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OGLETHORPE .

UNIVERSITY

Make a Life. Make a Living. Make a Difference.

2004-2006 BULLETIN

for the

Traditional Undergraduate Program

and

Master of Arts in Teaching — Early Childhood Education

For evening undergraduate and MBA programs for working adults, please see
the University College Bulletin.

Oglethorpe Universit}' is accredited by the Commission on Colleges of the Southern
Association of Colleges and Schools (1866 Southern Lane, Decatur, Georgia 30033-4097;
telephone (404) 679-4500) to award bachelor's degrees and master's degrees. The graduate
teacher education program is approved by the Georgia Professional Standards Commission.

Oglethorpe makes no disdnction in its admission policies or procedures on grounds ot age, race, gender,
religious belief, color, sexual orientation, national origin, or disabilit)'. This Bulletin is published by the
Office of the Provost and Senior Vice President, Oglethorpe University'. The information included in it is
accurate for the 2004-2006 academic years as of the date of publication, August 2004; however, the
programs, policies, requirements, and regulations are subject to change as circumstances may require. The
listing of a course or program in this Bulletin does not constitute a guarantee or contract that it will be
offered during the 2004-2006 academic years. Final responsibilit}^ for selecting and scheduling courses and
satisfactorily completing curriculum requirements rests with the student.

Directory of Correspondence

Oglethorpe University, 4484 Peachtree Road, N.E., Atlanta, Georgia 30319-2797

(404) 261-1441
www. Oglethorpe, edu

General College Policy
Academic Policy

Larry D. Large
President

Christopher Ames

Provost and Senior I ^ice President

Adult Education Karen S. Carter

(Evening Classes / MBA Program, MAT Program) Director of University College

Alumni Reladons

Business Affairs / Financial Planning

Campus Safety

Enrollment / Admission
Fundraising and Gifts

Public Information / Public Relations

Student Financial Aid / Scholarships
Student Records / Transcripts

Student Services (Residence Life,

Food, Health, Counseling, Career Services)

Student Tuidon/Fees

Visitors

Barbara Bessmer Henry '85
Director of A^lumni Relations

John A. Boland III

Interim T 7rf President for Business and Finance

Rus Drew

Director of CanTptis Safety / Assistant

Dean of Student Affairs

David J. Rhodes

Vice President for Enrollment

Peter A. Rooney

I ^ice President for Development and
Alumni Relations

Rebecca A. \XTiicker

Executive Director of Marketing and

Public Relations

Patrick N. Bonones
Director of Financial Aid

Susan A. Bacher
Registrar

Timothy Doyle

T 7rf President for Student Affairs and

Dean of Students

Georgann Billetdeaux
Director of Finance

Oglethorpe Universit}' welcomes visitors to the campus throughout the year. To be sure of
seeing a particular staff or faculty member, visitors are urged to make an appointment in advance.
Administrative offices are open from 8:30 a.m. to 5 p.m. on weekdays. In addition, appointments are
available on Saturday. AH of the offices of the L^niversit)' can be reached by calling Adanta (404) 261-
1441 (switchboard). The Public Relations Office (404) 364-8446 is available for assistance. The
Admission Office can be reached directiy by calling (800) 428-4484 or (404) 364-830'' in the Adanta
calling area.

Table of Contents

Academic Calendar 4

Mission 7

History 11

Campus Facilities 17

Admission 25

Financial Assistance 35

Tuition and Costs 51

Student Affairs 57

Academic Regulations and Policies 69

Educational Enrichment 81

The Core Curriculum 93

Programs of Study 99

Board of Trustees 205

President's Advisory Council 208

National Alumni Association Board of Directors 210

The Faculty 212

University Officers 217

Index 226

Map 228

Academic Calendar

FaU Semester, 2004

Sa-M

August 21-23

Sun

August 22

Mon

August 23

August 24

August 31

Mon

September 6

Mon

October 11

Fri

October 15

Fri

October 29

M-F

November 8-12

Fri

November 12

W-Sun

November 24-28

Mon

November 29

Mon

December 6

December 7

W-F

December 8-10

M-Tu

December 13-14

Orientation for New Students

Opening of Residence HaUs for Returning Students

Registration for All Students

First Day of Classes

Last Day to Drop or Add a Course;

End of Late Registration
Labor Day Holiday
Columbus Day Holiday
Mid-Term

Last Day to Withdraw from a Course with a "^)("' Grade
Pre-Registration for Spring Semester, 2005
Withdrawal from a Course with a "WF" After This Date
Thanksgiving Holidays
Classes Resume
Last Day of Classes
Reading/Preparation Day
Final Examinations
Final Examinations .

Spring Semester, 2005

Mon

January 10

January 1 1

Wed

January 12

Mon

January 17

Wed

January 19

Wed

February 9

Fri

March 4

Sat-Sun

March 12-20

Mon

March 21

Fri

March 25

M-F

April 4-8

Fri

Aprils

Wed

April 13

April 26

Wed

April 27

Th-F

April 28-29

M-W

May 2-4

Sat

May 7

Opening of Residence Halls and Orientation

Orientation and Registration

First Day of Classes

Martin Luther King Jr. Holiday

Last Day to Drop or Add a Course;

End of Late Registration
Oglethorpe Day Convocation
Mid-Term
Spring Holidays
Classes Resume

Last Day to Withdraw from a Course with a "W" Grade
Pre-Registration for Summer and FaU Semesters, 2005
Withdrawal from a Course with a "WF" After This Date
Symposium in the Liberal Arts
Last Day of Classes
Reading/Preparation Day
Final Examinations
Final Examinations
Commencement

FaU Semester, 2005

Sa-M August 27-29 Orientation for New Students

Sun August 28 Opening of Residence Halls for Returning Students

Mon August 29 Registration for All Students

Tu August 30 First Day of Classes

Mon September 5 Labor Day Holiday

Wed September 7 Last Day to Drop or Add a Course;

End of Late Registration

Mon October 10 Columbus Day Holiday

Fri October 21 Mid -Term

Fri November 4 Last Day to Withdraw from a Course with a "^X"' Grade

M-F November 14-18 Pre-Registration for Spring Semester, 2006

Fri November 18 Withdrawal from a Course with a "WT" After This Date

W-Su November 23-27 Thanksgiving Holidays

Mon November 28 Classes Resume

Mon December 12 Last Day of Classes

Tu December 13 Reading/Preparation Day

W-F December 14-16 Final Examinations

M-T December 19-20 Final Examinations

Spring Semester, 2006

Mon January 16

January 17

Wed

January 18

Wed

January 25

Wed

February 8

Fri

March 10

Sat-Sun

March 18-26

Mon

March 27

Fri

March 31

M-F

April 10-14

Fri

April 14

Wed

April 19

May 2

Wed

May 3

Th-F

May 4-5

M-W

May 8-10

Sat

May 13

Opening of Residence Halls and Orientation;

Martin Luther King Jr. Holiday

Orientation and Registration

First Day of Classes

Last Day to Drop or Add a Course;

End of Late Registration
Oglethorpe Day Convocation
Mid-Term
Spring Holidays
Classes Resume

Last Day to Withdraw from a Course with a "XX"' Grade
Pre-Registration for Summer and FaU Semesters, 2006
Withdrawal from a Course with a "WT" After This Date
Symposium in the Liberal Arts
Last Day of Classes
Reading/ Preparation Day
Final Examinations
Final Examinations
Commencement

Courses also are offered during several summer sessions. For dates and course offerings,
contact the Registrar's Office.

July 2004

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OGIFTHORi

Mission

Oglethorpe derives its institutional purpose from an awareness and appreciation of
the Universit)''s heritage and from an analysis of the needs of contemporary societ}'. The
goals of the educational program and of other component parts of the University,' are based
on this sense of institutional purpose.

The Oglethorpe Tradition

Oglethorpe University was established in 1 835 and named after General James Edward
Oglethorpe, the founder of Georgia. The Universit}' was patterned on Corpus Christi College,
Oxford, General Oglethorpe's alma mater. Although influenced by other conceptions of higher
education, Oglethorpe Universit}' has been shaped principally by the English tradition of
collegiate education, which many observers believe is the finest t}'pe produced by Western
civilization.

Briefly stated, four characteristics have made this kind of college widely admired:

1. Colleges in the English tradition emphasize broad education for intelligent leadership.
They recognize that this is a more useful undergraduate education for the able voung
person than technical training for a specific job.

2. Colleges such as Oglethorpe stress the basic academic competencies — reading, writing,
speaking, and reasoning — and the fundamental fields of knowledge — the arts and
sciences. These are essential tools of the educated person.

3. Close relationships between teacher and student are indispensable to this t\-pe of
education. A teacher is not merely a conveyor of information — the invention of the
printing press and advances in information technology have made that notion of
education obsolete. Rather, the most irnportant function of the teacher is to stimulate
intellectual activity' in the student and to promote his or her development as a mamre
person.

4. A collegiate education is far more than a collection of academic courses. It is a process
of development in which campus leadership opportunities, residential life, athletics,
formal and informal social functions, aesthetic experiences, and contact with smdents
from other culmres, in addition to classroom exercises, all play important roles.
Versatilit}^ and abilit)' to lead are important goals of this t^-pe of undergraduate
education.

Another aspect of Oglethorpe's tradition was contributed by Philip Welmer, President
of the University from 1944 to 1953. Oglethorpe, he said, should be a coUege that was
"superlatively good." Only at a college with carefully selected students and facult}; he believed,
could young persons achieve their fiallest intellectual development through an intense dialogue
with extraordinary teachers. Thus, a commitment to superior performance is an important
element of the Oglethorpe tradition.

Purpose: Education for a Changing Society

While an institution may take pride in a distinguished heritage, it is also essential that its
educational program prepare young people to function effectively in a complex and rapidly
developing societ}^, which places a premium on adaptabUit}'. People in positions of leadersliip must
be able to function effectively in changing circumstances. The broadly educated person, schooled
in fundamental principles, is best equipped to exercise leadership in a world that is being
transformed by high technology and new information. Oglethorpe emphasizes the preparation of
the humane generalist - the kind of leader needed by a complex and changing societv'.

The location of the University in the dynamic cit}' of Atlanta offers unique
opportunities for students to experience first-hand the relevance of their education to the exciting
changes that are a part of modern development. Students are encouraged to explore the
connections between their educational experiences on campus and the challenges that face a cit\'
today. Atianta offers a multitude of opportunities for students to see the process and result of
change and innovation in areas such as government, business, education, cultural affairs, artistic
endeavors, international exchanges, transportation, recreation, medical services, science, and
technology.

Oglethorpe University provides a superior education in the liberal arts and sciences and
selected professional disciplines in a coeducational, largely residential, small-college environment
within a dynamic urban setting. Oglethorpe's academically rigorous programs emphasize
intellectual curiosiU', individual attention and encouragement, close collaboration among facult)'
and students, and active learning in relevant field experiences. Oglethorpe is committed to
supporting the success of all students in a diverse communit}' characterized by civilit}', caring,
inquiry, and tolerance. Oglethorpe's talented, self-reliant, and motivated graduates are prepared to
make a life and to make a living, to grow as life-long learners, and to be energetic and intelligent
contributors in a rapidly changing world.

Goals

Educators at Oglethorpe expect their graduates to display abilities, skills, intellectual
attitudes, and sensitivities that are related to the University's purpose. The curriculum and
extracurricular life are designed to develop the following:

1 . The abiUt}^ to read critically - to evaluate arguments and the evidence, and to draw
appropriate conclusions.

2. The ability to convey ideas in writing and in speech - accuratel)', grammatically, and
persuasively.

3. Skill in reasoning logically and thinking analytically and objectively about important
matters.

4. An understanding of the most thoughtful reflections on right and wrong and an
allegiance to principles of right conduct, as reflected by Oglethorpe's Honor Code.

5. The willingness and abilit}' to assume the responsibilities of leadership in public and
private life, including skill in organizing the efforts of other persons on behalf of
worthy causes.

6. An inclination to continue one's learning after graduation from college and skill in
the use of books, information technology, and other intellectual tools for that
purpose.

7. A considered commitment to a set of career and life goals.

8. An awareness of the increasingly international character of contemporary life and
skill in interacting with persons of diverse cultural backgrounds.

In its dedication to a broad, comprehensive liberal education for each student,
Oglethorpe has created a common set of core courses that invites students to be thoughtful,
inquisitive, and reflective about the human condition and the world surrounding them. These core
courses work together with students' experiences in advanced courses in their chosen disciplines
to encourage the lifelong "habit of mind" that is extolled in John Henry Newman's "The Idea of
a University." Students are thus urged to consider carefuUy what they see, hear, and read, to
examine questions from more than one point of view, and to avoid leaping quickly to conclusions.

AH undergraduate programs also require the student to develop a deeper grasp of one
or more fields of knowledge organized coherentiy as a major. The smdent's major may be pursued
in a single field, such as biology, economics, or English, or it may cut across two or more
traditional fields (as an interdisciplinary or individually planned major).

The success of Oglethorpe alumni and students in their subsequent education, a wide
variety of careers, and community life attests to the soundness of this approach to education.

Oglethorpe University Vision

Oglethorpe University is a liberal arts institution with a 170-year tradition of excellence
in teaching and learning. The University's location in Atianta offers world-class oppormnities in
business, government, and the arts and provides a powerful complement to Oglethorpe's small-
college environment.

The University's promise to smdents that they will learn to "make a life, make a li^'ing,
and make a difference" continues to be confirmed by the significant accomplishments of our
graduates.

Our vision is to be known as the leading Uberal arts institution in the Southeast.

We will achieve this vision by building on our tradition of academic excellence both
inside and outside of the classroom, energizing the campus experience, and connecting and
contributing to the community.

Oglethorpe University Promise

Oglethorpe promises a classic education in a contemporarv cit}\ Oglethorpe students
learn to "make a Life, make a living, and make a difference." Our graduates become community-
leaders who are distinctive in their abilit}' to think, communicate, and contribute.

History

Chartered in 1835

Old Oglethorpe University began in the early 1800s with a movement by Georgia
Presbyterians to establish in their state an institution for the training of ministers. For generations,
southern Presbyterian families had sent their sons to Princeton College in New Jersey, and the long
distance traveled by stage or horseback suggested the building of a similar institution in the South.

Oglethorpe University was chartered by the state of Georgia in 1835, shortiy after the
centennial observance of the state. The college was named after James Edward Oglethorpe, the
founder of Georgia. Oglethorpe University, which commenced actual operations in 1838, was thus
one of the earliest denominational institutions in the South located below the Virginia line. The
antebellum college, which began with four faculty members and about 25 students, was located at
Midway, a small community near MiUedgeviUe, then the capital of Georgia.

Distinguished Alumni and Faculty

Throughout its antebellum existence, the Oglethorpe curriculum consisted primarily of
courses in Greek, Latin, classical literature, theology, and a surprising variety of natural sciences.
Oglethorpe's president during much of this period was Samuel Kennedy Taknage, an eminent
minister and educator. Other notable Oglethorpe faculty members were Nathaniel M. Crawford,
professor of mathematics and a son of Georgia statesman William H. Crawford; Joseph LeConte,
destined to earn world fame for his work in geology and optics; and James Woodrow, an uncle of
Woodrow Wilson and the first professor in Georgia to hold the Ph.D. degree. Oglethorpe's most
distinguished alumnus from the antebellum era was the poet, critic, and musician Sidney Lanier,
who graduated in 1860. Lanier remained as a tutor in 1861 until he, with other Oglethorpe cadets,
marched away to war. Shortly before his death, Lanier remarked to a friend that his greatest
intellectual impulse was during his college days at Oglethorpe University.

Periods of Challenge

Old Oglethorpe in effect "died at Gettysburg." During the Civil War its students were
soldiers, its endowment was lost in Confederate bonds, and its buildings were used for barracks
and hospitals. The school closed in 1862 and afterward conducted classes irregularly at the Midway
location. In 1 870 the instimtion was briefly relocated in Georgia's postbellum capital of Atlanta,
at the site of the present City Hall. Oglethorpe at this time produced several educational
innovations, expanding its curriculum to business and law courses and offering the first evening
college classes in Georgia. The dislocation of the Reconstruction era proved insurmountable,
however, and in 1872 Oglethorpe closed its doors for a second time.

Relocation to North Atlanta

Oglethorpe University was rechartered in 1913, and in 1915 the cornerstone to die new
campus was laid at its present location on Peachtree Road in north Atianta. Present to witness the
occasion were members of the classes of 1860 and 1861, thus linking the old and the new
Oglethorpe University. The driving force behind the LIniversity's revival was Dr. Thornwell Jacobs,
whose grandfather. Professor Ferdinand Jacobs, had served on the faculrv of Old Oglethorpe.
Thornwell Jacobs, who became the Oglethorpe president for nearly three decades, intended for
the new campus to be a "living memorial" to James Oglethorpe. The distinctive Gothic re\nval
architecture of the campus was inspired by the honorary alma mater of James Oglethorpe, Corpus
Christi College, Oxford. The coUegiate coat-of-arms, emblazoned with three boar's heads and the
inscription Nescit Cedere ("He does not know how to give up"), replicated die Oglethorpe family
standard. For the college athletic teams, Jacobs chose an unusual mascot - a small, persistent
seabird, which according to legend, had inspired James Oglethorpe while on board ship to Georgia
in 1732. The Oglethorpe University nickname "Stormy Petrels" is unique in intercollegiate
athletics.

Periods of Expansion

Although Presbyterian congregations throughout the South contributed to the revival of
Oglethorpe University, the school never re-established a denominational affiliation. Since the early
1920s Oglethorpe has been an independent nonsectarian co-educational higher educational
institution. Its curricular emphasis continued in the liberal arts and sciences and expanded into
professional programs in business administration and education. From the 1920s through the
1940s, the institudon received major contributions from several individuals. Some of the most
prominent benefactors were: John Thomas Lupton, Coca-Cola bottler from Chattanooga,
Tennessee; Atlanta business communit)' members Harry Hermance and Mrs. Robert J. Lowry; and
publisher William Randolph Hearst. The latter gave to Oglethorpe a sizable donation of land. In
the early 1930s the Oglethorpe campus covered approximately 600 acres, including 30-acre Silver
Lake, which was renamed Lake Phoebe after the publisher's mother, Phoebe Apperson Hearst.

During Thornwell Jacobs' tenure he launched several projects which brought national
and even international repute to Oglethorpe Universit}'. In 1923 Jacobs discovered the tomb of
James and Elizabeth Oglethorpe in Cranham, England. For about a decade Oglethorpe Universin'
was involved in major college athletics, and the Stormy Petrels fielded football teams that defeated
both Georgia Tech and the University of Georgia. Perhaps Oglethorpe's most famous athlete was
Luke Appling, enshrined in the Major League Baseball Hall of Fame. Dr. Jacobs in the 1930s
became, however, one of the earliest and most articulate critics of misplaced priorities in
intercollegiate athletics, and Oglethorpe curtailed development in this area. In the early 1930s
Oglethorpe attracted widespread attention witii its campus radio station, WJTL, named after
benefactor John Thomas Lupton. Oglethorpe's Universit}' of the Air was a notable experiment,
which lasted about five years, that broadcast college credit courses on the air waves. Oglethorpe
Universit)' was one of the first institutions to confer honorary doctorates on national figures in
order to recognize superior civic and scientific achievement. Among Oglethorpe's earlv honorarv
alumni were Woodrow Wilson, Walter Lippman, Franldin Roosevelt, Bernard Baruch, Amelia
Earhart, and David Sarnoff

The Crypt of Civilization

Perhaps the best known of all of Jacobs' innovations was the Oglethorpe Crx-pt of
Civilization, which he proposed in the November 1936 issue of Scientific American. This prototype
for the modern time capsule was an effort to provide, for posterit)-, an encvclopedic inventorv of
life and customs from ancient times through the middle of the 20"^^^ century. The CrNpt, sealed in
the foundation of Phoebe Hearst Hall in 1940, is not to be opened untU 8113 A.D. It has been
hailed by the Guinness hook of World Records as "the first successful attempt to bury a record for
future inhabitants or visitors to the planet Earth."

The Oglethorpe Idea

In 1944 Oglethorpe University began a new era under Philip Weltner, a noted attorney
and educator. With a group of faculty associates, Dr. Weltner initiated an exciting approach to
undergraduate education called the "Oglethorpe Idea." It involved one of the earliest efforts to
develop a core curriculum, with the twin aims to "make a life and to make a living." The
Oglethorpe core, which was applauded by The New York Times, aimed at a common learning
experience for students with about one-half of every student's academic program consisting of
courses in "Citizenship" and "Human Understanding." After World War II, Oglethorpe University-
emphasized characteristics it had always cultivated, notably close personal relationships, in order
to be, in Dr. Welmer's words, "a small college superlatively good." From 1965 through part of
1972 the institution was called Oglethorpe College. But the historical identity' of Oglethorpe
University was so strong that in 1972 the original chartered name was re-established. Oglethorpe
continued toward its goals and in the late 1960s began a facilities expansion program, which
created a new part of the campus, including a modern student center and residential complex.

A Selective Liberal Arts College

By the 1980s, the Carnegie Foundation for the Advancement of Teaching had classified
Oglethorpe in the category of Liberal Arts I (after referred to as Baccalaureate Colleges - Liberal
Arts). These highly selective undergraduate institutions award more than half of their degrees in
the arts and sciences. By the 1990s, the University' was listed favorably in the Fiske Guide to Colleges,
The Princeton Rei'iew Student Access Guide, Barron's 300 Best Buys in College Education, National Kemw
College Guide — America's Top Uheral Arts Schools and many other guides to selective colleges.
Oglethorpe is currentiy a member of the Annapolis Group, an organization of the 100 most
selective liberal arts colleges.

The student body, while primarily from the South, has become increasinglv
cosmopolitan; in a typical semester, Oglethorpe draws students from about 30 states and 30
foreign countries. The University has established outreach through its evening-weekend degree
programs: a graduate program in education and teacher certification; a graduate program in
business administration; and the Oglethorpe University Museum of Art. The Universit\' is also
home to the Georgia Shakespeare Festival.

Entering the 21** Century

As Oglethorpe University enters the 21*' century, it has demonstrated continued
leadership in the development and revision of its core curriculum, with efforts funded bv the
National Endowment for the Humanities. The historic district of the 100-acre campus has been
designated in the National Register of Historic Places. Enrollment is about 1 ,200 with the plans
for controlled growth to about 1,500. Oglethorpe remains on the forefront of educational
innovation, with a curriculum that features interactive learning. The University' uses a variety- of
effective pedagogical techniques: perhaps most notable are the peer tutoring program, classroom
learning that is actively connected to contemporary experience through internships and other
opportunities for experiential education, and a unique program in urban leadership that in\-ites
students to consider ways in which they can become communir\' leaders for the future. Reflecting
the contemporary growth of the cit}' of Atianta, Oglediorpe has recentiv developed a distinctive
international dimension. Students at the Universit}' may complement their campus programs with
foreign studies at sister institutions in Argentina, China, Ecuador, France, Germanv, japan,
Mexico, Monaco, the Netherlands, and Russia. As Oglethorpe University- continues to grow,
academically and materially, it is ever mindful of its distinguished heritage and will still remain, in
the affectionate words of poet and alumnus Sidnev Lanier, a "college of the heart."

Presidents of the University

Carlyle PoUock Beman, 1836-1840
Samuel Kennedy Talmage, 1841-1865
WiUiam M. Cunningham, 1869-1870
David WiUs, 1870-1872
ThornweU Jacobs, 1915-1943
Philip Welmer, 1944-1953
James Whitney Bunting, 1953-1955
Donald Wilson, 1956-1957

Donald Charles Agnew, 1958-1964
George Seward, Acting, 1964-1965
Paul Rensselaer Beall, 1965-1967
Paul Kenneth Vonk, 1967-1975
Manning Mason Pattillo Jr., 1975-1988
Donald Sheldon Stanton, 1988-1999
Larry Denton Large, 1999-

Campus Facilities

Oglethorpe University's facilities are generally accessible to physically impaired students.
All buildings on campus are equipped with either ramps or ground-floor entry. With the exception
of Lupton Hall, the primary classroom and office buildings have elevators to all floors.
Appointments with faculty members or administrators with inaccessible offices are scheduled in
accessible areas. Only three classrooms are not accessible to those physically impaired. \XTien
appropriate, classes are reassigned so all classes are available to all students. All residence halls
include accessible housing space.

Smoking is prohibited in all campus buildings at Oglethorpe Universit}'. This includes
classrooms, offices, laboratories, meeting rooms, lounge areas, restrooms, corridors, stairu'eUs, the
Library, the Field House, the Schmidt Center, the Student Center, and any other interior spaces in
buildings. An exception to the rule is provided for residents in the privacy of their residence haU
rooms.

Conant Performing Arts Center

This new performing arts center, completed in 1997, is a four-story facilit\' located
adjacent to the Philip Weltner Library. It provides a permanent home for the Georgia Shakespeare
Festival and for classes in theatre and music for Oglethorpe's undergraduate liberal arts students.
It houses a mainstage theatre with seating for 500, a lobby, rehearsal and dressing rooms, an area
for receptions, offices, and shipping and receiving facilities.

Dorough Field House

The Dorough Field House is the site of intercollegiate basketball and vollevbaU and
large campus gatherings such as concerts and commencement exercises. Built in 1960, the
structure underwent major renovation in 1979. The building is named for the late R. E. Dorough,
a former Trustee of the University.

Emerson Student Center

The Emerson Student Center is named in honor of William A. and jane S. Emerson,
benefactors of the University. As the hub of campus life, the Emerson Smdent Center houses the
dining hall, the student association office, the student newspaper and yearbook offices, the student
post office, a lounge, television area, and a snack bar/game room. The administrative offices of
the Vice President for Student Affairs, the Director of Residence Life, the Director of Campus
Safety, the Center for Counseling and Health Services, and the Director of Musical Activities are
also located here. An outdoor swimming pool is adjacent to the building.

Goodman Hall

Goodman HaU was built in 1956 and renovated in 1970, when it was transformed from
a men's into a women's residence hall. In 1997 it was again renovated to pro^^de support ser\ices
for students such as the Academic Resource Center, Career Ser\aces, the Oglethorpe Cafe, and a
computer laboratory. Also located in the building are the Universir\-'s Information Technologv
Services, the administrative offices of the program in Certified Financial Planning, and the
administrative offices of Universit}^ College, which offers programs for adult students: accelerated
undergraduate, MBA, and MAT degrees.

Goslin Hall

Goslin Hall, named in honor of Dr. Roy N. Goslin, the late Professor Emeritus of
Physics, was completed in 1971 and houses the Division of Natural Sciences. Lecture halls and
laboratories for biology, chemistry, and physics are located in the building. A new physics
laboratory, made possible by a grant from the Olin Foundadon, was opened in 1979. All
laboratories were renovated in 1985 and again in 2001 when major reconstruction was completed
in the interior of the building with the assistance of the Robert W. Woodruff Foundadon and
other major foundations, as well as a bequest from Eugene W. Ivy '49. A computer laboratory is
also available for student use.

Hearst Hall

Phoebe Hearst Hall was built in 1915 in the handsome neo-Gothic architecture that
dominates the Oglethorpe campus. The building is named in honor of Phoebe Apperson Hearst,
the mother of William Randolph Hearst Sr.

It was renovated in the fall of 1972 as a classroom and facult}' office building. Most
classes, with the exception of science and mathematics, are held in this building, which is located
directiy across from Lupton Hall. Newly equipped multi-media classrooms include the Georgia
Power Model Classroom.

The dominant feature of the building is the beautiful Great Hall, the site of many
traditional and historic events at Oglethorpe. Located on the lower level of the building is the
Universit}^ Bookstore and the much-publicized Cr^^pt of Civilization. The capsule was sealed on
May 28, 1940, and is not to be opened until May 28, 8113.

Lupton Hall

Lupton Hall, built in 1920 and named in honor of John Thomas Lupton, was one of
the three original buildings on the present Oglethorpe Universit}' campus. Renovated in 1973 and
1996, it contains primarily administrative offices, facult}' offices, classrooms, and an auditorium for
300 persons. Administrative offices located in Lupton HaU include the President, Vice President
for Business and Finance, Provost and Senior Vice President, Vice President for Enrollment, Vice
President for Development and Alumni Relations, Director of Admission, Director of Financial
Aid, and the Registrar. The cast-bell carillon in the Lupton tower has 42 bells, which chime the
quarter hours.

Oglethorpe University Museum of Art

Oglethorpe University Museum of Art, occupying the entire third floor of die Philip
Weltoer Library, opened in the spring of 1993 after extensive renovations of the previous
Oglethorpe University Art Galler}^ The museum, covering 7,000 square feet, has a comfortable,
intimate environment that includes two spacious galleries, the Museum Gift Shop, and offices. It
is considered an important cultural addition to Atianta's growing art scene, drawing thousands of
visitors each year.

In addition to the permanent collection, three exhibitions are held each year, which
feature artwork that is international, representational, often figurative and spiritual in nature.
Recent exhibitions such as "The Mystical Arts of Tibet: Featuring Personal Sacred Objects of
the Dalai Lama" and "The Grand Tour: Landscape and Veduta Paintings, Venice and Rome in
the 18'^'^ Century" have garnered national media attention and brought international art experts
from around the world to lecture on campus. For museum hours and exhibit information, call
(404) 364-8555.

J. Mack Robinson Hall

Newly renovated in 2001, J. Mack Robinson HaU is a state-of-the-art classroom and
facult}' office building, which also houses art studios, a darkroom, video editing facilities, a slide
library and a resource center for study abroad.

Steve Schmidt Sport and Recreation Center

Dedicated in 1995, the Schmidt Center is a 22,000 square-foot addition to Dorough
Field House. The Center has basketball. and volleyball courts, a running track, seven offices, a
conference room, locker rooms, a weight room, racketbaU courts, a training room, and an entrance
lobby. The facility is used primarily for recreation and intramural sports. The Center is named for
Stephen J. Schmidt, Oglethorpe University alumnus of the class of 1940 and long-time member
of the Board of Trustees, who personally led the fund-raising effort for the addition.

Sheffield Alumni Suite

The Sheffield Alumni Suite, adjacent to the Great HaU in Hearst HaU, is named in honor of
O.K. Sheffield, a graduate of the class of 1953, a loyal supporter, and member of the Board of
Trustees. Over the years this suite of rooms has served as a parlor, office of the provost,
classroom, and meeting room. Today it provides an inviting space in which alumni, smdents, and
facult}? gather. Memorabilia is on display in the anteroom along with a portrait of its namesake.

Philip Weltner Library (Lowry Hall)

Located in Lowry Hall, the Ubrary functions as a gateway to research information and
services in support of the LIniversity's academic programs. The Ubrarv also serves as the
University Archives and supports the extracurricular interests of Oglethorpe's communitw

The Ubrary houses over 1 50,000 volumes consisting of books, reference materials, print
periodicals, audio-visual materials, and microfilm. Two areas of note include a coUection of more
than 1,600 DVDs and a juvenile Uterature coUection. In addition, the Ubrarv pro\-ides campus-
wide computer access to the catalog, research databases and resources, GALILEO (Georgia's
Virtual Library), and more than 13,000 fuU-text periodical titles. Many of the Ubrarv's onUne
resources are also available off campus. Ser\'ices available to students include reference and
instruction, circulation, course reserves, interlibrarv-loan, and borrowing pri\nleges at other
consortium (Atlanta Regional Consortium for Higher Education) Ubraries. A formal reading
atrium, private rooms, individual carrels, and a 24-hour lounge offer ample oppormnities for both
quiet study and group work. Other equipment and facilities include computer workstations for
Ubrary research, an Information Technology Services computer laboratory, two small media
viewing rooms, the larger Earl DoUve Theatre, a photocopier, and a microfilm/ fiche reader. More
information about PhiUp Weltner Library and its ser^^ces can be found at the Ubrarv's Web site:

hftp:l I library. Oglethorpe, edu.

Lowry Hall was built in 1927 and is on the National Register c;f Historic Places. The
library moved to its present location in 1972. A renovation in 1992 combined the building's
original neo-Gothic exterior with a contemporary and gready expanded interior. y\t that dme, the
library was named after Philip Weltner, who served as Universit)' President fnjm 1944 to 1953.
The Oglethorpe Museum of Art and the Learning Resources Center are also located in Lowry
Hall.

Traer Residence Hall

Built in 1969, Traer Hall is a three-story freshmen residence that houses 168 students.
Construction of the building was made possible thfough the generosit}' of the late Wayne S. Traer,
Oglethorpe Universit\' alumnus of the class of 1928. The double occupancy rooms arranged in
suites, open onto a central plaza court}'ard.

Upper Residence Quadrangle

Constructed in 1968, these residences house both men and women. All rooms on the
first and second floors are suites with private entrances and baths. Rooms on the third floor are
traditional residence hall floors with a common bathroom.

New Residence Hall

Opened in the spring of 1996, the new residence hall is coed, non-smoking, and
accommodates 73 students. It is designed as a more traditional facility with a central entrance. The
rooms consist of two-, three-, and four-person suites off central hallways.

Greek Row

Greek Row consists of six houses devoted to two sororities — Chi Omega and Sigma
Sigma Sigma - and four fraternities — Chi Phi, Delta Sigma Phi, Kappa Alpha Order, and Sigma
Alpha Epsilon. Each house feamres one-bedroom doubles with a shared bathroom and kitchen
facilities. The houses on Greek Row were constructed in 1994.

Computer Facilities and Services

Every residence hall room, faculty office, and appropriate staff office has a connection
to the Oglethorpe computer network and through that intranet, to the greater world of the
Internet with all its resources. Access is also available to students through computers located in
the library, GosUn, and Goodman Halls. Through the OUNet users can also connect to the
Voyager Library System, which provides access to the library's catalog and to Galileo, the Georgia
Library Learning Online services of the University System of Georgia. The G7\LILEO system
provides access to databases containing bibliographical information, summaries, and in manv
cases, access to full text of articles and abstracts.

E-mail and Computer Use Policy

A policy has been established to ensure the proper use of Oglethorpe Universit\-'s
computer, network and telecommunication resources and services by its smdents, employees,
independent contractors, and other computer users. All individuals have the responsibilit}' to use
computer resources in an efficient, effective, ethical, and lawful manner. The policy, rules, and
conditions apply to all users of computer, network and telecommunication resources and services,
wherever the users are located. Violations of this policy may result in suspension without notice
of privileges to use the resources and services, disciplinary action, including possible termination,
and/or legal action.

Oglethorpe Universit}' has the right, but not the dut)', to monitor any and all aspects of
the computer and network systems, including employee and smdent e-mail, to ensure compliance
with this policy. The University has the right to use information gained in this way in disciplinarv
or criminal proceedings. The computers and computer accounts in use by employees and smdents
are to assist them in the performance of their jobs and in attaining their educational goals.
Employees and students should not have an expectation of privacy in anything they create, send,
or receive on their network-attached computers. The computer, netu'ork and telecommunication
systems belonging to Oglethorpe University are for University' business and educational purposes.
Any other use in conflict with these purposes is not permitted.

Computer users are governed by the following provisions, which applv to all use of
computer and telecommunication resources and services. Computer and telecommunication
resources and services include, but are not limited to, the following: host computers, file servers,
workstations, standalone computers, laptops, software, and internal or external communications
networks (Internet, commercial online services, bulletin board systems, and e-mail systems) that
are accessed directiy or indirectiy from Oglethorpe University's computer facilities. This policy
may be amended or revised periodically as the need arises.

The term "users," as used in this policy, refers to all employees, smdents, independent
contractors, and other persons or entities accessing or using Oglethorpe Universit\-'s computer,
network and telecommunication resources and services.

1. Users must comply with all copyrights laws and fair use provisions, software licenses,
and all other state and federal laws governing intellecmal propert\'. Inappropriate
reproduction and/or distribution of copyright music, movies, computer software, text,
images, etc. is strictiy prohibited.

2. The electronic mail system shall not be used for "broadcasting" of unsolicited mail
(unless authorized by the department chair or unit head) or for sending chain letters.
Fraudulent, harassing, obscene, or other unlawful material may not be sent by e-mail
or other form of electronic communication or displayed on or stored in Oglethorpe
University's computers.

3. Users should use the same care in drafting e-mail and other electronic documents as they
would for any other written communication. Anything created on the computer may,
and likely will, be reviewed by others.

4. Users may not install software onto their individual computers (facult)' and staff), lab
computers or the network without first receiving express authorizadon to do so from
Information Technology Services.

5. Users shall not forward e-mail to any other person or endt)- without the express
permission of the sender.

6. Users should not alter or copy a file belonging to another user without first obtaining
permission from the owner of the file. The ability to read, alter or copy a file belonging
to another user does not imply permission to read, alter or copy that file.

7. The computer, network and telecommunication resources and services of Oglethorpe
University may not be used for the transmission, creation or storage of commercial
activity, personal advertisements, solicitations, promotions, destructive programs
(viruses and/or self replicating code), political material, or any other unauthorized or
personal use.

8. Users are responsible for safeguarding their passwords for the system. Individual
passwords should not be printed, stored online, or given to others. Users are responsible
for all transactions made using their passwords.

9. A user's abilit}' to connect to other computer systems through the network does not
imply a right to connect to those systems or to make use of those systems unless
specifically authorized by the operators of those systems.

10. Entry into a system, including the network system, by individuals not specifically
authorized or attempts to circumvent the protective mechanisms of any Universit}'
system are prohibited. Deliberate attempts to degrade system performance or capabHitA',
or attempts to damage systems, software or Intellectual propert}^ of others are
prohibited.

11. Any network activity that impedes the flow of network traffic or diminishes the
avaHabHit}^ of resources to other users is stricdy prohibited.

12. Oglethorpe University' is not responsible for the actions of individual users.

Antivirus Policy

In order to prevent virus problems from impacting the Oglethorpe Universit}-
computing network, all computers which attach to the network must have up-to-date anti\irus
software installed. Oglethorpe Universit}' currentiy uses the Symantec Anti-Virus product for
facult}' and staff, and any universit}^ personal computer which connects to the network is required
to have this software installed.

Beginning in the Fall Semester 2004, smdents who connect computers to the University-
netv\'ork must have the Universit)''s managed antivirus software installed. The Universit}' wiU
provide this managed antivirus software at no additional cost to the student, and the student may
use this software as long as they are attending Oglethorpe Universit}'. Any exceptions to this policy
must be approved by the Information Technology Services. Students can install this software by
following the instructions in the Installing Symantec Antivirus section of the student handbook -
The O Book.

While having antivirus software is important, the protection it affords is only as good as
the virus definitions which are loaded into it. New viruses are written and released daUv, and
keeping the definitions up-to-date is essential in protecting against new, rapidl^'-spreading viruses.

Any computer which is found not to have antivirus software installed or which is not
kept up-to-date will be disconnected from the network until the situation has been resolved. The
potentially disruptive nature of certain viruses on a shared network can create problems for all
users on the network. Please refer to the Acceptable Use PoUcy in The O Book for additional
background information about proper usage and stewardship of Oglethorpe computing and
communication resources.

Use of Oglethorpe's computer, network and telecommunication resources and services
constitutes acceptance of this E-mail and Computer Use Policy.

Admission

The admission policy of Oglethorpe University is based on an individual selection
process. Throughout its history, Oglethorpe has welcomed students from all sections of the
country, as well as from abroad, as candidates for degrees. It is the polic}' of the Admission
Committee to select for admission to the University applicants who present strong evidence of
purpose, maturity, scholastic ability, and probable success at Oglethorpe. Applicants wishing to
enroU in the evening credit program may refer to a brief description of Universit}' College in the
Programs of Study section of this Bulletin or consult the University College Undergraduate and Graduate
Bulletin available from the University College Office (404) 364-8383.

Freshman Applicants

Admission to the undergraduate division of the Universm^ may be gained by presenting
evidence of successful completion of secondary school work in the form of results from the
College Entrance Examination Board's Scholastic Assessment Test (SAT) or the results from the
American College Testing Program Assessment (ACT); and, by submitting a letter of
recommendation, and completing an application essay.

Arrangements to take the SAT or ACT may be made through a secondar}- school
guidance counselor or by writing directiy to one of the testing agencies. For SAT write to College
Board, Box 592, Princeton, New Jersey 08540, or Box 1025, Berkele)^, CaHfornia 90701. For ACT
write to American College Testing Program, P.O. Box 451, Iowa Cit\', Iowa 52240. It is to the
applicant's advantage to take one of the tests in the junior year of high school.

Applicants should normally have or be in the process of completing a secondary school
program including appropriate courses in English, social smdies, mathematics, and science. While
an admission decision is typically based on a partial secondary school transcript, a final transcript
must be sent to the Admission Office by the candidate's school, showing exidence of academic
work completed and official graduation.

The Oglethorpe application contains a recommendation form and a list of other
materials, which must be submitted by the applicant. No application wiU be considered and acted
upon until the items indicated have been received.

Students may choose from either Early Action or Regular Decision admission.

Application Procedure

All correspondence concerning admission should be addressed to the Admission Office,
Oglethorpe Universit)?, 4484 Peachtree Road N.E., Atianta, Georgia 30319-2797 or \na e-mail at
admission@oglethorpe.edu. Comprehensive admission information can also be found at
www.oglethorpe.edu/admission. After receiving an application form, the applicant should complete and
return it with an application fee of $35. Students may also apply online. Links to application
procedures and the online application may be found at www.oglethorpe.edu I admission.

Entering freshmen must submit the following: an application essay, official liigh school
transcripts, standardized test scores (SAT/ ACT), and a recommendation form completed by a
high school counselor or teacher. Achievement tests, portfolios, or \ideos are not required for
admission purposes but will be considered if submitted. Home Schooled applicants should
contact the Home School Advisor for portfolio requirements. Interviews and campus visits are
strongly recommended. If, upon review of an applicant's file, it is felt that further information
would be helpful (i.e. mid-year grades), die student wiU be notified.

Transfer students must submit the cc^mpleted application form, essay and
recommendation form with the $35 application fee, official transcripts from each college attended,
and certification of good academic standing at the most recent or present college. High school
transcript and test scores are also required if less than 24 semester hours of college credit have
been completed.

When a student has completed the application process, the Admission Committee will
review the application. If accepted, the student will be required to submit an enroUment deposit
to reserve accommodations for the appropriate semester. Residence haU students submit a deposit
of $300; commuters submit a deposit of $100. The deposit is refundable through May 1.

Early Action

Early Action allows students who have a strong interest in the University' to apply
early and receive a quick response. Completed applications with supporting materials must be
postmarked by December 5. Notification letters will be mailed no later than December 20
unless the Admission Committee requires additional information. Early Action students who
are admitted and indicate an interest in scholarships will be considered prior to Regular
Decision candidates. (Please note that early action is non-binding). The deposit is
refundable through May 1.

Regular Decision

Regular Decision enables students to apply at any time. Applications will be reviewed on
a rolling basis beginning immediately after Early Action reviews (late December) and continuing
as long as space in the class is available. Notification letters will typically be mailed within two
weeks of completion unless additional information is needed. The deposit is refundable through
May 1.

Campus Visit

While not a requirement of the admission process, the candidate is urged to visit the
campus and explore the academic and leadership opportunities that encompass the Oglethorpe
tradition of a collegiate education. Additional information may be obtained by contacting the
Admission Office (404) 364-8307 in the Atlanta caUing area or (800) 428-4484 from other
locations. Comprehensive campus visit information can be found at wiinv.oglethorpe.edu I admission.

Transfer Students and Transfer Policies

Students who wish to transfer to Oglethorpe from other regionally accredited colleges
are welcome to apply, provided they are in good standing at the last institution attended. They are
expected to follow regular admission procedures and will be notified of the decision of the
Admission Committee in the same manner that freshmen are notified.

Most financial aid awards and scholarships are available to transfer students as well as
first-time freshmen.

The same application information is required of the transfer student as for the entering
freshman, although high school records and test scores are not required of students having at least
24 semester hours of transferable credit.

Transfer students must submit transcripts of all current and previous college work. A
separate official transcript from each college attended must be received before any action will be
taken on the application.

Oglethorpe University will accept as transfer credit courses comparable to Universit}-
courses that are applicable to a degree program offered at Oglethorpe. Acceptable work must be
shown on an official transcript and must be completed with a grade of "C" or better. Oglethorpe
does not accept a "D" grade as transfer credit, unless a student has graduated from an accredited
junior college, or a "D" grade is followed by a "C" grade or better in a normal sequence course
(for example. General Biology I and II).

For transfer credit that may apply toward fulfillment of core curriculum requirements,
please see the Core Curriculum section of this Bulletin.

Transfer students on probation or exclusion from another institution will not be
accepted.

Transfer students must have a minimum grade-point average of 2.8 (on a 4.0 scale) to
be considered for admission.

Transfer students who have earned an associate degree at a regionally accredited junior
college will be awarded two years of credit. Junior college graduates with strong academic records
are encouraged to apply for admission.

Oglethorpe University wiU accept as many as 30 hours of United States Armed Forces
Institute (USAFI) credit.

Students who hold the R.N. credential from an appropriately accredited institution are
awarded credit for their arts and sciences courses. To earn a bachelor's degree, the student must
complete the core curriculum, a major, and other applicable requirements.

Residency Requirement: Effective Fall Semester 2003, the maximum total number of
semester hours that may be transferred into Oglethorpe is 64. A minimum of 64 semester hours
must be earned through course work at Oglethorpe in order for an Oglethorpe degree to be
awarded, with 52 of the last 64 hours earned in residence.

Credits earned at post-secondary institutions accredited by the six regional accrediting
bodies (for example. Southern, Middle States, New England, etc., Associations) will be accepted.

Courses taken at schools accredited by national crediting bodies (for example,
Association of Independent Schools and Colleges, American Association of Bible Colleges, etc.)
may be credited. In these cases, student transcripts will be evaluated on an indi\idual basis. Actual
catalog course descriptions and relevant course syllabi should be pro\aded bv the student. The
Registrar will determine whether or not courses are to receive transfer credit.

Courses recognized by the American Council on Education (ACE) mav be credited bv
the Registrar. Programs not recognized by ACE wiU not be given credit.

A maximum of 32 semester hours may be earned through College Level Examination
Program (CLEP) tests. Maximum credit for Advanced Placement tests (AP testing) is also 32
semester hours. Please consult the section. Credit by Examination, on the following pages.

In all cases, only 64 semester hours earned outside of Oglethorpe through any oi tlie
means described above may be applied toward an Oglethorpe degree. At least 64 semester hours
must be earned in course work taken at Oglethorpe, and at least half of the semester hours
required for a major must be in course work taken at Oglethorpe. (Courses taken at Adanta
Regional Consortium for Higher Education (ARCHE) institutions on a cross-registration basis
and courses in an approved study abroad program also count as Oglethorpe courses.)

Transfer students should note that only work completed at Oglethorpe is reflected in the
Oglethorpe grade-point average, and transfer work is not included in determination for Latin
academic honors. To be eligible for academic honors, the student must complete 68 or mtjre hours
at Oglethorpe.

International Students

Admission to Oglethorpe is open to qualified students from all countries. Students who
are able to provide evidence of suitable academic background, adequate financial resources, and
seriousness of purpose are eligible to apply.

All students from countries where English is not the native language must meet
one of the following requirements to be considered for admission:

1. Complete level 109 from an ELS, Inc. language center.

2. Score a minimum of 550 on the TOEFL - or 213 on the computer-based test (Test of
English as a Foreign Language).

3. Score 480 or more on the verbal section of the Internafional Scholasdc Assessment
Test.

4. Have a combined 2.8 grade-point average with no grade below a "C" in two English
composition courses from an AACRAO (American Association of Collegiate Registrars
and Admissions Officers) accredited college or universit}'.

5. Earn a grade of "C" or better in G.C.E. or G.S.C.E. examinations or their equivalent.

6. All secondary transcripts must have a "Document-by-Document" evaluation and
"Grade-Point Average Equivalent." Post-secondary transcripts must have the same; or,
if a student wishes to receive transfer credit for his or her previous course work, a
"Course-by-Course" evaluation is required. Applications for evaluation are available in
the Office of Admission or by calling Joseph Silny and Associate, Inc. at (305) 666-0233.

An international student's secondary school credentials are subject to the acceptance
criteria stated for his or her country in the AACRAO world education series, governed by the
National Council on the Evaluation of Foreign Educational Credentials, 1717 Massachusetts
Avenue, N.W., Washington, D.C. 20036.

AH students from nations where EngUsh is the native language must have one of the
following to be considered for admission:

1. A combined SAT score of 1000, with at least 500 on the verbal section.

2. An ACT score of at least 21.

3. Above-average scores on the "A" and/or "O" level examinations in British system
schools or their equivalent in Northern Ireland or Scotiand.

Joint Enrollment Students

Students who have attained junior or higher standing in their secondarv schools mav
apply for enrollment in suitable courses offered at the Universit}^ Admission to the joint
enrollment program will depend upon an assessment by appropriate personnel of the smdent's
secondary school and by Oglethorpe admission personnel.

In general, the candidate must have the social maturit}' to benefit from a collegiate
experience and possess a "B" or liigher grade-point average along with a combined score of 1 140
or higher on the Scholastic Assessment Test or its equivalent. A student seeking admission should
write or call the Joint Enrollment Counselor in the Admission Office at Oglethorpe to receive an
application. Normally no more than five courses mav be taken as a joint enrollment student.

Early Admission (Early Entrance)

A gifted student of unusual maturit}' whose high school record shows excellent
academic performance through the junior year in a college preparatory program, and whose score
on a standardized assessment test is high, may submit his or her application for admission to the
University for enrollment after the junior year in high school. The candidate should have the
support of his or her parents in writing submitted with the application. A strong recommendation
from the high school is expected, and the candidate must come to campus for a personal inter^dew
with a senior admission officer.

Transient Students

Transient students may take any course offered by the Universit}', pro\'ided that thev
secure permission from their current institution certifying that the institution will accept for
transfer credit the academic work done by the student at Oglethorpe. This permission is the
responsibility of the transient student.

A letter of good standing or a current transcript must be sent to the Admission Office
before a transient student can be accepted.

Special Status Admission

Special Status Admission is designed for students who wish to take a limited number of
post-baccalaureate classes at Oglethorpe, or for non-traditional students who desire to begin
college course work prior to being admitted to a degree-seeking program.

Students may be admitted to Oglethorpe's undergraduate day program as a special stams
candidate if they meet one of the following criteria:

1. They are at least 25 years of age and at least five years removed from their last
educational experience.

2. They have graduated from another accredited college or university;

Under the program, students may enroll for a maximum of 16 semester hours.
Individuals desiring to enroll for additional courses must apply as regular, degree-seeking
candidates.

To apply for Special Status Admission, students must submit a completed application
form, a $35 non-refundable application fee, and proof of their last educational experience or a
copy of their college diploma.

Special status students are not eligible for financial assistance.

Home-Schooled Students

Students who have completed high school graduation requirements in a home school
may be considered for admission if the following information is provided:

1 . SAT or ACT scores.

2. A portfolio recording all high school work completed (including courses studied,
textbooks, assignments, and extracurricular achievements).

3. A personal interview with a senior admission officer.

4. Two recommendations.

5. A home school transcript (if applicable).

More information can be found at http:l I ivnnv.oglethorpe.edu, key word "home school."

Re-admission

Students in good academic standing who leave the Universit}' and return after a year's
absence or more should notify the Admission Office of intent to re-enroll. Students who apply
for re-activation or re-admission whether in good academic standing or not, are governed by the
current graduation requirements. Any exceptions are granted at the discretion of the Provost and
Senior Vice President.

Credit by Examination

There are three testing programs through which students may earn credit for required
or elective courses. Any student who has questions about these examinations should consult the
Registrar. No more than 32 semester hours of credit will be accepted from each of the programs
described below.

College Level Examination Program - CLEP

Within the CLEP testing program are two categories. The General Examinations cover
the areas of English Composition, Humanities, Mathematics, Natural Science, and Social Science
and History. Oglethorpe Universitv does not award credit for the General Examinations in
English Composition, Natural Science, Mathematics, or Social Science and History. Minimum
acceptable scores are 500 for each general area and 50 in each sub-total category. The Subject
Examinations are designed to measure knowledge in a particular course. A minimum acceptable
score of 50 on a Subject Examination is required for credit. The Oglethorpe Registrar should be
contacted concerning which Subject Examinations may lead to credit at Oglethorpe.

CLEP examinations normally are taken before the student matriculates at Oglethorpe.
Only under special circumstances will credit be awarded for an examination taken after the smdent
completes his or her first semester at Oglethorpe University'. A maximum of four semester hours
will be awarded for each examination. A maximum of 32 semester hours may be earned with
acceptable CLEP scores.

All students are required to take placement examinations in mathematics and foreign
languages (if they plan to take a course in these areas or subjects) and are placed accordingly.

Advanced Placement and International Baccalaureate Programs

The University encourages students who have completed Advanced Placement
examinations of the College Entrance Examination Board to submit their scores prior to
enrollment for evaluation for college credit. Please contact the Office of Admission or the
Registrar's Office for the appropriate course of action to be taken in order to receive credit for
AP exams. The general policy of Oglethorpe toward such scores is the following: Academic credit
will be given in the appropriate area to students presenting Advanced Placement grades of 3, 4,
or 5; neither credit nor exemption will be given for a grade of 2; maximum credit allowed to any
student for Advanced Placement tests will be 32 semester hours. Specific policies are indicated in
the chart which follows. These are subject to change at any time.

Students who have studied in an approved International Baccalaureate Program (IB) are
also encouraged to apply for credit based on scores earned, and should contact the Office of
Admission or the Registrar's Office to learn how to receive credit for IB exams. Scores must be 5,
6, or 7 on the Higher Level Exam to be considered for college credit. Sophomore standing may
be awarded to smdents who complete the IB diploma and obtain a total of 33 points or better for
the full program, assuming all examination scores are 4 or better, and no Higher Level Exam score
is below 5.

All smdents are required to take placement examinations in mathematics and foreign
languages (if they plan to take a course in these areas or subjects) and are placed accordingly.

ADVANCED PLACEMENT and INTERNATIONAL BACCALAUREATE

CREDIT CHART

Accepted Examination Grades (unless stated otherwise)
AP: 3, 4, 5 / IB (Higher Level Exam): 5, 6, 7

AP Exam

Semester

Hours

Awarded

Course Equivalents

Art

Studio

Elective Credit

Histor}'

Elective Credit

Biology

Grade 4 or 5 AP

Grade 3 AP

GEN 102 Natural Science: The Biological Sciences and
(subject to placement) BIO 102 General Biolog\- II
GEN 102 Natural Science: The Biological Sciences

Chemistry

Grade 4 or 5 AP

Grade 3 AP

CHM 101 General Chemistn' I (subject to placement exani)
GEN 101 Natural Science: The Physical Sciences

Computer Science'

CSC 243 Principles of Computer Programming in C+ +

Economics

Microeconomics
Macroeconomics

ECO 121 Introduction to Economics
Elective Credit

English

Language and Composition
Grade 4 or 5 AP, 6 or 7 IB 4
Grade 3 AP or 5 IB 4

Literature and Composition
Grade 4 or 5 AP, 6 or 7 IB 4
Grade 3 AP or 5 IB 4

Elective Credit

Essay wUl be evaluated by English facult)^

Elective Credit

Essay will be evaluated by English tacult\'

French

Language
Literature

ERE 101, FRE 102 Elementan,- French I and II
General credit in French

German

Language
Literature

GER 101, GER 102 Elementan,- German I and II
General credit in German

Government'

POL 101 Introduction to American Politics

History

American
European

Elective Credit
Elective Credit

Japanese

JPN 101, JPN 102 Elementar)- Japanese 1 and II

Latin

LAT 101, LAT 102 Elementan- Latin I and II

Mathematics*

Calculus AB
Calculus BC
Statistics

MAT 131 Calculus I

MAT 131, MAT 132 Calculus I and II

MAT 1 1 1 Statistics

Music'

Theory
Appreciation

Content will be evaluated by music faculty-
COR 103 Music and Culture

Physics'

Physics B
Physics C

PHY 101, PHY 102 General Physics I and II
PHY 201, PHY 202 CoUege Physics I and II
GEN 101 Natural Science: The Physical Sciences

Psychology'

PSY 101 Psychological Inquiry-

Spanish

Language
Literature

SPN 101, SPN 102 Elementan,- Spanish I and II
General credit in Spanish

1 . - .

Credit for the IB exam will be determined through discussion with the faculr\- within the

appropriate academic field. Any exams not included in this chart should be brought to the attention

of the Registrar, and the appropriate faculty members will determine credit.

Financial Assistance

Programs

Oglethorpe University offers a variety of strategies and resources to keep the net cost
of an Oglethorpe education affordable. Both need-based aid and awards based on academic
achievement are available. Students interested in financial aid should complete the Free
Application for Federal Student Aid (FAFSA). FAFSA is the approved needs-analysis form bv
which students may apply for the following need-based programs: Federal Pell Grant, Federal
Supplemental Educational Opportunity Grant, Federal Perkins Loan, Federal Work-Study, Federal
Stafford Loan, Leveraging Educational Assistance Program, and the Oglethorpe Need-based
Grant. After a student submits the FAFSA to the federal processor, the school will receive from
the processor an Institutional Student Information Record (ISIR). Upon acceptance to the
University and receipt of the student's ISIR, Oglethorpe's financial aid professionals will prepare
a comprehensive financial aid package, which may include assistance from any one or more of the
following sources:

James Edward Oglethorpe Scholarships provide tuition, room and board for four
years of undergraduate study, if scholarship criteria continue to be met. Recipients are selected on
the basis of an academic competition held on campus in the spring of each year. Smdents must
have a combined SAT score of at least 1360 (ACT 31), a 3.75 or higher cumulative grade-point
average, and a superior record of leadership in extracurricular activities either in school or in the
communit}'. For application procedures and deadlines, contact the Admission Office.

Oglethorpe Scholars Awards (OS A) (including Presidential Scholarships, Oxford
Scholarships, Universit}' Scholarships, and Lanier Scholarships) are based on achievement and
available to entering students with superior academic abilit}'. A fundamental aim of Oglethorpe
Universit}' is to prepare students for leadership roles in societ}'. One way of promoting this
purpose is to give special recognition to students who demonstrate superior academic abilities as
undergraduates. Scholarships range from $4,000 to $11,000.

Recipients of funds from this program are expected to maintain specified levels of
academic achievement and make a significant contribution to the Oglethorpe communit}". Each
award is for one year but can be renewed on the basis of an annual evaluation of academic and
other performance factors.

Oglethorpe Christian Scholarships are awarded to freshmen who are residents of
Georgia and who demonstrate active participation in their churches. Academic qualifications for
consideration include SAT scores of 1100 or higher and a senior class rank in the upper 25
percent. Awards range up to $1,500 per academic year. Recipients are required to maintain a 3.0
cumulative grade-point average and engage in a service project during the academic year. For
application procedures and deadlines, contact the Admission Office or the Office of Financial
Aid.

Georgia Tuition Equalization Grants (GTEG) are available for Georgia residents
who are full-time, degree-seeking students at Oglethorpe. The program was established by an act
ot the 1971 Georgia General Assembly. The GTEG program helps to "promote the private
segment of higher education in Georgia by providing non-repayable grant aid to Georgia residents
who attend eligible independent colleges and universities in Georgia." All students must complete
an application and verify their eligibility for the grant. In the 2004-05 academic school year, this
grant is $900. Financial need is not a factor in determining eligibilit\'. A separate application and
proof of residency is required.

HOPE Scholarships of $1,5UU per semester are available U) Gec^rgia residents who
have graduated from an eligible high school in 1996 or later, with at least a 3.0 grade-point average
in specific core curriculum classes. Georgia residents who do not qualify under these guidelines
but have now attempted 30 or more semester hours with a 3.0 grade-pcjint average or higher may
also be eligible. The applicant must be a Georgia resident for one year prior to attendance at any
college or universit}' in Georgia. Applicants must be registered as full-time, degree-seeking
students at a participadng Georgia private college or university. Students entering the HOPE
Scholarship program for the first time after attempting 30 or 60 semester hours should be aware
that their grade-point average is calculated to include all attempted hours taken after high school
graduation. Recipients of the Scholarship are required to maintain a 3.0 or higher cumulative
grade-point average for reinstatement. For more informadon, contact the HOPE Scholarship
Program (770) 724-9000 or (800) 505-GSFC, or the Office of Financial Aid at (Oglethorpe
Universit}'.

The Leveraging Educational Assistance Program (LEAP) is one of the need-based
grants for qualified Georgia residents to enable them to attend eligible post-secondary institutions
of their choice in the state. The grant awards are designed to provide only a portion of the
student's resources in financing the total cost of a coUege education. A student should complete
the FAFSA for consideration.

The Federal PeU Grant is a federal aid program that provides non-repavable funds to
eligible students. Flligibilitv is based upon the results from the FAFSA.

Federal Supplemental Educational Opportunity Grants (FSEOG) are awarded to
undergraduate students with exceptional financial need. Priorit\' is given to Federal Pell Grant
recipients and does not require repayment.

Oglethorpe Need-based Grants are available to full-time dav undergraduate students
who demonstrate financial need by completing the FAFSA. Oglethorpe Need-based Grants in
conjunction with federal, state, private, or institutional assistance cannot exceed the student's
financial need.

Federal Work-Study Program (FWSP) permits a student to earn part of his or her
educational expenses. The earnings from this program and other financial aid cannot exceed the
student's financial need. Students eligible for this program work part time primarily on the
Oglethorpe campus. A Limited number of communit}' service positions are available at locations
near the campus.

Federal Perkins Loans are long-term, low-cost educational loans to students who have
demonstrated need for such assistance. Priorit}- is given first to sophomore, junior, or senior
students. Interest is charged at a five percent annual rate beginning nine months after the borrower
ceases to be at least a half-time student (a minimum course load of six semester hours).
Information regarding repayment terms, deferment and cancellation options is available in the
Office of Financial Aid.

Federal Stafford (Subsidized and Unsubsidized) Loans are long-term loans
available through banks and other lending institutions. Students must submit the FAFSA and be
attending at least half time to receive consideration. A separate Master Promissory Note (MPN)
is also required. Information regarding repayment terms, deferment and cancellation options are
available in the Office of Financial Aid.

Federal PLUS Loans are relatively long-term loans available through banks and other
lending institutions. Parents desiring to seek a loan from this program should consult the various
lenders indicated on the Oglethorpe Universit}^ Lender List for additional information. This Ust
may be found in the current "Financial Aid Info Guide" available in the Office of Financial .Aid.

Choral Music Scholarships (Performance) are awarded annually to incoming students
pursuing any degree offered at Oglethorpe who demonstrate exceptional achievement in choral
singing or kej'board accompanying. Candidates must be nominated with a letter of
recommendation by the conductor of their choral ensemble on a special form obtainable from
the Director of Musical Activities at Oglethorpe.

Playmakers Scholarships (Performance) are awarded annually to current students who
have demonstrated exceptional ability in the area of dramatic performance and a strong
commitment to Oglethorpe's theatre program. Awards are based on abiUt}', not financial need.

Note: Dual-degree students in art and engineering may not use Oglethorpe assistance
to attend other institutions.

Academic Policies Governing Student Financial Aid

Applicants for federal aid, state grants, or institutional need-based programs must be
making sadsfactorv progress toward the completion of their degree requirements and be in good
academic standing with the Universit)' in order to receive financial aid consideration. Students
must meet at least the following requirements:

1. Satisfactory Completion Ratio — Students must satisfactorily complete at least 75
percent of the cumulative course work attempted at Oglethorpe Universit}'.
Unsatisfactorv grades that count against the student's progress are:

D — If a "C-" or better is required for the major

F — Failure

FA — Failure bv Absence

NG - No Grade

W - Withdrew Passing

WF - Withdrew Failing

WX — Grade Withdrawn/ Freshman Forgiveness Policy

I — Incomplete

U — Unsatisfactory

AU - Audit

2. Repeated Courses — Courses that are being repeated will not be considered when
determining financial aid eligibiUt}' unless a grade of at least a "C" is required to fulfill
the degree requirements. The student must notify the Office of Financial Aid if a course
is being repeated.

3. Good Academic Standing and Maximum Time Frames — Students must remain in
good academic standing by achieving the minimum cumulative grade-point average and
bv completing their degree requirements within the maximum time frames Listed below:

Number of Hours

Minimum Cumulative

Maximum Years to

Earned

Grade-Point Average

Complete Program *

0-24

1.50

25-35

1.50

36-48

1.75

49-64

1.75

65-72

2.00

73-96

2.00

97-120

2.00

121-144

2.00

* Based upon full-time enrollment. The maximum time frame for students enrolled part
time will be pro-rated. Students who earn over 144 hours will not be eligible for financial
aid unless approved through the appeal process.

4. Academic Standing Consistent with Graduation Requirements - Students who
have completed their second academic year (measured as a period of time, not grade
level) must maintain at least a 2.0 cumulative grade-point average in order to be
academically consistent with Oglethorpe Universit}'s graduation requirements.

5. Annual Review - The satisfactory progress requirements will be reviewed at the
completion of each spring semester. If the student is not meeting these requirements,
written notificadon will be sent to the student placing him or her on "Financial ^-Vid
Probation" for the fall semester. The student may continue to receive aid during this
probationary period but will be encouraged to enroll in summer session courses at
Oglethorpe Universit}' in order to make up the deficiency. Any student who is not in
compliance with the requirements by the end of the fall probationar}' period will not be
eligible for financial aid for the spring or subsequent sessions until the requirements are
met or a written appeal is submitted and approved.

6. Appeal Process - If significant mitigating circumstances have hindered a student's
academic performance and the student is unable to make up the deficiencies bv the end
of the financial aid probationary period, the student may present those circumstances in
a written appeal to the Admission and Financial Aid Committee. Documentation to
support the appeal, such as medical statements, should also be presented. The appeal
should be submitted to the Office of Financial Aid at least two weeks prior to the start
of the semester for which the student wishes to receive consideration. The student will
be notified in writing if the appeal has been approved or denied.

Application Procedure

Students applying for the Georgia Tuition Equalization Grant and HOPE Scholarship
programs for the first time must submit a Georgia Tuition Equalization Grant Application which
may be obtained from the Georgia Student Finance Commission Web site at irmi'.gsfc.org. The
application may also be completed online at that site.

Smdents meeting the requirements for an Oglethorpe Scholars Award (OSA) are
considered for such based on their admission application. Students applying for an Oglethorpe
Christian Scholarship must complete the appropriate scholarship application, which mav be
obtained from the Admission Office.

The application procedures for the Federal Pell Grant, Federal Supplemental
Educational Opportunity Grant, Federal Perkins Loan, Oglethorpe Need-based Grant, Federal
Stafford Loan, Federal Work-Study Program, and Leveraging Educational Assistance Program are
as follows:

1. Apply and be admitted as a regular degree-seeking student.

2. Complete the Free Application for Federal Student Aid (FAFSA) after January 1 , but no
later than May 1 . Students should keep a copy of the FAFSA before submitting it to the
federal processor. The original FAFSA may be filed electronically at
http: 1 1 mmv.fafsa.ed.gov or mailed to the processor using the paper form. Oglethorpe's
Federal Code is 001586.

3. Once the FAFSA has been received and processed by the federal processor, an
Institutional Student Information Record (ISIR) will be sent to the Office of Financial
Aid.

4. Keep copies of all federal income tax returns, etc. as these documents may be required
in order to verify the information provided on the FAFSA.

5. Complete Oglethorpe's Financial Aid Application, which is available from the Office of
Financial Aid.

6. New students who are offered employment through the Federal Work-Study Program
must complete the Student Employment Application form. This form will be sent as
needed.

7. If eligible for a Federal Stafford Loan or Federal PLUS Loan, a Master Promissory Note
(MPN) must be completed. Contact the Office of Financial Aid for more information.

Federal Aid Eligibility Requirements

1. Demonstrate financial need (exception: Federal Unsubsidized Stafford Loan and Federal
PLUS Loan programs).

2. Have a high school diploma or a General Education Development (GED) certificate or
pass an independendy administered test approved by the U.S. Department of Education.

3. Be enrolled as a regular degree-seeking student in an eligible program.

4. Be a U.S. citizen or eligible noncitizen.

5. Generally, have a social security number.

6. Register with Selective Service, if required.

7. Must not owe a refund on any grant or loan; not be in default on any loan or have made
satisfactory arrangements to repay any defaulted loan; and not have borrowed in excess
of the loan limits, under Tide IV programs, at any institution.

8. Make satisfactory academic progress. Refer to the Academic Policies Governing Student
Financial Aid.

9. May not be a member of a religious community', societ}', or order who by direction of
his or her community, societ}' or order is pursuing a course of study at Oglethorpe, and
who receives support and maintenance from his or her community, societ}', or order.

Payment of Awards

All awards, except Federal Work-Study earnings, and some Federal Stafford Loans, and
Federal PLUS Loans, are disbursed to students by means of a direct credit to their account.
Financial aid disbursements are made on a semester-by-semester basis only; disbursement of all
awards is dependent upon final approval by the Director of Financial Aid. Only when a student's
fde is complete can aid be credited to the account.

Renewal of Awards

Renewal FAFSA information is provided to students by the U.S. Department of
Education. Students must meet the eligibilit}' requirements indicated above and file the
appropriate applications for each program. The preferred deadline for receipt of a completed
financial aid file is May 1. Applicants whose files become complete after this time will be
considered based upon availability' of funds.

For renewal of the Oglethorpe Scholars Award, all smdents must maintain a cumulative
grade-point average consistent with good academic standing. A 3.2 or higher grade-point average
is required for renewal of a James Edward Oglethorpe scholarship.

Students who fail to meet the cumulative grade-point average requirement may attend
Oglethorpe's summer school program in order to make up deficiencies. Courses taken elsewhere
will not affect the cumulative grade-point average at Oglethorpe.

In addition to the cumulative grade-point average requirement, students must earn at
least 24 semester hours during the current academic year. Students who are deficient in the
number of hours required might attend summer school at Oglethorpe. Students also have the
opfion of submitting a written appeal to the Admission and Financial Aid Committee.

Students who meet the scholarship renewal criteria will have their awards automatically
renewed for the next academic year.

Endowed Scholarships

Oglethorpe Scholars may receive special recognition of their outstanding achievement
by being named as an endowed or annual scholar. Selection of this honoran,' designation is based
upon the criteria outlined below:

The Ivan Allen Endowed Scholar: Funding was established by a grant from The
Allen Foundation, Inc., of Atianta, in memory of Ivan Allen Sr., who was a Trustee of the
University for many years and General Chairman of the first major fundraising campaign. The
Ivan AUen family and Foundation are long-time benefactors of the Universit}-. Ivan Allen
Scholars must be from the Southeast, have at least a 3.2 grade-point average, leadership ability
and demonstrated financial need.

The Marshall A. and Mary Bishop Asher Endowed Scholar: Funding was
established by the Asher family in 1988. The late Mr. and Mrs. Asher were both alumni (classes of
1941 and 1943 respectively) and both served for many years as Trustees of the Universit\; The
scholarship is awarded to a superior student in science.

The Keith Baker Endowed Scholarship: Funding was established by former smdents
in honor of Professor Keith Baker, a valued member of the Oglethorpe accounting facult\- from
1983 to 1999. This scholarship is awarded annually to a junior majoring in accounting. The smdent
must demonstrate a strong academic record, active campus and communit\' involvement, relevant
work experience, and aspirations for a career in the field of accounting.

The Bank of America Scholars Program: This endowed scholarship program was
established in 1999 by Bank of America, formerly NationsBank, and is awarded to students
majoring in business or computer science.

The Earl Blackwell Endowed Scholar: Earl Blackwell, distinguished publisher,
playwright, author, and founder of Celebrit}' Services, Inc., headquartered in New York,
established this scholarship for deserving students with special interest in English, journalism, or
the performing arts. Mr. Blackwell was a 1 929 graduate of the University.

The Class of 1963 Endowed Scholar: Funding was established through the efforts of
the class of 1963. The intention of this scholarship is "to give to others, so thev too can be
enriched by an Oglethorpe education."

The Miriam H. and John A. Conant Endowed Scholar: Funding was established bv
Mrs. Miriam H. "Bimby" and Mr. John A. Conant, long-time benefactors of Oglethorpe and both
recipients of Oglethorpe Honorary Doctor of Humane Letters degrees. Mrs. Conant served as a
Trustee of the Universit)' from 1981 until her death in January 2003. Scholarsliips are awarded
annually to superior students with leadership abilit}'.

The Michael A. Corvasce Memorial Endowed Scholar: Funding was established by
Dr. and Mrs. Michael Corvasce of Hauppauge, New York, and friends in memory of Michael
Archangel Corvasce, class of 1979. The scholarship recipient is selected from the three pre-
medical students who have the highest cumulative grade-point average through their junior years
and plan to attend an American medical school. This scholarship, which perpetuates Michael
Archangel Corvasce's interest in Oglethorpe and medicine, takes into consideration the moral
character of the candidates as well as their academic qualifications.

The Estelle Anderson Crouch Endowed Scholar: This funding is the first of three
scholarships given by Mr. John W. Crouch, class of 1929 and a former Trustee of the Universit}' and
was established in memory of Mrs. Estelle Anderson Crouch, the mother of John Thomas Crouch,
class of 1965. Mrs. Crouch died in 1960. It is awarded annually without regard to financial need to
students who have demonstrated high academic standards.

The Katherine Shepard Crouch Endowed Scholar: Funding was given in memorv of
Mrs. Katherine Shepard Crouch by Mr. John W. Crouch and is awarded annually based upon
academic achievement.

The Cammie Lee Stow Kendrick Crouch Endowed Scholar: This is the third
scholarship endowed by Mr. Crouch and is awarded annually based upon academic achievement
in memory of Mrs. Cammie Lee Stow Kendrick Crouch. Mr. and Mrs. Crouch were classmates at
Oglethorpe and graduates in the class of 1929.

The Karen S. Dillingham Memorial Endowed Scholar: Funding was provided by
Mr. and Mrs. Paul L. Dillingham in loving memory of their daughter. Mr. Dillingham is a former
Trustee and served for several years as a senior administrator of the Universit}-. The scholarship
is awarded each year to an able and deserving student.

The R. E. Dorough Endowed Scholar: Funding was established by a gift from Mr.
Dorough's estate. Scholarships from this fund are awarded to able and deserving students based
on the criteria outlined in his will. Mr. Dorough was a former Trustee of the Universit\^.

The William A. Egerton Memorial Endowed Scholar: Initial funding was
established in 1988 by alumni Franklin L. Burke '66, Robert B. Currey '66, and Gary C. Harden
'69 who encouraged other alumni and friends to assist in establishing this endowed scholarship
fund in memory of Professor Egerton, a highly respected member of the facult}' from 1956 to
1978. The scholarship is awarded to a smdent with strong academic record and demonstrated
leadership skills who is majoring in business administration.

The Ernst & Young Endowed Scholar (formerly Ernst & Whinney): Funding was
established in 1981 through the efforts of Murray D. Wood, a former vice chairman at Ernst &
Whinney and by a gift from the accounting firm of Ernst & Whinney of Cleveland, Ohio.
Scholarship preference will be given to superior students who are majoring in accounting.

The Henry R. "Hank" Frieman Endowed Scholar: Funding was established by Mr.
Frieman, class of 1936. An outstanding athlete during his days at Oglethorpe, Mr. Frieman spent
a career in coaching. He is a member of the Oglethorpe Athletic Hall of Fame. This scholarship
is awarded annually based on academic achievement, leadership qualities, demonstrated need, and
a special interest in sports.

The Charles A. Frueauff Endowed Scholar: Funding was established by grants from
the Charles A. Frueauff Foundation of Littie Rock, Arkansas. Scholarship preference is given to
able and deserving smdents from middle-income families who do not quaUfi,' for governmental
assistance. The criteria for selection also include academic abiHt}' and leadership potential.

The Lu Thomasson Garrett Endowed Scholar: Funding was established in honor of
Lu Thomasson Garrett, class of 1952, a former Trustee of the University', and a recipient of an
Oglethorpe Honorary Doctor of Humane Letters degree. Preference for awarding scholarships
from this fund is given to students who meet the criteria for an Oglethorpe Scholars Award and
are majoring in education or business administration.

The Georgia Power Company Endowed Scholar: Funding was established bv a grant
from the Georgia Power Company of Atlanta. The fund will provide scholarship support for able
and deserving students from Georgia. Georgia Power Scholars must have at least a 3.2 grade-point
average, leadership abiUt}' and must demonstrate financial need.

The Goizueta Endowed Scholar: Established by grants from the Goizueta
Foundation, this endowment provides need-based scholarships for Hispanic smdents who reside
in the United States. Participation in high school extracurricular activities and an evaluation of the
smdent's potential to succeed at Oglethorpe is considered.

The Walter F. Gordy Memorial Endowed Scholar: Funding was established in 1994
with a bequest from the Estate of William L. Gordy, class of 1925. Walter Gordy was also an
alumnus of Oglethorpe, class of 1924. The scholarship fund was increased in 1995 with a bequest
from the Estate of Mrs. William L. (Helene) Gordy. Scholarships from this fund are awarded at
the discretion of the University.

The Bert L. and Emory B. Hammack Memorial Scholar: This is one of three
scholarships established by gifts from Mr. Francis R. Hammack, a member of the class of 1927
and brother of Bert L. and Emory B. Hammack. This scholarship, established in 1984, is awarded
annually to a senior student majoring in science or mathematics, who is a native of Georgia and
who had the highest academic grade-point average of all such students who attended Oglethorpe
University in his/her previous undergraduate years.

The Francis R. Hammack Scholar: Established in 1990, this fund is the second
endowed financial assistance program created by Mr. Hammack, a member of the class of 1927.
It is to be awarded annually to a needy but worthy student who is a native of Georgia, a junior
class member majoring in English, and has attended Oglethorpe University' in his/her prexious
undergraduate years.

The Leslie U. and Ola Ryle Hammack Memorial Scholar: Funding of this third
gift was established in 1985 by Francis R. Hammack, class of 1927, in memory of his parents. It
is awarded annually to a junior class student working toward the Bachelor of Business
Administration degree, who is a native of Georgia and who had the highest academic grade-point
average of all such students who attended Oglethorpe Universit\' in his/her previous
undergraduate years.

The Harold Hirsch Foundation Endowed Scholarship: Established in 1981 by the
Harold Hirsch Foundation with the intent of assisting non-traditional age smdents, this scholarship
is awarded annually to students enrolled in the Universit\? College program.

The Ira Jarrell Endowed Scholar: Funding was established in 1975 to honor the late
Dr. Jarrell, former Superintendent of Atianta Schools and a 1928 graduate of Oglethorpe. It is
awarded annually in the fall to a new student who is a graduate ot an Atianta public high school
studying teacher education. Should there be no eligible applicant, the award may be made to an
Atianta high school graduate in any field, or the Universit}' may award the scholarship to any
worthy high school graduate requiring assistance while working in the field of teacher education.

The Nancy H. Kerr Endowed Scholarship: Funding was established by Margaret
O.Y. Chin, class of 1987, in honor of former Oglethorpe Universit}' Professor of Psychology and
Provost Nancy H. Kerr. Scholarships are awarded annually to student(s) who demonstrate
superior academic achievement, leadership potential, and active communit}^ involvement.

The Mary Jane Stuart Kohler Memorial Scholarship Fund: The Fund was
established by family and friends in memory of Mrs. Kohler, a 1990 graduate. The scholarship is
awarded to a junior or senior female student who demonstrates strong involvement in campus life,
a positive outiook coupled with diligence and commitment to all she undertakes, and at least a 3.0
grade-point average.

The Lowry Memorial Scholar: Established by a bequest from Emma Markham Lowry
in 1923, awards are made to students who "desire an education but are unable to secure the same
because of a lack of funds."

The Vera A. Milner Endowed Scholar: Funding was established by Belle Turner
Lynch, class of 1961 and a Trustee of Oglethorpe, and her sisters, Virginia T Rezetko and Vera
T. Wells, in memory of their aunt, Vera A. Milner. The scholarship is awarded annually to a fuU-
time student planning to study at Oglethorpe for the degree of Master of Arts in Teaching in
Early Childhood Education. Eligibility may begin in the undergraduate junior year at Oglethorpe.
Qualifications include a grade-point average of at least 3.25, a Scholastic Assessment Test or
Graduate Record Examinadon score of 1100, and a commitment to teaching.

The Virgil W. and Virginia C. MUton Endowed Scholar: Funding was established
through the gifts of their five children. Mr. Milton was a 1929 graduate of Oglethorpe Universit}'
and a former chairman of the Board of Trustees. He received an Honorary Doctor of Commerce
degree from Oglethorpe in 1975. This scholarship is awarded based on the applicant's financial
need, academic achievement, and leadership ability.

The Dr. Keiichi Nishimura Endowed Scholar: Funding was established by his
family in memory of Dr. Keiichi Nishimura, a Methodist minister who served in the poor areas
of Tokyo for over 50 years. The scholarship is awarded to able and deserving international
students and is based on financial need, academic achievement, and leadership potential.

The Oglethorpe Christian Endowed Scholar: Funding was established by a grant
from an Adanta foundation which wishes to remain anonymous. The fund also has received grants
from the Akers Foundation, Inc., of Gastonia, North CaroUna; the Clark and Ruby Baker
Foundation of Adanta; and the Mary and E. P. Rogers Foundation of Atlanta. Recipients must be
legal residents of Georgia and have graduated from Georgia high schools. High school applicants
must rank in the top quarter of their high school classes and have Scholastic Assessment Test
scores of 1100 or more; upperclassmen must have a grade-point average of 3.0. Applicants must
submit a statement from a local minister attesting to their religious commitment, active
involvement in a local church. Christian character, and promise of Christian leadership and
service. The Oglethorpe Christian Scholarship Committee interviews applicants.

The Oglethorpe Memorial Endowed Scholar: Funding was established in 1994 by
combining several existing scholarship funds created over the previous tu'o decades. This fund
also allows persons to establish memorials with amounts smaller than would otherwise be
possible. The following are honored in the Oglethorpe Memorial Endowed Scholarship Fund:

Allen A. and Mamie B. Chappell

Dondi Cobb Memorial

Lenora and Alfred Glancy Foundation

Golden Petrel Memorial

Diane K. Gray

P D. M. Harris

William Randolph Hearst

Anna Rebecca Harwell HUl and Frances Grace Harwell

George A. HoUoway Sr.

Elliece Johnson Memorial

Ray M. and Mary Elizabeth Lee Foundation

The Manning M. Pattillo Jr. Endowed Scholar: Funding was established in 1988 by
the Oglethorpe Nadonal Alumni Associadon from gifts received from many alumni and friends.
Dr. Pattillo was Oglethorpe's 13* president, serving from 1975 until his retirement in 1988. In
recognition of his exemplary leadership in building an academically strong student body and a
gifted faculty, the scholarship is awarded to an academically superior smdent with demonstrated
leadership skills.

The E. Rivers and Una Rivers Endowed Scholar: Funding was established by the
late Mrs. Una S. Rivers to provide for deserving students who qualify for the Oglethorpe
Scholars Award.

The Fred C. Robey Endowed Scholar: Funding was established by Fred C. Robey, a
1997 graduate of Oglethorpe University. This scholarship is awarded based upon financial need
to students enrolled in University College.

The J. Mack Robinson Endowed Scholar: Funding was established by Adanta
businessman J. Mack Robinson. It is awarded to a deserving student who meets the general
qualifications of the Oglethorpe Scholars Award. Preference is given to students majoring in
business administration.

The John P. Salamone Endowed Scholar: This scholarship was established bv Ben
Salamone in honor of his son, John P. Salamone, a graduate of the class of 1986 who died in the
World Trade Center attack on September 11, 2001. The scholarship is awarded annuallv to a
student leader from New Jersey, New York, or Connecticut who is involved, or demonstrates the
potential to be involved, in campus activities such as the intramural program, the athletic program,
etc. Preference is given to a male student from New Jersey.

The Steve and Jeanne Schmidt Endowed Scholar: Funding was established bv jVIr.
and Mrs. Schmidt to support an outstanding student based upon high academic achievement and
leadership in student affairs. Mr. Schmidt, class of 1940, is a former Chairman of the Board of
Trustees and a recipient of an Oglethorpe Honorary Doctor of Laws degree. Mrs. Schmidt is a
member of the class of 1942.

The Timothy P. Tassopoulos Endowed Scholar: Funding was established in 1983 by
S. Truett Cathy, founder of Chick-fil-A Inc., in honor of Timothy P. Tassopoulos, a 1981 graduate
of Oglethorpe University. This scholarship is awarded to individuals who demonstrate academic
achievement and leadership abilit}'.

The Dr. Heyl G. and Ruth D. Tebo Endowed Scholar: Funding was established bv
Dr. and Mrs. Tebo in 1994 to support Georgia residents majoring in chemistry, biology or other
sciences. Preference is given to students who plan to do graduate smdy in medicine, dentistry or
other specialties in the health sciences field. Dr. Tebo is an alumnus of Oglethorpe, class of 1937.

The J. M. TuU Scholar: Funding was established by a gift from the |. M. Tull
Foundation in 1 984. Scholarships are awarded annually to superior smdents with leadership abilit}-
as weU as financial need.

The United Technologies Corporation Endowed Scholar: Funding was established
by a grant from the United Technologies Corporation, Hartford, Connecticut. The fund proxides
scholarship support for able and deserving students who are majoring in science or pursuing a pre-
engineering program. United Technologies Scholars must have at least a 3.2 grade-point average
and leadership ability, as well as financial need.

The Charles Longstreet Weltner Memorial Endowed Scholar: Funding was
established in 1993 by former United States Senator Wychc Fowler Jr., his longtime friend and
colleague. An alumnus of the class of 1948 and trustee of Oglethorpe Universit}', Charles
Weltner was Chief Justice of the Supreme Court of Georgia at the time of his death in 1 993. He
was the recipient of the "Profile in Courage" award in 1991 and a recipient of an Oglethorpe
Honorary Doctor of Humane Letters degree. He was a tireless advocate for equal rights for
minorities and, while serving in the United States House of Representatives, was the only
congressman from the Deep South to vote for the Civil Rights Act of 1964. Weltner Scholarships
are awarded annually to selected Oglethorpe students who are residents of the State of Georgia
with financial need, satisfactory academic records, and, to the extent allowed by law, of African-
American descent. At the donor's request, the amount of the scholarship award to any recipient
is to be no more than one-half of fuU tuition in order to encourage student recipients to work
to provide required additional funds.

The L. W. "Lefty" and Frances E. Willis Endowed Scholar: Funding was
established by the family of the late L. W. "Lefty" Willis, class of 1925. Preference will be given
to outstanding students who are pursuing a pre-engineering program. This award is based on
academic achievement, leadership abiUt}', and financial need.

The Vivian P. and Murray D. Wood Endowed Scholar: Funding was established by
gifts from Mr. and Mrs. Murray D. Wood. Mr. Wood is a former vice chairman of the Board of
Trustees and former chairman of Oglethorpe University's Campaign for Excellence. Scholarship
preference is given to superior students who are majoring in accounting.

The David, Helen, and Marian Woodward Endowed Scholar: Funding was
established by grants from the David, Helen, and Marian Woodward Fund of Atianta to provide
assistance to students who meet the criteria for an Oglethorpe Scholars Award. The award is based
upon superior academic achievement, leadership potential, and financial need.

The Louise H. Woodbury Endowed Scholar: Funding was established by the late
Mrs. Louise H. Woodbury. Scholarship preference is given to a worthy student in need.

Annual Scholarships

The BCES Foundation Urban Leadership Scholar: Funding is provided annuaUv
for a sophomore, junior, or senior who is enrolled in the Rich Foundation Urban Leadership
Program.

First Families of Georgia (1733 to 1797) Annual Scholar: Funding is awarded to an
academically superior senior majoring in history. First Families of Georgia is a society- whose
members are able to document their descent from early settiers of the State of Georgia.

The Wilson P. Franklin Annual Scholar: Funding is awarded to a deser\'ing student.
Mr. Franklin, class of 1939, established this scholarship with a gift in 1995.

The Mack A. Rikard Annual Scholar: Funds were established in 1990 by Mr. Mack
A. Rikard, class of 1937 and a former Trustee of the University. He received an honorary Doctor
of Commerce degree from Oglethorpe in 1 992. Funds are awarded to able and deserving students
who meet certain criteria. The criteria are flexible, with consideration being given to a number of
factors, including without limitation academic achievement, leadership skills, potential for success,
evidence of propensity for hard work, and a conscientious application of abilities. Recipients must
be individuals born in the United States of America and are encouraged, at such time in their
business or professional careers when financial circumstances permit, to pro\ide from their own
funds one or more additional scholarships to worthy Oglethorpe students.

The Lettie Pate Whitehead Foundation Scholar: Grants have been made annually
for a number of years to Christian women from the Southeastern states who are deser\ing and in
need of financial assistance.

Endowed Professorships and Lecture Series

Frances I. Eeraerts Professor of Foreign Language: This professorship was
established in 1 997 by a bequest from the estate of Miss Eeraerts, a non-traditional student who
graduated in 1976.

Milner Professor of Education: The Milner Professorship was established in 1988 by
the Vera A. Milner Charitable Trust. The trustees of the Milner Trust, Belle Turner Lynch, class
of 1961, Virginia Turner Rezetko, and Vera Turner Wells, created the professorship in honor of
their aunt. Vera A. Milner. The holder of the professorship is a scholar in early childhood
education.

Manning M. Pattillo Jr. Professor of Liberal Arts: This professorship was
established in 1991 through the generosit}' of Miriam H. and John A. Conant and the John H. and
Wilheknina D. Harland Charitable Foundation in honor of Dr. Pattillo, the 13* president of
Oglethorpe from 1975 to 1988. The professorship honors the work of an outstanding faculty-
member. A new Pattillo Professor is chosen every two years.

The Mack A. Rikard Chair in Business Administration and Economics and
Lecture Series: The Mack A. Rikard Chair supports a scholar in business administration or
economics, advancing Mr. Rikard's own interest in the free enterprise system. The chair also
coordinates the Rikard Lecture Series, aimed at helping college students understand current issues
in business. Established in 1991 by Mr. Rikard, a 1937 alumnus and an honorary degree recipient,
the lectures bring to campus guest speakers who are recognized leaders in their professions. The
series is intended to foster in students a particular appreciation of economics.

Endowed Prize Funds

The Lu Thomasson Garrett Annual Award for Meritorious Teaching: This prize
was created in 1994 through the generosit}' of Mr. and Mrs. David (Lu La Thomasson) Garrett.
The late Mrs. Garrett was a 1952 graduate, an Oglethorpe honorary degree recipient, and member
emerita of the Board of Trustees. The prize is awarded annually to an outstanding faculr\' member
selected by a committee of his or her peers.

The Anne Rivers Siddons Award: This fund was endowed by Anne Rivers Siddons,
the celebrated novelist, former member of the Board of Trustees, Oglethorpe honorarv degree
recipient, and daughter of L. Marvin Rivers, a 1928 graduate. The prize is awarded annuaUv to a
graduating senior majoring in English who has submitted the best work of short fiction.

Special Purpose Named Endowed Funds

The Herman Daughtry Fund: This fund was established in 1980 by a gift from the
Daughtry Foundation. It provides support for professional travel and scholarship bv the President
and for special projects relating to the Office of the President.

The Grenwald Faculty Salary Endowment: This fund was established in 1991 bv a
bequest from Edward S. Grenwald. Mr. Grenwald was a law professor before coming to Adanta
to engage in the private practice of law. He served as a member of the Oglethorpe Universin'
Board of Visitors and of the Board of Trustees. The fund is part of the Universirv s permanent
endowment and, at Mr. Grenwald's request, used primarily for the enhancement of facult\- salaries.

The Eugene W. Ivy Endowment Fund: Established bv planned gifts from Mr. l\-\\ a
1949 graduate of Oglethorpe, the Fund provides unrestricted income to the Universin".

The National Endowment for the Humanities Core Curriculum Endowment: In

1996, Oglethorpe Universit}' was awarded a challenge grant in the amount of 5300,000, which
enabled the University to raise a total of $1.1 million for an endowment to support the Core
Curriculum and library purchases for the Core.

The Cemal and Armagan Ozgorkey Entrepreneurial Endowment Fund: Created
in 2001 by Cemal, class of 1984, and Armagan, class of 1985, Ozgorkey, the fund supports
entrepreneurial acdvities in the Division of Economics and Business Administradon. Such
acdvities include residencies by guest entrepreneurs and business plan competidons.

The Pattillo Faculty Lounge Endowment Fund: Created in 2000 by the PatdUo
Family Foundation in honor of Manning M. PatdUo Jr., the 13"^^ president of Oglethorpe, this
fund provides a permanent source of funds to maintain and improve the Facult}' Lounge on the
third floor of Hearst Hall.

The Garland Pinholster Fund for Academic and Athletic Excellence: The fund
was established in 1995 by friends and admirers in honor of Mr. Pinholster, who served as Athletic
Director and Head Basketball Coach from 1956 to 1966. Mr. Pinholster received an honorary
Doctor of Humane Letters from Oglethorpe in 2004. The fund provides incremental funding
beyond the Athletic Department's normal operating budget.

The Rich Foundation Urban Leadership Program Endowment: Established in
1996 by the Rich Foundation, this endowment provides funding for the Rich Foundation Urban
Leadership Program, a certificate program that challenges its participants to pursue their
leadership potential while utilizing the cit}' of Atianta as a living laboratory.

The Philip Weltner Endowment: This fund was created in 1981 by memorials to Dr.
Philip Weltner, the sixth president of Oglethorpe. Earnings from the fund support instruction in
"human understanding, citizenship, and communit}' service," three of the pillars of the
Oglethorpe curriculum during the Weltoer years, 1944 to 1953.

Student Emergency Loan Funds

The Olivia Luck King Student Loan Fund provides short-term loans to enrolled
smdents from Georgia. Her husband, Mr. C. H. King of Marietta, Georgia, established the fund
in memory of Mrs. King. Mrs. King was a member of the class of 1942, and Mr. King received
his master's degree from Oglethorpe in 1936.

The David N. and Lutie P. Landers Revolving Loan Fund pro\ades short-term
loans for needy and deserving students. The fund was established by a bequest from the estates
of Mr. and Mrs. Landers of Atianta.

The Steve Najjar Student Loan Fund provides short-term loans and financial
assistance to deserving Oglethorpe smdents. The fund was established in memory of Mr. Najjar,
who, with his aunt "Miss Sadie" Mansour, operated the Five Paces Inn, a family business in the
Buckhead section of Atianta. The Five Paces Inn was a popular establishment for Oglethorpe
smdents for many years. A number of Oglethorpe alumni, especially students in the late 1950s and
early 1960s, established this fund in Mr. Najjar's memory.

Tuition and Costs

Fees and Costs

The fees, costs, and dates listed below are for 2004-05. Financial information for 2005-
06 will be available in early 2005.

The tuition charged by Oglethorpe University represents only 63 percent of the actual
expense of educating each student, the balance coming from endowment income, gifts, and other
sources. Thus, every Oglethorpe undergraduate is the beneficiary of a hidden scholarship. At the
same time, 90 percent of the students are awarded additional financial assistance in the form of
scholarships, grants, and loans from private, governmental, or institutional sources.

The tuition is $10,450 per semester. Room and board (subject to size and location) is
$3,550 per semester. Students who desire single rooms are assessed $4,455 for room and board.

The tuition of $10,450 is applicable to all students taking 12-17 semester hours. These
are classified as full-time smdents. Students taking less than 12 semester hours are referred to the
section on Part-Time Fees. Students taking more than 17 hours during a semester are charged
$410 for each additional hour. Payment of tuition and fees is due three weeks prior to registration
each semester. Failure to make the necessary payments will result in the cancellation of the
student's registration. Students receiving financial aid are required to pay the difference between
the amount of their aid and the amount due by the deadline. Students and parents desiring
information about various payment options should request the pamphlet "Payment Plans." New
students who require on-campus housing for the fall semester are required to submit an advance
deposit of $300 of which $200 is a damage deposit for the room and $100 is an advance deposit
applied to student fees. New commuting students are required to submit an advance deposit of
$100. Such deposits are not refundable. However, the deposit is credited to the student's account
for the faU semester.

Upon payment of the room and board fees, each student is covered by a Student
Accident and Sickness Insurance Plan. Coverage begins on the day of registration. Full-time
students residing off campus may purchase this insurance for $139 per year. International
students, students participating in any intercollegiate sport and students participating in intramural
football or basketball are required to have this medical coverage or its equivalent. (Insurance rates
are subject to change.)

In addition to tuition and room and board charges, students mav be required to
subscribe to the following:

1. Damage Deposit: A $200 damage deposit is required of all resident students. The
damage deposit is refundable at the end of the academic year after any charge for
damages is deducted. Room keys and other University propert^" must be returned and
the required checkout procedure completed prior to issuance of damage deposit
refunds. Smdents who begin in the spring semester also must pav the $200 damage
deposit.

2. Graduating Senior: Degree completion fee of $95.

3. Science Laboratory Fee: An $85 fee is assessed for each laboratorv course taken.

4. Art Fee: A $65 fee is assessed on certain art courses. Courses requiring a fee will be
noted in the semester class schedule.

FuU-Time Fees - 2004-05

Full-time on-campus student:
FaU, 2004

Tuition $10,450

Room & Board 3,550

Damage Deposit 200

Activity Fee 50

Advance Deposit 100

Full-time commuting student:
FaU, 2004

Tuition $10,450

Activity Fee 50

Advance Deposit 100

Spring, 2005

Tuition $10,450

Room & Board 3,550

Damage Deposit —

Acdvity Fee 50

Advance Deposit —

Spring 2005

Tuition $10,450

Activity Fee 50

Advance Deposit -

These schedules do not include the extra cost of single rooms, books and supplies
(approximately $700 per year), or travel and personal expense. All fees are subject to change.
Please inquire with the Business Office for a complete Fee Schedule and for 2004-2005 fees.

Part-Time Fees - 2004-2005

Students enrolled part-time in day classes during the fall or spring semesters will be
charged $855 per credit hour. This rate is applicable to those students taking 11 semester hours or
less. Students taking 12 to 17 hours are classified full-time. Please inquire with the Business
Office for a complete Fee Schedule.

Institutional Refund Policy

The establishment of a refund policy is based on the Universit}''s commitment to a fair
and equitable refund of tuition and other charges assessed. VCTiile the Universit}' advances this
policy, it should not be interpreted as a policy of convenience for students to take Ughtiy their
responsibilit}' and their commitment to the Universit}'. The UniversiU' has demonstrated a
commitment by admitting and providing the necessary programs and expects students to
reciprocate that commitment.

If a student must withdraw from a course or from the Universit}^, an official withdrawal
form must be obtained from the Registrar's Office and correct procedures followed. The date that
wiU be used for calculation of a refund for withdrawal or Drop/Add will be the date on which the
Registrar receives the official form signed by aU required personnel. AH students must follow the
procedures for withdrawal and Drop/Add in order to receive a refund. Students are reminded that
aU changes in their academic programs must be cleared through the Registrar; an arrangement
with an instructor will not be recognized as an official change of schedule.

This policy has direct implications for students recei\'ing benefits from the \'^eterans
Administration and other federal agencies as these agencies must be notified when a student
withdraws or otherwise ceases to attend class. This may result in a decrease in payments to the
student. See Drop and Add and Withdrawal from the Universit)' in the Academic Regulations and
Policies section of this B////eti/i.

Since the University does not retain the premium for insurance coverage, it will not be
refunded after registration day. Since room and board services are consumed on a daily basis,
during the period when tuition is to be refunded on a 100 percent basis, the room and board
refund wiU be prorated on a daily basis. After the 100 percent tuition refund period, room and
board refunds revert to the same schedule as tuition refunds. All other fees except the advanced
deposit are subject to the refund schedule as established by the Business Office.

Return of Title IV Funds Policy

If a smdent completely withdraws from Oglethorpe Universit}' during the first 60
percent of the payment period and has received federal student financial assistance, the school
must calculate the amount of federal funds the student "did not earn." This process is required
to determine if the school and/or the student must return funds to the federal programs.

The percentage "not earned" is the complement of the percentage of federal funds
"earned." If a student withdraws completely before completing 60 percent of the payment period,
the percentage "earned" is equal to the percentage of the payment period that was completed. If
the smdent withdraws after completing 60 percent of the payment period, the percentage earned
is 100 percent. If the smdent has received more federal assistance than the calculated amount
"earned," the school, or the student, or both, must remrn the unearned funds to the appropriate
federal programs.

The school must remrn the lesser of: the amount of federal funds that the smdent does
not earn; or, the amount of instimtional costs that the student incurred for the payment period
multiplied by the percentage of funds "not earned." The smdent must remrn (or repay, as
appropriate) the remaining unearned federal funds. An exception is that smdents are not required
to remrn 50 percent of the grant assistance received that is their responsibilitjf to repay.

It should be noted that the Institutional Refund Policy and the federal Return of
Title IV Funds Policy (R2T4) are separate and distinct. Smdents who completely withdraw after
Oglethorpe's refund period has passed and before the 60 percent point of the payment period mav
owe a balance to the University previously covered by federal aid. The withdrawal date used in the
R2T4 calculation varies depending on the individual smdent's simation. Smdents receiving federal
assistance are advised to consult the Office of Financial Aid before initiating the withdrawal
process to see how these new regulations will affect their eligibilit}^

Smdent financial aid refunds must be distributed in the following order by federal
regulation:

1 . Federal Unsubsidized Stafford Loans

2. Federal Subsidized Stafford Loans

3. Federal Perkins Loan Program

4. Federal PLUS loans

5. Federal Pell Grant Program

6. Federal SEOG Program

7. Other federal aid programs

Financial Obligations

A student who has not met all financial obligations to the Universit)' will not be aUowed
to register for courses in subsequent academic sessions; he or she will not be allowed to receive a
degree from the Universit}^; and requests for transcripts will not be honored.

Oglethorpe University retains the right to assess finance charges and /or late fees when
a student's account is past due. In the event a student defaults on pavment of his or her account,
Oglethorpe retains the right to turn the account over to a third-part}' collection agency. Any cost
of collections will be the responsibilit}' of the student.

Student Affairs

Orientation

Oglethorpe University provides entering students with the opportunit}' to make a
successful adjustment to college. The University community's tradition of close personal
relationships results in an orientation program that fosters the development of these relationships
and provides much needed information about the University.

Throughout orientation information is disseminated which acquaints smdents with the
academic program and the extracurricular life of the campus communit}-. To supplement the
student's orientation experience, the course Fresh Focus is required for all entering first vear
students during the first semester. For a description of Fresh Focus, please see the Educational
Enrichment section of this Bulletin.

Beginning in Summer 2004, Oglethorpe University will schedule one-day sessions to
familiarize smdents with the Oglethorpe campus and facilitate the transition to college life. The
Office of Student Affairs, in collaboration with the Office of Admission and the Provost and
Senior Vice President, organizes both the summer orientation sessions and fall orientation to
celebrate the induction of students into the Oglethorpe community.

International Student Services

The Office of Admission in Lupton Hall and the Office of Smdent Affairs, which is
located in the Emerson Student Center, work together to meet the needs of international smdents.
Through a specially designed orientation program and ongoing contacts, the new international
smdent is assisted in the process of adjustment to life at an American college. Special tours, host
family programs, and social occasions are available to ensure that smdents can benefit fuUv from
cross-culmral experiences. The International Smdent Advisor helps smdents with questions related
to their immigration stams.

Housing and Meals

The residence halls are available to all full-time day smdents. There are single gender and
co-ed residence halls. A housing staff of Resident Assistants and housing professionals supervise
each residential area. All freshmen not living at home with a parent or legal guardian are required
to live on campus. Beginning in the Fall 2005 Semester, all sophomores not li^^ng at home with
a parent or legal guardian are required to live on campus.

All smdents living in the residence halls are required to participate in a Universit\' meal
plan. Meals are served in the Emerson Smdent Center. Nineteen meals are served each week and
three different meal plan options are available. Two of these options include flex dollars which
may be used at the Oglethorpe Cafe in Goodman Hall. No breakfast is served on Samrdav,
Sunday, or holidays. Instead, a brunch is served from mid-morning until early afternoon. An
evening meal is also served on these days.

In addition to the residence halls, there are six Greek houses that accommodate some
members of four fraternities and two sororities.

Health Services

The Center for Counseling and Health Services is staffed by a registered nurse, a part-
time clinic physician, and a licensed psychologist. The center operates on a regular schedule
during weekdays when classes are in session and provides basic first aid and limited medical
assistance for students.

In the event additional or major medical care is required, or for emergencies, the
student-patient will be referred to medical specialists and hospitals in the area with which the
health service maintains a working relationship.

When it is determined that a student's physical or emodonal health is detrimental to his
or her academic smdies, group-Living situation, or other reladonships at the Universit}' or in the
community, the student will be required to withdraw. Re-admission to the Universit}' will be
contingent upon acceptable verification that the student is ready to return. The final decision will
rest with the University.

All resident students subscribe to a Student Accident and Sickness Insurance Plan
provided through the Universit)'. Full-time students Living off campus may purchase this
insurance. International smdents and students participating in aU intercollegiate sports and
intramural football are required to enroll in the Insurance Plan or have equivalent coverage. A
brochure is available at the Center for Counseling and Health Services that describes the coverage
provided by the plan.

Counseling and Personal Development

Counseling and referrals for professional services are available to students experiencing
a variet)' of personal or social problems. The Center for Counseling and Health Services, staffed
by a licensed psychologist and assistants, offers individual and group therapy. Special outreach and
consultation programs are conducted on campus to provide information and promote
development in leadership skills, interpersonal relationships, sexual abuse, eating disorders, and
substance use, among others. The center also offers assistance to students encountering academic
difficulties. Time management, test anxiety and stress reduction, and study skills are programs
designed to tackle such issues.

Student Rights and Responsibilities

Among the enumerated rights of Oglethorpe Universit}' students are freedom of
expression and peacefiil assembly, the presumption of innocence and procedural fairness in the
administration of discipline, and access to personal records.

As members of the Oglethorpe communit}?, students are responsible for maintaining
high standards of conduct and respecting the privacy and feelings of others and the propert}- of
both smdents and the Universit}'. Smdents are expected to display behavior that is not disruptive
of campus life or the surrounding communit}'. They represent the Universit}' off campus and are
expected to act in a law-abiding and mature fasliion. Those whose actions show that thev have not
accepted this responsibility may be subject to disciplinary action as set fordi in the Universit}''s
smdent handbook. The O Book.

The O Book

The O Book is the smdent's guide to Oglethorpe Universit}'. It contains thorough
information on the history, customs, traditional events, and ser^'ices of the Universit}; as well as
University regulations. It also contains the full texts of the Oglethorpe Universit}' Honor Code,
the E-mail and Computer Use Policy and the Constimtion of the Oglethorpe Smdent Association.
This handbook outlines the policies for recognition, membership eligibUit\', and leadership
positions for campus student organizations and publications.

Student Role in Institutional Decision Making

Student opinions and views play a significant role in institutional decisions affecting their
interests and welfare. A comprehensive standardized student opinion survey is administered to
students annually. In addition there is the Core Survey administered in core courses, as well as the
Course Assessment in all courses and the Advising Assessment which all students are asked to
complete. Students serve on key academic committees such as the Commencement Committee,
the Core Curriculum Committee, the Experiential Education Committee, the Round Tables
Committee, and the Teacher Education Council.

Particularly important is the role of elected student government representatives in this
process. The president along with selected other officers of the Oglethorpe Student Association
meet regularly each semester with the University's senior staff to discuss smdent body concerns.
At least twice each year student government representatives meet with the Campus Life
Committee of the Board of Trustees. In addition, the Oglethorpe Student Association
collaborates with the President of the University and the senior staff in sponsoring periodic "town
meetings" to which all students are invited.

Oglethorpe Student Association

The Oglethorpe Student Association is the guiding body for student life at Oglethorpe
University. The O.S.A. consists of three elected bodies: an executive council, composed of a
president, two vice presidents, parliamentarian, secretary, treasurer, and presidents of the four
classes; the senate, chaired by a vice president, and composed of four senators from each class;
and, the programming board, chaired by a vice president and composed of the freshman class
president, one senator from each class, and three elected representatives from each class. All three
bodies meet regularly and the meetings are open to the public. The O.S.A. administers a student
activity fee that is assessed to all full-time day students. Additional information can be obtained
from the O.S.A. Office or the Student Center Office located on the lower level of the Emerson
Student Center. The address is Oglethorpe Student Association, 3000 Woodrow \Xav, N.E.,
Adanta, GA 30319-2797.

Student Organizations

Valuable educational experience may be gained through active participation in approved
campus activities and organizations. All students are encouraged to participate in one or more
organizations to the extent that such involvement does not deter them from high academic
achievement. Smdents are encouraged especially to join professional organizations associated \nth
their interests and goals.

Eligibility for membership in student organizations is limited to currendv enrolled
students. To serve as an officer of an organization, a student must be enrolled full time and mav
not be on academic or disciplinary probation.

Recognized Student Organizations

Alpha Chi — National Academic Honorary
Alpha Phi Omega - National (Coed)

Service Fraternity
Alpha Psi Omega — Drama Honorary
Amnesty International
Atlanta YAD: Jewish Student Union
Beta Omicron Sigma - Business Honorary
Black Student Caucus
Le Cercle Fran^ais — French Club
Chi Alpha Sigma - National CoUege Athlete

Honor Society
Circle K

CoUege Democrats
College Republicans
ECOS — Environmentally Concerned

Oglethorpe Smdents
Fellowship of Christian Athletes
Feminist Majority Alliance
Film Club
International Club
Interfraternity Council
Oglethorpe Ambassadors
Oglethorpe Dancers
Oglethorpe YAD —Jewish Student

Organization
Omicron Delta Kappa — National

Leadership Honorary
Order of Omega — Greek Honor Society"
OU Cheerleaders
OU Dancers
OUTlet - Smdents Against Homophobia

Panhellenic Council

Phi Alpha Theta - National History

Honorary
Phi Beta Delta — Honor Society for

International Scholars
Phi Delta Epsilon — International Medical

Society
Phi Eta Sigma — Freshman Academic

Honorary
The Playmakers — Oglethorpe University

Theatre
Psi Chi - National Psychology Honorary
Psychology and Sociology Club
Rho Delta

Rho Lambda — Panhellenic Honorary
Sigma Pi Sigma — National Physics

Honorary
Sigma Tau Delta — National English

Honorary
Sigma Zeta — National Science Honorary
Society of Physics Smdents (SPS)
ThaUan Society — Philosophical Discussion

Group
The Stormy Petrel— Smdent Newspaper
The Tower — Literary Magazine
The Yamacraiv — Yearbook
Ultimate Frisbee
University Accounting Society
University Chorale
University Singers

Fraternities and Sororities

The Greek community at Oglethorpe is made up of four fraternities and three
sororities. The fraternities are Chi Phi, Delta Sigma Phi, Kappa Alpha Order, and Sigma Alpha
Epsilon. The sororities are Alpha Sigma Tau, Chi Omega, and Sigma Sigma Sigma.

These organi2ations contribute positively to campus life by providing a variet}' of
leadership, service, and social opportunities for students. Membership in these organizations is
voluntary and subject to guidelines established by the Interfraternity Council, the Panhellenic Council,
and the Assistant Director for Residential Services and Greek Affairs. The fraternit\' and sorority
recruitment process takes place early in the fall semester.

Athletics

At Oglethorpe University the students who participate in intercollegiate athletic
competition are considered to be smdents first and athletes second. The Universit}' is an active
member of the Southern CoUegiate Athletic Conference (SCAC) and Division III of the National
CoUegiate Athletic Association (NCAA). Members of Division III may not award financial aid
(other than academic honor awards) to any student-athlete, except upon a showing of financial
need by the recipient. Oglethorpe provides a program of Oglethorpe Scholars Awards, which is
described in the Financial Assistance section of this bulletin. Many students who are interested in
sports and are superior academically do qualify for this form of assistance.

The University offers intercollegiate competition in basketball, basebaU, soccer, cross-
country, tennis, golf, and track and field for men; and in soccer, basketball, volleyball, cross-
country, tennis, golf, and track and field for women. The Stormy Petrels compete against other
SCAC schools, including Trinity University, MiUsaps College, Rhodes College, The University' of
the South, Southwestern University, Hendrix CoUege, Centre College, DePauw University', and
Rose-Hulman Institute of Technology. The Petrels also challenge teams from schools outside the
SCAC, such as Emory University and Washington and Lee University.

Intramural and Recreational Sports

In addition to intercollegiate competition, an array of intramural and recreational sports
is offered. There are opportunities for aU students to participate in physically and inteUecmaUv
stimulating activities. Four competitive team sport seasons are offered in which men and women
can compete in flag football, volleyball, basketball, wiffle ball, and ultimate frisbee. There are also
several short seasons or tournaments in soccer, softball, field hockey, lacrosse, bocce, chess, and
sand volleyball. In addition, aerobics, weight training, dance and fencing classes are also offered at
the Steve Schmidt Sport and Recreation Center.

Cultural Opportunities on Campus

There are numerous cultural opportunities for students outside die classroom, such as
concerts, theatrical productions, and lectures by visiting scholars. The Mack A. Rikard lect\ires
expose students to leaders in business and other professions. The University Singers perform
several times during the year, including seasonal events, often featuring guest artists. The
Oglethorpe Universit}' Museum of Art, on the third floor of Philip Welmer Library, sponsors
exhibitions as well as lectures on associated subjects and occasional concerts in the museum. The
Playmakers, Oglethorpe University Theatre, also stage four productions each year in die Conant
Performing Arts Center. Two annual events, the Oglethorpe Night of the Arts and International

Night, provide a showcase for campus talent. The former presents student literary, musical, and
visual arts talent. The latter features international cuisine and entertainment. The Georgia
Shakespeare Festival, located permanently on the Oglethorpe campus, has a summer and fall
schedule of performances that is also a valuable cultural asset to the Oglethorpe communit}'.

Opportunities in Atlanta

Oglethorpe is located eight miles from downtown Adanta and just two miles from the
city's largest shopping center. A nearby rapid transit station makes transportation quick and
efficient. This proximity to the Southeast's most vibrant cit}' offers students a great variet\' of
cultural and entertainment oppormnities. There are numerous excellent restaurants and clubs in
nearby Buckhead. Downtown Adanta offers major league professional baseball, football, ice
hockey, and basketball to sports fans as well as frequent popular concerts. The Adanta Symphony
Orchestra performs from September through May in the Woodruff Arts Center. The Adanta
Ballet and the Adanta Opera perform periodically at the Fox Theater which also presents musical
theater and various concerts. The Alliance Theatre Company and many smaller companies present
productions of contemporary and classical plays. The High Museum of Art hosts major traveling
exhibitions in addition to its permanent collection. The Office of Student Affairs sponsors a series
of field trips called AdantOUrs to museums, theater and dance programs, and places of cultural
and historical interest in the metropolitan Adanta area.

Policy on Discriminatory and Sexual Harassment

Oglethorpe Universit)- values the dignit}' of the individual, human diversity-, and an
appropriate decorum for members of the campus communit}'. Harassing behavior interferes with
the work or smdy performance of the individual to whom it is addressed. It is indefensible when
it makes the work, study or living environment hostile, intimidating, injurious or demeaning.

It is the policy of the Universit}' that smdents and employees be able to work, smdv,
participate in activities and live in a campus community free of unwarranted harassment in the
form of oral, written, graphic or physical conduct which personally frightens, intimidates, injures
or demeans another individual. Discriminatory harassment directed against an individual or group
that is based on race, gender, religious belief, color, sexual orientation, national origin, disabilit}' or
age is prohibited. Discriminatory harassment is defined as unwelcome oral, written, or physical
conduct directed at the characteristics of a person or group such as negative name calling and
imitating mannerisms, slurs, graffiti, or the physical act of aggression or assault upon another
which interferes with the individual's employment or education, or creates an intimidating, hostile
or offensive employment or educational environment.

In addition, sexual harassment of a student bv another student, of a smdent by an
employee, of an employee by a smdent, or of an employee by another employee will not be
tolerated and is prohibited. Any unwelcome sexual advance, requests for sexual favors, ^'erbal or
physical conduct of a sexual nature, or any verbal conduct that might be construed as a sexual slur
that: 1) interferes with performance or creates a hostile, offensive, or intimidating en^^ronment
and/or 2) is an expressed or implied condition imposed bv a faculty' member for evaluation or
grading a student, or by an employee for evaluating job performance or advancement of a
subordinate or colleague, wiU be viewed as misconduct.

Grievance Procedures

Oglethorpe University has adopted an internal grievance procedure providing for the
prompt and equitable resolution of complaints alleging any action prohibited by regulations under
Tide VI, Tide VII, Tide IX, Section 504, the Age Discrimination Act, and the Americans with
Disabilities Act. The following Universit}' officials have been designated to respond to allegations
regarding violation of any of these regulations: the Vice President for Student Affairs (Mr.
Timothy Doyle, Emerson Student Center, (404) 364-8336), the Provost and Senior Vice President
(Dr. Christopher Ames, Lupton Hall, (404) 364-8317), the Director of Human Resources (Ms.
Carol E. Carter, Lupton Hall, (404) 364-8325), or the University Psychologist and Director of the
Counseling Center (Dr. Bonnie L. Kessler, Emerson Student Center, (404) 364-8456).

Complaints alleging misconduct as defined in this poHcy on discriminatorv and sexual
harassment should be reported within 90 days of the alleged offense. Complainants may seek
informal or formal resolution. All complainants must complete a written Discriminator}'
Harassment Incident Report which may be obtained from any of the aforementioned officials.

Complainants are encouraged to explore informal resolution before fULng a formal
complaint. Informal resolution focuses on communication, education, and resolution while
formal procedures focus on investigation and discipline. Informal complaints will be resolved
within 15 working days with a written resolution given to each of the parties involved. If the
situation results in an impasse, the complainant will be given a notice of impasse within 15
working days from the fiHng of the incident. If a notice of impasse is given and the complainant
wishes to file a formal written complaint, the complainant must do so within 30 working days of
the date of notice of impasse unless a waiver in filing time is requested.

WTien a formal complaint is filed an investigation will be initiated. The alleged harasser
will be given 10 days to provide a signed response to the requesting official. A copy wlU be
provided to the complainant. If the alleged harasser falls to respond, the presumption wUl be
made that the allegation(s) in the complaint are true. A written determination will be issued to the
complainant within 60 working days of the receipt of the formal written complaint. If the
procedure requires an extension of time, the complainant wiU be informed in writing of the
reasons, the status of the investigation, and the probable date of completion.

If the complainant disputes the findings or is dissatisfied with the recommendations, the
complainant may request reconsideration of the case to the president, Larry D. Large, in writing
within 45 working days of receipt of the written determination. Complainants also have the right
to fde with the appropriate state or federal authorities under Tide VI, Tide VII, Tide IX, Section
504, the Age Discrimination Act, and the Americans with Disabilities Act.

Cases that may require disciplinary action wiU be handled according to the established
discipline procedures of the Universit}'. Smdent organizations in \'iolation of this policy may be
subject to the loss of Universit}' recognition. Complainants shall be protected from unfair
retribution.

Nothing in this policy statement is intended to infringe on the indi\Tidual rights, freedom
of speech, or academic freedom provided to members of the Oglethorpe communitv The
scholarly, educational, or artistic content of any written or oral presentation or inquiry shall not
be limited by this policy. Accordingly, this provision wiU be liberally construed but should not be
used as a pretext for violation of the policy.

Honors and Awards

These awards are presented at Commencement or at the Honors and Awards
Convocation:

Donald C. Agnew Award for Distinguished Service: This award is presented
annually by members of the Oglethorpe Student Associadon and is chosen by that body to honor
the person who, in their opinion, has given disdnguished service to the Universit}'. Dr. Agnew
served as President of Oglethorpe University? from 1 957 to 1 964.

Alpha Chi Award: This is an annual award made to the member of the sophomore
class who best exemplifies the ideals of Alpha Chi in scholarship, leadership, character, and
service.

Alpha Phi Omega Service Award: This award is presented by Alpha Phi Omega
fraternit}' to the student, faculty; or staff member who best exemplifies the organization's three-
fold purposes of leadership, friendship, and service.

Alpha Psi Omega Rookie Award: This award is presented annuaUv to the outstanding
new member of The Playmakers.

Art Awards of Merit: These are presented to students who have displayed excellence
in photography, sculpture, painting and drawing.

Leo BUancio Award: This award, created in memory of Professor Leo Bilancio, a
member of the Oglethorpe history facult}' from 1958 to 1989, was established by the Oglethorpe
Student Association and is presented to a graduating senior who has been an outstanding student
of history.

Mary Whiton Calkins and Margaret Floy Washburn Awards: Outstanding seniors
majoring in psychology are honored with these awards.

Chiaroscuro Juried Art Show Awards: These awards are presented to the artists who
submit the best drawings, sculpture, photographs, and paintings to the annual student art show
sponsored by Chiaroscuro, a club that supports the arts on campus.

The Chanda Creasy Music Prize (University Singers of the Year): Given annually
to one male and one female member who, in the opinion of the conductor, has made invaluable
contributions to the organization and whose musical achievements and commitment has been of
the highest order. The award is a cash prize, a personal plaque, plus their names listed on a master
plaque in the University Singers rehearsal room.

Deans' Award for Outstanding Achievement: This award is presented annually to a
campus club, organization, or society which, in the opinion of the Vice President for Student
Affairs and the Provost and Senior Vice President, has contributed most to Universit)' life.

Financial Executives Institute Award: This award is presented annually by the
Adanta Chapter of The Financial Executives Institute to students who have demonstrated
leadership, superior academic performance, and potential for success in business administration.

Georgia Society of Certified PubUc Accountants Certificate of Academic
Excellence: This award is presented annually to the accounting major who has the highest overall
grade-point average.

Intramural Sports Awards: These awards are presented to the leading teams and
individual athletes in men's and women's intramural competition.

Sidney Lanier Prize: This award is given yearly to the student, or students, submitting
excellent poetry to campus publications.

LeConte Award: The most outstanding student graduating with a major in one of the
natural sciences or mathematics, as determined by the faculty in the Division of Natural Sciences,
is recognized with this award.

Leader in Action Award: The Leader in Action Award is presented to the student who
best exemplifies the ideals of the Rich Foundation Urban Leadership Program.

Charles M. MacConnell Award: This award honors a former member of the faculty
and is presented by the sophomore class to the senior who, in the judgment of the class, has
participated in many phases of campus life without having received full recognition.

Metropolitan Atlanta Phi Beta Kappa Alumni Association Award: This award is
given to the outstanding graduating senior in the Honors Program.

The James Edward Oglethorpe Awards: Commonly called the "Oglethorpe Cups,"
these are presented annually to the man and woman in the graduating class who, in the opinion of
the faculty, have excelled in both scholarship and service.

Oglethorpe Poet Laureate: This award was first instituted by Mrs. Idalee Vonk, wife
of former President Paul Vonk, and is an honor that is bestowed upon a freshman, sophomore,
or junior who presents the best written work to The Tower for competition.

Omicron Delta Kappa Emerging Leader Award: This award is made by Omicron
Delta Kappa to the student in the freshman class who most fully exemplifies the ideals of this
organization.

Order of Omega Outstanding Sophomore Award: This award is presented by the
Order of Omega, a national Greek honor society', to the sophomore who best exemplifies the
principles of Greek life.

Outstanding Male and Female Varsity Athletes of the Year Award: These awards
are made annually to the outstanding male and female students participating in varsit}' sports.

Outstanding Improvement in French Studies: This award honors the student who
demonstrates excellence and dedication in French studies.

Outstanding Mathematics/Computer Science Senior Award: This award
recognizes the most exceptional senior majoring in either mathematics or mathematics and
computer science.

Outstanding Politics Senior Award: This award is given annually to die graduating
senior who, in the judgment of the facult}', does the most sophisticated work in upper-level classes
within the discipline.

Outstanding Sociology Senior Aw^ard: The outstanding senior majoring in sociologv
is honored with this award.

Pattillo Leadership Award: The President of the Universirv presents this prize to a
graduating student who has excelled in leadership accomplishments. The award is named for the
13* President of Oglethorpe Universit}', Manning M. Pattillo Jr.

Phi Beta Kappa Faculty Group Award: This award is presented by the faculty- and
staff members of Phi Beta Kappa to the graduating student who, in their judgment, has
demonstrated outstanding scholarly qualities.

Phi Eta Sigma Freshman Scholarship Award: This award is presented annually to die
full-time freshman student with the highest grade-point average by Phi Eta Sigma, a national
scholastic honor societ}' for freshmen.

Publications Awards: Notable contributors to The Tower, The Stormy Petrel and The
Yamacraw are recognized with these awards.

Resident Assistant of the Year: This award is presented annually to an exemplary
student who organizes outstanding educational and social programs for dormitory residents and
builds a sense of community in the residence halls.

Anne Rivers Siddons Award: This award is given each year to the graduating senior
majoring in English who is judged to have written the best piece of short tlction.

The Warren Valine Music Prize (University Singers Most Valuable Member):
Given annually to the student who is considered by the members of the Singers to be their most
valuable member, the award is a cash prize, a personal plaque, plus the winner's name listed on a
master plaque in the Universit}- Singers rehearsal room.

Charles Longstreet Weltner Award: Sponsored by the -Stormy Petrel Bar Association
in honor of Chief Justice Charles L. Weltner, class of 1948, this award is presented annuaUy to a
student who demonstrates analytical and persuasive skills and an appreciation for the elements of
civic leadership, as determined through a competitive essay and interview process.

Sally Hull Weltner Award for Scholarship: This award is presented to the smdent in
the graduating class who has the highest grade-point average on work completed at Oglethorpe
among the students graduating with academic honors.

Who's Who in American Colleges and Universities: This honor is given in
recognition of the merit and accomplishments of smdents who are formally recommended by a
committee of students, facult\', and administrators, and who meet the requirements of the
publication IVho 's Who Among Students in American Colleges and Universities.

Academic Regulations
and Policies

Academic Advising

Each student consults with a member of the faculty' in preparing course schedules,
discussing completion of degree requirements and post-graduation plans, and inquiring about any
other academic matter. The student's advisor in the first year is the instructor of the Fresh Focus
section, which the student has selected prior to initial enrollment. The facult}' advisor is each
student's primary point of contact with the University.

To change advisors a student must complete the following procedural steps:

1. Ask the proposed "new" facult}' advisor for permission to be added to the facult}'
member's advisee list.

2. Ask the current advisor to send the student file to the facult}' member who has agreed
to be the smdent's new advisor.

3. Ascertain that the new advisor has received the file and has sent an Advisor Change
notice to the Registrar's Office.

This is the only method for changing academic advisors.

When the smdent decides or changes a major field, he or she should change ad\isors, if
necessary, to a facult}' member who has teaching responsibilities in that major field.

Preregistration and Registration

Schedule planning and course selection for all students is done online in consultation
with each student's academic advisor. New students select courses with their facult}- ad\'isor during
summer orientation or the official registration period that precedes the first day of classes of each
semester. Returning students should make appointments to consult with their academic ad^-isors
for course selection during preregistration week — in November for the following spring semester
and in April for the following summer sessions and fall semester.

Full-time students wishing to participate in the Atlanta Regional Consortium for Higher
Education (ARCHE) Cross Registration program (see Cross Registration below) also should select
courses during the preregistration weeks.

Cross Registration

Oglethorpe Universit}' is a member of the Adanta Regional Consortium for Higher
Education (ARCHE), a consortium of the 19 instimtions of higher education in the greater
Adanta area. Through the Consortium, full-time Oglethorpe students may enroll on a space-
available basis in courses at any other member institution. The student need not be admitted to
the other institution and completes all procedures, including payment of tuition, at Oglethorpe.
Because of instimtional deadlines, students should complete forms for cross registration during
Oglethorpe's designated preregistration week.

Courses taken at Consortium institutions on a cross-registration basis count as
Oglethorpe courses for residence requirements. While grades earned through Consortium courses
are not tabulated in grade-point averages, courses with grades of "C" or higher count toward
graduation requirements.

Interested students should consult the Registrar for program details.

Drop and Add

Students who find it necessary to change their schedule bv dropping or adding
courses must do so by completing a Drop/Add form from the Registrar's Office. This form
must be returned to the Registrar's Office during the Drop/Add period as printed in the
semester's Schedule of Classes.

Withdrawal from a Course

From the conclusion of the Drop/Add period through mid-semester or the middle of
a summer session, changes in schedule constitute a withdrawal. The academic advisor, the
instructor, and the Office of Financial Aid must approve withdrawals on the appropriate form
from the Registrar's Office.

Smdents withdrawing from a course may do so through the 9* week, or two weeks after
the published mid-semester date with a "W" For two weeks between the 9* and 11''"' weeks, the
grade "W" or "WF" may be given at the discretion of the instructor. Students withdrawing after
the Friday that falls on the 11* week will receive a grade of "WF." Only m the case of medical
emergency or hardship may students appeal a grade of "WF": a physician's letter should be
submitted to the Provost and Senior Vice President.

Students should note that any change of academic schedule is not official until it is filed
in the Registrar's Office. The date the change is received in the Registrar's Office will be the official
date for the change.

If a student misses six consecutive class days in any course, the instructor wiU notify the
Registrar's Office and it will be assumed that the student has unofficially withdrawn from the
course. This does not eliminate the student's responsibiHt}' stated above concerning official
procedure for withdrawal.

Please see Institutional Refund Policy in the Tuition and Costs section of this Btil/etin.

Withdrawal from the University

Smdents who must withdraw from the University during a semester are required to
complete the appropriate withdrawal form, which is available in the Registrar's Office. The Office
of Financial Aid must also sign approval. The date the completed withdrawal form is submitted
to the Registrar will be the official date for withdrawal.

In the case of an emergency deparmre from the campus for which withdrawal forms
have not been executed, the Registrar's Office may verify that the student has left campus as a
result of an emergency and notify instructors.

For absences of a year or more, see Re-admission in the Admission section of this
Bulletin.

Class Attendance

Regular attendance at class sessions, laboratories, examinations, and official University-
convocations is an obligation which all students are expected to fulfill.
Facult}' members set attendance policies in their course syllabi.

Grading

Faculty members submit mid-semester reports to the Registrar's Office on class rolls
indicating Satisfactory or Unsatisfactory ("S" or "U"). These mid-semester reports are not part of
the student's permanent record.

Faculty members submit letter grades at the end of each semester. These grades become
part of the student's official record. Once entered, a grade may not be changed except by means
of an officially executed Change of Grade form.

A smdent's cumulative grade-point average (GPA) is calculated by dividing the number
of semester hours of work the smdent has attempted at Oglethorpe into the total number of
quality points earned.

The letter grades used at Oglethorpe are defined as follows:

Grade

A
A-

Meaning

Superior

Quality Points Numerical Equivalent
4.0 93-100
3.7 90-92

B+

3.3 87-89

Good

3.0 83-86

B-

2.7 80-82

C+

2.3 77-79

C-

Satisfactory

2.0 73-76
1.7 70-72

D+

1.3 67-69

Passing

1.0 60-66

Failure

0.0 59 and below

Failure: Excessive Absences* 0

W
WF

Withdrew Passing**
Withdrew FaUing*
Grade Withdrawn/

0
0

I
IP

Freshman Forgiveness
(see below)
Incomplete***
In Progress

Policy

0
0
0

Satisfactory****
Unsatisfactory*
Audit (no credit)

0 70 or liigher

Notes:

* _

Grade has same effect as an "F" on the GPx\.

** _

Grade has no effect on the GPA; no credit awarded.

*** _

Grcidp has 'sflmp pffpct as an "F" nr\ the GPA Tf a stnidenf

is unable to complete the work for a course on time for
reasons of healdi, family tragedy, or other circumstances
the instructor deems appropriate, the grade "I" may be
assigned. If the student completes the work within 30 days
of the last day of fmal examinations (of the semester in
question), die instructor will evaluate the work and turn in

a revised grade. Any "I" not changed by the professor
within 45 days of the last day of final examinations will
automatically be changed to a grade of "F."
**** — Grade has no effect on the GPA; credit is awarded.

Only work completed at Oglethorpe is reflected in the Oglethorpe grade-point average.

Good Academic Standing, Probation, and Academic Dismissal

To be in good academic standing students must achieve the cumulative grade-point
averages specified below in relation to the number of semester hours they have completed.

Cumulative GPA Required
Semester Hours Completed for Good Standing

0-35 1.50

36-64 1.75

65 and above 2.00

Students who fail to achieve good standing are placed on probation.

Smdents who do not achieve good standing for two consecutive semesters (poor
performance in summer sessions excluded) are subject to dismissal from the Universit}' for
academic reasons. However, successful completion of summer classes taken at Oglethorpe may
be used to achieve good academic standing.

New students, freshmen, or transfer students who fail all courses during their first
semester at Oglethorpe are subject to dismissal, unless the student received a "W" in all courses
or had to withdraw from all courses for medical reasons.

Students who have been dismissed for academic reasons may be readmitted after an
absence of one spring or fall semester upon petition to the Provost. Students readmitted by petition
must achieve good standing by the end of their second semester as readmitted students or be
subject to permanent dismissal. (See also Re-activation Policy below.)

Re-activation Policy

Students in good academic standing who leave the Universit}' and return after a year's
absence or more should notify the Admission Office of intent to re-enroU. Smdents who apply
for re-activation or re-admission whether in good academic standing or not, are governed by the
current graduation requirements. Any exceptions are granted at the discretion of the Provost and
Senior Vice President.

Repetition of Courses

Courses may be repeated only if an unsatisfactory grade ("D," "F," "FA," or "\XT") was
received in the course. When a course is repeated, both grades are calculated into the smdent's
grade-point average, but no additional semester hours of credit are earned.

Freshman Forgiveness Policy

Beginning in Fall Semester 2001, during a student's freshman and sophomore years at
Oglethorpe, a single "F" per semester will be removed from the student's transcript if in the
following semester the student earns a 2.0 grade-point average. For purposes of this policy, a
semester is defined as 12 or more semester hours at Oglethorpe. A form requesting removal of
the "F" may be obtained from the Registrar's Office. It must be signed and approved by the
student's academic advisor and returned to the Registrar.

Course Substitutions

Requests for course substitutions for students with documented disabilities are handled
on a case-by-case basis. The Learning Resources Director will present the student's request to the
Academic Program Committee. The petition should state the specific accommodation requested
and a rationale. The petition must be presented to the Committee no later than the last regular
meeting of the semester prior to when the course would be taken. See the Learning Resources
Center in the Educational Enrichment section of this Bulletin.

Satisfactory/Unsatisfactory Option

After 32 semester hours are earned at Oglethorpe a student in good academic standing
may register to take two courses (in addition to internships and Science Seminar) on a
Satisfactory/Unsatisfactory basis. These courses cannot be taken in the same semester and cannot
be used to satisfy proficiency requirements, core requirements, or the student's major or minor.
The student must register for the Satisfactory/Unsatisfactory designation by the end of the
Drop/Add period after which the Satisfactory/Unsatisfactory designation cannot be changed.
Satisfactory is defined as a "C-" or better.

Final Examinations

Final examinations, up to four hours in length, generally are given in courses at the end
of each semester or session. The Final Examination Schedule is made up in the Registrar's Office
and is printed in each semester's Schedule of Classes. (Final examinations in the summer are held
on the last day of each session.) Final examinations must be given at the assigned date and time.

No final examinations may be administered during the last scheduled class meeting of
the semester or during the reading period prior to the first day of scheduled final examinations. If
special arrangements are needed for individual students, facult}- members must inform their
Division Chair. (Regular course tests may not be given on the last day of classes or be scheduled
on the reading day.)

No student help is to be used for t}'ping or grading examinations.

Grade Appeal Policy

If a student believes that a course grade has been assigned in a capricious or prejudicial
manner, he or she may appeal the grade through the following steps:

1. The student submits a written appeal to the instructor clearly stating the reasons for
believing that the grade was assigned in a capricious or prejudicial manner.

2. The instructor changes the grade or replies in writing, explaining why the extant grade
is appropriate.

3. If the student is not satisfied with the explanation, he or she may submit the written
appeal and response to the appropriate Division Chair, "who asks two faculd,' members
with suitable experience in appropriate disciplines to serve with the Division Chair as a
ruling committee. If the instructor is a Division Chair, the senior facultv member in the
Division will serve in place of the Chair. The ruling committee receives aU written
materials relevant to the case and may request additional information. If the ruling
committee rules in favor of the instructor, written notification is given both to the
instructor and to the student and there is no further appeal. If the committee rules in
favor of the student, the Chair advises the instructor to reconsider the grade. If the
instructor refuses to change the grade, the ruling committee may submit a written
recommendation for a grade change to the Provost and Senior Vice President, whose
final decision wiU be based on a review of the materials that have been submitted and
the process that has been followed.

The entire process must be initiated within 30 days of the first day of classes in the
semester immediately following the assignment of the grade and must be completed by the end
of that semester.

Auditing Courses

Regularly admitted Oglethorpe students may register for courses on an "audit" basis. A
student who audits a course may attend it for enrichment but is not required to take course
examinations or complete other course requirements. In order to audit a course, an admitted
student must request an Audit form from the Registrar's Office and submit it to the instructor of
the course he or she intends to audit. If the class is not closed, the instructor may accept the
student as an audit by returning the signed form to the Registrar's Office. The grade awarded for
a class taken on an audit basis is "AU," and no credits or quaUtv points are earned.

Students may register to take courses on an audit basis only during the Drop/Add
period as printed in the semester Schedule of Classes. The fees for auditing courses are published
by the Business Office.

Dean's List

Smdents who earn a semester grade-point average of 3.5 or higher carrying 12 semester
hours or more during the fall or spring semester, or during the summer sessions, are placed on the
Dean's Academic Honors List.

Graduation Requirements

To earn a baccalaureate degree from the University the following requirements
must be met:

1. Completion of a minimum of 128 semester hours and a cumulative grade-point average
of 2.0 or higher on Oglethorpe course work. No more than four semester hours earned
in Seminar for Student Tutors or Team Teaching for Critical Thinking are permitted to
count toward the 128-semester hour requirement. (Students who entered prior to fall
1998 must have completed a minimum of 120 semester hours.)

2. Completion at Oglethorpe of 52 of the last 64 semester hours of course credit
immediately preceding graduation. Courses taken at Atlanta Regional Consortium for
Higher Education institutions on a cross-registration basis (with prior approval of the
faculty advisor) and courses in an approved study abroad program (with prior approval
of the Director of Study Abroad) also count as Oglethorpe courses for the purpose of
meeting this residency requirement.

3. Satisfaction of core requirements and major field or dual degree requirements (see
appropriate disciplinary headings for descriptions). Completion at Oglethorpe of at least
half the semester hours for each major.

4. Submission of an application for graduation to the Registrar's Office by mid-October
prior to completion of degree requirements the following December, May, or August.

5. Satisfaction of all financial and other obligations to the Universit}' and pavment of a
degree completion fee.

6. Participation in assessments of competencies gained and curricular effectiveness bv
completing standardized or other tests and surveys.

7. Formal facult}' and Board of Trustees approval for graduation.

Graduation Exercises

Graduation exercises are held once a year at the close of the spring semester in Ma}'.
Diplomas are awarded at the close of the spring semester during commencement and at the close
of the summer and fall semesters. Students must have completed all graduation requirements in
order to participate in graduation exercises. An exception wiU be allowed for a student who has
completed all graduation requirements except for a maximum of tw^o courses totaling no more
than 12 semester hours. Students completing requirements at the end of summer or fall are
encouraged to participate in the following spring graduation exercises.

Degrees with Latin Academic Honors

Undergraduate degrees with Latin academic honors are awarded as follows: cum laude for
a cumulative grade-point average of 3.5 or higher; magna cum laude for 3.7 or higher; and summa cum
laude for 3.9 or higher. To be eligible for Latin academic honors, students entering fall 1998 or
thereafter must have completed 68 or more semester hours in residence at Oglethorpe. Students
entering prior to faU 1998 must have completed 65 semester hours in residence at Oglethorpe to
be considered for Latin academic honors.

Transfer work is not included in the determination for Latin academic honors.

Degrees with Honors Thesis

Please see the Honors Program in the Educational Enrichment section of this
Bulletin.

Double Major Policy

A student may earn a double major subject to the following conditions:

1 . The student must meet all requirements of both majors.

2. The student may count no more than three of the courses taken to meet the major
requirements of one of the fields toward meeting the major requirements of the
other field.

3. The transcript wiU List both majors. In case both majors result in the same degree, that
degree wUl be awarded.

4. In case the two majors result in different degrees, the student will receive only one
degree, that being the student's choice of the two degree designations.

Earning a Second Add-On Major

Students who have been awarded an Oglethorpe baccalaureate degree may return to
earn a second major within that degree at the University. Upon completion of the requirements,
the second major wLU be entered on the student's record and transcript. No diploma will be
awarded when the second major is within the degree already awarded. The requirements are:

1. Completion of an additional 32 semester hours of which a minimum of 16 must be
completed at Oglethorpe.

2. Maintenance of a 2.0 or higher cumulative grade-point average.

3. Completion of a major other than the major(s) completed at the time the first degree
was awarded, subject to the first two conditions listed above under the Double Major
Policy.

Earning a Second Baccalaureate Degree

Students who have completed a baccalaureate degree may be awarded a second and
different baccalaureate degree. Upon completion of the requirements, the student's record and
transcript will reflect the conferring of a second degree and a diploma will be awarded.

For students who earned their first baccalaureate degree at Oglethorpe, the same
requirements listed above under Earning a Second Add-On Major apply.

For students who have earned their first baccalaureate degree at another institution, this
degree is treated as transfer credit. Up to a maximum of 80 semester hours may be accepted at
Oglethorpe. The requirements for the second degree are:

1. Satisfaction of Oglethorpe core requirements.

2. Completion of a minimum of 48 semester hours at Oglethorpe.

3. Maintenance of a 2.0 or higher cumulative grade-point average.

4. Completion of a major other than the major(s) completed at the time the first degree
was awarded.

All transfer policies stated in the section of this Bulletin entitied Transfer Students and
Transfer Policies apply.

Student Classification

For administrative and other official and extra-official purposes, undergraduate students
are classified according to the number of semester hours successfully completed. Classification is
as follows: 0 to 32 hours — freshman; 33 to 64 hours — sophomore; 65 to 96 hours — junior; 97
hours and above — senior.

Normal Academic Load

Two semesters — fall and spring — constitute the regular academic year, and two sessions
are offered in the summer.

While courses of one to five semester hours credit are offered each semester, a full-time
academic program at Oglethorpe consists of no less than three regular 4-semester hour courses
each semester or a minimum of 12 semester hours. Generally four courses are taken, giving the
student a total of 16-18 semester hours, with a maximum of 18 hours allowed as part of the
regular fuU-time program. This includes any cross-registered courses.

Students may take up to four academic courses and one additional 1 -hour course as part
of a regular load without special permission, even if the total hours exceed 18. An academic
course is defined for these purposes as a 4-hour course, a 5-hour laboratory science, or a 4-hour
science lecture with accompanying 1 -hour laboratory.

A smdent whose academic load exceeds 18 hours as a result of taking five academic
courses, an internship, or multiple additional 1-hour courses must obtain overload permission.
Such overloads are allowed for students with 1) junior standing and 2) a minimum grade-point
average of 3.5, unless the overload is due to internship hours, otherudse a 3.0 grade-point average.
A request form may be obtained from the Registrar's Office and requires signed approval bv the
student's advisor and the Provost and Senior Vice President.

During the summer a student wiU be permitted to take no more than eight hours in any
5-week session (nine hours if one of the courses is a 5-hour laboratory science course). Thus, a
student will be limited to a maximum of two 4-hour courses, plus one hour of Applied Instruction
in Music, in a 5-week session or to a load of one 4-hour course and one 5-hour combination of
course and accompanying laboratory. Or, to a maximum of one 4-hour course in a 5-week session
while simultaneously enrolled in a maximum of two 3-hour courses in an 8-week session. The
student should be cautioned that these maximum limits represent course loads that are
approximately 50 percent greater than the ceUing of 18 hours during the regular academic year.
Successful completion of such a load will require a correspondingly greater effort on the part of
the smdent.

Course Level

In the Programs of Study section of this bulletin, disciplines and majors are listed
alphabetically. Respective courses under each are designated by a prefix that identities the
discipline and a three-digit number. The first digit indicates the level of the course: 1 = freshman
level, 2 = sophomore level, 3 = junior level, and 4 = senior level. (A 5 or 6 t\-picallv denotes a
graduate-level course.) Higher-level courses in a discipline are t\picallv designed to bmld upon die
content of lower-level courses in that discipline and other specified prerequisite courses.

The number of hours refers to the semester hours of college credit per semester, which
are earned by the successful completion of the course.

Access to Student Records

To comph' with the Family Educational Rights and Privacy Act (FERPA) of 1974,
commonly called the Buckley Amendment, Oglethorpe Universit}' informs students of their rights
under this act in the student handbook, The O Book. Three basic rights are covered by this act: 1)
the student's right to have access to personal records, 2) the right of a hearing to challenge the
content of a record, and 3) the right to withhold or give consent for the release of idendf}'ing
directory data. Additional information may be obtained from The O Book and from the Registrar.

Oglethorpe Honor Code

Persons who come to Oglethorpe Universit}' for work and smdy join a communit}' that
is committed to high standards of academic honest}^ The Honor Code contains the
responsibilides we accept by becoming members of the community.

The students and faculty of Oglethorpe University expect each other to be truthful in
the academic endeavor they share. Faculty assume students complete work honesdy and act
toward them in ways consistent with that assumption.

Oglethorpe welcomes all who accept our principles of honest behavior. We believe that
this Code will enrich our years at the University and allow us to begin practicing the honorable,
self-governed lives expected of societ}''s leaders.

Students pledge that they have completed assignments honesdy by attaching the
following statement to each test, paper, overnight work, in-class essay, or other work designated
by the professor:

I pledge that I have neither given nor received any unauthorized aid on this assignment.
Signed

It will be the responsibility of the smdent to provide these pledges bv either attaching
them on a separate sheet or typing them as part of the assignment. The instructor also should
remind the class to sign the pledge. The pledge serves as an affirmation of the student's and the
instructor's belief in the principles .of the Honor Code. Assigned work should not be considered
complete without the pledge.

Since it is assumed that students act according to their pledge, facult}' abstain from any
practices whose purpose is to ascertain that students have been dishonest unless tiiere is a
compelling reason to believe that cheating has taken place. Instructors should invite their own
smdents to discuss with them actions or policies that appear to be at variance with the assumption
of honest}'.

AH credit courses offered by the Universit}- are covered by the Honor Code, and all cases
of suspected academic dishonesty will be handled in accordance with its provisions. It is the
responsibiUt}' of facult}' members to make clear how the Code applies to specific courses and to
follow its procedures. Alternative ways of dealing with cases are not to be used. The Judicial
Review Board is the final arbiter in all disputes concerning the Honor Code. For a complete text
of the Honor Code, please see The O Book, the student handbook.

Educational
Enrichment

First- Year Experience

Oglethorpe University's faculty and student affairs staff work together to coordinate
academic offerings and student services in order to create a first-year experience that is
welcoming, suppordve, and challenging. This integrated program is committed to encouraging
first-year students to succeed.

Major features of this first-year experience include the course Fresh Focus, the freshman
advising program, a two-semester core course in humanities, programs in the residence halls, the
tutoring services of the Academic Resource Center, disability services in the Learning Resource
Center, and a coordinated intervention process for assisting students in trouble.

FOG 101. Fresh Focus 1 hour

This class, required for all entering first-year students, is a group-oriented course
involving upper-class students and faculty. Students select a class from among numerous topics
with experiential and interactive as well as academic features. The faculty instructor serves as the
student's academic advisor during his or her first semester. The first meeting of each group of
students is during fall orientation, and continues thereafter twice weekly for the first half of the
semester to pursue their chosen topic and share related experiences. During the same period new
students will also attend occasional workshops on aspects of leadership, health and wellness,
careers, skills for academic success, and open houses in the academic divisions. Graded on a
satisfactory/unsatisfactory basis.

FOC 201. Team Teaching for Critical Thinking 1 hour

Upper-class student mentors assist faculty instructors in planning and teaching the
special topics sessions of Fresh Focus or other freshman-level courses. They participate in training
meetings prior to the beginning of the course, communicate with entering freshmen over the
summer, attend all classes in their Fresh Focus section, and assist with the ad\'ising of freshmen
throughout their first year. Graded on a satisfactory/unsatisfactory basis. Prerequisite: Permission
of the instructor.

Sophomore Choices

Smdents in their second, third, and fourth semesters of college are encouraged to
participate in Sophomore Choices. This seminar is designed to introduce students to a model for
career decision making that is useful throughout Ufe. Informational interviewing and \'isits to
Adanta workplaces allow students to learn about particular occupations or career fields of interest
and to begin to make career connections in the community. These experiences mav help students
as they select courses, majors and minors, and internships.

CHO 101. Sophomore Choices 1 hour

During this six-week career exploration seminar, students complete interest and
personality assessments, learn how to find information about different careers, and develop
interviewing, networking, and resume-writing skills. Students then conduct informational
interviews with professionals in their fields of interest. Graded on a satisfactory/unsatisfactory
basis.

Making a Life and Making a Living

In the liberal arts environment, students gain a broad education with essential
communicadon and critical thinking skills. Students do not learn generally how to communicate
those skills to potential employers or graduate schools. Oglethorpe, however, makes a
commitment to helping students reap the life-long benefits of their education. Sophomore
Choices is a career decision-making class designed to help students begin planning their careers
and includes resume writing and informational interviewing. Senior Transitions picks up where
Sophomore Choices leaves off and teaches the skills necessary to implement the career decision.

SEN 401. Senior Transitions 1 hour

Tliis course is designed to prepare students for a successful transition to life after
college. A successful career requires effective, informed planning. Topics will include industry and
employer research, job searching, interviewing, networking, salary negotiation and more. A special
focus will be designed for students considering graduate school. Students will leave the course
with a spotiess resume, cover letter samples, fine-tuned interview skills, and a plan for landing a
job or graduate school acceptance. Graded on a satisfactory/unsatisfactory basis.

SEN 402. Personal Financial Education 2 hours

This course is designed to prepare students for a successful transition to life after
college. The course will focus on fmancial planning and education. It will cover topics such as
employer benefits, money management, debt reduction, tax return preparation, insurance, large
asset purchases, and investing. Graded on a satisfactory/unsatisfactory basis.

Academic Resource Center — Tutoring

The Academic Resource Center provides group and individual tutoring and other
academic activities for all students, free of charge. The ARC services include helping smdents to
prepare for papers and examinations, as well as arranging enriching group smdy and research for
students who are already doing well in core classes and other courses. The student tutors often
work closely with the facult}' teaching the classes in which they are tutoring, meeting regularly to
plan and provide individual and small-group help for students who need it, and to increase
interactive and collaborative educational experiences both in and outside Oglethorpe's classrooms.

ARC 201. Seminar for Student Tutors 1 hour

Peer tutors at the Academic Resource Center spend two hours per week assisting other
students, individually or in groups, with course material, papers, and preparation for examinations.
In addition, they occasionally participate in support and training meetings with the ARC director
and with instructors of the courses in which thev tutor. They discuss how to work with texts in
different disciplines, encourage study group members to help each other learn, and foster student
engagement with and assimilation of course content. Graded on a satisfactory/unsatisfactory
basis. Prerequisites: Permission of the instructor and Associate Provost for Smdent Achievement.

Disability Programs and Services

It is the policy of Oglethorpe to ensure that all universit}^ goods, services, facilities,
privileges, advantages and accommodations are meaningfully accessible to qualified persons with
disabilities in accordance with the Americans with Disabilities Act (ADA) of 1990, Section 504 of
the Rehabilitation Act of 1973 and other pertinent federal, state and local disability anti-
discrimination laws.

Oglethorpe will provide persons with disabilities an equal opportunit}' to participate in and
benefit from programs and services as afforded to other individuals. This is done in the most integrated
setting appropriate to the needs of the individual with a disabilit}'^.

Where readily achievable, architectural and communication barriers will be removed.
New structures will comply fully with all accessibility requirements. Alterations will comply to the
maximum extent feasible. Oglethorpe will make available auxiliary aids and services, as appropriate
to the individual and required by the ADA, at no cost to the individual, provided that such
auxiliary aids and services do not require significant difficulty or expense.

Oglethorpe does not discriminate against any person who is related to or associated with
a person with a disability. Oglethorpe wiU comply with any federal, state or local laws that provide
individuals with disabilities greater protection, and take other actions necessary to ensure equal
oppormnity for persons with disabilities.

This policy applies to the goods, services, privileges, advantages and accommodations
offered by Oglethorpe either directiy or through contractual, licensing or other arrangements. This
policy is neither exhaustive nor exclusive.

Reasonable accommodations will be made on an individualized basis. It is the
responsibility of persons with disabilities, however, to seek available assistance, register for
services and establish their needs.

Learning Resources Center

The Learning Resources Center (LRC) provides individualized services at no additional
cost for students with learning disabilities and attention deficit disorders. This program ensures
that these students have an opportunity to participate fully in the Oglethorpe experience. Students
must meet established University' admission requirements and program technical standards.
Qualified students must submit comprehensive professional documentation that meets the
established criteria for accepting evaluations. Students approved for ser\'ices are pro^^ded
appropriate accommodations and academic adjustments. Students without documented
disabilities who are experiencing learning difficulties may participate in LRC skills-building
courses, workshops, and seminars as appropriate.

The LRC is located in the Weltner Library 24-Hour Room. The Learning Resources
Director acts as Uaison and referral between the student with a disabilit)' and faculty members.
Academic Resource Center tutors, and other campus programs. For additional information \'isit
the LRC Web site at www.oglethorpe.edu, key word: "Ire."

Experiential Education

Oglethorpe University strives to provide valuable learning experiences outside of the
traditional classroom setting. Experiential Education, under the support of Career Services, offers
three primary programs: Exploration Atianta, Exploration Week, and Internships. A variety of
additional services, including volunteer opportunities, service learning, and career-related
programs are also available.

Exploration Atlanta utilizes local resources to enhance Oglethorpe's traditional
academic courses. Students select topics from a series of one-day programs providing indepth
examination of various career fields and industries. This non-credit program occurs each year
during spring semester. In small seminars, students discuss topics of interest, meet- industry
professionals and visit related organizations. Exploration Atianta allows students to work closely
with faculty and colleagues and provides an outiet for continued research in a particular discipline.
Students can choose one or several topics of interest from the mini-courses which change each
year.

Exploration Week provides students with a concentrated look at an individual area of
smdv that is enriched by first-hand experience. This week involves chaperoned travel to locations
outside Atianta to visit sites, meet professionals, learn about careers and take part in educational
activities. Activities may be enhanced by assignments, readings and pre-trip preparations for
students designed by the educator leading the group.

Internships provide practical experience to complement the academic program, as well
as give students the opportunity to solidif\" career decisions, gain work experience, and provide a
ser\'ice to the community in their fields of interest. More than half of college students nationwide
complete internships, making the experience an essential credential for competition in the current
job market.

Internships are available in a large variety of local businesses and organizations
representing most academic majors and potential career fields. Oglethorpe students have recendy
completed internships at The Carter Center, CNN, Georgia Pacific, Atlanta Magatiiue, Zoo Atianta,
the Atianta History Center, and the Georgia State Legislature, to name only a few. In addition to
these Atianta-based internships, Oglethorpe maintains resources and affiliations for nationwide
oppormnities, such as the Washington Center in D.C.

Internships are available in most majors for students who: 1) demonstrate a clear
understanding of goals they wish to accomplish in the experience and 2) possess the necessary
academic and personal background to accomplish these goals. Sophomores, juniors, and seniors
with a minimum grade-point average of 2.0 qualify to apply for internships. Transfer students
must complete one semester at Oglethorpe prior to participation. Every internship requires a
statement of objectives and academic requirements, in addition to related academic assignments,
developed in consultation with the student's internship faculty supervisor. Upon successfial
completion of the internship, the student is awarded academic credit (graded on a
satisfactory/unsatisfactory basis) in recognition of the learning value of the experience. Students
may apply for 1-16 semester hours of internship credit toward their degree, with approval from
their academic advisor and the Experiential Education Committee. Students seeking more than
four semester hours must submit an appeal form to the Career Services Office indicating why the
internship exceeds the normal number of hours and outlining additional projects in which the

student will participate. Students desiring academic credit must register for the internship before
the end of the Drop/Add period of the semester in question. Students who wish to engage in
internships on a voluntary basis do not need to apply for academic credit; however, they should
follow the same basic internship guidelines.

Students who are interested in an internship should first consult with their facult}^
advisor and then visit the Career Services Office in Goodman Hall.

Career Services

The Career Services Office provides resources to assist students in making responsible
decisions and strategies regarding career options and job search plans. These resources include a
Career Library with information available from books, a computer, and videotapes on
occupations, the job search, and prospective employers. The Myers Briggs Tj.-pe Indicator and
Strong Interest Inventory personality and career assessment tests are also available to students in
an easily accessible online version. Both tests provide suggestions about environment and work
style preferences as well as industries and job titles for further exploration. Other job search
programs are available to explore options and employers that match individual career interests.
Workshops on resume writing, interviewing and job search techniques are presented each
semester to prepare smdents for the workplace.

In addition, a number of prospective employers send recruiters to the campus each vear
for the purpose of conducting on-campus interviews. Current information on permanent,
summer, and part-time job opportunities is made available to students and alumni in the Career
Library. Resume referrals to employers are made for those students who register for the serA-ice
through ivmv.PetrelTfL4K.com.

Honors Program

AH students at Oglethorpe Universit}' are encouraged to attain academic and personal
excellence through an active investment in their education. The Universit}' offers an Honors
Program for those students who demonstrate the potential and desire to further challenge
themselves intellectually, both within and beyond the classroom setting. Students in the Honors
Program wiU develop their own independent project, while learning how their interests relate to
relevant disciplinary discourse, other academic disciplines, and the world beyond academia. The
Honors Program allows smdents to forge closer relations with peers and faculty- from various
disciplines who have different interests, but share a common enthusiasm for learning, while
developing their own interests and initiative.

The seven-semester program is organized in two phases, the first consisting of
interdisciplinary seminars led by rwo facult}' members from disparate academic disciplines. These
seminars are built around the interests of the students, who are equal parmers in directing die
content of the seminars and the central questions which inform them. The second phase focuses
on developing an original independent research project under the close supervision of a faculty-
mentor. This phase culminates in the production of an honors thesis (or project), which is
presented in the spring semester of the senior year at the annual Oglethorpe Symposium in the
Liberal Arts.

Academic honors earned through the Honors Program are recognized at
commencement exercises, on the student's diploma, and on the student's transcript of grades.

SCHEDULE FOR HONORS PROGRAM

YEAR

FALL SEMESTER

SPRING SEMESTER

Recruitment/ Application.
Freshman Social activities.

Informational activities.

Seminar led by tvvTj facult}- frcjm
disparate disciplines. Graded A-F.
HON 201. Honors Seminar. 1 hour

Seminar led by two faculty
Sophomore from disparate disciplines.
Graded A-F
HON 201. Honors Seminar.. 1 hour

Seminar led by tu'o facult)' from
disparate disciplines. Graded A-F.

HON 201. Honors Seminar. 1 hour

Development of Honors Project
Junior prospecms and reading Ust.

Initial reading. Attend research

skills sessions. Graded S/U

HON 301. Honors 1 1 hour

Refinement of prospectus.

Honors Project Research. Prospectus

must be approved by select facult\' to

continue. Graded S/U.

HON 302. Honors II 1 hour

Project research and preparation
Senior of initial draft of thesis. Critique
by reading committee.
Graded A-R
HON 401. Honors III 4 hours

Preparation of final draft of thesis.
Defense. Presentadon of Honors
work.

HON 402. Honors IV. 0 hours

Each fall semester informational programs are held to acquaint prospective participants
with the feamres and requirements of the Honors Program. Interested students should then apply
for admission to the program. A grade-point average of 3.3 is required to participate in the first
seminar. A grade-point average of 3.3 must be maintained to continue in the Honors Program.
Students may apply for admission to the program at any time prior to the fall semester of the
junior year.

The first phase of the program, intended to be taken in the freshman and sophomore
years, consists of a minimum of two 1 -semester hour seminars (HON 201). Smdents are
expected, encouraged, and enabled to take the lead in the seminars. Students carry out research
relevant to the topic, write extensivelv in connection with the seminar, and make frequent
presentations of their findings to the seminar. This phase focuses on scholarship in breadth and
communication to persons whose interests may be outside one's own area of interest and
expertise. Students practice and refine many of the skills and techniques necessary for the second
phase of the Honors Program. Note that students who elect to enter the Honors Program later
in their careers must still take these two seminars at some point.

The second phase of the Honors Program, in the junior and senior vears, focuses on
scholarship in depth and the effective communication of the results of that scholarship to persons
in the field of study, as weU as those outside it. During the fall semester of the junior vear, the
smdent secures a thesis supervisor and enrolls in HON 301. Honors I. Honors I carries credit of
1 -semester hour graded on a satisfactory/unsatisfactory basis, with the grade to be determined by
the Honors Program Director in consultation with the facult}' super\'isor. Satisfactory completion
of Honors I is required to continue the program.

In the spring of the junior year the student enrolls in HON 302. Honors II, a 1 -semester
hour credit course, graded on a satisfactory/unsatisfactory basis, in which the honors project is
further refined and researched. Upon successfiil completion of Honors II, the student enrolls in
HON 401. Honors III during the fall semester of the senior year. This is a 4-semester hour credit
course in which research of the thesis topic is to be completed. A first draft of the thesis must be
submitted to the student's reading committee by the end of this semester. The reading committee
provides the student with feedback, including recommended revisions.

After successful completion of Honors III, the student enrolls in HON 402. Honors IV,
a required course which carries no academic credit, during the spring semester of the senior year.
Students are encouraged to submit their theses to appropriate competitions or for publication. The
final draft of the thesis is presented to the reading committee at least one week prior to the end of
classes. At the reading committee's discretion the student may be asked to make a formal defense of
the thesis. The faculty supervisor, in consultation with the reading committee and the Honors
Program Director, determines whether Honors is to be awarded by the first day of the final
examination period.

HON 201. Honors Seminar 1 hour

This seminar, led by faculty members from two disparate disciplines, will consider a
question, problem, proposition, text, period of time, project, etc. The focus of the seminar wUl
be student research, writing, and presentation. An interdisciplinary approach will be emphasized.
Seminars have included: Self Reference — Artificial Intelligence, Literature and Societs', Science
and Postmodernism, Moderns Confront the Classics: Hobbes and Thucydides, Evolutionan,'
Psychology, Creativity, Politics and Theatre, An Intimate History of Humanit}', and Gender and
Discourse. Graded with a letter grade "A-F." Prerequisite: Application and admission into the
Honors Program.

HON 301. Honors I 1 hour

In this course, with the aid of a facult)' supervisor, the student selects and begins to
research a thesis topic. A preliminary prospectus is developed along with a reading Ust. The
student attends a series of research skills sessions. Graded on a satisfactory/unsatisfactory basis.
Prerequisites: Permission of the Honors Program Director, permission of the facult\' super\asor,
a 3.3 overall grade-point average, and a 3.5 grade-point average in the field in which the honors
research is to be done.

HON 302. Honors 1 1 hour

In this course the student continues to research in order to refine the prospectus of the
honors project. The prospectus and related materials are submitted to a select group of facults^
who must approve the student's preparedness to continue the program. Graded on a
satisfactory/unsatisfactory basis. Prerequisite: Satisfactory grade in HON 301.

HON 401. Honors III 4 hours

Under continued direction of the facult}^ supervisor, research of the thesis topic is
completed in this course. Preparation of a first draft is submitted to the student's reading
committee. Graded with a letter grade "A-F." Prerequisite: Satisfactory grade in HON 302.

HON 402. Honors IV 0 hours

Revisions are made and a final draft of the thesis is submitted to the smdent's reading
committee. A formal defense of the thesis may be scheduled. An appropriate oral presentation of
the honors work also wiU be required in an academic setting. Prerequisite: Minimum grade of "C"
in HON 401. Grade of "I" for HON 401 is not acceptable.

Oglethorpe University Students Abroad (OUSA)

Oglethorpe University fosters and supports the concept that international study, travel, and
global explorations remain a vital part of a rigorous academic education. Through a growing global
network of partnerships, agreements, and for-credit, short-term trips sponsored by the university,
Oglethorpe offers an exciting array of opportunities for international education. Oglethorpe University
Students Abroad (OUSA) consists of four divisions:

International Exchange Partnerships

Oglethorpe University offers unique opportunities to students for one semester or one
year of study at partnership colleges and universities in Latin America, China, France, Germany,
Japan, the Netherlands, and Russia. Most of the student exchanges at these institutions will cost
the student what he or she pays for tuition at Oglethorpe.

Independent Study Abroad

Numerous oppormnities exist for any qualified smdents to study at other, non-
partnership universities of the student's choice throughout the world, in science, economics, social
sciences, languages, art, communications, the liberal arts, and business. The OUSA Director will
help advise and direct each student in selecting the appropriate university abroad. Financial
resources and stipends are available for academic study in some countries.

Students Abroad

This division of OUSA creates, organizes, and directs short-term, for-credit academic
study trips abroad during the months of December, March, May, and the summer. Oglethorpe
professors develop these trips as intensive explorations of culture, cuisine, music, historical and
political institutions, art, archaeology, and business. Standard destinations include Ital\', France,
Spain, Switzerland, Austria, England, Greece, Turkey, Central and Latin America, China, and
Russia. Students who elect to do so receive credit for their participation, which includes note-
taking, photographing, field documentation, journaUng, and a research project to be completed
after returning from the trips as independent work with the professor.

Associate Student Programs for Special Study Abroad

This division of OUSA manages special links to prominent universities and institutions
abroad with whom Oglethorpe has developed a special relationship. At present, Oglethorpe has
created the following special programs at these universities:

Oxford University, Oxford, England: Through the Washington International Studies
Council, students who wish to study at Oxford University for a semester or a year may do so as
registered visiting smdents with university privileges, and live with British smdents in the center of
Oxford. Applications and eligibility requirements can be obtained in the Office of the OUSA
Director.

Umbra Institute, Perugia, Italy: Smdents who wish to smdv in Italy for a semester or
a year may do so at this English-speaking, liberal arts instimte, where they can take courses in
Italian language, history, and politics. Applications and materials may be obtained in the Office of
the OUSA Director.

Students who desire to explore a culture, examine archaeological ruins, witness political
decisionmaking firsthand, research museums throughout the world, document ecological
problems, study in an internadonal setting, or sharpen language skills should seriousty investigate
participating in any of the four divisions of OUSA.

Oglethorpe academic advisors and the OUSA Director serve as primary consultants for
students who seek any study abroad experience. Students who wish to apply for financial
assistance should contact the Director of Financial Aid early in the pursuit of a study abroad
program to determine what available funds exist. Specific deadlines and itineraries for short-term
trips appear throughout the year in student e-mail, the student newspaper, and fliers throughout
the campus.

Note: Every student attending an Oglethorpe approved semester or year abroad will receive
credit for one semester of the junior year core — either Historical Perspectives on the
Social Order I or II — the smdent may choose.

Rich Foundation Urban Leadership Program

Oglethorpe University's Rich Foundation Urban Leadership Program challenges
students to develop their leadership abilit)' throughout their college years, and awards the
Certificate of Urban Leadership at graduation. Through a balance of academic courses,
workshops, and various on- and off-campus experiences, it prepares graduates to meet the
challenges of responsible citizenship in local, national and international communities. Students
gain a broad understanding of leadership concepts, theories, and applications. They are
encouraged to consider their education in light of the demands of leadership in their own lives as
well as in their communities.

The program takes fuU advantage of the extraordinary resources of the Atianta
metropolitan area. A major economic force in the Southeast, Atianta is rich with exceptional
learning opportunities in the realms of politics, business, the arts, information technologv,
entertainment, and community service. Few selective universities are able to combine a rigorous
liberal arts education with the resources and opportunities of a world-class citv'.

The following curriculum encompasses the four required courses designed specitlcaUv
for the Rich Foundation Urban Leadership Program

POL 350. Special Topics in Politics: Moral and Political Leadership 4 hours

In tliis course, the Uves of a number of leaders are examined and a series of questions
are addressed. In what did or does their greatness consist? With what issues or moral dilemmas
did they wrestie? What challenges did they face? How did they understand and perhaps overcome
the constraints of their situation? Upon what moral, intellectual, and "characterological" resources
could they rely? What were their strengths? What were their weaknesses? Prerequisite: Permission
of the instructor.

ULP 303. The New American City 4 hours

The purpose of this course is to examine the problems and prospects of politics and
policymaking in the new American city and its environs. Consideration will be given to the
political and sociological significance of a number of the factors that characterize this new
development, including extremes of wealth and poverty, the mix of racial and ethnic groups,
and the opportunities and challenges provided by progress in transportation and technologv.
Offered annually.

ULP 304. Community Issues Forum: Principles into Practice 4 hours

This course is taught as a weekly seminar focusing on a particular community issue and
accompanied by an issue-related, off-campus internship. Together with facult)-, students analyze
issues confronting stakeholders, collaborate on solutions, and present findings derived from their
internship assignments. Students have interned with the state legislature, local and state chambers
of commerce, community' food banks, arts organizations, corporations, non-profit organizations,
and a number of other communit}' groups. Topics covered in previous years include: communit}^
development, education, transportation, health care, and the environment. Prerequisite:
Permission of the instructor.

Urban Leadership Elective 4 hours

With the approval of the Rich Foundation Urban Leadership Program Director and the
academic advisor, the student selects an appropriate course to satisfy the fourth course
requirement of the program. Ideally, the elective course will be part of the student's major or
minor, or in an area of vocational interest. The principal objective of the elective requirement is
to look for intellectual or applied leadership in the student's chosen field or profession.

In addition to the required academic course work, students demonstrate leadership on
and off campus by their participation in University, civic, and communit}' endeavors in Atianta.
Smdents organize and participate in conferences, workshops, and symposia on and off campus.
At the end of each semester, smdents submit a brief memo to the director detailing their
leadership challenges and opportunities that semester. In the final semester, students prepare a
paper reflecting on their leadership experiences during college. The final portfolio contains written
work drawn from the student's leadership courses and experiences.

Admission to the Rich Foundation Urban Leadership Program is competitive.
Students may apply in the freshman, sophomore, or junior year. The director and a selection
committee evaluate candidates on the basis of commitment to leadership-related study, the
desire for leadership understanding and application, extracurricular participation, academic
record, and other experience.

The Core Curriculum

History of the Core Curriculum

Oglethorpe initiated its "core curriculum," in the academic year 1944-45, making it one
of the first core programs in the United States. In his explanatory brochure about the program,
Oglethorpe President Philip Weltner presented a new liberal arts curriculum with the twin aims
of equipping students to "make a Ufe and make a living." Each student would devote one half of
his or her college course work to the common intellectual experience of the core, while the
student would devote the other half to his or her major area of study. In outlining his new plan
and his philosophy of education. President Weltner anticipated some of the ideas featured in
General Education in a Free Society, Harvard University's 1945 statement stressing an emphasis
on liberal arts and a core curriculum.

The idea of a core curriculum was at that time so revolutionary in higher education that
news of the Oglethorpe Plan appeared in The New York Times in the spring of 1945. Dr. Weltner
told The Times: "We are trying to develop keen.. .appreciation and understanding. Instead of
dividing our courses into separate schools, we are giving the students a good liberal and general
education which can become the basis of hundreds of vocations."

Dr. Weltner's core curriculum for the Oglethorpe students of the 1940s reflected the
concerns of the war era: the core consisted of a series of courses under the headings
"Citizenship" and "Human Understanding." As the concerns of the war era receded and the post-
war information explosion ensued, the Oglethorpe core underwent extensive revision in the
1960s, with its required courses coming to resemble much more closely traditional courses in the
disciplines. Gradually this core came to focus on those courses representing competencies that a
well-educated generaUst ought to have upon graduating from coUege.

With the support of a major grant from the National Endowment for the Humanities,
the Oglethorpe core curriculum underwent substantial revision in the early 1990s to reflect a new
idea about core curriculum and its purpose. Rather than an attempt to define what every student
should know or a list of basic competencies every student should have, the new Oglethorpe core
aimed at providing a common learning experience for all students. Since the early 1990s the core
curriculum has undergone further scrutiny and refinement. Beginning in 1998, Oglethorpe
implemented a sequence of new interdisciplinary year-long courses. These sequences, which
extend over all four years of a student's collegiate career, feature the reading of a number of
primary texts common to all sections of the courses and frequent writing assignments. Each
course in the sequence builds upon the body of knowledge studied in the pre\ious covirse.
Courses in the fine arts and in mathematics complement these sequences. The program explicidv
invites students to integrate their core learning and to consider knowledge gained from smdv in
the core as they approach study in their majors. In developing this curriculum, the facults' has
renewed its commitment to the spirit of Dr. Weltner's original core: "We must never for an instant
forget that education to be true to itself must be a progressive experience for the learner, in which
interest gives rise to inquiry, inquiry is pursued to mastery, and mastery here occasions new
interests there."

As every student's second major, the core continues to urge students to pursue links
among the various areas of study and to appreciate the value of intellectual inquiry. A National
Endowment for the Humanities Challenge Grant, wWch Oglethorpe received in 1996, helped to
create an endowment for the core curriculum, guaranteeing that faculty have the resources to keep
the core vital and central to learning at Oglethorpe. As facult)' work together through frequent
conversation about the content and goals of their core courses to pro\dde an integrated approach
to learning, one is reminded of the pledge Dr. Weltner made over half a century ago in outlining
the core: "Oglethorpe University insists that die object is not to pass a subject; the object is to take
and keep it."

Liberal Education and the Core Curriculum

Oglethorpe University is committed to providing a comprehensive liberal arts education
for all of its students. We aim to produce graduates who are broadly educated in the fundamental
fields of knowledge and who know how to integrate knowledge in meaningful ways. The
University's core curriculum is the clearest expression of this commitment. As an interdiscipUnarv
and common learning experience, the core curriculum provides for students throughout their
academic careers a model for integrating information and gaining knowledge. The sequencing of
the core courses means that all Oglethorpe students take the same core courses at the same point
in their college careers, thereby providing an opportunity for students to discuss important ideas
and texts both inside and outside the classroom. In this way, the core curriculum aims to create a
communit)' of learners at Oglethorpe University.

Staffed by facult)^ from a wide variet}' of disciplines, the program seeks to teach students
the following aptimdes and skills:

1 . The abiUt}' to reason, read, and speak effectively, instilled through frequent and rigorous
writing assignments and the reading and discussion of primary texts.

2. An understanding as well as a critical appreciation of how knowledge is generated and
challenged.

3. The ability to reflect upon and discuss matters fundamental to understanding who we
are and what we ought to be. This includes how we understand ourselves as individuals
(Core I) and as members of societ}' (Core 11), how the study of our past informs our
sense of who we are as human beings (Core III), and the ways in which the practice of
science informs our understanding of ourselves and the world (Core I\^.

In addition to the seven integrated and sequenced core courses, Oglethorpe University
students take two additional courses that have been designed to help them develop an appreciation
and understanding of fine arts and mathematics. Students earning a Bachelor of Arts degree also
study a foreign language.

The core curriculum provides only a beginning for the investigation of significant
questions and issues. The program is designed to foster in students a love of learning and a desire
to learn, to think, and to act as reflective, responsible beings throughout their lives.

Freshman Year - Core I

COR 101. Narratives of the Self I
COR 102. Narratives of die Self II

Sophomore Year - Core II

COR 201. Human Namre and the Social Order I
COR 202. Human Namre and the Social Order II

Junior Year - Core III

COR 301. Historical Perspectives on the Social Order I
COR 302. Historical Perspectives on the Social Order II

Senior Year - Core IV - One of the following:

COR 401. Science and Human Namre: Biological Sciences
COR 402. Science and Human Namre: Physical Sciences

Fine Arts Requirement - One of the following:
COR 103. Music and Culture
COR 104. Art and Culture

Mathematics Requirement

COR 203. Great Ideas of Modern Mathematics

Foreign Language Requirement

AH students undertaking and earning a Bachelor of Arts degree will be required to take
at least one semester of a foreign language at the second-semester elementary-level or higher.
Students who graduated from a secondary school where the language instruction was not English
have satisfied the foreign language requirement.

COR 101, COR 102. Narratives of the Self I, II 4 plus 4 hours

The first-year course sequence investigates narratives of the self vVmong the topics that
students wiU consider are a variety of fictional and philosophical constructions of the self, the
relationships of memory to personal identity, and the disjunction or harmony between public and
private selves. The authors considered in the courses may include Homer, Socrates, St. Augustine,
Montaigne, Shakespeare, Descartes, Cervantes, Lao Tsu, Nietzsche, and Toni Morrison.

COR 103. Music and Culture 4 hours

The appreciadon of music begins with an understanding of the creative process as a
means of self-expression and the artist's relationship to the world. Using primary sources, guest
lecturers, and artists, this course examines the st\4es, trends, and developments of Western and
international music from early civilizations through the 20* century. Study and discussion begin
to develop an understanding of how music and the cultural arts reflect and affect societal trends
and values.

COR 104. Art and Culture 4 hours

Through the study of art this course will help students understand the basic chronology
of Western culture, lay the groundwork for broad cultural Uteracv, and look at how art retlects the
human condition. The course explores content, formal elements, and historical context of the art
of Western and non-Western cultures from ancient to modern times. Four basic themes wUl
prevail: Art and Religion, Art and Power, Art and Nature, and Art and the Personal.

COR 201, COR 202. Human Nature and the Social Order I, II 4 plus 4 hours

The sophomore course sequence focuses on the relationship between individuals and
communities, examining the extent to which the "good Ufe" can be pursued within die confmes
of any social order. These courses investigate issues such as the nature of human excellence and
virtue, the character of justice, the origins and sources of social order, and the stams and
legitimacy of political power. How can we obtain an accurate description of humans as social
beings? What is the good societ}?, and how may it be realized? Students in this course are in\'ited
to become more thoughtful, self-conscious, and self-critical members and citizens of the society-
and polity in which they live. Authors such as Aristotie, Locke, Smith, Tocquevdlle, Marx, and
Weber are read.

COR 203. Great Ideas of Modern Mathematics 4 hours

This course explores several major modern matiiematical developments and helps
students to understand and appreciate the unique approach to knowledge wliich characterizes
mathematics. The mode of inquiry employed is reason. This is not to be confused widi the
approach used, for example, in the natural or social sciences. It is, rather, reason divorced from

anything empirical. As T. H. Huxley remarked, "Mathematics is that study which knows nothing
of observation, nothing of experiment, nothing of induction, nothing of causation." The course
will be organized around three or four major mathematical ideas that have emerged since the time
of Newton. These ideas will be drawn from such fields as calculus, set theory, number theory,
probabilit)' theory, modern algebra, logic, topology, and non-Euclidean geometry.

COR 301, COR 302. Historical Perspectives on the Social Order I, II 4 plus 4 hours

The junior year sequence constitutes an historical examination of human experience in
response to some of the themes and issues raised in the first two years of the core. Drawing on
a variety of perspectives from both the humanities and the social sciences, the course strives to
reconstruct the histories of significant periods in human history. The first semester focuses on
the rise and fall of civilizations from antiquit}' through the Renaissance. The second semester
concentrates on the problems of modernity, such as the rise of the modern state, nationalism,
revolution, and globalization. Both courses examine the ways in which significant moments have
become essential parts of our historical consciousness, enshrined in myth, and religion, tradition,
culture, and institutions. Through careful analysis of current scholarship and original sources,
students are invited to consider the complex relationship between history, cultural traditions, and
the social and political institutions derived from them.

COR 401. Science and Human Nature: Biological Sciences 4 hours

The senior year course deals with the way scientific methodologies inform current
thinking on the nature of the human organism. Starting from basic genetic and psychological
understandings, it emphasizes how evolutionary mechanisms may be seen as contributing to the
origins of uniquely human behaviors. Elements of DNA structure as it applies to information
storage and transmission, the regulation of gene expression and the mechanics of protein
synthesis, mutation and its centralit^' in producing variation, sexual reproduction and how the laws
of probabUit}' apply to biological systems, sex determination, "altruistic" behavior, and kin
selection are among the topics explored.

COR 402. Science and Human Nature: Physical Sciences 4 hours

Modern western society is largely science-dominated, and the consideration of science
and its role in society is essential for any educated person. This core course investigates the
practice of science by focusing specifically on scientific revolutions. It is during such periods of
upheaval that we can most clearlv see how science is actually practiced. WTiat causes a new idea to
challenge the scientific status quo? What determines whether the new idea will be accepted, or
not? When seeking new explanations for natural events, what guides the scientist's search? The
goal of this course is to equip the student with the necessary tools and background to seek
answers to these questions, and others, for such questions are increasingly a part of each of our
lives if we live those lives reflectively.

Core Equivalencies for Transfer Students

Core credits for transfer students are determined by two things: a student's specific
course work and the total semester hours transferred in by the student. No core credit is given for
Advanced Placement or College Level Examination Program course work. Other credit is often
given, however for Advanced Placement and International Baccalaureate course work; please see
Advanced Placement and International Baccalaureate Programs in the Admission section of this
Bulletin.

Transfer Hours

Course Credits

from Previous Colleges

Core
Equivalents

1-14

Music Appreciation or Music History
Art Appreciation or Art History

COR 103
COR 104

1 5 and over

Writing Course

Literature or philosophy course

COR 101
COR 102

Over 30

Course in history, politics, sociology,
anthropology, philosophy* or economics.

COR 201

Over 45

Two courses in history, politics, sociology,
anthropology, philosophy* or economics.

COR 201 and
COR 202

* Note: If a philosophy course is used to exempt COR 102, the same course cannot be applied
to COR 201 or 202.

Great Ideas of Mathematics, Historical Perspectives on the Social Order I, II, Science
and Human Nature: Biological Sciences, and Science and Human Namre: Physical Sciences cannot
be fulfilled by transfer credit.

Core Credits Through Study Abroad or as a Transient Student

Every student attending an Oglethorpe approved semester or year abroad wall receive
credit for one semester of the junior year core — either Historical Perspectives on the Social Order
I or II — the smdent may choose.

Once a student enrolls at Oglethorpe, core credit may not be earned through study as a
transient student at other institutions; for example, no summer school credit from another
university.

Programs of Study

Degrees

Oglethorpe University offers six degrees: Bachelor of Arts, Bachelor of Science,
Bachelor of Arts in Liberal Studies, Bachelor of Business Administration, Master of Arts in
Teaching - Early Childhood Education, and Master of Business Administration. The Bachelor of
Arts, Bachelor of Science, and Master of Arts in Teaching — Early Childhood Education degrees
are offered in the traditional program and described in this publication. (For a discussion of the
other three degrees, please see University College at the end of this section or refer to the University
College Bulletin, available from the University College Office.) Under certain conditions it is also
possible for a student to receive a dual degree in art, a dual degree in engineering, a dual degree in
environmental studies, or a degree under the Professional Option. See the Index for the sections
where these degrees are discussed.

Undergraduate Major Programs and Requirements

Completion of a major program is required for all baccalaureate degrees. The student's
academic advisor assists with the student's selection of a major. The student declares the major
selected on the course registration form completed each semester. Students must have declared a
major by the end of the second semester of the sophomore year.

A major is an orderly sequence of courses in: 1) a particular discipline, 2) a combination
of two disciplines, or 3) a defined interdisciplinary field. A major must include a minimum of 32
and a maximum of 64 semester hours of required course work, exclusive of all hours used to
satisfy core requirements. Exceptions may be granted in special circumstances by a vote of the
appropriate faculty committee. At least half of the semester hours required for the major must be
in course work taken at Oglethorpe University. Each major includes a substantial component of
advanced courses which have specified prerequisites. A major may require for successful
completion a cumulative grade-point average in the major field which is higher than the 2.0
cumulative grade-point average required for graduation. Alternativel}', the requirements for the
major may state that only courses in which a "C-" or higher grade is received mav be used in
satisfaction of the major's requirements. The student is responsible for ensuring the fulfillment of
the requirements of the major selected. Specific requirements for each of the majors may be
found listed below in alphabetical order. Please note that no course that is counted to fulfill a
major requirement for one degree may be used toward the requirements of another degree.
For the Bachelor of Arts degree the following majors are offered:

American Studies

Art - Dual Degree

Art History

Business Administration and Behavioral Science

Communication and Rhetoric Studies

Economics

Engineering — Dual Degree

English

Environmental Studies — Dual Degree

French

History

Individually Planned Major

International Studies

International Studies with Asia Concentration

100

Philosophy
Politics

Psychology
Sociology

Sociology with Social Work Concentration
Spanish
Studio Art
Theatre
For the Bachelor of Science degree the following majors are offered:
Accounting
Biology
Biopsychology
Business Administration

Business Administration and Computer Science
Chemistry
Economics
Mathematics

Mathematics and Computer Science
Physics

Undergraduate Minor Programs and Requirements

A minor consists of at least 16 semester hours of course work beyond any core
requirements in that discipline. A minimum of 12 semester hours of a minor must be in course
work taken at Oglethorpe. Minor programs are available in the fields Usted below. Specific
requirements for each minor may be found in the respective disciplines, that follow in
alphabetical order:

Accounting

American Studies

Art History

Biology

Business Administration

Communication and Rhetoric Studies

Chemistry

Computer Science

Economics

English

French

History

Individually Planned Minor

Japanese

Mathematics

Music

Philosophy

Physics

Politics

Psychology

Sociology

Spanish

Studio Art

Theatre

Women's and Gender Studies

Wanting

101

Academic Departments

Organizadon of Oglethorpe's disciplines is by division, each with its own division chair.
The nine divisions are as follows:

Division I Philosophy, Communication and Rhetoric Studies, and the Fine Arts

Division II History, Politics, and International Studies

Division III Natural Sciences

Division IV Behavioral Sciences

Division V Economics and Business Administration

Division VI Education — Undergraduate and Graduate

Division VII English Language and Comparative Literature

Division VIII Foreign Languages

Division IX Mathematics and Computer Science

Accounting

Accounting is the language of business. Accounting provides quantitative information,
primarily financial in nature, about economic entities that is intended to be useful in making
economic decisions. Accounting students become acquainted with the sources and uses of
financial information and develop the analytical ability necessary to produce and interpret such
information. The students learn to observe economic activity; to select from that acti\4t\' the
events which are relevant to a particular decision; to measure the economic consequences of those
events in quantitative terms; to record, classify, and summarize the resulting data and to
communicate the information in various reports and statements to the appropriate
decisionmakers.

Accounting students gain the conceptual foundation and basic skills to begin a career in
accounting. There are many attractive career fields including public accounting, industry,
government, and non-profit organizations. Accounting provides an excellent educational
background for anyone going into business. With the skills gained from accounting, the student
wiU have an appropriate background for such related careers as financial ser\aces, computer
science, management, industrial engineering, law and others, or the abiUt}' to pursue graduate
education. Internships are available to give preparation to students for careers after graduation.
The major in accounting wiU assist the student to prepare for several qualifying examinations in
accounting and finance such as Certified Public Accountant (CPA), Certified Management
Accountant (CMA), and Certified Financial Analyst (CFA).

Major

Students pursuing a Bachelor of Science degree must complete the following
requirements with a grade of "C-" or higher:

ACC 230 Financial Accounting

ACC 231 Managerial Accounting

ACC 332 Intermediate Accounting I

ACC 333 Intermediate Accounting II

ACC 334 Cost and Managerial Accounting

ACC 335 Income Tax Accounting: Individuals

ACC 435 Advanced Accounting

ACC 437 Auditing

BUS 110 Business Law I

BUS 260 Principles of Management
102

BUS 310 Corporate Finance

BUS 350 Marketing

BUS 469 Strategic Management

ECO 121 Introduction to Economics

ECO 221 Intermediate Microeconomics

MAT 111 Statistics

MAT 121 AppUed Calculus

Note: All upper— level (300 and 400) accounting courses must be taken at Oglethorpe unless
special permission is given by a member of the accounting facult\'.

In addition, the student must satisfy the Computer Applications Proficiency
Requirement. This can be done in one of three ways: 1) by assessment of skills with the student's
academic advisor, 2) by successful completion of Introduction to Computer Applications
Software, or 3) by successful performance on the computer proficiency examination.

Beginning in 1998, new eligibility requirements adopted by the Georgia State Board of
Accountancy require at least 150 semester hours of college study to qualifv' to take the CPA
examination. Included within the content of this minimum education standard is the requirement
to complete at least 30 semester hours of accounting courses beyond Financial Accounting and
Managerial Accounting and at least 24 semester hours of education in business administration.
For those students whose objective is to qualif}' to take the CPA examination, it is recommended
that the following courses be included in these additional required semester hours:

ACC 336 Income Tax Accounting: Corporations, Partnerships, Estates,
and Trusts

ACC 436 Accounting Control Systems

ACC 438 Accounting Theory

BUS 111 Business Law II

Minor

Students desiring to minor in accounting must complete five courses: Financial
Accounting and Managerial Accounting, and three of any of the following with a grade of
"C-" or higher:

ACC 332 Intermediate Accounting I

ACC 333 Intermediate Accounting II

ACC 334 Cost and Managerial Accounting

ACC 335 Income Tax Accounting: Individuals

ACC 435 Advanced Accounting

ACC 230. Financial Accounting 4 hours

This course is a study of generally accepted accounting principles (GAAP) and other
accounting concepts with emphasis on their application in the financial statements of business
enterprises. The measurement and reporting of assets, liabilities, and owners' equit\' is stressed,
along with the related measurement and reporting of revenue, expense, and cash flow.
Prerequisite: Sophomore standing or above or approval by the Director of Accounting Studies.

103

ACC 231. Managerial Accounting 4 hours

This course is a study of the use of accounting information by managers and decision
makers within an economic enterprise. Cost analysis for purposes of planning and control is
emphasized. Prerequisite: ACC 230.

ACC 332. Intermediate Accounting I 4 hours

This course covers financial accounting topics at an intermediate level. The topics
covered are similar to Financial Accounting, but in greater depth. The standards promulgated by
the Financial Accounting Standards Board are considered and evaluated. The theoretical
foundations of accounting are emphasized. Prerequisite: ACC 231.

ACC 333. Intermediate Accounting II 4 hours

This is a continuation of Intermediate Accounting I with emphasis on advanced topics
such as capitalized leases, pension costs, inter-period income tax allocation and accounting
changes. Prerequisite: ACC 332.

ACC 334. Cost and Managerial Accounting 4 hours

This course provides an introduction to the financial information required for the
managerial activities of planning, directing operational activities, control, and decision making.
The course includes the study of the analytical techniques and methodologies used to generate
accounting information and the managerial use of accounting information. The topics include
cost behavior and estimation, costing of products and services, cost-volume-profit analysis,
budgeting, relevant cost analysis, performance evaluation, and pricing decisions. Prerequisite:
ACC 231.

ACC 335. Income Tax Accounting: Individuals 4 hours

This course provides an overview of the federal income tax system primarily as it relates
to individuals. The study of the federal tax law provides the necessary tax background for a variet}'
of accounting, financial, and managerial careers. Prerequisite: ACC 231.

ACC 336. Income Tax Accounting: Corporations, Partnerships,

Estates, and Trusts 4 hours

This course is a study of the federal income tax laws and related accounting problems
of corporations and parmerships, with some consideration of estates and trusts. Consideration
will be given to the role of taxation in business planning and decision making and the
interrelationships and differences between financial accounting and tax accounting. Prerequisite:
ACC 335.

ACC 430. Personal Financial Education 2 hours

This course is designed to prepare students for a successftil transition to life after college.
The course wiU focus on financial planning and education. It wiU cover topics such as emplo^•er
benefits, money management, debt reduction, tax remrn preparation, insurance, large asset
purchases, and investing. Graded on a satisfactory/unsatisfactory basis.

ACC 433. Independent Study in Accounting 1-4 hours

Supervised research on a selected topic. Prerequisite: Submission of a proposed outline
of study that includes a schedule of meetings and assignments approved bv the instructor, die
division chair, and the Provost and Senior Vice President prior to registration.

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ACC 434. Internship in Accounting 1-4 hours

An internship is designed to provide a formalized experiential learning opportunit)^ to
qualified students. The internship generally requires the student to obtain a faculty supervisor in
the relevant field of study, submit a learning agreement, work 30 hours for every hour of academic
credit, keep a written journal of the work experience, have regularly scheduled meetings with the
faculty supervisor, and write a research paper dealing with some aspect of the internship. Written
work should total five pages of academic writing for every hour of credit. An extensive list of
internships is maintained by the Career Services Office, including opportunities at
PricewaterhouseCoopers, Ernst and Young, Deloitte and Touche, Georgia Pacific, and Miller, Ray,
and Houser. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the
faculty supervisor and qualification for the internship program.

ACC 435. Advanced Accounting 4 hours

This course is a study of business combinations and the related problems of
consolidating the financial statements of affiliated corporations. The accounting problems related
to international business are also covered and governmental accounting is introduced.
Prerequisite: ACC 333.

ACC 436. Accounting Control Systems 4 hours

This course is an in-depth study of the application of information systems concepts to
the accounting environment. Emphasis is on the processing of data in a computerized
environment as well as the controls that are necessary to assure accuracy and reUabiUt}' of the data
processed by an accounting system. Practical implications of accounting information system
design and implementation will be investigated through the use of cases and projects.
Prerequisites: ACC 231 and CSC 240.

ACC 437. Auditing 4 hours

This course is a study of auditing standards and procedures, including the use of
statistical and other quantitative techniques, and preparation of audit working papers, reports, and
financial statements. Emphasis is placed upon the criteria for the establishment of internal
controls and the effect of these controls on examinations and reports. Prerequisites: ACC 333 and
MAT 111.

ACC 438. Accounting Theory 4 hours

This course covers the principles and concepts of accounting at an advanced theoretical
level. The emphasis is on critical analysis of the ideas on which accounting practice is based along
with an appreciation for the intellectual foundations for those ideas. Prerequisite: ACC 333.

ACC 439. Special Topics in Accounting 4 hours

An intense study of diverse accounting topics under the direct super\'ision of an
accounting faculty member. Prerequisite: Permission of the instructor.

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Allied Health Studies

Students who plan to attend schools of nursing, physical therapy, occupational therapy,
medical technology, or other allied health fields should plan their programs at Oglethorpe with the
assistance of the faculty member serving as the Allied Health Advisor. The name of this advisor
can be obtained at the Registrar's Office.

Preparation for admission to an allied health education program typically follows one of
two models. In the first model, students are admitted to an allied health program after completing
a group of required courses in specific academic areas during two years of college study. For
students pursuing this option, a minimum of 64 semester hours credit earned at Oglethorpe and
successful completion of the allied health education program in an accredited professional school
are required to earn the Bachelor of Arts degree with an individually planned major. (See the
description of the individually planned major below.) The second model, which has become
common practice in fields such as physical therapy, requires students to earn a bachelor's degree
before being admitted to the allied health program. The degree awarded upon completion of the
allied health program is t}^ically a master's or doctoral degree. Students interested in this option
may find that one of the majors regularly offered at Oglethorpe fulfills the admission
requirements for the allied health program. In other cases, an individually planned major can be
designed to meet the admission requirements of the allied health program.

Students who are exploring careers in allied health fields can find additional information
about them at "Health Professions Links" at http://wipw.naahp.org and at "Careers in Allied
Health" at http:/ / wiviv. ama-assn. org/ ama/pub/ category/ 2322. html.

American Studies

The interdisciplinary major in American studies is designed to provide students with the
opportunity to develop a systematic and in-depth understanding of American culture. Bv
combining American studies courses and courses from relevant disciplines (history, literature, the
arts, economics, and the social sciences), students may explore the relationships of diverse aspects
of American life. Students also are able to pursue their special interests within American culture
by developing an "area of concentration" that provides a specific focus for much of the work
completed in fulfillment of major requirements.

In addition to introducing students to the field of American studies, the major is
designed to help students refine their fundamental intellectual skills, especially their writing and
speaking skills. Skills of this sort wUl serve the student well long after many specific facts,
postulates, and theories have been forgotten. In short, as is consistent with Oglethorpe's stated
institutional purpose, the American studies program seeks to prepare humane generalists -
individuals who possess those basic qualities so necessary for leadership in a rapidly changing
world. The degree awarded is the Bachelor of Arts.

Major

Requirements of the major include completion of the following seven courses:
ECO 223 United States Economic History
ENG 303 American Poetry
HIS 130 United States History to 1865
HIS 330 Between Worid Wars: The United States, 1 920- 1 945
HIS 331 The Age of Affluence: The United States Since 1945

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SOC 202 The American Experience (to be taken in the freshman or

sophomore year)
One semester of a foreign language at the second semester elementary-
level or higher
Completion of five of the following courses also is required:
CRS 340 Writing for Business and the Professions
ECO 421 Money and Banking
ECO 424 Labor Economics
ECO 425 Public Finance
EDU 101 Introduction to Education

ENG 312 Special Topics in Literamre and Culture: Literature in the 1920s
ENG 314 Special Topics in Major British and American Authors
HIS 430 The American Civil War and Reconstruction
HIS 431 History of United States Foreign Relations
POL 201 Constitutional Law
POL 302 American Political Parties
POL 303 Congress and the Presidency
POL 304 African- American Politics
POL 311 United States Foreign Policy
SOC 201 The Family
ULP 303 The New American City

Minor

Requirements for the minor include completion of The American Experience (to be
taken in the freshman or sophomore year) and three of the following five courses:
ECO 223 United States Economic History
ENG 303 American Poetry
HIS 130 United States History to 1865
HIS 330 Between World Wars: The United States, 1920-1945
HIS 331 The Age of Affluence: The United States Since 1945

Art

The Art Department at Oglethorpe Universit\' offers a stimulating and rigorous
program of study in studio and art history. The curriculum is designed to be an integral part of
the liberal arts experience for majors and non-majors alike. Students may choose from a -wide
range of studio courses offered at the introductory through the advanced level, including dra\\ing,
painting, figure drawing, photography (both traditional darkroom and digital), printmaking, two-
dimensional design, color theory, anatomy, and figure sculpture. Art history courses cover a wide
array of time periods and culmres from ancient to modern art, with an interdisciplinary approach
which stresses aesthetic and historical context. The Art Department curriculum prepares students
for a wide array of options, including graduate school and careers in a variet}' of art-related fields.

In keeping with the concept of the liberal arts education, the Art Department's
curriculum is designed to give smdents the tools needed to express themselves, think clearly, and
help find their places in the world. The curriculum is unique in the Southeast for its emphasis on
mastering the concepts and skills necessary to draw, paint, and sculpt the human figure. Color
theor}^, perspective, anatomy, and art history are integrated to this goal. In addition, students are
exposed to a wide range of mediums, including drawing, painting, printmaking, sculpmre, and
photography.

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The wide range of courses, as mentioned above, is open at the introductory' level to all
students regardless of major or minor. Introductory-level courses emphasize the development of
perception (learning to see); cognitive skills (application of theories to visual phenomena); a sense
of aesthetics (organization of the parts for the larger whole); and technical skills (facilit}' in
manipulating tools).

Many courses are offered at the intermediate and advanced levels as well, in some cases
under the "Special Topics" heading. Intermediate-level courses build upon introductor}'-level
course material, undertaking more complex thought processes and approaches, while advanced-
level courses emphasize individual inquiry and original thinking.

Studio Art Major

Studio courses are designed to provide students with a rigorous and stimulating
foundation in visual language and thinking. Courses emphasize the development of perception
and visual acuity, cognitive skills, a sense of aesthetics, and facility in manipulating a variet}- of
artistic approaches and media. The curriculum prepares students to go on to graduate school in
studio or other fields such as education, art therapy, graphic design or medical illustration.

Students majoring in studio art must complete eight studio courses, two upper-level art
history courses, and one foreign language course at the second semester elementary-level or
higher, for a total of 11 courses and 44 semester hours. Requirements for the studio major include
two drawing courses; three painting courses; Anatomy For the Artist and Figure Drawing;
Introduction to Photography; Modern Art History; either Introduction to Figure Sculpture,
Introduction to Printmaking, or Ways of Seeing; and one other upper-level art history course. The
degree awarded is the Bachelor of Arts.

The Scientific Illustration Track with Biological Science Emphasis and the Scientific
Illustration Track with Physical Science Emphasis are two programs which enable the student to
combine art major requirements and specific science courses. These programs fulfill admission
requirements for graduate school programs in medical and scientific illustration. The degree
awarded is the Bachelor of Arts.

Art History Major

The art history major provides students with an intellecmal, aesthetic, and historical
foundation for the study of all visual arts, including architecture, sculpture, painting, photography,
and nascent media. The courses which make up the art history major have been designed to be
integrally related to the liberal arts experience, complementing other courses and majors wliich are
already offered at Oglethorpe by providing comparative historical, cultural, and philosophical
reference points, while at the same time functioning as a rigorous, free-standing discipline. The
curriculum prepares students to go on to graduate school in art history and for careers such as
museum work, education, and art consulting.

Students majoring in art history must complete a minimum of six art liistory courses
(one of which must be Modern Art History), two smdio courses (in any tVk'o different media), up
to two courses from the list below, and one foreign language course at the second semester
elementary-level or higher, for a total of 1 1 courses and 44 semester hours. i\ll art history courses
have COR 104 Art and Culture as a prerequisite. The degree awarded is the Bachelor of Arts.

108

Completion of two or more of the following courses is required (others may be added
at the discretion of the Art Department):

CRS 101 Theories of Communication and Rhetoric

CRS 390 Special Topics in Communication and Rhetoric Studies: Media,
Culture and Societ}'*

ENG 101 Ancient Literature

ENG 102 Medieval and Renaissance Literature

PHI 301 Philosophy of Art (Aesthetics)

PHI 321 Special Topics in Philosophy: Japanese Aesthetics*

SOC 305 Film and Societ\'

WGS 301 Introduction to Women's Studies— Theory

WGS 302 Introduction to Women's Studies-History

Two semesters of foreign language (in addition to the foreign language

requirement for the Bachelor of Arts degree)
* contingent on these Special Topics courses being offered again.

Minor

For a minor in art, students may have a concentration in studio or art history. For both
areas of concentration students must complete a total of five courses and 20 semester hours.
Students with a concentration in studio must take four studio courses and one upper-level art
history course. Students may take up to three of these studio courses in one discipline (for
example, photography, drawing, painting, etc.) or in four different disciplines. At least two of these
studio courses must be in separate disciplines.

For a concentration in art history, students must take four upper-level art history courses
and one studio course.

ART 101. Introduction to Drawing 4 hours

This course is an introductory-level studio course which will focus on mastering the
fundamentals of drawing. Working from observation in line and value, students will develop an
understanding of form and shape; volume and flatness; spatial relationships; the basics of
perspective and composition, and the materials and techniques of drawing.

ART 102. Introduction to Painting 4 hours

This course is an introductory-level studio course which will focus on understanding and
mastering the fundamentals of painting. Working from observation, this includes developing an
understanding of color and color relationship; form and shape; volume and flatness; the basics of
composition, and the materials and techniques of oil painting.

ART 103. Introduction to Figure Sculpture 4 hours

Working from the life model, students will convey their understanding of the
human form in clay. Planar structure, volume, proportion, and major anatomical landmarks
will be covered.

ART 109. Introduction to Photography 4 hours

Laboratory exercises, in-class lecmres, critiques and assignments are designed to develop
an understanding of all aspects of photography, including composition and self expression.
Emphasis will be on development of technical skills and a personal direction in photography.
Prerequisite: A fuUy manual camera - to be brought to the first class meeting.

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ART 110. Ways of Seeing 4 hours

This course systematically breaks down the vocabularies of art to their component
elements, studying how these elements work together to form visual language. Problems in color
and composition will be undertaken in a variety of media, including ink, acrylic, and photography.

ART 111. Anatomy For the Artist and Figure Drawing 4 hours

This course focuses on both the scientific and the aesthetic exploration of the human
body. Drawing from the life model, students will study form and function of the skeletal and
muscular systems, along with proportion and surface landmarks. A variet}' of approaches to
drawing and drawing materials will be covered.

ART 201. Intermediate Drawing 4 hours

This course explores drawing as a tool for perception and a means of self-expression.
Students will undertake advanced problems in drawing which build upon concepts and techniques
covered in Introduction to Drawing. These include problems involving the surface of the picture
plane and the ground plane, arrangements of elements in static and dynamic compositions and
value pattern. Prerequisite: ART 101 or ART 111.

ART 202. Intermediate Painting 4 hours

Students will build upon experiences in Introduction to Painting and undertake more
complex formal and personal issues in their work. They will be expected to master a wide range
of visual vocabularies and approach painting from a variety of aesthetic points of view. Imager}',
realism, abstraction, expressionism, and narration will be explored as smdents begin to develop
individual direction in their own work. Prerequisite: ART 102.

ART 203. Intermediate Figure Sculpture 4 hours

Working from the Life model, this level of sculpture builds upon conceptual and
percepmal skills honed in Introduction to Figure Sculpmre. Students are expected to approach
sculpting the human form from a variety of aesthetic points of view, including realism,
abstraction, and expressionism. Prerequisite: ART 103.

ART 205. Special Topics in Studio 4 hours

Smdio exercises, in-studio lecmres, outside assignments, and critiques are designed to
develop a basic understanding of various media, including printmaking and various specialties of
artists-in-residence.

ART 250. Special Topics in Art History 4 hours

An in-depth analysis of specific historical art periods will stress how major artists and
trends were influenced by their times. Discussion of important events and ideas of significant
individuals of the period will serve to provide the necessary background for a thorough
comprehension of social and inteUecmal sources of art. Prerequisite: COR 104.

ART 260. Ancient Art History 4 hours

This course wiU cover the art and archaeology of the area around the Mediterranean Sea
before the fall of Rome, commonly called the "ancient world." The course will examine the
mythology and religion of each culmre, using primary sources such as artifacts and ancient
literature. Cultures covered will include Mesopotamia, Eg^.'pt, Bronze Age Crete, Greece, and
Rome. Prerequisite: COR 104.

110

ART 300. Italian Renaissance Art History 4 hours

This course explores the paintings, sculpture, and architecture of Italy from 1300 to
1650 C.E. Chronological in format, this course enables students to analyze and understand the
principle styles, methods, and contexts of Italian art and its intrinsic value in the study of
European art. Prerequisite: COR 104.

ART 302. Advanced Painting 4 hours

Students wiU build upon prior experiences in Intermediate Painting and be guided to set
parameters for individual inquiry in their work. Emphasis will be on personal imagery and control
of formal issues to express the students' ideas. Each student will be expected to develop ideas and
themes in a cohesive body of work. Prerequisite: ART 202.

ART 305. Advanced Special Topics in Studio 4 hours

This is an advanced level of Special Topics in Studio such as sculpture, photography,
drawing, printmaking, etc. Prerequisite: ART 205.

ART 310. Northern Renaissance and Baroque Art History 4 hours

This course will cover the art of Northern Europe from the late Gothic through the
Baroque period (the late 14* to the end of the 17* century). A range of media and styles will be
explored such as illuminated manuscripts, architecture, printmaking, and painting, including the
work of Durer, Rembrandt, and Vermeer. Prerequisite: COR 104.

ART 320. 18* and 19* Century European Art History 4 hours

This course focuses on the major artists and movements of the 18* and 19* centuries
in Europe, beginning with the late Baroque and progressing through the Rococo, the
Neoclassical, Romantic, Realist, Impressionist, and the Pre-Raphaelite, as well as Expressionism,
and Art Nouveau Movements. Students will analyze the major paintings, architecture, and
sculpture of each period as reflections of the political, social, and religious realities of the time.
Prerequisite: COR 104.

ART 330. Far Eastern Art History - India, China, Tibet, and Japan 4 hours

This course wiU explore the paintings, sculpture, and architecture of India, Cliina,
Tibet, Japan, and other Eastern cultures. Chronological in format, this course will enable students
to analyze and understand principle st}des, methods, and cultural contexts of Eastern art. This
course will compare and contrast Eastern and Western approaches and attitudes toward art.
Prerequisite: COR 104.

ART 340. The Art of the Americas, Africa, Oceania, and Others 4 hours

This course will look at how non-western and often pre-technological people around the
world use visual arts. How does their art express what is important to them? What does it share
with Western art? Some anthropology findings and the idea of "the primitive" will be explored.
Both living and extinct cultures will be studied. Prerequisite: COR 104.

Ill

ART 350. Modern Art History 4 hours

An in-depth analysis of the art of the 19* and 20* centuries, stressing how major
trends and major artists were influenced by their dmes, this course wiU begin with the advent of
the Industrial Revolution and continue to the present. It will focus on the art and ideas of
Ingres, Manet, Monet, Van Gogh, Gauguin, Cezanne, Picasso, Matisse, DaU, and Warhol.
Prerequisite: COR 104.

ART 400. Independent Study in Art History 1-4 hours

Supervised research on a selected topic in art history. Prerequisite: Submission of a
proposed outline of study that includes a schedule of meetings and assignments approved by the
instructor, the division chair, and the Provost and Senior Vice President prior to registration.

ART 405. Independent Study in Studio 1-4 hours

Supervised studio art on a selected topic. Prerequisite: Submission of a proposed
outline of study that includes a schedule of meetings and assignments approved by the instructor,
the division chair, and the Provost and Senior Vice President prior to registration.

ART 410. Internship in Art 1-4 hours

An internship is designed to provide a formalized experiential learning opporttinit\^ to
qualified smdents. The internship generally requires the student to obtain a facult}' supervisor in
the relevant field of study, submit a learning agreement, work 30 hours for every hour of academic
credit, keep a written journal of the work experience, have regularly scheduled meetings with the
faculty supervisor, and write a research paper dealing with some aspect of the internship. Written
work should total five pages of academic writing for every hour of credit. An extensive list of
internships is maintained by the Career Services Office, including opportunities at the High
Museum of Art, Nexus Contemporary Art Center, Atianta International Museum, and
Vespermann Gallery. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of
the faculty supervisor and qualification for the internship program.

Art — Dual Degree

Smdents seeking a broadly based educational experience invoking the t\pes of
programs generally found at a college of arts and sciences as well as the specialized training
offered by a professional college may wish to consider the dual degree program in art. Oglethorpe
University and The Atianta College of Art offer a joint program for students interested in a career
in the visual arts. The dual degree program requires enrollment at Oglethorpe for two vears
followed by enrollment at The Atianta College of Art for another two years and one summer.

The student is required to complete Fresh Focus, all of the core curriculum at
Oglethorpe (including Art and Culture), a foreign language course at the second semester
elementary-level or higher, and three courses in studio electives. Upon successful completion of
these courses, the smdent enrolls at The Atianta College of Art and completes 75 credit hours in
studio and art history courses. Placement in studio courses is dependent on a portfolio re\-iew.

112

Upon compledon of the joint program, the student receives the degree of Bachelor of
Arts from Oglethorpe and the degree of Bachelor of Fine Arts from The Atlanta College of Art.
Students participating in the dual degree program must meet the entrance requirements of both
institutions. Dual degree smdents are advised at Oglethorpe by a facult}' member in the field of
visual arts.

Note: Dual-degree students in art may not use Oglethorpe financial aid assistance to attend
other institutions.

Biology

The curriculum in biology provides a foundation in both classical and contemporary
biological concepts and prepares the student for continuing intellectual growth and professional
development in the life sciences. These goals are achieved through completion of a set of courses
that provide a comprehensive background in basic scientific concepts through lectures,
discussions, writing, and laboratory work. The program supplies the appropriate background for
employment in research institutions, industry, and government; the curriculum also prepares
smdents for graduate school and for professional schools of medicine, dentistry, veterinary
medicine, and the like. Students planning to attend graduate or professional schools should
recognize that admission to such schools is often highly competitive. Completion of a biology
major does not ensure admission to these schools.

A grade of "C-" or higher must be obtained in each freshman- and sophomore-level
science or mathematics course that is required for this major or minor; these courses are
numbered 100 through 300 in each discipline. A grade-point average of 2.0 or higher is required
in all courses required for the major.

Students who are interested in medical Hlustration are encouraged to consider the
Scientific Illustration Tracks that are offered within the art major.

Major

The requirements for a major in biology are as follows beginning with these four courses
in sequence: General Biology I and" II, Genetics, and Microbiology.

One set of paired courses chosen from the following three sets must be completed:
Biochemistry and Molecular Biology and Biotechnology or
Comparative Vertebrate Anatomy and Human Physiology or
Ecology and Special Topics in Biology: Conservation Ecology
Three upper-level courses chosen from Cell Biology, Embryology, Evolution, Animal
Behavior, and Vascular Plants; or, any of the paired courses above not used to fulfill the paired
course requirement must be completed.

Additionally, Biology Seminar I: Oral Presentations, Biology Seminar II: Biological
Literamre, General Chemistry I and II (with laboratories). Organic Chemistry I (with laborator}-);
either Organic Chemistry II (with laboratory) or Elementary Quantitative Analysis (with
laboratory); General Physics I and II (with laboratories); and Statistics must be completed. The
degree awarded is the Bachelor of Science.

113

All introductory level science courses (General Biology I, General Chemistr}^ I (with
laboratory). General Physics I (with laboratory), College Physics I (with laboratory) have the same
mathematics prerequisite. There are three ways that students can fulfill this mathematics
requirement: 1) by completing Precalculus at Oglethorpe with a grade of "C-" or higher; 2) by
successfully completing the precalculus mathematics placement examination (Placement
Examination Two at http: 1 1 petrelnet.oglethorpe.edu I dmsion9 1) [a graphing calculator is required for
the placement test]); or 3) by achieving a score of 3, 4, or 5 on the Advanced Placement Calculus
AB or BC Examination.

Minor

The requirements for a minor in biology are General Biology I and II, Genetics, and
Microbiology. Students minoring in biology are not exempt from the prerequisites for the biology
courses and thus also wiU complete General Chemistry I and II (with laboratories) and Organic
Chemistry I (with laboratory and either Organic Chemistry II (with laboratory) or Elementan,-
Quantitative Analysis (with laboratory).

BIO 101, BIO 102. General Biology I, II 5 plus 5 hours

An introduction to modern biology, these courses include the basic principles of plant
and animal biology, with emphasis on structure, function, evolutionary relationships, ecology, and
behavior. Lecture and laboratory. Prerequisites: Precalculus in high school or MAT 103, BIO 101
must precede BIO 102 and it is recommended that the courses be completed in consecutive
semesters. Smdents who are majoring in biology must earn a grade of "C-" or higher in BIO 101
before taking BIO 102.

BIO 201. Genetics 5 hours

An introduction to the study of inheritance. The classical patterns of MendeUan
inheritance are related to modern molecular genetics and to the control of metabolism and
development. Lecture and laboratory. Prerequisites or corequisites: BIO 102, CHM 102, CHM
201, and CHM 201L. A grade of "C-" or higher must be earned in each of the prerequisite
courses.

BIO 202. Microbiology 5 hours

An introduction to the biology of viruses, bacteria, algae, and fungi. Consideration is
given to phylogenetic relationships, taxonomy, physiology, and economic or pathogenic
significance of each group. Lecture and laboratory. Prerequisites: BIO 201, CHM 201, and CHM
201L with a grade of "C-" or higher in each course.

BIO 251. Biology Seminar I: Oral Presentations 1 hour

This course is offered in the faU as a component in a two-semester "capstone" sequence
for biology majors. The two-part experience is designed to introduce students to the mechanics
and inteUecmal components of the practice of being a scientist. This course will cultivate the
skills of the framing, researcliing, preparation and presentation of a public address on a topic of
biological interest. Recommended for smdents with junior or senior standing.

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BIO 252. Biology Seminar II: Biological Literature 1 hour

This course is offered in the spring as a component in a two-semester "capstone"
sequence for biology majors. The two-part experience is designed to introduce students to the
mechanics and intellectual components of the practice of being a scientist. This course serves as
an introduction to researching, locating, interpreting and presenting information from the
professional scientific literature. Recommended for students with sophomore or junior standing.

BIO 301. Comparative Vertebrate Anatomy 5 hours

An intensive study of the structural aspects of selected vertebrate t}'pes. These
organisms are smdied in relation to their evolution and development. The laboratory involves
detailed examination of representative vertebrate specimens . Prerequisites: BIO 102, BIO 201,
CHM 201, and CHM 201L. Completion of BIO 201 or CHM 201 and coregistration in the other
may be acceptable with the permission of the instructor. A grade of "C-" or higher must be
earned in each of the prerequisite courses.

BIO 302. Human Physiology 5 hours

A detailed analysis of human functions that deals primarily with the interactions
involved in the operation of complex human systems. Lecture and laboratory. Prerequisites: BIO
201, CHM 201, and CHM 201L. A grade of "C-" or higher must be earned in each of the
prerequisite courses.

BIO 310. Special Topics in Biology 1-5 hours

Advanced course and laboratory work, including independent studies, in various areas
of biology. Approval by the student's facult}' advisor and the chairperson of the department is
required for off-campus activities. Prerequisite: Permission of the instructor.

BIO 313. Embryology 5 hours

A course dealing with the developmental biology of animals. Classical observations are
considered along with more recent experimental embryology in the framework of an analysis of
development. In the laboratory, living and prepared examples of developing systems in
representative invertebrates and vertebrates are considered. Prerequisites: BIO 202, CHM 201,
and CHM 201L. A grade of "C-" or higher must be earned in each of the prerequisite courses.

BIO 315. Animal Behavior 5 hours

This course considers the function, development, and evolution of animal behavior,
including the physical and physiological bases of behaxdor, behavioral genetics, social beha\aor and
behavioral ecology. The laboratory component applies the issues addressed in lecmre in a hands-
on interactive and field-oriented setting. An integrated speakers series is part of the interactive
intellectual environment cultivated by the course. Lecmre and laboratory. Offered biennially.
Prerequisites: BIO 102 and PSY 101. A grade of "C-" or higher must be earned in each of the
prerequisite courses.

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BIO 316. CeU Biology 5 hours

An in-depth consideration of cell ultrastructure and the molecular mechanisms of cell
physiology. Techniques involving the culturing and preparation of cells and tissues for
experimental examination are carried out in the laboratory. Prerequisites: BIO 202, CHM 201, and
CHM 201 L. A grade of "C-" or higher must be earned in each of the prerequisite courses.

BIO 326. Vascular Plants 5 hours

The biology of vascular plants is considered at levels of organization ranging from the
molecular through the ecological. Studies of anatomy and morphology are pursued in the
laboratory, and an independent project concerning plant hormones is required. Offered spring
semester of even-numbered years. Prerequisites: BIO 202, CHM 201, and CHM 201L. A grade of
"C-" or higher must be earned in each of the prerequisite courses.

BIO 413. Biochemistry 5 hours

7\n introduction to the chemistry of Hving systems, this course will investigate the
synthesis, degradation, and functions of various molecules within living organisms. Central
metabolic pathways and enzyme reaction mechanisms also will be studied. Lecttire and laboratory.
Prerequisites: BIO 102, CHM 201, and CHM 201 L with a grade of "C-" or higher in each course;
recommended Prerequisite: CHM 310.

BIO 414. Molecular Biology and Biotechnology 5 hours

This course is an introduction to the theory and practice of molecular bioscience. Topics
covered include the principles and processes of molecular biology, DNA isolation and
characterization, restriction enzyme analysis, cloning, construction and selection of recombinants
made in vitro and preparation and analysis of gene libraries. Lecture and Laboratory. Prerequisites:
BIO 202, CHM 201, CHM 201 L, and BIO 413 with a grade of "C-" or higher in each course.

BIO 416. Evolution 4 hours

A course dealing with the various biological disciplines and their meaning in an
evolutionary context. Also, a consideration of evolutionary mechanisms and the various theories
concerning them. Prerequisites: BIO 202, CHM 201, and CHM 201L. A grade of "C-" or higher
must be earned in each of the prerequisite courses.

BIO 423. Ecology 5 hours

This course investigates the features of the environment that dictate where an organism
lives and what densit}' its population can achieve. The course takes a quantitative approach to these
topics and uses both laboratory and field-based examples to Ulustrate concepts. Laboratory
sections involve several off-campus field trips. Prerequisites: Permission of the instructor or a
grade of "C-" or higher in BIO 202, CHM 201, and CHM 201L.

Biopsychology

Biopsychology is the study of the biological bases of behavior, including the molecular
and cellular basis of neural functioning and how systems of neurons relate to beha\ior. By its
nature, the field of biopsychology is an interdisciplinary field of smdy that encompasses biology,
chemistry, and psychology. The field is broad and researchers may find themselves smd\ing the
brain from a chemical, cellular, genetic, developmental, behavioral, cognitive, or social behavioral
perspective. A graduate with a Bachelor of Science in biopsychology could pursue entry-level

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positions in academic or private research settings, sales positions in the biotechnology industry, or
explore alternative careers such as policy development or science writing. In addition, the major
provides the training necessary to be competitive when applying to various graduate programs in
neuroscience and related disciplines.

The major consists of 1 1 required courses (some with associated laboratories) and four
electives. There is no minor in biopsychology. Courses taken to complete this major may not be
used to fulfill the requirements of a minor in a related field. Due to the breadth of electives
offered students should consult with their advisor to create a coherent program of study that is
best suited to each student's goals. Pre-medical students should consult with the pre-medical
advisor concerning additional course work required to apply to medical school.

General Biology I and II, General Chemistry I and II, and General Chemistry
Laboratory I and II have as prerequisites fulfillment of one of the following with a grade of
"C-" or better: 1) high school calculus, 2) AP calculus, or 3) precalculus taken at the college level.
A grade of "C-" or higher must be obtained in each freshman- and sophomore-level required
course (100-level and 200-level). A grade-point average of 2.0 or higher is required in all required
courses and electives for the major. The degree awarded is the Bachelor of Science.

Major

Requirements of the major include completion of the following courses:

BIO 101 General Biology I

BIO 102 General Biology II

BIO 201 Genetics

BIO 202 Microbiology

CHM 101, lOlL General Chemistry I with laboratory

CHM 102, 102L General Chemistry II with laboratory

CHM 201, 201 L Organic Chemistry I with laboratory

MAT 1 1 1 Statistics

PSY 101 Psychological Inquiry

PSY 301 Research Methods

PSY 309 Behavioral Neuroscience
Each student must also complete four electives from the following options. At least one
elective must be a biology course or Organic Chemistry II with laboratory.

BIO 301 Comparative Vertebrate Anatomy

BIO 302 Human Physiology

BIO 315 Animal Beha\aor *

BIO 316 CeU Biology

BIO 413 Biochemistry

BIO 414 Molecular Biology and Biotechnology

CHM 202, 202L Organic Chemistry II with laboratory

PSY 201 Developmental Psychology

PSY 203 Learning and Conditioning

PSY 302 Advanced Experimental Psychology

PSY 306 Abnormal Psychology

PSY 307 Cognitive Psychology

PSY 308 Sensation and Perception

PSY 403 Drugs, the Brain, and Behavior

*Note: This course will not serve as the one biology elective by itself.

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Business Administration

Business Administration prepares stxidents for careers in the business world. Business
teaches not only knowledge and use of business terminology but introduces all the major
disciplines of a business entity. Throughout the curriculum there is a major emphasis on critical
thinking, strategic thinking, leadership, problem solving, managerial skills, and communication
skills. Business students study all functional areas of business to enable them to have an appropriate
foundation for related careers in advertising, financial services, banking or securities trading,
marketing, management, or to pursue graduate education. Internships are available to prepare
students for careers after graduation.

In addition to preparing students for business careers and graduate school, the program
in business administration is a good alternative for other careers. Students gain administrative skills
and methods of kiquiry that are applicable in governmental and non-profit organizations. Since
much legal practice involves business and a knowledge of business terminology and institutions,
this major is an excellent background for the smdy and practice of law.

Major

Students pursuing a Bachelor of Science degree must complete the following
requirements with a grade of "C-" or higher:

ACC 230 Financial Accounting

ACC 231 Managerial Accounting

BUS 219 Management Science

BUS 260 Principles of Management

BUS 310 Corporate Finance

BUS 350 Marketing

BUS 469 Strategic Management

ECO 121 Introduction to Economics

ECO 221 Intermediate Microeconomics

ECO 222 Intermediate Macroeconomics

MAT 1 1 1 Statistics

MAT 121 AppUed Calculus
In addition, the student must satisfy the Computer Applications Proficiency
Requirement. This can be done in one of three ways: 1) by assessment of skills with the student's
academic advisor, 2) by successful completion of Introduction to Computer Applications
Software, or 3) by successful performance on the computer proficiency examination.

Finally, three additional advanced-level courses must be successfully completed at
the 300 or 400 level in accounting, business administration, economics, and/or computer
science. These courses may be taken in a specific functional area as a concentration or taken
in different areas.

A concentration may be earned in the areas of finance, international business smdies,
management, or marketing. Each concentration requires that the student take at least nine credit
hours of course work at the 300, 400, or MBA level in that area. For a course to be included as
part of a student's concentration, it must be approved by the smdent's advisor.

Students who wish to take MBA-level courses as part of their concentration must have
1) at least junior standing, 2) a cumulative grade-point average of 2.8, and 3) written permission
from the MBA director. In addition, there must be sufficient space availabilit}' for undergraduate
students. A student may take no more than six credit hours of the concentration at the MBA level.

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Minor

A minor in business administration is designed to provide the student with an
elementary foundation in the major disciplines within business administration. It is a useful minor
for students who wish to prepare for an entry-level position in business while pursuing another
major outside of business administradon. It is also useful for those who wish to continue work
after graduation toward a Master of Business Administration degree at Oglethorpe or elsewhere.
The requirements for a minor are the successful completion with a grade of "C-" or higher in each
of the following courses:

ACC 230 Financial Accounting

ACC 231 Managerial Accounting

BUS 260 Principles of Management

BUS 310 Corporate Finance

BUS 350 Marketing

ECO 121 Introduction to Economics

BUS 110. Business Law 1 4 hours

This course is designed to give the student an awareness of a Limited area of those
aspects of the law which will be needed in day-to-day dealings with the problems of business.
Special emphasis is placed upon the law of contracts, negotiable instruments, agency, and a study
of the Uniform Commercial Code as it applies.

BUS 111. Business Law II 4 hours

This course is a study of partnerships, corporations, sales, bailments, securit}' devices,
propert}', bankruptcy, and trade infringements. Prerequisite: BUS 110.

BUS 219. Management Science 4 hours

An introduction to operations research, model building, optimization, linear
programming, inventory models, and simulation. Major techniques and models of quantitative
analysis as appUed to business are studied. Prerequisites: CSC 240, MAT 111, and MAT 121.

BUS 260. Principles of Management 4 hours

This course is an introduction to the principles of management and administration. It
includes the study of leadership, conflict resolution, decision making, and the general functions of
management in large and small organizations. Students wiU use computers extensively to do active
research, and wiU learn spreadsheet and graphical tools to aid in the development of their
decision-making skills.

BUS 310. Corporate Finance 4 hours

This course is a study of the basic principles of organizational finance and its relation
to other aspects of business management and to the economic environment within which the firm
operates. Attention is given to basic financial concepts, techniques of financial analysis, sources of
fiinding, asset management, capital budgeting, capital structure, cost of capital, time value of
money, and financial decision making under conditions of uncertainty Prerequisites: ACC 231,
ECO 121, and MAT 111.

BUS 350. Marketing 4 hours

This course is concerned with the policies and problems involved in the operation of

market institutions. It will examine broad principles and concepts involved in the operation of

market planning, market segmentation, consumer behavior, and product management, pricing,

distribution, and promotion of goods and services. Aspects of global marketing, current

marketing topics, and ethical and social responsibUit)' issues in marketing are addressed.

Prerequisites: ACC 231 and ECO 121.

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BUS 351. Retailing 4 hours

This course is designed to acquaint tlie student with one aspect of the marketing
activity of distribution known as retailing. The course will involve looking at all the activities
necessary to sell goods and services to the final consumer. This will include an examination of
such retail topics as consumer markets and behavior, retail site location, retail store operations
and management, pricing and communication decisions, merchandising, decision analysis and
evaluation, and the regulatory, technological and ethical environments in which retailing operates.
Prerequisite: BUS 350.

BUS 352. Marketing Communications 4 hours

Principles, concepts, and practices relating to the various kinds of communications
employed to disseminate information about products and services to potential buyers are topics
in this course. Communication methods to be studied include advertising, personal seUing, sales
promotion, and pubUc relations. The behavioral aspects of both messages and media will be
explored. Prerequisite: BUS 350.

BUS 362. Human Resources Management 4 hours

In this course students will explore the perspectives and challenges of Human
Resources Management within the context of the emerging global economy. The class will look
at traditional HRM topics such as selection and compensation and also at how students can
manage their own human resource potential. Prerequisite: BUS 260.

BUS 370. International Business 4 hours

This course is designed to acquaint the student with the problems encountered in
conducting business outside one's own country and to provide a basis for evaluating the impact
on business activities of changing economic, political, and cultural factors. Cases will be used
throughout the course to give the student experience with the problems and advantages of doing
business across national frontiers. A cultural diversit)' simulation game also will be used.
Prerequisite: BUS 260.

BUS 410. Advanced Corporate Finance 4 hours

As a continuation of Corporate Finance, topics in this course will include capital
budgeting, intermediate and long-term funding, current asset management, working capital
management, and dividend policy. Case studies will be used to emphasize actual business
situations and to focus on the comprehensive financial management of the firm. Prerequisite:
BUS 310.

BUS 411. Investments 4 hours

An introduction to tlie environment in which investment decisions are made. Topics
explored wiU include efficient markets, the capital asset pricing model, term structure of interest rates,
risk versus return, and performance measures. Although the emphasis will be on stocks and bonds,
other investments will be discussed. Prerequisite: BUS 310.

BUS 450. Consumer Behavior 4 hours

This course is designed to develop and enhance an understanding of how and why
individuals, groups, and organizations select, secure, use, and dispose of products and die impact
this has on consumers and society. The course is interdisciplinarv, drawing upon the fields of
economics, marketing, psychology, and sociology. Ethical and legal as well as international aspects
of consumer behavior are explored in the course. Prerequisite: BUS 350.

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BUS 451. Direct Marketing 4 hours

This course is designed to introduce the student to the specialized field of interactive
marketing which uses all media to effect a measurable consumer response. Topics to be explored
include direct marketing planning, mailing lists and databases, selecting the appropriate media for
the message, techniques for creating and producing direct response campaigns, and managing the
direct marketing operation. Prerequisite: BUS 350.

BUS 456. Marketing Research 4 hours

This course is designed to explore topics such as the t\pes of research, the research
process, research design, sampling procedures, data collection methods, data analysis, and
preparation and presentation of research findings. A research project and presentation of findings
is usually required in the course. Prerequisites: BUS 350, CSC 240 or equivalent, and MAT 111.

BUS 461. Total Quality Management 4 hours

This course will explore major systematic approaches to Total Qualit\' Management.
Students will examine quality management from a "profound knowledge" perspective (Deming,
Pirsig, Goldratt), and will learn how to understand qualit}' as a concept for achieving effective
management within a firm, and in one's own life. Prerequisites: BUS 260 and MAT 111.

BUS 469. Strategic Management 4 hours

This course is the capstone integration course for the business program. Students learn
integrative thinking skills and strategic management tools through both the reading of conceptual
work and the extensive use of the case studies. This course must be taken in residence in order to
fulfill the requirements for a degree in this major. Prerequisites: BUS 260, BUS 310, and BUS 350.

BUS 490. Internship in Business Administration 1-4 hours

An internship is designed to provide a formalized experiential learning opportunity' to
qualified students. The internship generally requires the student to obtain a facult}' supervisor in
the relevant field of study, submit a learning agreement, work 30 hours for every hour of academic
credit, keep a written journal of the work experience, have regularly scheduled meetings with the
facult}' supervisor, and write a research paper dealing with some aspect of the internship. Written
work should total five pages of academic writing for every hour of credit. An extensive list of
internships is maintained by the Career Services Office, including opportunities at Office Depot,
the Metro Adanta Chamber of Commerce, SunTrust Bank and the Atianta Thrashers. Graded on
a satisfactory/unsatisfactory basis. Prerequisites: Permission of the faculty supervisor and
qualification for the internship program.

BUS 494. Independent Study in Business Administration 1-4 hours

Supervised research on a selected topic in business administration. Prerequisite:
Submission of a proposed outline of study that includes a schedule of meetings and
assignments approved by the instructor, the division chair, and the Provost and Senior \^ice
President prior to registration.

BUS 495. Special Topics in Business Administration 4 hours

An intense study of diverse business topics under the direct supervision of a business
administration faculty member. Prerequisite: Permission of the instructor.

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Business Administration and Behavioral Science

Business administration and behavioral science provides students with the knowledge
and skills of the behavioral sciences as they may apply to the business world. Students majoring
in business and behavioral science will be prepared for careers in human resources or institutional
administration such as hospitals. The major also prepares students to pursue graduate studies in
business, applied psychology, or organizational behavior.

Major

Students pursuing a Bachelor of Arts degree must complete the following requirements
with a grade of "C-" or higher:

ACC 230 Financial Accounting

ACC 231 Managerial Accounting

BUS 260 Principles of Management

BUS 350 Marketing

MAT 1 1 1 Statistics

PSY 204 Social Psychology

PSY 303 Psychological Testing

SOC 302 The Sociology of Work and Occupations

One semester of a foreign language at the second semester

elementary-level or higher
Two of the following behavioral science courses:

PSY 202 Organizational Psychology

PSY 203 Learning and Conditioning

PSY 205 Theories of Personality

PSY 301 Research Methods

SOC 308 Culture and Society
Two of the following business administration courses:

BUS 110 Business Law I

BUS 219 Management Science

BUS 310 Corporate Finance

BUS 352 Marketing Communications

BUS 362 Human Resources Management

BUS 456 Marketing Research

BUS 461 Total Quality Management

BUS 495 Special Topics in Business Administration: Entrepreneursliip
and Innovation

ECO 221 Intermediate Microeconomics

ECO 222 Intermediate Macroeconomics

ECO 424 Labor Economics
In addition, the student must satisfy the Computer Applications Proficiency
Requirement. This can be done in one of three ways: 1) by assessment of skills with the student s
academic advisor, 2) by successful completion of Introduction to Computer Applications
Software, or 3) by successful performance on the computer proficiencv examination.

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Business Administration and Computer Science

Business involves the collection, storage, analysis, and reporting of large volumes of
data. By combining business and computer science courses, students learn ways in which
computer systems can assist in carrying out the accounting, finance, marketing, and management
functions of business. Business administration and computer science majors learn innovative
approaches to administration that would be impractical without the computational capacity of the
computer.

Students pursuing a Bachelor of Science degree must complete the following
requirements with a grade of "C-" or higher:

ACC 230 Financial Accounting

ACC 231 Managerial Accounting

BUS 260 Principles of Management

BUS 310 Corporate Finance

BUS 350 Marketing

BUS 469 Strategic Management

CSC 243 Principles of Computer Programming in C++ or

CSC 244 Principles of Computer Programming in Java
CSC 344 Principles of File Processing in COBOL
ECO 121 Introduction to Economics
MAT 1 1 1 Statistics
MAT 121 AppUed Calculus
Completion of three of the following courses also is required:

CSC 240 Introduction to Computer Applications Software or

CSC 243 Principles of Computer Programming in C++ or
CSC 244 Principles of Computer Programming in Java
CSC 342 Introduction to Data Structures in Ada
CSC 440 Principles of Object-Oriented Programming Using C++
CSC 441 Assembly Language and Computer Architecture
CSC 442 Special Topics in Computer Science
In addition, the student must satisfy the Computer AppUcations Proficiency
Requirement. This can be done in one of three ways: 1) by assessment of skills with the student's
academic advisor, 2) by successful completion of Introduction to Computer Applications
Software, or 3) by successful performance on the computer proficiencv examination.

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Chemistry

The chemistry program covers four general areas of chemistry: inorganic, organic,
physical, and analytical. The first half of a student's chemistry curriculum involves courses which
present the fundamentals of the various areas. The second half of the curriculum consists of
advanced courses which cover specialized topics in chemistry. In addition to factual knowledge
about chemistry, the student gains an understanding about the scientific method and a systematic
approach to research. A large portion of the chemistry curriculum includes laboratory courses.
These courses teach the techniques and skills used in chemical experimentation.

A student who has completed the Bachelor of Science program in chemistry has several
career options. These options include technical or analytical work in a chemical laboratory and
non-research positions in the chemical industry such as sales or marketing. Another option is to
enter a graduate or professional school. Graduates interested in doing chemical research should
pursue the M.S. or Ph.D. degrees. Those interested in professions such as medicine or dentistn,-,
would enter the appropriate professional school after receiving the Bachelor of Science degree.
Lastiy, the chemistry major is an excellent preparation for careers as diversified as patent law and
teaching.

A grade of "C-" or higher must be obtained in each freshman- and sophomore -level
science course that is required for this major or minor; these courses are numbered 100 through
300 in each discipline. A grade-point average of 2.0 or higher is required in all courses required
for the major.

Smdents who are interested in scientific illustration are encouraged to consider the
Scientific Illustration Tracks that are offered within the art major.

Major

The requirements for a major in chemistry are as follows: General Chemistry I and II,
Organic Chemistry I and II, Elementary Quantitative Analysis, Instrumental Methods of
Chemical Analysis, Physical Chemistry I and II, Inorganic Chemistry, Advanced Organic
Chemistry, and Organic Spectroscopy. Each requirement has a respective laboratory which must
be taken concurrentiy with the course. The degree awarded is the Bachelor of Science.

Minor

The requirements for a minor in chemistry are as follows: General Chemistry I and II
(with laboratories). Organic Chemistry I and II (with laboratories). Elementary Quantitative
Analysis (with laboratory), and one additional lecture course in chemistry.

CHM 101, CHM 102. General Chemistry I, II 4 plus 4 hours

An introduction to the fundamental principles of chemistry, including a smdv of the
theories of the structure of atoms and molecules and the nature of the chemical bond; the
properties of gases, liquids, and solids; the rates and energetics of chemical reactions; the
properties of solutions; chemical equilibria; electro-chemistry, and the chemical beha\'ior of
representative elements. Prerequisites: MAT 102 and MAT 103 with a grade of "C-" or higher in
each course. Corequisites: CHM lOlL and CHM 102L. A grade of "C-" or higher must be earned
in CHM 101 before taking CHM 102.

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CHM lOlL, CHM 102L. General Chemistry Laboratory I, II 1 plus 1 hour

The laboratory course is designed to complement CHM 101 and CHM 102. Various
laboratory techniques will be introduced. Experiments wiU demonstrate concepts covered in the
lecture material. Corequisites: CHM 101 and CHM 102.

CHM 201, CHM 202. Organic Chemistry I, II 4 plus 4 hours

An introductory course in the principles and theories of organic chemistry. The
structure, preparation, and reactions of various functional groups wiU be investigated. Emphasis
will be on synthesis and reaction mechanisms. Prerequisites: CHM 101 and CHM 102 with a grade
of "C-" or higher in each course. Corequisites: CHM 201L and CHM 202L. A grade of "C-" or
higher must be earned in CHM 201 before taking CHM 202.

CHM 201L, CHM 202L. Organic Chemistry Laboratory I, II 1 plus 1 hour

The laboratory course is designed to complement CHM 201 and CHM 202. Various
techniques, such as distillation, extraction, and purification, are smdied in the first semester. The
second semester involves synthesis and identification of a variet}' of organic compounds.
Corequisites: CHM 201 and CHM 202.

CHM 301, CHM 302. Physical Chemistry I, II 4 plus 4 hours

A systematic study of the foundations of chemistry. Particular attention is paid to
thermodynamics, including characterization of gases, liquids, solids, and solutions of electrolytes
and nonelectrolytes; the First, Second, and Third Laws; spontaneity and equilibrium; phase
diagrams and one- and two-component systems; electrochemistry; and an introduction to the
kinetic theory and statistical mechanics. Additionally, both phenomenological and mechanistic
kinetics are presented, as is a brief introduction to quantvim mechanics. Prerequisites: MAT 233,
CHM 202, and PHY 102 with a grade of "C-" or higher in each course.

CHM 301L, CHM 302L. Physical Chemistry Laboratory I, II 1 plus 1 hour

Intended to complement the physical chemistry lecture courses, these courses provide
the smdent with an introduction to physico-chemical experimentation. Corequisite: CHM 301,
302.

CHM 310. Elementary Quantitative Analysis 4 hours

An introduction to elementary analytical chemistry, including gravimetric and volumetric
methods. Emphasis is on the theory of analytical separations, solubility, complex, acid-base, and
redox equilibria. Intended for both chemistry majors and those enrolled in pre-professional
programs in other physical sciences and in the health sciences. Prerequisite: CHM 201 with a
grade of "C-" or higher.

CHM 310L. Elementary Quantitative Analysis Laboratory 1 hour

Analyses are carried out in this course which illustrate the methods discussed in CHM
310. Corequisite: CHM 310.

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CHM 422. Instrumental Methods of Chemical Analysis 4 hours

A discussion of the principles and applications of modern instrumentation used in
analytical chemistry. Methods discussed are primarily non-optical, including an overview of
electrochemistry; potentiometric methods, including use of pH and other ion meters;
electrogravimetry; coulometry; polarography; amperometry; and gas- and liquid-chromatography.
Course is offered on alternate years. Prerequisite: CHM 310 with a grade of "C-" or higher.

CHM 422L. Instrumental Methods Laboratory 1 hour

This laboratory accompanies CHM 422 and will consider the practical applications of
modern instrumentation in analytical chemistry. Corequisite CHM 422.

CHM 424. Advanced Organic Chemistry 4 hours

A discussion of selected reactions and theories in organic chemistry. Emphasis is placed
on reaction mechanisms and reactive intermediates encountered in organic synthesis. Prerequisite:
CHM 202 with a grade of "C-" or higher.

CHM 424L. Advanced Organic Chemistry Laboratory 1 hour

Intended to complement Advanced Organic Chemistry, this course will investigate
general reactions and mechanistic principles in organic synthesis. The study will require the multi-
step synthesis of various organic molecules. Corequisite: CHM 424

CHM 432. Inorganic Chemistry 4 hours

A study of the principles of modern inorganic chemistry, including atomic structure;
molecular structure; ionic bonding; crystal structures of ionic solids, a systematic study of the
behavior of inorganic anions; coordination chemistry, including structure and mechanisms of
aqueous reactions; and acids and bases. Course is offered on alternate years. Prerequisite or
corequisite: CHM 302.

CHM 432L. Inorganic Chemistry Laboratory 1 hour

Intended to complement Inorganic Chemistry, this course provides experience in the
methods of preparation and characterization of inorganic compounds. Corequisite: CHM 432

CHM 434. Organic Spectroscopy 4 hours

A course dealing with several spectroscopic methods as applied to organic molecules.
The principles and interpretation of ultra-violet, visible, infrared, mass, and nuclear magnetic
resonance spectra wiU be studied. Course is offered on alternate years. Prerequisite: CHM 202
with a grade of "C-" or higher.

CHM 434L. Organic Spectroscopy Laboratory 1 hour

Students enrolled in this course use various spectrometers for qualitative and
quantitative analysis. Corequisite: CHM 434

CHM 490. Special Topics in Chemistry 1-5 hours

Advanced topics wiU be offered in the following fields: Organic Chemistry, Organic
Qualitative Analysis, Biochemistry, Theoretical Chemistr)', and Advanced Inorganic Chemistry.
Prerequisite: Permission of the instructor.

126

CHM 499. Independent Study in Chemistry 1-5 hours

This course is intended for students of senior standing who wish to do independent
laboratory and/or theoretical investigations in chemistry. Prerequisite: Submission of a proposed
outline of study that includes a schedule of meetings and assignments approved by the instructor,
the division chair, and the Provost and Senior Vice President prior to registration.

Communication and Rhetoric Studies

The program in communication and rhetoric studies prepares students to become
critically reflective citizens and practitioners in professions, including journalism, public relations,
law, politics, broadcasting, advertising, public service, corporate communications, and publishing.
Students learn to perform effectively as ethical communicators — as speakers, writers, readers, and
researchers who know how to examine and engage audiences, from local to global situations.
Majors acquire theories, research methods, and practices for producing as well as judging
communication of all kinds — written, spoken, visual, and multi-media. The program encourages
students to understand messages, audiences, and media as shaped by social, historical, political,
economic, and cultural conditions. Smdents have the opportunity to receive hands-on experience
in a communication field of their choice through an internship. A leading center for the
communications industry, Adanta provides excellent opportunities for students to explore career
options and apply their skills.

The major in communication and rhetoric studies consists of at least nine courses (36
semester hours) in the discipline. All majors must complete a minor course of study to connect
their field to a related body of knowledge and to enhance career possibilities. Smdents are
encouraged to broaden their knowledge and skills through this required minor in such areas as art,
philosophy, psychology, business administration, politics, and international smdies. The degree
awarded is the Bachelor of Arts.

Major

The following courses are required:

CRS 101 Theories of Communication and Rhetoric

CRSllO Public Speaking I

CRS 390 Advanced Topics in Communication and Rhetoric Studies

One year of a foreign language at the first-year college level (or the

equivalent determined through testing)
Two courses selected from the following:

CRS 221 Persuasive Writing

CRS 240 Journalism

CRS 340 Writing for Business and the Professions
Four courses selected from the following list with at least three of them bearing the
CRS designation. Advanced Topics in Communication and Rhetoric Studies may be taken more
than once.

CRS 1 1 1 PubHc Speaking II

CRS 220 Investigative Writing

CRS 250 Broadcasting and the New Electronic Media

CRS 380 Independent Study in Communication and Rhetoric Studies

CRS 390 Advanced Topics in Communication and Rhetoric Studies

CRS 401 Internship in Communication and Rhetoric Studies
, ENG 230 Creative Writing

ENG 231 Biography and Autobiography

ENG 331 Writing Prose, Fiction, and Nonfiction

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WRI 381 Independent Study in Writing

WRI 391 Special Topics in Writing
Minor

A student may take a communication and rhetoric studies minor or writing minor, but
not both. The minor consists of 20 semester hours. (For the requirements of the writing minor,
please see the description of the writing minor in alphabetical order below.)
The following course is required:

CRS 101 Theories of Communication and Rhetoric 1

One course selected from the following:

CRS 221 Persuasive Writing

CRS 240 Journalism

CRS 340 Writing for Business and the Professions
Three courses selected from the following. Advanced Topics in Communication and
Rhetoric Studies may be taken more than once.

CRS 110 PubHc Speaking I

CRS 111 PubUc Speaking II

CRS 220 Investigative Writing

CRS 240 Journalism

CRS 250 Broadcasting and the New Electronic Media

CRS 340 Writing for Business and the Professions

CRS 390 Advanced Topics in Communication and Rhetoric Smdies

CRS 401 Internship in Communication and Rhetoric Studies

WRI 391 Special Topics in Writing

CRS 101. Theories of Communication and Rhetoric 4 hours

This gateway course to the major is designed to establish a broad understanding of
various theories used in communication and rhetoric studies. Students wiU learn theories about
messages themselves as well as the various contexts in which they occur: interpersonal
communication, public communication, mass communication, intercultural and gendered
communication, and organizational communication. The ethical implications of these theories wiH
also be considered.

CRS 110. Public Speaking 1 4 hours

This course is designed to develop and enhance students' abiLit\' to communicate
effectively to any audience. Students wiU deliver both prepared and impromptu speeches. Thev will
give humorous and inspirational speeches as well as informational speeches focusing on
organization and the use of visual aids. Students develop all the tools necessary to effectively
communicate — their voice, their gestures, their body language, and their eye contact. They will
receive timely written and oral feedback from the instructor. Speeches wiU be videotaped and
critiqued. The goal is to become a more polished and confident speaker.

CRS 111. PubUc Speaking II 4 hours

This course develops communication skills gained in Public Speaking I. Smdents will
learn to convey their messages directiy, confidendy, and persuasively. Students will practice
delivering persuasive speeches for a varietv of occasions from the classroom to the boardroom.
They will learn to make the closing argument to the jury, to tleld the difficult interN-iew question,
to close the sale, to give the congratulatory toast, and to deliver the inspirational speech. Speeches
wUl be videotaped and critiqued. Prerequisite: CRS 1 10.

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ARC 201. Seminar for Student Tutors 1 hour

Peer tutors at the Academic Resource Center spend two hours per week assisting other
students, individually or in groups, with course material, papers, and preparation for examinations.
In addition, they participate in support and training meetings with the ARC directors and with
instructors of the courses in which they tutor. They discuss how to work with texts in different
disciplines, encourage study group members to help each other learn, and foster student
engagement with and assimilation of course content. Graded on a satisfactory/unsatisfactory
basis. Prerequisites: Permission of the instructor and Associate Provost for Student Achievement.

CRS 220. Investigative Writing 4 hours

This expository writing course is designed to develop research and writing skills.
Emphasis will be on learning a wide range of library and Internet-based research techniques and
purposefully presenting information to a variety of audiences in appropriate format and style.
Students wiU be asked to define their own investigative projects and to analyze and revise their
own writing. This course is recommended for freshmen and sophomores. Prerequisite: COR 101.

CRS 221. Persuasive Writing 4 hours

This course is designed to develop sophisticated strategies of persuasion for analyzing
and generating arguments responsive to targeted audiences in a variety of contexts, including civic,
professional, and academic. Students will learn both classical and contemporary strategies of
persuasion. Emphasis will be on presenting clear, coherent, and logical arguments. Students wiU
be asked to define their own projects within assigned contexts. Students will evaluate their own
and others' writing to enable the revision process. This course is open to sophomores, juniors,
and seniors only. It is offered in the fall semester. Prerequisites: COR 101 and COR 102.

CRS 240. Journalism 4 hours

This course teaches the fundamentals of journalistic news writing and reporting. From
interviews to the Internet, students will learn how to gather information from a variet\' of sources
and write stories using different t\"pes of leads, endings, and structures. Thev wiU also engage in a
critique of today's journalistic practices. This course is offered in the fall semester. Prerequisites:
COR 101 and COR 102.

CRS 250. Broadcasting and the New Electronic Media 4 hours

This course is designed to introduce students to the economic, regulatory, and creative
forces that affect the broadcast industry. The course will raise theoretical questions and practical
concerns about the different t}"pes of media (TV, radio, and the Internet) that deal with the
electronic transmission of information. The focus wiU be on industry trends and on current issues
facing these media industries. This course is offered in the fall semester.

CRS 340. Writing for Business and the Professions 4 hours

This course is for students who have mastered the basic skills and insights of writing
and who wish to improve their abilit}' to write clear, concise, persuasive prose designed for
audiences in business and the professions. Students are required to write a variety of texts, such
as proposals, progress reports, recommendation reports, and manuals. Other elements of the
course may include oral presentations. Prerequisite: CRS 220, CRS 221, or permission of the
instructor.

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CRS 380. Independent Study in Communication and Rhetoric Studies 1-4 hours

Supervised independent communications project. Prerequisites: Submission of a
proposed outline of study that includes a schedule of meetings and assignments approved by the
instructor, the division chair, and the Provost and Senior Vice President prior to registration. The
student must be pursuing a major in communication and rhetoric studies.

WRI 381. Independent Study in Writing 1-4 hours

Supervised independent writing project. Prerequisites: Submission of a proposed
outline of study that includes a schedule of meetings and assignments approved by the instructor,
the division chair, and the Provost and Senior Vice President prior to registration. The student
must be pursuing a minor in writing or a major in communication and rhetoric smdies.

CRS 390. Advanced Topics in Communication and Rhetoric Studies 4 hours

This advanced course will examine selected topics in rhetoric, communication, or media
smdies, such as Global Media, Civic Literacy, Global Culmre and Rhetoric, Rhetoric of Human
Rights, Gendered Communication and Rhetoric, Media Culture and Societ}', Political Rhetoric, and
Mass Media Effects. Prerequisite: CRS 101 or permission of the instructor. This course may be
taken more than once.

WRI 391. Special Topics in Writing 4 hours

Smdy of a selected topic in the field of writing, such as Public Relations Writing,
Scientific and Technical Writing, Oral History, and The Art of the Essay. The topic will varv from
year to year and may be offered by communication and rhetoric studies facult}' or English facult\\
Prerequisite for special topics taken with communication and rhetoric smdies facult}': CRS 101 or
permission of the instructor.

CRS 401. Internship in Communication and Rhetoric Studies 1-4 hours

An internship is designed to provide a formalized experiential learning oppormnirv to
qualified students. The internship generally requires the student to obtain a facult\' supervisor in
the relevant field of study, submit a learning agreement, work 30 hours for every hour of academic
credit, keep a written journal of the work experience, have regularly scheduled meetings with the
faculty supervisor, and write a research paper dealing with some aspect of the internship. An
internship for the writing minor must be writing intensive. Written work should total five pages of
academic writing for every hour of credit. An extensive list of internships is maintained bv the
Career Services Office, including oppormnities at CNN, Fox 5, WSB-TS-^, Green Olive Media, and
The A.tlanta journal Constitution. Students are strongly encouraged to do multiple internships, but
only 4— semester hours can be applied as elective credits to the major. Graded on a
satisfactory/unsatisfactory basis. Prerequisites: Permission of the facult\' supervisor and
qualification for the internship program.

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Computer Science

Minor

A minor in computer science consists of five computer science courses, one of which
must be Principles of Computer Programming in Java or Principles of Computer Programming
in C++, and no more than two of which may be below the 300 level. Internship in Computer
Science may not be used as one of the five courses in a computer science minor.

CSC 240. Introduction to Computer Applications Software 4 hours

This course introduces the student to the major t}pes of computer applications
software, including word processing, electronic spreadsheets, database management, graphics, and
presentation software. A predominant emphasis is on the construction of significant applications
systems, including integrating various applications, transferring data among applications, and
custom programming. The student wUl use microcomputer software such as Microsoft Office
Professional, which includes Word, Excel, Access, PowerPoint, and Visual BASIC.

CSC 243. Principles of Computer Programming in C++ 4 hours

This course introduces the student to the fundamental techniques of problem solving
and algorithm construction within the context of the C++ programming language. The student
will design and complete several substantial programming projects, most having significant
mathematical content. Topics include data types, control structures, file manipulation, functions,
parameters, structures, unions, classes, arrays, dynamic data structures, abstract data t)fpes,
object-oriented programming, and separate compilation units. Prerequisite: MAT 102 or bv
examination.

CSC 244. Principles of Computer Programming in Java 4 hours

This course introduces the student to the fundamental techniques of problem solving
and algorithm construction within the context of the Java programming language. The student
will design and implement several substantial programming projects, most having signitlcant
mathematical content. Topics include data types, control structures, file manipulation, functions,
parameters, classes, arrays, dynamic data structures, object-oriented programming, separate
compilation units, HTML, and World Wide Web programming. Prerequisite: MAT 102 or by
examination.

CSC 342. Introduction to Data Structures in Ada 4 hours

This courses uses Ada language constructs to introduce the student to the important
concepts of static and dynamic data representation, which, along with effective algorithm
development, are essential components of successful computer program development. Topics
include arrays, records, files, pointers, linked Usts, stacks, queues, priority queues, sets, trees, b-
trees, strings, abstract data types, sorting and searching techniques, and implementation
procedures. Prerequisite: CSC 243 or CSC 244.

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CSC 344. Principles of File Processing in COBOL 4 hours

This course provides an accelerated introduction to the COBOL language and to
standard techniques for managing data in computer files. Students will use COBOL to program
solutions to problems which arise predominandy, though not exclusively, in business environments.
Topics include file creadon and updating, merging and searching, report generation, subprograms,
separate compilation units, interactive programming, sequential, indexed, and relative files, and
elementary concepts of database management. Prerequisite: CSC 243 or CSC 244.

CSC 440. Principles of Object-Oriented Programming Using C++ 4 hours

This course includes a comprehensive treatment of the C++ programming language,
using the object-oriented methodology. Fundamental C++ programming constructs will be
discussed, including native types, control structures, functions, parameters, pointers, structures,
unions, classes, file manipulation, arrays, dynamic data structures, and separate compilation units.
In addition, the student will study such important object-oriented notions as objects, constructors,
parametric polymorphim, and exceptions. Prerequisite: CSC 243 or CSC 244.

CSC 44L Assembly Language and Computer Architecture 4 hours

This course provides a concentrated introduction to assembly language programming
for the 8086/8088 family of microprocessors and to the architecture embodied in those
processors. Special attention wtU be given to implementing the familiar control structures of a
high-level language using assembly language's much more restricted instruction set, and to the
problems of decimal and floating point numeric representation, conversions, and computations.
Topics include structured programming, control structures, object library maintenance, macro
programming, interrupts, registers, buses, bit manipulation, memory management, input/output
file manipulation, strings, and interfacing with high-level languages. Prerequisite: CSC 243 or CSC
244.

CSC 442. Special Topics in Computer Science 4 hours

This course focuses on a variet}' of timely concepts and useful language emdronments.
Current topics include artificial intelligence, machine simulators, compiler and assembler
construction, computer-aided instruction, graphics, database management, computer architecture,
operating systems, and systems programming. These topics may be examined in the context of
languages such as Ada, assembly language, COBOL, C++, Forth, LISP, Logo, Pascal, Scheme,
Visual BASIC, and applications software. Prerequisite: CSC 342 or CSC 344.

CSC 443. Independent Study in Computer Science 1-4 hours

Supervised research on a selected topic in computer science. Prerequisite: Submission
of a proposed outline of study that includes a schedule of meetings and assignments approved bv
the instructor, the division chair, and the Provost and Senior Vice President prior to registration.

CSC 446. Internship in Computer Science 1-4 hours

An internship is designed to provide a formalized experiential learning opportimin" to
qualified students. The internship generally requires the student to obtain a faculty' supervisor in the
relevant field of study, submit a learning agreement, work 30 hours for ever\- hour of academic credit,
keep a written journal of the work experience, have regularly scheduled meetings with the facult\'
supervisor, and write a research paper dealing with some aspect of the internship. Written work
should total five pages of academic writing for every hour of credit. An extensive list of internships
is maintained by the Career Services Office, including opportunities at Array Computer Technologies,
the Nwoko Group, and the Catapult Group. Graded on a satisfactor\'/unsatisfactorv basis.
Prerequisites: Permission of the facult}' supervisor and qualification for the internship program.

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Economics

Economics is the study of decision making. Economics is used to examine individual
behavior, interactions, and the resulting social order. Basic economic principles govern all action.
It is valuable to go into negotiations in markets, as well as the voting booth, prepared with a clear
understanding of the business strategies, government policies and decision outcomes that will
affect society. Knowledge of how markets function is helpful to both business people and voters
who will make decisions about such market-related economic matters as taxes, interest ceilings,
minimum wages, and public utility rates. A student majoring in economics will evaluate propert}'
rights assessments, the incentives created, and resulting social order, replacing uninformed
opinions about complex situations with disciplined thought.

Smdents majoring in economics will be prepared to analyze complex problems and
communicate their findings. The student will be introduced to the technical terminology of
business, analytical tools for problem solving, and communication methods, including business
writing and presentation. Internships are available to provide preparation for careers after
graduation.

The major provides an excellent foundation for careers in business, law, politics, as well
as government and other not-for-profit entifies, or to pursue graduate studies in economics or
business administration.

Major

Students pursuing a Bachelor of Science degree must complete the following
requirements with a grade of "C-" or higher:

ACC 230 Financial Accounting

ACC 231 Managerial Accounting

BUS 219 Management Science

BUS 260 Principles of Management

BUS 310 Corporate Finance

BUS 350 Marketing

BUS 469 Strategic Management

ECO 121 Introduction to Economics

ECO 221 Intermediate Microeconomics

ECO 222 Intermediate Macroeconomics

MAT 1 1 1 Statistics

MAT 121 AppUed Calculus
In addition, the student must also complete three additional electives in economics and
satisfy the Computer Applications Proficiency Requirement. This can be done in one of three
ways: 1) by assessment of skills with the student's academic advisor, 2) by successful completion
of Introduction to Computer Applications Software, or 3) by successful performance on the
computer proficiency examination.

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Major

Students pursuing a Bachelor of Arts degree must complete the following requirements
with a grade of "C-" or higher:

BUS 219 Management Science

ECO 121 Introduction to Economics

ECO 221 Intermediate Microeconomics

ECO 222 Intermediate Macroeconomics

MAT 111 Statistics

MAT 121 AppUed Calculus

One semester of a foreign language at the second semester

elementary-level or higher
In addition the student must also complete four additional electives in economics and
satisfy the computer applications proficiency requirement. This can be done in one of three wa3's:
1) by assessment of skills with the student's academic advisor, 2) by successful completion of
Introduction to Computer Applications Software, or 3) by successful performance on the
computer proficiency examination.

Minor

Students desiring to minor in economics must complete the following courses with a
grade of "C-" or higher:

ECO 121 Introduction to Economics

ECO 221 Intermediate Microeconomics

ECO 222 Intermediate Macroeconomics
In addition the smdent must complete two additional electives in economics.

ECO 121. Introduction to Economics 4 hours

This course is designed to familiarize the student with basic economic principles and
concepts. The student wiU be introduced to a few key economic principles that can be used in
analyzing various economic events. The materials will include a history of economic thought,
monetary and financial economics, and supply and demand analysis.

ECO 221. Intermediate Microeconomics 4 hours

This course develops the economic principles necessary to analyze and interpret the
decisions of individuals and firms with respect to consumption, investment, production, pricing,
and hiring. The principles are used to understand the beha\dor of business firms and public policy-
making institutions. Prerequisites: ECO 121 and MAT 121.

ECO 222, Intermediate Macroeconomics 4 hours

This course examines the goals of economic policy and the poUcv instruments available
to achieve those goals. Attention is given to both monetary and fiscal policy along widi the theory
and measurement of national income, employment, and price levels, and the international
implications of economic policy. Prerequisite: ECO 121.

ECO 223. United States Economic History 4 hours

This course will study the origin and growth of the American economic system from
pre-colonial through the 20* cenmry. The course traces the development of the evolution of
American agricultural, commercial, manufacturing, financial, labor, regulatory, and technological
sectors. Prerequisite: ECO 121.

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ECO 323. International Economics 4 hours

This course is a study of international trade and finance. The microfoundations of the
course will address why countries trade, why special interest groups fight international trade,
regional specialization, international agreements on tariffs and trade, and national commercial
policies. The macrofoundations of the course will focus on exchange rates, balance of payments,
international investments, and coordination and cooperation of international monetary and fiscal
policies. Prerequisite: ECO 121.

ECO 324. History of Economic Thought 4 hours

Tliis course is a study of the major writers and schools of economic thought, related to
the economic, political, and social instimtions of their times: the Medieval, Mercantilist,
Physiocrat, Classical, Marxist, Historical, Neoclassical, Institutionalist, Keynesian, and post-
Keynesian schools. Prerequisite: ECO 121.

ECO 420. Economic Development 4 hours

This course is a study of the economic, social, and political factors that account for the
contrast between the economic stagnation in much of the world and the steadily rising incomes in
the United States, Europe, and Japan. General principles are applied to the development experience
of selected countries in the historically less-developed world and the formerly centrally-planned
economies of Eastern and Central Europe. Prerequisites: ECO 221 and ECO 222.

ECO 421. Money and Banking 4 hours

This course will study the role of private financial institutions and the Federal Reserve
System in the creation of the nation's money supply and the theory that links the money supply
to the nation's inflation rate and output level. Additional topics are the international payments
mechanism, capital flows, the determination of exchange rates, and the use of a common currency
by several countries. Prerequisites: ECO 221, ECO 222, and proficiency in the use of spreadsheet
software.

ECO 423. Business Structure and Antitrust Law 4 hours

This course is a study of the structure of firms within a given industry, the corresponding
strategic decisions and conduct, and the United States' antitrust policy that is intended to facilitate
competitive market goals across the economy. Topics will include competition, dominant firm and
cartel theory, measurement of industry structure and performance, strategic behavior in pricing,
advertising and information, vertical integration, regulation, and law and international markets.
Prerequisite: ECO 221 with a grade of "C-" or higher.

ECO 424. Labor Economics 4 hours

This course will be a comprehensive study of the cause and effect relationship between
work and income. It will examine labor market strucmres, human capital theory, union-
management relations, labor history, economic policy, and earning profiles by gender and race.
Prerequisites: ECO 221 and ECO 222.

ECO 425. PubUc Finance 4 hours

An analysis of the impact of federal, state, and local government expenditures,
revenues, debt management, and budgeting on the allocation of resources, the distribution of
income, the stabilization of national income and employment, and economic growth. Topics
will include expenditure patterns, tax structure, benetlt-cost analysis, policy analysis, and
microeconomic and macroeconomic theories of public expenditures and taxation.
Prerequisites: ECO 221 and ECO 222.

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ECO 426. Internship in Economics 1-4 hours

An internship is designed to provide a formalized experiential learning opportunit}- to
qualified students. The internship generally requires the student to obtain a facult\' super\'isor in
the relevant field of study, submit a learning agreement, work 30 hours for every hour of academic
credit, keep a written journal of the work experience, have regularly scheduled meetings with the
faculty supervisor, and write a research paper dealing with some aspect of the internship. Written
work should total five pages of academic writing for every hour of credit. An extensive list of
internships is maintained by the Career Services Office, including oppormnities at the Federal
Reserve Bank and Prudential Securities. Graded on a satisfactory/unsatisfactory basis.
Prerequisites: Permission of the faculty supervisor and qualification for the internship program.

ECO 427. Independent Study in Economics 1-4 hours

Supervised research on a selected topic. Prerequisite: Submission of a proposed outline
of study that includes a schedule of meetings and assignments approved by the instructor, the
division chair, and the Provost and Senior Vice President prior to registration.

ECO 428. Special Topics in Economics 4 hours

An intense study of diverse topics under the direct supervision of an economics facult}'
member. Prerequisite: Permission of the instructor.

Education

Grounded in the Liberal arts tradition, the education program emphasizes strong
academic preparation of teachers who are lifelong learners. Teacher education at Oglethorpe
University is designed to challenge students to think critically about issues in education, to be
informed decision makers, and to become change agents in their schools. The program also has
strong connections to the Atianta community, both urban and suburban. Oglethorpe is committed
to preparing teachers for the variety of settings and diverse populations of metropolitan schools.

The following courses are offered as corequisites to the Master of Arts in Teaching
program.

EDU 101. Introduction to Education 4 hours

A study of the historical development, the philosophy, and the political and social issues
underlying the American educational system and the teaching profession. Pro\asion is made for
classroom observation in public schools in the Atianta area.

EDU 201. Educational Psychology 4 hours

A study of learning theory and its application to such problems as classroom
management, the organization of learning activities, understanding individual differences, and
evaluating teaching and learning. Emphasis is given to factors which facilitate and interfere with
learning. Prerequisite: PSY 101 with a grade of "C" or higher.

EDU 401. The Exceptional Child 4 hours

This course is designed to assist regular classroom teachers in the identification and
education of children who have special needs. In addition to characteristics of special learners,
students will study topics such as the referral process, educational approaches for use with special
learners, methods of diagnostic teaching, mainstreaming, and inclusion. Prerequisites: EDU 201
and admission to the Teacher Education Program.

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Education — Master of Arts in Teaching — Early Childhood Education

The Master of Arts in Teaching — Early Childhood Education (grades P-5) Program at
Oglethorpe University' is based on a commitment to a broad Liberal arts background as the best
content preparation for teaching and to preparing teachers for the diverse schools of the 21 ^^
century. The program offers both the Master of Arts in teaching degree and initial certification
for earlv childhood educators. Successful completion of the program is necessary to obtain
recommendation for a teaching certificate.

Admission

Application forms may be obtained from the Division of Education. To be admitted to
the graduate program, applicants must meet the following admission criteria:

1. Completion of a bachelor's degree at a regionally accredited institution. Oglethorpe
undergraduate students may be able to "bridge" into the Master of Arts in Teaching —
Early Childhood Education Program in the final semester of their senior year.

2. A minimum undergraduate grade-point average of 2.8 from all college work.

3. Prerequisites as follows:

• two courses in humanities (including English composition)

• two courses in social studies

• two courses in mathematics

• two courses in laboratory science

• two courses in the arts

• EDU 101 Introduction to Education, or equivalent

• EDU 201 Educational Psychology, or equivalent

• EDU 401 The Exceptional Child, or equivalent

• PSY 201 Child and Adolescent Psychology, or equivalent

4. A passing score on all sections (reading, writing, and mathematics) of the Praxis I Pre-
Professional Skills Test (PPST) developed and administered by Educational Testing
Service. Applicants are exempt from this requirement if they have earned qualifying
scores on any of these tests:

• SAT total score 1 000, with at least 480 verbal and 520 mathematical

• ACT total score 22, with at least 21 verbal and 22 mathematical

• GRE total score 1030, with at least 490 verbal and 540 quantitative

5. A combined score of 1000 on the verbal and quantitative portions of the GRE, with a
minimum of 500 on the verbal section.

6. A 500- to 1000-word written statement describing experiences in working with children
or youth as, for example, a tutor, camp counselor, day care worker, church school
teacher, substitute teacher, or volunteer working with children.

7. Three letters of recommendation, including one from a facult}' advisor, one from another
universit}' professor, and one from a supervisor in a work or volunteer setting.

Note: Admission to the graduate program does not imply acceptance as a candidate for the
master's degree. See Admission to Candidacy below.

137

Program Completion Requirements

Candidates for the degree and initial certification must meet the following requirements:

1. Maintain a cumulative grade-point average of 3.0 or higher for aU work taken at
Oglethorpe.

2. Complete all courses in the Master of Arts in Teaching — Early Childhood Education
Program (48 semester hours) with a grade of "C" or higher.

3. Complete 50 hours of field experience during fall and spring enrollment in the program
and a semester-long student teaching experience — EDU 619 Student Teaching and
Capstone Seminar.

4. Pass the appropriate Praxis II tests prior to enrolling for EDU 619 Student Teaching and
Capstone Seminar.

5. Complete EDU 619 Student Teaching and Capstone Seminar successfully. In order to
enroll, students must show proof of liabHit}' insurance and sign the "Personal
Affirmation," affirming their legal status and giving the Georgia Professional Standards
Commission the right to perform a background check, if required. Smdent teaching
placement in some school districts may also require a background check and/or
fingerprinting.

6. Compile and successfully present an electronic professional portfolio. In this portfolio,
candidates must demonstrate their knowledge base for each of the 10 INTASC
standards.

Admission to Candidacy

Graduate students must be admitted to candidacy before enrolling for EDU 619 Smdent
Teaching and Capstone Seminar. The candidacy application must be filed with the Chair of the
Division of Education. Admission to candidacy may be given or denied following a careful re^'iew
of all work of the smdent, including participation in field experience. Notice of action taken on
the candidacy application wUl be given in writing to the smdent.

Residency Requirement

At least 30 semester hours of graduate work must be completed at Oglethorpe

Universit}'.

Transfer Credit

The Master of Arts in Teaching — Early Childhood Education Program at Oglethorpe
is unique in both conception and implementation. For this reason, only Limited transfer credit is
possible. A maximum of six semester hours of credit may be transferred from another accredited
graduate instimtion subject to the following conditions:

1 . Transfer credit may be awarded for courses that are comparable to Culmral Psychology
and Assessing Teaching and Learning. Transfer credit cannot be accepted for other
courses.

2. Determination of transfer credit is made by the Chair of the Division of Education in
consultation with the smdent's advisor and the facult\' member who teaches tiiat course.
The smdent must present a catalog course description for the requested course. Work
already applied toward another degree cannot be accepted.

3. Work must have been completed unthin the pre\nous six \'ears and must have been
applicable toward a graduate degree at the instimtion where die credit was earned.

138

4. Acceptance of transfer credit does not reduce the residency requirement.

5. An official transcript showing the credits to be transferred must be on file in the
Registrar's Office. A copy of the transcript should be attached to the request.

6. Under no circumstances may credit earned through correspondence or online courses
be applied toward satisfaction of graduate degree requirements.

Advisement and Registration

Upon admission to the graduate program, each student is assigned to a member of the
facultv' of the Division of Education who serves as advisor to guide the student in planning the
program of study. Registration dates for each semester are listed in the Academic Calendar in this
Bulletin. Preregistration occurs in November for the spring semester and in April for the summer
and fall semesters. Students must meet with their advisors to plan for registration for courses.

Course Load

A full-time course load for graduate smdents is 12 semester hours or three courses.

Tuition and Fees

An application fee (non-refundable) of $35 must accompany the application. Tuition is
charged on a per-course basis. AH fees are subject to change. Please direct inquiries regarding
current fees to the Business Office. An application for degree must be made by mid-October in
the Registrar's Office prior to completion of degree requirements the following December, May,
or August, at which time a $95 degree completion fee is due.

Academic Standards

Candidates for the master's degree must meet the following academic standards:

1. The student's overall grade-point average for work in the graduate program must be 3.0
or higher.

2. If in any case the candidate fails to maintain satisfactory academic and professional
standards, a review by the Teacher Education CouncU will determine the student's
continuation in the program.

3. Any smdent who falls below a 3.0 grade-point average or has a total of two course
grades of "C" or below will be placed on academic probation. A student who received
a third grade of "C" or less or who does not achieve a 3.0 grade-point average upon
completion of three additional graduate courses will be dismissed from the program.

EDU 601. Exploring Constructivist Teaching and Learning 4 hours

The purposes of this course, the first in the Master of Arts in Teaching program
sequence, are to explore the historical and philosophical foundations of constructivist teaching
and learning and to provide learners with pedagogical skills to plan, implement, and assess inquiry-
based instruction. Students will engage in regular and systematic reflection on their developing
knowledge and then apply their knowledge in field-based classroom experiences in diverse
settings.

EDU 602. Cultural Psychology 4 hours

Culmral psychology is an interdisciplinary field benveen psychology and anthropology.
It focuses on the ways in which culmre and mind, and more specifically, culture and self, mutually
constitute each other. Therefore, cultural psychology primarily addresses how the mumal
constimtion of culture and self has implications for cross-culturaUv divergent psvchological
patterns in cognition, emotion, motivation, moral reasoning, and psychopathologies.

139

EDU 603. Assessing Teaching and Learning 4 hours

This course provides an introduction to the concepts and skills needed to develop
paper-and-pencil and performance assessments for formative and summative classroom
evaluation. Planning student evaluations, coordinating evaluations with objectives, item
development, item analysis, relating evaluation to instruction, grading, and reporting achievement
outcomes to smdents, parents, and school personnel are discussed.

EDU 604. Technology of Teaching 4 hours

The purposes of this course are two: 1) to prepare prospective teachers to meet the
Georgia technology standards for educators, and 2) for these prospective teachers to learn to
integrate technology into meaningful learning experiences for the students they will teach. To
accomplish these goals, students in the course will learn to use technology as a tool for designing
and conducting learning projects in which inquiry is the means of investigation.

EDU 611. Arts of Diverse Peoples 4 hours

This course provides future teachers with an appreciation and understanding of the arts
disciplines of music, visual art, dance, and theatre as a means to understand self, others, and the
human condition. It also offers students an opportunity for personal inquiry experiences and skill
development in the arts so that they feel prepared to incorporate study of the arts into their
classrooms. Students wUl engage in regular and systematic reflection on their developing
knowledge base. Students will also apply their knowledge in field-based classroom experiences in
diverse settings.

EDU 612. Literacy and Literature 4 hours

This course prepares students to be literacy teachers in diverse early childhood
classrooms. The course includes methods of literacy instruction and explorations in Uteramre
from various cultural perspectives. Students will engage in regular and systematic reflection on
their developing knowledge base and apply their knowledge in field-based classroom experiences
in diverse settings.

EDU 613. Studies of Diverse Cultures 4 hours

This course includes exploration of social studies content and methods for teacliing
social studies in early childhood education. From a variet}- of perspectives, students will examine
the types of questions social scientists ask about human experience, institutions, and interactions.
In the course, prospective teachers will use appropriate methods of inquiry to investigate some of
those questions. They will engage in regular and systematic reflection on their developing
knowledge base and then apply that knowledge in field-based classroom experiences in diverse
settings.

EDU 614. Mathematical Inquiry 4 hours

The foundation for this course is that knowing mathematics is doing mathematics;
thereby, students will be prepared to teach mathematics well. The focus is mathematics content:
number systems, geometry, and an additional unit (from probabiIit\V statistics, graph theory, or
another appropriate area). Methods, assessment, technology, and historical perspective are integral
to this course.

140

EDU 615. Inquiring Into Science 4 hours

In this course, stxidents will explore namre, content, and processes of science while
examining current best practices and issues in teaching science to children. Students will
understand the role that inquiry plays in the development of scientific knowledge. Students will
explore relationships between science, technology, and other curriculum areas in a community of
diverse elementary learners.

EDU 619. Student Teaching and Capstone Seminar 12 hours

Student teaching, a supervised internship semester in a diverse elementary public school
classroom, is the capstone experience in teacher preparation, the point at which theory and
practice converge. The course includes 14 weeks of full-time participation and teaching in a public
school classroom with weekly seminar meetings for professional development.

EDU 629. Advanced Special Topics in Education 1-12 hours

Advanced courses are offered to respond to topical needs of the curriculum.

Engineering — Dual Degree

Oglethorpe is associated with the Georgia Institute of Technology, the Universit}' of
Florida, Auburn Universit}', Mercer University', and the Universit}' of Southern California in
combined programs of liberal arts and engineering. The programs require the student to complete
three years at Oglethorpe Universit}' and the final two years at one of these engineering schools.
The three years at Oglethorpe include core curriculum courses. General Chemistry I and II,
College Physics I and II, Calculus I-III, a choice of Differential Equations or Linear Algebra and
a foreign language course at the second semester elementary-level or higher. The two years of
technical education require the completion of courses in one of the branches of engineering.

In this combined plan, the two degrees which are awarded upon the successful
completion of the program are the degree of Bachelor of Arts by Oglethorpe Universit\' and the
degree of Bachelor of Science in Engineering by the engineering school. Because the required pre-
engineering curricula of the five affiliated schools are slightiy different, the student is advised to
consult frequentiy with the facult\' member serving as dual degree engineering program ad\isor.

Engineering is a difficult subject. Students can maximize their chances for success by
starting at Oglethorpe where the facult}''s primary concern is effective teaching and working
closely with students. Classes are small, and laboratories offer the opportunity for hands-on
experience with sophisticated equipment. This strong foundation gives the student an excellent
preparation for professional school, resulting in more effective learning in advanced engineering
courses. As a liberal arts and sciences university, Oglethorpe stresses broad education for
intelligent leadership. Here, the student will explore the fundamental fields of knowledge, further
his or her understanding of science and mathematics, and refine the abilities to read, write, speak,
and reason with clarit}-. This preparation will serve the student well in any career but particularly
so in the engineering field. With strong preparation in engineering plus a liberal arts education, the
student will be ready for a variet}' of career positions. The dual degree engineering program
provides an education that is both broad and deep — a combination that ■uiU serve the graduate
well as career responsibilities increase.

Note: Dual-degree students in engineering may not use Oglethorpe financial aid assistance to
attend other instimtions.

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English

In literature courses, students examine written works to determine their meaning, to
reach judgments about their value, to explore their relation to Ufe, and to derive pleasure. To these
ends, students make written and oral analyses, supporting their conclusions with close examination
of specific passages firom the works of literature being studied. In both literature and writing
courses, students learn to compose their generalizations and supporting details into a coherent
structure of thought and language.

An English major at Oglethorpe is excellent preparation for law school or anv other
professional training that requires students to interpret written material and support their
assertions with specific evidence. Given the expressed need in the business communit}- for people
who can communicate weU orally and on paper, the combination of an English major and courses
in business administration or an accounting minor may be very attractive to prospective
employers. The course Writing for Business and the Professions focuses on the kinds of speaking
and writing abilities graduates wUl need to get and keep jobs in personnel, sales, and management.
Oglethorpe graduates also work in public relations and editing, where they use their skill with
words - a major emphasis of every English course. They go into teaching, and sometimes work
for publishers, television stations, film-making companies, or computer firms. Thev write press
releases, training manuals, in-house newspapers, and news copy.

To help smdents bridge the gap between academic life and work experience, Oglethorpe
places English majors in internships with area newspapers, publishing companies, public relations
firms, cultural associations, and radio and television stations. Such experiences enhance students'
chances of finding the jobs they want after graduation.

Major

Students who major in English are required to take four period courses: Ancient Literamre,
Medieval and Renaissance Literature, 18* and 19* Century Literature, and Modern and Contemporary-
Literature. Students also are required to take one writing course; Shakespeare or Chaucer; four electi\'es
from the upper-level (300) literature courses, and one semester of a foreign language at the second
semester elementary-level or higher. The degree awarded is the Bachelor of Arts.

Minor

Students who minor in EngUsh are required to take a minimum of five literature courses.
At least three of these must be upper-level (300) courses.

ENG 100. Independent Study in Literature and Composition 1-4 hours

Supervised study in specified genres or periods. Prerequisite: Submission of a proposed
outiine of study that includes a schedule of meetings and assignments approved by the instructor,
the division chair, and the Provost and Senior Vice President prior to registration.

ENG 101. Ancient Literature 4 hours

This course will examine the literature of the ancient world. Although the primary focus
will be on Greek, Roman, and Hebrew culmre, non-Western materials may also be smdied. Wbrks
and authors might include: Gilgamesh, Homer, Job, and Virgil.

ENG 102. Medieval and Renaissance Literature 4 hours

This course will examine the transition of the cultural world of Dante to that of
Shakespeare and Milton. Although the primary focus will be Western, non- Western works may
also be studied. Texts and authors might include: Chretien, Dante, The Tale of Genji, Chaucer,
Montaigne, Shakespeare, Cervantes, and Milton.
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ENG 103. 18'*^ and 19*'^ Century Literature 4 hours

Authors in this course might include: Defoe, Pope, Basho, Austen, Emerson, Twain, and
George Eliot.

ENG 104. Modern and Contemporary Literature 4 hours

This course will investigate the literature of the 20'^ century. Authors might include: T.
S. EUot, Woolf, Lawrence, Frost, Morrison, and Marquez.

ENG 201. Chaucer 4 hours

Students wiU learn to read and appreciate the works of Geoffrey Chaucer, the first great
English poet, in his original language; to enjoy the rich and varied nature of his works; and to
appreciate why he is called "the Father of English." Prerequisites: COR 101, COR 102, and one
100-level English course.

ENG 202. Shakespeare 4 hours

The plays and theatre of William Shakespeare. Offered in alternate years. Prerequisites:
COR 101, COR 102, and one 100-level EngUsh course.

ENG. 230. Creative Writing 4 hours

This course is an introduction to writing poetry and prose fiction. The smdent wiU be
asked to submit substantial written work each week, keep a journal, and read published writers.
Much class time will be spent discussing student and published work. Prerequisites: COR 101 and
COR 102.

ENG 231. Biography and Autobiography 4 hours

This course is an introduction to biographical and autobiographical writing with practice
in the personal narrative as well as other forms such as the profile and the interview. Students wdU
submit substantial written work each week and keep a journal. The class will foUow a workshop
format, discussing the smdents' and published work. Prerequisites: COR 101 and COR 102.

ENG 300. The Bible as Literature 4 hours

This course will examine the Bible as a literary artifact and within an historical context.
Students will be particularly interested in the varied ways in which the Bible generates meaning.
These include archet\pal repetition, the weaving together of historicaUv disparate texts, parable,
and allegory. Prerequisites: COR 101, COR 102, and one 100-level English course.

ENG 301. Russian Literature 4 hours

This course will consist of Russian literature in translation, mostiy fiction, mostiv from
the 19* cenmry. Central to the course is Anna Karenina. In addition to Tolstoy, authors might
include: Gogol, Dostoevski, and Chekhov. Prerequisites: COR 101, COR 102, and one 100-level
English course.

ENG 302. The Child in Literature 4 hours

This course will involve a wide-ranging studv of works which employ innocence,
particularly in childhood, in order to deepen the understanding of experience. Authors might
include: Sophocles, Blake, Carroll, James, and Kat"ka. Prerequisites: COR 101, COR 102, and one
100-level English course.

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ENG 303. American Poetry 4 hours

This course will consider the work of major American poets such as XXTiitman,
Dickinson, Frost, Eliot, and Williams. Prerequisites: COR 101, COR 102, and one 100-level
English course.

ENG 304. Images of Women in Literature 4 hours

An exploration of various stereotypical, archetypal, and reaUsdc images of women in
Uteramre. Prerequisites: COR 101, COR 102, and one 100-level English course.

WGS 304. Women Poets 4 hours

This course is a survey of poetry by women, from ancient Chinese, Persian, and others
in translation, to medieval Irish and Renaissance English, to 19* and 20* century Americans, as
well as Eastern Europeans and Ladn Americans in translation. Included will be several recent
poets such as Gwendolyn Brooks, Adrienne Rich, and Mary Oliver in order to discover what
themes, images, and attitudes seem to emerge from the works. Prerequisites: COR 101 and COR
102.

ENG 305. Chivabric Romance 4 hours

This course will explore the chivalric tales of "knights and ladies' gentie deeds," paving
particular attention to models of heroism and temptation; tensions between holy and secular
quests; dichotomies of masculine and feminine identity; and canons of moral and ethical beha\tior.
Authors might include Marie de France, Chretien de Troyes, Arisoto, and Spenser. Prerequisites:
COR 101, COR 102, and one 100-level EngUsh course.

ENG 306. Special Topics in Drama 4 hours

Drama as literature and genre, through survey and period studies. Prerequisites: COR
101, COR 102, and one 100-level English course.

ENG 307. Milton 4 hours

This course will examine the major prose and poetry of John Milton and their place in
1 7* century English culture. Works studied wiU include Areopagitica, Ij^ddas, Samson Agonistes, and
Paradise Lost Prerequisites: COR 101, COR 102, and one 100-level English course.

ENG 308. Special Topics in Poetry 4 hours

This course will focus on particular poets, movements, styles, or periods. Prerequisites:
COR 101, COR 102, and one 100-level EngUsh course.

ENG 309. The Literature of the City and the Country 4 hours

This course wiU concentrate on 1 9* and 20* century English and American literature in
order to deepen the student's understanding and test the conceptions of the natural and the urban.
Authors might include Wordsworth, Dickens, Thoreau, Woolf, and Frost. Prerequisites: COR 101,
COR 102, and one 100-level English course.

ENG 310. Special Topics in Fiction 4 hours

English, American, and continental narrative prose will be examined in the context of
theme, period, or genre. Prerequisites: COR 101, COR 102, and one 100-level English course.

144

ENG311. Ulysses 4 hours

This course will focus on a thorough reading of Ulysses but might also examine other
works by James Joyce, such as Dubliners, A Portrait of the Artist as a Young Man, and selecdons from
Finnegans Wake. Prerequisites: COR 101, COR 102, and one 100-level English course.

ENG 312. Special Topics in Literature and Culture 4 hours

Courses relating literamre with aspects of social and inteUecmal history or a particular
issue or theme. Possible offerings may include women in literature, American civ^ilization, African-
American (or other ethnic) literature, popular culture, the literature of a single decade, children's
literature, and myth and folklore in literature. Usually offered in alternate years. Prerequisites: COR
101, COR 102, and one 100-level English course.

ENG 313. African-American Literary Traditions 4 hours

This course surveys African-American literature and literary history. It begins with a
close examination of the slave narrative and the African-American sentimental novel of the 19*
century. An exploration is made of the literamre of the Harlem Renaissance, followed by works
like Ralph EUison's Invisible Man and Richard Wright's Native Son. Finally, civil rights era literature
and works by authors such as Gloria Naylor and Alice Walker will be examined. Prerequisites:
COR 101, COR 102, and one 100-level English course, preferably Modern and Contemporary
Literamre.

ENG 314. Special Topics in Major British and American Authors 4 hours

An intensive study of between one and five British or American authors. Prerequisite:
COR 101, COR 102, and one 100-level EngUsh course.

ENG 315. Vision, Violence, and Community in Milton, Blake,

Whitman, and Yeats 4 hours

This course will examine works by four major visionary poets. In the historical context
of English civil war, the French Revolution, the American Civil War, and World War I and the
Irish rebellions, they tried to envision for their culmres a restoration of communit}' between the
temporal and the eternal, the human and the divine. In times of fragmentation and crisis, each re-
invented a traditional mythology. A smdy will be made of their individual visions to those
collective myths and to personal struggles. Prerequisites: COR 101, COR 102, and one 100-level
English course.

ENG 330. Writing Poetry 4 hours

In weekly assignments students will try free verse and various forms in the effort to
discover and to embody more and more truly what they have to say. Much time wiU be spent
reading published poets, responding to student work in class, and tr\ing to generate language that
reveals rather than explains intangible "meanings." Prerequisites: COR 101 and COR 102.

145

ENG 331. Writing Prose, Fiction, and Nonfiction 4 hours

Students will get instruction and substantial practice in writing fictional and nonfictional
prose which aims at getting what Henry James called "a sense of felt life" onto the page. The class
will follow a workshop format with weeldy assignments, journal writing, extensive discussion of
student work, and reading of published examples. Prerequisites: COR 101 and COR 102.

ENG 401. Internship in English 1-4 hours

An internship is designed to provide a formalized experiential learning opportunit\' to
qualified students. The internship generally requires the student to obtain a faculty supervisor in
the relevant field of study, submit a learning agreement, work 30 hours for every hour of academic
credit, keep a written journal of the work experience, have regularly scheduled meetings vAth the
faculty supervisor, and write a research paper dealing with some aspect of the internship. Written
work should total five pages of academic writing for every hour of credit. An extensive list of
internships is maintained by the Career Services Office, including opportunities at Atlanta
Magaf(ine, The Knight Agency, and Peachtree Publishers. Graded on a satisfactory/unsatisfactorv
basis. Prerequisites: Permission of the faculty supervisor and qualification for the internship
program.

Environmental Studies - Dual Degree

The Cooperative College Program coordinates the education of students at Oglethorpe
University with graduate programs in environmental studies and natural resources offered bv the
Nicholas School of the Environment at Duke Universit}'. This program pro^ades a unique
combination of liberal and professional education well suited for those desiring to enter the fields
of environmental studies or natural resources. Participating Oglethorpe smdents are accepted into
either of two degree programs at Duke: the Master of Environmental Management (MEM) or the
Master of Forestry (MF). The degree awarded is determined by the student's area of
concentration at Duke. The program accommodates a wide range of undergraduate backgrounds,
and experience indicates that students majoring in one of the natural or social sciences, pre-
engineering, economics, or business administration are best suited for it. Although some smdents
may prefer to complete the baccalaureate degree before undertaking graduate smdv at Duke,
highly qualified students can reach a satisfactory level of preparation with three vears of
coordinated undergraduate study at Oglethorpe; all final admission decisions rest with the
Nicholas School of the Environment. A Bachelor of Arts degree is awarded by Oglethorpe
Universit}' upon successful completion of one year of study at Duke; after four semesters at Duke,
in which at least 48 semester units of credit are earned, these smdents may qualifi,' for one of the
professional master's degrees.

There are six areas of concentration for the professional master's degree programs
offered by the Nicholas School of the Environment: Coastal Environmental Management;
Environmental Toxicology, Chemistry, and Risk Assessment; Resource Ecology; Resource
Economics and Policy; Water and Air Resources; and Forest Resource Management. The
undergraduate course requirements are highly flexible for some areas of concentration; others are
more stringent. All of the programs have the following requirements:

146

1. Completion of the Oglethorpe University core courses, including one semester of a
foreign language at the second semester elementary-level or higher.

2. Training in the natural sciences or social sciences related to the student's area of interest
in namral resources and environmental science.

3. Completion of at least one introductory course in calculus - either Applied Calculus or
Calcvilus I.

4. Completion of a statistics course that includes descriptive statistics, probability
distributions, hypothesis testing, confidence intervals, correlation, simple linear
regression and simple ANOVAs. Statistics at Oglethorpe fulfills this requirement.

5. A working knowledge of microcomputers for word processing and data analysis.
Introduction to Computer Applications Software fulfills this requirement, although
students with extensive experience with computers may have other options.

Qualified students who have interests outside of the structured programs of the
Nicholas School of the Environment are permitted to design individual programs of study; all
such individual programs are subject to approval by the Education Committee of the Nicholas
School of the Environment.

Note: Dual-degree students in environmental studies and natural resources may not use
Oglethorpe financial aid assistance to attend Duke University.

Foreign Languages

In order to study in any given foreign language, all students with previous study or
experience in that language must take a language proficiency examination or obtain permission of
the instructor during summer orientation or prior to fall registration. They will be placed in the
course sequence according to their competence. Smdents are not eligible to enroU in elementary
and intermediate courses in their primary language.

Please refer to specific foreign languages in alphabetical order in this section for
respective course offerings.

FOR 201. Intermediate Special Topics in Foreign Language, Literature,

and Culture 4 hours

A course in which intermediate conversation or topical aspects of a literature and
culture is explored.

FOR 301. Advanced Special Topics in Foreign Language, Literature,

and Culture 4 hours

A course in which advanced conversation or topical aspects of a literature and culture
is explored.

147

FOR 425. Internship in Foreign Language 1-4 hours

An internship is designed to provide a formalized experiential learning opportunit}- to
qualified students. The internship generally requires the student to obtain a faculty supervisor in
the relevant field of study, submit a learning agreement, work 30 hours for even^ hour of academic
credit, keep a written journal of the work experience, have regularly scheduled meetings with the
faculty supervisor, and write a research paper dealing with some aspect of the internship. Written
work should total five pages of academic writing for every hour of credit. An extensive list of
internships is maintained by the Career Services Office, including opportunities at the Adanta
Hispanic Chamber of Commerce, Georgia Council for International Visitors, and the Georgia
Department of Industry, Trade, and Tourism. Graded on a satisfactory/unsatisfactory basis.
Prerequisites: Permission of the faculty supervisor and qualification for the internship program.

French

A student who chooses French as a major will gain valuable knowledge, not onlv about
the language, but also about the many unique and fascinating cultures represented in the French-
speaking world. Like all languages offered in our foreign language program, the French major is
informed by "the five C's": Communication, Cultures, Connections, Comparisons, and
Communities. These areas represent the defined goals of the National Standards for Foreign
Language Learning.

The journey toward a French major begins with a thorough emphasis on reading,
writing, listening comprehension, and speaking. These essential skills prepare the student with the
foundations for communicating in diverse contexts in the French language. More advanced studv
of French wiU enable the student to explore the treasures of French and Francophone prose,
poetry, drama and cinema, in addition to the smdy of colorful and intriguing civilizations in
France, Belgium, Switzerland, Africa and Quebec and wider French-speaking Canada. Through
course offerings in French at Oglethorpe University, students become more informed about
America's French-speaking neighbors to the north and in the Caribbean to the south, in addition
to becoming more functional global citizens.

Once students have reached an adequate level of proficiency in French, thev will be
ready to complement their classroom smdies with full-immersion smdy abroad oppormnities. As
an invaluable component of the French major, students are required to study and live in a French-
speaking country for a semester during the academic year following the completion of an initial
sequence of courses taken in the program. Most French majors choose to smdy at Oglethorpe's
partner institution the Catholic University of Lille. In addition, for the adventurous smdent, there
are many other creative smdy abroad options available, all of which can be discussed with smdent
advisors. Native speakers of French are invited to complete the 12-semester hour requirements of
study abroad in courses at Oglethorpe or through cross registration at one of the Atianta Regional
Consortium for Higher Education (ARCHE) instimtions.

Many smdents who complete the French major at Oglethorpe go on to carrv out
graduate programs at other institutions in French and Francophone language and Hteramre,
linguistics, French culmral smdies, or International Relations. Other graduates from the program
become French instructors or find oppormnities in corporate or non-profit organizations, where
they continue to apply their language skiUs and global experiences. Smdents are also in\-ited to
combine a double major in French with other disciplines, a combination which greativ enhances
smdent marketabUit}' after graduation. .

148

All students with previous study or experience in French must take a language placement
examination. They will be placed in the course sequence according to their competence. Under no
circumstance should students with past experience in French place themselves in courses,
especially at the elementary level. Students are not eligible to enroll in elementary and intermediate
courses in their native languages.

Major

Students who major in French must first complete the following requirements:
FRE 201 Intermediate French
FRE 301 French Conversation and Composition
FRE 302 French Lyric and Literary Prose
Students will then complete a semester in an approved study abroad program, which
should include a minimum of 12 semester hours. Returning students must complete three upper-
level (300 or 400) courses in French.

Elementary Spanish I or equivalent as determined through the Spanish placement test
is also required. It is recommended that this requirement be completed during the student's first
two years.

The degree awarded is the Bachelor of Arts.

Minor

A minor in French consists of the following requirements:

FRE 201 Intermediate French

Three upper-level courses (300 or 400)
Certain of these requirements may be met through an approved study abroad program.

FRE 101, FRE 102. Elementary French I, II 4 plus 4 hours

This course is beginning college French, designed to present a sound foundation in
understanding, speaking, reading and writing contemporary French. Prerequisite: None for FRE
101; FRE 101 required for FRE 102, or placement by testing.

FRE 201. Intermediate French". 4 hours

This course involves further practice in developing oral and written skills.
Introduction to a variet}? of unedited French texts will be included. Prerequisite: FRE 102 or
placement by testing.

FRE 301. French Conversation and Composition 4 hours

This course focuses on the development of oral skills through practice in group settings
and individual class presentations combined with weekly writing assignments in French to be
revised on a regular basis. A study of st\'le and grammatical forms used exclusively in the written
language completes the course work. Prerequisite: FRE 201 or placement bv testing.

FRE 302. French Lyric and Literary Prose 4 hours

Selected texts from French literature are studied as examples of prose, poetrv and
drama. Students will read original works from the French classical and modern periods. Taught in
French. Prerequisite: FRE 301 or placement by testing.

149

FRE 401. Special Topics in French Language, Literature, and Culture 4 hours

Topical aspects of the literature and cultural phenomena associated with the French
language are explored in this course. Offerings will vary according to faculty and student interest.
Prerequisite: FRE 301.

FRE 402. The Modern French Republics and Their Institutions 4 hours

A study of both political and cultural institutions in France from 1870 to the present
with emphasis on the traditions established by the new republican government in the 1 880s and
the creation in 1958 of the Fifth Republic under which France is currendy governed. Taught in
French. Prerequisite: FRE 301.

FRE 403. Franco-American Relations in Trade and Culture 4 hours

This course is an orientadon to French business and cultural communides and
considerations of existing connections with their American counterparts. The course includes
an introduction to business French. Guest lecturers are invited from the diplomatic and
business community in the wider Atianta area. Field trips are also organized to consulates, trade
offices, and businesses. Taught in French. Prerequisite: FRE 301.

FRE 404. Great French Actresses and Their Film Roles 4 hours

This course will smdy French film actresses and their roles in an attempt to understand
better the simation of women in France during the last half of the 20* century. Readings from
The Second Sex by Simone de Beauvoir, written at the outset of the period in question, pro\ade
a counterpoint to the cinematic fiction. Actresses studied may include Isabelle Adjani, Arletn;
Fanny 7\rdant, Brigitte Bardot, Juliette Binoche, Sandrine Bonaire, Catherine Deneuve, IsabeUe
Huppert, Miou-Miou, Romy Scheider, and Simone Signoret. The course is conducted in English.
Students may take the course as part of a French major or minor and complete readings, tests, and
written work in French. Prerequisite: None for work in English, FRE 302 for work in French.

FRE 405. The 19th-century French Realist Novel 4 hours

This course studies the 19*-century French realist novel by concentrating on three
"giants" of the tradition. The course includes Balzac's Pere Goriof, Flaubert's Education Sentimentale
and Zola's Germinal The smdy of one novel of each of these writers gives an over\dew of the
major Literary moments in the century following the French Revolution. The principal characters
in each novel confront the particular challenges of each historical and social moment in 19^*^-
cenmry France. The course thus allows students to obtain a complex notion of realism in an
historical context along with greatiy enhanced vocabulary and language skills in French. Taught in
French. Prerequisite: FRE 302.

FRE 450. Independent Study in French 1-4 hours

Supervised research on a selected topic. Prerequisite: Submission of a proposed outline
of study that includes a schedule of meetings and assignments approved bv die instructor,
the division chair, and the Provost and Senior Vice President prior to registration.

150

General Science

The physical science and biological science courses are appropriate for students who
have a good background in algebra but a minimal one in other sciences. Students with excellent
preparation in the sciences may elect one of the regular lecture-and-laboratorv courses in biology,
chemistry, or physics.

GEN 101. Natural Science: The Physical Sciences 4 hours

This topically-oriented course will examine the many facets of scientific investigation.
These include the underlying assumptions, the limitations, the provisional nature, and the power
of the scientific process, as weO as the influences of science on other aspects of human activit}'.
Experimentation is the hallmark of scientific investigation. As such, laboratory experimentation
will be a distinguishing feamre of this course. Course time devoted to experimentation in the
laboratory, as well as inside and outside the classroom, will intertwine with time devoted to
discussion and lecture. Namral Science: The Physical Sciences will deal with a topic drawn from
the physical sciences. These will include, but not be limited to: Chemistry, Cosmology, Descriptive
Astronomy, History of Science, Meteorology, Modern Scientific Perspectives of the Universe, and
Oceanography. Prerequisite: MAT 103 or bv examination.

GEN 102. Natural Science: The Biological Sciences 4 hours

This course is designed to examine the many facets of scientific investigation.
Laboratory experimentation will be an important feature, with course time devoted to
experimentation in the laboratory as well as the classroom. Rather than a survey of the entire field
of biology, this effort will be directed toward specific topics such as, but not limited to: Cancer,
Cell Biology, Human Biology, Ecology, and Evolution.

GEN 200. Internship in Science 1-4 hours

An internship is designed to provide a formalized experiential learning opportunit}' to
qualified students. The internship generally requires the student to obtain a facult\" supervisor in
the relevant field of study, submit n learning agreement, work 30 hours for every hour of academic
credit, keep a written journal of the work experience, have regularly scheduled meetings with the
facult\' supervisor, and write a research paper dealing with some aspect of the internship. Written
work should total five pages of academic writing for every hour of credit. An extensive list of
internships is maintained by the Career Services Office, including oppormnities at Piedmont
Hospital, The Centers for Disease Control and Prevention, and Accura Analytical Laboratory.
Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the faculty supervisor
and qualification for the internship program.

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German

All students with previous study or experience in German must take a language
placement examination during summer orientation or immediately prior to fall registration. They
will be placed in the course sequence according to their competence. Under no circumstances
should students with past experience in the language place themselves in courses, especially at the
elementary level. Students are not eligible to enroll in elementary and intermediate courses in their
primary languages.

GER 101, GER 102. Elementary German I, II 4 plus 4 hours

This course is beginning college German, designed to develop the abiHt)' to understand,
speak, read, and write contemporary German. Prerequisite: None for GER 101; GER 101
required for GER 102, or placement by testing.

GER 201. Intermediate German 1 4 hours

This course will focus on practice in speaking and understanding German, accompanied
by a review of grammar. Reading and discussion of short literary texts. Prerequisite: GER 102 or
placement by testing.

GER 202. Intermediate German II 4 hours

This course is a continuation of Intermediate German I with practice in spoken
German and added emphasis on writing. Reading materials include both contemporary topics and
selections from literamre. Prerequisite: GER 201 or placement by testing.

GER 301, GER 302. Special Topics in German Language, Literature,

and Culture I, II 4 plus 4 hours

Topical aspects of the literature and cultural phenomena associated with the German
language are explored in this two-semester sequence of courses. Prerequisite: GER 202.

For a listing of foreign instimtions and programs with which Oglethorpe has exchange
agreements and affiliations, please see Oglethorpe University Smdents Abroad in the Educational
Enrichment section of this Bulletin. Of particular interest to smdents of German is the
Oglethorpe exchange agreement with the University of Dortmund.

Greek

AJl students with previous study or experience in Attic Greek must take a language
placement examination during summer orientation or prior to fall registration. They will be placed
in the course sequence according to their competence. Under no circumstances should smdents
with past experience in the language place themselves in courses, especiaUv at the elementary level.

GRE 101, GRE 102. Attic Greek I, II 4 plus 4 hours

These courses wUl introduce students to the grammatical and syntactical elements of
the Attic dialect of 5* century Athens. Mastery of these materials will enable students to read
works written by Thucydides, Sophocles, Plato, Aristotie, and other ancient authors of tliis
period. Knowledge of Attic Greek will also provide a foundation for those wishing to study
Homeric epic or The New Testament. Prerequisite: None for GRE 101; GRE 101 for GRE 102,
or placement by testing.

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History

History bridges the disciplinary perspectives of the humanities and social sciences. At
Oglethorpe the causes, experience, and impact of important moments in the past are examined
in order to explain, analyze, and assign contemporary significance to the movements and events
that have shaped human experience. History courses at Oglethorpe begin where traditional
survey courses and textbooks leave off. Rather than simply viewing the parade of events,
students consider the origins and implications of events, their impact on our values, assumptions,
social relations, and world views. In this spirit students are invited to enter into dialogue with
historians past and present.

Courses are taught in a seminar format designed to promote lively interchange and
informed debate. Reading assignments draw on a wide range of historical methods and traditions,
including perspectives from religion, philosophy, art, music, literature, and popular culture as well
as politics, economics, and geography. These methods and perspectives inform independent
student research. In their individual projects, students develop their own research agendas and
learn to master the techniques of historical research. Particular emphasis is placed on presentation
— both written and oral - of evidence, arguments, and conclusions.

Oglethorpe's location provides many opportunities for creative research as well as
internships. The experience and training of Oglethorpe history majors prepares them for post-
graduate study in a wide variet}' of academic disciplines, including histor)', archaeology,
anthropology, politics, international studies, and social work, as well as careers in such fields as
education, law, journalism, public relations, art, theology, diplomacy, and public service.

Lower-level (100 and 200) courses are especially recommended for freshmen and
sophomores; upper-level (300 and 400) courses generaUv require a research paper, may have
prerequisites, and are primarily aimed toward juniors and seniors.

Major

Students majoring in history are required to take at least nine history courses. These
must cover the following geographic areas and time periods (a course can simultaneously satisfy
both one area and one time-period requirement): European, United States, and Latin American
history; and ancient or medieval (before 1500), early modern (1500-1789), and modern (since
1789) history. In addition, the student must also take one course in Asian Smdies, and at least one
semester of a foreign language beyond the first-year level, or demonstrate the equivalent
proficiency. The degree awarded is the Bachelor of Arts.

Minor

To complete a minor, four courses must be taken.

HIS 110. The Vikings and the Anglo-Saxons 4 hours

This course will examine the meteoric rise of the Scandinavians from obscurity to
become the terror of Europe in the 8* through the 11* centuries. For purposes of comparison,
a look also will be taken at the Vikings' more "civilized" cousms, the 7\nglo-Saxons. VCTnile both
medieval and modern historians have tended to draw a thick line between these two cultures, this
course will suggest that both represent aspects of a general political, economic, and cultural zone
in the Northern Seas.

153

HIS 130. United States History to 1865 4 hours

A survey from Colonial times to 1865, concerned mainly with the major domestic
developments of a growing nation.

HIS 131. United States History Since 1865 4 hours

A survey from 1865 to the present, concerned with the chief events which explain the
growth of the United States to a position of world power.

HIS 201. Ancient Greece 4 hours

This course will examine the Greeks from their Minoan and Mycenaean antecedents
through the rise of Macedonia in the mid-fourth century B.C.E. Students will investigate the
political, social, economic, and cultural aspects of Greek civilization as well as an appreciation of
the Hellenic world's legacy. Specific topics include: the collapse of Mycenaean civilization and the
problem of a "Dark Age;" the rise, development and failure of the polls system; Greek contact
with eastern cultures; the political significance of hoplite warfare; the roles of women in various
Greek poleis; and competing models of Greek political organization.

HIS 202. Roman History 4 hours

This course wiU trace the history of Rome from its Italian precursors through the
ascension of Constantine. Topics will include political, religious, social, cultural, and economic
aspects of Rome's development, focusing on the origins, maturation, decline, and transformation
of its civilization.

HIS 210. The Age of Chivaky, 800-1450 4 hours

This course wiU cover the High and Later Middle Ages, from the later Carolingian
period through the War of the Roses. The main focus wiU be on the evolution of state and societ\'
in northern and western Europe during these periods. Special attention wiU be given to such
events as the rise of feudal monarchies, the Investiture Contest, the Norman Conquests, the
Crusades, and the Hundred Years' War.

HIS 211. The Renaissance and Reformation 4 hours

Students will study the significant changes in European art, thought, and institutions
during the period from 1300 to 1550. The course will focus on critical readings of primary sources
from this era.

HIS 212. Early Modern Europe 4 hours

This course will examine the development of European societ\' and politics from the
end of the Reformation to the eve of the French Revolution. Special emphasis \\ill be placed on
the development of the modern state, the contest between absolutism and constitutionalism, and
the Enlightenment.

HIS 213. The Age of Revolution - Europe and the Atlantic World

1776-1849 4 hours

The "old regime" (serfdom, rule by monarchs and nobles, and a politically powerful
church) and an agrarian way of life had prevailed in much of Europe and the New World since
the Middle Ages. From 1 776 on, however, a series of upheavals, such as the American and French
revolutions, the Napoleonic Wars, the Latin American Wars of Independence, and the European
revolutions of 1820-21, 1830-31, and 1848-49 had challenged the old order. This course studies
the events of this dramatic period, including the Industrial Revolution and the rise of
romanticism, socialism, nationalism, and liberalism.

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HIS 214. The Age of Empire and Nationalism - Europe 1848-1914 4 hours

The six decades following the revolutions of 1848 were a period of remarkable power,
prosperity, and creativity in Europe. New nation-states (Germany and Italy) were formed; old
multiethnic empires (Russia and Austria-Hungary) seemed rejuvenated; and Europeans acquired
immense colonial empires. Meanwhile, industrialization and modern science and art
revolutionized European life and thought. However, this fusion of culmral and economic
modernity with social and political conservatism concealed grave weaknesses that would lead,
beginning in 1914, to the upheavals of world war, communism, and fascism.

HIS 215. The Age of World War - Europe 1914-1945 4 hours

This course examines the disasters that befell Europe in the three decades after 1914:
World War I; the Russian Revolution; the lU-fated Treat}' of Versailles; the rise of Mussolini; the
Great Depression; the dictatorships of Hider and StaHn; the spread of fascism in the 1930s; and
World War II. The course discusses the reasons for the failure of the international order to
prevent two horrific military conflicts, and for the failure of moderate forces in many European
countries - including Russia, Germany, Italy, and Spain - to block the rise to power of violent and
millenarian political forces.

HIS 216. Rise and Fall of the Third Reich 4 hours

The course examines the roots of National Socialism in Germany before World War I;
the reasons for the failure of the Weimar Republic in the 1920s, which ended in Hitier's coming
to power; and the nature of Hitier's dictatorship, with its policies of totalitarian rule, world war,
and genocide.

HIS 240. Latin America to Independence 4 hours

Latin American history from the origins of pre-Columbian civilizations to independence
win be examined by exploring: the origins and development of indigenous societies in
Mesoamerica and the Andes; the conquest and colonization of (what became) Spanish and
Pormguese America; the nature of colonial control; the response of indigenous populations to
colonial societ)'^, administration, and religion; and the developing tensions between Spaniards and
Creole elites. The movement for independence, which arose from a variet\' of issues, created bv
contrasting views and concerns of distant European authorit}' and local culmral identit\', wiH be
studied. Finally, the major challenges that faced the newly emergent Latin American nations will
be considered.

HIS 301. History of Christianity 4 hours

This course will examine the origins and development of Christianit}' through the
modern era. Special areas of interest include the structure and organization of the church, the
development of liturgy and doctrine, and the counterpoint between orthodoxy and heresy. A
central question will be the relationship between the "three pillars" of doctrine — revelation,
reason, and tradition — and social pressures in the history of the church and doctrine.

HIS 311. The Old Reich: German History to 1800 4 hours

The Holy Roman Empire of the German Nation has been derided by Voltaire as being
none of the above. At the same time, the Empire provided the primary political organization of
pre-Modern Germany, from the Middle Ages to the Napoleonic Wars. This course will survey the
general history of the Empire from the Renaissance to the end of the 18* cenmry. Special
emphasis will be paid to questions of social, cultural and constitution history, in particular, the
development of German identit}' and political culture in the Early Modern era. Prerequisite: HIS
211, HIS 212, or HIS 213, or permission of the instructor.

155

HIS 312. German History Since 1800 4 hours

This course is a survey of German history in the 19* and 20* centuries, focusing on
the unification of Germany in the 19* century, the Bismarckian state, the two world wars, the
Weimar Republic, the Third Reich, and the division and subsequent reunification of Germanv
after World War II.

HIS 320. Russia under the Tsars 4 hours

This course studies the thousand years from the formation of the Kievan state until the
abolition of serfdom. It covers the Mongol invasion, the rise of Muscov}', the reign of Ivan the
Terrible and the Time of Troubles, Imperial Russia's Westernization under Peter the Great, and
its apogee under Catherine the Great and her grandsons.

HIS 321. Russian History Since 1861 4 hours

This course studies Russian history from the abolition of serfdom, which began
Imperial Russia's last attempt to reform itself and stave off revolution, until the present. It also
covers the 1905 and 1917 revolutions, the rise of communism, the era of Lenin and Stalin, and
the fall of the communist system.

HIS 330. Between World Wars: The United States, 1920-1945 4 hours

During this period of war, prosperit}', and depression, the United States underwent
dramatic economic, political, social, and cultural changes. The interwar years witoessed the
emergence of the United States as a world power, an increasingly sophisticated women's
movement, the rise of mass production and mass consumption, and a variet}' of new challenges
to social and economic policies. The Great Depression and the New Deal brought further
challenges to traditional liberal political and economic assumptions as the federal government
intervened in nearly every aspect of American Ufe. World War II, then, again transformed the
nation as it ushered in the "age of affluence" and cold wars in the international and domestic
realms. Prerequisites: HIS 130 and HIS 131 or permission of the instructor.

HIS 331. The Age of Affluence: The United States Since 1945 4 hours

An interdisciplinary study of American life since World War II, this course will
emphasize political, economic, and social developments. Foreign policy is considered principally
with respect to its impact on domestic affairs.

HIS 335. Georgia History 4 hours

This course is a chronological examination of the history of Georgia from the Colonial
period to the 20* century. Emphasis is given to Old and New South themes, higher education
development with attention to the history of Oglethorpe, the transition from rural to urban life,
and Georgia's role in contemporary American life. Prerequisites: HIS 130, HIS 131, or permission
of the instructor.

HIS 340. Dictatorship and Democracy in Latin America 4 hours

This course will examine the roots, character, and impact of authoritarian rule — and
resulting resistance movements — in Latin America. Included will be a look at the caudillos who
competed for power after independence, the Liberal dictatorships of the late 19* century, the
Depression Dictators of the 1930s and Populist dictators of the 1940s and 1950s, and the rise
of miHtary-bureaucratic dictatorships in the 1960s and 1970s. An understanding will be sought
for why almost all political orientations (Republicanism, Liberalism, nationalism. Populism,
and Communism) offered up a dictator as their champion at some point in Latin American
history and how Latin American nations have been able to make a transition to democracy.

156

Finally, consideration will be given to how dictatorships affect the everyday lives and
perceptions of the people living under them and in their aftermath. Prerequisite: HIS 240 or
permission of the instructor.

HIS 350. Special Topics in History 4 hours

Courses offered to respond to topical needs of the curriculum. Prerequisite: Permission
of the instructor.

FRE 402. The Modern French Republics and Their Institutions 4 hours

A study of both political and cultural institutions in France from 1870 to the present
with emphasis on the traditions established by the new republican government in the 1880s and
the creation in 1958 of the Fifth Republic under which France is currendy governed. Taught in
French. Prerequisite: FRE 301.

HIS 410. Ancient History and Ancient Historians 4 hours

In this course, the history of Greek and Roman civilizations will be studied through the
writings of several ancient historians. The methods used by ancient authors, their literary st\'le, and
the relation of their works to the specific historical context in which they were written will be
examined. The course will focus on detailed analysis of specific historical events such as the 5*-
cenmry Athens, the rise of the Roman Empire, and the Roman civil wars. Since the thematic focus
and selection of readings will not always be the same, the course may be repeated for credit with
the permission of the instructor.

HIS 411. The Fall of Rome and the Barbarians 4 hours

This course will examine the "fall" of the Roman Empire in late antiquit}' and the
subsequent rise of barbarian kingdoms in Europe. The primary issue will be to determine whether
the Roman Empire did in fact "fall" during this time, or whether the period actually marks a
transition, the birth of Europe. The role of Christianity in the transformation of Europe
will be a major focus of discussion, as well as other social, political, and economic issues.
Prerequisite: Junior standing or permission of the instructor.

HIS 412. Radical Religion and Revolution 4 hours

This course will examine the role of radical theologies in shaping a series of rebeUions
and revolutions in the Middle Ages and the Early Modern era. Some of the conflicts studied wlU
include the Hussite Revolution, The German Reformation, and the EngUsh Civil War. In addition,
some modern examples illustrating the connections between religion and revolutionary thought,
in particular, liberation theology in Latin America and the current crisis in the Middle East will be
considered. Prerequisite: Permission of the instructor.

HIS 430. The American Civil War and Reconstruction 4 hours

A course for advanced history students emphasizing the causes of conflict, the wartime
period, and major changes that occurred. Prerequisites: HIS 130 and HIS 131.

HIS 431. History of United States Foreign Relations 4 hours

This course is a study of major developments in American diplomacy from the end of
the Revolution until 1945. Prerequisite: at least one prior United States history course, or
permission of the instructor.

157

HIS 450. Independent Study in History 1-4 hours

HIS 451. Internship in History 1-4 hours

An internship is designed to provide a formalized experiential learning opportunit}- to
qualified students. The internship generally requires the student to obtain a faculty supervisor in
the relevant field of study, submit a learning agreement, work 30 hours for every hour of academic
credit, keep a written journal of the work experience, have regularly scheduled meetings with the
faculty supervisor, and write a research paper dealing with some aspect of the internship. Written
work should total five pages of academic writing for every hour of credit. An extensive list of
internships is maintained by the Career Services Office, including opportunities at the Adanta
History Center, the Atlanta Preservation Center, the Holocaust Center, and the Coosawattee
Foundation archeological dig. Graded on a satisfactory/unsatisfactory basis. Prerequisites:
Permission of the faculty supervisor and qualification for the internship program.

Individually Planned Major

A student who wishes to pursue a course of study not included in one of the
available majors may petition to receive permission to complete an individually planned
major.

Such a major must include at least nine courses beyond core requirements (excluding
courses with three or fewer semester hours) and including at least one semester of a foreign
language at the second semester elementary-level or higher. At least four courses of the major
must be completed in courses above the introductory level in one particular discipline. This
discipline will be defined as the major's concentration. Graded course work in the major must have
a grade-point average of at least 2.0. Course work that is included in the individuallv planned
major may not be counted toward a second major or a minor.

To apply for an individually planned major, the student, in consultation with his or her
academic advisor, must complete an application, available at the Registrar's Office, to be approved
by the chairperson of the division in which the proposed major's concentration is included and
the Provost and Senior Vice President. This application should be submitted by the end of the
second semester of the smdent's sophomore year. The application must specify the following:

1. The major's coverage and definition.

2. The observed or expected conceptual linkages among the concentration and the other
subject(s) included in the major.

3. The expected outcomes of the completion of the major in terms of the student's
intellectual growth and plans for graduate study or career.

After the student has secured written approval from his or her academic ad^^sor, the
chairperson of the division, and the Provost and Senior Vice President, the Provost and Senior
Vice President will fde the application in the Registrar's office. The Registrar will notih' the student
and the student's advisor of the acceptance of the proposal.

The degree awarded upon successful completion of an approved individuallv planned
major is Bachelor of Arts.

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Individually Planned Minor

A smdent who wishes to pursue a course of study not included in one of the available
minors may petition to receive permission to complete an individually planned minor.

Such a minor must include five courses (excluding courses with three or fewer semester
hours), of which at least two courses are in one discipline, which is the minor's concentration, and
must be at the 300 or 400 level. Of the other three courses included in the minor, another two
must also be at the 300 or 400 level. Graded work in the minor must have a grade-point average
of at least 2.0. Course work that is included in the individually planned minor may not be counted
toward a major or another minor.

To apply for an individually planned minor, the student, in consultation with his or her
academic advisor, must complete an application, available at the Registrar's Office, to be approved
by the chairperson of the division in which the proposed minor's concentration is included and
the Provost. This application should be submitted by the end of the second semester of the
student's junior year. The application must specify the following:

1. The minor's coverage and definition.

2. The observed or expected conceptual linkages among the concentration and the other
subject(s) included in the minor.

3. The expected outcomes of the completion of the minor in terms of the student's
intellectual growth and plans for graduate study or career.

After the student has secured written approval from his or her academic advisor, the
chairperson of the division, and the Provost and Senior Vice President, the Provost and Senior
Vice President will file the application in the Registrar's Office. The Registrar will notify the
student and the smdent's advisor of the acceptance of the proposal.

Interdisciplinary Studies

INT 301. Special Topics in Interdisciplinary Studies: 4 hours

These courses will focus on materials and topics that transcend the boundaries of
specific academic disciplines and are not offered on a regular basis. Such courses have included
Bioethics and Environmental Science.

ULP 303. The New American City 4 hours

The purpose of this course is to examine the problems and prospects of politics and
policymaking in the new American city and its environs. Consideration will be given to the political
and sociological significance of a number of the factors that characterize this new development,
including: the extremes of wealth and povert}^, the mix of racial and ethnic groups, and the
opportunities and challenges provided by progress in transportation and technology. Offered
annually.

ULP 304. Community Issues Forum: Principles into Practice 4 hours

This course is taught as a weekly evening seininar focusing on a particular communit}'
issue and accompanied by an issue-related, off-campus internship. Together with communit}'
leaders and facult}; students analyze issues confronting stakeholders, collaborate on solutions, and
present findings derived from their internship assignments. Students have interned with the state
legislature, local and state chambers of commerce, community food banks, arts organizations,
corporations, non-profit organizations, and a number of other communit^' groups. Topics covered
in previous years include: education, transportation, health care, and the environment.
Prerequisite: Permission of the instructor.

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INT 401. Internship in Interdisciplinary Studies 1-4 hours

An internship is designed to provide a formalized experiential learning opportunity' to
qualified students. The internship generally requires the student to obtain a faculty supervisor in
the relevant field of study, submit a learning agreement, work 30 hours for ever}' hour of academic
credit, keep a written journal of the work experience, have regularly scheduled meetings with the
faculty supervisor, and write a research paper dealing with some aspect of the internship. Written
work should total five pages of academic writing for every hour of credit. An extensive list of
internships is maintained by the Career Services Office. Graded on a satisfactorv/unsatisfacton'
basis. Prerequisites: Permission of the faculty supervisor and qualification for the internship
program.

International Studies

International Studies is an interdisciplinary major that seeks to develop the skills and
understanding essential for effective participation in the emerging global business, social and
political environment. The major helps to prepare students for careers in government serxice,
international commerce, banking and finance, the travel and convention businesses, poHtics and
teaching. It also provides appropriate preparation for the professional study of business, law and
international affairs. Students interested in masters programs in international affairs mav find it
advantageous to take additional courses in economics. Interested students should ask the Registrar
to refer them to a faculty advisor who specializes in this major. The degree awarded is the Bachelor
of Arts.

Requirements of the major include successful completion of 11 courses, three of which
must be International Relations, United States Foreign Policy, and International Economics.
Completion of five courses selected from the following also is required:

BUS 370 International Business

ECO 323 International Economics

ECO 420 Economic Development

PRE 402 The Modern French Republics and Their Institutions

FRE 403 Franco- American Relations in Trade and Culture

HIS 215 The Age of World War - Europe 1914-1945

HIS 240 Latin America to Independence

HIS 312 German History Since 1800

HIS 321 Russian History Since 1861

HIS 340 Dictatorship and Democracy in Latin America

HIS 350 Special Topics in History *

HIS 431 History of United States Foreign Relations

HIS 450 Independent Study in History *

160

INS 400 Independent Study in International Studies

INS 401 Internship in International Studies

POL 211 War

POL 231 Asian Politics

POL 321 Political Development

POL 331 Comparative Politics of China and Japan

POL 350 Special Topics in Politics *

POL 361 European Politics

POL 411 War, Peace, and Security

POL 422 Seminar in Chinese Politics

POL 431 Seminar in Politics and Culture *

POL 450 Independent Study in Politics *

SPN 305 Spanish for International Relations and Business

SPN 410 The Development of Latin American Cultures

*Note: Special topics and independent study courses fulfill the requirements of the major only
when they have a substantial international component. This implies that the course deals
with the modern history, current situation or culture in a geographical area outside the
United States or concerns some substantive issue that is international in scope, t}'pically
regarding economics or securit}'.

Smdents must complete two years of foreign language study or demonstrate the
equivalent competence by examination. Students must also take one additional language course in
which the foreign language is required for research, reading, or discussion.

A study abroad experience is required. Note that no more than two courses may be
counted toward major requirements from a study abroad program. Foreign students may count
their residence at Oglethorpe as their study-abroad experience. Please see Oglethorpe Universit}'
Smdents Abroad in the Educational Enrichment section of this Bulletin.

Students who receive financial aid at Oglethorpe should contact the Director of
Financial Aid early in the pursuit of this major to determine available funding for the study
abroad experience.

Note: Students who graduated from a secondary school located abroad at which the language
of instruction was not English have satisfied the foreign language requirement. They
may satisfy the smdy abroad requirement via their residency in the United States.

161

International Studies with Asia Concentration

Like the general international studies major, this is a major designed to develop skills
useful in cross-culturaUy oriented careers. Students achieve an Asia concentration by taking at least
four courses that focus on the culture, politics, history or literature of nations in Asia in addition
to a selection of more general courses that cover fundamental issues of international studies. The
specialized knowledge that students gain through Asia-related course work helps to prepare them
for careers in fields such as government, finance, and travel in this economically growing and
culturally rich area of the globe. Combined with the other components of the international studies
major, the Asia concentration will assist students with the necessary background for entry into
graduate or professional schools in an Asian studies field. Students might go on to study in such
areas as anthropology, politics, and international law or business. The degree awarded is the
Bachelor of Arts.

Requirements of the major include successful completion of the following five courses:

ECO 323 International Economics or

ECO 420 Economic Development

POL 111 International Relations

POL 231 Asian PoUtics

POL 331 Comparative Politics of China and Japan

POL 431 Seminar in Politics and Culture (Japan/ Asian concentration)
Students must also take two of the following courses:

JPN 301 Special Topics in Japanese Language, Literature, and Culmre I

POL 311 United States Foreign Policy

Another Asian studies course at Oglethorpe or at another institution

pre-approved by the smdent's advisor
Students must also take one of the following courses:

BUS 370 International Business

PRE 403 Franco-American Relations in Trade and Culture

HIS 350 Special Topics in History *

HIS 450 Independent Study in History *

INS 400 Independent Study in International Studies

INS 401 Internship in International Studies

POL 350 Special Topics in Politics *

POL 361 European Politics

POL 411 War, Peace, and Securit}'

POL 431 Seminar in Politics and Culture (with a different focus than
the one above)

POL 450 Independent Study in Politics *
^ SOC 308 Culture and Societ}-

Any course in 20*-centurv European history

*Note: Special topics and independent study courses fulfill the requirements of the major onlv
when they have a substantial international component.

162

Students must take at least one 400-level course. Students must demonstrate at least a
second-3'ear competence in an Asian language or be able to use an Asian language for research and
writing in a class. A study abroad for one semester in an Asian nadon is strongly urged. Please see
Oglethorpe University Students Abroad in the Educational Enrichment section of this Bulletin.
Note that no more than two courses may be counted toward major requirements from a study
abroad program. Foreign students whose native language is Asian may consider their residence at
Oglethorpe as their study-abroad experience and their foreign language requirement satisfied.

INS 400. Independent Study in International Studies 1-4 hours

INS 401. Internship in International Studies 1-4 hours

An internship is designed to provide a formalized experiential learning opportunit}' to
qualified students. The internship generally requires the student to obtain a faculty supervisor in
the relevant field of study, submit a learning agreement, work 30 hours for every hour of academic
credit, keep a written journal of the work experience, have regularly scheduled meetings with the
faculty supervisor, and write a research paper dealing with some aspect of the internship. Written
work should total five pages of academic writing for every hour of credit. An extensive list of
internships is maintained by the Career Services Office, including opportunities at the Southern
Center for International Smdies, the Georgia Department of Industry, Trade, and Tourism,
Hispanic Chamber of Commerce, and the United States Department of State. Graded on a
satisfactory/unsatisfactory basis. Prerequisites: Permission of the faculty supervisor and
qualification for the internship program.

Japanese

The study of modern Japanese broadens the mind and provides insight into one of the
world's richest cultures. Oglethorpe's Japanese program embraces the "five C's" of foreign
language education outiined in the National Standards in Foreign Language Education:
communication, cultures, connections, comparisons, and communities.

Oglethorpe's four-course Japanese sequence assumes no initial knowledge of the
language. The courses lead the student step by step toward communicative competence in the four
basic language skills: listening, speaking, reading, and writing. These skills are taught by means of
model conversations, role plays, listening activities, and readings. Elementary classes present the
fundamentals of the language through a sequence of units that focus on daily Ufe. A t\pical
conversation at the beginning level might be about making plans for the weekend or describing
one's family. Students are initially trained in the two phonetic kana scripts so that they are able to
write in Japanese from the very beginning. Training in kanji characters begins in the second
semester. At the intermediate level students master more advanced vocabulary and grammatical
patterns. The smdent also learns how to use the language appropriately in different social contexts.
A conversation at this level might be about the student's career plans, while a tj'pical reading might
deal with changing attitudes toward marriage in japan. By the end of the four-course sequence,
the student will be able to express a broad range of ideas with confidence, will be capable of
writing short essays, and wUl know about 240 kanji characters.

Students who seek further training in Japanese can take advanced Japanese through
cross registration at one of the Atianta Regional Consortium for Higher Education (ARCHE)
institutions. FuU-immersion study abroad opportunities are available at Oglethorpe's sister schools
in Japan, Seigakuin Universit}' and Otaru Universit}- of Commerce.

163

General interest courses taught in English on premodern and modern Japanese literature
supplement the language curriculum. These and other eligible courses can be taken in conjunction
with the language sequence toward fulfillment of the requirements for a minor in Japanese. The
combination of a Japanese minor with a major in any of the traditional liberal arts disciplines can
greatly enhance marketability following graduation, and can lead to career opportunities in fields
as diverse as education, foreign service, and international commerce.

Students with previous study experience should take the Japanese placement
examination prior to registration.

Minor

A minor in Japanese consists of successful completion of Intermediate Japanese II and
two culture courses, totaling 24 semester hours. At least one of the two years of language study
must be taken at Oglethorpe. The student may select two culture courses from the follo\\ing:

JPN 301 JPN 302 Special Topics in Japanese Language, Literature, and

Culture I, II
PHI 321 Special Topics in Philosophy: Philosophical Issues and

Problems — Philosophy of the Kyoto School
PHI 321 Special Topics in Philosophy: Philosophical Issues and
Problems —Japanese Aesthetics
Other courses offered at Oglethorpe as special topics courses, as well as certain courses
offered at other colleges and through study abroad programs, may also qualif}'.

Study Abroad and Internships

Although it is expected that at least half of the courses counted toward the minor must
be taken at Oglethorpe, all students of Japanese language and culture are strongly encouraged to
spend at least one semester in Japan. Guidance in finding an appropriate program is provided bv
the Japanese department or the Oglethorpe University Students Abroad (OUSA) Director. Of
particular interest to students of Japanese is the Oglethorpe exchange agreement with Seigakuin
Universit)' in Tokyo and Otaru Universit}' of Commerce in Hokkaido. See also Oglethorpe
Universit}' Students Abroad in the Educational Enrichment section of this Bulletin.

A student can also gain practical experience by pursuing internship opportunities in
Japanese organizations and firms in and around Atianta. Credit for these activities is given when
the internship is completed in accordance with the objectives agreed upon with the facult\'
supervisor. Credit is given toward the minor upon approval by the student's facult}^ ad\dsor. The
Career Services Office has an extensive list of available internships.

JPN 101, JPN 102. Elementary Japanese I, II 4 plus 4 hours

This is a one-year course sequence in beginning Japanese aimed at developing basic skills
in speaking, reading, writing, and aural comprehension. The kaiia and kanji writing systems are
introduced. Prerequisite: None for JPN 101; JPN 101 for JPN 102, or placement bv testing.

JPN 201. Intermediate Japanese 1 4 hours

A continuation of elementary Japanese, the first semester of the second-year sequence
focuses on conversational skills and vocabulary building, and extends the student's proficiency in
reading and writing. Aspects of the Japanese culture and society are also explored. Prerequisite:
JPN 102 or permission of the instructor.

164

JPN 202. Intermediate Japanese II 4 hours

This course consolidates and integrates the student's knowledge of basic grammatical
patterns, and introduces advanced grammatical structures. Further practice in reading and writing
prepares the student to pursue further study in areas related to his or her major. Audio-visual
materials are used more extensively to supplement the main text. Prerequisite: JPN 201 or
permission of the instructor.

JPN 250. Introduction to Japanese Literature 4 hours

This course is designed to provide students with a survey of Japanese literature from
classical to modern times. Readings include selections from creation myths, court romances and
poetic diaries, Buddhist folk tales, the haiku and travel writings of Basho, Saikaku's Five W^omen
Who Loi'e^I Loi'e, the puppet drama Ta/e of the 47 Samurai, and modern works by Mori Ogai, Soseki
Natsume, and Tanizaki Jun'ichiro. All readings are in English translation.

JPN 301, JPN 302. Special Topics in Japanese Language, Literature,

and Culture I, II 4 plus 4 hours

Topical aspects of the literature and cultural phenomena associated with the Japanese
language are explored through readings in English in this course.

JPN 350. Modern Japanese Literature 4 hours

This course is a survey of Japanese literature from 1890 to the present. The
development of modern literature will be examined beginning with the early decades of
modernization, through militarization and defeat and ending with a consideration of
postmodernist writing. Readings will include novels and short stories by Mori Ogai, Higuchi
Ichiyo, Tanizaki Jun'ichiro, Dazai Osamu, Oe Kenzaburo, and Murakami Haruki. Class discussions
will be supplemented by lectures on history and culture. All- readings will be in English translation.

Latin

AH students with previous study or experience in Latin must take a language placement
examination during summer orientation or prior to fall registration. They will be placed in the
course sequence according to their competence. Under no circumstances should students with
past experience in the language place themselves in courses, especially at the elementary level.

LAT 101, LAT 102. Elementary Latin I, II 4 plus 4 hours

This course is beginning Latin, designed to present a foundation in classical Latin
grammar and syntax and to introduce students to Roman literature and histor}-. Prerequisite:
None for LAT 101; LAT 101 required for LAT 102, or placement bv testing.

LAT 201, LAT 202. Special Topics in Latin Language, Literature,

and Culture I, II 4 plus 4 hours

Aspects of the literature and cultural phenomena associated with the Latin language are
explored in this two-semester sequence of courses. Prerequisite: Permission of the instructor.

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Mathematics

During their course of study at Oglethorpe, mathematics majors move from a concrete,
algorithmic mode of reasoning in early courses to a more abstract, formal mode of reasoning in
the later capstone courses. The successful mathematics major will:

• Appreciate the inherent beauty and utilit}' of mathemadcs;

• Appreciate the interconnectedness of the various mathematical fields to one another
and to outside disciplines;

• Communicate mathematical results in written, oral, formal, and informal fashions;

• Discern patterns;

• Read and create mathematical results in a self-directed fashion;

• Sharpen his or her problem-solving skills; and

• Understand the power and limitations of using technology to create mathematics.
Through tutoring, volunteer, and internship opportunities, mathematics majors can

further strengthen their own understanding of mathematics and help others to do the same.

Upon graduation, mathematics majors are ready to pursue graduate study, teacher
preparation, or employment in industry. Oglethorpe graduates are especially well prepared to work
in actuarial science, applied mathematics, operations research, statistical consulting, or a variet\' of
careers in computing.

Major

In order to major in mathematics, a student must successfully complete the follo\vdng
mathematics courses with a grade of "C-" or higher: Calculus I, Calculus II, Calculus III,
Differential Equations, Discrete Mathematics, ProbabiUt}', Complex Analysis, Linear Algebra,
Abstract Algebra, and Special Topics in Mathematics. Mathematics majors graduate with a
Bachelor of Science degree.

Minor

In order to minor in mathematics, a student must successfully complete the following
mathematics courses with a grade of "C-" or higher: Calculus I, Calculus II, Calculus III, and t\x'0
additional courses chosen from the list required for the major.

Note: No student will be permitted to register for a mathematics course that is a prerequisite
to a mathematics course for which the student has already received academic credit.

MAT 102. College Algebra 4 hours

The objective of this course is to equip students with the algebra skills needed for
Statistics and Applied Calculus. Topics include algebraic expressions, equations, inequalities, basic
functions (polynomial, rational, exponential and logarithmic) and their graphs, die algebra of
functions, inverse functions, and systems of equations and inequalities.

MAT 103. Precalculus 4 hours

The objective of this course is to equip students with the skills needed for
Calculus I. Topics include basic analytic geometr}', trigonometry (functions, equations, and
identities), complex numbers, polar coordinates, vectors in the plane, parametric equations,
and transformation of coordinates. Prerequisite: MAT 102 with a grade of "C-" or higher
or by examination.

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MAT 111. Statistics 4 hours

This course includes descriptive and inferential statistics with particular emphasis upon
parametric statistics, rules of probability, interval estimation, and h}^othesis testing. Distributions
that will be discussed include the normal, chi-square, and t-distribution. Additional topics include
analysis of variance, regression and correlation analysis, goodness-of-fit, and tests for
independence. Prerequisite: MAT 102 with a grade of "C-" or higher or by examination.

MAT 121. Applied Calculus 4 hours

This is the recommended calculus course for students in business, economics, and the
social sciences. The goal of this course is to present calculus in an intuitive yet intellectually
satisfying way and to illustrate the many applications of calculus to the management sciences,
business, economics, and the social sciences. Topics include functions, the derivative, techniques
of differentiation, applications of the derivative, the exponential and natural logarithm functions,
applications of the exponential and natural logarithm functions, the definite integral, and
functions of several variables. Prerequisite: MAT 102 with a grade of "C-" or higher or by
examination.

MAT 131, MAT 132, MAT 233. Calculus I, II, III 4 plus 4 plus 4 hours

This is the recommended calculus sequence for students in mathematics, the phvsical
sciences, and computer science. The objective of these courses is to introduce the fundamental
ideas of the differential and integral calculus of functions of one and several variables. Topics
include limits, continuit}; rates of change, derivatives, the Mean Value Theorem, applications of
the derivative, curve sketching, related rates, maximization/minimization problems, area,
integration, the Fundamental Theorem of Calculus, inverse functions, logarithmic functions,
exponential functions, techniques of integration, applications of integration to volumes and
surface area, conic sections, sequences, series, vectors, lines, planes, vector-valued functions,
curves, partial derivatives, multiple integrals, and vector fields. Prerequisite for MAT 131: MAT
103 with a grade of "C-" or higher or by examination. Prerequisite for MAT 132: MAT 131 with
a grade of "C-" or higher or by examination. Prerequisite for MAT 233: MAT 132 with a grade
of "C-" or higher.

MAT 241. Differential Equations 4 hours

The objective of this course is to introduce the fundamental ideas of the theory of
ordinary differential equations and to consider some of the applications of this theory to the
physical sciences. Topics include equations of order one, applications of equations of order one,
linear differential equations, linear equations with constant coefficients, nonhomogenous
equations, undetermined coefficients, variation of parameters, applications of equations of order
two, and power series solutions. Prerequisite: MAT 233 with a grade of "C-" or fiigher.

MAT 261. Discrete Mathematics 4 hours

This course may be considered a general introduction to advanced mathematics. As
such, it will consider various methods and techniques of mathematical proof Topics are drawn
from logic, set theory, functions, relations, combinatorics, graph theory, and boolean algebra.
Prerequisite: MAT 132 with a grade of "C-" or higher.

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MAT 341. Probability 4 hours

This course provides a calculus-based stxidy of probability theory. Topics include set-
theoretic, axiomatic and combinatorial foundations, basic rules, conditional probabiHt}^,
independence, random variable theory, special discrete and continuous models, probabiHt}' plots,
and joint distributions. Prerequisite: MAT 233 with a grade of "C-" or higher.

MAT 351. Complex Analysis 4 hours

The objective of this course is to introduce the fundamental ideas of the theorv of
functions of a complex variable. Topics include complex numbers, analytic functions, elementzTj
functions, conformal mapping, complex integration, and infinite series. Prerequisite: MAT 233
with a grade of "C-" or higher.

MAT 362. Linear Algebra 4 hours

The objective of this course is to introduce the fundamental ideas of linear algebra. Topics
include Hnear equations, matrices, determinants, vector spaces, inner products, linear transformation,
eigenvalues, and eigenvectors. Prerequisite: MAT 132 with a grade of "C-" or higher. It is
recommended that students take MAT 261 before taking this course.

MAT 463. Abstract Algebra 4 hours

The objective of this course is to introduce the fundamental ideas of modern algebra.
Topics include sets, mappings, the integers, groups, rings, and fields. Prerequisite: MAT 362 with
a grade of "C-" or higher.

MAT 471. Special Topics in Mathematics 4 hours

Selected topics in advanced mathematics are offered such as Real Analysis, Topology, Set
Theory, Number Theory, Mathematical Statistics, Abstract vVlgebra II, and Differential Geometry.
Prerequisites will depend on the topic but will include a minimum of MAT 233 with a grade of
"C-" or higher and permission of the instructor.

MAT 481. Independent Study in Mathematics 1-4 hours

Supervised research on a selected topic. Prerequisite: Submission of a proposed outline
of study that includes a schedule of meetings and assignments approved bv the instructor,
the division chair, and the Provost and Senior Vice President prior to registration.

MAT 491. Internship in Mathematics 1-4 hours

An internship is designed to provide a formalized experiential learning opportunity- to
qualified students. The internship generally requires the student to obtain a faculty' super\'isor in
the relevant field of study, submit a learning agreement, work 30 hours for everv hour of academic
credit, keep a written journal of the work experience, have regularlv scheduled meetings widi the
faculty supervisor, and write a research paper dealing with some aspect of the internship. Written
work should total five pages of academic writing for every hour of credit. An extensive list of
internships is maintained by the Career Services Office, including opportunities at the Lvnwood
Park Community Center Education Program, Internal Revenue Ser\ace, and various actuarial and
consulting firms. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the
faculty supervisor and qualification for the internship program.

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Mathematics and Computer Science

Since its inception as an academic discipline, computer science has been closely
associated with mathematics. Many of the field's pioneers are mathematicians by training. Indeed,
modern computer science would not be possible without the existence of a number of
mathematical developments once thought to be entirely theoretical in namre.

The interdisciplinary major in mathematics and computer science is designed to acquaint
students with the various linkages between computer science and mathematics and to enable
students to understand more thoroughly their primary discipline, whether it is mathematics or
computer science. Rigorous training in mathematical thinking will provide the computer science
student with essential analytical tools and mental discipline, while the problem-solving skills that
will be sharpened in the process of developing algorithms for computer applications will prove to
be beneficial to students in mathematics. Students will become familiar with ways in which
modern computational tools have made possible work in mathematics that would otherwise be
prohibitively laborious. Understanding of the many mathematical structures that are essential to
effective development and utilization of processes in computer science will be enhanced. The
degree awarded is the Bachelor of Science.

Requirements of the major include completion of the following courses, all with a grade
of "C-" or higher:

MAT 131 Calculus I

MAT 132 Calculus II

MAT 233 Calculus III

MAT 241 Differential Equations

MAT 261 Discrete Mathematics

MAT 341 ProbabiHt)'

CSC 244 Principles of Computer Programming in Java or

CSC 243 Principles of Computer Programming in C+ +

MAT 362 Linear Algebra

MAT 463 Abstract Algebra

CSC 342 Introduction to Data Structures in Ada
Completion of three of the following courses also is required:

CSC 240 Introduction to Computer Applications Software or

CSC 243 Principles of Computer Programming in C++ or
CSC 244 Principles of Computer Programming in Java

CSC 344 Principles of File Processing in COBOL

CSC 440 Principles of Object-Oriented Programming in C++

CSC 441 Assembly Language and Computer Architecmre

CSC 442 Special Topics in Computer Science

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Music

The music curriculum includes courses in music history and theory, ensemble
performance, and applied lessons.

Minor

To complete a minor in music a student must successfully complete the following:

MUS 331 History and Theory of Music I

MUS 332 History and Theory of Music II

MUS 333 History and Theory of Music III

MUS 334 History and Theory of Music IV
A total of four semester hours of University Singers and/or Applied Instruction in
Music also must be taken and the completion of four hours of independent study in music.

MUS 134. University Singers 1 hour

This is an auditioned, mixed-voice concert choir, which is the primary musical ensemble
for the study and performance of sacred and secular choral music. The Universit}- Chorale, an
auditioned chamber choir, is chosen from members of the University Singers. Prerequisites: An
audition and permission of the instructor.

MUS 135. Beginning Class Voice 1 hour

This course is an introduction to the basics of singing which includes posture, breath
pressure, phonation, diction, tone, and intonation. A variety of easy vocal Literature will be studied
and performed. Prerequisite: Permission of the instructor.

MUS 136. Applied Instruction in Music 1 hour

The study and practice of techniques and literature on an individual basis. Prerequisite:
Permission of the instructor.

MUS 331. History and Theory of Music I 4 hours

History and Theory of Music I examines music from the early beginnings to 1600 with
analysis of representative works. This course uses primary sources — listening and stud\ing the
music with the aid of selected scores and outlines, and reading and discussing comments by
composers, performers, theorists, and other. The required Listening assignments are created to
supplement and enhance the classroom experience. Prerequisite: COR 103 or permission of the
instructor.

MUS 332. History and Theory of Music II 4 hours

History and Theory of Music II examines music from 1600 to 1800 with analysis of
representative works. This course uses primary sources — listening and stud)ing the music with the
aid of selected scores and outiines, and reading and discussing comments by composers,
performers, theorists, and other. The required listening assignments are created to supplement and
enhance the classroom experience. Prerequisite: COR 103, MUS 331 or permission of the
instructor.

170

MUS 333. History and Theory of Music III 4 hours

History and Theory of Music III examines music from 1800 to 1900 with analysis of
representative works. This course uses primary sources — listening and studying the music with the
aid of selected scores and outUnes, and reading and discussing comments by composers,
performers, theorists, and other. The required listening assignments are created to supplement and
enhance the classroom experience. Prerequisite: COR 103 or permission of the instructor.

MUS 334. History and Theory of Music IV 4 hours

History and Theory of Music IV examines music from 1900 to the present with analysis
of representative works. This course uses primary sources — listening and studying the music with
the aid of selected scores and outlines, and reading and discussing comments by composers,
performers, theorists, and other. The required listening assignments are created to supplement and
enhance the classroom experience. Prerequisite: COR 103, MUS 333, or permission of the
instructor.

MUS 430. Special Topics in Music 4 hours

This course will be a study of a selected topic in music, such as African-American
Composers, Basic Techniques of Conducting, Fundamentals of Music, Masterpieces of Choral
Literature, Music, Television, Films and Their Impact on Culture, Musics of Multicultural
America, Women in Music, and World Music. Prerequisite: COR 103 or permission of the
instructor.

MUS 431. Independent Study in Music 1-4 hours

This course is supervised research on a selected project or paper. It provides students
an opportunit}^ to study and analyze in depth a specific musical style, composer, work, etc.
Prerequisite: Submission of a proposed outline of study that includes a schedule of meetings and
assignments approved by the instructor, the division chair, and the Provost and Senior Vice
President prior to registration.

Philosophy

Philosophy, in the broadest meaning of this term, is the attempt to think clearly about
the world and the place of human beings in it. This activit}' is a response to questions which arise
because the various areas of human life, such as science, art, moralit}^, and religion, often do not
seem to be intelligible in themselves or to fit with one another. A philosophical world \aew, such
as the philosophy of Plato or the philosophy of Descartes, represents an attempt to think through
these difficulties and to arrive at a single, coherent vision of how reaHt)' is and how human beings
should relate to it.

The study of philosophy is a noble and worthwhile activity in its own right for the
enlightenment which it can provide about questions which should be of interest to everyone. It is
important, however, that the philosophy major also be effective at imparting those general skills
which are crucial for most professions.

The mission statement of Oglethorpe Universit}' states that Oglethorpe graduates should
be "humane generaUsts" with the intellectual adaptability which is needed to function successfully
in changing and often unpredictable job situations. The plailosophy program at Oglethorpe
accomplishes this goal by fostering those abilities of critical thinking and intellectual tlexibiUt}-
required in virtually any professional career. Philosophy students learn how to read and understand
abstract and often very difficult arguments. They also learn to think critically and independentiy, to
develop their own views, and to express their insights in clear, articulate spoken and written prose.
Such skills are important for almost any profession and are especially useful for business and law.

171

Philosophy courses need not be taken in a rigid sequence. Any philosophy course should
improve a student's overall philosophical abilities and thereby strengthen the student's
performance in any subsequent philosophy course. The courses are, however, classified by the
difficulty of the reading involved and the amount of philosophical training and background which
is advisable.

Major

The philosophy major consists of 10 courses in philosophy which must include the
following courses: Logic; Plato; Aristotle; Nietzsche; either Knowledge and Scepticism
(Epistemology) or Philosophy of Mind; one course in non-Western phUosophv; and four
additional courses in philosophy.

Students majoring in philosophy are also required to take at least one semester of a
foreign language at the second semester elementary-level or higher. Students who have attained
some proficiency in a foreign language may make use of this abiHt}^ by adding one semester hour
of foreign language credit to certain philosophy courses. For example, a student might add one
semester hour of credit to the Nietzsche course by reading some parts of Nietzsche's writings in
the original German, or add one semester hour of credit to the Plato course by reading portions
of Plato's dialogues in Greek. Most philosophy courses at Oglethorpe are suitable for such foreign
language supplementation. Credit for such extra sttidy will be arranged between the student and
the instructor. The degree awarded is the Bachelor of Arts.

Minor

The philosophy minor consists of any five courses in philosophy, which must include
Logic; either Plato or Aristotie; and three additional courses in philosoph}'.

Level I courses are suitable for students who have no background in philosophy and may serve
as an introduction to the study of philosophy.

PHI 101. Significance of Human Life — Western Responses 4 hours

This course introduces the student to Western philosophy through the question of
whether human life as a whole has any ultimate meaning or significance outside of indi^ndual
desires. This question will be considered by studying Eccksiastes, The Book of Job, the phUosophv of
Socrates in Plato's Euthjphro, Apolog)/, and Crito, Lucretius,' On the Nature of Things, and Hume's
Dialogues Concerning Natural Religion.

PHI 102. Significance of Human Life — Eastern Responses 4 hours

Here the student is introduced to non-Western philosophy through a study of some
Asian responses to the question of human significance. Students will study four thinkers who are
different from one another but who are all important in the Asian intellectual tradition. By
studying these four in some depth, students wiU be able to contrast their own Western
philosophical background with something quite different from it. Students are encouraged but not
required to take PHI 101 and PHI 102 as a two-semester sequence.

172

PHI 103. Logic 4 hours

This course is an introduction to both logical thinking and thinking about logic. It is
divided into three parts: informal logic (a study of logical fallacies in thinking), formal logic (a
primer to develop Uterac}' in symbolic logic), and the philosophy of logic (exactly what is logic?).

Level II courses are for students who have some philosophical background, to the extent of at
least one Level I course.

PHI 202. Contemporary Ethical Theory 4 hours

In this course, smdents wiU read several contemporary works concerning the namre of
the ethical. Works will be drawn from both the analytic and the Continental traditions and an
effort will be made to put the two traditions into dialogues with each other.

PHI 204. Plato 4 hours

This course is a study of the philosophy of Plato through a reading of his major
dialogues. In addition to the "Socratic" dialogues, readings will include the Phaedo, Phaedrus,
Symposium, Republic, and Timaeus.

PHI 205. Aristotle 4 hours

This course is a study of the philosophy of Aristotie through a reading of his major
works. Readings wiU include portions of the Ljjgic, Physics, DeAnima, Metaphysics, and Nicomachean
Ethics.

PHI 301. Philosophy of Art (Aesthetics) 4 hours

This course will attempt to trace the philosophic underpinnings of the movement within
art toward non-representational art. The course begins with Kant's third Critique and includes
readings by Hegel, Heidegger, Derrida, and several others. Students will also read several works by
artists themselves, including Kandinsky, Francis Bacon, and Anselm Kiefer.

PHI 302. Knowledge and Scepticism (Epistemology) 4 hours

This course wiU cover various issues concerned with the namre and validit)' of human
knowledge. The topics smdied will include the distinction between knowledge and belief,
arguments for and against scepticism, perception and our knowledge of the physical world, and
the namre of truth.

PHI 303. Space, Time, and God 4 hours

This course examines our conception of the universe as a totality, both in its own namre
and in relation to an external cause. We will consider whether space and time are "absolute"
realities or only systems of relations among objects, whether they are finite or infinite, and
whether or not there logically could exist space-time universes in addition to our own. The course
wiU conclude with the question of whether our space-time universe is self-sufficient or requires
an ultimate cause or explanation (God) outside of itself

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PHI 304. Philosophy of Mind 4 hours

This course involves the study of philosophical questions about the nature of human
persons. Students will examine: 1) The mind-body problem — the nature of the mind and
consciousness, and the relation of consciousness to physical processes within the body; 2)
Personal identity — what makes a person one mind or subject both at a single moment and over
time; and 3) Free will — the status of a person as a free agent and the relation of this freedom to
the causally determined processes in the person's body.

PHI 305. Nietzsche 4 hours

In this course students wiU study the philosophy of Nietzsche through a reading of his
major works, including The Birth of Tragedy, The Uses and Abuses of History for Ufe, Thus Spake
Zarathustra, Beyond Good and Evil, Twilight of the Idols, and The Anti-Christ. Students will also study
some contemporary and influential readings of Nietzsche.

PHI 306. African Philosophy 4 hours

Taking African philosophy as a case study of post-colonial thought, students will study
the African critique of traditional modes of philosophizing. The authors read will include Cesaire,
Senghor, Sartre, Mudimbe, Appiah, Achebe, Soyinka, Ngugi wa Thiong'o, and Victor Turner.

PHI 320. Special Topics in Philosophy: Pliilosophers 4 hours

Intensive study of the thought of a single important philosopher or group of
philosophers.

PHI 321. Special Topics in Philosophy: Philosophical Issues and

Problems 4 hours

Smdies of selected philosophical questions usually of special relevance to the present
day have included courses such as Philosophy of History, War and Its justification, and
Philosophical Issues in Women's Rights.

PHI 322. Independent Study in Philosophy 1-4 hours

Supervised research on a selected topic. Prerequisite: Submission of a proposed outline
of study that includes a schedule of meetings and assignments approved bv the instructor, the
division chair, and the Provost and Senior Vice President prior to registration.

PHI 323. Internship in Philosophy 1-4 hours

An internship is designed to provide a formalized experiential learning opporrunit\- to
qualified students. The internship generally requires the student to obtain a facult\' supervisor in
the relevant field of study, submit a learning agreement, work 30 hours for every hour of academic
credit, keep a written journal of the work experience, have regularly scheduled meetings with the
faculty supervisor, and write a research paper dealing with some aspect of the internsliip. Written
work should total five pages of academic writing for every hour of credit. An extensive list of
internships is maintained by the Career Services Office, including opportunities at the American
Civil Liberties Union, the Georgia Attorney General's Office, and Georgia justice Project. Graded
on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the faculty- super\-isor and
qualification for the internship program.

174

POL 341. Political Philosophy I: Ancient and Medieval 4 hours

This is an examinadon of the origins of philosophical reflection on the fundamental
issues of politics, which is designed to lead to the critical consideradon of the polidcal views of
our dme. Among the topics discussed are the reladonship between knowledge and polidcal power
and the character of polidcal jusdce. Pordons of the works of Aristophanes, Plato, Aristode,
Aquinas, and Alfarabi are examined. Prerequisite: COR 201 or permission of the instructor.

POL 342. Political Philosophy II: Modern 4 hours

This is a cridcal examinadon of the peculiarly modern political and philosophical stance
beginning where Political Philosophy I concludes. Among the authors discussed are Machiavelli,
Hobbes, Rousseau, Kant, and Kojeve. Prerequisite: POL 341 or permission of the instructor.

Level III courses are the most difficult and challenging and are for students who have significant
philosophical background, to the extent of at least one or two Level II courses.

PHI 401. The Philosophical Response to the Scientific Revolution 4 hours

This course is a study of the philosophical systems of Hobbes, Descartes, Spinoza and
Leibniz. Each of these philosophies is an attempt to come to terms with the scientific picture of
the world which had been given to the West by Copernicus and Galileo. The course begins with
the materialist philosophy of Hobbes, followed by Descartes' dualistic (between mind and matter)
view of the created world, and then considers Spinoza's pantheistic monism and Leibniz's
idealistic atomism as responses to the difficulties in the Cartesian philosophy.

PHI 402. Kant's Critique of Pure Reason 4 hours

A smdy of Kant's theoretical philosophy, his "metaphysics of experience," through a
reading and analysis of his major work. An attempt will be made to discover which portions of
Kant's philosophy can be accepted as valid and true in the light of present-day philosophy and

PHI 403. Heidegger's Being and Time 4 hours

This course involves a close and patient reading of one of the most important and
difficult works of Continental philosophy. An effort will be made to avoid speaking
"heideggerianese" and to translate the dense language of the text into a wav of speaking accessible
to students.

PHI 404. Contemporary French Philosophy 4 hours

It has been argued that the most provocative developments in the current development
of German philosophy have been the French readings of now classic German writers such as
Kant, Hegel, Marx, Nietzsche, Freud, and Heidegger, to name a few. Smdents will attempt to test
this thesis by reading some representative and challenging texts. The authors studied may include
BataiUe, Foucault, Deleuze, Derrida, Althusser, Blanchot, and others.

175

Physics

The physics curriculum is designed to provide well-rounded preparation in classical and
modern physics. The successful completion of this program will prepare the graduate to gain
admission to one of the better graduate programs in physics or a related scientific field, or to
secure employment in a technical, scientific, or engineering setting.

A grade of "C-" or higher must be obtained in each freshman- and sophomore-level
science course that is required for this major or minor; these courses are numbered 100 through
300 in each discipline. A grade-point average of 2.0 or higher is required in all courses required
for the major.

Students who are interested in scientific illustration are encouraged to consider the
Scientific Illustration Tracks that are offered within the art major.

Major

The requirements for a major in physics are as follows: College Physics I and II taken
after or concurrentiy with Calculus I and II (preferably in the freshman year); Classical Mechanics
I and II taken after or concurrentiy with Calculus III (suggested for the sophomore year); Thermal
and Statistical Physics; Modern Optics; Modern Physics I and II; Electricit}' and Magnetism I and
II; Mathematical Physics; and Special Topics in Theoretical Physics or Special Topics in
Experimental Physics. Examination is generally required to transfer credit for anv of these
courses. The degree awarded is the Bachelor of Science.

Minor

A minor in physics is offered to provide students with an opportunit}' to strengthen and
broaden their educational credentials either as an end in itself or as an enhancement of future
employment prospects. The requirement for the physics minor is three lecture courses numbered
FHY 202 or higher plus at least one physics laboratory course at the 300 level or above.

PHY 101, PHY 102. General Physics I, II 4 plus 4 hours

An introductory course without calculus. Fundamental aspects of mechanics, heat, Ught,
sound, and electricity are included. The text will be on the level of Serway and Faughn, College
Physics. Three lectures and three hours of laboratory per week. Prerequisite: MAT 103; PHY 101
must precede PHY 102. Corequisites: PHY lOlL and PHY 102L.

PHY 201, PHY 202. CoUege Physics I, II 5 plus 5 hours

Introductory physics with calculus. Subject matter is the same as in general physics but
on a level more suited to physics majors, engineering majors, etc. One year of calculus as a
prerequisite is preferred, otherwise calculus must be taken concurrentiy. The text will be on the
level of Halliday, Resnick, and Walker, Fundamentals of Physics. Prerequisite: PH\' 201 with a
grade of "C-" or higher must precede PHY 202. Corequisites: PHY lOlL and PHY 102L.

PHY lOlL, PHY 102L. Introductory Physics Laboratory I, II 1 plus 1 hour

Introductory physics laboratories to accompany PHY 101, 102, 201 and 202.

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PHY 211, PHY 212. Classical Mechanics I, II 4 plus 4 hours

This is the student's first introduction to theoretical physics. Lagrangian and
Hamiltonian methods are developed with Newton's laws of motion and applied to a variet\' of
contemporary problems. Emphasis is placed on problem work, the object being to develop
physical intuition and facilit}' for translating physical problems into mathematical terms. The text
will be on the level of Analytical Mechanics by Fowles. Prerequisites: MAT 132 and PHY 202 with
a grade of "C-" or higher in each course. A grade of "C-" or higher must be earned in PHY 21 1
before taking PHY 212.

PHY 232. Fundamentals of Electronics 4 hours

This course is designed primarily for science majors and dual degree engineering
students. Coverage includes DC and AC circuits, semi-conductor devices, amplifiers, oscillators,
and digital devices. The intent is to provide a working understanding of common instrumentation
in science and technology. Prerequisite: PHY 102 or FHY 212 with a grade of "C-" or higher.

PHY 232L. Fundamentals of Electronics Laboratory 1 hour

The laboratory component of PHY 232.

PHY 331, PHY 332. Electricity and Magnetism I, II 4 plus 4 hours

A thorough introduction to one of the two fundamental disciplines of classical physics,
using vector calculus methods. After a brief review of vector analysis, the first semester will treat
electrostatic and magnetic fields and provide an introduction to the special theory of relativit)'.
The second semester wiU develop electrodynamics, including Maxwell's equations, the propagation
of electromagnetic waves, radiation, and the electromagnetic theory of light. The treatment will
be on the level of the text of Reitz, Milford, and Christ}'^. It is recommended that MAT 241 be
taken concurrentiv. Prerequisites: MAT 233 and PHY 202 with a grade of "C-" or higher in each
course; PHY 331 must precede PHY 332.

PHY 333. Thermal and Statistical Physics 4 hours

The purpose of this course is to provide physics, engineering, and chemistry majors with
a fundamental understanding of heat and the equilibrium behavior of complex systems. Topics
wUl include the zeroth, first and second laws of thermodynamics with applications to closed and
open systems; microcanonical and canonical ensembles for classical and quantum systems, with
applications to ideal gases, specific heats, blackbody radiation, etc.; the kinetic description of
equilibrium properties. Text will be on the level of Kestin and Dorfman or Zemansky
Prerequisites: MAT 132 and PHY 202 with a grade of "C-" or higher in each course.

PHY 333L. Thermal and Statistical Physics Laboratory 1 hour

Laboratory work will emphasize classic experiments such as the ballistic pendulum, hard
sphere scattering, the Millikan oil drop experiment, the Michelson interferometer, etc. Emphasis
also will be placed on measuring fundamental constants such as the speed of light, h, G, e and
e/m. Corequisite: PHY 333.

PHY 335. Introduction to Modern Optics 4 hours

A standard intermediate-level optics course which will treat the basics of wave theory
and the electromagnetic origin of optical phenomena, geometrical optics, physical optics including
Fourier optics, Fraunhofer and Fresnel diffraction, and dispersion. The course will conclude with
some consideration of current topics such as holography, quantum optics, and non-linear optics.
Text will be on the level of Jenkins and White or Hecht. Prerequisites: AL\T 241 and PHY 202
with a grade of "C-" or higher in each course.

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PHY335L. Modern Optics Laboratory 1 hour

This laboratory accompanies course PHY 335.

PHY 421, PHY 422. Introduction to Modern Physics I, II 4 plus 4 hours

For physics, engineering, and chemistry majors, this is a one-year sequence that discusses
the most important developments in 20*-century physics. The first semester will review special
relativity and treat the foundations of quantum physics from a historical perspective; the quantum
theory of one-electron atoms will be developed. In the second semester, there will be a treatment
of many-electron atoms, molecules, and solids, with an introduction to nuclear and elementan-
particle physics. The text wiU be on the level of Eisberg and Resnick, Quanmm Physics.
Prerequisites: PHY 202 and PHY 332; PHY 421 must precede PHY 422.

PHY 421L, PHY 422L. Modern Physics Laboratory I, II 1 plus 1 hour

Laboratory work will emphasize modern physics in areas such as microwave optics,
superconductivity, measurements of magnetic fields, electron spin resonance, the Franck-Hertz
experiment, laser optics, etc. Corequisites: PHY 421 and PHY 422.

PHY 423. Mathematical Physics 4 hours

This course will examine a variety of mathematical ideas and methods used in phvsical
sciences. Topics may include: vector calculus; solutions of partial differential equations, including
the wave and heat equations; special functions; eigenvalue problems; Fourier analysis and
mathematical modeling, particularly numerical computer methods. Text will be on the level of
Arfken or Mathews and Walker. Prerequisite: MAT 241 with a grade of "C-" or higher.

PHY 431. Special Topics in Theoretical Physics 1-5 hours

Topics to be chosen in accordance with the student's interest include Laser Phvsics,
Plasma Physics, Theory of the Solid State, Nuclear and Particle Physics, Astrophysics, and
Cosmology.

PHY 441. Special Topics in Experimental Physics 1-5 hours

Topics to be chosen in accordance with the student's interest in experimental phvsics.

PHY 499. Independent Study in Physics 1-5 hours

Supervised study of a topic of interest to the student, which is not treated in the
regularly scheduled course offerings. Prerequisite: Submission of a proposed outline of smdv that
includes a schedule of meetings and assignments approved bv the instructor, the di\ision chair,
and the Provost and Senior Vice President prior to registration.

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Politics

As Aristode observed some 2000 years ago, "Man is by nature a polidcal animal."
Polidcs shapes who we are and how we live; it animates human nature, forges idenddes, drives
social movements, structures national politics and institudons, molds internadonal reladons. At
Oglethorpe, students of polidcs encounter a wide range of opinions, beliefs, and scholarly analysis
as to the nature of polidcs and what constitutes the legitimate aims of polidcal action. Differences
and disagreements abound, providing a rich environment for students to develop their own
informed opinions honed through healthy debate with their colleagues. In addition, politics majors
gain both substantive knowledge and analytic skills. Introductory classes in American politics,
comparative politics, international relations, and political philosophy provide the foundation for
subsequent pursuit of more specialized study undertaken in higher-level courses. Skills acquired
include: close critical reading of texts; inductive, deductive, and analogical reasoning;
substantiating arguments; comparing across cases; and making generalizations.

Oglethorpe's location provides numerous opportunities to study and engage with real
world politics, be they local, national, or international. Adanta is home to the Georgia state
government. The Carter Center, and the Martin Luther Iving Jr. Center. Smdents have taken
advantage of the Georgia's Legislative Intern and Governor's Intern Programs, as well as worked
with the Georgia State Legislature, the Department of Industry, Trade and Tourism, and the
League of Women Voters, participated in The Carter Center Internship Program, and worked
with a variety of governmental and grassroots programs.

Resources at Oglethorpe serve to help students engage actively in politics. Through the
Universit}''s Career Services Office, students can identify and create other internships.
Oglethorpe's affiliations with The Washington Center for Internships and the Washington
Semester Program of American Universit)' allow students to study politics and intern in the
nation's capital. Students can also use internship credit towards their major requirements. In an
increasingly globalized world, Oglethorpe study abroad programs provide the opportunit^' to gain
in-depth experience of the politics and culture of another country for periods ranging from a
week, to a semester, to a year. Please see Oglethorpe Universit}' Students Abroad in the
Educational Enrichment section of this Bulletin.

Politics majors contemplate and analyze the different forms of power shaping today's
world, be they individuals, ideas, institutions, or coercive force. This knowledge prepares them well
for a variet}' of careers, including law, journalism, government, international organizations,
NGO's, education, business, and poHtics.

Major

The requirements for a major in politics are satisfactory completion of at least 10
courses in the discipline, of which the following four are required:

POL 101 Introduction to American Politics
POL 111 International Relations
POL 121 Introduction to Comparative Politics
POL 341 Political Philosophy I: Ancient and Medieval or
POL 342 PoUtical Philosophy II: Modern

In addition, students must take two courses at the 300 level and one at the 400 level, and
complete at least one semester of a foreign language at the second semester elementary-level or
higher. The degree awarded is the Bachelor of Arts.

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Minor

To receive a minor, students must take four courses distributed among three of the four
subfields of the discipline (American politics, comparative poUtics, international relations, and
political philosophy).

POL 101. Introduction to American Politics 4 hours

This course is an introduction to the fundamental questions of politics through an
examination of the American founding and political institutions.

POL 111. International Relations 4 hours

This course is an introduction to the conduct of politics in a condition of anarchy. The
central issues will be how and whether independent states can establish and preserve international
order and cooperate for the achievement of their common interests in an anarchic environment.
These questions will be explored through a reading of relevant history and theoretical writings and
an examination of present and future trends influencing world politics.

POL 121. Introduction to Comparative Politics 4 hours

This course traces the evolution of major theories and methodologies of comparative
politics from the 1960s to present, analyzing both their distinguishing characteristics and how
these theories respond to the prominent political issues and intellectual debates of their times.
Topics to be covered include: political behavior, political culture, revolutions, modernization,
political economy, rational choice, instimtions, and the state, with democratization serving as an
overarching theme.

POL 201. Constitutional Law 4 hours

In this course, we will examine the Constitution and the efforts of the United States
Supreme Court to expound and interpret it. In addition to reading and briefing manv Supreme
Court decisions, we will examine some leading contemporary works in constitutional and legal
theory. Prerequisite: POL 101.

POL 202. State and Local Government 4 hours

This course is a survey of the origin, development, and characteristic problems of state
and local government in the United States. Prerequisite: POL 101.

POL21L War 4 hours

What is war? How and to what extent has it changed through the ages? Whx are wars
won or lost? When is war just? How will war be fought in the future, with what results?

POL 231. Asian Politics 4 hours

This course is a general introduction to the varietv' of political systems in Asia,
concentrating particularly on the nations of East Asia. It wiU emphasize the methods of
comparative political study and will focus on understanding the factors that determine different
political outcomes in nations that share a geographical region and many similar cultural and
historical influences.

POL 302. American Political Parties 4 hours

An in-depth smdy of the development of part}' organizations in the United States and
an analysis of their bases of power. Prerequisite: POL 101.

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POL 303. Congress and the Presidency 4 hours

An examination of the original arguments for the current American governmental
structure and the problems now faced by these institutions. Prerequisite: POL 101.

ULP 303. The New American City 4 hours

The purpose of this course is to examine the problems and prospects of politics and
policymaking in the new American cit}' and its environs. Consideration wUl be given to the political
and sociological significance of a number of the factors that characterize this new development,
including the extremes of wealth and poverty, the mix of racial and ethnic groups, and the
opportunities and challenges provided by progress in transportation and technology. Offered
annually.

POL 304. African- American Politics 4 hours

This course is designed to provide students with an overview of the various strategies
and tactics used by African-Americans to advance their economic, social, and political agendas. As
such, the course will provide a detailed examination of the successes and failures of the
interaction between the United States political system and African-Americans from both an
historic and present-day perspective. Prerequisite: POL 101.

POL 311. United States Foreign Policy 4 hours

A history of American foreign policy since 1945, emphasis in this course will be on
the description, explanation, and evaluation of events and policies, not the study of policy-
making as such.

POL 321. PoUtical Development 4 hours

This course surveys substantive themes and theoretical debates in the study of
political development including: what is meant by 'political development,' cultural versus
structural explanations for change, whether development is driven by domestic or international
influences, political transitions, and the relative significance of particular groups or
institutions. Readings build from theoretical touchstones HNSO II (Smith, Marx, Weber) to
address contemporary cases in developing and developed countries. Prerequisite: POL 121,
COR 202, or permission of the instructor.

POL 331. Comparative Politics of China and Japan 4 hours

While Japan and China have both become prominent nation-states with increasing
international influence, each country has achieved this feat through very different means. This
course seeks to ascertain the sources and strength of their respective development paths as well
as the prognosis for their political and economic futures. Topics to be covered include: state
formation, ideology and political order, political and economic institutions, economic
development strategies, Asian values,' state-society relations, regional and international relations.
Prerequisite: POL 121, POL 231, or permission of the instructor.

POL 341. PoUtical Philosophy I: Ancient and Medieval 4 hours

This is an examination of the origins of philosophical reflection on the fundamental
issues of politics, which is designed to lead to the critical consideration of the political views of
our time. Among the topics discussed are the relationship between knowledge and political power
and the character of political justice. Portions of the works of Aristophanes, Plato, Cicero, and
Alfarabi are examined. Prerequisite: COR 201 or permission of the instructor.

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POL 342. Political Philosophy II: Modern 4 hours

This is a critical examination of the peculiarly modern political and philosophical
stance beginning where Political Philosophy I concludes. Among the authors discussed are
Machiavelli, Hobbes, Locke, Rousseau, Kant, and Kojeve. Prerequisite: POL 341 or permission
of the instructor.

POL 350. Special Topics in Politics 4 hours

A variet}' of courses will be offered to respond to topical needs of the curriculum.
Recent courses include Moral and Political Leadership, Dealing with Diversit^; Criminal Law, and
Citizenship in Theory and Practice. Prerequisite: Permission of the instructor.

POL 361. European PoUtics 4 hours

This course is a factual, conceptual and historical introduction to poHtics on the
European continent, including (but not necessarily limited to) Britain, France, German}', Italy
Russia, and the European Union. These regimes will be smdied through a comparison of their
social structures, party systems, institutions and constitutions, political cultures and (if possible)
their domestic policies. Prerequisite: POL lOL

POL 411. War, Peace, and Security 4 hours

An in-depth treatment of one or more of the issues introduced in International
Relations. The course will be conducted as a seminar, with the emphasis on reading, discussion
and research. It wiU address the following questions: When and why do statesmen resort to force
to resolve international conflicts? WTien does the threat of force succeed or fail and when and
how ought one to employ it? When and why do states make peace? What are the causes of conflict
in the present and future? What are the prospects for peace? Topics vary from year to vear.
Prerequisite: POL 111 or POL 311.

POL 422. Seminar in Chinese PoUtics 4 hours

This course explores the ongoing political, social, and economic transformations in
Communist China, with emphasis on the post-Mao era (1978 to the present). General themes
include Maoist versus Dengist politics, revolution versus reform, market reform in a communist
state, factionalism, central-local relations, state-society relations, China in the international order.
The course also examines current political and social issues. Prerequisite: POL 121, POL 231, or
permission of the instructor.

POL 431. Seminar in PoUtics and Culture 4 hours

This will be an upper-level seminar in the study of the relationship of politics and
culture. Emphasis will be placed on understanding the namre and difficulties of cultural study
with particular attention to ethnographic or participant observer research methods. Focus of the
seminar changes yearly but has included such topics as Judaism and Jewishness, Women and
Politics, and Language and Politics. Prerequisite: POL 101 or junior standing.

POL 441. Seminar in PoUtical Philosophy 4 hours

An intensive examination of a text or theme introduced in the Political Philosophv
sequence. Among the topics have been Rousseau's Emile, Spinoza, and The German
Enlightenment. Prerequisite: Permission of the instructor.

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POL 450. Independent Study in Politics 1-4 hours

POL 451. Internship in Politics 1-4 hours

An internship is designed to provide a formalized experiential learning opportunit}- to
qualified students. The internship generally requires the student to obtain a facult}' supervisor in
the relevant field of study, submit a learning agreement, work 30 hours for every hour of academic
credit, keep a written journal of the work experience, have regularly scheduled meetings with the
faculty supervisor, and write a research paper dealing with some aspect of the internship. Written
work should total five pages of academic writing for every hour of credit. An extensive list of
internships is maintained by the Career Services Office, including opportunities at the Georgia
State Legislature, the United States Department of State, The Carter Center, and the Superior
Court of Fulton Count}'. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permission
of the facult\' supervisor and qualification for the internship program.

Pre-law Studies

Students planning to enter law school after graduation from Oglethorpe should realize
that neither the American Bar Association nor leading law schools endorse a particular pre-law
major. The student is advised, however, to take courses that enhance the basic skills of a UberaUv
educated person: reading with comprehension, writing, speaking, and reasoning. The student is
encouraged to become more familiar with political, economic, and social institutions as thev have
developed historically and as they function in contemporary societ}'.

Students interested in pursuing a legal career should ask the Registrar for the names of
facult}' members serving as pre-law advisors.

Pre-medical Studies

A student who plans to attend a professional school of medicine, dentistry, optometry,
pharmacy or veterinary medicine should plan a program of studies at Oglethorpe in consultation
with a facult}' member who is a designated pre-medical advisor. It is desirable for the pre-medical
student to have a pre-medical advisor from the outset of the planning of his or her undergraduate
program. It is essential that the student establish contact with a pre-medical advisor by the second
semester of the student's freshman year.

Professional schools of health science require for admission successful completion of a
specified sequence of courses in the natural sciences, courses in the humanities and social sciences,
as well as the submission of acceptable scores on appropriate standardized tests. However, pre-
medical smdents have wide latitude of choice with regard to the major selected. Smdents should
familiarize themselves with the particular admission requirements of the t}^e of professional
school they plan to enter prior to deciding on the course of study to be pursued at Oglethorpe.
An excellent starting point for this preliminary study is "Health Professions Links" at
http:/ / mm: naahp. org.

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Some schools of medicine, dentistry, and veterinary medicine will admit highly qualified
applicants who have completed all admission requirements for the professional school during
three years of study at an undergraduate institution. (Four years of undergraduate work and a
bachelor's degree are standard requirements; admission after three years is highly at}-pical and is
not available at aU schools.) It is possible for students to enter an allopathic, osteopathic or
pediatric medical school, dental school or veterinary school (no other health professions schools
are eligible) after three years of study at Oglethorpe and to complete their bachelor's degree under
the Professional Option. By specific arrangement between the professional school and
Oglethorpe University, and in accordance with regulations of both institutions, after successful
completion of all academic requirements of the first year in the professional school, the student
receives a degree from Oglethorpe University when certified to be in good standing at the
professional school. Students interested in this possibility should consult with their ad\'isors to
make certain that all conditions are met; simultaneous enrollment in several science courses each
semester during the three years at Oglethorpe likely wiU be required to meet minimum
expectations for taking professional school admissions tests and to meet admission requirements
for the professional school. All Oglethorpe core courses must be completed before the student
enrolls in the professional school.

An important note for international smdents: It is extremely difficult for international
applicants who are not citizens or permanent residents of the United States to gain admission to
American medical schools. State-supported medical schools rarely consider international
applicants; private medical schools that accept international applicants generally require them to
place in escrow the equivalent of one to four years tuition and fees (U.S. $40,000 to $200,000).
There are very few scholarships available to support any students at American medical schools; in
order to qualify for loans that are sponsored by the United States government, the applicant must
be a citizen or permanent resident. International students who plan to become medical doctors
by completing their education at an American medical school should consider these issues verv
carefuUy before enrolling in an undergraduate pre-medical program in the United States.

Psychology

The Department of Psychology endorses a view of psychology as the use of scientific
methods to study a broad range of factors that often interact to produce human behavior,
including cognitive, developmental, personality, physiological, and social variables. Therefore,
students who major in psychology are expected to:

1 . Learn to apply empirical methods to understand human and animal beha^^or. Smdents
should be able to use and critique a variety of research methods, ranging from controlled
laboratory experiments to naturalistic observations. Specific skills to be acquired include
the ability to operationally define concepts for empirical study; to collect, analyze, and
interpret empirical data; and to clearl}' communicate findings to larger audiences through
oral and written presentations (for example, APA st^de research papers, posters, and
presentations).

2. Learn major theoretical and empirical advances in a variet)' of disciplines uitliin the field
of psychology (for example, clinical, cognitive, developmental, motivational,
organizational, personality, physiological, social). This objective should include the
abiUt)' to compare and contrast explanations offered by different schools of thought
within each discipline (for example, behavioral, biological, cognitive, dispositional,
psychoanalytic, social learning). It also should include an understanding of both current
and historically prominent developments in the various disciplines.

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3. Learn ways in which psychological concepts can be applied for the benefit of oneself
and society. Students will learn about clinical, educational and organizational
applications of psychological research and will consider ways in which psychological
principles may be relevant to personal life and civic participation. In addition, students
are expected to become more precise and tolerant observers of human behavior and
individual differences.

The Department of Psychology at Oglethorpe Universit}' has a strong tradition of
student achievement in research and internships. Many students collaborate with facult)' on
research projects or develop and complete their own research projects with the help of faculty
mentors. Each year, Oglethorpe is represented at regional and national psychology conferences by
psychology students presenting their original work. Psychology students have completed
internships in a variet}" of settings including: private clinical practices, adoption agencies, law
enforcement agencies, law firms, the Centers for Disease Control and Prevention, Partnership
Against Domestic Violence, Georgia State Universit}- Language Research Center, Zoo Adanta,
Yerkes Regional Primate Research Center, and the Georgia Psychological Association.

Major

To complete a major in psychology, the student must complete nine psychology courses
(36 semester hours) beyond Psychological Inquiry. These nine courses must include Statistics,
Research Methods, Advanced Experimental Psychology, and History and Systems of Psychology.
Psychology majors also are required to complete General Biologv I and II as directed electives and
at least one semester of a foreign language at the second semester elementary-level or higher. The
degree awarded is the Bachelor of Arts. Transfer courses may satisfy major requirements if
approved by psychology facult)', if shown on an official transcript and if the work was completed
with a grade of "C" or higher. Any course taken outside of the undergraduate day program to
satisfy degree requirements must be approved by the psychology department.

Minor

A minor in psychology consists of any four psychology courses (20 semester hours)
beyond Psychological Inquiry. No course can be used to satisfy- both major and minor
requirements.

PSY 101. Psychological Inquiry 4 hours

This course presents a unique way of understanding ourselves: the use of the empirical
method to obtain information about human and animal beha\aor. Psychological experimentation
win be shown to contribute to human self-understanding through its production of interesting,
reliable, and often counter-intuitive results. Topics to be considered may include obedience to
authority, memory, alcohoHsm, persuasion, intelligence, and dreaming. These topics will be
examined from a variety of potentially conflicting perspectives: behavioral, cognitive,
developmental, biological, and psychoanalytic.

PSY 201. Developmental Psychology 4 hours

The ways in which individuals understand the world and each other change dramatically
from birth to adolescence. This course will trace these developments, particularly those of
cognition, social behavior, and self-concept. The factors influencing development, such as
heredity and the social/cultural environment, will be emphasized. Prerequisite: PSY 101 uith a
grade of "C-" or higher.

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EDU 201. Educational Psychology 4 hours

PSY 202. Organizational Psychology 4 hours

Organizations and the individuals who function within them will be examined from the
perspective of psychological theory and research. Consideration will be given both to broad topics
relevant to all organizations, such as communications, groups, and leadership, and to topics
specific to the work environment, such as employee selection, training, and evaluation.
Prerequisite: PSY 101 with a grade of "C-" or higher.

PSY 203. Learning and Conditioning 4 hours

This course examines the empirical and theoretical issues surrounding learned behavior.
Most of the data discussed come from studies in animal learning but special emphasis will be
placed on how learning principles explain everyday human behavior and are used in the treatment
of abnormal behavior patterns. Prerequisite: PSY 101 with a grade of "C-" or higher.

PSY 204. Social Psychology 4 hours

Social psychology is the study of human beings in interaction with each other or under
the pressure of forces of social influence. The course will include a consideration of conformity,
persuasion, attraction, aggression, self-presentation, and other relevant aspects of the social life.
Prerequisite: PSY 101 with a grade of "C-" or higher.

PSY 205. Theories of Personality 4 hours

The goal of this course is to acquaint the student with the major theories of personality"
and with approaches to the scientific evaluation of them. Students will be encouraged to engage
in critical analysis and theoretical comparisons of the ideas presented from diverse, and often
contradictory, perspectives. Prerequisite: PSY 101 with a grade of "C-" or higher.

PSY 301. Research Methods 4 hours

Through a combination of class discussion and hands-on research activit\', this course
provides students with exposure to a variet}' of research approaches. The course begins with an
examination of descriptive methods, such as naturalistic observation, surveys, and archival
research, and concludes with an analysis of controlled experimental methods. Quasi-experimental
designs and applications of research methods are also explored. Prerequisites: PSY 101 with a
grade of "C-" or higher and MAT HI.

PSY 302. Advanced Experimental Psychology 4 hours

This sequel to the introductory research methods course provides an in-depth
analysis of controlled experimentation in a laboratory setting. Each student will design and
conduct an individual research project to fulfill the laboratory component of the course.
Prerequisite: PSY 301.

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PSY 303. Psychological Testing 4 hours

This course covers the selecdon, interpretation, and applications of psychological tests,
including tests of intellectual ability, vocational and academic apdtudes, and personality. The
most common uses of test results in educational institutions, clinical settings, business,
government, and the military will be considered. The history of psychological testing and the
interpretation of test results also will be considered from both traditional and cridcal
perspectives. Although students will have the opportunity to see many psychological tests, this
course is not intended to train students actually to administer tests. Prerequisites: PSY 101 with
a grade of "C-" or higher and MAT 111.

PSY 306. Abnormal Psychology 4 hours

There are three main goals in this course. The first is to enhance the student's
understanding of psychopathology and major treatment approaches. The second is to help the
student learn to evaluate critically the research evidence regarding therapeutic interventions. The
third is to encourage a self-examination of the student's attitudes and those of our society
regarding mental illness and the full range of human individual differences. Prerequisites: PSY 101
with a grade of "C-" or higher.

PSY 307. Cognitive Psychology 4 hours

This course explores the nature and function of human thought processes. Topics to
be considered include perception, attention, remembering and forgetting, mental imagery,
psycholinguistics, problem solving, and reasoning. Prerequisite: PSY 101 with a grade of "C-"
or higher.

PSY 308. Sensation and Perception 4 hours

This course explores how the brain and body transduce, organize, and interpret
information from the environment. Topics covered will include psychophysical methods, signal
detection theory, and the neural mechanisms underlying vision, hearing, taste, smell, and touch.
Prerequisites: PSY 101 with a grade of "C-" or higher and BIO 102. (Biologv majors only need
BIO 102.)

PSY 309. Behavioral Neuroscience 4 hours

This course focuses on the neural and hormonal correlates of behavior including sleep,
feeding, sexual behavior, learning and memory, language, movement, and psvchopathology
including mood disorders and schizophrenia. Other topics include methods used in the brain
sciences, the connection between stress and Ulness, and how the brain recovers from injury.
Prerequisites: PSY 101 with a grade of "C-" or higher and BIO 102. (Biology majors only need
BIO 102.)

PSY 401. Special Topics in Psychology 4 hours

The seminar will provide examination and discussion of various topics of contemporary
interest in psjxhology. Prerequisite: PSY 101 with a grade of "C-" or higher.

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PSY402. Topics in Clinical Psychology 4 hours

The focus of the course is on the examination and discussion of topics of
contemporary interest in clinical psychology. Prerequisite: PSY 306.

PSY 403. Drugs, the Brain, and Behavior 4 hours

This course examines the effects of psychoactive drugs on the central nervous system
and behavior. Both recreational and illicit drugs (opiods, stimulants, sedatives, hallucinogens) and
those used to treat mental disorders (antianxiety' agents, antidepressants, antipsychotics) will be
covered. Drug action at the synaptic level, dose-response functions, tolerance and sensitization,
and toxicity will be discussed. Prerequisites: PSY 101 with a grade of "C-" or higher and BIO 102.
(Biology majors only need BIO 102.)

PSY 405. History and Systems of Psychology 4 hours

A study of the historic development of modern psychology, this course covers its
philosophical and scientific ancestry, the major schools of thought, the contemporary systems of
psychology, and their theoretical and empirical differences. Recommended for the senior year.
Prerequisites: Two or more psychology courses and senior status or permission of the instructor.

PSY 406. Directed Research in Psychology 4 hours

Original investigations and detailed studies of the literature in selected areas of
psychology will be supervised by a faculty member. Emphasis will be on original research.
Prerequisites: PSY 301 and permission of the instructor.

PSY 407. Internship in Psychology 1-4 hours

An internship is designed to provide a formalized experiential learning oppormnit}' to
qualified students. The internship generaUy requires the student to obtain a faculty' super\'isor in
the relevant field of smdy, submit a learning agreement, work 30 hours for every hour of academic
credit, keep a written journal of the work experience, have regularly scheduled meetings with the
faculty supervisor, and write a research paper dealing with some aspect of the internship. Written
work should total five pages of academic writing for every hour of credit. An extensive list of
internships is maintained by the Career Services Office, including opportunities mentioned in the
major overview. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of the
faculty supervisor and qualification for the internship program.

PSY 408. Independent Study in Psychology 1-4 hours

This course provides the opportunit}' for an intense study of diverse topics under tlie
direct supervision of the instructor. Prerequisite: Submission of a proposed outline of smdy that
includes a schedule of meetings and assignments approved by the instructor, the di\-ision chair,
and the Provost and Senior Vice President prior to registration.

Sociology

Sociology is the study of human society culture, and conduct from a variets' of
perspectives that include interpersonal, instimtional, and aggregate levels of analyses. At the
interpersonal level, sociologists may study personalit\' formation in social contexts or how the
individual responds to social opportunities and constraints. At the institutional level, sociologists
attempt to analyze social institutions (such as the family, religion, and the state) and social structures

188

(such as social classes and racial and ethnic stratification) that shape human conduct. And at the
aggregate level, sociology focuses on the study of large-scale influences ranging from
demograpliics to social movements to cultural systems.

The mission of the sociology facult}' at Oglethorpe is to introduce students to such
studies within a liberal arts setting by developing each student's analytical, writing, speaking, and
methodological skills, as well as his or her ability to comprehend and explicate difficult texts.
Sociology majors should be able, through written and oral analyses, to make arguments whose
conclusions follow from evidence carefully and logically presented. They should be able to
distinguish between informed and uninformed opinion. In addition, each sociology student at
Oglethorpe will be expected to master essential knowledge within the areas of sociological
theory, research methodology, and statistics, and within at least three content areas. In order to
encourage a practical understanding of social problems and institutions, students, where
appropriate, are urged to seek internships. Students bound for graduate school are encouraged
to master a foreign language.

Major

The sociology major consists of a minimum of nine sociology courses (36 semester
hours) beyond Human Nature and the Social Order I and II. These nine courses must include
Introduction to Sociology, Statistics, Research Methods, Sociological Theory, and five additional
sociology courses selected by the student. Of the nine courses, at least six must be completed at
Oglethorpe for a major in sociology. Human Namre and the Social Order I and II must be
completed by all majors who enter Oglethorpe below the junior level. In addition, at least one
semester of a foreign language at the second semester elementary-level or higher is required. The
degree awarded is the Bachelor of Arts.

Minor

A minor in sociology consists of Introduction to Sociology and any other three sociology
courses (16 semester hours) beyond Human Nature and the Social Order I and II. No course can
be used to satisfy both major and minor requirements. Of the four sociology courses, at least three
must be completed at Oglethorpe for a minor in sociology.

Sociology with Social Work Concentration

Major

A major in sociology with a concentration in social work consists of seven courses (28
semester hours) beyond Human Nature and the Social Order I and II, in addition to a semester
of field placement (16 semester hours). Required courses include Introduction to Sociologv, Field
of Social Work, and Methods of Social Work, in addition to four sociologv electives. Successful
completion of at least one semester of a foreign language at the second semester elementarv-level
or higher also is required. The degree awarded is the Bachelor of Arts.

SOC 101. Introduction to Sociology 4 hours

This course offers an introduction to topics central to the study of human societ}',
culture, and conduct. Selected fields of study frequentiy include culture, formation of the self,
social classes, power structures, social movements, criminal beha\ior, and a variet}' of social
institutions. Emphasis is placed upon basic concepts and principal findings of the field. Offered
annually.

189

SOC 201. The Family 4 hours

This course focuses primarily on the 20*-centxiry American family. The topics discussed
include trends in marriage, the age of marriage, fertility, illegitimacy, divorce, remarriage, and
domestic abuse. The possible social and economic causes and consequences of these trends are
also discussed. Offered annually.

SOC 202. The American Experience 4 hours

The purpose of this course is to acquaint students with basic aspects of the American
experience. Special attention is paid to the individual's relationship to the community'. Specific
topics of discussion include Populism, Federalism, the role of advertising in folk culture, the
relationship of technology and democracy, and America's exploring spirit. Offered bienniall)-.

SOC 204. Social Problems 4 hours

This course studies the impact of current social forces upon American societ\'.
Deviation from social norms, conflict concerning social goals and values, and social
disorganization as these apply to family, economic, religious, and other insdtutional and
interpersonal situations are of primary concern. Offered biennially.

SOC 205. Crime and Deviance 4 hours

This course will examine behaviors that do not conform to moral and legal codes and
the ways in which sociedes control such behaviors. Particular emphasis will be given to
American society. Readings will include classic and current analyses of deviance and crime.
Offered biennially.

SOC 302. The Sociology of Work and Occupations 4 hours

This course has three purposes: first, to analyze the means by which non-economic
institutions, especially the family, schools, and religious institutions influence the formation of
"human capital;" second, to smdy the history and contemporary nature of the professions; and
third, to analyze the relationship between the external control of workers and their internal
motivation. A cross-cultural approach is employed in the course. Offered bienniallv.

SOC 303. Field of Social Work 4 hours

This course wiU study and analyze the historical development of social work and social
work activities in contemporary societ}'. Offered biennially.

ULP 303. The New American City 4 hours

The purpose of this course is to examine the problems and prospects of politics and
policymaking in the new American cit}' and its environs. Consideration will be given to the political
and sociological significance of a number of the factors that characterize this new development,
including the extremes of wealth and povert\', the mix of racial and ethnic groups, and die
oppormnities and challenges provided by progress in transportation and technology. Offered
biennially.

190

SOC 304. Methods of Social Work 4 hours

This course is a study of the methods used in contemporary social work. Offered
biennially. Prerequisite: SOC 303.

SOC 305. Film and Society 4 hours

This course is designed to help students analyze and interpret films from the
perspectives of social theory. Emphasis will be placed upon exploring visions of the self and
society in a variety of film genres, including mysteries, comedies, film noir, westerns, musicals, etc.
Films studied in recent classes include Citizen Kane, \-^ertigo, The Maltese Falcon, R£d River, Cabaret,
and others. Offered biennially.

SOC 306. Race, Ethnicity, and Immigration 4 hours

This course treats contemporary ethnic relations and the history of immigration in the
United States. It considers the role of markets, government policy, and culture in the formation
of ethnic identity' and the well being of ethnic groups. 7\lthough the chief concern is with the
United States, a comparative approach is taken. Offered biennially.

SOC 307. EUtes and Inequality 4 hours

An examination is made in this course of the social stratification of privileges and
deprivations in contemporary societies, focusing on the distribution of wealth, status, and power.
The course studies social stratification historically and comparatively, the American upper, middle,
and lower classes, institutionalized power elites, race and gender stratification, status systems, and
economic inequalit}^. Offered biennially.

SOC 308. Culture and Society 4 hours

A study of the dynamics of traditional, modern, and postmodern cultures that focuses
on the analysis of symbolic forms and boundaries, social memory, ceremonies and rituals, bodily
habits, cultural elites, and cultural revolutions. Special attention is given to "culture wars," the
impact of mass media, and postmodernism in contemporary societies. The course is comparative
in approach. Offered bienniallv

SOC 309. Religion and Society 4 hours

This course will examine religion as a social institution, its internal development,
relationship to other institutions, and its cultural and social significance in modern and traditional
societies. Special attention will be given to the conflict between spirit and institution in
Christianit)'; the rise and decline of denominationalism; contemporary forms of spiritualit}-; the
modern psychologization of religion, and the comparative study of religions. Offered biennially.

SOC 401. Nations and NationaUsm 4 hours

This course examines the rise and persistence of nation-states and nationalism in the
modern world. Theories of nationalism, nationalist visions, and case studies of particular nations,
including France, Germany, and Russia will be covered. Topics to be addressed include radical
nationalism (for example, Nazism and Fascism), problems of national "self-determination,"
Zionism, and the fall of Communism.

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SOC 402. Field Experience in Social Work 16 hours

Students concentrating in social work spend a semester in social work agencies in the
Adanta area for on-the-job practicum experience. Successful field placements have been made in
a variety of settings in recent years, including Wesley Woods Health Center, West Paces Ferry
Hospital, and Adanta shelters for the homeless. Prerequisites: SOC 303, permission of the
academic advisor and faculty supervisor, and signature of the Director of Career Services.

SOC 403. Sociological Theory 4 hours

This course will study classical and contemporary theory with an emphasis upon the
latter. Contemporary theories covered usually include utilitarian individualism (sociobiology,
exchange theory, and rational-choice theory), communitarianism, civil societ}^ theor}'^, critical
theory, and post-modernism. Offered biennially.

SOC 404. Special Topics in Sociology 4 hours

A seminar providing examination and discussion of various topics on contemporary' and
historical interest in sociology. Prerequisite: Permission of the instructor.

SOC 405. Internship in Sociology 1-4 hours

An internship is designed to provide a formalized experiential learning opportunity,' to
qualified students. The internship generally requires the student to obtain a facult}' super\asor in
the relevant field of study, submit a learning agreement, work 30 hours for every hour of academic
credit, keep a written journal of the work experience, have regularly scheduled meetings with the
faculty supervisor, and write a research paper dealing with some aspect of the internship. \X ritten
work should total five pages of academic writing for every hour of credit. An extensive Hst of
internships is maintained by the Career Services Office, including opportunities at the
Gainesville/Hall Senior Center, the Georgia Bureau of Investigation, and the Parmership Against
Domestic Violence. Graded on a satisfactory/unsatisfactory basis. Prerequisites: Permission of
the facult}' supervisor and qualitlcation for the internship program.

SOC 406. Independent Study in Sociology 1-4 hours

An intense study of diverse topics under the direct supervision of the instructor.
Prerequisite: Submission of a proposed outline of study that includes a schedule of meetings and
assignments approved by the instructor, the division chair, and the Provost and Senior Mce
President prior to registration.

SOC 407. Internship in American Studies 1-4 hours

An internship is designed to provide a formalized experiential learning opportunity' to
qualified students. The internship generally requires the student to obtain a facuIt^' super\'isor in
the relevant field of study, submit a learning agreement, work 30 hours for every hour of academic
credit, keep a written journal of the work experience, have regularly scheduled meetings u'ith die
faculty supervisor, and write a research paper dealing with some aspect of the internship. \Xritten
work should total five pages of academic writing for every hour of credit. \n extensive Hst of
internships is maintained by the Career Services Office. Graded on a satisfactory/unsatisfactorv
basis. Prerequisites: Permission of the facult)' superx-isor and qualification for the internship
program.

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Spanish

A student who chooses Spanish as a major uill gain valuable knowledge, not only about
the language, but also about the many unique and fascinating cultures represented in the Spanish-
speaking world. Like all languages offered at Oglethorpe, the Spanish major is informed by "the
five C's": communication, cultures, connections, comparisons, and communities. These areas
represent the defined goals of the National Standards for Foreign Language Learning.

The journey toward a Spanish major begins with a thorough emphasis on reading,
writing, listening comprehension, and speaking. These essential skills prepare the student with the
foundations for communicating in diverse contexts in the Spanish language. More advanced smdv
of Spanish will enable the student to explore the treasures of Hispanic prose, poetry, drama and
cinema, in addition to the study of colorful and intriguing Hispanic civilizations in Spain, Africa
and Latin America. Through the course offerings in Spanish, students become more informed
about America's Latino and fiispanic neighbors, in addition to becoming more functional global
citizens.

Once students have reached an adequate level of proficiency in Spanish and have
become familiar with Spanish-speaking populations and societies, they will be ready to
complement their classroom studies with full-immersion study abroad opportunities. As an
invaluable component of the Spanish major, students are required to study and live in a Spanish-
speaking country for a semester during the academic year following the completion of an initial
sequence of courses taken in the program. Most majors choose to study at one of a number of
parmer institutions such as the Universidad de Belgrano (Argentina), the Universidad de San
Francisco de Quito (Ecuador) or at the Instituto Tecnologico y de Estudios Superiores de
Occidente (Mexico). In addition, for the adventurous student, there are many other creative study
abroad options available, all of which can be discussed with student advisors. Native speakers of
Spanish are in\'ited to complete the 12-semester hour requirements of studv abroad in courses at
Oglethorpe or through cross registration at one of the Adanta Regional Consortium for Pligher
Education (ARCHE) institutions.

Many students who complete the Spanish major at Oglethorpe go on to carry out
graduate programs at other institutions in Spanish language and literature, linguistics, Hispanic
cultural studies, or International Relations. Other graduates from the program become Spanish
instructors or find opportunities in corporate or non-profit organizations, where thev continue to
apply their language skills and global experiences. Students are also in\nted to combine a double
major in Spanish with other disciplines, a combination which greatiy enhances student
marketabUit}' after graduation.

Ail smdents with pre\ious study or experience in Spanish must take a language
placement examination. Thev will be placed in the course sequence according to their competence.
Under no circumstance should students with past experience in Spanish place themselves in
courses, especially at the elementary level. Students are not eligible to enroll in elementary and
intermediate courses in their native languages.

193

Major

Students who major in Spanish must first complete the following requirements:
SPN 201 Intermediate Spanish
SPN 301 Advanced Spanish
SPN 302 Introducdon to Hispanic Literature

Students will then complete a semester in an approved study abroad program, which
should include a minimum of 12 semester hours. Returning students must complete three upper-
level (300 or 400) courses in Spanish.

Elementary French I or equivalent as determined through the French placement test is
also required. It is recommended that this requirement be completed during the student's first tu'o
years.

The degree awarded is the Bachelor of Arts.
Minor

A minor in Spanish consists of the following requirements:
SPN 201 Intermediate Spanish
Three upper-level courses (300 or 400)

Certain of these requirements may be met through an approved study abroad program.

SPN 101, SPN 102. Elementary Spanish I, II 4 plus 4 hours

These courses are an introduction to understanding, speaking, reading, and writing
Spanish. Emphasis will be placed on acquiring a foundation in basic grammar as well as on
listening comprehension and spoken Spanish through class activities, tapes, and videos.
Prerequisite: None for SPN 101; SPN 101 required for SPN 102, or placement by testing.

SPN 201. Intermediate Spanish , 4 hours

This course is intended to review basic grammar and develop more complex patterns of
written and spoken Spanish. Short compositions, readings from Spanish and Spanish-American
literature and class discussions require active use of students' acquired knowledge of Spanish and
form the basis for the expansion of vocabulary and oral expression. Prerequisite: SPN 102 or
placement by testing.

SPN 301. Advanced Spanish 4 hours

TWs course is designed to improve students' skiUs to a sophisticated level at which they
are able to discuss and express opinions in both oral and written form. Readings of essays and
short-stories as well as film viewing in Spanish are used as the basis for discussion, introduction
to cultural issues, and written expression. Frequent writing assignments. Prerequisite: SPN 20 lor
placement by testing.

SPN 302. Introduction to Hispanic Literature 4 hours

This course offers an introduction to literary analysis based on a rigorous program, of
readings from Spanish and Spanish American Literatures. It is a skills-building course that
familiarizes students with the lexicon of literary criticism in Spanish and trains diem to be active
readers of Hispanic literature. Students read and analyze (orally and in writing) representative
works of the four fundamental genres of literature: Narrative, Poetry, Drama, and Essay. Taught
in Spanish. Prerequisite: SPN 301 or placement by testing.

194

SPN 305. Spanish for International Relations and Business 4 hours

In this course students will learn vocabulary appropriate to the world of international
relations and business in order to understand both oral and written material on relevant issues.
Students will read and discuss articles and newspapers in Spanish and explore common cross-
cultural clashes and misunderstandings in order to improve intercultural communications as a
means of succeeding in the global marketplace. When possible, there will be Spanish-speaking
guests from the diplomatic and business communides of Adanta. Taught in Spanish. Prerequisite:
SPN 301 or placement by testing.

SPN 401. Special Topics in Hispanic Languages, Literatures,

and Cultures 4 hours

This course provides the opportunit}^ to study particular aspects of the languages,
literatures and cultures of Spain, Spanish America or United States Hispanic communities not
covered in the other courses. This course may be repeated for credit as course content changes.
Prerequisite: SPN 301.

SPN 403. Political Issues in Spanish American Literature and Film 4 hours

The social and political upheavals that took place in several Spanish American countries
during the 20* century spawned the development of a rich literary and cinematic corpus. This
course wiU examine part of that corpus in its historical and cultural context and how political
issues are aesthetically elaborated in fiction, poetry, essay and film. Among the topics to be
studied are revolution, testimony, exile, and the Other as a figure of resistance. Taught in Spanish.
Prerequisite: SPN 302.

SPN 404. Discourse of Golden-age Spain 4 hours

In this course, students will analyze Golden-age Spanish societ}' through the literature
produced during the 16* and 17* centuries, the two epochs that encompass the Spanish Siglos de
Oro. Studied texts will reveal a young Spain altogether confident about its present, at times
insecure about its future, and frequ.endy ambivalent about its diverse past. Prerequisite: SPN 302.

SPN 405. 20*-Century Spanish American Literature 4 hours

This is a study of Spanish American literature from the 1930s to the present, focusing
on its departure from the Realist tradition and its adoption of experimentation, self-reflection,
parod}; magical realism or the fantastic. Modern and post-modern trends will be examined.
Readings include fiction by Borges, Fuentes, Cortazar, Garcia Marquez, and Puig. Taught in
Spanish. Prerequisite: SPN 302.

SPN 410. The Development of Latin American Cultures 4 hours

This course introduces students to the diverse cultural heritage of Latin America pajdng
special attention to the impact and consequences of the encounter between European, Native and
African cultures in art, politics, and religion. Ivlanifestations of culmral syncretism and diversit}'
from the times of the Spanish conquest and colonization to the post-colonial polemics of cultural
identit}' will be examined. Taught in Spanish. Prerequisite: SPN 302.

195

Theatre

Students majoring in theatre concentrate their efforts in the areas of performance and
directing. Additional courses in theatre history and stagecraft, combined with Oglethorpe's
internship program, offer a study in theatre that is interactive in approach and broad in scope. The
department's unique relationship with the Georgia Shakespeare Festival also provides qualified
students with performance oppormnities unparalleled by any school in the region. Those entering
Oglethorpe with a background in theatre, as well as students with an interest but no experience,
wiU find ample opportunities in the theatre program to develop their skills and expertise.

The Oglethorpe University theatre program is dedicated to presenting stimulating and
enjoyable theatre for audiences of all types and ages, and integrating theatre into Oglethorpe
University's academic curriculum. Mounting five fuU productions per school year, the program
pursues an artistic poHcy that celebrates the diversity of its dramatic heritage by engaging texts of
diverse periods, cultures, and st}'les. Through The Playmakers (the theatre program's official
performance company), laboratory opportunities are provided as students and facult^' come
together to create live performance events for the campus communit}' and the city of Atianta.

Major

Smdents pursuing a Bachelor of Arts degree are required to complete the following
courses:

THE 105 Beginning Characterization

THE 205 Intermediate Characterization

THE 210 Theatre History I: Greeks to Restoration

THE 220 Theatre History II: Renaissance to 20* Century

THE 305 Advanced Characterization

THE 310 Stagecraft

THE 330 Directing for the Stage I

THE 340 Directing for the Stage II

THE 407 Internship in Theatre
In addition, students must choose two from among the following:

ENG 202 Shakespeare

ENG 306 Special Topics in Drama

THE 320 Special Topics in Theatre

THE 408 Independent Study in Theatre

Minor

A theatre minor serves as an appropriate complement to a varietA' of majors in
communications and the humanities. Smdents are required to take the following courses:

THE 105 Beginning Characterization

THE 205 Intermediate Characterization

THE 310 Stagecraft
Students must complete one of the follouing:

THE 210 Theatre History I: Greeks to Restoration

THE 220 Theatre History II: Renaissance to 20* Cenmry
Students must complete one from among the following:

ENG 202 Shakespeare

ENG 306 Special Topics in Drama

THE 320 Special Topics in Theatre

THE 407 Internsliip in Theatre

196

THE 105. Beginning Characterization 4 hours

This course explores the physical and mental foundations necessary for successful stage
performance. Students will be expected to engage in hands-on exercises, physical and vocal warm-
ups, and performance work (both individual and partnered) throughout the semester. The basic
principles of the Stanislavski method will be explored through stage combat, mime, movement,
vocalization, and contemporary characterization.

THE 205. Intermediate Characterization 4 hours

Intermediate Characterization is a studio intensive course that explores the methods of
20*-century American acting teacher Sanford Meisner. This course is designed to provide
students with an in-depth understanding of his approach to acting, which builds upon tenets put
forth by Constandn Stanislavski. Meisner's training approaches will be uncovered through
immersive studio exercises, in-depth scene study assignments, and review and discussion of
Meisner's seminal book Sanford Meisner on Acting, as well as other related literature. Prerequisite:
THE 105.

THE 210. Theatre History I: Greeks to Restoration 4 hours

An in-depth study of theatrical history, examining not only the theatrical literature of
particular periods, but the staging practices, costuming, social customs and performance st}'les as
well. Periods covered include: Greek, Roman, Medieval, Elizabethan, and Restoration.

THE 220. Theatre History II: Renaissance to 20'^ Century 4 hours

An in-depth smdy of theatrical history, examining not only the theatrical literature of
particular periods, but the staging practices, costuming, social customs and performance sts'les as
well. Periods and styles covered include: Renaissance, Neo-classic, Sentimental Comedy, Domestic
Tragedy, Melodrama, and Realism.

THE 305. Advanced Characterization 4 hours

This course affords the advanced theatre student an opportunit}' to explore methods
for rehearsing and performing texts written by William Shakespeare. With a focus on the
practical demands of Shakespeare's language, the course addresses technical, stylistic, historical
and interpretive considerations as they relate to the feat of performance. This course builds
upon the student's understanding of Stanislavkian acting with the assumption that, despite
formal differences, Shakespearean texts can be approached with psvchological-reaHst tactics.
Prerequisite: THE 205.

THE 310. Stagecraft 4 hours

Stagecraft provides hands-on experience and assignments designed to physically and
mentally engage the technician and designer. This class will focus on historical perspective as well
as individual research and design. Students will be evaluated on the basis of a mid-term
examination, written assignments, the completion of a minimum number of practicum hours and
a final design project.

THE 320. Special Topics in Theatre 4 hours

This course will be a study of a selected topic in theatre and/or film, such as Feminist
Theatre, Shakespeare in Performance, Gender in Performance, The Hero in American FUm, or
Holl}'wood's Treatment of Women. Prerequisite: THE 105 or permission of the instructor.

197

THE 330. Directing for the Stage I 4 hours

This course offers the intermediate to advanced theatre student an opportunity' to
explore the foundations of directing texted material for live theatrical performance. The primary
focus of this course will be on experiential learning rather than abstract study. The course provides
practical experience with the three preparatory phases of directing: research, analysis and
conceptualization. Prerequisite: THE 205.

THE 340. Directing for the Stage II 4 hours

This course serves as the studio practicum for Directing for the Stage I, culminating in
performances staged as part of the Oglethorpe Universit}' theatre season. The work of individual
students will be scheduled accordingly. All student work will be evaluated by a faculty panel.
Prerequisite: THE 330.

THE 407. Internship in Theatre 1-4 hours

An internship is designed to provide a formalized experiential learning opportunit\' to
qualified students. The internship generally requires the student to obtain a facult\' super\'isor in
the relevant field of study, submit a learning agreement, work 30 hours for every hour of academic
credit, keep a written journal of the work experience, have regularly scheduled meetings with the
faculty supervisor, and write a research paper dealing with some aspect of the internship. Written
work should total five pages of academic writing for every hour of credit. Internships are available
at most of the 147 Atianta Coalition for Performing Arts member theatres. Graded on a
satisfactory/unsatisfactory basis. Prerequisites: Permission of the facult}' supervisor and
qualification for the internship program.

THE 408. Independent Study in Theatre 1-4 hours

Supervised research on a selected topic. Prerequisite: Submission of a proposed outline
of smdy that includes a schedule of meetings and assignments approved by the instructor, the
division chair, and the Provost and Senior Vice President prior to registration.

Women's and Gender Studies

Wcjmens and Gender Studies is intended to introduce the smdent to the liistory of
women and to the effects of gender on the forms of and approaches to disciplinary study and
practice.

Minor

Five courses must be completed, one of which must be either Introduction to Women's
Studies — Theory or Introduction to Women's Studies — History. Students must select courses
from at least three different disciplines in addition to courses identified as W GS courses. Examples
of other courses applicable to the minor are as follows:

CRS 390 Advanced Topics in Communication and Rhetoric Studies:

Women in the History of Rhetoric
CRS 390 Advanced Topics in Communication and Rhetoric Studies:

Gender and Communication
ECO 424 Labor Economics
ENG 304 Images of Women in Literature
ENG 312 Special Topics in Literature and Culture: Gender and
Autobiography

198

ENG 312 Special Topics in Literature and Culture: Contemporary

Women Writers
ENG 314 Special Topics in Major British and American Authors: Jane

Austen
PRE 404 Great French Actresses and Their Film Roles
MUS 430 Special Topics in Music: Women in Music
PSY 401 Special Topics in Psychology: Gendering (Social

Constructions of Gender)
PSY 401 Special Topics in Psychology: Psychology of Women
SOC201 The Family
SPN 401 Special Topics in Hispanic Languages, Literatures, and

Cultures: Contemporary Ladn American Women Writers
THE 320 Special Topics in Theatre: Feminist Theatre
THE 320 Special Topics in Theatre: The Good, the Bad, and the

Beautiful — Holl}^wood's Treatment of Women

WGS 301. Introduction to Women's Studies — Theory 4 hours

The purpose of this course is to examine the diverse theoretical approaches which have
evolved as scholars and activists have endeavored to incorporate the concerns and experiences of
diverse groups of women into dominant world \'iews. The seminar will explore the issues of race,
class, and gender, paying close attention to how these variables affect the development of women's
identities and relationships.

WGS 302. Introduction to Women's Studies — History 4 hours

The purpose of this course is to explore the history of feminism. By examining a wide
range of texts, this seminar will investigate the development of ideas, which have come to be
recognized as feminist-womanist and the discipline that has developed into women's studies in the
context of Western civilization. Included will be Raine Eisler's The Chalice and the Blade, which
examines the position on women in the beginnings of civilization, Mary Wollstonecrafts's
Vindication of the Rights of Women (1792), Mary Beard's Women as a Force in History, De Beauvoir's
The Second Sex, Susan Faludi's Backlash, and Ellen Carol Dubois's Unequal Sisters: A Multi-Cultural
Reader in U.S. Women's Histo/y.

WGS 303. The Literature and History of Immigrant and Minority Women

in America 4 hours

The purpose of this course is to explore the experiences of immigrant and minorit}'
women in North America from the interdisciplinary perspectives of history, literature, and
women's studies. Through extensive reading, discussion, and research this seminar will attempt to
recapture women's sense of their own identities in relation to the dominant ideologies of race,
class, and gender.

WGS 304. Women Poets 4 hours

This course is a survey of poetry by women, from ancient Chinese, Persian, and others
in translation, to medieval Irish and Renaissance English, to 19*- and 20*-century Americans, as
well as Eastern Europeans and Latin Americans in translation. Included will be several recent
poets such as Gwendolyn Brooks, Adrienne Rich, and Mary Oliver in order to discover what
themes, images, and attitudes seem to emerge from the works. Prerequisites: COR 101 and COR
102.

199

WGS 305. Special Topics in Women's and Gender Studies 4 hours

This course is intended to introduce the student to the study of women and gender.
Special emphasis is placed on the intersection of gender with the epistemological foundations of
other disciplines, and on the theory and practice of the study of gender. Courses are not limited
to, for example, Southern Women's Literature and History, but will often be under the same rubric
of other disciplines such as are listed under the requirements of the minor.

WGS 400. Independent Study in Women's and Gender Studies 1-4 hours

FRE 404. Great French Actresses and Their Film Roles 4 hours

This course will study French film actresses and their roles in an attempt to understand
better the simation of women in France during the last half of the 20* cenmry. Readings from
The Second Sex by Simone de Beauvoir, written at the outset of the period in question, provide a
counterpoint to the cinematic fiction. Actresses smdied may include Isabelle Adjani, Arlett}',
Fanny Ardant, Brigitte Bardot, Juliette Binoche, Sandrine Bonaire, Catherine Deneuve, Isabelle
Huppert, Miou-Miou, Romy Scheider, and Simone Signoret. The course is conducted in English.
Students may take the course as part of a French major or minor and complete readings, tests, and
written work in French. Prerequisite: None for work in English, FRE 302 for work in French.

WGS 407. Internship in Women's and Gender Studies 1-4 hours

An internship is designed to provide a formalized experiential learning oppormnit\' to
qualified students. The internship generally requires the student to obtain a facult}' super\'isor in
the relevant field of study, submit a learning agreement, work 30 hours for every hour of academic
credit, keep a written journal of the work experience, have regularly scheduled meetings with the
faculty supervisor, and write a research paper dealing with some aspect of the internship. Written
work should total five pages of academic writing for every hour of credit. An extensive list of
internships is maintained by the Career Services Office. Graded on a satisfactory/unsatisfactory
basis. Prerequisites: Permission of the facult}' supervisor and qualification for the internship
program.

200

Writing

Minor

The writing minor offers two options: an eclectic selection of writing courses; or, a
literary writing focus.

The eclectic option encourages students to learn several kinds of writing according to
their interests. This option is open to all students except those pursuing a minor or major in
Communication and Rhetoric Studies. The eclectic option consists of five courses beyond
Narratives of the Self I and II, one of which may be an internship:

ARC 201 Seminar for Student Tutors (must be taken four times to

constitute one writing minor course)
CRS 220 Investigative Writing
CRS 221 Persuasive Writing
CRS 240 Journalism

CRS 340 Writing for Business and the Professions
CRS 401 Internship in Communication and Rhetoric Smdies (writing-
intensive internship supervised by communication and
rhetoric studies faculty member)
ENG 230 Creative Writing
ENG 231 Biography and Autobiography
ENG 330 Writing Poetry

ENG 331 Writing Prose, Fiction, and Nonfiction
ENG 401 Internship in English (writing-intensive internship

supervised by English faculty member)
WRI 381 Independent Smdy in Writing
WRI391 Special Topics in Writing

A second option is a literary writing focus in which students write poetry, tlction,
nonfiction, and other genres that may be offered under Special Topics in Writing or Independent
Study in Writing. Students majoring in communication and rhetoric studies may take only this
option for the writing minor, provided that no course is used both for the communication and
rhetoric studies major and the literary writing option. The writing minor with focus on Literary
writing consists of five of the following courses, one of which may be an internship:

ENG 230 Creative Writing

ENG 231 Biography and Autobiography

ENG 330 Writing Poetry

ENG 331 Writing Prose, Fiction, and Nonfiction

ENG 401 Internship in English

WRI 381 Independent Smdy in Writing

WRI 391 Special Topics in Writing

ARC 201. Seminar for Student Tutors 1 hour

Peer tutors at the Academic Resource Center spend two hours per week assisting other
smdents, individually or in groups, with course material, papers, and preparation for examinations.
In addition, they participate in support and training meetings with the ARC directors and with
instructors of the courses in which they mtor. They discuss how to work with texts in different
disciplines, encourage smdy group members to help each other learn, and foster smdent
engagement with and assimilation of course content. Graded on a satisfactory/unsatisfactory
basis. Prerequisites: Permission of the instructor and Associate Provost for Smdent Achievement.

201

CRS 220. Investigative Writing , 4 hours

This expository writing course is designed to develop research and writing skills.
Emphasis will be on learning a wide range of library and Internet-based research techniques and
purposefully presenting information to a variety of audiences in appropriate format and st}'le.
Students will be asked to define their own investigative projects, and to analyze and revise their
own writing. This course is recommended for freshmen and sophomores. Prerequisite: COR 101.

CRS 221. Persuasive Writing 4 hours

This course is designed to develop sophisticated strategies of persuasion for analyzing
and generating arguments responsive to targeted audiences in a variety of contexts, including ci\ic,
professional, and academic. Students will learn both classical and contemporary strategies of
persuasion. Emphasis will be on presenting clear, coherent, and logical arguments. Students will
be asked to define their own projects within assigned contexts. Smdents will evaluate their own
and others' writing to enable the revision process. This course is open to sophomores, juniors, and
seniors only. It is offered in the fall semester. Prerequisites: COR 101 and COR 102.

ENG 230. Creative Writing 4 hours

This course is an introduction to writing poetry and prose fiction. The smdent will be
asked to submit substantial written work each week, keep a journal, and read published writers.
Much class time will be spent discussing student and published work. Prerequisites: COR 101 and
COR 102.

ENG 231. Biography and Autobiography 4 hours

This course is an introduction to biographical and autobiographical writing with practice
in the personal narrative as well as other forms such as the profile and the interview. Students will
submit substantial written work each week and keep a journal. The class uiU follow a workshop
format, discussing the smdents' and published work. Prerequisites: COR 101 and COR 102.

CRS 240. Journalism 4 hours

This course teaches the fundamentals of journalistic news writing and reporting. From
interviews to the Internet, smdents will learn how to gather information from a variet\" of sources
and write stories using different types of leads, endings, and strucmres. They will also engage in a
critique of today's journalistic practices. This course is offered in the fall semester. Prerequisites:
COR 101 and COR 102.

ENG 330. Writing Poetry 4 hours

In weekly assignments smdents will try free verse and various forms in the effort to
discover and to embody more and more truly what they have to say. Much time uiU be spent
reading published poets, responding to smdent work in class, and trying to generate language that
reveals rather than explains intangible "meanings." Prerequisites: COR 101 and COR 102.

ENG 331. Writing Prose, Fiction, and Nonfiction 4 hours

Students will get instruction and substantial practice in writing fictional and
nontlctional prose which aims at getting what Henry James called "a sense of felt life" onto the
page. The class will follow a workshop format with weekly assignments, journal writing, extensive
discussion of smdent work, and reading of published examples. Prerequisites: COR 101 and
COR 102.

202

CRS 340. Writing for Business and the Professions ^ 4 hours

A course for students who have mastered the basic skills and insights of writing and
who wish to improve their ability to write clear, concise, persuasive prose designed for audiences
in business and the professions. Students are required to write a variety of texts, such as proposals,
progress reports, recommendation reports, and manuals. Other elements of the course may
include oral presentations. Prerequisite: CRS 220, CRS 221, or permission of the instructor.

WRI 381. Independent Study in Writing 1-4 hours

Supervised independent writing project. Prerequisite: Submission of a proposed outline
of study that includes a schedule of meetings and assignments approved by the instructor, the
division chair, and the Provost and Senior Vice President prior to registration. The student must
be pursuing a minor in writing or a major in communication and rhetoric studies.

WRI 391. Special Topics in Writing 4 hours

Study of a selected topic in the field of writing, such as Public Relations Writing,
Scientific and Technical Writing, Oral History, and The Art of the Essay. The topic will vary from
year to year and may be offered by communication and rhetoric smdies facult}' or English facult}'.
Prerequisite for special topics taken with communication and rhetoric smdies faculty: CRS 101 or
permission of the instructor.

CRS 401. Internship in Communication and Rhetoric Studies 1-4 hours

An internship is designed to provide a formalized experiential learning opportunity' to
qualified smdents. The internship generally requires the smdent to obtain a faculty super\'isor in
the relevant field of study, submit a learning agreement, work 30 hours for every hour of academic
credit, keep a written journal of the work experience, have regularly scheduled meetings with the
faculty supervisor, and write a research paper dealing with some aspect of the internship. An
internship for the writing minor must be writing intensive. Written work should total five pages of
academic writing for every hour of credit. An extensive list of internships is maintained by the
Career Services Office, including opportunities at CNN, Fox 5, WSB-TV, Green Olive Media, and
The Atlanta journal Constitution. Smdents are strongly encouraged to do multiple internships, but
only 4-semester hours can be applied as elective credits to the major. Graded on a
satisfactory/unsatisfactory basis. Prerequisites: Permission of the faculty' supervisor and
quaUtlcation for the internship program.

ENG 401. Internship in English 1-4 hours

An internship is designed to provide a formalized experiential learning opportunity to
qualified students. The internship generally requires the student to obtain a faculty- super\dsor
in the relevant field of study, submit a learning agreement, work 30 hours for every hour of
academic credit, keep a written journal of the work experience, have regularly scheduled
meetings with the faculty supervisor, and write a research paper dealing with some aspect of the
internship. Written work should total five pages of academic writing for every hour of credit.
An extensive list of internships is maintained by the Career Services Office, including
opportunities at Atlanta Magai^ine, The Knight Agency, and Peachtree Publishers. Graded on a
satisfactory/unsatisfactory basis. Prerequisites: Permission of the faculty' super\'isor and
qualification for the internship program.

203

University College

Three of Oglethorpe's degrees — Bachelor of Arts in Liberal Studies, Bachelor of
Business Administration, and Master of Business Administration — are degrees that ma}' be earned
in programs of study offered through University CoUege. These distinctive programs are offered
with the working professional in mind. Information on these programs is provided in the University
College Bulletin and available from the University College Office, located in Goodman Hall.

Undergraduate Program

The undergraduate program within University' College offers a curriculum for the adult
learner that builds on the foundation of a liberal arts education and aims to enhance the smdent's
skills in critical thinking, communication, and basic academic competencies. The underlving \'ision
of the College reflects the two-fold philosophical and institutional mission of Oglethorpe
University and its commitment to "make a life and make a living." The degree requirements
include general education requirements designed to assure that each graduate acquires a broad
comprehensive liberal education. In addition, study in a major field and the integration of theorv
and practice provides educational experiences that develop the student's chosen career. The total
experience is designed to be of lasting benefit as a source for personal growth, professional
renewal, and career advancement.

Majors offered are: Accounting and Business Administration, leading to a Bachelor of
Business Administration degree; Communications, History, Organizational Management, and
Psychology, leading to a Bachelor of Arts in Liberal Studies.

Traditional undergraduate students may take Universit}' CoUege courses with written
permission of their advisors and the Universit)^ CoUege administration. Traditional students who
take University CoUege courses are subject to the rules and regulations set forth in the University
College Bulletin.

Graduate Program

The primary purpose of the Master of Business Administration program is to
provide graduates with the expertise necessary to become effective, professional leaders and
managers in business and non-business organizations. The curriculum is designed to help smdents
acquire an understanding of the context in which modern organizations operate, a knowledge of
the content of management operations, and an appreciation of the interrelationships involved.
The smdent wiU have an understanding of the economic, poUtical, and social en\'ironments in
which organizations operate, domesticaUy and internationaUy, and the behavioral skiUs that are
essential in the modern organizational environment.

204

Board of Trustees

The University is under the control and direction of the Board of Trustees. Among
the responsibilities of the Board are establishing broad institutional policies, contributing and
securing financial resources to support adequately the institutional goals, and selecting the
President.

Officers

Warren Y. Jobe
Chair

Harald R. Hansen

Treasurer

Belle Turner Lynch

Vice Chair/ Chair Elect

Susan M. Soper '69
Secretary

Trustees

G. Douglass Alexander '68
President
Alexander Haas Martin and Partners

Yetty L. Arp '68
Associate Broker
Southeast Commercial Properties

A. Diane Baker '77 (ex-officio)
Attorney at l^w
Atianta

Kenneth S. Chestnut
Principal
The Integral Group LLC

Milton C. Clipper

President and Chief Executive Officer
Public Broadcasting Atianta

Charles G DeNormandie II, CFP '96
Senior Financial Advisor
American Express Financial Advisors Inc.
IDS Life Insurance Company

William A. Emerson

Retired Senior l-lce President
Merrill Lynch Pierce, Fenner

and Smith
St. Petersburg, Florida

Norman P. Findley

Executive I "ice President, Aiarketing
Coca-Cola Enterprises Inc.

Lewis J. Glenn '71

President and Chief Executive Officer
Harry Norman Realtors

Joel Goldberg
President
The Rich Foundation

William R. GoodeU
President
The Robertson Foundation

Jack Guynn

President and Chief Exemtive Officer
Federal Reserve Bank of Atianta

205

James J. Hagelow '69

Managing Director
Marsh USA Inc.

Stephen E. Malone '73
First Vice President
Merrill Lynch

Harald R. Hansen

Retired Chairman, President, and

Chief Executive Officer
First Union Corporation of Georgia

James V. Hartlage Jr. '65
President
Accumetric Inc.

Trishanda L. Hinton '96
A-ttornej
King & Spalding LLP

W. Jephtha Hogan '72 (ex-officio)
First Vice President Investments
Salomon Smith Barney Inc.

Kenneth K. Hutchinson '78
Dentist
Snellville, Georgia

Warren Y. Jobe

Retired Executive T Ice President
Georgia Power Company

David L. Kolb

Retired Chairman and Chief

Executive Officer
Mohawk Industries Inc.

Larry D. Large (ex-officio)
President
Oglethorpe University

Roger A. LitteU '68

Investment Management and Trust Consultant
Northwestern Mutual Trust Company

Belle Turner Lynch '61
Adanta

Clare (Tia) Magbee '56
Adanta

E.R. Mitchell Jr.

President and Chief Executive Officer
E.R. Mitchell and Company

Bob T. Nance '63
President
Nance Carpet and Rug Company Inc.

R. D. Odom

President

BellSouth Network Operations

John J. Scalley

Retired Executive I'^ice President
Genuine Parts Company

Laura Turner Seydel '86
Trustee
The Turner Foundation

O.K. Sheffield '53
Retired I Ice President
BankSouth, N.A.

Arnold B. Sidman
Of Counsel

Chamberlain, HrdUcka, VCTiite,
WiUiams and Martin

Susan M. Soper '69

Communications: Editing, Writing,

Consulting
Adanta

Timothy P. Tassopoulos '81

Senior T Ice President of Operations
Chick-fd-A Inc.

206

Trustees Emeriti

FrankJin L. Burke '66

Retired Chairman and Chief

Executive Officer
Bank South, N.A.

Elmo I. Ellis

Retired l-^ice President

Cox Broadcasting Corporation

George E. Goodwin

Retired Senior Counselor
Manning, Selvage and Lee

C. Edward (Ned) Hansell
Retired Senior Counselor
Jones, Day, Reavis and Pogue

Arthur Howell

Retired Senior Partner
Alston and Bird

J. Smith Lanier

Retired Chairman and Chief

Executive Officer
J. Smith Lanier and Company

James P. McLain
Attorney
McLain and Merritt, P.C.

Stephen J. Schmidt '40

Chairman and Chief Executive Officer
Dixie Seal and Stamp Company

207

President's
Advisory Council

The President's Advisory Council is composed of business and professional leaders.
The group provides a means of two-way communication with the community' and serves as an
advisory group for the President of the University.

Officers

William J. Hogan

Chair

Raymond S. Willoch

Vice Chair

Members

Joselyn Buder Baker '91
Public Affairs Consultant
Dowling, Langley, Ahmann

Rowland Cocks

Chief Operating Officer
Noble Properties Inc.

Mona Diamond
Director
ASLAN, LLL
Business Development and Trade

Paul L. Dillingham (ex-officio)
Ketired Senior Advancement Officer
Oglethorpe University

Harry S. Feldman '75
Chief Executive Officer
Daycon Products
Upper Marlboro, Maryland

Donna C. Findling '96
Regional District Manager
Subaru of America

Kevin D. Fitzpatrick Jr. '78
Attorney
Airline Pilots Association

Marion B. Glover
President
Glover Capital Inc.

Kenneth R Gould '85
President
Kenneth P. Gould and Company Inc.

WiUiam J. (fep) Hogan '72
First \ "ice President Investment
Salomon Smith Barney Inc.

Veronica Holmes '02
Adanta

Shane Hornbuckle '92
Vice President
Van Winkle General Contractors

Robert M. Kane '81

r 'ice President of Finance
Southwire Company

Gail Lynn '77
Vice President
Bank of America

208

Jin Matsumoto '74

Senior l^ice President/ General

Manager
Mitsubishi International Corporation

John O. MitcheU
Retired President
Mitchell Motors Inc.

WilUam T. MuUaUy '02

Senior Vice President — Investments
Synovus Securities

Samuel H. Pettway
Founding Director
BoardWalk Consulting LLC

Thomas W. Phillips, M.D. '63

Physician
Atianta

Brian Sass '84

Chief Executive Officer
BCS Ventures LLC

Horace E. Shuman '80
Branch Manager
1 St Metropolitan Mortgage

Scott Sloan '76
President
National MegaForce LLC

Cathy Appling Vinson '92
Immigration Attorney
Atianta

Raymond S. Willoch '80

Senior Vice President Administration

General Counsel and Secretary
Interface Inc.

209

National Alumni Association
Board of Directors

As the primary representatives of Oglethorpe University's alumni body, the National
Alumni Association Board of Directors works closely with the Alumni Office to achieve the
Association's goal of establishing and encouraging an active and involved alumni network. The
purpose of this network is to build mutually beneficial relationships between alumni, students,
and the University, demonstrating that the student experience is just the beginning of a lifelong
relationship with Oglethorpe.

President

A. Diane Baker '77

Attorney at Lmw

Directors

William C. Aitken '64
Psychologist

East Virginia Medical School
Virginia Beach, Virginia

Brooke N. Bourdelat- Parks '95
FIRST Postdoctoral Fellow
Emory University

Michael A. Burke '83

Interim Chief of Mental Health
Emory School of Medicine

Laura K. Fowler '84
Public Affairs Specialist
US Environmental Protection Agency

John E. Harms '58

Retired Colonel, United States

Marine Corps
Retired Educational Counselor
Kailua, Hawaii

Antonio V. Lentini '87
Collections Rjepresentative
BellSouth Advertising

Lori Green LeRoy '95
Media Relations Consultant
Roche Diagnostic
Indianapolis, Indiana

Mary Louise MacNeil '51
Retired Research Chemist
Centers for Disease Control and
Prevention

Scott M. McKelvey '91
Controller
Dynamix Group Inc.

J. Anthony Paredes '61
Cultural Anthropologist
National Park Service — Soudieast
Region

David R. Pass '98

Director of Fund Development

and Volunteers
Bobby Dodd Institute

Anita Stevenson Patterson '97

Associate Director of Banking Relations
BellSouth Corporation

210

David M. Ross '93

Copy Editor
Ernst & Young

Eric Scharff '63

Chairman and Chief Executive Officer
Razzi Ground Effects

Joseph P. Shelton '91
Eahor Eauyer
Fisher & Phillips LLP

Jennifer Sisco '96

Honors English Teacher
Linden High School
Little Falls, New Jersey

Ex-Officio Members:

Christopher A. Ballar '93

President of the Stormy Petrel Bar

Association
Attorney at Eaw
Charles A. Tingle Jr., PC

Christian Y. Benton
Faculty V>£presentative
Director of Accounting Studies
Oglethorpe University

John W. Wuichet '90

Immediate Past President of the OU

National Alumni Association Board
Principal
Army Environmental Policy Institute

Senior Class President (each year)

211

The Faculty

(Year of appointment in parentheses)

Keith H. Aufderheide (1980)
Professor of Chemistry
B.S., Wilmington College
Ph.D., Miami University

Charles L. Baube (1996)
Associate Professor of Biology
B.A., Alfred University
M.A., Ph.D., Indiana Universit}'

Christian Y. Benton (1999)
Director of Accounting Studies
B.S., Universit}' of Maryland,

College Park
M.A., Webster University
C.P.A., Maryland, North Carolina,

South Carolina

Robert A. Blumenthal (1989)
Professor of Mathematics
Associate Provost for Academic Affairs
B.A., University of Rochester
Ph.D., Washington University

James A. Bohart (1972)
Professor of Music
B.S., M.M., Northern Illinois University

William L. Brightman (1975)
Professor of English
A.B., Ph.D., University of Washington

Ronald L.CarUsle (1985)
Professor of Computer Science

and Mathematics
Director of Computer Services
B.A., Emory University
M.A., Atianta University
Ph.D., Emory University

Johns. Carton (1998)

Associate Professor of Psychology
B.A., Wake Forest University
M.A., Ph.D., Emory University

Robert B. Carton (2001)
Assistant Professor of Business

Administration
B.S., Duke University
M.B.A., Ph.D., University of Georgia
C.P.A., Georgia

Mario A. Chandler (2001)
Assistant Professor of Spanish
B.A., Iowa State University
M.A., Ph.D., University of Georgia

Cassandra C. Copeland (1999)
Assistant Professor of Economics
B.S., Florida State University
Ph.D., Auburn University

John A. Cramer (1980)
Professor of Physics
B.S., Wheaton College
M.A., Ohio State Universit}^
Ph.D., Texas AandM University

Roarke E. DonneUy (2003)
Assistant Professor of Biology
B.A., Lawrence University
M.S., Utah State Universit}'
Ph.D., Universit}' of Washington

Judith Lynn Gieger (2002)
Assistant Professor of Education
B.S., Millsaps College
M.A., M.A.T., Duke University
Ph.D., University of Georgia

212

Lynn M. Guhde (2004)

Associate Professor of Business

Administration
B.S., B.A., Slippery Rock State College
M.B.A., Ph.D., Kent State University

Stephen B. Herschler (2001)
Assistant Professor of Politics
B.A., Princeton University
M.A., Ph.D., University of Chicago

Bruce W. Hetherington (1980)
Professor of Economics
B.B.A. Madison College
M.A., Ph.D., Virginia Polytechnic
Institute

Robert B. Hornback (2000)
Assistant Professor of English
B.A., University of California, Berkeley
M.A., Ph.D., University of Texas, Austin

Rebecca C. Hyman (1998)
Assistant Professor of English
B.A., M.A., Ph.D., Universit)' of Virginia

EHzabeth C. Johnson (2000)
Assistant Professor of Psychology
B.A., The Johns Hopkins University
M.S., M.S., Ph.D., University of Georgia

Kendra A. King (2003)
Assistant Professor of Politics
B.A. Colby CoUege
Ph.D., The Ohio State University

Joseph M. Knippenberg (1 985)
Professor of Politics
Director of Rich Foundation Urban

Eeadership Program
Associate Provost for Student

Achievement
B.A., James Madison College of

Michigan State University
M.A., Ph.D., University of Toronto

Peter J. Kower (2002)

Assistant Professor of Economics

B.A., Arizona State Universit}-, Tempe

M.I.M., American Graduate School of

International Management,

Thunderbird
M.A., University of Colorado, Denver
Ph.D., Ohio State University, Columbus

Alan Loehle (2001)

Assistant Professor of Art
B.F.A., University of Georgia
M.F.A., Universit}' of Arizona

Jay Lutz (1988)
Professor of French
Frances I. Eeraerts 76 Professor of

Foreign Eanguage
B.A. Antioch Universit}^
M.A., Ph.D., Yale University

Nicholas B. Maher (1998)
Associate Professor of Histofy
Director of Honors Program
B.A., Universit}' of Michigan
M.A., Ph.D., Universit}' of Chicago

Alan E. Marks (2004)

Visiting Associate Professor of

Psychology
B.A., Columbia Universit}'
Ph.D., Duke University

Alexander M. Martin (1993)
Associate Professor of History
B.A., Cornell Universit}'
M.A., Columbia Universit}-
Ph.D., Universit}' of Pennsylvania

McCarthy, Jeanne H. (2004)

Visiting Assistant Professor of English
B.S., M.A., Ph.D., Universit}- of
Texas, Austin

213

Douglas McFarland (1992)
Associate Professor of English
Manning M. Pattillo Professor of

Uberal Arts
B.A., Pomona College
M.A., San Francisco State University
Ph.D., University of California, Berkeley

Deborah Merola (2004)
Associate Professor of Theatre
Director of the Theatre Program
B.A., M.A., Ph.D., Universit}^ of
California, Berkeley

Holly Middlemis (1999)
Tecturer in Accounting
B.B.A., M.B.A., Baylor University
C.P.A., Georgia

John C. Nardo (2000)

Associate Professor of Mathematics
B.A., Wake Forest University
M.S., Ph.D., Emory University

W. Irwin Ray (1986)

Director of Musical Activities
B.M., Samford University
M.C.M., D.M.A., Southern
Baptist Theological Seminary

Beth Roberts (2000)

Vera A. Milner Professor of Education
Director of Master of Arts in Teaching — Early

Childhood Education Program
B.A., M.A.T., Ph.D., Emory Universit}'

Anne Rosenthal (1997)

Associate Professor of Communication and

KJjetoric Studies
B.A., Bethel CoUege
M.A., University of St. Thomas
Ph.D., Purdue University

Michael K. RuHson (1982)
Professor of Physics
B.S., University of Illinois
M.S., Ph.D., Universit)' of Georgia

PhilipJ. Neu)ahr(1973)
Professor of Philosophy
B.A., Stanford University
M.Phil., Ph.D., Yale University

CaroUne R. Noyes (1995)

Associate Professor of Education

and Psychology
A.B., Randolph-Macon Woman's

College
M.A., Ph.D., University of Georgia

JohnD. Orme (1983)
Professor of Politics
B.A., University of Oregon
M.A., Ph.D., Harvard University

Anne A. Salter (2003)
Director of the Eibraty
B.A., MLn., Emory University

Daniel L. Schadler (1975)
Professor of Biology
A.B., Thomas More CoUege
M.S., Ph.D., Cornell Universit}-

Seema Shrikhande (2002)

Assistant Professor of Communication

and KJjetoric Studies
B.A., Elphinstone College - India
M.A., Bombay University' - India
M.A., University' of Pennsylvania
Ph.D., Michigan State Universit\'

Viviana P Plotnik (1994)
Associate Professor of Spanish
Licenciatura, Universidad

de Belgrano - Argentina
M.A., University of Minnesota
Ph.D., New York University

W. Bradford Smith (1993)
Associate Professor of History
B.A., Universit}' of Michigan
Ph.D., Emorv Universit\'

214

Robert Steen (1995)

Associate Professor of Japanese

B.A., OberHn CoUege

M.A., Ph.D., Cornell University

Brad L. Stone (1982)
Professor of Sociology

B.S., M.S., Brigham Young University
Ph.D., Universit}' of lUinois

William F. Straley (1990)

Professor of Business Administration

and Mathematics
Director of Master of Business

Administration Program
B.S., M.S., M.B.A., Georgia State

Universit}'
Ph.D., Auburn Universitv^

Victoria L. Weiss (1977)
Professor of English
Director of Student Success
B.A., St. Norbert College
M.A., Ph.D., Lehigh Universit)'

Ginger Williams (2000)

lecturer in Education and Director of

Field Experiences
B.S.Ed., Georgia Southern University
M.Ed., Mercer Universit}^

Jason M.Wirth (1994)

Associate Professor of Philosophy
B.A., College of the Holy Cross
M.A., Villanova Universit}-
Ph.D., State University- of New York

LindaJ. Taylor (1975)
Professor of English
A.B., Cornell University
Ph.D., Brown Universit}'

Monte W Wolf (1978)
Professor of Chemistry
B.S., Universit}' of California
Ph.D., Universit}' of Southern California

PhiHp D. Tiu (1995)

Associate Professor of Mathematics
B.S., Universit}' of San Carlos -

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

J. Dean Tucker (1988)

Professor and Mack A Rik.ard Chair
in Economics and Business
Administration
B.S., M.A., Ohio State Universit}'
Ph.D., Michigan State Universit}'

Alan N. Woolfolk (1989)
Professor of Sociology
Director of Core Curriculum
B.S., M.A., Universit}' of

Pennsylvania
M.S., Universit}' of Oregon
Ph.D., Universit}' of Pennsvlvania

Philip P. Zinsmeister (1 973)
Professor of Biology
B.S., Wittenberg Universit}'
M.S., Ph.D., Universit\' of Illinois

James M. Turner (1995)

Associate Professor of Accounting
B.B.A., University of Georgia
Ph.D., Georgia State Universit}'

215

Professors Emeriti

G. Malcolm Amerson (1968)
James Edward Oglethorpe

Professor Emeritus of Biology
B.S., Berry College
M.S., Ph.D., Clemson University

Keith E. Baker (1983)

Director Emeritus of Accounting

Studies
B.S., Youngstown State University
M.A., University of Florida
C.P.A., Georgia

Barbara R. Clark (1971)
Professor Emerita of English
B.A., Georgia State University
M.A., University of Kansas
M.P.A., Georgia State University
Ph.D., University of Georgia
C.P.A., Georgia

Charlton H.Jones (1974)
Professor Emeritus of Business

Administration
B.S., Universit}' of Illinois
M.B.A., Ph.D., University of Michigan

Nancy H. Kerr (1983)

Provost and Professor Emerita of

Psychology
B.A., Stanford University
Ph.D., Cornell University

J. Brien Key (1965)

Professor Emeritus of History

A.B., Birmingham-Southern College

M.A., Vanderbilt University

Ph.D., The Johns Hopkins University

David K. Mosher (1972)

Professor Emeritus of Mathematics
B.A., Harvard University
B.S.A.E., Ph.D., Georgia Institute of
Technology

Ken Nishimura (1964)

Professor Emeritus of Philosophy
A.B., Pasadena College
M.Div., Asbury Theological Seminar)'
Ph.D., Emory University

Philip R Palmer (1964)

Professor Emeritus of Political Studies
A.B., M.A., University of
New Hampshire

WiUiam O. Shropshire (1979)
Professor Emeritus of Economics
B.A., Washington and Lee University
Ph.D., Duke University

T. LavonTalley (1968)

Professor Emeritus of Education

B.S., M.S., Ed.D, Auburn Universit}'

David N. Thomas (1968)
Professor Emeritus of History
A.B., Coker College

M.A., Ph.D., Universit}' of North Carolina
D.H., Francis Marion College

Louise M. VaUne (1978)

Professor Emerita of Education
B.S., Universit}' of Houston
M.Ed., Universit}' of Georgia
Ed.D, Auburn Universit\'

Martha H. Vardeman (1966)
Professor Emerita of Sociology
B.S., M.S., Auburn Universit}-
Ph.D., Universit}' of Alabama

216

University Officers

(Year of appointment in parentheses)

Larry D. Large (1999)
President

B.S., Portland State University
M.A., Ph.D., University of Oregon

Christopher Ames (2001)

Provost and Senior Vice President
B.A., Universit}' of Texas, Austin
Ph.D., Stanford University

John A. Boland III (2004)

Interim Vice President for B/isiness

and Finance
B.S., The Citadel

Timothy Doyle (2003)

Vice President for Student Affairs and

Dean of Students
B.A., Wabash CoUege
M.A., Emory University

Manning M. Pattillo Jr. (1975)
Honorary Chancellor
B.A., University of the South
A.M., Ph.D., Universit)' of Chicago
LL.D., LeMoyne College
LL.D, St. John's University
L.H.D., University of Detroit
L.H.D, College of New Rochelle
L.H.D., Park College
Litt.D, St. Norbert College
D.C.L., The Universit}' of the South
LL.D, Oglethorpe University'

David J. Rhodes (2003)
Vice President for Enrollment
B.A., Thiel CoUege
M.B.A., Heidelberg College

Peter A. Rooney (2004)

Vice President for Development and

Alumni Illations
B.A., Rhodes College

Donald S. Stanton (1988)
President Emeritus
A.B., Western Maryland CoUege
M.Div, Wesley Seminary
M.A., The American University
Ed.D, University of Virginia
L.H.D, Columbia CoUege
LL.D, Western Maryland CoUege
Litt.D, Albion CoUege
Litt.D, Oglethorpe University

217

Academic Affairs

Christopher Ames

Provost and Senior T ^ice President
B.A., University of Texas, Austin
Ph.D., Stanford University

Nancy A. Keita
Assistant Registrar
B.A., M.A., San Francisco State
University

Susan A. Bacher
Registrar

B.A., Tift CoUege
M.S.W, University of Georgia

Robert A. Blumenthal

Associate Provost for Academic Affairs
Professor of Mathematics
B.A., University of Rochester
Ph.D., Washington University

Karen S. Carter

Director of University College
B.B.A., Kennesaw State University
M.P.A., Georgia College and State
University

Tricia Clayton
Reference Librarian
B.A., University of Virginia
M.A., M.L.S., Indiana University

Jeffrey H. Collins

Director of Oglethorpe University

Students Abroad
B.A., Baylor University
Ph.D., University of Texas, Arlington

M. Christine Foster-Cates

Universit)' College Academic Advisor
B.A., Utica College of Syracuse

University
M.Ed., Seattle University

Holly M. Frey

Library Assistant — Technical Services
B.A., Emory University

Chantae R. King '03

Media Coordinator and Faculty

Services Secretary
B.S., Oglethorpe University'

Joseph M. Knippenberg
Associate Provost for Student

Professor of Politics

Director of Rich Foundation Urban

Feadership Program
B.A., James Madison College of

Michigan State Universit}'
M.A., Ph.D., Universit}' of Toronto

Gina Laney

Associate Director of University

College
B.S.W, Universit}' of Georgia
M.S., Georgia State Universit}'

Tonia M. Minor

Assistant Director of University College
B.A., M.A., Virginia Pol}technic Institute
and State Universit}'

Stephanie L. Phillips '90

Library Assistant — Circulation and

Interlibrary Foans
B.A., Oglethorpe Universit\'
M.A., Universit\' of Vermont

Kerry Reid

University College Operations
Coordinator

218

Penelope M. Rose '65

Ubraty Assistant — Periodicals/ Serials
B.A., Oglethorpe University

Anne A. Salter

Director of the Ubrary

B.A., MLn., Emory Universit}^

Jo Ann Santoro

Secretary for Faculty Services
B.A., WeUesIey CoUege

David A. Stockton

Technical Services Ubrarian

B.A., M.S.L.S., University^ of North

CaroHna

Pamela G. Tubesing

Administrative Assistant to the Provost

and Senior Vice President
A.B., Indiana University

RoseMary Watkins

Director of Learning Resources Center
B.A., University of South Alabama
E.M.R.A., University of San Francisco

Joanne R. Yendle

Ubraty Assistant — Circulation and

Archives Specialist
A.B., Manhattanville College

Judy Zahn

Circulation Manager

B.S., Dr. Martin Luther College

219

Business Affairs

John A. Boland III

Interim Vice President for Business

and Finance
B.S., The Citadel

Georgann Billetdeaux
Director of Finance
B.S., University of Pittsburgh
M.A., College of Notre Dame
of Maryland

Jewel R. Bolen

Director of Data Processing

Kami T. Bush '01

Help Desk Specialist in Information

Technology Services
B.S., Oglethorpe University

Carol E. Carter

Director of Human Resources

B.S., Clayton College and State Universit)'

M.S., Troy State University

Thomas J. Couch

Director of Certification Programs
B.A., Georgia State University

Karen G. Davis
Staff A.ccountant

Rus Drew

Director of Campus Safety
B.S., Bellevue University

Kate E. Fitzpatrick '01
University Receptionist
B.A.L.S., Oglethorpe University

Renae Glass

Office Manager for Physical Plant

Eric Huret

Internet Services Manager

Donna F. Johnson

Assistant Director of the Business Office
Jim R. Ledbetter

Director of the Physical Plant

Betsy Lee

Business Manager of Certification Programs
B.A., University of Georgia
M.A.C.C, Universit}' of Georgia

Vicki Miller

Interim Assistant to che Vice President
of Business and Finance and the
Director of Human Resources

B.A., Georgia State Universit}'

Sheryl D Murphy

Assistant Bookstore Manager
B.A., Drake Universit}'

Kathleen D. Nason '99

Associate Director of Car?pus Safety
B.A., Oglethorpe Universit}'

Marcus Pett}'

Operations Supervisor of Campus Safety
B.A., Clark Atlanta Universit}'

Adrina G. Richard
Director of Auxiliary
Services I Purchasing
B.A., Georgia State Universit}'

Jennifer Richards '04

Server Administrator in Information

Technology Services
A.S., Gordon College
B.A., Oglethorpe Universits"

Valyncia Smith '04

Business Office Administrator
B.S., Oglethorpe University'

220

Virginia R. Tomlinson '93

Director of Information Technology

Services
B.A., Oglethorpe University

Charles M. Wingo
bookstore Manager
B.S., Georgia Institute of Technology

Development and Alumni Relations

Peter A. Rooney

Vice President for Development and

Alumni Relations
B.A., Rhodes College

Aimee Ahmed

Development Officer for

Corporations and Foundations
B.A., Agnes Scott College

Mary Crosby

Alumni Relations Coordinator
B.A., University of Arizona ■

Therese D'Agostino

Assistant to the Yice President for

Development and Alumni Relations
B.S., Northern Michigan Universit)'-

Mark DeLong '03

Gift Processing and Stewardship

Manager
B.A., Oglethorpe University

William T. Doerr

Director of Development Services
A.M., Andrew College
B.A., High Point University
M.P.A., Columbus State University

Barbara Bessmer Henry '85
Director of Alumni Relations
B.B.A., Oglethorpe University

George Kopec

Research and Records Manager
B.A., University of Pittsburgh

Lindsey S. Mann

Coordinator of Annual Fund
B.A., Hollins University

221

Enrollment Management

David J. Rhodes

I Ice President for Enrollment
B.A., Thiel College
M.B.A., Heidelberg College

Patrick N. Bonones

Director of Financial Aid

B.P.A., Mississippi State University

Angle Conner

Financial Aid Coordinator

B.A., University of North Carolina

Janet Grant

Assistant Director of Financial Aid
A.A., Interboro Institute

Deborah B. Kirby
Admission Assistant
B.A., Southern Adventist University

Carl Lubbe '03
Admission Counselor
B.A., Oglethorpe University

Ruth Meyer

Assistant Director of Admission
B.A., Lynchburg College
B.S., Liberty University

Karen Prestage
Prospect Coordinator
B.S., Grambling State University

Tacoma Robinson

Administrative Assistant to the Vice
President for Enrollment

Christopher R. Summers '03
Admission Counselor
B.A., Oglethorpe University

222

Marketing and Public Relations

Rebecca A. Whicker

Executive Director of Marketing and

Public Relations
B.S., Kennesaw State University

J. Heath Coleman '95

Director of Conference and Event

Planning
B.S., M.B.A., Oglethorpe University

Kathleen C. Guy

Director of Museum Operations
A.B., Washington University

Thomas Namey '02

Executive Producer and Editor oj

Digital Media
B.S., B.A., Oglethorpe University

Lloyd Nick

Director of Oglethorpe University

Museum of Art
B.F.A., Hunter College
M.F.A., University of Pennsylvania

Lisa Reams

Special Events Coordinator
B.S., University of Tennessee

President's Staff

Larry D. Large
President

B.S., Portland State Universit}^
M.A., Ph.D., University of Oregon

Janet H. Maddox

Director of Institutional Research
Special Assistant to the President
B.A., Georgia State Universit}'

La-Shena K. Tatum '02
Assistant to the President
B.B.A., M.B.A., Oglethorpe Universit}^

223

Student Affairs

Timothy M. Doyle

I'^ice President for Student Affairs and

Dean of Students
A.B., Wabash CoUege
M.A., Emory University

Jon Akin

Head Soccer Coach

BA., Saint Leo University

Natalie Dietz '98

Assistant to the Dean of Students
B.A., Oglethorpe University
M.A., University of North Carolina,
Chapel Hill

Denise Gilbert

Director of Dining Services / Bon Appetit
B.A., Edinboro University

Daniel Giordano '02
Head Volleyball Coach
B.A., Oglethorpe University

B. Steven Green '92
Intramurals Coordinator
B.A., Oglethorpe University
B.M., Georgia State University

Adam Grier
Athletic Trainer
B.A., Georgia Southern University

Cathy Grote

Director of Health Services

A.A.S., Raymond Walters College

Peter Howell

Head Men 's and Women 's Tennis Coach
B.A.,Vanderbilt Universit}'

Bonnie L. Kessler

University Psychologist and Director

of the Counseling Center
B.A., Emory University
M.A., Georgia State University
Ph.D., Pennsylvania State Universit}'

Lisa Litdefield

Director of Career Services

B.A., Southern Illinois University,

EdwardsviUe
M.A., M.S., Georgia State University

Joe LoCascio

Director of Residence Life

B.A., M.S., Syracuse University

Candace Maddox

Residence Ufe Coordinator for Student Actimties
B.A., M.Ed., Universit\' of Georgia

James C. Owen

Head Men's and Women's Golf Coach

B.S., Berry College

M.Ed., Georgia State Universit}'

Philip Ponder "

Head Men 's Basketball Coach
B.A., LaGrange CoUege

Ron Sattele '

Head Women's Basketball Coach
B.S., Villanova Universir\'

224

Janelle Smith

Administrative Coordinator for

Student Affairs and Freshman Advocate
A.S., Jackson\'ille State University

Robert L. Unger

Head Cross Country and Track Coach
B.A., Lebanon Valley College
M.A., Universit}' of Chicago

Chadwick Yarborough

Manager / Technical Director for the

Conant Performing Arts Center
B.A., University of South Carolina
M.F.A., Ohio Universit)'

225

Index

Academic Advising 70

Academic Calendar 4

Academic Departments 102

Academic Dismissal 73

Academic Good Standing 73

Academic Load 78

Academic Regulations and Policies 69

Academic Resource Center 83

Access to Student Records 79

Accounting Programs 102

Administration 217

Admission 25

Allied Health Studies 106

American Smdies Programs 106

Antivirus Policy 23

AP (Advanced Placement Credit) 32

Application for Admission 26

Application for Financial Assistance 40

Art Programs 107

Athletics 62

Adanta Regional Consortium for

Higher Education (ARCHE) 20, 70

Auditing Courses 75

Biology Programs 113

Biopsychology Major , 116

Board of Trustees 205

Business Administration Programs 118

Business Administration and

Behavioral Science Major 122

Business Administration and

Computer Science Major 123

Campus Facilities 17

Campus Visit 27

Career Services 86

Chemistry Programs 124

Class Attendance 71

CLEP (College Level Examination

Program 31

Commencement Exercises 76

Communication and Rhetoric Studies Programs.... 127
Community' Life - See Student Affairs

Computer Facilities and Services 22

Computer Science Minor 131

Computer Use Policy 22

Conant Performing Arts Center 18

Core Credits for Study Abroad 98

Core Curriculum 93

Core Equivalencies for Transfer Students 98

Counseling Services 59

Course Substitutions 74

Credit by Examination 31

Cross Registration 70

Crypt of Civilization 13, 19

Dean's List 75

Degrees 100

Degrees With Honors Thesis 77

Degrees With Latin Academic Honors 76

Disability Access 18

Disability' Programs and Services 84

Discriminatory and Harassment Policy 63

Dorough Field House 18

Double Major Policy 77

Drop and Add 71

Dual Degree Programs:

Art 112

Engineering 141

Environmental Studies 146

Early Admission 30

Economics Programs 133

Education Programs 136

E-mail and Computer Use Policy 22

Emerson Student Center 18

Endowed Professorships/Funds 48

Engineering Program 141

English Programs 142

Environmental Studies Program 146

Experiential Education 85

Faculty 212

Family Educational Rights and Privacy Act

(FERPA) 79

Fees and Costs 52

Final Examinations "^4

Financial Assistance 35

First- Year Experience 82

Foreign Language Progi'ams 14"^

Foreign Language Requirement 96

Fraternities 62

French Programs 148

Fresh Focus 82

Freshman Forgiveness Policy 74

General Science Courses 151

German Courses 152

Goodman Hall 18

GoslinHaU 19

Grade Appeal Policy 75

Grading 72

Graduate Education 137

Graduation Exercises 76

Graduation Requirements ^6

Greek Courses 152

Greek Organizations 21, 62

Health Ser\nces 58

Hearst HaU 19

History Programs 153

History of C^glethorpe 1 1

Home— Schooled Students 31

Honor Code 79

Honors and Awards 65

Honors Program 86

Housing and Meals 58

226

IB (International Baccalaureate Credit) 32

Individually Planned Major 158

Individually Planned IVIinor 159

Interdisciplinary Studies 159

International Exchange Partnerships 89

International Students 29, 58

International Studies Major 160

International Studies-Asia

Concentration Major 162

Internships - See Experiential Education 85

Intramural and Recreational Sports 62

Japanese Minor 163

Joint Enrollment 29

Latin Academic Honors 76

Latin Courses 165

Learning Resources Center 84

Library (I.owry Hall) 20

Lupton HaD 19

Major Programs and Requirements 100

Mathematics and Computer Science

Major 169

Mathematics Programs 166

Meals 58

Minor Programs and Requirements 101

Mission 7

Museum of Art 19

Music Minor 170

Music Performance 170

National Alumni Association

Board of Directors 210

Non-Traditional Students 30

Normal Academic Load 78

The O Book. 59

Oglethorpe Student Association 60

Oglethorpe LIniversit}' Students Abroad

(OUSA) 89

Orientation 58

Part-Time Fees 53

Personal Development 59

Philosophy Programs 171

Physics Programs 176

Policies:

Antivirus 23

Disability' Programs and Services 84

Discriminatory and Sexual Harassment 63

Double Major 77

E-mail and Computer Use 22

Freshman Forgiveness 74

Grade Appeal 75

Re-activation 73

Residency Requirement 28, 76, 138

Tuition Refund 53

Politics Programs 179

Pre-law Studies 183

Pre-medical Studies 183

Preregistration 70

President's Advisory Council 208

Presidents of the Universit)- 15

Probation and Dismissal 73

Professional Option 184

Psychology Programs 184

Re-activation Policy 73

Re-admission 31

Refund PoUcy 53

Registration 70

Repetition of Courses 73

Residence Halls 21

Residency Requirement 28, 76, 138

Rich Foundation Urban Leadership

Program 90

Robinson Hall 20

Satisfactory/Unsatisfactory Option 74

Schmidt Sport and Recreation Center 20

Scholarships 42

Second Baccalaureate Degree 77

Semester System 78

Senior Transitions 83

Sexual Harassment PoUcy 63

Sheffield Alumni Suite 20

Social Work Program 189

Sociology Programs 189

Sophomore Choices 82

Sororities 62

Spanish Programs 193

Special Status Admission 30

Student Affairs 57

Student Organizations 60

Student Re-activation Policy 73

Student Rights and Responsibilities 59, 60

Study Abroad 89

Teacher Education Programs 137

Theatre Programs 196

Tradition, Purpose, and Goals 8

Traer Residence Hall 21

Transfer Students 27

Transient Students 30

Tuition and Costs 51

Tutoring (ARC) 83

Universits' College 204

UniversiU' Officers and Staff. 217

Urban Leadership Program 90

Withdrawal from a Course 71

Withdrawal from the L-niversits' 71

Women's and Gender Studies Minor 198

Writing Minor 201

227

OGLETHORPE

4484 Peachtree Road, N.E.

Atlanta, GA 30319-2797

(404)261-1441

UNIVERSITY

B^AA^.cE°?'yf

W/NOSOR

Directions to Campus

From 1-85

Take Exit 89, North Druid Hills Road.
Go north about 2 miles to Peachtree
Road and turn right (north). Go about
1 mile on Peachtree. Oglethorpe is
on the left.

From 1-285

Take Exit 31 -A, Peachtree Industrial
Blvd., and go south about 4 miles.
The campus is on the right.
Or, take Exit 29, Ashford-Dunwoody
Road, and go south to the end. Turn
right on Peachtree Road. Oglethorpe
is on the right.

Legend for Campus Map

1. MacConnell Gate House

2. Lupton Hall

3. Phoebe Hearst Hall

4. Crypt of Civilization

5. Goodman Hall

6. Traer Residence Hall

7. Philip Weltner Library

8. Oglethorpe University Museum of Art

9. J. Mack Robinson Hall

10. Goslin Hall

1 1 . Emerson Student Center

12. Dining Hall 22.

13. Swimming Pool 23.

14. Dempsey Residence Hall 24.

15. Jacobs Residence Hall 25.

16. Alumni Residence Hall 26.

17. Residence Hall 27.

18. Residence Hall 28.

19. Schmidt Residence Hall 29.

20. J. P. Salamone Memorial Soccer Field 30.

21. Lanier House (President's home, 31.
not pictured)

Greek Row

PATH Academy

Conant Performing Arts Center

Track

Tennis Courts

Dorough Field House

Schmidt Center

Anderson Field (Baseball)

Hermance Stadium

Maintenance Building

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