the  so-called  "rise  of  the  novel." 

Ms.  Lambert 

327  The  Age  of  Milton  A  study  of  the  major  poetry 
and  selected  prose  of  Milton,  with  secondary 
attention  to  his  contemporaries,  especially  Marvell 
and  Dryden. 

Mr.  Bingham 

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. 


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95 


Several  sections,  each  dealing  with  a  different  subject, 
will  be  offered  each  year. 

Courses  in  this  category  offered  in  1994-95. 

333  Victorian  Aesthetics  In  this  course  we  will 
explore  the  intersection  between  literature  and  the 
visual  arts,  with  special  attention  paid  to  the  Pre- 
Raphaelite,  Aesthetic,  and  Decadent  movements 
which  affected  all  branches  of  art.  We  will  look  at  the 
treatment  of  women  by  these  movements  (both  as 
artists  and  objects  of  art),  and  we  will  consider  the 
political  implications  of  the  aesthetic  theories  of 
these  artists. 

Ms.  Johnson 

334  Nineteenth  Century  British  Women  Writers  In 

this  course,  sttidents  will  explore  the  various  ways  in 
which  women  contributed  to  the  climate  of 
intellectual  and  political  excitement  of  that  very 
dynamic  period  in  Victorian  history — the  1860's. 
Emphasis  will  be  placed  on  looking  at  women's  gains 
in  literally  expression  and  access,  political  power, 
educational  opportunity,  and  legal  equity  during  this 
period. 

Ms.  Berg 

337  History  of  British  Romanticism:  Representing 
Romanticism  The  contests  over  political  rights  in 
England  were  accompanied  by  a  fierce  competidon 
for  audiences,  making  readers  the  constituents  of  the 
authors  whose  work  they  chose  to  purchase  and 
discuss.  Always  bearing  in  mind,  then,  this  political 
overtone  of  the  concept  "to  represent,"  we  will 
examine  the  many  styles  and  functions  of 
representation  in  Romantic  poetry. 

Ms.  Wein 

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  1994-95. 

341  Nineteenth  Century  American  Novel  The 

actual  time  period  covered  will  be  the  1790s  to  about 
the  1870s.  We  will  read  novels  by  little  known  authors 
(though  popular  in  their  time),  as  well  as  well-known 
"canonical"  writers.  We  will  look  at  the  novels  as 
cultural  documents,  seeing  how  they  connect  with  the 
beliefs  and  attitudes  of  their  contemporai7  readers. 

Mr.  Winans 


344  Contemporary  American  Poetry  A  study  of 
American  poetiy  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.  Clarke 

347  Contemporary  American  Fiction  A  study  of  the 
form,  content  and  diversity  in  American  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,  Patile  Marshall,  Terry 
McMillan,  and  Toni  Cade  Bambara. 

Ms.  Barnes 

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 
nimierous  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 
annotmced  topics  in  Medieval  and  Renaissance 
literattue,  in  seventeenth  and  eighteenth  century 
literature,  in  nineteenth  and  twentieth  centuiy 
literattue,  and  in  American  literature.  Prerequisite: 
Senior  standing  in  the  major  or  departmental 
permission. 

Seminars  offered  in  1994-95 

402A  Senior  Honors  Seminar:  William  Butler 
Yeats:  This  seminar  proposes  to  explore  Yeats's 
evolution  from  a  late  Romantic  into  a  post-Modernist 
writer,  from  a  poet  who  advocated  the  cause  of  Irish 
freedom  to  one  who  rejected  nationalistic  writing. 
Students  will  read  Yeats's  essays,  autobiographical 
pieces,  letters,  dramas,  and  poems.  Where 
appropriate,  they  will  also  examine  works  by  other 
writers. 

Mr.  Myers 


96 


ENGLISH  /  THEATRE  ARTS 


403A  Romantic  Aesthetic  Thought  An  exploration 
of  ways  in  which  Romantic  poetry  engages  questions 
about  the  nature  of  art  and  creative  expression.  The 
seminar  will  look  at  how  various  currents  in  late  18th 
centtii7  thotight  find  their  way  into  romantic  writing, 
at  the  theoretical  underpinnings  the  romantics 
sought  to  identify  within  their  own  work,  and,  briefly, 
at  romantic  anticipations  of  more  recent  approaches 
to  aesthedc  expression. 

Mr.  Goldberg 

403B  Beyond  Realism:  Alternative  Fictional 
Modes  hi  this  seminar,  we  will  explore  a  number  of 
late-Victorian  novels  and  short  stories  which  stretch 
the  botmdaries  of  the  real.  Some  of  the  sub-genres 
we  will  study  include  children's  literature,  fantasy, 
ghost  stories,  detective  stories,  and  science  fiction.  In 
order  to  come  to  an  understanding  of  the  impulses 
and  ideologies  behind  these  fictional  experiments, 
we  will  also  delve  into  the  large  body  of  scholarship 
which  surrotuids  this  literature. 

Ah.  Johnson 

404  The  Bildungsroman:  Novels  of  Development 

From  rags  to  riches — or  ruin,  from  innocence  to 
experience — or  decadence,  the  novel  of 
development  has  traced  the  growth  to  maturity  of  a 
sensitive  protagonist  who  is  attempting  to  learn  the 
nature  of  the  world.  While  such  novels  have  been 
associated  with  success,  these  stories  are  also 
associated  with  loss  and  disillusionment.  We  will 
follow  out  many  paradigms:  individualistic,  mystical, 
Mai^xist,  and  psvchoanalytic  to  show  how  the  genre 
traces  gains  and  losses  in  the  quest  for  .self 
fulfillment. 

Mr.  Fredrickson 

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  onlv. 

'  Staff 

Individualized  Study  An  individual  tutorial, 
research  project,  or  internship  under  the  superNision 
of  a  member  of  the  staff.  A  student  must  submit  a 
written  proposal  to  the  department  well  in  advance 
of  registration.  Prerequisite:  ApproYdd  of  the 
department  and  of  the  directing  faculty  member. 
Offered  each  semester. 

Staff 


Theatre  Arts 


The  major  in  theatre  arts  is  described,  on  page  92. 
Although  theatre  arts  courses  (except  214,  328  and 
329)  may  be  tised  to  fulfill  the  distribution 
requirement  in  arts,  students  are  urged  to  take  one 
of  the  following:  TA  105,  115,  163,  203,  204. 

105  Introduction  to  Theatre  Arts  An  oveniew  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  opportimities  to  critique  performances.  Open 
to  first  and  second  year  students  only. 

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 
tuiderstanding  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 

120  Fundamentals  of  Acting  The  study  of  the 
theon  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.  Hoiue 

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,  lighdng,  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 


THEATRE  ARTS 


97 


163  Introduction  to  Dance  An  ovei-view  of  the 
histoiy  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 
theoiy  and  technique  of  the  art  of  the  director;  how 
a  play  is  selected;  play  analysis;  tiyouts  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  sur\  ey  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,  Oriental,  and 
Italian  Renaissance;  the  second  semester  is  devoted 
to  the  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  is  placed  on  written  analysis. 
Fulfills  the  literature  distribution  requirement,  but 
does  not  fulfill  the  arts  requirement. 

Ms.  Howe 

220  Advanced  Acting  Further  study  in  the  theoiy 
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'Arte,  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 
peiformances  dining  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  contemporai^  theories  of  scene, 
lighting,  and  costiune  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  Aits  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 
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 


98 


THEATRE  ARTS  /  SPEECH 


the  opportunity  of  working  alongside  professional 
actors  and  under  professional  direction  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. 

Mr.  Schmidt 

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  rrmning  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  Absiud.  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  Ails  307;  they  will 
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  311  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  will 
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:  Xp\iYO\'?t\  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. 

Ms.  Howe 

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 


99 


ENVIRONMENTAL  STUDIES 

Environmental  Studies  Committee  and  Program 

Participants 
Professors  Cavaliere,  Commito  (Coordinator), 

Gondwe,  Hendrix,  Mikesell 
Associate  Professors  Borock,  Cowan,  Floge,  Forness, 

Goldberg,  Hofman,  Pella,  Portmess,  Trevelyan, 

Walters,  Winkelmann 
Assistant  Professors  DeClair,  Delesalle,  Gaenslen, 

Golfin,  Good 
Instructor  Forstater 

Overview 

Environmental  Studies  is  an  interdisciplinary 
program  designed  to  provide  students  with  the 
expertise  necessary  to  analyze  and  resolve  complex 
issues  related  to  the  environment.  Faculty  from 
eleven  departments  on  campus  teach  in  the 
Environmental  Studies  Program,  making  it  one  of 
the  most  comprehensive  small-college  environmental 
programs  in  the  country.  Although  local  terrestrial, 
freshwater,  and  marine  habitats  are  studied,  the 
program  is  national  and  international  in  scope. 
Students  are  encouraged  to  take  advantage  of 
Gettysburg's  proximity  to  scientific  and  policy- 
making agencies  in  the  Pennsylvania  state  capital 
and  Washington,  DC.  Participants  in  the 
Environmental  Studies  Program  are  actively  involved 
in  a  wide  variety  of  activities  across  the  country,  from 
working  on  economic  development  issues  with 
Native  Americans  in  Arizona  to  collecting  field  data 
on  the  ecology  of  Maine's  coastal  zone.  At  the  global 
level,  students  can  utilize  the  College's  extraordinary 
travel  opportimities  to  investigate  first  hand  the 
environmental  problems  facing  Africa,  Asia,  Europe, 
and  Latin  America.  In  the  classroom  or  laboratory, 
on  an  internship  site  or  service  learning  project,  in 
the  comfort  of  the  library  or  under  demanding  field 
conditions  -  students  are  taught  to  approach 
environmental  issues  with  an  open  mind,  to  examine 
alternatives  carefully,  and  to  write  and  speak 
effectively  about  their  work. 

Requirements  and  Recommendations 

The  Environmental  Studies  Program  offers  three 
levels  of  involvement  for  students  interested  in  the 
environment.  Students  who  want  to  learn  about 
environmental  issues  but  are  not  planning  a  minor 
or  special  major  in  the  discipline  are  encouraged  to 
take  Environmental  Studies  121,  which  is  specifically 
designed  for  that  purpose.  Students  with  a  stronger 
interest  in  environmental  studies  may  pursue  the 
minor.  Those  who  wish  to  create  a  special  major  in 
environmental  studies  may  do  so  by  working  closely 


with  the  Committee  on  Interdepartmental  Studies 
and  the  Environmental  Studies  Committee. 

Minor  in  Environmental  Studies 

The  minor  in  environmental  studies  requires  two 
introductory  courses,  four  electives,  and  a  senior 
capstone  experience.  Students  are  encouraged  to 
take  additional  enrichment  courses  to  add  depth  and 
breadth  to  the  minor.  The  minor  includes: 

Introduction  to  the  Environment  (two  courses): 

Environmental  Studies  211  Introduction  to 
Environmental  Science:  Principles  of  Ecology  OR 
Biology  305  Ecology 

Environmental  Studies  212  Intermediate 
Environmental  Science:  Environmental  Problems 

Environment  and  Society:  Electives  (two  courses): 

Economics  341  Environmental  Economics 
Geography  310  Physical  and  Human  Geography 
Philosophy  107  Environmental  Ethics 
Sociology  203  World  Population 

Enrichment  courses: 

Art  217  History  of  Modern  Architecture 

Art  227,  228  Arts  of  the  First  Nations  of  North 

America 
Economics  336  International  Economics 
Economics  338  Economic  Development 
English  331  Romanticism:  Knowing  and  Creativity 
History  239  Architecture  and  Society  in 

Nineteenth-Century  America 
Philosophy  105  Contemporary  Moral  Issues 
Philosophy  340  American  Philosophy 
Political  Science  240  Problems  and  Issues  in 

International  Relations 
Political  Science  263  The  Politics  of  Developing 

Areas 
Political  Science  340  Models  and  Policy  Analysis 
Political  Science  366  New  Politics  and  Social 

Movements 

Environmental  Science:  Electives  (two  courses): 

Biology  300  Physiology  of  Plant  Adaptations 
Environmental  Studies  225  Geomorphology 
Environmental  Studies  316  Conservation  Biology 
Interdepartmental  Studies  240  Energy:  Production, 
Use,  and  Environmental  Impact 

Enrichment  courses: 

Biology  218  Algae  and  Fungi 


100 


ENVIRONMENTAL  STUDIES 


Biology  224  Vertebrate  Zoology 
Biology  230  Microbiolog)' 
Biology  306  Marine  Ecology' 
Interdepartmental  Studies  250  Science, 

Technology,  and  Nuclear  Weapons 
Senior  Capstone  Experience  (one  course): 
Environmental  Studies  400  Seminar 
Environmental  Studies  460  Indi\idualized  Study: 

Research 

Special  Major  in  Environniental  Studies 

The  special  major  in  environmental  studies  is 
developed  in  consultation  with  the  Committee  on 
Interdepartmental  Studies  and  the  Environmental 
Studies  Committee.  Students  interested  in  a  special 
major  are  invited  to  meet  with  the  Chairperson  of 
either  of  those  committees  or  the  Coordinator  of  the 
Environmental  Studies  Program  as  early  as  possible 
for  guidance  in  putting  together  the  strongest 
possible  set  of  courses.  Students  pursuing  a  special 
major  should  normally  consider  taking  Biology  101, 
1 12,  a  statistics  cotirse,  the  courses  required  for  the 
environmental  studies  minor,  and  additional  courses 
selected  to  meet  academic  and  career  goals. 

Special  Programs 

Faculty  members  teaching  in  the  Environmental 
Studies  Program  are  active  scholars  who  involve 
students  in  their  projects  as  research  assistants. 
Research  facilities  include  a  computerized  image 
analysis  system,  electron  microscopes,  environmental 
growth  chambers,  and  a  fleet  of  15-passenger  vans 
for  field  trips. 

Many  of  the  College's  off-campus  affiliated  programs 
provide  excellent  opportimities  to  study 
environmental  issues  in  the  United  States  and 
abroad.  Chief  among  these  programs  is  the 
American  University  Environmental  Policy  Semester 
in  Washington,  DC,  which  offers  internships  with 
government  agencies  and  private  environmental 
organizations  as  well  as  research  projects  in  Costa 
Rica  and  Kenya.  The  College  is  one  of  a  select  few  to 
maintain  cooperative  programs  in  marine  science 
with  Duke  University'  Marine  Laboratory  and  the 
Bermuda  Biological  Station.  In  addition,  the  Duke 
University  School  of  the  Environment  has  entered 
into  an  agreement  with  the  College  that  permits 
students  to  start  work  at  Duke  on  a  Master  of 
Environmental  Management  or  Master  of  Forestry' 
degree  after  three  years  at  Gettysburg.  This 
cooperative  agreement  allows  students  to  earn  the 
bachelor's  and  master's  degrees  in  just  five  years. 


All  across  the  nation,  public  and  private  schools  have 
recognized  the  importance  of  environmental  issues 
and  are  adding  courses  in  environmental  studies  to 
their  curricula.  Students  interested  in  a  teaching 
career  who  wish  to  combine  training  in  education 
and  environmental  studies  are  encouraged  to 
contact  the  Education  Department. 

All  environmental  studies  courses  meet  three  class 
hours  per  week.  Some  cany  prerequisites. 

121  Environmental  Issues  Introduction  to  national 
and  global  environmental  issues.  Students  will  learn 
the  basic  concepts  of  ecology,  including  population 
growth  models,  species  interactions,  and  ecosystem 
and  biosphere  processes.  Building  upon  this 
scientific  base,  students  will  use  an  interdisciplinar\' 
approach  to  analyze  the  economic,  ethical,  political, 
and  social  aspects  of  environmental  issties.  Topics 
include  human  population  dynamics,  air  and  water 
pollution,  toxic  wastes,  food  production,  land  use, 
and  energy  utilization.  Credit  will  not  be  given  for 
both  Environmental  Studies  121  and  Environmental 
Studies  212.  This  course  does  not  count  towards  the 
minor  in  environmental  studies. 

Mr.  Commit 0 

211  Introduction  to  Environmental 
Science:Principles  of  Ecology  Introduction  to 
current  ideas  in  theoretical  and  empirical  ecology.  A 
quantitative  approach  will  be  used  to  examine 
population  dynamics,  competition,  predator-prey 
interactions,  life-histoiT  strategies,  species  diversity 
patterns,  commimity  structure,  energy  flow, 
biogeochemical  cycling,  and  the  biosphere.  This 
course  provides  a  fotmdation  for  ftnther  work  in 
environmental  studies.  Credit  will  not  be  given  for 
both  Environmental  Studies  211  and  Biology  305. 

Ml.  Commito 

212  Intermediate  Environmental 
Science:Environmental  Problems  An  analysis  of  the 
major  environmental  problems  facing  the  United 
States  and  the  world.  The  application  of  modern 
ecological  theory  to  current  environmental  problems 
will  be  emphasized.  Perspectives  from  the  natural 
sciences,  social  sciences,  and  humanities  will  be  used 
to  investigate  population  growth,  agricultural 
practices,  pollution,  energy,  natural  resource  use, 
endangered  species,  and  land-use  patterns  in  the 
industrialized  and  developing  nations.  Prerequisite: 
Environmental  Studies  21 1  or  Biology  305.  Credit 
will  not  be  given  for  both  Environmental  Studies  212 
and  Environmental  Studies  121. 

Mr.  Commito 


ENVIRONMENTAL  STUDIES  /  FRENCH 


101 


225  Geomorphology  Investigation  of  the  Earth's 
materials  and  processes  that  explain  the  physical 
structures  that  make  our  planet  unique.  Topics 
include  the  Earth's  position  in  space,  rock  and 
mineral  types,  volcanism,  glaciation,  and  seismic 
events  influenced  by  tectonic  activity. 

Mr.  Mikesell 

316  Conservation  Biology  A  discipline  comprising 
pme  and  applied  science  which  focuses  on  the 
presenation  of  biological  diversity.  This  focus 
implicitly  recognizes  that  preserving  the  genetic  and 
ecological  features  of  a  species  requires  preservation 
of  that  species'  niche.  Topics  will  include  food  web 
organization,  spatial  heterogeneity  and  disturbance, 
consequences  of  small  population  size  and 
inbreeding,  captive  propagation,  demographics  of 
population  growth,  and  species  reintroduction  and 
management.  Prerequisite:  Environmental  Studies  211 
or  Biology  305.  Alternate  years.  Offered  1996-97. 

Ms.  Delesalle 

350  Costal  Ecology  of  Maine  An  intensive  two-week 
field  and  laboratory  experience  in  which  marine  and 
terrestrial  environments  in  Maine  will  be 
investigated.  Students  will  collect  and  analyze  data 
using  quantitative  sampling  techniques  to  test 
hypotheses  on  the  ecology  of  major  habitats.  Field 
sites  include  rocky  and  soft-sediment  shores,  open 
beaches,  spruce-fir  forests,  blueben^  barrens,  and 
peat  bogs.  Emphasis  will  be  placed  on  the  geological 
phenomena  that  created  North  America's  glaciated 
landscape.  Relationships  between  the  environment 
and  human  activities  in  this  rural  area  with  its 
natural  resource-based  economy  will  be  explored. 
Environmental  Studies  21 1  or  Biology  305  is  a 
prerequisite. 

Mr.  Commito 

400  Seminar  Advanced  study  of  an  important 
national  or  global  environmental  issue.  An 
interdisciplinary  approach  will  be  used  to  analyze  the 
problem  from  a  variety  of  viewpoints  in  the 
humanities,  social  sciences,  and  natural  sciences. 
Students  are  responsible  for  a  major  term  paper 
involving  independent  research.  Topics  differ  each 
year  and  will  be  annoimced  ahead  of  time.  Senior 
standing  as  a  minor  or  special  major  in 
environmental  studies  or  permission  of  the 
instructor  required. 

Staff 

460  Individualized  Study  -  Research  Independent 
investigation  of  an  environmental  topic  of  interest  to 
the  student.  In  conjunction  with  a  faculty  member, 


the  student  will  usually  define  a  research  question 
and  collect  data  to  test  a  hypothesis.  Such  work  may 
be  done  in  the  laboratory  or  field  or  with  a  computer 
database.  A  substantial  paper  will  be  written  and 
presented  orally.  Studio,  performance,  and  writing 
projects  may  also  be  appropriate  individualized  study 
activities.  Senior  standing  as  a  minor  or  special  major 
in  environmental  studies  or  permission  of  the 
instructor  required. 

Staff 

French 

Professor  Viti 

Associate  Professors  Gregorio,  Michelman,  A. 

Tannenbaum  (Chairperson),  and  Richardson  Viti 
Assistant  Professor  Arey 
Instructors  Blin-Daniel  and  Perrotta 
Adjunct  Assistant  Professor  Exton 
Teaching  Assistant  Chartier 

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.  All  students  in  the  department  are 
encouraged  to  study  abroad,  either  in  the  College- 
sponsored  programs  at  the  Institute  for  American 
Universities  in  Aix-en-Provence  or  at  the  Centre 
d'Etudes  Frangaises  in  Avignon,  or  in  another 
approved  program,  as  an  inestimable  enhancement 
to  their  understanding  of  the  countiy,  its  people, 
and  its  language.  When  students  choose  the  College- 
sponsored  course  of  study  in  Aix  or  Avignon,  both 
credits  and  grades  are  transferred  and  financial  aid 
may  be  applied  to  participation  in  the  program. 


102 


FRENCH 


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  btisiness  and  government  as  well  as 
social  work.  All  courses  offered  in  the  department  are 
conducted  in  French. 

Requirements  and  Recommendations 

The  French  major  curriculum  is  made  up  of  two 
sequences: 

1)  A  group  of  six  required  courses,  five  of  which  — 
French  301,  302,  307,  308,  309  —  should  be  taken 
first  and  in  the  order  presented  a^ov^  unless  there  is  a 
valid  basis  for  exception,  (however,  French  307 
may  be  taken  simultaneously  with  301  or  302  ); 
and  French  400,  which  must  be  taken  in  the 
spring  semester  of  the  senior  year. 

2)  A  set  of /our  electives  chosen  from  among  the 
other  departmental  offerings  on  the  300  -level. 

All  French  majors  are  required  to  spend  at  least  one 
semester  studying  abroad  in  a  program  approved  by 
the  department. 

Students  planning  on  certification  in  secondary 
educadon  must  include  both  a  history/geography/ 
civilization  course,  a  phonetics  course  and  a 
linguistic  component  in  their  program  of  sttidy. 
These  requirements  can  be  met  by  completing 
French  303  and  Education  304  at  Gettysburg  and  by 
taking  the  equivalent  courses  in  a  program  of  study 
abroad. 

Individualized  study  may  be  taken  only  once  as  part 
of  the  minimum  requirements  for  the  major.  All 
majors  must  take  at  least  one  course  within  the 
department  during  their  senior  year.These 
requirements  may  be  waived  in  special  cases  at  the 
discretion  of  the  department. 

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  too  additional  courses,  of  their  choice, 
above  302. 

Students  who  begin  in  205  must  take,  in  addition, 
301-302  and  three  o\hex  courses  above  302. 

Students  who  begin  on  the  300  level  must  take  301- 
302  plus /owr  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  should 
register  with  the  department  chairperson  and  be 
assigned  a  minor  ad\iser. 

French  307  is  a  prerequisite  for  majors  and  minors 
for  all  literature  courses  above  the  205  level  (however, 
students  may  take  307  simultaneously  with  either  301 
or  302). 

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  entr)' 
into  all  other  courses. 

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 
distribution  requirement  in  literature:  French  205, 
307,  308,  309,  318,  321,  322,  326,  327,  328,  331,  and 
400  where  appropriate. 

Distribution  Requirements 

The  distribution  requirement  in  foreign  languages 
may  be  fulfilled  by  successful  completion  in  French 
of  201-202  or  205.  The  equivalent  of  intermediate 
achievement  may  be  demonstrated  by  an  advanced 
placement  examination  or  the  Departmental 
Placement  Examinafion  given  during  the  First  Year 
Orientation.  No  student  may  continue  French  at 
Gettysburg  unless  he/she  has  taken  the  Departmental 
Placement  Fxamination.  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.  Sttidents  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 
Hterature  requirements.  French  331  fulfills  the 
distribution  requirement  in  non-Western  culture  as 
well  as  in  literature. 


FRENCH 


103 


Special  Facilities 

Language  Laboratoi^  in  Musselman 
Library/Learning  Resources  Center. 

Special  Programs 

See  Study  Abroad,  Institute  For  American  Universities 
Programs  in  Avignon  and  Aix-en-Provence. 

La  Maison  Franfaise  (The  French  House) 
Wlien  there  is  sufficient  interest,  students  may  elect  to 
live  in  a  separate  residential  unit  staffed  by  a  native- 
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  helow/). 

Other  Activities 

The  department  and  the  French  Teaching  Assistant 

sponsor  various  activities  and  organizations  such  as 

the  weekly  Table  frangaise  in  the  Dining  Hall,  the 

Cercle  Frangais  (French  Club),  French  films,  and 

lectures. 

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; 
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;  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  Departmental  Placement 
Examination.  Successful  completion  of  201  is  a 
prerequisite  for  entry  into  202. 

Staff 

205  Readings  in  French  Literature  Two  objecdves: 
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.  Offered  both 
semesters. 

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.  Required  of  all  majors/minors. 

Staff 

303  Phonetics  and  Diction  Phonetic  theoiy,  practice, 
and  transcription.  Intensive  training  in  pronimciation 
and  diction.  Intended  for  majors/minors  prior  to 
foreign  study.  Offered  1995-96. 

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:  Yrench  301-302. 
Offered  1996-97. 

Staff 

307  Approaches  to  Literary  Analysis  Reading  and 
analysis,  in  their  entirety,  of  representative  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.  Prerequisite:  French  202  or  equivalent. 
Required  of  all  majors.  This  course  is  a  prerequisite 
for  all  literature  courses  on  the  300  level  for  both 
majors/minors.  Offered  both  semesters. 

Staff 

308,  309  Masterpieces  of  French  Literature:  Middle 
Ages  to  1789;  1789  to  Present  A  sui-vey  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.  Prerequisite:  French 
307  or  equivalent.  Required  of  all  majors.  French  308 
is  offered  every  fall;  French  309  is  offered  every  spring. 

Staff 


104 


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.  Not  offered  every  year. 

Staff 

321  Seventeenth-Century  Theatre  French  drama, 
comedy,  and  tragedy  of  the  classical  period. 
Corneille,  Moliere,  and  Racine.  Prerequisite:  French 
307  or  equivalent.  Offered  1995-96. 

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.  Offered  1996-97. 

Ms.  Tannenbaum 

326  Nineteenth-Century  Prose  Fiction  Reading  and 
analysis,  throtigh  lecture  and  discussion,  of 
nineteenth-century  novels  and  short  stories  of  such 
major  atxthors  as  Constant,  Hugo,  Sand,  Stendhal, 
Balzac,  Flaubert,  Maupassant,  and  Zola.  Prerequisite: 
French  307  or  equivalent.  Offered  1995-96. 

Mr.  Viti 

327  Contemporary  French  Theatre  A  study  of 
major  trends  in  modern  French  drama:  surrealism, 
existentialism,  the  absurd.  Prerequisite:  French  307  or 
equivalent.  Offered  1998-1999. 

Ms.  Richardson  Viti 

328  Contemporary  French  NoveUsts  and  Their 
Craft  A  study  of  representative  works  by  major 
twentieth-century  French  novelists  from  Gide,  Protist, 
and  Colette  to  Butor,  Duras,  and  Robbe-Grillet. 
Prerequisite:  French  307  or  equivalent.  Offered  1996-97. 

Ms.  Richardson  Viti 

329  French  Film:  New  Wave  to  Present  A  study  of 
select  major  French  films  from  the  New  Wave 
movement  to  recent  cinema.  Prerequisite:  French  307 
or  equivalent.  Offered  1996-97. 

Ms.  Arey 

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 
widely  diverse  populations  of  the  world.  Alternate 


years.  Fulfills  the  distribution  requirement  in  non- 
Western  culture.  Prerequisite:  French  307  or 
equivalent.  Offered  1995-96. 

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,  The  Image  of  Women 
in  French  Literature:  A  Feminist  Perspective  and  The 
Gaze  and  Self-Image  in  French  Film,  1959-89.  This 
course  is  to  be  taken  by  seniors  during  the  final 
semester  to  complete  their  undergraduate  work  in 
French.  Prerequisites:  Limited  to  seniors  except  with 
permission  of  the  instructor  and  approval  of  the 
department  chairperson.  Offered  every  spring. 

Staff 

Individualized  Study  Guided  readings  or  research 
under  the  stiperv  ision  of  a  member  of  the  staff. 
Prerequisites:  Permission  of  the  instructor  and 
approval  of  the  department  chairperson. 

Staff 

German 

Associate  Professors  Armster  ( Chairperson) ,  Crowner, 

McCardle,  and  Ritterson 
Teaching  Assistant  Brummack 

Overview 

For  the  German  Department  at  Gettysburg  College, 
learning  German  is  more  than  learning  a  language. 
The  German  program  offers  a  wide  range  of  courses 
so  that  the  student  of  German  can  become  proficient 
in  understanding  German  literature,  history,  art,  and 
politics  in  the  context  of  modern  society.  At  all 
levels,  we  encourage  the  partnership  between  the 
study  of  Germany's  historical  and  cultural 
development,  and  the  study  of  its  langtiage. 

Courses  are  offered  at  all  levels,  from  beginning  to 
advanced,  for  majors  and  non-majors.  We  encourage 
all  of  our  students  to  study  on  our  semester  program 
in  Cologne,  Germany.  On  this  program,  students  live 
with  German  families,  participate  in  weekly 
excursions,  and  study  German  language,  art,  political 
science,  literature,  and  history  under  the  direction  of 
a  factilt)'  member  and  resident  German  faculty.  In 
addidon,  qualified  students  may  study  on  a  junior- 
year  program  at  a  German  university. 

Our  resident  German  assistant  and  our  co-curricular 
activities  —  films,  visiting  lecturers,  excursions  to 
cultural  centers  in  Washington  and  Baltimore, 


GERMAN 


105 


weekly  German  table,  German  Club  —  all  foster  a 
close  working  relationship  between  the  students  and 
the  faculty.  German  television  broadcasts  are  received 
by  our  campus-wide  satellite  system,  and  aside  from 
the  library  subscriptions  to  important  joiunals  and 
newspapers,  the  department  itself  maintains 
subscriptions  to  newspapers  and  magazines  and  a 
collection  of  source  materials  for  use  by  the  students 
and  faculty. 

Requirements  and  Recommendations 

German  202  or  equivalent  proficiency  is  considered  a 
prerequisite  to  all  higher-numbered  German  courses, 
imless  specified  otherwise. 

Major  Requirements.  A  major  consists  of  a  minimum  of 
nine  courses  beyond  the  intermediate  language  level, 
including  301  (or  303-304),  305  and  306;  311,  312  400; 
and  at  least  two  courses  from  those  numbered  328, 
331.  333,  335,  or  325.  Women's  Studies/German  351 
(Women  in  Nazism)  also  counts  for  major  credit  with 
the  approval  of  the  instructor.  Majors  preparing  to 
teach  German  in  secondary  schools  must  also  take 
Education  304,  Techniques  of  Teaching  and 
Currictilum  of  Secondary  German  (does  not  count 
toward  German  major).  No  more  than  three  courses 
taken  in  Cologne  may  count  toward  the  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  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  202  or  below,  the  German 
minor  consists  of  202  (or  equivalent  intermediate 
course  work  in  Cologne),  301  (or  equivalent  advanced 
course  work  in  Cologne),  and  four  additional  courses. 
For  students  beginning  at  the  301  level,  the  minor 
consists  of  301  (or  equivalent  advanced  course  work 
in  Cologne)  and  five  additional  courses.  No  more 
than  three  courses  taken  in  Cologne  may  count 
toward  the  minor. 


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 
120,  306,325,328,  331,  333,  335. 

German  311  or  312  may  be  used  to  fulfill  the 
distribution  reqtiirement  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 

Eveiy  fall  semester  students  are  invited  to  participate 
in  the  semester  study  abroad  program  co-sponsored 
by  the  Pennsylvania  Colleges  in  Cologne  Consortium 
(PCIC).  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  eqtiivalent.  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; 

303,  304  Advanced  German. 

325  German  Literature  since  1945 

The  other  courses  are  taught  in  English  from  the 
areas  of  political  science,  history,  art  history,  and 
literattire  and  may  satisfy  distribution  and/or 
major/minor  requirements  in  those  areas.  These 
include  the  following: 
Art  Hist.        215German  Art  from  the  Middle  Ages  to 

Today 
History  217History  of  Germany  from  1815  to  the 

Present 
Pol.  Sci.         273Political  Systems  of  Germany 
German        121German  Literature  since  1945 

Credit  for  the  two  German  courses  is  for  the  200  or 
300  level  and  constitutes  the  completion  of  the 
langtiage  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  sttidy  abroad 
one  or  both  semesters  of  their  junior  year.  Students 


106 


GERMAN 


can  choose  from  programs  administered  by 
American  insdtutions  at  universities  in  Munich, 
Freiburg,  Marburg,  Heidelberg,  Bonn,  and 
elsewhere  (see  Study  Abroad). 

International  House 

Students  may  elect  to  live  in  a  specially  designated 
area  of  a  residential  unit  where  the  native  German 
assistant  resides,  and  which  often  serves  as  a  focal 
point  for  activities  for  German  students.  The  use  of 
the  German  language  is  promoted,  and  residents 
help  plan  and  participate  actively  in  various  German 
cultural  activities  on  campus. 

German  Language 

101,  102  Elementary  German  Essendals  of 
grammar,  composition,  pronimciation.  Course 
includes  oral  and  written  work,  graded  elementary 
reading,  and  use  of  audiovisual  cultural  materials 
and  correlative  drill  in  the  language  laboratory. 
Prepares  for  German  201,  202. 

Staff 

201,  202  Intermediate  German  Continuation  of  the 
work  of  German  101,  102.  Progressively  more 
difficult  reading  is  selected  to  introduce  the  student 
to  German  literatine  and  civilization.  Course 
includes  use  of  audio-visual  cultural  materials  and 
correlative  drill  in  the  language  laboratory. 
Prerequisite:  German  102  or  its  equivalent. 

^taff 

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.  Intensive  practice  in 
developing  oral  commimication  skills,  listening 
comprehension  and  written  expression.  Conducted 
in  German 

Staff 

German  Culture  Studies 

305  Introduction  to  German  Studies  Introduction 
to  the  German  major  through  the  study  of  cultural, 
social,  economic,  and  political  developments  in 
postwar  Germany  from  division  to  the  present. 
Extensive  use  of  critical/analytical  readings, 
memoirs,  literature,  film,  newspapers/ magazines, 
and  German  television  via  satellite.  Conducted  in 
German  with  additional  language  practice  integrated 
into  the  course.  Oral  reports  and  short  papers. 
Prerequisite:  German  202  or  its  equivalent.  This  course 
is  required  of  all  German  majors. 

Staff 


311  Survey  of  German  Cultiu-e,  Origins  to  1790 

Study  of  German  cultural  history  from  its  origins  to 
the  Age  of  Romanticism,  including  such  topics  as  the 
Germanic  tribes,  the  medieval  dynasties,  the 
romanesque,  gothic  and  baroque  styles,  the 
Reformation  and  the  Age  of  Absolutism.  The  aim  is 
to  deepen  the  student's  understanding  of  and 
interest  in  the  culture  of  the  German-speaking 
peoples  and  their  major  contributions  to  the  world's 
cultural  heritage.  Conducted  in  German.  Prerequisite. 
German  301,  its  equivalent,  or  permission  of  the 
instructor.  Satisfies  the  distribution  requirement  in 
the  area  of  Histor>'/Philosophv. 

Staff 

312  Survey  of  German  Culture,  1790-1945  Study 
of  the  cultural  history  of  the  German  people  from 
the  Age  of  Romanticism  throtigh  the  end  of  World 
War  II,  within  the  context  of  major  social,  political, 
and  economic  developments.  The  goal  of  the  course 
is  to  understand  the  creative  spirit  in  nineteenth- 
and  twentieth-century  German-speaking  coimtries, 
and  to  appreciate  their  major  contributions  to  the 
world's  cultural  heritage.  Conducted  in  German. 
Prerequisite:  German  301,  its  equivalent,  or  permission 
of  the  instructor. 

Staff 

German  Literature 

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. 

Staff 

306  Interpreting  German  Literatiu^e  An 

introduction  to  the  development  of  German 
literature,  and  an  introducdon  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  appreciadon  and  judgment  of  literature. 
Students  will  read,  discuss,  and  write  about  literary 
texts  in  various  genres  and  from  various  historical 
periods.  Conducted  in  German  Prerequisite.  German 
202  or  equivalent.  This  course  is  required  of  all 
German  majors  and  is  a  prerequisite  for  all  higher- 


GERMAN  /  HEALTH  AND  EXERCISE  SCIENCES 


107 


numbered  literature  courses.  It  is  accepted  in 
fulfillment  of  the  distribution  requirement  in 
literature.  Offered  every  year. 


Staff 


328  Goethe's  Faust  Intensive  reading  and  analysis  of 
the  work  in  class.  Lectiues  and  discussions  highlight 
its  aesthetic,  moral,  and  ethical  values  and 
autobiographical  significance,  together  with  an 
examination  of  its  modern  cultural  implications. 
Outside  reading  and  reports.  Conducted  in  German. 
Prerequisite:  German  306  or  permission  of  the 
instrtictor. 

Staff 

331  Narrative  Literature  A  course  in  German  prose 
narrative,  represented  primarily  in  writings  from  the 
early  eighteenth  centuiy  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.  Prerequisite:  German  306  or 
permission  of  the  department. 

Staff 

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 
figiues.  Readings  are  in  German;  the  course  is 
conducted  in  German  Prerequisite:  German  306  or 
permission  of  the  department. 

Staff 

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,  Bi^ichner,  Hebbel,  Hauptmann,  Brecht, 
Diirrenmatt,  Frisch,  Braun,  Hacks,  and  others. 
Readings  are  in  German;  the  course  is  conducted  in 
German.  Prerequisite:  German  306  or  permission  of 
the  department. 

Staff 

400  Seminar  Intensive  study  of  selected  aspects  of 
German  language,  literature,  and  civilization 
through  reading,  discussion,  and  oral  and  written 
reports.  Topics  will  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.  Conducted  in 
German. 


In  Cologne: 

325  German  Literature  since  1945  Study  of  the 
literatiue  of  German-speaking  countries  from  the 
end  of  World  War  II  to  the  present.  This  course 
introduces  students  to  authors  and  genres 
representing  important  literary  currents  and 
historical  developments  of  the  postwar  era. 
Conducted  in  German. 

Individualized  Study  Guided  reading  or  research 
imder  the  supen'ision  of  a  member  of  the  staff. 
Prerequisite.  Consent  of  the  department. 

Health  and  Exercise  Sciences 

Associate  Professors  Biser  {Chairperson},  Claiborne, 
Donolli,  and  Reider 

Adjimct  Instructors  Cantele,  Cookerly,  Ford, 
Lindsey,  Perna,  B.  Streeter,  C.  Wright,  and  D. 
Petrie. 

Coaches:  Campo,  Condon,  Daly,  Drexel  {Women's 
Coordinator,  Assistant  Athletic  Director),  ^anczyk, 
Kirkpatrick,  G.  Petrie,  Pfitzinger,  Rawleigh 
{Assistant  Athletic  Director),  Schmid,  B.  Streeter 
(Assistant  Director  of  Campus  Recreation),  Streeter, 
Wilson,  Winters  (Director  of  Intercollegiate  Athletics), 
Wawrousek,  C.  Wright  (Director  of  Campus 
Recreation),  D.  Wright  (Assistant  Athletic  Director) . 

Overview 

The  Department  of  Health  and  Exercise  Sciences  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 
exercise  sciences  a  rewarding  and  well  roimded 
educational  and  life  experience. 

A  major  in  health  and  exercise  sciences  (HES)  is  an 
excellent  preparation  for  specific  areas  such  as  state- 
approved  teaching  certification  in  health  and 
physical  education  (K-12),  pre-  certification  in 
athletic  training,  and  allied  health  careers.  With 
proper  course  selection,  students  can  qtialify  for  post 
graduate  work  in  allied  health  fields  such  as  physical, 
occupational,  and  recreational  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. 


108 


HEALTH  AND  EXERCISE  SCIENCES 


Requirements  and  Recommendations 

All  HES  majors  must  satisfy  all  of  the  College 
distribution  requirements.  Psych.  101  and  Soc.  101 
are  the  preferred  social  science  courses.  Biology  101 
and  102  and/or  112  are  required  of  all  students  in 
the  major  and  should  be  taken  during  the  first  year 
of  college.  Biology  112  is  strongly  recommended  for 
students  interested  in  Physical  Therapy. 

Majors  in  HES  are  required  to  complete  seven  core 
courses  plus  courses  in  an  area  of  concentration.  The 
seven  core  courses  are  as  follows:  HES  112,  209,  210, 
214,  218,  309,  and  320.  In  addition  to  taking  the  core 
program,  all  HES  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,  HES,  310,  415,449,  Math  107  or  H\.>,  .332 
and  Chemistry  101,  102  and/or  Physics  101,  102. 
Those  students  considering  graduate  work  in  Physical 
Therapy  should  take  Chemistry  111,  112  (Instead  of 
Chemisti7  101,  102)  and  in  consultation  with  the 
Department  Chairman  of  HES  should  consider  taking 
HES  211,  BIO  224,  309,  and  Chemisti7  203,  204.  For 
those  students  wanting  NATA  certification,  HES  361 
is  required,  and  either  HES  21 1  or  HES  230. 

b)  Teacher  Education  Track:  For  the  student  graduating 
in  the  teacher  certification  program  (K-12) 
elementary  and  secondai^  teacher  education,  the 
following  courses  must  be  scheduled:  HPE  101,  102, 
201,  202,  301,  302,  HES  211,  230,  310,  332, 
Education  201,  209  and  Psycholog)  225.  In  order  to 
complete  teacher  certification  Education  303,  304 
and  476  must  be  completed.  (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 
HES  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  HES 
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,  sports 


administration,  or  sports  management.  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. 

It  is  highly  recommended  that  each  student 
participate  in  our  intercollegiate  program  in  one  of 
the  following  levels:  player,  trainer,  manager,  student 
coach,  laboratory  assistant,  or  sports  information. 
The  above  participation  is  to  be  accomplished  once 
each  year  that  the  student  is  enrolled  in  the  program. 

Distribution  Requirements 

For  non-majors  the  half  credit  course  in  wellness  and 
one  quarter  credit  course  in  fitness/recreational 
skills  activities  in  health  and  exercise  sciences  are 
required  for  graduation.  These  courses  are  graded 
only  on  an  S/U  basis.  The  wellness  class  must  be 
taken  during  the  first  term  of  enrollment. 

-  HEALTH/WELLNESS 

HES  107  -  Wellness  Lifestyles  This  course  looks  at  the 
indiridual  from  an  emotional,  intellectual, 
occupational,  physical,  social,  and  spiritual 
perspective.  Emphasis  is  on  self- 
responsibility  in  liring  a  wellness  lifestyle. 

-  FITNESS/RECREATIONAL  SKILLS 
ACTIVITIES 

FFTNESS  A  CTIXTTIES 
Aerobics 
Basic  Karate 

Body  Conditioning  (Aerobics,  Anaerobics, 
Weight  Training) 
Challenge  Course 
Fitness  Swim 
Mountain  Biking 
Running  &  Jogging  (Self-Paced) 
Water  Polo 
Yoga** 

(These  courses  are  designed  to  improve  cardio- 
respiratory fitness) . 
**Requires  Extra  Fee 

RECREATIONAL  SKILLS 
Activities  for  Children 
Archery 
Badminton 
Basketball 
Beginner's  Swim 
Golf 

Horsemanship** 
Indoor  Lacrosse 
Indoor  Soccer 


HEALTH  AND  EXERCISE  SCIENCES 


109 


International  Games 

Lifeguarding** 

Scuba** 

Skiing** 

Softball 

Tennis 

Volleyball 

(These  activities  are  designed  for  the  development 

of  teaching  Life  Time  Skills) 

**Requires  Extra  Fee 

Students  may  choose  to  satisfy  the  Fitness/ 
Recreational  Skills  Activities  by  HES  161,  Contracts 
(Individualized  Program). 

Students  who  are  unable  to  participate  due  to 
medical  reasons  in  the  regular  programs  should 
enroll  in  HES  106,  Adapted  Physical  Education, 
which  can  be  substituted  for  courses  in  any  skill 
except  HES  107,  Health/Wellness. 

101,  102,  201,  202,  301,  302  Major  SkiUs  Skill 
development  and  methods  and  techniques  of  class 
organization  and  instruction  for  the  following 
physical  education  activities:  lacrosse,  field  hockey, 
wrestling,  swimming,  gymnastics,  folk-square-social 
dance,  baseball,  softball,  tennis,  aerobics, 
conditioning,  weight-training  badminton, 
elementary  school  teaching,  golf,  archery,  soccer, 
elementary-junior  high-senior  high  games  and 
recreational  activities,  basketball,  volleyball,  and 
track  and  field.  This  course  is  for  health  and  exercise 
sciences  major  students.  1/4  course  each. 

112  Foundations  of  Health  Physical  Education, 
and  Recreation  Introductory  study  of  the 
development  of  health,  physical  education,  and 
recreation  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.  Biser 


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. 
Three  class  hours  and  laboratory.  This  course  is 
designed  specifically  for  student  entering  fields  of 
allied  health.  Prerequisites:  B\o\ogy  101,  112. 

Mr.  Biser 

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,  and 
pollution,  is  included  along  with  the  examination  of 
the  relationship  of  personal  health  problems  to  the 
community  at  large.  Prerequisites:  HES  209,  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  competition, 
emergency  procedures,  post-injury  care,  and  medical 
research  related  to  training  and  athletics.  Material  in 
the  official  Red  Cross  Standard  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.  Can  tele 

218  Kinesiology  Study  of  voluntaiy  skeletal  muscles, 
in  regard  to  their  origins,  insertions,  actions,  and 
interrelationships  with  the  body  systems,  with 
particular  emphasis  on  the  importance  of 
wholesome  body  mechanics.  Prerequisite:  HES  209  or 
permission  of  instructor. 

Mr.  Donolli 

230  Nutrition  and  Performance  An  invesugation 
into  the  area  of  human  nutrition,  focusing  upon  the 
nutrients  and  factors  which  affect  their  utilization  in 
the  human  body.  Emphasis  will  be  placed  upon  the 
effects  of  the  various  nutrients  on  fitness  and  athletic 
performance.  Topics  such  as  nutritional  quackery, 
weight  control,  and  pathogenic  practices  among 
athletes  will  be  addressed.  Prerequisite:  Biology  101. 

Ms.  Claiborne 

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  motivational  theories  will  be 


no 


HEALTH  AND  EXERCISE  SCIENCES 


covered  in  depth.  A  history  of  sports  psychology  and 
the  psychology  of  play  and  competition  will  also  be 
stressed.  Prerequisite:  Psychology  101. 

Mr.  Janczyk 

309  Physiological  Responses  to  Endurance 
Training  Ser\es  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  practical  application  of  the  training 
methods  studied.  A  pre-exercise  and  post-exercise 
test  of  significant  endurance  responses  will  be 
administered  to  each  student. 

Mr.  Petrie 

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  testing  techniques  will  be  demonstrated  in 
supplemental  laboratory  sessions.  All  exercise  testing 
and  prescription  considerations  will  be  taught  in 
accordance  with  guidelines  established  by  the  .\C;SM. 
Prerequisite:  HES  309  or  permission  of  the  instructor. 

Ms.  Claiborne 

320  Adapted  Physical  Education  and  Health 

Inspection  provides  instruction  and  experience  in 
the  health  inspection  and  obsenation  of  the  school 
environment  and  of  school  children.  Specific 
abnormalities  of  people  are  studied,  and  exercises 
are  adapted  for  individuals  to  allow  more  complete 
personality  and  physical  development  through 
activity.  A  laboratory  experience  will  allow  stvidents 
to  gain  first-hand  experience  in  working  with  a 
special  needs  person.  Prerequisites:  HES  209,  210,  218, 
or  permission  of  the  instructor. 

Mr.  Raivleigh,  Air.  Reider 

332  Measurement  and  Evaluation  in  Health  and 
Physical  Education  Concentration  on  test 
preparation  in  the  cognitive,  psychomotor,  and 
affective  domains;  application  of  measurement  and 
evaluation  optics;  analysis  of  data  throvigh  the  use  of 
computers;  and  participation  in  field  experiences 
with  standardized  testing.  Laboratory  activities  will 
acquaint  students  with  testing  situations  and 
procedures  in  measuring  the  parameters  of  health 
and  physical  education. 

Mr.  Reider 

342  Biomechanical  Analysis  of  Sport  Skills  6 

Study  of  the  science  that  investigates  the  mechanics 
of  the  human  body  at  rest  or  in  motion.  The  cotirse 


covers  basic  mechanical  principles  of  statics  and 
dynamics  and  application  of  these  in  the  analysis  of 
sport  activities.  Laborator)'  experiences  include  an 
analysis  of  a  selected  sport  skill.  Prerequisites:  HES 
209,  210,  218  and  permission  of  the  instructor. 

Mr.  David  Petrie 

361  Sports  Medicine  II  An  in-depth  look  at  sports 
injun  evaluation,  treatment  protocol,  and 
rehabilitation  programs.  Basic  first  aid,  CPR,  and 
taping  procedures  are  assumed.  Comparison  and 
analysis  of  facilities,  modalities,  and 
treatment/ rehabilitation  programs  will  be 
accomplished.  Professional  interaction  with  doctors 
and  other  allied  health  field  professionals  is 
required.  This  course  is  required  for  qualifications  to 
sit  for  the  N.A.T.A.  Certification  exam.  Prerequisites: 
HES209,  210,  214. 

Mr.  Donolli 

415  Advanced  Exercise  Physiology  An  in-depth 
study  of  various  factors  affecting  human 
performance,  with  emphasis  on  regulation  of  various 
bodily  functions  at  rest  and  during  physical  activity. 
Laboratory'  activities  will  acquaint  the  student  with 
equipment  and  testing  procedures  used  in 
measuring  physiological  parameters.  Prerequisite:  HES 
309. 

Ms.  Claiborne 

449  Introduction  to  Research  Provides  a  theoretical    j 
basis  for  conducting,  interpreting,  and  analyzing  I 

research  in  physical  education  and  exercise  science. 
The  course  focuses  upon  problem  identification, 
project  planning  and  instrumentation,  and  data 
collection  which  restilt  in  a  written  senior  thesis 
presented  to  HES  faculty.  Prerequisite:  HES  332  or 
Math  107  or  permission  of  the  instructor. 

Ms.  Claiborne 

464  Honors  Thesis  Will  provide  an  opportunity  for 
selected  senior  HES  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  HES  staff  Successful 
completion  of  the  program  will  entitle  the  student  to 
receive  credit  for  one  course  which  can  be  applied 
toward  the  HES  major.  Prerequisites:  HES  449  and  by 
invitation  of  the  department  only. 

Staff 

Requirements  for  a  minor  in  Health  and  Exercise 
Sciences  Requirements  for  a  minor  in  health  and 
exercise  sciences  involve  a  total  of  six  courses. 
Students  must  meet  the  prerequisite  in  the  natural 


HEALTH  AND  EXERCISE  SCIENCES/HISTORY 


111 


sciences  by  completing  Biology,  101,  102,  or  112. 
The  following  Five  courses  are  required:  HES  209, 
210,  214,  218,  and  309.  The  student  may  choose  one 
course  from  the  remaining  to  complete  the  minor: 
HES  230,  241,  310,  332,  361,  415,  or  449. 

History 

Professor  Boritt 

Associate  Professors  Birkner  (Chairperson),  Chiteji, 

Pick,  and  Forness 
Assistant  Professors  Bowman,  Clay,  and  Sanchez 
Instructors  Greene,  Johnson 
Adjunct  Instructors  Black,  Pinsker 
Lecturer  Lehrman 

Overview 

The  department  aims  to  acquaint  students  with  the 
concept  of  history  as  an  organized  body  of  knowledge 
and  interpretation  which  shapes  "the  memory  of 
things  said  and  done."  Mastery  within  this  broad  field 
provides  an  appreciation  of  history  as  literatvire,  an 
understanding  of  our  heritage,  and  a  perspective  by 
which  one  may  thoughtfully  evaluate  our  own  time. 
Through  classroom  lectures  and  disctissions,  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  sttidents  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  415,  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  research  upon  a  selected  topic. 
Typically  participants  are  expected  to  engage  in 
reading,  discussion,  oral  reports,  writing  of  formal 
papers  based  on  individual  research,  and  critiques  of 
each  other's  work.  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  311,  312; 
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,  227, 
228,271,272,321. 

109  Introduction  to  World  History  An  ovei"view  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 
histoi-y  from  the  fifteenth  through  the  twentieth 
centuiy.  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  Lincoln  A  seminar  limited  to  fifteen  first  year 
students.  Emphasizes  the  Civil  War,  Gettysburg,  black 
freedom,  politics,  statesmanship,  family  history, 
mythology,  and  the  uses  of  histor)'. 

Mr.  Boritt 

184  European  Inquisitions  A  seminar  limited  to 
fifteen  first  year  students.  Examines  the  rise  and 
progress  of  inquisitions  (including  the  Spanish 
Inquisition  and  the  Roman  Inquisition)  in  Europe. 
Analyzes  connections  between  inquisitions  and  the 
Counter-Reformation,  women,  magic,  popular 
culture,  and  marginalized  social  groups. 

Ms.  Sanchez 


112 


HISTORY 


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  1603. 

Mr.  Pick 

205  The  Age  of  Discovery  A  study  of  maritime 
exploration  and  discoveries  of  the  Portuguese, 
Spanish,  English,  and  French,  and  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  survey  of  the 
main  themes  in  women's  history  since  1500,  drawing 
on  a  comparative  approach  to  incoi-porate  European 
and  American  materials.  Three  roughly  equal  sections 
will  take  up  work,  sexuality,  and  gender  in  politics. 

Ms.Sanchez 

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  present. 

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. 

Ms.  Greene 

IDS  227,  228  Civilization  of  India  Course 
description  included  under  inter-departmental 
studies. 

Ms.  Poivers 

233  Mission,  Destiny,  and  Dream  in  American 
History  An  introduction  to  American  histoiT  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  late 
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  and  Mr.Johnson 

239  Architecture  and  Society  in  Nineteenth- 
Century  America  A  study  of  American  architecture 
from  the  neo-classic  developments  of  the  late- 
eighteenth  centuiy  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 

243  Landscape  and  Environment  in  North 
American  History  Beginning  with  the  first  himian 
habitadon  of  North  America,  this  course  examines 
the  role  that  nature  has  played  in  human  life,  which 
culminates  with  the  modem  environmental 
movement.  Students  will  learn  to  view  history  in  its 
environmental  context,  and  to  consider  the  physical 
landscape  as  a  source  for  historical  investigafion. 

Mr.  Black 

271,  272  African  History  and  Society  A  study  of  the 
major  themes  and  events  in  African  histor)'  from  the 
pre-colonial  era  to  the  present.  The  first  semester 
covers  traditional  sociedes,  state  formations,  Africa's 
relationship  to  the  world  economy,  and  European 
exploradon  and  conquest.  The  second  semester 
examines  the  events  and  processes  leading  to  the 
colonization  of  Africa  and  subsequent  changes  in 
African  sociedes  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 


HISTORY 


113 


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 
histoty  to  other  fields  of  study.  Prerequisite:  Two 
courses  in  history. 

Mr.  Birkner 

308  Women,  Power,  and  Politics  in  Early  Modem 
Europe  Examines  women's  access  to  power  and  their 
participation  in  politics  in  late  medieval  and  early 
modern  europe.  Considers  the  different  ways  women 
could  express  a  political  voice  and  exercise  influence. 

Ms.  Sanchez 

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  and  Ms.  Sanchez 

314  Age  of  Absolutism  Beginning  with  the  sixteenth 
centui7  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 

316  Transformation  of  Nineteenth-Century 
Europe  An  exploration  of  the  major  dual 
transformation  in  modern  history — the  industrial 
and  democratic  revolutions.  The  course  will  explore 
the  waves  of  economic  and  political  change  that 
Europe  experienced,  as  well  as  some  of  their  social 
and  cviltural  consequences.  Through  readings 
students  will  travel  to  the  Ciystal  Palace  Exposition 


and  to  coal  mines,  and  participate  in  the  Realpolitik 
of  International  Congresses  and  in  Utopian  efforts  to 
make  a  better  world.  Offered  alternate  years. 

Mr.Bowman 

317  Europe  1871-1919:  Golden  Age  or  Era  of 
Nascent  Crisis?  From  the  Paris  Commune  of  1871  to 
the  settlement  of  the  Great  War  in  1919.  This  was  an 
era  of  rising  hopes  and  illusions,  and  countless 
achievements.  The  course  will  explore  those 
perspectives  and  achievements,  and  the 
transformations  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  in  Crisis  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 

319  Europe  since  1945  Perspectives  on  postwar 
Europe:  reconstruction,  de-Nazification,  de- 
Stalinization,  the  end  of  the  colonial  empires, 
nationalism  and  European  integration,  and  the  role 
of  the  state  and  of  religion,  with  the  reflection  of 
these  in  culture  and  society. 

Ms.  Clay 

321  Modem  China  A  study  of  Chinese  history  since 
the  Opium  War  of  the  nineteenth  century,  with 
emphasis  on  the  Nationalist  and  Communist 
revolutions. 

Ms.  Greene 

322  Modem  Japan  Examines  Japanese  history  and 
culture  from  the  end  of  the  Tokugawa  period  (ca. 
1800)  to  the  present.  Explores  Japan's  attempts  at 
constructing  a  nation  that  would  meet  the  challenges 
of  modernity  while  at  the  same  time  preserving 
Japanese  traditions. 

Ms.  Greene 

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 


114 


HISTORY  /  INTERDEPARTMENTAL  STUDIES 


342  Age  of  the  American  Revolution  Deals  with 
causes,  conduct,  and  results  of  the  revolution  and 
creation  of  the  constitution.  Traces  development  of 
English  and  American  political  philosophies  in  I7th 
and  18th  centur)'.  Studies  women  and  African 
Americans  in  the  revolution,  and  its  impact  on  their 
lives. 

Staff 

343  Jef fersonian-Jacksonian  Era  Covering  the 
period  from  the  1790's  to  the  Mexican  War,  treats 
the  development  of  American  national  life  and 
sectional  interests  under  such  influences  as 
Jefferson's  agrarian  republicanism  and  the  new 
democratic  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.  Boriti 

348  Early-Twentieth-Century  America  Deals 

primarily  with  the  major  political,  economic,  and 
social  developments  in  the  United  States  from  about 
1900  to  1945.  Some  attention  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  political,  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 


410  Abraham  Lincoln 

412  Eisenhower  and  His  Times 

413  Decolonization  in  Africa 

414  The  Far  West  before  the  CivU  War 

415  The  Russian  Revolution 


Mr.  Fick 


Mr.  Boritt 


Mr.  Birkner 


Mr.  Chiteji 


Mr.  Fomess 


Ms.  Clay 


Individualized  Study  An  individual  tutorial, 
research  project,  or  internship  requiring  the 
permission  of  an  instructor  who  will  supemse  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 

Associate  Professor  Winans  (Chairperson) 
Adjimct  Assistant  Professor  M.  Baskenille 
Adjunct  Instructors  Powers  and  Dombrowsky 
Lecturers  P.  Johnson,  Jones  and  Nordvall 
Scholar-in-Residence  Fiedler 

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  opportimities  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 
24  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  boimdaries  of,  and 
demands  the  methods  of,  several  disciplines. 


INTERDEPARTMENTAL  STUDIES 


115 


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  literai7  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) 

155  Introduction  to  Intercultiu-al  Communication 

An  examination  of  the  meanings  and 
interrelationships  of  basic  concepts  of  interpersonal 
and  intercultural  communication  in  the  United 
States.  The  course  will  analyze  our  construction  of 
reality  and  how  people  interpret,  construct  and 
communicate  meaning  (verbal  and  non-verbal). 
Social  and  cultural  issues  such  as  prejudice,  gender 
identity,  ethnic  identity,  and  xenophobia  will  be 
discussed.  Students  will  gain  a  deeper  understanding 
of  themselves  and  others  as  cultural  beings  by 
exploring  cognitive,  affective  and  behavioral  theories 
and  practices  affecting  cross-cultural  communication. 

Mr.  Johnson 

202  Biomedical  Ethics  A  study  of  the  scientific  and 
philosophical  dimensions  of  issues  in  biomedical 
ethics.  The  course  will  examine  fundamental 
questions  of  distributive  justice,  human  and  animal 
rights,  autonomy,  informed  consent,  privacy  and  the 
value  of  life  as  they  arise  out  of  biomedicine  and 
biomedical  research.  Specific  attention  will  be  given 
to  such  issues  as  medical  experimentation,  fetal 
research,  behavior  control,  allocation  of  medical 
resources,  and  AIDS  related  issues.  Fulfills  distribution 
requirement  in  history/philosophy.  Prerequisites: 
Biology  101,  102  or  112,  or  their  equivalents,  or  by 
permission  of  instructors.  Not  offered  every  year. 

Ms.  Etheridge  and  Ms.  Portmess 

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  histoiy/philosophy.  May 
be  counted  in  the  requirements  for  a  religion  major. 
Not  offered  every  year. 

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  the  distribution 
requirement  in  history/philosophy.  May  be  counted 
in  the  requirements  for  a  religion  major.  Prerequisite. 
permission  of  the  instructor. 

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.  Not  offered  every  year. 

Ms.  Richardson  Viti 

2625  Comparative  Poetry  and  Poetics  A  panoramic 
view  of  poetry  in  various  languages  and  from  all 
periods,  arranged  thematically.  This  team-taught 
course  will  focus  on  reading  poetry,  in  translation  or 
in  the  original  language,  according  to  the  student's 
language  skills,  and  on  an  examination  of  poetic 
theoi7  as  it  has  developed  in  different  language 
cultures.  Fulfills  the  literature  requirement. 
Prerequisite:  permission  of  one  of  the  instructors.  Not 
offered  every  year. 

Ms.  Arey,  Ms.  Olinger,  and  Ms.  Poiuers 

227,228  Civilization  of  India  A  study  of  cultural 
encounters  and  exchanges  between  the  Indian  sub- 
continent and  other  major  world  cultures.  First 
course:  Indus  Valley  civilizafion,  the  coming  of  the 
Aryans,  and  the  evolution  of  Hinduism;  Graeco- 
Roman  influences  on  Indian  civilization;  Buddhism 
and  the  Chinese  exchange.  Second  course:  Indian 
colonies  in  Southeast  Asia;  Muslim  and  European 
colonization  of  India;  politics  and  economics  of  post- 
Independence.  Fulfills  the  distribudon  requirement 
in  histoi7/philosophy  and  the  distribution 
requirement  in  non-Western  culture.  Alternate  years. 
Offered  1994-95. 

Ms.  Powers 


116 


INTERDEPARTMENTAL  STUDIES 


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  primary 
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  the  distribution 
requirement  in  literature  and  the  distribution 
requirement  in  non-Western  culture.  Alternate  years. 
Offered  1994-95. 

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  poetr)',  Islamic  literature,  and 
the  modern  novel.  Complete  works  are  read  from  the 
standpoint  of  religion,  histor\',  and  aesthetics,  using 
criticism  from  Western  and  Indian  sources.  Fulfills  the 
distribution  requirements  in  literature  and  in  non- 
Western  culture.  Alternate  years.  Offered  1993-94. 

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  conservation  is  addressed.  Sample  topics  include 
nuclear  reactors,  fossil  fuel  supply,  photovoltaics,  air 
pollution,  greenhouse  effect,  and  energy  efficient 
architecture.  Prerequisite:  One  college  science  course. 

Mr.  Cowan 

241  Modem  Irish  Drama  (Cross-listed  with  ENG 
241)  An  exploration  of  the  evolution  of  modern  Irish 
theatre  within  the  matrix  of  the  esthetic  and  political 
revolutions  that  occurred,  and  continue  to  occur,  in 
twentieth-centuiy  Ireland.  Irish  dramatists  in  this 
milieu  have  produced  a  body  of  literature  remarkable 
for  both  its  imparalleled  artistic  achievement  and  its 
acute  political  and  social  responsiveness.  Major 
emphasis  will  be  accorded  W.  B.  Yeats,  Lady  Augusta 
Gregory,  John  M.  Synge,  Sean  O'Casey,  Samuel 
Beckett,  and  Brian  Friel.  Fulfills  the  literature 
requirement.  Not  offered  every  year. 

Mr.  J.  Myers 


244  Introduction  to  American  Folklore  Begins  with 
discussions  of  the  nature  of  folklore  and  some  sense 
of  the  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  children's 
folklore,  urban  legends,  Gettysburg  ghost  stories, 
gender-related  folklore,  African-American  folklore  in 
historical  context,  and  a  final  section  on  folk  song 
and  folk  music.  Not  offered  every  year. 

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  imique  Gaelic  identit)  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  the  literature  requirement.  Not  offered  every 
year.  Offered  1994-95. 

Mr.  J.  Myers 

247  Maintaining  Irish  Identity:  Modem  Irish 
Literature  A  sur\ey  of  Irish  literature  since  the  I940'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  stvidied  will  include  the  following:  from  drama, 
Samuel  Beckett,  Hugh  Leonard,  Brian  Friel,  Thomas 
Murphy;  from  poetr)',  Seamus  Heaney,  Patrick 
Kavanagh,  Austin  Clarke,  Eilean  ni  Chilleanain,  John 
Montague,  Eavan  Boland;  from  fiction,  Sean 
O'Faolain,  Mary  Lavin,  Edna  O'Brien.  Fulfills  the 
literature  requirement.  Not  offered  every  year. 

Mr.  J.  Myers 

249  Jewish  Writing  in  the  Modem  World  An 

overview  of  Jewish  writing  during  the  past  century, 
from  Europe,  America  and  Israel.  Thematically 
centered  on  the  Jewish  engagement  with  the  modem 
world  and  its  modernist  and  post-modernist  voices, 
the  course  will  explore  the  ways  in  which  various 
writers  address  the  crises  and  problems  posed  by 
recent  histor)'.  Students  will  explore  literar)' 


INTERDEPARTMENTAL  STUDIES 


117 


responses  to  the  relocation  of  Jewish  communities 
and  the  attendant  difficulties  of  assimilation  and 
occluded  origins,  to  the  opportunities  and  demands 
of  Zionism,  to  the  question  of  belief  in  the  post-war 
world,  to  manifestations  of  Jewish  self-hatred,  and  to 
the  challenge  to  traditional  constructs  of  God  and 
the  community  raised  by  various  currents  within 
modern  intellectual  life. 

Mr.  Goldberg 

250  Criminal  Justice  Overview  of  the  criminal 
justice  system  in  the  United  States  and  the  role  in 
that  system  of  features  such  as  police,  attorneys, 
trials,  and  prisons.  Major  United  States  Supreme 
Court  cases  are  read  to  illustrate  the  nature  of  legal 
reasoning  and  criminal  justice  problems.  Not  offered 
every  year.  Offered  1994-95. 

Mr.  Nordvall 

252,  253  Area  Studies  Seminar:  Japan  An 

interdisciplinary  study  of  various  dimensions  of 
Japan's  culture,  history,  literature,  political  and 
social  life,  and  performing  arts.  Seminar  themes  will 
be  shaped  by  visiting  scholars  and  performers  on 
campus  as  part  of  the  Area  Studies  Program. 

Ms.  Fiedler 

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.  OvUside  speakers  and  audio-visual 
materials  will  be  used  extensively. 

Mr.  Dombroiusky  and  others 

255  Science,  Technology,  and  Nuclear  Weapons 

Study  of  the  effect  of  technology  on  the  many  issues 
related  to  nuclear  weapons.  Coverage  includes 
nuclear  weapons  effects,  strategic  arsenals,  past  and 
current  attempts  at  arms  control,  nuclear 
proliferation,  and  nuclear  disarmament.  Special 
emphasis  will  be  given  toward  understanding  future 
technological  trends  in  the  post  cold  war  climate. 

Mr.  Pella 

260  The  Holocaust  and  the  Third  Reich  An 

intensive  study  of  selected  writings  (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 
the  literature  requirement.  Not  offered  every  year. 

Ms.  Armster 

267  Theatre  and  Religion  An  investigation  of  the 
theatre's  role  in  various  western  and  non-western 
religions.  Students  will  gain  an  understanding  of  and 
an  appreciation  for  the  function  of  performance  and 
design  in  worship,  liturgy,  and  ritual.  They  should 
develop  some  critical  sense  of  the  theatre's 
effectiveness  as  a  teaching  device  within  a  religious 
context.  A  significant  effort  will  be  made  in  assessing 
religion's  impact  on  the  theatre's  evolution  in  form, 
style,  and  purpose.  Fulfills  distribution  requirement 
in  fine  arts  and  religion.  Prerequisite:  Permission  of 
the  instructor. 

Mr.  Hanson 

272  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.  Not  offered  every  year. 

Mr.  McCardle 

273  Four  Centuries  of  Doctor  Faust  A  study  of 
selected  treatments  of  the  Faust  theme  in  literature, 
music,  and  art.  Readings  will  include  (but  not  be 
limited  to)  the  chapbook  of  1587,  Marlowe's  The 
Tragical  History  of  Doctor  Faustus,  Goethe's  Faust,  and 
Thomas  Mann's  Doctor  Faustus.  The  operas  of 
Gounod  and  Boito  and  other  musical  compositions  as 
well  as  illustrations  by  artists  such  as  Delacroix  will 
supplement  the  readings,  along  with  recordings, 
films,  theatrical  performances  (subject  to  availability). 
All  readings  in  English.  Not  offered  every  year. 

Mr.  McCardle 

3162  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. 


118 


INTERDEPARTMENTAL  STUDIES 


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  the  distribution  requirement  in  non- 
Western  culture  and  may  be  counted  toward  the 
requirements  for  a  religion  major.  Prerequisite: 
Permission  of  the  instructor. 

Mr.  Moore 

320  Human  Sexual  Behavior  Discussion  of  bio- 
sexual,  sociosexual,  and  psychosexual  development 
in  a  cultural-behavioral  setting.  Resources  from  a 
variety  of  disciplines  will  be  discussed  as  they  relate 
to  the  present-day  social-sexual  milieu.  Seminar 
format.  In-depth  research  investigation  required. 
Enrolls  seven  women  and  seven  men. 

Mr.  Jones 

325-L  London  Seminar:  Comparative  Suburbia  An 

interdisciplinary  exploration  (through  readings, 
discussions,  and  excursions  both  in  and  out  of 
London)  of  the  origins  and  evolution  of  suburbia  in 
England  and  America.  The  course  will  consider  the 
extent  to  which  American  development  followed  a 
different  pattern  from  that  in  England,  and  what  the 
implications  of  suburban  sprawl  have  been, 
particularly  in  the  past  half  centuiy.  Participants  in 
the  seminar  will  explore  the  various  kinds  of 
suburban  communities  that  have  emerged  in  both 
England  and  the  U.S.  Attention  will  be  paid  to  the 
impact  on  both  cities  and  surrounding  countryside, 
past,  present,  and  future.  In  addition  to  readings 
pertinent  to  the  topic,  students  will  visit  suburban 
sites  outside  of  London  and  examine  depictions  of 
"coimtry"  and  city  in  leading  museums. 

Mr.  Birkner 

401  Senior  Scholars'  Seminar:  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  multidisciplinary.  Authorities  of  national 
stature  are  invited  to  sewe  as  resource  persons,  and 
seminar  participants  present  a  final  report  on  the 
topics  discussed.  The  seminar  meets  in  the  fall 
semester  and  earns  one  course  credit.  Interested 
students  should  consult  page  34  of  this  catalogue  for 
admission  criteria. 

Special  Programs 
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  Professors  Birkner 
(History)  or  Winans  (English),  or  other  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. 

Asian  Studies 

Gettysburg  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 
Profes.sors  Gaenslen  (Political  Science)  or  Hammann 
(Religion)  or  Powers  (IDS),  or  other  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. 

Global  Studies/Area  Studies 

Gettysburg  (College  offers  an  array  of  courses  in 
global  studies  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,  Vietnam  Ten  Years  After,  and  Strtiggle  in 
Southern  Africa.  Most  recently.  Area  Studies  has 
focused  on  China  in  Revolution,  Mexico,  the 
Caribbean,  and  Japan.  The  upcoming  two-year  focus 
of  the  Area  Studies  program  will  on  be  Africa  and 
the  environmental  challenges  it  faces.  To  enhance 
the  academic  offerings  in  these  areas  of  study,  the 
College  has  had  the  privilege  of  scholars-in-residence 
from  various  areas  of  the  world.  Scholars-in- 
residence  offer  courses  and  guide  indixndualized 
studies  for  students  in  their  areas  of  interest.  Often 


INTERDEPARTMENTAL  STUDIES 


119 


several  specific  courses  are  available  that  study  the 
area  focused  on  for  the  year.  Students  may  enroll  in 
IDS  252,  253,  the  Area  Studies  course,  in  either  or 
both  semesters.  These  tutorial  courses  require 
participation  in  the  several  aspects  of  the  Area 
Studies  program  and  a  special  project  under  the 
supervision  of  a  member  of  the  faculty. 

Law,  Ethics  and  Society 

Gett)'sburg  College  offers  several  law-related  courses 
which  present  students  the  opportunity  to  explore 
fundamental  aspects  of  the  law  as  part  of  the  liberal 
arts  curricukmi:  civil  rights  and  liberties, 
constitutional  law,  the  criminal  justice  system,  ethical 
issues  and  the  law,  legal  reasoning,  business  law, 
environmental  law,  and  criminology.  Through  such 
interdisciplinary  study,  students  will  explore  the  close 
interplay  of  law,  ethics  and  the  society  from  which 
law  springs  and  which  it  serves.  Special  majors  may  be 
designed  which  emphasize  the  law  within  its  social 
and  historical  context  and  which,  combined  with 
internships,  research  opportunities  or  off-campus 
study  (such  as  our  exchange  program  with  American 
University),  give  students  a  rich  appreciation  for  the 
law  in  its  many  dimensions.  Students  who  wish  more 
information  may  contact  any  of  the  following 
advisors  to  the  program:  Professors  Mott  (Political 
Science),  Portmess  (Philosophy),  S.  Walton 
(Management),  and  Hinrichs  (Sociology),  and  Dean 
Nordvall  (College  Life). 

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  foundations  for  many  modern  ideas  and 
valties  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  contemporaiy  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  institutional  revolutions  of  the 
Renaissance.  Students  should  seek  assistance  in 
planning  such  special  majors  from  Professors  Fick 
(History)  or  Trone  (Religion). 


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  politics,  and  the  other  in  language 
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  Center  for 
Public  Service  for  information  on  schedule,  cost,  and 
course  offerings. 

Japanese  Studies 

The  courses  offered  are  designed  to  acquaint  the 
student  with  the  basics  of  the  Japanese  language  and 
culture.  No  major  or  minor  is  currently  offered  in  this 
area.  Students  may  use  Japanese  language  courses 
(through  the  202  level)  to  fulfill  the  language 
distribution  requirement.  The  following  courses  fulfill 
the  distribution  requirement  in  non-Western  culture: 
140,  150,  22L  223,  225,  226.  The  administration  of 
the  Japanese  language  program  is  overseen  by  the 
Committee  on  Interdepartmental  Stvidies. 

101,102  Basic  Japanese  Introduces  the  three  types 
of  Japanese  writing  and  most  grammar  necessary  for 
speaking  and  reading  basic  Japanese.  Language 
Laboratory  usage  is  required. 

Ms.  Tsuboi 

140  Traditional  Japanese  Theatre  A  study  of  the 
history  of  Japanese  traditional  theatre,  covering  the 
four  major  types  of  theatre  performance:  Noh, 
Bunraki,  Kabuki,  and  Kyogen.  The  staging  and  acting 
techniques  of  these  traditions  will  be  studied,  and 
mini-performances  (of  about  five  to  ten  minutes)  of 
either  Kabuki  or  Kyogen  scenes  will  be  presented  by 
the  students.  Primary  emphasis  will  be  placed  on 
Kabuki  theatre  because  it  most  manifests  the  cultural 
values  of  modern  Japan.  Fulfills  the  distribution 
requirement  in  Non-Western  Culture. 

Ms.  Tsuboi 

150  Contemporary  Japanese  Culture  and  Society  An 

introduction  to  the  major  social  and  cultural  themes, 
issues  and  institutions  in  contemporary  Japan,  as  seen 
through  the  lens  of  Japanese  culture.  Major  topics 
discussed  include:  cultural  notions  used  in  the  con- 
strvicfion  of  the  self  and  gender;  family,  marital,  and 
kinship  relationships;  social  organization;  education; 
work;  and  religiovis  and  ritual  practice.  These  topics 
will  be  examined  from  an  anthropological  perspective. 

Ms.  Fiedler 


120 


INTERDEPARTMENTAL  STUDIES  /  LATIN  AMERICAN  STUDIES 


201,202  Intermediate  Japanese  Completes  the 
fundamental  grammar  and  practice  of  oral  and 
written  Japanese.  The  course  is  designed  to  teach 
both  Japanese  language  and  culture.  Completion  of 
Japanese  202  will  enable  students  to  communicate 
with  native  Japanese  people  with  appropriate 
cultural  sensitivity.  Language  laboratory  is  required. 
Prerequisite.  Japanese  102  or  its  equivalent. 

Ms.  Tsuboi 

225  Anthropology  of  Japanese  Women  An 

examination  of  the  lives  of  women  and  the  dynamics 
of  gender  in  Japanese  society.  Drawing  on  recent  work 
in  the  anthropology  of  Japan  and  the  anthropology  of 
women,  and  using  cross-cultural  comparisons,  the 
course  will  explore  various  aspects  of  Japanese 
women's  roles  and  their  relations  with  men  and  other 
women.  Students  will  critically  assess  the  ways  in  which 
Japanese  women's  roles  are  shaped  through  the  life 
course  by  such  factors  as  family  and  kinship 
relationships,  education,  work,  class,  and  religion. 

Ms.  Fiedler 

226  Health  and  Illness  in  Japanese  Culture  A  study 
of  various  issues  related  to  health  and  illness  in 
Japanese  culture.  We  tend  to  consider  our  attitudes 
and  beliefs  regarding  the  body,  health,  illness  and 
healing  as  being  natural  and  universal  rather  than  as 
being  a  product  of  our  culture.  This  course  is 
designed  to  explore  how  Japanese  culture  shaped 
beliefs  and  practices  associated  with  the  achievement 
and  maintenance  of  health  and  the  definition  and 
management  of  illness. 

Ms.  Fiedler 


451  IndividuaUzed  StudyrTutorial  in  Advanced 
Japanese 


Staff 


Latin  American  Studies 


Emelio  Betances,  Coordinator 

Gettysburg  College  offers  a  minor  in  Latin  American 
Studies.  The  minor  consists  of  a  variety  of  courses  in 
several  departments  in  the  social  sciences  and  in  the 
humanities.  Students  who  choose  this  minor  are 
encouraged  to  study  abroad  for  a  semester  or  a  year. 

The  College  provides  an  intellectual  environment 
for  the  study  of  Latin  America.  Our  program  of 
activities  includes  a  lecture  series,  panel  discussions, 
art  exhibits,  films,  field  trips,  and  service  learning 
opportunities  in  Latin  America  as  well  as  in  the  local 
Latino  community.  In  this  environment  students  will 
develop  an  understanding  of  Latin  America  and  the 


Caribbean  and  will  come  closer  to  an  appreciation  of 
our  hemispheric  neighbors. 

A  year-long  colloquium  on  Latin  American  issues  is 
offered  for  interested  faculty  and  students.  The 
Colloquitim  meets  three  to  four  times  each  semester 
to  explore  the  different  cultural,  historical, 
economic,  and  political  aspects  of  Latin  America 
today.  Each  meeting  has  a  speaker  either  from  the 
college  commimity  or  from  other  institutions  who 
discusses  his  or  her  own  research  on  Latin  America. 
Students  who  have  studied  in  Latin  America  or  who 
have  had  sei-vice  learning  experience  in  Latin 
America  are  encouraged  to  present  reflections  on 
their  experiences.  The  Colloquium  is  intended  to  be 
a  forum  for  lively  discussion  of  contemporary  Latin 
American  realities. 

Off-campus  program  in  Mexico,  Nicaragua,  and 
Brazil  offer  students  opportunities  to  broaden  and 
deepen  their  knowledge  of  Latin  America.  Students 
interested  in  a  special  major  in  Latin  American 
Studies  may  combine  courses  in  the  minor  with 
additional  courses  in  Political  Science,  Economics, 
Sociology,  Anthropology,  Spanish,  History, 
Management,  and  Environmental  Studies. 

For  the  minor,  students  will  fulfill  the  language 
distribution  requirement  in  Spanish  or  Portuguese 
and  will  take  six  courses  from  the  list  below, 
distributed  in  the  following  manner: 

Three  courses  from  the  Core;  one  course  from 
Group  I;  one  course  from  Group  II;  and  one  course 
from  Groups  I, II,  or  III. 

The  Core  consists  of  the  following  courses: 
LAS  140:  Introduction  to  Latin  America 
Las  261:  Colonial  Latin  America 
LAS/Soc  262:  Social  Development  of  Latin 
America 

Group  I  consists  of  the  following  courses  in  the 
Social  Sciences: 
Political  Science  275:  Latin  American  Politics 
LAS/Soc  267:  Polidcs  and  Societ)'  in  Latin 

America:  The  Case  of  the  Dominican  Republic 
LAS  461:  Individtialized  Study 
Sociology  213:  Political  Sociology 
Anthropology  224:  Native  Peoples  of  the  Circum- 

Caribbean 
Anthropology  232:  Pre-Columbian  Civilization  of 

Middle  America 
Economics  338:  Economic  Development 


LATIN  AMERICAN  STUDIES 


121 


Group  II 
Spanish  311:  Latin  American  Civilization  (in 

Spanish) 
Spanish  315:  Introduction  to  Hispanic  Cinema  (in 

Spanish) 
Spanish  319:  Hispanic  Theater  (in  Spanish) 
Spanish  320:  Lyric  Poetry  (in  Spanish) 
Spanish  324:  Latin  America  Contemporary  Prose 

(in  Spanish) 
LAS  249:  Brazilian  Culture  and  Society 
LAS  147:  Contemporary  Latin  American  Culture 

Group  III  consists  of  the  courses  offered  abroad 

Latin  American  Studies 

140  Introduction  to  Latin  America  A  study  of  the 
peoples  and  civilization  of  pre-Columbian  America, 
and  of  the  institudons,  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 

147  Contemporary  Latin  American  Culture  A 

study  of  contemporary  Latin  American  culture 
through  the  examination  of  its  art  — literature, 
music,  film,  painting,  photography — viewed  as  an 
expression  of  the  permanent  conflict  between  the 
artist  and  his/her  social  environment.  The  course 
will  focus  upon  the  interrelationships  between  the 
social,  political  and  intellectual  factors  that 
influenced  the  development  of  Latin  American 
cultures  and  their  unique  artistic  creations.  Emphasis 
will  be  also  be  placed  upon  the  predominant  view 
among  Latin  American  intellectuals  that  the  artist 
has  the  power  and  the  obligation  to  effect  change 
and  modify  society  through  art. 

Staff 

249  Brazilian  Culture  and  Society  An  overview  of 
the  diverse  and  complex  culture  and  society  of 
Brazil,  South  America's  largest  country.  Approaches 
to  the  subject  will  be  historical,  sociological  and 
anthropological.  The  course  will  employ  current  as 
well  as  historical  materials. 

Staff 

267  Society  and  Politics  in  Latin  America:  A  Case 
Study  of  the  Dominican  Republic  A  study  of  the 
socio-political  evolution  of  the  19th  and  20th  century 
Dominican  Republic.  This  course  will  examine  the 
tension  between  dictatorship  and  democracy,  the 
changing  economic  patterns  of  Dominican  life  and 


the  influence  of  the  U.S.  military  interventions  of 
1916-1924  and  1965-1967  on  the  modern  Dominican 
state.  Emphasis  will  be  placed  on  how  the  Dominican 
Republic  mirrors  contemporary  Caribbean  socio- 
political development. 

Mr.  Betances 

261  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  sociedes  coming  together. 

Mr.  Betances 

262  Social  Development  of  Latin  America  A  study 
of  the  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, 
revoludonary  change,  and  trade  and  development 
from  both  the  Latin  and  North  American 
perspectives. 

Staff 

275  Latin  American  Politics.  This  course  is 
designed  as  an  introduction  to  Latin  American 
Politics.  Its  focus  is  on  the  political  issues 
surrounding  economic  development  in  the  Latin 
American  context:  the  political  preconditions,  the 
policy  choices  of  Latin  American  regimes  and 
leaders,  and  the  political  consequences  of 
development  in  general  and  of  those  policy  choices 
in  particular.  Thus,  the  course  is  also  about  political 
development,  about  the  ways  in  which  politics  has 
unfolded  in  Latin  America.  The  course  also 
compares  the  political  systems  and  development 
trajectories  of  Latin  American  countries  to  other 
countries  in  the  world.  Prerequisite:  Political  Science 
104  or  permission  of  instructor. 

Ms.  Hartzell 


122 


LATIN  AMERICAN  STUDIES  /  MANAGEMENT 


Affiliated  Courses 

Economics  338  Economic  Development 
Political  Science  275  Latin  American  Politics 
Spanish  311  Latin  American  Civilization 
Spanish  315  An  Introduction  to  Hispanic  Cinema 
Spanish  319  Nineteenth-Century  Literatiu-e  in 

Spain  and  Latin  American 
Spanish  320  Lyric  Poetry 

Spanish  324  Latin  America  Contemporary  Prose 
Sociology  and  Anthropology  232  Precolumbian 

Civilizations  of  Middle  America 
Sociology  and  Anthropology  213  Political 

Sociology 
Sociology  and  Anthropology  224  native  Peoples  of 

the  Circum-Caribbean 
Sociology  and  Anthropology  232  Precolumbian 
Civilizations  of  Middle  America 

Management 

Professors  Pitts,  Rosenbach,  and  Schein 

(Chairperson) 
Associate  Professors  Redding  and  C.  Walton 
Assistant  Professors  Frey,  Star,  Tracy  and  S.  Walton 
Instructor  Brandt 
Adjunct  Instructors  Morse  and  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-considered 
values  and  the  aesthetic  and  intuitive  components  of 
leadership  as  well  as  the  relevant  analytic  and 
technical  skills.  Most  importantly,  the  curriculum 
and  the  manner  in  which  it  is  taught  foster  the 
qualities  of  critical,  creative  thinking;  the 
entrepreneurial  disposition  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  concentration: 
entrepreneurship,  human  resources,  accounting  and 


finance,  and  international  management.  In  addition 
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  administration  and  related  areas,  or  to 
pursue  a  career  in  public  or  private  enterprises. 

Requirements  and  Reconunendations 

Majors  in  management  are  required  to  complete 
eight  core  courses  plus  a  minimum  of  three  courses 
in  one  of  the  four  areas  of  concentration.  In  addition, 
beginning  with  the  class  of  1998,  management  majors 
are  required  to  take  Math  109.  It  is  recommended 
that  Math  109  be  taken  during  the  first  year.  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  concentration: 
entrepreneurship,  human  resources,  accounting  and 
finance,  or  international  management.  Students 
anticipating  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)  satisfactorily 
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  offers  a  management  intern 
research  program  (Management  475)  for  selected 
management  majors  entering  their  junior  or  senior 
year.  The  program  consists  of  an  employment 
experience  completed  during  the  summer  following 
the  junior  or  senior  year,  and  an  academic 
component  completed  during  the  next  semester  the 
student  is  on  campus.  One  course  credit  is  awarded 
for  successful  completion  of  the  internship. 

Additional  information  regarding  the  Department  of 
Management  is  contained  in  Manning  Your  Major: 
Department  of  Management  Handbook.  All  majors  and 
potential  majors  are  urged  to  obtain  a  copy  of  this 
booklet. 

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.  Prerequisite: 
Sophomore  status. 

Staff 


MANAGEMENT 


123 


154  Managerial  Accounting  Study  of  accounting 
concepts  for  planning,  control,  motivation, 
reporting,  and  evaluation  by  management  of  the 
firm.  Prerequisite:  Man'dgement  153. 

Staff 

247  Management  Information  Systems  An 

introduction  to  information  technology  and  the 
management  of  information  systems.  The  focus  is 
the  management  of  change,  computer  applications, 
and  information  technology  applications.  Prerequisite: 
Management  266  or  permission  of  the  instructor. 

Staff 

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  regulatoi7  agencies. 
Prerequisite:  Management  154  and  permission  of  the 
instructor. 

Staff 

266  Management  and  Organization  An 

introduction  to  management  ideas,  processes  and 
techniques  used  in  both  profit  and  not-for-profit 
organizations.  The  focus  of  the  course  is  upon  the 
challenge  of  managing  different  organizations  in 
contemporary  society.  Prerequisites:  Sophomore  status 
or  higher. 

Staff 

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. 

Staff 

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. 

Staff 

340  Production  Management  Study  of  production 
management  from  a  decision  area  and  decision 
technique  framework.  Examines  principles  of 
forecasting/staffing,  inventory  control,  and  quality 
assessment  and  surveys  operation  strategies  such  as 
total  quality  management  (TQM)  and  robotics. 
Focus  is  on  business  environments  that  favor  inter- 


functional  collaboration.  Prerequisite:  Management 
266  or  permission  of  the  instructor.  (Beginning  with 
the  Class  of  1998,  Math  109  also  required). 

Staff 

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. 

Staff 

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. 

Staff 

356  Federal  Taxes  An  introduction  to  federal 
income  tax  with  focus  upon  tax  research  and 
principles  as  they  relate  to  tax  preparation  and  tax 
policy. 

Staff 

360  Organizational  Ethics  Exploration  of  the 
relationship  between  law  and  ethics,  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: ]un\or  status  or  higher. 

Staff 

361  Marketing  Management  Study  of  the  dynamic 
nature  of  contemporar)'  marketing:  the  marketing 
concept,  consumer  buying  behavior,  marketing 
research,  the  promotional  mix,  and  international 
marketing.  Incorporates  case  studies,  current 
problems,  and  ethics  of  marketing.  Prerequisites: 
Economics  103,  104.  Statistics  (Economics  241  or 
equivalent)  strongly  recommended. 

Staff 

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 


124 


MANAGEMENT 


rights,  environmental  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. 

Staff 

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,  contract,  and  constitutional  law. 
The  case  study  method  is  employed  as  appropriate. 
Prerequisites:  Management  266  and  Management  363 
or  permission  of  the  instructor. 

Staff 

365  Human  Resources  Management  Major 
principles  of  human  resource  management  from  the 
perspectives  of  both  organizational  demands  and 
individual  interests.  Basic  theoretical  and  applied  con- 
cepts are  covered,  including  recruitment,  selection, 
performance  appraisal,  labor  reladons,  compensation, 
training,  and  productivity  improvement.  Focus  is  also 
on  relevant  issues  of  the  decade,  such  as  the  work/ 
family  interface,  privacy,  cultural  diversity,  workplace 
discriminadon,  and  legal  issues.  Project  work  with 
organizations  required.  Prerequisite:  Management  266. 

Staff 

368  Investment  Management  Investment  practices, 
the  risks  of  investment,  and  the  selection  of 
appropriate  investment  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  the  instructor. 

Staff 

373  Advanced  Accounting  An  examination  of 
advanced  concepts  and  accounting  problems  in  areas 
such  as  non-profit  organizations,  partnerships,  and 
international  accounting,  with  emphasis  on 
accounting  for  business  consolidations.  Prerequisite: 
Management  254. 

Staff 


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. 
Prerequisites:  Management  153,  266,  267,  and  361. 

Staff 

385  International  Management  Examination  of 
problems  and  opportunities  confronting  business 
enterprises  which  operate  across  national  borders, 
with  emphasis  on  adaptadon  to  different  cultural, 
legal,  political,  and  economic  environments. 
Prerequisites:  Management  153  and  266. 

Staff 

400  Policy  and  Strategy  Integrative  capstone  course 
dealing  with  the  role  of  senior  executives  in  business 
enterprises.  Course  foctises  on  problems  of  strategy 
formulation,  organization  design,  and  organization 
renewal.  Required  of  all  seniors.  Prerequisites:  Senior 
status  plus  completion  of  all  core  courses  or 
permission  of  the  instructor. 

Staff 

410  Senior  Seminar  Investigation  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. 

Staff 

475  Intern  Research  A  minimum  of  six  weeks  of  on- 
site  participation  in  management  with  a  public  or 
private  enterprise.  A  student  wishing  to  pursue  an 
internship  must  submit  an  acceptable  proposal  to  the 
Staff  Director  of  Internships  dtiring  spring  semester  of 
the  sophomore  or  junior  year.  Prerequisites:  Sophomore 
or  junior  management  major  with  a  minimum  2.0 
overall  and  departmental  grade  point  average. 

Staff 

Individualized  Study  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  facult). 
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 


125 


Mathematics  and  Computer 
Science 

Professors:  Fink  (Chairperson)  and  Leinbach 
Associate  Professors:  DeSilva,  Flesner  and  Kellett 
Assistant  Professors:  Bajnok,  Levine  and  Tosten 
Adjunct  Instructors:  Leslie  and  Y.  Niiro 

MATHEMATICS 
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 
foimd  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  traditional 
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  students  who  are  interested  in  a 
broader  application  of  mathematics.  The  Bachelor  of 
Science  degree  is  designed  for  students  who  are 
interested  in  exploring  applications  of  mathematics 
in  the  sciences. 

The  Bachelor  of  Arts  Program 

The  requirements  for  a  B.A.  in  mathematics  are: 
Core:  Mathematics  111  (or  105-106),  112  (or 

exemption) 


Mathematics  211,  212 
Mathematics  215  (by  end  of  junior  year) 
Computer  Science  103  (by  end  of  the  sophomore 
year) 

Plus:  Five  200-  or  300-level  mathematics 

courses,  at  least  four  at  the  300  level 

The  Bachelor  of  Science  Program 

The  requirements  for  a  B.S.  in  mathematics  are: 
Core:  See  B.A.  requirements 

Plus:  Mathematics  363,  364,  and  366 

Plus:  Two  200-  or  300-level  mathematics 

courses,  at  least  one  at  the  300  level 
Plus:  One  of  the  sequences:  Physics  1 1 1-1 12  or 

Chemistry  111-112 
Plus:  Two  courses  from  one  of  the  groups: 

Biology309,  310,  341 

Chemistiy  305,  306 

Computer  Science  301 ,  31 1 ,  371 

Physics310,  319,  325,  330 

Students  considering  graduate  study  in  mathematics 
are  advised  to  take  both  Mathematics  321  and 
Mathematics  331.  Department  honors  in 
mathematics  are  awarded  to  students  who  have  a 
grade  point  average  of  at  least  3.0  overall  and  3.5  in 
the  major  and  who  have  participated  in  the  co- 
curricular  activities  of  the  department. 

Minor  in  Mathematics 

A  minor  in  mathematics  consists  of  six  mathematics 
courses  numbered  111  or  above.  At  least  one  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  107,  Biology  260, 
Economics  241,  Psychology  205,  and  Sociology  303. 

Staff 


126 


MATHEMATICS  AND  COMPUTER  SCIENCE 


109  Quantitative  Methods  Designed  for  students  in 
the  social  sciences.  Topics  include  equations,  graphs 
and  functions,  systems  of  Hnear  equations  and 
inequalities,  graphical  solutions  to  linear 
programming  problems,  and  an  introduction  to 
limits,  continuity  and  the  derivative.  No 
prerequisites. 

Staff 

1 1 1-112  Calculus  I,  II  Differential  and  integral 
calculus  of  one  real  variable.  Topics  include 
introduction  to  limits,  continuity,  the  derivative,  the 
definite  integral,  and  series.  Applications  are  drawn 
from  the  natural  and  social  sciences.  No  prior 
experience  with  calculus  is  assumed.  Students  who 
have  received  credit  for  Mathematics  105-106  cannot 
also  receive  credit  for  Mathematics  111.  These 
students  may  register  for  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  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:  }A^\\\emA\\cs  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. 
Prerequisite:  Mathematics  112. 

Staff 

212  Linear  Algebra  Systems  of  linear  equations, 
algebra  of  matrices,  determinants,  abstract  vector 
spaces,  linear  transformations,  eigenvalues,  and 
quadratic  forms.  Prerequisite:  Mathematics  1 1 2. 

Staff 

215  Abstract  Mathematics  An  introduction  to 
abstract  mathematical  thinking  emphasizing 
mathematical  reasoning  and  exposition.  Students 
will  study  elementary  logic  and  basic  set  theory  with 
rigorous  definitions  and  proofs.  This  foundation  will 
then  be  used  to  explore  one  of  several  optional 


topics  according  to  the  interest  of  the  instructor. 
Prerequisite:  Mathematics  112. 

Staff 

262  Operations  Research  A  study  of  techniques  and 
tools  used  in  mathematical  models  applied  to  the 
biological  and  social  sciences.  Topics  include: 
optimization,  game  theory,  linear  and  nonlinear 
programming,  dynamic  programming, 
transportation  problems,  and  network  analysis. 
Prerequisite:  Mathematics  112.  Alternate  years. 
Offered  1995-96. 

Staff 

321  Real  Analysis  A  rigorous  treatment  of  concepts 
studied  in  elementary  calculus  and  an  introduction 
to  more  advanced  topics  in  analysis.  Topics  include 
elements  of  logic  and  set  theory,  properties  of  real 
numbers,  elements  of  metric  space  topology, 
continuity,  the  derivative,  the  Riemann  integral, 
sequences  and  series,  and  uniform  convergence. 
Prerequisites:  Mathematics  215. 

Staff 

331  Abstract  Algebra  A  study  of  the  basic  structures 
of  modern  abstract  algebra,  including  groups,  rings, 
fields,  and  vector  spaces.  Prerequisite:  Mathematics 
215. 

Staff 

343  Topics  in  Geometry  A  study  of  both  synthetic 
and  analytic  approaches  to  geometry.  Topics  include 
axiomatic  systems,  Euclidean  geometry,  non- 
Euclidean  geometries,  projective  geometry,  and 
subgeometries  of  projective  geometry.  Prerequisite. 
Mathematics  212  and  215.  Alternate  years.  Offered 
1994-95. 

Staff 

351-352  Mathematical  Probability  and  Statistics  I, 

II  Probability  theor)',  distribution  theory,  estimation, 
sampling  theory,  hypothesis  testing,  confidence 
intervals,  correlation,  regression,  applications. 
Prerequisite:  Mathematics  211. 

Staff 

363  Differential  Equations  Analytical,  numerical, 
and  qualitative  approaches  to  differential  equations. 
Topics  include  linear  equations  and  systems,  series 
solutions,  Laplace  transform,  Fourier  series,  non- 
linear equations,  phase  plane  analysis,  introduction 
to  partial  differential  equations.  Prerequisite: 
Mathemadcs  212. 

Staff 


MATHEMATICS  AND  COMPUTER  SCIENCE 


127 


364  Complex  Analysis  Complex  numbers,  analytic 
functions,  complex  integration,  Cauchy's  Theorem, 
Taylor  and  Laurent  series,  contour  integrals,  the 
residue  theorem,  and  conformal  mapping. 
Prerequisite:  Mathematics  211.  Alternate  years. 
Offered  1994-95. 

Staff 

366  Numerical  Analysis  Numerical  techniques  for 
solving  mathematical  problems.  Topics  include 
solutions  of  equations,  solutions  of  simultaneous 
linear  equations,  interpolation  and  approximation, 
numerical  differentiation  and  integration,  the 
eigenvalue  problem,  numerical  solutions  of  ordinary 
differential  equations,  and  error  analysis. 
Prerequisites:  Mathemadcs  212  and  Computer  Science 
103.  Alternate  years.  Offered  1995-96. 

Staff 

381,  382  Selected  Topics  Study  of  some  advanced 
phase  of  mathematics  not  otherwise  in  the 
curriculum.  Subject  matter  and  frequency  of  offering 
depend  on  student  interest.  Possible  areas  for  study 
are  point  set  topology,  combinatorics,  graph  theory, 
partial  differential  equations,  differential  geometry, 
and  number  theor)'.  Prerequisite:  Permission  of  the 
department. 

Staff 

Individualized  Study  Pursuit  of  topics  of  an 
advanced  nature  by  qualified  students  through 
individual  reading,  research,  or  internship,  under 
the  supervision  of  a  faculty  member.  Prerequisite: 
Permission  of  the  department. 

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  addition,  upper-division  students  may,  in 
collaboration  with  faculty  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  foimdation  for  those  intending  to  do 
graduate  work  or  to  pursue  a  career  in  computer 
science. 

Requirements  and  Recommendations 
The  Bachelor  of  Arts  Program 

The  requirements  for  a  B.A.  in  computer  science 

are: 

Core:  Computer  Science  103  or  109  or 

equivalent  Computer  Science  104 
Computer  Science  216,  221 
Mathematics  111,  208  (preferably  in  the 
same  year  as  Computer  Science  216) 

Plus:  Four  computer  science  electives,  at 

least  three  from  Group  A  and  one  from 
Group  C. 

Group  A:        Computer  Science  301,  311,  324,  327, 
335,341,360,371,373,374 

Group  B:        Computer  Science  450,  460,  471, Physics 
240  (Electronics) 

Group  C:        Computer  Science  301,  311, 
Mathematics  212,  366 

Theoretical:  A  student  must  take  one  of  Computer 
Science  301,  Computer  Science  311,  or 
Mathematics  366  as  an  elective  or  must 
take  Mathematics  212  as  an  additional 
course  to  satisfy  this  requirement. 

Capstone:       Computer  Science  340 

In  some  cases,  a  student's  high  school  background 
may  be  sufficient  to  place  into  Computer  Science 
104.  Contact  the  department  for  details.  Students 
intending  to  do  graduate  work  in  computer  science 
are  advised  to  take  Mathematics  351,  Physics  240 
(Electronics),  and  six  computer  science  electives 
including  Computer  Science  301  and  Computer 
Science  311.  Department  honors  in  computer 
science  are  awarded  to  students  who  have  a  grade 
point  average  of  at  least  3.0  overall  and  3.5  in  the 
major  and  who  have  participated  in  the  co-curricular 
activities  of  the  department. 

Minor  in  Computer  Science 

A  minor  in  computer  science  consists  of  six  courses 
including  Computer  Science  103,  104,  216,  221,  and 
two  computer  science  electives  from  Groups  A  and 
B.  At  least  one  elective  must  be  chosen  from  Group 
A. 

FaciUties 

Computing  Services  maintains  a  campus-wide 
computing  network.  Through  the  network,  students 


128 


MATHEMATICS  AND  COMPUTER  SCIENCE 


may  access  several  programming  languages  and 
applications  packages.  In  addition  to  this,  the 
department  has  a  laboratory  featuring  NeXT 
computers  that  are  used  for  introductory  courses  and 
such  electives  as  operating  systems  and  graphics. 
These  machines  are  connected  to  a  SUN  Sparcstation 
that  is  used  as  a  local  file  server  and  as  a  site  for 
parallel  processing  hardware.  The  department  also 
uses  the  Internet  to  access  other  sites,  such  as  the 
Pittsburgh  Supercomputing  Center,  for  additional 
resources. 

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  foctis  of  the 
course  is  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: 
Computer  Science  103  or  Computer  Science  104  or 
eqtiivalent. 

Staff 

109  The  Art  and  Science  of  Computer  Graphics 

Introduction  to  the  use  of  computers  through  the 
study  of  the  process  of  creating  and  manipulating 
three  dimensional  images.  The  course  emphasizes 
hands-on  laboratory  experience,  with  student  work 
focused  around  completing  a  series  of  projects. 
Students  study  a  variety  of  topics  ranging  from  very 
general  (programming  strategies)  to  very  specific  (the 
use  of  color).  Students  who  have  completed 
Computer  Science  104  may  not  enroll  in  Comptiter 
Science  109. 

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.  Prerequisite: 
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. 

Staff 

301  Theory  of  Computation  A  study  of  the  basic 
theoretical  principles  of  the  computational  model. 
Topics  covered  inckide  finite  automata,  regular 
expressions,  context-free  grammars,  Turing 
Machines,  Church's  Thesis,  Godel  numbering,  the 
halting  problem,  unsolvability,  computational 
complexity,  and  program  verification.  Prerequisites: 
Mathematics  208,  Computer  Science  104.  Alternate 
years.  Offered  1994-95. 

Staff 

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  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:  Mathematics  112, 
Computer  Science  216.  Alternate  years.  Offered  1995- 
96. 

Staff 

324  Principles  of  Operating  Systems  A  study  of  the 
fimdamental  concepts  of  operating  systems.  Topics 
include  sequential  processes,  concurrent  processes, 
processor  management,  memory  management, 
scheduling  algorithms,  and  computer  security. 
Projects  include  the  writing  of  a  program  to  simulate 
the  major  components  of  an  operating  system. 
Prerequisite:  Computer  Science  216.  Alternate  years. 
Offered  1995-96. 

Staff 

327  Parallel  Processing  Introduction  to  the 
techniqties  used  to  implement  parallel  processing 
concepts  in  computer  environments.  The  course 
begins  with  an  investigation  of  multitasking  single 
processor  systems.  This  is  followed  by  an  investigation 
of  SIMD  (Single  Instruction  Multiple  Data  stream) 
environments.  The  final  topic  is  an  investigation  of 
computing  within  MIMD  (Multiple  Instructions 
Multiple  Data  stream)  environments.  Students  work 
with  actual  implementations  of  each  of  these 
environments  and  explore  their  advantages  and 
appropriate  uses.  Preiequisite.  Computer  Science  216. 
Alternate  years.  Offered  1995-96. 

Staff 


MATHEMATICS  AND  COMPUTER  SCIENCE 


129 


335  Software  Engineering  Introduction  to  the 
principles  used  to  analyze  and  specify  software 
systems.  The  cotuse  covers  concepts  and  issues 
dealing  with  the  initial  stages  of  the  software  life 
cycle.  The  course  begins  with  students  studying 
formal  methods  for  analyzing  and  investigating 
environments  requiring  automation.  This  is  followed 
by  a  study  of  languages  and  CASE  (Computer-Aided 
Software  Engineering)  tools.  Throughout  the  course 
students  apply  principles  that  they  study  to  sittiations 
outside  the  department.  Prerequisile:  Con-iputer 
Science  216. 

Staff 

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.  Implemen- 
tation of  the  software  project  is  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,  documen- 
tation, and  user  interfaces.  Prerequisites:  Computer 
Science  216,  one  Computer  Science  course  at  the 
300  level,  and  permission  of  the  department. 

Staff 

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  are  used  as 
examples  of  different  ways  for  implementing  these 
concepts.  Prerequisite:  Computer  Science  216. 
Alternate  years.  Offered  1995-96. 

Staff 

360  Principles  of  Database  Systems  A  study  of  the 
fimdamental  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  stress  the  design  and 
implementation  of  a  database.  Prerequisite:  Computer 
Science  216.  Alternate  years.  Offered  1994-95. 

Staff 

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  are  used  to 
implement  projects.  Prerequisite:  Computer  Science 
216.  Alternate  years.  Offered  1995-96. 

Staff 

373  Computer  Graphics  A  study  of  the  methods  and 
issues  surroimding  the  construction  of  graphical 
images  on  the  computer.  Topics  include  windowing 
systems  and  user  input,  two-dimensional  graphics 
packages,  curve  drawing  techniques,  modeling  in 
three  dimensions,  the  use  of  lighting  and  shading 
techniques,  and  the  process  of  rendering  images. 
Student  work  consists  both  of  using  existing  packages 
to  create  images  and  of  implementing  algorithms 
used  in  graphical  systems.  Prerequisite:  Computer 
Science  216.  Alternate  years.  Offered  1994-95. 

Staff 

374  Compilers  Introduction  to  the  techniques  used 
to  translate  high  level  computer  languages  into 
machine  code.  The  course  discusses  and  evaluates 
ciurent  implementation  techniques,  including  the 
applicable  theory.  Topics  include  lexical  scanning, 
parsing,  code  generation  and  optimization.  Students 
are  expected  to  complete  a  major  product  involving 
the  compilation  of  a  particular  computer  language. 
Prerequisite:  Computer  Science  216.  Alternate  years. 
Offered  1995-96. 

Staff 


391,  392  Selected  Topics 


Staff 


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  faculty  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  faculty  member.  Prerequisites:  Computer 
Science  216  and  permission  of  the  department. 

Staff 

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  faculty  member.  Prerequisites: 
Computer  Science  216  and  permission  of  the 
department. 

Staff 


130 


MATHEMATICS  AND  COMPUTER  SCIENCE  /  MUSIC 


471  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  fiom  a  faculty  member  and  requires 
the  submission  of  a  satisfactoiy  written  report  upon 
completion.  Prerequisites:  Computer  Science  216  and 
permission  of  the  department. 

Staff 

Music 

Professors  Zellner  (Chairperson)  and  Nunamaker 

Associate  Professors  Finstad  and  Matsinko 

Assistant  Professors  Gratto  and  Jones 

Adjunct  Professor  Weikel 

Adjunct  Assistant  Professors  T.  Bowers,  Botterbusch 

Adjunct  Instructors  Flood,  Light,  Rickert  and  Shook 

Overview 

The  music  department  endeavors  to  introduce 
students  to  the  historical  significance  of  Western 
music  and  to  the  variety  of  World  Music  so  that  they 
have  an  understanding  of  their  musical  heritage  and 
knowledge  of  current  musical  trends.  Supporting 
this  knowledge  is  familiarity  with  the  basic  elements 
of  music  and  discovery  of  their  own  abilities  through 
direct  contact  with,  and  creative  manipulation  of, 
such  material.  The  music  curriculum  also  involves 
the  student  in  an  intensive  study  of  applied  music. 
This  encompasses  individual  and  ensemble 
experience.  In  the  practice  room,  studio,  and  recital 
hall  the  student  has  an  opportunity  to  refine 
techniques  for  musical  performance.  In  the  small 
and  large  ensemble  the  individual  must  work  within 
a  greater  social  context  to  achieve  a  common  musical 
goal.  The  program  also  proxades  coiuses  for  the 
student  who  plans  to  enter  the  field  of  music 
education  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,  leading  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 
departmental  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  39)  satisfies  the  certification  requirements 
for  teaching  music  in  elementary  and  secondary 
schools. 

Distribution  Requirements 

The  distribiuion  requirement  in  arts  may  be  fulfilled 
by  one  of  the  following:  Music  101,  102,  103,  104, 
105,  106,  107,  108,  109,  1 10,  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,  Flute  Ensemble,  Clarinet 
Choir  and  other  small  ensembles.  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  and  in  the  content 
of  historical  events.  Active  listening  is  an  essential 
part  of  the  course.  Repeated  spring  semester. 

Ms.  Gratto,  Mr.  Matsinko,  Mr.  Nunamaker,  Ms. Light 

102  World  Music  Survey  Study  of  music  found  in 
cultures  around  the  world,  including  sub-Saharan 
Mrica,  the  Middle-East,  and  Asia,  as  well  as  selected 
ethnic  cultures  within  the  United  States.  Music- 
making  activities  as  well  as  other  related  arts  will  be 
examined  in  relation  to  the  cultural  contexts  in 
which  they  are  found. 

Ms.  Gratto 

103A  Music  of  the  Classical  Period  Study  of  the 
major  composers  —  Haydn,  Mozart,  and  Beethoven 


MUSIC 


131 


—  and  the  significant  genres  of  the  late  Eighteenth 
and  early  Nineteenth  centuries.  The  musical  achieve- 
ments of  this  period  will  be  studied  within  the  social 
and  economic  milieu.  Listening  and  analyzing  musical 
compositions  will  be  an  integral  part  of  the  course. 

Mr.  Nunamaker 

104  Opera  Study  of  opera  history  and  production 
through  selected  operatic  works  as  examples  of  music 
drama.  Related  genres  of  operetta,  zarzuela,  musical 
and  oratorio  are  also  included.  Extensive  listening 
and  viewing  assignments  are  required.  An  opera  field 
trip  is  usually  included. 

Ms.  Gratto 

105  Introduction  to  Contemporary  Music  Study  of 
the  major  trends  in  twentieth-centur)'  music,  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.  Malsinko 

107  Music  of  the  Romantic  Era  Study  of  the 
philosophical  background  for  nineteenth-century 
music  and  its  stylistic  features.  Extensive  listening  will 
be  done  in  the  areas  of  orchestral,  vocal,  and 
chamber  music. 

Mr.  Nunamaker 

108  Women  in  Music  A  study  of  women's 
contribution  to  music  from  the  Middle  Ages  to  the 
present.  Extensive  listening  assignments  required. 

Ms.  Light 

109  Mozart:  The  Man  and  His  Music  Study  of 
Mozart's  music,  with  a  focus  on  his  life,  times,  and 
musical  analysis.  Extensive  listening  assignments 
required. 

Mr  Malsinko 

110  Survey  of  Jazz  Study  of  America's  indigenous 
musical  art  form  from  early  blues  and  Dixieland 
through  current  trends.  A  "live"  jazz  quartet  is  an 
integral  part  of  style  analysis.  Concert  attendance  and 
listening  assignments  are  necessary  to  attain  an 
understanding  of  the  genesis  and  development  of  jazz 

Mr.  Jones 

141  Theory  I  Fundamentals  of  basic  theory, 
notation,  and  nomenclature;  introduction  to  writing 
skills;  basic  analytic  technique;  melodic  analysis; 


correlated  sight-singing  and  aural  perception  skills. 

Ms.  Gratto,  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,  Ms.  Gratto 

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. 

Mr.  Finstad 

206  Instrumental  Conducting  Continued 
development  of  conducting  skills  and  score  analysis. 
Areas  of  study  include:  interpretation,  musical  styles, 
balance,  intonation,  rehearsal  procedures,  and 
suitable  repertoire  for  large  and  small  ensembles. 

Mr.  Zellner 

241  Theory  III  Study  of  the  common  practice 
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  romanticism  to  the  present 
day  by  means  of  analytic  and  written  projects. 
Correlated  sight-singing,  aural  perception  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 

303  Sixteenth-Century  Counterpoint  Introduction 
to  the  contrapimtal  technique  of  the  sixteenth 
century  through  the  study  of  plainsong  and  early 
motets.  Composition  in  the  small  forms  is  a  part  of 
the  course.  Offered  on  demand. 

Staff 

304  Eighteenth-Centiuy  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 


132 


MUSIC 


313  History'  of  Medieval,  Renaissance,  and 
Baroque  Music  Study  of  the  major  forms  and  styles 
of  music  and  composers  from  the  pre-Christian  era 
throtigh  the  eighteenth  century.  Extensive  use  of 
musical  examples  and  recordings  is  included. 

Mr.  Nunamnker 

314  Music  in  the  Classic,  Romantic,  and 
Contemporary  Periods  Study  of  the  principal 
stylistic  tendencies  from  c.  1770  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  Sttidy  of  the  methods  and 
materials  of  teaching  music  in  the  elementar)' 
grades.  Various  approaches  to  guiding  children  to 
listen  to,  understand,  create,  and  perform  music  are 
included.  Classroom  instrument  competencies  are 
developed.  (Alternate  years.) 

Ms.  Gratto 

321  Principles  and  Procedvires  of  Teaching  Music 
in  the  Secondary  School  Study  and  evaluation  of 
methods,  materials,  and  techniques  relative  to  music 
classes  and  performance  groups  in  the  secondary 
grades.  A  personal  philosophy  of  music  education  is 
developed,  as  are  competencies  in  classroom 
instruments.  (Alternate  years.) 

Ms.  Grail 0 

341  Theory  V  (Orchestration)  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.  (Alternate  years.) 

Mr.  Zellner 

342  Theory  VI  (Form  and  Analysis)  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.  (Alternate  years.) 

Staff 

474  Student  Teaching  Teaching  in  public  schools  in 
cooperation  with,  and  imder  the  super\'ision  of, 
experienced  teachers.  Individual  conferences  and 
seminars  with  the  College  supervisor  and  supervising 
teacher  are  required.  Offered  in  spring  semester 
only.  Three  Course  Unils 

Mr.  Zellner- 


Individualized  Study  Prerequisite:  Approval  of 
department  and  directing  faculty  member. 


Staff 


Applied  Music 

The  department  offers  instruction  in  voice,  piano, 
organ,  guitar,  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  entitled  to  eight 
quarter-courses  of  private  instruction,  and  those  who 
are  candidates  for  the  degree  of  Bachelor  of  Science 
in  Music  Education  are  entitled  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. 

121  Voice  Private  instruction  in  fundamentals  of 
voice  production,  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. 
($460) 

1/4  Course 
Mr.  Finstad 

122  Voice  Class  Study  of  vocal  techniques  using 
class  discussions  and  demonstrations.  The  course  will 
have  a  practical  workshop  atmosphere:  practicing 
basic  vocal  production  with  emphasis  on  posture, 
breath  control,  diction,  and  vowel  formation.  Fee  for 
class  lessons  per  semester.  ($460) 

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 


MUSIC 


133 


area  of  concentration.  Fee  for  one  half-hour  lesson 
per  week  per  semester.  ($460) 

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.  (($460) 

1/4  Course 
Mr.  Matsinko 

125  Organ  Private  instiaiction  designed  to  include 
literature  of  various  periods,  sight-reading,  hymn- 
playing,  chant  and  anthem  accompaniment.  Prerequi- 
sites: satisfactoiy  perfomiance  of  all  major  and  minor 
scales  (two  octaves)  and  a  Bach  Invention.  Fee  for  one 
half-hour  lesson  per  week  per  semester.  ($460) 

1/4  Course 
Staff 

127  Band  Instrument  Instruction  Private  instruction 
emphasizing  the  fundamentals  and  repertoire  for  the 
performance  of  woodwind,  brass,  and  percussion 
instruments.  Fee  for  one  half-  hour  lesson  per  week 
per  semester.  ($460) 

1/4  Course 
Ms.  Bowers ,  Mr.  Jones,  Ms.Rickeii,  Mr.  Shook,  Mr  Zellner 

128  Guitar  Private  instruction  emphasizing  skills  of 
technique,  interpretation,  reading  and  fretboard 
knowledge.  Classical  as  well  as  other  styles  are  offered 
according  to  needs  of  the  students.  Fee  for  one-half 
hour  lesson  per  week  per  semester.  ($460) 

Mr.  Flood 

1 29  String  Instrument  Instruction  Private 
instruction  emphasizing  both  the  fundamentals  of 
string  playing  and  repertory.  Fee  for  one  half-  hour 
lesson  per  week  per  semester.  ($460) 

1/4  Course 
Mr.  Botlerbusch,  Mr.  Nunamaker 

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  con- 
cert tour.  Oratorios  are  presented  in  conjunction  with 
the  Chapel  Choir.  Three  rehearsals  weekly.  No  Credit. 

Mr.  Finstad 

132  Chapel  Choir  Performs  a  variety  of  sacred  choral 
literature  for  the  purpose  of  supporting  and  assisting 
the  campus  ministry  at  Christ  Chapel.  The  Choir 
performs  in  concert  in  the  community,  in  nearby 
cities,  and  on  a  long  Spring  weekend  tour.  Two 


regular  rehearsals  and  one  service  weekly,  with 
sectionals  as  needed.  No  Credit. 

Ms.  Gratto 

133  Band  The  "Bvillet"  Marching  Band  performs  a 
corps  style  show  at  home  football  games.  The 
Symphonic  Band  performs  a  wide  variety  of  wind 
literatiue  including  reorchestrated  masterpieces  and 
contemporary  works.  The  Symphonic  Band  presents 
campus  concerts  and  a  spring  tour  of  Pennsylvania 
and  neighboring  states.  Symphonic  Band 
prerequisite  -  membership  in  "Bullet"  Marching 
Band  and/or  permission  of  the  conductor.  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.  Wednesday  evening 
rehearsal  7:00  -  9:30.  No  Credit. 

Mr.  Botterbusch 

150-151  Woodwind  Instrument  Class  Instrucdon  in 
the  technique  of  teaching  and  playing  woodwind 
instruments,  using  the  clarinet  as  the  basic 
instrument. 

Tiuo  1/4  Courses 
Mr.  T^llner 

152-153  Brass  Instrument  Class  Instruction  in  the 
technique  of  teaching  and  playing  brass  instruments. 
The  trimipet  or  cornet  is  used  as  the  basic  brass 
instrument.  Two  1/4  Courses 

Mr.  Zellner 

154-155  Stringed  Instrument  Class  Instrucdon  and 
practice  in  the  techniques  of  stringed  instruments 
and  the  organization  of  a  string  section. 

Two  1/4  Courses 
Mr.  Botterbusch 

156  Percussion  Class  The  organization  of  pracdcal 
and  theoretical  materials  concerning  all  of  the 
percussion  instruments,  their  performance 
techniques,  and  teaching  procedures. 

1/4  Course 
Mr.  Zellner 

456  Senior  Recital  Solo  Presentadon  of 
representative  literature  of  various  stylistic  periods  of 
the  student's  major  applied  area,  with  emphasis  on 
historical  performance  practice. 

Staff 


134 


PHILOSOPHY 


Philosophy 


Professor  Coulter  (Chairperson) 

Associate  Professor  Portmess,  Walters 

Assistant  Professors  MacKendrick,  Zenzinger  (fall, 

1994) 

Overview 

The  departmental  objectives  are  to  promote  inquiry 
into  perennial  philosophical  questions  such  as  the 
nature  of  justice,  happiness,  knowledge,  and 
freedom;  to  produce  awareness  of  the  answers  that 
have  been  proposed  in  response  to  these  questions; 
to  teach  the  tools  for  the  analysis  of  the  assumptions 
and  values  which  underlie  different  intellectual 
discipHnes;  and  to  promote  the  application  of 
philosophical  analysis  to  issues  of  public  policy  and 
morality.  The  study  of  philosophy  encourages  the 
student  to  develop  the  ability  to  analyze  problems, 
understand  central  issues,  and  develop  alternative 
solutions.  It  challenges  the  student  to  reflect  upon 
problems  involving  values,  to  examine  problems  in 
an  interdisciplinary  way,  to  examine  alternative  world 
views  and  forms  of  knowledge,  and  to  develop  an 
awareness  of  intellectual  history.  Classes  encourage 
discussion  and  writing.  The  study  of  philosophy  is  an 
integral  part  of  an  education  in  the  liberal  arts 
tradition. 

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 
occupation  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,  107  and  211  have  no 
prerequisites.  Any  100  level  course  or  21 1  is 
recommended  as  preparation  for  a  200  or  300  level 
course,  though  the  instructor  may  grant  permission 
on  an  individual  basis  to  equivalently  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  205, 
207,  and  208;  400  (Senior  Seminar)  and  460  (Senior 
Thesis).  No  more  than  two  100  level  courses  may  be 


counted  toward  the  major,  and  the  major  must 
include  at  least  one  300  level  course. 

Distiibution  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  thinking. 
Technical  treatment  of  analytic  and  creative  methods 
will  be  illustrated  by  appeals  to  fiction,  journalistic 
pieces,  and  personal  experiences. 

Mr.  Walters 

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  with  the  ethical  theories 
which  the  various  sides  use  to  make  their  cases. 

Staff 

107  Environmental  Ethics  A  study  of  the  ethical 
issues  raised  as  we  attempt  to  deal  with 
environmental  questions  such  as  waste  disposal, 
pollution,  land  use,  our  treatment  of  animals,  and 
the  conservation  and  preservation  of  natural 
resources.  Do  biotic  systems,  species  or  non-humans 
have  rights?  What  are  our  obligations  to  or  regarding 
such  objects?  How  are  we  to  decide  between 
environmental  values  and  human  needs  or  wants? 
How  do  we  balance  current  needs  against  our 
concern  for  future  generations? 

Ms.  Portmess 

205  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,  Aristotle,  and  Hellenistic 
Neoplatonism. 

Mr.  Coulter 


PHILOSOPHY/  PHYSICS 


135 


207  Early  Modem  Philosophy  A  study  of  the  major 
figures  in  Seventeenth  and  Eighteenth  Century 
European  Philosophy.  Detailed  attention  will  be 
given  to  the  major  Rationalists,  Descartes,  Spinoza, 
and  Leibniz,  and  to  the  major  Empiricists,  Locke, 
Berkeley  and  Hume,  hnportant  secondary  figures 
such  as  Francis  Bacon,  Hobbes,  Pascal,  and 
Malebranche  will  also  be  studied. 

Ms.  Coulter 

208.  Kant  and  Nineteenth  Century  Philosophy  A 

study  of  the  leading  European  and  American 
thinkers  of  the  nineteenth  century,  including 
readings  from  Kant,  Hegel,  Feuerbach,  Marx,  Mill, 
Kierkegaard,  Nietzsche,  Peirce  and  William  James. 

Ms.  MacKendrick 

211  Logic  and  Semantics  An  introduction  to  formal 
logic  and  a  study  of  the  formal  uses  of  language,  with 
particular  reference  to  the  nature  of  inference  from 
premises  to  conclusion;  rules  for  deductive 
inference;  construction  of  formal  proofs  in  sentential 
logic;  the  nature  of  the  language;  informal 
inferences  and  fallacies;  and  theory  of  definition. 

Mr.  Coulter 

217  Worldviews,  Meaning  and  Conunitment  A 

study  of  the  nature,  construction  and  critical 
examination  of  worldviews,  or  ways  of  knowing — the 
mythic,  the  religious,  the  scientific,  the  philosophical 
and  the  aesthetic — by  which  we  arrive  at 
philosophies  of  life.  The  course  will  focus  especially 
on  the  relationship  between  meaning  and 
commitment,  and  will  examine  strategies  for  the 
articulation,  comparison  and  evaluation  of 
worldviews.  Readings  will  be  drawn  from  philosophy, 
poetry  and  fiction.  (Not  offered  1994-95) 

Mr.  Walters 

230  Ethical  Theory  A  study  of  the  major  figures  and 
schools  in  the  Western  ethical  tradition.  Attention 
will  be  paid  to  selections  from  representative 
philosophers  from  Plato  to  twentieth  century 
thinkers  such  as  Moore  and  Rawls.  Specific  issues  to 
be  examined  include  the  nature  of  rights  and 
responsibilities,  virtue,  ethical  relativism  and  divine- 
command  theory. 

Mr.  Zenzinger 

334  Philosophy  of  Art  A  survey  of  the  major 
paradigms  in  the  history  of  aesthetic  theory  (e.g., 
formalism,  representationalism,  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. 

Ms.  MacKendrick 


337  Philosophy  of  Religion  A  study  of  philosophical 
efforts  to  understand  and  to  justify  religious  beliefs. 
The  course  will  examine  the  writings  of  philosophers 
who  have  answered  such  questions  as  "What  is 
Religion?"  "Is  a  natural  theology  possible?"  "What  is 
the  importance  or  significance  of  specifically  religious 
experiences?"  "What  account  can  we  give  of  the 
meaning  of  religious  claims?"  "How  can  we  mediate 
between  apparently  conflicting  religious  beliefs?" 
(Not  offered,  1994-95) 

Mr.  Coulter 

340  American  Philosophy  A  study  of  the  major 
figures  in  colonial,  early  republic,  nineteenth  and 
twentieth  century  Colonial  and  U.S.  philosophy. 
Detailed  attention  will  be  given  to  four  primary 
schools  of  thought:  deism,  transcendentalism, 
pragmatism  and  historicism.  Important  secondary 
movements  such  as  puritanism  and  evolutionism  will 
also  be  considered. 

Mr.  Walters 

400  Senior  Seminar  A  discussion  of  at  least  four 
important  texts  by  twentieth  century  philosophers, 
representing  major  movements. 

Mr.  Coulter 

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. 

Staff 


Physics 


Professors  Aebersold  and  Marschall 

Associate  Professors  Aldinger,  Cowan  and  Pella 

(Chairperson) 
Assistant  Professors  Good  and  Luehrmann 
Laboratory  Instructors  Cooper,  Hayden,  Moore  and 

Walz 

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. 


136 


PHYSICS 


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  abihty  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  the 
following  eight  core  courses:  Physics  111,  112,  213, 
240,  310,  319,  325,  330,  and  one  additional  course  at 
the  300  or  400  level  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  tv\'elve 
courses  in  the  department  without  the  permission  of 
the  department,  unless  the  thirteenth  course  is 
Physics  462  (Independent  Study). 

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.  However,  prospective  first  year 
majors  may  also  accomplish  a  full  major  in  physics  by 
taking  Physics  101  in  the  fall  semester  of  their  first 
year  before  taking  Physics  111,  112  in  their 
sophomore  year. 

B.S.  requirements: 

In  addition  to  the  eight  core  courses  specified  above, 
the  B.S.  degree  requires  Physics  462  (Independent 
Study),  341,  and  two  additional  courses  in  physics 
chosen  from  312,  352,  or  381.  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,  213, 
240  and  two  additional  courses  in  physics  at  the  200 
level  and  above. 

Distribution  Requirements 

The  laboratory  science  distribution  requirement  may 
be  satisfied  by  taking  Physics  101  and  102,  Physics 
111  and  112,  Physics  101  and  111,  Physics  103  and 
104  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  introductor)'  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. 

Bjigineeriing 

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  Gettvsburg  with  a  major  in  physics 
upon  successful  completion  of  an  engineering 
degree  at  Columbia  University,  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 


PHYSICS 


137 


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  evolutionaiy  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  vmiverse.  Prerequisite: 
Astronomy  101  or  permission  of  the  instructor.  Three 
classes  and  a  laboratory. 

Mr.  Marschall 

101  Introduction  to  Contemporary  Physics  An 

introduction  to  twentieth-centuiy  physics  providing 
the  student  with  an  overview  of  the  fundamental 
principles  of  classical  physics,  including  gravitation 
and  electromagnetism,  the  theory  of  relativity  and 
quantum  mechanics.  The  course  includes  a  discussion 
of  the  fundamental  forces  of  nature;  nuclear  and 
atomic  physics;  elementary  particles;  grand  unified 
theories;  and  cosmology,  including  the  origin  and  fate 
of  the  universe.  The  course,  along  with  Physics  102  or 
111,  will  satisfy  the  laboratory  science  distribution 
requirement  for  non-science  majors.  Does  not  count 
toward  the  major.  Three  class  hours  and  three 
laboratory  hours. 

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  three  laboratory  hours. 

Mr.  Good 


103-104  Elementary  Physics  I  and  II  A  general 
coverage  of  the  fields  of  classical  and  modern  physics 
structured  for  students  in  biology,  environmental 
science,  the  health  professions,  etc.  with  time 
devoted  to  fluids,  heat,  radiation,  and  numerous 
applications.  While  particularly  useful  for  biology 
majors,  the  two-course  sequence  will  serve  any 
student  as  an  introduction  to  a  wide  range  of  topics 
in  physics.  The  two  course  sequence  will  satisfy  the 
laboratory  science  distribution  requirement  for  non- 
science  majors.  Does  not  count  toward  the  major. 
Prerequisite:  Facility  in  algebra  and  geometry.  Three 
class  hours  and  three  laboratory  hours. 

Staff 

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  concurrently.  Four  class  hours  and  three 
laboratory  hours. 

Mr.  Good 

112  Waves  and  Electricity  and  Magnetism 

Electrostatic  fields,  currents,  magnetic  fields,  mag- 
netic induction,  and  Maxwell's  equations.  Other 
topics  include  waves,  light  as  a  propagating  electro- 
magnetic 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  Introducfion  to 
quantum  mechanics.  Potendal  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.  Pella 


138 


PHYSICS  /  POLITICAL  SCIENCE 


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. 

Mr.  Aldinger 

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,  dielec- 
trics, 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 

341  Quantum  Mechanics  An  introduction  to  the 
Schrcxlinger  and  Heisenbei^  formtilations  of  quantum 
mechanics.  Topics  covered  include  free  particles,  the 
harmonic  osciDator,  angular  momenttun,  the  hydrogen  atom, 
matrix  mechanics,  the  spin  wave  ftinctions,  the  helium  atom, 
and  perturbation  theory.  Prerequisites:  Phyacs  310  and  319, 
Mathematics  363.  Three  class  hours. 

Ms.  Luehrmann 

352  Optics  and  Laser  Physics  An  intermediate 
treatment  of  physical  optics  and  laser  physics.  Topics 
include  the  electromagnetic  theory  of  light, 
interference,  diffraction,  coherence,  holography, 
Fourier  optics,  fundamentals  of  laser  operations, 
laser  spectroscopy,  and  fiber  optics.  Three  class  hours 
and  three  laboratory  hours.  Prerequisites:  Physics  310 
and  Mathematics  211  or  permission  of  Instructor. 

Mr.  Cowan 


381  Special  Topics  in  Physics  Topics  in  physics  not 
covered  in  the  usual  ctirriculum.  Topics  to  be 
covered  will  vary  from  year  to  year  and  may  include 
relativity;  astrophysics;  advanced  topics  in  modern 
optics,  solid  state  physics  and  electromagnetism; 
fundamental  particles  and  nuclear  structure;  the 
physics  of  plasmas  and  various  mathematical  topics  in 
physics  (topology,  special  functions,  fractals) . 
Prerequisites:  Upper  division  standing  and  approval 
by  instructor.  Three  class  hours. 

Staff 

452  Tutorials:  Special  Topics  Designed  to  cover 
physics  or  physics-related  topics  not  otherwise 
available  in  the  cvuriculum.  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:  Compledon  of  sophomore 
year  and  departmental  approval. 

Mr.  Pella 

Political  Science 

Professor  Mott  (Chairperson) 

Associate  Professors  Borock,  D.  Tannenbaum  and 

Warshaw 

Assistant  Professors  Baum,  Dawes,  DeClair,  Gaenslen, 

Hardt,  Hartzell  and  lannello 

Adjunct  Assistant  Professor  Dimcan 

Overview 

The  department  aims  at  providing  an  understanding 
of  the  study  of  politics,  emphasizing  the  methods  and 


POLITICAL  SCIENCE 


139 


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  polidcal  science  are 
as  follows.  Majors  in  the  department  are  required  to 
take  a  minimum  of  eleven  courses  in  political  science. 
Majors  are  required  to  take  four  introductory  courses: 
Political  Science  101,  102,  103,  and  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.  All  students  must  take 
Political  Science  215  (Political  Science  Research 
Methods)  as  sophomores  or  first  semester  juniors. 
Among  the  six  courses  needed  to  complete  the  major, 
students  must  take  three  courses  in  three  different 
subfields  at  the  200  level,  and  two  courses  within  those 
same  subfields  at  the  300-400  level.  The  remaining 
requirement  may  be  satisfied  with  any  upper  level 
course.  The  foregoing  requirements  take  effect  with 
the  Class  of  1997. 

Students  are  encouraged  to  take  internships  for 
academic  course  credit,  but  they  are  graded  S/U  and 
do  not  count  toward  the  major  requirements. 
Political  science  courses  taken  off  campus  will  satisfy 
200  level  requirements  only. 

Requirements  for  a  minor  in  political  science  are  as 
follows:  successful  completion  of  any  two  100  level 
courses  and  any  four  upper4evel  courses  which 
normally  count  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  3.5  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. 

Students  interested  in  political  science  are  urged  to 
take  basic  courses  in  history  and  economics  during 
their  first  two  years.  In  the  junior  and  senior  years, 
majors  are  urged  to  participate  in  departmental 
seminars,  individualized  study,  and  internships. 

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: 
270,  271,  362  and  363. 

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.  Dawes,  Ms.  Hardt,  Ms.  lannello,  Mr.  Mott,  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,  Staff 

103  Introduction  to  International  Relations 

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,  Ms.  Hartzell 

104  Introduction  to  Comparative  Politics 

Introduction  to  the  structures  and  processes  of 
political  institutions  in  major  types  of  political 
systems,  including  parliamentary  systems,  the 


140 


POLITICAL  SCIENCE 


countries  of  the  former  Soviet  Bloc  system,  and 
systems  in  developing  countries. 

Mr.  DeClair,  Mr.  Gaenslen 

Methodology 

215  Political  Science  Research  Methods 

Introduction  to  quantitative  research  methods  and 
their  applicadon  to  the  study  of  politics.  Topics 
include  empiricism,  survey  research  and  polling, 
electoral  behavior,  and  public  opinion.  Special 
attention  is  given  to  research  design,  data  collection, 
data  processing,  and  statistical  analysis.  Prerequisites: 
C>ompletion  of  three  of  the  following:  Political  Science 
101,  Political  Science  102,  Political  Science  103,  and 
Political  Science  104,  or  permission  of  the  instructor. 
Mr.  Dawes,  Mr.  DeClair,  Mr.  Duncan 

American  Government 

220  Urban  Politics  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. 

Staff 

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  policv 
process.  Prerequisites:  PoV\l\c?i\  Science  101  or 
permission  of  the  instructor. 

Ms.  Warshaw 

224  The  American  Presidency  Study  of  the 
presidency  in  the  American  political  system, 
including  presidential  selection,  presidential 
leadership  and  decision-making,  the  president's 
advisors,  and  the  role  of  the  presidency  in  the  policy- 
making process.  Prerequisites:  Political  Science  101  or 
permission  of  the  instructor. 

Ms.  Warshaw 

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  separation  of  powers,  and  determining  the 
scope  of  personal  and  property  rights.  Prerequisites: 
Political  Science  101  or  permission  of  instructor. 

Mr.  Mott 

311  Congress  and  the  Federal  Budget  This  course 
will  examine  the  role  of  Congress  in  the  federal 


budgetaiy  process.  It  will  include  a  review  of  the 
changes  in  the  budgetary  process  over  time  and  the 
steps  currently  in  place  to  develop  the  budget.  In 
particular,  the  course  will  explore  how  Congress 
shapes  the  budget  through  authorizations  and 
appropriations.  Also,  it  will  investigate  the  impact  of 
a  balanced  budget  amendment  on  the  process. 
Prerequisites:  Political  Science  101  and  Political 
Science  223. 

Mr.  Duncan 

322  Civil  Rights  and  Liberties  Study  of  selected 
problems  involving  interpretations  of  the  Bill  of 
Rights.  Attention  will  be  given  to  both  the  evolution 
and  current  standing  of  issues  treated  by  the 
Supreme  Coint.  Prerequisites:  Political  Science  101 
and  Political  Science  225,  or  permission  of  the 
instructor. 

Mr.  Molt 

331  PoUtical  Parties  in  American  PoUtics 

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:  Po\itic3.\  Science  101  and 
Political  Science  215  or  permission  of  the  instructor. 

Mr.  Dailies 

International  Politics 

242  United  States  Foreign  Policy  Examination  of 
the  formulation  of  policv  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 
decision-making;  foreign  economic  policy;  military 
intervention;  alliance  systems;  regionalism;  foreign 
aid;  North-South  confrontations;  and  the  transition 
to  post  Cold  War  objectives.  Prerequisite:  Political 
Science  103  or  permission  of  the  instructor. 

Mr.  Borock 

251  Political  Economy  of  Advanced  Industrial 
Societies  This  course  explores  the  scope  and 
implications  of  interdependence  among  the 
advanced  industrial  societies  in  the  global  system,  as 
well  as  the  political  determinants  of  international 
economic  developments.  Alternative  theoretical 
perspectives  on  the  international  political  economy 
are  examined,  as  well  as  the  nattue  of  the  structure 
and  management  of  the  international  economic 
system  that  was  created  by  the  industrialized 
countries  after  World  War  II.  Prerequisite:  Political 
Science  103  or  permission  of  the  instructor. 

Ms.  Hartzell 


POLITICAL  SCIENCE 


141 


252  North-South  Dialogue  This  course  is  concerned 
with  the  political  economy  of  North-South  relations. 
Examining  the  distribvition  of  wealth  between  the 
developed  and  developing  countries  of  the  world,  this 
course  focuses  on  the  political  and  economic  factors 
that  have  made  global  inequality  a  central  character- 
istic of  the  relationship  between  the  North  and  the 
South.  Important  issues  of  the  contemporaiy  period 
such  as  North-South  trade,  the  debt  crisis,  foreign  aid, 
and  famine  are  investigated  and  the  developmental 
prospects  for  the  South  are  assessed.  Prerequisite: 
Political  Science  103  or  permission  of  the  instructor. 

Ms.  Hartzell 

340  Models  and  Policy  Analysis  Examination  of 
policy  opdons  and  policy  consequences  through  the 
use  of  broad  based  computer  global  models  and 
decision  models.  Students  will  address  the  quesdon  of 
policy  change  vs.  policy  adaptadon  by  developing 
scenarios  that  focus  on  present  and  future 
intemadonal  issues  or  problems,  tesdng  assumpdons 
about  how  to  address  these  issues  and  problems, 
formuladng  and  implemendng  policies  that  cope  with 
them,  and  assessing  the  effectiveness  of  their  strategies. 
Examples  of  scenarios  are:  Global  Warming;  nuclear 
proliferation;  North-South  inequities;  environmental 
protection;  populadon  giowth;  arms  racing;  economic 
trade,  development  and  modernizadon;  and  resource 
availability  and  use.  Open  to  Juniors  and  Seniors  or  others 
by  permission  of  the  instructor. 

Mr.  Borock 

344  U.S.  National  Security  Policy  Examination  of 
the  views  of  decision  makers  toward  the  various  types 
of  threats  to  the  U.S.,  the  processes  by  which  they 
develop  policy  to  protect  the  U.S.  and  its  interests, 
and  the  effects  of  those  policies.  Attention  will  be 
given  to  the  transition  from  Cold  War  security  policy 
to  the  development  of  post  Cold  War  policy.  Topics 
will  include:  the  expansion  of  security  issues; 
decision  making;  defense  spending;  new  roles  for  the 
military  and  intelligence  community;  regionalism; 
and  nuclear  proliferation.  Prerequisite:  Political 
Science  103  or  permission  of  the  instructor.  Political 
Science  242  is  recommended. 

Mr.  Borock 

346  Approaches  to  International  Relations 

Examination  of  the  various  ways  in  which  students  of 
international  relations  attempt  to  understand  and 
describe  the  behavior  of  states  within  the 
international  system.  Attention  will  be  given  to  the 
assumptions  and  perspectives  that  influence  scholarly 
work  in  the  field  of  international  relations.  Topics 
will  include:  the  emphasis  on  power  and  the 
influence  of  realism;  approaches  to  conflict. 


violence,  war,  and  revolution;  problems  of 
international  cooperation  focusing  on 
interdependence  and  transnationalism;  integration, 
alliance  formation,  and  regionalism;  economic 
causes  of  conflict;  and  alternative  views  of  decision 
making.  Prerequisite:  Political  Science  103  or 
permission  of  the  instructor. 

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 

270  Government  and  Politics  in  China  An 

introducdon  to  the  domesdc  polidcs  of  China, 
pardcularly  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  polidcs, 
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 

275  Topics  in  Latin  American  Politics  This  course 
is  designed  as  an  introduction  to  Latin  American 
polidcs.  Its  focus  is  on  the  polidcal  issues 
surrounding  economic  development  in  the  latin 
American  context:  the  polidcal  precondidons,  the 
policy  choices  of  Latin  American  regimes  and 
leaders,  and  the  political  consequences  of 
development  in  general  and  of  those  policy  choices 
in  particular.  Thus,  the  course  is  also  about  political 
development,  about  the  ways  in  which  politics  has 
unfolded  in  Latin  America.  The  course  also 
compares  the  political  systems  and  development 
trajectories  of  Latin  American  countries  to  other 
countries  in  the  world.  Prerequisite:  Political  Science 
104  or  permission  of  instructor. 

Ms.  Hartzell 


142 


POLITICAL  SCIENCE 


361  European  Union  An  examination  of  the 
development  of  interstate  integration  by  considering 
the  processes  of  cultural,  political,  and  economic 
change  taking  place  in  the  European  Community. 
We  will  analyze  the  historical  development  of  this 
important  international  organization.  In  addition,  we 
will  undertake  detailed  case  studies  of  the  major 
policy  questions  currently  being  addressed  by  the 
various  supra-national  organizations  of  the  European 
Community.  Prerequisite:  Political  Science  104  or 
permission  of  instructor.  Political  Science  260  is 
recommended. 

Mr.  DeClair 

362  Peasants,  Politics,  and  Rebellion  Peasants  as 
political  actors  with  a  focus  on  rural  ecology  and 
economy,  peasant  mentality  and  culture,  and 
theories  of  rebellion  and  revolution.  Prerequisite: 
Political  Science  104  or  permission  of  instructor. 

Mr.  Gaenslen 

363  The  Politics  of  Developing  Areas  Introduction 
to  the  study  of  political  development  and  under- 
development, 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  104  or  permission  of  the  instructor. 

Mr.  Gaenslen 

366  New  Politics  and  Social  Movements  In  recent 
years  many  new  political  movements  have  become 
increasingly  active  in  dealing  with  such  concerns  as 
environmental  protection,  sexual  equalitv',  nuclear 
energy,  as  well  as  other  "new"  issues  of  advanced 
industrial  societies.  This  class  will  examine  the 
competing  theories  which  attempt  to  explain  the 
development  of  these  new  movements.  We  will  also 
attempt  to  determine  whether  or  not  these 
movements  are  new  political  actors  or  just  old 
interest  groups  with  new  issues.  These  questions  will 
be  addressed  in  a  comparative  framework  drawing 
upon  examples  from  a  variety  of  advanced 
industrialized  societies.  Prerequisite.  Political  Science 
101  and  Political  Science  104. 

Mr.  DeClair 

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  PoUtical  Thought  Study  of  the 
development  of  political  thought  in  America  from 
the  colonial  period  to  the  present.  In  addition  to 
examining  individual  winters  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. 

Mr.  Tannenbaum 

382  Feminist  Theory  in  American  PoUtics  This 
course  will  examine  the  role  of  feminist  political 
thought  in  American  politics.  It  will  consider  the 
various  strains  of  feminist  theory'  including  Liberal, 
Marxist,  Radical,  and  Anarchist  theories,  with 
particular  emphasis  on  the  kinds  of  feminist  political 
participation  that  emerge  from  Liberal  and 
Anarchist  political  ideals.  Additionally,  this  course 
will  provide  a  context  in  which  key  concepts  such  as 
politics  and  power  may  be  reconceptualized  from  an 
American  feminist  point  of  view.  Prerequisite:  Political 
Science  102  or  permission  of  instructor. 

Ms.  lannello 

Advanced  Courses 

200,  300  Topics  in  Political  Science  Exploration  of 
an  announced  topic  chosen  each  year  or  every  other 
year  by  the  department.  Among  the  Special  Topics 
currently  offered  are  the  following: 

207  Health  Care  PoUcy  This  course  begins  with  a 
study  of  the  policy  making  process  in  Washington.  It 
will  focus  on  the  current  debate  over  health  care 
policy,  and  will  examine  the  major  proposals  for 
health  care  reform.  In  addition,  it  will  analyze  how 
the  major  players,  such  as  Congress,  the  Executive 
Branch,  and  interest  groups  interact  to  reach 
solutions. 

Mr.  Duncan 

308  State  Pohtics  and  Policy  A  comparative  analysis 
of  politics  in  the  fifty  states.  An  empirical  analysis  of 
the  operation  and  functions  of  state  political  systems. 
Prerequisite.  Political  Science  101  and  215  or 
permission  of  instructor. 

Mr.  Dawes 

400  Seminars  Advanced  study  of  domestic,  foreign, 
or  world  politics  or  political  theor)'.  A  common  core 
of  reading  and  written  reports  by  each  student  is 


POLITICAL  SCIENCE/PSYCHOLOGY 


143 


provided.  Although  topics  differ  each  year  and  will 
be  announced  in  advance,  several  seminars  are 
offered  routinely  and  are  listed  below. 

40 1  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.  Prerequisite:  Political  Science 
101  and  Political  Science  224  or  permission  of 
instructor. 

Ms.  Warshaiv 

402  American  Voting  Behavior  and  Electoral 
Politics  A  survey  of  the  research  literature  on 
political  participation  and  vote  choice  in  the  U.S. 
Also  considered  are  the  various  functions  elections 
serve  in  a  democracy,  as  well  as  the  relative  merits  of 
aggregate  and  individual  level  approaches  to  the 
study  of  the  politics  of  the  mass  electorate. 
Emphasizes  contemporary  American  Politics,  but 
also  includes  analysis  of  historical  and  comparative 
aspects  of  voting  behavior.  Prerequisite:  Political 
Science  101  or  permission  of  instructor. 

Mr.  Dawes 

405  Executive-Legislative  Relations  This  seminar 
examines  the  complex  institutional  and  political 
relationship  between  the  Executive  and  Legislative 
branches  of  the  Federal  government.  Prerequisite: 
Political  Science  101  and  Political  Science  224. 

Ms.  Warshaiv 

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.  Prerequisite:  Vo\\X\c2l\  Science  101  or 
permission  of  instructor. 

Ms.  lannello 

409  Comparative  Political  Economy  This  course  is 
intended  to  introduce  the  student  not  only  to  the 
workings  of  domestic  economic  systems  but  also  to 
some  of  the  main  analytical  frameworks  which 
political  economy  uses  to  examine  these  systems. 
The  comparative  focus  of  the  course  on  issues  of 
political  economy  is  thus  two-fold:  use  will  be  made 
of  the  comparative  methods  as  well  as  of  the 
different  theoretical  approaches  to  understanding 


domestic  political  economies.  To  that  end  we  will 
focus  on  the  relationship  between  political  systems, 
regime  types,  ideology,  and  economic  systems  and 
the  effects  these  have  on  certain  public  policy 
ovitcomes.  Prerequisites:  ^o\\\ac?l\  Science  103,  and 
Political  Science  251  or  Political  Science  252 
recommended,  or  permission  of  instructor. 

Ms.  Hartzell 

412  Women  and  the  PoUtical  Economy  of 
Development  Examination  of  the  central  role  that 
women  in  devoping  countries  perform  in  the 
development  process,  as  well  as  of  the  impact  that 
development  has  on  women.  Analysis  of  the  role  that 
women  play  in  household  production,  in  the  care  of 
their  families,  and  their  participation  in  both  the 
formal  and  informal  economies.  Perspectives 
ranging  from  economists'  efforts  to  accurately 
measure  women's  contributions  to  development,  to 
political  scientists'  focus  on  the  political  power  of 
women,  to  feminist  critiques  of  mainstream 
development  theories  are  employed.  Prerequisites:  PS 
103  or  permission  of  instructor. 

Ms.  Harttzell 

Individualized  Study  Intensive  research  on  an 
approved  topic  presented  in  oral  or  written  reports, 
imder  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  factilty.  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 
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 
Associate  Professors:  Riggs  (Chairperson), 
Arterberry,  Bornstein,  and  Fincher-Kiefer 
Assistant  Professors:  Cain,  Siviy,  and  Tykocinski 

Overview 

The  department  emphasizes  experimental 
psychology  in  all  of  its  course  offerings.  The 


144 


PSYCHOLOGY 


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,  two  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.  Majors  must  earn  a  grade  of  C  or  better 
in  both  Psychology  205  and  305.  It  is  possible  for 
those  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  as  well  as  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 
464  (Honors  Research)  in  their  senior  year  (an 
honors  thesis  may  he  substituted  for  Psychology  464 
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  distribtition 
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. 

Staff 

205  Introduction  to  Statistics  Introducfion  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  hotirs 
and  three  laboratorv'  hours. 

Ms.  Arterbeny,  Mr.  Siviy 

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 


PSYCHOLOGY 


145 


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  psycho- 
logical 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  Aji  in-depth  study  of  the 
senses.  This  cotirse  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. 

Staff 

221  Basic  Dynamics  of  PersonaUty  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.  Arterberry,  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.  Arterberry 


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.  Cain 

236  Introduction  to  Brain  and  Behavior 

Introduction  to  the  anatomical,  physiological  and 
biochemical  bases  of  human  behavior.  Topics  will 
include  sleep  and  dreams,  development,  learning 
and  memory,  motivation  and  emotions,  language 
and  other  higher  functions,  and  psychopathology. 
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.  Biggs,  Mr.  D  Agostino,  Mr.  Pittman, 
Ms.  Fincher-Kiefer 

315  Thinking  and  Cognition  In-depth  examination 
of  the  cognitive  processes  involved  in  language 
comprehension,  problem  solving,  reasoning,  and 
decision  making.  Current  research  and  exisdng 
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.  Prerequisite:  Psychology  305. 
Three  class  hours  and  the  equivalent  of  three 
laboratory  hours. 

Mr.  Mudd 


146 


PSYCHOLOGY 


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. 
Prerequisites:  Psychology  214  and  Psychology  305. 
Three  class  hours  and  the  equivalent  of  three 
laboratory  hours. 

Ms.  Riggs,  Ms.  Tykocinski,  Mr.  Pittman 

321  Assessment  of  Personality,  Psychopathology, 
and  InteUigence  An  introduction  to  the 
methodological  and  conceptual  issues  involved  in 
the  construction  and  use  of  personality  tests  and 
measures  of  psychopathology.  Following  a  survey  of 
the  literature  on  test  development  and  validation, 
selected  personality,  psychopathology,  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  a  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  cognitive 
development.  Emphasis  is  placed  on  the  tmique 
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  225  or 
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: 
Psycholog)'  225  or  228;  Psychology  205  and  305.  Three 
class  hours  and  three  laboratory  hours. 

Ms.  Cain 

336  Behavioral  Neuroscience  Advanced  discussion  of 
the  topics  included  in  Psychology  236,  as  well  as  an  in- 
depth  treatment  of  brain  development  and  the  neuro- 
chemical 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. 

Mr.  Mudd 

400  Seminar  An  opportimity  to  work  on  a  selected 
topic  in  a  small  group  under  the  guidance  of  a 
member  of  the  staff.  Not  offered  every  year.  The 
topic  for  a  given  semester  is  annoimced  well  in 
advance.  Enrollment  by  permission  of  the  instructor. 
May  be  repeated. 

Staff 

450  IndividuaUzed  Study  Tutorial  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. 
Mav  be  repeated. 

Staff 

460  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  sta£F  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 


PSYCHOLOGY/  RELIGION 


147 


464  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 
Individualized  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 

466  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 

471  Internship  A  minimum  of  160  hours  of  on-the- 
job  experience  on  a  mental  health,  human  resource, 
or  research  position.  Students  must  be  sponsored  by 
a  member  of  the  Psychology  Department,  and 
receive  approval  by  the  internship  coordinator. 
Available  during  the  fall  or  spring  semesters  or 
during  the  summer.  This  course  does  not  coimt 
toward  minimum  requirements  in  a  major  or  minor, 
graded  S/U. 

Religion 

Professors  Hammann  (Chairperson),  Moore,  and 

Tipson  (Provost) 
Associate  Professors  Myers  and  Trone 
Assistant  Professor  Matsuki 

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  Recommendatioas 

A  major  consists  of  ten  courses.  Two  may  be  taken 
outside  of  the  Department;  two  must  be  at  the  200 
level;  one  must  be  a  300  or  a  second  400  level  course. 
A  major  must  also  take  at  least  one  of  the  following: 
Religion  460,  470  or  474.  The  departinent 
encourages  qualified  students  to  consider  internships 
and/or  overseas  study,  including  the  junior  year 
abroad. 

A  minor  consists  of  six  courses.  One  of  the  six  may  be 
outside  of  the  Department  but  not  in  a  student's 
major;  at  least  one  must  be  at  the  200  level  and  at 
least  one  must  be  at  the  300  or  400  level. 

Any  of  the  following  courses,  outside  of  the  Religion 
Department  may  be  counted  toward  either  a  major  or 
minor.  Other  courses  may  be  possible  with  the 
permission  of  the  Department. 


Classical  Mythology 
New  Testament  Greek 
St.  Augustine 
Byzantine  Civilization 
Perspectives  on  Death  and 
Dying 

Civilization  of  India 
Literature  of  India 
Theatre  and  Religion 
Ancient  Egyptian  Lang., 
Lit., Art, 

Medieval  Europe 
Renaissance  and  Reformation 
Contemporary  Moral  Issues 
Classical  Greek  and  Roman 
Philosophy 


The  department's  rationale  for  numbering  courses  is 
as  follows: 

100  courses  are  essentially  topical  and  thematic. 

200  courses  are  surveys  which  usually  take  a  historical 
approach.  The  200  courses  are  especially  appropriate 
for  an  introduction  to  the  major.  Neither  100  nor 
200  courses  have  a  prerequisite  and  may  be  taken  to 
fulfill  the  distribution  requirement  in  Religion. 

300  courses  are  more  narrowly  focused  or  specialized, 
often  examining  in  greater  detail  some  issue  or  area 
treated  more  generally  in  other  course  in  the 
department. 

Since  some  covirses  are  not  offered  every  year, 
students  should  consult  with  individual  instructors 


Classics 

230 

Greek 

204 

Latin 

306 

IDS 

206 

IDS 

211 

IDS 

227,  228 

IDS 

237,  238 

IDS 

267 

IDS 

312 

Hist. 

311,312 

Hist. 

313 

Phil. 

105 

Phil. 

203 

148 


RELIGION 


when  planning  their  programs.  Those  planning  to 
earn  an  advanced  degree  in  religion  from  a  seminary 
or  from  a  graduate  school  in  religion  should  consider 
either  a  major  or  a  minor  in  the  department. 

Distribution  Requirements 

Any  100  or  200  course  will  fulfill  the  one  course 
distribution  requirement  in  religion.  The  difference 
between  a  100  and  200  course  is  a  matter  of 
emphasis  rather  than  degree  of  difficulty.  The 
following  courses  also  fulfill  the  distribution 
requirement  in  history/philosophy:  220  and  221. 
The  following  courses  meet  the  distribution 
requirement  in  non-Western  culture:  108,  241,  248 
and  249.  IDS  312  also  meets  that  requirement. 

101  Introduction  to  Religions  An  overview  of  several 
approaches  to  understanding  religious  traditions, 
including  the  anthropological,  historical  and  psycho- 
logical. The  course  will  apply  these  approaches  to  an 
appreciation  of  select  tradidons  such  as  Hinduism, 
Buddhism  and  Islam,  as  well  as  several  uncon- 
ventional religious  traditions  that  are  of  historical  and 
contemporary  interest.  Offered  every  year. 

Staff 

105  The  Bible  and  Modem  Moral  Issues  An  inves- 
tigation 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. 
Offered  every  year. 

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, 
Egyptians,  Babylonians,  and  other  contemporaries 
and  predecessors  of  the  Israelites.  Fulfills  the 
distribution  requirement  in  non-Western  culture. 
Offered  every  year. 

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.  Offered  every  year. 

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 

1 24  Elizabeth  to  Irene:  Women  in  Christianity  I  A 

seminar  exploring  writings  by  Christian  women  and 
other  information  about  them  in  laws,  theologies, 
biographies,  histories,  letters,  funeral  eulogies, 
legends,  liturgies,  and  Christian  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. 
Offered  every  year. 

Mr.  Trone 

125  Theodora  to  Margery:  Women  in  Christianity 

II  A  seminar  exploring  writings  by  Christian  women 
and  other  information  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. 
Offered  every  year. 

Mr.  Trone 

127  Topics  in  History  of  ReUgions  An  intensive 
study  of  a  religious  topic,  problem,  writer,  or  theme 
in  the  field  of  the  history  of  religions.  Offered  at  the 
discretion  of  the  department. 

Staff 

129  Judaism  and  a  Spiritual  Path  In  this  three  hour 
experiential  seminar,  participants  explore  ways  to 
appreciate  a  consciously  lived  spirituality.  The  course 
will  explore  the  religious  dimensions  of  inter- 
personal relationships,  environmentalism,  world 
peace,  and  community  building.  The  instructor  uses 
Judaism  as  the  case  model  for  understanding  how  its 
spiritual  parth,  in  regard  to  holy  days,  holidays,  life 
cycle  rituals,  and  personal  spiritual  practices 
functions.  Participants  will  gain  a  greater 
appreciation  of  their  own  religious  roots  and  the 
beauty  of  religious  diversitv. 

Staff 

134  ReUgion  in  Cinema  A  study  of  films  that  portray 
the  themes  and  stories  rooted  in  a  variety  of  religious 
traditions.  The  method  of  the  course  will  be  to 
compare  the  cinematic  representation  with  that  of 
traditional  versions  of  the  stories.  Such  films  as  Little 
Buddha,  The  Message,  The  Ten  Commandments,  Jesus  of 
Montreal,  The  Last  Temptation  of  Christ,  The  Gospel 
According  to  St.  Matthew,  The  Robe,  Ordet,  and  Wise 


RELIGION 


149 


Blood  w\\\  be  viewed  and  analyzed.  Offered  every  year. 

Mr.  Hammann 

135  Religion  in  Fiction  An  examination  of  the 
fictional  representation  of  religions  stories.  The 
works  of  Lewis,  Malamud,  Olson,  Kazantzakis, 
MacLeish,  Lagerkvist,  and  others  will  be  read.  Not 
offered  every  year. 

Mr.  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. 

Staff 

204  History,  Literature,  and  Religion  of  the  Old 
Testament  A  study  of  the  histoiy,  literatme,  and 
religion  of  the  Hebrews,  from  the  time  of  Abraham 
to  about  500  B.C.  The  histor)'  and  cultine  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,  litingies,  councils,  heresies,  and  the 
outstanding  participants  are  examined  with  the  aid  of 
primary  documents.  Also  fulfills  the  distribution 
requirement  in  histoiy/philosophy.  Offered  every 
year. 

Mr.  Trone 

221  History  of  the  Medieval  Church  A  historical 
study  that  continues  Religion  220  up  to  the  fifteenth 
century.  The  Latin,  Orthodox,  and  the  heretical 
traditions  and  institutions  are  included.  Religion  220 
is  not  a  prerequisite  for  this  coinse.  Also  fulfills  the 
distribution  requirement  in  histoiy/philosophy. 
Offered  every  year. 

Mr.  Trone 

224  Religion  of  African  Americans  An  examination 
of  the  religious  traditions  of  African  Americans  from 


the  African  context  to  the  establishment  of  the 
"Invisible  Church"  in  America  to  the  present.  This 
coinse  will  concentrate  on  the  religiotis  beliefs  of 
African  Americans  and  the  spirit  of  accommodation 
that  has  been  directed  toward  achieving  freedom  and 
justice.  The  general  approach  for  interpreting 
religious  discotirse  will  be  historical  and 
psychological.  Among  the  subjects  to  be  covered  will 
be  the  retention  of  African  religions  and  religious 
symbols,  African  American  religious  nationalism, 
Pentecostalism,  Santeria,  the  Nation  of  Islam,  the  civil 
rights  movement,  and  Afrocentric  Christianity.  Not 
offered  every  year. 

Staff 

226  Native  American  Religions  A  cotuse  that  draws 
heavily  on  the  traditions  of  the  North  American 
Plains  Indians.  Materials  of  the  course  will  be 
autobiographies  as  well  as  historical  and  ethnological 
studies.  Students  will  come  to  appreciate  the 
"spiritual  aspects"  of  a  culture  that  does  not 
differentiate  between  the  sacred  and  secular.  Not 
offered  every  year. 

Staff 

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.  Offered  evei^  year. 

Mr.  Hammann 

241  Religions  of  South  Asia  A  historical  and 
phenomenological  study  of  the  religions  of  South 
Asia,  especially  Hinduism,  Hinayana  Buddhism,  and 
Islam.  Some  original  sources  in  translation  are 
investigated  to  promote  understanding  of  religious 
ideas,  institutions  and  practices.  Fulfills  the 
distribution  requirement  in  non-Western  culture. 
Offered  evei^  year. 

Ms  Matsuki 

248  The  Religions  of  China  A  general  introduction 
to  the  major  religious  traditions  of  China.  Students 
will  explore  the  social  and  historical  contexts  of 
Confucianism,  Taoism  and  Buddhism.  Attention  will 
be  given  to  the  varied  developments  of  these  three 
historic  traditions  and  to  an  assessment  of  their 
contemporary  viability.  Offered  every  year. 

Ms  Matsuki 


150 


RELIGION/RUSSIAN 


249.  The  Religions  of  Japan  A  general  introduction 
to  the  major  religious  traditions  of  Japan.  Students 
will  explore  the  social  and  historical  contexts  of 
Shinto,  Confucianism  and  Buddhism.  Attention  will 
be  given  to  the  varied  developments  of  these  three 
historic  traditions  and  to  an  assessment  of  their 
contemporary  viability.  Offered  every  year. 

Ms  Matsuki 

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  literar)' 
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  backgroimd  purposes  for 
writing,  and  the  communit)'  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  Apostle  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 

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.  Not 
offered  every  year. 

Mr.  Trone 

343  Mythology  and  ReUgion  Mythology  and 
religion  have  always  been  companions.  The  course 
will  aim  at  understanding  this  friendship.  Students 
will  familiarize  themselves  with  certain  mythological 
artifacts  as  well  as  current  "suirogate  myths."  A  main 
focus  of  the  course  will  be  an  appreciation  of  the 
process  of  "mythmaking"  which  will  be  approached 
from  several  critical  viewpoints.  Offered  every  year. 

Mr.  Hammann 

460  IndividuaUzed  Study  for  Majors  The  Senior 
Project  must  be  approved  by  the  Department.) 

Staff 


470  IndividuaUzed  Study  and  Internships 

474  Summer  Internships 

IDS  206  Byzantine  Civilization  For  course 
description  see  Interdepartmental  Studies. 


Staff 
Staff 

Mr.  Trone 


IDS  211  Perspectives  on  Death  and  Dying  For 

course  description  see  Interdepartmental  Studies. 

Mr.  Moore 

IDS  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 
2900-1100  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 

Russian 

The  courses  offered  are  designed  to  acquaint  the 
student  with  the  basics  of  the  Russian  language.  No 
major  or  minor  is  offered  in  this  area.  Students  may 
use  Russian  (through  the  202  level)  to  fulfill  the 
language  distribution  requirement.  The  administra- 
tion of  the  Russian  language  program  is  overseen  by 
the  Committee  on  Interdepartmental  Studies. 


RUSSIAN  /  SOCIOLOGY  AND  ANTHROPOLOGY 


151 


101,102  Introductory  Russian  Fundamentals  of 
Russian  which  simultaneously  emphasize  oral 
comprehension,  verbal  communication,  writing  and 
reading  of  the  modern,  contemporary  language. 
Text,  workbooks  and  lesson  tapes  are  based  on  the 
"communication  competence  approach"  developed 
by  the  Pushkin  Institute  in  Moscow.  Extensive  use  of 
dialogue  drills  (e.g.  introductions,  shopping,  travel 
etc.)  which  are  oriented  towards  rapid  development 
of  spoken  fluency  in  modern  Russian.  Special  training 
is  provided  for  students  who  wish  to  use  PC  or  Mac 
computers  for  dual  language  text  (Russian/  English) 
and  special  glossary/dictionary  development. 

Ms.  Chermack 

201,202  Intermediate  Russian  Review  of  basic 
grammar  as  well  as  further  development  of  speaking, 
reading  and  writing  skills  in  modern  Russian.  Class 
materials  include  examples  of  19th  and  20th  Century 
Russian  literature,  newspapers  and  journals.  Weekly 
laboratory  sessions  feature  Russian  films  and  video 
materials.  Russian  202  will  introduce  students  to 
simultaneous  translation  techniqties.  Prerequisite. 
Russian  102  or  its  equivalent. 

Ms.  Chermack 

Sociology  and  Anthropology 

Professors  Emmons  and  Hinrichs  (Chairperson) 
Associate  Professors  Gill,  Heisler,  and  Loveland 
Assistant  Professors  Betances,  Curet,  Potuchek,  and 

Rosenberg 
Instructor  Pearce 
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  diversity  of  perspectives  in  sociology 
and  anthropology,  the  courses  present  a  variety  of 
approaches.  Some  perspectives  start  with  individuals 
in  interaction  with  each  other  and  focus  upon  how 
they  develop  meaningful  social  relationships,  groups, 
and  institutions.  Other  approaches  focus  upon  the 
molding  of  individuals  by  various  institutions,  groups, 
and  cultures,  or  upon  the  functional  or  conflict 
relationships  among  various  classes  and  subcultures. 
By  emphasizing  the  scientific  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,  commtmication, 
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  gradviate  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.  Majors  are  eligible  for  Harry  C.  and 
Catherine  Noffsinger  Hartzell  Award,  the  Holly 
Gabriel  Award,  the  Department  Prize,  and  depart- 
mental honors.  The  department  emphasizes  a 
commitment  to  experiential  education,  field  trips  and 
internships.  Several  majors  serve  as  student  repre- 
sentatives to  department  faculty  meetings  in  order  to 
provide  a  means  for  students  to  voice  their  concerns. 

Requirements  and  Recommendations 
Majors 

Beginning  with  the  class  of  1998  the  Sociology  and 
Anthropology  Department  will  offer  both  a  major  in 
sociology  and  a  combined  major  in  anthropology  and 
sociology.  Students  in  the  class  of  1998  or  later  who 
major  in  sociology  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  majoring  in 
Sociology  must  take  Sociology  101,  302,  303,  306,  and 
400.  They  must  also  take  one  of  the  following 
inequality  cotirses:  Sociology  202,  209,  217,  and  a 
seminar  in  sociological  theory,  chosen  from  among 
the  following:  Sociology  310,  311,  312,  313.  The 
remaining  three  courses  are  electives  chosen  from 
among  the  sociology  course  offerings,  excluding  450s 
and  470s,  and  may  include  one  anthropology  course. 

Students  in  the  class  of  1998  or  later  who  select  the 
combined  major  in  Anthropology  and  Sociology  will 
take  a  minimum  of  ten  full-credit  courses.  Before 
declaring  a  major,  a  student  must  have  completed 
one  or  more  100  level  courses  in  the  Department  and 
must  have  earned  a  C-  or  better  in  each  such  course. 


152 


SOCIOLOGY  AND  ANTHROPOLOGY 


Students  must  take  Anthropology  103  and  105; 
Sociology  101,  302  and  303;  either  Anthropology  308 
or  Sociology  306;  and  either  Anthropology  400  or 
Sociology  400.  Students  must  also  take  three  electives 
in  anthropology  and  sociology  course  offerings 
except  450s  and  470s.  Students  must  have  a  minimum 
of  four  courses  in  each  discipline. 

For  students  in  the  classes  of  1996  and  1997,  the 
department  offers  a  major  with  sociology  and 
anthropology  tracks.  The  sociology  track  requires  ten 
full-credit  courses.  Before  declaring  a  major,  a 
student  must  earn  a  grade  of  C-  or  better  in  Sociology 
101,  Introductory  Sociology.  Students  in  the  sociology 
track  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  elecdves  from  the  following  social  process 
and  inequality  courses:  202,  203,  208,  209,  210,  212, 
213,  217,  231;  and  one  elective  from  any  other  course 
offered  in  sociology  or  anthropolog)',  including  460, 
but  excluding  450s  and  470s. 

For  the  classes  of  1996  and  1997,  the  department  also 
ofiFers  an  anthropology  track.  Students  in  this  track 
will  take  a  minimum  of  ten  courses.  Students  must 
take  Anthropology  103;  one  culture-area  course 
selected  from  Anthropology  211,  220,  224,  232,  or  a 
currently  offered  course;  one  topics  course  selected 
from  Anthropology  215,  216,  or  228;  one  additional 
elective  in  Anthropology;  and  Anthropology  400  or 
460.  Students  must  also  take  Sociology  101,  302,  303, 
304,  and  one  elective  from  Anthropology  105, 
Sociology  202,  203,  204,  206,  208,  209,  210,  212,  or 
217. 

Minors 

Beginning  with  the  class  of  1998,  students  with  a 
major  in  sociology  may  minor  in  anthropology  but 
students  with  a  combined  major  in  anthropology  and 
sociology  may  not  minor  in  the  department. 
Beginning  with  that  class,  the  department  will  offer  a 
new  anthropology  minor.  Six  courses  are  required 
for  this  minor.  Students  must  take  Anthropology  103 
and  105;  either  Anthropology  308  or  400;  and  three 
electives  from  anthropology  course  offerings  (one  of 
these  may  be  Anthropology  450s) . 

Beginning  with  the  class  of  1998,  six  courses  are 
required  for  the  minor  in  sociology.  Students  must 
take  Sociology  101,  302,  and  304  or  306.  The 
remaining  three  courses  must  be  chosen  from 
among  Sociology  course  offerings,  excluding  450s 
and  470s. 


Students  in  the  classes  of  1996  and  1997  who  are  not 
majors  in  the  department  may  minor  in  either 
sociology  or  anthropology.  For  members  of  those 
classes,  the  minor  in  anthropology  requires  six 
courses.  Students  must  take  Anthropology  103. 
Three  additional  courses  must  be  elected  from  the 
other  anthropology  offerings  (one  of  these  may  be 
Anthropology  450s,  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. 

For  students  in  the  classes  of  1996  and  1997,  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  450s,  470s;  one  or  two  of  these  three 
elective  courses  may  be  courses  in  anthropology. 

Prerequisites 

Sociology  101  is  a  prerequisite  for  most  other 
sociology  courses  except  as  noted  in  course 
descriptions;  most  upper  level  anthropology  courses 
require  either  Anthropology  103  or  Anthropology 
105. 

In  order  to  ensure  adequate  preparation  for 
Sociology  303,  students  must  have  completed 
Sociology  302  with  a  grade  of  C-  or  better  or  have 
the  permission  of  the  instructor  before  enrolling  in 
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. 

Individualized  Study 

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 
Anthropology  450s  and  460,  Sociology  450s  and  460, 
field  work  application  or  direct  experience,  and 
other  opportunities  to  expand  specialized  interests. 
Anthropology  460  or  Sociology  460  is  a  requirement 
for  departmental  honors,  and  students  who  want  to 
be  considered  for  honors  should  enroll  in  one  of 
these  courses.  Students  interested  in  pursuing 
honors  should  consult  with  a  departmental  faculty 
member  in  the  junior  year. 


SOCIOLOGY  AND  ANTHROPOLOGY 


153 


Distribution  Requirements 

All  full-credit  departmental  courses  except  Sociology 
302  and  303  may  be  used  to  fulfill  the  distribution 
requirement  in  social  science.  All  courses  in 
anthropology  may  be  used  to  meet  the  non-Western 
culture  distribution  requirement. 

Anthropology 

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.  Curet,  Mr.  Loveland 

105  World  Prehistory  and  Human  Evolution 

Introduction  to  concepts  and  findings  in  archaeology, 
prehistory,  and  human  evolutionary  biology.  The 
course  examines  the  evolutionary  history  of  humans 
and  cultural  developments  from  the  perspectives  of 
archaeology  and  physical  anthropology.  It  explores 
such  topics  as  evolutionary  theory,  early  hominids,  the 
evolution  of  modern  humans,  the  appearance  of 
agriculture,  and  the  development  of  civilization. 

Mr.  Curet 

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  personality,  mental 
illness,  and  the  effects  of  social  change  upon 
personality.  Ethnographic  examples  from  a  variety  of 
cultures  will  be  utilized.  Prerequisite:  Anthropology 
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  variety  of 
cultures.  Prerequisite:  Anthropology  103. 

Mr.  Loveland 


220  World  Cultures  Study  of  the  cultures  of  Asia,  the 
Pacific,  Africa,  and  Native,  North,  Central  and  South 
America.  Class  will  discuss  ethnographies  and  films 
about  a  variety  of  socio-economic  types,  including 
foraging,  horticultural,  agricultural,  and  pastoralist 
societies.  No  prerequisite. 

Mr.  Loveland 

224  Native  Peoples  of  the  Circum-Caribbean 

Examination  of  the  social,  cultural,  economic,  and 
political  experience  of  the  different  native  peoples  of 
the  Circum-Caribbean  culture  area.  The  course  deals 
with  the  archaeology,  ethnohistory,  and  anthropology 
of  this  region  which  includes  the  Greater  and  Lesser 
Antilles,  northeastern  South  America,  and  lower 
Central  America.  Topics  range  from  the  settlement  of 
the  area  by  the  first  groups  such  as  the  Arawaks  and 
Caribs,  prehistoric  cultural  and  social  developments, 
conquest  and  colonization  of  the  region  by 
Europeans,  and  descriptions  of  conditions  of  modern 
day  native  cultures. 

Mr.  Curet 

228  Cross-Cultural  Perspectives  on  Women,  Sex 
Roles,  and  Gender  Examination  of  the  position  of 
women,  their  interrelationship  with  men,  the 
assignment  of  male  and  female  roles,  and  the 
conceptualization  of  gender  ideology  in  various 
societies  and  cultures.  The  course  will  focus  on  broad 
theoretical  issues  (e.g.,  biological  vs.  cultural 
determinants;  gender  stratification  and  inequality;  the 
effects  of  social,  cultural,  and  economic  variables)  as 
well  as  a  wide  range  of  specific  societal  studies. 
Prerequisite:  Anthropology  103 

Staff 

232  Precolumbian  Civilizations  of  Middle  America 

Overview  of  the  pre-conquest  cultures  and  civilizations 
of  Mexico  and  adjacent  areas.  Topics  include  a 
general  geographic  and  environmental  descripdon  of 
the  cultviral  area  of  Mesoamerica,  the  peopling  of  the 
region  by  early  nomadic  hunters-and-gatherers,  the 
beginning  of  agricultural  villages,  and  the 
development  of  high  civilizations  such  as  the  Olmecs, 
Teodhuacan,  the  Mayas,  and  the  Aztecs.  While  the 
course  follows  the  cultural  historv'  of  the  different  pre- 
Hispanic  cultures,  there  will  also  be  discussion  of  the 
different  theories  proposed  for  different  social 
processes  such  as  the  development  of  agriculture,  the 
development  of  social  classes,  and  the  rise  and  fall  of 
major  centers  and  empires.  No  prerequisite. 

Mr.  Curet 

308  Anthropological  Theory  Overview  of 
anthropological  theory  from  an  historical  perspective. 


154 


SOCIOLOGY  AND  ANTHROPOLOGY 


This  course  will  focus  on  the  discussion  of  the  main 
schools  of  thought  in  anthropology,  including 
Cultural  Evolution,  Historical  and  Cultural 
Materialism,  Functionalism,  Structuralism,  and  more 
recent  theoretical  developments.  Attention  will  be 
directed  to  the  way  in  which  anthropological  methods 
integrate  with  theory.  Prerequisite:  Anthropology  103 

Mr.  Loveland,  Mr.  Curet 

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  overview  of  the  field  of 
socio-cultural  anthropology  and  current 
anthropological  thinking.  In  addition,  some  current 
ethnographies  will  be  read,  and  students  will  do 
individualized  projects  in  a  seminar  setting. 
Prerequisite:  Anthropology  103  and  consent  of  the 
instructor. 

Staff 

450s,  470s  Individualized  Study  Independent  study 
in  fields  of  special  interest  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  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  two  weeks 
before  the  end  of  the  semester  preceding  the 
proposed  study. 

Staff 

Sociology 

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,  Ms.  Heisler 


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. 

Ms.  Pearce,  Mr.  Emmons 

206  Sociology  of  the  Family  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  the  sociological 
study  of  crime.  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  way  of  life,  city  planning, 
metropolitan  dynamics,  and  urban  problems. 
Prerequisite:  Sociology  101.  Not  offered  regularly. 

Mr.  Hinrichs 

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 


SOCIOLOGY  AND  ANTHROPOLOGY 


155 


ethnic  community.  The  study  of  African-American, 
European-immigrant,  and  Asian-American 
communities  is  emphasized.  Prerequisite:  Sociology  101. 

Ms.  Heisler,  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.  Offered  every  other  year. 
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, 
violence,  child  abuse,  homelessness,  and  skid  row. 
Prerequisite:  Sociology  101. 

Mr.  Hinrichs 

213  Political  Sociology  Analysis  of  the  role  of  power 
in  social  and  political  institutions.  Among  the  major 
topics  explored  are  the  basis,  distribution,  and  use  of 
power  and  authority;  the  relationship  between 
economic  and  political  power;  the  origins  of  the 
modern  state;  the  conditions  of  democracy  and 
authoritarian  rule;  and  the  dynamics  of  social 
movements  and  political  change.  Not  offered  every 
year.  Prerequisite:  Sociology  101. 

Ms.  Heisler 

217  Gender  Inequality  Examination  of  the  patterns 
of  gender  stratification  in  American  social  structures. 
The  course  centers  on  the  various  forms  of  sexual 
inequality  in  today's  world,  examining  the  positions  of 
women  and  men  in  families  and  occupations.  Topics 
include  socialization,  images  of  women  in  the  media, 
violence  against  women,  and  possibilities  for  change. 
Prerequisite:  Sociology  101. 

Ms.  Gill 

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:  Soc\o\o^  101  or  Anthropology 
103.  Fulfills  the  non-Western  culture  requirement. 

Mr.  Emmons 


231  Self  in  Society  Study  of  theories  of  social 
psychology,  methods  of  social  psychological  research, 
the  self,  socialization,  social  roles,  social  relationships, 
communication  and  group  behavior.  Emphases  will 
include  group  dynamics  and  differences  in 
male/female  perceptions  and  social  behaviors. 
Readings  will  include  theoretical  works  and  will 
emphasize  classic  and  recent  research  in  the  field. 
Prerequisite:  Sociology  101. 

Ms.  Rosenberg 

262  Social  Development  of  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.  Same  as  LAS  262.  No 
prerequisite. 

Mr.  Betances 

267  Society  and  Politics  in  Latin  America:  A  Case 
Study  of  the  Dominican  RepubUc  Study  of  the  socio- 
political evolution  of  the  19th  and  20th  century 
Dominican  Republic.  This  course  will  examine  the 
tension  between  dictatorship  and  democracy,  the 
changing  economic  patterns  of  Dominican  life  and 
the  influence  of  the  U.S.  military  interventions  of 
1916-1924  and  1965-1967  on  the  modern  Dominican 
state.  Same  as  LAS  267.  No  prerequisite. 

Mr.  Betances 

271  Gay  and  Lesbian  Studies  I  Introductory 
examination  of  important  issues  underlying  gay  and 
lesbian  studies.  In  seminar  format,  discussion  will 
focus  on  homosexuality  cross-culturally;  the  history  of 
the  gay  rights  movement  in  American  society  and  the 
historical  events  that  have  shaped  gay,  lesbian  and 
bisexual  identity;  theories  of  sexuality;  religion  and 
homosexuality;  homophobia;  the  structure  of  the  gay 
and  lesbian  community,  including  issues  related  to 
race  and  ethnicity;  the  "coming  out"  process;  and 
violence  against  gays  and  lesbians.  No  prerequisites. 
One-half  credit  course.  Alternates  every  other  year 
with  Gay  and  Lesbian  Studies  II. 

Mr.  Hinrichs 

272  Gay  and  Lesbian  Studies  II  Further  examination 
of  contemporary  gay,  lesbian  and  bisexual  life  styles 
and  the  supporting  social  movement.  In  seminar 
format,  discussion  will  focus  on  society's  response  to 
the  emergence  of  a  more  visible  gay  and  lesbian 
community,  the  impact  of  AIDS  on  gays  and  lesbians, 
constitutional  and  legal  issues,  gays  and  the  military, 
gays  as  parents,  current  radical  movements  such  as 


156 


SOCIOLOGY  AND  ANTHROPOLOGY 


Queer  Nation  and  ACT  UP,  and  the  interaction  of 
feminist  theories  and  gay/lesbian/bisexual  issues.  No 
prerequisites.  One-half  credit  cotirse.  Alternates  every 
other  year  with  Gay  and  Lesbian  Studies  I. 

Mr.  Hinrichs 

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  cridcally  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. 
Incltides  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;  selection,  vise,  and  interpretations  of 
statistical  techniques;  and  use  of  the  computer  will 
form  the  basis  of  the  course.  Includes  laboratory. 
Prerequisite:  C-  or  better  in  Sociology  302  or  consent  of 
the  instructor.  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 
modern  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 

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 

306  Introduction  to  Sociological  Theory 

Exploration  of  the  nature  of  sociological  theory  and 
the  major  theoretical  orientations  (paradigms).  The 
cotirse  examines  the  origins  and  creation  of  these 


paradigms  in  the  I9th  and  early  20th  century  —  the 
period  of  "classical  sociology"  and  their  development, 
elaboration,  and  application  in  contemporary 
sociology.  Please  note  that  a  student  may  not  receive 
credit  for  both  this  course  and  Sociology  304. 

Ms.  Heisler 

310  Seminars  in  Sociological  Theory  Examination 
of  a  topic  in  sociology  from  a  number  of  theoretical 
perspectives.  The  emphasis  is  on  gaining  an  in-depth 
knowledge  of  the  topic  while  also  learning  how 
theoretical  perspectives  shape  research  and  analysis. 
Prerequisite:  Sociology  304  or  306 

Staff 

311  Community  and  Urban  Sociology  Study  of 
communities  from  a  sociological  perspective,  with  a 
major  emphasis  on  urban  areas.  The  theoretical 
perspectives  of  Weber,  Simmel,  Spengler,  Park,  Wirth, 
Redfield,  Duncan  and  others  will  be  examined  and 
used  to  understand  the  following:  the  historical 
development  of  cities,  the  ecology  of  cities,  the 
development  of  suburbs,  urbanism  as  a  way  of  life,  city 
planning,  metropolitan  dynamics,  and  contemporary 
urban  problems.  Prerequisite:  Sociology  306  or  consent 
of  instructor  for  non-majors.  Please  note  that  a 
student  may  not  receive  credit  for  both  this  course 
and  Sociology  208. 

Mr.  Hinrichs 

312  Social  Change  Applications  of  theories  of  social 
change  to  contemporary  trends  and  changing  norms, 
values,  and  expectauons.  Emphasis  is  on  a  crifical  1 
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  306  or  consent  of 
instructor  for  non-majors.  Please  note  that  a  student 
may  not  receive  credit  for  both  this  course  and 
Sociology  210. 

Ms.  Gill 

313  PoUtical  Sociology  Analysis  of  the  role  of  power 
in  social  and  political  institutions.  This  course 
examines  the  bases,  distribution,  and  exercise  of 
power  in  organizations,  communities,  and  nations  as 
well  as  organized  attempts  to  change  exisUng  power 
relationships  using  a  variety  of  theoretical 
perspectives,  including  Marxism,  Weberian  theory, 
elitism  and  pluralism,  resource  mobilization,  and  new 
social  movements  theory.  Prerequisite:  Sociology  306  or 
consent  of  instructor  for  non-majors.  Please  note  that 
a  student  may  not  receive  credit  for  both  this  course 
and  Sociology  213. 

Ms.  Heisler 


SOCIOLOGY  AND  ANTHROPOLOGY/  SPANISH 


157 


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. 
Prerequisite:  Sociology  101  and  Sociology  304  or  306 
or  consent  of  instructor  for  non-majors. 

Staff 

450s,  470s  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  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 
departmental  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  two  weeks  before  the  end 
of  the  semester  preceding  the  proposed  study. 

Staff 

Spanish 

Professors  Thompson  and  Burgess  (Chairperson) 
Associate  Professors  dinger,  Vihuela,  and  Yager 
Assistant  Professors  Gushing,  Nanfito,  and  Rolon 
Instructors  Gonzalez,  Roela,  and  Rosa 
Adjunct  Instructors  Darhower,  Elorriaga,  Hubbard, 

and  Moore 
Teaching  Assistant  Valdes 

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.  Laboratoiy  facilities  in  the  Library 
Learning  Genter  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  Genter  for  Gross-Gultural  Study, 
Seville,  Spain,  and  the  Foreign  Student  Study  Genter 
at  the  University  of  Guadalajara  in  Guadalajara, 
Mexico. 

Gourses  in  the  department  provide  sound 
preparation  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.  Gourse  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  petition 
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  GoUege. 

Distribution  Requirements 

Prior  to  their  first  registration  at  the  Gollege,  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 


158 


SPANISH 


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  Abroad 

Students  may  complete  the  distribution  requirement 
in  foreign  languages  (third  and/ or  fourth  semesters) 
by  studying  for  a  semester  in  Seville,  Spain,  or  in 
Cuernavaca,  Mexico  (in  alternate  years;  fall  1995  in 
Mexico,  fall  1996  in  Spain).  The  intermediate 
program  includes  a  two-credit  course  in  Spanish 
language  at  the  appropriate  level  and  a  two-credit 
course  that  integrates  the  study  of  Spanish  or 
Mexican  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  or  Mexico  and 
teaches  the  literature/civilization  class.  Students  live 
with  families.  See  listings  for  Spanish  251-252  and 
253-254. 

Study  Abroad 

Advanced  students  who  have  completed  Spanish  301 
may  study  at  the  Center  for  Cross-Cultural  Study  in 
Seville,  Spain,  at  the  Instituto  Universitario  de  Sevilla 
in  Seville,  Spain,  or  at  the  Foreign  Student  Study 
Center  at  the  University  of  Guadalajara  in 
Guadalajara,  Mexico,  all  three  of  which  offer  a  wide 
variety  of  courses  in  Spanish,  including  literature, 
histoiy,  sociology,  political  science,  management, 
and  more.  See  Study  Abroad,  Center  for  Cross-Cultural 
Study,  Seville,  Spain,  page  45,  Study  Abroad,  Instituto 
Universitario  de  Sevilla,  and  Study  Abroad,  Foreign 
Student  Study  Center,  University  of  Guadalajara, 
Guadalajara,  Mexico,  page  44. 

Language  and  Service  Practicum  in  the 
Hispanic  Community 

Students  have  the  opportunity  for  a  cross-cultural 
learning  experience  while  serving  the  local  Hispanic 
community.  Student  projects  may  include  tutoring, 
translating,  and  helping  families  adjust  to  Anglo 
culture.  Prerequisite:  SipdinKh.  301.  Grading  option: 
S/U.  Receives  half  coiuse  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  writing  in  Spanish  as  contact  with 
Hispanic  culture.  Pr^r^^uw;/^.- 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.  This  course  counts 
toward  the  minor  but  does  not  count  toward  the 
major.  Students  whose  native  language  is  Spanish 
mav  not  elect  this  course. 

Staff 

245  Spanish  Conversation  Conversation  course 
be\ond  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  or 
Cuernavaca,  Mexico  Practice  in  oral  and  written 
expression,  grammar  review,  readings,  and 
discussions  of  Hispanic  culture,  with  a  particular 
emphasis  on  present-day  language  usage  and 
contemporary  Hispanic  societv'.  Offered  annually  in 
the  fall,  alternating  between  Mexico  (1995)  and 


SPANISH 


159 


Spain  (1996).  For  intermediate  students  studying  in 
Cuemavaca,  Mexico  or  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  Civilization  and 
Literature  for  Intermediate-Level  Students  in 
Seville,  Spain  An  integrated  approach  to  the  study 
of  Hispanic  literature  and  civilization.  The  courses 
provide  an  overview  of  the  evolution  of  Hispanic 
culture.  The  courses  examine  the  origins  of  the  most 
representative  values  of  Hispanic  culture  in  art, 
literature,  and  contemporary  life.  Students  will  visit 
museums  and  historical  sites,  and  will  attend  artistic 
events.  Offered  annually  in  the  fall,  alternating 
between  Mexico  (1995)  and  Spain  (1996).  For 
intermediate  students  studying  in  Cuernavaca, 
Mexico  or  in  Seville,  Spain.  Prerequisite:  Spanish  104 
or  equivalent;  concurrent  enrollment  in  Spanish 
251-252.  Fulfills  literature  requirement.  One  credit 
each. 

Staff 

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. 

Staff 

303  Spanish  Phonology  Introduction  to  Spanish 
phonetic  and  phonemic  theory  and  analysis,  applied 
to  improve  pronunciation  skills.  Study  of  variation  in 
pronunciation  in  Spain  and  Latin  America.  Three 
lecture  hours  and  one  laboratory.  Prerequisite: 
Spanish  302  or  approval  of  the  department.  Offered 
1995-96. 

Staff 

304  Introduction  to  Literary  Analysis  Introduction 
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  1996-97. 

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.  Prerequisite.  Spanish  202  or  consent 
of  the  department.  Offered  annually. 

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.  Offered  annually. 

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.  Offered 
annually. 

Staff 

313  Hispanic  Theater  A  study  of  the  drama  of  both 
Spain  and  Spanish  America  through  the  ages.  The 
focus  of  the  course  will  vaiy  from  semester  to 
semester,  based  on  such  aspects  as  literary  period, 
common  theme,  historical  development,  and 
dramatic  theory.  Prerequisite:  Spanish  304  or  consent 
of  the  department.  Offered  1995-96. 

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  1995-96. 

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 


160 


SPANISH/WOMEN'S  STUDIES 


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.  Prerequisite:  Spanish  304  or  consent  of  the 
department.  Offered  1995-96. 

Staff 

319  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  1996-97. 

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  1996-97. 

Staff 

324  Latin  American  Contemporary  Prose 

Emphasizes  the  novel  of  the  "boom"  in  Latin 
America.  Major  writers  such  as  Gabriel  Garcia- 
Marquez,  Carlos  Fuentes,  Julio  Cortazar,  Elena 
Poniatowska,  Juan  Rulfo,  and  Jorge  Luis  Borges  will 
be  read.  Prerequisite:  Spanish  304  or  consent  of  the 
department.  Offered  1996-97. 

Staff 

325  Generation  of  '98  and  Pre-CivU  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.  Offered  1995-96. 

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. 
Offered  1996-97. 

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,  and 
bilingualism.  Prerequisite:  Spanish  302  or  approval  of 
the  department.  Offered  1996-97. 

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  the  department.  Offered  in  the  spring 
of  every  year. 

Staff 

Portuguese 

101-102  Elementary  Portuguese  Elements  of 
understanding,  speaking,  reading,  and  WTiting 
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  Intermediate  Portuguese  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 

Women's  Studies  Program  Advisory  Council 
Professors  Armster,  Berg,  Cain,  Clay,  Fiedler,  Gill, 
Ginge,  Hardt,  Hofman,  O'Callaghan,  Potuchek 
(Coordinator),  Powers,  Small,  and  Richardson  Viti, 
Associate  Provost  Floge,  Ms.  Bamett,  Ms.  Becker, 
Ms.  Carey,  Ms.  Esterhai,  Ms.  King,  Ms.  Kon,  Ms. 
McGrath,  Ms.  Morgan,  Ms.  Moyer,  Ms.  Pettersen, 
Ms.  Rich,  Ms.  Schibilia,  Ms.  Schlosser,  Ms.  Siebert, 
Ms.  Sprague 

Overview 

The  objecfive  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 


WOMEN'S  STUDIES 


161 


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  ctirriculum. 

Women's  studies  is  interdisciplinary  and  therefore 
draws  on  courses  in  other  disciplines.  In  order  to 
help  students  design  their  majors  and  minors,  we 
have  developed  the  following  categories:  a  core 
course  centers  on  women  and  women's  studies 
scholarship  and  has  a  WS  designation  only;  a  cross- 
listed  course  centers  on  women  and  women's  studies 
scholarship  and  has  a  departmental  designation;  an 
affiliated  course  has  a  significant  amount  of  women's 
studies  content  and  is  located  in  a  department  other 
than  Women's  Studies.  Prospective  majors  and 
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. 
Women's  studies  students  are  strongly  advised  to 
take  Women's  Studies  120  in  the  first  or  second  year 
of  study  and  Women's  Studies  400  in  the  senior  year. 

Requirements  and  Recommendations 

The  Major  in  Women's  Studies 
Ten  courses  are  required  for  the  major  in  women's 
studies.  All  majors  in  women's  studies  are  required 
to  take  the  following  courses: 

WS  120:  Introduction  to  Women's  Studies 

WS  300:  Feminist  Theories 

WS  320:  Practicum  in  Feminist  Theoiy  and 
Collective  Action 

WS  400:  Issues  in  Feminist  Theoiy  and  Methods 

In  addition,  students  must  take  at  least  one  core  or 
cross-listed  course  above  the  100  level  which  focuses 
on  work  by  and  about  women  of  color  or  third  world 
women.  Of  the  remaining  five  courses,  at  least  one 
must  be  a  core  or  cross-listed  course  in  the  social 
sciences  and  at  least  one  must  be  a  core  or  cross- 
listed  course  in  the  arts  or  humanities.  No  more  than 
two  affiliated  courses  may  be  counted  toward  the 
requirements  for  the  major. 

Students  choosing  a  major  in  women's  studies  must 
combine  it  with  a  minor  (or  a  second  major)  in  an 
arts,  humanities,  science,  or  social  science  discipline. 


The  Minor  in  Women's  Studies 
Six  courses  are  required  for  the  minor  in  women's 
studies.  Minors  are  required  to  take  Women's 
Studies  120  and  Women's  Studies  400.  Two 
additional  covirses  must  be  from  the  list  of  core  or 
cross-listed  courses.  The  remaining  two  courses  may 
be  drawn  from  any  of  the  following:  ( 1 )  core  courses, 
(2)  cross-listed  courses,  (3)  affiliated  courses,  and  (4) 
approved  courses  of  individualized  study  in  women's 
studies. 

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 

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 

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.  Particvilar  attention  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.  Fulfills  non-western  requirement. 

Ms.  Powers 

300  Feminist  Theories  An  exploration  of  various 
feminist  theories  about  women  —  about  their 
experiences,  their  representations,  and  their  relative 
positions  in  diverse  societies.  Contemporaiy  and 
earlier  works  will  be  discussed  in  order  to  evaluate 
and  synthesize  the  multiple  approaches  to  feminist 
theories.  Prerequisite:  YJomen's  Studies  120. 

Staff 


162 


WOMEN'S  STUDIES  /  CROSS  LISTED  COURSES 


320  Practiciun  in  Feminist  Theory  and  Collective 
Action  An  examination  of  the  relationship  between 
feminist  theory  and  community  action.  The  course 
combines  weekly  seminar  meetings  with  student 
internships  in  organizations  that  use  collective  action 
to  pursue  change  in  societal  conditions  for  women. 
Readings  from  feminist  theory  of  organizations, 
collective  action,  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  or  cross-listed  women's  studies  course 
(or  permission  of  the  instructor). 

Staff 

351  Women  and  Nazism  An  examination  of  the 
effects  of  Nazism  on  women,  primarily  (but  not 
exclusively)  in  Germany  beginning  in  the  1920s  and 
extending  to  post-war  times.  The  course  focuses  on 
women's  perspectives  as  exhibited  in  historical  and 
literary  documentation.  Fulfills  literature 
requirement. 

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 
particular  issue  from  a  number  of  different  feminist 
perspectives.  Topic  for  1994-95:  OLD 
WOR1.DS/NEW  WOR1.DS:  THE  IMMIGRANT 
EXPERIENCES  OF  WOMEN  IN  AMERICA. 
Prerequisites:  V^ omen  ?,  Studies  120  and  two  other 
women's  studies  courses. 

Staff 

Cross-Listed  Courses 

(See  appropriate  departmental  listings  for 
descriptions  of  the  following  courses.) 

Anthropology  228  Gender  Roles  in  Cross-Cultural 
Perspective 

Art  400  Seminar  in  Art  History:  Women  in  Art 

Economics  302  Gender  Issues  in  Economics 

English  216/Women's  Studies  216  Images  of  Women 
in  Literature 

English  334  Nineteenth-Century  British  Women 
Writers 

English  349  Contemporary  African  American  Women 
Writers 

History  209  Women's  History  Since  1500 

History  308  Women,  Power,  and  PoUtics  in  Early 


Modem  Europe 

IDS  215  Contemporary  French  Women  Writers 

Pohtical  Science  382  Feminist  Theory  in  American 
PoUtics 

Sociology  217  Gender  Roles  and  Inequality 

Affihated  Courses 

Art  227  Arts  of  the  First  Nations  of  North  America: 
East  and  Plains 

Art  228  Arts  of  the  First  Nations  of  North  America: 
North  and  West 

Classics  121  Survey  of  Greek  Civilization 

Classics  264  Ancient  Tragedy 

Classics  266  Ancient  Comedy 

English  333  Victorian  Aesthetics 

English  343  American  Realism  and  Naturalism 

Music  108  Women  and  Music 

Political  Science  366  New  PoUtics  and  Social 
Movements 

PoUtical  Science  406  PoUtics  of  Poverty 

ReUgion  113  Women  in  the  Ancient  World 

Religion  1 24  Elizabeth  to  Irene:  Women  in 
Christianity  I 

Religion  1 25  Theodora  to  Margery:  Women  in 
Christianity  II 

Sociology  206  Sociology  of  the  Family 

Spanish  320  Lyric  Poetry 


^■■■■■■HHHII^HII 


^■■H 

1 


164 


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  services  which  enhance  the  students' 
liberal  education.  Under  the  direction  of  the  dean, 
the  Office  of  the  Dean  of  the  College,  College 
Union,  Residence  Life,  Intercultural  Resource 
Center,  Dean  of  First  year  Students,  Academic 
Advising,  The  Women's  Center,  Greek 
Organizations,  Counseling  Services,  Career  Services, 
Health  Services,  the  Center  for  Public  Service  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  opportimities  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,  recreation  and 
programming  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  facultv'  and  student  members 
of  the  Student  Conduct  Review  Board  to  uphold  the 
regulations  of  the  College  and  to  protect  the  rights 
of  the  individtial. 

Residential  Life 

Residential  life  at  Gettvsburg  College  has  a  major 
influence  on  the  total  development  of  the  student. 
The  residential  environment  (persons,  policies,  and 
facilifies)  promotes  the  formafion  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  Getnsburg  College,  decisions  are 
made  concerning  personal  values,  occupational 
choices,  one's  identity,  personal  responsibilitv',  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,  Gettvsburg  College  requires  all  stvidents 
(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  directly  select  and  supervise 
the  student  staff  of  resident  coordinators  and  resident 
advisers.  The  student  staff  participates  in  an  ongoing 
training  program  which  enables  them  to  help  other 
students  adjust  to  the  college  environment.  The 
residence  hall  staff  provides  a  variety  of  educadonal 
and  social  programs  that  enhance  the  educational 
and  social  development  of  all  residence  hall  students. 
Hall  governments  exist  to  provide  residents  with  the 
opportunity  to  work  with  members  of  the  faculty  and 
administration  in  setting  reguladons  which  apply  to 


165 


all  College  residences  and  establish  an  environment 
which  supports  student  needs. 

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 
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  10  AM  -  12 

midnight,  Simday  through  Thursday. 

10  AM  -  2  AM,  Friday  and  Saturday 
Option  B — Open  Visitation  from  10  AM  -12 

midnight,  Simday  through  Thursday. 

24  hours,  Friday  and  Saturday 
Option  C — Open  Visitation,  24  hours,  Sunday 

through  Saturday. 

Another  living  opportimity  exists  in  the  area  of 
Special  Interest  Housing.  This  option  is  for  students 
who  wish  to  live  together  in  a  group  of  4  to  20 
residents  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  ai  e  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 
window  curtains.  Card-operated  washers  and  diyers  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 
pemiitted  in  student  rooms;  those  units  may  have  a 
capacity  of  not  more  than  three  cubic  feet.  Microfridge 
combination  microwave  refrigerators  are  available  for 
rent  from  Campus  Vending  Services,  because  o  its 
particular  energy  efficiency,  this  is  the  only  microwave 
permitted  in  the  regular  residence  halls. 

Greek  Organizations 

Greek  organizations  have  a  long  and  rich  tradition  at 
Gettysburg  College.  The  first  national  organization 
was  formed  for  meh  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  the  Ice  House 
Complex  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  by  the  College  to  have  a  2.0 
GPA.  Some  Greek  societies  require  a  higher  GPA 

Dining  Accommodations 

The  Gettysburg  College  Dining  Service  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<ampus  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 

Gettysburg  College  seeks  to  establish  and  maintain 
an  environment  which  provides  for  the  development 
of  the  young  adult  as  a  whole  person  with  an 
emphasis  on  inquiry,  integrity  and  mutual  respect. 
The  College's  Statement  of  Purpose  states  that 
"Gettysburg  College  considers  its  purpose  fulfilled  if 


166 


its  students  grow  as  critically  informed,  humane,  and 
creative  individuals  and  continue  to  grow  in  these 
qualities  after  they  have  left  Gettysburg". 

The  College  expects  its  students  to  conduct  themselves 
in  all  places  and  at  all  times  in  such  a  manner  as  to 
show  respect  for  order,  morality,  personal  honor  and 
the  rights  of  others  as  demanded  of  good  citizens.  The 
Gettysburg  College  community  fosters  respect  for  the 
rights  and  dignit>'  of  all  residents,  including  members 
of  both  majority  and  minority  groups.  Membership  in 
the  Gettysburg  College  community  is  a  privilege  which 
may  be  rescinded  with  cause. 

Gettysbiug  College  students  are  both  citizens  of  the 
larger  society  and  members  of  the  College  academic 
community.  As  citizens,  they  enjoy  the  same  rights 
(such  as  freedom  of  speech,  peaceful  assembly,  and 
right  to  petition)  and  obligations  that  other  citizens 
enjoy.  As  students  of  the  College  and  members  of  the 
academic  community,  they  are  entitled  to  the  rights 
and  subject  to  the  obligations  which  membership  in 
the  community  entails.  However,  they  do  not  have 
the  right  to  use  campus  facilities,  or  their  status  as 
students  of  the  College,  as  a  shield  from  civil  laws  and 
authorities. 

Believing  that  it  is  sensible  and  proper  for  all 
sttidents  to  be  fully  aware  of  their  obligations  and 
opportunities  as  Gettysburg  College  students,  the 
College  publishes  a  statement  entitled  "The  Student 
Judicial  System".  This  document  is  the  result  of 
discussions  and  conclusions  reached  by  the  student- 
faculty-administrative  committee.  It  deals  vnth  such 
questions  as  the  academic,  citizenship,  and 
governance  rights  and  responsibilities  of  students.  It 
is  published  annually  in  the  Student  Handbook. 

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. 

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  advisor,  the  associate 
deans  assist  students  in  making  educational  plans 
and  solving  academic  problems.  In  addition,  the  first 
year  student  faculty  advising  program  is  coordinated 
by  this  office.  Deans'  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. 

Dean  of  First  Year  Students 

Gettysburg  College  has  a  number  of  programs  to 
assist  its  students  to  have  a  successful  first  year  in 
college.  Among  these  are  the  Summer  Seminars  held 
prior  to  the  formal  orientation  program,  the 
Orientation  program  before  the  beginning  of  the 
first  year,  the  First  Year  Colloquy  in  Liberal  Learning, 
the  Wellness  course  taken  by  all  first  year  students, 
the  resident  advisors  in  the  first  year  residence  halls, 
and  the  residence  fellows  program  in  selected  first 
year  residence  halls.  The  Dean  of  First  Year  Sttidents 
coordinates  these  various  programs  and  offers 
general  academic  advice  and  other  assistance  to  first 
year  students.  His  office  is  on  the  second  floor  of  the 
College  Union. 

Intercultural  Advancement 

The  aim  of  the  Office  of  Intercultural  Advancement 
(located  in  the  Intercultural  Resource  Center)  is  to 
promote  cultural  diversity  and  crosscultural  under- 
standing 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  from  the  southern  U.S.,  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. 


167 


The  Office  also  encourages  students  to  establish  links 
with  the  Gettysburg  community.  The  Center 
established  MYEI  (Minority  Youth  Education 
Institute),  which  enables  Black  and  Latino  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. 

The  Office  of  Intercultural  Advancement  also  assists 
the  Office  of  Admissions  with  recruitment  of  students 
of  color. 

hi  addition,  the  Office  of  Intercultural  Advancement 
offers  workshops  on  race  relations,  cross  cultural 
communications  and  racism. 

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  Office 
of  Student  Activities  Council  located  in  the  College 
Union  offers  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  Student  Activities  staff.  Among  the 
many  services  provided  by  the  professional  and 
student  staff  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  through  Friday  8  AM  to  midnight 

Saturday  9  AM  to  midnight 

Sunday  noon  to  midnight 
Games  Area 

Monday  through  Friday  1 1  AM  to  1 1  PM 

Saturday,  Sunday  noon  to  11  PM 

Located  in  the  College  Union  are  meeting  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  Activities  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  Activides  Center  serves  as  the 
primary  resource  and  advisory  center  for  student 
activities  programs  and  student  organizations.  It  is 
establishing  itself  as  the  resource  center  for  all  student 
organizations,  where  many  of  these  organizations  have 
offices  (i.e..  Student  Senate,  Student  Activities  Council, 
Black  Student  Union,  Panhellenic  and  Inteifraternity 
Council,  Hillel,  Honor  Commission,  Gettyshirgian, 
Spectrum,  and  WZBT  Radio).  The  games  area,  student 
lounges,  and  meeting  spaces  are  also  available. 

Student  Activities  Council 

The  student  Activities  Council  (SAC),  a  student-run 
programming  board,  provides  the  leadership  for 
organizing  meaningful  and  enjoyable  cultural, 
educational,  recreational,  and  social  activities  which 
complement  the  curriculum  at  Gettysburg  College. 
The  SAC  also  has  a  primary  role  in  the  programming 
for  special  weekends  such  as  Welcome  Week, 
Homecoming,  and  Fall  Family  Weekend.  All  such 
events  are  supported  by  student-controlled  funds. 
The  SAC  is  composed  of  the  following  committees: 
entertainment,  concert,  festivals,  special  events, 
multicultural.  Dive  Cafe,  Dive  Movies,  and  Greek. 
Representatives  from  other  student  organizations 
provide  suggestions  and  help  implement  a  diverse 
programming  schedule.  Membership  is  open  to  all 
interested  students. 

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 


168 


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. 

Inter-Residence  Hall  Association 
Since  life  outside  the  classroom  is  a  vital  part  of  a 
student's  education,  the  Inter-Residence  Association 
has  been  established  to  address  related  issues  and 
concerns  of  Gettysburg  College  students.  The  Inter- 


Residence  Association  encourages  leadership 
development,  greater  student  involvement, 
recognition  of  student  leaders,  and  growth  through 
change  in  order  to  optimize  the  college  environment. 
We  also  recognize  the  importance  of  a  good  working 
relationship  between  students  and  administrators, 
emphasizing  the  need  for  communication, 
understanding,  and  achievement  of  mutual  goals. 

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  facultv'  to  these  ends,  and  to  adjudicate 
allegations  of  Honor  Code  violadons. 

Interfratemity  Council 

An  important  part  of  the  responsibility  for  governing 
fraternities  at  Gettysburg  College  is  assumed  by  the 
Interfratemity  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 
IFC  sponsors  a  variety  of  campus  social  and 
community'  service  activities. 

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"  reguladons  and 
functions  as  a  governing  body  in  matters  involving 
sororities  and  intersorority  relations. 

Programming  and  Student 
Activities 

In  addition  to  the  programs  sponsored  by  the  Office 
of  Student  Activities  and  the  Student  Activities 
Council,  the  College  offers  many  other  major 
activities  which  are  sponsored  by  campus  groups. 
Among  these  are  the  Performing  Arts  Committee 
and  Convocation  Committee,  as  well  as  various 
dramatic  and  musical  organizations. 


169 


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  addition  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  1913)  and 
Sara  A.  Gerberich  supports  a  series  of  lectures  and 
other  programs  in  the  Department  of  History.  Each 
year  an  authority  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  memory  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  Fund:  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-disciplinaiy  studies,  world 
civilization,  the  philosophy  of  religion,  values,  and 
culture. 

The  Henr^  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  performing  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. 

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  Old  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 


170 


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  roimd, 
thrust,  profile,  and  frontal.  In  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 
commimity.  Their  work  encompasses  lunchtime 
theatre,  street  theatre,  and  children's  theatre. 

In  each  of  the  theatre  groups,  students  are  afforded 
the  opportimity  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  hovir-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  commimication 
media  not  only  inform  the  members  of  the 
community,  but  also  afford  students  an  opportimity  to 
express  their  ideas  effectively  and  to  leam  the 
practical  necessities  of  producing  newspapers,  radio 
broadcasts,  magazines,  and  yearbooks. 

The  Gettysburgian:  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  Spectrum:  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  Spectrum  covers  the  full  academic  year, 
including  commencement  weekend.  It  is  mailed  to 
graduating  seniors  and  offered  to  underclass 
students  early  in  the  fall  semester. 

WZ^jT;  The  College  radio  station  (91.1  megacycles) 
has  been  the  voice  of  the  campus  for  many  years. 
WZBT  operates  as  a  noncommercial,  educational 
FM  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,  faculty  members,  and  administrators 
establishes  general  policy  for  the  station. 


171 


Other  Activities 


Debate  Society:  The  Debate  Society  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. 

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  Student  Union,  GCTV,  GECO 
(Gettysburg  Environmental  Concerns  Organization), 
Rugby  Club,  and  International  Club.  Various  other 
opportunities  are  available  in  departmental,  service 
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  acdve  interest 
in  Gettysburg  College  students  among  organizations 
and  individuals  beyond  the  campus  commvmity. 

The  process  of  developing  a  career  during  the  college 
years  is  implemented  through  several  acdvities,  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  discoveiy  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  through- 
out senior  year,  may  begin  to  be  made  at  this  time. 

The  Career  Semces  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  information  on  the  career 
paths  of  various  academic  majors  at  Gettysburg  are 
available  to  students  beginning  to  conduct  career  self- 
assessment.  Our  Career  Libraiy  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  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  &  Commvmity  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  work- 
shops 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  recruidng  program, 
as  well  as  three  large  off-campus  job  fairs. 

Career  Services  also  conducts  a  follow-up  study  of 
each  graduadng  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  accountant, 
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  8c  Co.,  Federal 
Government,  Deluxe  Check  Printers,  March  of 
Dimes,  Sports  Medicine  Associadon,  U.S.  House  of 
Representatives,  Prudential,  Merck  &  Co.,  TRW,  and 
AETNA  Life  8c  Casualty.  Examples  of  educational 


172 


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 
counseling  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  HIV/ 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  education  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 
— Maintaining  stable  chronic  illness  (such  as 
diabetes  and  asthma) 
— Immunizations  (Tetanus,  TB  tests) 
— Allergy  injections 
— Women's  health  care 
— Men's  health  care 
— Contraceptive  services 
— Health  education 
— Weight  management 
— Stress  management 
— Exercise  recommendations 
— ^Well  care  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 
physician  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  history  and  physical  examination  forms  are 
required  for  each  new  student  prior  to  registration. 
All  students  must  have  the  following  immunizations: 
1)  tetanus  immvmization  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, 
located  six  blocks  from  campus. 

The  importance  of  the  provision  of  health  educadon 
and  wellness  information  to  individual  patients  and 


173 


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  infonnation  into  the  campus  community. 

Counseling  Services 

With  the  goal  of  promoting  the  emodonal  well-being 
of  all  members  of  the  Gettysburg  College  Community, 
the  counseling  services  staff  located  in  the  health 
center,  offers  a  number  of  services  and  a  wide  variety  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 
confidendal  reladonship,  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,  relation- 
ship 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  counseling  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  program- 
ming, 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  Educadon  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  counsel  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 
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  semce  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. 


174 


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  executive  board  of  the  Ministries 
at  Christ  Chapel  (MACC) ,  a  voluntary  group  of 
students.  MACC  Committees  include:  advice  on 
worship  and  music,  which  plans  services;  community 
service,  which  coordinates  volunteers  and  promotes 
awareness  of  social  justice  concerns;  fellowship,  which 
coordinates  retreats  and  social  events;  and  public 
relations,  which  facilitates  communication  with  the 
larger  campus  and  civic  communities.  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.,  New  Mexico, 
Alabama,  San  Francisco,  Nicaragua,  Mexico,  South 
Carolina,  Jamaica  and  several  Native  American 
reservations  in  the  Midwest  and  Arizona.  Future 
projects  will  include  trips  to  St.  John  and  its  sister 
islands  and  possibly  Brazil.  Some  trips,  14  days  in 
length,  take  place  over  the  Semester  Break  in 
January  while  others  occur  during  the  Spring  Break. 

An  active  Community  Services  Program  includes 
Adopt  a  Grandparent,  Pet-Facilitated  Therapy  and 
Outreach,  which  involve  students  with  the  elderly  and 
developmentally  disabled;  Volunteers  for  Youth,  CARE 
and  Tutoring,  which  encourage  students  to  mentor 
the  youth  in  the  Gettysburg  community  both 
academically  and  recreationally;  and  Habitat  For 


Humanity.  There  are  three  service  organizations  on 
campus  which  promote  service  in  the  community: 
Alpha  Phi  Omega,  Rotaract  and  Circle  K  Additionally, 
the  Center  for  Public  Service  works  with  over  35  local 
social-service  agencies  in  Gettysburg  to  offer  local 
volunteer  opportimities  to  students  both  short-term 
and  on-going  throughout  the  semester. 

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.  Gettysburg  College  maintains 
membership  in  the  National  Collegiate  Athletic 
Association,  the  Eastern  Collegiate  Athletic 
Conference,  and  the  Centennial  Conference,  which 
includes  Bryn  Mawr  College,  Dickinson  College, 
Franklin  and  Marshall  College,  Haverford  College, 
Johns  Hopkins  University,  Muhlenberg  College, 
Swarthmore  College,  Ursinus  College,  Washington 
College,and  Western  Maiyland  College. 

The  intercollegiate  program  includes  teams  for  men, 
teams  for  women,  and  one  athletic  team  for  which 
men  and  women  are  eligible.  Gettysburg  also  has  a 
varsity  cheerleading  squad  which  both  men  and 
women  are  eligible  to  participate  in.  The  breakdown 
is  as  follows: 

Men  Women  Co-ed 

Fall        Cross  Country     Cross  Country    Cheerleading 

Football  Field  Hockey 

Soccer  Soccer 

Volleyball 
Winter  Basketball  Basketball  Cheerleading 

Swimming  Swimming 

Wrestling  Indoor  Track 

Indoor  Track 
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,  administrators,  and  staff. 
Programs  include  intramural  sports,  aerobics/fitness, 
sports  clubs,  and  informal  recreation. 


175 


Intramural  sports  include  a  wide  range  of  team, 
individual,  and  dual  sports.  Team  sports  include 
•Softball,  flag  football,  basketball,  floor  hockey,  indoor 
soccer,  outdoor  soccer,  and  volleyball.  Special  events 
include  tennis,  table  tennis,  wresding,  golf,  billiards, 
bench  press,  4x4  volleyball,  wiffle  ball,  Schick  Super 
Hoops  3  on  3  basketball.  Ocean  Spray  Table  Top 
Football  and  Timex  Fitness  week.  Fitness  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,  aqua  aerobics,  and  step  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,  paint 
ball,  and  equestrian. 

The  campus  recreation  office  provides  time  for 
informal  recreation.  Activity  areas  include  a 
swimming  pool,  basketball  courts,  tennis  courts, 
weight  room  with  Nautilus  and  free  weights,  a  new 
fitness  room  with  stationary  bikes,  stairclimbers, 
rowers  and  Nautilus,  and  a  multi-purpose  area  within 
the  Bream /Wright/Hauser  Athletic  Complex  for  a 
variety  of  recreational  activities. 

Financial  Aid 

Details  about  financial  aid  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 

Classrooms,  Laboratories:  The  following  classroom  and 
laboratory  facilities  serve  the  College. 


Academic 

Special 

Building 

Departments 

Features 

Brua  Hall 

Theater  Aits 

Kline  Theatre 
Stevens  Laboratory 
Theatre 

Glatfelter  Hall 

Computer  Science 

Microcomputer 

Economics 

laboratories 

English 

Management 

Mathematics 

Sociology 

Anthropology 

McKiught  Hall 

French 

Language 

German 

laboratoiy  in 

Spanish 

Musselman  Library 

Portuguese 

Schmucker  Hall 

Art  and  Music 

Art  Studios,  gallery, 
extensive  slide 
collection,recital 
hall,  practice  rooms 

Weidensall  Hall 

African  American 

Studies 

Classics 

Education 

History 

Latin  Ainerican 

Studies 
Philosophy 
Religion 

Wliite  House 

Political  Science 

Breidenbaugh 

Chemistry 

Fourier  Transform 
Infrared,  Fourier 
Transform  NMR, 
UV-visible  and  Gas 
Chromatograph-  Mass 
Spectrometers, 
research  laboratories, 
library 

Masters 

Physics 

Hatter  Planetarium, 

Environmental 

optics  laboratory 

Studies 

Plasma  physics 
laboratory,  library 

McCreary 

Biology 

Electron  microscopes. 

Psychology 

research  laboratories, 
greenhouse, 
aquarium  room, 
herbarium,  image 
analysis  laboratory. 

Observatory 

Sixteen-inch  Casse- 
grain  telescope 

Information  Resources  Division 

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  collecdons  are  approximately 


176 


330,000  volumes,  23,000  microforms,  36,000 
governmental  publications,  12,000  records,  and 
extensive  slide,  filmstrip,  and  other  instructional 
media.  The  library  subscribes  to  over  1,400  journals. 
An  automated  system  provides  users  with  enhanced 
access  to  the  library  catalog  through  any  computer 
attached  to  the  campus  network. 

In  the  fall  of  1994,  the  Information  Resources 
division  began  a  pilot  project  in  which  Musselman 
Library  remained  open  24  hours  a  day  from  Simday 
through  Friday  night  at.  Students  are  able  to  use  the 
information  resources  in  the  library  for  research  or 
as  a  quiet  place  for  study.  As  part  of  the  pilot  project, 
complementary  coffee,  hot  chocolate,  and  tea  is 
available.  The  division  is  evaluating  the  demand  for 
this  service  and  it  is  likely  to  continue  through  the 
1995-1996  academic  year. 

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. 

Computer  Labs:  Glatfelter  Hall  houses  four  computer 
labs  that  house  a  total  of  30  personal  computers 
capable  of  running  MS-DOS  and  Windows 
applications,  9  NeXT  workstations,  and  21  Apple 
Macintosh  computers.  In  addition,  there  are  10  IBM 
personal  computers  and  12  Apple  Macintosh 
computers  on  the  second  floor  of  Musselman 
Library.  An  additional  lab  consisting  of  14  Apple 
PowerPC  Macintosh  computers  is  located  in 
Bridenbaugh.  Laser  printers  are  available  in 
Glatfelter  Hall,  Bridenbaugh  Hall  and  Musselman 
Library.  An  additional  networked  laser  printer  is 
located  in  Musselman  Hall  for  students  to  use  from 
their  rooms.  For  the  research  needs  of  faculty 
members  and  students,  a  SUN  4/690  server  allow 
students  to  access  mainframe  applications.  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  links  all  academic  buildings  and  the  residence 


halls  on  the  main  campus.  The  new  network 
provides  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  connecti\'ity  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. 

A  variety  of  information  resources  are  available 
through  the  network.  With  properly  configured 
machines,  students  are  able  to  access  a  multimedia 
version  of  the  Encyclopedia  Britannica.  The  division 
maintains  a  subscripdon  to  electronic  versions  of  the 
Washington  Post  and  USA  Today  that  are  available 
through  the  network.  In  addition,  students,  faculty, 
and  staff  are  able  to  browse  the  library  catalog  and 
conduct  bibliographic  searches  of  journals  and 
magazine  ardcles  through  the  network  24  hours  a  day. 
The  division  plans  to  provide  full  text  access  to  journal 
articles  through  the  network  in  the  near  future. 

Information  Resources  maintains  a  gopher  server 
(jupiter.cc.gettysburg.edu)  and  a  World  Wide  Web 
Server  (wTvw.gettysburg.edu) .  Both  servers  are 
accessible  through  Internet. 

Computer  Store:  The  division  sells  computing 
hardware  and  peripherals  to  students,  faculty 
members,  and  staff  members  of  the  College  at 
educational  prices,  which  result  in  substantial 
discounts  off  suggested  retail  prices. 

Computer  Training:  The  division  provides  a  series  of 
training  sessions  throughout  the  year  for  students, 
faculty  members,  and  staff  members  on  an  array  of 
topics  ranging  from  how  to  conduct  a  literature 
review  to  how  to  use  electronic  mail.  These  sessions 
are  free.  Titles  of  the  training  sessions  include 
"Introduction  to  WordPerfect",  "Spreadsheet 
Concepts",  "Introduction  to  Mosaic",  and  "Creadng 
Dynamic  Resume's."  A  help  line  for  informadon 
resources  questions  is  also  available.  In  addition, 
student  assistants  are  available  in  the  computing  labs 
at  night  and  on  weekends  to  answer  quesuons  and 
provide  training. 


177 


Athletic  Facilities 

The  Bream/Wright/Hauser  Athletic  Complex  and 
the  Eddie  Plank  Student  Activities  Center  contain  the 
College's  indoor  athletic  facilides.  These  facilides 
include  seven  regulation  basketball  courts,  four 
indoor  tennis  courts,  a  1/11  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,  as  well  as 
intramural  and  recreational  swimming. 

Outdoors,  the  campus  offers  several  athletic  field 
areas:  Musselman  Stadium,  with  the  football  field  and 
a  quarter-mile  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,  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. 


1 


180 


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  backgrounds. 

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  competi- 
tive, 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  highly 
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  work  as 
indicated  by  aptitude  and  achievement  test  results.  The 
SAT  1  of  the  College  Board  or  the  test  results  of  the 
American  College  Testing  (ACT)  program  are 
required  of  all  candidates. 

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. 

The  Campus  Visit 

Personal  interviews  and  campus  tours  are  strongly 
recommended:  they  give  prospective  students  a 
personal  look  at  the  opportunities  and  variety  offered 
in  the  academic  and  extracurricular  program. 
Gettysburg  students  give  generously  of  their  time  and 
talents  to  the  College  and  surrounding  community, 
and  are  pleased  to  share  their  experiences  with 
visiting  students. 

Prospective  students  are  welcome  to  visit  the  campus 
for  a  tour  at  any  time.  Interviews  may  be  scheduled 
between  April  I  of  the  junior  year  and  February  15  of 
the  senior  year.  Students  considering  a  major  in  art 
or  music  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. 

Students  can  arrange  an  interview  or  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  Saturdays; 
summer  hours  are  between  8:00  and  4:30  weekdays. 

Admissions  Process 

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;  a  non-refundable  fee  of  $35  must  be  sent  with  the 
application.  Those  students  accepted  under  this 
admission  plan  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. 


181 


Regular  Decision.  Students  interested  in  applying  as  a 
Regular  Decision  candidate  to  Gettysburg  College 
should  submit  an  application  during  the  fall  of  their 
senior  year  and  by  February  15;  a  nonrefundable  fee 
of  $35  must  be  sent  with  the  application.  Most  offers 
of  acceptance  will  be  mailed  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  imder  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  advanced  placement  courses 
in  secondary  school  and  wish  to  be  considered  for 
advanced  credit  or  placement  mtist  take  advanced 
placement  tests  of  the  College  Board.  All  entering 
students  who  submit  a  score  of  four  or  five  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  AB 
AP  examination,  for  which  one  course  credit  shall  be 
given;  the  BC-level  exam  will  lead  to  two  course 
credits.  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  four-year  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. 

For  students  who  plan  to  complete  their  graduation 
requirements  in  less  than  four  full  years,  see  the 
section  on  residence  requirements  and  schedule 
limitations  for  information  about  planning  of  the 
academic  program. 

International  Student  Admissions 

The  College  welcomes  applications  from  international 
students  who  can  read,  write,  speak,  and  imderstand 
the  English  language  with  considerable  proficiency. 
International  applicants  should  send  the  completed 
application  form  with  official  secondary  school 
transcripts,  and  an  explanation  of  grading 
procedures;  the  SAT  of  the  College  Board  or  the  test 
results  of  the  American  College  Testing  (ACT) 
program;  the  Test  of  English  as  a  Foreign  Language 
(TOEFL)  results;  the  application  essay;  and  the  $35 
application  fee  which  is  required  to  process  the 
application. 

Transfer  Student  Admissions 

Gettysburg  welcomes  applications  from  students 
interested  in  transferring  to  Gettysburg.  Transfer 
students  applying  for  the  spring  semester  should 
submit  their  application  by  December  1,  and  students 
applying  for  the  fall  semester  should  apply  by 
February  15;  transfers  applying  after  those  preferred 
dates  should  do  so  as  soon  as  possible. 

Reactivating  the  application.  Students  who  have 
previously  applied  to  Gettysburg  College  and  now 
wish  to  reactivate  their  application  should  send  a 
letter  requesting  a  reactivation.  In  order  to  update 
and  complete  the  application,  send  the  final 
secondary  school  transcript,  SAT  and/or  ACT  results, 
college  transcripts (s),  the  Dean's  Recommendation 
Form,  and  the  financial  aid  transcript. 

Applying  for  the  first  time.  Transfer  students  should 
submit  an  application  for  admission,  the  final  second- 
ary school  transcript,  SAT  and/or  ACT  results,  college 
transcript(s),  the  Dean's  Transfer  Recommendation 
Form,  and  the  financial  aid  transcript. 

Transfer  of  credits.  Transfer  credits  are  granted  provision- 
ally for  individual  courses  passed  with  a  C  or  better  at 
approved  institutions,  provided  that  these  courses  fit 
reasonably  well  into  the  Gettysburg  curriculum.  During 
the  first  semester  at  Gettysburg,  transfer  students  must 
review  the  graduation  requirements  with  their 


182 


academic  adviser  or  the  registrar.  Transfers  are  required 
to  earn  all  additional  credit  at  Gettysburg  College  or 
through  a  regular  College-approved  program  of  off- 
campus  study.  In  order  to  complete  the  transfer  of 
course  credits,  transfer  sttidents  are  required  to 
complete  one  year  of  satisfactory  work  at  Gettysbtirg.  All 
transfer  students  must  satisfy  the  course  requirements  in 
their  major  area  of  interest. 

Admission  as  a  Special  Student 

A  high  school  gradtiate,  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  regtilar  full-time  students,  but  no  promise 
is  made  in  advance  that  the  special  sttident  will  be 
admitted  as  a  candidate  for  the  degree. 

Comprehensive  Academic  Fee  Plan 

Gettysbtirg  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  entitles  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  exercise  sciences  (HES).  Sttidents  may  enroll  in 
five  and  one-half  courses  during  any  semester  withotit 
an  extra  charge.  One  required  HES  quarter  courses 
may  be  taken  without  charge  at  any  time. 

The  fee  applies  to  each  full-time  student.  For  purposes 
of  the  comprehensive  academic  fee,  a  full-time 
student  is  one  registering  for  at  least  three,  but  not 
more  than  five  and  one-half,  courses  per  semester 
(except  for  required  HES  quarter  courses).  Any 
additional  course  registration  beyond  five  and  one- 
half  requires  additional  charges  of  $1,845  per  full 
course  or  $460  per  quarter  course.  Majors  in  health 
and  exercise  sciences  and  music  may  take  some 
quarter  courses  above  the  five  and  one-half-course 
limit  at  no  additional  charge  (see  the  departmental 


listings  for  details).  Part-time  matriculating  sttidents 
will  be  charged  $2,305  per  course. 


1995-96  Fees 

Comprehensive  Academic  Fee 
Health  Service  Fee 

Board 

College  Dining  Hall  20  meals  per  week 
(Rates  for  reduced  meal  plans  of  7,  10, 
and  14  meals  per  week  are  available 
from  the  Office  of  Financial  Services) 

Room  Rents 

Regular  Room 

Single  room 

Apartment  (Regular  Room) 

Apartment  (Single  Room) 


20,744 
90 


$         2,246 


2,276 
3,300 
3,080 
3,190 


Estimate  of  Total  Elxpenses  for  an  Academic  Year 

Comprehensive  Academic  Fee  $  20,744 

Health  Sendee  Fee  $  90 

Board  $  2,246 

Residence  Hall  Room  $  2,276 

Books  and  Supplies  $  500 

Total  $  25,766 

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  $1,845  per  course  or  $460  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  li\'ing  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-camptis  housing  may  be  granted  to  a  limited 


183 


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  Bills 

Checks  should  be  made  payable  to  Gettysburg 
College  and  sent  to  the  Office  of  Financial  Services, 
Gettysburg  College,  Gettysburg,  PA  17325-1483  by  the 
dates  outlined  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  will  be  subject  to  a  late  payment  charge 
at  the  rate  of  1%  per  month.  This  late  charge  will  be 
waived  for  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. 


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  resei"ve  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  $300  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 
L  There  is  a  $35  non-refundable  fee  for  enrollment 
in  this  plan.  Contact  the  Office  of  Financial  Services 
for  details. 

There  are  other  privately-operated  payment  plans, 
some  of  which  include  certain  insurance  coverage. 
The  College  is  most  familiar  with  Knight  College 
Resource  Group,  855  Boylston  Street,  Boston,  MA 
02 11 6,  or  Academic  Management  Services,  50  Vision 
Boulevard,  East  Providence,  RI  02914.  Information 
about  these  plans  is  mailed  to  all  new  students. 

Refund  Policy 

A  student  who  withdraws  from  the  College  is  assessed 
a  $100  administrative  fee.  The  comprehensive 
academic  fee  and  room  charge  are  refunded  on  a 
pro-rata  basis  through  60%  of  the  semester,  after 
which  there  is  no  refund  of  these  charges.  Board 
refunds  are  prorated  weekly  through  the  semester. 

The  data  of  withdrawal  will  be  the  date  the  student 
has  filed  the  completed  withdrawal  form  with  the 
Office  of  Academic  Advising. 

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. 

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 


184 


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  imder  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. 

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, 
foimdations,  and  churches. 

Gettysburg  College  recognizes  the  primar)'  responsi- 
bility 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  vield  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  the 
Financial  Aid  Form  (FAF)  and  the  Free  Application 
for  Federal  Student  Aid  (FAFSA)  to  receive  full 
consideration  for  financial  aid.  Each  form  should  be 
sent  to  the  appropriate,  separate  mailing  address:  the 
FAFSA  is  mailed  to  Federal  Student  Aid  Programs, 
P.O.  Box  7320,  London,  KY  40742-7320  and  the  FAF 


is  mailed  to  College  Scholarship  Service,  P.O.  Box 
6381,  Princeton,  NJ  08541-6381.  Beginning  with  the 
1996-97  academic  year,  the  FAF  will  be  replaced  with  a 
form  tided  PROFILE. 

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)  directly  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  mail 
the  completed  FAF  and  FAFSA  as  soon  as  possible 
after  January  1  and  before  February  15.  Both  forms 
should  be  completed  in  their  entirety  (including 
Gettysburg  College  in  the  colleges  to  receive  results) 
and  forwarded  in  the  envelopes  provided  (addresses 
above).  There  is  no  fee  for  the  Free  Federal 
Application  (which  determines  eligibility  for  Pell 
Grant  and  other  federal  programs  of  student  financial 
assistance) ,  but  there  is  a  processing  fee  for  the  FAF. 

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  help  complete  these  forms.  The 
renewal  application  packet  should  be  completed  with 
the  FAFSA  and  FAF  being  forwarded  by  March  15  and 
the  other  forms  being  forwarded  to  the  Office  of 
Financial  Aid  by  May  1. 

The  Gettysburg  College  federal  code  number  for  the 
FAFSA  is  003268  and  the  FAF  code  number  is  2275. 

Financial  aid  is  awarded  in  the  form  of  grants,  loans, 
and  work-  study  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 
wiW  be  warned,  placed  on  academic  probation,  placed 
on  dismissal  alert,  or  dismissed.  Additionally,  it  is 
expected  that  each  student  will  continue  to  make 


185 


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. 

Students  who  are  not  maintaining  satisfactor)' 
academic  progress  will  be  required  to  resume  normal 
progress  before  additional  financial  aid  can  be 
awarded.  That  may  require  completion  of  coursework 
without  the  benefit  of  financial  aid.  Any  appeals 
regarding  satisfactoiy  progress  must  be  filed  through 
the  Acedemic  Standing  Committee. 

The  recipients  of  Federal  Stafford  Loans  and  other 
programs  of  financial  assistance  through  federally 
subsidized  Title  W  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  confinued 
eligibility  for  those  grants.  Conditions  of  those  grants 
are  included  in  the  notice  to  the  student. 

The  Presidential  Scholars  Program 

Gettysburg  College  believes  that  intelligent,  highly- 
motivated  and  high-achieving  secondary  school 
students  should  be  recognized  for  their 
accomplishments.  With  this  in  mind,  the  Presidendal 
Scholars  Program  was  established  to  reward 
prospective  students  for  academic  excellence. 

The  Presidential  Scholars  selection  process  is  a 
competitive  one:  benchmark  qualifications  include 
SAT  scores  which  fall  within  the  top  ten  percentile 
nationally  and  a  class  rank  within  the  top  ten  percent 


of  the  high  school  graduating  class.  All  selections  are 
made  (without  any  special  application  on  the  part  of 
those  students  selected)  as  the  Admissions  Staff  reads 
the  application  forms  of  all  applicants  for  an 
incoming  first-year  class. 

Students  selected  for  the  Presidential  Scholarship  will 
be  awarded  an  amount  which  is  not  based  upon 
financial  need.  Eligible  applicants  applying  for  need- 
based  financial  aid  as  listed  below  could  receive 
additional  financial  aid  without  jeopardizing  the 
Presidential  Scholarship  amount. 

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. 

Federal  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. 

Federal  Perkins  Loan:  A  loan  program  funded  by  the 
Federal  Government  and  administered  by  the  College. 

Federal  Work-Study  Program:  Employment  program 
funded  by  the  Federal  Government  and  the  College. 

Grants  need  not  be  repaid,  but  the  College  hopes 
that  recipients  will  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  fifty  percent  of  Gettysburg  College 
students  receive  financial  assistance  in  some  form 
from  the  College.  About  sixty  percent  of  the 


186 


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  over- 
all 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  sttidents. 

Frederics.  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  is 
awarded  to  a  deserving  and  financially  needy  student. 

Anonymous  Scholarship  Fund:  The  income  from  the 
fund  is  awarded  to  one  or  more  worthy  and  promising 
students,  with  preference  given  to  students  who  are 
majoring  in  French,  Music  (B.A.)  or  Psychology. 

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.  Anns  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  ministiy. 

Rev.  Sydney  F.  Bateman  (1887)  Scholarship  Fund:  The 
income  from  the  fund  is  awarded  to  a  needy 
ministerial  student. 

Admiral  William  W.  Behrens,Jr.  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  ser\'ice. 

Henry  S.  Belber,  II  Scholarship  Fund:  The  income  from 
the  fund  is  awarded  to  a  first-year  student  and  may  be 
continued  up  to  four  years;  preference  is  given  to 
individuals  who  engage  in  extracurricular  activities. 

Belt  HesS'Quay  Scholarship  Fund:  The  income  from  a  fund 
provided  by  Efifie  E.  Hess  Belt  (1898)  in  commem- 
oration of  several  relatives  is  awarded  as  follows:  first 
preference  is  given  to  a  member  of  Grace  Lutheran 
Church,  Westminster,  Mar)land;  second  preference  to 
any  other  resident  of  CaiToll  County,  Maryland  who  is 
pursuing  theological  studies  at  the  College;  and  third 
preference  is  given  to  any  deserving  student. 

Helen  A.  and  James  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  F.  Banner  (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  deser\'ing  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 
exceptional  academic  abilities  and  outstanding  promise. 


187 


Harry  F.  Borleis  (1925)  Scholarship  Fund:  The  income 
from  a  beqviest  is  used  to  assist  needy  and  deserving 
students. 

Charles  E.  Bovmian  (1925)  Scholarship  Trust  Fund:  The 
income  from  a  bequest  to  be  used  to  assist  needy  and 
desei'ving  students. 

Elsie  Paul  Boyle  (1912)  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,  i^  awarded 
to  a  needy  and  deserving  male  scholar-athlete. 

Lavern  H.  Brenneman  (1936)  Scholarship  Fund:  The 
income  from  a  fund  provided  by  Lavern  H. 
Brenneman  (1936),  former  Chairman  of  the  Board  of 
Trustees  of  the  College,  and  his  wife,  Miriam,  in 
honor  of  their  son,  James  (1960);  daughter-in-law, 
Mary  Jane  (1960);  granddaughter,  Kathleen  (1984); 
and  grandson,  Stephen  (1987)  is  to  be  awarded 
annually  to  needy  and  deserving  students. 

Randall  Sammis  Brush  (1 973)  Memorial  Scholarship  Fund: 
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  Foundation  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  Fund:  The 
income  from  a  fund  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. 

Class  of  1903,  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  1915  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  desemng  sophomore. 

Class  of  1917  Schmucker-Breidenbaugh  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  desei-ving  student. 

Class  of  1920  Scholarship  Fund:  The  income  from  the 
fund  is  awarded  to  a  needy  and  deserving  student. 

Class  of  1921  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  qualifica- 
tions, are  descendants  of  members  of  the  Class  of  1933. 

Class  of  1 936  Scholarship  Fund:  The  income  from  the 
fund  is  awarded  to  a  needy  and  desening  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  develop- 
ing greater  understanding  between  our  nation  and 
other  parts  of  the  world  and  majoring  in  political 
science,  economics,  or  history. 


188 


Class  of  1938  Scholarship  Fund:  The  income  from  the 
fund  is  awarded  to  a  needy  and  deserving  student. 

Class  of  1 939  Scholarship  Fund:  The  fund  was  estabhshed 
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. 

Class  of  1943  Scholarship  Fund:  The  income  from  the 
fund  is  awarded  to  a  needy  and  deserving  student. 

Class  of  1944  Scholarship  Fund:  The  income  from  the 
fund  is  awarded  to  a  needy  and  deserving  student. 

Class  of  1994  Scholarship  Fund:  The  income  from  the 
fund  is  awarded  to  a  first-year  student  and  may  be 
continued  up  to  four  years. 

Ernst  M.  and  Agnes  H.  Cronlund  Memorial  Scholarship 
Fund:  The  fund  was  established  in  memory  of  Ernst 
Magnus  and  Agnes  Hoffsten  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  Ebert  (1 965)  Memorial  Fund:  The  fimd  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. 

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. 

Ehrhart  Family  Scholarship  Fund:  The  income  from  a 
fund  established  by  Kenneth  W.  Ehrhart  (1946)  in 
memory  of  his  father.  Rev.  Kenneth  Ehrhart  (1925) 
and  in  honor  of  those  members  of  the  Ehrhart  family 
who  attended  Gettysburg  College,  Rev.  Carl  Ehrhart 
(1947),  Rev.  Richard  Ehrhart  (1946),  Sidney  Ehrhart 
(1950)  and  David  Ehrhart  (1962)  is  awarded  to  one 
or  more  worthy  and  promising  students. 

Jacob  C.  Eisenhart  and  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. 

DwightD.  Eisenhower  Scholarship  Fund:  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 
preservadon  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. 

Eisenhoiuer  Leadership  Scholarship  Fund:  The  income 
from  the  fund  is  awarded  to  class  valedictorians  and 
salutatorians,  presidents  of  the  student  council  and 
other  leaders. 

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. 

Alan  S.  Fischer  (1929)  Scholarship  Fund:  The  income 
from  a  fund  established  by  Marian  Fischer  Hammer 
(1930)  and  Robert  H.  Fischer  (1939)  in  honor  of 


189 


their  brother  is  awarded  to  one  or  more  worthy  and 
promising  students,  preference  to  be  given  to 
mathematics  or  computer  science  majors. 

H.  Keith  Fischer  Scholarship  Fund:  The  income  from  the 
fund  is  awarded  to  one  or  more  worthy  and  promising 
students,  preference  is  given  to  pre-medical  students 
or  to  social  or  natural  sciences  or  mathematics  majors. 

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. 

Fourjay  Foundation  Scholarship  Fund:  The  income  from 
the  fund  is  awarded  to  declared  management  majors 
or  to  students  who  express  a  high  degree  of  interest 
in  management  or  related  fields  and  demonstrate 
academic  excellence,  leadership  and  need. 

Donald  D.  Freedman,  M.D.  (1944)  and  Richard  S. 
Freedman,  D.V.M.  (1973)  Scholarship  Fund:  The  income 
from  the  fimd  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. 

Dr.  Daniel  F.  Garland  (1888)  Scholarship  Fund:  The 
income  from  the  fund  is  awarded  to  a  deserving 
ministerial  student. 

Richard  W.  Caver  (1 966)  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  accor- 
dance 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 
College  campus  community  in  other  ways. 

Millard  E.  Cladfeller  (1 925)  Scholarship  Fund:  The 
income  from  a  fund  established  by  Millard  E. 
Gladfelter  is  awarded  to  first-year  students  and  may  be 
continued  up  to  four  years,  preference  is  given  to 
students  from  York  County,  Pennsylvania. 

Charles  E.  and  Mary  W.  Glassick  Scholarship  Fund:  The 
income  from  a  fund  established  by  the  Board  of 
Trustees  in  honor  of  former  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  sttident. 

Windom  Cook  Gramley  (1904)  Scholarship  Fund:  The 
income  from  a  bequest  by  Theresa  M.  Gramley  in 
memory  of  Windom  Cook  Gramley  is  awarded  to  a 
worthy  and  promising  student. 

Grand  Army  of  the  Republic  Living  Memorial  Scholarship 
Fund:  The  income  from  a  fund  donated  by  the 
Datighters  of  Union  Veterans  is  awarded  to  a  needy 
and  deserving  student,  preferably  the  descendant  of  a 
Union  veteran. 

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.  Graver  Scholarship  Fund:  The  income  from  a 
bequest  is  awarded  to  a  needy  and  desening  student. 

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. 


190 


John  Alfred  Hamme  (1 918)  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  Gettysburg  Lutheran  Seminary. 

Henry  M.  Hartman,  Jr.  (1938)  and  Audrey  Harrison 
Hartman  (1940)  Scholarship  Fund:  The  income  from  a 
ftmd  established  by  Henry  M.  Hartman,  Jr.  as  a 
memorial  in  honor  of  Audrey  Harrison  Hartman  is 
awarded  to  a  student  majoring  in  chemistry  or 
biochemistry. 

Hartranft-Dean  Scholarship  Fund:  The  income  from  a 
fimd  established  by  Mary  Alice  Hartranft-Dean  is 
awarded  to  one  or  more  worthy  and  promising 
students. 


Arthur  D.  Hunger,  Sr.,  M.D.  (1910)  Scholarship  Fund:  A 
fund  established  by  Arthur  D.  Hunger,  Jr.  (1939)  and 
Josephine  T.  Hunger  (1940)  in  honor  of  Arthur  D. 
Hunger,  Sr.  The  income  from  the  fund  is  awarded  to 
a  junior  or  senior  who  demonstrates  academic 
excellence  and  leadership  and  who  is  studying  for  a 
medical,  dental,  veterinary  or  biological  research 
profession. 

Dr.  and  Mrs.  Leslie  M.  Kauffman  Scholarship  Fund:  The 
income  from  a  fimd  donated  by  Dr.  Leslie  M.  (1890) 
and  Nellie  G.  Kauffman  is  awarded  to  a  deserving 
student,  preference  being  given  to  students  from 
Franklin  County,  Pennsylvania,  or  preministerial  or 
premedical  students. 

Spurgeon  M.  Keeny  and  Norman  S.  Wolf  Scholarship 
Fund:  The  income  from  a  fimd  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  worthv  students. 


Adam  and  Martha  Hazlett  Scholarship  Fund:  The  income 
from  a  fund  established  by  Mrs.  Adam  J.  Hazlett  is 
awarded  to  one  or  more  worthy  and  promising 
students. 

Roberi  W.  Hemperly  (1947)  Memorial  Scholarship  Fund: 
The  fund  was  established  in  memoiy  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  dentistiy. 

Harvey  A.  Hesser  (1923)  and  Dorothy  M.  Hesser 
Scholarship  Fund:  The  income  from  a  bequest  is 
awarded  to  a  needy  and  worthy  student. 

Reii.  Clinton  F.  Hildebrand,  Jr.  (1920)  and  Mrs.  Clinton  F. 
Hildebrand,  Jr.  Scholarship  Fund:  The  income  from  the 
fund  is  used  to  aid  worthy  preministerial  students. 

FdgarL.  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. 

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  Gettys- 
burg College  and  established  by  the  Woman's  League 
of  Gettysburg  College  in  honor  of  Pearl  Hodgson  is 
awarded  annually  to  needy  and  deserving  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. 

Ivan  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  fimd  is  awarded  to  two 
students,  preference  being  given  to  applicants  from 
Hazleton  and  vicinity. 

Kklte  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  contributions  to 
their  chosen  field  of  study. 

Rev.  Frederick  R  Knubel  (1918)  Memorial  Scholarship 
Fund:  The  income  from  a  fund  given  by  John 
McCullough  (1918)  in  memor\'  of  his  classmate,  is 
awarded  to  an  outstanding  senior  ministerial  student 
who  has  financial  need. 


191 


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  and  promising 
students  majoring  in  the  humanities. 

Bernard  S.  Lawyer  (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 
Lutheran  Church,  Silver  Rvm,  Maryland,  and  second 
to  members  or  former  members  of  Evangelical 
Lutheran  Churches  in  Maiyland  and  Pennsylvania. 

Clarence  Gordon  and  Elfie  Leathermcm  Scholarship  Fund: 
The  income  from  a  fund  given  by  the  Leathermans  is 
awarded  to  a  deserving  preministerial  student. 

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 
secondaiy  schools. 

Rni.  Justus  H.  Liesmann  (1930)  and  Mardelle  Tipton  Lies- 
mann  (1932)  Scholarship Fund:T\\e  income  from  a  fund 
established  by  Mrs.  Mardelle  Liesmann  is  awarded  to  a 
first-year  student  and  may  be  continued  up  to  four  years. 

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. 

Ihe  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. 

William  H.  MacCarlney  Memoricd  Scholarship  Fund:  The 
fund  was  established  by  Michael  Alan  Berk  and  Kerry 
MacCartney  Berk  in  tribute  of  Keriy  M.  Berk's 
parents"  lifelong  encouragement  of  scholarship, 
initiative  and  leadership.  The  income  is  awarded  to 
one  or  more  worthy  and  promising  students. 

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. 

Robeii  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.  McElhiney  (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  Covmty,  Pennsylvania. 

Michael  J.  McTighe  Memorial  Scholarship  Fund:  The 
income  from  a  fund,  established  by  his  wife,  Carolyn 
L.  Carter,  family  members  and  friends,  is  awarded  to 
a  first-year  student  with  preference  given  to  first- 
generation  college  students  and/or  students  whose 
enrollment  at  Gettysburg  College  would  increa.se  the 
racial  and  ethnic  diversity  of  the  student  population. 

Dr.  John  E.  Meisenhelder  (1897)  Scholarship  Fund:  The 
income  from  a  bequest  by  Dr.  Meisenhelder  is 
awarded  to  a  deserving  student. 

Jane  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. 

CarlF.  and  Dorothy  Miller  Scholarship  Fund:  The  income 
from  a  fund  established  by  the  Carl  F.  and  Dorothy 
Miller  Foundation  is  awarded  to  a  student  pursuing 
accounting  or  a  science-related  course  of  study. 


192 


J.  Elsie  Miller  (1905)  Scholarship  Fund:  The  income 
from  a  bequest  by  Mr.  Miller  is  awarded  to  a 
preministerial  student. 

Robert  H.  Miller  (1 938)  and  Paul  D.  Miller  (1 940) 
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,  state  or 
private  university,  or  (2)  a  Brazilian  student  entering  as 
a  first-year  student,  who  graduated  from  either  the 
Escola  Americana,  Rio  de  Janeiro,  the  Escola  Graduada 
de  Sao  Paulo,  or  Pan  American  Christian  Academy. 

Miller-Deivey  Scholarship  Fund:  The  income  from  a 
bequest  by  the  Rev.  Adam  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. 

M.  Scott  and  Margaret  A.  Moorhead  Scholarship  Fund: 
The  income  from  the  fund  is  awarded  to  a  student 
with  a  strong  interest  in  music,  preference  is  given  to 
a  student  with  interest  to  continue  piano  or  organ 
instruction. 

Charles  D.  Moyer  (1957)  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. 

Arthur  B.  Myers  and  Marion  V.  Myers  Scholarship  Fund: 
The  income  from  a  bequest  is  awarded  to  financially 
needy  and  deserving  students  of  good  moral  character. 

Albert  C.  and  Linda  Neumann  Endowment  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. 

John  Spangler  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  (191 7)  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. 

Edward  J.  Noivicki,  Jr.  (1935)  and  Christine  M.  Nowicki 
Scholarship  Fund:  The  income  from  the  fund  is  awarded 
to  one  or  more  worthy  and  promising  students. 

John  and  Pamela  O'Leary  Scholarship  Fund:  The  income 
from  the  fund  is  awarded  to  a  worthy  and  promising 
student. 

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 
Lutheran  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 
fund  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 


193 


whose  major  is  management  or  German,  with  elective 
courses  in  the  other  field  of  study. 

C.  Eugene  Painter  Scholarship  Fund:  The  income  from  a 
fimd  established  by  C.  Eugene  Painter  (1933)  is 
awarded  to  one  or  more  worthy  and  promising 
students,  with  preference  given  to  students  majoring 
in  chemistry. 

Lillian  M.  and  William  H.  Patrick,  Jr.  (1916)  Scholarship 
Fund:  The  income  from  a  bequest  by  William  H. 
Patrick,  Jr.  is  awarded  on  a  competitive  basis  to  students 
with  musical  ability,  who  demonstrate  financial  need. 

C.  Gloria  Paul  Scholarship  Fund:  The  income  from  a 
bequest  is  awarded  to  graduates  of  Weatherly  Area 
High  School  who  need  financial  assistance. 

Willard  S.  Paul  Scholarship  Fund:  The  income  from  a 
fund  contributed  in  his  honor  by  friends  of  the 
College  on  the  occasion  of  President  Patil's  retirement 
and  thereafter  awarded  to  a  deserving  student. 

Martin  L.  Peters  (1913)  and  Martin  F.  Peters  (1937) 
Scholarship  Fund:  The  income  from  a  bequest  from 
the  estate  of  Martin  F.  Peters  is  awarded  to  one  or 
more  worthy  and  promising  students. 

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 
sttident,  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  I.  Rasmussen  is  awarded  to  a 
deserving  student.  Preference  is  given  to  a  student 
preparing  for  the  ministry  in  the  Lutheran  Church. 

Rev.  Clay  E.  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  E.  Rost  (1917)  Scholarship  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. 

Philip  P.  Rudhart  Scholarship  Fund:  The  income  from  a 
bequest  by  Emma  Bennix  in  memory  of  her  brother 
is  awarded  to  deserving  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  are  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. 

Jeffrey  M.  Schissler  (1971)  Scholarship  Fund:  The  income 
from  a  fund  established  by  Melvin  and  Greta  Schissler 
is  awarded  to  a  worthy  and  promising  student  with 
first  preference  given  to  a  student  majoring  in 
Theatre  Arts  and  second  preference  to  a  student 
majoring  in  English. 

Calvin  L.  Schlueter  Scholarship  Fund:  The  income  from 
a  bequest  by  Calvin  F.  Schlueter  is  awarded  to  needy 
and  promising  students. 

Scholarship  for  Community  Service  Leadership:  The 
income  from  a  fund  established  by  Kenneth  C. 
Lundeen  is  awarded  to  a  first-year  student  and  may 
be  continued  up  to  four  years,  preference  is  given  to 
students  who  demonstrate  an  active  interest  in 
voluntary  community  service. 


194 


Brent  Scowcrqft  Scholarship  Fund:  The  income  from  the 
fund  is  awarded  to  a  needy  and  deserving  student. 

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  deseiving  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  Fund:  The 
income  from  a  fund  established  by  Barr)'  B.  Wright 
(1955)  and  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/Dxoight  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  financial  aid,  with  preference  given  to  those 
students  with  exceptional  leadership  ability. 

Edgar  Fahs  Smith  (1874)  Scholarship  Fund:  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. 

Albert  E.  Speck  (1927)  Scholarship  Fund:  The  income 
from  the  fund  is  awarded  to  a  first-year  student  and 
may  be  continued  up  to  four  years. 

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  desemng  sttident, 
preference  being  given  to  a  student  in  American 
history  interested  in  the  Civil  War. 

Rev.  Milton  H.  Stine  (1877)  and  Mary  J.  Stine  Memoricd 
Scholarship  Fund:  The  income  from  a  fund  provided  by 
Dr.  Charles  M.  A.  Stine  (1901)  in  memoiyof  his 
parents  is  awarded  to  a  preministerial  sttident. 


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  (1933)  and  Betty  Stockberger  Scholarship  Fund:  The 
income  from  the  fund  is  awarded  to  needy  and 
promising  students. 

Strine-Manners  Scholarship  Fund:  A  iund  established  in 
honor  and  memory  of  Howard  H.  Strine,  M.D.  (1924), 
Virginia  Manners  Strine,  Dana  Whitman  Manners  and 
Elizabeth  Manners.  The  income  is  awarded  to  two  or 
more  worthy  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  sttident. 

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  contributions  to  the  College. 

Rev.  Viggo  Swensen  (1931)  and  Martha  Swensen  Scholarship 
Fund:  The  income  from  the  fund  is  awarded  to  a  first- 
year  student  and  may  be  continued  up  to  four  years. 

W'anen  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-college  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. 

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  Walter  K.  Thrush  Fund:  The  income  from  a 
fund  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 


195 


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  fimd  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  altimni  and  friends  of  the 
Gettysburg  College  Choir  is  given  to  needy  and 
deserving  music  students. 

Parker  B.  and  Helen  D.  Wagnild  Music  Scholarship  Fund: 
The  income  from  the  fund  is  awarded  to  worthy  and 
promising  music  students. 

John  G.  Walborn  (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. 

Stuart  Warrenfeltz  Memorial  Scholarship  Fund:  The  income 
from  a  bequest  by  Ethel  Warrenfeltz  McHeniy  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. 

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  E.  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  Fund:  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 
otUstanding  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  memoi7  of  her 
parents  is  granted  to  a  needy  and  deserA'ing  student. 

Woman  's  League  Scholarship  Fund:  The  income  from  a 
fimd  established  by  the  Woman's  General  League  of 
Gettysburg  College  to  be  awarded  to  needy  and 
promising  students. 

Peter  W.  Wright  Scholarship  Fund:  The  income  from  a 
fund  established  by  LT  COL  Peter  W.  Wright,  USAF 
(RET)  is  awarded  to  one  or  more  worthy  sttidents, 
with  preference  being  given  to  students  who  have  an 
interest  and  involvement  in  extracurricular  activities 
and  are  members  of  Alpha  Tau  Omega  Fraternity. 

John  r.  Ziegler,  DDS,  (1952)  Pre-Dental  Scholarship  Fund: 
The  income  from  the  fund  is  awarded  to  one  or  more 
worthy  pre-dental  students.  First  priority  shall  be  for  the 
junior  or  senior  student  who  has  achieved  the  highest 
academic  standing  and  who  has  applied  to  a  United 
States  dental  school  to  pursue  a  DDS  or  DMD  degree. 

Dr.  John  B.  Zinn  Scholarship  Fund:  The  income  from  a 
fund  established  by  the  Class  of  1941  is  awarded  to 
talented  students  pursuing  a  science  education. 

John  B.  Zinn  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. 


196 


Loan  Funds  for  Students 

Edioard  Anderson  (1955)  and  Patricia  Anderson  Loan  Fund: 
A  fund  established  by  Edward  and  Patricia  Anderson  to 
provide  loans  to  Lutheran  students  who  have  exhibited 
creative  and  entrepreneurial  tendencies  as  determined 
by  reference  to  their  extracurricular  and  employment 
activities  while  in  high  school  and  through  their 
activities  at  Gettysburg  College. 

Milton  T.  Nafey  and  Mary  M.  Nafey  Student  Loan  Fund: 
A  bequest  from  the  estate  of  Mary  M.  Nafey  provides 
a  fund  for  student  loans. 

Eva  K  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. 

David  Forry  Powers  Loan  Fund:  A  fund  established  by 
Catherine  N.  Maurer  in  memory  of  her  nephew,  David 
Forry  Powers  (1962)  to  provide  loans  to  worthy  and 
promising  students  who  demonstrate  financial  need. 

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:  An  award  available  to  aid 
worthy  students  in  immediate  need.  Selection  of 
recipients  is  made  by  the  College. 

Frank  L.  Daugherty  (1922)  Scholarship:  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. 

Dwight  D.  Eisenhower /Conrad  N.  Hilton  Scholarship:  The 
income  from  funds  received  from  the  Conrad  N. 
Hilton  Foimdation  are  used  to  support  the  tuition 
cost  for  a  semester  of  study  abroad  for  one  student 
per  year.  The  scholarship  will  be  competitively 
awarded  to  a  student  who  shows  through  career 
aspirations  and  corresponding  curriculum  choices, 
an  appreciation  of  the  role  that  travel,  global  trade, 
and  cross-cultural  exchange  can  play  in  fostering 
international  understanding. 

W.  Emerson  Gentzler  (1925)  Scholarship:  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  Cltibs 
of  York  County,  Pennsylvania. 

William  L.  and  Philip  H.  Glatfelter  Memorial  Scholarship: 
The  income  from  a  fund  established  by  Elizabeth  G. 
Rosenmiller  is  awarded  to  a  first-year  student  and 
may  be  continued  up  to  four  years. 

K  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. 

Dean  W.  Hollabaugh  Scholarship:  The  income  from  a 
trust  is  awarded  to  one  or  more  students  who  merit 
financial  assistance. 

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  f*rogram: 
Established  to  assist  Lutheran  Brotherhood  members 
attending  accredited  post-secondary  institutions.  Infor- 
mation is  available  from  Lutheran  Brotherhood,  625 
Fourth  Avenue  South,  Minneapolis,  Minnesota  55415. 

Guy  L.  Moser  Scholarship:  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:  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. 

Ernest  D.  Schwartz  (1916)  Scholarship:  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  desemng  student(s)  who  has 


197 


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. 

Yocum  Family  Scholarship:  The  income  from  a  trust 
established  by  James  H.  Yocum  is  awarded  to  one  or 
more  deserving  students. 

State  and  Federal  Grant  Programs 

Federal  Pell  Grant:  A  federal  grant  program  to  enable 
students  to  attend  colleges  and  universities;  and  is 
available  to  students  with  the  highest  levels  of  need. 
Application  for  this  grant  is  through  the  Free 
Application  for  Federal  Student  Aid. 

Pennsylvania  Higher  Fducation  Grant:  An  award  given  to 
students  who  are  residents  of  Pennsylvania,  selected  on 
the  basis  of  financial  need.  Information  on  these  grants 
should  be  acquired  from  the  secondary  school  guidance 
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,  Maine,  Maryland, 
Massachusetts,  Ohio,  Rhode  Island,  Vermont,  West 
Virginia,  and  the  District  of  Columbia.  Further 
information  may  be  available  at  secondary  school 
guidance  offices. 

State  and  Federal  Loan  Programs 

Federal  Stafford  Loan:  These  programs  allow  the  student 
to  borrow  directly  from  a  bank,  savings  and  loan 
association  or  other  participating  lender.  First-year 
students  may  borrow  $2,625;  that  increases  to  $3,500 
during  the  second  year,  and  third  and  fourth-year 
students  are  eligible  to  borrow  up  to  $5,500;  maximum 
total  borrowing  for  all  undergraduate  study  is  $23,000. 
The  rate  of  interest  for  these  loans  is  set  at  the  bank 
equivalent  rate  for  91-day  Treasury  bills  plus  3.10%. 
New  rates  will  be  announced  each  July  1  for  the  entire 
year,  and  rates  of  interest  cannot  exceed  8.25%.  The 
rate  of  interest  until  July  1995  is  7.43%. 


Federal  Parent  Loan  for  Undergraduate  Study:  Parents  of 
dependent  undergraduate  students  may  borrow 
through  the  PLUS  Loan  Program  to  help  finance 
educational  costs.  The  maximum  loan  per  year  i^ 
limited  to  the  cost  of  education  minus  other  aid  that 
the  student  has  received.  Repayment  begins  within  60 
days  of  loan  funds  being  advanced  and  the  maximum 
repayment  period  is  10  years.  Interest  rates  will  be  set 
on  July  1  on  the  basis  of  Treasury  bills  plus  3.10%,  but 
not  to  exceed  9%.  Applications  for  the  PLUS  Loan  are 
made  through  any  participating  bank  or  other  lending 
agency.  The  interest  rate  until  July  of  1995  is  8.38%. 
PLUS  Loans  are  disbursed  on  a  co-payable  basis  to  the 
borrower  and  the  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  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  183  in  the  Comprehensive  Academic  Fee  Plan 
section. 

Financial  Aid  for  Off-Campus  Study 

Financial  aid  is  available  for  programs  of  off-campus 
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  off-campus  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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200 


BOARD  OF  TRUSTEES  '" 
1994-95  Academic  Year 

PAUL  R.  ROEDEL  (1987) 
CHAIRPERSON 

Retired,  Chairman  &:  Chief  Executive  Officer 
Carpenter  Technolog)'  Corporation 
Reading,  Pennsylvania 

JAMES  H.  BRENNEMAN  (1988) 
VICE  CHAIRPERSON 

Vice  President,  Operations  &  Planning 
Bell  Atlantic  Enterprises  International 
Philadelphia,  Pennsylvania 

PATRICIA  C.  BACON  (1991) 
SECRETARY 

Vice  President,  Acadia  Advertising  and  Marketing 
Carpinteria,  California 

CHARLES  E.  ANDERSON  (1984) 

Retired,  Executive  Vice  President,  ITT  Corporation 

Wilton,  Connecticut 

PATRICLV  C.  BACON  (1991) 
SECRETARY 

Vice  President,  Acadia  Advertising  and  Marketing 
Carpinteria,  California 

HENRY  S.  BELBER,  II  (1989) 
President  &  Chief  Executive  Officer 
Trico  Construction  Co.,  Inc. 
Devon,  Pennsylvania 

STEPHEN  G.  BISHOP  (1992) 

Prof  &  Dir.  of  Eng.  Research  Center 
University  of  Illinois 
Urbana,  Illinois 

JAMES  H.  BRENNEMAN  (1988) 
VICE  CHAIRPERSON 

Vice  President,  Operations  8c  Planning 
Bell  Atlantic  Enterprises 
Philadelphia,  Pennsylvania 

CHARLES  A.  CAMAUER,  JR.  (1985) 

Developer 

Washington,  District  of  Columbia 

HERBERT  C.  CUNTON,  III  (1991) 

Sheehy  Ford 

Marlow  Heights,  Maryland 

D.  DAVID  EISENHOWER,  II  (1990) 

Historian 

Berwyn,  Pennsylvania 


THOMAS  P.  GEAREY,  III  (1992) 

Retired,  U.S.  Army 
Cortez,  Florida 

BRUCE  S.  GORDON  (1983) 

Group  President/Consumer  and  Small  Business 

Bell  Adantic 

Arlington,  Virginia 

DORIS  G.HAAS  (1991) 

Arendtsville,  Pennsylvania 

JAMES  F.  HARGREAVES  (1990) 

Senior  Vice  President/Investment  Officer 
Butcher  &  Singer,  Inc. 
Johnstown,  Pennsylvania 

PATRICIA  W.  HENRY  ( 1 993 ) 

Senior  Associate  Athletic  Director 
Harvard  Universit) 
Cambridge,  Massachusetts 

ROBERT  D.  HERSHEY,  JR.  (1990) 

Correspondent,  New  York  Times 
Washington,  District  of  Columbia 

H.  SCOTT  HIGGINS  (1989) 
Managing  Director 
Ark  Asset  Management  Co.,  Inc. 
New  York  City,  New  York 

KRISTINE  F.  HUGHEY  (1986) 

Attorney,  Speare  and  Hughey 
Media,  Pennsylvania 

EDWIN  T.JOHNSON  (1991) 

Retired 

Newtown,  Pennsylvania 

ROBERT  S.JONES,  JR.  (1988) 
President  of  Northern  Operations 
The  Equitable  Finance  Group  of  New  York 
New  York,  New  York 

WILUAM  T.  KIRCHHOFF  (1988) 
Executive  Vice  President 
Cleveland  Brothers  Equipment  Co.,  Inc. 
Harrisburg,  Pennsylvania 

GERALD  KRUM  (1993) 

Pastor,  St.  John's  Lutheran  Church 
Lewistown,  Pennsylvania 

NANCY  R.  LETTS  (1989) 

Teacher 

Strath  Haven  High  School 

Wallingford,  Pennsylvania 


201 


DAVID  M.  LEVAN  (1994) 

Senior  Vice  President/Corporate  Systems 
Consolidated  Rail  Corp. 
Philadelphia,  Pennsylvania 

E.JAMES  MORTON  (1991) 

Director 

John  Hancock  Mutual  Life  hisurance  Co. 

Boston,  Massachusetts 

ALBERT  C.  NEUMANN,  M.D.  (1986) 
Founder  and  Medical  Director 
The  Neumann  Eye  Institute 
DeLand,  Florida 

RICHARD  E.  PATTERSON  (1988) 

Retired 

Wilmington,  Deleware  =- 

PAUL  R.  ROEDEL  (1987) 
CHAIRPERSON 

Chairman  &  Chief  Executive  Officer 
Carpenter  Technology  Corporation 
Reading,  Pennsylvania 

RICHARD  RUBIN 

President  &  CEO 

Donnkenny 

New  York,  New  York 

BETSY  WEAVER  SANDERS  (1993) 

Management  Consultant 
The  Sanders  Partnership 
Sutter  Creek,  California 

FREDERICK  H.  SETTELMEYER  (1985) 
Senior  Vice  President 
Mellon  Trust/The  Boston  Company 
Medford,  Massachusetts 

DONNA  L.  SHAVLIK  (1985) 
Director,  Office  of  Women  in  Higher  Education 
American  Council  on  Education 
W^ashington,  District  of  Columbia 

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 


JAMES  R.  THOMAS  (1981-1987)  (1989) 
Retired  Chairman  &:  CEO 
Best  Foods  Baking  Group 
CPC  hiternational.  Inc. 
Allendale,  New  Jersey 

DENNIS  H.  TYLER  (1988) 
Subschool  Principal 
Robinson  Secondary  School 
Fairfax,  Virginia 

JAMES  M.  UNGLAUBE  (1988) 

Director,  Colleges  8c  Universities 
Evangelical  Lutheran  Church  in  America 
Chicago,  Illinois 

DEBRA  K,  WALLET  (1990) 

Attorney 

Camp  Hill,  Pennsylvania 

BARBARA  TURNER  WHITE  ( 1 99 1 ) 

Executive  Vice  President 

Turner  White  Communications,  Inc. 

Wayne,  Pennsylvania 

BARRY  B.  WRIGHT  (1986) 

President 

Metropolitan  Personnel  Services,  Inc. 

Washington,  District  of  Columbia 

CATHERINE  ZARRELLA  (1992) 

President 

Woman's  General  League  of  Gettysburg  College 

Hanover,  Pennsylvania 

*LAVERN  H.  BRENNEMAN  (1962-1974)  (1976- 

1988) 

Retired 

York  Shipley,  Inc. 

York,  Pennsylvania 

*RALPH  W.  COX  (1972-1984) 

Retired 

Connecticut  General  Life  Insurance  Co. 

Savannah,  Georgia 

*F.  WILLIAM  SUNDERMAN,  M.D.  (I967-I979) 

Director 

Institute  for  Clinical  Science 

Philadelphia,  Pennsylvania 

(1)  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 


202 


TRUSTEES  EMERITI 


ALBERT  R.  BURKHARDT 

Baltimore,  Maryland 

MARGARET  BLANCHARD  CURTIS 

Gettysburg,  Pennsyhania 

WILLIAM  S.  EISENHART,  JR. 

York,  Pennsylvania 

CHARLES  H.  FALKLER 

York,  Penns\lvania 

HENRY  W.  GRAYBILL,  JR. 

Harrisburg,  Pennsylvania 

ANGELINE  F.  HAINES 

Lutherville,  Maryland 

ROBERT  D.  HANSON 

Harrisburg,  Pennsylvania 

HOWARD  J.  McCARNEY 

Camp  Hill,  Pennsylvania 

PAUL  M.  ORSO 

Millersville,  Maiyland 

JAMES  A.  PERROTT 

Baltimore,  Maryland 

SAMUEL  A.  SCHRECKENGAUST,  JR. 

Lemoyne,  Pennsylvania 

HERMAN  G.  STUEMPFLE,  JR. 

Gettysburg,  Pennsylvania 

JAMES  I.  TARMAN 

State  College,  Pennsylvania 

CHARLES  W.  WOLF 

Gettysburg,  Pennsylvania 

IRVIN  G.  ZIMMERMAN 

Swarthmore,  Pennsylvania 


Jean  C.  Alfreds      1989- 
Executive  Assistant  to  the  President 
A.S.,  Jackson  Community  College 
B.S.,  Michigan  State  University' 

David  J.  Cowan     1965- 

Executive  Assistant  to  the  President 

B.S.,  University  of  Texas  -  Austin;  M.A.,  University  of 

Texas  -  Austin;  Ph.D.,  Universit)  of  Texas  -  Austin 

Janet  Morgan  Riggs      1991- 

Assistant  to  the  President 

B.A.,  Gettysburg  College;  M.A.,  Princeton  University; 

Ph.D.,  Princeton  Universit)' 

Salvatore  Ciolino      1971- 

Direcior  for  Institutional  Analysis 

B.A.,  State  University'  of  New  York  at  Geneseo; 

M.S.,  State  Universit)'  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 

Thomas  L.  Bachman      1991- 
Assistant  Soccer  Coach 
West  Chester  Stale  College 

Jack  Bream     1992- 

Orange  and  Blue  Club  Executive  Director 

B.S.,  Gettysburg  College; 

M.A.,  Western  Maryland  College 

JohnW.  Campo      1985- 

Head  Coach/Baseball,  Assistant  Coach /Football 
B.S.,  University  of  Delaware;  M.S.,  Queens  College 
of  the  Cit)'  University  of  New  York 

Michael  P.  Cantele     1 990- 
Athletic  Trainer  Certified 
B.A.,  Gettysburg  College; 
M.S.,  Old  Dominion  University 

Robert  T.  Condon      1 993- 

Head  Coach/Cross  Countr)',  Track  &  Field 

B.A.,  Olivet  College 

M.E.D.,  Miami  Universitv  at  Oxford 


Administration 
(1994-1995  Academic  Year) 

President 

Gordon  A.  Haaland     1 990- 

A.B.,  Wlieaton  College; 

Ph.D.,  State  University  of  New  York  at  Buffalo 


Casey  Counseller 

Part-time  Coach 


1991- 


CarolE.  Daly     1992- 
Coach/Field  Hockey  &  Lacrosse 
B.P.E.,  Gettysburg  College; 
M.P.E.,  Miami  University  at  Oxford 

Ellis  L.  Diviney     1986- 
Part-time  Coach 


203 


Joseph  D.  Donolli     1971- 
Athletic  Trainer  Certified 
B.S.,  University  of  Delaware; 
M.Ed.,  Temple  University 

Patricia  M.  Domisch     1 994- 
Asst.  Women's  Basketball  Coach 

Doreen  M.  Drexel     1984- 
Coordinator  of  Women's  Athletics 
Head  Coach/Women's  Volleyball 
B.S.,  M.S.,  Frostbiirg  State  University 

Christian  M.  Dreyer     1994- 
Assistant  Soccer  Coach 
B.S.,  Gettysburg  College 

BethD.  Elbon      1993- 

Gradiiate  Assistant,  Women's  Basketball  and 
Softball  Coach;  HPE  Teacher 
B.A.,  Gettysburg  College 

Thomas  Flaherty     1990- 

Assistant  Basketball  Coach 

B.S.,  East  Stroiidsburg  University 

Sara  E.  Hatfield     1994- 
Assistant  Field  Hockey  Coach 

Henry  Janczyk  1987- 
Head  Coach/Lacrosse 
B.A.,  Hobart  College;  M.A.,  Albany  State  Universit)' 

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  Pittsbtugh  at  Johnstown 

Stephen  R.  Koudelka     1993- 
Assistant  Lacrosse  Coach 
B.A.,  Gettysburg  College 

Cynthia  D.  Lein      1994- 

Assistant  Director 

B.A.,  Gettysburg  College 

Wayne  E,  Mickley     1995- 

Part-time  Coach 

B.S.,  Shippensburg  University 

James  W.Page      1993- 
Assistant  Football  Coach 
B.A.,  Susquehanna  Universit)' 


Thomas  A.  Pajic  1994- 
Assistant  Football  Coach 
B.A.,  Bloomsbiug  University 

George  R.  Petrie     1989- 

Head  Coach/Basketball,  Head  Coach/Golf 

B.A.,  Lebanon  Valley  College; 

M.Ed.,  University  of  Utah 

William  H.  Pfitzinger     1 99 1  - 
Head  Coach/Women's  Tennis 
B.S.,  Roanoke  College 

Carla  M,  Privateer     1994- 
Part-time  Coach 

Kimberly  A.  Rain      1 992- 
Assistant  Volleyball  Coach 
B.S.,  Gettysbmg  College 

Jon  N.Ramsey     1995- 
Part-time  Coach 
B.S.,  Slipper\'  Rock 

Camilla  B.  Rawleigh      1989- 

Assistant  Swimming  Coach 

B.A.,  University  of  North  Carolina 

Michael  K.  Rawleigh     1985- 

Head  Coach/Swimming 

B.A.,  University  of  North  Carolina  at  Chapel  Hill; 

M.S.,  Western  Maryland  College 

Michael  E.  Sanders     1994- 
Assistant  Sports  Info  Director 
B.A.,  Penn  State  University 

Theodore  J.  Sawchuck     1991- 
Assistant  Football  Coacli 
B.S.,  University  of  Akron 

JohnF.  Schmid      1990- 

Assistant  Coach/Football,  Track  &  Field 

B.S.,  Ursinus  College 

Aubrey  L.  Shenk  1991- 
Assistant  Cross  Country  Coach 

Barry  H.  Streeter     1975- 
Head  Coach/Football 
B.A.,  Lebanon  Valley  College; 
M.S.,  University  of  Delaware 

RayE.  Swartz      1993- 
Assistant  Wrestling  Coach 
B.S.,  Susquehanna  University 

KaraA.  Tiemey     1994- 
Graduate  Assistant  (Athletics) 
B.A.,  Amherst  College 


204 


Todd  D.  Wawrousek     1990- 
Head  Coach/ Women's  Soccer 
B.S.,  University  of  Pittsburgh; 
M.Ed.,  Alfred  University 

Brian  P.  Wilkinson      1994- 
Graduate  Assistant  (Athletics) 
B.A.,  Wagner  College 

David  H.  Wilson      1989- 

Head  Coach/Wrestling,  Assistant  Coach /Lacrosse 

B.A.,  Bowdoin  College; 

M.S.,  United  States  Sports  Academy 

Cindy  T.Wright     1991- 

Director  of  Campus  Recreation 

B.S.,  State  University  of  New  York  at  Cortland 

M.S.,  University  of  Utah 

David  W.Wright     1986- 
Head  Coach/Soccer,  Head  Coach/Tennis 
B.S.,  State  University  of  New  York  at  Cortland; 
M.A.,  Brigham  Young  University 

David  A.  Voder     1993- 
Graduate  Assistant  (Athletics) 
B.S.,  Moravian  College 

Provost 

L.  Baird  Tipson      1987- 

Provost  and  Professor  of  Religion 

A.B.,  Princeton  University; 

M.Ph.,  Ph.D.,  Yale  University 

Liliane  Floge      1990- 

Assistant  Provost 

B.A.,  City  College  of  New  York; 

M.  Phil.,  Ph.D.,  Columbia  University 

Barbara  J.  Herman     1975- 
Executive  Assistant 

Elizabeth  R.  Lambert     1984- 

Acting  Assistant  Provost 

B.A.,  Duquesne  University; 

M.A.,  George  Mason  University; 

Ph.D.,  University  of  Maiyland  College  Park 

G.  Ronald  Couchman      1967- 

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 


Dennis  R.  Aebersold      1989- 

Vice  President  for  Information  Resources 

B.S.,  Occidental  College;  Ph.D.,  Brown  University 

Michael  D.  Martys      1990- 

Director  of  Technical  Operations  (Computing) 

B.S.,  M.S.,  Illinois  Institute  of  Technolog)' 

Dean  F.Duncan      1991- 

Director  of  Information  Technology 

B.A.,  M.U.A.,  The  Universit)'  of  North  Carolina  at 

Charlotte;  Ph.D.,  Emory  University 

David  M.  Czar      1994- 

Member  of  the  Technical  Staff  (Computing) 

B.A.,  Drew  University 

Harry  H.  Sun      1994- 

Programmer 

B.S.,  Rensselaer  Polytechnic  Institute 

Robin  Wagner      1994- 
Librarian 

WiUiam  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 

Joanne  Golding     1994- 
Intern  (Computing  Services) 

Donald  L.  Kingston      1 988- 
Director  of  Telecommunications 
B.S.,  American  University 

Martha  M.  Myricks      1 99 1  - 
Microcomputer  Support/Training 
B.A.,  San  Francisco  State  Universit)' 

Willis  M.  Hubbard      1983- 

College  Librarian 

B.A.,  Monmouth  College  (Illinois);  M.S.,  University 

of  Illinois;  M.A.,  Southern  Illinois  University 

David  T.  Hedrick     1972- 
Special  Collections  Librarian 
B.A.,  Emory  and  Henry  College; 
M.A.,  University  of  Denver 


205 


S.  Katherine  Johnson     1989- 

Assistant  Technical  Sei"vices  Librarian 

A.S.,  B.S.,  Ferrum  College;  M.S.,  Columbia  University 

Lee  Alan  Krieger     1 989- 

Technical  Sei'vices  Librarian 

B.A.,  M.L.S.,  University  of  Pittsburgh 

Mary  G.  McMahon      1993- 

Associate  Librarian  for  Information  Technology 

B.S.,  Temple  University; 

M.E.D.,  Edinboro  State  College 

Mary  L.  Morris      1993- 

User  Instruction  Librarian 

B.A.,  St.  Joseph's  University;  M.S.,  Drexel  University 

Anna  Jane  Moyer     1961- 
Readers'  Senices  Librarian 
A.B.,  Susquehanna  University; 
M.S.L.S.,  Drexel  University 

Frances  H.  Playfoot      1971- 
Assistant  Readers"  Semces  Librarian 
B.A.,  The  George  Washington  University; 
M.S.L.S.,  Shippensburg  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 

EmUyR.  Clarke      I99I- 

Managing  Editor,  THE  GETTYSBURG  REVIEW 

B.A.,  University  of  North  Carolina  at  Greensboro 

Jeffery  B.  Mock      1991- 

Assistant  Editor,  THE  GETTYSBURG  REVIEW 

B.A.,  University  of  Iowa; 

M.F.A.,  University  of  Alabama 

Patrice  J.  Smith      1992- 

Advisor  to  the  Gettysburgian 

Ed.M.,  Shippensburg  University,  Indiana  University 

of  Pennsylvania 

Glenn  A.  Snyder     1992- 
Physics  Research  Associate/Programmer 
B.S.,  Case  Institute  of  Technology; 
Ph.D.,  Case  Western  Reserve  University 

Barbara  J.  Streeter     1991- 

Wellness  Coordinator/ Asst.  Director  of  Campus 
Recreation/Asst.  Field  Hockev  Coach 


Admissions/Financial  Aid 

Delwin  K.  Gustafson      1967- 

Dean  of  Admissions 

B.A.,  Augustana  College  (Illinois); 

J.D.,  University  of  Nebraska  Law  School 

Daniel  A.  Dundon      1972- 

Associate  Dean  of  Admissions 

B.A.,  State  University  of  New  York  at  Buffalo; 

M.A.,  Eastern  Michigan  University 

Gail  Sweezey     1983- 
Associate  Dean  of  Admissions 
B.A.,  Allegheny  College 

Darryl  W.  Jones      1985- 
Assistant  Dean  of  Admissions 
B.A.,  Pennsylvania  State  Universitv 

Susan  C.HiU      1991- 
Admissions  Counselor 
B.A.,  Gettysburg  College 

John  M.  Corona      1994- 

Admissions  Counselor 

B.A.,  Southwestern  University 

Karen  Long  KeUey     1 988- 
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 

Ahsha  H.  Wechsler     1993- 
Admissions  Counselor 
B.A.,  Vanderbilt  University 

JohnZ.  KeUey     1992- 
Assistant  Director  of  Financial  Aid, 
Admissions  Counselor 
B.S.,  Alfred  University;  M.S.,  Syracuse  University 

College  Life 

Julie  L.  Ramsey     1981- 

Dean  of  the  College 

B.A.,  Denison  University;  M.A.,  Indiana  University 


206 


Dennis  Murphy     1 990- 

Associate  Dean  of  the  College 

B.A.,  Saint  Francis  College  (Pennsylvania); 

M.S.,  Shippensburg  University  of  Pennsylvania; 

Ed.D.,  Indiana  University 

Margaret-Ann  Radf ord-Wedemeyer     1 986- 

Associate  Dean  of  the  College 

B.A.,  Texas  Women's  University;  M.A.,  Hood  College 

Robert  C.  NordvaU     1972- 

Acting  Dean  of  First  Year  Students 

B.A.,  DePauw  University;  J. D.,  Harvard  Law  School; 

Ed.D.,  Indiana  University 

Anne  B.  Lane      1989- 

Dean  of  Academic  Advising 

B.A.,  Elizabethtown  College;  M.A.,  University  of  Iowa 

Timothy  M.  Dodd      1990- 

Associate  Dean  of  Academic  Advising 

B.A.,  Fordham  University;  M.A.,  Fordham  University 

Parker  C.Johnson      1992- 

Dean  of  Intercultural  Resovirces 

B.A.,  Williams  College;  Ed.M.  in  Administration, 

Planning  and  Social  Policy,  Hanard  University 

Antionette  W.  Bowie      1993- 

Associate  Dean  of  Intercultural  Advancement 

B.A.,  Mississippi  State  University;  M.A.,  Hood  College 

Yukiko  K.  Niiro     1986- 

Development  of  Special  Education 

B.A.,  University  of  Hawaii;  M.A.,  Universits"  of  Hawaii 

Jane  Aebersold     1993- 

Visiting  Fellow 

B.A.,  Tulane  University;  M.A.,  Alfred  University 

Bonnie  E.  Lightcap      1994- 
Director  of  Advancement  Services 
B.A.,  Susquehimna  University 

Ronald  D.  MiUer     1993- 
Acting  Director  of  Field  Experience 
B.S.,  Shippensburg  University; 
M.Ed.,  Penn  State  University' 

Deborah  M.  Wailes  1991- 
Director  of  Career  Services 
B.A.,  Wilmington  College;  M.H.S.,  Lincoln  University 

Eugene  Durkee      1990- 
Assistant  Director  of  Career  Services 
B.A.,  Rutgers  College,  Rutgers  University; 
M.T.S.,  Boston  University  of  Theology 


Patricia  A.  Taylor     1 994- 
Project  Assistant  (Career  Services) 
B.A.,  Gett\'sburg  College 

Frederick  KinseUa      1991- 

Director  of  Student  Health  Services 

B.S.,  Wagner  College;  M.S.,  Wagner  College; 

Post-Master's  Certificate,  University  of  Virginia 

Constance  Songer     1986- 

Nurse  Practitioner 

R.N.,  Washington  Hospital  Center 

AnnP.  Tanfani      1992- 

Nurse  Practitioner 

B.A.,  Gettysburg  College;  M.A.,  Vanderbilt  University 

William  H.  Jones      1964- 

Coordinator  of  Coimseling 

B.A.,  Eastern  Nazarene  College;  M.A.,  University 

of  Wisconsin;  Ed.D.,  Boston  University' 

Frances  Parker     1980- 

Counseling  Psychologist 

B.A.,  M.A.,  University  of  Kentucky 

Harriet  Barriga  Marritz     1989- 
Coimselor/Drtig  Education  Coordinator 
B.A.,  Lafayette  College; 
M.S.,  Millersville  University  of  Pennsylvania 

Lois  A.  Armor      1 988- 

Cotmselor 

B.A.,  Gettysburg  College 

Meridith  Moran      1992- 

Director  of  Student  Activities/College  Union 

B.A.,  University  of  Kentucky;  M.S.,  Indiana  University 

Barry  R.  Noel      1987- 
Director  of  College  Stores 

Thomas  S.  Dombrowsky     1991- 
Director  of  Greek  Organizations/ 
Asst.  Dean  of  the  College 
B.A.,  University  of  Rhode  Island; 
M.A.,  Morgan  State  University 

BethE.  BaUey     1993- 

Assistant  Director  of  Residence  Life 

M.S.,  Alfred  University 

Susanne  E.  Nicholson      1991- 
Assistant  Director  of  Residence  Life 
B.S.,  James  Madison  University; 
M.S.,  Miami  University 


207 


Timothy  p.  Rupe      1992- 
Director  of  Residence  Hall  Programs 
B.S.,  Susquehanna  University; 
M.S.,  Shippensburg  University 

Lynn  Collins      1992- 

Assistant  Director  of  Student  Activities 

B.S.,  University  of  Vermont;  M.A.,  Boston  College 

Karl  J.  Mattson      1977- 

Director,  Center  for  Public  Service 

B.A.,  Augustana  College  (Illinois);  B.D.,  Augustana 

Theological  Seminary;  S.T.M.,  Yale  Divinity  School 

Nadine  F.  Lehr      1992- 

Chaplain 

B.A.,  Concordia  College;  M.Div.,  Yale  Divinity  School 

Josephine  L.  Freund      1991- 

Chapel  Organist 

B.Mus.,  M.Mus.,  Peabody  Conservatorium; 

B.S.,  John  Hopkins  University 

Lawrence  J.  Hemler     1993- 
Catholic  Campus  Minister 

Alice  Redding 

Catholic  Campus  Minister 

Maureen  E.  Waller     1 994- 
Christian  Education  Coordinator 
B.S.,  Marywood  College 

Finance  and  Administration 

Jennie  L.  Mingolelli      1993- 

Treasurer 

B.A.,  M.A.,  Ph.D.,  Syracuse  University 

Michael  S.  Malewicki      1976- 

Assistant  Treasurer 

B.A.,  Gettysburg  College;  M.S.,  Shippensburg  Univ. 

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 

Cheryl  L.  MiUer      1994- 

Director  of  Financial  Planning  and  Budget 

B.S.,  Dickinson  College;  M.A.,  Columbia  University 

Jane  D.  North      1992- 
Director  of  Human  Resources 
B.S.,  Miami  University  at  Oxford 

Timon  K  Linn     1985- 
Director  of  Safety  and  Security 


David  M.  Swisher,  II      1970- 
Director  of  Physical  Facilities 

David  Barbour     1994- 
Director  of  Facilities 

John  V.Myers     1978- 
Director  of  Dining  Services 
B.S.,  University  of  Scranton 

James  R.  Biesecker     1983- 
Conference  &  Vending  Manager 
B.S.,  Mt.  St.  Mary's  College 

Gary  C.  Brautigam      1991- 

Executive  Chef 

Culinary  Cert.,  American  Culinary  Fed. 

Connie  R.  Bucher     1983- 
Manager  of  Housekeeping  Services 

Linda  S.  Kraf ft      1987 
Catering  Manager 

Charles  W.  Lovett     1988- 

Purchasing  Manager 

B.S.,  St.  Francis  College  of  PA 

Clara  L.  NeweU      1992- 
Dining  Room  Manager 

Mattfiew  B.  Nolin     1992- 

Sous  Chef 

A.A.,  International  Culinary  Arts  Institute 

Peter  C.  North      1992- 

Hotel  Food  &  Beverage  Manager 

B.S.,  Slippery  Rock  State  College 

Alfredo  M.  Pina     1962- 
Morning  Kitchen  Supervisor 

Kaye  A.  Robison     1991- 
Cash  Operations  Manager 

College  Relations 

Lex  O.  McMillan,  III      1993- 

Vice  President  for  College  Relations 

B.A.,  Washington  8c  Lee  University;  M.A.,  Georgia 

State  University;  Ph.D.,  University  of  Notre  Dame 

William  T.  Walker,  Jr.      1 989- 

Associate  Vice  President  for  Public  Relations 

B.A.,  M.A.,  University  of  Virginia 

Peggy  H.  Hair     1994- 

Director  of  Foimdation  and  Corporate  Giving 


208 


Jean  S.  LeGros      1991- 
Director  of  Alumni  Relations 
B.A.,  Gettysburg  College 

Robert  D.  Smith     1965- 

Sr.  Reunion  Gift  Office  8c 

Assoc.  Director  of  Development 

B.S.,  Gettysburg  College;  M.A.,  Penn  State  University 

M.S.,  Shippensburg  Universit)'  of  Pennsylvania 

Susan  Bryant     1989- 

Associate  Editor/Publications  Coordinator 

B.A.,  Bryn  Mawr  College; 

Francais  Diplome,  International  School  of  Geneva 

Mary  E.  Dolheimer      1991- 
Assistant  Director  of  Public  Relations 
B.S.,  Indiana  University  of  Pennsylvania 

Tina  M.  Fair      1980- 
Program  Manager 

Brian  H.  Hargrove      1 993- 
Assistant  Director  of  Capital  Giving 
B.A.,  Gettysburg  College 

Constance  R.  HeUand      1 99 1  - 

Associate  Director  of  Gift  Planning 

B.A.,  Miami  University;  M.A.,  Miami  University; 

J.D.,  University  of  Dayton 

John  M.  McAndrew     1992- 
Associate  Director  of  Public  Relations 
B.A.,  King's  College 

Thomas  A.  McNamee     1 994- 
Associate  Vice  President  For  College  Relations 
and  Director  of  Capital  Gi\dng 

M.  Catherine  Norris     1993- 
Assistant  Director  of  Alumni  Relations 
B.A.,  Gettysburg  College; 
M.A.,  George  Washington  University 

Melissa  A.  Ratherdale      1993- 
Annual  Fund  Staff  Associate 
B.A.,  Gettysburg  College 

Mark  A.  Stuart      1994- 

Director  of  Annual  Giving 

B.A.,  Albion  College;  M.S.,  Western  Maryland 

College 

Paula  Thomas      1991- 
Associate  Director  of  Development/ 
Corporate  and  Foimdation  Grants 
B.A.,  University  of  Pennsylvania; 
M.E.D.,  Temple  University 


Dora  L.  Townsend     1990- 
Community  Services  Coordinator 

EUen  M.  Urbanski     1994- 
Associate  Director  of  Annual  Giving 
B.A.,  Hood  College 

JeroldWikoff     1984- 

Senior  Editor 

B.A.,  Stanford  University;  M.A.,  Stanford  University; 

Ph.D.,  Stanford  University 

Others 

Gregory  J.  Anderson     1994- 

Teacher  Specialist 

B.A.,  St.  Bonaventure  University 

Marigrace  Bellert 

Director  of  the  Central  Pennsylvania  Consortium 

Rhonda  Good      1990- 
Research  Assistant  (Physics) 
B.A.,  Millersville  University 

The  Faculty 

(1994-1995  Academic  Year) 

Gordon  A.  Haaland      1 990- 
President  and  Professor  of  Psychology 
A.B.,  WTieaton  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 

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 

NeUW.  Beach     1960-1993 

Professor  of  Biologv ,  Emeritus 

B.S.,  M.S.,  Ph.D.,  University  of  Michigan 

F.  Eugene  Belt      1 966- 1 988 
Professor  of  Music,  Emeritus 
A.B.,  Western  Maryland  College; 
M.A.,  New  York  University 


209 


A.  Bruce  Boenau      1 957-1 99 1 
Professor  of  Political  Science,  Emeritus 
A.B.,  Amherst  College; 

A.M.,  Ph.D.,  Columbia  University 

Lois  J.  Bowers     1969-1992 
Coordinator  of  Women's  Athletics  and 
Professor  of  Health  and  Physical  Education,  Emerita 
B.S.,  Temple  University; 
M.Ed.,  Western  Mainland  College 

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 

John  F.  Clarke     1 966-1 989 

Professor  of  English,  Emeritus 

B.A.,  Kenyon  College;  M.A.,  Stanford  University 

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  Pittsbtirgh 

Harold  A.  Dunkelberger      1950-1983 

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.,  Hai^vard  University 

Robert  H.  Fryling     1947-50,  1958-87 
Professor  of  Mathematics,  Emeritus 
B.A.,  Gettysbtirg  College; 
M.S.,  Ph.D.,  University  of  Pittsburgh 


Charles  H.  Glatfelter        1949-1989 
Professor  of  Histoiy,  Emeritus 
B.A.,  Gettysburg  College; 
Ph.D.,  Johns  Hopkins  University 

Gertrude  G.  Gobbel     1968-1989 

Professor  of  Psychology,  Emerita 

B.S.,  Pennsylvania  State  University; 

M.S.,  University  of  Illinois;  Ph.D.,  Temple  University 

Roland  E.  Hansen      1973-1989 

Business  Manager,  Emeritus 

B.A.,  Nebraska  Wesleyan  University 

J.  Richard  Haskins     1 959-1 988 

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.,  Gettysbtirg  College;  M.A.,  Columbia  University; 

M.S.,  University  of  Illinois 

Carohne  M.  Hendrickson     1959-1984 

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 

Leonard  I.  Holder     1964-1994 
Professor  of  Mathematics,  Emeritus 
B.S.,  M.S.,  Texas  A  &  M  University; 
Ph.D.,  Ptudue  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     1 95  7- 1 989 
Director  of  Intercollegiate  Athletics  and  Professor 
of  Health  and  Physical  Education,  Emerittis 
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      1950-1980 
Professor  of  Political  Science,  Emeritus 
A.B.,  M.A.,  University  of  California,  Berkeley; 
Ph.D.,  University  of  Pennsylvania 


210 


Grace  C.  Kenney     1948-1987 

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 

Jacks.  Locher     1957-1987 
Professor  of  English,  Emeritus 
M.A.,  University  of  Chicago; 
Ph.D.,  University  of  Pennsylvania 

Nancy  C.  Locher     1 968-1 988 
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      1953-1989 
Professor  of  Physics,  Emeritus 
B.A.,  Gettysburg  College; 
M.S.,  Ph.D.,  University  of  Michigan 

Edward  F.  McManness     1970-1988 
Director  of  the  College  Union,  Emeritus 
B.S.,  M.S.,  East  Texas  State  University; 
M.B.A.,  Mount  Saint  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.,  Universit)'  of  Cincinnati 

James  D.  Pickering     1954-1988 
Professor  of  English,  Emeritus 
A.B.,  A.M.,  Wesleyan  University; 
Ph.D.,  Columbia  University 

James  H.Richards,  Jr.      1974-1983 
Librarian  Emeritus 

B.A.,  Wesleyan  University';  B.S.L.S.,  Columbia 
University;  M.A.,  Wesleyan  University 

Kadierine  K.  Taylor  Rood     1947-1966 
Professor  of  English,  Emerita 
B.A.,  University  of  Oregon 


Russell  S.  Rosenberger      1956-1981 
Professor  of  Education,  Emeritus 
B.S.,  Geneva  College; 
M.Litt.,  Ed.D.,  University  of  Pittsburgh 

Calvin  E.  Schildknecht     1959-1979 
Professor  of  Chemistiy,  Emeritus 
B.S.,  Gettysburg  College; 
Ph.D.,  Johns  Hopkins  Universitv' 

Hemy  Schneider,  III      1 964-1 98 1 

Professor  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     1 954- 1 984 

Professor  of  Psvcholog) ,  Emeritus 

B.A.,  Amherst  College;  M.A.,  Harvard  University; 

Ph.D.,  University  of  Chicago 

Howard  Shoemaker      1957-1985 

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' 

JohnR.  Stemen      1961-1994 

Professor  of  History,  Emeritus 

B.A.,  Yale  University;  M.A.,  Ph.D.,  Indiana  University 

JanisWeaner     1957-1985 

Professor  of  Spanish,  Emerita 

B.A.,  Mary  Washington  College  of  the  University'  of 

Virginia;  M.A.,  New  York  University 

Dexter  N.  Weikel     1962-1988 

Professor  of  Music,  Emeritus 

B.S.,  Susquehanna  University;  M.A.,  Pennsylvania 

State  University;  D.M.A.,  Peabody  Conservatoiy  of 

Johns  Hopkins  University 


211 


Conway  S.  WiUiams      1949-1980 
Professor  of  Economics  and 
Business  Administration,  Emeritus 
A.B.,  Columbia  University; 
M.S.,  Coliunbia  University  School  of  Business 

Frank  B.  WUliams      1 966-1 993 
Dean  of  Student  Life  and 
Educational  Services,  Emeritus 
B.A.,  M.A.T.,  Wesleyan  University; 
Ed.D.,  University  of  Pennsylvania 

Richard  K- Wood     1969-1990 

Director  of  Academic  Computing,  Emeritus 

B.A.,  Earlham  College; 

M.S.  (2),  University  of  Wisconsin 


Current  Faculty 


James  D.  Agard     1982- 

Associate  Professor  of  Art 

B.S.,  The  State  University  of  New  York  at  New  Paltz; 

M.F.A.,  Rutgers  University 

Randolph  R.  Aldinger^     1 989- 
Associate  Professor  of  Physics 
B.S.,  Arizona  State  University; 
Ph.D.,  University  of  Texas  at  Austin 

Marie-Jose  M.  Arey     1988- 
Assistant  Professor  of  French 
B.A.,  M.A.,  University  of  Florida; 
Ph.D.,  Duke  University 

Charlotte  E.  S.  Armster     1984- 
Associate  Professor  of  German, 
Department  Chairperson 
B.A.,  Eastern  Michigan  Universit)'; 
M.A.,  Middlebury  College;  Ph.D.,  Stanford  University 

Martha  E.  Arterberry     1 989- 

Assistant  Professor  of  Psychology 

B.A.,  Pomona  College;  Ph.D.,  University  of  Minnesota 

BelaBajnok      1993- 
Assistant  Professor  of  Mathematics 
M.Ed.,  Eotvos  University  (Hungaiy); 
M.S.,  Ph.D.,  Ohio  State  University 

Deborah  H.  Barnes     1992- 

Assistant  Professor  of  English 

B.A.,  Tuskegee  InstitiUe;  M.A.,  North  Carolina 

Agriculture  &  Technical  State  University; 

Ph.D.,  Howard  University 


Edward  J.  Baskerville      1956- 

Professor  of  English 

B.S.,  Lehigh  University; 

M.A.,  Ph.D.,  Columbia  University 

Bruce  D.  Baum      1994- 

Assistant  Professor  of  Political  Science 

B.A.,  Vanderbilt  University; 

Ph.D.,  University  of  Minnesota 

Temma  F.  Berg      1 985- 

Associate  Professor  of  English 

B.A.,  M.A.,  Ph.D.,  Temple  University 

Emelio  R.  Betances      1991- 
Assistant  Professor  of  Latin  American  Studies 
B.A.,  Adelphi  University;  M.A.,  Ph.D.,  Rutgers, 
The  State  University  of  New  Jersey 

Mark  E.  Bingham     1992- 

Assistant  Professor  of  English 

B.A.,  University  of  Mississippi; 

M.A.,  University  of  South  Florida; 

Ph.D.,  University  of  North  Carolina  at  Chapel  Hill 

Michael  J.  Birkner2     1978-79,  1989- 
Associate  Professor  of  History, 
Department  Chairperson 
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 

DanieUe  Blin-Daniel      1993- 

Instructor  in  French 

B.A.  (2),  M.A.  (2),  University  of  Rennes,  France 

GaborS.  Boritt      1981- 

Robert  C.  Fluhrer  Professor  of  Civil  War  Studies 
B.A.,  Yankton  College;  M.A.,  University  of 
Sotith  Dakota;  Ph.D.,  Boston  University 

Robert  F.  Bomstein      1986- 

Associate  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.  Brought     1 989- 

Associate  Professor  of  Education 

B.S.,  Ed.M.,  Shippensburg  University  of  Pennsylvania; 

Ed.D.,  State  University  of  New  York  at  Buffalo 


212 


Ronald  D.  Burgess      1980- 

Professor  of  Spanish,  Department  Chairperson 

B.A.,  Washburn  University  of  Topeka; 

M.A.,  Ph.D.,  University  of  Kansas 

LesUe  Cahoon      1988- 

Associate  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 

Joseph  P.  Calabrese      1994- 
Assistant  Professor  of  Biology 
B.S.,  M.S.Ed.,  Gannon  University; 
Ph.D.,  West  Virginia  University 

A.  Ralph  Cavaliere      1966- 
Professor  of  Biology 
B.S.,  M.S.,  Arizona  State  University; 
Ph.D.,  Duke  University 

Abdin  N.  Chande     1994- 

Assistant  Professor  of  Religion 

B.A.,  Carleton  University  (Ottawa);  B.A.,  Ottawa 

University;  M.A.,  Ph.D.,  McGill  University  (Montreal) 

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 

Catherine  B.  Clay     1989- 
Assistant  Professor  of  Histor)' 
B.A.,  Carleton  College; 
M.A.,  Ph.D.,  University  of  Oregon 

John  A.  Commito      1993- 

Professor  of  Environmental  Studies  and  Biology 

A.B.,  Cornell  University;  Ph.D.,  Duke  University 

Chan  L.  Coulter     1958- 
William  Bittinger  Professor  of  Philosophy, 
Department  Chairperson 
B.A.,  University  of  Iowa; 
M.A.,  Ph.D.,  Harvard  University 

DavidJ.  Cowan^      1965- 

Associate  Professor  of  Physics 

B.S.,  M.A.,  Ph.D.,  University  of  Texas 


Mary  Deborah  Cowan^      1989- 

Associate  Professor  of  English, 

M.S.  Boyer  Chair  in  Poetry 

B.A.,  Mimdelein  College; 

M.A.,  Western  Washington  University 

David  L.  Crowner^     1967- 

Associate  Professor  of  German 

B.A.,  Pacific  Lutheran  University;  M.A.,  Ph.D., 

Rutgers-The  State  University  of  New  Jersey 

L.  Antonio  Caret     1993- 

Assistant  Professor  of  Sociology  and  Anthropology 

B.S.,  M.S.,  University  of  Puerto  Rico; 

Ph.D.,  Arizona  State  University 

Nancy  K.  Cushing-Daniels      1994- 

Instructor  in  Spanish 

B.A.,  Alfred  University; 

M.A.,  State  University  of  New  York  at  Albany 

Paul  R.  D'Agostino      1 969- 
Professor  of  Psychology' 
B.S.,  Fordham  University; 
M.A.,  Ph.D.,  University  of  Virginia 

Roy  A.  Dawes     1993- 
,\ssistant  Professor  of  Political  Science 
B.A.,  University  of  New  Orleans; 
M.S.,  Ph.D.,  Florida  State  University 

Edward  G.  DeClair     1 99 1  - 

Assistant  Professor  of  Political  Science 
B.A.,  University  of  Sotuh  Florida; 
M.A.,  Ph.D.,  Florida  State  University 

Veronique  A.  Delesalle      1993- 
Assistant  Professor  of  Biology 
B.Sc,  M.Sc,  McGill  University; 
Ph.D.,  University  of  Arizona 

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 

Joann  M.  Dyson      1 994- 

Instructor  in  Physics 

B.A.,  Wake  Forest  University 

Edward  A.  Ehrlacher     1994- 
Assistant  Professor  of  Physics 
B.S.,  Bucknell  University; 
M.S.,  Ph.D.,  Lehigh  University 

Charles  F.  Emmons     1974- 

Professor  of  Sociology  and  Anthropology 

B.A.,  Gannon  College; 

M.A.,  Ph.D.,  LIniversitv  of  Illinois 


213 


KayEtheridge     1986- 
Associate  Professor  of  Biology 
B.S.,  M.S.,  Auburn  University; 
Ph.D.,  University  of  Florida 

Ann  Harper  Fender     1978- 

Professor  of  Economics 

A.B.,  Randolph  Macon  Woman's  College; 

Ph.D.,  Johns  Hopkins  University 

George  H.  Pick     1967- 

Associate  Professor  of  History 

A.B.,  Hai^vard  University;  M.A.,  University  of 

Minnesota;  Ph.D.,  Harvard  University 

Deborah  C.  Fiedler      1994- 

Visiting  Instructor  in  Global  Studies 

B.S.,  Slippery  Rock  University  of  Pennsylvania 

Rebecca  H.  Fincher-Kiefer     1988- 
Assistant  Professor  of  Psychology 
B.S.,  Washington  College; 
M.S.,  Ph.D.,  University  of  Pittsburgh 

James  P.  Fink     1992- 

Professor  of  Mathematics,  Department  Chairperson 

B.S.,  Drexel  University; 

M.S.,  Ph.D.,  Stanford  University 

Kermit  H.  Finstad      1 970- 

Associate  Professor  of  Music 

B.A.,  St.  Olaf  College; 

M.M.,  The  Catholic  University  of  America 

David  E.  Flesner      1971- 
Associate  Profes.sor  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  Missotiri; 
A.M.,  Ph.D.,  Washington  University 

Peter  P.  Feng     1994- 

Assistant  Professor  of  Biology 

A.B.,  University  of  California,  Berkeley; 

M.A.,  San  Francisco  State  University; 

Ph.D.,  University  of  California,  Santa  Cruz 

Norman  O.  Fomess      1964- 

Associate  Professor  of  History' 

B.A.,  Pacific  Lutheran  University;  M.A.,  Washington 

State  University;  Ph.D.,  Pennsylvania  State  University 

Mathew  B.  Forstater     1992- 

Instructor  in  Economics 

B.A.,  Temple  University; 

M.A.,  New  School  for  Social  Research 


Donald  H.  Fortnum      1965- 
Professor  of  Chemistry 
B.S.,  Carroll  College  (Wisconsin); 
Ph.D.,  Brown  University 

Robert  S.  Fredrickson      1969- 

Professor  of  English,  Department  Chairperson 

B.A.,  DePauw  University; 

M.A.,  University  of  Minnesota; 

Ph.D.,  University  of  North  Carolina  at  Chapel  Hill 

KarenJ.  Frey     1993- 
Assistant  Professor  of  Management 
B.S.B.A.,  M.B.A.,  Shippensburg  University  of 
Pennsylvania;  Ph.D.,  University  of  Maryland 

Fritz  R.  Gaenslen     1991- 
Assistant  Professor  of  Political  Science 
B.A.,  Miami  University  (Ohio); 
M.A.,  Ph.D.,  University  of  Michigan 

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.  GiU     1984- 

Associate  Professor  of  Sociology  and  Anthropology 
B.S.,  Auburn  University;  M.A.,  University  of  Alabama; 
Ph.D.,  University  of  Oregon 

Leonard  S.  Goldberg^      1 982- 

Associate  Professor  of  English 

B.A.,  University  of  Michigan; 

M.A.,  Ph.D.,  University  of  Pennsylvania 

Derrick  K.  Gondwe      1977- 

Professor  of  Economics.Department  Chairperson 
B.A.,  Lake  Forest  College;  M.A.,  University  of 
Wisconsin;  Ph.D.,  University  of  Manitoba 

Norma  Gonzalez      1994- 

Instructor  in  Spanish 

M.A.,  University  of  Guadalajara,  Mexico 

Timothy  N.  Good      1990- 

Assistant  Professor  of  Physics 

B.S.,  Dickinson  College; 

M.S.,  Ph.D.,  University  of  California-Irvine 

Sharon  Davis  Gratto      1992- 

Assistant  Professor  of  Music 

B.Mus.,  Oberlin  College;  M.A.,  American  University; 

M.Mus.,  State  University  of  New  York  at  Potsdam 


214 


J.  Megan  Greene      1 994- 

Instructor  in  History 

B.A.,  Cornell  University;  M.A.,  University  of  Chicago 

Laurence  A.  Gregorio      1983- 

Associate  Professor  of  French 

B.A.,  Saint  Joseph's  College; 

M.A.,  Ph.D.,  University  of  Pennsylvania 

Joseph  J.  Grzybowski      1979- 

Professor  of  Chemistry 

B.S.,  King's  College; 

Ph.D.,  Case  Western  Reserve  University 

Louis  J.  Hammann      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 

Jan  C.  Hardt     1993- 

Assistant  Professor  of  Political  Science 

B.A.,  Union  College; 

M.A.,  University  of  Maryland,  College  Park 

CaroUne  A.  HartzeU      1993- 

Assistant  Professor  of  Political  Science 

B.A.,  University'  of  Puget  Sound; 

M.A.,  Ph.D.,  University  of  California,  Davis 

Barbara  Schmitter  Heisler  ^      1 989- 

Associate  Professor  of  Sociolog)'  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 

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- 

Associate  Professor  of  Biology 

B.S.,  Stanford  University; 

Ph.D.,  North  Carolina  State  University 


Helenmarie  Hofman      1991- 
Associate  Professor  of  Education, 
Department  Chairperson 

B.S.,  M.Ed.,  Indiana  University  of  Pennsvlvania; 
Ph.D.,  Universit)  of  Minnesota 

Keren  A.  HoUand      1992- 

Assistant  Professor  of  Chemistry 

B.A.,  Skidmore  College; 

Ph.D.,  University  of  Maryland,  College  Park 

Kathleen  P.  lanneUo      1 990- 

Assistant  Professor  of  Political  Science 

B.A.,  University  of  Arizona; 

M.A.(2),  Ph.D.,  Pennsylvania  State  University 

Steven  W.  James      1 992- 
Assistant  Professor  of  Biology 
B.A.,  Gettysburg  College; 
M.S.,  Ph.D.,  University  of  Minnesota 

Donald  L.  Jameson      1 985- 

Associate  Professor  of  Chemistry 

B.S.,  Bucknell  University; 

Ph.D.,  University  of  North  Carolina  at  Chapel  Hill 

Suzanne  R.  Johnson     1 990- 

Assistanl  Professor  of  English 

B.A.,  State  University  of  New  York  at  Stony  Brook; 

M.A.,  Ph.D.,  University  of  Virginia 

John  W.Jones     1989- 

Assistant  Professor  of  Music 

B.S.,  Lebanon  Valley  College;  M.Ed.,  Towson  State 

University;  D.M.A.,  Temple  University 

John  M.  KeUett     1968- 

Associate  Professor  of  Mathematics 

B.S.,  Worcester  State  College; 

M.S.,  Rutgers — The  State  University  of  New  Jersey; 

Ph.D.,  University  of  Florida 

Elizabeth  Riley  Lambert^      1 984- 

Associate  Professor  of  English 

B.A.,  Duquesne  University;  M.A.,  George  Mason 

University;  Ph.D.,  University  of  Maryland 

L.  Carl  Leinbach      1967- 

Professor  of  Mathematics  and  Computer  Science 
B.A.,  Lafayette  College;  M.A.,  University  of  Delaware; 
Ph.D.,  University  of  Oregon 

David  B.  Levine      1991- 

Assistant  Professor  of  Computer  Science 

B.A.,  Swarthmore  College; 

A.M.,  Ph.D.,  Dartmouth  College 


215 


Franklin  O.  Loveland     1972- 

Associate  Professor  of  Sociolog)'  and  Anthropology 
A.B.,  Dartmouth  College;  M.A.,  Lehigh  University; 
M.A.,  Ph.D.,  Duke  University 

Mia  K.  Luehmiann      1991- 

Assistant  Professor  of  Physics 

B.A.,  Dartmouth  College;  M.Sc,  Ph.D.,  University  of 

Illinois  at  Urbana-Champaign 

Karmen  M.  MacKendrick      1 994- 

Assistant  Professor  of  Philosophy 

B.A.  (2),  University  of  Colorado,  Boulder;  M.A., 

Ph.D.,  State  University  of  New  York  at  Stony  Brook 

Louis  Manza      1992- 

Assistant  Professor  of  Psychology 

B.A.,  State  University  of  New  York  at  Binghamton; 

M.A.,  Brooklyn  College  of  the  City  University  of 

New  York;  M.Phil.,  Ph.D.,  Graduate  School  and 

University  Center  of  the  City  University  of  New  York 

Laurence  A.  Marschall      1971- 

Professor  of  Physics 

B.S.,  Cornell  Universit)';  Ph.D.,  University  of  Chicago 

Ingrid  Martinez-Rico      1993- 

Instructor  in  Spanish 

M.A.,  Universidad  de  Deusto 

Michael  E.  Matsinko  1976- 
Associate  Professor  of  Music 
B.S.,  M.M.,  West  Chester  University  of  Pennsylvania 

Miyako  Matsuki      1994- 

Instructor  in  Religion 

A.B.,  Oberlin  College; 

M.Div.,  Yale  Universit)'  Divinity  School 

Arthur  W.  McCardle     1 969- 

Associate  Professor  of  German 

B.A.,  M.A.,  Ph.D.,  Columbia  University' 

Fredric  Michebnan     1973- 

Associate  Professor  of  French 

B.S.Ec,  University  of  Pennsylvania;  M.A.,  Middlebury 

College;  Ph.D.,  University  of  California,  Los  Angeles 

Jan  E.  MikeseU     1973- 

Professor  of  Biology 

B.S.,  M.S.,  Western  Illinois  University; 

Ph.D.,  Ohio  State  University 

Carey  A.  Moore      1955-56,1959- 

Amanda  Rtipert  Strong  Professor  of  Religion 

B.A.,  Gettysburg  College;  B.D.,  Lutheran  Theological 

Seminary,  Gettysburg;  Ph.D.,  Johns  Hopkins  University 


Gordon  A.  Morse     1994- 
Instructor  in  Management 
B.S.,  American  International  College; 
M.B.A.,  University  of  Miami 

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     1958-64,1965- 
Professor  of  Psychology 
B.A.,  Gettysbiug  College; 
M.S.,  Ph.D.,  Purdue  University 

Charles  D.  Myers,  Jr.      1986- 

Associate  Professor  of  Religion 

B.A.,  Duke  University; 

M.Div.,  Ph.D.,  Princeton  Theological  Seminary 

James  P.  Myers,  Jr.      1968- 

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  Maiy'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.  Nunamaker      1 963- 
Professor  of  Mtisic 

A.B.,  Bowling  Green  State  University; 
M.M.,  Ph.D.,  Indiana  University 

Paula  D.  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 

WiUiam  E.  Parker^      1967- 

Professor  of  Chemistry,  Department  Chairperson 
B.A.,  Haverford  College;  M.S.,  Ph.D.,  University  of 
North  Carolina  at  Chapel  Hill 


216 


Alan  H.  Paulson      1978- 
Professor  of  Art 

B.F.A.,  Philadelphia  College  of  Art; 
M.F.A.,  University  of  Pennsylvania 

Susan  C.  Pearce     1994- 

Instructor  in  Sociology  and  Anthropology 

B.A.,  Mississippi  College; 

M.Div.,  Southeastern  Theological  Seminary; 

M.A.,  New  School  for  Social  Research 

Peter  J.  PeUa     1987- 

Associate  Professor  of  Physics,Department  Chairperson 
B.S.,  United  States  Military  Academy;  M.S.,  Rensselaer 
Polytechnic  Institute;  Ph.D.,  Kent  State  University 

Lucia  Perrotta      1993- 

Instructor  in  French 

B.A.,  Seton  Hill  College;  M.A.,  Tufts  University 

Thane  S.  Pittman     1972- 
Professor  of  Psychology 
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.,  Han'ard  University 

Lisa  Portmess     1979- 
Associate  Professor  of  Philosophv, 
Coordinator  of  Global  Studies, 
Edwin  T.Johnson  and  Cynthia  Shearer  Johnson 
Distinguished  Teaching  Professor  in  the  Humanities 
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 

William  F.  Railing      1 964- 

Professor  of  Economics 

B.S.,  United  States  Merchant  Marine  Academy; 

B.A.,  Johns  Hopkins  University; 

Ph.D.,  Cornell  University 

Tod  F.  Ramseyer     1 994- 

Assistant  Professor  of  Physics 

B.A.,  Haverford  College; 

M.A.,  Ph.D.,  University  of  Texas  at  Austin 

Rodney  R.  Redding^      1989- 

Associate  Professor  of  Management 

B.S.,  M.S.,  Ph.D.,  Pennsylvania  State  University;  CPA 


RayR.  Reider     1962- 

Associate  Professor  of  Health  and  Physical  Education 

B.A.,  Gettysburg  College; 

M.Ed.,  Pennsylvania  State  University 

Janet  Morgan  Riggs^      1981- 
Associate  Professor  of  Psychology, 
Department  Chairperson 
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 

Coral  Roelas  1994- 
Instructor  in  Spanish 
M.A.,  University  of  Sevilla,  Spain 

Alicia  Rolon-Alexander     1994- 
Instructor  in  Spanish 
B.A.,  Instituto  Superior  del  Profesorado 
"Victor  Mercante"  (Argentina); 
M.A.,  Temple  University 

Elena  M.Rosa     1994- 

Instructor  in  Spanish 

Licenciatura  in  Italian  Language  and  Literature, 

University  of  Sevilla  (Spain); 

M.A.,  Pennsylvania  State  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 

Alex  T.  Rowland      1958- 

Ockershausen  Professor  of  Chemistry 

B.A.,  Gettysburg  College;  Ph.D.,  Brown  University 

John  E.  Ryan      1994- 

Assistant  Professor  of  English 

A.A.,  Broome  Community  College; 

B.A.,  New  York  University; 

M.A.,  Ph.D.,  Case  Western  Reserve  University 

Magdalena  S.  Sanchez     1 994- 

Assistant  Professor  of  History 

B.A.,  Seton  Hall  University; 

M.A.,  Ph.D.,  Johns  Hopkins  University 


217 


Virginia  E.  Schein  1 986- 
Professor  of  Management, 
Department  Chairperson 
B.A.,  Cornell  University;  Ph.D.,  New  York  University 

EmUe  O.  Schmidt      1962- 

Professor  of  English  and  Director  of  Theatre  Arts 

A.B.,  Ursinus  College;  M.A.,  Columbia  University 

Davids.  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  Psycholog)' 
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 

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 

Mary  Margaret  Stewart     1 959- 
Graeff  Professor  of  English 
A.B.,  Monmouth  College  (Illinois); 
Ph.D.,  Indiana  University 

Eileen  M.  Stillwaggon     1994- 

Visiting  Lecturer  in  Economics 

B.S.,  Edmtuid  Walsh  School  of  Foreign  Service, 

Georgetown  University;  Diploma  in  Economics, 

University  of  Cambridge,  England; 

M.A.,  Ph.D.,  The  American  University 


PeterA.  Stitt     1986- 

Professor  of  English,  Editor  of  The  Gettysburg  Review 

B.A.,  M.A.,  University  of  Minnesota; 

Ph.D.,  University  of  North  Carolina  at  Chapel  Hill 

Amie  Godman  Tannenbaum      1 968- 
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 

Rodney  S.  Tosten     1 989- 
Assistant  Professor  of  Computer  Science 
B.A.,  Gettysburg  College;  M.S.,  West  Virginia 
University;  Ph.D.,  George  Mason  University 

Kay  B.Tracy     1990- 

Assistant  Professor  of  Management 

B.S.,  University  of  Southwestern  Louisiana; 

M.B.A.,  Drury  College; 

Ph.D.,  University  of  Maryland,  College  Park 

Amelia  M.  Trevelyan      1 985- 

Associate  Professor  of  Art,  Department  Chairperson 

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 

Noriko  Tsuboi     1993- 
Instructor  in  Japanese 
B.A.,  Dokkyo  University; 
B.A.,  M.A.,  University  of  Oregon 

Orit  E.  Tykocinski      1 99 1- 

Assistant  Professor  of  Psychology 

B.A.,  B.A.,  M.A.,  Tel-Aviv  University  (Israel); 

Ph.D.,  New  York  University 

Miguel  Vinuela     1988- 

Associate  Professor  of  Spanish 

B.A.,  M.A.,  California  State  University,  Fresno; 

Ph.D.,  University  of  California,  Los  Angeles 


218 


Elizabeth  Richardson  Viti      1984- 

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- 

Associate  Professor  of  Philosophy 

B.A.,  University  of  North  Carolina  at  Charlotte;  M.A., 

Marquette  Universit)';  Ph.D.,  University'  of  Cincinnati 

H.  Charles  Walton     1 989- 

Associate  Professor  of  Management 

B.S.,  Auburn  University;  M.A.,  East  Tennessee  State 

University;  Ph.D.,  Florida  State  University;  CPA 

Spring  J.  Walton      1989- 

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- 

Professor  of  Political  Science 

B.A.,  M.C.A.,  University  of  Pennsylvania; 

Ph.D.,  Johns  Hopkins  University 

ToniWein     1994- 

Assistant  Professor  of  English 

B.A.,  Brooklyn  College; 

Ph.D.,  University  of  California  at  Berkeley 

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^      1 963- 
Associate  Professor  of  Biology 
B.A.,  University  of  Illinois; 
M.A.,  Ph.D.,  University  of  Michigan 

Kent  D.  Yager     1986- 

Associate  Professor  of  Spanish 

B.A.,  M.A.,  University  of  California,  Santa  Barbara; 

Ph.D.,  University  of  New  Mexico 

Charles  J.  Zabrowski     1 987- 

Associate  Professor  of  Classics 

A.B.,  Canisius  College;  M.A.,  University  of  Toronto; 

Ph.D.,  Fordham  University 


Robert  F.  ZeUner     1968- 
Professor  of  Music,  Department  Chairperson 
B.S.,  West  Chester  University  of  Pennsylvania; 
M.A.,  Lehigh  University 

^  On  leave.  Fall  semester  1995-96 
^  On  leave,  Spring  semester  1995-96 
■^  On  leave.  Academic  Year  1995-96 

Other  Instructional  and 

Administrative  Personnel 

(1994-95  Academic  Year) 

Dennis  R.  Aebersold 

Adjunct  Professor  of  Physics 

B.S.,  Occidental  College;  Ph.D.,  Brown  University 

Christine  Altieri 

Adjunct  Instructor  in  English  and  First  Year  Colloquy 
B.A.,  Brown  University;  M.A.,  Universitv  of  Virginia 

Norman  L.  Annis 

Adjunct  Professor  of  Art 

B.A.,  University  of  Northern  Iowa; 

M.F.A.,  University'  of  Iowa 

Richard  H.  Armstrong 

Assistant  Professor  of  Classics 
B.A.,  University  of  Chicago; 
M.Phil.,  Ph.D.,  Yale  University 

Thomas  L.  Bachman 

Part-time  Assistant  Women's  Soccer  Coach 
B.S.,  West  Chester  University  of  Pennsylvania 

Mary  T.  Baskerville 

Adjunct  .Associate  Professor  in  Interdepartmental 
Studies  and  First  Year  Colloquy 
B.A.,  Hunter  College; 
M.A.,  Ph.D.,  Columbia  University 

Patricia  A.  Beedle 

Adjunct  Instructor  in  English 
B.A.,  M.A.,  Creighton  University 

Brian  C.  Black 

Adjunct  Instructor  in  English, 
Environmental  Studies,  and  History 
B.A.,  Gettysburg  College;  M.A.,  New  York  University 

Brent  C.  Blair 

Adjunct  Instructor  in  Art  and  First  Year  Colloquy 
B.A.,  West  Virginia  University 


219 


Duane  A.  Botterbusch 

Adjunct  Assistant  Professor  of  Music 
B.S.,  Mansfield  University  of  Pennsylvania; 
M.M.,  West  Chester  University  of  Pennsylvania 

Ray  F.  Bowen 

Adjunct  Lecturer  in  Psychology 

B.A.,  The  Pennsylvania  State  University; 

M.A.,  Ph.D.,  Kent  State  University 

Teresa  Bowers 

Adjunct  Assistant  Professor  of  Music 
B.M.E.,  Susquehanna  University; 
M.M.,  Ohio  State  University 

William  D.  Bowman 

Assistant  Professor  of  History 
B.A.,  University  of  San  Francisco; 
M.A.,  Ph.D.,  Johns  Hopkins  University 

Mary  Jo  Boylan 

Laboratory  Instructor  in  Chemistry 
B.S.,  Allegheny  College 

Robert  K.  Brandt 

Adjunct  Instructor  in  Management 
B.S.,  The  Pennsylvania  State  University; 
M.S.,  University  of  Virginia 

Carol  B.  Bream 

Adjunct  Instructor  in  Education 

B.A.,  Gettysburg  College;  Master's  Equivalency, 

The  Pennsylvania  State  University  and 

the  University  of  Delaware 

Annett  Brummack 

Teaching  Assistant  in  German 

Equivalent  of  Master's  Degree  in  English  and  Sports, 

College  of  Education,  University  of  ZWICKAU 

Lee  H.  Butler,  Jr. 

Adjunct  Assistant  Professor  of 
African  American  Studies 

B.A.,  Bucknell  University;  M.Div.,  Eastern  Baptist 
Theological  Seminary;  M.Th.,  Princeton  Theological 
Seminary;  M.Ph.,  Ph.D.,  Drew  University 

Michael  P.  Cantele 

Assistant  Athletic  Trainer  and  Adjunct  Instructor 
in  Health  and  Physical  Education 
B.A.,  Gettysburg  College; 
M.F.,  Old  Dominion  University 


Florence  Chartier 

Teaching  Assistant  in  French 
Licence  d'Anglais,  Universite  de  Haute  Bretagne, 
Rennes  II;  Licence,  Francais  langue  etrangere, 
Universite  de  Haute  Bretagne,  Rennes  II 

Eva  B.  Chermack 

Adjunct  Instructor  in 
Interdepartmental  Studies  (Russian) 
Pedagogical  Faculty  Nitra,  Czechoslovakia; 
Philosophical  Faculty  Presov,  University  of  P.  J. 
Safarik,  Kosice,  Czechoslovakia 

Ian  B.  Clarke 

Adjunct  Assistant  Professor  of  English 

B.A.,  University  of  Virginia;  M.F.A.,  University  of  Iowa 

Laurel  A.  Cohen-Pfister 

Adjunct  Assistant  Professor  of  German 
B.A.,  M.A.,  University  of  Florida,  Gainesville; 
Ph.D.,  University  of  California,  Los  Angeles 

Holly  Cookerly 

Adjunct  Instructor  in  Health  and  Physical  Education 
B.S.,  Pennsylvania  State  University 

P.  Richard  Cooper 

Laboratoiy  Instructor  in  Physics 

B.A.,  Gettysburg  College; 

M.Ed.,  Western  Maryland  College 

Casey  Counseller 

Co-Head  Golf  Coach 

A.A.,  Scottsdale  Community  College 

Anne  Craft 

Adjunct  Instructor  in  English  and  First  Year  Colloquy 
B.A.,  Westminster  College 

Robert  E.  Curtis 

Adjunct  Professor  of  Education 
B.S.,  Ed.M.,  University  of  Rochester; 
Ed.D.,  Cornell  University 

Brendan  Cushing-Daniels 

Adjtmct  Instructor  in  First  Year  Colloquy 
B.A.,  University  of  Notre  Dame; 
M.P.I.A.,  Graduate  School  of  Public  and 
International  Affairs,  University  of  Pittsburgh 

Martin  L.  Darhower 

Adjunct  Instructor  in  Spanish 

A.A.,  Harrisburg  Area  Community  College; 

B.S.E.D.,  M.A.,  Millersville  University 


220 


Ellis  L.  Diviney 

Part-time  Assistant  Men's  Basketball  Coach 
B.S.,  East  Stroudsburg  University  of  Pennsylvania 

Timothy  M.  Dodd 

Lecturer  in  First  Year  Colloquy 
M.A.,  Fordham  University 

Thomas  S.  Dombrowsky 

Lecturer  in  Interdepartmental  Studies 
B.A.,  University  of  Rhode  Island; 
M.A.,  Morgan  State  University 

Patricia  M.  Domisch 

Part-time  Assistant  Women's  Basketball  Coach 
B.A.,  Lycoming  College 

Christian  Dreyer 

Part-time  Assistant  Men's  Soccer  Coach 
B.S.,  Gettysburg  College 

Dean  F.  Duncan 

Adjunct  Assistant  Professor  of  Political  Science 
B.A.,  M.U.A.,  University  of  North  Carolina  at 
Charlotte;  Ph.D.,  Emor\'  University 

Carol  L.  Egan 

Adjunct  Instructor  in  Management 

B.A.,  Gettysburg  College;  M.A.,  New  York  University; 

M.B.A.,  The  Wharton  School,  University  of 

Pennsylvania 

Beth  Elbon 

Graduate  Assistant,  Assistant  Women's 
Basketball/Softball  Coach 
B.A.,  Gettysburg  College 

Fred  Exton 

Adjunct  Professor  of  French 

B.A.,  Haverford  College;  M.S.,  Georgetown 

University;  Doctorate,  Universite  de  Grenoble 

Edward  P.  Feher 

Adjunct  Assistant  Professor  of  Psychology 

B.S.,  University  of  Pittsburgh;  M.A.,  Indiana  Universit)^ 

of  Pennsylvania;  Ph.D.,  University  of  Houston 

Thomas  Flaherty 

Part-time  Assistant  Men's  Basketball  Coach 
B.S.,  East  Stroudsburg  University  of  Pennsylvania 

Liliane  P.  Floge 

Adjunct  Associate  Professor  of  Sociology 
and  Anthropology 
B.A.,  The  City  College  of  New  York; 
M.  Phil.,  Ph.D.,  Columbia  University 


A.  James  Flood 

Adjimct  Instructor  in  Music 

B.M.,  M.M.,  Peabody  Conservatory  of 

Johns  Hopkins  University 

Glenn  Ford 

Adjimct  Assistant  Professor  of 
Health  and  Physical  Education 
B.S.,  M.Ed.,  Shippensburg  University  of 
Pennsylvania; 
Ed.D.,  University  of  Maryland 

Josephine  Freund 

Chapel  Organist 

B.S.,  Johns  Hopkins  Universit)';  M.M.,  B.M., 

Peabody  Conservatory  of  Johns  Hopkins  University 

Kelly  Gault 

Part-time  Assistant  Athletic  Trainer 
B.A.,  Gettysburg  College 

Loretta  B.  Gieske 

Adjimct  Instructor  in  Latin  American  Studies 

B.A.,  University  of  San  Francisco; 

M.A.,  University  of  Maryland,  College  Park 

L  Birgitte  Ginge 

Adjunct  Assistant  Professor  of  Classics 

B.S.,  B.A.,  Ph.D.,  Odense  University,  Denmark 

Lisa  I.  Gregory 

Laboratory  Instructor  in  Chemistry 
B.A.,  Gettysburg  College 

Trudi  E.  Grif fo 

Laboratory  Instructor  in  Chemistry 

B.A.,  Hood  College; 

M.S.,  Georgetown  Universit)'  Graduate  School 

Lynn  Hanley 

Adjunct  Instructor  in  Art 
B.F.A.,  Wayne  State  University 

Sara  Hatfield 

Part-time  Assistant  Field  Hockey  Coach 
B.A.,  Gettysburg  College 

Michael  Hayden 

Laboratory  Instructor  in  Physics 

B.S.,  University  of  Maryland,  College  Park 

Diana  Ross  Henne 

Adjunct  Instructor  in  Psychology 

B.A.,  New  College; 

M.S.,  Pennsylvania  State  University 


221 


Jean  S.  Holder 

Adjunct  Associate  Professor  of  First  Year  Colloquy 
B.S.,  West  Texas  State  University; 
M.A.,  Ph.D.,  The  American  University 

Jeanine  Howe 

Adjunct  Assistant  Professor  of  English 

B.F.A.,  Otterbein  College; 

M.F.A.,  Carnegie-Mellon  University 

Barbara  Hulsether 

Laboratory  Instructor  in  Biology 

B.S.,  Utica  College  of  Syiacuse  University 

Wendy  L.  Hurley 

Adjunct  Instructor  in  Health  and  Physical  Education 
B.S.,  Lock  Haven  University  of  Pennsylvania; 
M.A.,  University  of  Maiyland,  College  Park 

James  E.  Johnson 

Instructor  in  African  American  Studies 

A.A.S.,  Gloucester  County  College;  B.A.,  Glassboro 

State  College;  M.A.,  University  of  Pennsylvania 

Darryl  Jones 

Part-time  Assistant  Track  &  Field  Coach 
B.A.,  Pennsylvania  State  University 

William  Jones 

Lecturer  in  Interdepartmental  Studies 

B.A.,  Eastern  Nazarene  College;  M.A.,  University  of 

Wisconsin;  Ed.D.,  Boston  University 

Brian  Kain 

Adjunct  Assistant  Professor  of  Art  and 
First  Year  Colloquy 

B.F.A.,  The  Maryland  Institute,  College  of  Art; 
M.F.A.,  Cranbrook  Academy  of  Art 

Patricia  K.  Kenney 

Adjimct  Assistant  Professor  of  Psychology 

B.A.,  Messiah  College;  Ph.D.,  Georgetown  University 

Gurudharm  S.  Khalsa 

Adjimct  Assistant  Professor  of  Religion  and 
First  Year  Colloquy 

B.A.,  Kalamazoo  College;  M.A.,  University  of  Chicago 
Divinity  School;  Ph.D.,  Graduate  Theological  Union 

Stephen  Koudelka 

Part-time  Assistant  Men's  Soccer/ 
Assistant  Men's  Lacrosse  Coach 
B.A.,  Gettysburg  College 

Jean  N.  Kuebler 

Adjunct  Instructor  in  First  Year  Colloquy 

B.A.,  Dickinson  College 


William  Leslie 

Adjunct  Instructor  in  Computer  Science 
B.S.,  Indiana  University  of  Pennsylvania; 
M.Ed.,  Shippensburg  University  of  Pennsylvania 

Leslie  Light 

Adjunct  Instructor  in  Music  and  First  Year  Colloquy 
B.A.,  Dickinson  College;  M.M.,  Peabody 
Conservatoi7  of  Johns  Hopkins  University 

Lani  Lindeman 

Adjunct  Instructor  in  English 
B.A.,  Gettysburg  College 

Shirley  S.  Lindsey 

Adjimct  Assistant  Professor  of  Health 
and  Physical  Education 

B.S.,  University  of  Maryland;  M.S.,  Mansfield 
University  of  Pennsylvania; 
D.Ed.,  Pennsylvania  State  University 

Paul  A.  Love 

Adjunct  Assistant  Professor  of  English 

B.A.,  M.A.,  Ph.D.,  University  of  California,  Los  Angeles 

Douglas  B,  Meikle 

Adjunct  Associate  Professor  of 
Environmental  Studies 

B.A.,  Ohio  Wesleyan  University;  M.A.,  DePauw 
University;  Ph.D.,  Bowling  Green  State  University 

Patricia  A.  Melton 

Part-time  Cheerleading  Advisor 

Wayne  Mickley 

Part-time  Assistant  Baseball  Coach 

B.S.,  Shippensburg  University  of  Pennsylvania 

Gail  MUgram 

Adjimct  Instructor  in  Religion 
B.A.,  University  of  Pennsylvania;  MSW,  Wurzweiler 
School  of  Social  Work,  Yeshiva  University;  Rabbinical 
Ordination,  Reconstructionist  Rabbinical  College 

Ronald  D.  Miller 

Acting  Director  of  Field  Experiences  in  Education; 
B.S.,  Shippensburg  University  of  Pennsylvania; 
M.Ed.,  Pennsylvania  State  University 

Dorothy  C.  Moore 

Adjunct  Instructor  in  Spanish 

B.A.,  M.A.,  California  State  University-Fresno 

Stephen  R.  Moore 

Laboratory  Instructor  in  Physics 
B.A.,  Gettysburg  College 


222 


Vanessa  Mossman 

Adjunct  Instructor  in  Music 
B.A.,  Gettysburg  College 

Yukiko  Niiro 

Adjunct  Instructor  in  Mathematics 
B.B.A.,  M.B.A.,  University  of  Hawaii 

Donna  J.  Nincic 

Adjunct  Instructor  in  Political  Science 

B.A.,  Carleton  College;  M.A.  (2),  New  York  University 

Robert  C.  Nordvall 

Lecturer  in  Interdepartmental  Studies  and 
First  Year  Colloquy 

B.A.,  DePauw  University;  J. D.,  Harvard  Law  School; 
Ed.D.,  Indiana  University 

Catherine  O'Callaghan 

Adjunct  Instructor  in  First  Year  Colloquy 

B.A.,  Fordham  College; 

M.Th.,  Weston  School  of  Theology 

Yoshiko  Omura 

Teaching  Assistant  in  Japanese 
B.A.,  Kansai  Gaidai  University 

James  Page 

Part-time  Assistant  Football  Coach 
B.A.,  Susquehanna  University 

Tom  Pajic 

Part-time  Assistant  Football  Coach/ 

Assistant  Men's  Basketball  Coach 

B.S.,  Bloomsburg  Universit)'  of  Pennsylvania 

Elizabeth  Pema 

Adjunct  Instructor  in  Health  and  Physical  Education 
B.S.,  Slippery  Rock  University  of  Pennsylvania 

David  Petrie 

Adjunct  Instructor  in  Health  and  Physical  Education 
B.A.,  Gett\sburg  College;  M.S.,  University  of 
Delaware 

William  H.  Pfitzinger 

Part-time  Head  Women's  Tennis  Coach 
B.S.,  Roanoke  College 

Matthew  Pinsker 

Adjunct  Instructor  in  History 
B.A.,  Harvard  University 

Elmer  Plischke 

Associate  Fellow  in  Political  Science 

Ph.B.,  Marquette  University; 

M.A.,  American  University;  Ph.D.,  Clark  University 


Janet  M.  Powers 

Adjimct  Associate  Professor  of 
Interdepartmental  Studies 
B.A.,  Bucknell  University;  M.A.,  University  of 
Michigan;  M.A.,  Ph.D.,  University  of  Wisconsin 

Phyllis  Price 

Laboraton  Instructor  in  Biology 
B.A..  Getnsburg  College 

Debra  A.  Long  Priel 

Laboratory  Instructor  in  Biology 

B.S.,  M.A.,  California  University  of  Pennsylvania 

Carla  Privateer 

Part-time  Assistant  Volleyball  Coach 
B.A.,  Gettysburg  College 

Jerome  Radosh 

Adjunct  Assistant  Professor  of  Management 
B.S.,  Pennsylvania  State  University;  J. D., 
The  Catholic  Universit)'  of  America; 
M.A.,  Mount  Saint  Mary's  College 

Kim  Rain 

Part-time  Assistant  Volleyball  Coach 
B.A.,  Gettysburg  College 

James  G.  Ramos 

Adjimct  Instructor  in  Art 

B.S.,  M.Ed.,  Pennsylvania  State  University 

Jonathan  Ramsey 

Part-time  Assistant  Baseball  Coach 

B.S.,  Slipperv  Rock  Universit)'  of  Pennsylvania 

Camilla  Rawleigh 

Part-time  Assistant  Swimming  Coach 

B.A.,  University  of  North  Carolina,  Chapel  Hill 

Alden  H.  Reese 

Laborator)  Instructor  in  Biology 
A.B.,  Hood  College 

Vanessa  Parker  Rickert 

Adjunct  Instructor  in  Music 

B.A.,  Pennsylvania  State  University; 

M.M.,  Peabody  Institute  of  Johns  Hopkins  University 

Charles  Saltzman 

Adjunct  Instructor  in  English 

A.B.,  Hanard  College; 

M.A.T.,  Hanard  Graduate  School  of  Education 

Theodore  J.  Sawchuck 

Part-time  Assistant  Football  Coach 
B.S.,  Universit)'  of  Akron 


223 


John  Schmid 

Assistant  Football/Assistant  Track  &  Field  Coach 
B.S.,  Ursiniis  College 

Aubrey  L.  Shenk 

Part-time  Assistant  Cross  Country  Coach 
B.A.,  Juniata  College 

Stacey  M.  Shimizu 

Adjunct  Instructor  in  English 

B.A.,  Boston  University; 

M.A.,  University  of  Southern  California  ,  Los  Angeles 

Gregory  P.  Shook 

Adjunct  Instructor  in  Music 

B.M.,  University  of  Mainland  at  College  Park 

Sharon  B.  Sontheimer 

Laborator)'  Instructor  in  Biology 

B.A.,  Kalamazoo  College;  Master's  Equivalent 

Certification,  Shippensburg  University  of  Pennsylvania 

Michael  R.  Spangler 

Part-time  Assistant  Track  &  Field  Coach 
B.A.,  Susquehanna  University 

Barbara  Streeter 

Part-time  Assistant  Campus  Recreation  Director 
B.A.,  Lebanon  Valley  College 

Ray  Swartz 

Part-time  Assistant  Wrestling  Coach 
B.S.,  Susquehanna  University 

Jeanne  L  Thrane 

Adjunct  Assistant  Professor  of  Art 
B.L.A.,  University  of  Oregon; 
M.L.A.,  Harvard  University 

Kara  Tiemey 

Graduate  Assistant,  Assistant  Field  Hockey/ 
Assistant  Women's  Soccer  Coach 
B.A.,  Amherst  College 

Macarena  Valdes 

Teaching  Assistant  in  Spanish 

Graduate  of  Escuela  Profesional  Albaydar, 

Seville,  Spain 

Donald  A.  Walz 

Laboratory  Instructor  in  Physics 
B.A.,  Ursinus  College 

Todd  Wawrousek 

Part-time  Head  Women's  Soccer  Coach 
B.S.,  Millersville  University  of  Pennsylvania; 
M.A.,  Alfred  University 


Jerold  Wikoff 

Adjimct  Assistant  Professor  of  First  Year  Colloquy 
B.A.,  M.A.,  Ph.D.,  Stanford  University 

Brian  Wilkinson 

Graduate  Assistant,  Assistant  Football  Coach/ 
Assistant  Baseball  Coach 
B.A.,  Wagner  College 

Frank  B.  Williams 

Adjunct  Associate  Professor  of  Education 
B.A.,  M.A.T.,  Wesleyan  University; 
Ed.D.,  University  of  Pennsylvania 

Ellen  M.  Wilson 

Adjimct  Instructor  in  Health  and  Physical  Education 

B.S.,  Iowa  State  University; 

M.S.,  Lhiiversity  of  Wisconsin-LaCrosse 

Helen  J.  Winkelmann 

Laboratory  Instructor  in  Biology 

B.A.,  Notre  Dame  College  of  Staten  Island; 

M.S.,  University  of  Michigan 

John  Winship 

Adjunct  Instructor  in  Art 
B.A.,  Middlebuiy  College 

Cindy  T.  Wright 

Campus  Recreation  Director 

B.S.,  State  University  of  New  York  at  Cortland; 

M.S.,  University  of  Utah 

Jan  Yeaman 

Adjimct  Assistant  Professor  of  Psychology 
B.A.,  Laurentian  University  (Ontario); 
M.A.,  Rosemead  Graduate  School  of  Psychology, 
Biola  University;  Ph.D.,  University  of  Maryland, 
College  of  Health  &  Human  Performance 

David  Yoder 

Graduate  Assistant,  Assistant  Men's  Basketball  Coach 
B.S.,  Moravian  College 

Jo  Ann  IL  Zeman 

Laboratory  Instructor  in  Biology 
B.A.,  Western  Mainland  College 

Ted  S.  Zenzinger 

Assistant  Profes.sor  of  Philosophy 

B.A.,  St.  John's  College;  M.A.,  Dalhousie  University; 

M.Phil.,  Ph.D.,  University  of  Kansas 


224 


GETTYSBURG  COLLEGE 
Office  of  the  Provost 

Calendar  for  1995-96 
FALL  SEMESTER,  1995 


August  24-27,  Thursday-Sunday 

August  28,  Monday 

September  29,  Friday 

September  29-October  1 ,  Friday-Sunday 

October  9-10,  Monday-Tuesday 

October  17,  Tuesday 

October  21,  Saturday 

November  9,  Thursday  at  1 1:30  a.m. 

November  21,  Tuesday  at  5:00  p.m. 

November  27,  Monday  at  8:00  a.m. 

December  8,  Friday 

December  9-11,  Saturday-Monday 

December  12-19,  Tuesday-Tuesday 


Orientation  and  registration 
Classes  begin 
Fall  Honors  Day 
Family  Weekend 
Reading  days 
Mid-semester  reports 
Alumni  Homecoming 
Fall  Convocation 
Thanksgiving  break  begins 
Thanksgiving  break  ends 
Last  day  of  classes 
Reading  days 
Final  examinations 


SPRING  SEMESTER,  1996 


January  14,  Sunday 

January  15,  Monday 

March  4,  Monday 

March  6,  Wednesday  at  5:00  p.m. 

March  18,  Monday  at  8:00  a.m. 
April  4,  Thursday  at  5:00  p.m. 
April  9,  Tuesday  at  8:00  a.m. 
April  27,  Saturday 
April  30,  Tuesday 
May  2,  Thursday 

May  3,  Friday 

May  4-11,  Saturday-Saturday 

May  17,  Friday 

May  19,  Sunday 

May  31-June  2,  Friday-Sunday 


Registration 
Classes  begin 
Mid-semester  reports 
Spring  recess  begins 

(Follow  Friday  schedule) 
Spring  recess  ends 
Easter  recess  begins 
Easter  recess  ends 
Get  Acquainted  Day 
(Follow  Thursday  schedule) 
Last  day  of  classes 

(Follow  Friday  schedule) 
Reading  day 
Final  examinations 
Spring  Honors  Day 
Baccalaureate  and  Commencement 
Alumni  Weekend 


Religious  Holidays  to  Remember: 

Sunday,  September  24  at  sundown- 
Tuesday,  September  26  at  sundown  Rosh  Hashanah 
Tuesday,  October  3  at  sundown  - 

Wednesday,  October  4  at  sundown  Yom  Kippur 

Wednesday,  February  21  Ash  Wednesday 

Wednesday,  April  3,  at  sundown  Passover  begins 


225 


Statistical  Summary 

Students  in  College 

1994  Full-Time  Enrollment 

Fall  Semester 

M 

Senior 237 

Junior 235 

Sophomore 240 

First  Year .304 

1016 


The  above  enrollment  includes  117  students  who 
were  studying  off  campus. 

Geographic  Distribution  Matriculated  Students 

1994  Fall  Semester 


w 

Total 

221 

458 

257 

492 

298 

538 

308 

612 

1084 

2100 

Of 

Students 

Percent 

Pennsylvania 

593 

28.3 

New  Jersey 

432 

20.6 

New  York 

259 

12.3 

Connecticut 

213 

10.2 

Maryland 

173 

8.2 

Massachusetts 

114 

5.4 

Virginia 

62 

3.0 

New  Hampshire 

28 

1.3 

Delaware 

26 

1.2 

Other  States  or  Territories 

156 

7.4 

International  (28  countries) 

44 

2.1 

2100 

100.0 

Student  Retention 

Of  the  students  who  entered  Gettysburg  College  as 
first  year  students  in  September  1990,  72.1%  received 
their  degree  within  four  years;  an  additional  4.4%  of 
the  class  continued  at  Gettysburg.  Thirty-five  students 
(6.1%  of  the  class)  were  required  to  withdraw  from 
Gettysburg  for  academic  or  disciplinary  reasons.  Of 
the  students  who  entered  Gett)'sburg  College  as  first 
year  students  in  September,  1988,  78.4%  received 
their  degree  within  six  years.  This  compares  very 
favorably  with  the  national  graduation  average  of 
48%. 

Endowment  Funds 

Gettysburg  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) 

AUhouse  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 

Margarethe  A.  Brinkman  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  1971  Fund 

Louise  Cuthbertson:  In  memory  of  Arthur  Herring, 
Anna  Wiener  Herring  and  Louise  Cuthbertson. 

Charles  W.  Diehljr.  (1929) 

Harold  Sheely  Diehl  Estate 

Geo.  isf  Helen  Eidam  Trust 

Faculty  and  Staff  Memorial  Endownmenl  Fund 

Ralph  C.  Fischer 

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 


226 


Bryan  E.  Keller  Estate    - 
Edmund  Keller  Estate 
Caroline  C.  Knox 
William  J.  Knox  (1910) 
Frank  H.  Kramer  (1914)  and  Mrs.  Kramer- 
Harris  Lee  Estate 

Ralph  D.  Linderman  Memorial  Fund 
The  Richard  Lewis  Lloyd  Fund  in  Memory  of  Arthur  C. 

Carty 
Robert  T.  McClarin  Estate 
Ralph  McCreary  Estate 
James  MacFarlane Fund,  Class  of  1837 
J.  Clyde  Market  (1900)  and  Caroline  O.  Market 
Robert  T .  Marks 
Fred  G.  Masters  (1904) 
Ralph  Mease  Estate 
Gerirude  Maddock  Tmst 
A.L.  Mathias(1926) 
John  H.  Mickely  (1928):  In  memorv'  of  his  brother 

William  Blocher  Mickely. 
Alice  Miller 

Thomas  Z.  Minehart  (1894) 

Ruth  G.  Mayer  Estate,  Professor's  Endoiurnenl  Fund 
Bern  ire  Baker  Musser 
Helen  Overmiller 
Ivy  L.  Pahne)- 
Joseph  Parment  Company 
Floyd  &  Eva  Peterson 
Andrew  H.  Phelps 
C.  Lazvrence  Rebuck 
Mary  Hart  Rinn 
Carroll  W.  Royston  Estate 
Sarah  Ellen  Sanders 
Robert  and  Hekne  Schubauer  Estate 
Anna  D.  Seaman 
A.  Richard  Shay  (1928) 
PaulR.  Shejfer(1918) 
Herbert  Shimer  (1896) 
Robert  O.  Sinclair 
Albert  T.  Smith  Memorial  Fund 
James  Milton  Smith  Fund 
Anna  K  and  Harry  L.  Snyder 
Mary  Heilrnan  Spangler 
Harvey  W.  Strayer 
Leah  Tipton  Taylor  Estate 
Veronica  K  Tollner  Estate 
Edith  Wachter  Estate 
Vera  and  Paul  Wagner  Fund 

Waller  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  7  rust 
George  L.  Yocum  Memorial  Fund 
John  and  Caroline  Yordy  Memorial  Fund 


(Restricted) 

Edward  and  Patricia  Anderson  Loan  Fund:  The  interest 
from  this  endowed  account  will  be  used  to  establish  a 
new  Student  Loan  Fund. 

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  discretional^  purposes. 

Robert  Barnes  Memorial  Fund:  A  fimd  used  to  support  a 
combined  dinner  and  lecture  each  spring  during  the 
Biology  Awards  Day. 

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. 

Bikle  Endowment  Fund:  A  fund  to  support  debating, 
established  in  1925  to  honor  Dr.  Philip  Bickle 
(1866),  Dean  of  Gettysburg  College,  1889-1925. 

Joseph  Bittinger:  Chair  of  Political  Science. 

Lydia  Bittinger:  Chair  of  Histor)'. 

Joseph  and  Lydia  Bittinger  Memorial  Fund:  A  fund 
established  to  support  the  needs  of  the  history  and 
political  science  departments. 

B lava tt  Family  Lecturship:  A  fimd  to  establish  the 
Blavatt  Family  Lecture  Series  in  Political  Science. 

Robert  Bloom  Fund:  For  Civil  War  Institute. 

Air.  <sf  Mrs.  Thomas  Citron:  A  fimd  established  by  Mr. 
&  Mrs.  Thomas  Citron  (1947)  to  endow  insurance 
on  a  1934  oil  painting  by  Minna  Citron. 

Class  of  191 1  Memorial  Trust  Fund:  A  fimd  established 
in  1961,  on  the  fiftieth  anniversary  of  the  Class  of 
1911,  to  pro\ide  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  Endoiument:  A  bequest  to  Gettysburg 
College  in  support  of  its  libraries:  (a)  for  acquisitions 
in  literature  and  American  history,  as  a  memorial  to 


227 


his  parents,  Dr.  and  Mrs.  Moses  Cooper;  and  (b)  for 
the  operating  budget  of  the  library. 

A.  Bnice  Denny  Fund:  A  fund  in  memory  of  A.  Bruce 
Denny  (1973),  contributed  by  fellow  students  to 
purchase  librar)'  books. 

Joe  Dening  Memorial  Fund:  A.  fund  used  to  subsidize 
one  student  to  participate  in  a  service-learning 
program  related  to  AIDS.  Also,  a  yearly  presentation 
on  AIDS  awareness. 

Luther  P.  Eisenhart  Fund:  A  fund  established  for  the 
use  of  emeriti  faculty  and  widows  of  former  members 
of  the  faculty  in  real  need  of  assistance. 

Harold  G.  Evans  Chair  in  Eisenhower  Leadership  Studies: 
A  fund  established  to  foster  an  edticational  program 
in  leadership. 

Clyde  E.  and. Sarah  A  Gerbmch  Endowment  Fund:  A  fund 
established  to  support  a  series  of  lectvues  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  Riiiiew  Fund:  A  fund  established  to  provide 
annvial  support  for  the  Gettysburg  Revieiv.A  quarterly 
journal  with  a  strong  national  following,  The 
Gettysburg  fieview  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  Review  rece'wed  the 
awards  for  "Best  Journal"  and  "Best Joinnal  Design" 
from  the  Cotmcil  of  Editors  of  Learned  Joiunals  in 
1988.  Students  serve  the  journal  in  a  number  of  ways 
through  internships,  work-study,  and  volunteerism. 

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. 

George  Hatter  Fund:  The  income  from  this  restricted 
endowment  fund  will  be  transferred  to  principal  for 
a  period  of  60  years.  After  60  years,  this  fund  will  be 
closed  and  transferred  to  Unrestricted 
Endowment/Hatter  Fund. 


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.  Holloiuay  Memorial  Fund:  A  fund  to  be 
used  for  purposes  of  keeping  alive  on  the  camptis  of 
Gettysburg  College  the  Spirit  of  Abraham  Lincoln. 

KarlF.  Innn  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.  Ir\an's  name. 

Japan  Program  Fund:  This  fund  will  be  used  by  the 
Library  Department  to  purchase  library  and 
instructional  materials  related  to  Japan. 

William  R.  Kenan,  Jr.  Endoumient  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 
stipport  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. 

Andrew  Mellon  Foundation  Fund:  These  funds  are 
applied  to  interdisciplinary  teaching  and  small  group 
learning  projects  for  workshops. 

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  tised  primarily  for  the 
purchase  of  laboratory  equipment  and  supplies. 

Musselman  Endoiument  For  Music  Workshop:  A  ftmd 
contributed  by  the  Musselman  Foundation  to 
support  workshops  in  music  performance  and 
seminars  in  music  education. 


228 


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. 

Musselman  Endounnent  for  Visiting  Scientists:  A  fund 
contributed  by  the  Musselman  Foundation  to 
support  visits  by  scientists  to  the  College. 

NEH  Distinguished  Teaching  Professorship  iji  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. 

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  Humanities  to 
promote  high  quality  work  in  the  hvmianities 
through  faculty  and  curriculum  development  activity 
of  particular  merit.  This  fimd  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 
National  Endowment  for  the  Humanities. 

Robert  Nesto  Biology  Fund:  A  fund  used  to  support 
travel  to  scientific  meetings  by  biolog)'  students. 

One  in  a  Mission  Program  Fund:  An  appeal  throughout 
the  Central  Pennsylvania  Synod  to  provide  additional 
endowment  fimds  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 
political  science,  management,  and  economics. 

Political  Science  Research/Development  A  fund 
established  by  Elmer  Plischke  to  assist  faculty  in  the 
political  science  department  in  research  activities. 

Paul  H.  RJioads  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. 

Steven  Riggs  Music  Endowment:  This  fund  will  provide  a 
stipend  for  voice  lessons. 

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  Schatanoff  Library  Fund:  A  fund  used 
for  the  purpose  of  piuxhasing  books  and  other 
publications  for  the  chemistn  library  at  Gettysburg 
College. 

Henry  M  Scharf  Lecture  Fund:  A  fund  which  will 
support  Dr.  F.  William  Sunderman  (1919)  in 
memory  of  Henry  M.  Scharf,  (1925),  to  establish  a 
lectureship  on  current  affairs. 

Jack  Shand  Psychology  Research  Fund:  This  fund  will 
provide  annual  income  for  the  financial  support  of 
senior  students  registered  for  Psychology 
Department  Honors  Research. 

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. 

J.  H.  W.  Stu cken berg  i\Ie7norial  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. 


229 


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. 

Steve  Warner  Trust  Fund:  This  fund  will  be  used  for  the 
purpose  of  expenditures  for  books,  periodicals, 
microfilm,  etc.  in  the  area  of  Asian  Studies  for  the 
Musselman  Libraiy;  to  care  for  and  maintain  those 
purchased  materials  and  the  Stephen  H.  Warner 
papers  maintained  in  Musselman  Libraiy's  Special 
Collection  at  the  College  and  to  support  publications 
derived  from  the  Collection.  The  College  Librarian 
will  be  responsible  for  the  expending  of  the  fund's 
income  and  will  solicit  the  advise  of  the  Chair  of  the 
Department  of  Histoiy  and  Special  Collections' 
Librarian  in  establishing  priorities. 

Donald  K.  Weiser  Book  Acquisition  Fund:  A  fimd 
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 
becjuest  of  Louisa  Paulus. 

Dr.  and  Mrs.  Jeremiah  Zirnynerman  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.  7Ann  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. 


230 


S  PR  IN  G   19  9  0 


Getb/sburg 


A  quarterly  journal  with  a  strong  national 
following,  The  Gettysburg Rniieiu  is  published  by 
Gettysburg  College.  Among  its  advisoiT  and 
contributing  editors  are  author  and  humorist 
Garrison  Keillor;  poets  Richard  Wilbur,  Donald 
Hall  and  Rita  Dove;  and  novelist  Ann  Beattie. 
The  Gettysburg  Review  received  the  awards  for 
"Best  New  Journal"  and  "Best  Journal  Design" 
from  the  Coimcil  of  Editors  of  Learned 
Journals  in  1988.  Students  serve  the  Journal  in 
a  ntimber  of  ways  through  internships,  work- 
studv,  and  volunteerism. 


232 


INDEX 


Academic  Advising    19 

Academic  Calendar    224 

Academic  Counseling    4,19 

Academic  Honors    54 

Academic  Purposes    15,  64 

Academic  Services  and  Information    166 

Academic  Standing    31 

Academic  Standing  Committee    32,  33 

Accounting,  Courses  in,    122-123 

Accident  Insurance    184 

Accreditation    237 

Adjunct  Faculty    218 

Administration,  The    202 

Administrative  Offices    177 

Admission  Office    10 

Admission  Policy    180 

Admission  Procedure    180 

Admissions,  Expenses,  and  Financial  Aid    180-197 

Advanced  Credit  and  Placement    181 

Advising  System    19 

African-American  Studies    69-70 

AIDS  Policy    172 

Alcohol  and  Drug  Education     173 

Alpha  Lambda  Delta    55 

American  Studies    118 

Anthropology,  Courses  in    151-157 

Anti-discrimination  Policy    237 

Area  Studies    118-119 

Art,  Courses  in   70-75 

Art  Gallery    71 

Artist  in  Residence    170 

Asian  Studies    118 

Astronomy  (See  Physics) 

Athletic  Facilities    177 

Athletics    13,  174 

Auditing  of  Courses    27 

Awards    56-65 

Bachelor  of  Arts  Degree  Requirements    21-24 

Bachelor  of  Science  in  Music  Education    39-40 

Band    133,  169 

Basic  Facts  about  the  College    1 1 

Bills    183 

Biochemistry  and  Molecular  Biology    75 

Biology,  Courses  in    75-79 

Boarding  Costs  and  Policy    182-183 

Board  of  Trustees    200-202 

Bookstore   167,  183-184 

Business  Administration,  Courses  in 

(See  Management) 
Calendar  1994-95    224 
Campus  Communications    170 
Campus  Life    164 
Campus  Recreation    174-175 


Career  Services    4,  9,  171-172 
Career  Opportunities 

(See  Departmental  Course  Introductions) 
Catholic  Religious  Sendees    173-174 
Catholic  Student  Religious  Group    174 
Center  for  Global  Education    45 
Center  for  Public  Service    174 
Central  Pennsylvania  Consortium    42 
Chapel  Programs    8,173-174 
Chemistry,  Courses  in    79-82 
Choirs    133,  169 
Classics,  Courses  in    82-84 
Classrooms,  Laboratories    175 
Clubs  and  Organizations    168-170 
College  Affiliated  Programs    41 
College  Course  Requirements    22 
College  Life    164 
College  Store    167,183-184 
College  Union    7,167-168 
Communication  Media    170 
Community    3 

Comprehensive  Academic  Fee  Plan     182 
Computing  Services    176 
Computer  Courses    35,127-130 
Computer  Facilities    127,176 
Computer  Network      175-176 
Computer  Science,  Courses  in    127-130 
Consortium  Exchange  Program    42 
Cooperative  Programs    5,  41-49 
Correspondence,  Listing  for    237 
Costs    9,  182 
Counseling  Services    1 73 
Course  Changes    27 
Course  Load  Regulations    25 
Course  Numbering  System    68 
Course  Requirements    22 
Courses  of  Study    67 
Credit  System  (Credit  Hours)    20 
Cultural  Activities    12,166-167 
Curriculum    18 

Dean  of  First  Year  Students    166 
Dean  of  the  College    164 
Deans'  Lists    55 
Degree  Requirements 

Bachelor  of  Arts  and 

Bachelor  of  Science    21 

Bachelor  of  Science  in  Music  Education    39-40 

Exemption  From    30 
Dental  School,  Preparation  for    52-54 
Dining  Accommodations    165 
Dining  Fees    182 

Distribution  Requirements    22-23,  68 
Dive  (Nightclub)     167 


INDEX 


233 


Dormitories    164-165 

Drama  (See  Theatre  Arts) 

Dramatics    169-170 

Dual  Degree  Programs 

(See  Engineering,  ForestiT,  Nursing, 

and  Optometry) 
Early  Decision  Plan     180 
Economics,  Courses  in    84-89 
Education,  Courses  in    89-91 
Employment  Placement  Services    41,  171-172 
Employment  Prospects  in  Teaching    41 
Endowment  Funds    56-63,  225-229 
Engineering  Dual-Degree  Programs 

(See  also  Physics)    50-51,  136-137 
English,  Courses  in    91-96 
Enrollment,  Summary  of    11,  225 
Environmental  Studies  Program    99-101 
Environmental  Studies  and  Forestry 

Dual-Degree  Program    51-52 
Expenses    182-184 
FaciUties    175-177 
Facts  About  College    1 1 
Faculty,  The    208-218 
Fees    182-184 
Financial  Aid    184 
Fitness  Program    174 
Foreign  Study    44-49 
Forestry  and  Environmental  Studies 

Dual-Degree  Program    51-52 
France,  Program  in    46 
Fraternities    8,  165 
Fraternity  Houses    8,165 
French,  Courses  in     101-104 
First  Year  Advising  and  Orientation    19 
First  Year  Colloquy    18,  21-22,  69 
Full  Time  Student    25,180 
Geographical  Distribution  of  Students    225 
Geography,  Courses  in    89 
German,  Courses  in    104-107 
Germany,  Program  in    47,  105 
Gettysburg  Theatre  Festival    170 
Gettysburg  Review    230 
Gettysburgian,  The    170 
Global  Studies    118-119 
Government,  Courses  in 

(See  Political  Science) 
Grading  System    28-30 
Graduate  School  Preparation    20 
Graduation 

Requirements  for    21 

With  honors    54-55 
Grants    186-195 
Greece,  Program  in    47 


Greek,  Courses  in    82-84 

Greek  Organizations    165 

Handicapped  Persons    27 

Health  Center    7,  172-173 

Health  and  Exercise  Science,  Courses  in    107-1 1 1 

Health  and  Exercise  Science  Requirement    21,  22,  108 

Health  Professions 

Preparation  for    52-54 
Health  Sei-vices    172-173 
Histoiy,  Courses  in     111-114 
Honor  Code    8,  13,  17,  168 
Honor  Commission    8,17,168 
Honors,  Graduation  with    54-55 
Honorary  Fraternities  and  Societies    8,  13 
Housing  Policy    182-183 
Individualized  Study    31 
Insurance,  Accident    184 
Insurance,  Personal  Property    184 
Incomplete,  Grade  of   29-30 
Intercollegiate  Athletics    174 
Intercultural  Advancement    166-167 
Interdepartmental  Studies,  Coiuses  in    114-119 
Interdisciplinaiy  Study  Abroad  Program 

in  England    45-46 
Interfraternity  Council    168 
Internships 

(See  Department  Course  Listings) 
Intramural  Sports    174 
Italy,  Program  in    48 
Japan,  Program  in    46-47 
Japanese,  Courses  in    119-120 
Jewish  Student  Religious  Group    174 
Journalism    93,  170 
Laboratory  Theatre    8,170 
Language  Houses    103,  106 
Latin,  Courses  in    83 
Latin  American  Studies    120-122 
Leadership  Development  Program    167-168 
Lectures    168 
Libraries    6,  12,20,  175 
Literary  Magazine    170 
Literature,  Concentration  in    91-93 
Living  Accommodations    1 64-1 65 
Loans    184-186,  196 

Lutheran  College  Washington  Semester    42-43 
Lutheran  Theological  Seminaiy  Exchange    48 
Major  Fields  of  Sttidy    4,  23 
Major  Requirements    23 
Management,  Courses  in    122-124 
Marine  Biology  Cooperative  Programs    48-49 
Mathematics,  Courses  in    125-130 
Medical  School,  Preparation  for    51,  52-54 
Medieval  and  Renaissance  Studies    119 


234 


INDEX 


Mercury,  The    170 
Mexico,  Program  in    45 
Microcomputer  Laboratory    176 
Minor  Requirements    24 
Minority  Affairs 

(See  Intercultural  Advancement) 
Music  Activities    169-170 
Music,  Courses  in    130-133 

Music  Education,  Bachelor  of  Science  Degree    39-40 
Newspaper    170 
Nicaragua,  Program  in     1 19 
Nightclub    167 

Ninth  Semester  Education  Program    40 
Nursing,  Dual-Degree  Program    51 
Off-Campus  Study    5,  41 
Off-Campus  Programs    5,  41 
Office  of  Career  Services    171-1 72 
Office  of  the  Dean  of  the  College    164 
Optional  Minor    24 
Optometry 

Dual-Degree  Program    51 
Orchestra    133,  169 
Orientation     19 

Owl  and  Nighdngale  Players    8,  169-170 
Panhellenic  Council     168 
Part  Time  Instructional  and 

Administrative  Personnel    218-223 
Part  Time  Student    182 
Payment  of  Bills    183 
Performing  Arts    8,168-170 
Personal  Property  Insurance    184 
Phi  Beta  Kappa    55 
Philosophy,  Courses  in     134-135 
Physical  Educadon,  Courses  in    107-1 1 1 
Physical  Educadon  Requirement    108,  110-111 
Physical  Therapy 

Preparadon  for    53-54,  108 

Cooperadve  Program    7,  53-54,  107 
Physics,  Courses  in     135-138 
Placement  of  Graduates    41,  171-172 
Polidcal  Science,  Courses  in    138-143 
Portuguese,  Courses  in     160 
Predental  Preparadon    52-53 
Prelaw  Preparation    52 
Pre-Health  Professional  Committee    52-54 
Premedical  Preparation    52-54 
Pre-Physical  Therapy  Preparadon    53-54,  108 
Preprofessional  Studies    52-54 
Preveterinary  Preparation    53 
Prizes  and  Awards 

(See  also  Scholarships)    56-63 
Probation  and  Dismissal    31,32,33 
Programming  and  Student  Activities    1 68-1 70 


Psychology,  Courses  in    143-147 

Publications,  Student    170 

Radio  Station    1 70 

Readmission  of  Students    32 

Recreation  Programs    174-175 

Refund  Policy    183 

Register  of  Trustees,  Faculty,  Administration    199-223 

Registration    27 

Religion,  Courses  in     147-150 

Religious  Life    173-174 

Religious,  Student  Groups 

Catholic    173-174 

Jewish     1 74 

Protestant    173-174 
Repeated  Courses    29 
Required  Coiuses    23 
Residential  Life    164-165 
Residence  Requirements    25 
Retention    225 

Rights  and  Responsibilities  of  Students    165-166 
Room  Rents    182 
Russian,  Courses  in     1 50-1 5 1 
SAT    180,  181 

Satisfacton/Unsatisfactor)'  Grading  Option    28-29 
Schedule  Limitations    25-27 
Scholarships 

(See  Also  Prizes  and  Awards)    1 86-1 95 
Science  Facilities    175 
Seminars    31 
Senior  Honors    54-55 
Senior  Scholars'  Seminar    34-35 
Social  Fraternities  and  Sororities    165 
Sociology'  and  Anthropology,  Courses  in     151-157 
Sororities    8,  165 
Spanish,  Courses  in     157-160 
Spain,  Program  in    44,  158 
Special  Interdepartmental  Programs    114-119 
Special  Major    24-25 

Special  Programs,  Advisers  and  Coordinators    236 
Special  Students    182 
Spectnim,  The    170 
Speech,  Courses  in    98 
Sports    1 74 

Statement  of  Purpose    64-65 
Statistical  Summary  of  Students    225 
Student  Activities    13,168-170 
Sttident  Activities  Council     168 
Student  Clubs  and  Organizations    168 
Student  Communication  Media    170 
Student  Conduct    165-166 
Student  -  Faculty  Ratio    1 1 
Student  Financial  Aid    184 
Student  Government    13,168 


INDEX  235 


Student  Handbook    164,  166,  172 

Student  Health  Services    172-173 

Student  Insinance    183,  184 

Student  Life    164-165 

Student  Life  Council    7,  168 

Student  Newspaper    170 

Student  Radio  Station    1 70 

Student  Retention    225 

Student  Senate    168 

Student  Sei-vices    177 

Student  Yearbook    170 

Students,  Geographical  Distribution    225 

Study  Abroad    49 

(See  also  listing  for  individual  countries) 
Stminiaiy  of  Facts  about  Gettysbiug    11-13 
Summer  Study  in  Nicaragua    119 
Summer  Theatre    1 70 
Table  of  Contents    1 
Teacher  Education  Programs    6,  36-37 

Elementary    38-39 

Secondai7    36-38 

Music  Education    39-40 
Teacher  Placement    41 
Theatre  Arts 

Major  in    96 

Courses  in    96-98 

Groups    169-170 
Transcripts    32 
Transfer  Credit    30 
Transfer  Students    181-182 
Tuition    9,  182 
Tuition  Payment  Plans    183 
Two  Minute  Look  at  Gettysburg    1 1-13 
United  Nations  Semester    44 
Veterinary  School,  Preparation  for    52-53 
Veterans'  Administration  Benefits    183 
Visitation  Hours  Policy    165 
Vocational  Counseling    19,  20,  173 
Washington  Economic  Policy  Semester    43-44 
Washington  Semester    42-43 
Wilson  (college  Exchange    48 
Withdrawal  from  a  Course    30 
Withdrawal  of  Students    32-33 
Woman's  Studies,  Courses  in     160-162 
Work-Study  Program    185 
Writing  Center    91 
Writing  Policy    22 
WZBT    170 
Yearbook    170 


236 


Advisers  and  Coordinators  of  Special 
Programs  at  Gettysburg  College* 

Adviser  to  Minority  Students 

Parker  C.Johnson, 

Dean  of  Intercultural  Advancement 

Affirmative  Action/Title  IX 
Coordinator/Sexual  Harassment  Officer 

Liliane  P.  Floge,  Associate  Provost 

Contact  Person  for  Continuing  Education 

G.  Ronald  Coachman,  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 

John  A.  Commito,  Coordinator  of  Environmental 
Studies  Program 

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 

Shirley  A.  Warshaw,  Department  of  Political  Science 

Coordinator  of  the  Washington  Economic 
Policy  Semester 

William  F.  Railing,  Department  of  Economics 

Coordinator  of  the  Writing  Center 

John  E.  Ryan,  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 

Internship  Coordinator  for  Management 

Judy  Hull,  Staff  Director  of  Internships,  Management 

Prehealth  Professions  Adviser 

Robert  C.  Nordvall,  Dean  of  First  Year  Students 

Prelaw  Adviser 

Robert  C.  Nordvall,  Dean  of  First  Year  Students 

Students  and  Employees  with  DisabiUties 
Coordinator  of  Access  Policies 

Jane  H.  North,  Director  of  Human  Resources 


*See  also  section  Listing  for  Correspondence 
on  next  page. 


237 


Listing  for  Correspondence* 

Mailing  Address: 

Gettysburg  College 
Gettysburg,  Pennsylvania  17325 

Telephone: 

Aiea  Code  717/337-6000 

Academic  Information 

L.  Baird  Tipson,  Provost 

Accounting 

Katherine  C.  McGraw,  Associate  Treasurer 

Admissions 

Delwin  K.  Giistafson,  Dean  of  Admissions 

Alumni  Affairs 

Jean  S.  LeGros,  Director  of  Alumni  Relations 

Athletics 

Charles  W.  Winters,  Director  of  Intercollegiate  Athletics 

Career  Services 

Deborah  M.  Wailes,  Director  of  Career  Services 

Church  Relations 

Nadine  F.  Lehr,  Chaplain 


College  Relations 

Lex  O.  McMillan,  III,  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.,  Associate  Vice  President  for 
Public  Relations 

Library 

Dennis  R.  Aebersold,  Vice  President  for  Information 
Resources 

Public  Relations 

William  T.  Walker,  Jr.,  Associate  Vice  President  for 
Public  Relations 

Records  and  Transcripts 

G.  Ronald  Couchman,  Registrar 

Student  Accounts 

Katherine  C.  McGraw,  Associate  Treasurer 

Student  Affairs 

Julie  L.  Ramsey,  Dean  of  the  College 


*See  also  section  Advisers  and  Coordinators  of 
Special  Programs  at  Gettysburg  College  on  the  prior 
page. 


It  is  the  policy  of  Gettysburg  College  not  to 
discriminate  improperly  against  any  matriculated 
student,  employee  or  prospective  employee  on 
account  of  age,  race,  color,  reUgion,  ethnic  or 
national  origin,  gender,  sexual  orientation,  or  being 
differentiy  abled.  Such  poUcy  is  in  compUance  with 
the  requirements  of  Title  VII  of  the  Civil  Rights  Act 
of  1964,  Tide  IX  of  the  Education  Amendments  of 
1972,  the  RehabUitation  Act  of  1973,  and  all  other 
applicable  federal,  state,  and  local  statutes, 
ordinances,  and  regulations.  Inquiries  concerning 


the  apphcation  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  die  Rehabihtation  Act  of  1973, 
administered  by  that  department. 

Gettysburg  College  is  accredited  by  the  Middle 
States  Association  of  Colleges  and  Secondary 
Schools. 


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