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Catalogue 1980/81
Gettysburg College
Gettysburg Pennsylvania 17325 Gettysburg, USPS 218-120 Catalogue Issue, Vol. 70, No. 5, April 1980/Gettysburg College/ Gettysburg, Pennsylvania 17325
Published seven times a year: August; September; October; January; semi-monthly in April, and July. Second class postage paid at Gettysburg, Pa. 17325. Send POD Form 3579 to Gettysburg College, Gettysburg, Pa. 17325.
The provisions of this catalogue are not to be regarded as an irrevocable contract between the College and the student. The College reserves the right to change any provision or requirement at any time.
Gettysburg College does not engage in illegal discrimination in its programs, activities, and policies against students, prospective students, employees, or prospective employees, on account of race, color, religion, ethnic or national origin, age, personal handicap, or sex. Such policy is incompliance with the requirements of Title VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, the Rehabilitation Act of 1973, and all other applicable federal, state, and local statutes, ordinances, and regulations. Inquiries concerning the applica- tion of any of these laws may be directed to the Affirmative Action Officer at the College or to the Director of the Office for Civil Rights, Department of Education, Washington, D.C. for laws, such as Title IX of the Education Amendments of 1972 and the Rehabilitation Act of 1973, administered by that department.
Gettysburg College is accredited by the Middle States Association of Colleges and Secondary Schools. TABLE OF CONTENTS
5 Gettysburg College — The Community
23 Academic Policies and Programs Academic Purposes, Honor Code, Curriculum, January Term, Degree Requirements, Regis- tration, Grading, Individualized Study and Seminars, Teacher Education Program, Music Education, Off Campus Programs, Preprofessional Preparation, Cooperative Programs, Honors and Awards
47 Courses of Study
115 Campus Life
Living Accommodations, Dining Accommodations, Religious Life, Student Conduct, Stu- dent Government, Cultural Activities, Student Communication Media, Student Organi- zations and Activities, Athletics, Student Services, Facilities
129 Admissions, Expenses, and Financial Aid Admissions Policy and Procedures, Comprehensive Academic Fee Plan, Board, Room Rents, Payment of Bills, Housing Policy, Refund Policy, Insurance, Student Financial Aid
141 Register
Board of Trustees, Administration, The Faculty, Other Instructional Personnel, Calendar, Statistical Summary, Endowment Funds
161 Index LISTING FOR CORRESPONDENCE
Academic Information General Information Dr. David B. Potts, Dean of the College Dr. Allan C. Carlson, Assistant to the President Admissions Delwin K. Gustafson, Director of Admissions Health, Physical Education, and Athletics Dr. Richard T. Wescott, Chairman, Depart- Alumni Affairs ment of Health and Physical Education Robert D. Smith, Director of Alumni Relations Eugene M. Haas, Director of Intercollegiate Athletics Bursar
Jay P. Brown, Bursar Library James H. Richards, Jr., Librarian Career Services Dea Forney, Director of Career Services Publicity, Publications Paul D. Mangan, News Bureau Director Central Pennsylvania Consortium Bernadine Dorich, Director of Public G. Ronald Couchman, Registrar Relations
Chaplain Records and Transcripts The Rev. Karl J. Mattson, Chaplain G. Ronald Couchman, Registrar
College Relations Student Accounts Richard Page Allen, Vice President for John J. Schlegel, Business Manager College Relations Student Affairs Counseling Services Dr. Frank B. Williams, Dean of Student Life Dr. William H. Jones, Coordinator of and Educational Services Counseling Mailing Address Financial Aid Gettysburg College Salvatore Ciolino, Director of Financial Aid Gettysburg, Pennsylvania 17325
General College Policy Telephone Number Dr. Charles E. Glassick, President Area Code 717/334-3131 GETTYSBURG Gettysburg College- Wl The Community
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Gettysburg College — The Community
Most of the roads which bring you to Gettysburg College in the historic town of Gettysburg in South Central Pennsylvania will cross the site of the famous Civil War Battle of 1863. During those three hot July days, Pennsylvania Hall which is still the center of the campus—served as a hospital for both Union and Confederate forces. Today the town of Gettysburg is larger
but less turbulent than in 1863. It is virtually encircled by a 3500-acre National Military Park; the surrounding countryside is rural, consisting primarily of farms and orchards in rolling countryside with large expanses of undisturbed woodland.
Gettysburg College, like the town of which it is a
part, has grown since its Civil War days. It now has a campus of 200 acres and seeks to limit its enrollment to 1900 students. It is a private, inde- pendent college that is one of the 18 colleges affiliated with The Lutheran Church in America. Yet since its founding in 1832 by Lutherans and local community leaders, the College's purpose has remained the same: to offer a quality liberal arts education to students of all faiths.
The goals of the educational program at Gettys- burg are to develop your capacity to think logi- cally and use language clearly, to give you a rigorous introduction to the assumptions and the methods of a representative variety of academic disciplines, and to acquaint you with the range and diversity of human customs, pursuits, ideas, values, and longings.
Ultimately, this type of education is the most
practical of all because it equips you to make a creative approach to problems—present or fu- ture. In addition, Gettysburg believes strongly that such an education will foster in you a high sensitivity to moral and spiritual values along with a quest for knowledge which will continue after completion of formal studies.
Although training for specific jobs is not seen as a primary function of a liberal arts education, Gettysburg does not ignore your appropriate concern about careers. The College offers a ca- reer services program; preparation and cer- tification for teaching; advisory services for pre- law and premedical students; opportunities for student internships in a variety of fields; and concentration in a major field as preparation either for further specialization in graduate or professional school, or for work in business, in- dustry, or government. — The <3 Gettysburg College Community
Academic programs at Gettysburg provide you The College's distribution requirements assure with both a broad range of intellectual experi- your acquaintance with several broad areas of ences and the individual attention you need to study. After you select a major field of study, make the best use of those experiences. One of ample opportunity is provided for electives in the advantages of an education at Gettysburg is fields of your choice. the preponderance of small classes, especially The 4-1-4 academic calendar at Gettysburg al- in courses. student-faculty ra- more advanced A lows you to spend the entire month of January tio of 13:1 helps to assure close relationships concentrating upon one course to provide an between you and your professors. exciting intensive academic experience in an You may select a major field of study from any area in which you have special interest. Individ- one of 21 academic areas: art, biology, busi- ualized study projects in the fall and spring ness administration, chemistry, economics, terms can also help you explore your special English, French, German, Greek, health and interests. The academic program exists to serve physical education, history, Latin, mathematics, you, the individual student. music, philosophy, physics, political science, You will have a faculty adviser assist in psychology, religion, sociology and anthropol- to you planning your program. ogy, and Spanish. academic Academic counseling is available, as is counseling for If you want to concentrate your academic pro- non-academic personal matters. Gettysburg gram on a particular problem or area of investi- wants you to succeed, and the faculty and staff gation which involves courses in several differ- are dedicated to helping you. ent departments, you may design your own major. A Special Major can cover broad areas such as American Studies, or it can focus on a specific topic, such as Community Planning and Administration. Gettysburg College — The Community Gettysburg College — The Community
* ;i * Gettysburg College — The Community 11
Through membership in the four-college Cen- tral Pennsylvania Consortium and through other off-campus and cooperative programs, Gettys- burg offers you academic opportunities beyond our campus. The Consortium sponsors a semester in Urban Studies in Harrisburg. Other off-campus programs include the Wash- ington Semester in government or the Washing- ton Economic Policy Semester with American University, the United Nations Semester at Drew University, and the Merrill-Palmer Institute pro- gram in human development and family life at the Institute in Detroit. Many students each year study in foreign countries under our Junior Year Abroad program and India program.
Gettysburg has cooperative programs in engi- neering with Pennsylvania State University and with Rensselaer Polytechnic Institute. There is a cooperative forestry program with Duke Univer- sity. Under all of these programs a student be- gins his or her career at Gettysburg and com-
pletes it at the cooperating university, earning degrees from both institutions.
for your career may be very much a Preparation ^*^ part of your studies at Gettysburg. Through the teacher education programs you can become certified to teach in elementary education, music education, or in one of 11 different sec- ondary education fields.
Gettysburg offers all the courses necessary for you to enter the medical, dental, or veterinary medicine school of your choice. Prelegal prep- aration does not require specific courses, but for students interested in either medical or legal careers, we have special advisory committees to help students plan their courses and to help them obtain admission to the professional school they choose.
Gettysburg lets you take much of the responsi- bility for choosing an academic program that meets your needs and interests. Regardless of the courses you select, the classes at Gettys- burg will challenge you intellectually so you can feel the satisfaction that comes only from meeting that challenge and succeeding. — The Community 03 Gettysburg College Gettysburg College — The Community 13
The faculty at Gettysburg is the heart of the Col- lege's excellence as an academic institution. The faculty members not only are highly skilled as scholars and teachers but are very much in- terested in the growth and development of you, the student.
The faculty is concerned with the continued im- provement of its teaching skills. Funds for such improvement have come from a grant from a major foundation in recognition of the College's commitment to excellence in undergraduate teaching and from the College's own resources.
Teaching occurs most obviously in the class- room, but it does not stop there. As a student, you will be encouraged to talk to your profes- sors after class and during office hours. You will have a faculty adviser to turn to for advice or just for conversation. The relationship between students and faculty need not end at graduation. Recently, a profes- sor in the Political Science Department has published articles as co-author with a former student who is now a practicing attorney. Student-faculty relations continue on a social as well as a scholarly level. If you visit the home of a faculty member during Homecoming Week- end or Commencement, you may find former students as guests. The first blind student admitted to medical school in the United States in this century was a Gettysburg graduate. His story was the subject of the motion picture made for television, "Jour- ney From Darkness" Most students do not re- quire the special attention from faculty and other students that was needed to prepare a blind student for medical school, but when an individ- ual student needs such attention, Gettysburg tries to provide it. While emphasizing the teaching of undergrad- uates, the faculty is also concerned with schol- arly achievement. Three-quarters hold the doc- toral degree or the highest earned degree in their fields, and many publish books and articles in scholarly journals. These scholarly activities assure that faculty members keep up with —and contribute to —the latest developments in their fields. These scholarly achievements thus help to make the faculty better teachers. The faculty at Gettysburg is a group of trained scholars and skilled teachers with a warm, per- sonal interest in you, the student. — Community <3 Gettysburg College The Gettysburg College — The Community 15
Gettysburg's 200-acre campus and 43 build- The College Union Building with its many ings provide you with excellent facilities for all features— including bowling alleys and an aspects of college life. Olympic-size swimming pool — is a center of student life on the campus. The center of the academic facilities is Schmucker Memorial Library. Total library col- Other recreational and athletic facilities include lections include approximately 246,000 vol- two gymnasiums, a recently constructed field- umes, 32,000 microforms, 12,000 government house, a stadium with a football field and publications, 7,700 records, and subscriptions quarter-mile cinder track, and five additional to 1,100 journals. A new multi-million dollar outdoor athletic fields. Both indoor and outdoor
Library/Learning Resources Center is sched- tennis courts are available. uled to be completed early in 1981. The well-equipped College Infirmary has 12 Today a college needs more than an excellent double rooms for in-patients, a two-bed isola- library. New instructional techniques must be tion room, a kitchen, nurses' quarters, and available. Gettysburg's computer center has a treatment, examining, and consulting rooms. sophisticated Burroughs 6700 computer which Although most major buildings on campus have permits use in every major computer language been built in the last 25 years, the original cam- College to serve your educational needs. The pus building — Pennsylvania Hall, built in has a modern language laboratory, a theatre 1837—has been renovated and serves as the laboratory studio, a greenhouse, an observatory center for administrative personnel. Many other with a 1 6-inch telescope, and a planetarium with a 30-foot dome on which paths of planets and stars are projected.
Gettysburg is fortunate to have a powerful RCA EMU4 electron microscope so that students in the sciences can do any advanced work for which an electron microscope is a necessity.
Ten residence halls, 11 fraternity houses, and four cottages provide you with variety in your housing choices. Eighty percent of the students live in College residences or fraternity houses. The College dining hall provides meals on either a contract or occasional basis. — The
older buildings on campus have been reno- vated so that their exteriors retain the architec- tural charm of their period of construction while the interiors contain modern facilities.
A full and diverse program of cultural, extra- curricular, and religious activities is provided to enrich your personal and academic growth as well as to provide enjoyment and relaxation.
Student responsibility is promoted through stu- dent participation in a number of committees and organizations. Because Gettysburg is a residential College, the Student Life Council is particularly important. Students play a vital role in the work of this Council, which reviews the
College's policies for residential life and student conduct. An elected Student Senate is the main organization of student government. Students also run the Honor Commission, which adminis- ters the student Honor Code, and the Student Conduct Review Board, which handles discipli- nary cases within the student body.
The College has a full calendar of cultural ac- tivities. Concerts, plays, and lectures occur fre- quently. Student performing groups include the Gettysburg College Choir, which has received international recognition, the Chapel Choir, the College Marching and Symphonic Bands, the Gettysburg College Orchestra, the Owl and Nightingale Players, who present four major the- atrical productions each year, and the Labora- tory Theatre, which performs a dozen shorter works.
The College Union is the center of student ac- tivities on campus. Many events such as con- certs, lectures, films, and dances are held in the ballroom of the Union. The Bullet Hole, also in the Union, is a snack bar that serves as an in- formal meeting place for the campus.
Social events are also provided by fraternities and sororities. Gettysburg has 11 fraternities and seven sororities, all of which are nationally affiliated.
In addition to the social fraternities and sorori- ties, the College has many departmental, pro- fessional, and honorary societies. There are honorary fraternities or clubs for students in 16 different academic areas. Gettysburg also has a chapter of Phi Beta Kappa, the national academic honorary fraternity. Gettysburg College — The Community 17 — The To keep you informed about happenings on campus, there is the student newspaper, The Gettysburgian, the student-run FM radio station, WZBT, and a daily announcement sheet called "Potpourri." The newspaper and radio station offer you opportunities to learn about all as- pects of journalism and radio broadcasting. Other Gettysburg student publications include The Spectrum, the College yearbook, and The Mercury, a journal of student poems, short stories, photographs, and art work. At Gettysburg all students can participate in some supervised sport. Depending upon your athletic ability, you may choose to be part of the extensive intramural program for men and women or to play on one of 19 varsity teams. The intercollegiate program for men includes foot- ball, soccer, basketball, swimming, wrestling, lacrosse, tennis, cross country, rifle, baseball, golf, and track and field. The teams in cross country, rifle, baseball, golf, and track and field are open to both men and women. In addition, there are separate women's teams in field hockey, volleyball, basketball, swimming, la- crosse, softball, and tennis. The College is a member of the Middle Atlantic States Athletic Conference and enjoys well bal- anced athletic rivalries with other teams in that division. Gettysburg College — The Community After you take advantage of all that Gettysburg has to offer you, you may wish to pursue further graduate study or to enter your career field im- mediately. You may be undecided. The career services office will help you to clarify your goals and interests so you can make a wise career choice. This office maintains a library that in- cludes vocational information, graduate school catalogues, and information about fellowships for graduate studies. Employment interviews with companies are offered on campus; more important, however, the career services office gives training in how to find out about and apply for jobs wherever you may wish to work. Student life at Gettysburg is lively and diverse. There is one simple goal for all the organized activities on campus—to enhance the full range of your liberal education. Gettysburg College — The Community Admission to Gettysburg is on the basis of high academic attainment, evidence of ability to do good college work as indicated by aptitude tests, and personal qualities. The College wel- comes applications from students of differing ethnic, religious, racial, economic, and geo- graphic settings. Applications for admission are due no later than February 1 5 of your senior year. Offers of acceptance are usually sent by April 1. If you apply under the Early Decision Plan, you submit your application before November 15 of your senior year, and you will be notified of acceptance in early December. Total expenses covering comprehensive academic fee, room, board, and books and supplies are estimated at $6600 for the 1980-81 academic year. Additional costs include per- sonal expenses such as laundry and clothing, transportation, etc. A generous program of fi- nancial aid is available for students who are un- able to finance their entire education from family and/or personal resources. The College catalogue cannot give the full flavor of Gettysburg. When we ask our students "Why did you choose to come to Gettysburg?" most of them mention the College's academic programs, but they also talk about the friendli- ness that is Gettysburg. One student said it this way: "I felt so at home when I visited Gettysburg that I knew I wanted to go there. It seemed the people cared more and noticed me more. When you don't know anyone, simple but meaningful gestures of kindness are never forgotten." Only by visiting Gettysburg can you gain a full- er understanding of what a Gettysburg educa- tion can mean to you. As you sit in on a class, talk to a professor, or chat with students at the Bullet Hole, you will begin to appreciate all the ways that you can benefit from attending Get- tysburg. The admissions staff can answer any specific questions you have about the College, but you also will learn much from the many in- formal conversations you have during your visit. If you want to visit Gettysburg or find out any- thing about the College, please write—or call— Delwin K. Gustafson, Director of Admissions, Gettysburg College, Gettysburg, Pennsylvania 17325, telephone (717) 334-3131. Gettysburg College — The Community 21 A TWO-MINUTE LOOK AT GETTYSBURG National Honor Societies: Phi Beta Kappa Type of College: Four-year, coeducational, (one of only 1 7 chapters in Pennsylvania) and liberal arts college founded in 1832 and affil- honorary or professional societies in 16 iated with the Lutheran Church in America. academic areas. Location: In the town of Gettysburg, in South Social Life: 11 men's social fraternities and Central Pennsylvania. Only 80 miles from seven women's sororities; College Union Washington, D.C., 55 miles from Baltimore, which sponsors a diverse schedule of social and 36 miles from Harrisburg, the capital of events. Pennsylvania. Student Activities: Student-run FM radio sta- Enrollment: The College seeks to limit its en- tion; student newspaper; full range of musical rollment to 1900 students— approximately groups including two choirs, two bands, and one-half are men and one-half are women. orchestra; dramatics; numerous student spe- Campus: 200 acres with 43 buildings. cial interest groups. Library: Total collections of 246,000 volumes, Cultural Activities: Full schedule of lectures 32,000 microforms, 12,000 government publi- and concerts bringing to campus nationally- cations, 7,700 records, and subscriptions to known speakers and performers; film series 1,100 journals. at College Union; trips to Washington and Baltimore to events of special interest. Faculty: 132 full time with three-fourths having an earned doctorate or the highest earned Sports: Extensive intercollegiate and in- with degree in their field. Faculty are involved in tramural programs 12 intercollegiate many scholarly and professional activities, but sports for men, 12 intercollegiate sports for women, 15 intramural sports for 11 high quality of teaching is the prime goal of men, and the faculty. intramural sports for women and 3 coeduca- tional intramural sports. Academic Calender: 4-1-4. Student Services: Faculty advisers, Degree Programs: Bachelor of Arts, Bachelor academic and personal counseling, career of Science in Music Education. counseling, financial aid counseling. Majors: Art, biology, business administration, Residence Halls: Ten residence halls and four chemistry, economics, English, French, Ger- cottages. All residence halls except two man, Greek, health and physical education, (which were recently renovated) erected since history, Latin, mathematics, music, philoso- 1 950. Some student residence areas assigned phy, physics, political science, psychology, to special interest student housing groups. religion, sociology and anthropology, and Religious Life: Programs for students of all Spanish. Students may develop their own in- faiths terdepartmental or interdisciplinary majors. coordinated through the College Chapel. The Chapel Council, composed Special Programs: Junior Year Abroad, India primarily of students, has major responsibility prog ram, Washington Semester in government, for planning chapel programs which range Washington Economic Pol icy Semester, United from traditional religious services to seminars Nations Semester, Merrill-Palmer Institute pro- on love, sex, and marriage, to social action gram in human development and family life, programs in the community. Harrisburg Urban Semester, cooperative pro- the grams in engineering orforestry, certification in Student Government: Students assume elementary and secondary education, January major role in planning student activities and Term internships, Reserve Officers Training in enforcing rules of responsible citizenship. Corps, and complete exchange of courses with Student Honor Code gives students respon- the other three col leges of the Central Pennsyl- sibility for maintaining high standards of vania Consortium. academic integrity. g~i tA t if 1VQDT T"D i~* tjrliiJL X XoxSUxtAjr Academic Policies and Programs Academic Policies and Programs ACADEMIC PURPOSES OF GETTYSBURG employing particular methods of investigation. COLLEGE Students should recognize that the disciplines are best seen as sets of carefully constructed Gettysburg College believes that liberal educa- questions, continually interacting with each tion liberates the human mind from many of the other, rather than as stable bodies of truth. The constraints and limitations of its finiteness. questions that most preoccupy academic dis- In order to accomplish its liberating function, ciplines involve interpretation and evaluation Gettysburg College believes that it owes its stu- more often than fact. Students should learn that dents a coherent curricu lum that emphasizes the interpretation and evaluation are different from following elements: willful and arbitrary opinion while at the same 1. Logical, precise thinking and clear use of time recognizing that interpretations and evalu- language, both spoken and written. These in- ations of the same body of facts may differ dras- separable abilities are essential to all the liberal tically given different assumptions, methods, arts. They are not only the practical skills on and purposes for inquiry. Human thought is not which liberal education depends but also, in often capable of reaching universal certitude. theirfullest possible development, the liberating These necessary emphases of the college's goals toward which liberal education is di- curriculum are liberating both in the sense that rected. they free students from narrowness and provin- 2. matter. Broad, diverse subject The cialism and in the sense that they free them for curriculum of the liberal arts college should ac- the joys and benefits of conscious intellectual quaint students with the range and diversity of strength and creativity. human customs, pursuits, ideas, values, and Liberal education should free students from longings. This broad range of subject matter gross and unsophisticated blunders of thought. must be carefully planned to include emphasis Once exposed to the diversity of reality and the on those landmarks of human achievement complexity and arduousness of disciplined which have in particular shaped the intellectual modes of inquiry, studentswill be less likely than life of the present. before to engage in rash generalization, dogmat- 3. Rigorous introduction to the assumptions and ic assertion, and intolerant condemnation of the methods of a representative variety of the strange, the new, and the foreign. Students will academic disciplines in the sciences, the social tend to have a sense of human limitations, for no sciences, and the humanities. The curriculum human mind can be a match for the world's im- must encourage students to recognize that the mensity. Promoters of universal panaceas will disciplines are traditions of systematic inquiry, be suspected as the gap between human pro- each not only addressing itself to a particular fessions and human performance becomes ap- area of subject matter but also embodying an parent. Students will tend less than before to explicit set of assumptions about the world and enshrine the values and customsof theirown day as necessari ly the finest fruits of human progress or to lament the failings of their time as the world's most intolerable evils. Academic Policies and Programs 25 But wise skepticism and a sense of human falli- The faith of the founders of Gettysburg College bility are not the only liberating effects of the expressed in the charter supports the foregoing liberal arts. With effort and, in all likelihood, statement of academic purposes. The open some pain, students master difficult skills and search to know, tempered by humane reflection, broad areas of knowledge. They acquire, complements our religious heritage. Together, perhaps with unexpected joy, new interests and we hope to add useful initiatives toward the cre- orientations. In short, they experience change ation of a world in which diversity is more chal- and growth. Perhaps this experience is the most lenging and interesting than it is fear-producing; basic way the liberal arts liberate: through pro- a world in which one may hear the sad truths viding the experience of change and growth, reported by cynics while hearing, too, tales of they prepare students for lives of effective man- quiet courage, of grace, of beauty, of joy. Then agement of new situations and demands. the response to the inevitably dissonant experi- ences of living may be wiser as a function of The I iberal arts provide a basis for creative work. liberal education. Of course, the development of Creativity is rarely if ever the work of a mind unfamiliar with past achievements. Rather wisdom remains an elusive aim. It involves realms of experience that go beyond the creativity is almost always the reformulation of or academic, and a time span that encompasses a conscious addition to past achievement with lifetime. Nevertheless, liberal education can be which the creative mind is profoundly familiar. profoundly useful in the search for the fullness of By encouraging students to become responsibly and articulately concerned with existing human life. achievement and existing means for extending Adopted by the Faculty and deepening human awareness, Gettysburg December 1, 1977 College believes that it is best insuring the per- sistence of creativity. The intellectual liberation made possible through liberal education, though immensely desirable, does not in itself guarantee the devel- opment of humane values and is therefore not the final purpose of liberal education. If permitted to become an end in itself, it may indeed become destructive. A major responsibility of those committed to liberal education, therefore, is to help students appreciate our common humanity in terms of such positive values as openminded- ness, personal responsibility, mutual respect, empathic understanding, aesthetic sensibility, and playfulness. Through the expanding and di- verse intellectual activities offered in liberal ed- ucation, students may develop greater freedom of choice among attitudes based on a fuller ap- preciation of our common humanity and based on clearer recognition of our immersion in avast, enigmatic enterprise. The Academic Policies and Programs of the Alleged violations of the honor code are han- College have a primary goal: to assist the stu- dled by an Honor Commission elected by the dent to obtain an excellent liberal arts educa- students. Decisions of the Commission may be tion. The liberally educated student will be ca- appealed to a student-faculty-administrative pable of exercising mature, rational judgments board of review. based upon information carefully gathered and analyzed. Such a student will be motivated to CURRICULUM continue independently the quest for knowl- goals of the curriculum are to provide edge after completion of formal studies. The The major liberal education should foster and reinforce in the student with: the ability to think logically and students a high sense of intellectual, social, precisely and to use language clearly; exposure and ethical values. to broad, diverse, subject matter in order to give acquaintance with the range and diversity of THE HONOR CODE human customs, ideas, and values; and a rigor- ous introduction to the assumptions and A liberal arts program has as a basic premise methods of a representative variety of academic the ideal of academic integrity. Gettysburg stu- disciplines in the sciences, the social sciences, dents live and work in a college community and the humanities. which emphasizes their responsibility for help- Gettysburg College's "Distribution Require- ing to determine and enforce appropriately high ments" assure the student an introduction to the standards of academic conduct. variety of opportunities offered by a liberal arts An academic honor system was instituted at education. In the freshman year the Gettysburg Gettysburg College in 1957 and was strongly student normally takes courses in a variety of reaffirmed in 1976. It is based upon the belief fields and begins to fulfill distribution require- that undergraduates are mature enough to act ments, such as those in foreign languages, labo- honorably in academic matters without faculty ratory sciences, social sciences, or literature. In surveillance and that they should be en- the sophomore yearthe student usually selects a couraged to conduct themselves accordingly. major and, in consultation with a major adviser, At the same time the College clearly recog- plans a college program which will allow both nizes the obligation placed upon each student completion of graduation requirements and to assist in maintaining the atmosphere without substantial opportunity to choose electives. In which no honor system can succeed. the last two years most students concentrate on courses in their major fields or a Special Major The Honor Pledge, reaffirmed on all academic their programs with elective work submitted, states that the student has and supplement are expected to complete the neither given nor received unauthorized aid and courses. Students physical education requirement by the that he or she has witnessed no such violation. two year of the sophomore year. The preservation of the atmosphere of indepen- end dence permitted by the Honor Code is the re- Students majoring in the natural sciences sponsibility of the community as a whole. Stu- usually begin their specialization in the fresh- dents must comply with the Honor Code both in man year and follow a closely prescribed se- presenting their own work and in reporting viola- quence of courses. Premedical, predental, or tions by others. No student may enroll at Gettys- preveterinary students must begin fulfilling pre- burg College without first having signed the professional requirements in the freshman year. pledge. A person who would sign the pledge with reservation should not apply for admission. Academic Policies and Programs 27 off campus. They design a course which The ONE of the 4-1 -4: January Term may takes students off campus for the month of The 4-1-4 calendar divides the academic year January, to settings as close as the South Moun- Fall, Spring. Dur- into three terms: January, and tain Rehabilitation Center in Franklin County, ing the fall and spring terms, each student takes Pa., or as far away as Athens, Greece. four courses; during the January Term, each Students have the opportunity to study as ex- student takes one course. change students at other colleges or univer- The January Term offers both students and fac- sities which share the 4-1-4 calendar, to design ulty freedom and opportunity not found in the individual research projects, to test their skills, only other two terms. Because the student takes knowledge, and interest in a practical work situ- one course and the faculty member teaches ation. Or they may select one of approximately only one course, January Term frees both stu- one hundred courses offered on campus. of dent and faculty member from the demands Examples of courses offered in January 1980 other courses and departmental programs and include The Art of the Woodcut; The Modern the conflicts sometimes created by these com- Spanish Film; Civil War Military History; Basic peting demands. Both are freed to explore to- Danish; The Irish Literary Renaissance; Chil- gether a limited subject in some depth, to inves- dren's Literature; Religious Spin-Offs; Oceanog- tigate topics they may be unable to investigate raphy; Small Business Financial Management; during the fall and spring terms, or to concen- and Sociology of Unexplained Phenomena. trate on one mutual interest. During January 1980, Gettysburg College stu- Faculty members from different disciplines, or dents enrolled as exchange students at 12 even the same discipline, may arrange with institutions. Students traveled to England, greater ease than in other two terms to team France, Germany, Greece, Liberia, India, Japan, neither the instructor teach a course. Because Mexico, and Canada to study theater, language, or nor the student has to rush to another class art, history, culture, ecology. To complete indi- lab, both are freed from the traditional class vidualized research projects, Gettysburg stu- periods two or three days a week. They may dents worked as far away as Lancaster, En- design experiments which require their pres- gland, and as close as the Federal Communica- for of or ence long periods time which demand tions Commission's field office in Gettysburg; frequent monitoring. They schedule long may they studied in the World Bank/IMF Joint Library or infrequent meetings, class meetings, frequent in Washington, D.C.; they observed the winter depending upon the nature of the course. habits of turkeys near Hesston, Pa.; they Because of the flexible class schedule, faculty analyzed statistical data in the computer center and students make greater use of off-campus of Gettysburg College. Students held intern- facilities and situations for learning. Instructors ships in diverse areas: in senate, congressional, may plan class trips to such places as the and agency offices in Washington, D.C., in a Buddhist Vihara, the Pentagon, the Supreme television station, in newspapers, in banks, in a Court, or the National Gallery in Washington, probation office, in hospitals, in churches, in D.C.; to the Winterthur Museum in Delaware; to public school classrooms, in accounting firms, the State Correctional Institution in Camp Hill, in a kindergarten in Neuenhaus, Germany, and Pa.; to an open elementary public school in Bal- in a Native American community in Saskatche- timore, Md.; or to Revolutionary War and Civil wan, Canada. Individual gather War battle sites. students may The January Term offers a change of pace in the information for papers or projects at nearby pub- academic year. It is a term which is both more lic schools, government agencies, museums, relaxed and more intense than the other two historical societies, and libraries such as the Li- terms. The expectations for the January Term of brary Congress. are high. But like anything that affords freedom Instructors may design courses in which stu- and opportunity, the January Term demands re- dents spend part of the term on campus in sponsible use of time, ability, and facilities by rather traditional learning situations and then both faculty and students if these expectations spend the other part of the month visiting places are to be met. <& Academic Policies and Programs THE ADVISING SYSTEM The College encourages qualified students to The College believes that one of the most valu- prepare for graduate work, which has become a in of career able services which it can render to its students necessity an increasing number is careful counseling. Accordingly, even before fields. It is important for such students to become arriving on campus, each freshman is assigned familiar with the requirements of the graduate a faculty adviser to assist in dealing with programs in which they are interested, as well as academic questions and in explaining college the qualifications for fellowships and assist- regulations. In addition special assistance is antships within these programs, well in advance available from deans and counselors. of their graduation from Gettysburg College. Above all, they should recognize the importance During the first week of the fall term, all new of building a superior undergraduate academic students participate in an orientation program record. designed to help them become acquainted with the College. All entering freshmen receive in The administration and major advisers infor- advance a detailed schedule of events of this mally assist students in securing employment or program. During orientation, students have indi- placement in graduate school. The Office of vidual conferences with their advisers, take part Career Services maintains a library which in- in discussions of college life, and engage in cludes a selection of graduate school other activities intended to familiarize them with catalogues for student reference. Four times a the College. They also take achievement and year the Graduate Record Examination is given placement tests which provide the College with on the Gettysburg campus for those students valuable information concerning their edu- who plan to enter a graduate school; the Law cational background and academic potential. School Admissions Test is given twice each year These tests help Gettysburg to provide an edu- on campus. capacities. cation suited to each student's A student wishing to change the major course of During the year, freshman advisers arrange pe- study must secure the approval of the depart- riodic meetings with their advisees to review the ment in which he or she is a major and the one students' progress. Advisers are available also in which he or she desires to major. Juniors and at other times to discuss unexpected problems seniors making such changes should under- as they arise. Any changes in a freshman's stand that they may be required to spend more schedule must be approved by the adviser. than four years in residence in order to com- plete their concentration requirements. Permis- At the end of the freshman year, or during the sion to spend more than four years in residence sophomore year, when a student chooses a must be obtained from the Academic Standing major field of study, a member of the major de- Committee. partment becomes his or her adviser and assists in the preparation of the sophomore schedule. Thereafter, until the student leaves College, he CREDIT SYSTEM or she normally retains the same adviser, who The course unit is the basic measure of performs functions similar to those of the academic credit. For transfer of credit to other freshman adviser, including the approval of all institutions the College recommends equating course schedules. It is the responsibility of one course unit with 3.5 semester hours. The 3.5 sophomores and upperclass students to take the conversion factor is also used to convert semes- initiative in discussing their entire academic ter hours to Gettysburg course units for those program with their advisers and to view that pro- presenting transfer credit for evaluation at the gram as a meaningful unit rather than as a col- time of admission or readmission to the College. lection of unrelated courses. A small number of quarter course units are of- fered in Music, Health and Physical Education, and ROTC. These course units should be equated to one semester hour. Academic Policies and Programs 29 REQUIREMENTS FOR THE DEGREE OF tal Studies courses fulfill requirements in his- BACHELOR OF ARTS tory/philosophy/religion or in literature. 1) Demonstration of proficiency in written En- The College will confer the Bachelor of Arts de- glish. Such proficiency is demonstrated by gree upon the student who completes satis- passing English 101. A student wishing to factorily the following: be exempted from the requirement must units, including four January 1)35 course first score sufficiently high on the Test of courses, plus 4 quarter courses in Term Standard Written English to qualify for a Health and Physical Education; writing examination given on campus early 2) a minimum accumulative average of 2.00 in the fall and second must achieve a suffi- and an average of 2.00 or better in the major ciently high score on this examination to be field; exempted from the requirement. 3) the distribution requirements; 2) Foreign languages: normally 2 to 4 4) the concentration requirement in a major courses. The student must demonstrate field of study, in some fields including a achievement equivalent to that attested by comprehensive examination; completing satisfactorily the designated full of 5) a minimum of the last year academic intermediate level course or courses in work, including the senior January Term, in French, German, Greek, Latin, Russian, or residence at Gettysburg College or in an Spanish. Such achievement may also be approved College program; and demonstrated by an Advanced Placement 6) the discharge of all financial obligations to Examination, a departmental qualifying the College. examination, or successful completion of Quarter course credits do not count toward the one course above the intermediate level. 35 course graduation requirement. 3) Religion: 1 course on the 100-level, in addition to any course in that Department The requirements for the degree of Bachelor of used in the next requirement. Science in Music Education are found on page 4) History/Philosophy/Religion: 2 courses, no 36. more than one of which may be in religion. 5) Literature: 2 courses, in one or two of the Writing Policy Since the ability to express following: English, French, German, oneself clearly, correctly, and responsibly is es- Greek, Latin, Russian, or Spanish Litera- sential for an educated person, the College can- ture. not graduate a student whose writing abilities 6) Art, music, creative writing, or theatre arts: are deficient. See Item 1 under Distribution Re- 1 course. quirements below. Grades on poorly written 7) Laboratory science: 2 course sequence in papers, regardless of the course, may be re- one of the following: biology, chemistry, or duced because of the quality of writing; in ex- physics. treme cases, a failing grade may be given for 8) Social sciences: 2 courses in one or two of this reason. the following: economics, political sci- ence, psychology, or sociology/ Distribution Requirements Each candidate anthropology. for the Bachelor of Arts degree must satis- factorily complete the distribution requirements Major Requirements Each student must suc- listed below. Any requirement may be satisfied, cessfully complete the requirements in a major with or without course credit, by students who field of study. A major consists of from 8 to 12 can qualify for exemption (see page 32). The courses, depending on the field of study, and departmental listings under Courses of Study may include certain specific courses as deter- (beginning on page 47) indicate which mined by the department. A department may courses fulfill a distribution requirement. See require its majors to pass a comprehensive ex- the January Term Catalogue for the designation amination. Requirements of the various depart- of January courses which may be used for the ments are listed in the appropriate introduction same purpose. Note that some Interdepartmen- under Courses of Study. The following are acceptable major fields of work in the September through May academic study at Gettysburg College: year. The last full year of academic work, in- .in Art German Philosophy cluding the senior January Term, must be Biology Greek Physics residence at Gettysburg College or in an ap- Business Health and Political Science proved College program. Administration Physical Education Psychology Chemistry History Religion Gettysburg College is aware that handicapped Economics Latin Sociology and persons may have special needs and is willing English Mathematics Anthropology to make adjustments to meet these needs in French Music Spanish order to make the program accessible to them. A student will normally file a declaration of major Students proposing to complete graduation re- with the Registrar between May of the freshman quirements at a time other than in May (in Au- year and October of the junior year. A student gust, in December, or in January) must have their may declare a second major no later than the programs approved by the Academic Standing beginning of the senioryear, with the permission Committee through the office of the Dean of Stu- of the major adviser and the chairman or chair- dent Life and Educational Services. Such ap- woman of the other department concerned. proval should be sought at least a year before In addition to the major fields of study listed the proposed completion of requirements. above, students may design a Special Major A full-time student is one carrying a minimum of program which allows a student to design an three courses in the fall and spring terms, and interdepartmental concentration of courses that one in the January Term. No student who is a focus on particular problems or areas of investi- candidate for a degree may take fewer courses gation, which, though not adequately included than this without permission of the Academic within a single department or discipline, are Standing Committee. Students may not take worthy of concentrated study. more than four courses during the regular term is defined a program of A Special Major as without the approval of the Dean of the College concentration in a field of study consisting of or the Dean of Student Life and Educational related courses in more than one department or Services with the exceptions indicated in the in than major field of study. It shall more one paragraphs below. consist of a minimum of eight courses, a sub- receive advanced credit or stantial number of which should be on an ad- Students who placement or who otherwise are able to com- vanced level. plete graduation requirements in less than four Students interested in obtaining information full years, should plan to complete these re- about the Special Major and the procedures for quirements at the end of the fall, January, or declaring a Special Major are urged to consult spring term. Students should not plan to com- with the Chairman of the Committee on Inter- plete these requirements as a part-time student departmental Studies before the end of the during their last term of residence. sophomore year. Special Major applications The required quarter courses in health and must be submitted to the Committee on Inter- physical education and the optional quarter departmental Studies for its approval no later courses in ROTC, generally taken during the fall than the end of the third day of classes of the and spring terms of the freshman and sopho- applicant's junior year. more years, are in addition to the normal four courses in each of these terms. These courses RESIDENCE REQUIREMENTS AND do not count toward the 35 course graduation LIMITATIONS SCHEDULE requirement. The normal program for the Bachelor of Arts Majors in health and physical education must degree consists of four courses in the fall and take quarter courses in physical education ac- spring terms, and one course in the January tivities in addition to the normal four course Term. Thus, a student will complete graduation load during three terms of the junior and senior requirements in four years of full-time academic years. Academic Policies and Programs 31 Students may take quarter courses in applied The College also offers a Satisfactory/ Unsatis- music over the four course limit with the ap- factory grading option. An S signifies satis- proval of their advisers and of the Music De- factory work and is given if a student performs partment. at C level or higher; a U signifies unsatisfactory A student may audit informally any college work and is given for D or F level work. A stu- course provided permission of the instructor is dent may elect to take a total of six courses on obtained. No charge will be made for such an an S/U basis during his or her four years at Get- audit and no record of auditing will be recorded tysburg College; however, no more than two S/U on the student's transcript. courses may be taken in any one year. Courses graded S/U do not affect a student's quality point REGISTRATION average, but a course completed with an S grade will count towards graduation. Credit will be given in courses for which the The only exception to the two course S/U limit per student is officially registered. The Registrar year is for seniors who are enrolled in either announces, in advance, the time and place of Education 475 or 477. These students may take formal registration. A student registering after an additional course under the S/U option during the appointed day will be subject to a $5.00 the senior year, provided that their total number late registration fee. of S/U courses does not exceed six. A fee of $5.00 is also assessed for each course When a student registers for and completes a change after the regular registration dates. A course which he or she has already taken at proposed change must be submitted to the Gettysburg College, both the credit and the Registrar on an official course change slip after grade previously earned are cancelled, but first being approved by the instructors involved they are not removed from the permanent and the student's adviser. In the fall and spring record. The credit and grade earned in repeat- terms, students are not permitted to enroll in a ing the course are counted toward the student's course for credit later than twelve days after the requirements. beginning of that term. A grade of I (Incomplete) is issued by the Dean By formally completing his or her registration, of the College or Dean of Student Life and Edu- the student pledges to abide by College regula- cational Services when emergency situations, tions. such as illness, prevent a student from complet- ing the course requirements on time. Unless the THE GRADING SYSTEM Academic Standing Committee extends the time limit, an Incomplete automatically becomes an F Normally, courses are graded A through F, with if it is not removed within the first six weeks of the these grades having the following significance: term or terms following the one in which it was A (excellent); B (good); C (fair); D (poor); and incurred. F (failing). A student may drop a course only with the per- In successfully completing a course under this mission ofthe instructorand his or her adviser. In grading system, a student earns a number of the fall and spring terms, a student who officially quality points according to the following scale: withdraws for medical reasons or who withdraws A, 4; B, 3; C, 2; D, 1 ; and F, 0. A student's ac- during the first three weeks receives a W. A cumulative average is computed by summing course dropped during the first three weeks is his or her quality points and dividing by the not recorded on the permanent record. A student number of courses taken. Instructors may mod- withdrawing after the first three weeks receives a ify their letter grades with plus and minus signs. WP (withdraw passing) or WF (withdraw failing) These are placed on the student's permanent according to the estimate of the work done in the record, but they are disregarded in the quality course up to the time of withdrawal. Those with- point average except in certain computations drawing from a course during the last five weeks for honors. of a term will receive a WF. A grade of N/F (non- attendance failure) will be given for those who do Academic Policies and Programs The College may recognize work on the college WITHDRAWAL AND READMISSION level completed elsewhere by a student. This A student who voluntarily withdraws from the recognition may take the form of exemption from degree requirements and may carry College is expected to arrange for an interview present their with a member of the staff of the Dean of Student academic credit. Students should Life and Educational Services. Failure to do so requests for such recognition to the appropriate may jeopardize a student's opportunity for department. They should be prepared to dem- readmission. onstrate their competence on the basis of their academic record, Advanced Placement Exami- All students who leave the College, for whatever nation (see page 131), or Achievement Test of reason, must petition the Academic Standing the College Entrance Examination Board, or ex- Committee through the Office of the Dean of aminations administered by the department Student Life and Educational Services for read- concerned. The decisions on exemption and mission. The Standing will Academic Committee credit rest with the department and the Dean of review the petition, the student's past record, ac- the College. tivities since leaving college, and prospects for successful completion of remaining under- graduate work. A student required to withdraw for academic reasons must wait a full year be- fore submitting a petition for readmission. Academic Policies and Programs 33 INDIVIDUALIZED STUDY AND SEMINARS topic, to select resource persons, and to select and compile reference material. Students who There are opportunities in most of the depart- participate in the planning sessions during the ments for students to engage in individualized spring term of their junior year and register for study and seminars. These opportunities are the seminar both in the fall term and in the primarily for seniors, but other students are fre- January Term of their senior year receive two quently eligible. In some departments partici- course credits upon satisfactory completion of pation in this type of activity is part of the re- their work. quired program of study; in others it is optional. Most of these courses are numbered in the 400's under Courses of Study. COMPUTER COURSES In the tradition of the Liberal Arts, Gettysburg SENIOR SCHOLARS' SEMINAR College emphasizes the interdisciplinary nature of the computer as a tool in problem solving. A The College offers an unusual opportunity for its thorough understanding of the concepts and outstanding senior students. Each fall, the applications in various disciplines is important Senior Scholars' Seminar, composed of selected forthose students interested in pursuing a career seniors, undertakes the study of a contempor- in computer science. The Biology, Chemistry, ary issue which affects the future of man. The Business and Economics, Mathematics, Phys- issues are ones which pose a threat to the val- ics, Political Science, Psychology, and Sociol- ues or existence of human society. Past topics ogy departments all offer courses that make sig- have included genetic engineering, the habitat nificant use of the computer. of man, conflict resolution, global disparities, computers and human communication, and The College maintains a Burroughs 6700 com- puter with both terminal aging and the aged. These issues are multidis- batch and processing, a Tektronix plotter, numerous terminals for student ciplinary in scope and the students selected for use, calculators in- this seminar represent a wide variety of majors. and many programmable cluding a Tektronix programmable calculator The Senior Scholars' Seminar utilizes authorities with a plotter and graphics terminal. The Bur- of national stature to serve as resource persons. roughs 6700 is a large scale computing system The list of persons who have visited the seminar that provides language and software capability as consultants include George Wald, Ian more typically available at large universities than McHarg, Kenneth Boulding, Herbert Gans, at small colleges. Students have access to the Paolo Soleri, Alan Westin, Joseph Fletcher, Leon ALGOL, BASIC, COBOL, FORTRAN, and PL/1 Kass, Stuart Udall, Georg Borgstrom and Mag- languages and to software that includes major gie Kuhn. Student participants in the seminar packages in statistics, word processing, scien- publish a final report based on their findings and tific subroutines, operations research, and simu- recommendations. lation. During their junior year, students in the top quar- While there are within the College over fifty ter of their class are notified of their eligibility, courses that utilize the computer, the following and are invited to apply to participate in the courses offer a more concentrated study in the seminar. The Interdepartmental Studies Commit- use of the computer. tee and the course directors select up to twenty participants from as different many academic ECON 378 Business Data Processing Systems disciplines as possible, basing their selection on and Management students' interest and academic competence. MATH 174 Computer Methods Students selected for the seminar are expected MATH 275 Introduction to Computer Science to participate in non-credit, informal planning MATH 276 Data Structures sessions with the course directors during the MATH 366 Numerical Analysis spring term of their junior year. The purpose of these sessions is to define further the seminar — Academic Policies and Programs TEACHER EDUCATION PROGRAMS Education 303 (Educational Purposes, Methods, and Educational Media: Sec- Gettysburg College education programs in ondary) secondary school subjects, elementary educa- Education 304 (Techniques of Teaching and tion, music education, and health and physical Curriculum of Secondary Subjects education have received program approval Biology, English, etc.) from the Pennsylvania Department of Educa- Education 477 (Student Teaching —Sec- tion. Because the liberal arts are central to the ondary, two courses) College's teacher education programs, the Get- the tysburg student planning to teach must com- The student seeking admission to sec- education program must file an applica- plete a major in an academic department of his ondary tion with the Education Department by February or her choice. The student fulfills all the re- of junior year. Admission to the pro- quirements for the Bachelor of Arts degree or for 15th the is granted the Committee of Teacher the degree of Bachelor of Science in Music Ed- gram by of faculty from ucation. Upon completing a program in teacher Education, a body composed which in the education, a student is eligible for a Pennsylva- each department has students secondary education program. This Committee nia Certificate, Instructional I, enabling him or also determines standards for admission to the her to teach in the public schools of the Com- monwealth and nearby states with reciprocal program. Members of the Committee also teach agreements. Education 304 forthe students of their respective departments and observe them when they en- Secondary Education Students interested in gage in student teaching. preparing to teach academic subjects in the The admission of a student to the Education secondary schools must complete one of the Term depends upon the student's academic following approved programs for secondary achievement and a recommendation from his or certification: biology, chemistry, physics, gen- her major department. The guidelines for eral science, mathematics, English, German, evaluating a student's academic achievement Latin, French, Spanish, health and physical ed- are an accumulative grade point average of ucation, and comprehensive social studies. 2.33 and a grade point average in the major of These secondary programs have been granted 2.66. program approval by the Pennsylvania Depart- Completion of a program in secondary educa- ment of Education. The student must complete tion enables a student to teach in Pennsylvania, an approved program listed in the Handbook for and numerous other states cooperating in a rec- Teacher Education, which will, in most cases, iprocity arrangement. A student planning to closely parallel the requirements in his or her teach in New Jersey will complete one of the major. Early planning beginning in the Sopho- above programs; the education courses as out- more year is essential for all of these programs. lined; and Biology 101, 102, or Health and Secondary education students are required to Physical Education 211. A student planning to engage in pre-student teaching experiences in be certified in a science must have a major in the secondary schools during the sophomore one of the basic sciences and should have a full and junior years. Students serve as observers, year laboratory course in each of the remaining aides, and small group instructors in secondary ones. classrooms. These experiences are part of the Students in the program leading to certification requirements for Education 209 or J 9 (Social in secondary education shall present the six Foundations of Education - Secondary) to be specified courses in Education. In addition to scheduled in the sophomore year. Education these six courses, students are permitted one 201 (Educational Psychology) shall be sched- additional education course in individualized uled in the junior year. For the senior year, the study, or in an education internship, to count student, in consultation with his or her major toward the Bachelor of Arts degree. department, will select either the fall or spring term as the Education Term. The following pro- gram constitutes the Education Term: Academic Policies and Programs 35 Elementary Education The elementary edu- Student teaching (Education 475) consists of cation program is distinctive in giving the op- nine weeks in a public school near the College. portunity to concentrate in the liberal arts The student is in the elementary school for the studies and complete an academic major, thus entire day. At the end of the nine weeks he or qualifying for the Bachelor of Arts degree. The she completes two courses, Education 309 and elementary education student may major in art, 334. biology, chemistry, physics, English, French, Elementary education students are required to German, Latin, Spanish, health and physical engage in pre-student teaching experiences in education, history, mathematics, music, politi- the elementary schools during the sophomore cal science, psychology, or sociology. and junior years. Arrangements for these expe- Students interested in entering the elementary riences are made by the Education Department. education program should consult with Mr. Students serve as observers, aides, and small Slaybaugh or Mr. Packard in the Education De- group instructors in elementary classrooms. partment no later than the fall term of the soph- The student seeking admission to the el- omore year in order to establish a program of ementary education program must file an ap- study. plication with the Education Department by The prospective elementary teacher should February 15th of the junior year. Admission to complete the following program: the program is granted by the Committee on Teacher Education, of faculty 1) Psychology 101, preferably in the a body composed freshman year members from the Education Department and 2) Education 201, Mathematics J 18 (Basic other departments. This committee also estab- Concepts of Elementary Mathematics) or lishes standards for admission to the program. 180, and Psychology 225 The admission of a student to the Education 3) Education 331 , Education J 37 (Elementary Term depends upon academic achievement School Science: Purposes, Methods and and recommendation of the Committee on Instructional Media) or 370, Education 306, Teacher Education. Criteria for admission in- and Psychology 225 if not completed pre- clude a C+ overall average and demonstrated viously. competence in the education courses com- 4) Education Term—fall or spring of senior pleted during the sophomore year and in the year Fall and January Terms of the junior year. Education 475 Elementary Student Students interested in teaching in states other Teaching (2 courses) than Pennsylvania will find that a number of Education Corrective Reading 334 states certify teachers who have completed a Education 309 Social Foundations of baccalaureate program in elementary educa- Education - Elementary tion at a college approved by its own state de- partment of education. Students in the program leading to certification in elementary education shall present the eight specified courses in Education. In addition to the eight courses, students are permitted one education course in individualized study, or in an education internship, to count toward the Bachelor of Arts degree. Music Education The prospective teacher of 7. 3 to 5 1/4 courses (1 2 to 21 quarter courses) in not count music in the elementary and secondary schools applied music: These courses do should complete the program for the degree of toward the 35 course graduation requirement Bachelor of Science in Music Education. This and may be taken in addition to the 36 requires successful completion of the following: courses permitted. Consequently, in the fall and spring terms the student will typically 1. 35 courses, exclusive of courses in applied carry 4 full courses plus several quarter music. During the normal four years a student courses in applied music. The latter must in- may take 36 courses. clude work in: quarter 2. Two terms of the basic activities Major instrument—6 quarter courses courses in health and physical education. Piano—Approximately 4 quarter courses counted to- These quarter courses are not Voice—2 quarter courses mentioned above. ward the 35-36 courses Instrumental Techniques—7 quarter courses in Music, follows: 3. 12 courses as 8. Participation for four years in an authorized Music Theory musical group and presentation of a recital in Music 141 (Theory I) the senior year. Music 142 (Theory II) 9. The requirements for the Bachelor of Arts de- Music 241 (Theory III) gree, listed on page 29. Music 242 (Theory IV) Music 341 (Theory V) The student in the Bachelor of Science program Music 342 (Theory VI) should consult with the Music Department as Music History and Literature early as possible in order to arrange a four year Music 312 (History of Medieval, Renais- program. In his or her freshman year he or she sance, and Baroque Music) should schedule Music 141, 142; a foreign lan- Music 313 (Music in Classic and Romantic guage; Psychology 101; two courses to fulfill the Periods) distribution requirement in history, philosophy, or Music 31 4 (Music in the Twentieth Century) religion; and a literature course. In the sopho- Conducting more year the student should schedule Music Music 205 (Choral Conducting) 241, 242, and 312; two terms of a laboratory sci- Music 206 (Instrumental Conducting) ence; and Education 209 (or J 9). In his or her Applied Music junior year a student should schedule Music Music 456 (Senior Recital) 341, 342, 205, 206, 313, 314, and complete any remaining distribution requirements. In the 4. 5 courses in Music Education, as follows: senior year the student should schedule Educa- Music J 22 (Principles and Procedures of tion 101 (if not taken earlier); J 22 (Principles and Teaching Music in Elementary School) Procedures of Teaching Music in Elementary Music 321 (Principles and Procedures of School); and Music 321. The Education Term Teaching Music in the Secondary School) (Music 474) and Senior Recital (Music 456) must Music 474 (Student Teaching) (3 course scheduled during the spring term. In each units) be fall and spring term the student should schedule requirements for the Bachelor of 5. Distribution applied music. Arts degree: 13 courses maximum 6. Electives and Certification Requirements: Education 209 or J 9 (Social Foundations of Education) Education 101 (Educational Psychology) Plus a minimum of 3 other electives Academic Policies and Programs Employment Prospects in Teaching. Of the Students enrolled in THUS earn a full term's 1979 graduates who sought teaching positions academic credit while living in Harrisburg, in elementary education one hundred percent Pennsylvania, and participating in a variety of were teaching in the next school year; in music academic, socio-cultural, and internship expe- education one hundred percent; and in the sec- riences. The course and internship structure is ondary field one hundred percent. intended for students from all departmental backgrounds. Graduates of liberal arts colleges certified to teach voluntarily choose many avenues of en- Each internship is specially planned to ac- deavor after graduation; some go to graduate commodate the educational, vocational, and school, others enter business. The average personal goals of the individual participant. In- salary for 1978 graduates reporting this informa- ternships are available in federal, state, county, tion to the College was $10,340. municipal, private, and religious organizations. They range from environmental protection, Teacher Placement The College maintains a prison and probation, drug rehabilitation, day Teacher Placement Bureau to assist seniors and care, the Pennsylvania state legislature, mental graduates in securing positions and to aid health, city planning, legal services, and school officials in locating qualified teachers. community organization, through an almost All communications should be addressed to the endless list of urban related areas. Fees for Director of the Teacher Placement Bureau. THUS are the same as Gettysburg's Com- prehensive Fee. Students already receiving any OFF-CAMPUS STUDY form of financial aid are eligible to have such financial assistance applied to the cost of the Central Pennsylvania Consortium program. Interested students should consult Dr. Ann K. Fender, Associate Professor of The program of the College is enriched by its Economics and Business Administration for membership in the Central Pennsylvania Con- further information. sortium, consisting of Dickinson, Franklin and India Program The India Program is a summer Marshall, Wilson, and Gettysburg Colleges. The and fall program at the University of Mysore in Consortium provides opportunities for ex- India. Students attending this course may earn changes by students and faculty for individual Gettysburg in-residence academic credit for a courses, or for one or more terms. Off-campus full term, concentrating on Indian language, opportunities also are provided through the Har- history, culture, and sociology. Independent risburg Urban Semester. The Consortium stands study and course work with professors at the ready to explore innovative ideas for coopera- University of Mysore may also be arranged. Stu- tion among the member institutions. dents will be in India from mid-July to mid- Consortium Exchange Program Gettysburg December, studying at the University of Mysore College students are eligible to apply for and taking field trips throughout India. Credit course work at another college within the Cen- earned will fall within the Gettysburg College 35 tral Pennsylvania Consortium. Both credits and course requirement; every effort will be made to grades earned at a "host" college are trans- keep total fees, including travel, comparable to ferred to Gettysburg. Students may take a Gettysburg's own charges. The on-campus single course or enroll at the "host" college for coordinators are Dr. Harold A. Dunkelberger, a semester, or a full year. Interested students Professor of Religion, and Dr. Janet P. Gemmill, should consult the Registrar. Adjunct Assistant Professor in Interdepartmental The Harrisburg Urban Semester The Harris- Studies. burg Urban Semester (THUS) is a comprehen- sive one-term investigation of urban studies. & Academic Policies and Programs Additional Off-Campus Programs The Washington Economic Policy Semes- ter Gettysburg College participates in this Washington Semester Gettysburg College cooperative, intercollegiate honors program University in Wash- participates with American with The American University in Washington, ington in a cooperative arrangement known as D.C. The seminar is designed for students with the Washington Semester. This enables a lim- an interest in economics. It examines inten- in the social ited number of superior students sively economic policy-making from both the of the sciences to engage in a first-hand study theoretical and practical, domestic and interna- federal government in action. tional points of view. During the semester, stu- Students in the Washington Semester program dents are brought into direct contact with peo- participate in seminars (two course credits), ple who are involved in the formulation of undertake a major research project (one course economy policy. credit) and serve an internship (one course The program of study includes ( 1 ) the credit) in a Congressional, executive or politi- Economic Policy Seminar (two course credits), cal office. The seminars, research project, and which encompasses a theoretical analysis of internship provide students with several oppor- economic policy problems; extensive reading; tunities for discussion with members of Con- on site discussions with economic policy Justices, gress and their staff, Supreme Court decision-makers; preparation of papers; and executive officials, and lobbyists. Residence in the presentation of alternative paradigms that setting for the Washington provides a unique may be used to understand economic policy; conduct of political research. (2) the choice of an internship (one course cred- The Washington Semester may be taken during it) in a private or governmental agency involved either term of the junior year or the fall term of with economic policy, or an intensive indepen- the senior year. To qualify, a student must have dent research project (one course credit); and completed at least one course in political sci- (3) an elective chosen from the courses offered ence, have a minimum accumulative average of by The American University. It should be noted 2.50, and 3.00 in the major, and clearly demon- that the grades received in these courses, as strate ability to work on his or her own initiative. well as the credit for four courses, will appear Most participants major in political science, on the student's Gettysburg College transcript. history, sociology, and economics, but appli- cants from other areas are welcomed. In addi- tion to the regular Washington Semester pro- gram, related programs include the Foreign Policy Semester, the International Development Semester, and the Washington Urban Semester. Further information may be obtained from the Department of Political Science. Academic Policies and Programs 39 This program can be helpful to students in sev- Students from any academic concentration who eral ways. For all students, it provides an oppor- have taken an introductory course in political tunity to dispel the mystery surrounding the pol- science and who maintain a respectable grade icy making process, to make them better in- point average are eligible for nomination. formed citizens, and thus to improve their under- Further information may be obtained from the standing of the complex interaction between the Department of Political Science. government and the economy. For those persons The Merrill-Palmer Institute The Merrill- plan to professional economists, it will who be Palmer Institute in Detroit, Michigan sponsors a provide a practical introduction to learning junior year program in human development and about the nation's important economic institu- family life. It offers flexible, intense, and spe- tions well as the political considerations that as cialized programs for students interested in an- influence the translation of economic theory into thropology, psychology, sociology, child de- government policy. The program will allow stu- velopment and education, urban and commu- to familiar with the basic dents become nity studies, and other fields related to human issues of the times and with the differ- economic services. Admission is based on the student's for solving those problems. For ent approaches maturity and readiness to make use of the style is interested in becoming a busi- the person who and varieties of learning opportunity provided. ness economist, lawyer, or community organ- Students may attend a full year, one semester, or izer, gained about the bureau- the knowledge for a specified course during the January Term. the federal gov- cracy in Washington and how Interested students should consult the Dean of ernment operates will be invaluable in his or her Student Life and Educational Services or chair- career. man of the Psychology Department for further The student should take the Washington information. fall spring Economic Policy Semester in the or Junior Year Abroad Qualified students may term of the junior year or the fal I term of the senior apply for permission to spend either their entire year. To qualify, a student must have a minimum junior year or one term of their junior year abroad. accumulative grade point average of 2.50, a The Office of the Dean of Student Life and Edu- grade point average of 3.00 in the major, and cational Services maintains a file of information have demonstrated the ability to work on his or on programs of study in Europe, Latin America, her own initiative. In addition, students wishing and elsewhere. During the first term of the to apply forthis program should have completed sophomore year, students who plan to study Economics 101-102, 153, 241, 243, and 245. abroad should discuss with their advisers the Most participants major in economics and busi- relationship of their proposed course of study to ness administration; however, interested their total academic program. An outline of applicants from other areas are encouraged to courses with appropriate departmental ap- apply. Further information, including the appli- proval must be submitted to the Academic cation procedure for this program, can be ob- Standing Committee, which gives final approval tained from Dr. William F. Railing, Chairman of on all requests to study abroad. To qualify a stu- the Department of Economics and Business dent normally must have a minimum accumula- Administration. tive grade point average of 2.50 and a grade The United Nations Semester Students qual- point average of 3.00 in the major. Junior year ifying for this program spend a term at Drew abroad programs are not limited to language University in Madison, New Jersey. On Tuesdays majors; students in any major field may apply. and Thursdays these students commute to the Further information may be obtained from the United Nations for a survey course in interna- Office of the Dean of Student Life and Educa- tional organization which consists in part of tional Services. briefings and addresses by individuals involved in United Nations activities. A research seminar also uses the facilities of the United Nations Headquarters. Other courses to complete a full term's work are taken at the Drew Campus. Academic Policies and Programs <3r PREPROFESSIONAL STUDIES spring of the junior year, when the tests are tak- en. While most students who seek recommen- Prelaw Preparation A student planning a ca- dation for admission to professional school reer in law should develop the ability to think major in either biology or chemistry, the re- logically and to express thoughts clearly. In quirements can be met by majors in most other addition, the prospective law student needs a subjects with careful planning of a student's wide range of critical understanding of human program. Premedical students are encouraged institutions. These qualities are not found ex- to choose electives in the humanities and social clusively in any one field of study. They can be sciences and to plan their programs in consulta- developed in a broad variety of academic tion with their major adviser or a member of the majors. It should be noted that a strong premedical committee. academic record is required for admission to All recommendations for admission to medical law school. or dental or veterinary schools are made by the The College has a prelaw committee of faculty premedical committee, normally at the end of and administrators each of whose members is the junior year. Students seeking admission to available to assist and advise students in their these professional schools must also take one consideration of the legal profession and to aid of the following examinations: MCAT (medical), them in gaining admission to law school. The DAT (dental), VAT (veterinary). The Premedical committee has prepared a statement, available Committee is composed of members from the through the Admissions and Career Services Of- Departments of Biology, Chemistry, Physics, fices, describing prelaw preparation at Gettys- and Sociology, with the Associate Dean of the burg. Students planning a career in law should College acting as chairman. Because of the consult as early as possible with a member of competition for admission to medical school, the committee; a list of the members is available the premedical committee recommends that a through the Dean of the College Office. student maintain a high accumulative average (near 3.50) overall and in medical school re- Col- Premedical Preparation The Gettysburg quired courses. Generally, students with a com- opportunity, within lege curriculum provides the petitive accumulative average and a competi- liberal arts framework, for a student to com- a tive score on the MCAT gain an interview at one profes- plete the requirements for admission to or more medical schools. sional schools of medicine, dentistry, and veter- With interested members of each entering inary medicine, as well as several allied health class, the premedical committee chairman and schools. Students considering a career in one members of the premedical committee discuss of these fields are advised to schedule their the requirements for admission to medical, den- courses carefully, not only to meet the admis- veterinary schools and also alternatives sion requirements for the professional schools, tal, and to these careers. During the students' four years but also to provide for other career options in Gettysburg, periodic meetings are held ex- the event that their original choices are altered. at plaining the procedures which must be fol- The following courses will meet the minimal en- lowed when seeking admission to the profes- trance requirements for most medical, dental, schools. or veterinary schools: Biology 111, 112; sional Chemistry 111, 112; Chemistry 203, 204; Math In the office of the Dean of the College a student 1 07, 1 08 or Math 111, 112; Physics 1 03, 1 04 or may consult catalogues for various professional Physics 111, 112; two or three courses in Eng- schools, as well as a collection of materials on lish; and a foreign language through the inter- allied health professions. Reference materials mediate level. Since completion of these are available explaining programs in op- courses will also give the student minimum tometry, pharmacy, podiatry, physical therapy, preparation for taking the national admissions public health, and health care administration. examinations for entrance to medical, dental, or Also available are the medical and dental veterinary school, it is advisable to have com- school admission requirements, and informa- pleted or be enrolled in these courses by the tion on graduate programs in health sciences. , Academic Policies and Programs Certified Public Accounting Prepa- flexibility of the cooperative engineering cur- ration Gettysburg College offers, to the best riculum at Gettysburg, students are urged to of its knowledge, the courses which are neces- identify their interests in this program at the ear- sary to satisfy the Certified Public Accounting liest possible time in their college careers. requirements in all the states. A student in- terested in a public accounting career should Forestry The College offers a cooperative see page and contact Dr. William F. Railing, program with Duke University leading to Chairman of the Department of Economics and graduate study in natural resources and the en- Business Administration, as early as possible in vironment. The student will earn the bachelor's his or her college career. and master's degree in five years, spending three years at Gettysburg College and two years at Duke University's School of Forestry and En- vironmental Studies. The student must fulfill all COOPERATIVE PROGRAMS the distribution requirements by the end of the junior year. The first year's work at Duke will complete the undergraduate degree require- Engineering This program is offered jointly the B.A. will awarded Gettys- with Renssalaer Polytechnic Institute and also, ments and be by burg College at the of the first year at Duke. with Pennsylvania State University. Students end Duke will award the professional degree of Mas- spend three years at Gettysburg College fol- ter of Forestry or Master of Environmental Man- lowed by two years at one of these universities. agement to qualified candidates at the end of Upon successful completion of this 3-2 program the second year. the student is awarded the Bachelor of Arts de- gree from Gettysburg and the Bachelor of Sci- Candidates for the program should indicate to ence degree from RPI or Pennsylvania State in our Admissions Office that they wish to apply for one of the engineering disciplines. A student at- the Forestry curriculum. At the end of the first tending RPI under this program has the addi- term of the third year, the College will recom- tional option of a 3-3 or a 4-2 program. These six mend qualified students for admission to the year programs culminate in a bachelor's degree Duke School of Forestry. No application need be from Gettysburg and a master's degree from made to the School of Forestry before that time. RPI. During the first term of the junior year at Gettys- Candidates for this program will have an adviser burg the student must file with the Office of the Life in the Physics Department. Normally a student Dean of Student and Educational Services a will be recommended to RPI or Pennsylvania petition for off-campus study during the senior All are to take the verbal State during the fall term of the student's junior year. applicants urged year. A student who receives a recommendation and quantitative aptitude tests of the Graduate of from the Physics Department is guaranteed ad- Record Examination in October or December mission into the engineering program at one or their junior year. both of these universities. The major program emphases at Duke are Natu- In addition to fulfilling all of the college distribu- ral Resources Science/Ecology; Natural Re- tion requirements in three years, students in the sources Systems Science; and Natural Re- cooperative engineering program must take sources/Economic Policy; however, programs Physics 111, 112, 211, J 33, 216; Mathematics can be tailored with other individual emphases. 111, 112, 211, 212, 363; and Chemistry 111, 112. An undergraduate major in natural sciences, Students desiring to attend Pennsylvania State social sciences, business administration, or must also take English 101 and 201 , Speech 101 pre-engineering is good preparation for the pro- Economics 101-102 and a two course sequence grams at Duke, but a student with other under- in one of the humanities. Pennsylvania State also graduate concentration will be considered for requires two one-quarter courses in Engineering admission. All students contemplating this Graphics which may be taken by correspon- cooperative program should take at least one dence or by attending a Pennsylvania State year each in biology, mathematics, economics, campus in the summer. Because of the limited and physics. Students begin the program at Duke with a scholarships which pay full tuition and book ex- one-month session of field work in natural re- penses plus $100.00 per month. source measurements in August. The student The Military Science Department offers both a must complete a total of 60 units, which gener- 4-year and a 2-year program towards commis- ally takes four semesters. sioning. Interested students should contact a Some students may prefer to complete the member of the Department of Military Science bachelor's degree before undertaking graduate for details on both these programs. It should be study at Duke. The master's degree require- remembered that a student must have two full ments for these students are the same as those academic years remaining to participate in the for students entering after the junior year, but the Advanced Course and must have completed 60-unit requirement may be reduced for relevant the Basic Course or received credit for the Basic undergraduate work of satisfactory quality al- Course prior to being enrolled in the Advanced ready completed. All credit reductions are de- Course. termined individually and consider both the stu- dent's educational background and objectives. SENIOR HONORS Army Reserve Officers Training Pro- The College awards the following honors to gram The ROTC program conducted by the members of the graduating class. These senior Department of Military Science allows a student honors are intended for students with four years to earn a commission as a Second Lieutenant in residence at Gettysburg College, and computa- the US Army concurrent with academic degree tions for them are based on four years' perform- conferral. The training received in leadership, ance. management and human relations provides an 1. Valedictorian, to the senior with the highest excellent, highly valued foundation for sub- accumulative average. sequent civilian careers. 2. Salutatorian, to the senior with the second highest accumulative average. The Basic Course covers the first two years of the ROTC Program. Instruction includes man- 3. Summa Cum Laude, to those seniors who of 3.75 or agement principles, the national defense struc- have an accumulative average higher. ture, military history and leadership instruction. 4. Cum Laude, to those seniors who The fall term of both years involves one hour of Magna average of 3.50 classroom instruction and one hour of profes- have an accumulative sional development lab per week. The spring through 3.74. 5. Laude, to those seniors who have an term of each year is similarly organized except Cum average of 3.30 through that a regularly scheduled college course is accumulative substituted for the weekly classroom hour for the 3.49. purpose of academic enrichment. There is no The Academic Standing Committee may military obligation involved with enrollment in the grant the above honors to students with transfer Basic Course. credit if they have satisfied the conditions of the years in residence at The Advanced Course covers the third and honor during at least two College have presented excel- fourth years of the ROTC program. Instruction Gettysburg and includes advanced leadership development, lent transfer grades. group dynamics, organization and manage- In addition to the above, departments may ment, small unit tactics and administration. Each award Departmental Honors for graduating sen- term entails three classroom hours and one pro- iors based upon their academic performance in fessional development lab hour per week. In ad- a major field of study. Departmental Honors are dition, Advanced Course cadets are paid awarded to transfer students on the same terms $100.00 per month. Army ROTC also offers as to other students since the computation for scholarships on a competitive basis. Eligible this award is not necessarily based on four students may apply for one, two or three-year years in residence at Gettysburg College. Academic Policies and Programs 43 DEANS' HONOR LIST Margaret E. Fisher Memorial Scholarship Award The income from a fund contributed by The names of those students who attain an ac- Dr. Nelson F. Fisher (1918) in memory of his cumulative average of 3.60 or higher in the mother, is awarded to a male student who ex- combined fall and January terms, or in the cels in one or more major sports and who term, are the Honor spring placed on Deans' achieves the highest academic average among List in recognition of their academic attain- winners of varsity letters. ments. To be eligible for this honor a student Samuel Garver Greek Prize The income from a must take a full course load of four courses in fund, contributed by the Rev. Austin S. Garver the long term, with no more than one course (1 869) in memory of his father, is awarded to the taken under the S/U grading option during that student who has made the greatest progress in term (except for students taking the Education Greek during the freshman year. Term, who may take two courses S/U). Samuel Garver Latin Prize The income from a PRIZES AND AWARDS fund, contributed by the Rev. Austin S. Garver (1 869) in memory of his father, is awarded to the The following prizes recognize outstanding student who has made the greatest progress in scholarship and achievement. They are Latin during the freshman year. awarded at a Fall Honors Program in October or Graeff English Prize The income from a fund a Spring Honors Convocation held in April or established in 1866 is awarded to a senior May. in required in Grades earned courses selected by the English Department on the physical education are not considered in com- basis of outstanding achievement in the work of putations for prizes or Transfer stu- awards. that Department. dents are eligible for prizes and awards. David H. Greenlaw Memorial Prize The in- come from a fund contributed by Mr. and Mrs. Endowed Funds Ralph W. Greenlaw in memory of their son, H. Greenlaw is awarded to the Baum Mathematical Prize The income from a David (1966), student who has contributed most to the techni- fund contributed by Dr. Charles Baum (1874), is cal aspects of the College's drama productions. given to the sophomore showing the greatest proficiency in Mathematics. John Alfred Hamme Awards Two awards, es- tablished John Alfred are Anna Marie Budde Award The income from a by Hamme (1918), given to the two juniors who have demonstrated bequest from Anna Marie Budde', Instructor and in the highest degree the qualities of loyalty, Assistant Professor of Voice 1953-1972 is given kindness, courtesy, true democracy, and lead- to the outstanding sophomore voice student. ership. John M. Colestock Award The award, contrib- Henry W. A. Hanson Scholarship Founda- uted by family and friends, is given to a senior tion Award The income from a fund contrib- male student whose optimism, enthusiasm, and uted by College alumni in honor of Henry W. A. strength of character have provided excep- Hanson and in recognition of his leadership of tional leadership in student affairs. and distinguished service to Gettysburg Col- Malcolm R. Dougherty Mathematical lege and to the cause of education in the Lu- Award The income from a fund contributed by theran Church and the nation, is awarded to a the Columbian Cutlery Company, Reading, Pa., senior who plans to enter graduate school in in memory of Malcolm R. Dougherty (1942), is preparation for college teaching. The student awarded to a freshman showing proficiency in must have taken the Graduate Record Examina- mathematics and working to earn part of his or tion. If the senior chosen cannot accept, the her college expenses. next qualified candidate is eligible, and if no member of the senior class is chosen, a com- mittee may select a member of a previous class. & Academic Policies and Programs Harry C. and Catherine Noffsinger Hartzell Military Memorial Prize The income from a Award The income from a fund, contributed by fund contributed by alumni and friends of the James Hamilton Hartzell (1924) in memory of College is awarded to the student who has at- his parents, is awarded to the outstanding tained the highest standing in the advanced junior student in the Department of Sociology course of the Reserve Officers Training Corps. and Anthropology. The selection of co- Franklin Moore Award The income from a fund recipients at the discretion of the may be made contributed by the friends of Mr. Moore is given Department. to the senior who, during his or her undergrad- James Boyd Hartzell Memorial Award The uate years, has shown the highest degree of income from a fund contributed by James Hamil- good citizenship and, by character, industry, ton Hartzell (1924) and his wife, Lucretia Irvine enterprise, initiative, and activities has contrib- Boyd Hartzell is awarded to a junior student uted the most toward campus morale and the majoring in economics or in business adminis- prestige of the College. tration for outstanding scholarship and promise Muhlenberg Freshman Prize The income from in fields. selection of these The co-recipients a fund given by Dr. Frederick A. Muhlenberg may be made atthe discretion of the Department (1 836) is awarded to the freshman taking Greek of Economics and Business Administration. or Latin who attains the highest general quality James Hamilton and Lucretia Irvine Boyd point average. Hartzell Award The income from a fund con- Muhlenberg Goodwill Prize An illuminated tributed by James Hamilton Hartzell (1924) and certificate to a senior male student "For his his wife is awarded to a sophomore student for growth during formative years at Gettysburg outstanding scholarship and promise in the College in awareness of personal responsibility field of History. The selection of co-recipients for the welfare of all peoples; for a degree of may be made at the discretion of the History achievement in same during College years; and Department. in the hope of his future accomplishment for Hassler Latin Prize The income from a fund betterment of Community, State and Nation." contributed by Charles W. Hassler, is awarded William F. Muhlenberg Award The income the in the junior to best Latin student class. from a fund is awarded to two juniors on the Rev. George N. Lauffer (1899) and M. basis of character, scholarship, and proficiency Naomi Lauffer (1898) Scholarship Award The in campus activities. income from a fund is given each year to a Nicholas Bible Prize The income from a fund junior who has maintained high scholarship contributed by the Rev. Dr. J. C. Nicholas ability and who evidences outstanding and (1894) is awarded to the senior who has done Christian character. It is understood that the re- the best work in advanced courses in religion. cipient will complete the senior year at Gettys- Keith Pappas Memorial Award Notation on a burg College. plaque in the Office of the Dean of Student Life J. Andrew Marsh Memorial Awards The in- and Educational Services and a certificate is come from the fund is presented each year to given annually as a memorial to Keith Papnas the sophomore junior students of and Gettys- (1974), an honors graduate who made an ex- burg College exemplify the "whole who best traordinary contribution to the life of this College person" concept through positive attitude, ex- and its people. This award is to be given to a ceptional spirit, high standards, and notable current student who most significantly affects achievement, both curricular and extra- the College community through the quality of his curricular. Priority is given to candidates in the or her participation in its functions and whose Army ROTC program. divergent contributions give form to what is called Gettysburg College. Academic Policies and Programs Jeffrey Pierce Memorial Award The in- Unendowed come from a Memorial Fund established in Charles W. Beachem Athletic Award The honor of Jeffrey Pierce (1971), is awarded an- Physical Education Department presents a nually to that male senior who, in the judgment trophy in memory of Charles W. Beachem (1 925), of the Department, has reached the highest the first alumni secretary of the College. Based level of achievement in the field of history. on Christian character, scholarship, and athletic Prize The income from a Martha Ellen Sachs achievement, the award is given to a senior stu- fund contributed by John E. Haas in memory of dent. his aunt, a Lecturer at the College, is awarded Sera Beta Beta Junior Award: This award is to a student exhibiting excellence in English given to a junior Biology major who has become composition, with consideration given to im- an active member of Beta Beta Beta. The award provement made during the year. is based on scholarship, character, and attitude Stine Chemistry Prize The income from a fund in the biological sciences. contributed by Dr. Charles M. A. Stine (1 901 ), is Sera Sera Sera Senior Award: This award is awarded to a senior chemistry major on the given to a senior Biology major who has demon- basis of grades in chemistry, laboratory tech- strated academic excellence in the biological nique, personality, general improvement in four sciences. The award is based on scholarship, years, and proficiency in chemistry at the time character, and an active participation in the Rho of selection. Chapter of Beta Beta Beta. Earl Kresge Stock Prizes. The income from a C. E. Bilheimer Award Notation on a plaque fund contributed by Earl Kresge Stock (1914) is and a memento are given to the senior major in awarded to the three students who write the health and physical education with the highest classroom papers judged best in the areas of academic average. the humanities, the sciences, and the social sciences. Chemistry Department Research Award The award provided by the Chemistry Department is Samuel P. Weaver Scholarship Foundation given to the graduating senior chemistry major Prizes Prizes, established by Samuel P. who has made the greatest contribution both in Weaver (1904), are awarded to the two students his or her own research and to the research ac- writing the best essays on an assigned topic in tivities of the Chemistry Department. the field of constitutional law and government. College President's Award: Military Sci- Earl E. Ziegler Junior Mathematics Award The ence An engraved desk writing set is awarded income from a fund contributed by Phi Delta to the outstanding senior in the Army ROTC Theta Alumni is given in honor of Earl E. Ziegler, program chosen on the basis of academic ex- Associate Professor of Mathematics at Gettys- cellence, military performance, especially burg College from 1935-1968, to the student leadership ability, character, industry and ini- who is majoring in mathematics and has the tiative, and participation in activities. highest average in mathematics through the middle of the junior year. Delta Phi Alpha Prize A book on German cul- ture is awarded to the outstanding student for Earl E. Ziegler Senior Mathematics Award The the year in the German Department. income from a contribution by Earl E. Ziegler, Associate Professor of Mathematics at Gettys- Anthony di Palma Memorial Award An award burg College from 1935-1968, is awarded to the established by the family of Anthony di Palma mathematics major who has achieved the high- (1956), provides a book to the junior having the things being est average in mathematics through the middle highest marks in history. Other of the senior year. equal, preference is given to a member of Sigma Chi fraternity. Edwin and Leander M. Zimmerman Senior Prize The income from a fund is given to the senior whose character, influence on students, and scholarship have contributed most to the welfare of the College. & Academic Policies and Programs French Cultural Counselor's Award A book Psi Chi Award The award is given to senior presented by the Cultural Counselor of the psychology major, in the spring of his or her French Embassy is awarded to a senior for out- senior year, who shows promise in the field of standing achievement in French. psychological endeavor. Other things being equal, preference is given to a member of Psi Frank H. Kramer Award The award is given by Chi. Phi Delta Theta fraternity, in memory of a former Professor of Education, to a senior for the excel- Psi Chi Junior Award An award is given to a lence of his or her work in the Department of senior psychology major who hasdisplayed out- Education. standing potential and initiative throughout his or her junior year. Clair B. Noerr Memorial Award An inscribed medal, established by Constance Noerr (1958) Residential Life Commission Award A citation in memory of her father, is awarded to a senior is awarded to a student in recognition of the woman on the basis of proficiency in athletics, quiet influence he or she has exerted for the scholarship, and Christian character. improvement of the campus community. Pennsylvania Institute of Certified Public Ac- Sceptical Chymists Prize To encourage the countants Award This award sponsored by the presentation of talks, the prize is awarded by Pennsylvania Institute of Certified Public Ac- the organization to the member or pledge who countants is presented to a senior selected by delivers the best talk before the Sceptical the faculty of the Economics and Business Ad- Chymists during the year. ministration Department who has demonstrated Sigma Alpha lota Dean's Award Sigma Alpha in of excellence the area accounting and who, lota, an international music fraternity, gives an by participation in campus activities, shows award each year to a young woman in the local qualities of leadership. Eligibility for this award chapter who has exemplified the highest musi- is based on the satisfactory completion of a cal, scholastic, and ethical standards, whatever substantial number of accounting courses. her class standing. Contributions to the local Phi Mu Alpha Award An award is made to a chapter of Sigma Alpha lota and participation in senior who has contributed most to one of the Music Department activities are important music performing organizations, and has an criteria for selection. accumulative average of 2.70 or better in his or Sigma Alpha lota Honor Certificate Sigma her major. Alpha lota annually awards in each chapter an Pi Delta Epsilon Award A medal is presented honor certificate to the graduating woman who to a student who has done outstanding work on holds the highest academic average among the College newspaper or literary magazine or music majors. with the radio station. Dr. George W. Stoner Award The income from Pi Lambda Sigma Awards The Pi Lambda a fund is awarded to a worthy male senior ac- Sigma Awards, a sum of money contributed by cepted by a recognized medical college. Pi Lambda Sigma, is given annually to a senior Wall Street Journal Student Achievement major in the Department of Economics and Award The award of a silver medal and a Business Administration and to a senior major year's subscription to the Wall Street Journal is in the Department of Political Science. The re- presented to a senior in the Department of cipients are selected by their respective de- Economics and Business Administration who partments and Pi Lambda Sigma on the basis of has shown outstanding academic achievement their outstanding overall scholastic records, in the study of finance and economics. departmental performances, campus activity, Charles R. Wolfe Memorial Award An award is character, and potential for future growth. given by Alpha Xi Delta to a graduating senior on the basis of scholarly endeavor, warmth of personality, and dedication to the College. GETTYSBURG Courses of Study Gr Course Descriptions Each year the Registrar's Office issues an An- Distribution Departments offering nouncement of Courses listing the courses to Requirements courses that fulfill the Requirement be taught during the fall and spring terms and Foreign Languages Classics, German and Russian, the times they will be taught. A January Term Romance Languages Catalogue is issued in the fall by the Office of Hi story/ Philosophy/ Classics, Interdepart- the Dean of the College listing the courses to be Religion (This is in mental Studies, History, taught during the January Term. Since not every addition to the dis- Philosophy, Religion, course listed in the following pages is offered tribution requirement German and Russian, each year, the Announcement of Courses and in Religion) Romance Languages (some courses in foreign language January Term Catalogue should be consulted to departments are conducted in obtain the most current information about English) course offerings. Literature Classics, English, In general, courses numbered 100-199 are at a Interdepartmental Studies, German and Russian, Romance beginning level. Intermediate courses are Languages (some courses in 300- numbered 200-299. Courses numbered foreign language departments 399 are at an upperclass level. Courses num- are conducted in English) bered 400 and above are advanced seminars, Art, Music, Creative Art, English, and Music internships, and individualized study. Writing, or Theatre Arts Courses which are listed with two numbers, e.g. Laboratory Science Biology, Chemistry, Physics Biology 101, 102, span two terms. For courses Social Sciences Economics, Political Science, Psychology, Sociology and separated by a hyphen, the first numbered Anthropology course must be taken as a prerequisite for the second. Where the two numbers are separated The distribution requirement in Religion can be by a comma, either of the terms of the course satisfied with a 100 level course in the Religion may be taken independently of the other. department. The requirement of proficiency in written English can be demonstrated by passing The distribution requirements for a B.A. degree English 101. A student may be exempted from are listed on page 29 and for a B.S. in Music the requirement on the basis of scores on the Education at page 36. Courses to meet the dis- Test of Standard Written English and a writing tribution requirements are offered in various examination given on campus early in the fall departments. Below is a list of distribution re- term. quirements for which courses are offered in more than one department and the departments The required 4 quarter courses in Health and offering such courses. The course listings for Physical Education are offered through the De- the departments indicate the courses which ful- partment of Health and Physical Education. fill distribution requirements. The January Term Catalogue indicates which distribution requirements can be fulfilled by specific January Term courses. Course Descriptions I Art 49 Requirements for majors concentrating in studio ART are: Art 121, 122, 141 and introductory courses in painting, printmaking, and sculpture; advanced Professor Qually (Chairman) courses in at least two of these disciplines and a Assistant Professor Paulson minimum of four courses in art history and Instructor Small theory. The student is encouraged to take addi- tional courses in the discipline of his or her spe- The Art Department has the following major ob- cial interest and competence. jectives: (1 ) to study the historical-cultural sig- Students intending to major in art with a con- nificance and aesthetic structure of architec- centration in studio should arrange to take Art ture, painting, and sculpture, and the enduring 121, 122 in the freshman year. Students in- dialogue between continuity and change; (2) to tending to concentrate in the history of art educate the visual sensibilities beyond the should take Art 111, 112, and 120 in the routine responses, toward an awareness of the freshman year. visual environment around us, as well as cogni- of graduate school requirements and tion of works of art as the living past; (3) to Because extensive publications in French, German, and teach the history of art and the practice of art as Italian, concentrating in the history of art separate but interrelated disciplines; (4) to pro- majors vide the interested major with a curriculum are advised to fulfill their language requirement which will give him or her a foundation for grad- in one of these languages. uate or professional study leading to a career in A collection of more than 30,000 color slides high school or college teaching, to positions as supports the teaching of art history and studio curators or research scholars in art, to commer- classes. Available to students is a corre- cial art and industrial design, or as professional sponding collection of 20,000 opaque color re- painters, sculptors, and printmakers. productions of architecture, painting, and in Washington, Balti- The Department offers to prospective majors a sculpture. Art museums Philadelphia, as well as art exhibits flexible program of study in interrelated studio more, and at the College, make possible the necessary and art history courses. It encourages students with original works of art. from disciplines other than art to select freely contact from both types of courses. Any course in art A comprehensive examination, or its equiva- history and theory may be counted toward the lent, will be required of majors in art history in distribution requirement in art, music, theatre order to synthesize the content of the separate arts, or creative writing. disciplines of architecture, painting, and For studio majors there will be a re- Requirements for majors concentrating in the sculpture. faculty of cumulative student history of art are: a minimum of nine art history view by the art of the first term of the senior courses selected by the student, in consultation work at the end with the adviser, which will meet his or her pro- year. jected needs and which the Department consid- ers to be a coherent program; and two basic studio courses in order to sharpen visual per- ception and foster an understanding of visual structure (but without any mandate for technical competence). The Department further supports the careful selection of accompanying courses from the areas of history, philosophy, music, lit- erature, and the sciences. . Course Descriptions I Art HISTORY AND THEORY OF ART 206 European Painting 1700-1900 Some attention to eighteenth century painters in Italy, 111, 112 Ideas and Events Behind the Arts France, and England and their relationship to the En- A study of the visual arts from prehistoric times to the lightenment. Major emphasis on the evolution of painting in nineteenth century. An attempt will be made to investigate France during the nineteenth century in relation to the how social, political and even natural events have stimu- changing social, political and philosophical climate. Ex- lated response in the function and style of painting, amination in depth of new directions in visual form, space, sculpture and architecture. While an understanding of the and expression in the paintings of Manet, Monet, Cezanne, contextual role of art is considered important, there will also Van Gogh, Gauguin, and Munch. Alternate years. Offered be emphasis upon an understanding of the individual work Fall 1981. of art in terms of aesthetic analysis of form and content. Mr. Qually Mrs. Small 210 Twentieth Century European Painting 120 Theory of the Visual Arts A study of the schools and critical writings surrounding the A course intended to give the liberal arts student a basic major figures. Such movements as Art Nouveau, Nabis, approach to visual experience, and to develop a vocabulary Fauvism, Cubism, Futurism, German Expressionism, De with which to communicate his or her sensory responses to Stijl, Dada, and Surrealism will be considered. Prerequisite the environment. This is not a chronological survey but a for art history majors: Art 206 study of visual elements which relate to art. The emphasis Mrs. Small will be on painting but other forms of art will also be con- sidered. Recommended for students going into elementary teaching. Mrs. Small 215 History of Architecture and Sculpture to 1 750 A critical study and comparative analysis of concepts of 203 Italian Painting 1300-1600 mass, volume and space as revealed by the architecture A survey of late Medieval, Renaissance, and Mannerist and sculpture of Egyptian, Greek, Roman, Medieval, Re- painting in Italy within the context of religious, philosophi- naissance and Baroque civilizations, and as influenced by cal and social changes and in response to changing con- the cultural climate of each period. Although the chronolog- cepts of space. Major emphasis on Florentine painting in ical sequence will be observed, the main thrust of the the fifteenth century and on painting in Rome and Venice course will be on critical analysis of structure and form, and during the sixteenth century. Particular attention will be aesthetic understanding of the works. Alternate years. Of- given to Masaccio, Piero della Francesca, Bot- Giotto, fered Spring 1981. ticelli, Michelangelo, Raphael, Bellini and Titian for their Mr. Paulson importance to the development of painting and for the vari- ety which they, and others, give to the Renaissance style Lectures supported by color slides taken on location also provide an introduction to the understanding of visual form. Alternate years. Offered Fall 1980. Mr. Qually 205 Northern European Painting 1400-1700 A study of painting in the Netherlands and Germany from Van-Eyck to Holbein, and its transformation in seventeenth century Holland, Flanders, France, and Spain under the impact of the counter-reformation and the creative genius of Rembrandt, Vermeer, Rubens, El Greco, Velasquez, and Poussin. Alternate years. Offered Spring 1981 Mr. Qually 7 Course Descriptions I Art 216 History of Modern Architecture The Lora Qually Hicks memorial fund, estab- A study of the character and development of modern ar- lished by family and friends in honor of Lora of Sullivan, Wright, Gropius chitecture and the contributions Qually Hicks (1971), provides funds for the pur- and Corbusier toward creating new environments for con- chase of works created by Gettysburg students temporary society. Alternate years. Offered Fall 1981 Mr. Paulson during their undergraduate years. 21 History of Modern Sculpture A study of the evolution of sculptural forms from the 121, 122 Beginning Drawing nineteenth century through the present decade with em- An introductory course. Drawing from controlled studio technology phasis on the effects of science and on man's problems and from nature. Intended to promote coordina- his universe. Alternate years. changing image of man and tion of hand and eye and to achieve a degree of technical Fall 1980. Offered mastery over a variety of drawing tools. Above all, to edu- Mr. Paulson cate the visual sense, of seeing in relationship; to foster an acute awareness of form, and to develop the ability to create visual equivalents for the object in nature Painting 219 American Mr Qually A survey of American painting from the Colonial Period to 1900, studied in relationship to developments in Europe, 141 Basic Design (two-dimensional) and with emphasis on the response of art to the changing social and technological environment in America. An introductory course to help the student develop a ca- Mrs. Small pacity to think and work conceptually as well as perceptu- ally, and to provide a basic discipline with which to organ- ize a variety of materials into structural and expressive 220 Painting in America Since 1900 form. The course begins with a consideration of American re- Mr. Qually sponses to twentieth-century European movements. Em- phasis is placed on the period since 1945, a time in which 127, 128 Beginning Painting the relationship of painting to other modes of art and An introductory course designed to sharpen visual re- technological and social changes becomes particularly sponses, to develop understanding of the interrelationship important in such movements as Pop, Op, Happenings, painting orga- Minimal, and Funk. of color, form and space, and a grasp of as Mrs. Small nized structure as well as personal expression. Experience in still life, landscape, and abstract problems. Open to the general student as well as to majors. Prerequisite for studio majors: Art 121 Mr. Qually STUDIO COURSES 131, 132 Beginning Printmaking The purpose of all studio courses is to sharpen An introductory course in printmaking. The creative proc- the sense of sight; coordinate mind, hand, and ess as conditioned and disciplined by the techniques of intaglio and lithography. Discussion of past and contempo- eye; develop the ability to organize visual mate- rary methods, and the study of original prints. Prerequisites rial; and to integrate the intuitive and rational for studio majors: Art 121 , 122. into creative activity. Lectures accompany Mr Paulson basic studio courses when necessary to relate theory and practice. 135, 136 Beginning Sculpture An introduction to the fundamentals of three-dimensional The Department has presses for relief, surface, forms and modes of expression involving creative problems and intaglio printing as well as welding equip- in the organization of space, mass, volume, line, and color. Correlated lectures and demonstrations will be used to ac- ment for sculpture. quaint the student with those aspects of sculptural history By agreement with the student, the department and theory relevant to studio projects This course is in- tended for the general student as well as the art major may retain selected student work. Mr. Paulson Art I Biology Gr Course Descriptions I 221,222 Second Year Drawing BIOLOGY Advanced studio problems: more emphasis on drawing from nature when weather permits. Also, drawing the human figure. Prerequisites: Art 121, 122 Professors Barnes and A. R. Cavaliere Mr. Qually (Chairman) Associate Professors Beach, Hendrix, 227, 228 Second Year Painting Schroeder, and Winkelmann Encouragement is given to the exploration of individual Assistant Professors Logan, Mikesell, and problems of pictorial organization and personal expres- Sorensen sion, involving a variety of media or a concentration on one, Instructors (Assistants) according to the student's temperament and ability. Pre- Laboratory requisites: Art 127, 128. S. Cavaliere, E. Daniels, M. Hinrichs, Mr Qually M. Packard, P. Price, and H. Winkelmann 231,232 Second Year Printmaking Courses in the Department are designed to pro- Concentrates on one medium, selected according to the vide a foundation in basic biological concepts student's preference and ability. Prerequisites: Art 1 31 , 1 32. and principles and the background necessary Mr Paulson for graduate study in biology, forestry, dentistry, medicine, veterinary medicine, and various 235, 236 Second Year Sculpture other professional fields. All courses in the De- The student will formulate and conduct a program of corre- partment include laboratory work. lated studio projects entailing experiments in materials, techniques, design systems, and forms of expression in- A minimum of eight biology courses is required volving the elements of spatial organization. Prerequisites: to complete the major. This minimum is exclu- Art 135. 136. sive of Individualized Study and January Term Mr. Paulson courses unless otherwise designated. Beyond Introductory Biology there are no specific 321, 322 Third Year Drawing courses required for the major, and because of Mr. Qually the unstructured nature of the biology curriculum, prerequisites for upper level 327, 328 Third Year Painting courses are few. This freedom permits the di- Mr. Qually versity of backgrounds required by different professional goals. Specialization at the ex- 331,332 Third Year Printmaking pense of breadth, however, is discouraged. A Mr Paulson student, in consultation with his or her adviser, should construct a broad, balanced curriculum. 335, 336 Third Year Sculpture Every program should include at least one Mr, Paulson course from the area of botany and one from the area of zoology. Individualized Study Provides an opportunity for the well-qualified student to Chemistry 111, 112 and Chemistry 203, 204 are execute supervised projects in the area of his special in- required of all majors in Biology. It is desirable, terest, whether studio or history. Repeated spring term. but not essential that Chemistry 111, 112 be Staff taken in the freshman year and that Chemistry 203, 204 be taken in the sophomore year. Course Descriptions I Biology 111 Introductory Biology: The Cell Two courses in introductory physics (either An introduction to the principles and processes of cellular Physics 103, 104 or Physics 111, 112) are re- biology. Chemistry; structure and function of organelles; profes- quired for admission to graduate and membranes; energy relationships; cellular aspects of ge- sional schools, but this subject is not a re- netics, differentiation and development. Three class hours quirement for the major. and laboratory Mr. Schroeder and Staff A minimum competency in mathematics is ex- pected of all majors in biology. Competency 112 Introductory Biology: The Organism may be defined as a knowledge of statistics and An introduction to the principles relating to the adaptive calculus. Any deficiency should be rectified with biology of plants and animals; behavior; evolution; Mathematics 107 (Applied Statistics) and phylogeny; ecology. Three class hours and laboratory. Pre- Mathematics 108 (Applied Calculus). Students requisite: Biology 1 1 1 or permission of instructor. Mr. Barnes and Staff desiring a double major with chemistry, mathematics or physics must take Mathematics (Biology 111, 112 sequence is designed for the science 111-112 (Calculus of a Single Variable). major) The distribution requirement in laboratory sci- ence may be satisfied by Biology 101, 1 02 or by 201 Vertebrate Morphology Biology 101 plus a January Term course desig- Detailed examination of the origins, structures, and func- nated for this purpose. tions of the organ systems of vertebrates. Special attention is given to the evolution of major vertebrate adaptations Three January Term offerings include a variety of class hours and two scheduled laboratories. courses: (1) special courses in introductory bi- Mr. Winkelmann ology to satisfy the distribution requirement in laboratory science or for the major requirement, 205 Principles of Genetics (2) courses in specialized areas of biology for The principles of Mendelian genetics, the interpretation of molecular students who have completed the introductory inheritance from the standpoint of contemporary biology, and the relationships between heredity and devel- course, overseas field courses, (4) intern- (3) opment, physiology, ecology, and evolution. Three class ships in hospitals, research labs, and private hours and laboratory medical practices, and (5) opportunities for in- Ms. Logan dividualized study and self-designed intern- ships. 214 Biology of the Lower Organisms Cellular and subcellular organization in viruses, bacteria, protozoans, algae, fungi, and lichens; culture techniques, 101, 102 General Biology reproduction, physiology, ecology, theories of evolutionary This course is designed to provide for non-science majors origin, and phylogenetic relationships. Three class hours an appreciation of the physical and chemical dynamics of and laboratory. life; the structural organization within which these proc- Ms Logan esses operate; the relationship of structure and function in living organisms; and the interactions between organisms and their environment. Approaches of modern biologists to current problems are introduced. Particular attention is given to the relationship of biology to human concerns. Three class hours and laboratory. Messrs. Cavaliere, Beach and Staff Biology o Course Descriptions I 217 An Evolutionary Survey of the Plant Kingdom 313 Histology-Cytology A synopsis of embryo-producing plants; covers primarily The microscopic structure of human tissues and the func- liverworts, mosses, fern allies, ferns and seed plants. Em- tional architecture of organs; an introduction to pathological phasis is on comparative morphology, adaptive diversity changes in structure as a consequence of disease. Three and phylogeny Six hours a week in class-laboratory work. class hours and laboratory. Mr Mikesell Mr. Schroeder 220 Physiology of Plant Growth and Development 315 Electron Microscopy The physiology of growth and function in vascular plants; the An introduction to the basic theory and practice of transmis- relationship between structure and function in plant sys- sion electron microscopy using the RCA EMU4 electron tems; plant responses, growth promoting substances, microscope Theory and practical techniques of tissue prep- photoperiodic responses, water absorption and transpira- aration including the use of the ultramicrotome. Introduc- tion, mineral nutrition, general metabolic pathways Three tion to interpretation of animal and plant ultrastructure. Lec- class hours and laboratory. Offered in spring term of even- ture and laboratory by arrangement. Cost: approximately numbered years. $30.00 for materials which will remain property of student Mr. Cavaliere Does not count toward the eight minimum courses required for a major. Staff 302 Anatomy and Morphology of Angiosperms An anatomical approach to the study of higher plant structures; origin and differentiation of tissues and organs, 320 Developmental Biology environmental aspects of development, plant anomalies A survey of the principles and phenomena of biological Six hours a week in class-laboratory work Offered in spring development at the molecular, cellular, and organismic term of even-numbered years levels of organization. Major attention is given to embryonic Mr Mikesell development in multicellular organisms, especially ani- mals. Vertebrates are emphasized in the study of the forma- tion of animal organ systems. Three class hours and labo- 304 Taxonomy of Flowering Plants ratory structural diversity, and Identification, classification, Mr Sorensen evolutionary relationships of angiosperms; extensive field work for collection of local flora; methodology and princi- ples of related disciplines; e.g., plant geography, 323 Parasitology cytogenetics and numerical taxonomy. Offered in spring An introduction to the general principles of parasitism with term of odd-numbered years. emphasis upon the epidemiology, taxonomy, morphology, Mr. Mikesell and physiology of the major groups of animal parasites of man and animals Three class hours and laboratory Mr. Hendrix 305 Ecology The principles of ecology, with emphasis on the role of chemical, physical and biological factors affecting the dis- 324 Vertebrate Zoology tribution and succession of plant and animal populations introduction to the systematics, distribution, reproduc- and communities. Three class hours and laboratory-field. An vertebrates. Field lab- Mr. Beach tion and population dynamics of and oratory emphasis on natural history, collection, identifica- tion and preparation of specimens. Six hours in class, labo- 308 Biology of the Fungi ratory or field. Optional trip to North Carolina. Organization on the cellular and subcellular levels; culture Mr. Winkelmann techniques, morphology, physiology, reproduction and ecology; the relationship of fungi to human affairs— plant pathology, medical, economic and industrial mycology. Three class hours and laboratory. Offered in spring term of odd-numbered years. Mr Cavaliere Course Descriptions I Biology I Chemistry 55 327 Invertebrate Zoology CHEMISTRY The biology of the larger free-living metazoan invertebrate groups, exclusive of insects, with special emphasis on adaptive morphology and physiology and on evolution. Six Professors Fortnum and Rowland (Chairman) hours a week in class-laboratory work. Associate Professor Parker Mr. Barnes Assistant Professors Grzybowski and Hathaway Assistant Instructors Edwards and Jackson 330 Bacteriology An introduction to the biology of bacteria: their morphology Each course offered by the Department pro- reproduction, physiology, genetics, and ecology. Isolation, cultural techniques, environmental influences, biochemical, vides an opportunity for a concentrated study of genetic, and immunological characterization of bacteria will the various principles of classical and contem- be emphasized in the laboratory. Three class hours and porary chemical knowledge. From the introduc- laboratory. application is Mr. Hendrix tory to the advanced courses, made of basic theories and methods of chemi- cal investigation. The courses offered by the 340 Vertebrate Physiology Department utilize lectures, discussions, library An introduction to the principles of animal function. Man is emphasized but other vertebrate groups are considered for work, videotapes/films, and laboratory investiga- comparative purposes. A significant block of time is spent in tions in order to emphasize the concepts that experimental tech- the laboratory, which stresses basic underlie the topics covered. Each course, as niques. An independent project must be undertaken as part well as the major itself, is designed for the curi- of the course. Prerequisites: Chemistry 203, 204 or permis- sion of instructor. Three class hours and laboratory. ous and interested student. Mr Schroeder The eight basic courses required for a major are 1 Chemistry 1 11 , 112 (or 1 12A or 12B), 203, 204, J 341 Biochemistry 7. Additional offerings within 21 , 305, 306, and 31 Introduction to the principles of biochemistry, including the the Department may be elected according to relationship between the conformation of macromolecules student. and their biological activity; the structure and function of the interests and goals of the individual biological membranes; the generation and storage of Physics 111 and 112 and mathematics through metabolic energy and its regulation; and the synthesis of 211 are required of all chemistry majors. Addi- macromolecular precursors. Prerequisites: Chemistry 111, tional courses in mathematics (212) and physics 112; Chemistry 203, 204. Three class hours and laboratory. Mr. Sorensen may be recommended for those contemplating graduate study in certain areas. Majors normally Individualized Study fulfill the College language requirement in Ger- Independent investigation of a topic of special interest to the man or French. Junior and senior majors are ex- student. Study would normally include both literature and pected to join with staff members in an afternoon laboratory research carried out under the direction of a seminar series which is designed to provide an faculty member familiar with the general field of study. A additional opportunity for discussion of current seminar dealing with the investigation will be presented to the staff and students as a part of individualized study Open developments in the field. to juniors and seniors. Prerequisite: Approval of both the directing faculty member and the Department prior to regis- tration day. Staff Chemistry The following combinations of chemistry dowment for Visiting Scientists. Many qualified courses may be used to satisfy the distribution upperclassmen —chemistry majors and requirement in laboratory science: either 101 or others—gain valuable experience from serving 111 followed by 102, 112, 112Aor112B. (Course as laboratory assistants. credit will not be given for more than two intro- The program of the Department is accredited by including ductory chemistry courses those the American Chemical Society. The paths taken given in the January term. Credit will NOT be by majors after graduation are varied; many for both 111 101 for both 102 and given and OR enter graduate work in chemistry. Graduates 112.) also enter medical and dental schools, industrial and government research laboratories, and For the prospective secondary school teacher secondary school teaching. the Department cooperates in offering Educa- tion 304, Techniques of Teaching and 101 General Chemistry Curriculum of Secondary Chemistry. Basic chemical principles are discussed with emphasis placed on providing the student with an understanding of Individualized study and directed laboratory how these principles relate to the non-scientist, especially in work are available in connection with most the areas of industry, ecology, health, and philosophy. Lab- courses. An honors section (112A) of the Fun- oratory experiments are designed to offer a "hands-on" damentals of Chemistry course provides a familiarity with the principles discussed in the lectures. The course is designed for students planning to complete only select group of students with such ah opportu- two courses in chemistry and who may have limited or no nity at the introductory level. is Emphasis previous exposure to chemistry. Three lecture hours and placed upon individual as well as group study one laboratory afternoon in the January Term offerings. During the stu- Mr. Grzybowski dent's junior or senior year the major may elect Chemistry in 462, a research course which he or 102 General Chemistry she can utilize his or her knowledge and The principles studied in Chemistry 101 are reviewed and creativity extensively. applied to problems of current and historical interest. De- monstrations and laboratory experiments are designed to The Department's library is at the disposal of all illustrate and complement the material discussed in class. students enrolled in chemistry courses. Numer- Prerequisite: Chemistry 101 or 1 1 1 . Three lecture hours and ous lectures and seminars are sponsored by the one laboratory afternoon. Mr. Fortnum Department and Sceptical Chymists. These in- volve resource persons from universities, indus- tries, government agencies, and professional schools and are designed to complement the curricular activities of the department. An an- nual highlight is a two or three-day visit by an outstanding scholar in the field of chemistry. The program is supported by The Musselman En- 1 Course Descriptions I Chemistry 57 111 Fundamentals of Chemistry 204 Organic Chemistry An introduction to current thoughts and practice in chemis- An extension of the study of the various classes of organic try. Lectures deal with atomic structure, theories of bonding, compounds, including substitutions in the aromatic nuc- geometry in chemical species, stoichiometric relationships, leus, polycyclic compounds, and natural products such as properties of solutions and gases, and elementary ther- amino acids, carbohydrates, peptides, and enzymes. Pre- modynamics. The laboratory work covers quantitative rela- requisite: Chemistry 203. Three lecture hours, one lab dis- tionships by employing titrimetric and gravimetric tech- cussion hour, and one laboratory afternoon. niques. This course is designed for biology, chemistry, and Mr. Rowland physics majors and others with a good secondary school background in chemistry and elementary mathematics. Course credit is not granted for both Chemistry 101 and J 21 Chemical Applications of Spectroscopy 111. Three lecture hours and one laboratory afternoon. The theories and applications of ultraviolet, infrared, nu- Mr. Parker clear magnetic resonance, and mass spectroscopy are discussed in relation to the import of these spectroscopic 112 Fundamentals of Chemistry methods in the analysis of chemical systems. The utiliza- tion and limitations of each type of Kinetics and mechanisms of reactions, equilibrium, and spectroscopy are cov- ered. Course work includes lectures, discussions, and lab- electrochemistry are discussed in some detail. Electro- oratory sessions. The lab periods involve of the magnetic radiation and crystal field theory and other a study operation of the pertinent spectrometers as well as the theories of complex formation are studied to introduce as- ac- pects of molecular geometry. Laboratory work includes tual use of these instruments in the identification of organic kinetic studies, qualitative analysis, and the application of compounds. Lecture work is supplemented by films and videotapes. various instrumental procedures to the quantitative analy- Prerequisite: Chemistry 203. Staff sis of systems. Course credit is not granted for both Chemistry 1 02 and 1 1 2. Prerequisite: Chemistry 111. Three lecture hours and one laboratory afternoon. 305 Physical Chemistry Ms. Hathaway The principles of thermodynamics and kinetic theory are applied in the study of the states of matter, chemical re- 1 1 2A Fundamentals of Chemistry actions, equilibrium, the phase rule, and electrochemistry Designed as an honors seminar for the more capable first- using lectures, readings, problems, discussions and lab- year chemistry students. Kinetics and mechanisms of reac- oratory exercises. The computer is utilized as a tool for equilibrium, tions, electrochemistry, and coordination solving problems and for the reduction of experimental chemistry are among the topics discussed. Laboratory work data. Prerequisites: Chemistry 112 or 112A or 112B, includes in equilibrium experiments kinetics and and the Physics 112, mathematics through calculus (usually Math application of principles from lecture to a project of several 21 1 or 212). Three lecture hours, one discussion hour, and weeks duration. Emphasis is placed on independent work one laboratory afternoon. with necessary in the guidance both seminar and the labo- Mr. Fortnum ratory. Prerequisites: Chemistry 101 or 1 1 1 and invitation of the Department. Two afternoons. Mr. Parker 306 Physical Chemistry Theories of chemical kinetics, quantum mechanics and 112B Fundamentals of Chemistry statistical thermodynamics are introduced and their appli- cations to chemical systems are studied through the of A special section for those students whose performance in use problems, lectures, readings, discussions, laboratory in- Chemistry 1 1 1 indicates the need for continuing lecture and vestigations, and projects. Assignments are made so as to laboratory experience in a smaller group. Topics covered encourage the individual study of specific related physical will be similar to those in Chemistry 112, with appropriate chemical phenomena. Prerequisite: Chemistry 305. Three changes in scope. The class size will permit a greater de- lecture hours, one discussion hour, and one laboratory af- gree of class participation by each student in the discussion ternoon. of concepts and problems. Prerequisites: Chemistry 1 1 Mr. and invitation of the Department. Three lecture hours and Fortnum one laboratory afternoon. Mr. Rowland 203 Organic Chemistry A study of the fundamental concepts of the chemistry of carbon compounds, with emphasis on methods of prepara- tion, reaction mechanisms, stereochemical control of reac- tions, and the application of spectroscopy to problems of identification. Prerequisite: Chemistry 112, 112A, or 112B. Three lecture hours, one lab discussion hour, and one labo- ratory afternoon. Mr. Rowland . Chemistry / Classics <3 Course Descriptions I 317 Instrumental Analysis CLASSICS Modern instruments are utilized in the study of chemical analysis. Topics include electroanalytical methods, quan- titative spectroscopy, chromatography, and radiation Professor Pavlantos (Chairman) methods will be studied from both a chemistry. Analytical Assistant Professors C. R. Held and Parks chemical and an instrumentation point of view. The labora- tory will stress quantitative analytical procedures and labo- ratory preparations. Prerequisites: Chemistry 204 and J 21 The main objective of the Department is to give a Three lecture hours and two laboratory afternoons. thorough foundation in Latin and Greek to those Mr. Grzybowski students who expect to specialize in this field as teachers, graduate students, archaeologists, 353 Advanced Organic Chemistry or linguists. The Department also strives to con- Equal time is devoted to physical organic chemistry and organic synthesis. Physical organic topics include tribute to the education of those who are not stereochemistry, pericyclic reactions, and the investigation specialists; to help in the clear and artistic ex- of mechanisms through substituent effects and linear free pression of thought; and to help all students to a energy relationships. Selected subjects in the synthetic sec- better understanding of language structure in tion are photochemistry, organometallic reagents, asym- to mastery of English. metric reactions, rearrangements, heterocycles, and multi- general and thereby a step syntheses of complex molecules. Laboratory work in- The long-range objective is to show all students volves advanced syntheses and techniques with an em- that the great literary men of Greece and Rome phasis on independence and skills as well as extensive use addressed themselves to thoughts and ideas of the library. Prerequisites: Chemistry 204 and J 21 . Three which are urgent in the twentieth century as lecture hours and two laboratory afternoons. as Ms. Hathaway they were to those ancient civilizations. Through knowledge of the past, students can be 373 Advanced Inorganic Chemistry freed from a preoccupation with the present. Topics include valence bond, crystal field, and molecular in Latin: orbital theories; boron chemistry; organometallic com- Requirements for a major 9 courses pounds; structural, kinetic, and mechanistic studies of beyond Latin 101, 102, including Latin 251 and In addition group theoretical and coordination compounds. 312. Requirements for a major in Greek: 9 experimental methods for the elucidation of the structure courses beyond Greek 1 01 , 1 02 including Greek and bonding of these compounds are discussed. Pre- requisite: Chemistry 305. Three lecture hours. 251. Mr Parker In both Greek and Latin the intermediate (201, course, or its equivalent, is a prerequisite 462 Individualized Study, Research 202) for all higher-numbered courses. An independent investigation in an area of mutual interest to the student and a faculty director. The project normally in- Latin 201 , 202 and Greek 201 , 202 may be used cludes a literature survey and a laboratory study. An oral to meet the College's language requirement. report to staff and students and a final written report are 311, 401, required. A student wishing to enroll in this course should Latin 203, 204, 303, 304, 305, 306, consult with the faculty director and submit a written Greek 203, 204, 301, 302, 303, 304, 305, 306, proposal to the department for approval at least three and Classics 262, 264, 266 may be used in par- weeks before the last day of classes of the term preceding tial fulfillment of the literature distribution re- the term in which this course is to be taken. Prerequisites: quirement. Latin 251 and Greek 251 may be Permission of the faculty director and approval of the proposal by the chemistry department. Open to junior and used toward fulfillment of the College distribu- senior chemistry majors. Offered in the fall and spring tion requirement in history, philosophy or reli- terms. gion and may be counted toward a major in Staff history with the consent of that department. For prospective secondary school teachers the Department cooperates in offering Education 304, Techniques of Teaching and Curriculum of Secondary Latin. Course Descriptions I Classics 59 Through a cooperative arrangement under the 302 Greek Historians auspices of the Central Pennsylvania Consor- Readings in the text of Herodotus or Thucydides. Oral re- ports and a paper. Not offered every year. tium, Gettysburg, along with the other three Mrs. Pavlantos member colleges— Dickinson, Franklin and Marshall, and Wilson —share membership in 303 Greek Comedy both the American School of Classical Studies in An introduction to Greek drama. Selected comedies of Intercollegiate Center for Clas- Athens and the Aristophanes are read with attention to style and metrics. sical Studies in Rome. Not offered every year. Mr. Held GREEK 304 Greek Tragedy 101, 102 Elementary Greek Selected plays of Aeschylus, Sophocles, and Euripides An introduction to the alphabet, inflections, and syntax of Various plays are also read in English. Oral reports. Offered Attic Greek. 1980-81. Mr. Held Mr. Held 251 Greek History 306 Greek Oratory A survey of Hellenic civilization from the Bronze Age to the Selected orations of Demosthenes and Lysias are studied. Hellenistic period. Extensive readings in the Greek Histori- Offered 1980-81. (in English). Independent ans as well as modern scholars Mr. Held paper or project A knowledge of Greek is not required. Offered 1980-81. Mrs. Pavlantos Individualized Study Staff 201,202 Intermediate Greek Designed to increase the student's skill in reading texts. LATIN Selections from Xenophons Anabasis, some writers of the 101, 102 Elementary Latin New Testament and other authors are read, with an empha- Latin. for those who have had sis on grammar. Prerequisite: Greek 101, 102 or its equiva- An introduction to Designed lent. no contact with the language. Mr. Held Mr. Parks 203 Plato 251 Roman History in the The Apology and Crito, with selections from other The history of the Republic. Extensive readings dialogues are read. Roman Historians as well as modern scholars (in English) Mr. Held Independent paper or project A knowledge of Latin is not required. Offered 1981-82. Mrs. Pavlantos 204 New Testament Greek An introduction to Koine Greek. Selections from the New 201, 202 Intermediate Latin Testament are read with attention to their language and content. Designed to increase the student's skill in reading texts. Mr. Held Selections from Latin prose and poetry are read, with con- tinuing grammatical review and analysis. Prerequisite: two years of secondary school Latin or Latin 101, 102. 301 Homer Mr. Parks Selections from the Iliad and Odyssey are read with exami- nation of syntax and style. Supplemental reading in Eng- lish. Not offered every year. Mr. Parks Course Descriptions C^r I Classics 203 Roman Prose 312 Prose Composition Selections from Roman prose writers. Intensive review of A course designed to increase the student's ability to trans- grammar. Prerequisite: three or four years of secondary late from English to Latin. Includes a thorough grammar school Latin or Latin 201, 202. review. Not offered every year. Mr. Parks Mrs. Pavlantos 204 Roman Poetry 401 Vergil Extensive reading in Catullus, Ovid, and Horace with a A seminar devoted to the study of Vergil's literary style, close examination of poetic forms other than epic. Prerequi- poetic genius, and humanity as seen in the Aeneid. Open to site: three or four years of secondary school Latin or Latin seniors and qualified juniors. Not offered every year. 201, 202. Mrs. Pavlantos Staff Individualized Study Staff 303 Cicero Selected essays of Cicero, with supplemental reading from CLASSICAL LITERATURE IN TRANSLATION his letters and orations. Supplemental reading in English. Offered 1980-81. Mr. Held 262-266 Genre Literature An examination of the genre literature of Greece and Rome in translation. Selected works will be studied through analy- 306 St. Augustine sis of form, structure, and content. No knowledge of Greek or Selections from the first nine books of the Confessions with Latin is necessary. Designed primarily for the non-major, attention to the differences between Late Latin and Classi- but may count toward a major with the consent of the de- cal Latin. Not offered every year. partment. Mr Held 262 Ancient Epic 308 Roman Satire A study of Homer, Apollonius of Rhodes, and Vergil. Offered Selections from Horace, Martial, and Juvenal with attention 1981-82. to the changes in language and style from the Classical to Mrs. Pavlantos the Post Classical period. Not offered every year. Mr. Parks 264 Ancient Tragedy A study of Aeschylus, Sophocles, Eunpedes, and Seneca. 309 Roman Historians Offered 1982-83 Selections from Livy and Tacitus with attention to their pecu- Mrs. Pavlantos liarities of language and style. Supplemental readings in English. Offered 1980-81. Mrs. Pavlantos 266 Ancient Comedy A study of Aristophanes, Menander, Plautus, and Terence. Offered 1980-81 311 Lucretius Mrs. Pavlantos Extensive reading in On the Nature of Things with attention to Lucretius' metrical forms, science, and philosophy. Oral reports and a paper. Not offered every year. Mr Held Course Descriptions I Economics and Business Administration 61 ECONOMICS AND BUSINESS sible within either major. Ten courses are re- ADMINISTRATION quired for a major in economics or in business administration. In addition to its liberal arts ob- jectives, the Department's curriculum is de- Professor W. F. Railing (Chairman) of students who intend Associate Professors Baird, Fender, Gemmill, signed to meet the needs to pursue graduate study in economics; (2) Hill, and Williams (1) Assistant Professors Doherty, Gondwe, and enter graduate professional schools in business law, related areas; or Niiro administration, and (3) in business, non-profit organiza- Instructors Griffith, Lewis, Robson, and Siegel pursue a career tions, or government. Adjunct Assistant Professor J. M. Railing Adjunct Instructors Cerasa, Katzman, Minimum requirements for students majoring in Musselman, and Raffensperger economics are: Economics 101-102, 153, 241, Lecturers Henderson and Schlegel 243, 245, and 333, and three courses chosen from the following: Economics 242, 301, 303, The Department offers courses in economics, 305, 324, 336, 338, 351 , and 352. Majors in busi- business administration, and accounting. A ness administration are required to complete knowledge of these areas has become increas- Economics 101-102, 153, 241, 243, 245, and ingly important for effective participation in our 366, and to select three courses from the follow- complex society and is essential for a person to ing: Economics 154, one advanced course in , In be considered liberally educated. The Depart- accounting, 351 , 352, 361 363, 365, and 367. ment's courses present this knowledge with a addition, the Department recommends that its focus on problem solving that emphasizes the majors take Mathematics 165. A student who identification and solution of problems through plans to pursue graduate study in economics or analysis rather than the mere acquisition of voc- business administration is encouraged to take ational tools. Courses stress the critical thinking Mathematics 117-118 or Mathematics 111-112 skills of a liberally educated person: analysis, and 211, 212, and Economics 242, 351, and synthesis, and ability to perceive, create, and 352. Mathematics 357-358 may be taken by a choose among alternatives. major in economics or a major in business ad- ministration in place of Economics 241, 242, Economics is a social science that studies the provided both terms of Mathematics 357-358 use of scarce resources to produce and distri- bute goods and services within society. are completed. Economists analyze economic problems such It should, however, be noted that a student may as inflation, unemployment, and economic not receive credit for two statistics courses cov- growth and put forth suggestions for the solu- ering essentially the same material. Therefore, tion of these problems. a student who has taken Mathematics 107 or Sociology 302, prior to declaring a major in Business administration is concerned with the administration will not operation, management, and control of economics or in business be required to take Economics 241, but will be economic organizations in a society. The man- required to take another course in the Depart- agers of economic organizations have a pro- selected in consultation with Dr. W. F Rail- found influence on a social system since they ment, ing, replace Economics 241. must understand the needs of their constituents to and make decisions on the use of physical and The computer has become an important tool in human resources to satisfy these needs. economics, business administration, and ac- counting. For this reason, the Department Accounting measures the activity of economic strongly recommends that its majors take, in ac- organizations, analyzes the resulting data, and cordance with their respective interests, a provides alternatives and recommendations to course or courses dealing with the use of the the management of such organizations. computer from among the following: Economics The Department offers two majors, one in 177, 378, Mathematics 174, 275. economics and the other in business adminis- the first two years of residence, all stu- tration, with a concentration in accounting pos- During Course Descriptions I Economics and Business Administration dents who intend to major in economics or mission to it. The Handbook is available from Dr. business administration should complete William F. Railing, Department Chairman. 101-102, 153, 241, 243, and 245. Economics The Department also offers an Economics and Students who develop an interest in one of Business Administration Internship (Economics two fields after entering the College will, these J 96) during the January Term for well-qualified find it possible to major in the however, De- senior majors. The internship involves an ed- partment as late as the close of the sophomore ucation-employment experience in either eco- beginning of the junior year without year or the nomics or business administration with a gov- having followed the above program, if they have ernmental or private business organization. The completed Economics 101-102 and a substan- intern may be required to spend January outside tial number of the College distribution require- the Gettysburg area. One course credit is given ments. for successful completion of the internship. Economics 101-102 is a prerequisite for all Students majoring in economics or in business courses offered by the Department except administration are encouraged to participate in 154, 177, 253-254, 310, 353- Economics 153, The Washington Economic Policy Semester at 364, and 373-374. Upon ap- 354, 355, 356, 363, The American University. Those persons inter- plication a student, the prerequisites for a by ested should see page 38 and contact Dr. Rail- the instructor. course may be waived by ing at the beginning of the spring term of their The Department, to the best of its knowledge, sophomore year, or earlier, to learn more about offers the courses which are necessary to satisfy the Semester and to make application for it. the Certified Public Accounting requirements in Students enrolled in The Harrisburg Urban all the states. Therefore, a student who majors in Semester, who are majoring in economics or in business administration or in economics and business administration, should do the individ- concentrates in accounting at Gettysburg Col- ualized study project in this Department. lege will not find it necessary to attend graduate Each student majoring in the Department must, school in order to take the Certified Public Ac- as a requirement for graduation, achieve a sat- counting Examination in any state, provided the isfactory score on the senior comprehensive ex- following courses are included in his or her pro- amination in his or her major field (economics or gram: Economics 153, 154, 253-254, 305, 363, business administration), which is administered 364, 367, and at least four of the following: 353- during the spring term of a student's senior year. 354, 355, 356, and 373-374. In order to qualify for Departmental Honors in his Gettysburg College is one of a relatively small orhermajorfield, a student must (1) perform very number of colleges and universities selected by well in the senior comprehensive examination, the Small Business Administration (S.B.A.) to (2) satisfactorily complete Economics 400 dur- participate in the Small Business Institute Pro- ing the senior year, and (3) have earned an ac- gram. Under the supervision of a faculty ceptable overall and Departmental grade point member, students are dispatched to provide average. management counseling to the area small busi- The Departmental brochure, entitled Handbook ness firms. The S.B.I, program consists of the two courses: Economics 381 and Economics for Majors, contains additional information re- garding the policies and practices of this De- 402. Students planning to seek admission to this partment. All majors and potential majors are program must plan their schedules carefully so to obtain of this booklet. that they complete the necessary prerequisites urged a copy in a timely fashion. Such interested students A student may satisfy the College distribution should consult The Handbook for Majors of the requirement in social sciences by successfully Department of Economics and Business Admin- completing Economics 101-102. istration for details about this program and ad- Course Descriptions I Economics and Business Administration 63 101-102 Principles of Economics 242 Intermediate Economic and Business Statistics The purpose of these courses is to give the student a general This course introduces more advanced statistical theory and understanding of economic systems and economic analy- its application to economic and business problems of anal- sis, with emphasis on the operation of the American ysis and forecasting. It includes nonlinear regression and economic system. The courses deal with topics of neoclas- correlation; multiple regression and correlation; Chi-square sical, Keynesian, and post-Keynesian economics, such as tests; variance analysis; index numbers; and time seriesand national income, employment and growth, monetary and their decomposition as to trend, cyclical, seasonal, and fiscal policy, the price system, income distribution, and irregular components Prerequisite: Economics 241. international economics. A student completing these Mr Hill courses should be able to analyze economic problems and judgments on public policy issues. reach well-considered 243 Intermediate Macroeconomic Theory Ms. Fender, Messers. Gemmill, Gondwe, Griffith, This course continues the study of the theory of the determi- Niiro, W. F. Railing, Schlegel, Siegel, and Williams nation of the aggregate level of economic activity in a free enterprise system, the methods by which a high level of 153 Financial-Managerial Accounting employment and income may be maintained, the causes of The primary objectives are to have the student grasp the inflation and methods of preventing it, and related aspects overall usefulness of accounting to management and other of monetary and fiscal policy. There is also a brief consider- interested parties, and to understand and use typical ac- ation of social accounting, with special emphasis on the counting reports of both the internal (managerial) and exter- National Income Accounts of the Department of Commerce, nal (published) types Special emphasis is placed on the the input-output analysis, flow of funds analysis, and na- role of accounting in managing economic units by analyzing tional balance sheets Offered during the fall and spring and interpreting financial statements. The subject matter is terms Prerequisite: Economics 101-102. presented largely from the point of view of the user, rather Messrs. Gondwe and W.F. Railing than the producer, of economic information Offered during the fall and spring terms. 245 Intermediate Microeconomic Theory Mr. Baird, Mrs. Cerasa, Mrs. Lewis and Mr. Musselman An advanced study of the partial equilibrium theory of con- sumer demand; the theory of production; the theory of the 154 Fundamentals of Accounting Theory firm in market conditions of pure competition, monopoly, A more detailed study of the process of identifying, meas- oligopoly, and monopolistic competition; the theory of factor uring, recording, classifying, and summarizing economic prices and income distribution; general equilibrium; welfare information for single proprietorships, and corporations economics; and linear programming. Offered during the fall Topics covered include the worksheet, special journals, and spring terms. Prerequisite: Economics 101-102. electronic data processing, payroll, interest, investments, Ms. Fender, Mr. Griffith, Mr. Hill, and Mr. Siegel and cost accumulation, including itc control. The subject matter is presented largely from the point of view of the 253-254 Intermediate Accounting producer, rather than user, of economic information. Offered of the principles and during the fall and spring terms Prerequisite: Economics A continued and more intensive study 153. theories prevalent in accounting with consideration given to alternative methods of recording and presenting account- Mr. Baird, Mrs. Cerasa, Mrs. Lewis, Mr. Musselman, and Mr. Robson ing data. An effort is made to acquaint the student with the predominant professional groups and their pro- nouncements on accounting matters. Prerequisites: 241 Introductory Economics and Business Statistics Economics 153, 154 The purpose of this course is to introduce the student to Mr Robson statistical techniques and quantitative analysis as used in economics and business Topics included are measures of central tendency, dispersion, skewness, kurtosis, the nor- mal distribution and applications; Chi-square applications; probabilities based on the normal distribution, the binomial distribution, and the Poisson distribution; sampling; infer- ence theory and its application to decision-making; and linear regression and correlation. Offered during the fall and spring terms. Prerequisite: Economics 101-102. Please note that a student may not receive credit for both this course and Mathematics 107 or Sociology 302, 303. Messrs Hill and Niiro Course Descriptions I Economics and Business Administration <3r 301 Labor Economics 333 History of Economic Thought and Analysis An in depth study of the functioning of labor markets both A historical study and analysis of economic ideas, institu- theoretically and empirically. The primary focus of this tions, and policies in relation to major forms of social, politi- course is employment and wage determination, using a cal, and economic problems. Particular emphasis is laid on choice-theoretic approach. The impact of legislation, the economic, nationalist, and socialist criticisms of this unions, education, and imperfect markets is examined. The type of economic thought; historical schools and institu- secondary focus is on labor relations, collective bargaining tional economics, and Keynesian and post-Keynesian de- and employment in the public sector. In addition, macro- velopment of economic thought and its criticisms. Prerequi- labor topics such as the unemployment-inflation trade off site: Economics 101-102. (the Phillips Curve) are explored. Prerequisite: Economics Mr. Gondwe 101-102. Recommended: Economics 245. Mr. Siegel 336 International Economics The first half of the course examines the pure theory of 303 Money and Banking international trade. Topics to be covered include compara- An examination of the role of money, credit, and financial tive advantage and gains from trade, factor endowment institutions in the determination of price and income levels. theory, the theory and practice of commercial trade policy. Coverage includes the nature and functions of money and The second half of the course examines the balance of credit, the nature and operation of the commercial banking payments, fixed and floating exchange rates and interna- system, the structure and activities of the Federal Reserve tional monetary reform. Prerequisite: Economics 101-102. System, monetary theory, and the role of monetary policy in Mr. Griffith the American economy. Emphasis is placed upon the of current theory and practice in meeting the evaluation 338 Economic Development needs of a dynamic economic system Prerequisite: An examination of the economic and non-economic factors Economics 101-102 accounting for the economic growth and development of Mr. Gemmill modern economically developed nations and less devel- oped areas of the world. A review of the problems encoun- 305 Public Finance tered in initiating and sustaining the process of economic This course is concerned with the principles, techniques, development will be covered Various theories of economic and effects of obtaining and spending funds by gov- growth and development will be analyzed and major policy ernments, and of managing government debt. The nature, issueswill be discussed. Prerequisite: Economics 101-102. growth, and amount of the expenditures of all levels of gov- Mr. Gondwe ernment in the United States are considered, along with the numerous types of taxes employed by the various levels of 351 Application of Mathematics to Economics government to finance their activities. The growth and size of and Business government debt in the United States are also studied. Pre- This course is designed to introduce the student to the requisite: Economics 101-102 application of calculus and matrix algebra in economic Mr. W F. Railing theory, economic measurement, and business administra- tion, and to enable him or her to carry theory from economic Cultural, Social, Physical 310 and Geography into mathematical terms and wee versa. Readings in the The first half of the course is a survey of the physical envi- economic and business literature, and problems will be ronment to acquaint the student with the elements and in- assigned. Prerequisites: Economics 243, 245, and Mathe- terrelationships of the atmosphere, the hydrosphere, and the matics 117-118 or Mathematics 111-112 and 211-212 lithosphere. The second half of the course is a systematic Mr. Niiro and regional study of the habitable earth with emphasis on latitudinal position, the climatic and demographic resource 352 Introduction to Econometrics limits: fauna and flora distributions; and the superimposed involvement of cultural, economic and political institutions. This course is designed to introduce the student to the This course satisfies the geography requirement for those applications of mathematical economic theory and statisti- students who wish to teach in the public schools cal procedures to economic and business data. Economic Mr. Hill theorems will be tested empirically, and readings in the econometric literature and problems will be assigned. Pre- requisites: Economics 243, 245, Mathematics 117-118 or 324 Comparative Economic Systems Mathematics 111-112 and 211-212, and Economics 242, This course is concerned with a comparative analysi s of free Mathematics 358. enterprise economies, centrally planned economies, and Mr Niiro mixed economies. Primary attention is given to the economic aspects and institutions of these economic sys- tems, but the political, philosophical, and historical aspects are also considered. Prerequisite: Economics 101-102 Mr. W. F Railing Course Descriptions I Economics and Business Administration 65 353-354 Cost Accounting 365 Personnel Management The study ot physical and monetary input-output relation- The changing nature of the management commitment and ships and the use of such productivity and cost studies for the essential techniques, attitudes, and areas of responsi- managerial evaluation, planning, and control. Practice work bility that contribute to a sound personnel program are is performed in job order, process, and standard costs presented. Both the functional context and the behavioral Emphasis is placed on managerial control and use of cost factors and implications that underlie individual and group accounting data in 354 Prerequisites: Economics 1 53, 1 54 behavior in the work situation are studied. Additional time is Mrs. Ceresa and Mrs. Lewis spent on the nature of the decision-making process as it affects the individual and the organization, as well as the central importance of the individual in the organization. The Auditing 355 place of character and personality, and asenseof individual An introduction to principles and procedures of auditing, in- and social responsibility are also stressed Prerequisite: cluding preparation of audit programs and working papers Economics 101-102. and the writing of reports. Some of the actual experience Mr. Williams of conducting an audit is simulated through completion of a practice set. Prerequisites: Economics 153, 154. 366 Business Management Mr. Robson The language background, and need for scientific man- agement and the changing social responsibilities and man- 356 Federal Taxes agement's response are presented. The major functional A study of federal taxes, their historical development and areas of internal and external activities of an organization current implementation, with particular attention given tothe are studied, and further consideration is given to the con- income tax on corporations and individuals. Emphasis is tribution of behavioral and management sciences in treating placed on the researching of tax problems through use of the organization as a complex interrelated system. The attri- loose-leaf tax services. Some work on the preparation of butes of good administration and administrative practices returns is also included. Prerequisites: Economics 1 53, 1 54. are emphasized. The decision-making process and the Messrs. Baird and Raffensperger place of the computer in modern management are consid- ered. The key position the professional manager holds in the firm or any other organization and in the economy is stressed. 361 Marketing Management The importance of a professional attitude is introduced. The The marketing system is evaluated as a mechanism for the organization is presented as the preeminent user of people, exchange of information, creation of adjustment and to de- and of knowledge through people, as a major managerial mand, and the sale of products is and services. Emphasis on and social responsibility. Prerequisite: Economics 101-102. the managerial approach to the selection, evaluation, and Mr. Williams control of price, product line, distribution, and promotion in the marketing program. Marketing case studies are pre- pared and discussed. Prerequisite: Economics 101-102 367 Business Finance Mr. Doherty An introduction tothe principles, practices, and institutions involved in the acquisition and administration of funds by the business firm, with emphasis upon the corporate firm. 363 Business Law I Coverage includes asset management, sources and costs The purpose of Business Law I is three-fold (1) to introduce of capital, the money and capital markets, business expan- the student to the American judicial system, (2) to make the sion, failure, and reorganization. Emphasis is upon the ap- student aware of how legal disputes can occur, and (3) to plication of economic theory and basic decision theory to help prepare the student for the business law part of the the financial problems and practices of the firm. Prerequi- Certified Public Accounting Examination. An overview of the site: Economics 101-102. historical development of law, the sources of law today, and Mr. Gemmill criminal and tort laws is presented. The general principles of contract law, and the Uniform Commercial Code rules applicable to contracts for the sale of goods, are explored in 373-374 Advanced Accounting depth. Civil procedure and the court systems as well as An examination of accounting problems related to certain secured transactions are also fully discussed. Offered dur- areas such as estates and trusts, non-profit organizations, ing the fall and spring terms. partnerships, bankruptcies, and with particular emphasis Mrs. J. Railing M. on consolidations. Considerable attention is also directed toward regulation of accounting practices as effected by governmental agencies, such as the Securities and Ex- 364 Business Law II change Commission, and professional bodies, such as the This course is a continuation of Business Law I. The student Accounting Principles Board and the Financial Accounting is given further preparation for the business law part of the Standards Board. Prerequisite: Economics 253-254. Alter- Certified Public Examination. the topics Accountant Among nate years, offered 1980-81 principal covered are commercial paper, employment, and Mr. Baird agent, partnerships, corporations and estates. Prerequisite: Economics 363. Mrs. J. M. Railing Administration o Course Descriptions I Economics and Business 378 Business Data Processing Systems and Management 400 Senior Seminar The purpose of this course is to give the student an under- Open to senior majors with the consent of the Department. standing of the technical and management facets of busi- Research papers on contemporary economic and business ness data processing. Topics to be covered include basic problems are prepared and discussed. Seniors must take concepts of systems analysis and design, systems for busi- this course to qualify for Departmental Honors. ness decision-making, the organizational aspects of data Ms. Fender processing, project justification, authorization and control, performance evaluation, equipment selection considera- 402 Management Practicum tions, and contractual and negotiation alternatives. The This course offers students the opportunity to apply the topics are presented from the viewpoint of those who will be concepts to which they have been exposed in earlier future users of data processing equipment and services, courses by engaging in the practical application of busi- especially those who may be in a management position ness theory. Students will either assist local small business requiring an understanding of data processing. Prerequi- firms in improving their operations or engage in directed sites: Economics 101-102, 153, 177 and Economics 241 or independent field research of a business problem. Prereq- Mathematics 107. Recommended: Economics 366. uisite: Economics 101-102, 153, 361, 366, and 381 Mr. Katzman Mr. Doherty 381 Small Business Management Individualized Study This course provides practical tools in principles and pro- qualified students may pursue topics of an advanced cedures of small business management. Emphasis is Well nature, through individual reading and research, under the placed on the entrepreneur in starting and effectively operating an organization within the unique environment supervision of a member of the Department's faculty. A wishing to pursue independent study must present a peculiartosmall businesses. Case studies will beutilizedto student before the of the term evaluate the interrelationships between numerous business proposal at least one month end preceding the term in which the independent study is to be functions of the entire firm. Prerequisites: Economics 101- undertaken. Prerequisite: Permission of the supervising 102, 153,361, and 366. Mr. Doherty faculty member and the Department Chairman. Offered during the fall and spring terms Staff Course Descriptions I Education <^ 304 Techniques of Teaching and Curriculum of EDUCATION Secondary Subject The secondary subjects are: biology, chemistry, physics, English, French, Spanish, German, Latin, mathematics, Professor Rosenberger (Chairman) health and physical education, and social studies. This Associate Professors J. T. Held and Packard course is taught by a staff member of each department having students in the Education Term. Included is a study Assistant Professor J. Slaybaugh of the methods and materials applicable to the teaching of Adjunct Instructors Harvey, Deaner, each subject and the appropriate curricular organization and N. Slaybaugh Prerequisite: Consent of the major department. Repeated in the fall term. The purposes of the teacher education programs are to give the student a thorough background in 306 Educational Purposes, Methods, and Instructional educational philosophy and theoretical con- Media in Social Studies, Art, Music, Health and Physical Education cepts of instruction, and to provide an opportu- The philosophy and approach to teaching social studies nity for student teaching. and geography in the elementary school. The correlation of The Education Department works cooperatively art, music, health and physical education with other el- ementary subjects. Study of art, music, and physical educa- with all other departments in the preparation of tion as background for assisting the special teacher. Use of teachers in secondary education, elementary appropriate educational media. Prerequisite: Education education, music education, and health and 201. physical education. Students interested in pur- Mr. Packard and Adjunct Instructors suing one of these programs will need to study carefully the teacher education programs on 309 Social Foundations of Education — Elementary pages 34 to 37. The study of educational theory and programs, professional and legal aspects of teaching, the historical development of the American education systems, and the relationship of the 201 Educational Psychology modern school to society. Elementary teacher education The development of the individual and the development of students enroll for this course during the Education Term. psychological principles of learning are extensively inves- Messrs. Packard & Rosenberger tigated. An introduction to evaluating and reporting pupil progress, and the statistics necessary for analyzing test 328 Principles of Guidance data. Repeated in the spring term. Psychology 101 recom- mended as background. The principles and practices of counseling and guidance Messrs Packard and Slaybaugh The systematic study of the individual, the theories and techniques in practice, guidance programs, and the place of guidance in the total educational program. Prerequisite: 209 Social Foundations of Education — Secondary Education 201. A study of the professional aspects of teaching, the relation Mr. J. T. Held of schools to society, the organization of state and local school systems, the impact of the national programs on 331 Foundations of Reading Instruction and the education, including Supreme Court decisions. Study of Language Arts secondary programs and serving as a student aide in pub- An introduction to the theory and problems in reading in- lic school classrooms. Sophomore course for all secondary and music education students. Repeated in the spring term. struction and language arts. Current trends relating to rec- Mr. Rosenberger ognition of these problems and appropriate instructional aids. Prerequisite: Education 201. Mr Slaybaugh 303 Educational Purposes, Methods, and Educational Media: Secondary 334 Corrective Reading The function of schools in a democracy. Emphasis is placed of reading disabilities on methods and techniques of the teaching— learning proc- A study of the analysis and correction ess and classroom management in secondary schools. The in the elementary school. Survey of tests and materials in- inter- underlying principles and techniques involved in the use of cluding children's literature as an incentive to greater teaching materials and sensory aids. Includes a unit on est in reading. Includes a reading internship in the public reading. Prerequisites: Education 201 and 209. Repeated schools under the guidance of a reading teacher. Diagnosis in the spring term. and remedial tutoring of elementary school pupils who are Mr. J. T. Held having reading problems. Elementary education students enroll for this course during the Education term. Prerequi- site: Education 331 Mr Slaybaugh Course Descriptions I Education I English 370 Elementary School Science: Purposes, Methods, and Instructional Media ENGLISH Scientific principles for mastery by the elementary pupil in appropriate experimental procedures; connection with Professors Baskerville, Clarke, Geyer lecture, demonstration classes, instructional media, and Pickering, Schmidt, field experiences are designed to give the prospective (Chairman), Lindeman, teacher a thorough background in elementary school sci- and Stewart ence. Prerequisite: Education 201. Offered also in the Associate Professors Bolich, Fredrickson, January Term as Ed. J 37. Locher, McComb, and J. P. Myers Mr Slaybaugh Assistant Professor Hertzbach Adjunct Assistant Professors Drum, Hogan, and 411 Internship in Teaching Composition Wallace Each member of this seminar will undertake a teaching internship in a section of English 101 Under the supervision Adjunct Instructors Hartzell, E. Jones, and of the instructor in that section, the intern will attend classes, Schwartz prepare and teach selected classes, counsel students on their written work, and give students' papers a first reading The courses offered by the Department are de- and a preliminary evaluation. All interns will meet regularly with members of the English Department to discuss signed to train students to express their thoughts methods of teaching composition and to analyze the class- clearly and effectively through spoken and writ- room experience. Required of all majors in English planning ten language and to understand, interpret, and to enroll in the Secondary Education Program. Students assimilate the thoughts and experiences of the should register for Education 411 in the Fall or Spring term writers of literature. prior to their Education Term. great English and American English Department Staff English is excellent preparation for careers in teaching, publishing, law, journalism, and gov- 475 Student Teaching — Elementary ernment service and for graduate study leading Student observation, participation, and teaching in the el- to advanced degrees in English, the ministry, ementary grades under supervision of an experienced and library work. teacher. Group and individual conferences are held for dis- cussion of principles and problems For nine weeks the The Department believes that a well-balanced student will spend the full day in the elementary classroom. program for a major in English should include (1) This course carries two course credits. Prerequisites: Edu- some knowledge of the history of the English cation 306, 331, 370 (J 37) and Mathematics 180 (J 18) language and of English as a system; training Repeated in the Spring Term. (2) Messrs. Slaybaugh, Rosenberger, Packard in the application of the techniques of literary and Ms Harvey analysis and the different critical approaches to literature; (3) knowledge of the characteristics 477 Student Teaching — Secondary and development of the major literary forms or Student observation, participation, and teaching on the genres; (4) knowledge of the literary history of secondary school level under supervision of an experi- England and America; (5) study in depth of the enced teacher. Group and individual conferences are held work of one author of significance. for discussion of principles and problems. A minimum of 90 hours of responsible classroom teaching is recommended The Department offers two types of major: a This course carries two course credits. Prerequisites: Edu- major with a concentration in English and Amer- cation 201, 209, and 303. Repeated in the Spring Term. ican literature major with concentration Messrs. Rosenberger and J. T, Held and a a in theatre arts and drama. Basic Concepts of Elementary Mathematics, Mathematics 180, (J 18) is listed under the Mathematics Department. , Course Descriptions I English 69 The Major in Literature The requirements for Elementary and Secondary Education The the major in literature are twelve courses in En- major for students enrolled in the elementary glish and American language and literature in education program will consist of ten courses, addition to the first term of Literary Foundations including English 151, 152, in addition to the of Western Culture (IDS 103). All majors in liter- fall term of Literary Foundations of Western Cul- ature are required to take English 151, 152, 153, ture (IS 103). Working with the chairman of the and IDS 103 normally in the freshman or sopho- English Department, each elementary educa- more year. In addition, to obtain the desired dis- tion student will design a major program, fol- tribution of courses, majors must elect the lowing as closely as possible the department's specified number of courses from each of the distribution requirement. Students planning to following categories: teach English in the secondary schools are re- quired to take English 301 or 302 and either 365 I. English Language (1 course): English 301, 101 is recommended. Also, the 302 or 366. Speech Department cooperates in offering Education II. English Literary History (2 courses from 304, Techniques of Teaching and Curriculum of Group A; 2 courses from Group B): English and Education 411, Intern- A. English 331, 334, 337, 338 Secondary ship in Teaching Composition. B. English 341, 342, 345, 346 III. American Literary History (1 course): En- History 1 31 , 1 32, 203, 204, and Philosophy 21 1 glish 318, 319, 320 221, and 303, 304 are highly recommended for IV. Major Authors (1 course): English 362, 365, majors. Students planning to do graduate work 366, or any seminar devoted to a British or in English should take French and German American author considered by the Depart- courses. to of major importance. January ment be All courses offered by the Department, except Term courses devoted to major authors may English 101, 201, 203, 205, 206, 301, 302, 305 not be used to fulfill this requirement. and courses in speech and theatre arts, may be Majors in English should choose their two re- used to fulfill the college distribution require- maining electives from the following: English ment in literature. Theatre Arts 203, 204, 252 and 218, 219, 225, 323, 324, 328, 329, 351, 352. English 205, 206 may be used to fulfill the col- English 101, 110, 201, 203, 205, 206, 305, and lege distribution requirement in art, music, cre- courses in speech may not be used to fulfill the ative writing, or theatre arts. department's major requirements. Courses in theatre arts count only toward the English major with a concentration in theatre arts and drama. 101 English Composition Aims to develop the student's ability to express himself or The Major in Theatre Arts and Drama In addi- herself in clear, accurate, and thoughtful English prose. Not tiontoEnglish 151, 152 and IS 103, majorswitha limited to freshmen. Repeated in the spring term. concentration in theatre arts are required to take Staff Theatre Arts 301 and either 203 or 204. They must also elect the specified number of courses 110 Introduction to Literature from each of the following categories: An intensive study of the dominant literary types: short story, novel, poem, and drama. Attempts to stimulate a valid ap- I. Theatre Arts (2 courses): Theatre Arts 203, preciation and judgment of literature through precise criti- 204, 208, 310, 314 cal analysis of selected works truly representative of major literary forms. With chief emphasis on American and British II. courses): English 225, 328, 329, Drama (3 works, the course gives the student a foundation for deeper 365, 366. understanding of literary works written in his own language. Prerequisite for non-majors for all other literature courses in III. Electives (3 courses): Any of the above-listed the Department. Fulfills one semester of the distribution of Theatre Arts and Drama courses and/or any requirement in literature. the following: Theatre Arts 252, J 3, J 95. Staff Speech 220, 301, 303. A course in Dance. Course Descriptions I English <^r 151, 152 Survey of English Literature 226 Introduction to Shakespeare A historical survey o< English literature trom Beowulf to Designed for students not majoring in English, this course Joyce and Yeats in the twentieth century, with some attention endeavors to communicate an awareness of Shakespeare's to the social, political, and intellectual background. evolution as a dramatist and of his importance in the de- Selected works will be analyzed in class to familiarize stu- velopment of Western literature and thought. dents with the techniques of analysis and students will write Mr. Myers several short critical papers each semester. Staff 231 to 260 Studies in Literature An intensive study of a single writer, group, movement, 153 Survey of American Literature theme, or period. Subjects will change from term to term A chronological study of American writing from colonial and may include some of the following: Creativity and the days to Emily Dickinson. Primary emphasis falls on the Unconscious, Woman as Literary Artist, The Gothic Tradi- Puritans and the American Romantics. tion, American Humor, the 1920's, The Short Novel in Messrs. Fredrickson and Locher America, Satire. Designed primarily for the nonmajor, but may be counted toward the major. Fulfills distribution re- quirement in literature. With the consent of the department, a 201 Advanced Composition student may take this course more than once. Open to An intensive course in advanced rhetorical techniques with freshmen. special emphasis on exposition and argumentation. Staff Mr Pickering 301 Introduction to Linguistics 203 Journalism This course attempts a systematic but largely non- This is a general introduction to the field of journalism. technical survey of major aspects of language. Em- Students will spend most of their time practicing the tech- phasized are the structure of modern English, semantics, niques of writing news copy, feature, sports, and editorial and the nature and development of social and geograph- articles; composing headlines, doing make-up, and essay- ical dialects. The course aims at enhancing the student's ing their talents at copy reading and rewrite. The class will understanding of the complexity of language and its pro- spend as much time as can be arranged visiting local news- found significance in human life. paper and printing plants and interviewing professional Mr. McComb journalists. Mr. Baskerville 302 History of the English Language The purpose of this course is to provide a historical un- 205, 206 The Writing of Fiction, Poetry, and Drama derstanding of the vocabulary, the forms, and the sounds of A workshop in the writing of short stories, verse, and plays, the language from the Old English/Anglo-Saxon periods with an analysis of models. Either course may be used to through the twentieth century. Class time is spent in devel- fulfill the distribution requirement in art, music, creative oping an elementary reading knowledge of Old and Middle writing, or theatre arts. Prerequisite: Permission of the in- English so as to deal effectively with those laws that govern structor. the development of English sounds— i.e., Grimm's and Mr. Clarke Verner's Laws through the Great Vowel Shift. Mr. Baskerville 218, 219 The English Novel A study of the form and content of the English novel as the 305 The Writing of Poetry and Short Fiction: genre developed in the eighteenth century (218) and Advanced nineteenth century (219). English 218 offered 1980-81. A course open to students who have demonstrated that Messrs. McComb and Pickering their skills in the writing of poetry and fiction might be further developed. The goal of each student will be the composition of a group of poems or short stories. Prerequi- 225 The Golden Age of English Drama site: English 205, 206. Somewhat overshadowed by the genius of Shakespeare, Mr. Clarke the achievement of other dramatists during the English Renaissance is nonetheless outstanding in its own right. After some attention to the beginnings of the drama in the 318 American Prose of the Colonial and Middle Ages, this course will study such writers as Mar- Romantic Periods lowe, Jonson and Chapman in order to assess the literary A study of the fiction, essays, journals and autobiography importance of Shakespeare's contemporaries. Alternate written by major American writers from the early days to years, offered 1 979-80. 1860. Although Puritan and 18th Century prose will be cov- Mr Myers ered, emphasis will be on the masterworks of the American Romantics: Cooper, Poe, Emerson, Thoreau, Hawthorne, and Melville. Messrs. Fredrickson and Locher Course Descriptions I English 319 American Realism 334 Renaissance Literature A study which concentrates on fiction by major American Selected works of Pico della Mirandola, More, Machiavelli, writers between 1860 and the early Twentieth century. and Castiglione are read in order to provide a background Twain, Howells, James, and Crane will receive major em- in basic Renaissance ideas and attitudes. The course then phasis. concentrates on the development of these ideas and at- Messrs. Fredrickson and Locher titudes in English writers like Daniel, Drayton, Marlowe, Shakespeare, and Sidney, and finally Spenser, whose works are used to summarize the highest achievement of 320 American Poetry the English Renaissance in non-dramatic literature. The development of American Poetry from Bradstreet Anne Mr. Baskerville to William Carlos Williams will be studied. Emphasis will be placed on Emerson, Poe, Whitman, and Dickinson. Messrs. Fredrickson and Locher 337, 338 The Seventeenth Century A study of the poetry, prose, and thought of the period 323, 324 Twentieth Century Fiction extending from the last years of Elizabeth to the early years of the Restoration. The fall term will take up selected poets, The form and content of a representative selection of Eng- with emphasis on Donne and Jonson, as well as several lish and American novels and, occasionally, short stories prose writers, with emphasis on Bacon and the "new sci- written between 1900 and the present will be studied in ence." The spring term will begin with poems by Waller, their social and intellectual context. English 323 is devoted Marvell, Cowley, and Vaughan; the remainder of the course to fiction from 1900 to 1940 and will concentrate on James, will be devoted to the works of Milton, studying both his Conrad, Joyce, Woolf, Lawrence, Hemingway, Faulkner, development as a poet and his relation to his age. and others. English 324 is devoted to fiction from 1940 to Mr. Lindeman and Mrs. Hertzbach the present. Writers such as Updike, Nabokov, Bellow, Cary and others will be included. Messrs. Fredrickson and Geyer 341, 342 Literature of the Restoration and Eighteenth Century 328, 329 Twentieth Century Drama A critical analysis of the prose and poetry written between 1660 and 1798. The student determines what makes the A representative study will be made of the major figures in period distinct and identifies those characteristics which international drama from Ibsen to the present. The first term show continuity with the past and those tendencies which will include Ibsen, Strindberg, Shaw, Chekhov, Synge, foreshadow future literary developments. English 341, de- O'Neill, and others. The second term will begin with writers voted to the literature from 1660-1740, concentrates upon after World War II and will include Miller, Williams, Beckett, the work of Dryden, Swift, and Pope. English 342, devoted lonesco, Genet, Albee, and others. Alternate years. Offered to the literature from 1740 to 1798, concentrates upon the 1980-81 work of the mid-century poets, and Johnson and Boswell. Mr. Schmidt Ms. Stewart 331 Mediaeval Literature 345, 346 The Nineteenth Century A sketch of the development of Western literature from the A critical analysis of poetry, prose, and selected drama Patristic age through the Carol ingian revival precedes a with some attention to the historical and intellectual back- careful study of the twelfth century literary renaissance. ground. English 345 is devoted to the literature from 1780 Certain major subjects are always included in the course: to 1830 and focuses on the works of Blake, Wordsworth, Anglo-Saxon poetry, Middle English lyrics and metrical Coleridge, Byron, Shelley, and Keats. English 346 is de- romances, the Arthurian legend, Courtly Love, the Tristan voted to the literature from 1830 to 1900 and focuses on the and Isolde story, and the Grail legend. If time permits, other works of Carlyle, Tennyson, Browning, Arnold, Rossetti, major works will be studied. Morris, Swinburne, Hardy, Wilde, and the Art for Art's Sake Mr. Baskerville Movement. Mr. Geyer 351,352 Twentieth Century Poetry A study of selected British and American poets of the mod- ern period, with attention given to the explication of indi- vidual poems, as well as to the style and method of each poet and to the ways in which each responds to the problems and themes of his cultural milieu. The fall term is devoted to major figures who flourished prior to 1939, with emphasis on E. A. Robinson, Robert Frost, Wallace Stevens, Thomas Hardy, Gerard Manley Hopkins, W. B. Yeats, T. S. Eliot, and Dylan Thomas. The spring term deals with poets whose reputations have developed since 1939, with emphasis on Richard Wilbur, Theodore Roethke, Rob- ert Bly, and Sylvia Plath. Messrs. Lindeman and Clarke English o Course Descriptions I 362 Chaucer 208 Fundamentals of Acting Examination of a selection of Chaucer's minor poems and The study of the theory and the technique of the art of the of five of his major poems (including "Troilus and actor; voice technique for the stage; the use of pantomime, Criseyde" and "Canterbury Tales") is the means of asses- including the study of gesture and movement. Emphasis sing the poet's response to literary influences and of trac- will be placed on the discipline and control of the body and ing the development of his original genius. the voice to best serve the actor. Improvisation will be em- Mr. Pickering ployed. In addition, students will be expected to perform in scenes for class analysis. Mr. Schmidt 365, 366 Shakespeare By means of a careful analysis of language, characteriza- Studies in Film Aesthetics tion, and structure in each of the numerous plays consid- 252 ered, this course seeks to communicate an understanding Through a study of historically significant films, film theory both of Shakespeare's relation to the received traditions of and criticism, this course aims to develop an appreciation his time, and of his achievement as one of the most impor- for film as an art form. Students will keep a journal of critical tant figures in Western literature. The fall term will focus responses to films, write short critical papers, and will be- upon the early plays through Hamlet and Troilus and Cres- come familiar with writing that has been done about films. sida; the spring term upon the later plays. Alternate years. Offered 1980-81. Mr. Myers Mr. Fredrickson 400 Senior Seminar 301 Play Production Provides an opportunity for a limited number of students, A study of theater from book to curtain. All major phases of working with a member of the staff, to study a topic through the production of a play will be analyzed—direction, act- reading, discussion, and the presentation of written papers ing, set design, lighting, make-up, costuming, publicity, and oral reports. Permission of the instructor required. and theater management—with particular attention de- Staff voted to direction. Students will be expected to present at the conclusion of the term a director's study of a full-length play, and in addition will direct scenes in class as well as Individualized Study act in other scenes. The actual construction and painting of investigation of topic of special interest to Independent a scenery is an integral part of the course. the student under the supervision of a member of the staff. Mr. Schmidt Offered to students with superior academic records. Pre- requisite: Approval of the Department and of the directing faculty member. Application for individualized study must 310 Directing be made in advance of registration. Repeated in the spring The study of the theory and technique of the art of the term. director; the historical role of the director; how the director Staff selects a play and the criteria he employs; the analysis of a play; tryouts and casting; the purpose and technique of graphic composition and symbolic movement; THEATRE ARTS blocking; stage movement and stage business; the director as a scenic artist; central staging; directing period drama; how Theatre Arts 203, 204 and 252 may be used to fulfill the dis- the director relates to backstage and front-of-the-house. tribution requirements in art, music, creative writing, ortheatre Students will be required to direct a number of scenes in arts. class and to stage and produce a one-act play. Pre- requisite: Theatre Arts 301 and/or permission of the in- 203, 204 History of the Theater structor. A survey of the theatre from the primitive to the present. Mr. Schmidt Attention will be devoted to the continuity of theater throughout the ages, with particular relevance of theater 314 Advanced Acting design and production techniques to the plays of the in the theory the technique of the art of periods, and the relationship between each period and the Further study and the actor: the various schools and styles of acting; the theater which it nurtured. In addition, students will be ex- analysis of a part; the interpretation of a role; the building of pected to analyze at least one work from each period in a characterization. Acting techniques in periods other than light of the theater of which it was a part. The fall term is our own will be studied and employed in a series of devoted to theatre of the Primitive, Egyptian, Greek, Ro- These periods include Classical Greek, Italian man, Medieval, Elizabethan, Spanish, Renaissance scenes. Renaissance, Elizabethan, and Restoration, and will in- periods, as well as to the Oriental theatre. The spring term clude work in both comedy and tragedy Prerequisite: is concerned with the Italian Renaissance (including Theatre Arts 208 and/or permission of the instructor. Commedia dell' Arte), French Neoclassical, Restoration, Mr. Schmidt Eighteenth Century, Nineteenth Century, American and Modern periods. Alternate years. Offered 1981-82. Mr. Schmidt Course Descriptions I English I German and Russian Languages and Literatures 73 SPEECH GERMAN AND RUSSIAN LANGUAGES 101 Public Speaking AND LITERATURES A study of the basic principles of public address. Consid- erable emphasis is placed on finding and arranging, in worthwhile materials. Frequent prac- effective outline form, Professor H. Schneider (Chairman) tice in speaking before an audience. Repeated in the Professor Crowner spring term. Associate Mr. Bolich Assistant Professors G. Collier, McCardle, and Ritterson 201 Advanced Public Speaking The adaptation of public address to various purposes: to One of the attributes of a truly liberated individ- entertain, to convince, and to induce to action. A portion of ual is acquaintance with the language and cul- the course is devoted to an appreciation of the public ad- ture of at least one foreign nation. The offerings dress as an art form. Prerequisite: Speech 101. Mr. Bolich of this department are designed to contribute to the attainment of this goal. Apart from the val- 220 Mass Communication ues accruing from the mental discipline de- A study of radio, television, and motion pictures and im- manded by language learning and the practical pact on society. Considerable attention will be given to the utilization of such learning in the areas of re- silent films. search and technology, international trade, di- Mr. Bolich plomacy, teaching, and foreign travel, it is hoped that doors will be opened to an intelli- 301 Voice and Diction gent and informed understanding of the Ger- Study of the International Phonetic Alphabet, voice produc- man and Russian peoples and a more meaning- tion, pronunciation, and speech disorders. Mr. Bolich ful appreciation of their significant contribu- tions to the world's cultural heritage. 302 Argumentation and Discussion Through the use of the foreign language in the The dis- An introduction to the principles of argumentation. classroom and correlative audio-lingual drill in covery, selections, and evaluation of evidence and its use the laboratory, effort is directed toward the de- in the construction of oral arguments. Discussion and con- ference leadership are considered. velopment of a reasonable proficiency in Mr. Bolich speaking and listening comprehension as well as in reading and writing. 303 Oral Interpretation German 202 or equivalent proficiency is con- Study and practice in techniques of reading aloud from sidered prerequisite to all higher-numbered prose, poetry, and dramatic literature. Considerable atten- courses, unless specified otherwise. tion to the appreciation of good oral interpretation by use of German recordings. Major Requirements A major is offered only in Mr. Bolich German and consists of a minimum of nine courses beyond the level of German 202, in- 304 Radio Speech cluding 211, 212, 301, 302, 321, 322, and three Radio as a means of communication and as a social courses from those numbered 213, 323, 324, agency. The principles of radio speaking and script writ- ing. 325, 326, 328. Majors preparing to teach Ger- Mr. Bolich man in the secondary school must also take Education 304, Techniques of Teaching and Curriculum of Secondary German (does not count toward German major). FRENCH — SEE ROMANCE LANGUAGES AND LITERATURES German and Russian Languages and Literatures <3 Course Descriptions I Intermediate German Majors who take a Junior Year Abroad program 201,202 Continuation of the work of German 101, 102. Progressively may count no more than six of those courses more difficult reading, in class and outside, selected to must take at least two toward the major and introduce the student to German literature and civilization. German literature courses in their senior year. Use of audio-visual cultural materials and correlative drill in the language laboratory. Prerequisite: German 102 or its Majors who, by the end of the junior year, have equivalent. not demonstrated a satisfactory level of compe- Staff tency in the reading, writing, speaking and lis- tening comprehension of German, as deter- 301 Advanced German mined by the department's staff, will be as- Designed for advanced work in the language and intended signed such additional work as considered for students who have successfully completed at least necessary and appropriate to the attainment of German 202, as well as for qualified incoming students. The plan of study incorporates extensive reading and in- such competency by the end of the senior year. tensive practice in aural comprehension, oral expression, Distribution Requirements The following and directed composition Conducted mostly in German. Staff courses may be counted toward the distribution requirement in literature: German 119, 120, 321, 302 Advanced German 322, 323, 324, 325, 326, 328, Russian 119, and of exercise in the skills of German 301, but designated January Term courses. A continuation with emphasis given to readings and discussions on The following courses may be counted toward problems of German literary studies. Both primary and will read. Students will the distribution requirement in the area of histo- secondary (unedited) sources be be asked to present oral reports and to write resumes and ry, philosophy or religion and, with the con- compositions on the materials read. Conducted in German. sent of the History Department, toward a history Prerequisite: German 301 or demonstrated equivalent major: German 211, 212, and 213. preparation. Staff The distribution requirement in foreign lan- guage may be satisfied by completion of Ger- German Culture Studies man or Russian 202 or of any 300-level course, or by demonstration of equivalent achievement 211, 212 Survey of German Culture to 1945 in an Advanced Placement or departmental A study of the cultural history of the German people from qualifying examination. their beginnings to 1945, including an appreciation of their major contributions to the world's cultural heritage. Ac- cepted toward fulfillment of the distribution requirement in GERMAN the area of history, philosophy or religion. Mr. Schneider German Language 101,102 Elementary German 213 Survey of German Culture Since 1945 Essentials of grammar, composition, pronunciation. Oral A study of the culture, society and politics of contemporary and written work. Graded elementary reading. Use of Germany, East and West, including a comparison of the audio-visual cultural materials and correlative drill in the social systems and of attempts to deal with the problems of language laboratory. Prepares for German 201, 202. the present and future. Assigned readings in both critical/ Staff analytical and literary works. A knowledge of German is not required. Accepted toward fulfillment of the distribution re- quirement in the area of history, philosophy or religion. Mr. McCardle Course Descriptions I German and Russian Languages and Literatures 75 German Literature 400 Senior Seminar Intensive study of selected aspects of German language, 119, 120 German Literature in Translation literature and civilization. Reading, discussion, oral and Critical analysis and appreciation of form and content of written reports. Topics will be selected with a view to af- representative German literary masterpieces, selected fording students an opportunity to strengthen their knowl- from the literary periods from the Middle Ages to the edge in the areas not covered in their other course work in present, together with an examination of the times and cul- the department. tural circumstances which produced these works. Does not Staff count toward a major in German. Accepted toward fulfill- ment of the distribution requirement in literature. Individualized Study Messrs. McCardle and Ritterson Guided reading or research under the supervision of a member of the staff. Prerequisite: consent of the depart- 302 Advanced German ment. See course description under German Language (above). Staff RUSSIAN 321, 322 German Literature of the Eighteenth Century 101, 102 Elementary Russian A study of German literature of the Enlightenment, Storm The goal of this course is a thorough grounding in the and Stress, and Classicism, with special emphasis on Les- structure of Russian. Emphasis is placed on active oral sing, Schiller and Goethe. Critical reading and analysis of involvement on the part of the student. The skills of reading, representative works. Outside reading and reports. speaking, and listening comprehension will be developed. Mr. Schneider Written work will also be an integral part of the course. Supplementary work in the language laboratory is re- quired. 324 Literature of the Nineteenth Century 323, German Mr. Collier A study of German literature from 1790 to 1870 with em- phasis in the fall term on Romanticism and in the spring Literature in Translation term on the writers of Young Germany, Regionalism, and 119 Russian Poetic Realism. Critical reading and analysis in class of A reading of representative works in the areas of the novel, representative works. Outside reading and reports. drama, and poetry. The works will be studied from the Staff standpoint of ideological and philosophical themes as well as from the standpoint of aesthetic and literary values. Al- though there will be an emphasis on some of the great 325, 326 German Literature of the Twentieth Century works of the nineteenth century, there will also be selec- literature 1870 to the present with A study of German from tions from more recent times. Counts toward the distribu- in the fall term on writers of Naturalism, Impres- emphasis tion requirement in literature. sionism, and Expressionism, and in the spring term on post Mr. Collier World War II writers. Critical reading and analysis in class of representative works. Outside reading and reports. Mr. Crowner 201, 202 Intermediate Russian This is a continuation and consolidation of the first year's work. There is an increasing emphasis on reading and dis- 328 Goethe's Faust cussion, in Russian, of the reading material. The oral-aural An intensive reading and analysis of the work in class. A approach will continue to be emphasized. study of its aesthetic, moral, and ethical values and auto- Mr. Collier biographical significance, together with an examination of its modern cultural implications. Outside reading and re- 409, 410 Individual Readings in Russian ports. Mr. Schneider An individual program of directed readings. Topics are to be arranged by consultation between student and in- structor. Mr. Collier GREEK — SEE CLASSICS Health Physical Education <& Course Descriptions I and Group III FITNESS EDUCATION HEALTH AND PHYSICAL HPE 131 Body Conditioning 133 Weight Training Associate Professors Biser, Kenney, Shoemaker, and Wescott (Chairman) 134 Field Hockey Assistant Professors Bowers, Donolli, and 136 Team Handball Reider 138 Track and Field Adjunct Instructor Hand 140 Jogging Club Coaches: Haas (Director of Intercollegiate 142 Aerobics Athletics), Schlie (Coordinator of Women's 144 Judo I Intercollegiate Athletics), Barnhart*, 146 Judo II D'Ottavio, Hulton, Hummel, Kuhn*, Miller, 148 Self-defense Nesbitt*, Novgrod, Rahn, Rost, Seybold*, 150 Gymnastics Streeter, Susan*, Wright*, and Yeck* 152 Soccer 154 Basketball 156 Speedball The general aim of this Department is to con- 158 Indoor Lacrosse tribute to the total development of young men and women by emphasizing the physical side of their lives. Programs are designed to develop Group IV RECREATIONAL SKILLS skill, competence, and lasting interest in health- HPE 161 Contracts (Individualized Program) ful physical activities, to maintain optimum fit- 163 Horsemanship I** ness through exercise, and to provide instruc- 165 Horsemanship II** tion in habits of living which will promote the 164 Riflery** student's physical and mental well-being both in college and in later life. 166 Golf I 168 Tennis I Four quarter courses in health and physical ed- 170 Tennis II ucation are required for a Bachelor of Arts de- 172 Volleyball I gree. These are taken during the fall and spring 174 Volleyball II terms of the freshman and sophomore years in 176 Badminton addition to the general 4-1-4 course require- 178 Archery ment. One term of study yielding one quarter 180 Fencing course credit is required from each of the follow- 182 Bowling** ing four groups: 184 Touch Football 186 Softball Group I HEALTH 188 Handball HPE 105 Health Science (or Health Credit 190 Paddleball through proficiency testing) 192 Racquetball 194 Modern Dance I Group II AQUATICS 196 Modern Dance II HPE 113 Swim I (non-swimmers) 198 Folk and Square Dance 115 Swim II 117 Advanced Lifesaving In Group I freshman and transfers may take a 119 Water Safety Instructor proficiency test in health. If passed, the student can elect to take Health Credit or substitute a 120 Endurance Swim Club term of study in any other group. If not passed, 122 Synchronized Swim HPE 105 must be taken. 124 Swimnastics 126 Water Polo "Requires extra fee 128 Aquatics Combo "Part time Course Descriptions I Health and Physical Education 77 In each of the other three groups, the student 101, 102, 201, 202, 301, 302, 304 Major Skills has the option of selecting one odd-numbered Skill development and methods and techniques of class organization and instruction for the following physical edu- course which extends for a full term or two lacrosse, field hockey, wrestling, modern even-numbered courses which taken during the cation activities: dance, swimming, gymnastics I, folk-square-social dance, same term are the equivalent of a full term. The baseball, Softball, tennis, badminton, elementary teaching, four group requirements may be taken in any gymnastics II, golf, archery, football, soccer, speedball, sequence. elementary-junior high-senior high games and recreational activities, basketball, volleyball, track and field, judo, and Students who are unable to participate in the conditioning activities. For health and physical education regular programs enroll in HPE 106, Adapted major students and taken each fall and spring term except Physical Education, which can be substituted during student teaching. Va course each for courses in any group except HPE 1 05 Health Staff Science in Group I. The Department also offers an approved 112 Foundations of Health, Physical Education, teacher training program for men and women. and Recreation The following HPE courses are required for a This course serves as an introduction to the profession. It is concerned with history, philosophy, principles, and scien- major in Health and Physical Education: the tific foundations. The present status, organization, and seven Major Skills courses, 112, 209, 211, 214, goals in the professional areas also receive attention. 317, 318, 320, 325, 332, and 400. Biology 111 (or Mr Wescott 101) and 112 (or 102) are also required for the HPE major and, along with HPE 112, should be 209 Aquatics scheduled during the freshman year. Profes- Includes the official Red Cross courses for Senior Life Sav- sional education courses required for the HPE ing, Water Safety Instructor I, and Water Safety Instructor II, leading to certification. Theoretical and practical training major are Ed 101 (or J 1), Ed 209, (or J 9), Ed in the course provides teaching methods and techniques in 303, Ed 304, and Ed 477. The Ed 209 (J 9) basic swimming strokes, diving, and lifesaving In addi- course, Social Foundations of Education, must tion, emphasis is given to the coaching of swimming be scheduled during the sophomore year. teams, management and control of pools and waterfronts, and maintenance of swimming and boating facilities. completing this program will receive Graduates Mrs. Bowers a teaching certificate for Health and Physical Education grades K through 12. 211 Personal and Community Health Non-majors who wish to become teacher- A critical look at the relevant health issues of this decade. coaches are advised to take the following Careful inspection of data concerning drugs, human sexu- ality, marriage and family living, old age, pollution, etc. courses which will aid in their future coaching Finally, the examination of the relationship of personal certification: HPE 214, 317, 318, 340 or J 25 health problems to the community at large. Sociology of Sport, J 27 Coaching of Football, Mr. Wescott Baseball, and Their Ramifications, and J 34 Organization, Administration, and Coaching of 214 Medical Aspects of Sports Basketball and Wrestling. Prepares the prospective coach for the prevention and care of injuries. Includes instruction about protective equip- In addition to the required programs in health ment, safety procedures, and facilities, as well as prepara- and physical education and the major pro- tion of the athlete for competition, emergency procedures, grams, the Department offers extensive volun- post-injury care, and medical research related to training and athletics. Material in the official Red Cross Standard tary programs in intramural sports and in inter- and Advanced First Aid courses will be given and certifi- collegiate athletics for both men and women. cates can be earned. Practical work includes massage, taping, bandaging, and the application of therapeutic There is no additional charge for the quarter techniques. courses in the required program in Health and Mr. Biser Physical Education to a maximum of four course registrations, or, for majors in that department, 317 Anatomy and Physiology for the required quarter courses in the junior and A theoretical and practical study of human structure and senior years. Quarter courses beyond these function. Analysis of the effects of health and physical edu- activities on the body. Prerequisites: Biology 101 limits will cost a student $100 per quarter cation and 102 or 111 and 112. course. Mr. 3iser Course Descriptions I Health and Physical Education I History 318 Kinesiology and Applied Physiology HISTORY A study of voluntary skeletal muscles, not only in regard to their origins, insertions, actions, and interrelationships with the body systems, but also with particular emphasis on the Professors Bloom, Crapster (Chairman), and essentials of wholesome body mechanics. Prerequisite: HPE317. Glatfelter Mr. Donolli Associate Professors Bugbee, Fick, Forness, and Stemen 320 Adapted Physical Education and Health Inspection Adjunct Professor Shannon Provides instruction and experience in the health inspec- Adjunct Assistant Professor Snow tion and observation of the school environment and of school children. Specific abnormalities of children are studied, and exercises are adapted to individuals to allow The Department aims to acquaint the student more complete personality development through activity. with the concept of history as an organized Mr. Rahn body of knowledge which is "the memory of things said and done". Mastery within this 325 Administration of Health, Physical Education, broad field provides an appreciation of history and Recreation as literature, an understanding of our heritage, Administrative and legal problems, personnel relations, and standard which one may thoughtfully social interpretations, budgets and finance, and plant and a by office management. evaluate our own time. Through classroom lec- Mr Rost tures and discussions, an introduction to re- search, and seminars, the Department en- 332 Measurement and Evaluation in Health and courages the student to develop as a liberally Physical Education educated person. Courses which the Depart- A study of the tests and evaluative procedures having prac- ment offers help prepare students for graduate tical use in health and physical education classes as well study and for careers in teaching, law, the as in research. The function and use of statistical concepts and the principles of test construction are analyzed. ministry, public service, business, and other Miss Schlie fields. For the prospective secondary school teacher 340 Psychological and Philosophical Aspects the Department cooperates in offering Educa- of Coaching tion 304, Techniques of Teaching and Analysis of psychology and philosophy in their relation- of Secondary Social Studies. ships to coaching athletics. An introduction to the basic Curriculum principles of psychology and philosophy, including the Requirements for a major are nine courses, in- study of motivation, emotions, personalities, perception, cluding History 300 (in the sophomore year) and communication, ethics, etc., and the use of these princi- ples in coaching methods to solve coaching problems. one of the senior research seminars. All majors Mr. Reider must pass at least four additional 300-level courses chosen from at least two of three 400 Senior Professional Seminar groups—American, European, or Asian history. Designed to relate and synthesize the various concepts, Senior research seminars—number 401 to interpretations, and understandings of modern health, history majors, physical education, and recreation. Offers the student the 449—are normally restricted to opportunity to work at an advanced level of extensive read- for whom one is required. A selection from the ing in the many faceted areas of the profession. list of seminars is offered each year. They pro- Miss Kenney vide students with an opportunity to work in small groups with a member of the staff in the 462 Individualized Study study of a selected topic. Typically participants A study of the various methodological approaches used in are expected to engage in reading, discussion, research. Designed especially for those planning to con- tinue with graduate study. Offered either term. oral reports, and writing formal papers based Mr Streeter on individual research. , Course Descriptions I History <^~ All courses in the fall and spring terms, except IDS 227, 228 Civilization of India History 300, are acceptable toward fulfilling the Course description included under Interdepartmental distribution requirement in history, philosophy, Studies. Mrs. Gemmill or religion. The following courses are also ac- ceptable toward that requirement, and one of 231, 232 Biographical Approaches to American History them may be counted toward the major, but not An introduction to American history through biographies of representatives and influential persons in significant toward the 300-level requirement: German 21 1 periods in America's past. Historical forces which shaped 212, 213 (Survey of German Culture), Greek 251 their lives and the impact on American development of (Greek History), Latin 251 (Roman History), and each person studied are examined An attempt is made to Spanish 312 (Latin America). establish criteria for determining the place of biography as acceptable history. The dividing line between the two courses is 1865. 101, 102 History of Europe from the Renaissance Mr. Bloom After noting the medieval background, these two courses Mission, Destiny, in survey major political, economic, social, and intellectual 233 and Dream American History developments in Europe from the Renaissance to the An introduction to American history from the seventeenth present. The first course goes to the French Revolution; the century to the present by focusing upon the intertwining second extends from 1 789 to the present. themes of the American people's belief in their unique mis- Messrs. Crapster and Fick sion and destiny in the world and their dream of creating a just and prosperous society. Students will probe the vary- ing manifestations of these themes through major events 131, 132 History of the United States and movements in American social, economic, and cul- These two courses, with their dividing point at 1865, pro- tural life and in politics and diplomacy. vide a general survey of the historical development of the Mr. Forness American nation from the age of discovery to the present. Open to freshmen only. 236 Urbanism in American History Staff An introduction to American history from the perspective of urbanism. Beginning with the colonial town and continuing to the megalopolis of the mid-twentieth century, students 203, 204 History of England will investigate the nature of urban life and its influence These courses survey English history from the Anglo-Saxon upon the course of American development. invasions to the present, emphasizing institutional, social, Mr. Forness and cultural developments. Some attention is given to Ire- land, Scotland, and the overseas empire. The dividing point 300 Historical Method between the two courses is 1714. This is a course designed for history majors which intro- Messrs. Crapster and Fick duces the student to the techniques of historical investiga- tion, deals with the nature of history, and examines the relation of history to other fields of study. It also surveys the 221 , 222 History of East Asia history of historical writing. Prerequisite: Two courses in The first course covers East Asian civilizations to approxi- history. mately 1 800. The second concentrates on East Asian polit- Mr. Glatfelter ical, social, and intellectual developments since the West- ern invasions of the nineteenth century. 311,312 Medieval Europe Mr. Stemen History 311 covers the period from the breakdown of Roman institutions in the West to about 1050, with special emphasis on the role of the Church, the Carolingian age, 223 United States Relations with East Asia the Viking invasions, the establishment of the German Em- A study of the diplomatic, military, and cultural relations of pire, and the beginnings of the struggle between Empire the United States with China, Japan, Korea, and Vietnam, and Papacy. History 31 2 deals with the central theme of the from the late eighteenth century to the present. Such sub- rise of a distinct Medieval civilization and the emergence jects as trade, missions, wars, intellectual and artistic influ- of the Western monarchies. Some attention is given to the ence, and immigration will be covered. civilization of Byzantium and Islam. Mr. Stemen Mr. Fick 313 Renaissance and Reformation 224 Chinese Thought and Culture Beginning about 1300, this course treats the gradual de- An intellectual history of China from the beginning to the cline of Medieval civilization and the emergence of new eighteenth century. Readings are drawn from philosophy, concepts and movements, the major theme being the tran- history, religion, poetry, and fiction, and are studied in the sition from "Medieval" to "Modern". It ends about the mid- context of the intellectual and artistic culture of the times. dle of the sixteenth century with the establishment of Pro- Mr. Stemen testantism and the strong movement of reform within the Roman Church. Mr. Fick History o Course Descriptions I 314 Age of Absolutism 331 American Constitutional History Beginning with the sixteenth century wars of religion, this After a brief look at European backgrounds and the politi- course continues with a study of the Habsburgs' failure to cal thought and practice of Britain's North American col- dominate Europe, the Thirty Years' War, the emergence of onists, this course considers the development of American France to predominance, the development of the absolute constitutional theory and institutions as revealed by legis- state and "enlightened depotism," and the rise of new lation, executive policy, and judicial decisions on federal powers by 1700. Considerable attention is given to and state levels. economic, cultural, and social developments of the period, Mr. Bloom with some aspects of the eighteenth century discussed. Mr. Fick 332 American Diplomatic History The foreign relations of the United States since the Ameri- 315 Age of the French Revolution can Revolution, with emphasis on the twentieth century. Following a general survey of political, economic, social, Mr. Stemen and intellectual currents in Europe on the eve of the French this course considers developments in France Revolution, 333 American Economic History and the rest of Europe between 1789 and 1815. This course the incentives for colonial Mr. Crapster examines economic settlement, for revolutionary change, for the westward movement, for development of transportation, for the con- 317 Europe 1848-1914: Nationalism, Industrialization flict between industrial classes, for the debate over and Democracy currency, and for the coming of government regulation of After a survey of European developments 1 31 5—48, the business. course studies the Revolutions of 1848, industrialization Mr. Bloom and urbanization, the unification of Germany and Italy, state-building and the development of democratic institu- 335, 336 American Social and Cultural History tions, dissident movements, and international affairs lead- These two courses trace America's major social, religious, ing to the First World War artistic, philosophical their Mr. Crapster and movements and immediate and long-range impact on American life and culture Be- ginning with the American Revolution, History 335 covers 318 Europe and Two World Wars the period to the Civil War History 336 continues from that This course studies selected aspects of European history period to the present. from the outbreak of the First World War in 1 91 4 to the end Mr. Forness of the Second World War in 1945. Mr. Crapster 341 Colonial America Commencing with the European background and the Age 319 Europe Since 1945 of Exploration before considering the settlement of North This course offers perspectives on Europe since 1945: re- America, this course stresses political and constitutional construction, nationalism, European integration, the Amer- developments to 1750, with attention to European rivalries, ican presence, the Cold War, the role of the state, with mercantilism, and attempts to achieve intercolonial unity. consideration of the reflection of these in culture and soci- Colonial art, architecture and the American Indian are also ety. discussed. Mr. Crapster Mr. Bugbee 321 Modern China 342 Age of the American Revolution A study of Chinese history since the Opium War of the This course begins with a review of colonial beginnings, nineteenth century, with emphasis on the Nationalist and followed by the French and Indian War, which set the stage Communist revolutions. for the disruption of the old British Empire. It traces the road Mr Stemen to revolution and independence, the war itself, the Confed- eration experiment, and the impetus which led to the Fed- eral Constitution of 1787 Political and constitutional de- 326 Russia in the Nineteenth Century velopments are emphasized. Beginning with the Napoleonic period and ending with the Mr. Bugbee Russian Revolution of 1917, this course traces the growth of revolutionary movements and ideas in nineteenth cen- 343 Jeffersonian-Jacksonian Era tury Russia. Investigation of political, economic, and social conditions with some use of Russian literature is included. Covering the period from the 1790's to the Mexican War, Staff this course treats the development of American national life and sectional interests under such influences as Jeffer- son's agrarian republicanism and the new democratic movements of the Jacksonian period. Mr. Forness Course Descriptions I History I Interdepartmental Studies 81 345 Civil War and Reconstruction The course begins with a consideration of the seemingly INTERDEPARTMENTAL STUDIES irreconcilable sectional differences in antebellum America, followed by examination of the failure to fix upon Professor Coulter (Chairman) a mutually acceptable and permanent compromise, the Adjunct Assistant Professors M. Baskerville and military and diplomatic conflict of 1861-1865, and the problems associated with Reconstruction. J. Gemmill Mr. Bloom Adjunct Instructor L. Lindeman Lecturers W. Jones and Nordvall 348 Early Twentieth Century America This course deals primarily with the major political, Through the Committee on Interdepartmental social developments in the United States economic, and Studies, the College offers courses and pro- from about 1900 to 1945. Some attention is given to the role motes opportunities for specialized inter- of the United States in the world during this period. Mr. Glatfelter departmental programs that coordinate courses available in a variety of academic areas. The 349 The United States Since 1945 Committee on Interdepartmental Studies bears This course deals with the major political, economic, and responsibility for identifying and encouraging social developments in the United States since 1945, and interest in Interdepartmental Studies courses with the demands made upon the United States as a lead- and programs, such as Asian Studies, American ing world power. Mr. Glatfelter Studies, and Medieval and Renaissance Studies. (See pages 84-85) Senior Research Seminars: Among the opportunities for Interdepartmental Studies is the Special Major: a student, with the 401 England in the 1880s Mr. Crapster consent of two supervising faculty members 402 Tudor England from different departments, may design a cohe- Mr. Fick rent program of at least eight courses focusing 403 The Negro in Modern Urban America on a particular issue or area not adequately in- Mr. Forness cluded within a single department. It may be 404 Founders of the United States based on any grouping of courses drawn from Mr. Bugbee any part of the curriculum so long as the 405 The U.S. in the 1890s proposed major is coherent, serves a carefully Mr. Glatfelter defined purpose, and includes a substantial 406 Historical Development of the American Presidency number of advanced courses. The Committee Mr. Bloom on Interdepartmental Studies has final respon- 407 Diplomacy of the Truman Administration sibility for approving Special Majors. (See Mr. Stemen page 30) 409 European Diplomacy in the Age of the Baroque content, Inter- Mr. Fick By nature of their objectives and departmental Studies courses cross the lines of disciplines. For Individualized Study departments and specialized example, of these courses attempt to pro- With the permission of an instructor who will supervise the some project, a student may arrange for an individual tutorial, vide the common body of knowledge tra- research project, or internship. The instructor can supply a ditionally associated with a liberal education; copy of the statement of departmental policy regarding others attempt to integrate the understanding of grading and major credit for different types of projects different kinds of subject matter; and still others Either term. Staff use methodologies from diverse departments and disciplines. <3 Course Descriptions I Interdepartmental Studies 101, 102 Ideas and Institutions of Western Man 211 Perspectives on Death and Dying A course introducing the student to an interdisciplinary Death and dying will be viewed from many different study of the problems of contemporary Western civilization perspectives: theological and philosophical, psychological through the study of documents illustrating the ideas and and sociological, economic and legal. Various views of the institutions of Western man since the Medieval period, with past and present, East and West, will be examined, as well some attention to the Classic-Judaic beginnings. Students as such problems as dignity in dying, what happens after study characteristic ideas and institutions affecting death, euthanasia, body disposal, and therapeutic grieving economic, political, and religious developments from the practices. The course will include lectures, discussions, Middle Ages and Renaissance through the twentieth cen- outside speakers, and a variety of audio-visual aids. Fulfills tury. Fulfills distribution requirement in history, philosophy, distribution requirement in history, philosophy, or religion. or religion. May be counted toward a religion major. Staff Mr. Moore 103, 104 Literary Foundations of Western Culture 213 Woman in the Ancient World A study of selected major literary achievements of Western An investigation of the role/s of woman in both the classical culture regarded as philosophical, historical, and aesthetic and the ancient near-eastern worlds as reflected in the documents includes authors ranging from Homer and Plato myths, legends, epics, law codes, customs, and historical through St. Augustine and Dante to Shakespeare, Milton, records of the ancient Sumerians, Babylonians, Egyptians, and Goethe. By means of reading and discussing complete Hebrews, Greeks, and Romans. Some attention will be di- works of literature the student is introduced to those hu- rected also to the relevance of some of this material for more manistic skills that have traditionally distinguished the lib- recent and contemporary roles and problems of present- erally educated person. Fulfills distribution requirement in day women. Alternate years, offered 1981-82. literature Mr. Moore Staff 227, 228 Civilization of India 111, 112 Ideas and Events Behind the Arts The first course deals with cultural developments from the An introductory study of the visual arts from prehistoric times Indus Valley Civilization to the coming of the Muslims, with to the twentieth century. An attempt will be made to investi- emphasis on Buddhism, the evolution of Hinduism, and the in the arts political, gate change as social, and even natural representation of these in art and literature. The second events have stimulated response in the style and function of includes an investigation of historical factors underlying painting, sculpture, and architecture. While an under- Hindu-Muslim antagonism as well as contemporary political standing of the contextual role of art is considered impor- and economic problems. Lecturers from various fields will tant, there will also of be emphasis upon an understanding appear in both courses. Fulfills distribution requirement in the individual work of art in terms of aesthetic analysis of history, philosophy, or religion. Alternate years, offered form and content. Fulfills distribution requirement in art, 1980-81 music, creative writing, or theatre arts. Mrs. Gemmill Mrs. Small 192 Seminar in Genetic Engineering 235 Introduction to African Literature A seminar designed to investigate a problem crucial for the A general introduction to traditional and modern literature future of man. The students will work together on materials from Africa south of the Sahara written primarily, but not dealing with the biological, medical, legal, social, exclusively, in English and French. (All works not originally psychological, aesthetic and ethical implications of genetic written in English will be read in translation.) An introductory manipulation. The class will meet twice a week, and the section will be devoted to the oral tradition The remainder of students will be required to read, discuss, make oral pre- the course will treat the primary themes of contemporary sentations and write two papers analyzing aspects of the African literature, the majority of which bear the stamp of the data and technology of genetic manipulation. The proce- colonial experience and its aftermath. Representative dure should lead to the formulation of a tentative resolution readings will be chosen from West, South and East Africa to the problem as viewed from several disciplines. Limited and will include novels, poetry, drama and short fiction. to freshmen. Consideration of social, political and anthropological ques- Messrs. Loose and Schroeder tions will be balanced by aesthetic appreciations through- out. Class discussions will be encouraged and a term paper 206 Byzantine Civilization and final examination will be required. Fulfills distribution Byzantine civilization radiated from Constantinople (Istan- requirement in literature. Alternate years, offered 1980-81. Mr. bul), the "New Rome" from 330 to 1453. Besides its influ- Michelman ence on western Europe, it belongs to the heritage of Eastern Orthodox Christianity and the cultures of Greece, Russia, 237, 238 Literature of India and other eastern European countries. Such things as A study of major literary works of Indian culture from the Roman law, the icon, historiography, a controlled economy, standpoint of religion, history, and aesthetics. The first and domed architecture are its legacy Movies, slides, class course will include Vedic hymns, major epics, Bhagavad discussions, lectures, and a field trip are involved Fulfills Gita, and Sanskrit literature of the Gupta period The second distribution requirement in history, philosophy, or religion. will deal with epics and lyrics of the Tamil culture, the poetry May be counted toward a religion major. of bhakti, the Persian literary tradition, and the modern novel Mr. Trone inspired by Western influence. Complete works will be read and discussed using criticism from Western and Indian sources. Fulfills distribution requirement in literature. Alter- nate years, offered 1981-82. Mrs. Gemmill Course Descriptions I Interdepartmental Studies 240 Energy Production and Use 320 Human Sexual Behavior This course presents physical laws and concepts related to This course is designed to discuss biosexual, sociosexual energy production and use. Both renewable and non re- and psychosexual development in a cultural-behavioral set- newable energy sources are studied. Topics include fossil ting. Works in religion, literature, biology, psychology and fuels, nuclear power, solar energy and other alternative sociology will be discussed as they relate to the present day energy technologies. Emphasis is also placed on the en- social-sexual milieu. Students are required to prepare an vironmental and economic implications of energy use. in-depth investigation of an area of human sexual expres- Mr. Cowan sion. Using a seminar format, the course will rely heavily upon student participation in classroom discussion and 244 An Introduction to American Folklore presentations. Mr. Jones After introducing folkloric theory and method, the course will survey the various types of American folklore: myths, tales, ballads, art, music, dance, games, et cetera Students will 350 History of Modern Western Thought be asked to investigate in some depth one of these types The course covers the major ideas and intellectual and encouraged to collect from primary sources. The course movements of the nineteenth and twentieth centuries in the will be developed through lectures, discussion of readings, natural sciences, economic, social and political thought, and student reports. Alternate years offered 1980-81. philosophy, religion, and the arts. Topics such as romanti- Mr. Locher cism, utilitarianism, liberal humanism, positivism, evolution- ary thought, socialism, the development of psychology, the 246 American Humor ideologies of fascism and communism, the philosophies of existentialism and logical empiricism, and expressionism This course will trace the American comic spirit from its and surrealism in the arts are included. The approach to the purely imported and literary beginnings to its multi-media, material is chronological and emphasizes the historical re- sometimes underground, manifestations today, attempting lationships between the ideas, but some attention is given to to isolate its distinctively American attributes. The second- the general historical context. The primary purpose of the ary objective will be to show the source of this humor in course is to understand our recent intellectual heritage, and society and politics throughout its development. In addition its impact on the contemporary mind. The course is de- to readings and discussion, each student will be asked to signed for students with a general background in the history research, analyze and report on one American creator of of the nineteenth and twentieth centuries. Open to juniors humor. Alternate years, offered 1981-82. others permission of the instructor. Mr. Locher and seniors, and to by Fulfills distribution requirement in history, philosophy, or religion. 250 Criminal Justice Mr. Schubart This course presents an overview of the criminal justice sys- tem in the United States and examines the role in that sys- 352 Modern Political Thought tem of institutions, groups, and features such as police, Systematic examination of the important political ideas and attorneys, trials and prisons. Major United States Supreme philosophers of the nineteenth and twentieth centuries. Court cases will be read and analyzed in order both to Treats the historical circumstances which motivated the understand the nature of legal reasoning and to illustrate writer, his philosophical and religious views of human na- how problems in the criminal justice system are resolved ture and alienation, the philosophical assumptions which through the courts. his political ideas, well such traditional con- Mr. Nordvall led to as as cerns of political philosophy as the purpose of the state, the role of institutions, constitutionalism, and civil liberties. 301, 302 Literature of Modern Western Culture Mr. Tannenbaum Continues the study of major literary documents into the nineteenth and twentieth centuries. Novels, dramas, and 401 Senior Scholars' Seminar: The Future of Man short stories are discussed as artistic structures and are This seminar for selected senior students addresses an im- seen in their relationship to modern culture. Representative contemporary issue which affects the future of man. writers include the French and Russian realists. James, portant this issue is multi-disciplinary. Past topics Joyce, Kafka, Mann, Camus, Albee, and Dickey. Fulfills The approach to have included genetic engineering, computers and human distribution requirement in literature. Messrs. Lindeman and Loose communication, and global disparities. Authorities of na- tional stature are invited to serve as resource persons. A final report is published by the seminar participants. The 312 Theology and Literature seminar carries credit for two courses and must be taken in Representative theological writings are read critically to the Fall and January terms. Interested students should con- bring into focus the dominant religious ideas influencing sult page 33 of this catalog for admission criteria. Western culture since 1800. Novels of the modern period are analyzed and interpreted to discern the form and content given to those ideas by men of letters. Authors studied include Kierkegaard, Dostoyevsky, Conrad, Tillich, Faulk- ner, Camus, R. Niebuhr, Hemingway, Wieman, and West. Fulfills distribution requirement either in history, philoso- phy, or religion, or in literature. May be counted toward a religion major. Mr Loose ) Gr Course Descriptions I interdepartmental Studies 411, 412 Experimental Seminar in Teaching 5) The Central Pennsylvania Consortium ar- Interdepartmental Studies 101, 102 rangement whereby students may engage The members of this seminar will attend the regular meet- with full academic credit in a summer and a ings of Interdepartmental Studies 101, 102. They will lead discussion groups for that course. Sessions of the seminar fall semester in India. Interested students itself will be devoted to discussions of the materials and should consult the Dean of the College or methods of interdepartmental Studies 101, 102 in the light of Committee on Interdepartmental Studies for the more advanced reading required for the seminar. In further information. addition, each student will write a paper. Evaluation will be conducted on the basis of contribution to the discussion group; contribution to the seminar; and the quality of the ASIAN STUDIES COURSES paper. Open only to students selected by the instructor. Messrs. Hammann and Tannenbaum IDS 227, 228 The Civilization of India IDS 237, 238 Indian Literature 451 Individualized Study: Tutorial in Interdepartmental Studies History 221 , 222 History of East Asia 461 Individualized Study: Research in Interdepartmental History 321 Modern China Studies Political Science 202 Asian Political Systems Religion 241 Religions of South Asia SPECIAL INTERDEPARTMENTAL Religion 242 Religions of East and West Asia PROGRAMS AMERICAN STUDIES ASIAN STUDIES Gettysburg College offers a number of courses Gettysburg College offers a variety of courses for students wishing a sound introduction to analyzing American life and thought, thereby Asian culture as part of the liberal arts providing students with many opportunities for Special Majors in Studies. curriculum. Each Asian Studies course fulfills creating American some distribution requirement. These courses Such majors may emphasize behavioral are presented by members of various depart- analyses, historical perspectives, literary and ments, persons with interests and competence artistic dimensions, or coherent combinations in Asian Studies. A student may construct a Spe- of such approaches as they are reflected in from several departments. For exam- cial Major with concentration in Asian Studies. courses in the Students wishing to prepare for advanced work ple, Special Majors could be designed culture, Ameri- in Asian Studies will be interested in the follow- areas of early American modern social stratification, ethnicity, and politics ing course combinations supplemented by off- can in America, or the religious campus Language and Area Study programs to twentieth-century which the college has access: and economic values of the American people. Students should seek assistance in planning an 1 An introduction to South Asia including Civ- American Studies Special Major from faculty ilization of India, Religions of South Asia, members who teach courses in these areas or and Asian Political Systems. from the faculty's Committee on Inter- 2) An introduction to East Asia including His- departmental Studies. tory of East Asia and such courses as Re- ligions of East Asia and West Asia, Asian Course offerings suitable for Special Majors in Political Systems, and Modern China. American Studies are found under many de- 3) The Consortium exchange program by partmental listings. In addition to courses de- which students may take selected courses scribed in this catalogue, the Freshman Semi- dealing with East Asia or South Asia at Wil- nar brochure and the January Term catalogue son, Dickinson or Franklin & Marshall Col- list many courses offered by a variety of de- leges. partments or as interdepartmental courses. to 4) Any two-term sequence of courses in Asian Such courses may also be applicable spe- Studies taken at Gettysburg followed by an cial interdepartmental programs. intensive senior year of work in an Asian language and area courses at the Univer- sity of Pennsylvania. Course Descriptions I Interdepartmental Studies MEDIEVAL AND RENAISSANCE STUDIES MEDIEVAL AND RENAISSANCE STUDIES COURSES Through the curricular offerings of eight Art 111 Ideas and Events Behind the Arts academic departments and the Interdepart- Art 203 Italian Painting, 1300 to 1600 mental Studies Program, the College makes Art 205 Northern European Painting, 1400 to 1700 available a wide range of courses that deal with Art 215 History of Architecture and Sculpture the civilization and culture of the Medieval and Classics: Latin 306 St. Augustine Renaissance eras. Those eras laid the English 302 History of the English Language foundations for many modern ideas and values in the fields of literature, history, religion, politi- English 331 Medieval Literature cal theory, music, art, science, technology, English 332 Medieval Narrative commerce, mathematics, and law. For many English 334 Renaissance Literature students concerned with a more realistic English 362 Chaucer understanding of the rich heritage derived from English 365, 366 Shakespeare the Medieval the and Renaissance world, English Theatre Arts 203 History of the Theatre vitality and creative energy of those eras hold a History 203 History of England special fascination and add new dimensions for History 311, 312 Medieval Europe comprehending contemporary issues. History 313 Renaissance and Reformation Faculty members teaching courses in these IDS 101 Ideas and Institutions of Western Man areas are organized as the Council on Medieval 'DS 103, 104 Literary Foundations of Western Culture and Renaissance Studies in order to facilitate I. S 206 Byzantine Civilization scholarship and course development, to pro- Music 312 History of Medieval, Renaissance, and vide a forum for the discussion and promotion Baroque Music of ideas and common interests, to encourage Philosophy 303 History of Philosophy: Classical Special Majors, and to sponsor visits by stu- Philosophy 304 History of Philosophy: Medieval and dents and faculty to museums and cultural cen- Early Modern ters in New York, Philadelphia, Baltimore, and Religion 121 Church History: To the Eighth Century Washington. The Council has also been active Religion 331 The Church Fathers in sponsoring distinguished visiting lecturers and performances of medieval music and Spanish 305 ^istory of Spanish Literature: Origins • to 1700 drama. Special majors in this area might deal with the medieval church and the arts, medieval literature and philosophy, or the ideological and institutional revolutions of the Renaissance. Students should seek assistance in planning such Special Majors through the Council on Medieval and Renaissance Studies, Professor LATIN — SEE CLASSICS George H. Fick, History department, Director. Mathematics Gr Course Descriptions I scored sufficiently high on the Advanced MATHEMATICS Placement Examination. Such placement will be determined by the Department Chairman in ac- Professors Fryling (Chairman) and Holder cordance with College policy (see page 131). Associate Professors Flesner, Kellett, Leinbach, and Moorhead THE PROGRAM IN MATHEMATICS Lecturer Wood This program is recommended for students A knowledge of mathematics is an essential part planning graduate study in mathematics, for of what is meant by a liberally educated person. students planning careers as secondary school Mathematics is both an art and a science. It teachers of mathematics, and for students who possesses an inherent beauty and exhibits a wish to gain an appreciation of the power and precision and purity of expression not found to beauty of mathematics within a liberal arts con- the same degree in any other discipline. Beyond text. its intrinsic value, mathematics is indispensable Requirements (non-teaching objective): in the physical sciences and is occupying a pos- Core, plus Math 313, plus six other 300- ition of increasing importance in the social sci- level mathematics courses. ences as well. This applied aspect of mathema- tics has been dramatically enhanced with the Requirements for Teacher candidates: advent and rapid development of the high Core, plus Math 313, 343, Ed304, and three speed electronic digital computer. It is important other 300-level mathematics courses. that mathematics majors as well as other stu- It is recommended that students planning dents who will apply mathematics learn to how graduate study in mathematics take Math 333, use this powerful problem solving tool. 365, and one or more of the courses offered as The mathematics curriculum provides a founda- Selected Topics, Math 381, 382. tion for students who will specialize in mathema- tics or in fields which utilize mathematics. By a THE PROGRAM IN MATHEMATICAL SCIENCES careful selection of courses a student can pre- pare for graduate study in mathematics, for The Mathematical Sciences include applied secondary school teaching, or for a career in mathematics in the physical sciences, compu- applied mathematics. The curriculum also pro- ter science, operations research, statistics, and vides courses appropriate for liberal arts stu- actuarial science. This program provides intro- dents who wish to gain an appreciation of ductory courses in each of these fields and a mathematics. foundation for more specialized future study. The department offers two programs, one in Applications of mathematics in the social sci- Mathematics and one in Mathematical Sci- ences involve statistics, operations research, ences. Both programs build on a basic core of and the computer. courses required of all majors. This core con- Requirements: sists of the following five courses: Core, plus Math 275, 357-358, and one Math 111-112: Calculus of a Single Variable course from Math 262, 362, and 363. In ad- dition, the student will elect three other Math 21 1 : Multivariate Calculus Math 212: Linear Algebra mathematics courses at the 200- or 300- Math 234: Introduction to Modern Algebra level. Advanced placement in the calculus sequence Recommendations for course electives in Math 1 1 1-1 12, 21 1 is possible for those who have each field are: Physical Science: Math 363 or 365, 364, 366 Mathematics Course Descriptions I Computer: Math 276, 360, 365, 366 111-112 provides an introduction to a programm- Operations Research: Math 262, 359, 362 ing language during weekly computer periods in Statistics: Math 359, 360, 362 which problems related to the calculus are car- Actuarial Science: Math 359, 360, 366 ried out. Mathematics 211, 212 and several higher level courses in mathematics offer further Students who plan graduate study in any of the in computing. mathematical sciences should also take Math experience 313. It is recommended that mathematics majors ful- fill their science distribution requirement by tak- ing Physics 111, 112, since these courses espe- cially enhance the calculus. Mathematics majors in either of the two pro- grams are encouraged to pursue in some depth an allied field in which mathematics can be applied. Applications of mathematics in the physical sciences have long been recognized, and in these fields the importance of mathema- tics continues to grow. To an increasing extent mathematics also is being employed in the so- cial and life sciences, especially in biology, in economics, in psychology, in sociology, and in certain aspects of medicine. A secondary con- centration in any one of these fields provides a useful supplement for a mathematics major al- though mathematics students can, of course, join the study of mathematics with a concentra- tion in any of the areas of study offered by the College. To further encourage such collateral study, permission may be granted to substitute one course from an allied field for a mathematics elective in either program. Such a course must employ mathematics at an advanced level, and be approved in advance by the Mathematics Department. This option is not open to majors preparing for teaching certification. KNOWLEDGE OF THE COMPUTER Because of the importance of electronic digital computers in almost every aspect of applica- tions of mathematics, it is essential that students majoring in mathematics become acquainted at an early stage with the potential as well as the limitations of computers. Each student should develop facility in algorithmic thinking and the use of the computer as a tool in problem solving. In order to accomplish this goal, Mathematics Gt Course Descriptions I Mathematics 107 Applied Statistics 117-118 Calculus and Matrix Algebra Designed for students in the Biological and Social Sci- This course is primarily devoted to those aspects of calculus ences. Both descriptive statistics and the fundamentals of and matrix algebra which are most important in economics probability theory are considered as an introduction to the and business administration Both single and multivariable principal topic of statistical inference. The general princi- calculus will be studied, with particular emphasis placed on ples of hypothesis testing are included, as well as the spe- maximization and minimization problems, with constraints cific techniques of correlation, regression, and analysis of for functions of several variables. The course content, con- variance. Throughout, relevant applications are em- sisting of theory and applications, will be drawn from phasized. An important aspect of the course will be a labo- problems of economic theory Additional topics will be ratory period in which students will become acquainted with selected from differential and difference equations, and some of the tools which are useful for modern statistical linear programming Credit may not be granted for more analysis. Credit may not be granted for Mathematics 107 than one of the following courses: Mathematics 108, 111, and Economics 241 Three lecture hours and two laboratory 1 17. Prerequisite: Economics 101-102 or permission of in- hours per week. structor Staff Mr. Kellett 108 Applied Calculus 174 Computer Methods Designed for students in the Biological and Social Sci- This course is designed for students who have had no in- ences. The major concepts of this course include differ- struction in computer programming. The major emphasis of entiation and integration of algebraic, logarithmic, and ex- the course is on solving problems from the different ponential functions. Applications appropriate to the disci- academic disciplines The student will learn to analyze a plines cited above will be emphasized Credit may not be problem, construct the flowchart, write the program, inter- granted for Mathematics 108 and Mathematics 111 pret the results, and generalize the method to a broader Staff class of problems Both BASIC and FORTRAN languages will be learned in the course. Mr. Kellett 110 Introductory Analysis This course serves primari ly as a preparation for the study of of Mathematics calculus. Topics include: review of algebra and trig- 180 Basic Concepts Elementary onometry, elementary functions, and basic concepts of This course is designed for future elementary teachers who calculus. This course together with Mathematics J 21 (Cal- are sophomores and above and have been approved for culus and the Computer) will provide adequate preparation admittance into the program for elementary certification for Mathematics 1 12. Topics include the number system, different bases, number Staff line, use of sets, principles of arithmetic, introduction to geometry and algebra The course is also offered in the January term as J 18. 111-112 Calculus of a Single Variable Mr. J. T. Held Differential and integral calculus of one real variable. Top- ics include introduction to limits, continuity, the derivative, the definite integral, sequences, series, and elementary 211 Multivariable Calculus differential equations. Both theory and applications are Vectors, vector functions, function of several variables, par- stressed. Course includes an introduction to computer pro- tial differentiation, optimization, multiple integration, trans- gramming and weekly computer assignments in which formation of coordinates, line and surface integrals, Green's problems relating to calculus and the computer are carried and Stoke's theorems. Computer projects in multivariate out. No prior experience with calculus or computing is as- calculus. Prerequisite: Mathematics 1 12. Four lecture hours sumed. Four lecture hours and a laboratory session each per week. week. Messrs. Flesner and Leinbach Staff 212 Linear Algebra Systems of linear equations, algebra of matrices, determi- nants, abstract vector spaces, linear transformation, eigen- values, and quadratic forms. Selected applications. Com- puter projects in linear algebra Prerequisite: Mathematics 1 1 2 or permission of instructor Four lecture hours per week. Messrs Flesner and Leinbach Course Descriptions I Mathematics 234 Introduction to Modern Algebra 343 Topics in Geometry A study of selected topics in modern algebra such as the A brief introduction to the history of the development of development of number systems, set theory, algebraic sys- geometries from Euclid to the present, with emphasis on the tems, including groups, rings, and fields Prerequisite: significance of non-Euclidean geometries Topics from Mathematics 112. projective geometry and its subgeometries, from affine to Messrs Flesner and Kellett Euclidean. Prerequisite: Mathematics 212 Messrs Flesner and Moorhead 262 Mathematical Modeling 357-358 Mathematical Statistics and Probability An examination of the philosophy of Mathematical Model- ing, the assumptions underlying some Mathematical Mod- Probability, frequency distributions, sampling theory, test- els, and the results of these models In addition to studying ing hypotheses, estimation, correlation and regression, the theory of modeling, the student will participate in the small sample distributions, and applications. Prerequisite: model building process by using information from the Mathematics 211, 212. Physical, Biological and Social Sciences. Prerequisite: Mr Fryling Mathematics 112. Mr. Leinbach 359 Stochastic Processes This course will include the principles of probability, both 275 Introduction to Computer Science for discrete and continuous distributions The Poisson and This course emphasizes the development of algorithms exponential distributions will be emphasized with applica- which take into consideration the functional aspects of dig- tions to birth-death and queueing processes Other topics walks, Gaussian ital computers. It provides an introduction to the functional included are: Markov chains, random and parts and organization of digital computers, programming processes. Prerequisite: Mathematics 357, 358 them using both low and high level languages, techniques Staff of algorithm development, and simple data structures Pre- requisites: Mathematics 111-112 or Mathematics 174 or 360 Linear Statistical Models Business 177 or consent of the instructor. an understanding of both Mr. Wood The course is designed to develop the underlying theory and the practical problems which are encountered using linear statistical models for regression, 276 Introduction to Data Structures analysis of variance and experimental design. Prerequisite: This course provides an introduction to methods of or- Mathematics 358, may be taken concurrently ganizing and structuring data for use in conjunction with Mr. Kellett algorithmic processes It includes the representation and manipulation of stacks, queues, files, lists, strings, arrays, 362 Introduction to Operations Research trees, and graphs. Prerequisites: Mathematics 275 or con- study of techniques and tools used in mathematical mod- sent of the instructor. A social sci- Mr. Wood els applied to the biological, management, and ences. Topics selected from the following: optimization, game theory, linear and non-linear programming, dynamic 313 Mathematical Analysis programming, transportation problems, and network analy- This course provides both a rigorous treatment of the con- sis. The computer will be used extensively Prerequisite: cepts studied in elementary calculus and an introduction to Mathematics 211 and 212, or 118 and 174. more advanced topics in analysis. Among the topics stud- Mr. Leinbach ied are: the real number system, elements of set theory, introduction to metric space topology, limits and continuity, derivatives, sequences and series, uniform convergence, and the Riemann integral. Prerequisite: Mathematics 234. Messrs. Flesner and Holder 333 Algebraic Structures A study of the basic structures of modern abstract algebra, particularly groups, rings, fields, and linear algebra. Pre- requisite: Mathematics 234, Alternate years. Messrs. Flesner and Kellett & Course Descriptions I Mathematics I Military Science 363-364 Applied Mathematical Analysis Series solutions of differential equations, the Bessel and MILITARY SCIENCE Legendre equations, orthogonal functions, Sturm-Liouville systems, Fourier series, partial differential equations of Army ROTC: Military Science physics, boundary value problems, special functions, top- ics from complex variable theory. Prerequisite: Mathe- Professor Karsteter (Chairman) matics 211, 212 or permission of instructor Assistant Professors Galloway, Heincer, Messrs. Holder and Mara Heyman, and Olson Assistant Instructors Cantu, Fuller, 365 Differential Equations Hemmerly, and J. Schneider Theory and application of ordinary differential equations. Topics include: first order equations, linear equations of second and higher order, systems of equations, power The Department of Military Science offers series solutions, and numerical methods. Applications will courses which develop a student's ability to or- and non-physical be considered from both the physical ganize, motivate, and lead others. The Depart- sciences. Prerequisite: Mathematics 211, 212 Messrs Holder and Leinbach ment's course offerings are open to all students for credit. 366 Numerical Analysis The freshman and sophomore years of military This course deals with numerical techniques of solving science are referred to as the Basic Course. mathematical problems. A heavy emphasis is applied There is no military obligation connected with placed on the interrelation with these techniques and the enrollment in the courses offered. Completion of digital computer. Topics to be covered are numerical solu- tions of systems of equations, the eigenvalue problem, in- the Basic Course or credit for the Basic Course terpolation and approximation, and numerical solutions to is required for entrance into the Advanced differential equations. Although emphasis is placed on the Course. numerical techniques consideration will also be given to computational efficiency and error analysis. Prerequisite: The junior and senior years of military science Mathematics 212. are referred to as the Advanced Course. Men Mr. Leinbach and women enrolled in this course agree to a military service obligation. The active duty obli- 381,382 Selected Topics gation is normally 3 years but can be as little as The course will deal with some advanced phase of mathe- 3 months. This obligation should be investigated matics not otherwise in the curriculum. The subject matter with Military Science and the frequency of offering the course will be dependent on an individual basis a on student interest. Some possible areas for study are: point Department instructor. Students enrolled in the set topology, combinatorics, graph theory, partial differen- Advanced Course receive $100.00 per month tial equations, differential geometry, complex variables, and during the school year. number theory. Prerequisite: Permission of instructor Staff Advanced Course graduates are commissioned Second Lieutenants in the US Army the Army Individualized Study Reserve or the Army National Guard. In addition, Well qualified students may pursue topics of an advanced Advanced Course graduates may also obtain nature through individual reading, under the supervision of educational delays from active duty for graduate staff members. Prerequisite: Permission of the department for at gov- chairman. studies and may qualify such study Staff ernment expense. Interested juniors and seniors not desiring a commission may enroll in Ad- vanced Military Science courses with the per- mission of the Department Chairman with no military obligation. — Course Descriptions I Military Science 91 The Military Science program offers a 4-year 201 American Military History and a 2-year program for commissioning: A study of the development of American military institu- tions, policies, experience and traditions from colonial a. The 4-year program times to the present. Covers interrelationship between the military and other aspects of American society. Prerequi- 1. A college freshman enters the ROTC site: Permission of the instructor. Va Course Credit program during the fall semester of the freshman year and continues in the program 202 Enrichment Course through the senior year. (Same as MS 102) Va Course Credit 2. A freshman or sophomore may enter the either during the second semester, program 301 Advanced Military Science I freshman year or the first semester, sophomore Consists of two subcourses, one dealing in principles of year, and through compression of the military leadership and their application in both a military and non-military environment. The second subcourse deals science courses, be eligible to enter the Ad- with study and practical exercises in effective speaking vanced Course at the beginning of the junior and writing. Prerequisite: MS 1 01 -1 02, 201 -202, or six week year. basic camp between sophomore and junior year. Prerequi- site: Permission of the instructor, if not enrolled in the b. The 2-year program ROTC program. 1 Course Credit 1. Successful completion of a six-week Basic Camp during the summer between 302 Advanced Military Science II sophomore and junior years can qualify indi- Consists of two subcourses, one concerned with military viduals for placement in the Advanced Course operations involving various elements of the army, and the second with small unit tactics in which the student learns at the beginning of the junior year. through practical exercises the basic principles of handling 2. Interested students who have completed small tactical units in combat. Prerequisite: MS 301 or per- their sophomore year may arrange for a summer mission of the instructor. 1 Course Credit session with the Military Science Department. The successful completion of the summer re- 311 Advanced Military Science III first is concerned with quirement may qualify an individual for place- Consists of three subcourses: the international relations and the United States, the second ment in the Advanced Course at the beginning with military law and its application at the junior officer of the junior year. level, and the third with military intelligence. Prerequisite: MS 301-302 or permission of the Instructor. 1 Course Credit 3. Veterans and those who have received military training in high school, in college ROTC, 312 Advanced Military Science IV or at a service school may be granted credit for Consists of several subcourses dealing in management the military science Basic Course and be eligi- techniques, a study of logistics, command and staff and ble to enter the Advanced Course. administrative functions, and obligations and responsi- ROTC scholarships are offered on a competitive bilities of a military officer. Prerequisite: MS 31 1 or permis- sion of the Instructor. 1 Course Credit basis. Eligible students may apply for one, two or three-year scholarships which pay full tuition Leadership Laboratory and textbook expenses plus $100.00 per month. All ROTC cadets participate in a professional development laboratory on Tuesday afternoons each semester. This lab- oratory period is designed to provide an understanding of 101 Introduction to Military Science the fundamental concepts and principles of Military Sci- A study of the organization of the Army and ROTC, the ence and an opportunity to develop leadership and man- military as a profession, customs and courtesies of the ser- agement potential. Students will develop skills in Moun- vice, a survey of the U.S. defense establishment, taineering Techniques, Survival Techniques and Orienteer- introduction to leadership through practical exercises. Pre- ing requisite: Permission of the instructor. 1A Course Credit 102 Enrichment Course Student participates in Professional Development Labora- tories but attends no Military Science classes. Instead stu- dent selects a regular academic course that will broaden his or her interests and that would benefit him or her in the military. Prerequisite: MS 101. Va Course Credit — Music G* Course Descriptions I 101 Introduction to Music Listening MUSIC A consideration of the principal music forms against the background of the other arts. Intensive listening is an es- Associate Professors Belt, Getz, Nunamaker, sential part of the course. Repeated spring term. Weikel (Chairman), and Zellner Messrs. Belt and Powers Assistant Professor Finstad 103 The Symphony Instructors Matsinko and Powers The standard symphonic repertoire is listened to and atten- Adjunct Assistant Professors M. Hook, tion given to stylistic changes in that music from the classic Landgren, and Thurmond to the romantic and contemporary periods. Adjunct Instructor Jarvinen Mr. Belt This department offers theoretical and practical 104 Opera instruction in music with programs leading to a Standard operatic works are listened to and discussed as Bachelor of Arts degree with a major in music or examples of drama and music. Mr. Finstad Bachelor of Science degree with a major in music education. In addition, it makes available courses in music appreciation and oppor- 105 Introduction to Contemporary Music tunities for participation in vocal and instrumen- A study of the major trends in twentieth century music with emphasis on the music of Debussy, Stravinsky, Schoen- tal organizations. Individual instruction in berg, Bartok, and the Avant Garde composers. This course voice, piano, organ, and standard band and is designed for students with a music background. orchestral instruments is offered by appoint- Messrs. Belt and Powers ment. The Department requires an informal au- dition of all to in candidates proposing major 107 Music of the Romantic Era music or music education. Appointments for A study of the philosophical background for nineteenth- such auditions should be made through the Col- century musical creations and the stylistic features of the lege Admissions Office. music. Extensive listening will be done in the areas of or- chestral, vocal and chamber music. The program leading to the Bachelor of Science Mr. Nunamaker degree in music education (see page 36) satisfies the certification requirements for 141 Theory I teaching or in supervising music elementary Fundamentals of basic theory, notation, and nomenclature; and secondary schools, in Pennsylvania and introduction to writing skills; basic analytic technique nearby states with reciprocal agreements. especially melodic analysis. Correlated sight singing and aural perception skills. Requirements for a major in music leading to a Mr. Getz Bachelor of Arts degree consist of 12 full courses (Music 141, 142, 241, 242, 341, 342, 142 Theory II 312, 313, 314, 205, 206, and 456) plus quarter Continuation of writing skills; analysis and writing of courses in the student's major applied area to- chorales. Correlated sight singing and aural perception taling one and three-quarters full courses (seven skills. Keyboard application. quarter courses). The student major must also Messrs. Weikel and Getz participate for four years in an authorized musi- cal group and present a recital in the senior year. 241 Theory III An intensive study of the common practice period; exten- Music majors in the elementary education pro- sive written and analytic projects; study of musical gram must meet the same requirements as the structure through small forms. Correlated sight singing and B.A. program with the exception of Music 341 aural perception skills. and 342. Mr. Weikel The distribution requirement in art, music, cre- 242 Theory IV ative writing, and theatre arts may be fulfilled by An intensive study of late romanticism to the present day by one of the following: Music 101, 103, 104, 105, means of analytic and written projects. Correlated sight certain 312, 313, 314, and designated January singing and aural perception skills. Keyboard application. Term courses. Mr. Weikel Music Course Descriptions I <& 341 Theory V 312 History of Medieval, Renaissance, and Instruction in transposing, arranging, and coloring for the Baroque Music various instruments. A study of the ranges and characteris- The history of the major forms and styles of music and tics of string, wind, and percussion instruments (with em- composers from the pre-Christian era through the phasis on written projects for the laboratory ensemble.) eighteenth century. Extensive use of musical examples and Mr. Zellner recordings. Mr. Nunamaker 342 Theory VI 313 Music in Classic and Romantic Periods A study of the structural organization of music including the A study of the principal stylistic tendencies of the periods analysis of the larger forms of composition drawn from the of music from 1740 to c. 1900. Extensive listening to and standard literature of the eighteenth-twentieth centuries. examination of illustrative materials. Mr. Belt Mr. Nunamaker 314 Music in the Twentieth Century Choral Conducting 205 A study of the principal stylistic tendencies of music from Development of a basic conducting technique. Emphasis c. 1900 to the present with examination of the works of placed upon the choral idiom including vocal problems representative composers. Also consideration of American and tonal development, diction, rehearsal procedures, in- composers and developments in experimental music. terpretation, and suitable repertoire for school, church and Mr. Belt community. Mr. Getz 474 Student Teaching Students are assigned to teach in public schools in coop- eration with, and under the supervision of, experienced 206 Instrumental Conducting teachers. Individual conferences with the College super- Continued development of conducting skills and score visor and supervising teacher are required. Offered in reading involving instrumental interpretation, musical spring term only. Three course units styles, balance, intonation, rehearsal procedures, and Mr. Getz suitable repertoire for large and small ensembles. Mr. Zellner Individualized Study Prerequisite: Approval of department and directing faculty member. J 22 Principles and Procedures of Teaching Music in Elementary School The methods and materials of teaching music in the el- APPLIED MUSIC ementary grades. Various approaches to guiding pupils in perception of, reaction to, and evaluation of musical expe- offers in rience are included. The Department instruction voice, Messrs. Getz and Finstad piano, organ, and the standard band and or- chestral instruments. The repertoire is adapted to the student's ability. One quarter course 321 Principles and Procedures of Teaching Music in the Secondary School credit is given for one half-hour private lesson The principles and procedures of teaching music in the per week per term. Supplementary piano and secondary school. Study of methods and materials relative voice may be in classes. to music classes and performance groups. The evaluation in of material, methods, and techniques. Students majoring music who are candidates Mr. Getz for the Bachelor of Arts degree may take up to eight quarter courses of private instruction, and those who are candidates for the degree of 303 Sixteenth-Century Counterpoint Bachelor of Science in Music Education may Introduction of the contrapuntal technique of the sixteenth century through the study of plain song and early motets. take up to 12 quarter courses of private instruc- Composition in the small forms is a part of the course. tion, at no additional cost beyond the com- Mr. Weikel prehensive fee. The Department also sponsors various music 304 Eighteenth-Century Counterpoint organizations, including the Choir, Chapel An introduction the to contrapuntal style of the eighteenth Choir, Band, and Orchestra. All regular College century and an analysis of the baroque forms with attention students are eligible to audition for any of these, to linear motion and fundamental harmonic progression; composition in the various forms. either at the beginning of the school year or at Mr. Weikel other times by appointment. Descriptions I Music 111-112 Woodwind Instrument Class 125 Organ Instruction in the technique ot teaching and playing wood- Private instruction designed to include literature of various wind instruments, using the clarinet as the basic instrument. periods, sight reading, hymn-playing, chant and anthem Two Va courses accompaniment. Prerequisite: Satisfactory performance of Mr Powers all major and minor scales (two octaves) and a Bach Inven- tion Fee for one forty-minute lesson per week per term: 113-114 Brass Instrument Class $120. Va course Instruction in the technique of the brass instruments with Messrs. Weikel and Belt trumpet or cornet as the basic instrument. Two Va courses Mr. Zellner 127 Band Instrument Instruction Private instruction in woodwind and brass instruments. Re- 115-116 Stringed Instrument Class peated spring term. Fee for one half-hour lesson per week Instruction and practice in the techniques of stringed per term: $120. 'A course instruments and the organization of a string section. Mr Zellner, Mr. Landgren, and Mr. Thurmond Two Va courses Mr. Nunamaker 129 Stringed Instrument Instruction Private instruction emphasizing both the fundamentals of 117 Percussion Class string playing and repertory. Repeated spring term. Fee for The organization of practical and theoretical materials one half-hour lesson per week per term: $120. concerning all of the percussion instruments, their playing Va course techniques and teaching procedures. Va course Mr Nunamaker and Mrs. Jarvinen Mr. Zellner 456 Senior Recital 121 Voice Solo or duo presentation of representative literature of vari- Private instruction in fundamentals of voice culture with ous stylistic periods of the student's major applied area emphasis upon breath control, resonance, tone quality, with emphasis on historical performance practice. diction, pronunciation, and an appreciation of the best works of the masters. Repeated in the spring term. Fee for one half-hour lesson per week per term: $120. 131 College Choir Va course An intensive study of the best of choral literature. In addition Mr. Finstad and Mrs. Hook to appearances in nearby cities, the Choir makes an annual concert tour. Oratorios are presented in conjunction with the 122 Voice Class Chapel Choir. Four rehearsals weekly. No credit A study of vocal techniques using lectures, class discus- Mr. Getz sions, and demonstrations. The course will have a practical workshop atmosphere: practicing basic vocal production 132 Chapel Choir with emphasis on posture, breath control, diction, and vowel formation: Fee for class lessons per term: $120. This Choir performs standard musical literature with the Va course purpose of supporting and assisting the College community Mr Finstad and Mrs. Hook in the Sunday morning services. The Choir appears in nearby cities and makes a short tour each spring. Three rehearsals weekly. No credit 123 Piano Mr Matsinko Private instruction in the development of the necessary techniques for facility in reading and interpreting a musical score accurately at the keyboard. Literature includes rep- 133 Band resentative compositions of various styles and periods. Membership in the Band depends entirely on the individu- Public performance is required of those majoring in this al's ability and interest. The Band plays at athletic events area of concentration. Fee for one half-hour lesson per and during the spring term gives concerts on the campus week per term: $120. Va course and in nearby cities. Four rehearsals weekly. No credit Messrs. Matsinko and Belt Mr. Powers 124 Class Piano 135 Orchestra Emphasis on sight-reading, ensemble playing and har- The study and performance of orchestral music of all eras. monizing melodies with various types of accompaniment Membership is open to all students of qualifying ability. as well as playing some of the standard piano literature. Fee Two rehearsals weekly. No credit for class lessons per term: $120. Va course Mr. Nunamaker Messrs. Matsinko and Belt Course Descriptions I Philosophy I Physics 95 101 Introduction to Philosophy PHILOSOPHY A study of selected philosophical works, such as Plato's Republic, Descartes' Meditations and Sartre's Existen- tialism, with the aim of developing the students' ability to Professor Coulter (Chairman) read philosophy and to reflect and comment critically upon Associate Professor Schubart philosophical problems. Assistant Professor Portmess Ms. Portmess The courses offered by the Philosophy Depart- 113 Thinking Clearly ment are designed to acquaint students with the An informal logic course designed to help students develop the practical ability to analyze and to evaluate arguments history of philosophy, with the assumptions that and explanations. The course will deal with language as a any inquiry makes about the place of human means of expressing thoughts, with the analysis of argu- beings in nature and history, and with the social, ments, with informal fallacies, with causal analyses and with scientific, religious, ethical and aesthetic as- inductive reasoning. Does not meet a distribution require- ment. Not recommended for majors or for persons who have pects of human existence. Philosophy can help had Philosophy 211. students achieve perspective on the knowledge Ms. Portmess acquired from their other college courses. The Department allows students to work toward 21 1 Logic and Semantics these goals in a number of different ways. A An introduction to formal logic and a study of the uses of language, with particular reference to meaning and defini- major in philosophy might be chosen for its own tion; nature of inference from premises to conclusion; rules sake or as preparation for graduate study in phi- for deductive inference; construction of formal proofs in sen- losophy or for another field such as law. A stu- tential and quantificational logic; the nature of language; dent may take courses in philosophy to fulfill a informal inferences and fallacies; theory of definition. distribution requirement or to supplement a Mr. Coulter major in another department. The members of 223 Ethics the Department are also interested in encourag- The main types of theories of ethics. The course em- ing students to design Special Majors in which phasizes, first, the goals and obligations of human life and philosophy is integral part. an their relation to a general philosophical position; and sec- A philosophy major includes at least eight ond, the relevance of ethical theory to contemporary indi- vidual and social situations. Prerequisite: one course in courses in the Department, chosen in consulta- philosophy or permission of instructor. tion with the student's advisor. The number of Mr. Schubart required courses has been kept low so that stu- dents are able to take advantage of the whole 303 History of Philosophy: Classical Philosophy curriculum of the College. A study of the philosophers and philosophies of ancient Greece and Rome with emphasis on the world views de- veloped by them. Major emphasis will be on Plato, Aristo- tle, and Hellenistic Neoplatonism. Mr. Coulter 304 History of Philosophy: Medieval and Early Modern A study of philosophers and philosophies of Medieval Europe as these reflect the impact of Christianity, and of Early Modern Europe as these reflect the impact of modern science on the traditional problems and assumptions of philosophy. Major thinkers to be studied include Augus- tine, Thomas Aquinas, Descartes, Leibniz, Spinoza, Locke, Berkely, Hume, and Kant. Mr. Coulter 314 Seminar in Philosophy of Law The principal philosophies of law. The course includes such topics as the relation of law to culture, to ethics, and to political theories, and the significant developments in law in the eighteenth, nineteenth, and twentieth centuries. Not offered 1978-79. Mr. Schubart Descriptions I Philosophy Physics 320 Seminar in Nineteenth Century Philosophy A study of the major continental thinkers of the period. The PHYSICS philosophies of Kant and Hegel as criticisms of the En- lightenment, and as idealistic constructions. The Professors T. Daniels, Haskins philosophies of Kierkegaard, Marx, and Nietzsche as criti- (Chairman), T. J. cisms of idealism, and as significant new constructive at- Hendrickson, and Mara tempts Associate Professors Cowan, Marschall, and W. Ms Portmess J. Scott 321 Seminar in Twentieth Century Philosophy Within wide limits, a physics major can be tai- A study of contemporary philosophies such as prag- lored to meet the needs and desires of individual matism, logical positivism, analytical philosophy, students. A major in physics is appropriate for phenomenology, existentialism, and Marxism. Mr. Schubart those who enjoy the subject and who have no particular career in mind. It is also suitable prep- aration for careers ranging from government 332 Seminar in Ethics to theoretical physics and molecular The course covers such topics as: contemporary devel- and law opments in ethical theory; the relation of ethics to biology. economic, political, and social practices and theories; the Persons who become physics majors ought to be philosophy of law and its relation to ethics; and the analy- sis of the fundamental concepts of ethics. The student will curious about the ways of nature and have a have the opportunity to choose a specific topic in ethics, or strong urge to satisfy this curiosity. Their suc- one of the preceding topics, for investigation Not offered cess depends upon their ability to devise and 1980-81 their intuitive Mr. Schubart perform meaningful experiments, understanding of the way nature behaves, and their skill in casting ideas into mathematical 334 Seminar in Philosophy of Art forms. majors are endowed with pre- The course explores such topics as: the nature of art; the No two functions of art, aesthetic experience, aesthetic judgment; cisely the same division of these talents, but they and relates aesthetics to other aspects of philosophy. must develop some proficiency in each. Mr. Schubart Courses in the Department emphasize those theories and principles that give a broad, unify- 337 Seminar in Philosophy of Religion ing understanding of nature and the analytical An analytical study of the meanings of contemporary re- ligious concepts and statements, with an attempt to relate reasoning needed for their use. Laboratory this study to contemporary constructive attempts. Not of- training stresses the design of experiments, the fered 1980-81. techniques of precise measurement, and the in- Mr. Coulter terpretation of data. In classrooms, seminar 340 Metaphysics addition to the usual rooms, laboratories, and faculty offices, Masters A systematic study of some of the major issues raised when we attempt to formulate our basic assumptions about the Hall contains the physics library, a machine "real" world. Emphasis will be upon such ontological ques- shop, and a planetarium. The Department has tions as the relation between mind and and the exis- body, well equipped nuclear physics, X-ray, optics, tence of a supernatural being. Alternate years, offered 1978-79. and electronics laboratories, and it directs the Mr. Coulter observatory and the planetarium. Some of the larger pieces of equipment are multichannel 400 Senior Seminar analyzers, coincidence-anticoincidence cir- An advanced seminar for philosophy majors in which sig- cuitry, two X-ray diffraction units, a Mossbauer nificant problems are raised, and where the student has the analyzer, a neutron howitzer, a 16" Cassegrain opportunity to write a thesis on one of the problems or on telescope with cameras, a UBV photometer, a one of the major contemporary philosophers. 12"Varian electromagnet, and an astronomical Ms Portmess spectrometer. Computational resources include Individualized Study a programmable calculator, microcomputers, With the consent of the Department, majors may take a and access to the College's Burroughs 6700. course of directed reading and conferences under the supervision of a member of the staff. Repeated spring term. Staff Course Descriptions I Physics 97 The minimum physics major consists of eight The Department administers the Cooperative courses including Physics 111, 112, 211, 212, Engineering Program with Pennsylvania State 311, 312 and J 26. This minimum major is more University and Rensselaer Polytechnic Institute. than adequate preparation for physics certifica- Students selecting this program will take Phys- tion for secondary school teaching and indus- ics 111, 112, 211, J 33, and 216 and will grad- trial or government laboratory work. Anyone for uate from Gettysburg with a major in Physics whom graduate study is a possibility should plan upon successful completion of an engineering to take twelve courses in the Department. Stu- degree at Pennsylvania State or RPI. For more dents are not permitted to take more than twelve details on the Cooperative Engineering Pro- courses in the Department without the permis- gram, see page 41. unless the thirteenth sion of the Department Further details about the physics and the is 462. Gettysburg physics course Physics cooperative engineering program are described graduates have selected a wide range of fields in the Handbook for Students prepared by the astronomy; for graduate study, including: as- Physics Department. Majors and prospective trophysics; biophysics; business; geophysics; majors are encouraged to request a copy from environmental, electrical, nuclear, and ocean the Physics Department office. engineering; physics; and physiological psy- The laboratory science distribution requirement chology. may be satisfied by taking one course from All majors must complete mathematics courses among Physics 101, 1 03, or 1 1 1 and one course through Mathematics 212 or its equivalent. from Physics J 1 , 1 02, 1 04, or 1 1 2. Those planning to go to graduate school should The listed in also complete the Applied Analysis course prerequisites below the course de- scriptions are meant only as guides. Any course Mathematics 363-364. Majors are expected to is open to students who have the permission of exhibit increasing competence with computer the instructor. facilities as they progress through the courses in the physics curriculum. 101, 102 General Physics Qualified majors should consider the oppor- These courses are designed for students who are not tunities afforded Physics 462. This course by majoring in science or mathematics. The basic elements of entails the study of a problem in physics or as- physics are covered including mechanics, energy, heat, tronomy selected by a student in consultation waves, electricity, magnetism, and atomic and nuclear physics. These topics are presented from an historical and a with a staff member. The problem may be of a societal perspective. Applications to modern technology theoretical or experimental nature. A student include space science, lasers, sound production, com- electing this course should obtain an adviser for munications, and world energy problems. Prerequisite: the project by the end of his or her junior year and Competence in high school algebra. Three class hours and three laboratory hours. expect to begin work in the fall term of the senior Staff year with the completion of the work to be ac- complished in the spring term of the senioryear. J 1 Vibrations, Waves, and Music in Freshmen who are considering a major phys- An introduction to the physical principles employed in the ics should enroll in Physics 111, 112 and Math- production of sound and music. The acoustical properties of musical instruments will be studied in depth. The laboratory ematics 11 1-1 12, if possible. While it is desira- provides experience in electrical measurements, vibra- ble for majors to take this freshman program, tions, and the analysis, synthesis, and production of sound. students may accomplish a full major in physics Opportunities exist for individual projects such as the de- even if they take Physics 111, 1 1 2 in their soph- sign and construction of a simple musical instrument. The omore year. level of mathematics required is elementary algebra. Some experience in music is expected. Physics 101 and Physics J 1 will complete the laboratory science distribution re- quirement. Prerequisite: Physics 101 or consent of in- structor. Class and laboratory hours. Messrs. Hendrickson and Scott 1 . Physics 103, 104 Elementary Physics 112 Heat, Electricity, Magnetism, and Relativity A general coverage of the fields of classical and modern Heat and the first and second laws of thermodynamics. The physics with time devoted to areas of special interest in special theory of relativity Electrostatic fields, currents, biology: fluids, heat, radiation and numerous applications. magnetic fields, electromagnetic induction, Maxwell's equa- While particularly useful for biology majors, the course will tions, light as a propagating electromagnetic disturbance serve any student as an introduction to a wide range of Laboratory work emphasizes the detection, measurement, topics in physics. Rudimentary calculus is taught and used. and interpretation of optical signals and nuclear radiation. Prerequisite: facility in algebra and geometry. Three class Prerequisite: Physics 111. Four class hours and three labo- hours and three laboratory hours per week. ratory hours. Messrs. Scott and Daniels Mr. Mara 108 Introductory Astronomy 211 Vibrations, Waves, and Optics Fundamental observations of classical astronomy and the Simple harmonic motion including damped and forced os- Starting with the recent discoveries of modern astrophysics. cillations of mechanical and electrical systems. Coupled solar system, the course surveys contemporary knowledge and continuous systems are also treated. Properties of light of stellar systems and of the structure and behavior of the and sound, including reflection, polarization, interference, universe at large. Physical principles of gravitation, rela- and diffraction. Physical and geometrical optics. Prerequi- tivity, atomic and nuclear structure, and electromagnetic site: Physics 112. Three class hours and one afternoon lab- radiation are introduced where they apply to astronomical oratory. problems. Frequent observational activities at the College Mr. Cowan Observatory will be scheduled to supplement the lectures. Prerequisite: High school algebra and trigonometry will be helpful. Three class hours and occasional evening observ- 212 Atomic and Nuclear Physics I ing sessions. Not offered in 1979-1980. The emphasis is on the experimental foundations of atomic Mr. Marschall physics and their use in developing the quantum theory. Some of the topics included are: kinetic theory, blackbody radiation, photoelectric effect, Rutherford's atom, x-rays, 109 Topics in Astronomy Compton effect, Bohr-Sommerfeld theory, spectra, spin, A single area of current interest in astronomy is highlighted magnetic moments, de Broglie wavelength, uncertainty in this course. The development and present state of think- principle, radioactivity, particles Prerequisite: Physics 21 1 ing in such fields as the structure and origin of the solar Three class hours and one afternoon laboratory. system, stellar and galactic evolution, extraterrestrial life, Mr. Haskins and cosmology may be investigated. The specific area of concentration will be published in the announcement of J 33 Engineering Mechanics: Statics courses during the spring preceding the course. May not be counted toward the minimum requirement for a major in Equilibrium of coplanar and noncoplanar force systems; physics. Prerequisite: Completion of the College science analysis of structures; friction; centroids and moments of distribution requirement or the consent of the instructor. inertia. Required for engineering students. Prerequisites: Mr Marschall Physics 112, Mathematics 21 Mr. Daniels 111 Mechanics 216 Engineering Mechanics: Dynamics An introduction to classical mechanics: laws of motion and rotation of rigid bodies; the conservation laws of linear momentum, energy, and Motion of a particle; translation and Required for angular momentum. Simple harmonic motion. Motion of work and energy; impulse and momentum. J 33. Three particles in gravitational, electric, and magnetic fields. The engineering students. Prerequisite: Physics rudiments of calculus and vector analysis are introduced class hours. and used throughout the course. Laboratory work em- Mr. Scott phasizes the detection, measurement, and interpretation of electrical signals and elementary circuit analysis. Students already having credit for Physics 101, 102 or 103, 104 may register for Physics 1 11 for credit only with the permission of the Department. Prerequisite: Mathematics 111, which may betaken concurrently Four class hours and three laboratory hours. Mr. Mara Course Descriptions I Physics 99 301 Electronics 341 Quantum Mechanics Characteristics of semiconductor junction devices. Circuits An introduction to the Schrodinger and Heisenberg formu- using these devices include amplifiers, oscillators, opera- lations of quantum mechanics. Potential wells and barriers, tional amplifiers, switching circuits, and digital circuits. the harmonic oscillator, the rigid rotor, angular momentum, Prerequisite: Physics 112. Two class hours and six labora- hydrogen atom fine and hyperfine structure, time- tory hours. independent perturbation theory, the helium atom and many Mr. Daniels electron atoms. Prerequisite: Physics 31 1 and 319, Mathe- matics 363. Three class hours. Mr. Mara 311 Atomic and Nuclear Physics II A continuation of Physics 212. Course begins with an intro- 342 Relativity: Nuclear and Particle Physics duction to quantum mechanics. The harmonic oscillator, potential wells and barriers, the hydrogen atom, and the Special relativity: includes four vectors, tensor analysis, helium atom are treated at an intermediate level. Other top- electromagnetic field. Nuclear and particle physics at a ics include the spectra of multielectron atoms, quantum level requiring quantum mechanics including time depen- statistics, band theory of solids, nuclear models, nuclear dent perturbation theory, scattering, Breit-Wigner cross- and fusion reactors and their impact on society, ac- section, Mossbauer effect, and isotopic spin. Prerequisite: celerators, and beta decay. Prerequisite: Physics 212, Physics 341. Three class hours. Mathematics 212 Three class hours and three laboratory Mr Haskins hours. Mr. Haskins 452 Tutorials: Special Topics Designed to cover physics or physics related topics not 312 Thermodynamics and Statistical Physics otherwise available in the curriculum. Open to upperclass Temperature, heat, the first and second laws of ther- physics majors who arrange with a staff member for supervi- modynamics, introductory statistical physics; Maxwell- sion. Possible areas of study include advanced electronics, Boltzmann, Fermi-Dirac, and Bose-Einstein statistics. Ap- medical physics, astrophysics, acoustics, optics. Prerequi- plications to selected topics in solid state physics, low tem- site: approval by Department. perature physics, and other fields. Prerequisite: Physics Staff 311. Three class hours. Mr. Hendrickson 462 Independent Study in Physics and Astronomy Experimental or theoretical investigation of a research level 319 Classical Mechanics problem selected by a student in consultation with a staff Newtonian mechanics for upperclass physics Advanced member. Students should arrange with a staff member for majors. include equations of motion, gravitational Topics supervision by the end of the junior year. Open only to field, non-inertial reference systems, conservation laws, second semester senior physics majors. Results of the in- planetary motion, rigid body motion, Lagrangian and Hamil- vestigation are reported in a departmental colloquium Physics 211 and tonian mechanics. Prerequisites: Prerequisite: approval by Department. Mathematics 212. Staff Mr. Cowan J 26 Advanced Physics Laboratory A laboratory course with experiments drawn from various areas of physics such as: optics, electromagnetism, atomic physics, and nuclear physics with particular emphasis on contemporary methods. Error analysis and experimental techniques will be stressed. Normally taken by physics majors in January of their junior year. Messrs. Cowan and Haskins 330 Electricity and Magnetism Static electric and magnetic fields, electromagnetic induc- tion. Maxwell's equations in space, fields in matter, time dependent fields. Prerequisites: Physics 112 and Mathe- matics 363. Three class hours. Mr. Cowan Course Descriptions I Political Science {jg}. In the junior and senior years, majors are urged POLITICAL SCIENCE to participate in seminars, individualized study, and internships. Qualified students may partici- Professors Boenau (Chairman) and Jarvis pate in off-campus programs, such as the Associate Professors Borock, Mott, Nyitray, and Washington Semester, The Harrisburg Urban D. Tannenbaum Semester, The United Nations Semester, and Adjunct Professor Plischke study abroad. Majors are encouraged to enroll in related courses in other social sciences and in The Department aims at providing an under- the humanities. standing of the study of politics, emphasizing Beginning in 1981-82, departmental honors in the methods and approaches of political sci- political science will be awarded to graduating ence and the workings of political systems in majors who have achieved an average of 3.5 in various domestic, foreign, and international set- political science courses and who have suc- tings. cessfully completed and defended an Honors The program provides balance between the Thesis. needs of specialists who intend to pursue grad- Any of the following courses may be counted uate or professional training and those who do towards the College distribution requirements in not. Courses offered in the Department help pre- social sciences: 101, 102, 103, and 104. pare the student for careers in politics, federal, state and local government, public and private interest groups, business, journalism, law, and Introductory Courses teaching. 101 American Government The institutional structure and policy-making process of na- Beginning with the class of 1983, the require- tional government are examined as reflections of the as- ments for a major in political science are as sumptions of liberal democracy and of the American social follows (students in earlierclassesare subjectto and economic systems In addition to the legislative, execu- tive, of government, political parties, the previously existing requirements): Majors in and judicial branches interest groups, and elections are considered. the Department are required to take a minimum Messrs. Mott and Nyitray of 10 courses in political science. Political Sci- ence 101, 102, 103, and 104 are required of all 102 Introduction to Political Thought majors, and serve as prerequisites for corre- An analysis of political philosophies dealing with funda- sponding upper-level courses. These courses mental problems of political association. The course will are intended to introduce the student to the major examine concepts of power, authority, freedom, equality, in works sub-fields of political science. Political Science social justice, and order as they are expressed the of philosophers from Plato to Marx. 101, 102, 103, and 104 may be taken in any Mr. Tannenbaum order, but should be completed before the end of the sophomore year. Upper-level courses may 103 Global Politics be taken as early as the sophomore year pro- An examination of the behavior of nation-states from a mi- vided the student has met the particular prereq- cropolitical perspective that encompasses such topics as uisites for those courses. Majors are required to nationalism, power, ideology, war and institutional ar- perspective take at least one 200 or 300-level course in three rangements, as well as from a macropolitical that reflects the combined results of international activity of the following groups: American Government, such as the development of political and economic interde- Comparative Politics, International Relations, pendence, the use and misuse of global resources, and the Political Theory. Courses graded S/U are not prospects for a transition from an international community of accepted toward a major. nations to a global society. Mr. Borock 104 Introduction to Comparative Politics An introduction to the structure and processes of political institutions in major types of political systems, including parliamentary systems, the soviet system, and systems in developing countries. Mr. Boenau Course Descriptions I Political Science I Psychology 151 Introduction to Political Science 224 Presidential Politics A study of the scope of political science, the methodological The role of the Presidency in the American political system; approaches used, and the relation of political science to the the selection of presidential candidates; the Presidency and other social sciences. Special attention is given to the fol- bureaucratic structures and procedures; presidential lead- lowing sub-fields of political science: political theory, com- ership; and the Presidency in the policy process. Prerequi- parative politics, and international relations. Required of all site: PS 101 or permission of the instructor. political science majors through the class of 1982. Mr. Nyitray Mr Tannenbaum 225 American Constitutional Law Comparative Politics A study of the judicial process in the United States, with 260 Comparative Parliamentary Systems particular focus on the Supreme Court and its historical role in nation-building, establishing principles of federalism and An analysis and comparison of parliamentary systems in the separation of powers, and determining the scope of Europe, Asia, and Commonwealth countries. Special atten- personal and property rights. Prerequisite: PS 101 or per- tion will be given to such topics as interest groups, political mission of instructor. parties, political elites, public participation, governmental Mr. Mott structures and processes, and case studies of political sys- tems in operation. Prerequisite: PS 104 or permission of instructor. 231 American Parties and Politics Mr. Boenau An examination of political parties, their role in democracy, and the nature of the party system in relation to other social 261 Comparative Communist Systems and political processes, including social trends, interest groups, political leaders, and leadership. Two-party politics An analysis and comparison of the political systems of the is compared to the politics of third parties and mass USSR, Eastern Europe, and China. Special attention will be movements. Aspects of voting behavior and campaign given to the role of the communist party in the governmental techniques are considered. Prerequisite: PS 1 01 or permis- structures and processes of communist political systems, sion of instructor. the problem of succession, and case studies of political Mr. Mott systems in operation. Prerequisite: PS 104 or permission of instructor, Mr. Boenau 322 Civil Rights and Liberties Selected problems involving interpretations of the Bill of 262 Political Systems in Developing Countries Rights provide the focus of this course. Attention will be given to both the evolution and current standing of issues An investigation of types of political systems found in the treated by the Supreme Court. Prerequisite: PS 225 or per- developing countries of Asia, Africa, and Latin America. mission of instructor. Prerequisite: PS 104 or permission of instructor. Mr. Mott Staff 323 Legislative Process Politics of Modernization 263 The The course focuses on the United States Congress Topics An analysis of the effects of economic and political de- covered include: theories of representation; nomination and velopment on the Third World. Attention is given to such electoral processes; internal organization of Congress; in- topics as the role of peasants and new elites, the military, fluences on Congressional policy-making; and Congres- agricultural transformation and land reform, incremental sional interaction with other participants in the policy proc- transformations and revolutionary change, the role of ideol- ess. Prerequisite: PS 101 or permission of instructor. ogy, and the relationship of the developed world to the de- Mr. Nyitray veloping countries. Prerequisite: PS 104 or permission of instructor. International Relations Staff 242 American Foreign Policy American Government An analysis of the development, implementation, and ef- fects of U.S. foreign policy. Prerequisite: PS 103 or permis- 221 State and Local Government sion of instructor. A study ofthe structure, functions, and political processesof Mr Borock non-national government in the United States. Prerequisite: PS 101 or permission of instructor. Mr. Tannenbaum 245 World Order An examination of international organization, regionalism, and security systems as they affect the reduction of interna- 222 Public Administration tional violence and promote tolerable standards of stability. Study of the politics, structure, of gov- and procedures Prerequisite: PS 103 or permission of instructor. ernmental administration. is the Particular attention given to Mr. Borock administrative process, policy-making, and the public re- sponsibility of administrators. Prerequisite: PS 101 or per- mission of the instructor. Mr. Tannenbaum ) Political Science I o Course Descriptions I Psychology 344 U.S. Defense Policy An examination of the formulation and implementation of PSYCHOLOGY U.S. defense policy within the context of the international and domestic political system?,. Attention will be given to the Professors D'Agostino, Mudd (Chairman), ways policy affects and is affected by the political environ- and Piatt ment; the conceptual approach to war; the impact of technological change; the economic issues of defense Associate Professors Frank, Gobbel, spending; the decision-making process; and the civilian- Pittman, and Shand military relationship. Prerequisite: PS 103 and PS 242 or Assistant Professor White permission or instructor Mr Borock The objective of the Department is to promote knowledge of behavior, with emphasis on the Political Theory formation of a scientific attitude toward behav- 280 Modern Political Ideologies ior and appreciation of the complexity of human The content and role of political ideologies in the modern personality. This objective is approached by world, with special attention given to liberalism, socialism, providing a representative array of courses in communism and fascism. While the course will be primarily Psychology, including seminars, special topics, concerned with the philosophical content of ideology, the concept of ideology, historical development and points of and independent study, and by providing intersection and overlap between ideologies, and the influ- selected opportunities for field experience. ence of various ideologies on political behavior will also be Psychology 101 is a prerequisite for all other considered Prerequisite: PS 102 or permission of instruc- tor. courses in the Department. Requirements for a Mr. Tannenbaum major include Mathematics 107, Psychology 101, 305, 341; one of the following laboratory 281 Elites and Masses courses: 314, 316, 317, 318, 325, or 336; and, An examination of selected political theories which deal with four additional courses in psychology. Majors the relationship of elites and masses in modern society. Among the writers to be considered are Burke, De Toc- should note that most laboratory courses have a queville, Spencer, Nietzsche, Mosca, Pareto, and Michels. 200 level course as a prerequisite. Prerequisite: PS 102 or permission of instructor. Mr. Boenau It is possible for those who have scored 60 or above on the CLEP (College-Level Examination Program) General Psychology examination to 380 Marxism waive the introductory course (Psychology 1 01 An intensive examination of Marxism through close textual and to qualify for advanced placement in the analysis of books, polemical tracts, and other writings of department. Write College Entrance Examina- Marx and Engels, and selected readings from the critical literature on Marxism. Prerequisite: PS 102 or permission of tion Board, Box 1822, Princeton, N.J. 08540 for instructor. information about taking the CLEP exam. Mr. Boenau It is recommended that students looking for- Advanced Courses ward to admission to graduate school take psy- 211 two laboratory 400 Seminars chology and advanced courses from among 31 4, 31 6, 31 7, 31 8, 325, or The student is offered opportunity to work at an advanced level of extensive reading in either domestic, foreign, or 336. Training in computer programming also is world politics. A common core of reading and written reports recommended. Students should consult with by each student is provided. Topics d iffer each term and will their advisers for specific information on the be announced in advance. Enrollment by permission of prerequisites for work at the graduate level in instructor. Staff the specialized areas of psychology. Departmental Honors in psychology are Individualized Study awarded to graduating majors who, in the com- The student selects an approved topic for intensive study bined judgment of the staff, have demonstrated and presents his or her findings in the form of oral or written academic excellence in course work and who reports to a member of the staff responsible for supervising Study. The his or her research activities and reports. Open only to have completed an Individualized senior majors or with permission of the instructor. Repeated Honors Thesis, open by invitation of the De- in the spring term. partment Staff only, is not required for De- . Staff partmental Honors. Course Descriptions I Psychology The following courses may be used to fulfill the 225 Developmental Psychology: Infancy and Childhood distribution requirement in social sciences: A comprehensive study of the psychological development of the individual, from conception to adolescence. Methods, 101, 204, 210, 214, 221, 225, 226, 326, and des- relevant research and various theoretical perspectives are ignated January Term courses. reviewed. Content areas include perception, learning cog- nition, language, social development, etc. 101 General Psychology Ms. Gobbel and Mr. White An introduction to the basic facts and principles of psy- chology, including the study of human motivation, learning, 226 Developmental Psychology: Adolescence emotion, perception, thought, intelligence, and personali- A review of theory and research concerned with the psy- ty. Some attention is given to the applications of psycholo- chological development of the adolescent. Topics include: gy. Repeated spring term. May be used toward fulfilling the research methods; physiological changes, cognitive devel- distribution requirement in the social sciences. opment; vocational, social sex-role, and value develop- Staff ment; and the search for identity. In areas where appropri- ate, development over the life-span will be included. Psy- chology 225 is recommended as a prerequisite but not 204 Human Information Processing required Starting from theoretical concepts and methods surveyed Mrs Gobbel in Psychology 101, the topics of sensation, perception, and cognitive processes are developed more completely 230 The Psychology of Religious Beliefs, Attitudes, Offered in the spring term and Messrs. D'Agostino and Mudd Values Empirical findings in the recent scientific study of religion regarding the development of religious and moral traits of 210 Behavioral Economics and Social Engineering character, the personality structure of the religious person, An introduction to behavioral economics and the im- normal and abnormal aspects of religious experiences, be- plications of that field for social planning in a high mass liefs, and practices. consumption society. The potential contribution of be- Mr. Shand havioral systems analysis and social science research to more effective social and economic planning is reviewed. 305 Experimental Methods Mr. Mudd An introduction to scientific method and experimental de- sign. Emphasis is placed on kinds and sources of error in 211 Psychological Tests and Measurements experimentation, methods of control, and design and anal- Fundamental principles are studied in the development of ysis of experiments. Prerequisites: Psychology 101 and reliable and valid devices designed to reveal measurable Mathematics 107. Three class hours and three laboratory characteristics of personality and intelligence. Special hours. emphasis is placed on the critical evaluation of tests, the Messrs. D'Agostino and Mudd assumptions underlying their construction, and the role of testing as one of the basic procedures of social science. 314 Assessment of Personality and Intelligence Laboratory instruction necessary for the correlation of Experimental and correlational methods in the study of theory and practice is given. Prerequisite: Math 107 (may human characteristics of personality and intelligence, in- be taken concurrently). Three class hours and three labora- cluding factor analysis and the use, in experiments, of in- tory hours. telligence tests and projective techniques. Laboratory in- Mr. Shand cludes a review of current methods and experimental de- signs for the study of such topics as prejudice, humor, 214 Social Psychology self-concepts, handwriting, belief, creativity, art and A review of current psychological theory and research in music. Each student will choose one topic and design an social psychology. Topics include attitude and behavior experiment and a factor-analytic study. Prerequisites: Psy- change, conformity, attraction, interpersonal perception, chology 305 and Psychology 211. Three class hours and and psychological aspects of social interaction. the equivalent of three laboratory hours. Mr. Pittman Mr Shand 316 Perception 221 Basic Dynamics of Personality An introduction to sensory and perceptual processes. Lec- Textbooks collateral in and readings are used an examina- tures deal with the psychophysical analysis of stimulus tion of major assumptions in scientific and strategies the properties and sensory thresholds, sensory coding, feature study of personality. Lecture and discussion focus on learn- detection, constancies, and meaning. Laboratory work in- ing, affective, cognitive they blend in and processes as cludes several minor studies and one major research study forming personality. The usefulness of verifiable evidence is on a special topic of the student's own choice. Prerequi- emphasized and a brief introduction to personality theory is sites: Psychology 305, 204 (or permission of the instructor). provided. Prerequisite: Psychology 101 Three class hours and the equivalent of three laboratory Mr. Frank hours. Mr. Mudd Psychology c& Course Descriptions I 317 Memory and Cognition 341 History and Theories of Psychology An introduction to human memory and cognitive processes. A historical review of the development of basic theoretical Topics include short and long-term retention, language points of view, experiments, concepts, methods, and find- comprehension and models of semantic memory. Prerequi- ings which form the major part of the subject matter of sites: Psychology 305, 204 (or permission of the instructor). psychology today. Special attention is given to empiricism, Three class hours and three laboratory hours. structuralism, functionalism, behaviorism, Gestalt, and Mr. D'Agostino psychoanalysis as schools of thought which have contrib- uted to the formulation of the different theoretical empha- ses evident in present-day psychology. Experimental Social Psychology 318 Mr. Piatt Specific content areas in social psychology, selected from among topics such as attitude change, interpersonal per- ception, and social motivation, will be studied. Current 400 Seminar theories and empirical data will be ued to illustrate experi- An opportunity to work on a selected topic in a small group mental designs and relevant methodological con- under the guidance of a member of the staff. Not offered siderations. Laboratory work includes the design, execu- every term. The topic for a given term is announced well in tion, and analysis of two original experiments. Prerequi- advance. Enrollment by permission of the instructor. May be sites: Psychology 214 and Psychology 305, or permission of repeated. the instructor. Three class hours and the equivalent of three Staff laboratory hours. Mr. Pittman 421 Personality Theory: Seminar theories of personality will be examined in a de- 325 Life-Span Development - An Experimental Selected Approach tailed and critical way using primary and secondary sources. Theories from fields other than psychology may be An area of life-span developmental psychology will be studied. Prerequisites: Psychology 221 or Psychology 320 studied. A specific topic will be selected from cognitive or and Junior or Senior status. Meets three hours once a week. social development. Laboratory sessions will provide an Mr. Frank opportunity to learn research techniques appropriate for developmental investigation. Students will design, execute, analyze an independent project Prerequisites: Psy- and Individualized Reading chology 225 and Psychology 305. Three class hours and the Opportunity is given the student to do intensive and critical equivalent of three lab hours. reading and to write a term paper on a topic of special Ms. Gobbel and Mr. White interest. In the course of his or her study the student will be expected to become thoroughly familiar with the various 326 Abnormal Psychology reference books, microfilms, and scientific journals which in field psychology. The study of abnormalities of personality and behavior are available for library research the of repeated. which commonly occur in mentally handicapped, deviant, Prerequisite: permission of the instructor. May be Staff neurotic, and psychotic persons. The general principles and theories of abnormal personality development, includ- psychoanalysis, are reviewed and illustrative ing those of Individualized Empirical Research case materials are presented. Film demonstrations of ab- The student designs and conducts an empirical study normal phenomena are given, and a field trip is taken to a which involves the collection and analysis of data in rela- mental institution. Psychology 214, 221. or 320 recom- tion to some psychological problem under the supervision mended but not required; not open to freshmen. of a staff member. Students are required to present an ac- Mr. Shand ceptable research proposal no later than four weeks follow- ing the beginning of the term or to withdraw from the 336 Physiological Psychology course. The research culminates in a paper. Prerequisite: repeated. A study of the anatomical and physiological bases of be- permission of the instructor. May be Staff havior and cognition. Emphasis is placed on the neuro- psychology of sensation, motivation, memory, and thinking. Psychology 101, Biology 101, 102, or 111, Prerequisites: Honors Thesis 112, and either Psychology 305 or permission of the in- The Honors Thesis is designed to meet the needs of the structor. Three class periods and three laboratory hours. clearly superior student. During the senior year each par- Mr. Piatt ticipant will engage in an original program of research under the direction of a thesis committee. In addition to completing a formal thesis, each student will present and discuss his or her research before the entire staff. Suc- cessful completion of the program entitles the student to receive credit for two courses which can be applied to- wards a Psychology major. Prerequisite: by invitation of the Department only. Staff Course Descriptions I Religion 105 BIBLICAL STUDIES RELIGION 101 History, Literature, and Religion of the Old Testament Professors Dunkelberger (Chairman), Freed, A study of the history, literature, and religion of the Hebrews Hammann, Loose, and Moore from the age of Abraham to about 200 B.C. The history and Associate Professor Trone culture of Israel are related to those of surrounding nations, with emphasis on the relevancy of archeological Adjunct Professor Buck special data Messrs. Freed and Moore Essential to a liberal arts student's understand- of life, of himself or herself is ing of the past, and 111 History, Literature, and Religion of the a solid, factual knowledge of the varied religious New Testament experiences, beliefs, and institutions of man. A study of the origin and development of early Christianity in This Department offers the student a variety of light of its Jewish background from about 200 B.C. to 150 AD. It includes an investigation of the history and religion of courses in which the complex phenomena of the New Testament and a survey of the spread of Christianity student elect religion can be investigated. A may through the Roman world. courses in biblical studies, history of religions, Messrs. Freed and Moore and religious thought. A major consists of eight courses. Some majors, 117 Topics in Biblical Studies depending on prior preparation and work taken An intensive study of a religious topic, problem, writer, or theme in the field of Biblical Studies. outside the Department, may be asked to take Staff additional courses in the Department in order to round out an adequate program, but in no case 201 The Prophets of the Old Testament will more than 12 courses be required. Individu- A study of the life and times of Israel's prophets as drawn alized Study is required of all majors. Pretheo- from the Old Testament and extra-Biblical sources, with logical students and those contemplating special emphasis given to both the importance of prophetic church vocations should especially consider a interpretations for their own day and to their lasting effect upon Judeo-Christian thought. major in this Department. Mr. Moore Only one of the following courses will fulfill the one-course distribution requirement in religion: 202 Wisdom Literature 101, 111, 117, 121, 127, 131, 132, 133, 135, A comparative study of Job, Psalms, Proverbs, 136, 137, and 142. Any courses offered in the fall Ecclesiastes, and the Song of Solomon with the wisdom literature of Sumerians, Egyptians, Babylonians, and and spring terms (except for Individualized the other contemporaries and predecessors of the Israelites Study) and some of the January Term courses may also fulfill one course of the two-course dis- Mr. Moore tribution requirement in history, philosophy, or religion, which is in addition to the 100-level 203 Biblical Archaeology course distribution requirement in religion. An introduction to the history, methodology, and findings of Palestinian archaeology with attention tothe related fields of Of particular interest to religion students and Egyptian and Mesopotamian archaeology. Lectures on field majors are the College-approved bilateral study technique, slide presentations, museum visits, and consid- arrangement with the University of Pennsylvania, eration of the historical and religious significance of ar- and the Central Pennsylvania Consortium tifacts will be central to the course. Mr. Moore Semester in Mysore, India. 311 Jesus in the First Three Gospels By using the techniques of source, form, redaction, and literary criticism, an examination in depth of selected passages in the first three gospels Special attention will be given to the parables of Jesus. Among topics included are those of eschatology, the kingdom of God, and mythologiz- ing. Prerequisite: Religion 111. Mr. Freed Religion o Course Descriptions I 312 The Gospel of John 223 Christianity, U.S.A. Chief emphasis is given to the thought and content of the The institutional history, main ideas and movements, and gospel itself. An effort is made to determine the background, the leadership of the various churches in America are inves- purposes for writing, and destination of the gospel The tigated from colonial times to the present. Effort is made to question of its relationship to the Synoptic Gospels and to determine denominational distinctiveness within the broad the First Epistle of John is included. Prerequisite: Religion religious consensus and to be aware of the religious dimen- 111. sion in the American heritage from such elements as puri- Mr Freed tanism, pietism, revivalism, pentacostalism, social gospel, fundamentalism, evangelicalism, and ecumenicism. Mr. Dunkelberger 313 Judaism From 200 B.C. to 500 A.D. The history, institutions, religious ideas of the Jews from 241 Religions of South Asia about 200 B.C to 500 A.D. Jewish writing of the period, The including those from Qumran and the Talmud, are studied A historical and phenomenological study of the religions of as the primary sources of information. Prerequisite: Religion South Asia: Hinduism, Jainism, Buddhism, Sikhism, and 101 Islam. Original sources in translation are investigated to Mr Freed promote understanding of the religious ideas, institutions, and systems involved. Mr Dunkelberger HISTORY OF RELIGIONS 121 Church History: To the Eighth Century 242 The Religions of East Asia and West Asia A historical study of all groups who claimed the name Primarily an examination of the varieties of historical and "Christian" from the post-Biblical period to the eighth cen- contemporary Buddhism. The class will also study some tury Theologies, liturgies, councils, heresies, schisms, and other religious tradition from east or west Asia that can be the outstanding participants are described and evaluated contrasted with Buddhism. Insofar as possible original with the aid of primary documents. sources in translation will be used Spring term every year Mr Trone Mr. Hammann 127 Topics in History of Religions RELIGIOUS THOUGHT An intensive study of a religious topic, problem, writer, or theme in the field of History of Religions. 131 Religion and Modern Man/Woman Staff An Introduction The course will explore the many ways in which religion expresses itself in the twentieth century world. It is particu- 142 Great Religious Personalities larly concerned with the function of the Judeo-Christian A critical and comparative study of great religious per- tradition in modern western culture. It involves, however, sonalities of the past, especially founders of religious tradi- points of view from the religious traditions of Asia as they tions, like Moses, Confucious, Gautama the Buddha, Jesus have had an impact on the contemporary scene the Christ, Paul, Mohammed, Augustine, Luther, Nanak, and some recent charismatics. Evaluations will consider the Mr. Dunkelberger historicity of evidence, the development of a tradition, the ethics attributed to the individual and the theological ideas which he may have espoused. Mr. Dunkelberger IDS 206 Byzantine Civilization For course description see Interdepartmental Studies. Mr Trone 222 Church History: Fifteenth to Twentieth Century A study of the pluralistic developments of institutional Christianity from the formulative sixteenth century Reforma- tion through the periods of Scholasticism, Pietism, Ra- tionalism, Evangelicalism, Liberalism, and Ecumenism. Mr Dunkelberger Course Descriptions I Religion 132 The Religious Meaning of Being Human the monastic orders were a major institution in Western in the Contemporary World Civilization. The course will be a historical study of the rules, The religious experience and patterns of salvation devel- practices, communal structures, art, architecture and theol- oped by the world's major religions will be studied from the ogy of the orders: Latin, Orthodox and heretical. Historical perspective of mans nature and needs as these are re- examples to be studied are: the Order of St. Basil, the Ben- flected in current controversies, problems, decisions, and edictine Rule, the monastic republic of Mt. Athos, Cluniac values. An analysis will be made of various ways of studying churches, John the Studite, and Francis of Assisi. religion with an emphasis upon the phenomenological Mr. Trone method and its relevance to the interpretation and under- standing of religious phenomena. Students will be asked to isolate and investigate the basic issues and conflicts in 232 The Religious Meaning of Being Responsible which they are involved as persons in order to determine the in Contemporary Society validity of their approach to a resolution of contemporary Religious interpretations of moral values and ethical problems. theories will be studied from the perspective of determining Mr Loose responsible action for resolving moral problems reflected in current controversies, issues and decisions. In addition, students will be asked to examine the question as to whether 133 Modern Issues, Religious Perspectives or not human existence has an intrinsic, essential goal with a Seeking out the important questions of our time, the most correlative prescriptive moral structure, so that deviation class will discuss controversial issues as they are currently from this goal leads to self-destructiveness whereas com- taken writers with religious point of view. The sub- up by a pliance with the goal leads to creative self-fulfillment. writings studied will from semester to jects and change Mr. Loose semester as new issues are raised and new answers at- tempted. Mr. Trone 243 Mythology and Religion Mythology and Religion have always been companions. The course will aim at understanding this friendship. Students 135 Religion in Fiction will familiarize themselves with particular mythologies, an- An examination of the fictional representation of religious cient and modern, and will try to understand the connection stories. The works of Renan, Kazantzakis, Graves, with the associated religious traditions. Lagerkvist, and others will be read. Mr. Hammann Mr. Hammann IDS 312 Theology and Literature 136 Religions From the Center to the Fringe For Course Description see Interdepartmental Studies. A historical and critical study of recent sectarian and cultic Mr Loose developments primarily in the West. Such movements as Ba'hai, Christian Science, Mormonism, Nichiren, Shoshu, ISKCON, and Hasidism will be considered. The study will 332 History of Christian Thought: Fifteenth to aim at understanding the religious characteristics as well as Nineteenth Century the social effects of these movements. Beginning with late Medieval and Reformation theological Mr. Hammann expressions, the investigation continues with Protestant Scholasticism, Pietism, Rationalism, and Evangelicalism. 137 Topics in Religious Thought Among others, the thought of Luther, Calvin, Loyola, Wesley, and Kant is considered. An intensive study of a religious topic, problem, writer, or Mr. Dunkelberger theme in the field of Religious Thought. Staff 333 Contemporary Religious Thought in the West IDS 211 Perspectives on Death and Dying Primary theological literature of nineteenth and twentieth century Europe and America is studied critically. Contrasts For Course Description see Interdepartmental Studies. and of ideas, and Mr Moore continuity themes, constitutive movements in representative works by Kierkegaard, Barth, Tillich, Hartshorne, Buber, Bonhoeffer, Altizer, Daly, and 221 History of the Medieval Church others are examined for the purpose of determining the basic presuppositions underlying the various texts. This exploration begins with the Seventh General Council Mr. Loose (787) and ends with the death of Pope Pius II in 1464. The Latin, the Orthodox, and the heretical traditions and institu- tions will be included in order to help the student under- 464 Individualized Study for Majors stand Medieval practices and decisions which still inform Under the direction of a member of the department and in churches today. accordance with regulations adopted by the department for Mr. Trone majors, a student will take a course of directed study and research. 227 "Monks, Nuns and Friars" Staff From the New Testament period through the 15th century Course Descriptions I Romance Languages and Literatures C*T ROMANCE LANGUAGES AND study in a French or Spanish-speaking country, this is not a Departmental requirement. LITERATURES although Some courses for majors are offered in January. in French or Spanish may Professor Kurth However, majors Term course in their re- Associate Professors Barriga and Lenski count only one January spective majors toward the major requirements. Assistant Professors Beach-Viti, C. Hendrickson, Merrick Michelman, A. G. Prior to their first registration at the college, all Tannenbaum, Viti, Warger, and Weaner students receive preregistration materials Instructors Kostopulos and Olinger-Rubira which give detailed instructions on language Adjunct Assistant Professor Diaz placement and fulfilling the distribution re- Adjunct Instructor Rose quirement in foreign languages. The following courses may be counted toward the distribution The chief aim of the basic courses offered by requirement in literature: French 205, 206, 305, the Department is to give the student facility in 306, 320, 321, 322, 324, 325, 327, 328, 331; the use of the spoken and written foreign lan- Spanish 205, 206, 305, 306, 307, 320, 321, 322, guage and some acquaintance with its litera- 324, 325, 326. Some courses to be used toward ture. The oral-aural aspect of modern language this requirement are offered in January. teaching is stressed in the language labora- in foreign lan- tories which complement classroom instruction The distribution requirement fulfilled by successful comple- in the language. All students in the Department, guages may be in of 201-202, 205, 206 or and especially those in the elementary and tion French or Spanish intermediate phases of language study, are a course at the 300-level or above. Achievement demonstrated by strongly urged to take advantage of the equivalent to 201-202 may be Examination or a De- facilities offered by the laboratory in McKnight an Advanced Placement Qualifying Examination given during Hall. The first years of language study require at partmental initial of fall term. French or Spanish least one hour per week in the language labora- the week require- tory. 205 or 206 satisfy the foreign language ment and at the same time count toward the On a more advanced level, literature and civili- literature requirement. The courses, which are zation courses are designed to lead the student complete as individual units, emphasize inten- to the well-informed appreciation of the litera- sive reading of complete works in literature for ture and cultures of other societies that is one of comprehension and analysis of style. Students the hallmarks of a liberal education. who choose this alternative should have ade- Students specializing in the Romance Lan- quate preparation in reading of significant guages will find that, in addition to their amount of prose of various literary periods. A humanistic value, these studies afford sound student who shows unusual proficiency in 201 preparation for careers in teaching as well as for may, with the consent of the Department Chair- graduate study. Students will also find knowl- man, take 206 and thereby fulfill the language edge of French and Spanish to be valuable in requirement and half the literature requirement. the fields of business, social work and govern- French 310, Spanish 310, Spanish 311, and ment service. Spanish 312 fulfill distribution requirements in for major in French or Spanish Requirements a history, philosophy or religion. include French or Spanish 301, 302 and six addi- tional courses above the 206 level. French majors must include French 305 and 306 in their major program. Spanish majors must include Spanish 305, 306, and 307 in their major pro- gram. French or Spanish individualized study may be taken only once as part of the minimum requirements for the major. These requirements may be waived in special cases at the discretion of the Department. Majors are encouraged to Course Descriptions I Romance Languages and Literatures 109 FRENCH 305, 306 History of French Literature: Middle Ages to 1789; 1789 to Present 101-102 Elementary French A general survey of French literature in two parts: represen- of speaking, reading and writing French. Lan- Elements tative readings and discussion of outstanding writers and is required. Enrollment limited guage laboratory usage to of main literary currents. Prerequisite: French 202 or equiv- previously. those who have not studied French alent. Staff Staff 103-104 Fundamental French 310 French Civilization Fundamentals of speaking, reading and writing French. The manifestation of history, art, economics, politics, and Language laboratory usage is required. Enrollment limited sociology in the culture of France. Fulfills distribution re- to those who have previously studied French and who are quirement in history, philosophy or religion. Prerequisite: enrolled according to achievement on the Departmental French 202 or equivalent. Alternate years. Offered 1 981 -82. Qualifying Examination. Staff Staff 320 Lyric Poetry 201-202 Intermediate French A general view of French lyric from Villon to Saint-John Practice in oral and written expression and grammar re- Perse. Intensive study will be given to Baudelaire, The view; readings and discussion of French writings as con- Symbolists and the Surrealists. Explication de Texte will be tact with French culture. Enrollment limited to those who used extensively. Offered 1981-82. have previously studied French and who are enrolled ac- Staff cording to achievement on the Departmental Qualifying Examination. Century Theatre Staff 321 Seventeenth French drama, comedy and tragedy of the classical period Corneille, Moliere, and Racine. Alternate years. Offered 205, 206 Readings in French Literature 1981-82. These courses have two objectives, skill in reading French Staff prose for comprehension, and reading a significant amount of French literature of literary and cultural merit. Conducted 322 The Age of Enlightenment in French, these courses differ from French 201, 202 in that they emphasize reading for comprehension of content. A study of the Age of Enlightenment through reading and Enrollment limited to those who have previously studied discussion of the representative fiction, non-fiction, and French and who are enrolled according to achievement on theatre. Alternate years. Offered 1981-82. the Departmental Qualifying Examination. Staff Staff 245 French Conversation A conversation course beyond the intermediate level with emphasis on everyday, applied usage of the language for nonliterary purposes. Prerequisite of successful completion of 202 or freshman placement exemption. Limited enroll- ment of twelve students. Does not count toward the major. To be offered annually, fall term. Staff 301, 302 French Composition and Conversation Exercises in directed and free composition; group discus- sion and presentation of individual oral work; review of grammar and syntax at an advanced level. Staff 303 Phonetics and Diction Study of modern phonetic theory; practice in transcription, pronunciation, and diction. Laboratory course. Alternate years. Offered 1980-81. Mrs. Tannenbaum o- Course Descriptions I Romance Languages and Literatures 324 The Literature of French Romanticism SPANISH Reading and discussion of French Romantic literature, with 101-102 Elementary Spanish special emphasis on poetry and theater. An attempt will be made to reach a viable definition of the Romantic move- Elements of speaking, reading and writing Spanish. Lan- ment in general and of French Romanticism in particular. guage laboratory usage is required. Enrollment limited to Alternate years. Offered 1981-82. those who have not studied Spanish previously. Staff Staff 325 From Realism to Symbolism 103-104 Fundamental Spanish The literary and social aspects of the realist, naturalist, Fundamentals of speaking, reading and writing Spanish. symbolist, and decadent movements, with special empha- Language laboratory usage is required. Enrollment limited sis on the prose of Flaubert, Maupassant, Zola, and Huys- to those who have previously studied Spanish and who are mans. Alternate years. Offered 1980-81. enrolled according to achievement on the Departmental Mr. Viti Qualifying Examination. Staff 327 Contemporary French Theatre 201-202 Intermediate Spanish A study of major trends in modern French drama: sur- realism, existentialism, the absurd. Alternate years. Offered Practice in oral and written expression and grammar re- 1980-81. view; readings and discussions of Spanish writing as con- Mr. Lenski tact with Hispanic Culture. Enrollment limited to those who have previously studied Spanish and who are enrolled ac- cording to achievement on the Departmental Qualifying 328 Contemporary French Novelists and Examination. Their Craft Staff A study of representative works by major twentieth-century French novelists from Gide and Proust to Butor and Robbe-Grillet. Alternate years. Offered 1981-82. 205, 206 Readings in Spanish and Staff Spanish American Literature These courses have two objectives, skill in reading Spanish prose for comprehension and reading a signifi- 331 La Francophonie cant amount of Spanish and Spanish American literature of A survey of the imaginative literatures of such French- literary and cultural merit. Conducted in Spanish, these speaking countries and areas as Belgium, Switzerland, Af- courses differ from Spanish 201, 202 in that they em- rica north and south of the Sahara, Canada, Vietnam, the phasize reading for comprehension of content. Enrollment West Indies, Louisiana, and others. Aside from their intrinsic limited to those who have previously studied Spanish and literary worth, the selections will afford a perception of the who are enrolled according to achievement on the De- impact and adaptation of French language and culture partmental Qualifying Examination. among widely diverse populations of the world. Alternate Staff years. Offered 1980-81. Mr Michelman 245 Spanish Conversation A conversation course beyond the intermediate level with Individualized Study emphasis t>n everyday, applied usage of the language for Guided readings or research under the supervision of a nonliterary purposes. Prerequisite of successful completion member of the staff. Prerequisites: Permission of the in- of 202 or freshman placement exemption. Limited enroll- structor and approval of the Department Chairman. ment of twelve students. Does not count toward the major. Staff To be offered annually, fall term. Staff 301, 302 Spanish Composition and Conversation Exercises in directed and free composition; group discus- sion and presentation of individual oral work; review of grammar and syntax at an advanced level. Staff Course Descriptions I Romance Languages and Literatures 305, 306 History of Spanish Literature: Origins to 1700; 320 Lyric Poetry 1700 to present A study of Spanish lyric poetry through the ages. The The development of the poetry and the prose, the literary course will concentrate on the interrelationship of form, features of the masterpieces of the literature of Spain from content, and idea, noting major influences upon the poetry the eleventh century to the present. Prerequisite: Spanish of each period. Appreciation is considered a major goal of 202 or its equivalent. Alternate years. 306 Fall 1980; 305 Fall this course, and much poetry will be read orally and dis- 1981. cussed. Alternate years Offered 1980-81 Staff Staff 307 History of Spanish-American Literature 321 Prose of the Golden Age of Spain Study of the essay, the short story, and especially the poetry Spanish prose masterpeices, principally the novel with of Spanish-America from the Pre-Columbian era until today. special emphasis on Cervantes Alternate years. Offered Readings and discussions of the masterpieces of the last 1981-82. five centuries. Prerequisite: Spanish 202 or its equivalent. Staff Alternate years. Offered Spring 1981. Staff 322 Theater of the Golden Age of Spain Development and characterization of the Spanish Theater 310 Spanish Civilization with emphasis on the three masters: Lope de Vega, Tirso A discussion and readings course dealing with the histori- de Molina, and Caldero'n de la Barca. Alternate years. Of- cal, social, artistic, economic, and political aspects of fered 1981-82. Fulfills in history, Spain. distribution requirement philoso- Staff phy or religion. Prerequisite: Spanish 202 or its equivalent. Alternate years. Offered 1981-82. 324 Contemporary Spanish-American Novel and Mrs. Hendrickson Short Story A study of the works of representative twentieth century 311 Latin American Civilization Latin American novelists and short story writers of social A discussion and readings course dealing with the histori- and literary importance. Alternate years. Offered 1980-81. cal, social, artistic, economic, and political aspects of Staff Latin America, Pre-Columbian cultures (Maya, Aztec and Inca), the Conquest, the Colonization and the Indepen- dence periods will be examined. Fulfills distribution re- 325 Nineteenth Century Spanish Prose quirement in history, philosophy or religion. Prerequisite: Studies in the essay, short story, and novel of romanticism, Spanish 202 or its equivalent. Alternate years. Offered costumbrismo, realism, and naturalism. Alternate years. Of- 1980-81. fered 1981-82. Mr. Barriga Staff 312 Latin America 326 Twentieth Century Spanish Prose A cultural history of Central America, South America, and Studies in the essay, drama, short story, and novel begin- the Caribbean. The course will deal with Pre-Columbian ning with the "Generacio'n del 98" and ending with post culture as well as the influences of Spain, Portugal, and the Civil War Literature. Offered 1980-81. United States. An interdisciplinary course illustrating the Staff dynamics of contemporary culture and society. Fulfills dis- tribution requirement in history, philosophy or religion. No Individualized Study prerequisite. Taught in English. No knowledge of Spanish Guided reading or research under the supervision of a necessary. Alternate years. Offered 1980-81. member of the staff. Prerequisites: Permission of in- Mrs. Hendrickson the structor and approval of the Department Chairman. o Course Descriptions I Sociology and Anthropology the 80th percentile. The department is firmly SOCIOLOGY AND ANTHROPOLOGY committed to experiential learning and a wide range of internships are available to interested Professor W. Hook students. Field trips and travel seminars are also Professor D. Hinrichs (Chairman) Associate an ongoing part of the departmental program. Professors Emmons, Loveland, and Assistant An effective Student-Faculty Liaison Committee Sobal operates within the department to provide a Adjunct Instructor Dracha means to respond to the particular needs and Studies in the department are directed toward interests expressed by students. social organization and action understanding Requirements and Recommendations. Sociol- and the role of culture in conditioning human ogy 101 is normally a prerequisite for all other behavior. Reflecting the diversity of perspec- sociology courses; and Anthropology 103 is tives in sociology and anthropology, the courses considered a prerequisite for all other an- various, conflicting ap- present sometimes thropology courses except 102. However, these proaches. Some perspectives start with individ- prerequisites may be waived with permission of uals in interaction with each other and focus the instructor for students with some social sci- upon how they develop meaningful social re- ence background. Exemption from Sociology lationships, groups, and institutions. Other ap- 101 is possible through satisfactory perfor- proaches focus upon the molding of individuals mance in a written examination. by various institutions, groups and cultures or Students majoring in the department will take a upon the functional or conflict relationships minimum of nine courses. Students must take among various classes and subcultures. By em- Sociology 101, 302, 303, 304, 400, and one phasizing the scientific and comparative study course in Anthropology (except 102). None of of social institutions and cultures, the depart- these courses may be taken S/U. Additionally, ment seeks to broaden the students' discern- students must select a minimum of three ment and to increase their competence in deal- courses from the remaining fall and spring ing critically and constructively with social semester departmental offerings except Sociol- problems and programs for social change. ogy 301, 450, and 470. One of these three The department's goals are to contribute to the courses may be taken S/U with the consent of liberal arts education at Gettysburg College, to the adviser. The department faculty recommend provide a solid academic foundation in sociol- that in selecting electives toward the major, stu- ogy for students interested in graduate study, to dents carefully consider the following courses assist students in meeting their academic and which are central to the discipline of Sociology: career needs, and to acquaint all students who 202, 203, 206. These requirements are effective take our courses with the sociological perspec- for students entering Gettysburg College as tive. The courses reflect the diversity of freshmen in September 1979. Those majors who perspectives in sociology as a discipline and are interested in pursuing an Anthropology con- cover the core subject matter of the field. Stu- centration, may substitute, after consultation dents can also receive a basic orientation to with the adviser and department chairman, cer- anthropology. tain courses taken at Franklin and Marshall Col- The department averages about 30 majors a lege in Anthropology for Sociology 303, 304, or year. These majors go on to graduate school in 400. social work, sociology, urban planning, law In response to varying needs, interests, and ex- communication, law enforcement, criminology, pertise of individual students and staff mem- anthropology, health care, theology, and library bers, the department provides means for stu- science and careers in teaching, business and dents to pursue independent research and fields related to the graduate programs cited. studies through Sociology 450, 460 and J 90 in The department has an active chapter of Alpha January; field work application or direct experi- Kappa Delta, the Sociological Honor Society. In ence; and other opportunities to expand the Undergraduate Program Field Test in Sociol- specialized interests. Sociology 460 or J 90 is a ogy, senior majors consistently average around requirement for departmental honors, and stu- Course Descriptions I Sociology and Anthropology 113 dents who want to be considered for honors 205 Sociology of Religion Examination of the relation between religion and society. should enroll in 460 or J 90 in addition to the six Topics include definitions and theories of religion, required courses listed above. Students are ex- sociological analysis of historical and contemporary re- pected to complete the Undergraduate Program ligious groups, religious organization and behavior, relig- Field Test (of the Educational Testing Service) in ion and morality, religion and social change, sectarianism, and secularization. Sociology in the spring semester of the senior Mr. Hook year. for the major are normally Supporting courses 206 Sociology of the Family the social sciences and the chosen from Analysis of the structure and continuing processes of mari- humanities. Mathematics 174 is recommended tal relationships in American society, with relevant compar- as preparation for graduate study in sociology. isons from other cultures. Topics include; choice of mar- riage partner, ethnic and status differences, sex roles, alter- All fall and spring semester courses except native life styles, and aging. No prerequisites. Sociology 204, 301, 302, 303 and Anthropology Mr. Hook 102 (if taken after the 1979-80 academic year) may be used toward fulfilling distribution re- 207 Criminology quirements in social science. Introduction to and delineation of the field of criminology, beginning with a discussion of criminal law and an analy- sis of the current data on the extent of crime. Comprehen- SOCIOLOGY sive examination of criminal justice system: the police, the courts, and corrections. Other topics include crime causa- 101 Introductory Sociology tion, criminal behavior systems, and victimology. A study of the basic structures and dynamics of human Mr. Hinrichs societies; the development of principles and basic con- in analysis and research; discus- cepts used sociological 208 Urban Sociology sion of such topics as culture, socialization, social institu- A study of urban areas using social scientific perspectives. tions, stratification, and social change. Staff Topics will include the historic development of cities, the urban community, urbanism as a unique way of life, urban ecology, city planning, and other aspects of metropolitan 201 Issues in Contemporary Society dynamics. Usually alternates every other year with Sociol- A survey of social problems and of responses to social ogy 203. issues in such areas as vested interests, inequality, de- Mr. Sobal viance, population, communications, health care, and civil liberties including an ongoing analysis of issues in the 209 Racial and Ethnic Relations news. in America Mr. Emmons A comprehensive study of ethnic and minority relations in the United States. Topics include prejudice and discrimi- 202 Wealth, Power, and Prestige nation, immigration and assimilation, anti-defamation, ethnic politics, and the structure of the ethnic community. An examination of social ranking and rating systems, in- studies include such groups as black Americans, cluding a discussion of such topics as social classes, social Case white Protestant Americans, American Indians, and mobility, and economic and political power, as well as in- formal prestige and fame. Chinese Americans. Mr. Emmons Mr. Emmons Cultural Change 203 Population 210 Social and A study of several theories and contemporary trends and Analysis of demographic trends and related population movements of social and cultural change, with an empha- problems. Topics include: population theories, mortality, fer- sis on the role of change agents, planning, and images of tility, over-population, and human ecology. Usually alter- the future in guiding organizational and social change Not nates every other year with Sociology 208. offered every year. Mr. Sobal Staff 204 The Sociology of Popular Culvure 212 Social Deviation culture reflection of society, factor Analysis of popular as as Examination of the concept of social deviance and explora- in include socialization, and as economic institution. Topics tion of the various theories of deviance. Emphasis is given holi- rock music, television, films, sports and games, toys, to conflict, structural-functional, and interactionist perspec- days, comics and cartoons, graffiti, popular literature, and tives, as well as to biological and psychological causation advertising. Does not fulfill distribution requirement in social theories. Topics for discussion include alcohol and drug science. use, sexual deviation, mental illness, and skid row. Mr. Emmons Mr. Hinrichs Sociology and Anthropology <& Course Descriptions I 301 Sociology of Social Welfare ANTHROPOLOGY A study of welfare institutions as they relate to the social 102 Introduction to Anthropology: Biological structure. Discussion of the development of the social work Anthropology and Human Evolution philosophy and practice, with special attention given to its biological and cultural changes comprising place in modern American society. Basic principles of so- A survey of the include: general cial work are studied in relation to their operation in case- human evolution. Topics to be discussed work, group work, and community organization. Does not evolutionary theory, primatology, human paleontology, fulfill distribution re- fulfill distribution requirement in social science. Does not human genetics, and race. Does not count toward the nine courses required for the major. quirement in social science. Mr. Dracha Mr. Loveland 302 Methods of Sociological Investigation 103 Introduction to Anthropology: Social- Cultural Anthropology An exploration of the research process, examining the planning, design and gathering of data for social scientific The comparative study of human social institutions and purport analysis. The fundamental problems of doing research, cultures, as well as consideration of theories which in these. such as sampling, measurement, reliability and validity, will to account for the origin, maintenance, or change Mr. Loveland be considered for several data gathering techniques, in- cluding survey research, participant observation, content 1 Survey of Amerindian Cultures analysis, and experiments. Does not fulfill distribution re- 21 Native Americans: A quirement in social science. An introduction to the traditional aspects of Native American Mr. Sobal cultures and the present day situation of Native Americans. Analysis of the role of socioeconomic, political, legal, and 303 Data Analysis and Statistics religious factors in the process of rapid socio-cultural will major culture A continuation of Sociology 302 treating the analysis and change. Examples be drawn from the reporting of social science data. The logic of data analysis, areas of the Americas. Mr. Loveland statistics, and use of the computer will be considered. Does not fulfill distribution requirement in social science. Mr Sobal 215 Culture and Personality An examination of the influence of culture in shaping the 304 The Development of Sociological Theory personality of the individuals in non-western societies. Will An examination of the ideas and important contributions of include a discussion of psychoanalytic theory, dreams, selected theorists in the development of sociological cross-cultural research, socialization, personality develop- thought, with emphasis given to Max Weber, Emile Dur- ment, modal personality, mental illness, and the effects of kheim, Karl Marx, George H. Mead, Talcott Parsons, and social change upon personality, using ethnographic exam- Robert Merton. ples from a variety of cultures. Usually alternates every other Mr Hook year with Anthropology 220. Mr. Loveland 400 Seminar Intensive investigation of various sociological topics under 216 Introduction to Medical Anthropology the direction of a member of the departmental staff. The A survey of the field with emphasis on the study of the particular seminar to be given each semester will be listed systems of belief and knowledge utilized to explain illnesses at the time of registration. Intended primarily for senior in various cultures and the attendant systems of curing. majors, but open in special cases to juniors or well quali- Topics discussed include: hallucinogens, shamanism, cur- fied students majoring in other departments. ing, sorcery, witchcraft, and herbal medicines. Ethno- Staff graphic examples are drawn mainly from American Indian and African societies. 450, 470 Individualized Study Mr. Loveland Individual study in fields of special interest outside the scope of regular course offerings. Consent of the Chairman 220 World Cultures of the instructor is required. not count toward the and Does Comparative analysis of a series of societies in different nine courses required for the major. areas of the world with respect to a particular problem area Staff such as: sex roles, subsistence systems and levels of socio-political organization, the impact of ecology upon 460 Research Course myth and ritual, or the effects of westernization on these Individual investigation of a research topic in sociology or societies. Using a series of ethnographies, one such prob- anthropology in the student's special area of interest under lem area would be examined in depth. Usually alternates the guidance of a member of the department. Presentation every other year with Anthropology 215. of a formal paper incorporating the results of the research. Mr. Loveland Required for departmental honors. Juniors and Seniors. Staff SPANISH — SEE ROMANCE LANGUAGES AND LITERATURES GETTYSBURG Campus Life o Campus Life INTRODUCTION TO THE CAMPUS LIFE RESIDENCE HALLS PROGRAM The majority of students at Gettysburg College The campus life program of Gettysburg College, live in College residence halls. Carefully like the academic program, is directed toward selected student counselors and residence the single purpose of enhancing the student's coordinators work closely with these students, liberal education. The academic program is in- assisting them in planning a variety of programs deed central, but the residential, religious life, forthe residence halls and helping them resolve and extracurricular programs provide forthe full- problems in group living. Students are en- ness of experience that gives added meaning to couraged to take responsibility for residence the academic. This commitment to fullness of hall governance. Students work with faculty experience means that the entire campus com- members and members of the administration in munity — faculty, students, and administration setting the regulations which apply to all College share. a concern for, and involvement in, the residences. campus life program. The College offers a variety of residential op- tions, including opportunities for special interest LIVING ACCOMMODATIONS housing for those students who wish to live to- gether and work on a project of mutual interest student's room is a study as well as a place for A throughout the academic year. There are both rest and relaxation. Gettysburg College consid- large and small residential units. Some house ers living in College residences to be an impor- freshman men or women only; others house men tant part of a student's total college experience. or women of all classes. Some house men and Therefore, all students in the campus commu- women on alternate floors. Most student rooms nity (except married students and students liv- are arranged for double occupancy. There are a ing with their families) are required to live in a few singles and some large enough to accom- College residence hall or fraternity unless they modate three or four persons. Each student is have special permission from the Office of the provided with a single bed and mattress, a Dean of Student Life and Educational Services dresser, and a desk and chair. Students provide to live in off-campus housing. Recently the per- their own pillows, bedding, spreads, study living in various centages of students, by class, lamps, and window curtains. Students may, of housing were: types through the Gordon-Davis Linen Supply Com- pany, rent for an annual fee, bed linen, towels, Women pillows, blankets and bed spreads; weekly laun- On Campus Off Campus dry of the linen and towels is included in the Freshmen 1 00% 0% rental fee. Coin operated washing machines and Sophomores 99% 1% dryers are available on the campus for student Juniors 82% 18% use. The use of television sets and refrigeration Seniors 39% 61% units is permitted in student rooms; refrigeration units may have a capacity of not more than 3 Men cubic feet. Rental units are available. Cooking On Campus Off Campus Fraternities units are not permitted in rooms. Freshmen 1 00% 0% 0% Sophomores 50% 4% 46% Juniors 31% 23% 46% Seniors 13% 40% 47% FRATERNITY HOUSES On and surrounding the Gettysburg College campus, there are eleven fraternity houses. These houses provide living, study, and eating facilities for the members of each social group. Fraternity officers act as residence counselors in the houses. Campus Life DINING ACCOMMODATIONS Two seminars on Love, Sex and Marriage are held each year under the sponsorship of the All freshman and sophomore students must take Council. Each January the Council sponsors a their meals at the College Dining Hall with the New York Field Trip to investigate the work of the exceptions of those living at home and of frater- Church in an urban environment and, jointly with nity members and pledges who may choose to the Sociology Department, regularly sponsors take their meals in fraternity houses. Juniors and Awareness Trips. Recent trips have included a seniors have the option of taking their meals in visit to Appalachia, another to John's Island, the Dining Hall on an individual meal or term South Carolina, and a month long January Term basis or they may eat elsewhere. expedition into the South to investigate social change. Bible Study is held each week through- out the year. Junto, a journal of student opinion, RELIGIOUS LIFE AND CHAPEL COUNCIL is published regularly by the Council. A major source of vitality at Gettysburg College Communities of Risk are groups of ten students is the people and programs of the Chapel and and a resource person committed to an explora- the Chapel Council. Though completely volun- tion of ways of being human. Each COR group tary, a comprehensive Chapel program attracts meets for one overnight a week for a semester students and faculty members holding a variety at the Dean's Conference House. Search is a of religious commitments and is designed to common interest group composed of ten stu- provide opportunities appropriate to their needs dents who desire to explore the meaning of and desires. One of the objectives of the College Christian community. Chai is a common interest is to make it possible for students to grow in the group for persons interested in Jewish culture understanding and practice of their own religi- that meets for social activities and a deeper un- ous tradition, to appreciate the religious tradi- derstanding of Judaism. Inter-Varsity and Fel- tions of others, and to understand the relation- lowship of Christian Athletes meet weekly for ship between faith and reason. fellowship and renewal. Corporate worship is a part of the Chapel's pro- Pre-Seminary Students gather each month to gram; students from a variety of traditions wor- hear speakers and discuss their professional ship in Christ Chapel each Sunday. The service goals. The Community Services Program in- is led by the College Chaplains and the Chapel volves 100 students in visitation at local homes Choir. There is a Roman Catholic Mass on cam- and institutions for the aged and physically and pus each Saturday evening, and a Quaker service mentally handicapped, and is the on-campus in the Planetarium every Sunday morning. The liaison for the community Big Brother/Sister Churches in the community also welcome stu- Program. Ad hoc groups of students concerned dents, and their pastors participate in the on- with social justice, world community, and human campus Chapel programs. Smaller groups of rights issues are sponsored and supported by students participate in an informal service on the Council throughout the year. Monday evening; in half-hour a Communion on In cooperation with the Office of the Dean of Wednesday evenings; and in Morning Light, a Student Life and Educational Services, the brief service of reading, prayer, silence and Council sponsors Freshmen Overnights and Di- music each weekday morning before classes. alog, a small group developmental program for The Chapel Council, composed of 40 students freshmen. The Chapel Council formed the Col- representing the four college classes and all lege's Energy Use Planning Group and cooper- student committees, meets weekly to coordinate ates with other campus groups on world hunger 26 programs. The Tutorial Program provides efforts. Two programs appropriate to faculty tutors for pupils in the local schools; 100 stu- concerns, a June Seminar on Religious Values dents participate in this program each year. The in Higher Education, and a January Faculty Re- Chapel Lecture Committee sponsors outstand- treat, are also sponsored by the Chapel. ing speakers and films on both religious and The Chaplains also administer a program of social it issues, and supports a short term "Vis- Service/Work/Study Internships during the iting Theologian" and "Student Lecture Series". January Term utilizing the world wide structure o Campus Life of the Lutheran Church in America. Last year guests) who are under the age of 21, on or off more than 35 students were placed in such in- the campus. ternships, from Los Angeles to Liberia. Although it is neither possible nor legal for the Through these programs, and the personal College administration to police all of its prem- counseling done by the Chapel staff, the College ises at all times, the Student Life Council and the provides an opportunity for the student who de- administration will effect reasonable guidelines sires better to understand and to practice his or to assure that students are aware of their legal her religious commitments while attending Get- obligations, and that inappropriate behavior re- tysburg. lated to the furnishing or consumption of al- coholic beverages results in appropriate discip- STUDENT CONDUCT linary proceedings and penalties. Every community has certain regulations and On-campus drinking is limited to residential liv- traditions which each member is expected to ing units, and to other areas identified as ac- abide by and uphold. Consequently, the student ceptable for this purpose by the College admin- who fails to support the objectives of Gettysburg istration. Drinking or carrying of open containers College forfeits his or her right to continue to of alcoholic beverages outside of these attend the College. The College reserves the specified areas is strictly forbidden. right dismiss any student whose conduct is to College Policy on Drugs and Narcotics Illegal detrimental to its welfare or whose attitude is possession or use of drugs or narcotics is sub- antagonistic to the spirit of its ideals. Such an jectto disciplinary measures, including suspen- individual forfeits all fees which he or she has sion, by the College. paid. Visitation Hours Policy The College recog- Believing that it is sensible and proper for all nizes a natural desire on the part of many stu- students to be fully aware of theirobligations and dents to entertain and mixsocially with members opportunities as Gettysburg College students, of the opposite sex. For this reason the College the College publishes a statement entitled, "The supports visitation privileges in campus resi- Rights and Responsibilities of Students." This dences. At the same time, the institution has a document is the result of discussions and con- positive obligation to protect the right of the indi- reached by a student-faculty-ad- clusions vidual to reasonable privacy because the learn- It deals with such ministrative committee. ing process depends on extensive reading and questions as the academic, citizenship, and thinking in solitude; residence halls are one of governance rights and responsibilities of stu- the appropriate places for study. dents. Ultimately, the final statement was ap- In an effort to avoid conflict between the above proved by the Gettysburg College Board of mentioned rights and privileges, and in order to Trustees. It is published annually in the Student Handbook. provide a reasonable security in College resi- dences, visitation in private quarters of resi- Before a student decides to apply for entrance dence halls is limited to the following hours: into Gettysburg College, he or she should be Sunday-Thursday 10:00 A.M.-12:00 midnight aware of the rules governing student conduct. A Friday 10:00 A.M. -1:00 A.M. complete copy of the rules and regulations may Saturday 10:00 A.M. -2:00 A.M. be obtained by writing to the Dean of Student Life and Educational Services. Several of these Any living unit (residence hall floor, cottage, or are listed below for the benefit of prospective fraternity) may further limit the "open" hours by a students. two-thirds majority vote of the residents. In addi- tion to those hours specified above, visiting may Alcohol Policy Gettysburg College does not take place at any time the living unit is open in encourage the use of alcoholic beverages by designated public areas of all residences. students. In compliance with current Pennsyl- vania laws, the College does not approve the consumption of alcohol by students (or their Campus Life 1 19- STUDENT GOVERNMENT Trustees. The Senate conducts class elections, nominates candidates for outstanding achieve- The faculty and administration believe that the ment awards, and works with other college College should promote the development of re- groups to plan such campus activities as sponsible citizenship; to this end, students are Homecoming. Another important function of the encouraged to express opinions, to initiate ac- Student Senate is to allocate funds from the Stu- tion, and to develop critical judgment. dent Chest to student organizations on campus. Students participate in College governance by The Senate is presently composed of sixteen serving on various College, class, and faculty voting members. Senate meetings are held committees; through participation in Student weekly and are open to any student who wishes Senate, class, residence hall, or fraternity meet- to attend, to present ideas, and to participate in ings; and by exercising their right to vote in discussions. of the more various campus elections. Some The Honor Commission The Honor Commis- important College agencies which involve stu- sion is a student organization which was autho- dents are described in the paragraphs which rized by the constitution of the Honor Code follow. adopted at Gettysburg in 1957. The Commis- Student Life Council The Student Life Council sion is composed of ten students, aided by is an organization composed of members of the three case investigators, six faculty advisers, student body, faculty, and College administra- and a member of the staff of the office of Student tion. This Council has responsibility for studying Life and Educational Services. It is their function matters and developing policies pertaining to to promote and enforce the Honor Code at Get- student life and student conduct. Business may tysburg College, to secure the cooperation of be brought to the Council or legislation students and faculty to these ends, and to ad- proposed by any member of the College com- judicate allegations of Honor Code violations. Major issues are debated in Student Se- munity. An extensive program has been instituted to before resolution nate and in faculty meetings acquaint incoming students with Gettysburg's decisions are re- by the Council. The Council's Honor Code. Started during the summer with viewed the President and, at the President's by orientation correspondence, the program is discretion, by the Board of Trustees prior to im- culminated in the fall with an explanation of the plementation. Honor Code's precepts, followed by a required Student Senate The Student Senate, the prin- test on its procedures and principles. The cipal unit of student government, works in Commission also strives to reinforce the princi- cooperation with the administration and faculty ples of the honor system within the entire stu- is available in a to bring to the campus community a well- dent body. More information organized and democratic form of student gov- separate booklet published by the Honor Com- mission. Those interested in receiving a copy ernment. It represents the students in formulat- ing many College policies and works to pro- should write to the Dean of Student Life and mote cooperation among administration, facul- Educational Services. ty, and students. Members of the Senate also Student Conduct Review Board This commit- in plan- work with the College administration tee handles student violations of College in the area of student life, ning improvements policies, including individual or group viola- designating student representatives to attend tions of College rules. The Board is composed in approving student ap- faculty meetings, and of the president of Student Senate, representa- pointments to faculty and College com- many tives of the Interfraternity Council and Panhel- mittees. The Senate also nominates students for lenic Council, and other students elected by the service on certain committees of The Board of student body. Members of the faculty and ad- ministration also participate as voting members on the Board. The rights of the accused, as well as the procedures of the Board, are found in the Student Handbook. <& Campus Life Interfraternity Council An important part of the Stuckenberg Lecture A bequest from Mary G. responsibility for governing fraternities at Get- Stuckenberg in memory of her husband, the tysburg College is assumed by the Interfrater- Rev. J. H. W. Stuckenberg, enables the College nity Council, an organization composed of one to sponsor a lecture in the general area of social representative and one alternate from each so- ethics. cial fraternity. This formulates and ad- Council Bell Lecture A fund from the estate of the Rev. ministers general regulatory policies by which Peter G. Bell (1860) was given to the College to fraternities abide. It serves as the repre- must establish a lectureship on the claims of the sentative of the social fraternal groups to the gospel ministry on college men. The main student body, the College, and the community object of this fund is "to keep before the of Gettysburg. During the school year the IFC students of the College the demand for men of sponsors a variety of campus social and social the Christian ministry and the condition of the service activities. age qualifying that demand." Panhellenic Council Important responsibility John B. Zinn Seminars These seminars, estab- for governing the sorority system at Gettysburg lished by the Chemistry Department in honor of College is assumed by the Panhellenic Coun- John B. Zinn (1909), Professor of Chemistry, cil, to which each social sorority sends two stu- 1924-1959, bring men and women of outstand- dent representatives. This Council establishes ing ability in the field of Chemistry to present and enforces the Panhellenic "rushing" regula- seminars on topics of current interest to the Col- tions and functions as a governing body in mat- lege campus. ters involving sororities and intersorority rela- The Henry M. Scharf Lecture on Current Af- tions. fairs A fund provided by Dr. F. William Sun- derman in memory of Henry M. Scharf, CULTURAL ACTIVITIES (1919) alumnus and member of the College's Board of Lectures Through a lecture program, the Col- Trustees from 1969 to 1975, is used to bring a lege brings to the campus each year well-known recognized authority or scholar to the campus to of timely inter- scholars and outstanding figures in public life. In each year speak on a subject this way, the College extends the student's view est. beyond the confines of the College community. In addition to the general lecture series spon- PERFORMING ARTS sored by the College, the following special lec- By sponsoring student organizations and de- tures are given regularly: partment programs, the College encourages Fortenbaugh Memorial Lectures The Robert students to participate in various performing An endowment provided by Clyde E. (1913) arts and provides an opportunity for those with and Sara A. Gerberich supports a series of lec- special talent to develop and share that talent. tures and other programs in the Department of The College also brings to the campus each History. to the The lectures are dedicated mem- year performances in dance, drama, vocal and ory of Dr. Robert Fortenbaugh (1913), who instrumental music by recognized professional served the College for thirty-three years as groups and individuals. Chairman of the Department of History. Each The Gettysburg College Choir The Gettysburg year since 1962 an authority on the Civil War College Choir, which has received international period has lectured on a topic related to those recognition, appears at special services and years. These lectures, presented in November gives concerts on campus. Each year it makes to coincide with the anniversary of Abraham a twelve-day concert tour, presenting concerts Lincoln's Gettysburg Address, are open to the in churches and schools. By means of auditions public. held at the beginning of each school year, choir members are selected for voice quality, true- ness of ear, and musical feeling. Campus Life Chapel Choir The Chapel Choir performs at scene design, lighting, and costuming. chapel services and at special services and The CPC Summer Theatre Practicum This is concerts during the year. The of this members an offering of the Central Pennsylvania Consor- choir are also selected on the basis of ability tium, housed on the Gettysburg Campus. While and willingness to meet the rehearsal and ser- offering cultural stimulation to both campus and vice requirements. community, the Theatre, with its company of Band The Gettysburg College Band opens its professional performers, provides the focus for season with a marching band camp in prepara- the Theatre Practicum, a college credit course tion for performances at football games, pep ral- whose members serve in supporting roles and lies, parades, and convocations. The Band also assist in the technical aspects of the theatre's hosts an annual High School Band Day at a life. The company offers an interesting balance home football game. of modern classics, Broadway and Off- Broadway hits, and avant garde works not gen- At the conclusion of marching band season erally performed in theatre. symphonic band rehearsals begin. Besides summer home concerts, an annual tour is taken to Artist in Residence During the year, usually in nearby communities and neighboring states. the January Term, the College has one or more Artists in Residence on the campus. These are The offering of small ensembles remains a vital drawn from the fields of music, theatre, and segment of the overall instrumental program. dance. An Artist in Residence works with stu- Clarinet choir, brass ensemble, jazz ensemble, dents in demonstrating the skills and craft of the and saxophone quartet are open for member- creative performing artist. ship to Band members and meet on a weekly basis. STUDENT COMMUNICATION MEDIA Orchestra The Gettysburg College Orchestra performs concerts throughout the academic Every community needs to keep its members in year. Membership is open to all students who contact with each other and with the rest of the have the necessary proficiency. Auditions are world. On the Gettysburg campus student held at the beginning of each school year. communication media not only inform the The Owl and Nightingale Players Established members of the community, but also afford stu- dents an opportunity to their ef- in 1914, Owl and Nightingale, under the direc- express ideas tion of the Director of Theatre Arts, each year fectively and to learn the practical necessities of producing radio offers four major productions. The program is a newspapers, broadcasts, varied one, with works drawn from classical, magazines, and yearbooks. contemporary, avant garde, and musical The Gettysburgian The College newspaper is theatre. The Players tour at least one production staffed by students who are responsible for edit- annually to regional high schools and colleges. ing, feature writing, news writing, layout, per- sonnel management, subscription manage- Laboratory Theatre Now in its eighteenth ment, and circulation. This newspaper is pub- season, Lab Theatre produces a dozen one-act lished weekly and carries news, feature arti- plays each year, many of which are frankly ex- cles, and editorials concerning activities on perimental and some of which are the work of campus playwrights. and off campus. The Mercury The poems, short stories, and il- Otherstage In addition to sharing the facilities lustrations published in The Mercury are con- of the black box Studio Theatre with Lab, this tributed by students. The student editorial staff troupe performs its short plays at other areas encourages creative writing within the campus both on campus and in the community. Their community. work encompasses Lunchtime Theatre, Street Theatre, and Children's Theatre. The Spectrum A pictorial essay of life on campus is featured in the College yearbook. In each of the theatre groups, students are af- Staffed by students, the yearbook offers the op- forded the opportunity of gaining experience in portunity for creativity in design, layout, photog- all areas of theatre, from acting and directing to Campus Life <§T raphy, and writing. The Spectrum covers the full Beta Beta Beta: national honorary society for academic year, including commencement students of biology seniors and weekend. It is mailed to graduating Delta Phi Alpha: German language society distributed to underclassmen early in the fall Eta Sigma Phi: undergraduate fraternity for term. students of the classics WZBT The College radio station (90.3 megacycles) has been the voice of the campus Hispanic Culture Society for many years. WZBT operates as a noncom- Music Educators' National Conference: or- mercial, educational FM radio station over the ganization for future music educators public airwaves and under FCC regulations. Phi Alpha Theta: fraternity for majors in his- The station is student staffed and broadcasts a tory variety of programs from its fully equipped stu- Phi Mu Alpha: music fraternity dios in the College Union. WZBT is organized like a professional radio station and offers po- Phi Sigma lota: national foreign language sitions for announcers, disc jockeys, newscas- honorary ters, engineers, music librarians, and typists, as Physical Education Majors Club well as jobs in production, continuity, and ad- Pi Delta Epsilon: journalistic society vertising. A student Executive Committee Pi supervises the daily operation of the station, Lambda Sigma: fraternity for majors in po- litical science, and a Board of Overseers composed of stu- business administration, and dents, faculty members, and administrators, es- economics tablishes general policy for the station. Psi Chi: national honorary society for students of psychology STUDENT ORGANIZATIONS AND Sceptical Chymists: organization of students ACTIVITIES in chemistry Sigma Alpha lota: music fraternity Phi Beta Kappa Phi Beta Kappa, established on the Gettysburg College campus on January Sociology Club is national academic honorary 11, 1923, a Society for Physics Students: student section fraternity. Normally not over ten percent of the of the professional society, affiliated with to senior class may be elected membership the American Institute of Physics; open to all of each year. Candidates must show promise students interested in physics. both intellectual and moral leadership. They Social Fraternities and Sororities On the Get- must show evidence of a liberal program of tysburg College campus there are eleven men's study and a distinguished academic record. social fraternities and seven women's sororities. Gettysburg College faculty members and ad- All of these groups are nationally affiliated. ministrators who belong to Phi Beta Kappa These fraternal groups extend invitations for elect students to the Gettysburg Chapter. membership after a "rushing" period which takes place at the beginning of the spring term. DEPARTMENTAL, PROFESSIONAL, AND Each of these groups recognizes that the primary HONORARY SOCIETIES purpose of the College is academic; thus, each Alpha Kappa Delta: national sociological fraternal group encourages good scholarship. honor society Alpha Phi Omega: service fraternity WOMEN'S SORORITIES Pi Chi Omega Gamma Phi Beta Alpha Psi Omega: national dramatic honor Alpha Delta Alpha Xi Delta Delta Gamma Sigma Kappa fraternity Sigma Sigma American Marketing Association: organiza- Sigma tion for students interested in economics FRATERNITIES and business administration MEN'S Association of The U.S. Army: national military Alpha Chi Rho Phi Gamma Delta Sigma Chi Alpha Tau Phi Kappa Psi Sigma Nu professional organization Omega (continued on p. 123) Campus Life Lambda Chi Phi Sigma Kappa Tau Kappa lowing additional services are available: Alpha Epsilon WEEKLY CALENDAR OF EVENTS—a list of activities occur- Phi Delta Theta Theta Chi ring on campus during the week BULLETIN BOARDS—organizational space may be arranged through the Scheduling Coordinator COLLEGE UNION RIDE AND EXCHANGE BOARD—a service designed to make finding transportation easier POTPOURRI a daily sheet of news shorts created and typed College life is not solely a series of treks from the — by students classroom to the dorm to the cafeteria and back to the dorm again. A chance to relax, to enjoy While the facilities and services offered by the some light entertainment, to get a cup of coffee, College Union contribute largely toward making orto share conversation with friends, faculty, and it a comfortable place for students to go, the administration in an informal atmosphere is programs, initiated by the student-composed available at the College Union. For student use College Union Board, reflect the Union's philos- and enjoyment the College Union provides the ophy and goal to provide meaningful and enjoy- following facilities: able recreational, social, and cultural oppor- INFORMATION DESK- tunities to complement the overall educational of being student at Gettysburg BULLET HOLE—available for a snack or a break from routine experience a meals College. BOOKSTORE—a student-oriented store, moderately priced; open Monday-Friday 9-5 COLLEGE UNION HOURS: - CRAFT CENTER— located in the basement of Plank Gym, the Monday thru Friday 8 a.m. midnight center offers the opportunity to experiment with new crafts Saturday 8 a.m. - 1 a.m. such as pottery, jewelry, batik, macrame, and photography Sunday noon - midnight GAMES ROOM—offers pinball, billiards, air hockey, elec- tronic tennis DARK ROOM—for student use only; under supervision of ATHLETICS Photography Club is scene of dances, con- BALLROOM—seats 2,000 and the The College has an extensive program of inter- certs, plays, and lectures collegiate and intramural athletics for men and TABLE TENNIS AND SHUFFLEBOARD— located in rear ball- room women. It is possible for all students to partici- SWIMMING POOL COLLEGE UNION BOARD pate in some supervised sport. For those with BOWLING LANES OFFICE particular athletic skills and interest there are the READING LOUNGE RADIO STATION—WZBT, varsity teams. For others there is the opportunity TELEVISION LOUNGE 90.3 on your dial in intramural program, for ART GALLERY— located in RECORD LISTENING to participate the upstairs lounge ROOMS which competitive teams are organized from DISPLAY SHOWCASES BLACK STUDENT UNION fraternities, residence halls, and other groups. MEETING ROOMS EMERGENCY PHONE The possession of a College identification card STUDENT GOVERNMENT SYSTEM OFFICES guarantees free admission to all intercollegiate Atthe College Union Information Desk alone, the contests. College Union professional and student staff Intercollegiate Athletics Gettysburg College provide the following services: maintains membership in the National Col- CAMPUS AND CAMPING EQUIPMENT, legiate Athletic Association, the Eastern Col- COMMUNITY BIKE RENTALS legiate Athletic Conference, the Middle Atlantic INFORMATION CAMPUS DIRECTORY FILE States Collegiate Athletic Conference, and The TRAVEL INFORMATION CAMPUS MAPS Association for Intercollegiate Athletics for XEROX AND FILM PASSES AND TICKET MIMEOGRAPHING SALES Women. SERVICE GAMES EQUIPMENT The intercollegiate program includes teams for LOST AND FOUND RENTAL SIGN PRESS FOR MEETING ROOM men, teams for women, and athletic teams for PUBLICITY & POSTERS RESERVATIONS (through which both men and women are eligible. The LOCK RENTAL FOR Schedulina Coordinator) breakdown is as follows: LOCKER ROOMS CHANGE SERVICE Men Women All Students NEWSPAPERS (subscriptions) Fall — Football Field Hockey Crosscountry In the area around the Information Desk the fol- Soccer Volleyball (continued on p. 124) Campus Life CEt Winter —Basketball Basketball Rifle Student Health Service The College maintains Swimming Swimming a health service for the benefit of all students. Wrestling The objective of the health service is to maintain Spring — Lacrosse Lacrosse Baseball the physical and emotional well-being of the Tennis Softball Golf Tennis Track and Field student and to provide necessary continuing medical care begun at home. Medical informa- There are also informal clubs for women in cross tion and health records are not part of the stu- country and track and field. Some intercol- dent's College record and are confidential. legiate competition is available in these sports. The health service requires that a questionnaire Intramural Sports The Council on Intramural and physical examination be completed prior to Athletics and Recreational Activities operates entrance in the College. If the student has had extensive intramural programs for all students. any illness, surgical procedure, or injury which This Council, composed of student, faculty, and might modify or prevent his or her participation staff representatives from the Health and Physi- in physical education, the family physician must cal Education Department, the Interfraternity stipulate in writing the nature of the injury and the Council, the Student Senate, the Panhellenic limitations on activity. Council, the and College Union Board, plans A twenty-six bed health center is staffed twenty- and promotes free, voluntary sport activities. For four hours daily by registered nurses and physi- men, these include touch football, soccer, cross cians. Students whose medical problems can- country, basketball, wrestling, volleyball, not be managed by the staff are referred to local swimming, bowling, billiards, table tennis, golf, specialists or the physicians chosen by the stu- badminton, tennis, softball, and track. Women dent or family. If serious illnesses or accidents students participate in intramural basketball, occur, the family is notified by telephone. volleyball, swimming, bowling, table tennis, badminton, cross country, billiards, bike racing, tennis, and softball. Coeducational sports in- COUNSELING SERVICES clude volleyball, softball, and a bike rally. With the goal of promoting the emotional well- STUDENT SERVICES being of all members of the Gettysburg College community, the Counseling Services staff offer a Deans' Offices The Office of the Dean of Stu- number of services and a wide variety of pro- dent Life and Educational Services, located in grams. These activities are concerned with help- Pennsylvania Hall, is involved with many of the ing students grow to become effective, self- academic situations which students encounter. directing adults, and with teaching them the The reporting of academic deficiencies, and skills necessary to deal with their personal prob- student petitions to the Academic Standing lems and feelings so that they can benefit as Committee are processed by this office. Work- much as possible from their educational experi- ing in conjunction with the individual student's ence. adviser, the Deans assist students in making educational plans and solving academic prob- One of the services offered by the college's pro- fessional counselors is individual lems. Other Deans located in the same area of counseling. Pennsylvania Hall, assist students with housing They work with students in a confidential rela- and fraternity and sorority matters. They fre- tionship teaching them how to approach their quently are also concerned with questions of problems and how to resolve them. Some of the discipline. types of things students talk to counselors about are their morals and values, academic pressure, The Dean of the College, whose office is in study habits, concerns about their sexuality, re- Pennsylvania Hall, handles matters pertaining to lationship issues, problems with friends and faculty and academic programs. The Associate roommates, their goals and plans, difficulties at and Assistant Deans of the College supply in- home, feelings of depression and lack of motiva- formation concerning January Term programs, tion and how to become the kind of person they medical and dental school admission require- want to be. While much counseling involves solv- ments, affirmative action, and institutional re- ing problems and changing, its focus is often search. Campus Life 125 simply heiping a student's learning to under- graduate school representatives who visit the stand herself or himself better. campus annually. Counseling Services also offers a number of All students are encouraged to become in- topic oriented group experiences which teach volved with the career services program early in skills that students can use to improve their rela- their college careers to learn more about both tionships on campus and assist them when they the relationship between the liberal arts and leave Gettysburg. Groups that are regularly of- career development and some means of work- fered are Communicating Confidence (Asser- ing toward a satisfying post-graduation involve- tiveness Training), My Partner and Me (Com- ment. munication Skills for "Committed" Couples), FINANCIAL AID Relax and Take It Easy, Study Skills, and Slim Chance in a Fat World. Other group experiences Details about Financial Aid procedures are are created based on campus need and inter- found in the Student Financial Aid section of this est. catalogue. When appropriate, the Counseling Service also functions as an information and consulting ser- FACILITIES vice working with students and others on a vari- Gettysburg College has a 200 acre campus ety of campus programs and projects to improve with 43 buildings that provide excellent the environment. Members of the Counseling facilities for all aspects of the College pro- staff teach, conduct research, and work closely grams. These buildings range from the original with faculty, administration, and parents on is- College building, Pennsylvania Hall (Old sues of student concern. Dorm), constructed in 1837, to the John A. activities are free are All Counseling Service and Hauser Fieldhouse constructed in 1973. A available to Gettysburg College students. It is campus map appears at page 126. the Counseling staff's desire that their services complement the college's academic program Academic Facilities and their hope that for some students they will be an integral part of their educational experi- The Library The College library collection is ence. housed in the Schmucker Memorial Library Building and in two departmental libraries, Chemistry in Breidenbaugh Hall and Physics in CAREER SERVICES OFFICE Masters Hall. Total collections are approxi- The Career Services Office seeks to perform mately 246,000 volumes, 32,000 microforms, two primary functions: 1) to assist students in 12,000 governmental publications, 7,700 rec- making and acting on career decisions; 2) to ords, and extensive slide, filmstrip, and other promote an awareness of Gettysburg College audio-visual media. The library subscribes to and a receptivity to Gettysburg students among about 1,100 journals. A new multi-million dollar in individuals and organizations beyond the Library/Learning Resources Center is campus community. Relatedly, the office pro- scheduled to be completed early in 1981. vides a variety of programs and services to The Open Door is a leaflet available in the li- support students in the planning and implemen- brary which outlines library hours, service, us- tation of the next step after graduation. Group- age, etc. Those using the library should review based sessions covering topics such as career this publication. planning, job hunting techniques, and resume writing are offered regularly, and individual as- The College's library uses the Interlibrary De- sistance is also available. A library of career in- livery Service, which extends the College's li- formation, including employer literature, brary facilities far beyond the campus through graduate school catalogues, and self- the College's membership in the Associated instructional materials is maintained for stu- College Libraries of Central Pennsylvania, dents' use. Seniors may take advantage of inter- (continued on page 128.) view opportunities provided by employer and Campus Life CEt CAMPUS MAP ADMINISTRATION OFFICES Location President Pennsylvania Admissions Eisenhower House Alumni Pennsylvania Athletic Director Bream Gym Bursar Pennsylvania Business Manager Pennsylvania Chaplain Christ Chapel Career Services Pennsylvania College Relations Pennsylvania Counseling Services Pennsylvania Dean of the College Pennsylvania Dean of Student Life and Educational Services Pennsylvania Development Pennsylvania Librarian Schmucker Library Maintenance West Public Relations Pennsylvania Registrar Pennsylvania Student Senate College Union Religion Glatfelter ACADEMIC AREAS ROTC West Art Christ Chapel Russian McKnight Biology McCreary Spanish McKnight Chemistry Breidenbaugh Sociology-Anthropology McCreary Computer Center Glatfelter Speech Glatfelter Economics, Business Adm Glatfelter Theatre Arts Glatfelter Education Stahley English Glatfelter RESIDENCE HALLS French McKnight MEN WOMEN German McKnight Apple Apple Greek Classics Apple Annex Apple Annex Health, Physical Ed. ... Bream Gym, Plank Gym Musselman Hanson History Weidensall Patrick Huber Latin Classics Paul Musselman Mathematics Stahley Rice Patrick Military Science West Rice Music Brua Stevens Observatory West Field Stine Philosophy Weidensall Services Physics Masters Bookstore College Union Planetarium Masters Health Service Health Center Political Science White House Post Office Plank Gym Psychology McCreary Snack Bar College Union Campus Life CORNERJCOTTAGE] Campus Life PALINET (Pennsylvania Library Network), and Athletic Facilities the Central Pennsylvania Consortium. Faculty Eddie Plank Memorial Gymnasium, Hen Bream and students are encouraged to use these ex- Gymnasium, and John A. Hauser Fieldhouse tended facilities. contain the College's indoor athletic facilities. Classrooms, Laboratories The following These facilities include seven regulation bas- classroom and laboratory fac ilities serve the ketball courts, four indoor tennis courts and a College: 1/11 mile Chem-turf track. In addition there is a Non-Science Facilities swimming pool of Olympic dimensions in the Col- is for varsity Building Academic Special lege Union Building which used Departments Features swimming competition and intramural and rec- Brua Hall Music Studios and reation swimming. Recital Hall There are several athletic field areas: Mussel- Classics Building Classics Stadium, which contains a football field and Glatfelter Hall Economics and Theatre Laboratory man Business Studio, a quarter-mile cinder track; a baseball field west Administration, Computer Center of the stadium; two areas for soccer and la- English and crosse; Memorial Field, adjacent to Eddie Plank Religion for field hockey, la- McKnight Hall German and Language Gymnasium women's and Russian, Laboratory crosse; a women's softball field, and the in- Romance tramural areas which contain eight tennis Languages courts, soccer, football, and hockey fields. Stahley Hall Education and Mathematics Fourteen intercollegiate tennis courts are also Weidensall Hall History and available. Philosophy West Building Military Science White House Political Science Living and Dining Facilities Science Facilities See Living Accommodations on p. 116. Building Academic Special Departments Features Student Services Breidenbaugh Chemistry Located near to the residence halls are the Col- Masters Physics Hatter Planetarium Health with Spitz A3P lege Union Building, the Sieber-Fisher planetarium Center, and Christ Chapel. projector in a 30-foot dome McCreary Biology, Electron Administrative Offices Psychology, Microscope, Pennsylvania Hall, after complete renovation, Sociology and Greenhouse Anthropology was rededicated in 1970 and now provides Observatory Sixteen-inch modern offices and facilities for administrative Cassegrain personnel. The Admissions Office is housed in telescope the Dwight David Eisenhower House, which served as the office of General Dwight D. Eisenhower during his years in Gettysburg. Computer Center The Computer Center is lo- cated in a separately air-conditioned area in Glatfelter Hall and contains a Burroughs 6700 Other Facilities available to faculty for computer and students On the campus is the residence of the College education and research needs. Priority is given President. College maintenance services are to in that students enrolled courses require use centered in the West Building. On the northern of faculty the computer and to and students en- portion of the campus is the Deans' Conference in research. gaged House, which is used for small group meetings. GETTYSBURG Admissions, Expenses, and Financial Aid - o Admissions, Expenses, and Financial Aid ADMISSION POLICY be appropriate to his or her talents, whether these be leadership in campus programs, in- Gettysburg College students come from a var- volvement in the welfare of others, expression of iety of backgrounds and secondary school pro- artistic creativity, or the quiet pursuit of schol- grams. The College welcomes applications arly excellence. In estimating such qualities the students of differing ethnic, religious, ra- from College relies on confidential statements from cial, geographic settings. economic, and secondary school principals, headmasters, and The Admissions Staff seeks to identify appli- guidance counselors, and on personal ap- cants who have demonstrated a capacity for praisals by its alumni and friends. academic achievement, responsiveness to in- tellectual challenge, eagerness to contribute ADMISSION PROCEDURE their special talents to the College community, and an awareness of social responsibility. Such The student interested in Gettysburg College application fall persons give promise of possessing the ability should submit an during the of his or her senior and the motivation which will enable them to year and no later than February 15. A nonrefundable fee of must sent profit from the many opportunities that the Col- $20 be with the application. Although not required, lege offers. a visit to the campus and an interview with a Since the competition for admission is keen, the member of the Admissions Staff is strongly Admissions Staff gives careful consideration to urged. A student considering a major in art, each application. Its decision is based on three music or physical education should make his or categories of evidence described below. her interest known when requesting an inter- Evidence of high academic attainment as indi- view, so that arrangements can be made for an cated by the secondary school record The appointment with a member of the department College requires no fixed number of secondary concerned. Seniors should plan their visits be- school units for admission. It normally assumes fore February 1; juniors, after April 1. graduation from an approved secondary school, and it considers grades in academic OFFERS OF ACCEPTANCE courses, distribution of subjects, and rank in The Early Decision Plan The student with a class as highly significant parts of the appli- strong record through the junior year of sec- cant's credentials. Participation in accelerated, ondary school who has decided on Gettysburg enriched, and advanced placement courses is College as the College of his or her first choice, desirable. The College regards superior facility may submit an application for Early Decision in the use of the English language and an un- acceptance. The application must be received derstanding of fundamental mathematical by November 15 of the senior year. Those stu- processes as essential to a successful college dents accepted under this program are obli- experience. gated to enroll at Gettysburg College and to Evidence of ability to do good college work as withdraw applications submitted to other in- indicated by aptitude and achievement test re- stitutions. Notification of the decision on admis- sults The Scholastic Aptitude Test (SAT) of the sion will be made during the first week in De- College Entrance Examination Board or the test cember. Payment of a nonrefundable advance results of the American College Testing program fee of $100 is required to validate this offer of are required of all candidates. The College pre- acceptance. fers that the submitted. Achievement SAT be The Early Decision applicant should take the tests are suggested for placement purposes but Scholastic Aptitude Test no later than June fol- are not required to complete an application. lowing the junior year. Those students submit- Evidence of personal qualities The College ting applications for Early Decision who are not offered in December will automati- seeks evidence that the applicant is a person of acceptance the good moral character and social habits enab- cally be considered for admission under Plan upon receipt of grades ling him or her to contribute to the success of the Regular Decision College community. Such contributions should and test scores from the senior year. Admissions, Expenses, and Financial Aid 131 The Regular Decision Plan To be assured of regular application, including secondary maximum consideration, students must present school records and College Entrance Examina- applications by February 15. Most offers of ac- tion Board Test results and an official transcript ceptance will be announced by the first week in from all colleges and universities attended. He April after the receipt of November, December, or she must be entitled to an honorable dis- or January Scholastic Aptitude Test results and missal without academic or social probation senior year first semester grades. College En- from the college from which he or she transfers, trance Examination Board tests taken prior to the and must be recommended for transfer by the senior year may be used to satisfy test require- Dean of the College previously attended. A ments. transfer candidate is expected to visit the cam- pus for an interview. Payment of a nonrefundable advance fee of $100 is required to validate this offer of accep- Gettysburg College requires sound academic tance. Since Gettysburg College subscribes to performance in previous college work for stu- the principle of the Candidate's Reply Date, the dents who seek admission as a transfer student. student has until May 1 to make his or her deci- Credit is granted for individual courses passed sion and pay the advance fee. with a grade of C or better at approved institu- provided that these courses fit reasonably A student offered acceptance under either plan tions, well into the Gettysburg curriculum. Academic is expected to continue to do satisfactory work credit for courses transferred is granted tenta- in all subjects and to earn a secondary school until the student has satisfactorily com- diploma. tively pleted one year of work at Gettysburg College. ADMISSION WITH ADVANCED CREDIT AND All transfer students must satisfy all require- PLACEMENT ments for the degree for which they are candi- dates. Students who have taken college-level courses in secondary school and wish to be considered ADMISSION AS A SPECIAL STUDENT for advanced credit or placement must take Ad- A high school graduate, not a candidate for a vanced Placement Tests of the College En- degree, may apply for admission as a nonma- trance Examination Board. All entering students triculated student. Normally, such a student may who submit a score of three or higher on these enroll in a maximum of two courses. Permission tests shall receive two course credits for each to take more than two courses must be secured tested area toward the 35-course graduation re- from the Dean of the College. quirement with the exception of the Mathema- tics Calculus AB examination, for which one Taking courses as a special student requires course credit shall be given. Students who have permission of the instructors of the courses in- completed advanced level or honors courses volved, as well as filing an application for spe- may be considered for advanced placement. cial student status with the Admissions Office. A special student who may later wish to be- Those high school students who have taken come a candidate for a degree must submit an regular courses at the college level in regionally application under regular admissions proce- approved junior or senior colleges may receive dures. Special students have the same class- credit for these courses if no duplication of high room duties and privileges as regular full-time school units and college credits is involved. This students, but no promise is made in advance credit must be approved by the chairman of the that the special student will be admitted as a academic department involved. candidate for the degree. See the section on Residence Requirements and Schedule Limitations for information about the planning of the academic program of stu- COMPREHENSIVE ACADEMIC dents who plan to complete their graduation re- FEE PLAN quirements in less than four full years. Gettysburg College charges a comprehensive ADMISSION OF TRANSFER STUDENTS academic fee covering the three terms of the A transfer student may be admitted at the be- academic year. Not included in this fee are ginning of any term. He or she must present a books and supplies, gym uniforms for certain Admissions, Expenses, and Financial Aid Cir Health and Physical Education activity courses, PAYMENT OF BILLS some private lessons in music, and optional Checks should be made payable to Gettysburg off-campus courses in the January Term. College and sent to the Bursar, Gettysburg Col- The fee applies to each full-time student: one lege, Gettysburg, PA 17325 by the dates out- taking three or four courses in the fall and lined below. spring terms and one course in the January Although the College operates academically Term. With the following exceptions, any with a three-term calendar, fiscally the College courses beyond four courses in the fall and divides the student's charges into two half-year spring terms require additional charges of billings; the first due and payable on August 15 $480 per course or $120 per quarter course. and the second due and payable on January There is no additional charge for the quarter 10. Each student candidate for a degree will be courses in the required program in Health and billed for one-half of the yearly comprehensive Physical Education to a maximum of four academic fee, room rent, and board charges course registration, or, for majors in that de- before the beginning of the fall and January partment, for the required quarter courses in the terms. Special students will be billed on a per junior and senior years. Courses involving pri- course or quarter course basis and for room and require extra vate lessons in Applied Music board, if applicable, before the beginning of fees; music majors are permitted some of these each of the three terms. courses with the comprehensive fee. For de- Of the advanced payment of $100 made under tails, see the Health and Physical Education either the early or regular acceptance plans, and Music Department listings. $75 is credited to the first term bill and the re- Comprehensive Academic Fee 1980-81 $4720 maining $25 is credited to the reserve deposit. This deposit is used to pay for minor charges BOARD such as laboratory breakage, infirmary meals, and room damages for as long as the student is College Dining Hall (21 meals per week) $ 880 in attendance. Every continuing student in the College is re- RENTS ROOM quired to pay a fee of $100.00 by April 1. This Costs for all College living facilities $ 800 amount is deducted from the student's first term Single rooms $1000 College bill. No refunds of this fee will be made after the date of Spring Registration. ESTIMATE OF TOTAL EXPENSE FOR AN ACADEMIC YEAR VETERANS' ADMINISTRATION BENEFITS Comprehensive Academic Fee $4720 Gettysburg College has made arrangements Board 880 with the Veterans Administration whereby chil- Dormitory Room 800 dren of veterans attending College under the Books and Supplies 200 provisions of Public Law 634 are eligible to re- $6600 ceive monthly payments from the Veterans' Administration in accordance with the scale es- This tabulation does not include personal ex- tablished by the law. Students requiring any penses such as clothing, laundry, spending al- forms to be completed by the College concern- lowances, fraternity dues, and transportation. ing such benefits should contact the Office of Since the Bookstore is operated on a cash the Registrar. basis, students should be provided with $200 each year to purchase books and supplies. INSURED TUITION PLAN SPECIAL STUDENT FEES An Insured Tuition Payment Plan is usually a Any student who is not a candidate for a degree combination of a prepayment installment plan will be charged at the rate of $480 per course or covering four years of College expenses and an $120 per quarter course. insurance policy guaranteeing payment for Admissions, Expenses, and Financial Aid 133 completion of the four years in the event of the REFUND POLICY death or total disability of the person financing Board the student's education. If a student withdraws for any reason at any There are a number of Tuition Payment Plans time, the unused portion of the half-year bill (some with insurance and some without). The paid for board will be refunded on a pro-rated College is the most familiar with the plan of the basis from the date of withdrawal to the end of Richard C. Knight Insurance Agency, Inc., 53 the half-year billing period, based on the date Beacon Street, Boston, Massachusetts 02108. In when the Dining Hall sticker or card is returned addition, there are others such as: The Tuition to the Business Office. Plan, Inc., Concord, New Hampshire 03301; Academic Management Services, 1110 Central Comprehensive Academic Fee and Avenue, Pawtucket, Rhode Island 02861; and Room Rental the Girard Bank, Consumer Loan Division One hundred dollars of any comprehensive (Edu-Check Program), Second & Chestnut academic fee or room rental paid by a student Streets, Philadelphia, Pennsylvania 19106. shall be non-refundable, regardless of the time Parents should write directly to such organiza- of withdrawal. tions. The Director of Admissions generally mails Date of withdrawal will be the date the student out the Richard C. Knight Insurance Agency, has filed the completed withdrawal form with Inc. for information to all new students around the Office of the Dean of Student Life and Edu- June 1st of each year. cational Services. BOARD Refunds of the portion of the half-year bill paid Junior and senior students may choose to take for comprehensive academic fee and room their meals in the Dining Hall on an individual rental are not made unless the student is re- meal or term basis or to eat elsewhere. All quired to withdraw because of the student's seri- fraternity members and pledges may choose to ous illness or unless the student who withdraws take their meals in the fraternity house. All other has a Guaranteed Student Loan guaranteed by a students except those living at home must take federal, state or private agency. their meals regularly in the College Dining Hall A student who withdraws during the fall and on a term basis, and participate in the full board spring terms because of the student's serious plan. illness and/or has a Guaranteed Student Loan guaranteed by a federal, state or private agency HOUSING POLICY will be entitled to a refund of comprehensive academic fee and room rental based on the fol- All freshman men and women are expected to lowing schedule applied to the half-year bill in room in the College's residence halls and pref- question. erence is given them in securing dormitory One week or less 90% refund space. Fraternity housing is available to stu- Two weeks or more dents following the freshman year. When the than one week 80% refund residence halls have been filled, permission for Three weeks or more off-campus housing may be granted to a limited than two weeks 60% refund number of students who have applied through a Four weeks or more procedure administered by the Dean of Student than three weeks 40% refund Life and Educational Services. Students who Five weeks or more have withdrawn from the College and are ap- than four weeks 20% refund proved for readmission are expected to occupy More than five weeks but any vacancy which may exist in a College resi- less than one-half dence hall. of the period covered by the half-year bill 10% refund ® Admissions, Expenses, and Financial Aid More than one-half of STUDENT FINANCIAL AID the period covered Although charges made by colleges and uni- by the half-year versities have risen sharply in recent years, the bill No Refund fact remains that in most institutions the fees Note: January Term withdrawals for reasons paid by a student or a student's parents cover stated above: only a portion of the total cost of a student's education. In private institutions the remainder Withdrawal in first 100% refund comes from endowment income and from gifts half of January 2nd half- from sources such as alumni, businesses, Term year bill foundations, and churches. Withdrawal in 100% refund Gettysburg College recognizes the primary re- second half of spring term sponsibility of the student and his or her parents January Term portion of 2nd to provide as much as possible toward the total half-year bill cost of the student's college education. Since an education is an investment which should A student who is required to withdraw for dis- yield life-long dividends, a student should be ciplinary reasons will forfeit all fees (except prepared to contribute to it from his or her own board, if refund requirements are met) which he earnings, both before entering while in or she has paid. and col- lege. Unused portion of respective half-year bills for Gettysburg College has a program of financial comprehensive fee, room and board will be re- aid for worthy and promising students who are funded if academic withdrawal is required at the unable to finance their education from personal end of any term provided the student follows all and/or family resources. Access to such aid is procedures for obtaining refunds. considered a privilege, not a right. The qualifi- student the January but A who completes Term cations for it, in addition to need, are academic voluntarily declines to enroll for the spring term ability, academic achievement, and promise of will be entitled to a refund equaling the spring contribution as a student and citizen. The term portion of the second half-year bill for amount of aid in any particular case is based comprehensive academic fee, room rental, and upon the financial need of the student. board minus the non-refundable $100.00 fee. The College participates in the College Schol- Reduction of financial aid obligations and arship Service and requires all applicants to file advances will receive priority in the pay- the Financial Aid Form. All Financial Aid Forms ment of refunds. should be sent to the College Scholarship Ser- vice, Box 176, Princeton, New Jersey 08540. ACCIDENT INSURANCE The College also requires that a notarized or Each student as a consequence of his or her certified copy of the parents' most recent U.S. payment of the Comprehensive Academic Fee Individual Income Tax Return (Form 1040) be receives coverage under an accident insurance sent directly to the Office of Financial Aid at Get- policy with a $1000 limit. Information concerning tysburg College. Applicants for admission need the coverage provided by this insurance is not send the IRS Form 1040 in order to receive made available at the time of registration or in consideration for financial aid unless specifically requested. This form, however, must submit- advance if requested. be ted when the student enrolls at the College (May 1). PERSONAL PROPERTY INSURANCE A prospective student seeking financial aid should forward the Financial Aid Form to the The College does not carry insurance on per- College Scholarship Service as soon as possi- sonal property of students and is not responsi- ble after applying for admission, but no later ble for the loss or damage of such property. than February 1 . A student already enrolled who has previously had some form of aid should se- . Admissions, Expenses, and Financial Aid 135 cure a renewal application from the Director of College Work-Study Program —an employ- Financial Aid and should request his or her par- ment program funded by the federal gov- ents to complete this form. The renewal applica- ernment and the College. tion should be forwarded to the Col lege Scholar- Grants need not be repaid, but the College ship Service no later than February 1 hopes that recipients will recognize that they Financial aid is awarded by a faculty committee have incurred an obligation and will therefore in the form of grants, loans or a combination of subsequently contribute as they can to help in- these. All financial aid awards are made for one sure that the benefits which they enjoyed will be year only. The Committee will consider a re- available to others. quest for renewal and will acton the basis of the Approximately one-fourth of the students re- applicant's record as a student and campus cit- ceive financial assistance in some form from izen as well as his or her continuing financial the College. About one-half of the Gettysburg need. College student body receives aid from the Col- Applications for financial aid, of those students lege or other sources. who demonstrate financial need, are reviewed Rules governing all types of financial aid are to determine eligibility for the following forms of stated in the Summary of Regulations published assistance available from Gettysburg College. by the Dean of Student Life and Educational Charter Grant —awarded to entering Services, and on the reverse side of the Notifica- freshmen with exceptional academic abili- tion of Financial Aid. ty, outstanding academic achievement, and superior promise of contribution as a ENDOWED SCHOLARSHIPS student and campus citizen. (GRANTS-IN-AID) STUDENT AID Gettysburg College Grant — awarded to stu- All dents who, in addition to financial need, students who apply for financial assistance evidence good academic ability and and are determined to have financial need will academic achievement, and give promise be considered for these scholarships (grants- of contribution to the College's extracurricu- in-aid). Recipients are selected by the College. lar program. These grants are renewable as Richard A. Arms Scholarship Fund: The in- long as the recipient continues to demon- come from a fund contributed by the Class of strate need, participate in his or her ex- 1924 in memory of the Chairman of the Mathe- tracurricular activity, and maintain a sound matics Department (1 920-1 963) is awarded to a academic record. Normally, such grants are worthy student. combined with loans and/or student Dr. Joseph B. Baker (1901) and Rena L. Baker employment in order to meet the student's Scholarship Fund: The income from a fund financial need. In cases of students who donated by the Woman's General League of demonstrate exceptional talent, skills and Gettysburg College is given to a needy and de- abilities, need may be satisfied entirely with serving student in the Music Department. grant funds. Dr. Ray Alfred Barnard (1915) Scholarship Lutheran College Grant-awarded to Luthe- Fund: The income from a fund provided by Dr. ran students. In addition to financial need, Barnard is given to a male student from the Cen- consideration is given to academic ability tral Pennsylvania Synod who is preparing for and achievement. the Lutheran ministry. Supplemental Educational Opportunity The Rev. Sydney E. Bateman (1887) Scholar- Grant—a grant program funded by the fed- ship Fund: The income from the fund is eral government and administered by the awarded to a needy ministerial student. College. The program is designed to assist Belt students from low-income families. Hess-Quay Scholarship Fund: The in- come from a fund provided by Effie E. Hess Belt Gettysburg College Loan —a loan program (1898) in commemoration of several relatives is made available by Gettysburg College. awarded as follows: first preference is given to National Direct Student Loan —a loan pro- a member of Grace Lutheran Church, gram funded by the federal government Westminster, Maryland; second preference to and administered by the College. o Admissions, Expenses, and Financial Aid any other resident of Carroll County, Maryland, serious academic purpose, and financial need. who is pursuing theological studies at the Col- Preference to be given to a student preparing lege; and third preference is given to any de- for the medical profession. If there are no stu- serving student. dents who demonstrate financial need (who are preparing for the medical profession), then the Helen A. and James B. Bender Scholarship income may be used to aid other students who Fund: The income from the fund is granted on demonstrate financial need. If there are no stu- the basis of need and ability, preference being dents who demonstrate financial need, then the given to residents of Adams County, Pennsyl- College may use the income for any purpose it vania, majoring in Economics and/or Business determines. Administration. Class of 1903, George S. Rentz Memorial Jesse E. Benner (1907) and Minerva B. Benner Fund: The income from the fund is used in Scholarship Fund: The income from a bequest support of the College scholarship program. is used to aid worthy students, preferably pre- Class of 1913 Scholarship Fund: The income ministerial students. from the fund is awarded to a needy and de- Burton F. Blough Scholarship Fund: The in- serving student. come from a fund contributed by a former Class of 1915 Scholarship Fund: The income trustee is used to aid needy and deserving stu- from the fund is awarded to a needy and deserv- dents. ing student. Henry T. Bream (1924) Scholarship Fund: The Class of 1916 Scholarship Fund: The income income from a fund contributed by alumni and from the fund is awarded to a needy and deserv- friends of the College in honor of Henry T ing sophomore. Bream, Professor of Health and Physical Educa- Class of 1917 Schmucker-Breidenbaugh tion, 1926-1969, is awarded to a needy and de- Me- serving male scholar-athlete. morial Scholarship Fund: The income from the fund is awarded to a needy and deserving stu- Randall Sammis Brush (1973) Memorial Schol- dent or students. arship: The income from a fund contributed by Class of 1918 Scholarship Fund: The income family and friends in memory of Randall Sammis from the fund is awarded to a needy and deserv- Brush 73 is awarded to a needy and deserving ing student. student particularly proficient in the study of his- tory. Class of 1921 Scholarship Fund: The income from the fund is awarded to a needy and deserv- Edward B. Buller (1923) Scholarship ing student. Fund: The income from a fund contributed by W. K. Diehl Scholarship Fund: The in- the Lutheran Church of the Good Shepherd, (1886) come from a fund created by Norman E. Diehl in Pearl River, New York, and friends in honor of memory of his father, W. K. Diehl, D. D., is used the Rev. Edward B. Buller is awarded to a de- to provide scholarships to needy and deserving serving student, preference being given to a student from Good Shepherd congregation. students. Cambridge Rubber Foundation Scholarship Chris Ebert (1965) Memorial Fund: The fund Fund: The income from the fund given by the was established in memory of Chris Ebert, a Foundation is awarded to a qualified male stu- graduate of the Class of 1965, by his father and dent. First preference is given to an employee or mother. The income is awarded annually to a relative of an employee of Cambridge Rubber. needy student. First preference is given to a Second preference is given to a resident of student who is pursuing a career in teaching or Adams County, Pennsylvania or Carroll County, majoring in mathematics, and/or participating in Maryland. intercollegiate wrestling; second preference is given to a student who is studying for the minis- Dr. Anthony G. Ciavarelli (1933) Scholarship try. Foundation: The income from a scholarship established by Dr. Anthony G. Ciavarelli is Jacob C. Eisenhart and Rosa Bott Eisenhart awarded annually to a student (or students) who Scholarship Fund: The income from a fund es- demonstrates superior character, industry, tablished by the J. C. Eisenhart Wall Paper Admissions, Expenses, and Financial Aid 137 Company is awarded to a deserving Lutheran Dr. and Mrs. Leslie M. Kauffman Scholarship preministerial student. Fund: The income from a fund donated by Dr. Clarence A. Eyler (1880) and Myrtle B. Eyler Leslie M. (1890) and Nellie G. Kauffman is Scholarship Fund: The income from a bequest awarded to a deserving student, preference of Franklin is awarded to a worthy Lutheran preministerial being given to students County, student. Pennsylvania, or preministerial or premedical students. Annie C. Felty Scholarship Fund: The income from the fund is given to a needy and deserving Hon. Hiram H. Keller (1901) Scholarship student. Fund: The income from a bequest by Mr. Kel- ler, a former trustee, is granted on the basis of Wilbur H. Fleck (1902) Memorial Scholarship need and ability, preferably to applicants from Fund: The income from a bequest is awarded Bucks County, Pennsylvania. to a graduate cum laude of the Protestant faith of the Wyoming Seminary. Alvin Ray Kirschner Scholarship Fund: The fund was established by Mr. and Mrs. C. J. Dr. Daniel F. Garland (1883) Scholarship Kirschner in memory of their son who lost his Fund: The income from the fund is awarded to life in World War I. The income from the fund is a deserving ministerial student. awarded to two students, preference being Richard W. Gaver (1966) Memorial Scholarship given to applicants from Hazelton and vicinity. Fund: The income from a fund contributed by Applications for these scholarships should be Dr. and Mrs. Leo J. Gaver in memory of their son made directly to Mr. Carl E. Kirschner, Attorney is awarded to a worthy student, preference at Law, Northeastern Building, Hazelton, Penn- being given to a premedical student. sylvania 18201. Dr. and Mrs. James E. Glenn Scholarship Klette Scholarship Fund: The income from a Fund: The income from a fund contributed by fund established by Dr. Immanuel Klette (1939) J. Donald Glenn in memory of his par- (1923) and friends in honor of Mrs. Margaret Klette, is ents is awarded to a worthy student preparing awarded to a student (or students) whose ac- for the profes- the Christian ministry or medical tivities evidence an innovative accomplishment sion. and potential in the promotion of human better- Gordon-Davis Linen Supply Company Scholar- ment. ship Fund: The income from a fund contrib- The Rev. Frederick R. Knubel (1918) Memorial uted by the company is awarded to a deserving Scholarship Fund: The income from a fund student. given by John M. McCullough (1918) in memory Grand Army of the Republic Living Memorial of his classmate, is awarded to an outstanding Scholarship Fund: The income from a fund senior ministerial student who has financial donated by the Daughters of Union Veterans is need. awarded to a needy and deserving student, Clarence Gordon and Elfie Leatherman Schol- preferably the descendant of a Union veteran. arship Fund: The income from a fund given by Ida E. Grover Scholarship Fund: The income the Leathermans is awarded to a deserving from a bequest is awarded to a needy and de- preministerial student. serving student. The Rev. H. J. H. Lemcke (1860) Memorial John Alfred Hamme (1918) Scholarship Scholarship Fund: The income from a fund Fund: The income from a fund given by Mr. given by Ruth Evangeline Lemcke in memory of Hamme is awarded to a deserving student. her father is awarded to worthy male students who are graduates of Pennsylvania secondary C. F. Hildebrand (1920) Scholarship schools. Fund: The income from a fund is used to aid worthy preministerial students. Frank M. Long (1936) Memorial Scholarship Fund: The income from a fund given in mem- Edgar L. Hildebrand (1928) Scholarship worthy students. Fund: The income from a fund established by ory of Frank M. Long to Louis O. Hildebrand as a memorial to his son Charles B. McCollough, Jr. Memorial Scholar- Edgar L Hildebrand is awarded each year to ship Fund: The income from a fund provided worthy students of the College. by Charles B. McCollough (1916) and Florence o Admissions, Expenses, and Financial Aid McCollough in memory of their son and by H. R. The Lillian M. and William H. Patrick, Jr. (1916) Earhart in memory of his grandnephew is Scholarship Award: The income from a awarded to one or more worthy male students. bequest by William H. Patrick, Jr., is awarded Charles H. May (1904) Scholarship Fund: The on a competitive basis to students with musical ability. income from a bequest by Mr. May is awarded to deserving male students from York County, Willard S. Paul Scholarship Fund: The income Pennsylvania. from a fund contributed in his honor by friends Dr. John E. Meisenhelder (1897) Scholarship of the College on the occasion of President Fund: The income from a bequest by Dr. Paul's retirement and thereafter awarded to a Meisenhelder is awarded to a deserving stu- deserving student. dent. Earl G. Ports (1923) Scholarship Fund: The in- Forrest L. Mercer (1908) Scholarship come from a fund provided by Horace G. Ports Fund: The income from a bequest by Forrest (1925) in memory of his brother is awarded to a L. Mercer is awarded to a deserving and needy worthy student, preferably in the Department of student. Physics. J. Elsie Miller (1905) Scholarship Fund: The Rev. Clay E. Rice (1911) Scholarship income from a bequest by Mr. Miller is awarded Fund: The income from a fund established by to a preministerial student. Minnie Catherine Rice in honor of her husband, Rev. Clay E. Rice, is awarded to a student Miller-Dewey Scholarship Fund: The income preparing for the ministry. from a bequest by the Rev. Adams B. Miller (1873) is awarded to a deserving student. Lawrence E. Rost (1917) Fund: The income from a fund established by Jeanne Preus Rost Rev. William J. Miller (1903) Scholarship in memory of her husband, Lawrence E. Rost, is Fund: The income from a bequest by Mary awarded to deserving students, descendants of Willing Miller is awarded to worthy young per- Charles A. Rost, Red Lion, York County, Penn- sons. Preference is given to students preparing sylvania, being given first consideration. for the Lutheran ministry and especially to those from Tabernacle Evangelical Lutheran Church, Philip P. Rudhart Scholarship Fund: The in- Philadelphia, Pennsylvania. come from a bequest by Emma Bennix in mem- ory of her brother is awarded to deserving male Musselman Scholarship Fund: The income students. from a fund established by The Musselman Foundation, to be awarded to a deserving stu- Andrew C. Schaedler Foundation Schol- dent, with preference given to sons or daugh- arship: The income from a fund established as ters of employees of the Musselman Fruit Prod- a memorial to Andrew C. Schaedler is awarded uct Division, Pet Incorporated. to worthy and needy students from Central Pennsylvania who graduated from a high school John Spang ler Nicholas (1916) Scholarship located in Dauphin, Lebanon, Cumberland, Fund: The income from a bequest by John York, Franklin, Lancaster, Perry, Mifflin, Adams, Spangler Nicholas is awarded to a member of Northumberland, or Huntingdon County. the Junior or Senior Class of sterling character and high intellectual ability in the Department Gregory Seckler (1965) Memorial Scholarship of Biology, preferably zoology. Fund: The income from a fund given by Mr. and Mrs. J. M. Arnold Sr., in memory of Gregory Nellie Oiler and Bernard Oiler Memorial Schol- Seckler, is awarded to a deserving student, arship Fund: The income from a bequest by preference being given to an English major. Ida R. Gray in memory of her daughter and son- in-law is awarded to a deserving student, pref- Edgar Fahs Smith (1874) Scholarship: The in- erence being given to a Lutheran applicant come from a fund provided by Margie A. Smith from Waynesboro, Pennsylvania. in honor of her father, Edgar Fahs Smith, is given to a student recommended by the Lovina Openlander Scholarship Fund: The in- Chemistry Department. come from the fund is awarded to needy and deserving students. Mary Ann Ocker Spital Scholarship Fund: The Admissions, Expenses, and Financial Aid income from a bequest is awarded to a quali- Norman S. Wolf (1904) Scholarship Fund: The fied male student. income from a fund contributed by Dr. Spur- geon M. Keeny (1914) in honor of the Rev. Nor- Edward J. Stackpole Scholarship Fund: The Wolf is to worthy student, income from a fund contributed by the friends of man S. awarded a preference being given to a student is General Stackpole is awarded to a deserving who fatherless. student, preference being given to a student in American history interested in the Civil War. LOAN FUNDS FOR STUDENTS The Rev. Milton H. Stine (1877) and Mary J. Stine Memorial Scholarship Fund: The income Alumni Loan Fund: Loans are available to from a fund provided by Dr. Charles M. A. Stine members of the Senior Class who have financial need. (1 901 ) in memory of his parents is awarded to a The Alumni Loan Fund was established preministerial student. by the Alumni Association and augmented by individual and class contributions. Dr. J. hi. W. Stuckenberg Scholarship Fund: The income from a bequest by Dr. Stuckenberg The Rev. Edward I. Morecraft (1924) Memorial is awarded to a qualified student. Loan Scholarship Fund: This fund was estab- lished by the St. James Lutheran Church of Warren L. Swope (1943) Scholarship Stewart Manor, Long Island, in memory of its Fund: The income from a fund contributed by former pastor. Warren L. Swope, a career diplomat, is awarded to a qualified student, preference Milton T. Nafey and Mary M. Nafey Student being shown to students of American parentage Loan Fund: A bequest from the estate of Mary who have spent a significant portion of their M. Nafey provides a fund for student loans. pre-college years abroad. The Charles H. Rothfuss and Martha Huffman Parker B. Wagnild Scholarship Fund: The in- Rothfuss Loan Scholarship Fund: This fund come from a fund contributed by alumni and was contributed by Dr. E. Lloyd Rothfuss (1916) friends of the Gettysburg College Choir is given in memory of his parents. to needy and deserving students in the Music Department. OTHER AID FOR STUDENTS Scholarships The Stuart Warrenfeltz Memorial Fund: The income from a bequest by Ethel Warrenfeltz AAL Lutheran Campus Scholarship: Aid As- McHenry in memory of her son Stuart Warrenfeltz sociation for Lutherans makes available schol- is awarded to a worthy young man, preference arship funds each year to assist needy students being given to students from Funkstown, who hold membership with the association. Washington County, Maryland. Selection of recipients is made by the College. Dr. Rufus B. Weaver (1862) Scholarship Aero Oil Company Scholarship: The award Fund: The income from a bequest by Dr. provided annually by the Aero Oil Company is Weaver is awarded to deserving students. available to a needy and deserving student from the area in which it operates. Senator George L. Wellington Scholarship Fund: The income from a bequest by Mr. Wel- Army RO TC Scholarships: Un ited States Army lington is awarded to a deserving Lutheran Scholarships provide part or full tuition scholar- preministerial student. ships to some students enrolling in the ROTC program. After completing their education, stu- Richard C. Wetzel Scholarship: The income dents enter active duty in the United States from a fund contributed by Richard C. Wetzel is Army as commissioned officers. Information on awarded to a deserving and needy student. these scholarships may be acquired by writing Jeremiah A. Winter and Annie C. Winter Memo- to the Army ROTC, Gettysburg College, Gettys- rial Scholarship Fund: The income from a fund burg, Pa. 17325. contributed by Amelia C. Winter in memory of her parents is granted to a needy and deserving student. Frank D. Baker Scholarship Fund: An award Weaver - Bittinger Classical Scholarship: The available to aid worthy students in immediate income from a trust created by Rufus M. Weaver need. Selection of recipients is made by the (1907) is awarded to a needy and deserving College. student(s) who has demonstrated outstanding Lutheran Brotherhood Lutheran Senior College academic achievement. Recipients are selected by Gettysburg College. Scholarship: The scholarships are awarded to Lutheran students who will begin their first year Slate and Federal Scholarship Programs of post-secondary study at Gettysburg College. Recipients are selected by Gettysburg College Basic Educational Opportunity Grant: A fed- on the basis of scholastic achievement, reli- eral grant program to enable students to attend gious leadership, and financial need. colleges and universities; awarded by the Of- Lutheran Brotherhood Members' Scholarship fice of Education. Program: Established to assist Lutheran State of Connecticut Scholarship: An award Brotherhood members attending accredited given by the State of Connecticut to students post-secondary institutions. Information is who are residents of Connecticut. The students available from Lutheran Brotherhood, 701 Sec- are selected on the basis of academic achieve- ond Avenue South, Minneapolis, Minnesota ment and financial need. Information on these 55402. scholarships should be acquired from the high school guidance office. Frank L. Daugherty (1922) Scholarship New Jersey State Scholarship: An award Fund: The income from a trust established by made available by the State of New Jersey to Frank L. Daugherty is awarded to a deserving residents of New Jersey. The recipients are York County resident who would not otherwise selected on the basis of financial need. Informa- be able to attend Gettysburg for College a lack of tion on these scholarships should be acquired finances. The recipient is selected by the Col- from the high school guidance office. lege. Pennsylvania Higher Education Assistance Christian R. and Mary F. Lindback Foundation Agency Scholarship: An award given to stu- Scholarship Fund: The scholarship is dents who are residents of Pennsylvania. The awarded preferentially to residents of New Jer- recipients are selected on the basis of financial sey, Pennsylvania, Delaware, or Maryland who need. Information on these scholarships should are of high character and ability. be acquired from the high school guidance of- Guy L. Moser Fund: Mr. Guy L. Moser estab- fice. lished a trust fund to support grants to male stu- There are other states with scholarship and/or dents from Berks County, Pennsylvania, who are grant programs. Further information may be majoring in American history and who rank in available at high school guidance offices. the upper third of their class. Applications for these grants should be made directly to the Na- State and Federal Loan Program tional Central Bank, 515 Penn Street, Reading, Pennsylvania 19603. State Guaranteed Student Loan: Applications for a loan under this program may be obtained Charlotte L. Noss Scholarship Fund: The in- from a bank in the student's community. This is come from a trust established by Charlotte Noss a low-interest educational loan. is awarded to a deserving female student from York County, Pennsylvania, who will not other- wise be able to attend Gettysburg College for a lack of finances. The recipient is selected by the College. Presser Foundation Scholarship: An award provided by the Presser Foundation, Philadel- phia, is given to a qualified student in the Music Department. VxJtLil X XoJDUxlljr Register <3 Register BOARD OF TRUSTEES 1 RALPH W. COX (1972) Manager, Connecticut General Life Insurance SAMUEL A. SCHRECKENGAUST(1973) Co., Philadelphia, Pennsylvania Chairman GEORGE F. DIXON, JR. (1978) Of Counsel, Hershey Foods Corporation, Chairman of the Board, Carlisle Corporation, Hershey, Pennsylvania Carlisle, Pennsylvania GUYS. EDMISTON (1977) (1962-1974) LAVERN H. BRENNEMAN (1976) Central Pennsylvania Synod Trustee Vice Chairman Secretary, Central Pennsylvania Synod, Chairman of the Board, York Shipley, Inc., Harrisburg, Pennsylvania York, Pennsylvania CHARLES H. FALKLER (1973) ANGELINE F. HAINES (1973) Senior Vice President and Regional Secretary Administrator, National Central Bank, York, Lutherville, Maryland Pennsylvania JAMES G. APPLE (1978) PAUL L. FOLKEMER (1973) Vice President, Butter Krust Baking Company, Maryland Synod Trustee Sunbury, Pennsylvania Folkemer Photo Service, Ellicott City, 'JOHN A. APPLE (1953-1964) (1964-1977) Maryland President, Butter Krust Baking Company, CHARLES E. GLASSICK (1977) ex-officio Sunbury, Pennsylvania President, Gettysburg College, Gettysburg, JOHN H. BAUM (1976) Pennsylvania Publisher and Vice President, The HENRY W. GRAYBILL, JR. (1977) Patriot-News Harrisburg, Company, Alumni Trustee Pennsylvania Executive Vice President, Mutual Inspection MARGARET H. BLANCHARD (1979) Bureau, Harrisburg, Pennsylvania Alumni Trustee ROBERT D. HANSON (1974) Development Microbiologist, Alumni Trustee American Cyanamid Co., Attorney, Harrisburg, Pennsylvania Pearl River, New York *JOHN A. HAUSER (1967-1979) HAROLD BRAYMAN (1969) Biglerville, Pennsylvania Wilmington, Delaware JOHN A. HOCH, SR. (1979) HENRY T. BREAM (1972) Central Pennsylvania Synod Trustee Gettysburg, Pennsylvania Dean Emeritus, ALBERT R. BURKHARDT (1970) Bloomsburg State College, Maryland Synod Trustee Bloomsburg, Pennsylvania Pastor, First Lutheran Church, Ellicott City, EUGENE D. HUG (1979) Maryland President and Chief Executive, Phoenix Steel Corporation, Claymont, Delaware EDWIN T. JOHNSON (1977) President, The Johnson Companies, Philadelphia, Pennsylvania JUDITH W. KIP (1974) Wyncote, Pennsylvania Register 143 HOWARD J. McCARNEY (1958-1960) (1966), *F. WILLIAM SUNDERMAN, M.D. (1967-1979) ex-officio Director, Institute for Clinical Sciences, President, Central Pennsylvania Synod, Philadelphia, Pennsylvania Lutheran Church in America, Harrisburg, DONALD M. SWOPE (1977) Pennsylvania Attorney, Gettysburg, Pennsylvania G. THOMAS MILLER (1963-1967) (1975) JAMES I. TARMAN (1978), Alumni Trustee Central Pennsylvania Synod Trustee Associate Director of Athletics and Assistant Attorney, Harrisburg, Pennsylvania to the Dean, Pennsylvania State University, RAMON R. NAUS (1975) University Park, Pennsylvania Chairman of the Board, Naus and Newlyn, CHARLES W. WOLF (1970) Inc., Philadelphia, Pennsylvania Attorney, Gettysburg, Pennsylvania F. Alumni PATRICK NOONAN (1978), Trustee EARL W. ZELLERS (1979) Central President, The Nature Conservancy, Arlington, Pennsylvania Synod Trustee Virginia Pastor, St. Mark's Lutheran Church, Annville, THOMAS C. NORRIS(1974) Pennsylvania Vice President-Operations, P. H. Glatfelter IRVIN G. ZIMMERMAN (1966) Company, Spring Grove, Pennsylvania Vice President, The Bell Telephone Company PAUL M. ORSO (1968), ex-officio of Pennsylvania, Philadelphia, Pennsylvania President, Maryland Synod, Lutheran Church in America, Baltimore, Maryland JAMES A. PERROTT (1975), Alumni Trustee Judge, Baltimore, Maryland 'The dates following the names indicate years of pre- vious service and the beginning year of present ser- *PAUL H. RHOADS (1960-1972) vice on the Board of Trustees. Attorney, Harrisburg, Pennsylvania *Honorary Life Trustees. \JOHN S. RICE (1939-1968) (1969-1972) Former Ambassador to the Netherlands, Ft. Lauderdale, Florida MURIEL L RICE (1979) Gettysburg, Pennsylvania C.B.ROGERS, JR. (1979) Group Executive and Senior Vice President, IBM Corporation, White Plains, New York CARROLL W. ROYSTON (1973) Attorney, Towson, Maryland 'WILLIAM H. B. STEVENS (1959-1971) Gettysburg, Pennsylvania o Register ADMINISTRATION Barbara J. Henderson 1978- (1979-80 Academic Year) Coordinator of Administrative Computing B.A., University of Colorado; M.A., Indiana Charles E. Glassick 1977- University President and Professor of Chemistry John Tate 1979- B.S., Franklin and Marshall College; M.A., Ph.D., Administrative Systems Analyst Princeton University; D.Sc, University of B.A., Carnegie-Mellon University Richmond William Wilson 1979- Allan 1979- C. Carlson Coordinator of Academic Computing Assistant to the President B.A., Gettysburg College; M.A., Ph.D., A.B., (Illinois); Augustana College Ph.D., Ohio University of Connecticut University Delwin K. Gustafson 1967- Karl J. 1977- Mattson Director of Admissions Chaplain B.A., Augustana College (Illinois); J.D., B.A., Augustana College (Illinois); B.D., University of Nebraska Augustana Theological Seminary; S.T.M., Yale Daniel A. Dundon 1972- Divinity School Associate Director of Admissions Stephen D. Samuelson 1975- B.A., State University of New York at Buffalo; Associate Chaplain M.A., Eastern Michigan University B.A., Michigan State University; M.Div., Joseph E. Zamborsky 1973- Lutheran School of Theology Associate Director of Admissions Paul 1979- Poerschke B.A., Gettysburg College; M.S., Shippensburg Chapel Intern State College B.A., Capital University Marquerite Carroll 1977- Harold A. Dunkelberger 1950- Admissions Counselor Director of Relations Church and A.B., Duke University Professor of Religion Jean LeGros 1978- B.A., Gettysburg College; B.D., Lutheran Admissions Counselor Theological Seminary, Gettysburg; Ph.D., B.A., Gettysburg College Columbia University Janet O. R. Smith 1962- David B. Potts 1979- Admissions Counselor Dean of the College and Professor of History B.A., Wesleyan University; M.A., Ph.D., Harvard James H. Richards 1974- University Librarian B.A., Wesleyan University; B.S.L.S., Columbia G. Ronald Couchman 1967- University; M.A., Wesleyan University Assistant Dean of the College and Registrar B.A., Gettysburg College MaryG. Burel 1970- Acquisitions Librarian Robert C. Nordvall 1972- B.A., University of Oklahoma; M.S.L.S., Florida Associate Dean of the College State University B.A., DePauw University; J.D., Harvard Law School; Ed.D., Indiana University David T. Hedrick 1972- Mary Margaret Stewart 1959- Audio Visual Librarian B.A., Emory and Henry College; M.A., Assistant Dean of the College and Professor University of Denver of English A.B., Monmouth College (Illinois); Ph.D., Gwen Hepner 1978- Indiana University Catalogue Librarian B.S., M.S.L.S., Shippensburg State College Richard K. Wood 1969- Director of Computer Facilities B.A., Earlham College; M.S. (2), University of Wisconsin Register 145 Dwight A. Huseman 1971- T. Thorne Wiggers 1978- Serials/Documents and Systems Librarian Counseling Psychologist A.B., Susquehanna University; B.D., S.T.M., A.B., Cornell University; M.S., Miami Lutheran Theological Seminary, University; Ed.D., University of Rochester Philadelphia; M.S.L.S., Drexel University Deanna Forney 1978- - Anna Jane Moyer 1 961 Director of Career Services Readers' Services Librarian B.A., Gettysburg College; M.A., The A.B., Susquehanna University; M.S.L.S., Pennsylvania State University Drexel University Edward F. McManness 1970- Frances H. Playfoot 1972- Director of the College Union Assistant Readers' Services B.S., M.S., East Texas State University; M.B.A., Librarian/Circulation Librarian Mt. St. Mary's College B.A., The George Washington University; Mary D. Gutting 1979- M.S.L.S., Shippensburg State College Assistant Director of the College Union Frank B. Williams 1966- B.S., University of Northern Colorado; M.Ed., Dean of Student Life and Educational Services Colorado State University B.A., M.A.T., Wesleyan University; Ed.D., Clare N. Shumway 1977- University of Pennsylvania Medical Director Ralph W. Arend, Jr. 1975- M.D., University of Buffalo School of Medicine Associate Dean for Student Life Douwe L. Radsma 1961- B.A., Denison University; M.A., Ph.D., Ohio College Physician University M.D., University of Amsterdam David C.Halek 1979- Ruth Kane 1964- Assistant Dean of Student Life Head Nurse B.S., University of Rochester R.N., Mercy Hospital; B.S., Duquesne H. Patricia Lord 1979- University Assistant Dean of Student Life Eugene M. Haas 1954- B.A., M.Ed., St. Lawrence University Director of Intercollegiate Athletics and Nancy C. Locher 1968- Professor of Health and Physical Education Associate Dean for Educational Services B.A., Gettysburg College; M.A., Columbia B.A., Mary Baldwin College; M.A., University University of North Carolina John D'Ottavio 1979- Salvatore Ciolino 1971- Coach and Lecturer in Health and Physical Director of Financial Aid Education B.A., State University of New York at Geneseo; B.S., East Stroudsburg State College M.S., State University of New York at Albany Robert T. Hulton 1957- Don A. Crewell 1978- Coach and Associate Professor of Health and Assistant Director of Financial Aid and Physical Education Coordinator of Minority Affairs B.A., Grove City College B.A., M.Ed., Lehigh University R. Eugene Hummel 1957- William H. Jones 1964- Coach and Associate Professor of Health and Coordinator of Counseling Physical Education B.A., Eastern Nazarene College; M.A., B.A., Gettysburg College; M.A., Columbia University of Wisconsin; Ed.D., Boston University University William T. Miller 1977- J. Michael McGrath 1967- Coach and Instructor in Health and Physical Consulting Psychiatrist Education B.S., University of Notre Dame; M.D., Temple B.S., M.Ed., Norwich University University School of Medicine o Register Debra Novgrod 1979- James A. Treas 1971- Coach and Lecturer in Health and Physical Director of Safety and Security Education Jack S. Krafft B.A., Montclaire State College; M.Ed., Assistant Director of Safety and Security Springfield College Richard Page Allen 1978- 1976- David P. Rahn Vice President for College Relations Instructor in Health and Physical Coach and A.B., Lafayette College Education Gary Lowe 1 978- B.S., M.S., University of Delaware Director of Development William Rost 1974- B.S., Denison University; M.S., Miami and Assistant Professor of Health Coach University and Physical Education Richard E. Walker 1963- B.A., M.S., Indiana University Director of Planned Giving Schlie 1975- Carolyn J. B.A., Gettysburg College Coach and Assistant Professor of Health Robert D. Smith 1965- and Physical Education; Coordinator of Director of Alumni Relations Women's Intercollegiate Athletics B.S., Gettysburg College; M.S., Shippensburg B.S., Valparaiso University; M.S., Indiana State College University 1979- Barry H. Streeter 1975- Bernadine Dorich Director of Public Relations Coach and Assistant Professor of Health College; M.A., Kent and Physical Education A.B., West Liberty State University B.A., Lebanon Valley College; M.S., State University of Delaware Paul D. Mangan 1976- JohnSchlegel 1976- News Bureau Director Treasurer and Business Manager B.S., Mt. St. Mary's College B.S., M.B.A., Temple University Robert B. Kenworthy 1965- Information Officer Roland E. Hansen 1973- Sports Assistant Business Manager B.A., Nebraska Wesleyan University THE FACULTY Michael Malewicki 1976- (1979-80 Academic Year) Director of Personnel B.A., Gettysburg College Charles E. Glassick 1977- Gary L. Anderson 1973- President and Professor of Chemistry Bookstore Manager B.S., Franklin and Marshall College; M.A., B.A., University of Albuquerque; M.B.A., Mt. Ph.D., Princeton University; D.Sc, University St. Mary's College of Richmond Robert A. Pickel 1974- David B. Potts 1979- Assistant Bookstore Manager Dean of the College and Professor of History B.A., Gettysburg College B.A., Wesleyan University; M.A., Ph.D., Harvard Jay P. Brown 1947- University Bursar Certificate, American Institute of Banking John Coleman 1979- EMERITI Directorof Physical Facilities R. Henry Ackley 1953-1976 Nicolaas P. Schindeler 1968- Professor of Music, Emeritus Superintendent of Engineering and B.A., Western Maryland College; Teacher's Construction Certificate in Voice, Peabody Conservatory of in Mechanical Engineering, Amsterdam B.S. Music Technical College Register 147 Albert Bachman 1931-1963 W. Ramsay Jones 1956-1975 Professor of Romance Languages, Emeritus Dean, Emeritus Ph.D., University of Zurich; Agregation, B.A., Gettysburg College University of Zurich; Ph.D., Columbia Norman E. Richardson 1945-1979 University William Bittinger Professor of Philosophy, M. Esther Bloss 1953-1968 Emeritus Professor of Sociology, Emerita A.B., Amherst College; B.D., Yale Divinity B.A., Cornell University; M.A., Ph.D., Columbia School; Ph.D., Yale University University Katherine K. Taylor Rood 1947-1966 Henry T. Bream 1926-1969 Professor of English, Emerita Professor of Health and Physical Education, B.A., University of Oregon Emeritus Calvin E. Schildknecht 1959-1979 B.S., Gettysburg College; M.A., Columbia Ockershausen Professor of Chemistry, Emeritus University B.S., Gettysburg College; Ph.D., The Johns Albert W. Butterfield 1958-1972 Hopkins University Professor of Mathematics, Emeritus Charles A. Sloat 1927-1968 M.S., B.S., United States Naval Academy; Professor of Chemistry, Emeritus University of Michigan B.S., Gettysburg College; M.A., Haverford Martin H. Cronlund 1957-1973 College; Ph.D., Princeton University Dean, Emeritus Lillian H. Smoke 1959-1974 B.A., Gettysburg College; M.A., Temple Librarian, Emerita University B.A., Juniata College; B.S.L.S., Columbia Helen H. Darrah 1961-1977 University Professor of Biology, Emerita Parker B. Wagnild 1937-1976 B.S., M.S., University of Pittsburgh Professor of Music, Emeritus William C. Darrah 1957-1974 B.A., St. Olaf College; B.D., Lutheran Professor of Biology, Emeritus Theological Seminary, Gettysburg; M.S.M., B.S., University of Pittsburgh; L.H.D., Union Theological Seminary; M.A., New York Gettysburg College University; Mus.D., Thiel College; D.D., Gettysburg College Edith Fellenbaum 1963-1968 Professor of Education, Emerita Glenn S. Weiland 1949-1974 B.A., Gettysburg College; M.A., The Johns Professor of Chemistry, Emeritus Hopkins University B.S., M.S., Ph.D., University of Maryland John G. Glenn 1925-1966 Waldemar Zagars 1 956-1 974 Professor of Classics, Emeritus Professor of Economics, Emeritus B.A., M.A., Wesleyan University; Ph.D., Dr. oec, University of Riga Princeton University Carl Arnold Hanson 1961-1977 CURRENT FACULTY President, Emeritus 1951- B.A., University of Akron; Ph.D., Cornell Paul R. Baird University; LL.D., University of Akron; L.H.D., Associate Professor of Economics and Roanoke College; LL.D., Dickinson Law Business Administration School B.A., M.A., The Pennsylvania State University 3 1955- William D. Hartshome, Jr. 1928-1959 Robert D. Barnes Dr. Charles H. Graff Professor of Biology Professor of Romance Languages, Emeritus A.B., M.A., Haverford College; Diplome de B.S., Davidson College; Ph.D., Duke University Professeur de frangais a I'e'tranger, Universite' de Toulouse Guillermo Barriga 1951- Associate Professor of Romance Languages F. Stanley Hoffman 1956-1977 Treasurer, Emeritus B.S., Columbian Naval Academy; M.A., Ph.D., University of B.S., M.S., Gettysburg College Middlebury College; Madrid 2 Edward J. Baskerville 1956- A. Ralph Cavaliere 1966- Professor of English Professor of Biology, Department Chairman B.S., Lehigh University; M.A., Ph.D., Columbia B.S., M.S., Arizona State University; Ph.D., University Duke University Neil W. Beach 1960- John F. Clarke 1966- Associate Professor of Biology Professor of English B.S., M.S., Ph.D., University of Michigan B.A., Kenyon College; M.A., Stanford University Ethel Beach-Viti 1978- Assistant Professor of Romance Languages Glendon F. Collier 1957- B.A., University of Montevallo; M.A., Ph.D., Duke Assistant Professor of German and Russian University B.A., Franklin and Marshall College; M.A., University of California, Berkeley F. Eugene Belt 1966- Associate Professor of Music Chan L. Coulter 1958- A.B., Western Maryland College; M.A., New Professor of Philosophy, Department Chairman York University B.A., University of Iowa; M.A., Ph.D., Harvard University Gareth V. Biser 1959- Associate Professor of Health and Physical David J. Cowan 1965- Education Associate Professor of Physics B.S., Gettysburg College; M.S., Syracuse B.S., M.A., Ph.D., University of Texas University Basil L. Crapster 1949- Robert L. Bloom 1949- Professor of History, Department Chairman Adeline Sager Professor of History A.B., Princeton University; A.M., Ph.D., B.S., Shippensburg State College; M.A., Duke Harvard University University; Ph.D., Columbia University David L. Crowner 1967- A. Bruce Boenau 1957- Associate Professor of German and Russian Professor of Political Science, Department B.A., Pacific Lutheran University; M.A., Ph.D., Chairman Rutgers - The State University of New Jersey A.B., Amherst College; A.M., Ph.D., Columbia Paul R. D'Agostino 1969- University Professor of Psychology Harry F. Bolich 1947- B.S., Fordham University; M.A., Ph.D., Associate Professor of Speech University of Virginia Sc.B., Sc.M., Bucknell University Theodore C. Daniels 1954- Donald M. Borock 3 1974- Professor of Physics Associate Professor of Political Science B.A., Oberlin College; Ph.D., Syracuse B.A., M.A., Ph.D., University of Cincinnati University Lois J. Bowers 1969- William H. Doherty 1979- Assistant Professor of Health and Physical Assistant Professor of Economics and Business Education Administration B.S., Temple University; M.Ed., Western B.S.B.A., Bryant College; M.B.A., Suffolk Maryland College University Bruce W. Bugbee 1958- Associate Professor of History A.B., College of William and Mary; A.M., Ph.D., University of Michigan Register Joseph D. Donolli 1971- Lewis B. Frank 1957- Assistant Professor of Health and Physical Associate Professor of Psychology Education B.S., Franklin and Marshall College; M.A., The B.S., University of Delaware; M.Ed., Temple Johns Hopkins University University Robert S. Fredrickson 1969- Harold A. Dunkelberger 1950- Associate Professor of English Amanda Rupert Strong Professor of Religion, B.A., DePauw University; M.A., University of Department Chairman Minnesota; Ph.D., University of North Carolina B.D., Lutheran B.A., Gettysburg College; Edwin D. Freed 1948-51, 1953- Theological Seminary, Gettysburg; Ph.D., Professor of Religion Columbia University B.A., Gettysburg College; B.D., Lutheran Charles F. Emmons 1 1974- Theological Seminary, Gettysburg; Ph.D., Assistant Professor of Sociology and Harvard University Anthropology Robert H. Fryling 1947-50, 1958- B.A., College; M.A., Ph.D., University Gannon Professor of Mathematics, Department of Illinois Chairman Ann H. Fender 1978- B.A., Gettysburg College; M.S., Ph.D., Associate Professor of Economics and University of Pittsburgh Business Administration CAPT Archibald Galloway 1978- A.B., Randolph Woman's College; Macon Assistant Professor of Military Science Ph.D., University The Johns Hopkins A.B., College of William and Mary 1967- George H. Fick Robert M. Gemmill 1958- Associate Professor of History Associate Professor of Economics and University A.B., Harvard University; M.A., of Business Administration Minnesota; Ph.D., Harvard University B.A., Gettysburg College; M.A., University of Kermit H. Finstad 1970- Pennsylvania Assistant Professor of Music Russell P. Getz 1976- B.A., St. Olaf College; M.M., The Catholic Associate Professor of Music University of America B.S., Lebanon Valley College; M.S., University David E. Flesner 1971- of Pennsylvania; Ed.D., The Pennsylvania Associate Professor of Mathematics State University A.B., Wittenberg University; A.M., Ph.D., Richard B. Geyer 1954- University of Michigan Graeff Professor of English, Department Norman O. Forness 1964- Chairman Associate Professor of History A.B., M.A., Miami University; Ph.D., B.A., Pacific Lutheran University; M.A., Northwestern University Washington State University; Ph.D., The Charles H. Glatfelter3 1949- Pennsylvania State University Professor of History Donald H. Fortnum 1965- B.A., Gettysburg College; Ph.D., The Johns Professor of Chemistry Hopkins University B.S., Carroll College (Wisconsin); Ph.D., Gertrude G. Gobbel 1968- Brown University Associate Professor of Psychology B.S., The Pennsylvania State University; M.S., University of Illinois; Ph.D., Temple University ®r Register Derrick K. Gondwe 1977- Sherman S. Hendrix 1 1964- Assistant Professor of Economics and Associate Professor of Biology Business Administration B.A., Gettysburg College; M.S., Florida State B.A., Lake Forest College; M.A., University of University; Ph.D., University of Maryland of Wisconsin; Ph.D., University Manitoba Janet S. Hertzbach 1978- Winston H. Griffith 1978- Assistant Professor of English Instructor in Economics and Business B.A., Gettysburg College; M.A., Ph.D., Indiana Administration University Indies; M.A., B.Sc, University of the West MAJ Eugene F. Heyman, Jr. 1977- Howard University Assistant Professor of Military Science Joseph J. Grzybowski 1979- B.A., Texas A & M University; M.A., Central Assistant Professor of Chemistry Michigan University B.S., King's College; Ph.D., Case Western Edmund R. Hill 1961- Reserve University Associate Professor of Economics and Louis J. Hammann 1956- Business Administration Professor of Religion B.Com., McGil.l University; M.A., Ph.D., B.A., Gettysburg College; B.D., Yale Divinity University of Pittsburgh School; M.A., The Pennsylvania State Donald W. Hinrichs 1968- University; Ph.D., Temple University Associate Professor of Sociology and J. Richard Haskins 1959- Anthropology, Department Chairman Professor of Physics, Department Chairman B.A., Western Maryland College; M.A., B.S., University of Texas; Ph.D., Ohio State University of Maryland; Ph.D., Ohio State University University Susan J. Hathaway 1978- Leonard I. Holder 1964- Assistant Professor of Chemistry Professor of Mathematics B.A., M.A., State University of New York at B.S., M.S., Texas A & M University; Ph.D., Potsdam; Ph.D., University of New Hampshire Purdue University CAPT Clement J. Heincer 1 979- Wade F. Hook 1967- Assistant Professor of Military Science Professor of Sociology and Anthropology B.A., Temple University A.B., Newberry College; B.D., Lutheran C. Robert Held 1954-55, 1956- Theological Southern Seminary; M.A., Assistant Professor of Classics University of South Carolina; Ph.D., Duke B.A., Gettysburg College; M.A., Princeton University University Chester E. Jarvis 1950- John T. Held 1960- Professor of Political Science Associate Professor of Education A.B., M.A., University of California, Berkeley; B.A., Gettysburg College; M.A., Columbia Ph.D., University of Pennsylvania University; M.S., University of Illinois LTC Robert B. Karsteter 1978- Caroline M. Hendrickson 1959- Professor of Military Science, Department Assistant Professor of Romance Languages Chairman A.B., Wellesley College; M.A., Columbia B.A., M.S., Texas A & M University University Thomas J. Hendrickson 1960- Professor of Physics B.S., M.S., University of Michigan; Ph.D., Iowa State University Register 151 John M. Kellett 1968- John H. Loose 1959- Associate Professor of Mathematics Professor of Religion B.S., Worchester State College; M.S., Rutgers B.A., Gettysburg College; B.D., Lutheran - The State University of New Jersey; Ph.D., Theological Seminary, Gettysburg; M.A., University of Florida Ph.D., University of Chicago Grace C. Kenney 1948- Franklin O. Loveland 1972- Associate Professor of Health and Physical Assistant Professor of Sociology and Education Anthropology B.S., New York University; M.A., Columbia A.B., Dartmouth College; M.A., Lehigh University University; M.A., Ph.D., Duke University Celeste Kostopulos 1979- Richard T. Mara 1953- Instructor in Romance Languages Sahm Professor of Physics B.A., Simmons College; M.A., Brown University B.A., Gettysburg College; M.S., Ph.D., University of Michigan Arthur L. Kurth 1962- Professor of Romance Languages Laurence A. Marschall 1971- B.A., Yale College; Ph.D., Yale University Associate Professor of Physics B.S., Cornell University; Ph.D., University of L Carl Leinbach 1967- Chicago Associate Professor of Mathematics B.A., Lafayette College; M.A., University of Michael Matsinko 1976- Delaware; Ph.D., University of Oregon Instructor in Music B.S., M.M., West Chester State College Branko A. Lenski 1970- Associate Professor of Romance Languages Arthur McCardle 1969- Ph.D., New York University Assistant Professor of German and Russian B.A., M.A., Ph.D., Columbia University AdaG. Lewis 1977- 4 Instructor in Economics and Business John K. McComb 1971- Administration Associate Professor of English B.S., M.Ed., Indiana University of Pennsylvania B.A., M.A., Southern Methodist University; M.A., Ph.D., The Johns Hopkins University Ralph D. Lindeman 1952- Professor of English Carol Ann Merrick 1977- B.A., University of Pittsburgh; M.A., Columbia Assistant Professor of Romance Languages University; Ph.D., University of Pittsburgh B.A., Emmanuel College; M.A., Ph.D., University of Wisconsin Jack S. Locher 1957- Associate Professor of English Fredric Michelman 1973- M.A., University of Chicago; Ph.D., University Assistant Professor of Romance Languages of Pennsylvania B.S. Ec, University of Pennsylvania; M.A., Middlebury College; Ph.D., University of Rowland E. Logan 1958- California, Los Angeles Assistant Professor of Biology A.B., University of California, Los Angeles; Jan E. Mikesell 1973- M.S., Ph.D., Northwestern University Assistant Professor of Biology B.S., M.S., Western Illinois University; Ph.D., Ohio State University c^ Register 1 Carey A. Moore 1 955-56, 1 959- Bruce L. Packard 1971- Professor of Religion Associate Professor of Education B.A., Gettysburg College; B.D., Lutheran B.A., Gettysburg College; Ed.M., Ed.D., Theological Seminary, Gettysburg; Ph.D., The Temple University Johns Hopkins University William E. Parker 1967- M. Scott Moorhead 1955- Associate Professor of Chemistry Associate Professor of Mathematics B.A., Haverford College; M.S., Ph.D., B.S., M.A., Washington and Jefferson College; University of North Carolina Ph.D., University of Pittsburgh Howard C. Parks 1966- Kenneth F. Mott2 1966- Assistant Professor of Classics Associate Professor of Political Science B.A., Kenyon College; M.A., Ohio State A.B., Franklin and Marshall College; M.A., University Brown University Lehigh University; Ph.D., Alan Paulson 1978- Samuel A. Mudd 1958-64, 1965- Assistant Professor of Art Professor of Psychology, Department B.F.A., Philadelphia College of Art; M.F.A., Chairman University of Pennsylvania B.A., Gettysburg College; M.S., Ph.D., Purdue Ruth E. Pavlantos 1963- University Pearson Professor of Classics, Department James P. Myers, Jr. 1968- Chairman Associate Professor of English B.A., College of Wooster; M.A., Ph.D., B.S., LeMoyne College; M.A., University of University of Cincinnati Arizona; Ph.D., University of Massachusetts James D. Pickering 1954- Katsuyuki Niiro 1972- Professor of English Assistant Professor of Economics and A.B., A.M., Wesleyan University; Ph.D., Business Administration Columbia University M.A., University of Hawaii; M.A., Ph.D., B.A., Thane S. Pittman 1972- University of Pittsburgh Associate Professor of Psychology Norman K. Nunamaker 1963- B.A., Kent State University; M.A., Ph.D., Associate Professor of Music University of Iowa A.B., University; Bowling Green State M.M., Charles E. Piatt 1957- Ph.D., Indiana University Professor of Psychology Joseph P. Nyitray 3 1974- A.B., Wittenberg University; M.A., Ph.D., Ohio Associate Professor of Political Science State University A.B., Cornell University; M.A., Ph.D., Ohio Lisa Portmess 1979- State University Assistant Professor of Philosophy Paula Olinger-Rubira 1979- B.A., Gettysburg College; M.A., Ph.D., Queen's Instructor in Romance Languages University B.A., University of Wisconsin; M.A., Brandeis William D. Powers 1977- University Instructor in Music CAPT Bruce Olson 1978- B.S., Gettysburg College; M.Ed., The Assistant Professor of Military Science Pennsylvania State University B.S., U.S. Military Academy IngolfQually 1956- Professor of Art, Department Chairman B.A., St. Olaf College; B.F.A., M.F.A., Yale University Register William F. Railing 1964- Allen C. Schroeder 1967- Professor of Economics and Business Associate Professor of Biology Administration, Department Chairman B.A., Loyola College; M.S., Ph.D., The B.S., United States Merchant Marine Catholic University of America B.A., The Johns Hopkins University; 1 Academy; W. Richard Schubart 1950- Ph.D., Cornell University. Associate Professor of Philosophy Ray R. Reider 1962- A.B., Dartmouth College; A.M., Columbia Assistant Professor of Health and Physical University Education Walter J. Scott 1959- B.A., Gettysburg College; M.Ed., The Associate Professor of Physics Pennsylvania State University B.A., Swarthmore College; M.S., Lehigh Michael L. Ritterson 1968- University Assistant Professor of German and Russian Jack Douglas Shand 1954- A.B., Franklin and Marshall College; Ph.D., Associate Professor of Psychology Harvard University B.A., Amherst College; M.A., Harvard Kenneth J. Robson 1979- University; Ph.D., University of Chicago in and Business Instructor Economics Howard G. Shoemaker 1957- Administration Associate Professor of Health and Physical B.S., Utah State University Education Russell S. Rosenberger 1956- B.A., Gettysburg College; M.A., Columbia Professor of Education, Department Chairman University B.S., Geneva College; M.Litt., Ed.D., LeeM. Siegel 1978- University of Pittsburgh Instructor in Economics and Business Alex T. Rowland 1958- Administration University of Professor of Chemistry, Department Chairman B.A., Queens College of The City York B.A., Gettysburg College; Ph.D., Brown New' York; M.A., State University of New University at Buffalo 1964- EmileO. Schmidt 1962- James F. Slaybaugh Professor of English and Director of Dramatics Assistant Professor of Education A.B., Ursinus College; M.A., Columbia A.B., Roanoke College; M.Ed., The University Pennsylvania State University 1969- Henry Schneider, III 1964- Carol D. Small Franklin Professor of German, Department Instructor in Art Chairman B.A., Jackson College of Tufts University; A.B., M.A., Ph.D., Princeton University M.A., The Johns Hopkins University Register JefferySobal 1977- Dexter N. Weikel 1962- Assistant Professor of Sociology and Associate Professor of Music, Department Anthropology Chairman B.A., Bucknell University; M.A., Ph.D., B.S., Susquehanna University; M.A., The University of Pennsylvania Pennsylvania State University; D.M.A., Peabody Conservatory of The Johns Hopkins Ralph A. Sorensen 1977- University Assistant Professor of Biology B.A., University of California, Riverside; Ph.D., Richard T. Wescott 1966- Yale University Associate Professor of Health and Physical Education, Department Chairman John R. Stemen 1961- A.B., Colby College; M.Ed., Boston University; Associate Professor of History P.E.D., Indiana University B.A., Yale University; M.A., Ph.D., Indiana University Thomas White 1979- Mary Margaret Stewart 2 1959- Assistant Professor of Psychology Professor of English B.A., Lake Forest College; Ph.D., State University of A.B., Monmouth College (Illinois); Ph.D., New York at Stony Brook Indiana University Conway S. Williams 1949- Amie Godman Tannenbaum 1968- Associate Professor of Economics and Assistant Professor of Romance Languages Business Administration A.B., Hood College; M.A., The George A.B., Columbia University; M.S., Columbia University School of Business Washington Univeristy; Ph.D., University of Maryland John R. Winkelmann 1 1963- Associate Professor of Biology Donald G. Tannenbaum 1 1966- B.A., University of Illinois; M.A., Ph.D., Associate Professor of Political Science University of Michigan B.B.A., M.A., City College of the City University of New York; Ph.D., New York Robert F. Zellner 1968- University Associate Professor of Music B.S., West Chester State College; M.A., Lehigh Robert H. Trone 1956- University Associate Professor of Religion B.A., Gettysburg College; B.D., Yale Divinity School; M.A., Ph.D., The Catholic University of 'Sabbatical leave, Fall and January Terms, 1980-81 2 Sabbatical leave, January and Spring Terms, 1980-81 America 3 Sabbatical leave, Academic Year. 1980-81 4 Leave of Absence. Academic Year, 1980-81 Robert M. Viti 1971- Assistant Professor of Romance Languages, Department Chairman B.A., St. Peter's College; M.A., Ph.D., Duke OTHER INSTRUCTIONAL AND University ADMINISTRATIVE PERSONNEL Thomas Warger 1979- (1979-80 Academic Year) Assistant Professor of Romance Languages B.A., Union College; M.A., Ph.D., Brown John Barnhart University Assistant Coach, Football B.A., Western Maryland College Janis H. Weaner 1957- Assistant Professor of Romance Languages Mary T. Baskerville B.A., Mary Washington College of the Adjunct Assistant Professor of Interdepartmental University of Virginia; M.A., New York Studies University B.A., Hunter College; M.A., Ph.D., Columbia University Register 155 Harry Buck Jean A. Hartzell Adjunct Professor of Religion Adjunct Instructor in English A.B., Albright College; M.Div., United B.A., Gettysburg College; M.A., Shippensburg Theological Seminary, Ph.D., University of State College Chicago Ann Harvey MSG Guadalupe Cantu Adjunct Instructor in Education Assistant Instructor in Military Science B.S., Millersville State College; M.Ed., Shippensburg State College Shirlee S. Cavaliere Assistant in Biology and Economics SSG Daniel L. Hemmerly B.A., Butler University; M.S., Arizona State Assistant Instructor in Military Science University Barbara J. Henderson Charlene Cerasa Lecturer in Economics and Business Adjunct Instructor in Economics and Business Administration Administration B.A. University of Colorado; M.A., Indiana B.S., Elizabethtown College University Elizabeth W. Daniels Martha Hinrichs Assistant in Biology Assistant in Biology B.A., Miami University A.B., Western Maryland College Doris M. Deaner A. Patricia Hogan Adjunct Instructor in Education Adjunct Assistant Professor of English B.S., Gettysburg College B.A., Emmanuel College; M.A., Ph.D., University Jose A. Diaz of Wisconsin Adjunct Assistant Professor of Romance Melverda Hook Languages Adjunct Assistant Professor of Music B.A., University of Puerto Rico; M.F.A., Yale B.S., Winthrop College; M.M., Peabody University; Ph.D., Columbia University Conservatory of Music Richard Dracha Lillian Jackson Adjunct Instructor in Sociology and Assistant Instructor in Chemistry Anthropology B.A., Wheaton College (Massachusetts); M.A., B.A., Gettysburg College; M.S.W., University of Bryn Mawr College West Virginia Dorothy C. Jarvinen Alice Drum Adjunct Instructor in Music Adjunct Assistant Professor of English Artist's Diploma, Institute of Musical Arts B.A., Wilson College; Ph.D., The American Elaine L. Jones University Adjunct Instructor in English Robert Edwards B.A., Eastern Nazarene College; M.A., Assistant Instructor in Chemistry University of Wisconsin B.A., Gettysburg College William Jones SGM Clifford Fuller Lecturer in Interdepartmental Studies Assistant Instructor in Military Science B.A., Eastern Nazarene College; M.A., Janet P. Gemmill University of Wisconsin; Ed.D., Boston Adjunct Assistant Professor of Interdepartmental University Studies Richard A. Katzman B.A., Bucknell University; M.A., University of Adjunct Instructor in Economics and Business Michigan; M.A., Ph.D., University of Wisconsin Administration Jacqueline F. Hand B.S., Georgetown University; B.S., The York Adjunct Instructor in Health and Physical Pennsylvania State University; M.B.A., New Education— Dance University B.F.A., Ohio State University; M.A., University of Laura Kuhn Oregon Assistant Coach, Swimming B.A., Mankato State University Register CE* Sara N. Landgren Nancy Scott Adjunct Assistant Professor of Music College Archivist B.M., Auburn University; M.M., Cincinnati B.A., M.L.S., University of Pittsburgh of College —Conservatory Music Paul J. Seybold Lani Lindeman Assistant Coach, Basketball Adjunct Instructor in Interdepartmental Studies B.A., Rutgers — The State University of New B.A., Gettysburg College Jersey; M.S., Shippensburg State College Larry Musselman Gerald Shannon Adjunct Instructor in Economics and Business Adjunct Professor of History Administration B.A., Gettysburg College; M.A., Indiana B.S., Shippensburg State College University Mark Nesbitt Nancy A. Slaybaugh Assistant Coach, Soccer Adjunct Instructor in Education B.A., Baldwin-Wallace College B.S., Shippensburg State College Robert C. Nordvall George Snow Lecturer in Interdepartmental Studies Adjunct Assistant Professor of History B.A., DePauw University; J.D., Harvard Law B.A., M.A., Ohio State University; Ph.D., Indiana School; Ed.D., Indiana University University Marlene Packard Joseph Susan Assistant in Biology Assistant Coach, Football B.A., Gettysburg College B.A., University of Delaware Elmer Plischke James Thurmond Adjunct Professor of Political Science Adjunct Assistant Professor of Music Ph.B., Marquette University; M.A., The American B.A., The American University; M.A., The University; Ph.D., Clark University Catholic University of America; Mus.D., Washington College of Music Phyllis Price Assistant in Biology Elizabeth Wallace B.A., Gettysburg College Adjunct Assistant Professor of English B.A., Duke University; Ph.D., University of Kent Charles H. Raffensperger at Canterbury Adjunct Instructor in Economics and Business Administration Helen J. Winkelmann B.S., Mt. St. Mary's College Assistant in Biology of Staten Island; M.S., Jennifer M. Railing B.A., Notre Dame College University of Michigan Adjunct Assistant Professor of Economics and Business Administration Richard K. Wood LL.B., University of London Lecturer in Mathematics B.A., Earlham College; M.S. University of Nicole A. Rose (2), Wisconsin Adjunct Instructor in Romance Languages M.A., The Pennsylvania State University James F. Wright John Schlegel Head Coach, Track & Field/Cross Country B.A., Gettysburg College; M.Ed., University of Lecturer in Economics and Business Administration Maryland B.S., M.B.A., Temple University Joseph Yeck SFC John Schneider Assistant Coach, Basketball Assistant Instructor in Military Science B.A., Temple University; M.A., University of Judy Schwartz Maryland Adjunct Instructor in English B.A., University of Arizona; M.A., Cornell University Calendar 1980-81 CALENDAR FALL TERM August 31 -September 3, Sunday-Wednesday Orientation and Registration September 4, Thursday at 8:00 A.M. Classes begin September 27, Saturday Alumni Homecoming October 21, Tuesday Mid-term reports October 24, Friday Fall Honors Day October 24-26, Friday-Sunday Fall Parents Weekend October 30-November 2, Thursday-Sunday On campus study break November 3, Monday at 8:00 A.M. Classes resume November 21 , Friday at 1 1 :00 A.M. Fall Convocation (1 1 :00 classes cancelled) November 25, Tuesday at 4:00 P.M. Thanksgiving recess begins December 1 , Monday at 8:00 A.M. Thanksgiving recess ends December 10, Wednesday Last day of classes December 12-18, Friday-Thursday Final examinations JANUARY TERM January 5, Monday at 8:00 A.M. January Term begins January 30, Friday at 5:00 P.M. January Term ends SPRING TERM February 9, Monday Registration February 10, Tuesday at 8:00 A.M. Classes begin March 25, Wednesday Mid-term reports March 26-29, Thursday-Sunday On campus study break Apr 10, Friday at 4:00 P.M. Spring recess begins Apr I 21, Tuesday at 8:00 A.M. Spring recess ends Apr 25, Saturday Get Acquainted Day May 1, Friday at 11:00 A.M. Spring Honors Day Convocation (11:00 classes cancelled) May 1-3, Friday-Sunday Spring Parents Weekend May 21, Thursday Pre-Registration (no classes) May 22, Friday Last day of classes May 25-30, Monday-Saturday Final examinations June 7, Sunday Baccalaureate (10:00 A.M.) Commencement (2:00 P.M.) 1 CEt Statistical Summary I Endowment Funds STATISTICAL SUMMARY (Unrestricted) Students in College Alumni Memorial Endowment Fund 1979 Full-Time Enrollment E. W. Baker Estate Fall Term Frank D. Baker Fay S. Benedict Memorial Fund M W Total Senior 233 205 438 H. Melvin Binkley Estate Junior 221 232 453 H. Brua Campbell Estate Sophomore .... 268 243 51 Class of 1919 Fund Freshman 288 271 559 Class of 1927 Fund 1010 951 1961 Class of 1939 Fund Geographic Distribution Full-Time Students Class of 1971 Fund 1979 Fall Term Louise Cuthbertson A bequest in memory of Arthur Herring, Anna Number Wiener Herring and Louise Cuthbertson of '29 Students Percent CA?ar/es W. Diehl, Jr. Pennsylvania 625 31 .8 Harold Sheely Diehl Estate New Jersey 548 27.9 Faculty and Staff Memorial Endowment Fund New York 255 13.0 Robert G. Fluhrer, '12 Maryland 200 10.2 Connecticut 151 7.7 The Ford Foundation Massachusetts 42 2.1 The Garman Fund Virginia 27 1.4 Given by members of the Garman family as a Delaware 21 1.1 perpetual family memorial to the endowment of Other States and Gettysburg, the income of which shall be used in Foreign Countries 92 4.8 support of the education program. 1961 100% The Gettysburg Times Mamie Ragan Getty Fund STUDENT RETENTION Frank Gilbert Of the students who entered Gettysburg as Margaret E. Giles freshmen in September 1975, 69.5% were Katherine M. Gresh graduated by August, 1979, 3.1% who had not Ralph and met the graduation requirements continued at Adam Hazlett, '10 to withdraw Gettysburg, 6.5% were required Joseph H. Himes, '10 from Gettysburg for academic reasons. Marion Huey John E. Jacobsen Family Endowment Fund ENDOWMENT FUNDS William J. Knox, '10 Gettysburg College has benefited over the years Frank H. Kramer, '14 and Mrs. Kramer and continues to benefit from the income of Harris funds contributed to the College's Endowment. Lee Estate Income from unrestricted endowment funds may The Richard Levis Lloyd Fund be used for the general purposes of the College Ralph McCreary Estate or for any special purposes; income from re- MacFarlane Fund, Class of 1837 stricted endowment funds is used solely for the James purpose specified by the donor. The generous Dana and Elizabeth Manners Memorial support of the donors listed below has been vital to the continuing success of the College. Endowment Funds <& G. Bowers Mansdorfer, M.D., '26 Jack Lyter Williams Memorial Fund Contributed J. Clyde Market, '00, and Caroline O. Markel by Mrs. Ernest D. Williams as a me- morial to herson Jack L. Williams, Class of 1951. Robert T. Marks Jeremiah A. & Annie C. Winter Memorial Fund Fred G. Masters, '04 Alice D. Wrather A. L. Mathias, '26 Romaine H. Yagel Trust John H. Mickley, '28 A gift for endowment in memory of his brother (Restricted) William Blocher Mickley Alice Miller Conrad Christian Arensberg Memorial Fund A '00 William J. Miller, Jr., fund established in 1948 by Francis Louis Arensberg in memory of his father, Thomas Z. Minehart, '94 a Union vet- eran, for the purchase of Civil War books and Ruth G. Moyer Estate materials. Bernice Baker Musser The Rev. Peter C. Bell Memorial Lectureship Helen Overmiller Fund A fund for the establishment of a lec- Joseph Parment Company tureship on the claims of the gospel on college men. Mrs. Willard S. Paul, '31 Bikle Endowment Fund A fund to support de- Nellie G. Royer bating, established in 1925 to honor Dr. Philip Sarah Ellen Sanders Bikle, Class of 1866, Dean of Gettysburg Col- Anna D. Seaman lege 1889-1925. Paul R. Sheffer, '18 Joseph Bittinger Chair of Political Science. A bequest to Gettysburg College in support of Lydia Bittinger Chair of History. the educational program. Joseph and Lydia Bittinger Memorial Fund A Herbert Shimer, '96 fund to support the needs of the library. Robert 0. Sine I aire Mr. & Mrs. Thomas Citron A fund established Albert T. Smith Memorial Fund by Mr. & Mrs. Thomas Citron '47 to endow insur- ance on a 1934 oil painting by Minna Citron. James Milton Smith Fund Contributed by Mrs. Emma Hancock Smith as Class of 1911 Memorial Trust Fund A fund es- a memorial to her son James Milton Smith tablished in 1961, on the fiftieth anniversary of the Class, to provide income for the purchase of Anna K. and Harry L. Snyder books for the college library. Mary Heilman Spangler Class of 1925 Meritorious Service Award Foun- Charles M. A. Stine, '01 dation To provide annual alumni awards for Harvey W. Strayer, '10 notable service rendered Alma Mater. Veronica K. Tollner Estate Thomas Y. Cooper Endowment A bequest to Gettysburg College in support of its libraries: Vera and Paul Wagner Fund (a) for acquisitions in literature and American Walter G. Warner Memorial Fund (bv Bergliot History, as a memorial to his parents, Dr. and J. Warner) Mrs. Moses Cooper; and (b) for the operating Leona S. & L. Ray Weaver Memorial Fund budget of the library. Richard C. Wetzel A. Bruce Denny Fund A fund in memory of A. Bruce Denny, Class of 1973, contributed by fel- low students to purchase library books. Luther P. Eisenhart Fund A fund established for the use of Emeriti faculty and of widows of former members of the faculty in real need of assistance. O Endowment Funds Clyde E. and Sarah A. Gerberich Endowment Dr. Kenneth L. Smoke Memorial Trust Fund A Fund A fund established to support a series of fund created in 1971 to honor the man who in lectures dedicated to the memory of Dr. Robert 1 946 established the Department of Psychology Fortenbaugh, '13. at Gettysburg College and served as its chair- until his death in 1970. The Jean Landefeld Hanson Fund A fund estab- man annual income is used at the joint discretion of the Chairman of lished in 1 971 by family and friends of the late the Psychology Department and the College wife of President C. Arnold Hanson, the income Librarian. to be assigned to purposes related to the Chapel program as determined by the Chaplain Earl Kresge Stock Endowment Fund The in- and the President of the College. come from a sum of money given by Earl Kresge Stock '19 in honor of Helen W. Wagner '06 and The Harry D. Holloway Memorial Fund A fund Spurgeon M. Keeny '14 fortheir outstanding and to be used for purposes of keeping alive on the inspirational teaching ability to be used by the campus of Gettysburg College the Spirit of Ab- English Department, over and above its normal raham Lincoln. budget, in a manner determined by the Depart- Dr. Amos S. and Barbara K. Musselman Art En- ment to best promote the English Language in dowment Fund The income only from this fund written form. to be used primarily to support and advance Stoever Alcove Fund A fund established by knowledge and appreciation of art at Gettysburg Laura M. Stoever for the support of the library. College. J. H. W. Stuckenberg Memorial Lectureship A Dr. Amos S. and Barbara K. Musselman bequest from Mary G. Stuckenberg in memory Chemistry Endowment Fund The income only of her husband to sponsor lectures in the gen- from this fund to be used by the Chemistry De- eral area of social ethics. partment in support of the Chemistry program. Waltemyer Seminar Room Fund A fund estab- The funds will be used primarily for the purchase lished by Carroll W. Royston '34 and the family of laboratory equipment and supplies. and friends of Dr. William C. Waltemyer '13, Musselman Endowment for Music Work- former head of the Department of Bible at the shop A fund contributed by The Musselman College, to provide furnishings for and to main- Foundation, the income from which is to be used tain the library in a seminar room in his memory. to support workshops in music performance and Stephen Henry Warner '68 Memorial Fund A seminars in music education. two-part fund, including: (1) Contributions to Musselman Endowment for Theatre Arts A fund Gettysburg College in memory of Mr. Warner, contributed by The Musselman Foundation, the the income to be used to maintain and support income from which is to be used to support visits the Warner Collection on Vietnam, as well as to to the campus by individuals with expertise in purchase new books for the library; (2) A be- the technical aspects of the theatre. quest established by Stephen H. Warner for Musselman Endowment for Visiting Scien- (a) library acquisitions in Asian studies and for tists A fund contributed by the Musselman (b) use as seed money for projects encouraging Foundation, the income from which is to be used exciting, challenging, and fresh ideas. to support visits by scientists to the College. Woman's League Fund for Upkeep and Repair Fund fund estab- Keith Pappas Memorial A of the YMCA Building (Weidensall Hall) An lished in memory of Keith Pappas 74 to provide endowment bequest of Louisa Paulus. an award to an outstanding student. Dr. and Mrs. Jeremiah Zimmerman Fund A Henry M. Scharf Lecture Fund A fund contrib- fund established in 1931 by Dr. Jeremiah Zim- uted by Dr. F. William Sunderman '19 in mem- merman (1873), from a bequest of Mrs. Zim- ory of Henry M. Scharf, Class of 1925, to estab- merman, who died in 1930, to create an endow- lish a lectureship on current affairs. ment in support of the annual operating budget James A. Singmaster '98 Fund for Chemistry A of the library. fund established in 1967 by Mrs. James A. Singmaster in memory of her husband for the purchase of library materials in chemistry, or in areas related thereto. GETTYSBURG Index Index Academic Advising 28 Central Pennsylvania Consortium 32, 37 Academic Calendar 27, 157 Certified Public Accountant Preparation 41, 61 Academic Honors 42, 43 Chapel Council 117 Academic Policies and Programs 23 Chemistry, Courses in 55 Academic Purposes 24 Choirs 120 Academic Standing 32 Classics, Courses in 58 Academic Standing Committee 30, 32, 124 Classrooms, Laboratories 128 Accounting Preparation 41,62 College Union 123 Accident Insurance 134 Communication Media 121 Accreditation 2 Comprehensive Academic Fee 131 Administration, The 144 Computer Center 128 Administrative Offices 128 Computer Courses 33 Admission Policy 130 Computer Science 33 Admission Procedure 130 Consortium Exchange Program 37 Admissions, Expenses, and Financial Aid 129 Correspondence, Listing for 4 Advanced Credit and Placement 32, 131 Costs 131 Advising System 28 Counseling Services 124 Alcohol Policy 118 Course Changes 31 American Studies 84 Course of Study 47 Anthropology, Courses in 112 Credit System (Credit Hours) 28 Anti-discrimination Policy 2 Cultural Activities 120 Army Reserve Officers Training Program 42 Curriculum 26 Art, Courses in 49 Dean of Life and Educational Services 124 Artist in Residence 121 Dean of the College 124 Asian Studies 84 Deans' Honor List 43 Astronomy (See Physics) Degree Requirements Athletic Facilities 128 Bachelor of Arts 29 Athletics 123 Bachelor of Science in Music Education 36 Auditing of Courses 31 Exemption From 32 Awards 43 Departmental, Professional, and Honorary Bachelor of Arts Degree Requirements 29 Societies 122 Bachelor of Science in Music Education 36 Dining Accommodations 117, 128 Band 121 Dining Fees 132 Bills 132 Distribution Requirements 26, 29, 48 Biology, Courses in 52 Dormitories 116, 133 Board 132, 133 Drama (See Theatre Arts) Board of Trustees 142 Dramatics 121 Bookstore 123, 132 Drugs and Narcotics Policy 118 Business Administration, Courses in 61 Early Decision Plan 130 Calendar 1980-81 157 Economics, Courses in 61 Campus Directory 126 Education, Courses in 67 Campus Life 1 15 Employment Placement Services 28, 125 Campus Map 126 Employment Prospects in Teaching 37 Career Services Office 28, 125 Endowment Funds 158* Career Opportunities (See Departmental Course Engineering Cooperative Programs 41 Introductions) English, Courses in 68 Enrollment, Summary of 158 Expenses 132 Index 163 Facilities 125 Lectures 120 Faculty, The 146 Libraries 125 Fees 131 Literary Magazine 121 Financial Aid 134 Literature, Concentration in 69 Foreign Study 39 Living Accommodations 116,128 Forestry Cooperative Program 41 Loans 134, 139 Four-One-Four Program (See January Term) Major Fields of Study 30 Fraternities 116,122 Major Requirements 29 Fraternity Houses 116 Map of Campus 126 French, Courses in 108 Mathematics, Courses in 86 Freshman Advising and Orientation 28 Medieval and Renaissance Studies 85 Geographical Distribution of Students 158 Mercury, The 121 German, Courses in 73 Merrill-Palmer Institute 39 Gettysburgian, The 121 Military Science, Courses in 90 Government, Courses in (See Political Science) Music Activities 120 Grading System 31 Music, Courses in 92 Graduate School Preparation 28 Music Education, Bachelor of Science Degree 36 Graduation Newspaper 121 Requirements for 29, 36 Off-Campus Study 37 With honors 42 Office of Career Services 28, 125 Grants 135, 139 Orchestra 121 Greek, Courses in 58 Organizations 122 Harrisburg Urban Semester 37 Orientation 28 Health and Physical Education, Courses in 76 Owl and Nightingale Players 121 Health Center 124 Panhellenic Council 120 Health Service 124 Part Time Student 131 History, Courses in 78 Payment of Bills 132 Honor Code 26, 119 Performing Arts 120 Honor Commission 26, 119 Personal Property Insurance 134 Honors, graduation with 42 Phi Beta Kappa 122 Honorary Fraternities and Societies 122 Philosophy, Courses in 95 Housing Policy 133 Physical Education, Courses in 76 India Program 37 Physical Education Requirement 29, 76 Individualized Study 33 Physics, Courses in 96 Infirmary 124 Placement of Graduates 28, 37, 125 Insurance, Accident 134 Political Science, Courses in 100 Insured Tuition Plan 132 Predental Preparation 40 Intercollegiate Athletics 123 Prelaw Preparation 40 Interdepartmental Studies, Committee on 81 Premedical Preparation 40 Interdepartmental Studies, Courses in 81 Preprofessional Studies 40 Interfratemity Council 120 Preveterinary Preparation 40 Internships 27, 37 Prizes and Awards (See also Scholarships) 43 Intramural Sports 124 Professional Fraternities and Societies 122 January Term 27 Psychology, Courses in 102 Journalism 121 Publications, Student 121 Junior Year Abroad 39 Radio Station 122 Latin, Courses in 58 Readmission of Students 32 Refund Policy 133 Register of Trustees, Faculty, Administration 141 Registration 31 Religion, Courses in 105 9 o Index Programs 34, 67 Religious Life 1 17 Teacher Education Reserve Officers Training Corps (ROTC) 42, 90 Elementary 35, 67 Reserve Officers Training Corps, Courses in 90 Secondary 34, 67 Residence Halls 116, 133 Music Education 36 Residence Requirements 30 Teacher Placement 37 Rights and Responsibilities of Students 118 Theatre Arts and Drama, Romance Languages and Literatures, Courses Concentration in 69 in 108 Courses in 72 Room Rents 132 Groups 121 ROTC, Courses in 90 Transcripts 32 Russian, Courses in 73 Transfer Credit 32 Schedule Limitations 30 Transfer Students 131 Scholarships 135, 139 (See Also Prizes Tuition 131 and Awards) Two Minute Look at Gettysburg 22 Scholastic Aptitude Tests 130 United Nations Semester 39 Seminars 33 Veterans' Administration Benefits 132 Senior Honors 42 Visitation Hours Policy 118 Senior Scholars' Seminar 33 Vocational Counseling 28, 125 Small Business Institute Program 62 Washington Semester, Economic Policy or Political Social Fraternities and Sororities 122 Science 38 Sociology and Anthropology, Courses in 112 Withdrawal of Students 32 Sororities 122 Writing Policy 29 Spanish, Courses in 108 WZBT 1 22 Special Interdepartmental Programs 84 Yearbook 121 Special Major 30, 81 Special Students 131, 132 Spectrum, The 121 Speech, Courses in 73 Sports 123 Statistical Summary of Students 158 Student Communication Media 121 Student Conduct 118 Student Conduct Review Board 119 Student-Faculty Ratio 8 Student Financial Aid 134 Student Government 119 Student Handbook 118, 119 Student Insurance 134 Student Health Service 124 Student Life 115 Student Life Council 119 Student Newspaper 121 Student Organizations and Activities 122 Student Radio Station 122 Student Retention 158 Student Senate 1 1 Student Services 124 Student Yearbook 121 Students, Geographical Distribution 158 Summary of Facts about Gettysburg 22 THUS (The Harrisburg Urban Semester) 37 Table of Contents 3 —•'"I: f. * CO ffl r iz co <- > Si W D) oSJ2 2 c o w LU Q. 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