Guilford College Catalog 2006 - 08
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Guilford College Catalog 2006 - 08 Nondiscrimination Policy In its active commitment to building a diverse community, Guilford College rejects discrimination on the basis of race, creed, color, religion, national or ethnic origin, gender, sexual orientation, age or disability in admission, employment or access to programs and activities. Th e college also seeks to avoid discrimination in the administration of educational programs, admission policies, fi nancial aid or any other college program or activity. www.guilford.edu 1 2 Guilford College Dear Student: I invite you to join me in exploring a unique higher education institution that has faithfully served thousands of students for nearly 170 years. Guilford College is distinguished from hundreds of other small liberal arts colleges by its palpable sense of community and long- standing commitments to undergraduate teaching, social justice and a mission and set of core values rooted in our Quaker heritage. As part of a multi-year, highly participative process for creating Th e Strategic Plan for Guilford College 2005- 2010: Creative Leadership for the 21st Century, the college restated its mission: “To provide a transformative, practical, and excellent liberal arts education that produces critical thinkers in an inclusive, diverse environment, guided by Quaker testimonies of community, equality, integrity, peace, and simplicity and emphasizing the creative problem solving skills, experience, enthusiasm, and international perspectives necessary to promote positive change in the world.” Our core values of community, diversity, equality, excellence, integrity, justice and stewardship are essential and enduring tenets that guide student recruitment, academic programs and business practices as well as the manner in which we interact with one another day to day. I encourage you to consider how you incorporate these values into your college experience. Another one of Guilford’s distinctions is that the college prepares students to engage in principled problem solving as a means to achieve an excellent and practical liberal arts education and as a way to contribute creative solutions to existing and emerging problems in the community, state, nation and world. In many ways, Guilford has been teaching principled problem solving for years, but now it will be incorporated throughout our curriculum. Th e college has a wide range of academic programs – 39 majors and 53 concentrations – that include novel off erings such as forensic biology, peace and confl ict studies and environmental studies. In addition to the strategic plan, which is our road map through 2010, Guilford has completed a campus master plan that is a physical manifestation of the strategic plan. It lays out expectations for facilities improvements and additions and space usage for the next generation. Meanwhile, the college expects to launch a major capital campaign to support the objectives of the strategic and master plans in the near future. I pledge my best eff ort in leading Guilford and joining with our faculty and staff in providing an excellent experience for all students. Best wishes in your academic pursuits. Kent John Chabotar President and Professor of Political Science www.guilford.edu 3 4 Guilford College Statement of Purpose adopted by the Guilford College Faculty and Board of Trustees, 1985 Guilford College is an educational community which strives to integrate personal, intellectual, physical, and spiritual growth through participation in several rich traditions. Th ese traditions include liberal arts education which values academic excellence and stresses the need in a free society for mature, broadly educated men and women; career development and community service which provide students, whatever their age or place in life, with knowledge and skills applicable to their chosen vocations; and Quakerism which places special emphasis on helping individuals to examine and strengthen their values. We believe that the wise and humane use of knowledge requires commitment to society as well as to self. Th e Quaker heritage stresses spiritual receptivity, candor, integrity, compassion, tolerance, simplicity, equality, and strong concern for social justice and world peace. Growing out of this heritage the college emphasizes educational values which are embodied in a strong and lasting tradition of coeducation, a curriculum with intercultural and international dimensions, close individual relationships between students and faculty in the pursuit of knowledge, governance by consensus, and a commitment to lifelong learning. Guilford College expects each student to develop a broad understanding of our intellectual and social heritage, and at the same time to develop a special competence in one or more disciplines. Flexibility in the curriculum encourages each student to pursue a program of studies suited to personal needs, skills, and aspirations. While accepting many traditional educational goals and methods, the college also promotes innovative approaches to teaching and learning. Both students and faculty are encouraged to pursue high levels of scholarly research and creativity in all academic disciplines. Guilford particularly seeks to explore interdisciplinary and intercultural perspectives and to develop a capacity to reason eff ectively, to look beneath the surface of issues, to understand the presuppositions and implications of ideas, and to draw conclusions incisively, critically, and with fairness to other points of view. Th e college desires to have a “community of seekers,” individuals dedicated to shared and corporate search as an important part of their lives. Such a community can come about only when there is diversity throughout the institution—a diversity of older and younger perspectives, a diversity of racial and cultural backgrounds, a diversity of beliefs and value orientations. Th rough experiencing such diff ering points of view, we seek to free ourselves from bias. As a community, Guilford strives to address questions of moral responsibility, to explore issues which are deeply felt but diffi cult to articulate, and to support modes of personal fulfi llment. Th e college seeks to cultivate respect for all individuals in an environment where considered convictions, purposes, and aspirations can be carried forward. www.guilford.edu 5 6 Guilford College www.guilford.edu 7 8 Guilford College Table of Contents Chapter A Message from the President 3 Guilford College Statement of Purpose 5 Campus Map 6 I Introduction to the College 11 II Th e Academic Program: An Overview 17 III Graduation Requirements 25 IV Academic Departments and Programs 29 V Concentrations 157 VI Studies Abroad 193 VII Other Special Study Opportunities 199 VIII Center for Continuing Education 205 IX Learning Resources 217 X Admission and Fees 227 XI Financial Aid 239 XII Academic Regulations and Procedures 247 XIII Campus Life 261 XIV Awards 273 XV Personnel 279 Index 293 Th e Guilford College Catalog contains information about the educational climate, the academic programs and the campus life at Guilford College. In addition, it explains the degree requirements and academic regulations, describes the course off erings, and lists the faculty and administrative staff . Th e college reserves the right to change any provision, off ering, fee, or requirement at any time to carry out its objectives and purposes. Please refer to the Guilford College Catalog online at www.guilford.edu/catalog for updates. www.guilford.edu 9 10 Guilford College I. INTRODUCTION TO GUILFORD COLLEGE MISSION Loren Pope describes how there is “a Guilford’s purpose is to provide a special sense of family here.” He notes transformative, practical and excellent of the college that “it truly is a friendly liberal arts education that produces place,” while also being “a stimulating critical thinkers in an inclusive, diverse place where the teachers care, where they environment, guided by Quaker expect a lot, and where they provide the testimonies of community, equality, encouragement as well as the challenge integrity, peace, and simplicity and to get young people to do things they emphasizing the creative problem-solving had no idea they could do.” Guilford, he skills, experience, enthusiasm, and concludes, is “a fi ne example of a college international perspectives necessary to family that is doubling talents.” promote positive change in the world. We intend to continue to work Toward that end the college provides: toward being that community: a learning community defi ned somewhat • student-centered instruction that paradoxically by both challenge and nurtures each individual amid an nurture, a community which produces intentionally diverse community. compassionate graduates who are • a challenging academic program independent thinkers, risk-takers, and that fosters critical and creative change agents possessing a strong moral thinking through the development compass. of essential skills: analysis, inquiry, communication, consensus-building, CORE VALUES problem-solving, and leadership. Th e college’s seven core values • a global perspective that values people are based on, and consistent with, the of other cultures and the natural fi ve Quaker testimonies. Indeed, three environment in which we all live. testimonies—community, equality, and • a values-rich education that explores integrity—are also core values. Core values the ethical dimension of knowledge are the essential and enduring tenets of the and promotes honesty, compassion, organization. integrity, courage, and