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 respect for the individual. • Community. We are committed • access to work and service to the cultivation of positive opportunities that forge a connection relationships between, and common between thought and action. experiences among students, faculty and staff . Guilford seeks above all to create a special kind of learning community. • Diversity. We are committed to We are not perfect at this. Our goal of creating an academic institution creating independent thinkers and change where a variety of persons and agents necessarily pulls against the needs perspectives are welcome. We of community, and our great diversity of are committed to providing an backgrounds sometimes works against our environment where students from professed acceptance of and equal respect non-white cultures and backgrounds for all individuals. We are as a community may succeed. at best in a perpetual state of becoming. Nevertheless, in writing about • Equality. We are committed to Guilford in Colleges that Change Lives, creating an institution and a society www.guilford.edu 11 where everyone is appreciated and important problems (especially when judged based on their contributions motivated by student curiosity). Th is and performance rather than gender, “principled” approach emerges from race, religion, sexual identity or Guilford’s core values and Quaker socio-economic condition. Th rough testimonies. the work of this institution, we will Th e purpose of PPS is to focus both create awareness of and work Guilford’s mission in both the curricular especially to eliminate individual and and extracurricular life of its students institutional racism. towards the practical liberal arts. Th is commitment requires Guilford students • Excellence. We are committed to to learn to address problems critically, setting high standards of academic creatively, constructively, with courage and rigor in courses, and creating high conscience. expectations for achievement by PPS may be approached in one or a everyone in our community. We combination of the following with these seek the personal and intellectual layers building on each other: transformation of our students. • Foundations: critical thinking • Integrity. We are committed to analysis, skills, and values. Guilford creating a community that acts with students are able to generate valuable honesty and forthrightness, holding questions and approach problems and ourselves to high academic and ethical issues by writing well, making use standards and dealing with everyone of quantitative data, understanding with respect. historical context, possessing ethical sensitivity, learning from cross- • Justice. We are committed to the cultural experiences, and combining peaceful resolution of confl ict, sharing creativity, imagination and discipline. of economic and natural resources and parity in educational opportunity. • Practice: case studies in the classroom. Problem-solving skills are • Stewardship. We are committed to honed and defi ned through the use of making decisions that will ensure the real and hypothetical examples. long-term survival of this institution. We must maximize the value of • Application: real people addressing our human, fi nancial, and physical real world problems. resources in ways consistent with our Quaker heritage. CAMPUS Guilford students live and attend classes on a wooded, 340-acre campus in PRINCIPLED PROBLEM northwest Greensboro, North Carolina. SOLVING Most college buildings show a Georgian Principled Problem Solving infl uence. Th e campus includes a forest, is a central, unifying theme of the exercise and nature trails, and a small lake. transformative education of the Guilford Th ese contribute to the college’s quiet, curriculum. It uses the knowledge, skills, serene, and friendly atmosphere. and life experience of faculty, students, staff and community members to address a broad range of “real world” and other

12 Guilford College THE STUDENT BODY governs the admission of these students. Guilford students come from all Th e standard policies on academic across the United States and 15 other standing and the prescribed graduation nations. requirements also apply. About 1,300 students are traditional-age undergraduates, with THE FACULTY another 1,300 enrolled in degree programs Guilford attracts teachers of part time or full time through the outstanding ability, creativity, and Center for Continuing Education and an enthusiasm. Th e faculty consists of 127 additional 90 enrolled in the Early College full-time members supplemented by a at Guilford. number of qualifi ed part-time instructors. About 52 percent of the residential Th e Guilford faculty has excellent student body is female; 48 percent, male. professional credentials. Approximately In general, residential students are between 78 percent have received doctoral or 18 and 22 years old, attend college full equivalent terminal degrees from leading time, and live in college residence halls. universities in the United States and About one-third come from independent several other countries. secondary schools and the rest from With an average student-faculty ratio public high schools. All major religious of 16:1, students can consult with their denominations are represented. teachers about their studies and careers. Students enrolled through the Center Students and faculty interact on a fi rst- for Continuing Education are 23 years of name basis and friendships between them age or older. Many enter after having been are common. Th ey often share professional out of school for several years and carry and avocational interests inside and full-time employment responsibilities. outside the classroom and join together in About half of these students study part campus and community activities. time to complete their degrees or to Th e faculty’s primary commitment increase their professional competence. is to undergraduate teaching. Th ey see Some already have bachelor’s degrees and learning as a common venture with are broadening their skills or working in students into life’s key questions. areas of special interest for certifi cates of study. Most continuing education students QUAKER HERITAGE commute to campus and may attend In 1837, Guilford opened its doors as classes during day or evening hours (see New Garden Boarding School founded by Chapter VIII). the Religious Society of Friends, known as Guilford recognizes the special Quakers. abilities of college students with physical In 1888 the academic program was impairments and learning diff erences. greatly expanded and the school renamed Th rough the Academic Dean’s Offi ce, the Guilford College. Today, Quakers make college endeavors to serve the individual up about nine percent of Guilford’s learning needs of any such student upon traditional-age student body and request. Th e request should be supported approximately eight percent of the faculty by appropriate medical documentation. and administrative staff . Th e college Th e plan for these students may adjust continues to appreciate and honor its the normal instructional process with Quaker heritage as the foundation for its un-timed exams or innovative approaches character, distinctiveness, and quality. to assignments. Th e Learning Commons Quakerism has traditionally coordinates and refers resources for represented a mode of life rooted in these students. Guilford’s normal simplicity, one that highly regards the nondiscriminatory admission policy www.guilford.edu 13 individual, peace, and social concern. It internationally known Friends to campus also has been a mode of inquiry, a search through Distinguished Quaker Visitor for truth by the individual sustained by the programs. Friends Center programs are whole community of seekers. supported by the generous contributions Th ese characteristics have nourished of members of the two North Carolina the college from its beginnings. Guilford’s Yearly Meetings of Friends, by those of original purpose was to train responsible other concerned Quakers, and by the and enlightened leaders, both women college. and men. Its method was the liberal arts, viewed not as a static body of knowledge Campus Ministry. Consistent with the but as a stimulus to intellectual and college’s Quaker heritage, the Campus spiritual growth. Ministry Offi ce works to facilitate campus Th e Friends tradition harmonizes religious organizations of all faiths, provide well with the college’s atmosphere of free assistance for emerging groups, encourage inquiry. Liberal education requires an dialogue among diff erent religious groups, atmosphere of academic and personal and aid community members in the freedom, founded on intellectual and process of spiritual discernment. Ongoing moral responsibility, and an atmosphere of programs include small group “seekers commitment to ethical values and human sessions,” daily and weekly worship beings. Th e combination of these qualities opportunities, fall and spring break contributes to Guilford’s character. work trips, teas, forums, and the annual Th rough the years Guilford has Religious Emphasis Week. remained true to the vision of its Quaker founders. It has continually sought new Th e Quaker Leadership Scholars methods of challenging students, bringing Program. Th e Quaker Leadership Scholars them into contact with vital ideas and Program (QLSP) enables members of the experiences, and helping them to arrive at Religious Society of Friends to combine their fullest potential as individuals and as their academic pursuits at Guilford members of society. with community activities in a way that strengthens their involvement with Friends Center at Guilford College. Friends. Participants commit to a four-year Th e Friends Center at Guilford College program involving mentoring, small-group was established by the Board of Trustees discussions, spiritual direction, leadership in 1982 to strengthen the bonds of the development, Quaker studies, and college with the Religious Society of internships. Financial assistance for college Friends. Th e center provides opportunities costs and participation in a wide variety for education and information about of Quaker activities is provided. QLSP Quakerism, in addition to serving is a cooperative program of the Guilford as a Quaker resource center for the Initiative on Faith and Practice, the southeastern United States. Friends Center Student Financial Assistance and Planning sponsors the Guilford campus ministry Offi ce, and the Admission Offi ce, with program, the annual campus Quaker assistance from Friends Center. Festival Week, and the Quaker Renewal For more information, see chapter XI. Program in the wider Friends community. An advisory committee composed of representatives from the college and two North Carolina Yearly Meetings works with the center’s staff to develop Quaker studies programs on and off campus. Th e center also brings nationally and 14 Guilford College THE GUILFORD COLLEGE THE CITY AND ITS EDUCATIONAL COMMUNITY ENVIRONMENT Guilford is located in northwest Greensboro, third largest city in HISTORY North Carolina. Th e city’s population Th e land, described as “this majestic is approximately 232,000, with wilderness,” was settled in the 1750s by approximately 1.3 million people living in Quakers who named it New Garden. John the metropolitan area. Woolman, the Quaker missionary who Within a 25-mile radius are located visited the settlers shortly thereafter, called seven other colleges and universities them “planters of truth in the province.” at which Guilford students may take During the American Revolution courses: Bennett College, Elon University, this peaceful scene was disturbed by the Greensboro College, Guilford Technical decisive Battle of Guilford Courthouse, Community College, High Point four miles to the north. Quakers cared for University, North Carolina Agricultural the wounded of both sides and buried the and Technical State University, and dead in New Garden Meeting’s cemetery. the University of North Carolina at Today one can see a marker to the Greensboro. Lectures, concerts, symposia, unknown British soldiers interred there as and fi lms off ered by these institutions are well as visit the battlefi eld, now a national usually open to Guilford students. military park. Th e Eastern Music Festival and By the 1830s the majority of Quakers School, in residence on the Guilford in North Carolina lived in and around College campus, provides an exceptional Guilford County. Th ey decided to summer concert series with presentations establish a school on a coeducational basis on campus by professional as well as that was chartered in 1834 and opened in student musicians. 1837 as New Garden Boarding School. Close to Guilford are New Garden Th e campus was later in the vicinity of the Friends Meeting, Friendship Friends Underground Railroad as well as a center Meeting, and Friends Homes (a retirement of resistance to Confederate conscription community that provides highly skilled and requisitioning eff orts. Th e school never volunteers in several areas of college life as closed during the Civil War, and during well as internships and employment for Reconstruction, with support from Friends Guilford students). North Carolina Yearly in the North and Great Britain, soon Meeting offi ces are nearby and serve the recouped its strength. college community in various capacities. Th is led to the development of Also in close proximity to the Guilford College, the fourth oldest college is New Garden Friends School, degree-granting institution in North which rounds out the multi-generational Carolina. Th e college remained largely community surrounding Guilford and isolated until the 1920s, when the old provides additional internship and research trail to Greensboro became Th e Friendly possibilities. Road. Th e street name still symbolizes the long-standing friendship between town and gown. Today the campus is an area of greenery, quiet, and scholarship within THE CLIMATE Greensboro’s city limits. It is one of the Th e local climate is mild and generally very few college campuses in the nation pleasant, making it possible to engage in listed by the United States Department of outdoor sports during every month of the Interior as a National Historic District. the year. Winters are sunny, and although there may be some snowfall, extremely www.guilford.edu 15 cold weather is rare. Spring comes early, miles west; from Interstate 40, two miles with fl owering trees and shrubs from early south; or from Interstate 85, eight miles March through June. Autumn is especially southeast. A nearby Amtrak station aff ords congenial. daily access to major cities throughout the Southeast. ACCESSIBILITY Th e college is within a half-day’s drive Guilford is easily reached from the of both the seacoast and the Great Smoky Piedmont Triad International Airport, fi ve mountains.

16 Guilford College II. THE ACADEMIC PROGRAM: AN OVERVIEW AND INTRODUCTION Guilford stresses breadth and rigor are chosen to promote dynamic exchange in its academic program. As a Quaker- among students and between students and founded college, it off ers an educational faculty. experience that emphasizes the study of Th roughout, Guilford places human values and the inter-relatedness of the individual student at the core the world’s knowledge and cultures. of its educational mission. In an Th e curriculum prescribes for all environment committed to the value students a basic framework from which of interdependence, each student is they choose courses. Th is framework encouraged to develop an individual consists of a set of general education viewpoint through the sharing of ideas requirements and 39 major fi elds in which with other members of the college’s students can pursue studies in depth. intentionally diverse community. Guilford also supports students in creating individualized programs and in • Challenge to engage in creative and selecting studies that will best contribute critical thinking to their own development and interests. Guilford emphasizes these activities: Faculty advisers readily assist students in identifying and solving problems; exploring their interests and abilities and delving below the surface of things in relating their courses of study to future to understand phenomena in their plans. complexity; considering how frameworks Students with varied talents and aims and perspectives aff ect observations and may profi t from diff erent methods of analyses; appreciating the interplay of instruction. Guilford deliberately off ers believing and doubting; and combining a selection of educational experiences: intuition, imagination, and the aesthetic courses combining lectures with discussion sense with reasoning, quantitative analyses, or laboratory; seminars demanding more and factual knowledge. direct participation by the student; and Students learn not only to develop opportunities for independent study. and synthesize ideas but also to articulate Th e college encourages off -campus them clearly via the spoken and written learning and foreign study, and advisers word and other forms of creative help students design internships in the expression. In particular, Guilford community as a way of relating study and emphasizes writing as a mode of both work experiences. learning and communicating, and thus students write intensively throughout THE FIVE ACADEMIC their years here. Guilford especially values courses that connect diff erent PRINCIPLES ways of knowing: hence the college’s interdisciplinary emphasis. Th ese principles govern all courses and other educational experiences at the • Cultural and global perspectives college: Guilford strives to prepare students to be citizens of the world. Th us the • Innovative, student-centered learning curriculum is designed to encourage Guilford embraces eff ective and students and faculty to respect and adventurous pedagogy. Learning formats learn from people of other cultures www.guilford.edu 17 and also to foster an understanding of THE CURRICULUM ecological relationships within the natural environment. By interacting with people Th e curriculum consists of fi ve tiers: from diff erent cultures and gaining Foundations, Explorations, Major, sensitivity to other ways of life, students Concentration, and Capstone. deepen their academic investigation of Each student normally completes Western and other traditions. In the 12 general education requirements process, students are challenged to envision (Foundations, Explorations, Capstone), better societies and to work collectively eight courses for the major, and four for with others toward mutual benefi t. the concentration. Often, courses for the major and concentration will double- • Values and the ethical dimension of count with Foundations, Explorations, and knowledge Capstone courses, meaning that ordinarily Th e Quaker ethos deeply infl uences a student will have to take fewer than the academic program as it does all other 12 separate courses to satisfy the general aspects of college life. In particular, education requirements. the curriculum nurtures the spiritual Th e remaining courses that a student dimension of wonder, the pursuit of takes in order to accumulate a minimum meaning in life, and sensitivity to the of 128 credits for graduation are electives, sacred. It also promotes consciousness of although s/he may also choose to use these those values necessary to successful inquiry: courses to establish a second major or honesty, simplicity, equality, tolerance. concentration. Th e college’s courses explore the Students who expect to study abroad ethical dimension of knowledge. Th is or who plan to spend a semester off often requires close attention to such issues campus in an internship program should as gender, race, ethnicity, religion, social plan ahead carefully to fulfi ll requirements. justice, and socioeconomics in historical Please see page 23 for a list of the and contemporary contexts. general education requirements

• Focus on practical application: vocation and service to the larger community I. FOUNDATIONS Noting Quaker founder George Fox’s call for schools to teach “things civil and Th ese four required skills and useful,” Guilford’s teachers help their perspectives courses provide solid students choose majors and sequences of grounding in Guilford’s fi ve academic supporting courses that fi t their interests principles. Th ey also provide a platform for and aptitudes and lead to work and service subsequent work in each of the College’s possibilities that will bring personal areas of study. fulfi llment and challenge. Th e college also upholds each individual’s obligation to the Th e First Year Experience (FYE). larger community: thus its commitment to Th is seminar introduces the Guilford personal responsibility, social justice, world curriculum and engages students in peace, service, and ethical behavior. Rooted signifi cant interactive and values-based in the Society of Friends’ social testimonies, inquiry. With a focus on speaking, the college aims to help its graduates learn listening and experiential learning, each to evaluate the eff ects of their actions and FYE course explores an interdisciplinary the implications of their decisions. content area. FYE also aids in the academic and social transition to college life. Th e seminar stresses learning strategies, time management, computing, choice of career 18 Guilford College and major, library use, and the honor code include critical and research writing and and academic honesty. Th e instructor for responsible use of the Internet. the course serves as the student’s academic adviser until the student declares a major. Foreign Language. Th is innovative one- CCE students are exempt from this semester course provides an intensive, requirement. interactive experience in learning a foreign language and culture that prepares College Reading and Writing: Many students to continue to be lifelong learners Voices. Th is course provides a main site of languages and cultures. All incoming for identifying and working on the reading students without relevant transfer credit and writing skills that students need as take a language placement exam designed members of the Guilford community. by the foreign languages department; those Course emphases include invention, who score below the minimum (see below) arrangement, style, revision, and editing, take the course. Courses are off ered in as well as college-level reading strategies. French, German, Japanese, and Spanish. Embracing the value of multicultural In order for the foreign language issues and perspectives in our society, the requirement to be waived, a Guilford theme of the course is “Many Voices.” student must qualify for learning disability Readings celebrate a range of diverse as defi ned by the state of North Carolina. populations that collectively defi ne the If the foreign language waiver is granted, American landscape, groups including the student must substitute a course with Native Americans and Americans of an international or intercultural emphasis. African, Asian, Hispanic, Jewish, and Arab Foreign students whose native descent. language is not English will be exempted Students needing to enhance their from the foreign language requirement. basic writing skills (as determined by No credit will be awarded for their native verbal SAT/ACT and/or placement language unless they wish to enroll in an essays) fi rst enroll in English 101 (Writing advanced-level course. Seminar). Assuming that they earn a grade SPANISH PLACEMENT EXAM of at least C- in English 101, they then Score Suggested Placement take English 102 (College Reading and below 286 Spanish 101 Writing: Many Voices) second semester 286-374 Spanish 102 and Historical Perspectives the fi rst 375-440 Spanish 201 semester of their sophomore year. above 440 Spanish 220 Students wishing to hone their writing skills after fi rst-year English are GERMAN PLACEMENT EXAM encouraged to take one of the English Score Suggested Placement Department’s advanced courses or writing- below 328 German 101 intensive courses off ered throughout the 328-416 German 102 curriculum. 417-548 German 201 above 548 German 202 Historical Perspectives. Th is course focuses on historical change and how FRENCH PLACEMENT EXAM individuals and groups both initiate Score Suggested Placement change and respond to social, economic, below 280 French 101 and political forces. Taught by professors 280-357 French 102 from across the college, Historical 358-392 French 201 Perspectives courses link with College above 392 French 202 Reading and Writing in a two-semester THERE IS NO PLACEMENT EXAM fi rst-year writing sequence. Course focuses FOR JAPANESE. www.guilford.edu 19 Quantitative Literacy. All incoming complete three specially designated critical students whose math SAT score is below perspective courses. Th ese three courses 650 will take a quantitative literacy test. can double-count with either the breadth Students who score below the minimum courses, the historical perspectives course, have the option to retake the test or the major and concentration courses, or take a two-credit course that focuses on the capstone course. Th e three categories quantitative literacy (e.g., working with are: numbers; interpreting graphs and tables; working with measurement; understanding 1. Intercultural, which focuses on an surveys and experiments). Students can approved course on Africa, Asia, or also satisfy the requirement by passing any Latin America mathematics course off ered at Guilford or a transfer course equivalent. 2. Social Justice/Environmental Responsibility, which focuses on race, class, gender, sexual orientation, II. EXPLORATIONS or the environment

Students take specially designated 3. Diversity in the U.S., which breadth courses in each of the college’s explores sub-cultures within the fi ve areas of study. Th e following list United States. identifi es the areas of study as well as the academic departments belonging to each (interdisciplinary programs like African III. THE MAJOR American Studies and Environmental Studies span the areas of study but are not In addition to completing the primarily located in any one of them): Foundations and Explorations courses required by Guilford College, each student • Arts selects, in consultation with the adviser, Art, Music, Th eatre Studies a major fi eld of specialization, and a concentration. It is expected that students • Business and Policy Studies will declare a major no later than the end Accounting, Business Management, of their sophomore year. Exceptions must Justice and Policy Studies, be discussed with and approved by the Sport Studies Associate Academic Dean. Guilford off ers majors in 39 academic • Humanities fi elds. Students may pursue options English, Foreign Languages, History, outlined below, including disciplinary Philosophy, Religious Studies majors, double majors, joint majors, or interdisciplinary majors. All courses • Natural Sciences and Mathematics required for the major must be passed with Biology, Chemistry, Geology and Earth a C- or better. Sciences, Mathematics, Physics Departmental Majors • Social Science Majors in some specialized fi elds Economics, Education Studies, Political (such as art, education studies, business Science, Psychology, Sociology and management, music, and theatre studies) Anthropology require more than the minimum eight courses. Additionally, each student must Degree programs in accounting, business management, community and 20 Guilford College justice studies, computer information • interdisciplinary majors cannot be systems, criminal justice, education (k-6), used as one of the two majors. education (9-12), forensic biology, history, political science, and psychology may Any student designing a joint major with be completed through either daytime or fewer than 32 credits in one or both of evening classes. the majors must submit a petition to each of the departments involved at least Double Majors a semester in advance of the intended A double major is a major in two graduation date. After both departments diff erent departments or curricular areas. approve the petition, listing all prescribed A student who, with the consent of an courses, the student then takes the petition adviser, desires to complete a double to the Associate Academic Dean for fi nal major will complete all requirements for approval. each of the two majors. No concentration Th ere are normally two types of joint is required. If the majors off er diff erent majors. degrees (A.B., B.S., B.F.A.), only one degree may be received. Both majors 1. Students may joint-major in will be listed on the student’s permanent two closely related fi elds, such as transcript. mathematics and physics, taking If a student returns to Guilford some courses that are appropriate following graduation to complete a second for both. Or a student wishing major, the designation of the original to major in psychology and in major will not be changed, but a notation sociology and anthropology will be made that the requirements for the might petition for a joint major second major have been met. utilizing the course in Class, Students who double-major must take Race, Gender for both. a minimum of eight courses for each of the two majors. 2. Students may, with the advice and consent of two departments, Joint Majors wish to focus upon two very A student may choose to petition for a diff erent areas, perhaps on one of joint major in two departments, involving the traditional arts and sciences a waiver of the 32-credit requirement for a and on one of the preprofessional major, subject to the following limitations: fi elds. Such a student might petition for a joint major, for • the total number of credits earned for example, in art and business the combination of the two majors management. cannot be fewer than 56 and for either one of the majors cannot be fewer than Interdisciplinary majors 24. A student selecting an interdisciplinary major completes at • both departments involved in the joint least eight courses (32 credits) in that major must approve of the joint major, fi eld as specifi ed by the program. With and either department may prescribe the exception of Integrative Studies, all any or all courses which must be interdisciplinary majors require that completed satisfactorily. students double-major with a disciplinary major. Both majors must be completed at • the Associate Academic Dean must Guilford. approve the joint major. www.guilford.edu 21 IV. CONCENTRATIONS Th roughout their time at Guilford, students will develop skill competencies in In addition to the major course work, the following specifi c areas: each student takes a focused collection of a minimum of four courses that • Writing either provide a second, mini-depth area • Oral Communication or involve study related to the major. • Research Students are free to take any concentration • Information Technology as long as it does not have the same name • Quantitative Reasoning as the major: thus an English major would not be able to use an English Th e platform for these competencies concentration to satisfy the concentration occurs generally in the Foundations requirement. Concentrations may be either courses; students then continue to disciplinary or interdisciplinary. develop these competencies throughout Students declare a concentration no their course of studies. Th e IDS 400 later than the end of the fourth semester course represents the completion of this of college study or, for part-time or development at Guilford. continuing education students, before NOTE: Students must have completion of 32 credits. Junior transfers completed a minimum of 88 credits in should complete this planning on or order to enroll in an IDS 400 course. shortly after entering Guilford. Please see the online college catalog for a New concentrations are proposed to current list of approved IDS 400 courses. the Curriculum Committee when interest is generated among students and faculty. VI. ELECTIVES NOTE: Students must earn at least 48 credit hours to complete a major and Suffi cient electives are needed to fi ll a concentration: at least 32 hours for out the minimum of 128 credits needed the major and at least 16 hours for the for graduation. Th e number of elective concentration. A minimum grade of at credits required depends upon advanced least D- is required for all courses. Credit/ placement in foreign languages and ability No Credit courses do not count toward to “test out” of other required courses, and the concentration. upon the number of courses in the major and concentration. Electives may be taken See Chapter V for additional in any department or fi eld to supplement information on concentrations. the student’s major interests.

V. CAPSTONE (IDS 400) ACCREDITATION AND Each student, during his or her AFFILIATION senior year at Guilford, will take an Interdisciplinary Studies (IDS) course with Guilford College is accredited by the a 400-level prefi x (e.g., IDS 412: Nature, Commission on Colleges of the Southern Culture, Religion). Th e course will allow Association of Colleges and Schools (1866 students to draw upon the knowledge and Southern Lane, Decatur, Georgia 30330- skills gained from previous college work 4097; Telephone number 404-679-4501; and explore issues that cross traditional www.sacscoc.org) to award baccalaureate disciplinary lines. Cross-disciplinary degrees. It is also affi liated with the writing will be a principal focus. Council on Post-secondary Education. 22 Guilford College Guilford is on the list of colleges and the North Carolina Adult Education universities approved by the American Association, the National Association of Medical Association, and the teacher Independent Colleges and Universities, education program is accredited by the the North Carolina Association of North Carolina Department of Public Independent Colleges and Universities, the Instruction and the National Council for North Carolina Honors Association, the the Accreditation of Teacher Education. National Collegiate Honors Council, the Credits earned at Guilford are Friends Association for Higher Education, accepted at face value in admission to Th e College Board, the Southern graduate and professional schools and in University Conference, and the North certifi cation of teaching. Carolina Association of Colleges and Guilford holds membership in a Universities. number of organizations formed by It is listed in the Baccalaureate colleges and universities: the Association Colleges-Liberal Arts category by the of American Colleges and Universities, Carnegie Foundation for the Advancement the American Council on Education, of Teaching.

REQUIRED GENERAL EDUCATION COURSES

FOUNDATIONS First-Year Experience (FYE 101) – 1 course College Reading and Writing: Many Voices (ENGL 102) – 1 course Historical Perspectives – 1 course (may double-count with major or concentration) Foreign Language 101 – 1 course Quantitative Literacy (test placement or 2-credit quantitative course or any math course)

EXPLORATIONS – BREADTH (courses may double-count with major or concentration) Arts – 1 approved course Business & Policy Studies – 1 approved course Humanities – 1 approved course Natural Science & Mathematics – 1 approved course (must be a Lab Science course) Social Science – 1 approved course

EXPLORATIONS – CRITICAL PERSPECTIVES (courses may double-count with Breadth, Historical Perspectives, the major, the concentration, or IDS 400) Intercultural – 1 course Social Justice/Environmental Responsibility – 1 course Diversity in the U.S. – 1 course

SENIOR INTERDISCIPLINARY COURSE (may only double-count with Critical Perspectives, concentration, or interdisciplinary major) Interdisciplinary Studies (IDS 400) – 1 course www.guilford.edu 23 24 Guilford College III. GRADUATION R EQUIREMENTS; DEGREES AND CERTIFICATE PROGRAMS OFFERED GRADUATION DEGREES OFFERED REQUIREMENTS Guilford off ers a variety of For the baccalaureate degree, students baccalaureate degrees. Th e Bachelor of Arts must: degree may be awarded in any of 28 major fi elds; the Bachelor of Science, in 15; the • earn a minimum of 128 credits (usually Bachelor of Fine Arts, in one. 32 courses) with at least a C (2.00) See the Table of Degrees/ Majors average. Off ered, page 28. • enroll at Guilford for a minimum A student majoring in chemistry or of 32 semester credits. geology is awarded a Bachelor of Arts • complete half their major and degree unless extra work is done to earn concentration courses at Guilford or one a Bachelor of Science degree. Students of the consortium institutions. majoring in mathematics may choose • spend their last semester of study at the either a Bachelor of Arts or a Bachelor of college. Science degree. • fi le their applications for degree An art major may pursue either a candidacy online at least one semester Bachelor of Arts or a Bachelor of Fine Arts. before the anticipated date of graduation. COOPERATIVE OR DUAL- NOTE: Th is catalog uses the terms “credits” and “credit hours” synonymously. DEGREE PROGRAMS

Students taking academic courses Cooperative programs are those in on a credit/no credit basis qualify which students take a portion of their for graduation if they maintain a C undergraduate work (usually three years) (2.00) average in regularly graded courses at Guilford, completing an additional one and pass those graded “CR/NC.” to two years at the cooperating institution. Th e “C-credit Accumulation Plan” At the end of the specifi ed period of time, is an alternative to the four-year degree the student receives a baccalaureate degree and is normally adopted after a period from Guilford and a more specialized of academic separation from the college. professional certifi cate or degree from the Th e plan requires prior approval and second school. the completion of 128 credits (64 hours Admission to Guilford does not at Guilford) with a grade of C (2.00) automatically qualify students for or higher in each course. While only admission to a cooperative program. grades of C (2.00) and better count toward Students must apply to the schools graduation, a grade below C results in sponsoring programs that interest them, permanent dismissal. Transcripts for and their admission is the prerogative of student on the plan indicate actual grades. those schools.

Engineering A student who seeks to complete an engineering degree may take courses at www.guilford.edu 25 Guilford in mathematics, physics, and does not guarantee admission to Duke. chemistry, as well as from the liberal arts Students who wish to enter the Nicholas general education requirements. If the School of the Environment, whether student maintains a grade-point average after the junior year or completion of the above 3.00 at the end of the sophomore or baccalaureate, must submit an application junior year, she/he may choose to transfer for admission by February 15 preceding to an engineering college or to continue the academic year in which they desire to and earn a degree at Guilford. Since begin study at Duke. requirements for this program are very An undergraduate major in one of specifi c, interested students should consult the natural or social sciences, business, or with the adviser of the program, if possible environmental science is good preparation before their fi rst semester. Adviser: Th omas for study at Duke, but students with other P. Espinola, Physics Department undergraduate majors are considered for admission. All prospective students Environmental Management and should have at least one introductory Forestry course in ecology, calculus, statistics, Th e college off ers a cooperative and microeconomics, and a working program with Duke University leading to knowledge of microcomputers for word graduate study in natural resources and processing and data analysis. Adviser: Lynn the environment. Th e program accepts J. Moseley, Biology Department. students after three years of undergraduate study or upon completion of the baccalaureate degree. At Duke’s Nicholas School of the PREPROFESSIONAL OPTIONS Environment, students can pursue a professional Master’s degree in Pre-Medicine, Pre-Dentistry Environmental Management or Forestry, Students interested in careers in or a doctoral degree in Coastal Systems medicine, dentistry, podiatry, osteopathy, Science and Policy, Earth and Ocean chiropractic, pharmacy, or optometry Sciences, or Environmental Sciences and fulfi ll the prerequisites at Guilford for Policy. professional school admission. Health With appropriate guidance, highly professions advisers provide detailed qualifi ed students can reach a satisfactory information on various careers, as well level of preparation for graduate work in as on professional school admission the School of the Environment after three requirements, application procedures and years of coordinated undergraduate study. special programs for minority students. Th e student must fulfi ll all the general Also available are application materials, education requirements by the end of the fi nancial aid information, and study junior year at Guilford. At the end of two materials for entrance examinations (such full-time semesters at Duke, the student as Medical College Admission Test and will have completed the undergraduate Dental Admission Test). degree requirements, and a degree will be A health professions adviser assists awarded by Guilford College. After four the student in planning an individualized semesters at Duke, in which a minimum program of study which, for most career of 48 credits is earned, the student may fi elds, includes at least one year each of receive one of the professional degrees, biology, inorganic chemistry, organic either the Master of Forestry or Master of chemistry, mathematics, and physics. Environmental Management, from Duke’s Pre-medicine and other pre-health School of the Environment. students may major in the fi eld of their Th e cooperative college program choice while obtaining specialized courses 26 Guilford College needed for graduate study. Advisers: Lynn require solid performance on the Law J. Moseley, Biology Department, Anne School Admission Test (LSAT) and a 3.00 G. Glenn, Chemistry Department, and or higher grade-point average. Charles G. Smith, Biology Department. Th e Websterian Pre-Law Society provides practice LSATs, regular meetings, Pre-Veterinary Medicine guest speakers, and visits to nearby law Students receive solid preparation schools. Internships at local agencies at Guilford College for admission to a and law fi rms are coordinated by the school of veterinary medicine. To complete pre-law adviser. Adviser: Lisa J. McLeod, prerequisites for application, students Philosophy Department. usually major in biology. Some veterinary schools also require a course in animal Pre-Ministerial science, which Guilford students can take Th e Religious Studies Department at North Carolina A&T State University off ers preparation which may lead to through consortium arrangements. a career in the ministry or religious Adviser: Lynn J. Moseley, Biology education. A broad range of courses, Department. preparing the student to enter theological school directly upon graduation, includes Pre-Law History of Christianity, Old Testament and Students planning to attend law New Testament, Contemporary Th eology, school are urged to contact Guilford’s Quakerism, and various explorations in pre-law adviser and to participate fully in modern religious problems. Studies in the activities of the Websterian Pre-Law comparative religions are off ered regularly. Society. Students are encouraged to contact Adviser: John H. Stoneburner, Religious the adviser early in their undergraduate Studies Department. studies for both academic and law school admission advice. NOTE: As a Quaker-founded college, Th ere is no prescribed or preferred Guilford supports the peace testimony major for pre-law students, but law schools of Friends and does not off er or support seek students who have demonstrated courses in military science. Such courses mastery of their chosen fi elds of study are available on an audit basis at North and complete a balanced liberal arts Carolina Agricultural and Technical State education. Pre-law students are urged to University, also located in Greensboro, include foreign languages, the basics of for Guilford students who want to enroll accounting, political theory, logic (formal through the consortium cross-registration or informal), economics, and analytical program. writing and critical thinking among their undergraduate courses. Many law schools

www.guilford.edu 27 DEGREES/MAJORS OFFERED Majors Degrees Accounting** B.S. African American Studies+ A.B. Art A.B. B.F.A. Biology B.S. Business Management** B.S. Chemistry A.B. B.S. Community and Justice Studies** B.S. Computer Information Systems** B.S. Computing and Information Technology+ B.S. Criminal Justice ** B.S. Economics A.B. Education Studies+** A.B. English A.B. Environmental Studies+ A.B. Exercise and Sport Studies B.S. Forensic Biology** A.B. French A.B. Geology A.B. B.S. German A.B. German Studies A.B. Health Sciences+ B.S. History** A.B. Integrative Studies A.B. International Studies+ A.B. Life Sciences A.B. Mathematics A.B. B.S. Music A.B. Peace and Confl ict Studies+ A.B. Philosophy A.B. Physics B.S. Political Science** A.B. Psychology** A.B. Religious Studies A.B. Sociology and Anthropology A.B. Spanish A.B. Sport Management B.S. Sports Medicine B.S. Th eatre Studies A.B. Women’s Studies+ A.B. ** Denotes degree programs that may be completed entirely through either day or evening classes. + Requires a double major; second major must be in a disciplinary fi eld. 28 Guilford College IV. ACADEMIC DEPARTMENTS AND MAJORS Th e “course” is the basic unit of French (see Foreign Languages) instruction and measurement of academic Geology and Earth Sciences progress at Guilford College. Almost all German (see Foreign Languages) courses carry four credits (the equivalent of German Studies (see Foreign Languages) four semester hours). Exceptions include Health Sciences some sport studies courses, independent History study projects, internships, and seminars. Integrative Studies Normally, 100-level courses are International Studies introductory courses, 200-level courses Life Sciences (see Biology) are sophomore courses, and 300- and Mathematics 400-level courses are junior and senior Music courses. First-year students may not enroll Peace and Confl ict Studies in 300- or 400-level courses unless they Philosophy demonstrate exceptional maturity or Physics background in the discipline. Political Science Courses are generally off ered by Psychology academic departments, which make Religious Studies available coherent patterns of courses Sociology and Anthropology for students to take to complete the Spanish (see Foreign Languages) requirement for a major. Interdisciplinary Sport Management (see Sport Studies) majors are also available. Sports Medicine (see Sport Studies) Guilford off ers 39 majors, which Th eatre Studies include: Women’s Studies

Accounting Course off erings of departments and African American Studies interdisciplinary programs are listed in this Art section. Th e following order is observed: Biology course number, descriptive title, any Business Management cross-listing(s) of the course, and credits Chemistry awarded for the course. Noted at the end Community and Justice Studies (see of the course description are prerequisites Justice and Policy Studies) and any general college requirements to Computer Information Systems (see which the course applies in the current Business Management) curriculum. Computing and Information Technology Criminal Justice (see Justice and Policy Studies) Economics Education Studies English Environmental Studies Exercise and Sport Studies (see Sport Studies) Forensic Biology (see Biology) www.guilford.edu 29 ACCOUNTING (ACCT) full-time traditional student to register for an extra two hours of college credit (for Raymond E. Johnson, Associate Professor, free) in each of the last fi ve semesters at Chair the college. Th ese modules are taught on William A. Grubbs, Sulon Bibb Stedman videotapes and on an independent study Professor of Accounting, basis. H. Garland Granger III, Associate Professor Th e major advantage of the 138-hour Art Boyett, Visiting Assistant Professor program is that it allows the student to attend summer school for one summer, Th e increasing complexity of business, complete the 150-hour requirement, and government, and industry demands that save the cost of a fi fth year of college. able, well-educated persons be available Using this program, a Guilford student to assume positions of responsibility. Th e may graduate with a degree in accounting, preparation that accounting students sit for the CPA Exam, and complete the receive at Guilford–the breadth of liberal 150-hour requirement within four years arts–is designed to qualify them to cope and a summer of study. successfully with today’s ever-changing environment. Graduates of the program Major Requirements. Th e accounting can seek the challenge of a career in public major provides a structure within which accounting or respond to the demand for students gain exposure to the primary persons in industrial and governmental area of accounting and receive a basic accounting. Others choose to use their grounding in statistics, economics, accounting background as a way of joining computers, and fi nance. Th e entire the ranks of management in various major consists of 13 courses (52 credit organizations. hours): eight accounting courses and fi ve Common Body of Knowledge courses. Degrees Off ered. A Bachelor of Science Th e eight required accounting courses degree is off ered. Th e Bachelor of Science are ACCT 201, 301, 302, 303, 311, plus degree program consists of eight major three accounting electives chosen from the courses and fi ve Common Body of 300 and 400 level. Knowledge Courses. Th e fi ve Common Body of Knowledge courses are ECON 221: CPA Examination. Guilford College Macroeconomic Principles; MATH accounting graduates may sit for the CPA 112: Elementary Statistics; BUS 241: Examination in North Carolina in the Computers and Management; BUS 332: semester in which they graduate. Financial Management; and a capstone course such as IDS 402: Business Ethics. Approach to the 150-Hour Requirement. Most states now require 201 Introduction to Accounting. 4. 150 semester hours of coursework to Fundamental accounting concepts as complete the educational requirement for applied to business enterprises. Emphasis a CPA license. Since Guilford students on analysis and recording of transactions normally graduate with 128 semester hours and the use of fi nancial statements for of credit, the Accounting Department decision-making. Fulfi lls business and off ers a series of fi ve two-semester-hour policy studies requirement. credit modules of business law so that our students may graduate with 138 semester 290 Internship, 1-4. May also be off ered hours of credit. Th is program permits a at the 390 level. 30 Guilford College 301 Intermediate Accounting I. 4. Prerequisite: ACCT 303. Th eory and application of fi nancial accounting, with an emphasis on the 411 Auditing. 4. Th e independent accounting cycle, fi nancial statement auditor’s examination of the accounting presentations—the statement of fi nancial control system and other evidence as a position and the income statement. basis for expressing an opinion on a client’s Present value concepts and current assets fi nancial statements. Basic audit objectives, are also discussed. Prerequisite: ACCT standards, ethics, terminology, procedures, 201. and reports. Prerequisite: ACCT 303.

302 Intermediate Accounting II. 4. 421 C.P.A. Problems. 4. General and Th eory and application of fi nancial specialized problems in accounting and accounting, with an emphasis on liabilities, related fi elds which constitute the subject intangible assets, operational assets, and matter of the C.P.A. examination in corporate equity accounts. Other topics Accounting and Reporting and Financial include earnings per share, dilutive Accounting and Reporting. securities, and long-term investments. Prerequisite: ACCT 301. 422 C.P.A. Law. 4. General and specialized topics in business law that 303 Intermediate Accounting III. constitute the subject matter of the C.P.A. 4. Th eory and application of fi nancial examination in that area. Topics include accounting, with an emphasis on changes contracts, negotiable instruments, agency, in fi nancial position, pension costs, and the accountant’s legal liability. leases, current-value accounting, revenue recognition, and partnerships. Prerequisite: 450 Special Topics. 4. May also be off ered ACCT 302. at 250 and 350 levels.

311 Cost Accounting. 4. Development 460 Independent Study. 1-4. May also be and use of production costs in planning, off ered at 260 and 360 levels. controlling, and decision-making. Prerequisite: ACCT 201. 470 Senior Th esis. 4.

321 Taxation of Individuals. 4. Principles 490 Departmental Honors. 4. of federal income tax laws relating to individuals. Prerequisite: ACCT 201. Fulfi lls business and policy studies requirement.

322 Taxation of Corporations and Partnerships. 4. Principles of federal tax laws aff ecting corporations, shareholders, and partnerships. Prerequisite: ACCT 321 recommended.

401 Advanced Accounting. 4. Accounting and reporting for consolidated corporations, partnerships, multinational enterprises, and nonprofi t organizations. www.guilford.edu 31 AFRICAN AMERICAN courses (32 credit hours). No more than STUDIES two of these courses may be at the 100 level. Other requirements are as follows: Coordinator: Eleanor Branch, Assistant Professor of English • Historical Dimensions: African American History (HIST 225). African American Studies celebrates • Creative Voices: African American the achievements of Africans and peoples Literature (ENGL 230), or Black of African descent throughout the Women Writers (ENGL 331), or Black Diaspora while addressing their pursuit of Men Writers (ENGL 332). justice, equality, and self-determination. • Th eoretical Frameworks: Psychology of African Americans (PSY 242), or Th e major focuses on North America Multiculturalism and Psychology (PSY while encompassing Africa, the Caribbean, 349), or Racial and Ethnic Relations and other parts of the world. It seeks to (SOAN 265). develop greater respect for scholarship as • African Connections: at least one, but no a tool for problem solving and to prepare more than three, courses about Africa. students to become agents of change who • Practical Applications: A one-semester will pursue social justice and promote advanced internship or independent an appreciation of racial and cultural study in the senior year, supervised by a diff erences in the United States and the faculty member teaching regularly in the wider world. African American Studies program. Courses are taught from diff erent disciplinary and philosophical perspectives, Courses in the Major: and students are encouraged to examine their own values and develop their own Arts Division perspectives. Students are also encouraged • THEA 102/SPST 111: Jazz Dance to participate in the Study Abroad • MUS 110: Jazz Appreciation semester in Ghana and to get involved in the local Greensboro community through Business and Policy Division internships and service projects. African • JPS 365: Race in Criminal Justice American Studies helps prepare students • JPS 439: Understanding Oppressive for a wide range of careers in such fi elds Systems as human relations, social work, sports management, health care, criminal justice, Humanities Division education, management, and law and lays • ENGL 151: Historical Perspectives: a foundation for graduate studies in the Black Women’s History and Literature fi eld. • ENGL 230: African-American Literature Degrees off ered. Th e Bachelor of Arts • ENGL 331: Black Women Writers degree is off ered in African American • ENGL 332: Black Men Writers studies. • ENGL 334: African Women Writers • ENGL 338/IDS 422: Harlem Renaissance Major Requirements. African American • ENGL 378: Caribbean Literature Studies is an interdisciplinary major that • HIST 241: Africa before 1800 requires students to have a second major • HIST 242: Africa since 1800 in a discipline and an adviser in both the • HIST 308: Underground Railroad disciplinary major and African American • HIST 315: Civil Rights Movement Studies. Th e major requires at least eight • HIST 343: Women in Modern Africa 32 Guilford College • IDS 462: Literature and Psychoanalysis ART (ART) • PHIL 261: Philosophy and Race • PHIL 333: Individual Philosopher Roy H. Nydorf, Professor, Chair (when appropriate) Adele Wayman, H. Curt and Patricia S. • REL 103: Voices of Liberation Hege Professor of Art David Newton, Assistant Professor Social Science Division • PSY 242: Psychology of African- Th e Art Department seeks to develop Americans a studio program of high quality for its • PSY 213/ SOAN 213: Class, Race, and majors as well as to develop an awareness Gender and appreciation of art in all students. • PSY 349: Multiculturalism and Th e art major involves students in the Psychology visual arts, both as creative artists and as • SOAN 215: Anthropology of Slavery • SOAN 235 African Families in learners of multiple philosophical and art Transition historical perspectives. It provides for an • SOAN 265: Racial and Ethnic Relations in-depth experience in making images and • SOAN 358: African Cultures formulating and crafting ideas through a • SOAN 415/IDS 411: Gender and variety of means. Emphasis is on training Development in Africa in observation, technical application of skills demanded of each medium, and the resolution of imagery for presentation to 290 Internship. 1-4. May also be off ered an audience. at the 390 level. Degrees Off ered. Two degrees in studio 460 Independent Study. 1-4. May also be art are off ered. Th e Bachelor of Arts off ered at 260 and 360 levels. is for students who prefer a major in art in addition to a broad liberal arts background. Th e Bachelor of Fine Arts is designed for students primarily interested in becoming professional artists or in entering graduate school in studio art.

Major Requirements. Eleven courses (44 credit hours) are required for the studio art major seeking an A.B. degree. Th ree foundation courses are required: ART 102: Two-dimensional Design; ART 106: Th ree-dimensional Design; and ART 104: Drawing I. In addition, students take three studio art courses and may apply for the honors option of Senior Th esis I (ART 480) in their chosen focus as a fourth course. In that case, an exhibition of the senior thesis is required. Students also take two art history courses and three art electives (or two art electives if pursuing the senior thesis). Twenty courses (80 credit hours) www.guilford.edu 33 are required for the B.F.A. degree, which new and traditional choices for producing emphasizes a more intense study of studio fi nished color prints. Not a darkroom art. Th e following four foundation courses course. Fulfi lls arts requirement. are required: ART 102: Two-dimensional Design, ART 106: Th ree-Dimensional 130 Photography I. 4. Materials, Design, and ART 104 and 205: Drawing equipment, and techniques in black and I and II. Seven studio courses must be white photography. Image content and completed in the student’s focus; two composition is stressed as well as mastering of them must be Senior Th esis I and II the craft of creating photographic images (ART 480 and 481, an exhibition). Th ree and their presentation. Introduction to art history courses also are required. In digital imaging. Fulfi lls arts requirement. addition, students take six art courses in areas other than their focus. It may take 140 Ceramics I. 4. Introduction to four and a half or fi ve years to complete ceramic processes: hand-building, a B.F.A. degree, although summer school throwing, sculptural forms, glazing, and options and planning ahead can result in fi ring. Fulfi lls arts requirement. graduating in four years with this degree. Th e B.F.A. degree does not require a 204 Life Drawing I. 4. Figure drawing: concentration. stress on integration of formal, expressive, structural aspects of anatomy. Prerequisite: 100 Introduction to Visual Arts. 4. ART 104. Overview of the principal visual arts, including their aesthetic qualities, 205 Drawing II. 4. Continuation of structural forms, and historical roles. Drawing I. Exploration of creative Fulfi lls arts requirement. concepts of expression. Prerequisite: ART 104. Fulfi lls diversity in the U.S. 102 Two-dimensional Design. requirement. 4. Fundamentals of design in two- dimensional media in black and white and 211 Painting I. 4. Fundamentals of color. Fulfi lls arts requirement painting: color theory, relationship of materials, techniques, and ideas to visual 104 Drawing I. 4. Basic principles of expression. Oil and/or water-based media drawing in various media stressing the explored. Prerequisite: ART 102 or 104. relationship of observation, materials, and methods to form. Fulfi lls arts requirement 212 Painting II. 4. Continuation of Painting I, emphasizing integration of 106 Th ree-dimensional Design. 4. basic pictorial concepts and including still Materials, techniques, and concepts of life, landscape, and the fi gure. Prerequisite: three-dimensional design with a color ART 211. consideration. Fulfi lls arts requirement. 221 Woodcut. 4. Printmaking processes of 120 Introduction to Color Photography. relief printing, including linoleum, wood 4. Comprehensive introduction to the block, monotype. Prerequisite: ART 104 theory, history, materials and practice or consent of the instructor. of color photography. All student work is done on color slide fi lm although the 231 Photography II. 4. Advanced course includes brief introductions to color photography. Developing a cohesive body negative fi lm and digital capture as well as of work in the fi ne arts or documentary 34 Guilford College tradition. Presentation and exhibition Italian and Northern Renaissance art. skills along with non-silver processes: toning, hand coloring and digital imaging. 275 Modern Art. 4. Major artists and Prerequisite: ART 130. Fulfi lls social art movements from 1945 to the present. justice/environmental responsibility Fulfi lls arts and diversity in the U.S. requirement. requirements.

235 Renaissance in Florence (HIST 277 East Asian Ceramic Art History. 235). 4. Fulfi lls arts and humanities 4. An examination of the ceramic forms, requirements. decorations, processes, and aesthetics of Korea, China, and Japan, and how they 240 Ceramics II. 4. Advanced ceramic were aff ected by the migration of ideas, techniques: throwing on the wheel, technique and the conquest of foreign land glaze preparation and formulation, kiln and labor. Fulfi lls arts and intercultural operation. Prerequisite: ART 140 or requirements. consent of the instructor. 290 Internship. 4. Majors with advanced 245 Digital Darkroom. 4. Introductory standing may petition the department class working with Adobe Photoshop to to receive academic credit for internship manipulate and create images. Design experiences. Adviser conferences, mid- principles emphasized. Fulfi lls arts semester progress reviews, and fi nal art requirement. staff conferences are required. May also be off ered at the 390 level. 251 Sculpture I. 4. Introduction of tools and techniques of subtractive sculpture in 305 Life Drawing II. 4. Continuation of plaster, wood, mixed media, and welding. Life Drawing I, emphasizing composition Prerequisite: ART 106 or consent of the and expression. Prerequisite: ART 204. instructor. 306 Advanced Ceramics I. 4. 254 Sculpture and the Environment. 4. Sculpture with an emphasis on ecology. 308 Advanced Photography I. 4. Construction processes include wood, metal and natural materials in outdoor 311 Painting III. 4. Exploration and indoor projects. Readings on Eco Art. of media in relation to form and Prerequisite: ART 106 or consent of the personal expression. Content issues instructor. Fulfi lls arts and social justice/ in contemporary art will be explored. environmental responsibility requirements. Prerequisite: ART 212.

271 Art Survey. 4. European art from the 322 Color Printmaking. 4. Color Renaissance through Impressionism. monotype, collagraph, embossing. Prerequisite: ART 221. 273 Chinese Painting Survey. 4. Major artists and cultural characteristics of this 323 Etching. 4. Intaglio printmaking tradition. Fulfi lls arts and intercultural processes, including etching on hard and requirements. soft ground techniques, aquatint, and drypoint. Prerequisite: ART 221. 274 Renaissance Art. 4. Major artists and stylistic trends of 15th- and 16th-century 435 Approaches to Firing. 4. www.guilford.edu 35 400 Advanced Painting I. 4. 480-481 Senior Th esis I, II. 4, 4. Each student must apply with a portfolio and 403 Advanced Sculpture I. 4. a fi rst draft of a senior thesis proposal to the art faculty in the semester before 404 Advanced Sculpture II. 4. their fi nal semester at Guilford. Students who are selected are expected to work 405 Advanced Printmaking I. 4. independently and complete projects that demonstrate technical profi ciency and 406 Advanced Ceramics II. 4. originality of concept. Adviser conferences, mid-semester progress reviews, and fi nal 407 Advanced Ceramics III. 4. art staff critiques required. Prerequisites: advanced standing, a 3.25 average in 408 Advanced Photography II. 4. art courses, and consent of department chairperson. 409 Advanced Photography III. 4. 490 Departmental Honors. 4. Specifi c 411 Painting IV. 4. Formal, requirements may be obtained from philosophical, and content issues of department chair. painting; emphasis on individual direction. Prerequisite: ART 311.

422 Advanced Printmaking. 4. Advanced color intaglio printmaking with emphasis on the creation of a complex color image. Multi-plate printing, relief stencil, viscosity color techniques introduced and explored. Prerequisite: ART 323.

450 Special Topics. 4. May also be off ered at 250 and 350 levels.

453 Sculpture III. 4. Exploration of media in relation to form and personal expression. Prerequisite: ART 352.

460 Independent Study. 1-4. May also be off ered at 260 and 360 levels.

477 New York Art Seminar. 1. Four-fi ve day seminar on the visual arts, stressing dialogue with artists in New York City studios, museums, and galleries. Course planned to acquaint students with the making and promotion of the visual arts. CR/NC.

479 Professional Practices for Art. 2.

36 Guilford College BIOLOGY (BIOL) chosen by students in consultation with their advisers. Chemical Principles I & Charles G. Smith, Professor, Chair II (CHEM 111/112), either Classical Frank P. Keegan, Raymond Binford Professor and Modern Physics I & II (PHYS of Biology 121/122) or College Physics I & II (PHYS Lynn J. Moseley, Charles A. Dana Professor 211/212), and two courses in mathematics of Biology are also required for the biology major. Bryan W. Brendley, Assistant Professor Calculus I and II (MATH 121 and 122), Melanie Lee-Brown, Assistant Professor or Elementary Statistics and Calculus I Michele Malotky, Assistant Professor (MATH 112 and 121), or Elementary Th omas R. Tucker, Assistant Professor Statistics and Elementary Functions Corinth Auld, Visiting Assistant Professor (MATH 112 and 115) are recommended for biology majors. Th e Biology Department seeks to Many biology courses involve provide students with a strong foundation fi eldwork and off -campus fi eld trips. in the biological sciences. Th e Department Expanded study and research opportunities off ers two majors: biology and life are available at the North Carolina coast, sciences. Th e curriculum is designed so in the mountains, and in adjacent states. that all students take certain basic courses Several biology courses are included as and then pursue more advanced courses options for the new environmental studies according to their own interests. Th is major. Summer fi eld courses off er students fl exibility enables students to prepare the opportunity to take courses taught for graduate school; for medical, dental, in Kenya, Costa Rica, and the American and other professional schools; and for Southwest. careers in many diff erent areas of biology Biology majors are encouraged to and related fi elds. Th e laboratories and pursue independent research projects equipment in the new Frank Family under the supervision of a biology faculty Science Center have made is possible for member. Th is research can lead to the us to improve our off erings in all areas of writing of a thesis during the senior year, the major, and especially in cell biology, Senior Th esis (BIOL 470), or to honors genetics, ecology, anatomy, and physiology. in biology, Departmental Honors (BIOL 490). In addition, there are numerous Degrees Off ered. Th e Bachelor of Science opportunities for student participation in degree is off ered in biology. Bachelor of independent studies (BIOL 260 or 460) Arts degrees are off ered in life sciences and internships (BIOL 290). as well as in forensic biology. Th rough an arrangement with Duke University’s Life Sciences Major Requirements. Th e Nicholas School of the Environment, a goal of this major is to provide students degree completion program and a master’s with a suffi cient background in the life degree program in forestry are also sciences to prepare them for a career in available. environmental law, environmental science, environmental education, national or Biology Major Requirements. A major in state park naturalists, medical illustrator biology consists of 14 four-credit courses or author, marketing and sales of (56 credit hours), including General pharmaceuticals or scientifi c equipment, Zoology (BIOL 114), General Botany laboratory technician, medical support (BIOL 115), and Cell Biology (BIOL staff , or other careers that do not require 313). Five additional biology courses are undergraduate work in physics and www.guilford.edu 37 calculus. Th is major consists of ten courses requirement. (40 credit hours): BIOL 114, 115, and 313, fi ve additional biology courses, and 115 General Botany. 4. Introductory CHEM 111/112. study of the plant kingdom including morphology, anatomy, physiology, ecology, Forensic Biology Major Requirements. and evolution. Laboratory study includes Th e major in Forensic Biology has two observation of the morphology and goals: to provide students with a solid anatomy of typical plant species and a foundation in the biological sciences variety of plant physiology experiments. through a core of three introductory Fulfi lls natural science and mathematics courses, and to provide a focused and requirement. coherent study of the techniques used to analyze evidence found at the scene of 151 Evolution: An Historical a crime through the use of fi ve upper- Perspective. 4. An examination of level courses. Th e upper-level courses the views of species origins prior to emphasize the meaning and signifi cance of Darwin, Darwin’s theories, and those of physical evidence and its role in criminal his contemporaries and the history of investigations. evolutionary theory in modern times. Th is major will be valuable One of the weekly class periods will be preparation for those interested in used to give students practical experience pursuing careers in the criminal justice in the methods of evolutionary study, system, the FBI, or the SBI, as well as such as techniques for determining for work with humanitarian agencies protein allotypes, and examining species investigating human rights abuses. In relationships through DNA analysis. addition, students interested in law, Spring, alternate years. Fulfi lls historical journalism, and creative writing will be perspectives requirement. able to double major and thus acquire the knowledge needed to complement their 209 Human Biology. 4. An introductory original fi eld of specialization. study of the human body, including Th e major consists of eight the basic structure and function of the course (32 credit hours): General Zoology major organ systems (nervous, endocrine, (BIOL 114), General Botany (BIOL circulatory, reproductive, etc.) and 115), Introduction to Forensic Science the eff ects of diet, exercise, stress, and (BIOL 245), Forensic Chemistry (BIOL environmental change on human health. 246), Cell Biology (BIOL 313), Human Does not count toward the major. Anatomy and Physiology I and II (BIOL Fulfi lls natural science and mathematics 341 and 342), and Forensic Anthropology requirement. (BIOL 349). 212 Environmental Science. 4. 114 General Zoology. 4. Introductory Study of the structure and function of study of the biology of selected vertebrates ecosystems with reference to energy fl ow, and invertebrates including basic concepts nutrient cycling, population growth and of evolution, genetics, cell structure, regulation, and community organization ecology, and ethology. Laboratory includes and dynamics. Particular emphasis on work with living and preserved animals the relationship between humans and and emphasizes anatomy, physiology, the environment. Fulfi lls natural science and taxonomy of representative phyla. and mathematics and social justice/ Fulfi lls natural science and mathematics environmental responsibility requirements. 38 Guilford College 233 North Carolina Freshwater Fishes. 246 Forensic Chemistry (CHEM 246). 4. A fi eld course for those students 4. Explores methods used to examine desiring an outdoor lab science. Field and identify evidence of criminal studies introduce students to the diversity, activity, including chemical techniques distribution, and ecology of North for developing fi ngerprints, blood Carolina freshwater fi shes. Fulfi lls natural isozymes, PCR for DNA profi ling, drug science and mathematics and social justice/ identifi cation and ELISA. Prerequisite: environmental responsibility requirements. BIOL 245 or permission of instructor.

240 Seminar West (GEOL 240). 4. 290 Internship. 1-4. May also be off ered Five-week summer course, including four at the 390 level. weeks of camping and hiking, to study the American Southwest. Emphasis 313 Cell Biology. 4. A study of the on the natural history of the canyon structure and function of eukaryotic country of the Colorado Plateau: the cells including: microscopic structure, geologic processes of mountain building biochemical components, the organization and erosion, and the plant and animal of macromolecules into organelles and communities found in these environments. the coordinated function of organelles in Fulfi lls natural science and mathematics the living cell. Includes a detailed study and social justice/environmental of chromosome structure and function; responsibility requirements. Summer, DNA, RNA and protein synthesis. once every three years. Forensic study of enzymes, polymerase chain reaction (PCR) and mitochondrial 242 Natural Science Seminars (GEOL DNA is emphasized. Prerequisite: BIOL 242). 4. Studies of the biology, geology, 114; CHEM 112 or BIOL 246. ecology, and natural history of diff erent fi eld areas, including East Africa, Puerto 324 Field Botany. 4. Taxonomic study Rico, or the North Carolina Outer Banks. of vascular plants involving classifi cation, Includes a one-to-three week trip to the collection, and identifi cation in the fi eld area being studied, depending on when and laboratory. Prerequisite: BIOL 115 or the course is off ered. Students conduct consent of the instructor. Off ered when research projects during the fi eld trip demand and scheduling permit. portion of the course. Fulfi lls natural science and mathematics and social justice/ 332 Invertebrate Zoology. 4. Advanced environmental responsibility requirements. study of invertebrate phyla with emphasis on taxonomy, physiology, and ecology of 245 Introduction to Forensic Science. the several groups. Prerequisite: BIOL 114. 4. In-depth study of the application of the Off ered when demand and scheduling biological, chemical, and physical sciences permit. to the examination of forensic evidence. Explores the underlying physiological 333 Ichthyology. 4. Study of the diversity, and biochemical basis for forensic distribution, and ecology of the world methods; laboratory analysis includes fi sh fauna with emphasis on fi eld studies microscopy, chromatography, hair, of North Carolina populations. Basic fi ngerprints, serology and introduction to anatomy and physiology will also be DNA profi ling. Does not count toward covered. Prerequisite: BIOL 114. Off ered the major. Fulfi lls natural science and when demand and scheduling permit. mathematics requirement. www.guilford.edu 39 334 Animal Behavior. 4. Th e zoological and function of human cardiovascular, approach to the study of animal behavior, lymphatic, immune, digestive, excretory, ethology, behavioral ecology, types of and reproductive systems. Prerequisite: social organization and communication BIOL 341. Spring. in animals, and the evolution of behavior in selected species. Th e laboratory section 343 Sensory Systems. (PSY 343). 4. of the course will provide opportunities Detailed study of each of the major for students to observe and record the sensory systems, including the anatomy behavior of a variety of animals. Students and physiology of each system, an analysis will conduct individual research projects of the stimulus and measurements of at the North Carolina Zoo. Prerequisite: sensory abilities. Laboratory work. BIOL 114. Alternate years. Prerequisites: two prior courses in biology and/or psychology. Alternate years, 335 Vertebrate Field Zoology. 4. Advanced study of vertebrates, 349 Forensic Anthropology. 4. Th e study emphasizing morphology, taxonomy, of human osteology and skeletal anatomy. ecology, and behavior of representative Students learn how to collect and process tetrapod species. Laboratory work includes skeletal remains and to use tales and apply fi eld studies of the major groups of North formulae to identify bones and bone Carolina tetrapod vertebrates. Prerequisite: fragments. Skeletal remains are used to BIOL 114. Alternate years. illustrate the range of normal variation, for the determination of sex, race and age 336 Ornithology. 4. In-depth study of and to determine the cause and manner of evolution, anatomy, physiology, ecology, death. Additional topics include forensic and behavior of birds as unique vertebrates odontology, forensic entomology and adapted for fl ight. Laboratory involves fi ber analysis. Prerequisite: BIOL 245 and extensive fi eld work in identifi cation of BIOL 341 or permission of instructor. birds in various habitats. Prerequisite: BIOL 114. Spring. 351 Comparative Vertebrate Anatomy. 4. Brief survey of the main classes of 340 Psychobiology (PSY 340). 4. Study vertebrates; detailed comparative study of behavior from a biological point of view. of the major vertebrate organ systems. Focus on the structure and function of the Prerequisite: BIOL 114. Off ered when nervous system and on the relationships demand and scheduling permit. between behavior and the nervous system. Laboratory work. Prerequisites: two prior 352 Animal Physiology. 4. Th e various courses in biology and/or psychology. physiological processes characteristic Alternate years. of living organisms; functioning of the individual organ systems with emphasis 341 Human Anatomy and Physiology on interrelationships between organ I. 4. Detailed study of the structure and systems and functioning of organ systems function of human nervous, sensory, in the maintenance of homeostasis, endocrine, integumentary, skeletal, selected topics in comparative vertebrate muscular, and respiratory systems. physiology. Prerequisite: BIOL 114. Prerequisite: BIOL 114. Fall. Off ered when demand and scheduling permit. 342 Human Anatomy and Physiology II. 4. Detailed study of the structure 40 Guilford College 433 Microbiology. 4. A study of and 350 levels. microbial classifi cation, structure, metabolism and genetics with primary foci 460 Independent Study. 1-4. May also be on bacterial cells and viruses. Th is course off ered at the 260 and 360 levels. includes a survey of microbial importance in human disease, immunology, 470 Senior Th esis. 1-4. Individual environmental studies and industrial experience in biological research and and biotechnological applications. Th e writing of a professional paper. laboratory experience includes methods of aseptic technique, bacterial isolation, 490 Departmental Honors. 4-8. metabolic characterization and microbial identifi cation with an introduction to molecular techniques. Fall. Prerequisite: CHEM 112 and BIOL 114 or 115.

434 Biochemistry (CHEM 434). 4. A study of the chemical structure and physiological function of the biochemical building blocks of living organisms including proteins, carbohydrates, lipid metabolism and nucleic acid synthesis. Th e laboratory experience includes techniques used in the isolation and identifi cation of proteins, lipids and nucleic acids. Prerequisite: CHEM 232. Spring.

438 General Ecology. 4. Basic ecological principles governing the structure and function of populations, communities, and ecosystems. Prerequisite: BIOL 114 and 115. Fulfi lls social justice/environmental responsibility requirement. Alternate years. Fall.

443 Genetics. 4. A study of structural and functional prokaryotic and eukaryotic molecular genetics including: replication, mitosis, meiosis, chromosome mapping, gene structure, expression and mutation. Mendelian inheritance and population genetics are also explored. Prerequisite: CHEM 112 and BIOL 114 or 115. Spring.

450 Special Topics. 4. Possible courses include: Dendrology, Vertebrate Social Behavior, Genetic Engineering, Human Disease. May also be off ered at the 250 www.guilford.edu 41 BUSINESS MANAGEMENT students as revealed in studies and surveys (BUS) of area and national demand for skills and capabilities. In the words of the Quaker Richard Hackworth, Assistant Professor, George Fox, our program teaches matters Coordinator of the Computer that are “civil and useful.” Th e major is Information Systems major, Chair particularly distinctive because it represents Peter B. Bobko, Associate Professor a strong professional program, eff ectively Betty T. Kane, Assistant Professor integrated with the more traditional liberal Judie Bulcholz, Visiting Assistant Professor arts, that provides students with important Deena Burris, Visiting Instructor marketable and life-long learning skills. Vickie Foust, Visiting Instructor Th e program of study off ers close Ernest Green, Visiting Instructor faculty-student rapport, a strong emphasis Mini Ranganathan, Visiting Instructor on both written and oral communication skills, exposure to international issues in all Th e Business Management areas of business management, computer department off ers majors in business applications, fi eld internships, and special management and computer information topics courses. Students preparing for systems (CIS). To provide support for graduate and professional schools benefi t students in other majors, the department from the program’s strong library and also off ers a Business Management research emphasis, broad-based integration concentration that provides students with of international topics, focus on qualitative an introduction to business concepts and and quantitative analysis and problem tools and off ers additional course work solving, and extensive use of the case study in a variety of interesting areas. Th is method. concentration is not available to business In conjunction with an adviser, management majors. a student may choose to emphasize a particular area of study within the Degrees Off ered. Th e Bachelor of Science department while meeting major or degree is off ered in business management concentration course requirements. and computer information systems Areas of emphasis include banking and fi nance, international management, Bachelor of Science Degree in Business human resources management, marketing Management: management, and computers and Th e business management major information systems. Students preparing provides students with basic concepts and for careers or graduate work in the fi eld tools to participate in public or private, of international business are encouraged for-profi t or not-for-profi t organizations. to pursue a double major in business More specifi cally, students learn to analyze, management and international studies. plan, organize, lead, and control the work Students interested in banking or fi nance of others so that the organization will should consider a Money and Finance achieve its goals. Th e program prepares concentration. our students to enter an increasingly global environment and also provides exposure Requirements: to social, human, cultural, international, Eight major and three prerequisite political and ethical issues. Th e major courses are required (44 credit hours). Th e is both conceptually based and career eight major courses include BUS 215, oriented. As such, the department tries 241, 249, 324, 332, 449, ACCT 301 and to provide curricula to meet the needs of one elective management course at the 42 Guilford College 300 or 400 level. Th e three prerequisite list of topics available for students to courses include ACCT 201, ECON 221, pursue within the major. Students and either MATH 112 or 121 (a grade of completing this major will hold a Bachelor C- or better is required). A management of Science in Computer Information internship is strongly recommended. Systems upon graduation from Guilford. Note: business management majors may not use courses taken at other Requirements: institutions to satisfy their 300- or 400- A minimum of 32 credit hours is level requirements. required. Many aspects of the Business Prerequisites include BUS 141: Management major must be completed Introduction to Computers (or equivalent sequentially. Especially: knowledge and skill) and satisfying the college’s quantitative literacy requirement • ACCT 201 must be completed prior (i.e., pass the quantitative literacy exam or to ACCT 301 (both with grades of any Guilford math course, or transfer an C- or higher approved math course) Students must take the following • ACCT 301, ECON 221, MATH major courses: 112 or MATH 121 (with grades of • CMIT 100: Introduction to C- or higher) must be completed Computer Programming prior to BUS 324 • CMIT 201: Data Structures and Algorithms or CMIT 202: Data • ACCT 301, ECON 221, MATH 112 Structures and Algorithms for CIS or 121, and BUS 241 (with grades of • BUS 241: Computers and C- or higher) must be completed Management prior to BUS 332 • BUS 341: Management Information Systems • Students must complete all required • Th ree approved elective courses in Business Management courses (215, advanced topics in Management and 241, 249, 324 and 332) grades of C- Computing. Special topics courses or higher before taking the capstone listed as CMIT 250, 350 or 450 may BUS 449 course. be used as elective courses. At least two of the electives must be 300 level Bachelor of Science Degree in Computer or above. Areas of study include: Information Systems: • Computer hardware and Th e Computer Information Systems operating systems (e.g., CMIT major is designed to prepare students 321: Perspectives in Information for careers in Information Technology Systems) companies or as Information Technology • Networking and specialists within industries of their telecommunications (e.g., CMIT interest. Th e program provides a sound 322: [Inter]Networking base of computer competencies as well as Computers) opportunities to emphasize the specifi c • Special topics in computing and computer-related interests of the student. computer programming listed as Courses in programming, management CMIT 250, 350 or 450 information systems, Internet and World • World Wide Web applications Wide Web applications, and computer (e.g., BUS 344: E-Commerce) graphics and design are part of a growing • Th eory and implementation of www.guilford.edu 43 database management systems 241 Computers and Management. 4. (e.g., CMIT 342: Database Applications of computers in management. Systems) Use of spreadsheets, databases, and on-line • BUS 448: CIS Capstone, another services; introduction to programming in approved capstone course, or a spreadsheets with other programming as one-semester four-credit senior time allows. Fulfi lls business and policy project approved by the studies requirement. coordinator of the major. 249 Principles of Management. 4. Th eory, practices, and principles involved 120 Introduction to Business. 4. Survey in the organization and management of course covering all major functions organizations. Problem-solving through of business. Provides students with situation case analysis; global management tools which can be used to predict and issues, activities, and experiences are respond to future changes in the business integrated into the course. Fulfi lls business environment. Demonstrates how the and policy studies requirement. free enterprise system and individual entrepreneurs can respond to social 272 Financial Planning. 4. Introduction needs. Fulfi lls business and policy studies to fi nancial planning and the principles requirement. of retirement and estate planning. Emphasis on constructing and analyzing 141 Introduction to Computers. 4. personal fi nancial statements, investments, Assumes no prior knowledge of or risk management, and the economic experience with computers. Word environment. processing, databases, spreadsheets, and on-line services are reviewed. Does not 281 Personal Finance. 4. Introduction to count toward the major. Fulfi lls business the basic principles of personal fi nancial and policy studies requirement. planning; provides an opportunity to learn things, such as the fi nancial opportunities 210 Applied Business Communication. available through investing, that will be 2. Introduction to key elements of verbal, useful in day-to-day life. Fulfi lls business nonverbal and written communications. and policy studies requirement. Emphasis placed on identifi cation of audience, message content and delivery, 282 Fundamentals of Investing. 4. and the practical application of written Introduction to securities and securities and oral communication skills in markets. Exposure to fi nancial literature team, business and/or organizational and techniques of analysis, with environments. application in a stock market simulation. Fulfi lls business and policy studies 215 Business Law. 4. Survey of the U.S. requirement. legal concepts relevant to the operations of the business system including topics of 290 Internship. 1-4. A combined contracts, agency, sales, products liability, on-the-job and academic experience secured transactions, bankruptcy, real arranged with a local business, supervised property, and corporate and administrative by a Business Management Department law. Fulfi lls business and policy studies and instructor and coordinated through social justice/environmental responsibility the Internship and Service Learning requirements. Offi ce. Consists of experiential learning, 44 Guilford College managerial analysis, and written and oral MATH 112 or 121, ECON 221 or 222, reports. Recommended for juniors and ACCT 202 or 301. seniors. May also be off ered at the 390 level. 331 Sales Management. 4. Comprehensive analysis of the relationship 310 Professional Communications. 4. between personal selling and mainstream Introduction to key elements of verbal, marketing. Sales management concepts nonverbal, and written communication and a thorough view of globalized selling with potential employers, clients, and business ethics are emphasized regulators, supervisors, subordinates, throughout the course. and co-workers. Development of active listening, presentation, group process, and 332 Financial Management. 4. business writing skills. Prerequisite: ENGL Introduction to the fi eld of fi nance and 102 or equivalent. Fulfi lls business and the principles and practices of fi nancial policy studies requirement. decision-making in an increasingly international business environment. 320 Organizational Behavior. 4. Emphasis on valuation, risk and return, Interdisciplinary approach to coverage capital budgeting, fi nancial planning, and of skills needed to understand human fi nancial analysis. Prerequisites: MATH behavior in the workplace setting. 112 or 121, ECON 221, ACCT 301, Awareness of unique learning needed to BUS 241. communicate, negotiate, and work with an increasingly diverse work force and 333 Money and Capital Markets cross-cultural issues. Prerequisite: junior or (ECON 333). 4. Introduction to the senior status or permission of instructor. fi nancial system in an increasingly Fulfi lls business and policy studies global economy. Emphasis on fi nancial requirement. instruments, markets, and institutions; the role of the banking system; overview 321 Human Resource Law and of monetary theory and policy; current Management. 4. Techniques, and future trends reshaping the global issues, and problems in recruitment, fi nancial system. Prerequisite: BUS 332 or selection, development, utilization, and permission of instructor. accommodation of human resources in organizations. Issues related to increasingly 341 Management Information diverse work force and international Systems. 4. Introduction to the management included. Prerequisite: junior ingredients and thinking that must or senior status or permission of instructor. go into the construction of systems Fulfi lls business and policy studies to produce and maintain information requirement. systems; investigation of business use of information systems; introduction 324 Principles of Marketing. 4. An and application of systems development extensive course in marketing, focusing methodology. Prerequisite: BUS 141 or on product defi nition, branding, 241 or permission of instructor. distribution channels, advertising and promotion. Strategic decision-making 342 Database Systems (CMIT 342). 4. analysis, global marketing overviews, and Introduction to theory and practice of social responsibility issues are emphasized enterprise-level relational database systems. throughout the course. Prerequisites: Using Oracle, the student will learn the www.guilford.edu 45 principles of entity relationship modeling implemented in computer programs. and normalization. By modifying a database in a project, the student will learn 349 International Management. 4. how to create queries using SQL, triggers, Interdisciplinary approach to the analysis stored procedures, cursors, forms, and of the international business environment, reports. Prerequisites: CMIT 100, CMIT its opportunities and risks, and the basic 201 or CMIT 202, and BUS 241. concepts of the international management of functional operations, with emphasis 343 Computer Graphics. 4. Introduction on cultural and social responsibility issues. to Adobe Illustrator and Adobe Case studies and experiential exercises help PhotoShop. Emphasis on the creation students analyze, explore, and simulate of original artwork and modifi cation of real-life situations. Prerequisite: junior photographs and other graphic images, as or senior status or above or permission well as on basic web design and creation of instructor. Fulfi lls business and policy of a web site to display fi nished work studies requirement. product. 371 Nonprofi t Management. 4. 344 e-Commerce. 4. Explores electronic Examines the role of the nonprofi t sector commerce and applications of Internet in the United States economy. Students technology. Special emphasis is placed learn about specifi c business applications on planning, implementation, security, in the context of nonprofi t organizations, privacy, ethics, and management issues with specifi c emphasis on management, that apply to building a web site in accounting, marketing, law and planning. a business. Students will use Web Students also examine the function of the development technology such as HTML, mission within these organizations, as well VBScript, JavaScript, and Active Server as fund-raising options and practices. Pages in exercises and projects. 424 Marketing Strategy. 4. Advanced 346 International Business. 4. marketing course designed to include Introduction to international business and globalized market analysis, formulation of the global market. Topics will include marketing strategies, and review of pricing international organizations, global trade structures. Prerequisites: BUS 324 and and investment, the global monetary 332. system, the strategy and structure of international business, the impact of 430 Managerial Analysis. 4. Managerial political issues, international labor and use of computer systems to model the human resources, and social and cultural business environment including concepts aspects. Case studies and experiential from production, fi nance, and accounting. exercises included. Fulfi lls business and Prerequisites: BUS 332 and 347. policy studies requirement. 448 CIS Capstone. 4. Utilizes diverse 347 Production and Operations computer information backgrounds–Excel, Management. 4. Survey of operations Access, C++, Java, MIS, etc–to develop management concepts and techniques information solutions for business associated with producing goods or management decision-making. Team providing services. A selection of approach, and solution-oriented. decision-making tools will be reviewed and discussed in cases and, when possible, 46 Guilford College 449 Policy Formulation and Strategy. CHEMISTRY (CHEM) 4. Integrative capstone course based on case studies and analyzing the total Anne G. Glenn, Professor, Chair organization and its operational functions. David F. MacInnes, Professor Analysis and development of policies to Robert M. Whitnell, Associate Professor (on support total organization goals within leave 2006-07) varying constraints, with an emphasis on David Millican, Visiting Assistant Professor globalization issues, social responsibility Gail Webster, Visiting Assistant Professor and ethics, and eff ective written and oral communication. Prerequisites: BUS 215, As the science of materials and 241, 249, 324, and 332. change, chemistry is rapidly emerging as the discipline at the base of many 450 Special Topics. 1-4. May also interdisciplinary subjects such as be off ered at the 250 and 350 levels. biotechnology, materials science, molecular Recent topics include environmental biology, and environmental science. Th e management, entrepreneurship, real estate, chemistry major at Guilford explores the and international topics. fundamental principles of chemistry and examines how those principles are applied 460 Independent Study. 1-4. Individual to the observable world. Chemistry student projects approved and supervised majors will develop chemical reasoning by a Business Management Department and experimental skills, as well as an faculty member. May also be off ered at the understanding of the interdisciplinary 260 and 360 levels. nature of the science. Students with a major in chemistry 470 Senior Th esis. 1-4. Independent will be prepared to work in the chemical research and writing of a professional industry, pursue graduate research in paper on a topic in management under chemistry (or a related fi eld), or attend the supervision of a full-time Business medical, dental, or pharmacy school. A Management Department faculty member. chemistry major can lead to many diff erent careers outside chemical or biochemical 490 Departmental Honors. 4-8. research. Th ese include teaching, medicine, Independent research, writing, and patent law, business or interdisciplinary presentation of a professional paper areas such as environmental science, on a topic in management under the molecular biology, pharmacology, supervision of a committee of Business toxicology, materials science, geochemistry, Management Department and other and chemical physics. appropriate faculty. Key features of the Guilford chemistry program are the emphasis on research and direct student access to computers and instrumentation. Students in chemistry at all levels are encouraged to participate in research, whether integrated into courses, through collaboration with faculty during the semester, or through summer research experiences at Guilford or other institutions. In addition, students are encouraged to pursue the practical applications of chemistry through www.guilford.edu 47 internships. State-of-the-art facilities are • Any 400-level chemistry course. available in the Frank Family Science An internship (at the 390 level) Center for student/faculty research. or independent study approved by the department can substitute for Degrees Off ered. Th e Bachelor of Arts the 400-level chemistry course. With and Bachelor of Science degrees are off ered the approval of the department, in chemistry. students can also take 400-level (and above) courses at consortium colleges Major Requirements. Requirements for to fulfi ll this requirement. the major include the completion of a sequence of introductory and advanced For the Bachelor of Science major in courses in chemistry that introduce chemistry, additional required chemistry students to the main areas of study in and physics courses are: chemistry. Course work in the related fi elds of mathematics and physics is also • CHEM 332: Physical Chemistry II required to prepare students for upper level courses in chemistry. For the Bachelor of • CHEM 336: Integrated Laboratory Arts in chemistry, students must complete for Physical Chemistry at least 36 credits in chemistry, among • PHYS 320: Mathematical Physics which must be included the courses listed below. For the Bachelor of Science in chemistry, students must complete 41 For both the Bachelor of Arts and credits in chemistry, among which must Bachelor of Science majors in chemistry, be included the courses listed below, and the prerequisite courses for required PHYS 320: Mathematical Physics. courses for the major are • MATH 121 and 122: Calculus I and Th e following courses are required for II or MATH 123: Accelerated both the Bachelor of Arts and Bachelor Calculus of Science in chemistry: • CHEM 111 and 112: Chemical • PHYS 121 and 122: Classical and Principles I and II Modern Physics I and II or PHYS 211 and 212: College Physics I and II. • CHEM 231 and 232: Organic PHYS 121 and 122 are recommended Chemistry I and II for Bachelor of Science majors in chemistry • CHEM 235: Integrated Laboratory Majors who intend to pursue graduate for Organic Chemistry study are strongly encouraged to obtain • CHEM 331: Physical Chemistry I experience in computer programming at the level of Introduction to Computer • CHEM 341: Instrumental Analysis Programming (CMIT 100). Majors are strongly encouraged • CHEM 345: Integrated Laboratory to participate in an industrial or for Inorganic Chemistry governmental internship, pursue undergraduate research during the • CHEM 342: Inorganic and Materials semester or summer, and/or study abroad Chemistry as part of their experience at Guilford. • CHEM 400: Chemistry Seminar 48 Guilford College Scholarships. To recognize superior Fulfi lls natural science and mathematics work in chemistry, the department requirement. annually off ers a prize for outstanding achievement to a fi rst-year student in 112 Chemical Principles II. 4. Molecular Chemical Principles and the Harvey Ljung and ionic equilibria, chemical kinetics Scholarship to a rising senior chemistry and reaction mechanisms, intermolecular major. In addition, the department selects interactions, electrochemistry, and a senior for the Outstanding Student introduction to organic and biochemical Award. Chemistry majors are also eligible systems. Th ree hours lecture, one-hour for the Glaxo-Wellcome Women in problem-solving session, and three hours Science Scholarship, awarded annually lab per week. Prerequisite: CHEM 111. to an outstanding rising junior woman Fulfi lls natural science and mathematics science major. requirement.

105 Chemistry of Recycling. 4. Th is 150 History of Science. 4. A historical course uses basic chemistry to explore perspective on the rise of science over the the science behind recycling, what can be past centuries. Th e course examines the done, and why it works. Other readings development of the scientifi c method and will establish the context for recycling traces the people, institutions, movements and the political and economic realities and false starts that led to modern science. of treating and using recycled materials. Does not count towards the chemistry Th e course’s ultimate goal is to highlight major. Fulfi lls historical perspectives the role of personal responsibility in requirement. protecting the environment. Th ree hours 231 Organic Chemistry I. 4. An lecture and three hours lab per week. introduction to the structure and reactivity Does not count towards the chemistry of organic molecules; topics covered major or concentration. Fulfi lls natural include chemical nomenclature, bonding science and mathematics and social justice/ and structure of carbon compounds, acid- environmental responsibility requirements. base relationships, mechanisms of reactions 110 Real World Chemistry. 4. Chemistry and structure determination. Laboratory is connected to everything in our lives: component includes techniques for the from food to fuel, natural to artifi cial, synthesis and characterization of organic medicine to the environment, consumer compounds and determination of reaction products to toxic waste. Th is course mechanisms including experimental, is designed to educate students about chromatographic, and spectroscopic chemistry and its eff ects on our world methods commonly employed in modern using illustrations from our common organic chemistry. Th ree hours lecture experience. Th ree hours lecture and and three hours lab per week. Prerequisite: three hours lab per week. Does not CHEM 112. count towards the chemistry major or concentration. Fulfi lls natural science 232 Organic Chemistry II. 4. A and mathematics and social justice/ continuation of Organic Chemistry I. environmental responsibility requirements. Topics covered include mechanisms of more complex reactions, multi- 111 Chemical Principles I. 4. Basic step organic synthesis, applications of principles of chemistry, periodicity, molecular orbital theory to reactions, and bonding, and energy relations. Th ree hours the chemistry of biologically important lecture and three hours lab per week. molecules such as sugars and peptides. www.guilford.edu 49 Laboratory component focuses on multi- 332 Physical Chemistry II. 4. Physical step synthesis of organic compounds chemistry of microscopic systems using a variety of reactions, employing including quantum mechanics, electronic chromatographic and spectroscopic structure of atoms and molecules, techniques in the purifi cation and analysis molecular structure and dynamics, of reaction products. Th ree hours lecture and spectroscopy. Laboratory includes and, for the fi rst half of the semester, three computational chemistry and experiments hours lab and one hour lab lecture per in kinetics, spectroscopy, and structure week. Prerequisite: CHEM 231. analysis. Th ree hours lecture and, for the fi rst half of the semester, three hours 235 Integrated Laboratory for Organic lab and one hour lab lecture per week. Chemistry. 1. Laboratory course Prerequisite: CHEM 331. PHYS 320 is integrating organic chemistry with other suggested as a prerequisite or co-requisite. fi elds of chemistry. Students from several chemistry classes conduct original research 336 Integrated Laboratory for Physical on multidisciplinary projects. Independent Chemistry. 1. Laboratory course study, lab management skills, and involving original research projects teamwork are emphasized. Th ree hours integrating physical chemistry with other lab and one hour lecture per week for the fi elds of chemistry. Independent study, second half of the semester. Co-requisite: lab management skills, teamwork and CHEM 232. leadership skills are emphasized. 3 hours lab and 1 hour lecture per week for the 246 Forensic Chemistry (BIOL 246). second half of the semester. Prerequisite: Explores methods used to examine CHEM 235. Co-requisite: CHEM 332. and identify evidence of criminal activity, including chemical techniques 341 Instrumental Analysis. 4. for developing fi ngerprints, blood A systematic study of the modern isozymes, PCR for DNA profi ling, drug instrumental methods of chemical analysis identifi cation and ELISA. Prerequisite: with emphasis on the theory behind the BIOL 245 or permission of instructor. use of instruments, principles of operation of analytical instruments, and their use for 290 Internship, 1-4. May also be off ered the analysis of real samples. Th ree hours at the 390 level. lecture and three hours lab per week. Prerequisite: CHEM 112, MATH 122 or 331 Physical Chemistry I. 4. Physical 123. chemistry of macroscopic systems, including classical and statistical 342 Inorganic and Materials Chemistry. thermodynamics, ideal and real 4. Th e interaction between structure gases, liquids and solutions, phases, and electronic properties, the metallic chemical equilibrium, electrochemistry, state, solid state chemistry, metal and kinetics. Laboratory includes complexes, stereochemistry, elementary experiments in physical chemistry of crystallography, and spectroscopy. Th e gases, thermochemistry, phases, and laboratory centers on unusual materials, electrochemistry. Th ree hours lecture and their synthesis, structure, properties, and three hours lab per week. Prerequisites: analysis. Th ree hours lecture and, for CHEM 232, MATH 122 or 123, PHYS the fi rst half of the semester, three hours 122 or PHYS 212. PHYS 320 is suggested lab and one hour lab lecture per week. as a prerequisite or co-requisite. Prerequisite: CHEM 341.

50 Guilford College 345 Integrated Laboratory for permission of instructor. Inorganic Chemistry. 1. Laboratory course involving original research projects 434 Biochemistry (BIOL 434). 4. integrating inorganic chemistry with A study of the chemical structure and other fi elds of chemistry. Independent physiological function of the biochemical study, lab management skills, teamwork building blocks of living organisms and leadership skills are emphasized. including proteins, carbohydrates, lipid Th ree hours lab and one hour lecture per metabolism and nucleic acid synthesis. Th e week for the second half of the semester. laboratory experience includes techniques Prerequisite: CHEM 235. Co-requisite: used in the isolation and identifi cation CHEM 342. of proteins, lipids and nucleic acids. Prerequisite: CHEM 232. Spring. 400 Chemistry Seminar. 2. Th e transition from college to graduate school, careers in 450 Special Topics. 4. the chemical industry, or careers in other May also be off ered at the 250 and 350 fi elds. Th e development of presentation levels. skills and critical analysis of the chemical literature is stressed. Required of all 460 Advanced Independent Study. chemistry majors and concentrators. One 1-4. Recent topics include Photoredox and a half hours lecture per week. Chemistry, Organometallic Synthesis, Experimental Design, Conducting 412 Geochemistry (GEOL 412). 4. Polymers, and Advanced Organic Distribution, movement, and processes Synthesis. May also be off ered at 260 and aff ecting chemical elements within the 360 levels. earth. Nuclear chemistry, formation of earth and planets; crystal chemistry and 470 Senior Th esis. 4. Original research on mineral structures; isotope geology, trace a specifi c topic in chemistry or chemistry- elements, thermodynamics in geology. related fi eld. Students are expected to No laboratory. Prerequisites: CHEM 111, begin work on their topics before they three semesters of laboratory courses in register. geology or consent of the instructor. 490 Departmental Honors. 4-8. 420 Polymer Chemistry. 4. Synthesis, characterization, properties and uses of modern synthetic polymers. Current topics in polymer research and development such as biomedical polymers, space-age polymers, and the use of polymers in electronics will be examined. Th ree hours lecture per week. Prerequisite: CHEM 232.

430 Medicinal Chemistry. 4. Th e organic chemistry of drug design and drug action. Th is course covers the interaction of drugs at sites in the body such as neuroreceptors, enzymes, and DNA which lead to therapeutic eff ects. Th ree hours lecture per week. Prerequisite: CHEM 232 or www.guilford.edu 51 COMPUTING AND INFORMATION • Foundation Computer Science TECHNOLOGY (CMIT) Courses. All students are required to take Introduction to Computer Christopher Johnson, Assistant Professor Programming (CMIT 100) and either Randall Epperson, Visiting Lecturer Data Structures and Algorithms Robert M. Whitnell, Associate Professor of (CMIT 201) or Data Structures and Chemistry (on leave 2006-07) Algorithms for Computer Information Systems (CMIT 202). Th e interdisciplinary major in Students should consult with their computing and information technology adviser or the coordinator of the provides a strong foundation in the major to determine whether CMIT concepts of computer science combined 201 or CMIT 202 is the appropriate with a focus on the use of technology course in a particular area. Th at focus can be on the application of computing in a • Elective Credits. At least 12 credits fi eld of study, on the philosophical and of elective courses must have a social implications of technology, or as focus in a particular area or the preparatory work for postgraduate application of computing. Th e education in computer science. In each remaining elective credits may be case, the major consists of two foundation chosen from any approved for the courses, a set of courses that establish the major in computing and information focus of the major, and a capstone course technology. or four-credit senior project. Students who complete the • Depth Requirement. Of the requirements for the major in computing elective credits, 12 must be at the and information technology will obtain a 300 level or above. background in the detailed concepts and tools of computer programming, a strong • Interdisciplinary Requirement. focus on the applications of information Because Computing and technology in a focus of interest, and an Information Technology is an increased ability to consider and evaluate interdisciplinary major, students the eff ect of new technologies from several must take courses from at least perspectives: ethical, social, political and/or one other department in addition technical. courses labeled CMIT.

Degrees Off ered. Th e Bachelor of Science • Capstone. All students are required to is off ered in computing and information take a capstone course. Th is course technology. must be approved by the advisory committee and have a signifi cant Major Requirements. Computing and portion devoted to issues in the information technology requires a double social, ethical, philosophical or major, meaning that students must have a political aspects of computing and disciplinary academic major in addition to information technology beyond those computing and information technology. discussed in the introductory courses. Th e requirements for the computing and Courses that satisfy this requirement information technology major consist of at include PSCI 445: Globalization and least eight courses (32 credit hours) with its Discontents and CMIT 401: the following requirements: Artifi cial Intelligence and Artifi cial 52 Guilford College Life. Students pursuing this major Focus in Creative Arts also have the option of completing • ART 245: Digital Darkroom a one-semester four-credit senior • THEA 272: Digital Sound Design project when no appropriate capstone • THEA 273: Computerized Lighting courses are available. If this option is Design chosen, the project must have a • CMIT 371/THEA 371: Digital signifi cant portion devoted to social, Graphic Design ethical, political, and/or philosophical aspects of computing. Focus in Mathematics and Logic • MATH 212: Discrete Mathematics I Internships and independent study • MATH 320: Mathematical Physics courses can be used to satisfy any of the • MATH 325: Linear Algebra computing and information technology • MATH 412: Discrete Mathematics II courses with approval from the coordinator • MATH 415: Numerical Analysis of the major. • PHIL 292: Formal Logic Students who wish to pursue more advanced work in computing or computer Focus in Online Design science are encouraged to develop a • CMIT 331: Information Design strong background in mathematics with • BUS 342/CMIT 342: Database a concentration in Mathematics for the Systems Sciences being especially appropriate. • BUS 344: e-Commerce Courses in discrete mathematics and • CMIT 371/THEA 371: Digital formal logic (such as PHIL 292: Formal Graphic Design Logic) are strongly encouraged. Focus in Physical Sciences Areas of Focus • GEOL 340: Images of the Earth • PHYS 121: (with lab) Classical and Focus in Advanced Topics in Computing Modern Physics I • CMIT 321: Perspectives in • PHYS 122: (with lab) Classical and Information Systems Modern Physics II • CMIT 322: (Inter)Networking • PHYS 231: Experimental Physics I Computers • PHYS 232: Experimental Physics II • CMIT 331: Information Design • PHYS 320: Mathematical Physics • CMIT 342/BUS 342: Database • PHYS 331: Experimental Physics III Systems • PHYS 332: Experimental Physics IV • CMIT 401: Artifi cial Intelligence and Artifi cial Life Focus in Technology and Society • CMIT 331: Information Design Focus in Business Management • CMIT 401: Artifi cial Intelligence and • BUS 241: Computers and Artifi cial Life Management • PHIL 241: Computer Ethics • BUS 341: Management Information • PHIL 375: Topics in the Philosophy Systems of Mind • BUS 342/CMIT 342: Database • PSCI 445: Globalization and Its Systems Discontents • BUS 344: e-Commerce Prerequisites for the Major. Students pursuing this major should have completed www.guilford.edu 53 Introduction to Computers (BUS 141) 233 Computer Control of Lab or have equivalent knowledge and skills. Equipment (PHYS 233). 2. Intermediate- Students should also have satisfi ed the level laboratory course to develop college’s quantitative literacy requirement programming skills necessary to interface before taking any of the required courses a computer with laboratory equipment. for the major. It is strongly recommended Programming language and experiments that students are extremely comfortable vary as equipment and technologies evolve. with algebra and trigonometric and Prerequisite: One laboratory course that logarithmic functions before they take the incorporates relevant equipment and foundation courses. scientifi c principles such as CHEM 111, PHYS 121, PHYS 210, and PHYS 211, or 100 Introduction to Computer permission of the instructor. Programming. 4. Exploration of computer programming with emphasis on 290 Internship, 1-4. May also be off ered scientifi c, educational, and entertainment at the 390 level. applications. Topics include programming fundamentals, user interaction, graphics 321 Perspectives in Information display, data processing, problem Systems. 4. Computer hardware and solving, and artifi cial intelligence. Prior software concepts at an intermediate programming experience not required. level, based on a broader perspective of the computer industry, incorporating 201 Data Structures and Algorithms. 4. historical developments, current Continuation of CMIT 100 with the use practices, and future technologies. Topics of high-level object-oriented languages include higher-level computing terms such as C++ or Java. Topics include and concepts, exploration of a range of pointers and memory allocation, standard operating systems, hands-on experience data structures, algorithm analysis and in the confi guration of hardware and standard computing algorithms, event- software, and analysis of the rapid changes driven programs (such as in a graphical in information technology and how to best user interface), comparisons of high-level adapt to them. Prerequisite: any course languages and further development of that counts for the CMIT or CIS majors. object-oriented programming techniques. Prerequisite: CMIT 100. 322 (Inter)Networking Computers. 4. In-depth exposure to the terms, 202 Data Structures and Algorithms for concepts and confi gurations that have Computer Information Systems. 4. historically been, are currently being, and A continuation of CMIT 100 using Visual may in the future be used to accomplish Basic as the programming language. inter-computer communication. Topics include standard data structures Topics and technologies covered and computing algorithms, event-driven include telecommunications, wide area programs (such as in a graphical user networking, local area networking, interface), working with the basic controls topologies and protocols, routing, that come with VB, associating the switching and bridging, internet design controls with programming procedures, and services, security, remote access, working with menus and forms and emerging technologies and the OSI model. attaching to and updating an Access Lab exercises focus on the installation of database using those forms. Prerequisite: operating systems and confi guration of CMIT 100. their networking components, design and 54 Guilford College construction of examples of computer artifi cial systems that claims some level networks, and experimentation with of intelligence or life. Exploration of the performance and confi guration of those technical aspects and the philosophical networks. Prerequisite: CMIT 321. and social issues involved in attempting to create intelligent and/or living systems. 331 Information Design. 4. Examination Satisfi es the major’s capstone requirement. of communication using computers Prerequisite: CMIT 100. and the Internet from the perspectives of both the provider and the consumer. 450 Special Topics. 4. May also be off ered Topics include Web page design, Web at 250 and 350 levels. site construction, information quality and evaluation, and how technology has 460 Independent Study. 1-4. May also be aff ected and will aff ect communication off ered at 260 and 360 levels. and information transfer. Comparative study of communication technologies 470 Senior Th esis. 4. A written senior viewed as revolutionary, such as the thesis may be undertaken as a separate printing press. Prerequisite: experience project or as the culmination of in constructing Web pages (for example, independent study; the senior thesis must through completing BUS 241). represent serious research and independent thought. Th e senior thesis may satisfy the 342 Database Systems (BUS 342). 4. requirements of the capstone course with Introduction to theory and practice of the approval of the coordinator of the enterprise-level relational database systems. major. Using Oracle, the student will learn the principles of entity relationship modeling 490 Departmental Honors. 4-8. Seniors and normalization. By modifying a with a 3.50 GPA may complete a senior’s database in a project, the student will learn thesis and obtain program honors at how to create queries using SQL, triggers, graduation. stored procedures, cursors, forms, and reports. Prerequisites: CMIT 100, CMIT 201 or CMIT 202, and BUS 241.

371 Digital Graphic Design (THEA 371). 4. Introduction to the uses of computer-assisted drafting, image manipulation, and desktop publishing as applied to the creation of artistic work. Explores basic elements of graphic design: form, space, color, contrast, typography, clip art and images, and layout. Step-by- step instruction empowers students to create projects that are both functional and visually appealing. Fulfi lls arts requirement.

401 Artifi cial Intelligence and Artifi cial Life (IDS 419). 4. Concepts and techniques involved in building www.guilford.edu 55 ECONOMICS (ECON) non-profi t enterprise and those planning to attend graduate school in business Robert G. Williams, John K. Voehringer Jr. management or law are encouraged to take Professor of Economics, Chair the Money and Finance Concentration. At Robert B. (Bob) Williams, Professor the very least, they are encouraged to take Accounting I and Financial Management, Every individual must make two courses regularly taught outside the economic decisions, and economic forces department that provide rigorous training and government economic policies in how to read and analyze fi nancial have a continuous impact on our lives. reports. Majors seeking careers in law Th e economics program at Guilford is are encouraged to take two additional designed to contribute to a liberal arts courses: one in formal logic taught by education in three ways. First, it combines the Philosophy Department and one scientifi c analysis with a historical and upper-level English course. Majors seeking global perspective, providing a deeper careers in international policy making understanding of the complex forces at are encouraged to take the International work in the world. Second, it provides Political Economy Concentration. rigorous training in analytical thinking, problem solving, designing and carrying 221 Macroeconomic Principles: “Global out fruitful research projects, and Vision: the U.S. in the World Economy”. eff ectively communicating results both 4. Th e study of aggregate supply and orally and in writing. All of these skills demand; national income and fi scal policy; prepare students to perform well in a wide the banking system and monetary policy; variety of careers. Th ird, it clarifi es issues of economic fl uctuations and growth–all human values and perspectives, addressing viewed from a global systems perspective. concerns that lie at the heart of every Applied topics include: unemployment, issue of public policy, thereby preparing infl ation, gross domestic product, students to become more eff ective and interest rates, economic forecasting, the well-rounded citizens. Federal Reserve system, technological change, productivity, business cycles, Degrees Off ered. Th e Bachelor of Arts foreign exchange markets, the balance degree is off ered in economics. of international payments, and others, depending on current developments Major Requirements. Eight courses (32 in the economy. Fulfi lls social science credit hours) are required for a major in requirement. economics. Th ey must include the two courses in Principles of Economics 222 Microeconomic Principles: Public (ECON 221 and 222), Research Methods Policy. 4. Th e study of economics; supply (ECON 301), and fi ve upper-level and demand; consumer behavior; fi rms, economics courses (300 or 400 level). production and cost; perfect competition, Each student is encouraged to plan monopoly and other market types; income the major in consultation with the adviser. distribution; all explained with the goal Economics majors planning to go to of understanding economic problems and graduate school in economics are strongly evaluating public policy to solve these encouraged to achieve competency in problems. Applications to agriculture, Calculus I and II, courses regularly taught energy, environment, poverty, economic by the Mathematics Department. Th ose development, discrimination, natural interested in careers in private business or resources, taxes, regulation, sports, and 56 Guilford College other special topics, depending on the rates, current prices, and international semester. May be taken independently fl ows of commodities and capital. of ECON 221. Fulfi lls social science and Prerequisite: ECON 221. social justice/environmental responsibility requirements. 335 Comparative Economic Systems: “Th e Rise and Fall of the Soviet Empire” 290 Internship. 1-4. May also be off ered (IDS 414). 4. Historical analysis of the at the 390 level. rise and decline of socialist-type economies (especially the former USSR, but cases for 301 Research Methods. 4. Th e course student research include Eastern Europe, focuses on the key areas of quantitative China, Cuba, etc.) and the challenges of research methods including the scientifi c transition and integration into the world method, selection of research design, data capitalist system. In this seminar-style collection and sampling, questionnaire course, students select a particular country design, data analysis and interpretation, other than Russia for an in-depth semester- and ethical issues in research design. In long research project that culminates in a this class students learn by doing. Class written report and an oral presentation. assignments and projects enable students Prerequisite: ECON 221, 222, or consent to develop their profi ciency in using of the instructor. Alternate years. descriptive and inferential statistics to analyze and interpret data. Students have 336 Economic and Social Development: the opportunity to undertake original “’Beneath’ the United States” (IDS research. 433). 4. U.S. policy-makers frequently view Latin America and the Caribbean as 302 Economic History of the United “beneath” the United States. Th is seminar- States (HIST 302) 4. Examines key style course adopts a radically diff erent issues in our economic history, including perspective: from within Latin America the emergence and spread of market looking outwards. Prerequisite: ECON institutions, the changing nature and 221, 222, or consent of the instructor. conditions of work through diff erent Fulfi lls intercultural requirement. Alternate periods, the rise of big business and impact years. of industrial capitalism, and the methods and outcomes of those who resisted these 342 Poverty, Power, and Policy. 4. Is changes. Short research projects and a government merely a necessary evil or semester-long paper provide opportunities can it be an eff ective force to improve the to engage in historical research. Alternate lives of its citizens? Th is course examines years. the role and performance of government programs in our economy, raising 333 Money and Capital Markets (BUS signifi cant social and economic issues such 333). 4. Explores how the fi nancial and as wealth distribution, poverty, taxation, world money systems operate in a global and economic fairness. Prerequisite: economy, the evolution of fi nancial ECON 222, or consent of professor. markets and institutions, the role that Fulfi lls social justice/environmental theories of money play in current responsibility requirement. economic events and in the policy eff orts of the Federal Reserve and other central 344 Environmental and Resource banks with respect to the rate of infl ation, Economics (IDS 458). 4. Is economic real economic activity, unemployment growth necessary to provide the prosperity www.guilford.edu 57 needed to pay for environmental the course. May also be off ered at 250 and restoration or does such growth create 350 levels. environmental problems we can never undo? Th e course uses economic 460 Independent Study. 1-4. theory, ecological concepts, and Independent research or directed study on systems approaches to examine current a topic of interest to the student. Credit management practices of our renewable depends on the quality and quantity of and nonrenewable resources. Prerequisite: work agreed upon in advance; generally, ECON 222, or consent of the instructor. for example, one credit would be Fulfi lls social justice/environmental earned for an acceptable 20-page paper. responsibility requirement. Prerequisite: consent of the department. May also be off ered at the 260 and 360 432 International Economics: “ ‘Beside’ levels. the United States”. 4. Systematic approach to international economic 470 Senior Th esis. 8. Research and relations; theories of international oral presentation of an in-depth study, trade and fi nance; impact of national usually building from research done in governments and multinational other upper-level economics courses. institutions on movements of For students of exceptional motivation commodities, people, direct investment, and ability. Prerequisite: consent of the portfolio fl ows and foreign exchange department prior to the middle of the markets; application of international second semester of the student’s junior economic theory to current problems of year. the world economic order. Prerequisite: ECON 221, 222, or consent of the 490 Departmental Honors. 4. instructor. Alternate years.

441 Labor Economics. 4. Alternative approaches to labor-market theory and policy: perfect competition, segmentation, and dual labor-market hypotheses. Income distribution; unions and collective bargaining; discrimination and poverty macroeconomics of the labor market. Prerequisite: ECON 222, or consent of the instructor.

450 Special Topics. 4. Recent off erings include both standard fi elds of economics, interdisciplinary fi elds (Methods of Social Research, off ered jointly with the Sociology and Anthropology Department; Economic History of the United States, off ered jointly with the History Department), and other topics of interest to the faculty (Democracy at Work; Women, Children and Economic Policy). Prerequisites: depending on the design of 58 Guilford College EDUCATION STUDIES faculty and student relationships are (EDUC) developed through tutorial sessions, peer group learning, portfolio reviews, fi eld David P. Hildreth, Associate Professor, Chair supervision, and the advising system. Adam Golub, Assistant Professor Th e three major curricular Anna Oerther, Assistant Professor components of the program are: Julie Burke, Visiting Assistant Professor • a strong interdisciplinary liberal arts core Caryl Schunk, Visiting Assistant Professor required of all students. • a double or joint major (an education Th e primary goal of the Education studies major and a major in another Studies program is to develop educators academic department). who are grounded in the liberal arts • a cross-cultural education internship and are self-confi dent, inquisitive, and that usually includes a semester abroad. thoughtful in their practice. We seek to develop prospective teachers committed Th ere are three licensure tracks in the to and capable of constructive action Education Studies major: • Elementary licensure, grades in contemporary society. In preparing kindergarten through six. students to assume professional roles • Secondary licensure, grades nine in schools, the program emphasizes through 12, English, and Social Studies. understanding educational issues from • K-12 licensure, grades kindergarten a global perspective using observation, through 12, French, and Spanish. practice, experimentation and action research to discover how people learn and Degrees Off ered. Th e Bachelor of Arts how schools and other educational settings degree is off ered in education studies. are made eff ective. Th roughout the program, faculty and Major Requirements. Education Studies students in the department work together requires a double or joint major, a variety in interactive learning experiences in the of fi eld experiences, and in most cases classroom and in the fi eld, incorporating an experience abroad. Because these practical application with theoretical requirements must be carefully planned, discussion and exploration. Th e tutorial students are encouraged to begin the sessions, a unique and integral part of program by the second semester of the the program, engage students and faculty fi rst year. In many cases, students choose members in one-on-one interchanges in to complete the program with its two the fi rst- and second-year courses. majors, cross-cultural fi eld experience, Other central components of the and requirements for state and reciprocal program include the portfolio review, a licensing in four to four and a half years. written and oral self-assessment presented Note: the second major must be completed by each student to the education studies at Guilford. faculty midway through the major; the In accordance with North Carolina cross-cultural internship and inquiry, state requirements, formal acceptance usually in another country; and the into the program occurs during the capstone experience after student teaching sophomore year and depends upon a 2.50 in which students refl ect on their student grade-point average, recommendations, teaching experiences in relationship and other pertinent criteria (refer to the to their theoretical and philosophical Education Studies Program Handbook, grounding and explore leadership roles which includes Policies and Procedures that they may take in the future. Close www.guilford.edu 59 for Teacher Education, Student Teaching specialty area courses (candidates for K-12 and Licensure. Note: Some requirements Licensure in languages take two courses may chance in accordance with at the University of North Carolina recommendations from state and national at Greensboro through a consortium accrediting agencies). In addition, each relationship). Students seeking Social student is required to pass the Praxis I: Studies and English licensure should refer Academic Skill Assessment administered to History, Political Science and English by the Educational Testing Service, prior departmental catalogue descriptions for to formal admission to the program. additional coursework. English students Formal admission is necessary for must take ENGL 380: Rhetoric and enrollment in advanced Education Studies Composition. courses. Enrollment in the college does not Additional required courses for guarantee acceptance into the program. elementary majors: MATH 103: Other licensure requirements Mathematics for Elementary School include passing the appropriate Specialty Teachers; U.S. History or an historical Area Praxis examinations, completing a perspectives course focused on U.S. technology portfolio, and other criteria history; and EDU 306/7/8/9: Seminar as specifi ed by the state. Criminal in the Processes of Elementary background checks are also required before Teaching (includes internship). student teaching. Criminal background Recommended course to fulfi ll checks and/or drug tests may be required Business and Policy Studies requirement: by local education agencies as a condition JPS 310. of employment. Please see the online college catalog Required courses for all Education for a current copy of the Title 2 Teacher Studies majors (28 credit hours) are: Preparation Report. • PSY 224: Developmental Psychology 201 Education Inquiry: First Tutorial. • the two tutorial courses (EDU 4. Discovery of questions and issues which 201: Education Inquiry and EDU concern educators, inquiry into how these 202: Learning and Teaching) questions and issues have been and are being approached by others, and search • EDU 203: Contemporary/Historical for one’s own refl ective understanding. Issues in Education Focuses on the self, the educational community, and the library as spheres of • EDU 301: Field Study in Cross- inquiry. Cultural Education 202 Learning and Teaching: Second • EDU 440: Student Teaching Tutorial. 4. An interdisciplinary introduction to learning and teaching. • EDU 410 or 420: Student Teaching Th eories of knowledge, development, and Seminar learning provide a context for experiences with individual students in the schools, Fieldwork is required in all of these interviews with Guilford faculty, and courses. observation and analysis of learning Additional required courses for processes. secondary and K-12 Majors: EDU 312: Seminar in the Processes of Secondary 203 Contemporary/Historical Issues in and K-12 Teaching, or the appropriate Education. 4. Analysis of contemporary 60 Guilford College social, cultural, and political issues in 308 Seminar in the Processes of education within an historical context. Elementary Teaching III. 4. Action research based on 20 hours of fi eldwork is required. Fulfi lls social science 309 Seminar in the Processes of requirement. Elementary Teaching IV. 4.

217 Literacy Seminar (ENGL 217, JPS 312 Seminar in the Processes of 217, PSY 217, SOAN 217, WMST 217). Secondary and K-12 Teaching. 4. 2. Students are trained as literacy tutors Study of school structures and curricula; and spend four hours per week tutoring study and practice of methodologies in community literacy programs. Wider appropriate to specialty areas and to issues of literacy and related problems are integrated curricula. A focus on lesson considered. CR/NC. planning, development, and presentation is emphasized. 290 Internship, 1-4. May also be off ered at the 390 level. 313 Seminar in the Processes of Secondary and K-12 Teaching: Th eory 301 Field Study in Cross-Cultural into Practice. 4. A co-requisite of ED Education. 4. Usually taken during the 312, students enrolled in ED 313 begin study abroad experience. Examination to combine their understanding of of educational issues pertinent to the lesson planning on the secondary level location in which the student is studying with lesson planning and teaching while through readings, interviews, and a 72- focusing on the integration of pedagogical hour internship. Students will be required content knowledge. Students also become to complete work and attend preparatory immersed in the public schools during meetings the semester before they actually a 40-hour internship where they have enroll in the course. opportunities to learn about the secondary school culture and begin to interact with Note: the following four courses– and teach students in the secondary 306/7/8/9–are taken concurrently to schools as they also re-examine themselves provide systematic study of integrating as educators. methods of teaching reading, language arts, science, social studies, mathematics, 410 Elementary Student Teaching and the arts. Lesson design and Seminar. 4. Integrated with student social curriculum are included in an teaching (EDUC 440). Refl ection on interdisciplinary elementary classroom student teaching experience and help with environment prepared for adult teacher individual needs. Emphasis on appropriate preparation. Students are required to materials and methods for elementary attend preparatory meetings the semester level. before they enroll in this sequence of courses. 420 Secondary Student Teaching Seminar. 4. Integrated with student 306 Seminar in the Processes of teaching (EDUC 440). Refl ection on Elementary Teaching I. 4. student teaching experience and help with individual needs. Emphasis on appropriate 307 Seminar in the Processes of materials and methods for secondary and Elementary Teaching II. 4. K-12 school levels. www.guilford.edu 61 440 Student Teaching. 12. Observation ENGLISH (ENGL) and directed teaching in area of licensure, supervised by the school’s cooperating James Hood, Associate Professor, Chair teacher and college personnel. Th ere is a Jeff Jeske, Charles A. Dana Professor of fi nal two-week capstone experience at the English conclusion of student teaching. During the Carolyn Beard Whitlow, Charles A. Dana capstone, students refl ect on their student Professor of English teaching experience in relationship to their Eleanor D. Branch, Assistant Professor theoretical and philosophical grounding. Heather R. Hayton, Assistant Professor Th ey also explore leadership roles that Cynthia M. Nearman, Assistant Professor they may take in the future. Prerequisites: and Director of Writing senior standing and completion of major Carol Hoppe, Visiting Assistant Professor courses. Caroline McAlister, Visiting Assistant Application for student teaching must Professor be made by March 1 preceding the year in David Bowen, Visiting Instructor which the student expects to do student Jenn Brown, Visiting Instructor teaching. Acceptance into student teaching Nicole McFarlane, Visiting Instructor is based on a continuous 2.50 overall Rod B. Spellman, Visiting Instructor grade-point average and support from both Kaylene B. Swenson, Visiting Instructor major departments. Student teachers may not take additional credits, participate in a varsity sport in season, or work part-time Th e English major at Guilford focuses without written permission from the on the literatures of the English-speaking department. Initial licensure is contingent world, with an emphasis on British and upon successfully completing both American writers. An excellent major for majors, the student teaching program, and any student seeking a broad liberal arts relevant components of the national Praxis education, the English major involves examination. CR/NC. study of that form of art through which humankind has constantly struggled to 450 Special Topics. 4. Also off ered at the express most fully the central concerns 250 and 350 levels. Examples: Confl ict of the human condition as understood Resolution with Children; Education and in each age. With its emphasis on the Religious Quest for Meaning. developing students’ abilities to express their perceptions and analyses in dialogue 460 Independent Study and Research. and writing, the English major off ers 1-4. Also off ered at the 260 and 360 levels. excellent preparation for work in a variety Independent study and research with of professions. appropriate faculty direction. Analytical and writing skills developed 470 Senior Th esis. 4. in the study of literature are precisely those required of lawyers and business 490 Departmental Honors. 4-8. Credit executives. Students considering careers to be determined. in business or law might choose to major in English and pursue a concentration in Licensure Only: Individuals who hold a accounting, management, computing, Bachelor’s degree may complete teaching history or political science. licenses in each of the three licensure tracks. Students desiring careers in Coursework in addition to the Education journalism, technical writing, television Studies program may be required. or advertising would do well to major in 62 Guilford College English and pursue the communications • A minimum of four Emphasis concentration. Students planning careers courses, depending on the student's in secondary education are required to chosen track, chosen in consultation double major in education studies and with the student's English adviser. At English. In order to acquire teaching least one of these courses must be a licensure, students complete additional 300-level course. coursework in Rhetoric and Composition One of the literature Core or (ENG 380) and arrange for tutoring Emphasis courses must be in literature internships. For those not desiring a before 1830 (British) or 1865 (American). double major, an A.B. in English followed Courses in this category are marked with by an M.A. in teaching for licensure is an asterisk (*) on the list below. a good alternative. Advisers from both Literature courses: education studies and English provide 206 Introduction to Poetry a developmental support program for 207 Introduction to Fiction prospective teachers of English, helping 221 British Literature I * students in all aspects of their program and 222 British Literature II assuring that requirements are satisfi ed. 223 Shakespeare* Outstanding students are encouraged 225 American Literature I* to work for departmental honors. Th e 226 American Literature II Leora Sherrill O’Callaghan Scholarship is 228 American Nature Writing given annually to a rising senior who has 230 African-American Literature * excelled in English. 234 Native American Literature 243 Plays and Meaning Degrees Off ered. Th e Bachelor of Arts 250 Special Topics (* depending on degree is off ered in English. topic) 260 Independent Study (* depending Major Requirements. Th e English major on topic) requires a minimum of 32 credit hours at 270 World Literature the 200 level and higher. 288 Shakespeare and Film Students choose one of four tracks: 327 British Romantic Literature General (32 credit hours), Writing 328 Victorian Literature (32 credit hours), Education Studies 331 Black Women Writers (32 credit hours), or Graduate Studies 332 Black Men Writers (40 credit hours). Each track consists 334 African Women Writers of a four-course Core, common to all 338 Harlem Renaissance the tracks, plus at least four Emphasis 342 American Romanticism* courses. Students develop a “plan of study” 350 Special Topics (* depending on for their individually designed major as topic) part of ENGL 200 and then monitor 372 Modern Poetry progress toward the major in course- 376 Contemporary Fiction selection meetings with their advisers. 377 Readings in Gay and Lesbian Th e requirements common to all four Studies tracks: 378 Caribbean Literature • ENGL 200: Introduction to Literary Studies General Track: • One 200-level literature course Core + 4 Emphasis courses. • One 300-level literature course Th e Emphasis courses may be any • ENGL 400: Senior Seminar combination of literature, writing, fi lm, www.guilford.edu 63 and internship courses–so long as one of Emphasis courses is taken at the 300 the four Emphasis courses is taken at the level. Recommendations for elementary 300 level. education include: • 206 Introduction to Poetry Writing Track: • 207 Introduction to Fiction Core + 4 Emphasis courses. • 230 African American Literature Th e Emphasis courses may be any • 270 World Literature combination of writing and internship • 380 Rhetoric and Composition courses–so long as one of the four Emphasis courses is taken at the 300 level. Emphasis courses for secondary Th e department suggests some education students: combination of the following: Secondary education students are • Two writing courses from among the required to take ENGL 380: Rhetoric following: and Composition. Th is course thus serves • 210 Playwriting Workshop as one of the Emphasis courses. Th e • 211 Poetry Workshop* other three may be any combination of • 212 Fiction Workshop** literature, writing, fi lm, and internship • 282 Journalism courses. • 285 Guilfordian Practicum Recommendations for secondary • 382 Technical and Professional education include: Communication • 221 British Literature I • 222 British Literature II * requires ENGL 206 or permission of • 223 Shakespeare instructor as prerequisite • 225 American Literature I ** requires ENGL 207 or permission • 226 American Literature II of instructor as prerequisite • 230 African American Literature • 270 World Literature • One theory course from among the following: Graduate Studies Track: • 372 Modern Poetry Core + 6 Emphasis courses. • 376 Contemporary Fiction Th e Emphasis courses may be any • 380 Rhetoric and Composition combination of writing and internship courses–so long as one of the six emphasis • An internship or elective writing courses is taken at the 300 level. course. Internships can be done Th e department recommends the either off campus (e.g., Triad Style following: magazine, News & Record) or • Taking some survey courses for a on campus (e.g., editorship with strong foundation (e.g., ENGL 221, Th e Guilfordian or Th e Piper). 222, 225, 226) • Taking some depth courses for Education Studies Track: learning academic discourse and Core + 4 Emphasis courses. practicing analytical skills • Doing an internship (teaching or Emphasis courses for elementary research) education students: • Doing an honors thesis. Th ese may be any combination of literature, writing, fi lm, and internship Th e department also recommends: courses–so long as one of the four • Taking ENGL 400 early in the senior 64 Guilford College year (it will provide a writing sample Includes Th e Odyssey and selected plays. for graduate school applications) Fulfi lls humanities requirement. • Taking the GRE in early fall semester of the senior year 200 Introduction to Literary Studies. • Gaining profi ciency in a second 4. Introduction to the study of English; language. a survey of historical periods and major For further details of all programs, critical schools. Required of all sophomore see both individual course descriptions majors. Prerequisites: ENGL 102 and and the department’s advising guidelines, Historical Perspectives. available from any department member. Students will take the introduction to the 206 Introduction to Poetry. 4. Focus major (ENGL 200) when they declare the on analysis of poetry with attention major (usually in the sophomore year) and to both formal and interpretive issues. the capstone course (ENGL 400) in their Prerequisites: ENGL 102 and Historical senior year. Perspectives. Fulfi lls arts requirement. Note: Both ENGL 102 and Historical Perspectives are prerequisites for all upper- 207 Introduction to Fiction. 4. Study of level English courses except journalism and narrative conventions in the short story playwriting. and novel. Prerequisites: ENGL 102 and Historical Perspectives. Fulfi lls arts 101 Writing Seminar 4. Workshop requirement. format; writing as process of discovery and exploration of possibility (invention, 210 Playwriting Workshop (THEA drafting, revision, peer editing); focus on 244). 4. Twelve weekly scenes read and writerly voice. Students must earn a grade critiqued in class and a one-act play as of at least C- to move on to ENGL 102. a fi nal project. Exploration of various elements of playwriting such as confl ict, 102 College Reading and Writing: manipulation of chronology, life studies, Many Voices. 4. Discussion of and character exposition and development, practice in composition with analysis “found” language, passive participation in of related readings that are chosen to and transcription of actual events. celebrate a range of diverse populations that collectively defi ne the American 211 Poetry Workshop. 4. In-class landscape. Texts and specifi c approach to critiques of student poems, reviews of writing indicated in instructors’ course contemporary poetry magazines and descriptions available at registration. collections, craft discussions with visiting Normally required fall semester of fi rst writers, evolution of literary principles, year. Fulfi lls college reading and writing manuscript preparation. Requires requirement. either 206 or permission of instructor. Prerequisites: ENGL 102 and Historical 151 Historical Perspectives (Variable Perspectives. Title). 4. Fulfi lls historical perspectives requirement. 212 Fiction Workshop. 4. In-class critiques of student writing, reviews of 160 Greek Myth, Art and Literature. contemporary literary magazines and 4. Study of the earliest Greek stories and short story collections, craft discussions images that have made their way into the with visiting writers, evolution of critical art, religion and literature of later periods. principles, manuscript preparation. www.guilford.edu 65 Requires either 207 or permission of 120). 4. Examines literary nature writing instructor. Prerequisites: ENGL 102 and in America from the 19th century to Historical Perspectives. the present, with a primary focus on the diff erent ways writers have presented 217 Literacy Seminar (EDUC 217, JPS the natural world as sacred. Writings 217, PSY 217, SOAN 217, WMST 217). consider both our current estrangement 2. Students are trained as literacy tutors from the natural world and possibilities and spend four hours per week tutoring for developing intimacy with the earth in community literacy programs. Wider through a deep sense of “place.” Fulfi lls issues of literacy and related problems are humanities and social justice/environmental considered. CR/NC. responsibility requirements.

221 British Literature I. 4. Intensive 230 African American Literature. study of representative works and survey 4. Literary study focusing on major of issues from Anglo-Saxon period fi gures of the 19th and 20th centuries, through the 18th century. Recommended such as Wheatley, Douglass, Hughes, for all beginning majors and prospective Wright, Hurston, Walker, and Morrison. majors. Prerequisites: ENGL 102 and Prerequisites: ENGL 102 and Historical Historical Perspectives. Fulfi lls humanities Perspectives. Fulfi lls humanities and requirement. diversity in the U.S. requirements.

222 British Literature II. 4. Intensive 234 Native American Literature. 4. study of major literary fi gures and Explores the themes, genres, and techniques changing forms from the Romantic period used in American Indian writing and to the present. Prerequisites: ENGL examines the connections between the 102 and Historical Perspectives. Fulfi lls works of Indian authors and the history humanities requirement. of Indian-white relations, particularly regarding class. Prerequisites: ENGL 223 Shakespeare. 4. General introduction 102 and Historical Perspectives. Fulfi lls to the comedies, histories, and/or humanities and diversity in the U.S. tragedies.. Prerequisites: ENGL 102 and requirements. Historical Perspectives. Fulfi lls humanities requirement 243 Plays and Meaning (THEA 243). 4. Develops the interpretive skills needed by 225 American Literature Survey I. 4. contemporary practitioners working in a Th e American mind in literature from the theatre that responds to and addresses issues Puritans to the Civil War. Prerequisites: of oppression and social justice. Students ENGL 102 and Historical Perspectives. learn how to fi nd a personal sense of a play’s Fulfi lls humanities requirement. meaning and identify its relation to our own social/cultural context. Prerequisites: ENGL 226 American Literature Survey II. 4. 102 and Historical Perspectives. Fulfi lls Th e American literary tradition from the humanities and social justice/environmental Civil War to the present. Prerequisites: responsibility requirements. ENGL 102 and Historical Perspectives. Fulfi lls humanities and diversity in the 270 World Literature. 4. Study of U.S. requirements. selected literature from the seven continents. Prerequisites: ENGL 102 and 228 American Nature Writing (REL Historical Perspectives. Fulfi lls humanities 66 Guilford College requirement. relationship between literature and the political/historical issues of the period 272 World Cinema. 4. Explores the craft such as human rights, abolition and and cultural signifi cance of contemporary the slave trade, the French Revolution, fi lms from East Asia, the Middle East, the Napoleonic Wars, and reform. Africa, and Latin America. Prerequisites: Prerequisites: ENGL 102 and Historical ENGL 102 and Historical Perspectives. Perspectives. Fulfi lls arts and intercultural requirements. 328 Victorian Literature. 4. Selected 282 Journalism. 4. A hands-on British poetry, fi ction, and non-fi ction introduction to journalistic writing. All prose written between 1832 and 1901 students will be working Guilfordian with special attention to intellectual and staff ers while learning the fundamentals cultural issues such as the divided self, of news, feature, and opinion writing as gender, childhood, science and religion, well as newspaper style. No journalistic and sexuality and/or the relationship experience required. between literature and the political/ historical issues of the period including 285 Guilfordian Practicum. 1-4. imperialism, the monarchy, and the rise of Workshop involving writing, editing the middle class. Prerequisites: ENGL 102 or technical work for Th e Guilfordian. and Historical Perspectives. No journalistic experience required. Repeatable 331 Black Women Writers. 4. Explores a cross-section of the contemporary and 286 Classic American Cinema. 4. Study historical writings produced by women of the craft and cultural signifi cance of key of African descent primarily in North fi lms of the 1930’s through 1950’s, the America, but also of South America, golden age of Hollywood. Prerequisites: Europe, the Caribbean or Africa. Includes ENGL 102 and Historical Perspectives. the novel, short story, poetry, drama, Fulfi lls humanities requirement. autobiography, narrative, essay, interview, letters, reviews, and literary criticism. 288 Shakespeare and Film. 4. Explores Prerequisites: ENGL 102 and Historical Shakespearean plays in relation to Perspectives. Fulfi lls humanities and fi lms that reconstruct a Shakespearean diversity in the U.S. requirements. narrative in an entirely diff erent imaginary realm. Prerequisites: ENGL 102 and 332 Black Men Writers. 4. Explores Historical Perspectives. Fulfi lls humanities classic and contemporary novels, short requirement. stories, drama, poetry, literary criticism, essays and issues by writers such as Ralph 290 Internship. 1-4. May also be off ered Ellison, Richard Wright, Amiri Baraka, at the 390 level. August Wilson, Randall Kenan, James Baldwin, Yusef Komunyakaa, and Nathan 327 British Romantic Literature. 4. McCall. Prerequisites: ENGL 102 and Selected British poetry, fi ction, and non- Historical Perspectives. Fulfi lls humanities fi ction prose written between 1780 and and diversity in the U.S. requirements. 1832 with special attention to intellectual and cultural issues such as imagination 334 African Women Writers. 4. Explores and perception, nature, aesthetic a range of literary voices from black and theory, and industrialization and/or the white women writers born in countries www.guilford.edu 67 such as Ghana, Zimbabwe, South Africa, Studies, and African-American Studies. Kenya, Nigeria, Senegal, Egypt, Algeria, Prerequisites: ENGL 102 and Historical Botswana, and Uganda. Prerequisites: Perspectives. Fulfi lls humanities and ENGL 102 and Historical Perspectives. diversity in the U.S. requirements. Fulfi lls humanities and intercultural requirements. 378 Caribbean Literature. 4. Focus on the Post-Colonial novel–writing which 338 Harlem Renaissance (IDS 422). 4. is sophisticated, often experimental, Th is critical-thinking-based discussion and poised on the cutting edge of course will introduce students to the “Jazz contemporary literature. Prerequisites: Age” of the 1920’s and 30’s from an Afro- ENGL 102 and Historical Perspectives. centric perspective and will explore the Fulfi lls humanities and intercultural signifi cance of the era to the development requirements. of the African American literary and historical traditions. Prerequisites: ENGL 380 Rhetoric and Composition. 4. A 102 and Historical Perspectives. Fulfi lls history of rhetorical studies and a survey of humanities and diversity in the U.S. major schools of thought, with emphasis requirement. on the practice of teaching writing. Includes study of grammar and the history 342 American Romanticism. 4. Literary of the English language. Prerequisites: study focusing on such major fi gures as ENGL 102 and Historical Perspectives. Emerson, Th oreau, Poe, Hawthorne, Melville, and Whitman. Prerequisites: 382 Technical and Professional ENGL 102 and Historical Perspectives. Communication. 4. Introduction to the history, technology, and practice of the 372 Modern Poetry. 4. Signifi cant 20th- profession of technical communications. century poetry in British and American Designed for students from many literature. Includes forms, techniques, and disciplines. Prerequisites: ENGL 102 and themes; addresses poets such as Pound, Historical Perspectives. Eliot, and Williams. Prerequisites: ENGL 102 and Historical Perspectives. Fulfi lls 400 Senior Seminar. 4. Required of all humanities requirement. senior English majors. Rotating seminars in special themes and literary fi gures. 376 Contemporary Fiction. 4. Survey Sample topics include Violence in Early course that engages students in reading Modern Drama, Herman Melville, works written in the years following Literature and Ethics. Prerequisites: ENGL the end of the Vietnam War by authors 102 and Historical Perspectives. who live and work outside the United States and who come from a variety of 450 Special Topics. 4. May also be off ered nationalities and ethnicities. at 250 and 350 levels.

377 Readings in Gay and Lesbian 460 Independent Study. 1-4. Work Studies (IDS 409). 4. An intensive may apply toward departmental honors study of the literature and culture of gay, if prior arrangement is made by student. lesbian, bi-sexual, transgender, and queer Also off ered at the 260 and 360 levels. movements in 20th-century American Prerequisites: ENGL 102 and Historical with particular focus on the intersections Perspectives. among Queer theory, Women’s 68 470 Senior Th esis. CreditGuilford variable. CollegeWork may apply toward departmental honors if ENVIRONMENTAL STUDIES prior arrangement is made by student. (ENVS)

490 Departmental Honors. 4-8. Contact: Angela Moore, Geology and Earth Sciences Department

Environmental studies provides an interdisciplinary program that emphasizes the relationship between humans and the environment. It allows students to study and address fundamental issues of our times–the quality of the Earth’s environment and the sustainable use of its natural resources. Th e program focuses on justice, global awareness, and service to the larger community while respecting the concept of nature as sacred and Guilford’s Quaker heritage. Th e environmental studies program at Guilford is an overlap of many disciplines, including the humanities, social sciences, business and policy studies, arts, and natural sciences.

Degrees Off ered. Th e Bachelor of Arts is off ered in environmental studies.

Major Requirements. Environmental studies is required to be a double major, meaning that students must have a disciplinary academic major in addition to environmental studies. To satisfy the environmental studies major, students must take at least eight courses (32 credit hours) according to the following requirements:

• Introduction. All students must take ENVS 101: Environmental Science, Policy, and Th ought–Introduction to Environmental Studies.

• Environmental Studies Courses. Students must take six courses in environmental studies. Th ese courses are split into four courses that explore an area other than the student’s disciplinary major and two that www.guilford.edu 69 complement the disciplinary major. • CHEM 105: Chemistry of Recycling For students whose disciplinary • CHEM 111: Chemical Principles I major is not in the natural sciences • ENVS 325: Environmental Planning (i.e., biology, geology, chemistry, • ENVS 330/GEOL 230: and physics), four courses must be Environmental Pollution in environmental science. Students • GEOL 141: Oceanography whose major is in the natural sciences • GEOL 230: Environmental Pollution must take four environmental policy • GEOL 250: Climate and History and thought courses. Th ese non- • GEOL 340: Images of the Earth science courses must be from at least • GEOL 121: Geology and the two diff erent disciplines. Environment • GEOL 223: Hydrology Depth Requirement. Of the 4-2 split • GEOL 416: Sedimentology & described above, half of the courses Stratigraphy (two of the four and one of the two) • MATH 112: Elementary Statistics must be 300-level or above. Environmental Policy and Th ought Interdisciplinary Requirement. Students • ECON 222: Microeconomics may not count courses taken in the • ECON 301: Research Methods same department as their disciplinary • ECON 344: Environmental and major for environmental studies Resource Economics credit. • ENG 225: American Literature Survey I • Capstone Students must take an • PHIL 242: Environmental Ethics approved IDS to serve as a capstone • PSCI 318: Environmentalism in Early experience in the major. To ensure interdisciplinary participation, we America will solicit these IDS courses from all • PSCI 319: Modern Environmental divisions of the college. Problems • PSY 344: Environmental Psychology Th e following courses are currently • SOAN 225: Culture and the approved as environmental studies courses. Environment Other courses will be added as they are • SOAN 246: Mediation and Confl ict developed and taught, and non-approved Intervention courses may be petitioned to count for environmental studies in some cases. Internships and independent study can be used to satisfy any of the Environmental Science Courses Environmental Studies courses with • BIOL 114: General Zoology approval from the coordinators. • BIOL 115: General Botany For the capstone course, students can • BIOL 212: Environmental Science choose from the following: • BIOL/GEOL 242: Natural Science • IDS 404: Antarctica; Seminar • IDS 418: Science, Sex, and Nature • BIOL 324: Field Botany • IDS 437: Barrier Islands: • BIOL 333: Ichthyology • IDS 441: Environmental Psychology • BIOL 334: Animal Behavior • IDS 458: Environmental and • BIOL 335: Vertebrate Field Zoology Resource Economics • BIOL 336: Ornithology • IDS 461: Nothin’ But Disasters • BIOL 438: General Ecology 70 Guilford College 101 Environmental Science, 470 Senior Th esis. 4. Recommended for Policy, and Th ought: Introduction all students planning to attend graduate to Environmental Studies. 4. An school. A written senior thesis may be introductory course to the interdisciplinary undertaken as a separate project or as approach as it relates to environmental the culmination of independent study; studies. Intended to introduce students the senior thesis must represent serious to a broad array of environmental issues research and independent thought. and confl icts; case study, problem- solving approach. Fulfi lls social justice/ 490 Departmental Honors. 4-8. For environmental responsibility requirement. seniors with a 3.50 grade-point average, students may complete a senior’s thesis and 290 Internship. 1-4. Recommended for obtain program honors at graduation. all majors. College requirements apply. Details to be arranged between a student and a faculty member; schedules and nature of the work to be accomplished at the discretion of the instructor. May also be off ered at the 390 level.

325 Environmental Planning (GEOL 325). 4. Fulfi lls social justice/ environmental responsibility requirement.

330 Environmental Pollution (GEOL 230). 4. Th is course examines the impacts of human culture and activity on the quality of air, water, and soil with a focus on sources of contamination and the fate of pollutants in the environment. Laboratory focuses on experimental work and fi eld studies that introduce students to the scientifi c investigation of environmental problems. Fulfi lls natural science and mathematics and social justice/ environmental responsibility requirements. Generally alternate years.

450 Special Topics. 4. May also be off ered at 250 and 350 levels.

460 Independent Study. 1-4. May also be off ered at 260 and 360 levels. Independent student projects are dependent upon the student’s initiative in shaping the terms of investigation. Th e supervising instructor and the coordinator of environmental studies must approve a proposal describing the project. www.guilford.edu 71 FOREIGN LANGUAGES eight courses (32 credits) numbered above 111 and must include at least one 400 Sylvia Trelles, Associate Professor course. For a French or Spanish major, 220 of Spanish, Chair must be included among the eight required David J. Limburg, Associate Professor of courses. Students may do a Senior Th esis German (470) or Departmental Honors (490) on Alfonso Abad-Mancheño, Assistant Professor a topic approved by the department. Th is of Spanish will be counted as one of the eight courses, Maria Park Bobroff , Assistant Professor of but will not replace the required 400- French level course. Students planning to attend Steff any A. Gamsby, Assistant Professor graduate school are urged to choose the of Spanish senior thesis. French and Spanish courses Hiroko Hirakawa, Assistant Professor in translation do not count towards the of Japanese major. Kathryn T. Bowers, Visiting Assistant A German Studies major requires Professor of Spanish participation in the Munich Semester Janet Starmer, Visiting Instructor of French Program. Students can count up to three Laura Ibarra, Visiting Lecturer of Spanish courses taught in English toward the major and must also take at least fi ve courses Guilford’s Quaker heritage has assured taught in German and selected from the a continuing interest in the study of German major curriculum. language as an instrument of international Double majors in either French or understanding. Courses are off ered in Spanish and Education Studies, as well as French, German, Japanese, and Spanish. K-12 licensure in these languages, are also Entering students take a placement off ered. Students pursuing these double test upon arrival to determine their level majors have the same requirements within in a previously studied language. Students the Foreign Languages Department as do may place out of the one semester (101) other majors. Th e option of doing a senior foreign language requirement by taking thesis is not advisable for this double that placement exam. Students who do major. Students interested in pursuing a not take the placement exam will be teaching career in German may do so by required to complete one semester of completing the requirements for a German language 101. Students who place out major at Guilford, a concentration in of the foreign language requirement and Education Studies, and then acquiring wish to continue with their studies of a certifi cation at a graduate institution. language will be placed in the appropriate Course prerequisites: Except for level course according to the placement courses in translation, a student is exam score. Intermediate (201-202) level required to complete a 200-level course, (or equivalent experience) is a normal its equivalent, or to obtain permission prerequisite for higher-numbered courses. from the instructor before enrolling in a 300-level course. Further, students must Degrees Off ered. Th e Bachelor of Arts complete at least one 300-level course degree is off ered in French, German, before taking a 400-level course. We German Studies, and Spanish. recommend that students of French and Spanish take 220 before taking a 300- or Major Requirements. Th e department 400-level course. off ers majors in French, German, German Spanish majors must take at least one Studies, and Spanish. A major consists of course from the Spanish peninsular area 72 Guilford College and one from Latin America. All majors cultural theme that has recurred must meet profi ciency requirements. in several courses, and develop an All majors are expected to study essay about the theme, tracing its abroad with an appropriate Guilford importance through historical, program before graduating. Approval cultural, and literary contexts. of the department is necessary to either Students will begin this project early waive this requirement or to participate in their fi nal semester. Along with in another program abroad. Guilford the essay, students will turn in a three- currently off ers semester programs in question evaluation form, assessing Beijing, Brunnenburg, Guadalajara, their language major and outlining London, Munich, Paris, Rennes, and future goals. Japan, for which the appropriate language is either required or recommended. • Students will complete a study abroad Foreign language majors should self-assessment form. choose a related fi eld in order to consolidate and complement their French (FREN) major fi eld of study or to enhance career opportunities. Majors in many other 101 Communicating in French I. disciplines will fi nd a concentration in 4. Basic building blocks of grammar, a foreign language (four courses at the emphasis on oral communication and intermediate level and above) of immense culture. Culture/Laboratory Day required. value in the pursuit of a career. Fulfi lls foreign language requirement. Fall.

Assessment of Foreign Language Majors. 102 Communicating in French II. 4. Continuation of French I with more • Th e 202/220 fi nal will be a language emphasis on grammar and developing profi ciency exam. Th e exam will test reading and writing skills. Emphasis still speaking, knowledge of grammar, and on oral communication and culture. explication of a text (for German: the Culture/Laboratory Day required. literary portion will be given with the Prerequisite: FREN 101 or placement. fi nal for the fall 300 level course). Spring. Fulfi lls foreign language Based on the results of the 202/220 requirement. test, students whose score is inadequate will likely be advised to A) 201 Intermediate French. 4. Introduction discontinue as a language major, or B) of more advanced aspects of French study and retake the test when ready; grammar, vocabulary, and culture in at the latest before the beginning of addition to continued speaking and the student’s fi nal 400 level course. comprehension, as well as increased emphasis on reading and writing in • Th e following fi nal project will be French. Prerequisite: FREN 102 or required for all seniors in their fi nal placement. Fall. 400 level course: A fi nal paper or exam for the course, in the target 220 Introduction to Literary and language, in which students pull Cultural Analysis. 4. An introduction together the cultural knowledge they to important literary and cultural texts, have acquired throughout the major, and to the tools required to understand including material from the current and discuss them. Th is course enables 400 course. Students will select a students to engage more sophisticated www.guilford.edu 73 texts and cultural artifacts from diff erent in nature (love, death, the nation, the discourses, periods, and cultures, and is Other) or more specifi c (the City of Paris, the prerequisite of all 300-level courses. Revolutionary writings, the Dreyfus Spring. Aff air). Taught in French, with course readings and assignments completed in 290 Internship, 1-4. May also be off ered French. Prerequisite: FREN 220 and 310, at the 390 level. 311, or 315.

310 Contemporary France. 4. Study 385 Literature and Culture: Genre. 4. of the institutions and society of France Study of French and Francophone culture today, with an emphasis on developing the and society through a particular literary vocabulary and cultural context required genre, e.g. the novel, theatre, poetry. We to understand the mass media: television, will consider how historical periods have radio, press, and the Internet. Prerequisite: given rise to certain literary genres and FREN 220. Alternate years. how genres have infl uenced literary and cultural movements. Taught in French, 311 Th e Francophone World. 4. Study with course readings and assignments of signifi cant literatures and cultures of completed in French. Prerequisite: FREN the French-speaking world, with particular 220 and 310, 311, or 315. emphasis on Africa and the Caribbean. Prerequisite: FREN 220. Alternate years. 400 Senior Seminar. 4. Topic of this Fulfi lls humanities and intercultural capstone for majors will vary, but will requirements. focus on important questions in French studies. Students will explore more 315 French and Francophone Cinema. advanced approaches to culture and 4. Study of French and Francophone literature and conduct research on a fi nal cinema: genre as well as societal and paper. Required of majors. Prerequisites: cultural infl uences. Th e course will be FREN 220 and a 300-level course. Spring. taught in French, with course readings and Fulfi lls humanities requirement. assignments completed in French. Specifi c directors, fi lms, and themes will vary. 450 Special Topics. 4. May also be off ered Fulfi lls humanities requirement. at 250 and 350 levels.

365 Literature and Culture: Period. 460 Independent Study. 1-4. May also 4. Study of French and Francophone be off ered at 260 and 360 levels. culture and society within a defi ned period of time, e.g., the Renaissance, the 470 Senior Th esis. 4. Enlightenment, Romanticism, along with the period’s defi ning characteristics 490 Departmental Honors. and lasting infl uences. Taught in French, with course readings and assignments German (GERM) completed in French. Prerequisite: FREN 220 and 310, 311, or 315. 101 Communicating in German I. 4. Basic building blocks of grammar, 375 Literature and Culture: Th eme. emphasis on oral communication and 4. Study of French and Francophone culture. Culture/Laboratory Day required. culture and society through the lens of a Fall, also taught in Munich. Fulfi lls foreign particular theme. Th emes may be universal language requirement. 74 Guilford College 102 Communicating in German II. 4. placement. Fall, taught in Munich. Continuation of German I with more emphasis on grammar and developing 320 Culture and Society: Th e Weimar writing skills. Emphasis still on oral Republic. 4. Analysis and discussion communication and culture. Culture/ of German fi lms and dramas of the Laboratory Day required. Prerequisite: Weimar Republic, as well as short texts of GERM 101 or placement. Spring. Fulfi lls cultural, political, and historical relevance. foreign language requirement. Prerequisite: GERM 202 or placement. Fall, every third year. Fulfi lls humanities 201 Intermediate German I. 4. Review requirement. of basic structures and introduction of more advanced aspects of grammar 400 Seminar. 4. Students will explore and vocabulary. Increased emphasis on more advanced approaches to culture and conversation, reading, and writing skills. literature, and conduct research on a fi nal Prerequisite: GERM 102 or placement. paper. Th e seminar will focus on pre-19th- Fall, also taught in Munich. century, 19th-century, and 20th-century/ contemporary material in a three-year 202 Intermediate German II. 4. sequence. Required of majors. Prerequisite: Continuation of German 201. Increased GERM 300-level or placement. emphasis on discussion skills. Students Spring; repeatable. Fulfi lls humanities read and discuss two youth novels. requirement. Prerequisite: GERM 201 or placement. Spring. 450 Special Topics. 4. May also be off ered at 250 and 350 levels. 290 Internship, 1-4. May also be off ered at the 390 level. 460 Independent Study. 1-4. May also be off ered at 260 and 360 levels. 310 Contemporary German Culture. 4. Analysis and discussion of literary 470 Senior Th esis. 4. and cultural texts and fi lms from 1945 to the present. Further development of 490 Departmental Honors. writing skills. Prerequisite: GERM 202 or placement. Fall, every third year. German Studies Major (courses 311 German Youth Culture. 4. Analysis off ered in Munich; taught in English) and discussion of youth literature, as well as journalism and fi lm aimed at Political Science 250. Politics and German youth. As an end project, Culture of Bavaria. 4. students interview native German speakers in Greensboro about their youth in a History 450. History of Modern German-speaking country. Prerequisite: Germany. 4. GERM 202 or placement. Fall, every third year. Fulfi lls humanities requirement. Art 450. Art History. 4.

312 German Composition. 4. Advanced grammar work and writing practice, with increased attention to complexity and style. Prerequisite: GERM 202 or www.guilford.edu 75 Japanese (JAPN) 310 Media, Gender, and Nation in Japan. 4. Examines the roles of mass 101 Communicating in Japanese I. media in the construction of gendered 4. Basic building blocks of grammar, national identity in Japan. Fulfi lls emphasis on oral communication and intercultural requirement. culture. Culture/Laboratory Day required. Fulfi lls foreign language requirement. 450 Special Topics. 4. May also be off ered at 250 and 350 levels. 102 Communicating in Japanese II. 4. Continuation of Japanese I with more 460 Independent Study. 1-4. May also be emphasis on grammar and developing off ered at 260 and 360 levels. writing skills. Emphasis still on oral communication and culture. Culture/ Laboratory Day required. Prerequisite: Spanish (SPAN) JAPN 101 or placement. Fulfi lls foreign language requirement. 101 Communicating in Spanish I. 4. Basic building blocks of grammar, 201 Intermediate Japanese I. 4. emphasis on oral communication and Advanced grammar study, conversation culture. Culture/Laboratory Day required. practice, and increased emphasis on Fulfi lls foreign language requirement. reading and writing. Prerequisite: JAPN Students may not receive credit for both 102 or permission of instructor. SPAN 101 and SPAN 111.

202 Intermediate Japanese II. 4. 102 Communicating in Spanish II. 4. Continuation of JAPN 201. Continuation of Spanish I with more emphasis on grammar and developing 220 Women in Modern Japan. 4. writing skills. Emphasis still on oral Examines the lives of Japanese women communication and culture. Culture/ within the contexts of such social Laboratory Day required. Prerequisite: institutions as education, marriage, family, SPAN 101, SPAN 111, or placement. work, and mass media. Taught in English. Fulfi lls foreign language requirement. Fulfi lls humanities and intercultural requirements. 111 Spanish in the Workplace. 4. Basic building blocks of grammar, emphasis on 221 Contemporary Japanese Society. 4. oral communication and culture. Special Interdisciplinary course examines popular emphasis on vocabulary for the workplace. American attitudes toward Japan and For CCE students only. Fulfi lls foreign social construction of national identity in language requirement. Students may not contemporary Japan (as well as challenges receive credit for both SPAN 101 and to this identity). Studies social conditions, SPAN 111. popular culture, and racial and ethnic minorities in Japan. Taught in English. 201 Intermediate Spanish. 4. Fulfi lls humanities and intercultural Introduction of more advanced aspects requirements. of Spanish grammar and vocabulary in addition to continued speaking and 290 Internship, 1-4. May also be off ered comprehension, increased emphasis on at the 390 level. reading and writing in Spanish using culture-oriented material. Prerequisite: 76 Guilford College SPAN 102 or placement. colonial period, with an emphasis on the 20th century. Prerequisite: SPAN 220. 202 Intermediate Conversation and Alternate years. Fulfi lls humanities and Composition. 4. Th orough review of intercultural requirements Spanish grammar as needed, intensive work on oral and written expression on a 321 Culture and Society: Golden Age variety of topics, and exposure to a wide of Spain. 4. Examination of the culture, range of cultural “texts” (from traditional literature, and historical contexts of literature to more recent media). the 16th and 17th centuries in Spain. Prerequisite: SPAN 201 or permission of Prerequisite: SPAN 220. Alternate years. instructor. Fulfi lls humanities requirement.

220 Introduction to Literary and 322 Culture and Society: South America. Cultural Analysis. 4. An introduction 4. Examination of the literature and to important literary and cultural texts, culture against a historical background and to the tools required to understand from the colonial period, with an emphasis and discuss them. Study of grammar at on the 20th century. Prerequisite: SPAN an advanced level. Th is course enables 220. Alternate years. Fulfi lls humanities students to engage more sophisticated and intercultural requirements. texts and cultural artifacts from diff erent discourses, periods, and cultures, and is the 323 Culture and Society: Beginnings prerequisite for all 300-level courses. of a Nation (Th e Integration of Th ree Cultures). 4. Examination of the culture, 290 Internship. 1-4. May also be off ered literature, and historical contexts of at the 390 level. Medieval Spain with an emphasis on the contributions of Jews, Christians, 310 Contemporary Latin America. 4. A and Moslems. Prerequisite: SPAN 220. survey of the political turmoil endured by Alternate years. Fulfi lls humanities the diff erent nations and their awakening requirement. toward the self-realization of a cultural entity. Study of the integrative importance 340 Film, Life, and Literature of of historical roots, arts, and daily life. Latin America (IDS 447). 4. A view Prerequisite: SPAN 220. Alternate years. of Latin American culture, society, and Fulfi lls intercultural requirement. contemporary issues through fi lm and literature. At times taught in English for 311 Contemporary Spain. 4. Exploration IDS 400 credit. For Spanish credit, class of society and culture of Spain from meets one extra time and all work is done the 1960s to the present with a special in Spanish. emphasis on political changes and their repercussions on the economy, 342 Latino Culture in the United States international relations, literature, the arts, (IDS 449). 4. A study of the diff erent and daily life. Prerequisite: SPAN 220. hispanic cultures in the US through Alternate years. literature, essays, and fi lm with special emphasis on the image of self as “other,” 320 Culture and Society: Mexico, exile, bi-culturalism, bi-lingualism, and Central America and Caribbean. 4. the fusion of cultures. Taught in English Examination of the literature and culture for IDS 400 credit. For Spanish credit, against a historical background from the class meets one extra time and all work www.guilford.edu 77 is done in Spanish. Fulfi lls intercultural GENERAL STUDIES (GST) requirement. 101 Adult Transitions. 4. For CCE 402 Senior Seminar: Latin America. students in only their fi rst term at Guilford 4. Students will explore more advanced College. Th e central focus of the course approaches to culture and literature, and is coming to terms with problems as well conduct research on a fi nal paper. Possible as prospects involved in life changes. topics: Women Writers of Latin America, Reading autobiographies and writing Th e Latin American Novel. Prerequisite: autobiographical essays are a major means SPAN 220 and a 300-level course. Fulfi lls of working with these adult transitions. humanities and intercultural requirements. Th e course also includes the teaching of academic skills as needed and journaling. 403 Senior Seminar: Spain. 4. Students Fulfi lls FYE 101 requirement. will explore more advanced approaches to culture and literature, and conduct 105 Quaker Social Testimonies and research on a fi nal paper. Possible topics: Spiritual Roots. 2. Introductory seminar Social and Cultural Impact of the Spanish for Quaker Studies concentration. Civil War, Women in Spanish Literature and Film. Prerequisite: SPAN 220 and 107 Introduction to Community a 300-level course. Fulfi lls humanities Learning. 2. Explores complex social requirement. issues related to community service. Students volunteer weekly at sites in the 450 Special Topics. 4. May also be off ered Greensboro community and connect at 250 and 350 levels. their service, academic, and personal development via electronic portfolios. Th e 460 Independent Study. 1-4. May also be course also serves as an orientation to the off ered at 260 and 360 levels. Bonner Scholars program; enrollment is limited to new Bonner Scholars. CR/NC. 470 Senior Th esis. 4. 110 Quantitative Literacy. 2. Th is 490 Departmental Honors. course covers quantitative reasoning and provides a general overview of quantitative methods, applied arithmetic, geometry and graphics, and algebra. Enrollment is limited to students who have not satisfi ed the Quantitative Literacy requirement. CR/NC. Fulfi lls quantitative literacy requirement.

111 Eff ective Writing. 4. An ESL (English as a Second Language) version of English 101, this course is designed for non-native speakers who need to work on their writing skills. Students must earn a grade of at least C- to move on to ENGL 102.

115 Public Presentation (THEA 120). 4. Introduction to the skills required 78 Guilford College for eff ective speaking within a public meets six times each semester. It is context. Includes basic instruction intended to provide a meeting of those in Power Point digital presentations. interested in Medieval Studies in general, Focus on research, organization, ethical or in the Medieval / Early Modern Studies communication, physical presence, and Concentration specifi cally. Various topics, vocal delivery. Requires four speeches usually featuring important medieval (introductory, informative, persuasive, and people, are discussed by a number of commemorative) and several observation diff erent faculty members and others. exercises. 255 Career and Life Planning. 1. 120 Learning Strategies. 1. Th is course Examines career development through will focus on such topics as grade-point- the life span, specifi cally focusing on the average management, time management, period of time between the beginning learning style inventories, evaluation of of college and entry into the work learning skills and reading skills, staging force. Topics include self-exploration, the writing process, eff ective and effi cient decision-making, the interrelationships ways to memorize, taking notes, studying between life roles and career choice, for tests, and taking responsibility for one’s researching career possibilities, resumé own education. writing, interviewing skills, and managing career and life transitions. Th rough a 121 Mentor Program. 1. Th is course variety of learning approaches, students assists fi rst-year and transfer students will actively facilitate their own and their in their adjustment to college life and classmates’ career development. CR/NC. provides each with a mentor for the fi rst semester. Topics include, among others: 256 Re-Careering: From Career to management of time and stress, building College to Career. 2. Targeted to CCE relationships, preparing for exams, students, this course addresses career diversity, and selecting a major. CR/NC development from the perspective of students who bring a work history to the 130 Introduction to Leadership for classroom. Topics includes self-exploration, Social Change. 1. Open to fi rst- and decision-making, the interrelationships second-year students. Focuses on assessing, between life roles and career choice, defi ning, and understanding ourselves researching career possibilities, resumé as potential change agents. Students will writing, interviewing skills, and managing create an electronic portfolio to serve as career and life transitions. Th e course will a planning and refl ection tool for their explore through discussion and role play Guilford journey. CR/NC such subjects as downsizing, family/career life balancing, economic trends, relocation, 200 Leadership Issues in Working and the electronic job search. for Change. 1. Open to sophomores, juniors, or seniors completing a 2-4 credit 290 Internship, 1-4. May also be off ered internship for academic credit. Using their at the 390 level. internship experiences as a focus, students explore models of eff ective leadership and 400 Leadership for Social Change issues of change in organizations. CR/NC Seminar. 1. Open to seniors. Focuses on integrating experiential and academic learning and preparing for the transition 225 Medieval People. 1. Th is course to the professional world. Students www.guilford.edu 79 prepare a showcase portfolio to use in GEOLOGY AND EARTH their job searches. Each student designs SCIENCES (GEOL) a culminating experience based on their needs and interests. CR/NC David M. Dobson, Associate Professor, Chair Marlene L. McCauley, Professor 405 Quaker Faith and Practice. 2. Angela Moore, Assistant Professor

450 Special Topics. 4. May also be off ered Geology, the study of the Earth, at the 250 and 350 levels. encompasses a variety of topics, including rocks, minerals, fossils, Earth history, 460 Independent Study. 1-4. May also be plate tectonics, climate and weather, off ered at 260 and 360 levels. rivers, oceans and groundwater, mapping, sedimentology, natural hazards, and environmental science. Geology is a fi rsthand experience at Guilford. Students are involved in hands-on fi eld experiences, in laboratory work where answers are not known beforehand, and in undergraduate research, which is presented to regional professional societies or to national conferences on undergraduate research. Th e program is centered on a core of courses that establish a fi rm academic foundation in geology as a science. In turn, this foundation serves as a springboard to graduate study, professional geology, teaching, art, environmental science, creative writing, law, resource management, and geography.

Degrees Off ered. Th e geology and earth sciences major is off ered for either the Bachelor of Arts degree or the Bachelor of Science degree. Th e Bachelor of Science degree is for students with a professional interest in geology and earth sciences, who are interested in graduate work leading to an advanced degree in geology and earth sciences. Th e Bachelor of Arts degree allows more fl exibility for students interested in pursuing an advanced degree in another fi eld, or for those interested in working with the natural system in relation to other disciplines (e.g., teaching, law, social sciences, museum science, writing in the natural sciences). Students pursuing either a B.S. or a B.A. in geology may also opt for a track in 80 Guilford College environmental geology. and Earth Sciences: Th e Bachelor of Science degree is Bachelor of Arts Degree in Geology and designed for students who intend to Earth Sciences: pursue graduate study in the earth A graduate from this degree track sciences–geology, environmental science, will fi nd employment in cross-disciplinary geography, oceanography, paleontology, fi elds where a strong science background hydrology, geophysics, etc. Th is track is critical but geology is not the primary requires the full suite of courses expected focus of the work. As a geologist, the by the profession for technical work and graduate would serve as a geologic for graduate study. technician in the laboratory or the fi eld. As for graduate studies in geology, the Requirements. graduate would generally be admitted • GEOL 121: Geology and the to master’s studies provisionally, with a Environment defi ciency in mathematics, and possibly • GEOL 122: Historical Geology physics. • GEOL 311: Earth Materials (Prerequisite: CHEM 111) Requirements: • GEOL 312: Earth Materials: Optical • GEOL 121: Geology and the Mineralogy & Petrology (Prerequisite: Environment CHEM 112) • GEOL 122: Historical Geology • GEOL 335: Th e Structure of the • GEOL 311: Mineralogy (Prerequisite: Earth CHEM 111) • GEOL 415: Paleontology • GEOL 312: Petrology (Prerequisite: • Two approvedscience electives, except CHEM 112) the related fi eld courses below • GEOL 335: Th e Structure of the • A summer geological fi eld camp in an Earth approved program (6 weeks intensive • GEOL 415: Paleontology fi eld study in geologic mapping) • Two electives in geology or another science (except the related fi eld Related Field Courses (included within courses listed below) the major): • CHEM 111 and 112 Related Field Courses: Students • MATH 121-122 (Calculus) must take one course in mathematics • PHYS 121-122 or 211-212 (above the 110 level), plus 3 more courses from among the following: Total: 60 credit hours minimum • CHEM 111, 112 • MATH 112, 115, 121, 122 Th e track in Environmental Geology: • PHYS 211, 212 Students pursuing either a B.S. or • EDUC 410, 420 a B.A. in geology may opt for a track in environmental geology. Th is track Students will work with their advisor to provides a strong background in geology select the related fi eld courses that are most but is designed for students interested in useful for their individual goals. environmental consulting or in pursuing graduate study in an environmental fi eld. Total: 48 credit hours Requirements: Bachelor of Science Degree in Geology • GEOL 121: Geology and the www.guilford.edu Environment 81 • GEOL 122: Historical Geology Quadrangle. Fulfi lls natural science and • GEOL 233: Hydrology mathematics requirement. Off ered yearly • GEOL 340: Images of the Earth in spring. • Plus two of the following: • GEOL 311: Mineralogy 141 Oceanography. 4. Formation of the (Prerequisite: CHEM 111) earth and oceans; shape and composition • GEOL 312: Petrology of the ocean fl oor; plate tectonics. Waves (Prerequisite: CHEM 112) and tides, seawater chemistry, climate, • GEOL 335: Th e Structure of the and the ocean’s interaction with the Earth atmosphere. Fulfi lls natural science • GEOL 415: Paleontology and mathematics and social justice/ • Suggested electives: environmental responsibility requirements. • GEOL 230: Environmental Pollution 160 Gems and Minerals. 4. Introduction • GEOL 325: Environmental to minerals and gemstones. Includes basic Planning crystallography and crystal chemistry; • GEOL 416: Sedimentology and physical and optical properties of minerals, Stratigraphy gemstone identifi cation, consumer geology. • Plus other stated requirements for the Fulfi lls natural science and mathematics B.A. (6 geology courses as listed requirement. above, 2 science electives, plus the 4 courses in the related fi eld) or B.S. 180 Energy and Natural Resources. 4. degree (6 geology courses as listed Analysis of problems posed by interaction above, 2 science electives, a summer of conventional economic growth with fi eld course, plus the 6 courses in the limited natural resources; evaluation related fi eld). of potential contribution of various alternative energy sources to the national 121 Geology and the Environment. and world energy budget; review of 4. Materials of the earth and processes distribution and abundance of mineral acting on them, both at the surface and resources. within: nature of continents and oceans, plate tectonics, erosion and weathering, 190 Terroir: Th e Science of Wine. 4. An rocks and minerals; the earth as a interdisciplinary look at the science behind physicochemical system and the human’s wine. Th e course will investigate the part in that system. Fulfi lls natural science geology and geography of the major wine- and mathematics and social justice/ growing areas of the world, and see how environmental responsibility requirements. climate, culture, and geology play a role in Off ered yearly in fall. what grapes fl ourish where. Students will also learn the basics of sensory evaluation 122 Historical Geology. 4. Historical of wines. Enrollment limited to CCE account of discovery of geologic time and students over age 21. Must provide proof development of the theory of evolution; of age and sign a waiver. Fulfi lls natural origin and development of the earth; science and mathematics requirement. geologic history of North America—both life and lands. Emphasis in laboratory 223 Hydrology. 4. Precipitation, on interpretation of earth history and interception and runoff measurements applications of methods in making such and analysis; stream fl ow and features, interpretations through use of the Quaker stream fl ow monitoring and data 82 Guilford College analysis; fl oodplain mapping; water environmental responsibility requirements. supply analysis; groundwater geology and fl ow, groundwater prospecting; well 290 Internship, 1-4. May also be off ered design and analysis; water supply and at the 390 level. water quality problems. Prerequisite: GEOL 121 or permission of instructor, 311 Optical Mineralogy. 4. Principles of and an understanding of algebra and optical mineralogy, basic crystallography trigonometry. Alternate years. and crystal chemistry, rock-forming minerals, and mineral formation and 230 Environmental Pollution (ENVS associations. Lab will focus on mineral 330). 4. Th is course examines the impacts identifi cation in hand specimen and thin of human culture and activity on the section. Alternate years in fall. Prerequisite: quality of air, water, and soil with a focus CHEM 111 (may be taken concurrently on sources of contamination and the with instructor permission). fate of pollutants in the environment. Laboratory focuses on experimental 312 Petrology. 4. Introduction to work and fi eld studies that introduce the study of igneous, sedimentary, students to the scientifi c investigation of and metamorphic rocks. Principles environmental problems. Fulfi lls natural of classifi cation, occurrence, phase science and mathematics and social justice/ equilibria, tectonic environments, and environmental responsibility requirements. origin/formation of rocks are emphasized Generally alternate years. in lectures. Labs emphasize description, classifi cation and interpretation of textures 240 Seminar West (BIOL 240). 4. and mineralogy in hand sample and in Five-week summer course, including four thin section. Alternate years in spring. weeks of camping and hiking, to study Prerequisites: GEOL 311, CHEM 112 the American Southwest. Emphasis (may be taken concurrently with instructor on the natural history of the canyon permission). country of the Colorado Plateau: the geologic processes of mountain building 325 Environmental Planning and erosion, and the plant and animal (ENVS 325). 4. Fulfi lls social justice/ communities found in these environments. environmental responsibility requirement. Fulfi lls natural science and mathematics and social justice/environmental 335 Structural Geology. 4. Study of the responsibility requirements. Summer, deformation of rocks of the earth’s crust: once every three years. descriptive and theoretical treatment of folding, faulting, jointing, unconformities, 242 Natural Science Seminars (BIOL diapirs, plutons, and the structural 242). 4. Studies of the biology, geology, features found in igneous, metamorphic, ecology, and natural history of diff erent and sedimentary rocks; introduction fi eld areas, including East Africa, Puerto to geophysical methods; discussions Rico, or the North Carolina Outer Banks. of problems in global tectonics, such Includes a one-to-three week trip to the as mountain-building and continental area being studied, depending on when drift. Off ered in alternate years in spring. the course is off ered. Students conduct Prerequisites: two laboratory courses in research projects during the fi eld trip geology, competence in trigonometry (or portion of the course. Fulfi lls natural MATH 115) or consent of the instructor. science and mathematics and social justice/ www.guilford.edu 83 336 Geomorphology. 4. Study of 4. Advanced study of sedimentary rocks. landforms and the processes involved in Emphasis on sedimentary processes, grain their formation, especially the investigation size analysis, sedimentary structures, and of fl uviatile and arid geomorphic cycles, sedimentary petrography; the description, coastline development and theories of classifi cation, correlation, and interpretation landscape evolution. Prerequisites: GEOL of sedimentary rocks; principles of 121 and one other geology laboratory stratigraphic nomenclature; interpretation course or consent of the instructor. Off ered of tectonic conditions, depositional on demand. environments, and paleogeography; advanced historical geology. Prerequisites: 340 Images of the Earth: GIS and four semesters of laboratory courses in Remote Sensing. 4. Focuses on various geology or related science or consent of ways to classify, represent, and visualize the the instructor. Off ered in alternate years in Earth’s surface. Interpretation, creation, spring. and use of maps, aerial photographs, and satellite images. Exploration, construction, 424 Exploration Geophysics. 4. Study of and use of geographic information the physical properties of the earth’s crust systems (GIS) and other computer-based and sedimentary cover, primarily through methods to create maps and visualize data. fi rsthand experience. Hands-on experience Application of knowledge and techniques with those geophysical parameters and to issues such as ecosystem management, tools that are used to study the earth environmental assessment, urban planning, indirectly form the core of the course: the geologic mapping, global change, and well log (resistivity, self-potential, density, archaeology. and sonic logs), seismic refl ection, seismic refraction, gravity, and magnetic methods. 412 Geochemistry (CHEM 412). 4. Prerequisites: two semesters of laboratory Distribution, movement, and processes studies in geology and/or physics and aff ecting chemical elements within the a strong mathematical background at earth. Nuclear chemistry, formation of the level of algebra and trigonometry or earth and planets; crystal chemistry and permission of instructor. Alternate years. mineral structures; isotope geology, trace elements, thermodynamics in geology. 450 Special Topics. 2-4. Recent topics No laboratory. Prerequisites: CHEM 111, include geographical information systems three semesters of laboratory courses in and remote sensing, reefs of Puerto Rico, geology or consent of the instructor. environmental history of China, climate and history, earth systems science, GIS and 415 Paleontology. 4. Study of fossils image processing, and soil science. May also with major emphasis on invertebrates: be off ered at 250 and 350 levels. classifi cation and identifi cation, principles of evolution and paleoecology; application 460 Independent Study. 1-4. Independent of paleontology to geologic problems, and directed research, including fi eld and especially its use in stratigraphic studies. laboratory experience. May also be off ered Off ered in alternate years in fall. at 260 and 360 levels. Prerequisites: GEOL 122 and another course in geology and/or biology and/or 470 Senior Th esis. Credit variable chemistry or consent of the instructor. Independent research project begun at end of junior year. See department for details. 416 Sedimentology and Stratigraphy. 490 Departmental Honors. 4-8. 84 Guilford College HEALTH SCIENCES courses from at least two departments. In addition, at least four of the courses must Contact: Anne G. Glenn, Associate Professor be at the 200 level or above. Students of Chemistry must work closely with a member of the Health Professions Advising Committee to Th e Health Sciences major is designed make sure they select the necessary courses for students who wish to pursue graduate to prepare for the graduate program study in the health professions, which they desire, as well as those courses that include medicine, dentistry, or veterinary complement to their disciplinary major. medicine, or one of the allied heath professions, such as physician assistant, Courses for the Major. pharmacy, physical therapy, occupational Health Sciences therapy, or athletic training. Th e Health • HSCI 290: Internship Sciences major provides a coherent • HSCI 390: Internship program that allows students to develop • HSCI 400: Health Science Seminar an understanding of the interdisciplinary nature of the health professions. Biology • BIOL 114: General Zoology Degrees Off ered. Th e Bachelor of Science • BIOL 313: Cell Biology degree is off ered in health sciences • BIOL 341: Human Anatomy and

Physiology I Major Requirements. Health Sciences is • BIOL 342: Human Anatomy and an interdisciplinary major, and a second Physiology II disciplinary major is required. Students • BIOL 433: Microbiology majoring in health sciences must have • BIOL 434: Biochemistry an adviser from the Health Professions • BIOL 443: Genetics Advising Committee as well as an adviser from the second major. Chemistry • CHEM 111: Chemical Principles I Specifi c Course Requirements. Courses • CHEM 112: Chemical Principles II for the Health Sciences major come • CHEM 231: Organic Chemistry I from disciplines in a variety of areas of • CHEM 232: Organic Chemistry II study, including Natural Sciences and • CHEM 430: Medicinal Chemistry Mathematics, Sports Studies and Social • CHEM 434: Biochemistry Sciences. Th e major consists of at least Mathematics eight courses (32 credit hours) chosen • MATH 112: Elementary Statistics from the list below, one of which must • MATH 121: Calculus I be an internship at the 390 level in the • MATH 122: Calculus II student’s proposed career fi eld. Th is internship experience is undertaken, in the Physics junior or senior year and is intended to • PHYS 121: Classical and Modern give the student an opportunity to gain the Physics I real-world experience necessary for a career • PHYS 122: Classical and Modern in any of the health care fi elds. Physics II Th e 1-credit Health Sciences Seminar • PHYS 211: College Physics I acts as a capstone to the major along with • PHYS 212: College Physics II the internship experience and should be Psychology taken in the junior or senior year. • PSY 100: General Psychology Because Health Sciences is an inter- • PSY 224: Developmental Psychology disciplinary major, students must select • PSY 340: Psychobiology www.guilford.edu 85 • PSY 342: Abnormal Psychology HISTORY (HIST) • PSY 343: Sensory Systems • PSY 345: Health Psychology Timothy Kircher, Professor, Chair Sports Studies Dorothy V. Borei, Professor • SPST 210: Introduction to Athletic Sarah S. Malino, Professor Injury & Illness, with Lab Anore Horton, Assistant Professor • SPST 211: Health and Wellness Philip Slaby, Assistant Professor Promotion Alvis Dunn, Visiting Assistant Professor • SPST 212: Perspectives in Nutrition France N. Ntloedibe, Visiting Assistant • SPST 245: Emergency Procedures in Professor Athletic Training • SPST 311: Exercise Physiology History is the study of the complex • SPST 312: Kinesiology forces of the past that precipitate change • SPST 340: Psychology of Sport and in the human environment. Th ese forces Exercise include ideas, political and economic • SPST 372: Th erapeutic Modalities developments, and social and cultural and Rehabilitation, with Lab conditions. Historical investigation • SPST 373: Physical Examination and demands logical thinking and critical Assessment, with Lab analysis as well as imagination and intuition. Students of history learn to 290 Internship. 2-4. recognize the signifi cance of the sequential 390 Internship. 2-4. nature of events and to bring order to apparently random facts. Historical 400 Health Science Seminar. 1. Allows knowledge fosters an appreciation of students majoring in the health sciences human diversity, a global perspective, and to refl ect on their internship experience as a rich comprehension of the contemporary well as learn from current professionals in world and one’s own experience. many health-related fi elds. Students will Th e History major challenges students have an opportunity to discuss current to understand the present by knowing challenges in health care, such as managed its short- and long-term causes that have care, care of diverse populations, medical brought it into existence. All events, ethics, and other issues. In addition, the students learn, are the result of a complex application process for graduate study in interaction of forces. Students learn to the health professions will be discussed. diff erentiate between major and minor Th is seminar may not be taken before the causes of events. Th is major is an excellent junior year. foundation for careers in teaching, research of all varieties, law, community service and 460 Independent Study. 1-4. May also be business, among others. off ered at 260 and 360 levels. Degrees Off ered. Th e Bachelor of Arts degree is off ered in history.

Major Requirements. • Th e major consists of 8 courses (32 credit hours). Six of these courses must be above the 100-level and two at the 300 level, including HIST 300. An Historical Perspectives course taught by 86 Guilford College the History Department faculty counts economics prepares a student for positions toward the major requirements. in business, applied history, management or governmental planning agencies. • Students may choose an area of Students seeking licensure to teach historical specialization but must take at history and social studies in high school least one course in each of the following need to double-major in history and three geographical areas: United States, education studies. In addition, one course Europe, and non-Western (e.g., Asia, in economics (ECON 221) and two Africa, or Latin America). In addition courses (PSCI 101 and 103) in political they must take one course focusing on science are required for the social studies history before 1800 and one course focusing on history after 1800, in order licensure. to ensure a breadth of chronological Students may “test out” of most basic knowledge. courses and enroll in intermediate and advanced courses or independent study • Th e capstone course for the major is to satisfy the major requirements. Senior HIST 300: Research Seminar, normally history majors with a 3.50 grade-point taken in the junior year. It is required average in history are encouraged to of all students majoring in history and write a thesis and to pursue departmental is taught only in the spring semester of honors. the junior year. As preparation for this To encourage superior work in research, students must take at l east two history, the department off ers fi rst-year courses at the 200 level prior to taking and senior history awards every year, the seminar. as well as the Algie I. Newlin and the Th omas Th ompson scholarships. Th e • To develop their understanding of Algie I. and Eva M. Newlin lectures and how historical knowledge relates to the Rembert W. Patrick lectures bring other academic disciplines, students recognized historians to campus to present may take one course taught by a faculty member outside the History scholarly papers. Th e department also Department, provided that the course inducts qualifi es students into the Guilford has been approved for the major by the College chapter of Phi Alpha Th eta, the Department in advance (e.g., ECON international history honor society. 302: Economic History of the U.S.). 101 Th e Medieval Web. 4. Th is course examines the development of the medieval History majors should select related idea of a “Christian Empire” from the time courses in disciplines consistent with of Charlemagne to the mid-15th century. their career interests. Because of its Th rough a close reading of contemporary interdisciplinary nature, history fi ts well texts of law, literature, religion, and with most disciplines and a carefully biography, students will explore such conceived curriculum can give the topics as the Papacy, Crusades, feudalism, history major strength in pursuing very scholasticism, and medieval art. Fulfi lls challenging career goals. For example, humanities requirement; may fulfi ll history majors intending to pursue historical perspectives requirement. graduate study or an international career should acquire a profi ciency in one or 102 Th e Web of Europe since 1400. 4. more foreign languages. It is strongly Th is course investigates the genesis and recommended that pre-law students take movements of the modern period, from courses in English history, accounting, and the Renaissance to the fall of the Iron logic. A related fi eld in management or Curtain. On the basis of contemporary www.guilford.edu 87 documents, students will discuss such widening gap between rich and poor, and a issues as nationalism, the Reformation, Red Scare. Students engage in a semester- absolutism, religion in the Age of Reason, long project to defi ne this crucial era egalitarianism, and totalitarianism. Fulfi lls through the public writings of those who humanities requirement; may fulfi ll shaped it. Fulfi lls historical perspectives historical perspectives requirement. requirement.

103 U.S. Origins: From Pre-Colonial 221 Changing Face of the South. 4. Times to 1877. 4. Th is course begins by Explores the demographic history of studying Native American cultures before North Carolina from before the European European contact as well as emerging invasion to the present, grappling with tensions as European populations migrated the idea and defi nition of immigrant, westward. Students analyze why the foreigner, and outsider, as well as with colonists revolted against Britain, how issues involving regionalism, race, class, the new democratic political institutions gender, religious diff erence, and ethnicity. evolved, the complex role of African Fulfi lls humanities and social justice & enslavement, and how Reconstruction- environmental responsibility requirements. era politics and reform traditions fostered a new industrialized nation state. 222 North Carolina History. 4. Examines Fulfi lls humanities and social justice/ political, economic and social change environmental responsibility requirements; in North Carolina from the period of may fulfi ll historical perspectives exploration to the present. Begins with requirement. the state’s Native American and colonial roots and follows through the establishing 104 Modern Times: Th e U.S. from 1877 of the commonwealth, slavery, the Civil to the Present. 4. Th is course analyzes War, and North Carolina’s reinvention as how the United States became a mature an industrial leader in the 20th century’s industrialized consumer society, a haven “New South.” Also explores the Civil for peoples from around the world, a Rights movement and contemporary welfare state and a global superpower. changes in demographic character. Studying both the benefi ts and costs of 20th-century U.S. political and economic 223 Gender and Power in U. S. History. success enables students to understand 4. Th is course analyzes how both men some of the reasons why diverse social and women with diverse social and ethnic groups challenged the economic and roots participated in transforming gender political order. Fulfi lls humanities and norms, identities, and power relationships social justice/environmental responsibility in U.S. society from pre-colonial times requirements; may fulfi ll historical to the present. Students examine how perspectives requirement. economic institutions, political debate, legal decisions, changing sexual patterns, 105 American Imperialism, and social activism have all contributed American Progressivism. 4. Th e years to redefi ning social expectations and daily 1890-1925 witnessed tremendous life in contemporary U.S. culture. Fulfi lls upheavals as America became a world humanities and diversity in the U.S. power abroad while at home, reform requirements. movements fl ourished alongside anti- immigrant campaigns, the lynching and 225 African American History. 4. disfranchisement of African-Americans, a Examines major themes such as the 88 Guilford College African heritage, slavery, emancipation, in 1914. Fulfi lls humanities requirement; Reconstruction, migrations, labor, may fulfi ll historical perspectives criminal justice, black nationalism, the requirement. civil rights movement, and current issues. Fulfi lls humanities and either diversity in 238 War and Peace: 20th-Century the U.S or social justice/environmental Europe, 1914-present. 4. Th is course responsibility requirements. compares diff erent European countries and examines their relations with each other 233 Medieval Civilization: Crusades in a very ideologically driven century. and Chivalry. 4. Th is course investigates While the course emphasizes politics and medieval civilization through some of diplomacy, peace and war, and socio- its most intriguing characters–crusaders, economic developments, it will also pilgrims, and knights. We will explore consider the history of the arts, science the developments in medieval Church and technology, women, the environment, and religion, issues of international law business, religion, ideas, law, culture, and or human rights, religious and ethnic biography. Fulfi lls humanities requirement; diversity, social class and privilege, and may fulfi ll historical perspectives the romance and ethics of knighthood requirement. and courtly love. Fulfi lls humanities requirement. 241 Africa Before 1800. 4. An overview of African history before European 235 Th e Renaissance in Florence (ART colonial rule, focusing on the Iron Age and 235). 4. Th e course discusses the history related civilizations. Introduces the history of Renaissance Florence, its economy, of such ancient kingdoms and empires as society, politics and culture, in relation to Tekrur, Mali and Songhai, Benin, Oyo, the other major Italian city-states. A main and Asante, the Swahili coast, the Kongo, theme of the course is how politics and and Zimbabwe. Also explores the impact religion combine during this time and fi nd of the European and Arab slave trades. their expression in art and culture. Fulfi lls Fulfi lls humanities and intercultural arts and humanities requirements. requirements.

236 Reformation: Luther to Fox 242 Africa Since 1800. 4. A survey of (REL 236). 4. Th e course is designed Africa from the European colonial era to to introduce students to a basic the emergence of African nationalism and understanding of events and ideas of the modern times. Examines the impact of Reformation era in Europe, ca. 1517 to foreign rule on Africa’s economic, social, 1660. A focal point of our readings will be cultural, and political history. Focuses the reformers’ view of the relation between on the history of South Africa as a case political and ecclesiastical authority. Fulfi lls study, exploring change in the southern humanities requirement. region from both pan-African and global perspectives. Fulfi lls humanities and 237 Europe in Revolution, 1789-1918. intercultural requirements. 4. A study of the main issues in 19th- century Western Europe–industrialization, 255 Th e Second World War. 4. Th is shift from monarchy to constitutional course examines the developments government, growth of nationalism, of the Second World War, and the socialism, and imperialism–and their war’s impact on states, societies, and impact on Europe by the eve of the war international relations. It especially www.guilford.edu 89 contrasts contingency in negotiations Columbian era to independence in the and on the battlefi eld on the one hand, early 19th century. Th e civilizations of with more infl exible causes in culture and the Aztec, Inca and Maya, the Spanish economics on the other. Fulfi lls humanities conquest, and the formation of the requirement colonial institutions that underlie modern Latin American reality will be examined. 264 Th e Asian Pacifi c in Modern Times. Focuses will also include racial, ethnic, 4. Introduces the themes necessary and gender relations and the development to understand Asian countries today: of regional identities. Fulfi lls intercultural cultural legacies, colonialism, the rise of requirement. nationalism and communism, war and revolution, as well as contemporary issues 272 Modern Latin America. 4. An facing the region. Includes East Asian introduction to the history of Latin (China, Japan, and Korea) and Southeast America from the wars for independence Asian (Vietnam, Cambodia, Philippines, from Spain, through the current era Indonesia, Malaysia, Burma, and Th ailand) of struggles over democratization and countries. Fulfi lls either intercultural or globalization. Th is course emphasizes the social justice/environmental responsibility actions and ideologies of Latin Americans– requirement. hacendados and peasants; masters and slaves; immigrants and indigenous peoples; 266 Contemporary Chinese Society in elites and workers; politicians and masses; Film. 4. Examines the dynamic changes militaries and guerillas; men and women– that have occurred in Chinese society in making their own history. Fulfi lls since the death of Mao Zedong in 1976. intercultural requirement. Using Chinese feature fi lms produced in the 1980s and 1990s, the course examines 290 Internship. 1-4. May also be off ered how economic reform has dramatically at the 390 level. changed Chinese society and focuses on the relationship between art and politics in 300 Research Seminar. 4. An advanced the People’s Republic. Fulfi lls intercultural research and writing course required of requirement. all majors in their junior year. Students select their own topics and, using primary 268 History of Chinese Women. 4. sources, engage in a semester-long project, Traces the lives of Chinese women from which culminates in an oral presentation. the imperial age, when “for a woman 302 Economic History of the United to be without ability [was] a virtue,” States (ECON 302) 4. Examines key through a revolutionary era (1850-1950) issues in our economic history, including which broadened women’s options, to the the emergence and spread of market socialist period, in which “women [were institutions, the changing nature and said to] hold up half the sky.” For each of conditions of work through diff erent these three periods, the course examines periods, the rise of big business and impact the multiple factors that shaped women’s of industrial capitalism, and the methods experiences and the various ways women and outcomes of those who resisted these created a place for themselves. Fulfi lls changes. Short research projects and a intercultural requirement. semester-long paper provide opportunities to engage in historical research. Alternate 271 Colonial Latin America. 4. Explores years. Latin American history from the pre- 90 Guilford College 303 U.S. Social History and Social women’s liberation, community control, and Memory. 4. Study of the methods, subjects the “war on poverty.” Fulfi lls humanities of research, and critiques of U.S. social and either diversity in the U.S. or social history and its public presentation in justice/environmental responsibility museums, historical sites, and popular requirements. culture constitutes an introductory unit and frames the fundamental questions 335 Ancient Greece from Homer to raised in this course. Th e central focus in Socrates (IDS 452). 4. Th is course course readings and student research is examines the roots of Western cultural the historical evolution of social diversity experience by examining the ideals and in the United States. Fulfi lls humanities traditions of classical Greece. Th e seminar requirement. will focus on the evolution of Greek culture, its ethics, aesthetics and world-view, 308 Th e Underground Railroad. 4. particularly as it was formed in the course Examination of abolitionist activity in of the Persian Wars and in the battle for U.S. between 1800 and 1865, emphasizing Peloponnesian hegemony between Athens the historical context, scope, and impact and Sparta. Fulfi lls humanities requirement. of eff orts by diverse peoples who helped the enslaved escape to “freedom” in 336 Th e Elizabethan Age. 4. Th is course the Northern states and Canada. Each centers on the political, religious, and student will help develop and participate cultural changes in the British Isles between in a re-enactment to illustrate how the the reign of Henry VIII and the Glorious Underground Railroad operated. Fulfi lls Revolution. Main topics of discussion humanities and either diversity in the include the Reformation and the Civil War U.S. or social justice/environmental (1642-45). Fulfi lls humanities requirements. responsibility requirements. 343 Women in Modern Africa (IDS 446). 311 Th e U.S. since 1945. 4. Analyzes 4. Explores the changing roles of women recent signifi cant events such as the Great in 20th-century Africa, with emphasis on Depression, World War II, the Vietnam Ghana and South Africa. Enrollment War, the Cold War and its demise and their limited to juniors and seniors. Fulfi lls eff ects on contemporary U.S. society. Th e humanities and intercultural requirements. course also discusses the recent movements 383 Imperial China. 4. for social justice for African Americans, Explores Chinese industrial and service workers, women of history from the time of Confucius to th all classes and ethnicities, gays and lesbians, the mid-19 century. Th emes include and other ethnic groups. Fulfi lls humanities the struggle for unifi cation, the interplay requirement. between Confucian and Buddhist values, China’s relationship to nomadic peoples, 315 Th e Civil Rights Movement. 4. the growth of despotism, social organization Critically examines the reform movement patterns, and China’s artistic and scientifi c that ended legal racial segregation, contributions to the world. Fulfi lls secured African American voting rights, humanities and intercultural requirements. and renewed the quest for political 384 China in Revolution. 4. empowerment, economic reform, and social Analyzes th justice in the United Stats between 1948 the causes of fi ve revolutions in 19 and th and 1972. Includes discussion of related 20 -century China. Topics include the movements: black nationalism, black power, impact of Western imperialism on China, peasant uprisings, the nationalist struggle www.guilford.edu 91 for “strength and wealth,” the rise of INTEGRATIVE STUDIES communism, and eff orts to create a socialist utopia under Mao Zedong (1949- Contact: Marlene McCauley, Geology and 76). Fulfi lls intercultural requirement. Earth Sciences Department

385 Medieval Japan. 4. Analyzes Japan Th e Integrative Studies major politics, society, economy, and culture allows students to design their own from 1550 to 1850. Issues include the interdisciplinary major in a way that evolution of the samurai ethic (bushido), integrates several fi elds and disciplines. the warriors’ relationship to the arts, the Such a major is based on several things: rise of cities and a lively urban culture, and Guilford College’s emphasis on the changes in rural life. Fulfi lls humanities interdisciplinary character of learning; the and intercultural requirements. Quaker recognition of the unique gifts of each person; and the Quaker emphasis on 386 Japan: Th e Road to War. 4. Examines the responsibility of each person in the Japan from the 1850s, when Commodore search for truth. Th is major encourages Perry “opened” Japan, until the early an active and creative approach to college 1950s, when the Allied Occupation of education in a way that fi ts the student’s Japan formally ended. Issues include special interests and abilities. the impact of the Meiji Restoration on Japanese politics and society, the rise of Degrees Off ered. Th e Bachelor of Arts imperialism and militarism, the Pacifi c degree is off ered in integrative studies. War, and the legacy of military defeat and foreign occupation. Fulfi lls intercultural Major Requirements. Integrative studies requirement. majors complete at least 48 credit hours 450 Special Topics. 4. Topics may include (usually 12 courses, equivalent to a major Civil War, the Russian Revolutionary and a concentration) in courses that Movement, Women in the 19th-Century constitute a coherent fi eld of study outside Labor Force, Guilford County. May also traditional departmental lines. At least 24 be off ered at 250 and 350 levels. of the credits must be advanced courses (at the 300-400 level or occasionally 200- 460 Independent Study. 1-4. Involves level courses by permission), including a weekly meetings with departmental two-semester culminating project during advisers; oral or written examination. May the fi nal year that may count for six to also be off ered at 260 and 360 levels. eight credits. Students must earn a grade of C- or better in each of the courses in the 470 Senior Th esis. 2-4. Research and major. writing of a scholarly monograph. Th e Curriculum Subcommittee of the Educational Policy Committee approves 490 Departmental Honors. 2-4. Honors the student as a major by accepting and credit with grade of B or above; credit the application. Th e Interdisciplinary only for grade less than B. Studies Coordinator, with advice from the appropriate department chairs, approves Th e following course is accepted as a preliminary prospectus at the beginning history credit for majors with departmental of the student’s next-to-last semester and approval: a revised prospectus at the beginning of • GST 225. Medieval People. 1. the fi nal semester; and participates in the evaluation and approval of the culminating 92 Guilford College project along with the student’s adviser and • Evidence that the student is likely a consultant reader. Th e Interdisciplinary to succeed in a self-designed, Studies Coordinator works with the interdisciplinary major (e.g., students student’s advisers in supporting and must have a minimum 3.0 grade- directing the student in the course of point average, have demonstrated study. ability to work independently, and have strong recommendations). Specifi c Requirements. Th e student usually applies for the major by the second Th is completed proposal is shown week after midterm break of the second fi rst to the student’s advisers, who semester of the sophomore year. In special must approve it and consider it in circumstances, later applications may their recommendations. Th e proposal be considered. Th e latest a student may is then sent to the Interdisciplinary apply is the third week of the junior year. Studies Coordinator, who presents it No proposal will be considered after that to the Curriculum Subcommittee. Th e time. It is particularly helpful to begin to Curriculum Subcommittee may (and consider this major as early as possible in often does) ask the student to revise the the student’s work at Guilford through proposal. Th e Curriculum Subcommittee discussions with the Interdisciplinary then decides whether or not to accept the Studies Coordinator and students already student into the major. in the major. Th e application includes: Culminating project. In the fi rst semester • A statement articulating the nature of the fi nal year, the student begins work and coherence of the fi eld of study on the culminating project and continues and why this program best fi ts until shortly before the end of the fi nal the student's interests and goals; semester. During the fi rst of the two the rationale for the courses to be semesters of project work, all materials taken for the major, including the should be assembled and read, the project sequencing, depth, and coherence of should be planned, and the fi rst draft the courses; a tentative proposal for should be underway. Th e student submits the senior project and how it serves an initial project prospectus and the as an appropriate culmination for endorsement of the Project Adviser to the major; the relationship between the Interdisciplinary Studies Coordinator the fi eld of study and Guilford's Five by the end of the third week of the Academic Principles; and refl ections penultimate semester. Th e Interdisciplinary on future possibilities in the fi eld Studies Coordinator discusses the initial (e.g., career, graduate school). prospectus with the student, the Project Adviser, and the appropriate department • A program list of at least 12 courses chairs, and decides whether the senior (48 credits), distinguishing those project is an appropriate culmination taken and those anticipated. for the major and is suffi ciently interdisciplinary. Th e IDS Coordinator • Strong recommendations from at may ask for revisions or additions to the least two faculty members from two project before it is approved. diff erent disciplines who agree to Th e Project Adviser, the be the advisers. One adviser must Interdisciplinary Studies Coordinator commit to being the Project Adviser. or their representative, and at least one www.guilford.edu 93 consultant reader comprise the Evaluating INTERNATIONAL STUDIES Committee for the project. Th e consultant (INTR) reader is someone whose expertise will aid in evaluating the project. He or she Contact: Dave Limburg, Foreign Languages is selected by the student and the adviser Department with the IDS Coordinator’s consent. Students are encouraged to decide on Guilford seeks to promote and expand and gain approval for the Evaluating global awareness within the Guilford Committee by the end of the fi rst semester community and to prepare students to live of the project and seek approval of the as citizens and leaders in an increasingly revised prospectus from everyone on the interconnected world. Evaluating Committee. Th ey also are International education at Guilford is encouraged to consult with all members of based upon the traditional Quaker values the Evaluating Committee during the fi nal of tolerance and respect for diversity. semester. Guilford supports a peaceful world where Th e student must submit the fi nal people who are diff erent learn to work version of the project at least two weeks together toward a common human goal of before the last day of classes to the harmonious coexistence. Guilford expects Evaluating Committee. Th e student then its students to learn to appreciate the many defends the project before the Evaluating faces of human culture, to understand the Committee. Th e Committee will decide many ways in which humankind organizes whether or not to approve the project itself, and to speak in more than just their as fulfi lling the requirements of the native language. integrative studies major. After discussing Degrees Off ered. Th e Bachelor of Arts the project with the other members of the degree is off ered in international studies. Evaluating Committee, the Project Adviser determines the project’s grade. Major Requirements. Students majoring in international studies take a minimum of 450 Special Topics. 4. May also be off ered eight courses (32 credit hours; see Specifi c at 250 and 350 levels. Course Requirements) and also have a second major in an academic discipline in 460 Independent Study. 1-4. Also off ered order to enhance their opportunities after at the 260 and 360 levels. graduation. Students focus their courses, language 470 Senior Th esis. 4-8. study, and abroad experience on one geographic region–Africa, East Asia, 490 Departmental Honors. 4-8. Europe, or Latin America.

Specifi c Course Requirements. Th e international studies major requires a minimum of eight courses, which also may satisfy distribution requirements.

• Global Perspectives, the international studies core course (INTR 101), is required of all majors. Normally taught annually in the spring semester, this class is for sophomores or juniors

94 Guilford College in the program. 460 Independent Study. 1-4. Also off ered at the 260 and 360 levels. • Two international courses that focus on global issues and/or the approaches 470 Senior Th esis. 4-8. used in diff erent academic disciplines to study international topics. Courses 490 Departmental Honors. 4-8. include “Cultural Anthropology,” “International Relations,” “World History,” etc. Th ese courses may double count with certain Foundations and Explorations courses and with the disciplinary major.

• Four regional courses, including one historical survey and one cultural foundations class, in one of the four geographic regions. At least two academic disciplines and at least two upper-level courses (300- and 400- level) must be included among the four regional courses.

• Two 200-level language courses relevant to the region of study (French and Twi for Africa; Chinese or Japanese for East Asia; Spanish, French, or German for Europe; Spanish for Latin America). Students wishing to test out of this requirement must have the approval of the foreign languages faculty.

• Study abroad in the relevant region in an approved academic program, normally for one semester. Th e International Studies Committee must approve exceptions prior to a student’s participation in the program. Up to four courses taken abroad count for the international studies major; a minimum of four courses must be taken on campus.

101 Global Perspectives. 4. An introduction to the interdisciplinary nature of international studies, examining contemporary issues.

450 Special Topics. 4. May also be off ered at 250 and 350 levels. www.guilford.edu 95 JUSTICE AND POLICY Degrees Off ered. Th e Bachelor of Science STUDIES (JPS) degree is off ered to all students.

Jerry Joplin, Associate Professor, Chair Major Requirements: Community and Barton Parks, Professor Justice Studies Major. Th e major consists Laurin Flynn, Assistant Professor of eight courses (32 credit hours), as Sanjay Marwah, Assitant Professor specifi ed below. William C. Pizio, Assistant Professor Lois Fuchs, Visiting Instructor 1. Four basic required courses: Monica Walker, Visiting Instructor • JPS 103: Community Problem Solving • JPS 262: Restorative Justice Th e Justice and Policy Studies • JPS 310: Public Management and Department off ers two majors, Organizational Th eory Community and Justice Studies and • JPS 339: Research Methods Criminal Justice. Th e Community and Justice Studies major focuses on 2. Choose three from the following group– policies and strategies of public service at least one at the 200 level, at least one at organizations. Taking an applied the 300 or 400 level, and one more of your interdisciplinary approach, the department choice: works with other departments and many • JPS 205: Juvenile Justice and community groups. Criminal Justice Delinquency focuses on policies, history, and problems • JPS 220: Community Building of the American criminal justice system. • JPS 244: Confl ict Resolution Both majors emphasize understanding Fundamentals public service organizations, problem- • JPS 290: Internship – strongly solving, values in public policies, recommended civic activism, strategies for changing • JPS 301: Criminal Justice Policy and organizations, and experiential learning Practice and internships. • JPS 313: Law and Society Both majors are intended for students • JPS 365: Race in Criminal Justice planning careers or graduate study in • JPS 424: Trust and Violence public service. Th e Criminal Justice major • JPS 425: Family Violence opens pathways to careers in many parts • JPS 439: Understanding Oppressive of the criminal justice system and related Systems areas. Graduates of the Community • JPS 440: Counseling and Justice Studies major have pursued graduate study and careers in law, urban 3. All majors take the following capstone aff airs, public administration, and course: related vocations. Graduates have also undertaken careers in law enforcement, • JPS 447: Basic Group Facilitation courts, corrections, juvenile justice, as (Available only to juniors and seniors well as nonprofi t community service completing their major.) organization focusing on mediation and confl ict resolution, spouse and child abuse, Major Requirements: Criminal Justice and similar callings. Many students look Major. Th e major consists of ten forward to civic activism, to infl uencing courses (40 credit hours) that fulfi ll fi ve policy in their community, and to departmental requirements, as specifi ed supporting local communities. below. 96 Guilford College 1. Four required basic courses: building community, critical thinking • JPS 101: Introduction to Criminal abilities, and community problem-solving Justice skills including identifying the problem, • JPS 200: Criminal Procedure coordinating individuals into groups, and • JPS 290: Internship assisting the groups to form a feasible plan • JPS 339: Research Methods for solving the problem.

2. One from the following component 200 Criminal Procedure. 4. Th e study courses: of due process in law; the legal procedures • JPS 202: Law Enforcement and Police governing a criminal suspect’s civil rights Roles and protections guaranteed under state • JPS 203: Punishment and Corrections and federal constitutions; the rules • JPS 204: Courts: Prosecution and Trial law enforcement offi cials, prosecutors, magistrates, and judges have to follow in 3. Two courses from the following:. investigating crimes; and the body of law • JPS 201: Criminal law which governs the manner in which such • JPS 202: Law Enforcement and Police rights and rules are to be enforced and Roles wrongs are to be rectifi ed in criminal cases. • JPS 203: Punishment and Corrections • JPS 204: Courts: Prosecution and Trial • JPS 205: Juvenile Justice and 201 Criminal Law. 4. Substantive law Delinquency of crime and defenses. Homicide, assault • JPS 244: Confl ict Resolution Strategies and battery, burglary, crimes of acquisition • JPS 250: Special Topics in Criminal (larceny, embezzlement, false premises, Justice robbery), conspiracy, criminal agency and • JPS 270: Interpersonal Communication corporate liability, accessories, concept of failure to act, and negative acts and legal 4. Two additional upper-division courses, causation. designation of 300 or 400. 202 Law Enforcement and Police 5. At least one additional course with a Roles. 4. Survey of the police as a social designation of 400 or higher. Th ese are the institution: structure and process of police most developed and sophisticated courses systems. Organizational and behavioral off ered in the Criminal Justice major. approaches to policing, with particular Students are encouraged to take as many of emphasis on the problems of maintaining these courses as their schedule allows. public order under rapidly changing social circumstances. Fulfi lls business and policy 101 Introduction to Criminal Justice. studies requirement. 4. Survey of the criminal justice system; its philosophy, history, development, 203 Punishment and Corrections. 4. component parts, their functions, careers Survey of the structure of correctional and roles, and the constitutional aspects institutions, parole, probation and of the administration of justice. Review community-based correctional programs. of the agencies and processes of criminal Students explore various kinds of justice. Fulfi lls business and policies studies leadership and ethical challenges they requirement are likely to encounter in a system that is designed to achieve justice and 103 Community Problem Solving. 4. accountability. Fulfi lls business and policy Introduces students to processes for studies requirement. www.guilford.edu 97 204 Courts: Prosecution and Trial. 4. 262 Restorative Justice. 4. Fulfi lls Th e adjudication process and trial courts business and policy studies and social as social institutional law and the legal justice/environmental responsibility mentality, structure and processes of requirements. federal, state, and local court systems, and traditional and behavioral approaches 265 Racial and Ethnic Relations. 4. to the courts. Current problems: heavy A comprehensive exploration of the case loads, plea bargaining, changing experience of diff erent racial and ethnic social norms, sentencing practices. Fulfi lls groups in the United States, and the social business and policy studies requirement relations they have established with each other. Th e examination starts from their 205 Juvenile Justice and Delinquency. countries of origin, moves to their initial 4. Survey of the problems of delinquency, migration and settlement, and concludes child abuse and neglect in contemporary with analysis of their current economic, society; juvenile courts and other social, and cultural situations. Fulfi lls juvenile justice agencies and institutions; diversity in the U.S. requirement. prevention and treatment programs; theories of delinquency causation and 270 Interpersonal Communications treatment. Fulfi lls business and policy (PSY 270). 4. Th is course is designed studies requirement. to provide students with a basic understanding of the communication 217 Literacy Seminar (EDUC 217, process and how this communication ENGL 217, PSY 217, SOAN 217, process is fundamental to the development WMST 217). 2. Students are trained of eff ective relationships. Th e students as literacy tutors and spend four hours will learn techniques for better listening, per week tutoring in community literacy developing trust, and responding to others programs. Wider issues of literacy and needs, as well as the rudiments of confl ict related problems are considered. CR/NC. resolution.

220 Community Building 271 Organizational Communication Fundamentals. 4. An examination of and Teamwork. 4. Focuses on community building as a foundation communication among individuals and for peaceful coexistence and responsive teams in schools, businesses, government leadership. Students learn about the nature offi ces, and other complex organizations. of group process as they engage in the Students’ current setting in one such experience of building community. organization and their current experiences in others, provide material for examination 244 Confl ict Resolution Strategies. 4. and refl ection. Perspectives from other Students learn about confl ict resolution as cultures and the subcultures of class, race, a path to creative peacemaking, practice and gender within American society are styles of communicating and ways of included as appropriate. listening that are deeply respectful and affi rming, learn to integrate eff ective 290 Internship. 4-8. Supervised ways of awareness and being useful in the internship with a criminal justice, public confl ict resolution process, and explore service, or volunteer agency. Required for kinds of power and their infl uence on Justice and Policy Studies majors with no confl ict. prior full-time work experience or current employment in the criminal justice system 98 Guilford College or in other public service agencies. May be 323 Diversity at Work. 4. Explores ways repeated once with a diff erent agency. May in which individual and group diff erences also be off ered at the 390 level. infl uence self-perception and interpersonal communication. Increased understanding 301 Criminal Justice Policy and and communication skills will enable Practice. 4. Th eories from several scholarly participants to work more productively disciplines are put into practice in dealing with diverse colleagues and social groups. with criminal justice policy questions. Fulfi lls diversity in the U.S. requirement. Managerial, psychological, sociological, and political-ideological theories are 333 Criminological Th eory. 4. reviewed in their application to issues Advanced survey of criminological theory, in American criminal justice, such as covering sources of data about crime, the drug and alcohol control policy, gun socioeconomic characteristics of both control, policing strategies, correctional off enders and at-risk populations, and the philosophies, and death penalty questions. nature and theorized causes of criminal Fulfi lls business and policy studies off enses. requirement. 339 Research Methods. 4. An 310 Public Management and introduction to the techniques and analytic Organizational Th eory. 4. Study of tools used to conduct research in the managerial principles and the structures areas of criminal justice, public policy, of public organizations, the organizational and related social sciences. Prerequisite: environment and processes of leadership, introductory college math. applying organizational theory, decision-making, planning, staffi ng, 361 Philosophy of Law Enforcement. evaluation, internal communication, and 4. Th is course is based on the premise organizational change as applied in public that all police offi cers are philosophers service agencies. Fulfi lls business and and need to become better philosophers policy studies requirement. of law. Th is course associates the works of famous jurists with the practice of law 313 Law and Society. 4. Introduction enforcement. to sociological jurisprudence, the legal system, legal institutions as instruments 365 Race in Criminal Justice. 4. Engages of stability and social change. Law and students in a dynamic examination of the social processes, legal decision-making, and criminal justice system and the impact cross-cultural comparisons of legal systems of race and racism on its development. and legal values. Fulfi lls social justice/ Fulfi lls business and policies studies and environmental responsibility requirement. social justice/environmental responsibility requirements. 320 Ethics in Justice and Policy Studies. 4. Ethical standards and considerations for 366 Justice. 4. Th is course will consist of justice and public service agency offi cials. a study of classical philosophical thought Examination of causes and consequences and its relation to justice from the early of corruption and other unethical behavior Greeks to modern theorists. Th ese classical of public offi cials within the criminal views will be used to analyze current events justice system and in related agencies of and policies of criminal justice system. government. Fulfi lls business and policy studies requirement. 400 Advanced Problems. 4. Selected www.guilford.edu 99 problem areas in the fi elds of criminal of just and humane systems as well as the justice, public policy, and public kind of leadership needed to facilitate administration examined in depth. them. Fulfi lls social justice/environmental Problems examined vary with each responsibility requirement. off ering, and have included issues involving police administration, court 440 Counseling. 4. Th is course will administration, jails and prisons, security consist of discussion and application and crime prevention, death penalty of various counseling models. Specifi c policy, coercion and justice. models discussed will include Psychoanalysis, Person-Centered Th erapy, 424 Trust and Violence. 4. Examines Transactional Analysis, Existentialism, and ways that trust binds communities Rational Emotive Th erapy. together, and violence or the threat of it prevents or destroys trust. Th e course 445 Police Brutality and Culture. 4. draws upon applied theory, organizations It has been clearly established through eff ective in sustaining trusting research that the lives of police offi cer are communities, and experiential learning aff ected by the work they do, the pressures in trust-building group processes. Fulfi lls placed on them by the communities business and policy studies requirement. they serve, and expectations of their superiors. Th is class will explore the factors 425 Family Violence. 4. Introduces infl uencing individual and institutional students to fi ve prevalent family problems: responses to these infl uences. wife abuse, husband abuse, child neglect and abuse, elderly abuse, and rape/ 447 Basic Group Facilitation. 4. Off ers sexual assault. Central to the course an in-depth study of organizational are examinations of causal factors, the dynamics and procedures. Students psychology of victim and off ender, societal will learn the stages of organizational impact, treatment and intervention development and the basic facilitation strategies, and the criminal justice role practices that are useful in guiding a group and processes. Fulfi lls social justice/ through them. environmental responsibility requirement 450 Special Topics. 4. Advanced public 437 Multicultural Communication: policy topics, studied in depth for Identities and Interaction. 4. Th is advanced students. May also be off ered at interdisciplinary course draws on the the 250 and 350 levels with examination theory and practice of cross-cultural of current public policy topics, issues, and communication. Participants will learn problems at a sophisticated introductory to appreciate how not only personality, level. but also national, ethnic, gender, age, and non-dominant versus dominant social 460 Research Problems/Independent affi liation, shapes their values, identity, and Study. 1-4. Opportunities for upper-level social interactions. students to conduct individualized research into topics and fi elds of interest in which 439 Understanding Oppressive Systems. courses are not off ered. May also be off ered 4. Students will examine the nature of the at 260 and 360 levels. human system as it presents itself in small groups, organizations, communities, and 470 Senior Th esis. 4-8. Major research societies. Th ey will develop a defi nition project designed and conducted under 100 Guilford College the supervision of a faculty member. MATHEMATICS (MATH) Prerequisite: JPS 339 or other research methods course. G. Rudolph Gordh, Jr., Professor, Chair Elwood G. Parker, Professor 490 Departmental Honors. 4-8. Benjamin Marlin, Associate Professor Jonathan Hatch, Assistant Professor

Mathematics is better learned by doing than by observing, so active student participation is encouraged in all programs. Since the opportunity for students to work with faculty individually and in small groups is also of utmost importance, numerous small classes and seminars are provided. Students majoring in mathematics are encouraged to discover areas in which they have both talent and interest, to gain familiarity with a wide range of mathematical areas, and to acquire deeper knowledge of some mathematical specialty. Th e Department serves other academic areas through courses in elementary functions and calculus, statistics, mathematics for the liberal arts, and mathematics for prospective teachers.

Degrees Off ered. Th e Bachelor of Science and Bachelor of Arts degrees are off ered in mathematics.

Major Requirements. Majors are required to complete 32 credit hours in mathematics courses or seminars numbered above 120. Calculus through Multivariable Calculus (MATH 225) and Foundations of Mathematics (MATH 231) are basic requirements of all majors. Majors must also complete either Linear Algebra (MATH 325) or Mathematical Physics (MATH 320). In addition, each major must take one upper-level course in theoretical mathematics (selected from MATH 335, 430, 435, or approved 475) and another in applied mathematics (selected from MATH 310, 412, 415, or approved 475). Many majors emphasize a particular www.guilford.edu 101 area of mathematics in their course relationships between mathematics and work. Th ose emphasizing theoretical other disciplines. Recommended for mathematics have been notably successful humanities, fi ne arts, and education in graduate study at respected universities; majors. Does not count toward the major. majors who wish to prepare for graduate Includes emphasis on basic quantitative school should take Topology (MATH skills. Fulfi lls quantitative literacy 335), Algebraic Structures (MATH 430), requirement. and Real Analysis (MATH 435). Other students emphasize applied 112 Elementary Statistics. 4. Descriptive mathematics in preparation for advanced statistics; probability and probability study in areas other than mathematics; distributions; sampling and sampling such majors should include Probability distributions; confi dence intervals and Statistics (MATH 310) and an and hypothesis testing; correlation advanced seminar (MATH 475) on an and regression analysis. Emphases applied topic of interest in their programs. on application and interpretation. Students preparing to teach Recommended for social science and mathematics in secondary schools should preprofessional majors; does not count take Geometry (MATH 235), Probability toward the major. Fulfi lls quantitative and Statistics (MATH 310), and Algebraic literacy requirement. Structures (MATH 430). Th e most frequent double or joint 115 Elementary Functions. 4. Precalculus major with mathematics is physics; analysis of algebraic, exponential, students pursuing this option should take logarithmic, trigonometric, and inverse Mathematical Physics (MATH /PHYS trigonometric functions. Does not count 320) and an advanced seminar (MATH toward the major. Fulfi lls quantitative 475) on further topics in mathematical literacy requirement. physics. Mathematics majors are frequently 121 Calculus I. 4. Calculus of double or joint majors. Such majors that single-variable algebraic, exponential, and allow students to pursue other strong logarithmic functions, emphasizing the interests in any other discipline and relate concepts, techniques, and applications them to mathematics are encouraged by of limits, diff erentiation, and integration the Department. in both physical and geometric settings. Fulfi lls quantitative literacy requirement. 103 Mathematics for Elementary School 122 Calculus II. 4. Teachers. 4. Introduction to elementary Calculus of school mathematics and its fundamental single-variable trigonometric and inverse underlying concepts and structure trigonometric functions, with emphasis with emphasis on problem solving, as in MATH 121, but especially on logical thinking, use of conjecture, and integration and its applications. Numerical exploration with concrete materials. Does series. Prerequisite: MATH 121. Fulfi lls not count toward the major. Restricted quantitative literacy requirement. to education studies majors. Fulfi lls 123 Accelerated Calculus. 4. Special quantitative literacy requirement. course in calculus covering the content of MATH 121 and 122 in one semester 110 Mathematics for the Liberal Arts. 4. for students having studied calculus Th e nature of mathematics from cultural, previously. Fulfi lls quantitative literacy historical, and logical viewpoints, stressing requirement. 102 Guilford College 212 Discrete Mathematics I. 4. 310 Probability and Statistics. 4. Algorithms, recursion, induction, Fundamentals of the analysis and sequences and series, combinatorics, interpretation of statistical data, theory, counting techniques, particularly as related and application. Includes: descriptive to the mathematics of computing. Fulfi lls statistics; probability; discrete and quantitative literacy requirement. continuous random variables, their probability, density, and moment- 225 Multivariable Calculus. 4. Power generating function; joint, marginal series and approximation. Calculus of and conditional probability and density functions of several variables including functions of several random variables; partial diff erentiation, multiple sampling distributions; estimation; integration, and vector analysis. hypothesis testing. Prerequisite: MATH Prerequisite: MATH 122 or 123. Fulfi lls 225. Fulfi lls quantitative literacy quantitative literacy requirement. requirement.

231 Foundations of Mathematics. 4. 320 Mathematical Physics (PHYS 320). Axiomatic development of an elementary 4. Introduces students to mathematical mathematical system, stressing the logical techniques of particular importance to nature and structure of mathematics. scientists and engineers. Topics include: Fulfi lls quantitative literacy requirement. complex numbers, Fourier series, and the solution of diff erential equations (with 232 Infi nity, Undecidability, Non- special emphasis on harmonic oscillators). computability (PHIL 293). 4. Both analytical and numerical methods Algorithms, mathematical logic, are studied. Prerequisites: MATH 225 axiomatization, completeness, consistency, or permission of the instructor; PHYS constructing the number systems, Turing 122 strongly suggested. Spring. Fulfi lls machines, Hilbert’s programme, the quantitative literacy requirement. halting problem, infi nities, the continuum hypothesis, Godel’s theorems, formalism, 325 Linear Algebra. 4. Introduction intuitionism, logicism, connections with to systems of linear equations, matrices, artifi cial intelligence. Fulfi lls quantitative linear spaces and linear transformations, literacy requirement. including applications of these concepts to other areas of mathematics and to other 235 Geometry. 4. Topics chosen from fi elds. Prerequisite: MATH 225. Fulfi lls Euclidean, hyperbolic, elliptic, projective, quantitative literacy requirement. affi ne, etc., geometry emphasizing axiomatic development and/or physical 335 Topology. 4. Topics in point-set, application with content dependent geometric, general, or algebraic topology upon student interest and background. with content dependent on student and Especially recommended for students instructor interest. Suggested for majors interested in mathematics education. emphasizing theoretical mathematics. Prerequisite: MATH 230 or consent of Prerequisite: MATH 230. Fulfi lls instructor. Fulfi lls quantitative literacy quantitative literacy requirement. requirement. 412 Discrete Mathematics II. 4. 290 Internship, 1-4. May also be off ered Relations, graphs, trees, Boolean algebra, at the 390 level. languages and grammars, fi nite-state machines and automata, Turing machines. www.guilford.edu 103 Fulfi lls quantitative literacy requirement. register for a seminar without prior departmental approval. Seminars carry 415 Numerical Analysis. 4. Techniques, from one to four credits and may be theory, computer programming and repeated for credit with permission of the application of approximations of zeros department. of functions, solutions to systems of equations, integrals, and ordinary 275, 475 Seminar in Mathematics. diff erential equations. Suggested for 1-4. Lower- and upper-level seminars in majors emphasizing applied mathematics selected topics. Prerequisite: consent of the or mathematical physics. Prerequisite: department. MATH 325. Fulfi lls quantitative literacy requirement. 470 Senior Th esis. 4-8.

430 Algebraic Structures. 4. Study of 490 Departmental Honors. 4-8. algebraic structures such as groups, rings, and fi elds and their morphisms. Suggested for majors emphasizing theoretical mathematics or interested in mathematics education. Prerequisites: MATH 230 and 325. Fulfi lls quantitative literacy requirement.

435 Real Analysis. 4. Rigorous study of real functions including topics from limits, sequences, series, diff erentiation, integration. Suggested for majors emphasizing theoretical mathematics or mathematical physics. Prerequisites: MATH 225 and 230. Fulfi lls quantitative literacy requirement.

450 Special Topics. 4. May also be off ered at 250 and 350 levels.

460 Independent Study. 1-4. May also be off ered at 260 and 360 levels.

Mathematics Seminars Seminars are provided to allow and encourage students and faculty members to pursue topics of mutual interest beyond the scope of regular classes. Seminars may be arranged as extensions of existing courses, as special topics courses, as undergraduate research projects, or as honors projects. Students must prearrange seminars with faculty members on or before registration day; no student may 104 Guilford College MUSIC (MUS) community in addition to the semester concerts. Timothy H. Lindeman, Professor,Chair Th e Jazz Ensembles, Classical Wendy Looker, Lecturer Instrument Ensemble, and Guitar Suzanne Galer, Visiting Associate Professor Ensembles frequently perform for Craig Whittaker, Visiting Associate Professor the Guilford community and in the Kami Rowan, Visiting Instructor Greensboro area. Th e above ensembles, the weekly repertoire classes for majors, the Th e Music Department strives to monthly Music at Day’s End series, and engage students in a variety of artistic, junior and senior recitals provide students creative, intellectual, and cultural with many performance opportunities. endeavors. Students benefi t from a strong, Each fall the Department produces interdisciplinary liberal arts base, small a musical revue in cooperation with the classes that stimulate active learning, Th eatre Studies Department. All Guilford and group participation. Seminar-style College students are eligible to audition for settings take the place of formal lectures; parts. repertory classes, student showcases, end- of-semester recitals, experiences in musical Degrees Off ered. Th e Bachelor of Arts theater and opera scenes, master classes, degree is off ered in music. and competitions prepare students for the application of their discipline. Scholarships. Several scholarships are Th e Department off ers a variety of available through the Music Department. opportunities in performance studies, Some of these monies are used to pay for solo and group performance, and music performance studies for qualifying majors. scholarship for the student who pursues Other scholarships are used to recognize a major or concentration in music. Th e outstanding academic achievement as general Guilford student is welcomed into well as reward students for service in the private lessons, performance ensembles, department. and general music classes. Th e College Choir presents several Major Requirements. Students wishing major performances throughout the year to declare a major in music must focusing on the great choral literature audition to qualify. Th ey should contact tradition. Th e concerts are designed not the department chair for information only for members of the choir but as regarding specifi c repertoire requirements activities for community enrichment, the and to schedule an audition. Provisional high point of the season being the annual acceptance can be granted to students holiday concert. Participation in the choir submitting taped auditions. is designed to add to the total enrichment A major in music consists of 16 of student life. Membership is open to all credits in Music Th eory (MUS 101-102, students genuinely interested, willing to 201-202), 8 credits in Music History work hard, and strongly committed to the (MUS 310-311), 2 credits in Conducting choir. (MUS 210), a 1-credit Junior Recital Th e Chamber Singers is an auditioned (MUS 302), and a 1-credit Senior Recital choir of 20 select singers who perform (MUS 402) or a 2-credit Senior Project primarily a cappella literature spanning (MUS 403). All music majors must enroll a variety of musical periods. Th e choir in 2 credits of Performance Studies and performs in a number of venues around 1 credit of Ensemble every semester they the Guilford campus and Greensboro are enrolled as music majors at Guilford www.guilford.edu 105 and are on campus until the satisfactory permission of the instructor. completion of MUS 402 (Senior Recital) or MUS 403 (Senior Project) with a 110 Jazz Appreciation. 4. Explores minimum of 12 credits in Performance the many facets of jazz as a musical art Studies and 6 credits in Ensemble. form with regards to ethnicity, cultural, Additionally, voice majors must historical, and musical evolution. Live successfully complete 2 credits in diction performances in and out of the classroom (MUS 103-104). Guitar majors must enhance the experience. Fulfi lls arts and successfully complete 4 credits in guitar diversity in the U.S. requirements. pedagogy and literature (MUS 205). 111 Music Appreciation. 4. Introductory 101 Music Th eory I. 4. Th is course in course designed to train students in basic musicianship examines the materials perceptive, intelligent listening. Selected and structures of diatonic music: time, representative works from plainsong melody, harmony, and form. Students through contemporary music. Fulfi lls arts must be able to read music; diatonic ear requirement. training and sight singing are required components of the class. Fulfi lls arts 113 Music and Contemporary Culture: requirement. Refl ections On the Ways Music Aff ects and Is Aff ected By Humanity. 4. Explores 102 Music Th eory II. 4. A continuation specifi c facets of music that aff ect and are of MUS 101 in which resources of the relevant to contemporary culture. Students tonal system are analyzed with emphasis will be asked to question the signifi cance on seventh chords, both diatonic and of music within social structure, religion, chromatic. Traditional part writing is politics, economics, education, and stressed; some chromaticism is introduced issues of gender and race. Fulfi lls arts and in ear training and sight-singing. diversity in the U.S. requirements. Prerequisite: MUS 101 or permission of instructor. 119 Music and Social Confl ict. 4. Examines a period of history that includes 103 Diction I. 1. Th is course includes both the continuation of Classical/ the study of articulation, phonetics, the Romantic traditions and the dramatic International Phonetics Alphabet (IPA) and sometimes sudden shifts in Western and the application of IPA to Italian, musical style directly aff ected by world Latin, and English song texts. It is crisis. Th e music studied will include required for music majors (in voice) and works from the various movements of recommended for students enrolled in Modernism, Neoclassicism and specifi c MUS 120: Choir, MUS 132: Class Voice, works inspired by the Holocaust. Fulfi lls and/or MUS 272: Private Voice. historical perspectives requirement.

104 Diction II. 1. Th is course continues 120 Guilford College Choir. 1-2. the study begun in MUS 103 and includes Provides opportunities for growth, the application of IPA to German and enrichment, and service through quality French song texts. It is required for music performances that share the choral art with majors (in voice) and recommended for the college and larger communities. Th e students enrolled in MUS 120: Choir, choir’s repertoire includes extended choral MUS 132: Class Voice, and/or MUS 272: works with orchestra as well as smaller Private Voice. Prerequisite: MUS 103 or selections in a variety of languages and 106 Guilford College styles. Th e choir is non-auditioned; all Students will build a strong foundation students with a desire to work hard, build of chordal knowledge, fi nger-picking community and explore the art of choral patterns, right-hand technique, and a singing are welcome. general understanding of the fretboard in the fi rst position. Students do not need to 121 Classical Instrumental Ensemble. 1. know how to read music; however, they must own their own instrument. 122 Guitar Ensemble. 1. Th e Guilford College Guitar Ensemble is a dynamic 131 Guitar: Picks and Tabs. 1. For group that performs on and off campus. guitarists who play either electric or Weekly rehearsals include work on acoustic guitar and are familiar with picks ensemble techniques, and a wide variety of and tablature notation. Th e class will literature ranging from renaissance to 20th learn pieces in the following styles: folk, century. Students involved build a strong country, rock, and jazz. A prerequisite sense of community with fellow ensemble semester of private or class instruction is members. Guitar Ensemble is open to recommended and a working knowledge music majors, students concentrating in of chords is most helpful. music, or through an audition process of all other main campus students. 132 Class Voice. 1. Th is class is a prerequisite for Private Voice (MUS 272). 124 Jazz Ensemble. 1. Allows the young Students learn healthy eff ective technique jazz musician to rehearse and perform for solo singing in a supportive group within a small combo. Techniques for environment. improving are explored as well as the role of each instrument in the jazz tradition. 134 African Drumming. 1. Learn Students are expected to read music techniques and patterns commonly and develop their soloing skills through employed in traditional West African practice. cultures. Th e primary focus is on the djembe, but other drums are employed as 125 Chamber Singers. 1. A select choir well. No musical background is required, of 20 singers who perform primarily a although students will be expected to cappella literature spanning a variety of furnish their own instruments. musical periods. Th e choir performs in a number of venues around the Guilford 136 Alexander Techniques (THEA 128). campus and Greensboro community. 1. CR/NC. Auditions are held at the beginning of each semester. 140 Opera Scenes. 1-4. Students study, prepare, and perform selected solo and 127 Concert Band. 1. ensemble literature from scenes taken from opera and musical theater. Roles are 129 Orchestra. 1. assigned on the basis of audition.

Note: all courses in the 130’s have additional 201 Music Th eory III. 4. Beginning with fees. the chromatic material that ended Music Th eory II (MUS 102), this course studies 130 Guitar: Hum and Strum. 1. historic developments that led to post- Designed for the beginning player who romanticism and beyond. An overview wishes to learn basic song accompaniment. of 20th-century compositional practices www.guilford.edu 107 including impressionism, atonality, and 271 Performance Studies in Jazz Piano. serialism is presented. Ear training and 1-2. sight singing are involved with modulation and chromaticism. Prerequisite: MUS 102 272 Performance Studies in Voice. 1-2. or permission of instructor. Prerequisite: MUS 132 or instructor’s permission. 202 Music Th eory IV. 4. Traditional 273 Performance Studies in Guitar. 1-2. formal structures are explored and analyzed. Great works from the Western 274 Performance Studies in Saxophone. repertoire are studied both intellectually 1-2. and aurally. Ear training and sight singing are involved with chromaticism. 275 Performance Studies in Brass. 1-2. Prerequisite: MUS 201 or permission of 276 Performance Studies in Winds. 1-2. instructor. 277 Performance Studies in Bass Guitar. 205 Guitar Pedagogy and Literature. 1-2. 4. Examines two important facets of the classical guitar. Th e fi rst half of the 278 Performance Studies in Percussion. semester explores the history of the 1-2. classical guitar, its players and music. Th e 279 Composition. 1-2. second half deals with teaching the guitar. Students will observe lessons, compare and 280 Performance Studies in Violin. 1-2. analyze methodologies, and gain hands-on teaching experience. Th is class is intended 281 Performance Studies in Viola. 1-2. for the guitar major or concentrator, but 282 Performance Studies in Cello. 1-2. no prerequisite is required. 283 Performance Studies in Double 210 Conducting. 2. A beginning course Bass. 1-2. that introduces students to the basic skills of conducting. Emphasis is placed 290 Internship, 1-4. May also be off ered on the mastery of conducting patterns, at the 390 level. techniques of expressive conducting, and an interpretative knowledge of musical 302 Junior Recital. 1. A public terms. Prerequisite: must have taken or be performance comprised of 20-30 minutes enrolled in MUS 102. of literature standard to the instrument/ voice. Th e selection is determined by 215 Music of the World. 4. Th is survey the Applied teacher and must have studies and documents traditional music departmental approval. A juried recital cultures from Africa, India, Japan, and hearing must be passed approximately four Indonesia. Student presentations focus weeks prior to the public performance. on other cultures of the world. Fulfi lls intercultural requirement. 310 Music History I. 4. Explores Western art music from ancient times through Note: all courses in the 270’s and 280’s have 1750. Music from the Middle Ages, additional fees. Renaissance, and Baroque periods is examined with an emphasis on the place of 270 Performance Studies in Piano. 1-2. art music in society. Ability to read music is helpful. Fulfi lls arts requirement.

108 Guilford College 311 Music History II. 4. Explores Western PEACE AND CONFLICT art music from the classical period through STUDIES (PECS) the contemporary period. Music from the Classical, Romantic, Impressionist, and Contact: Vernie Davis, Director of Peace 20th-century stylistic periods is examined and Confl ict Studies and the Confl ict with an emphasis on the place of art music Resolution Resource Center in society. Ability to read music is helpful. Fulfi lls arts requirement. Peace and Confl ict Studies is an interdisciplinary major that studies 402 Senior Recital. 1. A public the nature of confl ict and violence, the performance comprised of 40-60 minutes possibilities of social change, and the of literature standard to the instrument/ means for resolving and transforming voice consisting of several stylistic periods confl ict nonviolently. Th e major draws (and languages for voice). Th e selection is on Guilford’s Quaker heritage by seeking determined by the Applied teacher and must the roots of situations of injustice and have departmental approval. A juried recital oppression, exploring nonviolent social hearing must be passed approximately four change, emphasizing each individual’s weeks prior to the public performance. Th e search for truth within diff erent levels of student is expected to write program notes community, and focusing on practical (and translations as applicable) that refl ect problem-solving. Peace and confl ict in-depth scholarship. CR/NC. studies melds two related fi elds of study, confl ict resolution and peace studies, in 403 Senior Project. 2. Under guidance a complementary, creative interaction. It of their music faculty project advisor, encourages an interdisciplinary, holistic students research an aspect of music of relationship between personal and social special interest. For example, a student may change, structured modes of confl ict wish to research a topic and write a thesis; resolution and creative nonviolent another student may wish to rehearse a small activism, careful analysis of structural ensemble and direct its performance. Th e violence and exploration of spiritual project must be approved by the department foundations for peaceable living and approximately at least 10 weeks before the action. expected completion of written work/public Students in peace and confl ict studies presentation. engage in critical analysis in several key components of the fi eld: central concepts 450 Special Topics. 1-4. May also be in peace research, the interrelation off ered at 250 and 350 levels. between the personal, local, and global levels of confl ict and possibilities of 460 Independent Study. 1-4. May also be transforming confl ict, theories of war off ered at 260 and 360 levels. and peace, and methods and practices of confl ict resolution, reduction, and 470 Senior Th esis. 1-4. transformation. Students build skills that help them to solve problems of 490 Departmental Honors. 4-8. College violence and confl ict, to listen carefully requirements as well as specifi c rules and caringly to others in the midst of and standards may be obtained from the confl ict, and to contribute to organizing department chair. groups and actions concerned with social change and confl ict resolution and transformation. www.guilford.edu 109 Degrees Off ered. Th e Bachelor of Arts Th e following courses are the current degree is off ered in peace and confl ict regular off erings in peace and confl ict studies. studies. Special topics courses (250 or 450) are frequently available and new General Requirements. Peace and courses are being added to the major. Confl ict Studies is an interdisciplinary Please contact the Director for current major which must be taken along with listings of courses. a second disciplinary major. A student must have an adviser from the Peace and Core Courses Confl ict Studies Core Faculty as well • REL 103: Voices of Liberation as an adviser from the second major. • REL 330: Nonviolence: Th eories and Because Peace and Confl ict Studies is an Practice interdisciplinary major, students must • REL 315: Human Rights select courses from at least two Areas • REL 316: Globalization From an of Study (e.g., Humanities and Social Ethical Perspective Sciences). • SOAN 246: Mediation & Confl ict Intervention Specifi c Course Requirements. Th e • SOAN 345: Social Change: major consists of a minimum of 32 credit Promoting Peace hours (16 of which must be taken at Guilford). Courses must include at least Supplementary Courses four courses at the 300-400 level and • ECON 432: International include: Economics • GST 250: Community Development • PECS 101: Introduction to Peace (Mexico) and Confl ict Studies (1 credit) • HIST 225: African American History • HIST 237: Europe in Revolution • three Core Courses, selected from at • HIST 238: War & Peace in 20th least two Areas of Study (e.g., Century Europe Humanities and Social Sciences) • HIST 255: Th e Second World War • HIST 308: Th e Underground • an internship in the junior or senior Railroad year that builds on a student’s prior • HIST 315: Civil Rights Movement course work and incorporates peace • IDS 435: Understanding Poverty and confl ict studies analysis with site • JPS 220: Community Building work Fundamentals • JPS 244: Confl ict Resolution • a Peace and Confl ict Studies Strategies Capstone Experience, which in some • JPS 424: Trust and Violence cases may also fulfi ll the college IDS • JPS 425: Family Violence requirement (although a senior • PHIL 249: Pacifi sm and Just War thesis or an independent study may Th eory be substituted in special • PSCI 103: International Relations circumstances) • PSCI 275: Asia and the World • PSCI 345: Avoiding War, Making • additional courses (to complete Peace 32 credit hours) selected from either • PSCI 445: Globalization and Its additional Core or Supplementary Discontents Courses. 110 Guilford College • REL 233: Peace, War, and Justice 101 Introduction to Peace and Confl ict • REL 350: Global Women’s Voices Studies. 1. • SOAN 325: Understanding Poverty • SOAN 413: Gender Violence 201 Mediation Training. 1. • SOAN 425: Latin American Politics 290 Internship, 1-4. May also be off ered Internship. A peace and confl ict studies at the 390 level. internship involves practical experience that focuses on social change, nonviolent 301 Facilitation Training. 1. intervention, confl ict resolution or transformation, and/or building a culture 401 Mediation Trainers Practicum. 2. of peace. Th e internship includes critical refl ection on the student’s experience and 450 Special Topics. 4. May also be off ered analysis of activities, experiences, and at 250 and 350 levels. structures that contribute to the reduction and transformation of violence and/or the 460 Independent Study. 1-4. Also off ered maintenance of systems of violence and at the 260 and 360 levels. domination. Students should register as PECS 390 with the Director of Peace and 470 Senior Th esis. 4-8. Confl ict Studies.

Senior Capstone Experience. Th e Senior Capstone Experience enables the student to integrate many of the elements of the peace and confl ict studies major. In some instances these courses may fulfi ll the college IDS requirement. In special circumstances, the Senior Capstone Experience may be an independent study or senior thesis. • IDS 405: Quakers, Community, Commitment • IDS 445: Culture, Confl ict, Negotiation • IDS 468/REL 468: Religion, Spirituality, and Social Change • SOAN 445: Culture, Confl ict, Negotiation

Independent Studies and Senior Th eses. If students have special interests that they wish to pursue that are not covered in peace and confl ict studies courses, they may arrange an independent study with an interested faculty member or pursue a senior thesis. We recommend that independent studies be done in the junior or senior year. www.guilford.edu 111 PHILOSOPHY (PHIL) informal discussions are sponsored by a philosophy club, which also arranges for Vance A. Ricks, Assistant Professor, Chair students to attend lectures and colloquia Jonathan W. Malino, John A. Weissenfl uh at the University of North Carolina at Professor of Ethics and Religion Greensboro, Wake Forest University, the Nancy V. Daukas, Associate Professor University of North Carolina at Chapel Lisa J. McLeod, Assistant Professor Hill, and Duke University.

Philosophy strives to deepen our Degree Off ered. Th e Bachelor of Arts understanding of ourselves, others, and degree is off ered in philosophy. the world around us. It aims to articulate and examine our most fundamental Major Requirements. To major in assumptions, raising questions and philosophy, a student must complete encouraging refl ection about generally nine philosophy courses (33 credit unnoticed aspects of our everyday hours), among them PHIL 111: Ethics; lives. Philosophical inquiry involves PHIL 200: Informal Logic or PHIL interpretation and analysis of a rich 292: Formal Logic; PHIL 201: Ancient tradition of powerful philosophical Western Philosophy; PHIL 202: Modern texts; intensive discussion and analysis Western Philosophy; one course devoted of problems, questions and theories that to an individual philosopher (PHIL emerge from those texts; and probing 333); PHIL 301: Th ird Year Seminar (1 refl ection on everyday experience, human credit); and PHIL 401: Contemporary practices, and the entire range of human Analytic Philosophy. Individually tailored knowledge and study. independent studies are available to Philosophical inquiry requires, and supplement regular course off erings. enables students to develop, a wide range of skills, including reasoning, interpretative 100 Introduction to Philosophy. 4. and critical reading, clarity in written and Major philosophical problems, methods, spoken expression, synthesis and analysis and positions, as set forth in selected of information, problem solving, and historical and contemporary philosophical appreciation of diff erent perspectives. texts, including works by Plato, Descartes, Th ese skills, along with the enhanced Hume, others. Fulfi lls humanities and awareness that philosophy enables us to social justice/environmental responsibility develop, are foundational to most forms requirements. of intellectual endeavor, practical decision- making, and moral questioning. Th us 111 Ethics. 4. Chief theories of the nature philosophical training and refl ection lay a and principles of the moral life, with groundwork for any path one may choose regard to both the ends human beings in life. seek and the obligations which claim their Given the nature of philosophy, commitment. Fulfi lls humanities and combining a Philosophy major with social justice/environmental responsibility a second major in the humanities, the requirements. natural or social sciences, the arts, or business and policy, is an exciting and 200 Informal Logic. 4. General aspects of natural option, with benefi t to both the reasoning and argumentation, including breadth and the depth of a student’s inferences, evidence, and the construction studies. and evaluation of arguments. Outside the classroom, lectures and 112 Guilford College 201 Ancient Western Philosophy. 4. computer technologies refl ect or Historical development of philosophical undermine the values of privacy and thought in Western civilization in terms of anonymity? How does electronic the main periods and thinkers of ancient communication change our understanding Greek philosophy. Fulfi lls humanities of what it means to be human? requirement. Fulfi lls humanities and social justice/ environmental responsibility requirements. 202 Modern Western Philosophy. 4. Major developments of Western 242 Environmental Ethics. 4. philosophical thought in the 17th and Exploration of environmental topics from 18th centuries, emphasizing philosophical several theoretical, cultural, and religious inquiry into metaphysical systems and perspectives. Questions include: What are problems of knowledge. Fulfi lls humanities our responsibilities to the environment? requirement. To what extent are these responsibilities aff ected by the interests of other persons 221 Philosophy of Religion. 4. Reason or groups? What is the source of these and religion: proofs of God’s existence, responsibilities and to whom are we faith and reason, the problem of evil, obligated? Fulfi lls humanities and social morality and religion, religious language. justice/environmental responsibility Fulfi lls humanities requirement. requirements.

231 Philosophy and Sexuality. 4. Inquiry 247 Philosophy of Law. 4. Conceptual into the relationship between values and analysis and moral evaluation of laws sexuality. Topics include pleasure, love, and legal systems: the nature and validity homosexuality, prostitution, monogamy, of law, law and morality, the obligation sexual perversion. Fulfi lls social justice/ to obey the law, law and judicial environmental responsibility requirement. decision-making, criminal responsibility, and the nature of punishment. 232 Gender, Identity, and Experience. Fulfi lls humanities and social justice/ 4. Interrelated topics in the metaphysics environmental responsibility requirements. and phenomenology of gender. Questions include: What is it to be a woman or 249 Pacifi sm and Just War Th eory. man? How do Western conceptions of 4. Examines conditions under which gender aff ect our experience? How do violence, and especially war, may be other aspects of our identities (e.g., race, morally justifi ed; distinctions between war sexuality) enter the conversation? How and other forms of armed confl ict; and do we move beyond harmful gender philosophical and spiritual foundations of stereotypes? Fulfi lls humanities and social pacifi sm. Includes discussion of particular justice/environmental responsibility wars in which the U.S. has been engaged, requirement. including World War II and the war on Iraq. Fulfi lls social justice/environmental 241 Computer Ethics. 4. Ethical responsibility requirement. questions connected with computer technology. For example: What is 261 Philosophy and Race. 4. Examines distinctive about ethics in this context? race and racism, exploring the relationship How do digital media force us to between liberal ideas of freedom reconsider longstanding notions of and equality and the reality of group “ownership” and “theft”? How do exclusion. Key questions include: What www.guilford.edu 113 conception of race will do justice to our responsibility requirements. experience of social realities while avoiding scientifi c errors? What conception of 375 Topics in the Philosophy of Mind. race and racism to we need in order to 4. Topics include Th e Mind-Body help dismantle systemic racism? Fulfi lls Problem, Th e Emotions, and Th e Self. humanities and either diversity in the Fulfi lls humanities requirement. U.S or social justice/environmental responsibility requirements. 376 Topics in the Th eory of Knowledge. 4. Courses will cover such topics as Belief, 290 Internship, 1-4. May also be off ered Skepticism, and Th eories of Knowledge. at the 390 level. Historical and contemporary readings on the nature and sources of knowledge, 292 Formal Logic. 4. Methods, justifi cation, rationality, and skepticism. foundations, and philosophical Fulfi lls humanities requirement. implications of using symbolic languages to evaluate deductive reasoning. 377 Autonomy and Authenticity. 4. Conceptual, theoretical, and normative 293 Infi nity, Undecidability, Non- issues arising from the intersection of computability (MATH 232). 4. thinking about freedom and the self, Algorithms, mathematical logic, including internal freedom, self-deception, axiomatization, completeness, consistency, self-respect, weakness of will, and constructing the number systems, Turing autonomy as moral right and character machines, Hilbert’s programme, the ideal. halting problem, infi nities, the continuum hypothesis, Godel’s theorems, formalism, 401 Topics in Contemporary Analytic intuitionism, logicism, connections with Philosophy. 4. Main developments in artifi cial intelligence. Fulfi lls quantitative 20th-century analytic philosophy with literacy requirement. emphasis on philosophy of language, epistemology, and metaphysics. Capstone 301 Th ird Year Seminar. 1. Addresses course for the major. issues regarding career planning or preparing for post-graduate education. 450 Special Topics. 4. May also be off ered CR/NC. at 250 and 350 levels. Recent examples include Philosophy of Science, Free Will 333 Individual Philosopher. 4. Intensive and Moral Responsibility. study of the works of an individual philosopher (e.g., Maimonides, Plato, 460 Independent Study. 1-4. May also be Spinoza, Kant, Nietzsche, Mill, James) off ered at 260 and 360 levels. whose thought has had a lasting infl uence on western philosophy. 470 Senior Th esis. 4-8.

336 Social and Political Philosophy. 4. 490 Departmental Honors. 4-8. Principal theories of the foundation of political society; the nature of political authority; limits of political obligation; relation of theories of human nature to social/political theory. Fulfi lls humanities and social justice/environmental 114 Guilford College PHYSICS (PHYS) throughout its curriculum. Students in introductory courses learn to work Th omas P. Espinola, Glaxo Wellcome with equipment, quantify experimental Professor of Physics, Chair uncertainties, and present results in Rexford E. Adelberger, Professor journal format. Th e experimental physics Steven S. Shapiro, Associate Professor sequence stresses laboratory techniques, Donald A. Smith, Assistant Professor cooperative research, and clear, thoughtful presentation of results. In this sequence Physics students at Guilford come from of courses, students design experiments, a variety of backgrounds and have a broad act as principal investigators, write journal spectrum of interests and career goals. articles, and give talks for peer review. About one third of our physics majors Th is research experience culminates plan for employment in a technical fi eld in a thesis research project that must be immediately after graduation. Another original and designed by the student. Th e third pursue graduate study in physics results are presented in a written thesis or astronomy. Th e remaining third go and public talk. Students frequently on to advanced study in another fi eld. present papers at the National Conference Recent graduates, for example, are on Undergraduate Research (NCUR) engaged in a wide range of activities: and other conferences. Each year the attending graduate school in computer department grants the Jeglinski Physics science, history, engineering, mathematics, Award, in memory of Boleslaw Jeglinksi physics, and theology; attending medical and Michael Jeglinski, and the Helen school; training to be a medical physicist; and Winslow Womack Physics Research running their own software companies; Award, to those students whose research teaching high school math and physics; projects were selected from all proposals doing scientifi c research in academia and submitted to the department. Th ese industry; and serving in AmeriCorps. awards may be used to help purchase To embrace the diverse interests of our equipment, fund a stipend, and support student population, the physics curriculum travel to a professional conference. is fl exible and personalized. Course scheduling encourages off -campus research Degrees Off ered: Th e Bachelor of Science internships, independent study, and study degree is off ered in physics. We off er abroad. concentrated degrees in the following: Th e common thread connecting • B.S. in physics for students pursuing the diff erent goals and focuses of our employment in a technical fi eld students and faculty is the physicist’s • B.S. in physics for students preparing for approach to thinking about, modeling, graduate study and understanding the universe. Th is • B.S. in physics with a concentration in process relies on clear, analytical, and astronomy for students preparing for often abstract thinking but is ultimately graduate study in astrophysics grounded in concrete reality as exposed by experiment. Reaching a clear, realistic Major Requirements. A total of 36 credit understanding of some aspect of the hours in physics is required, including world is of value in not only science at least two semesters of experimental and engineering but also business, law, physics, an internship (either industrial medicine, and many other fi elds. or research) or at least 4 credit hours Th e physics program at Guilford of portfolio development, 4 credits in emphasizes research and experimentation theory above the PHYS 320 level, and www.guilford.edu 115 a thesis with defense. An individualized 108 Realm of the Stars. 4. Concentrates course of study will be planned by the on the study of stars. Topics include stellar student, in consultation with faculty observation and the life, evolution, and advisers, based on models appropriate death of stars. Fulfi lls natural science and for her or his chosen career path. Unless mathematics requirement. otherwise indicated, all courses listed below satisfy course requirements for 109 Beyond the Stars. 4. Concentrates the physics concentration and the on the study of extra-galactic astronomy. physics major. Courses that satisfy the Topics include nebulae, galaxies, and concentration in astronomy are labeled cosmology. Fulfi lls natural science and explicitly. Physics majors may obtain a mathematics requirement. concentration in astronomy if they also fulfi ll the requirements of either another 121-122 Classical and Modern Physics concentration or major. No physics major I, II. 5. 5. For physics majors and others may obtain a concentration in physics. interested in physics. Th is course is not a survey but an introduction to the thinking 101 Physics for Nonscientists (variable and analysis processes of physics, with title). 4. Introductory course, intended classroom and laboratory topics chosen for students with limited mathematical from modern and classical physics to background and centered on one of several emphasize the skills needed to think like topics such as an in-depth look at the a physicist. To prepare for Phys 122, physics of energy or a survey of modern students should plan to take Math 121 physical thought. Th e relevance of physical concurrently with Phys 121. Sequence laws to both society and the environment begins each fall. Fulfi lls natural science and is discussed. Off ered on demand. mathematics requirement. Fulfi lls natural science and mathematics requirement. 210 Observatory Practice. 4. For physics majors and others interested in learning 106 Surveying the Sky. 4. Th is course, to use the J. Donald Cline Observatory which is intended for non-science majors at Guilford College. Th e course includes with limited mathematical background, astronomical background drawn from will cover topics selected from naked-eye solar system, stellar, and extra-galactic astronomy, stellar astronomy, galactic astronomy but the emphasis is on the astronomy, and cosmology. Fulfi lls natural use of the equipment, methods of data science and mathematics requirement. acquisition, and analysis of results. Fulfi lls natural science and mathematics 107 Th e Solar System. 4. Th is course requirement. covers the physical description of the planets, their satellites, the sun, asteroids, 211-212 College Physics I, II. 4. 4. and comets, with a strong emphasis on For science majors and other interested recent information from landers and fl y-by students whose mathematics background probes. Th is course includes discussions includes algebra and trigonometry. Th is of how science is known, learned, and survey of physics includes mechanics, taught, which will be of interest to future energy, thermodynamics, electricity and teachers and others who may wish to magnetism, optics, wave motion, and combine work with students and science. modern physics. Sequence begins each fall. Fulfi lls natural science and mathematics Fulfi lls natural science and mathematics requirement. requirement. 116 Guilford College 223 Classical and Modern Physics III. complex numbers, Fourier series, and the 4. Th e fi nal semester of the introductory solution of diff erential equations (with physics sequence. Topics are chosen special emphasis on harmonic oscillators). from modern and classical physics to Both analytical and numerical methods complement those discussed in PHYS 121 are studied. Prerequisites: MATH 225 and PHYS 122. Prerequisites: PHYS 122 or permission of the instructor; PHYS or permission of the instructor. Fall. 122 strongly suggested. Spring. Fulfi lls quantitative literacy requirement. 226 Th e Physics of Solids. 4. A theoretical analysis of the modern theories 324 Th ermophysics. 4. Th e thermal of solid materials, the course begins with properties of matter are studied from the the classical models of the mechanical, applied approach of thermodynamics thermal and electrical properties of solid and the theoretical analysis of statistical materials, then introduces the quantum mechanics. Topics include the laws of mechanical band gap model, the Debye thermodynamics, equations of state, model, and the BCS / Cooper pair model fi rst order phase transitions, partition in examining solids’ thermal and electrical functions, entropy, and the quantum properties. statistics of particles. Prerequisites: MATH 225, PHYS 223, or permission of the 231-232 Experimental Physics I, II. 2. instructor. Spring. 2. Intermediate-level laboratory course to develop experimental design and 331-332 Experimental Physics III, measurement techniques, data reduction IV. 2. 2. Advanced laboratory course and analysis methods, and oral and written to improve experimental design and presentation skills. Experiments vary measurement techniques, data reduction as equipment and technologies evolve. and analysis methods, and oral and written Prerequisites: PHYS 122 or permission of presentation skills. Experiments vary the instructor. Sequence begins each fall. as equipment and technologies evolve. Prerequisites: PHYS 232 or permission of 233 Computer Control of Lab the instructor. Sequence begins each fall. Equipment (CMIT 233). 2. Intermediate- level laboratory course to develop 420 Mathematical Physics II. 4. programming skills necessary to interface Mathematical topics of importance to a computer with laboratory equipment. students interested in theoretical physics Programming language and experiments are studied. Content varies depending vary as equipment and technologies evolve. on the background and interests of the Prerequisite: one laboratory course that students. Topics considered have included incorporates relevant equipment and partial diff erential equations, Bessel scientifi c principles such as CHEM 111, functions, boundary value problems, the PHYS 121, PHYS 210, and PHYS 211, or heat fl ow equation, the Poisson equation, permission of the instructor. and wave equations. Both analytical and numerical solutions are studied. 290 Internship, 1-4. May also be off ered Prerequisite: MATH/PHYS 320. Off ered at the 390 level. on demand. 320 Mathematical Physics (MATH 320). 421 Mechanics. 4. Th e study of forces 4. Introduces students to mathematical and energy and their eff ect on the motion techniques of particular importance to of particles. Topics include the motion of scientists and engineers. Topics include: www.guilford.edu 117 a particle in a force fi eld, the dynamics of 443 Astrophysics. 2-4. Th e study of the rigid bodies, the detailed study of damped, application of physics to astronomical forced and coupled oscillators. Newtonian systems. Topics may include stellar and Lagrangian formulation of mechanics, structure and evolution, energy generation as well as computational methods of and nucleosynthesis, the interstellar solution will be studied. Prerequisites: medium, radiative transfer, and degenerate PHYS 223, MATH/PHYS 320, or stars. Prerequisite: Permission of the permission of the instructor. Off ered in instructor. Off ered on demand. alternate years. Portfolio Development Courses 422 Electromagnetism. 4. Th e study Students enroll in portfolio of the theory of electric and magnetic development classes to pursue independent fi elds and their interactions with matter. or small-group study to complete the work Topics include the use of vector calculus, required in her or his individualized course Gauss’s law, Ampere’s law, diamagnetism, of study. multipole fi elds, and the law of Biot- Th is work may include text-based or Savart. Prerequisites: PHYS 223, MATH/ literature research, laboratory work, and PHYS 320, or permission of the instructor. computational research. Th e results of this Off ered in alternate years. work will be presented to the faculty and other students for assessment before credit 423 Quantum Mechanics. 4. Th e study is granted. of the theory of the interaction of particles, waves, and fi elds in atomic and subatomic 251-252, 353-354, 455-456 Portfolio systems. Topics include the Schrödinger Development I-VI. Variable credits. formulation, operator formalism, and Students will contract with the faculty perturbation theory. Prerequisites: PHYS members regarding the nature and extent 223, MATH/PHYS 320, or permission of of the project including number of pass- the instructor. Off ered in alternate years. fail credits. Several students may choose to work together on the same or related 441 Advanced Modern Physics. 4. Topics material. CR/NC. in applied modern physics including the hydrogen atom and other atomic systems, 450 Special Topics. 4. May also be off ered nuclear physics, condensed matter, and at 250 and 350 levels. elementary particles. PHYS 223, MATH/ PHYS 320, or permission of the instructor. 460 Independent Study. 1-4. May also be Off ered in alternate years. off ered at 260 and 360 levels.

442 Advanced Classical Physics. 4. 461 Physics Research Seminar. 1. All Advanced topics in classical mechanics students writing theses or doing other and electromagnetism. Topics may include research within the physics department Hamiltonian mechanics, motions of are required to take this course in which particles in non-inertial reference frames, students and faculty exchange suggestions, the Maxwell equations, electromagnetic ideas, and insights into their research. Fall radiation, and the dynamics of relativistic and Spring. CR/NC. Students may take particles and electromagnetic fi elds. this course more than once and may count Prerequisites: PHYS 421, PHYS 422, up to four credits of Physics Research MATH/PHYS 320, or permission of the Seminar toward graduation. instructor. Off ered on demand. 118 Guilford College 470 Research, Th esis, and Defense. POLITICAL SCIENCE (PSCI) 4. Independent research projects that culminate, under guidance, in a well- Kenneth E. Gilmore, Associate Professor, defi ned research thesis. Th e thesis must be Chair presented both orally and in writing. Th e Kent John Chabotar, President and Professor thesis should be written in the standard George X. Guo, Associate Professor form for technical papers in physics Kyle Dell, Assistant Professor as currently set forth in Volume 10 of Robert Duncan, Assistant Professor the Journal of Undergraduate Research Maria Rosales, Assistant Professor in Physics; students are encouraged to present their papers at NCUR or another Political science is the study of appropriate conference. Fall and Spring. politics and government. More broadly defi ned, it is the study of values, behaviors, 480 Physics Department Seminar. 0. and institutions that relate directly or All students taking PHYS 122 or above indirectly to the making of policy in (except PHYS 211 and PHYS 212) are society. It is concerned with the rights required to attend the Physics Department and responsibilities of citizens and the Seminar. During the semester, each relations of people with their governments. student will give presentations on some At Guilford, political science is an integral aspect of the physics work on which he or part of the liberal arts curriculum. she is currently working. Fall and Spring. Perceived as both an art and a science, the discipline allows students to study political 490 Honors Research, Th esis, and behavior in its ideological, cultural, Defense. 4. Although enrollment is historical, and institutional settings. Th e normally during the fall of the fi nal curriculum provides students with a broad year, the student is expected to begin knowledge of both domestic and foreign work during the intermediate years on political institutions, processes, and issues. independent research projects that will culminate, under guidance, in a well- Degrees Off ered. Th e Bachelor of Arts defi ned research thesis. Th e thesis must be degree is off ered in political science. presented both orally and in writing. Th e thesis should be written in the standard Major Requirements. Eight courses (32 form for technical papers in physics credit hours) are required for the major. All as currently set forth in Volume 10 of majors must take four introductory courses the Journal of Undergraduate Research in the discipline: PSCI 101: Th e American in Physics; students are encouraged to Political System, PSCI 103: International present their papers at NCUR or another Relations, PSCI 105: Comparative appropriate conference. Politics, and PSCI 203: Classics of Political Th ought. Th ese courses serve as the foundation for upper-level courses within each of the four tracks. Four additional political science courses must be taken to complete the major. Th ree of these four courses may be in a particular track within political science, including American Politics, International Relations, Comparative Politics, and Political Th eory. At least three courses for the www.guilford.edu 119 major must be at the 300-level or above. methods, approaches, and substantive It is recommended that students complete concerns. Th is track equips students for the introductory courses prior to taking graduate studies in international aff airs advanced courses in the various tracks. In and provides a foundation for careers addition, one of the four required courses in international business, diplomacy, beyond the four core courses, must be a or other public policy sectors. Students writing-designated course. Several 300- (at interested in this track may also double- least two) and 400-level courses will be major in international studies or complete writing-designated each year. a concentration in African, East Asian, or Students interested in attending Latin American studies. Language courses graduate school should consider writing are essential in this regard and thus, are a Senior Th esis (PSCI 470). Th esis topics strongly encouraged. should be submitted to departmental advisers for approval near the end of the Comparative Politics Track. Th e goal junior year. Independent study, senior of comparative politics is to equip thesis, and internship credits may satisfy students with the concepts and methods only one of the eight required courses. All of research necessary for understanding majors must complete four courses in a the enormity of contemporary political, concentration outside of the department. economic, and social changes, and to Th is should be done in consultation with elucidate their signifi cance. Students advisers. Majors are encouraged to select will apply practical research methods to concentrations related to their special examine policy processes and outcomes in interests or career plans after graduation. It diff erent nations–in areas such as industry, is highly recommended that at least two of education, health care, housing, and social these courses be at the 300 level or above security. Other issues covered within to ensure depth. the comparative politics track include political and economic development, American Politics Track. Th e American the relationship between economic politics track focuses on governmental development and democratization, reform, and policy dynamics, and debates within and revolution. Students interested the United States. Students are exposed in this track may also double-major to the organization and behavior of the in international studies or complete a institutions, groups, and participants in relevant concentration. Language courses the American political arena. Students in are essential in this regard and thus are this track investigate various public policies strongly encouraged. and political behaviors from a broad array of governmental and non-governmental Political Th eory Track. Political theory institutions. Study in this track equips challenges students to confront the full students for graduate studies in American history of political thought in order to politics and provides a foundation for sharpen and focus their analytical skills careers in American government, teaching, and to develop for themselves standards of or other public policy sectors. judgment through which they can assess the relative merits of political systems and International Relations Track. public policies. To this end, students in the International relations focuses on the political theory track pursue coursework manner in which states and other actors and independent study in the following interact in the global arena. Th e track areas: the history of political ideas (such exposes students to a wide variety of as freedom, obligation, justice, power, and 120 Guilford College democracy); interpretation of political public schools need to double-major in texts; and normative approaches to political science and education studies. persistent political issues and problems. Students should consult advisers in Th is track equips students for graduate both departments to be certain that all study in political science and law as well as requirements are satisfi ed. for various careers in community service and public policy. 101 Th e American Political System. 4. An introductory course designed to Departmental Honors in Political explain the basic processes and issues of Science. Majors with a grade-point average the American political system. A particular of 3.50 or better in the discipline and emphasis will be placed on citizenship and a 3.00 overall average may petition for public participation within a democracy. admission into the departmental honors Fulfi lls social science requirement. program. Departmental honors require extensive reading in a selected area of the 103 International Relations. 4. An discipline and submission of an honors introductory course designed to provide thesis written under the supervision of a the basic theoretical tools and frameworks member of the department. Th e honors of analysis for understanding the program culminates in an oral examination behavior of states and other actors in the evaluated by three members of the international system. Topics include the faculty, two of whom must be from the use of force, U.S. foreign policy, the causes department, and an outside examiner. Th e of war and peace, the global political designation of the course will be changed economy, and resource and environmental from Departmental Honors (PSCI 490) issues. Fulfi lls social science requirement. to Senior Th esis (PSCI 470) if the grade assigned is less than a B. Majors must 105 Comparative Politics. 4. An petition for admission at the end of their introductory course designed to introduce junior year in the college. Th e political students to the methods and approaches science faculty determines admission. to comparative analysis, and apply them to the study of ideologies, political behaviors, Internships. Many students elect to do social movements and revolutions, political an internship related to their political economy, and political regimes that have science studies. Students may participate played a role in the formation of the in internships located in Greensboro, such contemporary world. Fulfi lls social science as private law offi ces and local government and either intercultural or social justice/ agencies. Students may also elect to environmental responsibility requirements. participate in Th e Washington Center or Th e Capitol Experience internship 203 Classics in Political Th ought. programs in Washington, DC or state- 4. An introductory course designed to based internship programs such as the critically analyze great works that refl ect Institute of Government and the North the fundamental themes and assumptions Carolina Government programs. We of Western political thought. Fulfi lls social strongly encourage students to engage in science and social justice/environmental internships. responsibility requirements.

Political Science and Teacher Education. 204 Public Policy and Administration. Political science majors interested in 4. An examination of the public policy licensure to teach social studies in process, including policy formulation, www.guilford.edu 121 implementation, and analysis. Attention Particular emphasis on the dynamics will be paid to the issues of leadership, of great power relations and Cold fi nance, and personnel administration in War competition in Asia, and the new government and nonprofi t organizations. dimensions of security and international Fulfi lls social science requirement. confl ict (e.g., risks of proliferation of weapons of mass destruction, regional 210 East Asian Politics. 4. An tensions, and terrorism) that have introduction to the political systems of arisen in the Post-Cold War era. Fulfi lls East Asian countries. While examining a intercultural requirement. broad background of history and culture in comparative perspective about East 290 Internship. 1-4. Recommended for Asian countries and its infl uence on all majors. College requirements apply. shaping contemporary political system, Details to be arranged between a student this course investigates political culture, and a faculty member; schedules and political institutions and processes, and nature of the work to be accomplished at the impact of modernization, ideology, the the discretion of the instructor. May also role of political elites, and social dynamics. be off ered at the 390 level. Fulfi lls either intercultural or social justice/ environmental responsibility requirements. 315 Chinese Politics. 4. Th is course examines Chinese political history, 222 African Government and Politics. 4. political ideology, political institutions, Th is course is designed to provide students political processes, as well as some key with a basic understanding of African issues in Chinese politics, providing governments and their policies, and of the a comprehensive introduction to relationship of Africa with the rest of the developments since the Communist world. Fulfi lls intercultural requirement. revolution. Fulfi lls intercultural requirement. 225 Th e American Presidency. 4. An examination of the offi ce of the presidency, 317 Th e American Founding. 4. Th is including its constitutional and political course will study the way in which underpinnings, the selection process, some of the most celebrated features of presidential policymaking, relationships American government became either to other branches of government and the settled questions or continue to be debated public, and participation in foreign aff airs. today. Among the topics examined will be the proper balance between governmental 240 American Political Th ought. 4. An branches, the relationship between citizens examination of some classic expositions and their representatives, the key role of of the moral foundations of American elections in American politics, and the politics, with the intention of discovering contentious role of democracy in American what it means to be an American. political life.

275 Asia and the World. 4. An 318 Environmentalism in Early introduction to international relations America. 4. Th is course examines the among Asian countries. Th is course complex dialogue between nature and examines how domestic politics, political politics in the United States during the culture, history and social changes in these late 19th and early 20th century. It will countries shape and how they are shaped focus on the complicated links between by international politics in the region. material circumstances, ideas, and politics, 122 Guilford College which aff ected the physical context of the policy issues and challenges–e.g., Middle American environment and the changing East confl ict, terrorism, WMD, nuclear experience of American life. Fulfi lls social proliferation, covert action, peacekeeping, justice/environmental responsibility democratization, human rights, requirement. globalization.

319 Modern Environmental Problems. 345 Avoiding War, Making Peace. 4. 4. Th is course examines the complex Th e aim of this course is to gain a better emergence of the American environmental understanding of the conditions and movement as a response to the historical, processes that lead to international war and political, and socio-economic patterns peace. Th is will be accomplished through following World War II. Students will a combination of theoretical and historical analyze environmental policies in response analysis. to specifi c and varied problems such as pollution, species protection, urban sprawl 355 Rights in Confl ict. 4. Th is course and management of national parks. Fulfi lls examines a series of political controversies social justice/environmental responsibility in which at least one–and usually more requirement. than one–side makes a claim on the basis of rights. Controversies examined include 320 Contemporary Political Ideologies. property rights, First Amendment rights, 4. A survey of contemporary political rights in times of crisis, the rights of the ideologies and an examination of the accused, and the right to vote as well as functional signifi cance of ideology in rights-based assertions on behalf of the political life. Liberalism, conservatism, disabled, women, and the unborn. Fulfi lls anarchism, Marxism, socialism, social justice/environmental responsibility communism, fascism, fundamentalism, requirement. feminism, and environmentalism will be analyzed, along with their impact on 365 Terrorism in America. 4. Th is course political behavior. Fulfi lls social justice/ examines terrorism committed by groups environmental responsibility requirement. within the continental USA to include their organization, motivation, tactics, 330 International Political Economy. and weapons–including weapons of 4. An exploration of competing mass destruction. Also examined are the explanations for the changing relationship government’s eff orts to combat terrorism between political and economic power to include challenges to our Constitutional in international relations. Substantively, rights and freedoms. the course focuses on trade, fi nance, investment, and debt and development 405 Departmental Seminar. 1-4. Reading issues. Fulfi lls social science requirement. and discussion of recent contributions to political science. 335 America and the World. 4. Th e course examines the historical context 430 National Security Policy. 4. An of U.S. foreign policy since World War examination of the evolution of American II: the Cold War, Korea, Vietnam, national security policy with an emphasis collapse of the U.S.S.R., post-9/11; the on the post-Cold War period. Emphasis individuals, institutions, and processes will be on identifi cation of threats and involved in making and implementing adversaries, strategy, intelligence, and foreign policy; and contemporary foreign policy formulation. www.guilford.edu 123 445 Globalization and Its Discontents. PSYCHOLOGY (PSY) 4. Th is course analyzes the impact of trade, fi nancial fl ows, technology, and regional Karen M. Tinsley, Assistant Professor, Chair integration on the domestic politics of Kathrynn A. Adams, Charles A. Dana advanced and emerging countries. Case Professor of Psychology studies include the European Union and Richard L. Zweigenhaft, Charles A. Dana western European states, the United States, Professor of Psychology Japan, and Brazil. Claire K. Morse, Professor Sarah Estow, Assistant Professor 450 Special Topics 4. A recent Karen Hayes, Assistant Professor topic off ered is Global Inequality, Christopher Henry, Assistant Professor an interdisciplinary exploration of Eva K. Lawrence, Assistant Professor the relationship between economic Julia Jacks, Visiting Assistant Professor development and income equality. Th is course examines the various explanations Th e program in psychology for the gap between rich and poor emphasizes the contribution psychology countries in the international system, as can make to a liberal arts education well as income inequality within specifi c through stimulating intellectual developing countries. May also be off ered development, personal growth, respect for at 250 and 350 levels. others, and social responsibility. Th e psychology curriculum is 460 Independent Study. 1-4. Reading designed to familiarize the student programs, tutorials, or fi eld projects with current methods and theories in arranged between a student and a faculty areas of investigation such as learning, member; schedules and nature of the work personality, social interaction, motivation, to be accomplished at the discretion of the perception, and development. Th e student instructor. Also off ered at the 260 and 360 is encouraged to appreciate diff erent levels. approaches and points of view and to see how clinical and laboratory methods 470 Senior Th esis. 4. Required of all supplement each other. students planning to enter graduate school. A student majoring in psychology See department chairperson for rules and may expect to develop rigorous habits of standards. observation with reference to psychological phenomena; to become aware of the 490 Departmental Honors. 4-8. College need for statistical knowledge in the requirements and specifi c rules and manipulation of psychological data; to standards of political science may be avoid the simple explanation; and to obtained from department chairperson. recognize the role of multiple causation in the determination of human behavior. With the realization of the enormous complexity of personality and social interaction, the student should come to demonstrate greater objectivity and increased competence in dealing with others.

Degrees Off ered. Th e Bachelor of Arts degree is off ered in psychology. 124 Guilford College Major Requirements. A major in graduate training. psychology consists of eight courses (32 credit hours). Th ree of these are 100 General Psychology. 4. Introduction required of all majors: PSY 100: General to the science of behavior including study Psychology, PSY 301: Research Methods of motivation, learning and remembering, and Analysis, and the senior seminar, PSY the brain, perception and thinking, social 445: History and Contemporary Issues. processes, and behavior disorders. Fulfi lls PSY 301 and PSY 445 will not be accepted social science requirement. as transfer credit, nor may they be taken at a consortium school. 213 Class, Race and Gender (SOAN PSY 301 should be taken no later 213). 4. Th e study of socioeconomic class, than the fourth psychology course unless a race, and gender, and the complex ways student transfers three or four psychology that these three interact. Fulfi lls diversity courses to Guilford. In the latter case, in the U.S. requirement. Taught each year PSY 301 should be taken as the second in the spring semester. psychology course a student takes at Guilford. 217 Literacy Seminar (EDUC 217, Of the remaining fi ve courses, three ENGL 217, JPS 217, SOAN 217 WMST must be at the intermediate or advanced 217). 2. Students are trained as literacy level (300 and above). Majors should tutors and spend four hours per week consult with their departmental advisors tutoring in community literacy programs. regarding the selection of their courses. Wider issues of literacy and related Interested students are encouraged to problems are considered. CR/NC. consider the possibility of a double major or a joint major. A list of alternative 224 Developmental Psychology. 4. plans and detailed course sequences for Psychological aspects of human growth pursuing a major may be obtained from and development from conception the student’s adviser or any other member through death, with emphasis on emerging of the department. capacities, expanding behavior, and Field experiences are strongly increasingly complex social interactions. encouraged. Recent majors have received Includes fi eld work. Fulfi lls social science credit through internships for activities requirement. such as work in the community with autistic, developmentally delayed, and 232 Introduction to Personality. 4. emotionally disturbed children; with the Th e study of personality from a variety elderly; with children at the Y.W.C.A. and of perspectives; emphasis on diff erent a local shelter for homeless families; and theories, techniques of assessment, with such organizations as Switchboard and research. Fulfi lls social science and the Crisis Control Center. requirement. Similarly, the department encourages students to pursue their interests through 241 Mass Media. 4. Th e study of mass independent studies in specifi c topics not media, including the impact of mass media off ered as regularly scheduled courses. on the ways we conceptualize the world, Should a student wish to undertake and the impact of mass media on the ways original research, the department off ers we behave. Th e course will look at a variety assistance toward presentation of papers at of media, including books and magazines, professional meetings and/or publication. television, radio, fi lm, and the Internet. Th e department off ers guidance toward Off ered once a year (in the fall one year www.guilford.edu 125 and in the spring the next). characteristics and educational needs of exceptional children and youth, including 242 Psychology of African Americans. the mentally retarded, intellectually 4. Th e study of African Americans from a superior, physically challenged, and psychological point of view, with emphasis emotionally disturbed. Includes fi eld work. on theories, research, and models as they Prerequisite: PSY 224. Alternate years. pertain to African Americans. Th e course examines a variety of issues, such as: ethnic 337 Emotional Disturbances in identity, personality traits, nonverbal Childhood and Adolescence. 4. communication, racism, mental health, Childhood and adolescent problems and the legal system. Fulfi lls diversity in encountered by clinical psychologists, the U.S. requirement. Off ered once a year special education teachers, social workers, (in the fall one year and in the spring the counselors, and school psychologists next). examined in the context of normal child development. Emphasis is on psychological 270 Interpersonal Communications factors in deviant and disturbed behavior (JPS 270). 4. Using an experiential and treatment procedures. Includes fi eld learning laboratory approach, this work. Prerequisite: PSY 224. Alternate course provides students with a solid years. theoretical foundation for understanding interpersonal communication, the internal 340 Psychobiology (BIOL 340). 4. Study dynamics that lead individuals to construct of behavior from a biological point of view. meaning, and the skills needed to maintain Focus on the structure and function of the eff ective relationships of all kinds. nervous system and on the relationships between behavior and the nervous system. 290 Internship. 1-4. Field experiences Laboratory work. Prerequisites: two prior which are individually arranged so that courses in biology and/or psychology. students can become directly involved Alternate years. in work within the community. Highly recommended for all majors. May also be 342 Abnormal Psychology. 4. Abnormal off ered at the 390 level. behavior studied in the context of modern life; genetics, sociocultural milieu, 301 Research Methods and Analysis. and learning in the development and 4. Application of methods for collecting amelioration of behavioral abnormality. and handling behavioral science data and Prerequisite: PSY 100 or 232. for drawing inferences from such data. Prerequisite: PSY 100. 343 Sensory Systems (BIOL 343). 4. Detailed study of each of the major 332 Industrial and Organizational sensory systems, including the anatomy Psychology. 4. Application of psychology and physiology of each system, an analysis to problems of employee selection, of the stimulus and measurements of motivation, training, work environment, sensory abilities. Laboratory work. and human relations in business, industry, Prerequisites: two prior courses in biology and other organizations. Prerequisite: PSY and/or psychology. Alternate years.. 100. 344 Environmental Psychology (IDS 336 Exceptional Children and 441). 4. Study of the impact of human Adolescents. 4. Psychological knowledge, attitudes, and behavior 126 Guilford College on environmental problems and their Prerequisite: PSY 100. Fulfi lls diversity in solution. Prerequisite: PSY 100 or ENVS the U.S. requirement. 100. Fulfi lls social justice/environmental responsibility requirement. Alternate years. 445 History and Contemporary Issues. 4. Selected theoretical and methodological 345 Health Psychology. 4. Study of issues of contemporary psychology viewed behavioral factors in illness and disease, in historical perspective. Prerequisites: PSY and the application of psychological 301 and senior standing. principles to wellness, prevention, and recovery from illness. Traditional and 450 Special Topics. 4. Recent off erings alternative treatment approaches are include “Th e American Upper Class” and considered; the impact of stress on various “Family Ghosts.” Prerequisites vary. May bodily systems is emphasized. Alternate also be off ered at 250 and 350 levels. years. 460 Independent Study. 1-4. Intensive 346 Learning and Behavior reading and/or independent research Modifi cation. 4. Th eory and application on a topic of interest to the student. of principles of conditioning and By departmental approval. May also be complex learning, including principles off ered at 260 and 360 levels. of reinforcement and stimulus control. Includes consideration of biological 470 Senior Th esis. 4. Major research infl uences on the range of learned project designed and conducted under the behaviors as well as introduction to supervision of a faculty member. cognitive approaches. Prerequisite: PSY 100. Alternate years. 490 Departmental Honors. 4-8.

347 Social Psychology. 4. Factors aff ecting the behavior of the individual in the social setting; laboratory and fi eld research in social interaction. Prerequisite: PSY 100.

348 Cognitive Psychology. 4. Study of the structures of thinking (such as concepts and schemas), the uses of thinking (such as reasoning and decision-making), and remembering and forgetting. Prerequisite: PSY 100. Alternate years.

349 Multiculturalism and Psychology. 4. Examines various areas in which multiculturalism has been applied, such as education, mental health and counseling, and inter-group relations. Students investigate cultural diff erences in development, examine cultural and personal identity, and explore ways of improving relations among cultures. www.guilford.edu 127 RELIGIOUS STUDIES (REL) developing capacities of thinking orally and in writing, of listening, and of John H. Stoneburner, E.F. Craven Professor working together as well as in solitude. of Religious Studies, Chair We do this not only for self-development Shelini Harris, Assistant Professor and to know truth, but for the good of the Eric D. Mortensen, Assistant Professor community of being. Jane C. Redmont, Assistant Professor Religious studies employs many methodologies, such as the theological, Religious studies at Guilford philosophical, historical, ethical, literary, explores the mystery and meaning of our psychological, socioeconomic, and existence as selves in the many aspects anthropological. Exploring religion is of the social and natural world. We inherently interdisciplinary; we consider seek to nurture wonder, insight, clear the interconnections in all our courses and creative thinking, to understand and require one explicitly interdisciplinary humanity’s destructive ways with others course for the major. We emphasize careful and the environment, and to imagine interpretation of signifi cant works from a ways of mending the world. We want variety of religious and ethical traditions. to open heart and mind to the sacred Our global context includes the West, the and the problematic in our world today Middle East, the Far East, Latin America, and historically. Th e burning issues we and indigenous peoples. Th e formats for address are forms of social oppression and learning emphasize seminar discussions, environmental destruction, the nature supplemented with individual reading and of the divine and the human condition, writing and student collaboration, lectures, the development and practice of religious role-playing, fi lm analysis, and internships traditions, and the meaning of the for social service and social action. religious. We aim to draw forth leadership Th e careers our majors enter upon potential in all students to enable them after graduation, often after circuitous throughout their lives to be agents of journeys, are quite diverse–teaching, law, change where they fi nd themselves, service and social work, the ministry, overcoming injustice and engendering counseling, religious education, art, the fullness of life. Th e Quaker context business, government, and non- of Guilford is fundamental to our ways governmental organizations. of teaching. All classes expect and enable Courses are off ered at diff erent levels, students to discover the resources within to each of which has specifi c expectations engage truth and to take responsibility for and goals. Th e 100-level courses are their learning and living in this world in introductory, designed for fi rst-year and ways that foster peace, simplicity, integrity, sophomore non-majors. Th ey are accessible equality, and community. to entering fi rst-year students, though Education in religious studies begins perhaps with some diffi culty. Normally from where each student is, descends to only one 100-level course can count the radical center, and draws forth each toward the major. student’s energies of creative, critical, and Th e 200-level courses are advanced ethical responses in personal engagement introductory courses that function as core with the multifarious issues of religious courses for the major. Th ey are designed to studies. Our teaching intends both serve as initial courses in the department to challenge and support the process for sophomores, juniors, seniors, and for of learning as mind-expanding and beginning majors. Majors normally take transforming. We work intensely on several courses at this level. 128 Guilford College Th e 300-level courses are designed 3. Ethics for majors and for upper-level students • REL 103: Voices of Liberation with a strong interest in the subject matter • REL 203: Buddhism, Ecology, and a background in the humanities. REL Society* 310 courses have no prerequisites, but • REL 205: Ethics and Human Nature assume an ability to integrate disciplines in Chinese Th ought* in a sophisticated manner. Other 300-level • REL 206: Chinese Religions and courses are designed primarily for majors Ecology* and assume at least one course in religious • REL 222: Feminist Th eology studies. Courses are usually off ered in • REL 233: Peace, War, and Justice a seminar format that requires active • REL 312: Humanistic Ecology participation by all class members. Majors • REL 313: Nature, Culture, and should have several 300-level courses. Religion Th e 400-level courses are small • REL 315: Human Rights seminars that usually examine one or • REL 316: Globalization from an a few thinkers or issues in depth. Th ey Ethical Perspective are designed for advanced majors or, by • REL 330: Nonviolence–Th eories and permission, exceptionally interested and Practice qualifi ed non-majors. • REL 468: Religion, Spirituality, and Social Change Degrees Off ered. Th e Bachelor of Arts degree is off ered in religious studies. 4. Comparative Religions • REL 103: Voices of Liberation Major Requirements. Th e major requires • REL 106: Religious Meaning in a minimum of 33 credit hours and can be Japanese Film and Literature completed by fulfi lling one of three tracks: • REL 200: Native American Religions Western, Comparative, or Self-Designed. • REL 203: Buddhism, Ecology, In both the Western and Comparative Society* Tracks, students take at least one course in • REL 204: Islam each of six areas: • REL 205: Ethics and Human Nature in Chinese Th ought* l. Contemporary Issues • REL 206: Chinese Religions and Ecology* • REL 120: American Nature Writing • REL 208: Hinduism • REL 212: Existentialism and the Death of God • REL 310: Islam and Modernization* • REL 220: Belief and Unbelief • REL 311: Religion, Literature, and Nature in Japan* • REL 222: Feminist Th eology • REL 313: Nature, Culture, Religion* • REL 415: Contemporary Th eology (required of students in the Western • REL 314: Religion, Aesthetics, and track) Nature in China • REL 422: Contemporary Religious • REL 315: Human Rights Problems • REL 316: Globalization from an Ethical Perspective 2. Biblical Studies • REL 215: Hebrew Bible 5. Western History • REL 216: New Testament • REL 101: History of Religion in America • REL 110: Quakerism • REL 234: African American Religion www.guilford.edu 129 and Th eology independent refl ections on religion and • REL 235: Quaker Origins must show a suffi cient understanding of • REL 337: History of Christianity religious studies and their place within (required of all majors) it in order to create their own course of study. In formulating their track, students 6. Interdisciplinary Perspectives articulate how their religious studies • REL 310: Islam and Modernization* courses interrelate into a coherent course • REL 311: Religion, Literature, and of study and how they contribute to the Nature in Japan* chosen focus. • REL 312: Humanistic Ecology Each self-designed course of study • REL 313: Nature, Culture, Religion* is formulated in conjunction with the • REL 314: Religion, Aesthetics, and student’s adviser and is approved by the Nature in China department as a whole. It is expected • REL 316: Globalization from an that every self-designed course of study Ethical Perspective will involve at least one course from • REL 468: Religion, Spirituality, and each of the department’s faculty and at Social Change least four upper-level courses (300s and 400s). Majors in this track are required * Courses may count simultaneously in one of to take the Junior Year Colloquium (REL the six areas and as one of the Comparative 395) and have a minimum total of 33 courses. credits in the major. Applications for the Self-Designed Track are normally Western-Track students may count submitted by the fi rst semester of the a maximum of two comparative religion student’s junior year. courses toward the eight required courses. Th e major off ers further opportunities Students in the Comparative Track take for specialized study through independent at least four Comparative courses and studies, senior theses, and internships. Th e at least three Western courses (REL 215 Frederic and Margaret Crownfi eld Prize is or 216, REL 337, and a Contemporary awarded annually to the student writing Issues course). In addition to courses in the best paper in religious studies. these six areas, majors in the Western and Comparative Tracks are required to take 100 Myth, Dream, Metaphor. 4. Fulfi lls the Junior Year Colloquium (REL 395) humanities requirement. plus two additional elective courses, for a minimum total of 33 credits in the major. 101 History of Religion in America. Th e Self-Designed Track is for 4. Exploration of the interaction of majors who want to create their own American religion and culture. Examines program with a specifi c focus, such as aspects of the religious traditions of Native ethics (for example, race, war, gender, Americans, African-Americans, Roman class, environment), religion and Catholics, Jews, and Protestants and the interdisciplinary studies (for example, shift from a white Protestant to a pluralist religion and literature, religion and the America. Fulfi lls humanities and diversity natural sciences), and philosophy of in the U.S requirements. religion (the nature of the religious or the nature of the diff erent methodologies 103 Voices of Liberation. 4. Analyzes used in religious studies). Students opting diff erent forms that oppression and for this track must have demonstrated liberation take around the world, from the the ability to engage in substantial perspective of activists and scholars from 130 Guilford College these regions and diverse religions. Each advanced introduction to the religion of of them articulates the complexity of each several Native American tribes, such as type oppression caused by a complex set the Cherokee, Sioux, Crow, and Navaho. of socio-cultural factors ranging from local Explores the world views/myths, rituals to global, with religion sometimes serving (including art, dance, and music) and the as a tool for liberation and oppression at lifeways of these diff erent cultures. Also the same time. Fulfi lls humanities and focuses on the long interaction between social justice/environmental responsibility American white cultural imperialism and requirements. the religions of these indigenous people. Fulfi lls the humanities and diversity in the 106 Religious Meaning in Japanese Film U.S. requirements. and Literature. 4. A close examination of six Japanese fi lms (Rashomon, Th rone 203 Buddhism, Ecology, and Society. of Blood, Ikiru, Fires on the Plain, Harp 4. An advanced introduction to Buddhist of Burma, and Woman in the Dunes) and ideals and values and Buddhism’s critique their literary sources (including Macbeth). of normal consciousness and behavior. Several defi nitions of religion are critically Examines the tradition in the context of applied to the fi lms in order to discover contemporary environmental philosophy religious meaning in the fi lms and texts and social theory, providing a Buddhist and to question our understanding of the perspective on ecological and social nature of religion. Fulfi lls intercultural and issues while bringing an ecological and humanities requirements. social perspective to Buddhism. Fulfi lls humanities and either intercultural or 109 QLSP Freshman Seminar. 1. CR/ social justice/environmental responsibility NC requirements.

110 Quakerism. 4. Origins and 204 Islam. 4. Introduces the Islamic development of the theology, social religion in its various aspects, including testimonies, and institutional structure of its origins, history, culture, laws, rituals the Quaker movement from the mid-17th and beliefs. Islam and Muslims have come century to the present, and their relevance to occupy a rather controversial, often to non-Quaker thought and life. Fulfi lls misunderstood place in the media and humanities requirement. popular opinion today. In this course we try to understand the reasons behind some 120 American Nature Writing (ENGL of the controversial phenomena in the 228). 4. Examines literary nature writing Islamic world, by focusing on particular in America from the 19th century to issues such as the position of women the present, with a primary focus on the and Islamic law. Fulfi lls humanities and diff erent ways writers have presented intercultural requirements. the natural world as sacred. Writings consider both our current estrangement 205 Ethics and Human Nature in from the natural world and possibilities Chinese Th ought. 4. An examination for developing intimacy with the of major representatives of Confucian earth through a deep sense of “place.” thought. Focuses on the issue of the Fulfi lls humanities and social justice/ relationship between human nature and environmental responsibility requirements. morality by examining four Confucian philosophers (Confucius, Mencius, Hsun 200 Native American Religions. 4. An Tzu, and Wang Yang-Ming) as well as the www.guilford.edu 131 Taoist, Chuang Tzu. Fulfi lls humanities of historical reconstruction of Israelite and either intercultural or social justice/ political forms, economic structures, environmental responsibility requirements. religious institutions, and social structure. Fulfi lls humanities requirement. 206 Chinese Religions and Ecology. 4. An advanced introduction to Taoism 216 New Testament. 4. Explores and Neo-Confucianism, focusing on the literature of the New Testament, their views concerning cosmology, the emphasizing the manner in which each philosophy of nature, and the ideal human writer tries to express an understanding of relationship to the natural world. Th e the person and work of Jesus in relation study of these traditions is placed within to the early Christian community. Fulfi lls the context of contemporary ecological humanities requirement. thought, and students explore the signifi cance of these traditions to current 220 Belief and Unbelief. 4. An environmental issues. Fulfi lls humanities examination of the intellectual and moral and either intercultural or social justice/ critiques that such thinkers as Darwin, environmental responsibility requirements. Marx, Freud, and Camus have made about religion, and the responses of such 208 Hinduism. 4. Addresses the religions theologians as Cobb, Niebuhr, Gutierrez, of India, primarily Hinduism, which is Reuther, Heschel, and Tillich. Fulfi lls a way of life emphasizing practice more humanities requirement. than doctrine; therefore, we look at the lives of people through narratives. We 222 Feminist Th eology. 4. An exploration also address the thought and concomitant of 19th- and 20th-century feminist religious social systems forming the framework and theological writers. Considers such for the acceptance of diverse and often issues as the role of religious systems both contradictory beliefs and practices, as a in establishing and sustaining sexism, way of understanding how the people in and in being agents of transformation the biggest democracy in the world, and and justice; sexism and God-language; the land of Gandhi, think and live. Fulfi lls patriarchal and egalitarian views of human intercultural requirement. nature; women and ritual; and feminist views of society. Fulfi lls humanities and 209 QLSP Sophomore Seminar. 1. CR/ social justice/environmental responsibility NC requirements.

212 Existentialism and the Death of 230 Comparative Ethics. 4. Explores the God. 4. An investigation of freedom, self, varieties of ethical concepts in diff erent death, and God in the works of Christian, religions, while teaching how to think Jewish, and atheistic Existentialist critically about the applicability of a thinkers such as Sartre, Marcel, Buber, separate category such as “ethics” and Camus, Keen, Tillich, and Arendt. Fulfi lls showing how intricately intertwined humanities requirement. the notions of good and evil are. Fulfi lls humanities and social justice/ 215 Old Testament. 4. An examination environmental responsibility requirements. of the Hebrew Bible with a dual focus: an exploration of religious expression 233 Peace, War, and Justice. 4. Explores through a consideration of literary style; models of social ethics focusing on issues and a study of the nature and possibility of war, violence, peace, social justice, 132 Guilford College nonviolence. Focuses primarily on 20th humanities. Topics may include Freud, century writers such as Reinhold Niebuhr, Jung, Rank (with psychology); science Gustavo Gutierrez, and Mohandas and religion (with chemistry or geology); Gandhi and applies their ideas to Dante, Arthurian myth, modern poetry contemporary problems and situations. and religion (with English); African Fulfi lls humanities and social justice/ American literature and religion; Islam and environmental responsibility requirements. modernization. With changes in content, may be repeated more than once. REL 234 African American Religion and 311, 312, and 313 are also courses in Th eology. 4. Fulfi lls Humanities and Interdisciplinary Perspectives. May fulfi ll Diversity in the U.S. requirements. humanities requirement.

235 Quaker Origins. 4. An investigation 311 Religion, Literature, and Nature in of the emergence of Quakerism out Japan (IDS 406). 4. An interdisciplinary of Puritan, Reformation, and mystical seminar on the views of nature in the backgrounds. Focuses on the development writings of Matsuo Basho, a Japanese of Quakerism in the latter half of the writer of the 17th century. Explores the 17th century in terms of theology, social various religious, literary, and aesthetic testimonies, and institutional organization, traditions in China and Japan that and its relevance to non-Quaker currents infl uenced Basho, and places his writings of thought and life, both then and now. in the context of contemporary American nature writing and Western views of 236 Reformation: Luther to Fox nature. Fulfi lls intercultural requirement. (HIST 236). 4. Th e course is designed to introduce students to a basic 312 Humanistic Ecology (IDS 427). understanding of events and ideas of the 4. An interdisciplinary seminar on major Reformation era in Europe, ca. 1517 to trends in contemporary environmental 1660. A focal point of our readings will be philosophy and ecological spirituality. the reformers’ view of the relation between Focuses on deep ecology and ecofeminism, political and ecclesiastical authority. Fulfi lls and also considers bioregionalism, Gaia humanities requirement. theory, social ecology, and stewardship. Fulfi lls social justice/environmental 251 Primitive Myth. 4. Fulfi lls responsibility requirement. humanities requirement. 313 Nature, Culture, Religion (IDS 412). 4. 281 Animals in Religion. 4. Fulfi lls An interdisciplinary seminar on humanities requirement. the relationship between human culture, the natural world, and religious values and practices. Th e fi rst half of the course 290 Internship, 1-4. May also be off ered focuses on ecological anthropology, with at the 390 level. particular attention to Native Americans; the second half examines the highly 309 QLSP Junior Seminar. 1. CR/NC eclectic vision of nature and culture in the writings of the American poet and 310 Interdisciplinary Perspectives. 4. essayist Gary Snyder. Fulfi lls social justice/ An exploration of problems lying on environmental responsibility requirement. the boundaries between religion and the natural or social sciences and the 314 Religion, Aesthetics, and Nature in www.guilford.edu 133 China (IDS 416). 4. An interdisciplinary social justice/environmental responsibility consideration of Chinese aesthetic theories requirement. and their views of nature. Th e course examines treatises of nature poets and 337 History of Christianity. 4. Traces writings by landscape painters, focusing the development of Christianity from on the importance of nature as subject its beginnings through the end of the of artistic production as well as source of 19th century by a consideration of aesthetic creativity. Fulfi lls intercultural major thinkers, events, and institutions. requirement. Prerequisite: two religious studies courses or consent of instructor. Fulfi lls humanities 315 Human Rights. 4. Provides an requirement. overview of the formulation and spread of the Universal Declaration of Human 395 Religious Studies Colloquium. 1. Rights. One of the course’s main goals Students refl ect collectively on the study of is to develop a critical understanding of religion and its relationship to the liberal the concept of human rights by paying arts, to their own college career, and to life attention to how power operates, and outside of college. Students complete an avoiding confl ating the need to ensure the intellectual autobiography to further their well-being of all human and other (in the self-understanding as students of religion. case of certain other world-views) beings For majors in their junior year. CR/NC. with the human rights movement in its dominant form. Fulfi lls social justice/ 400 Women, Body, Voice (IDS 413). 4. environmental responsibility requirement. 409 QLSP Senior Seminar. 1 (each 316 Globalization from an Ethical semester). CR/NC. Perspective. 4. Examines sociological explanations for how these global and 415 Contemporary Th eology. 4. Th e concomitant local events and structures contemporary Christian theological came about, along with ethical evaluations analysis of and struggle with the nature of values that infl uence some of the of self and God is examined in relation dominant global ideologies, as well as to forms of social domination (sexism, their consequences. Th ese analyses serve racism, classism, militarism, and anti- to relativize and question the assumptions Judaism) through consideration of and theories that claim the current global religious thinkers such as H.R. Niebuhr, economic structures as the inevitable Ruether, Keller, Heyward, Nelson, evolutionary stage of human society. Cone, Cannon, Boff , and van Buren. Prerequisite: REL 337 or consent of 330 Non-Violence. 4. Non-violence is not instructor. only an alternative to taking up arms but a strategy of resistance to oppression or 422 Contemporary Religious Problems. specifi c policies in the form of acts of civil 4. An exploration of one major disobedience. While non-violence includes contemporary thinker or problem, such these, the course aims to analyze it in all as Religion, Language and the Body its fullness, as a way of life and spirituality (Merleau-Ponty); God and Language that addresses certain forms of thinking (Wittgenstein); or Religion and Symbol and living as violent and includes nature (Ricoeur). With changes in content, this and the rest of animal life among the course may be repeated more than once. subjects to be treated non-violently. Fulfi lls Prerequisite: consent of the instructor. 134 Guilford College 450 Special Topics. 4. Possible off erings SOCIOLOGY AND include Feminine Images in Biblical ANTHROPOLOGY (SOAN) and Christian Literature; Propheticism: Archaic, Biblical, and Modern; Passion: Edwins Gwako, Associate From Plato to Polanyi; or Social Reform Professor, Chair and Personal Th erapy: 19th and 20th Bennett Judkins, Visiting Professor century American Religion. May also be Maria Luisa Amado, Assistant Professor off ered at 250 and 350 levels. Th omas Guthrie, Assistant Professor Kathryn Schmidt, Assistant Professor 460 Independent Study. 1-4. Th e Martha Lang, Visiting Assistant Professor individual formulation and completion of the study of a signifi cant problem in the Sociology and anthropology study fi eld of religion, such as Play, Celebration society and culture. Since people live and Worship; Existential Psychology; every aspect of life within a complex, Alchemy; Contemporary Social Change in sociocultural environment, it is possible to the Church; Creativity and Imagination; develop the self fully only with extensive or Women in Modern Japanese Religion. knowledge of that environment. Sociology May also be off ered at 260 and 360 levels. and anthropology help provide specifi c knowledge and theoretical frameworks as 468 Spirit/Social Change. 4. bases for understanding our relationships with society, culture, and each other, 470 Senior Th esis. Credit variable. and for comprehending and guiding Individual study culminating in a thesis, sociocultural change. which, in consultation with the adviser, Th e Sociology and Anthropology may be submitted for departmental Department uses the methods, theories, honors. Requires a prior semester’s and content of both fi elds in a scientifi c preparation (a 2- or 4-credit independent and humanistic context that emphasizes study) that can be counted either as a REL an objective appraisal of social life, 460 or as part of the Senior Th esis (REL concern for its quality, and techniques for 470). its improvement. Career preparation is important in the department and is based 490 Departmental Honors. 4-8. on the conceptualization of sociology Requires a 3.5 average in courses in and anthropology as both humanistic Religious Studies and a senior thesis or the and scientifi c. By engaging students in equivalent. the critical analysis of the institutions and human practices that produce and reproduce social structures, cultures, and individual identities, students should be equipped with a perspective that enables them to analyze, comprehend, and off er creative solutions for personal and organizational dilemmas, as well as larger social problems. During the college years, there are many opportunities for internships with various kinds of private and public agencies, independent study projects, off -campus seminars, special topics www.guilford.edu 135 seminars, and honors work. Th ere are required, the variety of off erings makes ample opportunities to study with it possible for each student to tailor instructors who are seriously concerned a program to individual interests and with the best development of each student long-range plans. Th ese plans may be and who have made major commitments implemented by various emphases within to high-quality teaching. A semester or a the sociology and anthropology program: summer of study abroad or in a markedly students may train for a wide range of diff erent part of the student’s own culture careers, may prepare for graduate school, also is encouraged to help strengthen the or may seek certifi cation for elementary cross-cultural perspective. school teaching. A concentration, arranged In addition to the specifi c content with the help of an adviser, can support listed, each course focuses to some extent and broaden the emphasis in the major. on social processes, especially those that help to create and resolve social problems. 101 Principles of Sociology. 4. Th e most signifi cant principles developed in the fi eld Degrees Off ered. Th e Bachelor of illustrated through problems and cultural Arts degree is off ered in sociology and area studies; scientifi c approaches to the anthropology. study of society, culture, social structure, and social processes. Fulfi lls social science Major Requirements. Th e major consists requirement. of eight courses (32 credit hours), four of which are specifi cally required courses one 102 Social Problems. 4. Develops a 100-level course in sociology (101 or 102), comprehensive understanding of the one 100-level course in anthropology process of defi ning social problems and (103 or 104), a research methods course a conceptual frame of reference for the (SOAN 337) and a course in social theory study of major contemporary problems. (SOAN 342). In order for students to Signifi cant content is focused on have varying degrees of challenge in their understanding the sociological perspective. programs, four courses must be taken at Fulfi lls social science and social justice/ the 300 and 400 levels, with enrollment environmental responsibility requirements. in at least one 400-level capstone seminar after completion of the methods-theory 103 Cultural Anthropology. 4. sequence. We recommend that students Introduction to the study of culture and limit their selections to two 100-level society in comparative perspective. Utilizes courses, but the following exceptions are various approaches of anthropologists and admissible: data from societies around the world in • Students tracking in sociology may order to illustrate the nature and functions choose to take both SOAN 101 and of culture and social structures. Fulfi lls SOAN 102 and either SOAN 103 or social science requirement. 104. • Students tracking in anthropology may 104 Tribes, States, Global Society. 4. choose to take both SOAN 103 and 104 Th is course uses the comparative method and either SOAN 101 or 102. of anthropology to take a long view of Additional courses off ered by the human history in order to examine social department can be taken as electives justice and human relationship to the or to meet certain college distribution environment in historical perspective requirements. across four periods of human existence: Beyond the four courses specifi cally gathering and hunting bands; more 136 Guilford College complex tribal organizations associated their own place within it. with domesticated plants and animals; intensive agriculture and the development 229 Th e Social Organization of Work. of the state; and industrial production 4. Analyzes the labor process as a central in a global system. Fulfi lls historical and defi ning human activity. Explores the perspectives requirement. organization and allocation of paid and non-paid work in historical perspective, 213 Class, Race, Gender (PSY 213). 4. with a focus on the signifi cance of Th e study of socioeconomic class, race, individuals’ experience of work processes and gender, and the complex ways that and workplace relationships. these three interact. Fulfi lls diversity in the U.S. requirement. 235 African Families in Transition. 4. Th is course places African families at the 215 Anthropology of Slavery. 4. center of an anthropological exploration Examines slavery in a comparative of the myriad ways of family formation sociocultural perspective; covers Africa and the dynamic nature of how family is (80%), North America (5%), and the rest defi ned cross-culturally. It explores how of the world (15%). Explores explanations families in diff erent African societies have for the causes of slavery, debates over what adapted and continue to adjust to the practices should be labeled “slavery” and changing circumstances brought on by which should be placed in other categories colonialism and post-colonial conditions. of servitude, and how slavery aff ects Fulfi lls intercultural requirement. individual understanding of self in various sociocultural contexts. Fulfi lls intercultural 245 Race and Ethnicity in Latin and social justice/environmental America. 4. Th e course examines responsibility requirements. racial and ethnic formations in Latin America, giving special attention to 217 Literacy Seminar (EDUC 217, large Amerindian and Afro-Latino ENGL 217, JPS 217, PSY 217, WMST communities and following the evolution 217). 2. of racial/ethnic paradigms from the Students are trained as literacy tutors 15th century to the present. Th e course and spend four hours per week tutoring focuses on the contemporary status of in community literacy programs. Wider racial/ethnic minorities and explores issues of literacy and related problems are their representations in folklore, art, and considered. CR/NC. religion. Fulfi lls intercultural requirement.

225 Culture and the Environment. 246 Mediation and Confl ict 4. Humans continue to destroy their Intervention. 4. Prepares students to environment in spite of the evidence that be eff ective mediators in confl ict by they are doing so at the expense of their providing a blend of theory and practice collective future. Th e central premise of in the models and skills of third-party this course is that this problem cannot intervention. Explores key concepts, be fully understood without reference to analytical frameworks, and diff erent culture and the cultural values that shape models within the ADR (Alternative the way people perceive and interact with Dispute Resolution) movement; their environment. Th is course explores includes required lab period and a the ways in which people of diff erent weekend mediation training workshop. cultures understand their environment and Prerequisites: SOAN 101, 102, or 103, or www.guilford.edu 137 permission of instructor. anthropological issues of human nature, choice, values, morality, peoples’ economic 265 Racial and Ethnic Relations. 4. lives, issues of poverty, and development A comprehensive exploration of the that shape the world. Th e course examines experience of diff erent racial and ethnic production and distribution of economic groups in the United States, and the social goods in various societies and compares relations they have established with each theories from economics, sociology, and other. Th e examination starts from their anthropology. It provides a solid basis for countries of origin, moves to their initial applying anthropological knowledge to real- migration and settlement, and concludes world situations. Prerequisites: SOAN 103 with analysis of their current economic, and either SOAN 337, 342 or instructor social, and cultural situations. Fulfi lls permission. diversity in the U.S. requirement. 321 Development Anthropology. 275 Contemporary Mexico: Rebellion 4. Comparative study of planned and and Democracy. 4. Th e course explores unplanned development, particularly as the major political and social changes that it aff ects rural and traditional societies. have deeply aff ected Mexico in the past Emphasis upon the intersection of capital three decades. It fi rst provides a general and technological changes, and inequalities introduction to the history of Mexico in predicated on ethnicity, class, and gender. the 20th century; then, it analyzes the logic, Prerequisite: SOAN 103. functioning, and social roots of Mexico’s political system, as well as the diff erent 325 Understanding Poverty (IDS social movements that have contributed 435). 4. Th e course examines underlying to a current process of political and social causes of poverty and compares relevant democratization. Fulfi lls intercultural anthropological, sociological, political, requirement. ecological, and economic theories. It explores development strategies, 290 Internship. 4. Supervised and methodological issues in the measurement reported experience in social agencies, of poverty, and multiple approaches to organizations, or related institutional its alleviation. It provides challenging services. Only four credits may count opportunities for critical thinking about toward major. May also be off ered at the how to use accumulated knowledge to 390 level. address poverty. Fulfi lls social science and social justice/environmental responsibility 313 Sociology of Sex and Gender. requirements. 4. Explores the social construction of masculinity and femininity within specifi c 330 Inequality in Latin America. 4. socio-historical contexts, with emphasis Analyzes power relationships and economic on identity formation and structural inequality in Latin America and examines discrimination. Th e social organization the way rural and urban populations in the of sexuality and gender relations within region cope with poverty and exclusion. institutions such as the family, labor Th e course also explores ethnic and gender force, and health care are also explored. relations as expressions of status inequality Prerequisite: SOAN 101 or 102. and the eff ects of global processes on patterns of stratifi cation in the area. Fulfi lls 315 Economic Anthropology (IDS intercultural requirement. 425). 4. Explores the most central 138 Guilford College 331 Latino Migration Patterns. 4. practitioners of change and explores value Explores the historical roots and the implications of diff erent models as well as current economic and political forces, strategies for intervention. Prerequisite: both local and global, that stimulate SOAN 101, 102, or 103. contemporary out-migration, return, and “revolving-door” migration between 358 African Cultures. 4. Survey of selected Latin American countries and traditional culture patterns in Africa the U.S., within the larger context of south of the Sahara; examination of the U.S.-Latin America relations, also, how processes of change in contemporary immigrants negotiate their social roles Africa. Profi les of African cultures as seen and create “transnational communities” by anthropologists and African writers. through their border crossings. Prerequisite: SOAN 101, 102, or 103. Prerequisites: SOAN 101, 102, or 103, Fulfi lls intercultural requirement. and either 337 or 342 or instructor permission. Fulfi lls diversity in the U.S. 413 Gender Violence (IDS 464). 4. requirement. Explores the complex interrelationships among gender, sexuality, and violence. 337 Social Research Methods. 4. Trains Examines historical, cultural, and social students in the rigorous use of sociological structural bases of numerous forms and anthropological methodologies to of gender violence, including sexual investigate the social world. Students harassment, rape, and domestic violence, will learn to use documents, artifacts, as well as the use of gender violence in war social practices, quantitative reasoning, and military contexts. Prerequisite: SOAN and the scientifi c process as relevant 337 and SOAN 342 or permission of sources of research questions and tools instructor. for research design and implementation. Prerequisites: Historical Perspectives, 415 Gender & Development in Africa Quantitative Literacy, Natural Science and (IDS 411). 4. Uses interdisciplinary Mathematics, SOAN 101 or 102, SOAN African ethnographic fi lms and 103, and one 200-level SOAN course. literature to understand the legitimacy of mainstreaming gender equality and 342 Social Th eory. 4. Provides an sensitivity as fundamental values that overview of major 19th and 20th century should be refl ected in development social theories with special attention to processes, choices, and practices. their assumptions and their treatment Development is conceptualized in terms of core sociological and anthropological of enlarging people’s choices, sustaining concerns and questions. Students will such opportunities across generations, analyze how time periods infl uence the and empowering people to participate creation of social theories as well as the in and benefi t from development theories’ practical relevance. Prerequisites: processes. Prerequisite: SOAN 337 and Historical Perspectives, SOAN 101 or 102, 342, or permission of instructor. Fulfi lls SOAN 103, and one 200-level SOAN intercultural requirement. course. 425 Latin American Politics. 4. Th is 345 Social Change: Promoting Peace. political sociology course will analyze the 4. Utilizes various models to examine the central role of social movements in the processes of culture change. Explores role political democratization of Latin America. of individuals in social change. Looks at Th e central goal is to understand how www.guilford.edu 139 social unrest and upheaval, organized 490 Departmental Honors. 4-8. Honors and active civil societies, grassroots and credit for grade of B or above; credit organizations, formal political opposition, only for grade less than B. and several armed movements have pressured authoritarian political systems into processes of democratization. Prerequisites: SOAN 337 and SOAN 342, or permission of instructor. Fulfi lls intercultural requirement.

429 Gender in Organizations. 4. Th is course provides an in-depth analysis of gender relations in formal organizations through the use of central sociological theories and research. Topics include the organizational roots of occupational sex- segregation; sexual harassment; and the construction of sexuality in organizational contexts. Prerequisites: SOAN 337 and SOAN 342, or permission of instructor.

445 Culture, Confl ict, Negotiation (IDS 445). 4. Focuses on the role of culture in confl ict and negotiation; explores the eff ect of culture on the creation, escalation, and resolution of confl icts. Topics will include how culture infl uences communication styles, mores, values, and norms for responding to confl ict. One of the goals of the course is to increase student eff ectiveness in dealing with intercultural confl icts as negotiators or third party mediators. Includes the use of ethnography as well as theory to understand intercultural confl ict in students’ own personal and professional environments. Prerequisites: SOAN 337 and SOAN 342, or permission of instructor.

450 Special Topics. 4. Also off ered at 250 and 350 levels.

460 Independent Study. 1-4. Also off ered at 260 and 360 levels.

470 Senior Th esis. 4.

140 Guilford College SPORT STUDIES (SPST) assistant, pursue a double major with Health Sciences. Th e courses taken Lavon Williams, Associate Professor, Chair while completing a double major in Kathleen A. Tritschler, Associate Professor sports medicine and health science will Robert Malekoff , Assistant Professor strengthen the background of students Mary G. Broos, Instructor wanting to pursue graduate or professional John Jensen, Instructor degrees in related fi elds. Because Craig A. Eilbacher, Visiting Instructor each profession has diff erent course requirements for application to graduate Programs in the Sport Studies school, sports medicine majors interested Department include majors in sports in pursuing these fi elds should consult medicine, exercise and sport studies, and with the Health Professions Advisory sport management. A major in physical Committee early in their Guilford career education with teachers’ certifi cation is to assure that they fulfi ll all necessary currently under development (for more requirements to attend the graduate information contact Lavon Williams). In program of their choice. addition to the majors, the department Th e Exercise and Sport Studies major currently off ers concentrations in sport is a pre-professional program of study that administration, sport marketing and prepares students for a wide variety of dance. Concentrations in coaching, and exercise, sport, and health science careers. health and fi tness are forthcoming. Th e Examples of ESS careers include fi tness department also off ers an elective physical or wellness director, personal trainer, and activity program. strength & conditioning coach. Th e major Th e Sports Medicine major is also prepares students to pursue graduate designed to develop students who are study in one of the ESS sub-disciplines grounded in the liberal arts and have of exercise physiology, biomechanics, a comprehensive didactic and clinical sport psychology, sport sociology, sport background in the study of the human nutrition, and physical education; or body and the specifi c theories and practices to pursue graduate study in a related of the fi eld. A major in Sports Medicine fi eld such as health education, health brings with it the opportunity to pursue a promotion, or nutrition. Th is major may career in athletic training, aerobics/group provide partial preparation for application exercise instruction, teaching, coaching, to physical therapy, occupational therapy, gym or fi tness center management and physician assistant professional or ownership, pharmaceutical sales, programs (see Anne Glenn x2234 in emergency technician, or biomechanics. Health Science or Craig Eilbacher With the completion of the Sports x2203 in Sports Medicine for admission Medicine major, students may seek a requirements to these professional masters’ degree in athletic training and programs). then pursue the NATABOC certifi cation. Sport Management, an Th is program off ers a route for athletes interdisciplinary major conducted in both to play intercollegiate sports and cooperation with the Departments of to major in sports medicine and obtain Accounting, Business Management, athletic training experience. Th e Sport and Economics, requires 40 credits Studies department recommends that emphasizing the practical application students, who are interested in health of knowledge through fi eld experiences profession careers, including physical and classroom case studies. Th e Sport therapy, medical school, and as a physician Management major is closely related to www.guilford.edu 141 traditional business operations, including of movement/sport skills, teaching marketing and promotion, and facility and progressions, drills, and materials and event management. methods for instruction. All sport studies major programs contain strong interdisciplinary and 109 Fitness for Living. 2. A basic fi eld-based components with signifi cant study of selected systems of the human opportunities for practical experiences. body and their responses to exercise. Students may double-major in any of Emphasis on personal nutrition and its the department majors by completing all relationship to fi tness, the development requirements for the two majors. and implementation of personal fi tness programs, and the relationship of fi tness Degrees Off ered. Th e Bachelor of Science to health. Laboratory, lecture, and degree is off ered in sports medicine, participation. exercise and sport studies, and sport management. 110 Beginning Ballet (THEA 103). 2. Th is is a beginning-level course for Major Requirements. Th e Sports students with little or no dance or ballet Medicine major consists of 48 credit experience. Students will explore the hours. Required major courses are: BIOL beauty and power of this art through the 114, 341, 342; SPST 210, 211, 245, 311, study of technique at the barre, learning 312, 332, 372, 373, and 420. the French terminology, the critical Th e Exercise and Sport Studies major viewing of live concerts, and performing in consists of 44 credit hours. Required major a semester-end showing. courses are: SPST 310, 311, 312, 332, 420, 432; BIOL 114, 341, 342; PSY 224; 111 Jazz Dance (THEA 102). 2. Th is and SPST 210, or 211, or 212. is an introduction to the art of jazz Th e Sport Management major consists dance, designed as a continuing study of 40 credit hours. Required major courses of the technique introduced in 101 and are: SPST 234,332,420,432,485; ACCT 103. Th e emphasis of the course is on 201; BUS 324; SPST 232, 247, or 340; style, and the acquisition of an explosive ECON 221 or 222; and ENGL 282 or performance quality; technical studies will BUS 310. include isolations, turns, placement and strengthening. Prerequisite is THEA 101 100 Elective Activities. 1. (Listed as or 103. PHYE 100) One-credit courses include, but are not limited to, horseback-riding, 112 Modern Dance I (THEA 101). 2. An racquetball, rock-climbing, swimming, introduction to the art of modern dance, tennis, yoga, and weight training. Students designed for students with little or no in the elective activity program may dance or modern experience. Th is dance count up to four academic credits toward form, with its philosophy based in the graduation. Courses vary by semester. expression of personal and contemporary social concerns, will explore various 101 Professional Activities. 1. Courses movement techniques including those of designed to provide the physical education Martha Graham, Erick Hawkins, Doris major with knowledge and skills in Humphrey, and Jose Limon. movement/sport areas that are essential to public school physical education 113 Modern Dance II (THEA 201). 2. instruction. Each course includes analysis Th is course is intended for students who 142 Guilford College have already experienced dance, with a 205 Folk, Square, & Social Dance. 2. continuation of concepts and technique Study of popular folk, square, and social from 110, 111, and 112. In addition to dances in American and other cultures. the critical viewing of works, this course Emphasis on rhythmic and stylistic emphasizes the expansion of one’s classical elements. movement vocabulary and the discovery of one’s own performance quality. 210 Introduction to Athletic Injury Prerequisite is 111 and 112, or permission and Illness with Lab. 4. An introductory of the instructor. course in athletic training that explores common injuries and illnesses in athletes 114 Th e Wonder of Dance (THEA 100). and the physically active population. 4. Th is course is an introduction to many Emphasis will be placed upon the role of aspects of dance. Students develop an the athletic trainer in injury prevention, awareness and appreciation for dance as recognition, and management. A co- art and expression through an exploration requisite laboratory course enables students of history, contemporary trends, social to practice and apply principles and themes, personalities, sample dance class techniques. Th e application of protective experiences, and choreographic projects. wrapping, taping, padding, and bracing Fulfi lls arts and diversity in the U.S. will be performed with injury prevention requirements. being the primary focus.

115 Choreography (THEA 204). 4. Th is 211 Health and Wellness Promotion. course is a formal introduction to the art 4. A study of the basic concepts of and of dance composition. It is designed for promotion of personal and community students that have had previous dance health from a wellness perspective. experiences in technique, the creative Emphases are on contemporary health process leading to performance and the issues of special concern to young adults critical viewing of works; for students and health issues of professional concern working toward a concentration in dance, to those aspiring to careers in sports or it is preferred that this be the fi nal course fi tness. Fulfi lls business and policy studies completed. Prerequisite: any combination requirement. of two dance courses. Fulfi lls arts requirement. 212 Perspectives in Nutrition. 4. A study of the science of nutrition, especially as 130 Introduction to Sport Management. it applies to humans engaged in sport 4. An introductory course designed to and exercise. Content includes nutrition acquaint students with career possibilities basics, energy-yielding nutrients, energy for sport management personnel within production and balance, vitamins and various segments of the sports and minerals, and nutritional eff ects on the life fi tness business communities. Course cycle. includes development of a resumé and a professional portfolio. Fulfi lls business and 213 Stress Management. 4. Introductory policy studies requirement. course that teaches how to identify, understand, and combat the stresses of 142 First Aid. 2. A study of basic fi rst everyday life while developing a healthy aid and emergency care procedures living concept. Techniques include Zen resulting in certifi cation in fi rst aid and meditation, Hatha Yoga, imagery, music cardiopulmonary resuscitation (CPR). therapy, T’Chi, massage therapy, time www.guilford.edu 143 management and coping mechanisms. and management of potentially life- threatening situations will be covered in 231 Facility Design & Management. depth. A co-requisite laboratory course 4. Fundamentals of and current trends enables students to practice and apply in planning and design, emphasizing theoretical principles. athletic, physical education, and recreation facilities. Field trips to evaluate facilities 247 Historical and Philosophical on-site; an overview of job responsibilities Perspectives on Sport. 4. A study of the of sport/recreation facility managers. American sporting heritage and signifi cant historical infl uences on it from other 232 Sociology of Sport & Exercise. cultures. “Sport” in this course is used 4. An introduction to basic sociological to include amateur, professional, and theories as they apply to sport and other school sports, fi tness, recreation, and forms of physical activity. Students learn dance. Emphasis on sport leaders and the to think more critically about sports as innovations that have shaped American a part of social life; a seminar approach sport. Fulfi lls historical perspectives and used to explore issues in making sports business and policy studies requirements. more democratic and sport participation accessible to all people. 290 Internship. 2-4. Supervised internship in sport management, 233 Event Management. 2. An sports medicine, or physical education. experiential-learning course in which Prerequisite: Adviser permission. May also the students plan, promote, direct, be off ered at the 390 level. and evaluate a sport event. Th e course combines academic classroom experience 310 Inclusion: Physical Activity for with the signifi cant practical experience of Persons with Disabilities. 4. A study of event coordination. methods and materials used in teaching adapted motor skills and fi tness to children 234 Sport Finance. 4. Th e purpose of and adults. Required fi eld experience in an this course is to provide information adapted physical education or recreation to the learner about the basic fi nancial setting. management concepts and issues in the sport business industry. Students will 311 Exercise Physiology. 4. A study of examine various means for fi nancing human physiological responses to the stress and managing sport businesses and of physical activity. Emphasis is placed on organizations. Prerequisite: ACCT 201 the muscular, cardiovascular, respiratory and nervous systems, and various training 241 Motor Learning. 4. A study of the programs and testing procedures related to neuromuscular processes involved in each system. Prerequisites: BIOL 341 and motor skill acquisition and performance in 342. sport and rehabilitative settings. Emphasis is on the adult learner. 312 Kinesiology/Biomechanics. 4. A study of the neuromuscular and 245 Emergency Procedures in Athletic biomechanical principles that aff ect Training. 4. An exploration of common the safety, eff ectiveness, and effi ciency emergencies that occur in athletics and of human movement. Emphasis is on the physically active population. Current movement for sport, fi tness, and activities procedures utilized in injury recognition of daily living. Prerequisite: BIOL 341. 144 Guilford College 332 Research Methods in Sport Studies. rehabilitation program development 4. A study of the methods and materials of athletic injuries. Pharmacological utilized in research in sport studies. Focus considerations will also be included at how on the consumption and production of it relates to treatment and rehabilitation in research; writing-intensive. Must be junior sports medicine. A co-requisite practicum or senior. Prerequisite: permission of course enables students to practice instructor. MATH 112 recommended. principles and techniques.

335 Sport Communication. 4. A 373 Physical Examination and comprehensive study of the public Assessment with Lab. 4. Introduction to relations function within the sport the use of scientifi c assessment methods industry. Students will prepare press and essential techniques used in physical releases, produce oral presentations, examination and evaluation of injuries conduct mock press conferences, and and illnesses common in athletes and develop Web pages for sport businesses. physically active individuals. A co-requisite Prerequisite: BUS 220. laboratory course enables students to practice and apply the principles and 340 Psychology of Sport & Exercise. techniques. Prerequisites: SPST 210 & 4. An examination of basic psychological 245 or permission of instructor. theories and research related to sport and exercise behavior. 380 Physical Education & Youth Sport. 4. A study of methods and materials 351-359 Seminars in Athletic Coaching. used in teaching physical education to Field-based courses that examine coaching children in grades K-6. An individualized of a particular sport. Content includes movement approach to instruction is conditioning techniques, skill instruction, emphasized. Includes curricular models strategy development, and various and program administration; has required coaching systems. Credit is given for up to fi eld experience in an elementary school or three seminars. youth sport instructional setting.

351 Seminar in Coaching Football. 2. 420 Organization and Administration of Sport, Exercise and Health Programs. 352 Seminar in Coaching Basketball. 2. 4. A study of the organizational and administrative processes in athletic and 353 Seminar in Coaching Volleyball. 2 exercise programs and school physical education programs. Emphasized are 354 Seminar in Coaching Baseball/ administrative philosophies, programming, Softball. 2. legal issues, and budget theory. Must be junior or senior to enroll. 355 Seminar in Coaching Track/Field. 2. 430 Integrative Sport Management. Other coaching seminars off ered periodically. 4. Th is capstone course for the Sport Administration concentration. Uses case 372 Th erapeutic Modalities and studies and analysis of all components Rehabilitation with Lab. 4. A basic of sport management. Emphasis is on study of purposes, eff ects, and application eff ective writing and oral presentations, of therapeutic modalities, along with ethics, and social responsibility of sport techniques and protocols used in organizations. www.guilford.edu 145 431 Sport Marketing. 4. Fundamentals THEATRE STUDIES (THEA) of marketing sport and of using sport to market other products. Focus on John Zerbe, Professor, Chair product defi nition, branding, distribution David Hammond, Professor channels, advertising, and promotion. Daniel Th obias, Assistant Professor Timothy Hanna, Visiting Assistant Professor 432 Legal Aspects of Sport and Exercise. Tad Feekes, Technical Director 4. A study of legal concerns in sport and exercise programming. A focus on legal Th e Th eatre Studies Department liability and risk management in a wide cultivates the capacity of students to create variety of sport and exercise programs and appreciate theatre that explores and and facilities. Must be junior or senior to illuminates the human condition. Th e enroll. course of study seeks to produce creative artists with intellectual acuity, refi ned 443 Measurement and Evaluation in craft, and a heightened appreciation for Sport & Exercise. 4. A study of common theatre as an instrument of social change. assessment procedures used in sport and We nurture individuals who want to exercise programs. Includes procedures make a diff erence in the world by taking for psychomotor, aff ective, and cognitive constructive action through the art form of measurement. Prerequisite: SPST 211. theatre. MATH 112 recommended. Th e program off ers both majors and non-majors the chance to experience 450 Special Topics. 4. May also be off ered the collaborative process by which at the 250 and 350 levels. actors, designers, directors, scholars, and technicians interpret a playscript and 460 Independent Study. 1-4. May also be translate a shared vision of its meaning off ered at 260 and 360 levels. into the medium of theatrical production. Classes develop the skills essential to that 470 Senior Th esis. 4. process:

485 Internship in Sport Studies. • critical thinking 2-4. Supervised internship in sport • research methods management, sports medicine, or physical • intuitive reasoning education. (Formerly SPST 428, 429, • communication 438, & 439 Pre-professional Experience.) • project planning and time Prerequisite: Adviser permission. management • problem-solving 490 Departmental Honors. 4. • team work • leadership

Th e integration of theory and practice is fundamental to the program, as it is to successful theatre, and the conceptual learning of formal course work is therefore augmented by laboratory work in the form of theatrical productions. Productions are chosen with attention to the developmental needs of the current 146 Guilford College student population. In a four-year period, own areas of talent and expertise through students will experience a broad range of the selection of elective courses. styles and periods of dramatic literature in Th e requirements (46 credit hours) performance. include the following: Faculty members have worked as practicing theatre artists in the professional History (8 credits) theatre as actors, directors, designers, or • THEA 130: Th eatre and Culture I technicians. Recognizing that guest artists are • THEA 131: Th eatre and Culture II essential to the vitality of any theatre program, the department brings practicing Interpretation (4 credits) theatre artists of high caliber to the campus • THEA 243: Plays and Meaning to work with students. During the fall Dramatic Literature (4 credits from any of 2003, we hosted Edward Albee, Ken ONE of the following) Burns, and Sidney Poitier for part of a celebration called, “Th e Year of the Arts.” • ENGL 151/THEA 151: Birth of the Each gave public lectures and met students Avant-Garde in small groups. In the spring of 2001, we held a panel discussion called “Th eatre • ENGL 223: Shakespeare Th at Makes a Diff erence” that explored theatre’s power to eff ect positive social and • THEA 320: Acting in Shakespeare political change in a multicultural world. Performance (4 credits) Participants included Tony Kushner, Maria • THEA 125: Fundamentals of Acting Irene Fornes, Gerald Freedman, David Hammond, and others. We’ve also hosted Technical Production and Design (8 Elizabeth Wichmann-Walczak, Director credits) of the Asian theatre program at the • THEA 110: Play Production University of Hawaii, as she gave a series of lectures and workshops on jingju (Beijing • THEA 171: Introduction to Th eatrical Opera). Other guests have included Design actors, designers, directors, and writers Two Electives (8 credits intended to with national profi les. Visits like these establish an area of emphasis) deepen students learning and allow and help build a bridge from academia to the • Any two four-credit theatre courses (or profession. Indeed, several recent alumni the equivalent in two-credit off erings) have won prestigious national internships, that the student and the adviser deem employment opportunities, and entrance appropriate to the student's interest. into graduate programs in part because Production Work (6 credits of Practicum) of the relationships forged during such residencies. • Options include Stage Management, Properties Management, Costuming, Degrees Off ered. Th e Bachelor of Arts Lighting, Publicity, Sound, Box Offi ce, degree is off ered in theatre studies. House Management, Make-up, and Scenic Art. Assigned by faculty after Major Requirements. Th e major consultations with students. requirements foster a holistic vision of Senior Capstone (4 credits) theatre’s component parts while giving students an opportunity to develop their • THEA 495: Senior Company www.guilford.edu 147 Summer internships in professional a semester-end showing. theatre are strongly encouraged as an integral part of a theatre education. 110 Play Production. 4. Explores Where appropriate, such internships may methods of backstage theater craft through be used to fulfi ll part of the practicum hands-on work. Focuses on the elements requirement. of lighting, sound, props, sewing, drawing, construction, and painting; students work 100 Th e Wonder of Dance (SPST 114). individually and in collaborative teams 4. Th is course is an introduction to many to create projects in each of these using aspects of dance. Students develop an basic play analysis. Required laboratory awareness and appreciation for dance as time supports a departmental production. art and expression through an exploration Fulfi lls arts requirement. of history, contemporary trends, social themes, personalities, sample dance class 111 Backstage Production. 4. Practical experiences, and choreographic projects. behind-the-scenes work on a department Fulfi lls arts and diversity in the U.S. mainstage production. Students engage requirements. in planning, construction, rigging, set- up, and strike. Requires participation 101 Modern Dance I (SPST 112). 2. An in scenery, lighting, and/or properties. introduction to the art of modern dance, Examines the contributions of technical designed for students with little or no theatre to the continuing deep impact dance or modern experience. Th is dance of live performance in the age of ”virtual form, with its philosophy based in the reality” and computer-generated video and expression of personal and contemporary fi lms. Fulfi lls arts requirement. social concerns, will explore various movement techniques including those of 120 Public Presentation (GST 115). Martha Graham, Erick Hawkins, Doris 4. Introduction to the skills required Humphrey, and Jose Limon. for eff ective speaking within a public context. Includes basic instruction 102 Jazz Dance (SPST 111). 2. Th is in Power Point digital presentations. is an introduction to the art of jazz Focus on research, organization, ethical dance, designed as a continuing study communication, physical presence, and of the technique introduced in 101 and vocal delivery. Requires four speeches 103. Th e emphasis of the course is on (introductory, informative, persuasive, and style, and the acquisition of an explosive commemorative) and several observation performance quality; technical studies will exercises. include isolations, turns, placement and strengthening. Prerequisite is THEA 101 122 Voice and Diction. 2. Development or 103. of the expressive potential of human sound (voice) and speech (diction). Vocal work 103 Beginning Ballet (SPST 110). focuses on breath support and control, 2. Th is is a beginning-level course for grounding, resonance, and the role of the students with little or no dance or ballet voice in the creation and communication experience. Students will explore the of meaning; speech work includes exercises beauty and power of this art through the in articulation, use of heightened text, and study of technique at the barre, learning possible work with dialects and accents. the French terminology, the critical viewing of live concerts, and performing in 125 Fundamentals of Acting. 4. Explores 148 Guilford College the challenges facing actors of realistic contemplation of a fi lm and its basic drama: living truthfully within a play’s components. Fulfi lls arts requirement. specifi c imaginary world. Focuses on the ability to discern, defi ne, and embody 170 Visual Composition in Film. 4. given circumstances, dramatic action, Exploration of the basic principles and and character. Special emphasis on goals, elements of design through the medium of obstacles, tactics, and expectations. Fulfi lls fi lm. Emphasis on the craft and techniques arts requirement. involved in creating a visual plan. Includes viewing of fi lms, creation of storyboards 128 Alexander Techniques (MUS 136). and sketches, and short video exercises. 1. As a fi nal project, students work in small groups to fully produce their own short 130 Th eatre and Culture I. 4. Study of fi lm. Fulfi lls arts requirement. Western theatre from the Greeks through the English Renaissance. Examines play 171 Introduction to Th eatrical Design. texts and theatre architecture as primary 4. Introduction to the principles and source documents that refl ect the artistic, techniques of theatrical design. Develops philosophical, political, and social contexts the basic core of knowledge needed to of a particular cultural moment in history. create informed designs that manifest a Fulfi lls arts requirement. “world” in which the performance of a playscript can take place. Includes units 131 Th eatre and Culture II. 4. Study of on scenery, costumes, lights, and sound. Western theatre from the late Renaissance Fulfi lls arts requirement. through the present. Examines play and theatre architecture as primary source 175 Stage Make-up. 2-4. Develops documents that refl ect the artistic, an understanding of the principles and philosophical, political, and social contexts processes of stage make-up design and of a particular cultural moment in history. application. Exercises explore the relation Fulfi lls arts requirement. between textual delineations of character, the actor playing the role, and production 151 Th e Birth of the Avant-Garde concept; make-up application projects (ENGL 151). 4. Traces the evolution include straight, corrective, age, fantasy, of literary and performance styles from and prosthetics. realism/naturalism to the avant-garde movements at the turn of 20th-century 190 Mainstage Actor. 1-4. Academic Europe: symbolism, futurism, dadaism, credit for work on a department surrealism, and expressionism. Links each production. CR/NC. style to social forces, music, art, important people, ideas, and watershed events. 195 Mainstage Tech. 1-4. Academic credit Fulfi lls historical perspectives requirement. for work on a department production. CR/NC. 161 Masterpieces of the Cinema. 4. Exploration of fi lm as an art form 201 Modern Dance II (SPST 113). 2. that visually represents ideas under the Th is course is intended for students who infl uence of a single person, group of have already experienced dance, with a creative people, or society and culture. continuation of concepts and technique Introduces basic fi lm terminology from 101, 102, and 103. In addition to and analytical techniques used for the critical viewing of works, this course www.guilford.edu 149 emphasizes the expansion of one’s classical relation to our own social/cultural context. movement vocabulary and the discovery Prerequisites: ENGL 102 and Historical of one’s own performance quality. Perspectives. Fulfi lls humanities and Prerequisite is THEA 101 and 102, or social justice/environmental responsibility permission of the instructor. requirements.

204 Choreography (SPST 115). 4. Th is 244 Playwriting Workshop (ENGL course is a formal introduction to the art 210). 4. Twelve weekly scenes read and of dance composition. It is designed for critiqued in class and a one-act play as students that have had previous dance a fi nal project. Exploration of various experiences in technique, the creative elements of playwriting such as confl ict, process leading to performance and the manipulation of chronology, life studies, critical viewing of works; for students character exposition and development, working toward a concentration in dance, “found” language, passive participation in it is preferred that this be the fi nal course and transcription of actual events. completed. Prerequisite: any combination of two dance courses. Fulfi lls arts 262 Gay and Lesbian Cinema. 4. Study requirement. of the impact cinematic representation has on attitudes towards gay, lesbian, 222 Acting for the Camera. 4. Develops bisexual, and transgendered Americans. a Meisner-based approach to acting as it Engages students in conceptual analysis applies specifi cally to fi lm and television. of fi lms and mass media using theories of Assignments include memorized scenes, representation, authenticity, and identity character research, reading screenplays and construction. Fulfi lls arts and diversity in texts, and exploration of the creative life in the U.S. requirements. front of the camera. In-class videotaping and critique of all projects. 265 Artistry in Film. 4. Study of the major aesthetic elements in fi lm and video 226 Stage Combat. 2. A specialized production–light, space, time-motion, and form of actor movement work geared sound. Develops the knowledge and skill toward the development of physical and to select and apply those aesthetic elements spatial awareness, grounding, centering, in order to help translate signifi cant ideas economy of eff ort, extension of line, focus, into signifi cant visual messages quickly and timing, action/reaction and moment-by- eff ectively. Fulfi lls arts requirement. moment acting work. Focus on safe and dramatically eff ective techniques of staged 271 Set Design. 4. Develops an violence as well as learning to become a understanding of the principles and good partner. Emphasis on rapier and processes of set design for the stage. dagger. Explores how this design area echoes and utilizes other art forms and functions in relation to theatre production as a whole; 243 Plays and Meaning (ENGL 243). emphasis on spatial aesthetics, critical 4. Develops the interpretive skills needed analysis, creative interpretation, research by contemporary practitioners working in for design, conceptual collaboration, a theatre that responds to and addresses and the oral, written, and graphic issues of oppression and social justice. communication of the design idea. Fulfi lls Students learn how to fi nd a personal arts requirement. sense of a play’s meaning and identify its 150 Guilford College 272 Digital Sound Design. 4. May also be off ered at the 390 level. Exploration of sound design in theatre with a focus on the role of sound in 295 Practicum. 1-4. Th eoretical and shaping perception during performance, practical work in one of the following the relation of design to overall areas: costuming, lighting, publicity, interpretation, and the use of digital sound, box offi ce, house management, editing systems to create or re-create makeup, stage management, properties audio palettes and a production score. management, and scene painting. All Other topics include the changing role of practicums include work on a mainstage the audio engineer, sound reinforcement production and a production book. systems, and audio operation during live Prerequisite: consent of instructor. events. Fulfi lls arts requirement 320 Acting in Shakespeare. 4. Introduces 273 Computerized Lighting Design. students to techniques and skills 4. Examination of the power of light needed for the eff ective performance of and the ways in which it shapes audience Shakespearean drama in the contemporary perceptions of a staged performance. theatre. Special attention given to Focuses on basic elements of light, rhetorical fi gures, fi gurative language, especially composition and mood, and onomatopoeia, the music of poetic the manner in which each supports the language, and scansion. Prerequisite: “ruling idea” of a play. Includes exploration THEA 125 or consent of instructor. of the technical dimensions of design: instrumentation, the drawing board, and 325/425 Acting Studio. 4. Develops computer lighting control. Fulfi lls arts the ability to be “emphatically present” requirement. with a partner in the imaginary world of a play’s circumstances. Focuses on sense 275 Costume Design. 4. Develops an memory, emotional recall, substitution as understanding of the principles and means to create the actor’s belief in those processes of costume design for the stage. circumstances. Exercises and projects explore gesture, movement, clothing, accessories, hair, 340 Drama of Diff erence (IDS 432). and makeup as physical manifestations 4. Study of gay and lesbian drama as of dramatic character. Fulfi lls arts expressions of a distinct culture. Examines requirement. plays as artifacts that refl ect that culture’s history, icons, values, and traditions; 280 Play Direction. 4. Explores the students learn to understand and value the “choice-making” process of creative play contributions of this stigmatized group. direction. Exercises in interpretation of a Special focus on non-white authors. playscript, actor coaching, ground plans, Fulfi lls humanities and diversity in the composition, picturization, movement, U.S. requirements. and formulation of a production “concept.” Prerequisite: THEA 125. 341 East Asian Th eatre (IDS 408). 4. Off ered every other year. Study of traditional theatre of China and Japan. Examines the literary styles and 290 Internship. 1-4. Internships in theatrical conventions of Beijing opera, the professional theatre are strongly Bunraku, Kabuki, and Noh as living encouraged. May be applied to the metaphors of Eastern culture. Grounded practicum requirement where appropriate. in study of Buddhism, Confucianism, www.guilford.edu 151 Taoism, and Shinto. Fulfi lls arts and 490 Departmental Honors. 4. intercultural requirements. 495 Senior Company. 4. A capstone 365 Documentary Film Production. thesis project growing out of the 4. Study and practice of documentary cumulative academic experience in theatre production and post-production utilizing and emphasizing issues of ensemble video and audio acquisition and editing performance, collaboration across areas systems as well as the development of of specialization, and the dynamics of aesthetic as well as technical capabilities forming a prototypical theater company. through lecture and hands-on experience. Projects involve group work with other Fulfi lls arts requirement. seniors, but allowances for individual projects are considered on a case-by-case basis. 371 Digital Graphic Design (CMIT 371). 4. Introduction to the uses of computer-assisted drafting, image manipulation, and desktop publishing as applied to the creation of artistic work. Explores basic elements of graphic design: form, space, color, contrast, typography, clip art and images, and layout. Step-by- step instruction empowers students to create projects that are both functional and visually appealing. Fulfi lls arts requirement.

380 Directing Studio. 2-4. Advanced study of play direction. Focuses on the conceptualization and physicalization of a “ruling idea” in a series of scenes; includes major research project and presentation. In some years the course may include conceptual preparation for a one-act play festival. Prerequisite: THEA 280.

450 Special Topics. 4. May also be off ered at 250 and 350 levels.

460 Independent Study. 1-4. Independent research or directed study for exceptional students with strong interest in particular areas of dramatic literature, theatre history, design, technical production, acting, directing, or performance theory. May also be off ered at 260 and 360 levels.

152 Guilford College WOMEN’S STUDIES (WMST) Major Requirements. Th e Women’s Studies major is an interdisciplinary Contact: Maria Bobroff , Director of Women’s major that must be taken along with a Studies disciplinary major. An adviser must be selected from a list of faculty who teach Th e Women’s Studies curriculum in the Women’s Studies program, as well posits gender relations as a basic organizing as an adviser from the other major. Th is principle of analysis. Gender is explored may be the same person, or two diff erent as a social construction that refl ects faculty members. and produces diff erentials of power and Th e Women’s Studies Committee will opportunity in many social systems. In a verify that all requirements for each major variety of disciplinary and interdisciplinary have been satisfactorily completed. contexts, women’s studies majors explore Because the Women’s Studies major the interactive matrix of gender, class, is an interdisciplinary major, courses race, age, ethnicity, nationality, and must be selected from at least four sexual identity through works produced departments, with some courses in both primarily by women. Hence majors will the humanities and the social sciences. study women in the dominant culture At least one senior integrative experience, and in cultures of women of color, both a women’s studies IDS 400 capstone, is national and international. Such analysis required. Other integrative experiences, illuminates the variety of men’s and internships, independent study, or thesis, women’s experiences and expressions, while are encouraged. identifying those that have been scripted into social defi nitions of normative human Specifi c Requirements. Students must behaviors. take a minimum of 32 credit hours (eight Women’s studies majors study and courses) in the disciplinary major and 33 develop feminist critiques of traditional credit hours (eight 4-credit courses plus a disciplinary knowledge, yet there is an one-credit capstone) in women’s studies in integrative component that draws on the following pattern: the valuable contributions of traditional knowledge as well. Exploration of the roots • At least one of the following: and forms of women’s political activism, • HIST 223: Gender & Power in and the feminist reconstruction of history, U.S. History contribute to the formulation of inclusive • REL 222: Feminist Th eology perspectives toward social life and the • ENGL 151: Black Women’s History understanding of models and examples of and Literature or another 100- or social change. Due to the interdisciplinary 200-level women’s studies course nature of the curriculum, women’s studies • Two but not more than four Special majors apply multiple methodologies in Topics 250 courses (listed each developing research and critical thinking semester under courses counting skills, and forms of personal expression. In for the women’s study major or IDS 400 courses, internships, and thesis concentration) and two 300-level projects, students integrate knowledge courses. from diff erent classes to conceptualize new, • At least one course must be on fuller ways of understanding. women of color (in U.S. or another part of the world). Degrees Off ered. Th e Bachelor of Arts • At least two 400-level courses, one of degree is off ered in women’s studies. which must be a capstone IDS 400 www.guilford.edu 153 course (one off ered each semester). • JAPN 220: Women in Modern Japan NOTE: Independent studies, thesis, • JPS 310: Media, Gender and Nation and internships can be taken at the in Japan 400 level. • JPS 425: Family Violence • Th e 1-credit Women’s Studies Senior • PHIL 231: Philosophy and Sexuality Forum is required of all majors in • PHIL 232: Gender, Identity and spring semester of their senior year Experience unless a similar “transition out” course • PSY 213: Class, Race, and Gender is required in the disciplinary major. • REL 222: Feminist Th eology • REL 400: Women/Body/Voice Because this is double major, two • SOAN 213: Class, Race, and Gender courses can double count for the women’s • SOAN 235: African Families in studies major and other requirements Transition without petitioning. Students must • SOAN 313: Sociology of Sex and still fulfi ll the 33-hour requirements Gender in Women’s Studies and the total hour • SOAN 413: Gender Violence requirement in their other major. • SOAN 415: Gender & Development First-year students should take HIST in Africa 223, or REL 222 or a Women’s Studies • SOAN 429: Gender in Organizations 250 to begin the major. Starting in Spring • THEA 262: Gay & Lesbian Cinema 2006, an Introduction to Women’s and • THEA 340: Drama of Diff erence Gender Studies will also serve as a starting • WMST 217: Literacy Seminar point for majors. • WMST 250: Special Topics Regular courses that count for the • WMST 260: Independent Study Women’s Studies major or concentration: • WMST 350: Special Topics • WMST 360: Independent Study • ENGL 151: Black Women’s History • WMST 450: Special Topics and Literature • WMST 460: Independent Study • ENGL 151: Women in Ancient • WMST 470: Senior Th esis Greece • WMST 490: Departmental Honors • ENGL 331: Black Women Writers • ENGL 332: Black Men Writers Recent Special Topics courses that • ENGL 334: African Women Writers have counted for the major: • ENGL 374: Living Women Poets • HIST 223: Gender & Power in U.S. • FREN 311: Th e Francophone World History • FREN 350: Th e Francophone World • HIST 268: History of Chinese • PSY 250: Elders Women • PSY 350: Aging Women • HIST 343: Women in Modern Africa • PSY 350: Fatherhood • IDS 407: Sacred Images, Altars & Rituals 217 Literacy Seminar (EDUC 217, • IDS 409: Readings in Gay & Lesbian ENGL 217, JPS 217, PSY 217, SOAN Studies 217). 2. • IDS 413: Women/Body/Voice Students are trained as literacy tutors • IDS 418: Science, Sex, and Nature and spend four hours per week tutoring • IDS 432: Drama of Diff erence in community literacy programs. Wider • IDS 455: Human Sexuality issues of literacy and related problems are • IDS 466: Great Goddess, Dying God considered. CR/NC. 154 Guilford College 290 Internship. 1-4. May also be off ered at the 390 level.

450 Special Topics. 4. May also be off ered at 250 and 350 levels.

460 Independent Study. 1-4. Also off ered at the 260 and 360 levels.

470 Senior Th esis. 4-8.

490 Departmental Honors. 4-8.

www.guilford.edu 155 156 Guilford College V. C ONCENTRATIONS

Th e Guilford curriculum features coordinator listed for each. For additional 53 inter-disciplinary and disciplinary information about concentrations, see concentrations that provide coherent plans chapter II. of study for students with special interests apart from their majors or who wish to Th e concentrations: pursue further study related to the major. Accounting Concentrations normally consist of four African American Studies courses. African Studies All students except for double- or Anthropology triple-majors, who are not required to Applied Ethics take a concentration, must complete Astronomy a minimum of one major and one Business concentration. Th ey must take at least Business Law at least 48 credit hours to meet this Chemistry requirement: at least 32 hours for the Communications major and at least 16 hours for the Community Studies concentration. In the case where a student Computing and Information wishes to use a single course to fulfi ll Technology requirements for both a major and a Criminal Justice concentration, s/he may do so as long as Dance the 48-hour minimum is maintained (this Earth Science may require taking additional courses). East Asian Studies Students who have completed Economics 48 credit hours for a major and a Education Studies concentration may double-count up to English four of these courses toward additional Environmental Studies concentrations. Field Biology Th ere are two restrictions on choosing Forensic Science a concentration in relationship to majors: French Language and Society 1. Students cannot choose a German Language and Society concentration that has the History same name as their major. For Human Resource Management example, English majors cannot Integrated Science choose an English concentration. International Business Management 2. Students cannot satisfy the International Political Economy concentration requirement with Interpersonal Communication a concentration that has a note it Japanese Language and Society its catalog description prohibiting Latin American Studies students from combining this Mathematics for the Sciences concentration with a chosen Medieval / Early Modern Studies major. For example, the Visual Money and Finance Arts concentration description Music prohibits students from Non-Profi t Management combining this concentration Organizational Communication with an Art major. Peace and Confl ict Studies For additional information about the Philosophy concentrations listed below, contact the www.guilford.edu 157 Philosophy of Mathematics AFRICAN AMERICAN Physics STUDIES Political Science Psychology Coordinator: Eleanor Branch, English Quaker Studies Department Religious Studies Sociology Th e African American Studies Spanish Language and Society concentration is an interdisciplinary Sport Administration program focusing on the cultures, societies, Sport Marketing histories, and concerns of peoples of Th eatre Studies African descent in North America, while Visual Arts encompassing Africa and the African Women’s Studies Diaspora, including the Caribbean and other parts of the world. It balances the study of race relations and racism with ACCOUNTING a celebration of African and African American achievements and contributions Coordinator: Raymond E. Johnson, to the United States and the wider world. Accounting Department It provides a basis for better understanding among people in a multiracial society and Th e Accounting concentration helps prepare students for careers in such provides non-accounting majors with fi elds as education, law, health care, sports basic accounting concepts and tools that management, marketing, criminal justice, can be applied to enhance the application and social work. and marketability of their liberal arts education. It also prepares them to Requirements. Four four-credit courses understand and participate more eff ectively (16 credit hours), one of which must be in the world of work and provides an appropriate IDS 400. Students are grounding in practical applications that also required to take either ENGL 230: will serve them well throughout their lives. African-American Literature, ENGL 331: Th e concentration in Accounting is not Black Women Writers, ENGL 332: Black available to accounting majors. Men Writers, or HIST 225: African- American History. Th e four courses Requirements. Students must take the must be taken in at least two diff erent following four courses (16 credit hours): disciplinary departments. • ACCT 201: Introduction to Accounting • ACCT 301: Intermediate Accounting I • ACCT 321: Individual Taxation AFRICAN STUDIES • ACCT 311: Cost Accounting Coordinator: Edwins Gwako, Sociology A student may petition to substitute and Anthropology Department an approved independent study relating to applicable work experience for either Th is concentration off ers an ACCT 321 or ACCT 311. Alternatively, interdisciplinary approach to the cultures, a student may also petition to substitute history, and current issues challenging IDS 401: Business Ethics, or another peoples on the African continent, with approved IDS 400 course for either ACCT emphasis on the sub-Saharan region. Its 321 or ACCT 311. Th e coordinator of the goals are that students will acquire a basic Accounting concentration must approve understanding of some portion of Africa’s the substitution. history and some understanding of African 158 Guilford College perspectives, values, and contributions to Requirements. Th e concentration consists the world. of four courses (16 credit hours): • SOAN 103: Cultural Anthropology Requirements. Students are required to and/or SOAN 104: Tribes, States, complete four courses (16 credit hours), Global Society one of which must be SOAN 358: African • SOAN 337: Social Research Methods or Cultures. At least one course must be SOAN 342: Social Th eory taken in modern African history or politics • One elective course in Anthropology at and at least one in African literature, the 200 or 300 level from the following music, or art. Th e following courses count list: toward the concentration: • SOAN 215: Anthropology of • ENGL 334: African Women Writers Slavery • FREN 311: Th e Francophone World • SOAN 225: Culture and the • HIST 242: Africa Since 1800 Environment • HIST 343: Women in Modern Africa • SOAN 235: African Families in • REL 204: Islam Transition • SOAN 213: Class, Race, Gender • SOAN 246: Mediation and • SOAN 215: Anthropology of Slavery Confl ict Intervention • SOAN 235: African Families in • SOAN 250: Special Topics Transition • SOAN 290: Internship • SOAN 265: Racial and Ethnic Relations • SOAN 315: Economic • SOAN 358: African Cultures Anthropology • SOAN 415: Gender and Development • SOAN 321: Development in Africa Anthropology • SOAN 325: Understanding Poverty ANTHROPOLOGY • SOAN 345: Social Change - Promoting Peace Coordinator: Edwins Gwako, Sociology • SOAN 350: Special Topics and Anthropology Department • SOAN 358: African Cultures • SOAN 390: Internship Th e Department of Sociology and • One capstone seminar at the 400-level, Anthropology promotes the study of to be taken at the end of the four- society and culture. Since people live course sequence. every aspect of life within a complex sociocultural environment, it is possible to Once the student has taken the three develop the self fully only with extensive introductory and/or elective courses knowledge of that environment. Both in anthropology, she/he is prepared to disciplines focus on the ubiquitous declare, in written form, her/his intention processes of social organization and to concentrate in the discipline. Th e the ways in which human knowledge, declaration is to precede enrollment in the behavior, and institutions are socially capstone 400-level seminar, and should and culturally infl uenced. Anthropology, include a statement regarding the links in particular, focuses on the study of among the three previously completed cultural relativity and enables students to courses and the requested seminar. understand and appreciate ways of life and cultural systems diff erent from their own. Th e concentration in Anthropology is not available to SOAN majors. www.guilford.edu 159 APPLIED ETHICS • REL 330: Nonviolence: Th eories and Practice Coordinators: Frank P. Keegan, Biology Department Vance A. Ricks, Philosophy Department ASTRONOMY

Th e Applied Ethics Concentration Coordinator: Th omas P. Espinola, Physics seeks to develop in students the ability to Department uncover the moral implications inherent in situations that will arise in their Th e Astronomy concentration professional lives. Th rough reading, writing, introduces the student to the universe examination of the primary literature of beyond Earth. It provides the student ethics, critical analysis of case studies, and with the opportunity to use modern development of persuasive arguments, scientifi c instrumentation, perform basic students should develop an understanding undergraduate research, and use analytical, of, and appreciation for ethical principles mathematical, and computation tools to and their importance for addressing “real investigate astronomical phenomena. It has world” concerns. two tracks - one for physics majors and one As students progress through the for all other majors. Th e concentration is not concentration, they are challenged to intended, by itself, to prepare a student for struggle with the moral dilemmas posed by a career in astronomy. Students completing new developments in professional fi elds, a physics major and a concentration in and new advances in technology. Whether astronomy will be prepared to pursue determining an ethical approach to graduate study in astronomy or astrophysics. computer illiteracy and social displacement Others completing this concentration in an increasingly technological society, should have an adequate background to ensuring a sustainable future for humanity adopt astronomy as a hobby and to better within the ecosphere, considering the understand astronomy in the popular press. ethical dilemmas posed by the AIDS Th e concentration in Astronomy is not epidemic, or assessing the ethics of the available to physics majors unless the student marketplace, they will learn how to identify has completed a double major or another a moral course of action. concentration.

Requirements. Four four-credit courses (16 Requirements. Th e astronomy credit hours) are required. Students take concentration requires at least 16 credits PHIL 111: Ethics, either IDS 423: Ethical from among the following courses: Issues in Biology and Medicine or IDS 402: • PHYS 106: General Astronomy Business Ethics, and two additional courses • PHYS 107: Solar System from the list below: • PHYS 108: Realm of the Stars • BIOL 212: Environmental Science • PHYS 109: Beyond the Stars • BIOL 443: Genetics • PHYS 210: Observatory Practice • JPS 320: Ethics in Justice and Policy • PHYS 443: Astrophysics Studies • PHIL 241: Computer Ethics In addition, each student will be • PHIL 242: Environmental Ethics required to do an original research project. • REL 103: Voices of Liberation For non-science majors, this will usually • REL 205: Ethics and Human Nature in be a 2-credit portfolio development class. Chinese Th ought Physics majors are required to complete a • REL 233: Peace, War and Justice senior thesis in astronomy, astrophysics, or • REL 312: Humanistic Ecology an equivalent research project. 160 Guilford College BUSINESS • Focus Course (see below) • Experiential and/or Coordinator: Betty T. Kane, Business Interdisciplinary Component- can Management Department be fulfi lled by one of the following: • Internship (2-4 hours) in Th e Business concentration provides area of focus students with basic business concepts and • Independent study (1- tools that can be applied to enhance the 4 hours) supervised by application and marketability of their a full-time Business liberal arts education, as well as prepare Management faculty them to understand and participate more member and relating to eff ectively in the world of work. Th is and processing the prior concentration will provide grounding work experience for non-management majors in practical • IDS 402 Business Ethics, applications that will serve them well or other business-related throughout their lives and will assist them IDS approved by the in relating and using their liberal arts majors in personally and professionally concentration coordinator rewarding careers. Students will gain a basic understanding of the world of Th e focus course may be chosen from business, its global aspects and ethical a wide variety of courses to provide each issues. Th is concentration should be a student with more depth in a particular helpful addition on a transcript for job area. Examples of current courses that applications in any fi eld. could serve as the focus course include: Th e Business concentration provides BUS 331: Sales Management, BUS 321: a structure within which students gain Human Resource Management, BUS an exposure to business concepts and 371: Nonprofi t Management, SPST 130: tools through introductory coursework Introduction to Sport Management, and and apply them in an experiential and/or BUS 349: International Management. interdisciplinary component. Students Students should consult with the may complete an internship that is focused coordinator to select an appropriate focus on the student’s particular area of interest; course for the concentration. alternatively, students with prior applicable work experience may do an independent study that requires them to integrate their BUSINESS LAW coursework with the work experience. Students may substitute an approved Coordinators: Raymond E. Johnson, business-related IDS 400 course for the Accounting Department internship or independent study. Betty T. Kane, Business Management Th e concentration in Business is not Department available to Business Management majors. Th e Business Law concentration Requirements. A minimum of 17 credit exposes students to substantive legal topics, hours is required: theory, and analysis and prepares them • ACCT 201: Introduction to to deal with legal issues that arise in the Accounting workplace and to respond to ethical issues • BUS 120: Introduction to as they interact with the law. Students Business or BUS 249: Principles of will apply basic legal theories to specifi c Management problems and situations in order to • BUS 215: Business Law develop alternatives and provide solutions. www.guilford.edu 161 Students will assess resources available for their knowledge of how chemistry is researching diff erent aspects of law and applied in their fi eld. Th e most rapidly develop appropriate research and analytical growing areas in science are those that skills. Th ey will also develop their appear on the boundaries of traditional competencies in professional writing and scientifi c disciplines, such as materials oral presentation. Students will develop science (physics, chemistry and geology), the ability to recognize and apply their molecular biology (chemistry and biology) practical understanding of business law to and biophysics (chemistry, biology and both business and personal situations. physics). Th e concentration is not limited to Requirements. Four courses (16 credit science majors, however. Pre-law students hours) are required. interested in patent law would benefi t • BUS 215: Business Law from this concentration, as would • ACCT 321: Taxation of Individuals management or accounting majors seeking or ACCT 322: Taxation of to work in the area of pharmaceutical Corporations and Partnerships or chemical manufacturing or sales. • An elective course chosen from among Language or international studies majors the following: wishing to work for multinational • ACCT 422: C.P.A. Law scientifi c companies or deal with global • BUS 321: Human Resource environmental issues would fi nd the Law and Management concentration useful, as would art • JPS 201: Criminal Law majors seeking a detailed knowledge of the properties and safety hazards of the • JPS 204: Courts: materials they use. Prosecution & Trial Th e concentration in Chemistry is not • JPS 313: Law and Society available to chemistry majors. • PHIL 247: Philosophy of Law Requirements. Students must complete at • SPST 432: Legal Aspects of least 18 credits in chemistry, which must Sport and Exercise include the following: • IDS 402: Business Ethics or IDS 426: • CHEM 111 and CHEM 112: Chemical Legal Decisions Principles I and II (or another IDS 400 approved by • CHEM 400: Chemistry Seminar the Coordinators) • Two upper-level chemistry courses depending on the specifi c needs and interests of the student. Th ese should CHEMISTRY be chosen in consultation with the concentration coordinator and the Coordinator: Anne G. Glenn, Chemistry student’s major advisor. Examples Department include but are not limited to: CHEM 231: Organic Chemistry I, CHEM Th rough a Chemistry concentration, 232: Organic Chemistry II, CHEM students can select chemistry courses 331: Physical Chemistry I, CHEM 341: that best complement their major and Instrumental Analysis, CHEM 342: career goals and gain an understanding Inorganic and Materials Chemistry, of why chemistry is often called “the CHEM 430: Medicinal Chemistry, central science.” For example, biology, CHEM 420: Polymer Chemistry, geology and physics majors and students CHEM 434: Biochemistry, CHEM interested in the health professions (pre- 412: Geochemistry. med, pre-vet and pre-dental) could deepen 162 Guilford College An internship or independent study Requirements. A minimum of 16 hours is approved by the concentration required: coordinator can substitute for the 400- • A broader-gauged theory-oriented level chemistry course. course (chosen from among Mass Media, Media and Reality, and other With approval of the concentration wide-ranging courses on the media) coordinator, students may take advanced • Two courses from among a range of courses at consortium colleges to fulfi ll the courses that explore more particular concentration requirements. areas of communication, including written communication, spoken communication, fi lm, and computers COMMUNICATIONS • An internship (which must be taken after the student has taken at least two Coordinator: Richard L. Zweigenhaft, of the three other courses that fulfi ll the Psychology Department requirements for the concentration)

Th e Communications concentration is open to students of any major. It COMMUNITY STUDIES off ers a group of courses from various departments designed to give students a Coordinator: Barton Parks, Justice and broad introduction to the general area of Policy Studies Department communications. Th e concentration is concerned with broad social, moral, and Th is new fi eld of study and philosophical issues, as well as with the practice arises from a pervasive sense improvement of communication skills. of disconnection and isolation that has Th is concentration should be considered become widespread in American culture. as a core of courses that could be Focusing on building community, the fi eld extended in a more focused way through understands our society’s institutions as additional courses, independent study, and on a path of systematically undermining internships. Students interested in public respectful and authentic relatedness among relations or advertising, for instance, citizens. It also sees this path as the source could take additional courses in art and of many growing pathologies, including management while majoring in English. individual and systematic prejudice Th ey also could learn practical skills and discrimination, and many forms of through involvement with college media violence. (such as the radio station or the various Currently, the need for community- publications) and arrange internships with building has begun to gain the attention local advertising agencies, newspapers, and imagination of many inside and radio or television stations. outside the academy. As new disciplines Th e concentration should be particularly emerge and diverse technological and useful to people considering careers in any other forms of expertise expand, we are fi eld of communications (for example, becoming aware that we still lack the newspapers, radio, or television) or ability to build sustainable systems that business management. Th e concentration, enable our endeavors to thrive. however, should be worthwhile in general Th e concentration in Community for any student, enhancing her or his Studies is not available to Community and college performance and making a useful Justice Studies majors. off ering on a transcript for job applications in many fi elds. Requirements. Four courses (16 hours) are required to complete the concentration, www.guilford.edu 163 three required and one elective: skills to at least one discipline or area of study. Th ey will be able to program in a 1. Th e three required courses are: high-level computer language and thereby • JPS 103: Community Problem Solving understand the logic by which we get • JPS 220: Community Building computers to do what we want them to. Fundamentals Finally, they will be able to consider and • JPS 439: Understanding Oppressive evaluate the eff ect of new technologies Systems from an ethical, social, or political perspective. 2. Select one course from the following: • JPS 290: Internship Requirements. Students must take • JPS 320: Ethics in Justice and Policy 16 credits of courses for the CMIT Studies concentration, with one course of at • JPS 424: Trust and Violence least three credits in each of three areas. • PHIL 377: Autonomy and Authenticity Th e remaining credits are elective. • PSY/SOAN 213: Class, Race, and Students are required to demonstrate Gender a capstone experience. Students must • SOAN 345: Personal and Social Change also demonstrate basic computing skills through the completion of a course such as BUS 141: Introduction to Computers or COMPUTING & through prior courses or other experience. INFORMATION It is strongly recommended that TECHNOLOGY students are extremely comfortable with algebra before they take a course in the Coordinator: Christopher Johnson, Assistant Programming/Development area. Professor of Computing & Information Technology • Applications. One course of at least three credits that has a signifi cant Th e rise of the Internet has component of the application of highlighted how the use of the computer computing to a discipline or area and information technology has become of study. Such courses include BUS an integral part of all academic disciplines 241: Computers and Management, and a necessity for functioning in the BUS 341: Management Information modern world. In expecting Guilford Systems, MATH/PHYS 320: students to become “leaders of change,” Mathematical Physics, approved the college provides every one of them Research Methods courses, ART with access to the extremely powerful 245: Digital Darkroom, THEA 371: research and communication tools that Digital Graphic Design and others. will often be the agents of that change. Th e Th ese courses are to address the tools Computing and Information Technology and principles by which computing concentration provides Guilford students and information technology is with a structure where they can obtain applied in a major or an area of a depth experience that allows them to study. Students whose major requires use the tools eff ectively, to cope with the one of the courses that they would rapid change inherent in computing, and otherwise use for this concentration to analyze the changes in society that the would be able to use elective credits more powerful technology engenders. as described below to complete their Students who complete this concentration. concentration will be able to apply computing and information technology • Programming/Development. One 164 Guilford College course of at least three credits in a Students who do not take such an high-level computer language such IDS 400 will be required to take a as C++, Java, or Visual Basic. Th is one-credit independent study with requirement may be completed by the concentration coordinator or a regularly scheduled course such a faculty member approved by the as CMIT100: Introduction to concentration coordinator. Th e Computer Programming, by a special student and the faculty member topics course, by an independent will negotiate the specifi c subject study, by a course taken through the of that independent study, but the consortium, or by a course at another result will be a project that displays institution for which Guilford has understanding of both technical and awarded credit. societal issues.

• Information Technology and Th e concentration coordinator will Society. One course of at least determine whether a particular course or three credits that addresses ethical, set of courses fulfi lls these requirements. social, philosophical, or political issues that accompany the increasing use of computing and information CRIMINAL JUSTICE technology. Courses in this area include PHIL 241: Computer Ethics, Coordinator: Jerry Joplin, Justice and CMIT 401: Artifi cial Intelligence and Policy Studies Department Artifi cial life, PHIL 375: Topics in the Philosophy of Mind, or PSCI 445: Th is concentration provides non- Globalization and its Discontents. majors an opportunity to pursue an interest in criminal justice. It introduces • Elective. Elective credits needed students to the major problems of to complete the concentration can instituting legal control over criminal be taken in any of the above areas. behavior and the complexity of making Other courses that do not fi t cleanly legal decisions in a moral context. in any of the above areas (PHIL It enables students to develop an 292: Formal Logic, CMIT 321: appreciation of the social scientifi c method Perspectives in Information Systems, and to communicate their experience with CMIT 322: (Inter)Networking criminal justice eff ectively in writing. Computers, CMIT 342/BUS 342: Th e concentration in Criminal Justice Database Systems, appropriate IDS is not available to criminal justice majors. 400 courses, and others) may also Students majoring in Community Justice be used as elective credits with the may not use their major coursework toward prior approval of the concentration the Criminal Justice concentration. coordinator. An internship or independent study may count as Requirements. Four courses (16 credit elective credits with prior approval of hours) are required: the concentration coordinator. • JPS 101: Introduction to Criminal Justice • Capstone Experience. Each student • JPS 200: Criminal Procedure is required to demonstrate a capstone • Two 300- or 400-level courses experience for this concentration. (excluding JPS 339, 366, 437) Approved IDS 400 courses for the concentration will be assumed In addition to the course work, to provide such an experience. students will be required to write a 5- www.guilford.edu 165 10 page paper bringing together their • Modern Dance II (SPST 113/THEA diverse experiences in the concentration. 201) 2 credits Th is concentration summary must be • Choreography (SPST 115/THEA submitted to the Justice and Policy Studies 204) 4 credits department during the semester in which a student completes her or his fi nal course for the concentration. JPS faculty will EARTH SCIENCE grade the concentration summary CR/ NC and CR is necessary for successful Coordinator: Marlene McCauley, completion of the concentration. Geology and Earth Sciences Department

Th e Earth Science concentration is DANCE designed for students who would like to gain signifi cant experience in the geological Coordinator: Christa Wellhausen, Th eatre sciences. Th is concentration is suitable for Studies and Sport Studies Departments students from every division on campus, including humanities, social sciences, Th e Dance concentration is intended arts, and business and policy studies. For for students of any major who wish to instance, an English major might go on to discover or continue the development of become a technical writer or editor; an art their creative, technical, and performance major might be interested in clay and glaze skills in the fi ne art of dance. It serves mineralogy or gemology; social scientists especially well as a companion to majors may wish to study GIS and mapping in the departments of Th eatre Studies, techniques; and pre-law students could go Art, Sport Studies and Education Studies. on to study environmental law. For majors Th e concentration seeks to reveal and in the other sciences, physics, chemistry reintegrate the experiences of mind, body, and biology majors could all fi nd the skills and spirit, and to explore the use of art learned in the concentration useful to their in creating new contexts in which to future careers. Th e most important and understand and create personal meaning in rapidly growing fi elds of science are those life. that are appearing at the boundaries of Emphases in the concentration scientifi c disciplines. include a discovery of the student’s own Th e concentration in Earth Science is expressive potential through the study not available to geology and earth sciences of established physical dance techniques majors. and the creation of thoughtful works, participation in numerous performances, Requirements. Th e concentration consists and the developing of an understanding of of four courses (16 credits): dance within contemporary society. • One of the these two courses: • GEOL 121: Geology and the Requirements. Sixteen credit hours are Environment required: • GEOL 141: Oceanography • Modern Dance I (SPST 112/THEA • Any two of the following: 101) 2 credits • GEOL 122: Historical Geology • Beginning Ballet (SPST 110/THEA • GEOL 223: Hydrology 103) 2 credits • GEOL 240: Seminar West • Jazz Dance (SPST 111/THEA 102) 2 • GEOL 242: Natural Science credits Seminars • Th e Wonder of Dance (SPST 114/ • GEOL 311: Mineralogy THEA 100) 4 credits • GEOL 312: Petrology 166 Guilford College • GEOL 340: Images of the Earth • HIST 386: Japan: Th e Road to War • GEOL 415: Paleontology • IDS 408: East Asian Th eatre • GEOL 450: Special Topics • IDS 416: Religion/Aesthetics/Nature in • As capstone, one of the following: China • GEOL 416: Sedimentology and • IDS 427: Humanistic Ecology Stratigraphy • JAPN 201: Intermediate Japanese • GEOL 335: Structural Geology • JAPN 220: Women in Modern Japan • IDS 437, 461, or another • JAPN 221: Contemporary Japanese geology-related IDS Society • JAPN 310: Media, Gender, and Nation Th e concentration’s entry point in Japan is GEOL 121 or 141. Th en students • REL 106: Religious Meaning in may select from a number of geology Japanese Film and Literature lab courses and fi nally take a specially • REL 203: Buddhism, Ecology, and designated capstone course. Society • REL 205: Ethics and Human Nature in China • REL 206: Chinese Religions and EAST ASIAN STUDIES Ecology • REL 311: Religion, Literature, and Coordinator: Hiroko Hirakawa, Nature in Japan Foreign Languages Department • REL 314: Religion, Aesthetics, and Nature in China Th is concentration off ers an • THEA 341: East Asian Th eatre interdisciplinary approach to the culture, history, and contemporary issues of Note: Courses taken while in China the area. Acquaintance with a diverse or Japan also apply to the East Asian cultural tradition broadens students’ concentration. perspectives and helps them appreciate the achievements of societies with diff erent In the second semester of their senior values and behavioral patterns. In so year, students will meet with the East doing, the concentration helps students Asian Studies faculty. Th e purpose of this better understand their own culture and meeting is to help students identify and fosters a critical understanding of global articulate certain historical and cultural interdependence in the 21st century. links that have emerged in the course of their study of East Asia. Each student Requirements. Four courses (16 credit will be asked to discuss one major issue hours) on East Asia from the following in East Asia and to show how diff erent list are required, two of which must be courses/disciplines contributed to an taken at Guilford. To provide depth to understanding of that issue. Students the concentration, at least one of the four who have participated in the China or courses must be at the 300 level or above. Japan programs abroad will be expected • HIST 264: Th e Asian Pacifi c in Modern to discuss certain current issues as they Times pertain to their experience abroad. • HIST 266: Contemporary China in Film • HIST 268: History of Chinese Women • HIST 383: Imperial China • HIST 384: China in Revolution • HIST 385: Medieval Japan www.guilford.edu 167 ECONOMICS abilities important to citizens and parents, policy-makers in the work Coordinators: Robert G. Williams, place, and creators of learning/teaching Economics Department activities. Th ey develop habits of mind Robert B.(Bob) Williams, Economics valuable in most professions and areas of Department responsibility. Th rough the concentration they are able to explore the possibility of Th e Economics concentration is a education as a profession and bring closure package of courses that will provide a to that work without commitment to career boost for students coming from licensure. Most importantly, they create other majors. In the concentration, a refl ective framework for their own students learn discipline-specifi c skills education. that prepare them for running their Examples of possible directions for an own businesses, becoming executives Education Studies concentrator: A history of corporations, managing non-profi t major interested in museum education enterprises, working for international or would take the concentration and do the environmental organizations, or becoming fi nal internship in a museum, either here consultants in areas with a practical policy or abroad. A science major interested orientation. In addition, students develop in environmental education would take transferable skills that prepare them for the concentration and do her/his fi nal leadership positions in the widest range internship in an environmental education of activities, because institutions promote center, here or abroad. people who can think rigorously, view Th e concentration in Education Studies problems from diff erent angles, make is not available to education studies majors. original discoveries about the world, and present those discoveries in an articulate Requirements. Th e concentration consists way. Th e Economics concentration of 16 credit hours: the fi rst three courses is an attractive asset on one’s resume, in the major (EDUC 201, 202, 203) and and graduate programs in law, business a choice between Field Study in Cross administration, international studies, and Cultural Education (EDUC 301) or a public policy favor candidates with strong four-hour internship at the 300 level, economics backgrounds. designed by the student and an education Th e concentration in Economics is not studies faculty member in consultation available to economics majors. with faculty in the student’s major. Early courses in the concentration provide ample Requirements. Students must take a opportunity for the students to begin total of four courses (16 credit hours) in identifying questions and issues relating economics, including at least one basic to education while the preparation for, training course (ECON 221 and/or supervision during, and presentation of the ECON 222), and at least two upper-level fi eld project enable them to refi ne those courses (ECON 301 or higher). questions and issues in light of relevant experiences and study. EDUCATION STUDIES ENGLISH Coordinator: David Hildreth, Education Studies Department Coordinator: James Hood, English Department Th e Education Studies concentration helps students achieve knowledge and Th e English concentration consists of 168 Guilford College two separate tracks, literature and writing. courses and a 5-page refl ective paper. Th e literature track involves In this paper, which should neither principally the study of literature, a form summarize the four courses nor the papers of art through which humankind has included in the portfolio, concentrators constantly struggled to express verbally should refl ect on their experience with the central concerns of the human the concentration in light of the plan of condition as understood in each age. study they developed in ENGL 200. Th ey English concentrators at Guilford College might, for example: defi ne their personal study the literatures of the English- goals in undertaking the concentration; speaking world, primarily focusing on demonstrate how and why those goals traditional and non-traditional American have or have not been achieved in the four and British writers. Courses in literatures chosen courses; provide clear examples of in translation, including Caribbean and how their experience in the courses has African literature, are also regularly off ered. informed and challenged their ways of Th e writing track off ers students thinking; and discuss what that change the opportunity to focus on the skill in thinking has meant to them and how of writing while also refl ecting on the they expect to utilize the knowledge and theory that underlies successful practice. analytical skills gained in their careers and/ Concentrators will expand their ability or lives in the future. to write creatively and critically, thereby Concentrators must meet with a both enriching their Guilford experience member of the English Concentration and building skills that will benefi t them subcommittee before beginning the paper. in future careers. Students may pursue Portfolios are due by the Monday of interests in poetry, fi ction, playwriting, the fourteenth week of the semester. journalism, technical writing, and/or literary non-fi ction. Requirements. Writing Track: Concentrators may choose to fulfi ll Th e writing track requires a minimum the requirements for one or the other of 16 credit hours: track, but cannot mix the two. • ENGL 200: Introduction to Literary Th e concentration in English is not Studies available to English majors. • Two writing courses from among the following Requirements. Literature Track: • 210 Playwriting Workshop Th e literature track requires a • 211 Poetry Workshop* minimum of 16 credit hours: • 212 Fiction Workshop** • ENGL 200: Introduction to Literary • 282 Journalism Studies • 285 Guilfordian Practicum • One 200-level literature course (must • 382 Technical and be a survey course: ENGL 221, 222, Professional Communication 224, 225, 226, 230, or 270) • Two upper-division (300- and/or 400- * requires ENG 206 or permission of level) literature courses instructor as prerequisite Students will develop a “plan of ** requires ENG 207 or permission of study” for their concentration in ENGL instructor as prerequisite 200. Th ey will then process the coherence of the concentration via a portfolio that • Either a theory course (ENGL 372, they will submit to the department's 376, or 380), an internship, or a third English concentration subcommittee. Th e course from the “Writing courses” list portfolio should include sample copies above. Internships can be done either of work done in the four concentration off campus (e.g., Style magazine, www.guilford.edu 169 News & Record) or on campus (e.g., ENVIRONMENTAL STUDIES editorship with Th e Guilfordian or Th e Piper). Students may take writing Coordinator: Angela Moore, Geology and courses at consortium schools with Earth Sciences Department the approval of the concentration coordinator. Environmental Studies provides an interdisciplinary program that emphasizes NOTE: Th e department will periodically the relationship between humans and add courses to the above lists. Please check the environment. It allows students to with the concentration coordinator. study and address a fundamental issue of our times—the quality of the Earth’s Students will develop a plan of environment and the sustainable use of study in ENGL 200. Th ey will then its natural resources. Th e program’s focus process the coherence of the Writing on justice, global awareness, service to concentration via a portfolio of work the larger community, and the concept done in the four concentration courses (or of nature as sacred are in keeping with three courses plus internship). Students Guilford’s fi ve academic principles and its will submit this portfolio to the Writing Quaker heritage. concentration subcommittee of the English department. Requirements. For the purposes of the Th e portfolio should include Environmental Studies Program, courses of sample copies of work done in the four environmental relevance at Guilford have concentration courses (or three courses been divided between science courses, or plus internship) and a 5-page refl ective Environmental Science, and non-science paper. courses, or Environmental Policy and In this paper, which should neither Th ought. Th e concentration will require summarize the four courses/internship that students take fi ve courses (20 credit nor the papers included in the portfolio, hours) to complete the concentration: concentrators should refl ect on their • ENVS 101: Introduction to experience with the concentration in light Environmental Studies of the coherence plan they developed • Two courses in Environmental Science in ENG 200. Th ey might, for example: • One course in Environmental Policy and defi ne their personal goals in undertaking Th ought the concentration; demonstrate how and • An approved IDS 400 capstone course why those goals have or have not been achieved in the four chosen courses/ At least one of the three middle internship; provide clear examples of how student-selected courses (not ENVS 101 their experience in the courses/internship or IDS) must be at the 300 level or higher. has informed and challenged their ways For a list of Environmental Science of thinking; and discuss what that change and Environmental Policy and Th ought in thinking has meant to them and how courses, please see the description of the they expect to utilize the knowledge and Environmental Studies major in Chapter analytical skills gained in their careers and/ IV. NOTE: A few courses (e.g., MATH or lives in the future. 112) count for the Environmental Studies Concentrators must meet with a major but not the concentration. So be member of the English Concentration sure to contact your advisor, the registrar, subcommittee before beginning the paper. or the Environmental Studies web site for Portfolios are due by the Monday of a current list. the fourteenth week of the semester.

170 Guilford College FIELD BIOLOGY • BIOL 233: North Carolina Freshwater Fishes Coordinator: Lynn J. Moseley, Biology • BIOL 240: Seminar West Department • BIOL 242: Natural Science Seminars • BIOL 324: Field Botany A concentration in Field Biology will • BIOL 332: Invertebrate Zoology allow students to select four courses • BIOL 333: Ichthyology that emphasize studies of animals and • BIOL 334: Animal Behavior plants in their natural environment. Th e • BIOL 335: Vertebrate Field Zoology concentration aims to increase students’ • BIOL 336: Ornithology awareness of the biological diversity of • BIOL 438: General Ecology plants and animals in diff erent habitats • BIOL 350; 450: Special Topics and to enable students to develop a (occasional one- or two-time off erings as detailed understanding of specifi c groups faculty and student interest indicate) of animals (such as birds or fi sh) and plants (e.g., deciduous trees). Courses in the Field Biology FORENSIC SCIENCE concentration involve hands-on work in the fi eld, supplemented by reading Coordinator: Frank P. Keegan, Biology in the scientifi c literature and, where Department appropriate, by computer models or simulations. By careful selection of Th e concentration in Forensic Science courses for the concentration, students will provides students with a focused and be able to study in all the major habitat coherent study of the techniques used by types found in North Carolina. Th rough various disciplines to analyze evidence summer programs such as Seminar West, found at the scene of a crime. Th e focus Biology and Geology of East Africa, or is on the meaning and signifi cance School for Field Studies courses, students of physical evidence and its role in are able to study in some of the most criminal investigations. Techniques biologically rich fi eld sites in the world. and insights provided by the scientifi c An independent research project could also areas of chemistry, biology, physics, and substitute for one of the four courses in the geology are used to explore the utility and concentration. limitations that technology and knowledge Th e concentration in Field Biology is not impose on the individualization and available to biology majors. characterization of forensic evidence. Th e study of forensics makes science Requirements. Four courses (16 credit relevant and pertinent to the interests hours) are required to be selected from the and goals of pre-law students and those following list. At least one course must be interested in pursuing careers with the at the 300-level. Appropriate prerequisites FBI or other law enforcement agencies, are necessary for upper-level courses. For in pathology, in creative writing, or with example, a student interested in studying international agencies monitoring ethnic primarily about animals would need to and political violence. take General Zoology (BIOL 114) as one of her/his four courses, since General Requirements. Th e concentration consists Zoology is a prerequisite for BIOL 334, of four courses (16 credit hours): 335, and 336. • BIOL 245: Introduction to Forensic Science • BIOL 114: General Zoology • JPS 200: Criminal Procedure • BIOL 115: General Botany • BIOL/CHEM 246: Forensic Chemistry • BIOL 349: Forensic Anthropology www.guilford.edu 171 FRENCH LANGUAGE AND the discovery of new ways to see and SOCIETY think about diff erent cultures. It fosters international understanding and provides Coordinator: Maria P. Bobroff , Foreign knowledge and skills that are becoming Languages Department increasingly essential in our evolving global society. Th is concentration provides access to Th e concentration in German Language French culture as well as insights into and Society is not available to German or our own culture. Th e program focuses on German studies majors. language-learning as a living, functioning, and fun activity, and combines the Requirements. Four four-credit courses development of language skills with (16 credit hours) at the 200 level or above, the discovery of new ways to see and all taught in German. Th ese courses must think about diff erent cultures. It fosters include: international understanding and provides • GERM 202: Intermediate German II knowledge and skills that are becoming • One of the following: increasingly essential in our evolving global • GERM 310: Contemporary German society. Culture Th e concentration in French Language and • GERM 311: German Youth Culture Society is not available to French majors. • GERM 320: Culture and Society - Th e Weimar Republic Requirements. Four four-credit courses • or one course (at the 200 level or (16 credit hours) at the 200 level or above, above) taught in German in a German- all taught in French. Th ese courses must speaking country include: • FREN 220: Introduction to Literary and Cultural Analysis HISTORY • One of the following • FREN 310: Contemporary France Coordinator: Timothy Kircher, History • FREN 311: Th e Francophone Department World • FREN 315: French and Th e History concentration focuses on Francophone Cinema understanding the relevance of past events • or one course (at the 200 level to contemporary concerns, researching the or above) taught in French in a range of primary sources (oral, written, French-speaking country visual), reading these sources in the context of other information in order to determine the bias both of the sources and of their GERMAN LANGUAGE AND interpreters, and writing and speaking SOCIETY clearly about the result. Our courses embrace actors and events from Africa, Coordinator: David J.Limburg, Foreign Asia, Europe, Latin America, and the Languages Department United States from the pre-Christian era to recent times. Th is concentration provides access to Th e concentration in History is not German culture as well as insights into available to history majors. our own culture. Th e program focuses on language-learning as a living, functioning, Requirements. Th e concentration consists and fun activity, and combines the of four courses (16 credit hours) in development of language skills with one of the following three geographical 172 Guilford College clusters. Each student taking the History • HIST 225: African-American History concentration must take at least one • HIST 303: U.S. Social History 300-level course within their chosen • HIST 308: Underground Railroad geographical region. • HIST 311: U.S. History Since 1945 • HIST 315: Civil Rights Movement Modern World History Take one from • Plus any HIST 250 or 450 with a U.S. each geographic region: theme

• HIST 237: Europe in Revolution • HIST 238: War and Peace: 20th- HUMAN RESOURCE Century Europe MANAGEMENT • HIST 242: Africa Since 1800 • HIST 255: Th e Second World War Coordinator: Richard Hackworth, • HIST 264: Asian Pacifi c in Modern Business Management Department Times • HIST 266: Contemporary Chinese Th e human resource management Society in Film concentration provides a structure within • HIST 272: Modern Latin America which students gain an exposure to the • HIST 384: China in Revolution study of human relations in organizations. • HIST 386: Japan: Th e Road to War Students will learn various ways of how • Plus any HIST 250 or 450 from the 19th people can work eff ectively to achieve and 20th C. overall organizational goals as well as fulfi ll personal goals while understanding European History • HIST 101: Th e Medieval Web the legal parameters that surround these • HIST 102: Th e Web of Europe since issues. Although none of the courses 1400 have pre-requisites and therefore are • HIST 233: Medieval Civilization: open to all majors on campus, it is highly Crusades and Chivalry recommended that BUS 215 (Business • HIST 235: Renaissance in Florence Law) and BUS 249 (Principles of • HIST 236: Reformation: Luther to Fox Management) be taken fi rst, as BUS 321 • HIST 237: Europe in Revolution, (Human Resource Management and Law) 1789-1918 is the culminating course that combines all • HIST 238: War and Peace: 20th- the material from the other classes. Century Europe • HIST 255: Th e Second World War Requirements. Four courses (16 credit • HIST 335: Ancient Greece hours). Of these, three specifi c courses • HIST 336: Th e Elizabethan Age are required with a fourth course being • Plus any HIST 250 or 450 with a an elective. Students should consult with European theme the coordinator to select an appropriate elective that will serve as a focus course for U.S. History the concentration. • HIST 103: Th e U.S. to 1877 • HIST 104: Th e U.S. since 1877 1. Th e three required courses are: • HIST 105: U.S. Imperialism/ • BUS 215: Business Law Progressivism • BUS 249: Principles of Management • HIST 221: Changing Face of the South • BUS 321: Human Resource Law • HIST 222: North Carolina History • HIST 223: Gender and Power in U.S. and Management (Required History capstone; should be taken last in the concentration) www.guilford.edu 173 2. An elective/focus course chosen from in the sciences, as well as an appropriate among the following. Th is course should background for students interested in be selected in consultation with the HRM pursuing careers in business, journalism, concentration coordinator and depends the law, the social sciences, or politics. upon the student’s particular area of interest: Requirements. Th e Integrated Science • BUS 310: Professional concentration requires the completion Communications of at least four courses (16 credit hours). • BUS 320: Organizational One of the four courses must be a 300 or Behavior 400-level capstone course. In some cases • JPS 244: Confl ict Resolution a student might have to take more than three courses to meet the prerequisites of a Strategies capstone course. • JPS 310: Public Management • Students must take three of the and Organizational Th eory following: • JPS 323: Diversity at Work • BIOL 114: General Zoology • PSY 332: Industrial and • CHEM 111: Chemical Organizational Psychology Principles I • SOAN 229: Social Organization • CHEM 112: Chemical of Work Principles II • MATH 112: Elementary It is recommended that business Statistics management majors who are concentrating • MATH 115: Elementary in human resource management and law Functions take Business Ethics or Legal Decisions as • MATH 121: Calculus I. their IDS course. • MATH 122: Calculus II. • MATH 123: Accelerated Calculus (For students INTEGRATED SCIENCE capable of completing Calculus I and II in one Coordinator: Lynn J. Moseley, Biology semester) Department • PHYS 121: Classical and Modern Physics I Th e Integrated Science concentration • PHYS 122: Classical and is designed to provide students with a Modern Physics II broad exposure to a variety of scientifi c • PHYS 211: College Physics I disciplines. Such a broad exposure is • PHYS 212: College Physics II essential for citizens and potential leaders Note: PHYS 121 and PHYS 211 may not who seek to understand the breaking news both be used to fulfi ll the concentration. stories that dominate the headlines in the 21st century. Intelligent decision-making • Students must take one of the on issues such as stem cell research, the following as a capstone: use of the anthrax bacillus as a biological • BIOL 313: Cell Biology. weapon, the ozone holes and potential Prerequisites: BIOL 114; remedies, or the underlying causes of CHEM 112 or BIOL 246. global warming, require knowledge of • CHEM 331: Physical chemistry, mathematics, physics, geology, Chemistry I. Prerequisites: and biology. Completion of the Integrated MATH 122 or 123; PHYS Sciences concentration will provide a 122 or 212; PHYS 320 is solid underpinning for advanced study suggested as a pre-requisite 174 Guilford College or co-requisite. • ECON 221: Macroeconomic • CHEM 341: Instrumental Principles Analysis. Prerequisites: • BUS 346: International Business CHEM 112 and MATH 122 • BUS 349: International Management or 123. (capstone; should be taken last) • GEOL 416: Sedimentology and Stratigraphy 2. Select one course from the following: • An approved science-based • BUS 321: Human Resource IDS 400 course: Management IDS 404 Antarctica • ECON 432: International Economics IDS 424 Th e Sea and Us (Prerequisite: ECON 221) IDS 437 Barrier Islands: • PSCI 330: International Political Ecology & Development Economy IDS 461 Nothin’ but Disasters • PSCI 445: Globalization and its Discontents

Note: Th e only course with a pre-requisite INTERNATIONAL BUSINESS is ECON 432 and the prerequisite is MANAGEMENT ECON 221, which is one of the required courses for the concentration. Coordinator: Richard Hackworth, Business Management Department INTERNATIONAL POLITICAL Th e International Business ECONOMY Management concentration provides students with exposure to and Coordinators: Robert G. Williams, implementation of international business Economics Department management theories necessary to conduct Kenneth E. Gilmore, Political Science business globally. Th is concentration Department will assist students in understanding the practice of global business and how culture Understanding the complexities of infl uences the practice of management. global fi nance, production, and trade; Students will also learn the diff erence describing and explaining the patterns between studying international business of capital accumulation on a world scale; from a theoretical perspective and studying clarifying the connections among state- it in an applied way. Knowledge and making, international markets, and world concepts from the areas of business development—requires the integration of the theoretical insights of the disciplines management, international studies, of economics and political science. economics and political science are Th e International Political Economy included to maximize learning the practice concentration encourages students to of global management. explore the interplay of economics and politics in the global arena. Students will Requirements. Four courses (16 credit learn the contending analytical perspectives hours) are required to complete the that characterize scholarship on the politics concentration, three required and one of international economic relations. elective: Students will also become familiar with the tools of economic analysis, including how 1. Th e three required courses are: to read a balance of payments table, how www.guilford.edu 175 to analyze a foreign exchange market, and communication) and interpersonal how to evaluate the impact of international communication (the process through capital fl ows on domestic policy. Th e basic which individuals interact, build principles developed in introductory level relationships, and create meaning). courses are applied to real-world issues in Students study confl ict and ways in which the upper-level course electives. it can be managed and transformed to enhance relationships. Th e infl uence Requirements. Students take four courses and importance of understanding (16 credit hours): two courses from cultural diff erences and their impact on economics and two from political Science interpersonal communications is examined as follows: throughout the concentration. • Students must take both ECON 221: Th e concentration would be of special Macroeconomics and PSCI 330: interest to adults seeking to communicate International Political Economy at the more eff ectively with family members, beginning of the concentration friends, and intimate partners. Courses in • One additional economics course the concentration feature highly interactive from among the following writing- and experiential activities in the classroom intensive courses: ECON 335/IDS and local community that integrate and 414: Comparative Economic Systems, apply communications theory to authentic ECON 336/IDS 433: Economic and personal relationships. Social Development of Latin America, or ECON 432: International Economics Requirements. Four courses(16 credit • One additional political science course hours) are required: from among the following: PSCI 445: • Introductory course - JPS 270: Globalization and Its Discontents, IDS Interpersonal Communications 415: Global Inequality. • JPS 244: Confl ict Resolution Strategies • JPS 323: Diversity at Work • Capstone course - JPS 437: INTERPERSONAL Multicultural Communications COMMUNICATION Note: Th is concentration will be off ered Coordinator: Richard L. Zweigenhaft, only in the evening schedule for CCE Psychology Department students.

In an increasingly complex and socially diverse world, individuals need to be JAPANESE LANGUAGE AND able to communicate eff ectively and to SOCIETY develop and maintain strong personal relationships with people close to them Coordinator: Hiroko Hirakawa, Foreign and from very diff erent backgrounds. Languages Department Th is interdisciplinary concentration engages studies in examining interpersonal Th is concentration provides access to communication in order to understand Japanese culture as well as insights into communication processes and styles our own culture. Th e program focuses on and the subtle ways cultural diff erences language learning as a living, functioning, enhance or inhibit relationships. Courses and fun activity, and combines the in the concentration explore both development of language skills with intrapersonal communication (internal the discovery of new ways to see and mental and emotional processes that think about diff erent cultures. It fosters shape selection and interpretation of international understanding and provides 176 Guilford College knowledge and skills that are becoming • SPAN 340: Film, Life, and Literature increasingly essential in our evolving global of Latin America society. • SPAN 402: Senior Seminar - Latin American topics Requirements. Five four-credit courses. • HIST 272: Modern Latin America Th ese must include: • SOAN 330: Inequality in Latin • Four Japanese language courses at the American Societies 100 level or above • A semester in Japan, or one intercultural *student must do all projects and main course on Japan taught in English. papers on Latin America

Students meet the Latin American LATIN AMERICAN STUDIES Studies faculty in the second semester of their senior year. Th e purpose of this Coordinator: Sylvia Trelles, Foreign meeting is to help students identify Languages Department and articulate certain historical and cultural links that have emerged in the Th is concentration off ers an course of their study. Each student will interdisciplinary approach to cultures, be asked to discuss one major issue in history, and current issues of the Latin America and to show how diff erent area. An acquaintance with a diverse courses/disciplines contributed to an cultural tradition will broaden students’ understanding of that issue. perspectives and help them understand and appreciate the achievement of societies with diff erent cultural values MATHEMATICS FOR THE and behavioral patterns. In so doing, the SCIENCES program fosters a critical understanding of global interdependence in the 21st century. Coordinator: Jonathan Hatch, Mathematics Department Requirements. Th e concentration consists of four courses (16 credit hours) on Latin Mathematics is often called the America from the following list. Spanish language of the sciences. As such it language courses are not acceptable; provides a means by which scientists model however, content courses taught in Spanish that which they observe in the “worlds” are. To provide depth, at least one of the they seek to describe and those simulated four courses must be at the 300 level or in their laboratory experiments. A primary above. At least two of the courses must be means of such modeling is through the use taken at the Guilford College campus. of elementary functions whose analysis is a • ENGL 378: Caribbean Literature major focus of calculus. • ECON 336: Economic and Social Mathematics for the Sciences is Development a concentration within mathematics • ECON 432: International itself that provides students with the Economics* understanding of and techniques • SPAN 310: Contemporary Latin for modeling using the elementary America functions and techniques of calculus. Th e • SPAN 320: Culture and Society concentration is designed primarily for - Mexico, Central America, and physics and other natural science majors Caribbean who are interested in modeling or are • SPAN 322: Culture and Society preparing for graduate study. However, it is South America appropriate as well for some social science www.guilford.edu 177 and business and policy study majors, development of bourgeois society and especially those interested in economic urban centers out of feudalism and systems. manorialism; the emergence of the great Th e concentration in Mathematics for national literatures of Europe; and the the Sciences is not available to mathematics shaping of the mythological foundations of majors. the modern West. Although the locus of study is clearly Requirements. Four four-credit courses Europe, students may take courses in are required, including Multivariable medieval China, Japan and Africa, which Calculus (MATH 225) for which one- off er alternative perspectives on this time variable calculus course (MATH 121 and period and our own. 122, or MATH 123) is pre-requisite. One to three of the four courses required— Requirements. Th e concentration consists depending on where students begin—are of four courses (16 credit hours) of the calculus courses. Th e remaining one to student’s choosing, in addition to the three courses required are selected from required one-credit GST 225: Medieval among: People, a series of informal lectures given • MATH 310: Probability and Statistics by interested faculty across all academic • MATH 320: Mathematical Physics disciplines. Th e following courses may • MATH 325: Linear Algebra count toward the concentration, in • MATH 475: Seminar in Mathematics addition to others that may be approved in (for those who begin with MATH 225) advance by the concentration coordinator. • ART 274: Renaissance Art • ENGL 221: British Literature I MEDIEVAL / EARLY MODERN • ENGL 223: Shakespeare STUDIES • ENGL 320: Chaucer and His Age • ENGL 324: 18th-Century Survey Coordinator: Heather Hayton, English • FREN 320: Culture and Society: Department Origins to the Renaissance • FREN 321: Culture and Society: Age of Th e medieval and early modern Absolutism period (ca. 400-1800 C.E.) has been • HIST 101: Th e Medieval Web profoundly formative of the world we • HIST 233: Medieval Civilization: live in today. Study of this period, a time Crusades and Chivalry markedly diff erent from our own, provides • HIST 235: Th e Renaissance in Florence a crucial vantage point for understanding • HIST 236: Reformation: Luther to Fox the present age. Th e Medieval / Early • HIST 241: Africa Before 1800 Modern Studies concentration aims at • HIST 336: Th e Elizabethan Age introducing students to interdisciplinary • HIST 383: Imperial China developments in literature, religion, • HIST 385: Medieval Japan history, philosophy, and culture. It explores • PHIL 202: Modern Western Philosophy such matters as: the determination of • PSCI 203: Classics of Political Th ought life’s meaning; the encounter with diverse • REL 337: History of Christianity civilizations; the pursuit (or evasion) • SPAN 323: Culture and Society: of truth through reason, faith, and Beginnings of a Nation experience; the unsettled confl uence of • THEA 130: Th eatre and Culture I three great world religions (Christianity, Judaism and Islam); the relation among In order to provide coherence to the religion, arts and science; the origins concentration, students are required to of romantic love and humanism; the build a portfolio of major essays that they 178 Guilford College have written in each of their four courses. 333: Money and Capital Markets Students will cap this portfolio with an analytical summary prior to completing *Additional prerequisites for BUS 332 the concentration. include MATH 112: Elementary Statistics or MATH 121: Calculus I, ACCT 301: Intermediate Accounting I, and BUS 241: MONEY AND FINANCE Computers and Management.

Coordinators: Raymond E. Johnson, Accounting Department MUSIC Betty T. Kane, Business Management Department Coordinator: Timothy H. Lindeman, Robert G. Williams, Economics Department Music Department

Th e Money and Finance Th e Music concentration off ers concentration is a package of courses students the opportunity to explore designed to prepare students to be the world of music, both in academic successful in a wide variety of careers, situations as well as in performance. A including banking, investments, and student can complete it by taking four international business. Th e central skills academic courses (two of which are that students learn in these courses are to specifi ed by the department), or by taking read and analyze critically an organization’s two academic courses and a variety of fi nancial reports and to think strategically performance studies or ensembles. Th us about positioning an organization in the a student can pursue an interest in either fi nancial environment. Th e Money and theory and history or performance areas. Finance concentration provides students Th e concentration will engage the with an introduction to the economic student on many levels: intellectually, environment and basic economic, emotionally, and creatively. By requiring accounting, and fi nance concepts, a two specifi c courses, the department complete introduction to the banking guarantees that the student receives system, and tools that can be applied to exposure to important theoretical and for-profi t and not-for-profi t businesses. historical constructs while at the same time Th e concentration enhances and being free to pursue a performance goal or complements major fi elds of study such as contribute to the campus community by accounting, management, and economics. taking part in ensembles. It also prepares liberal arts students with Th e concentration in Music is not the essential business skills that will available to music majors. enable them to move into a managerial career track later on. Former graduates of Requirements. Students take a minimum this concentration have said it provided of 16 credits’ worth of courses with the them with excellent basic preparation for MUS prefi x. Th ese must include: graduate school in business administration. • MUS 101: Music Th eory I • MUS 310 or 311: Music History I or II Requirements. Students must take the • Additional courses including ensemble following four courses (16 credit hours; (choir, jazz, orchestra, band, or guitar), please note prerequisite requirements): private lessons, or academic courses • ACCT 201: Introduction to Accounting • ECON 221: Macroeconomic Principles • BUS 332: Financial Management* • ECON 333: Money & Banking or BUS www.guilford.edu 179 NON-PROFIT MANAGEMENT • SOAN 229: Social Organization of Work Coordinator: Richard Hackworth, Business • SOAN 246: Mediation and Confl ict Management Department Intervention • SOAN 345: Social Change: Promoting Th is concentration provides students Peace with basic management concepts and tools to enhance the marketability of their liberal arts education, as well as prepare ORGANIZATIONAL them to understand and participate COMMUNICATION more eff ectively in work in the non- profi t sector. It will provide grounding Coordinator: Richard L. Zweigenhaft, for non-management majors in practical Psychology Department applications that will serve them well throughout their lives. Th is concentration provides substantive interdisciplinary focus on communication Requirements. Students take 20 credit processes and systems that operate in hours: the following four courses, plus an organizations of all kinds and aff ect the internship that is focused on the student’s performance of functional units and particular area of interest in the non-profi t their employees with a vital impact on sector. Alternatively, students with prior organizational outcomes, employee morale, work experience in the non-profi t sector and teamwork. Research indicates that may do an independent study relating specifi c knowledge of internal and external to the work experience or petition to communication processes is important substitute IDS 401: Business Ethics (or for managers and employees at all levels. another IDS 401 approved by the chair of Courses in the concentration draw upon the Business Management Department) theory and research from several social for the internship component. sciences with multiple practical applications to organizational communication and • ACCT 201: Introduction to Accounting resource management • BUS 120: Introduction to Business or Students choosing this concentration BUS 249: Principles of Management will give sustained attention to the • BUS 371: Nonprofi t Management direct and indirect ways in which • One of the following (Business communication processes and social Management majors must take three dynamics aff ect organizations and employee of the following, because the fi rst two interaction. Th ey will learn how to adapt above are required for the major): communication approaches for colleagues, • ECON 222: Microeconomics supervisors, and interdependent work teams. Principles Th is concentration will have particular • JPS 244: Confl ict Resolution relevance for managers working in large and Strategies small organizations, including volunteer • JPS 313: Law and Society and non-profi t groups, government • JPS 323: Diversity at Work agencies, law enforcement, social and • PSCI 204: Public Policy and health services, small businesses and large Administration corporations. Students will gain greater • PSCI 240: American Political understanding of organizational structures Th ought and communication processes and learn to • PSY 332: Industrial and be more eff ective as individuals, managers Organizational Behavior and members of work groups. • SOAN 102: Social Problems 180 Guilford College Requirements. Four courses (16 credit Confl ict Studies melds two related fi elds of hours): study, confl ict resolution and peace studies, • Introductory course: JPS 271: in a complementary, creative interaction. Organizational Communication and It encourages an interdisciplinary, holistic Teamwork relationship between personal and social • Th ree electives chosen from the change, structured modes of confl ict following: resolution and creative nonviolent • JPS 244: Confl ict Resolution activism, careful analysis of structural Strategies violence, and exploration of spiritual • BUS 321: Human Resources foundations for peaceable living and Management action. • JPS 323: Diversity at Work Students in the concentration • PSY 332: Industrial and engage in critical analysis in several key Organizational Psychology components of the fi eld: theories of war Students pursuing this concentration and peace, central concepts in peace must write one paper of six pages in length research, the interrelation among the in each of the four courses. Th e paper will personal, local, and global levels of confl ict fulfi ll a course assignment and also provide and possibilities of reducing confl ict, coherence by demonstrating how key and methods and practices of confl ict constructs and processes of organizational resolution, reduction, and transformation. communication apply to the content and Students build skills that help them to processes of the specifi c course. solve problems of violence and confl ict, to listen carefully and caringly to others in Note: Th is concentration will be off ered the midst of confl ict, and to contribute to only in the evening schedule for CCE organizing groups and actions concerned students. with social change and confl ict resolution and transformation.

PEACE AND CONFLICT Requirements. Because Peace and STUDIES Confl ict Studies is an interdisciplinary concentration, students must select courses Coordinator: Vernie Davis, Director of Peace from at least two Areas of Study (e.g., and Confl ict Studies and the Humanities and Social Sciences). Th e Confl ict Resolution Resource Center concentration consists of a minimum of 20 credits (10 of which must be taken Peace and Confl ict Studies is an at Guilford). Courses must include at interdisciplinary concentration that studies least two courses at the 300-400 level and the nature of confl ict and violence, the include: possibilities of social change, and the means for resolving and transforming • PECS 101, Introduction to Peace confl ict nonviolently. Th e concentration and Confl ict Studies (1 credit) draws on Guilford College’s Quaker heritage by seeking the roots of situations • two Core Courses, selected from of injustice and oppression, exploring at least two Areas of Study (e.g., nonviolent social change, emphasizing Humanities and Social Sciences) each individual’s search for truth within diff erent levels of community, and focusing • an internship experience in the on practical problem-solving. Peace and junior or senior year that builds on www.guilford.edu 181 a student’s prior course work and • HIST 255: Th e Second World incorporates peace and confl ict War studies analysis with site work • HIST 308: Th e Underground Railroad • a Peace and Confl ict Studies • HIST 315: Civil Rights Capstone Experience, which in Movement some cases may also fulfi ll the • IDS 435: Understanding Poverty college IDS requirement (although • JPS 220: Building Community a senior thesis or an independent • JPS 244: Confl ict Resolution study may be substituted in special • JPS 424: Trust and Violence circumstances); • JPS 425: Family Violence • PHIL 249: Pacifi sm and Just War • additional courses (to complete 20 Th eory credit hours) selected from either • PSCI 103: International additional Core or Supplementary Relations Courses. • PSCI 275: Asia and the World • PSCI 345: Avoiding War, Th e following courses are the Making Peace current regular off erings in peace and • PSCI 445: Globalization and Its confl ict studies. Special topics courses Discontents (250 or 450) are frequently available • REL 350: Global Women’s Voices and new courses are being added to the • REL 233: Peace, War, and Justice concentration. Please contact one of • SOAN 325: Understanding the Core Faculty for current listings of Poverty courses. • SOAN 413: Gender Violence • SOAN 425: Latin American Core Courses: Politics • REL 103: Voices of Liberation • REL 330: Nonviolence: Th eories Internship Experience and Practice A peace and confl ict studies • REL 315: Human Rights internship involves practical experience • REL 316: Globalization-Ethical that focuses on social change, nonviolent Perspective intervention, confl ict resolution or • SOAN 246: Mediation & transformation, and/or building a culture Confl ict Intervention of peace. Th e internship includes critical • SOAN 345: Social Change: refl ection on the student’s experience and Promoting Peace analysis of activities, experiences, and structures that contribute to the reduction Supplementary Courses: and transformation of violence and/or • ECON 432: International the maintenance of systems of violence Economics and domination. Students may register • GST 250: Community for PECS 290 or 390 to receive credit Development (Mexico) for the internship, or they may fulfi ll this • HIST 225: African American requirement through a non-credit essay History approved by the Director of Peace and • HIST 237: Europe in Revolution Confl ict Studies. • HIST 238: War & Peace in 20th Century Europe 182 Guilford College Senior Capstone Experience PHILOSOPHY OF Th e Senior Capstone Experience MATHEMATICS enables the student to integrate many of the elements of the peace and confl ict Coordinators: Nancy Daukas, Philosophy studies concentration. In some instances Department these courses may fulfi ll the college IDS Elwood G. Parker, Mathematics Department requirement. In special circumstances, the Senior Capstone Experience may be an Th e portals to Plato’s academy contained independent study or senior thesis. the message (paraphrased): “Let no • IDS 405: Quakers, Community, one enter here who does not know Commitment mathematics.” As this quotation suggests, • IDS 445: Culture, Confl ict, there is a rich history to the connections Negotiation between mathematics and philosophy. • IDS/REL 468: Religion, Th e philosopher-mathematician tradition continues today and can be found in, Spirituality, and Social Change among others, the theories of Formalism, • SOAN 445: Culture, Confl ict, Intuitionism, and Platonism. Negotiation Philosophy of Mathematics is a cross-disciplinary and cross-divisional concentration that investigates the PHILOSOPHY connections between philosophy and mathematics. It is particularly designed Coordinator: Vance Ricks, Philosophy as a companion to either a philosophy or Department mathematics major.

Th e Philosophy concentration consists Requirements. Four four-credit courses are required. One–a senior-level, capstone of four courses. Together, they enable seminar: MATH 475/PHIL 450–is students to: develop and awareness of required of all students. Th ree others the breadth and depth of the fi eld of depend on the major of the student. philosophy; develop the skills used in, and virtues central to, philosophical Required of Philosophy Majors: inquiry and debate, at least to a degree • Calculus (at the MATH 121 level or of excellence reasonable to expect of a above) non-major; and engage students as active • Statistics (MATH 112 or MATH 310) participants in that inquiry and debate. • Foundations of Mathematics (MATH Th e concentration in Philosophy is not 231) or Geometry (MATH 235) available to philosophy majors. Required of Mathematics Majors: Requirements. Four courses (16 credit • Ancient Western Philosophy (PHIL hours): 201) or Modern Western Philosophy • PHIL 100: Introduction to (PHIL 202) Philosophy or PHIL 111: Ethics • Formal Logic (PHIL 292) • PHIL 201: Ancient Western • Topics in Contemporary Philosophy Philosophy or Philosophy 202: (PHIL 401) Modern Western Philosophy • One elective • PHIL 401: Contemporary Analytic Philosophy (capstone) www.guilford.edu 183 PHYSICS POLITICAL SCIENCE

Coordinator: Th omas P. Espinola, Physics Coordinator: Kenneth E. Gilmore, Political Department Science Department

Th e common thread connecting the Political science is the study of diff erent goals and focuses of students politics and government. More broadly pursuing a Physics concentration is the defi ned, it is the study of values, behaviors, physicist’s approach to thinking about, and institutions that relate directly or modeling, and understanding the universe. indirectly to the making of policy in Th is process relies on clear, analytical, and society. It is concerned with the rights often abstract thinking but is ultimately and responsibilities of citizens and the grounded in concrete reality as exposed relations of people with their governments. by experiment. Reaching a clear, realistic At Guilford College, political science is an understanding of some aspect of the integral part of the liberal arts curriculum. world is of value in not only science and Perceived as both an art and a science, the engineering but also business, medicine, discipline allows students to study political law, and many other fi elds. behavior in its ideological, cultural, Th e Physics concentration will be historical, and institutional settings. Th e most useful for majors in other sciences curriculum provides students with a or education who wish to increase their broad knowledge of domestic and foreign exposure to analytical, mathematical, political institutions, processes, and issues. and computational tools which they may A grouping of political science courses will later wish to use in their chosen fi elds off er non-political science majors insight of study. Th ese may include chemistry into how decisions relating to scarce majors interested in physical chemistry, resources are made. geology majors interested in geophysics, Th e concentration in Political Science is and biology majors interested in not available to political science majors. biophysics. Mathematics majors wishing to gain experiences with hands-on, real- Requirements. Students may complete world problems that require the tools of a concentration in political science by mathematics would also be interested in taking four courses (16 credit hours): two this concentration. Th e concentration introductory courses (PSCI 101: American will be of value to students in other fi elds Political Systems; PSCI 103: International and will be individualized to maximize Relations; PSCI 203: Classics of Political exposure to skills useful the individual in Th ought; PSCI 205: Comparative Politics) his or her chosen fi eld of study. and two upper-division (300- and 400- Th e concentration in Physics is not level) courses. available to physics majors. In addition, students are required to write a refl ective paper bringing Requirements. Each student pursuing together their diverse experiences in the Physics concentration will design a the concentration. Th is refl ective paper program of study with his or her adviser(s) must be submitted to the Political that includes 16 credits of physics, at Science Department during the semester least 4 of which must be in experimental in which a student completes her or physics and 8 in theoretical physics. Most his fi nal course for the concentration. students will choose to take Physics I, II, Faculty in the department will grade the and III. An independent research project is refl ective paper pass/fail and a pass is optional but encouraged. necessary for successful completion of the

184 Guilford College concentration. It is expected that students early in order to take maximum advantage will plan their course of study with an of the required collaboration with a adviser in the department and develop a departmental adviser. We recommend theme or focus they wish to pursue. that a written form be presented to, and signed by, the chair of the department, and taken to the Registrar’s Offi ce, PSYCHOLOGY along the same lines as the current form declaring a major. (To insure completion Coordinator: Karen Tinsley, of the concentration with four courses, Psychology Department we recommend that such declaration be made before the student begins the third Th e program in psychology emphasizes psychology course.) the contribution that psychology can In addition to completing the four make to a liberal arts education through courses approved by an advisor, students stimulating intellectual development, are required to write a three- to fi ve-page personal growth, respect for others, and statement about these four courses and social responsibility. Th e psychology submit it to the department chair; this curriculum is designed to familiarize statement should indicate the coherence students with current methods and of the particular courses taken, including theories in the many specialized areas of some discussion of both the breadth investigation in the discipline, such as of the material studied and the depth biopsychology, sensation and perception, of the student’s special interests. Th e cognition, learning, personality, social statement is to be signed by the psychology processes, clinical, and development. departmental advisor, who, in turn, Students electing a concentration in submits it to the chair of the psychology psychology will identify a particular focus department. If the department chair thinks in the fi eld, and, with the assistance of an revisions are necessary, he or she will ask adviser, select courses to fi t that interest. for them. Th roughout the concentration, they will be encouraged to appreciate diff erent approaches and perspectives; to learn to QUAKER STUDIES observe psychological phenomena; and to recognize the role of multiple causation in Coordinator: Max L. Carter, Director the determination of human behavior. of Friends Center and Campus Ministry Th e concentration in Psychology is not Coordinator available to psychology majors. Th e Quaker Studies concentration Requirements. Students must take explores Quaker spirituality in relation four courses (16 credit hours), at least one to the world. Th rough study of Quaker of which is one of the three introductory history and “social testimonies” (social level survey courses (PSY 100: General ethics), it uses the perspective of this Psychology; PSY 224: Developmental world-mending spirituality to refl ect Psychology; and PSY 232: Introduction on justice issues. As an interdisciplinary to Personality) and two of which are exploration it seeks to understand upper-level courses (independent studies, forms of systemic oppression in our internships, and special topics can be time (such as sexism, racism, classism, included). militarism, religious imperialism, and Since the concentration is so environmentalism) and how to transform individualized, and to insure its coherence, them. the interested student should declare it Th is study will develop several kinds www.guilford.edu 185 of thinking in speaking, listening, and • HIST 223: Gender and Power in U.S. writing: analysis, criticism, imagination, History textual interpretation, social problem- • HIST 225: African American History identifi cation and problem-solving, • HIST 308: Th e Underground and self-refl ective exploration. It will Railroad investigate the interrelated subtle aspects • HIST 315: Th e Civil Rights of individual selves, characteristics of a Movement religious movement, large but obscured • PHIL 111: Ethics social systems, and the student’s own • REL 103: Voices of Liberation religious and ethical commitments. • REL 222: Feminist Th eology • REL 400: Women, Body, Voice Requirements. Five courses (16 credit • SOAN 313: Sociology of Sex and hours) and an internship. Th e courses: Gender • Introductory Seminar–GST 105: • SOAN 265: Racial and Ethnic Quaker Social Testimonies & Spiritual Relations Roots (2 credits) • REL 110: Quakerism or REL 235: Peace Quaker Origins • JPS 244: Confl ict Resolution • Culminating Seminar–GST 450: • JPS 425: Family Violence World-Mending Spirituality (2 • REL 233: Peace, War, and Justice credits) • REL 330: Nonviolence—Th eories • Justice (Social\Environmental)–two and Practice 4-credit courses from the following: Community Integrity • IDS 405: Quakers, Community, • BIOL 212: Environmental Science Commitment • ECON 344: Environmental and • IDS 424: Th e Sea and Us Resource Economics • JPS 313: Law and Society • GEOL 121: Environmental Geology • PHIL 247: Philosophy of Law • IDS 423: Ethical Issues in Biology • REL 203: Buddhism, Ecology, Society and Medicine • REL 206: Chinese Religions and • REL 120: American Nature Writing Ecology • REL 312: Humanistic Ecology • REL 313/IDS 412: Nature, Culture, • THEA 243: Plays & Meaning Religion.

Simplicity • IDS 405: Quakers, Community, & RELIGIOUS STUDIES Commitment FYE 101: Plain People Coordinator: Shelini Harris, Religious Equality Studies Department • ECON 450: Women and the Economy Religious Studies at Guilford • ECON 450: Women and Children explores the mystery and meaning of our and Economic Policy existence as selves in the many aspects • ENGL 224: Self Image in Women of the social and natural world. We Writers seek to nurture wonder, insight, clear • ENGL 230: African American and creative thinking, to understand Literature humanity’s destructive ways with others • ENGL 331: Black Women Writers and the environment, and to imagine 186 Guilford College ways of mending the world. We want Anthropology promotes the study of to open heart and mind to the sacred society and culture. Since people live and the problematic in our world today every aspect of life within a complex and historically. Th e burning issues we sociocultural environment, it is possible to address are forms of social oppression and develop the self fully only with extensive environmental destruction, the nature knowledge of that environment. Both of the divine and the human condition, disciplines focus on the ubiquitous the development and practice of religious processes of social organization and traditions, and the meaning of the the ways in which human knowledge, religious. We aim to draw forth leadership behavior, and institutions are socially and potential in all students to enable them culturally infl uenced. Sociology at Guilford includes an added focus on structural throughout their lives to be agents of analysis of the institutionalization of change where they fi nd themselves, values that contribute to social problems overcoming injustice and engendering the such as violence, racism, sexism, class fullness of life. stratifi cation, and intolerance generally in Th e concentration in Religious Studies is organizations. not available to religious studies majors. Th e concentration in Sociology is not available to SOAN majors. Requirements. Four approved courses (16 credit hours) in Religious Studies, with no Requirements. Th e concentration consists more than two at the 100 level and at least of four courses (16 credit hours): one at the 300-400 level. Concentrators • SOAN 101: Principles of Sociology work with the Department Chair or and/or SOAN 102: Social Problems Concentration Advisor to determine a • If both SOAN 101 and SOAN specifi c Focus, which brings together four 102 are taken, choose one courses around a specifi c topic. Students elective course from the list sign-up for their Focus when they sign-up below. for the concentration. Th ere is a checksheet • If only SOAN 101 or SOAN that lists the courses that count for each 102 is taken, choose two Focus. Focuses include the following: elective courses from the list • Religion & Social Action below. • Religion & Women’s Studies • Elective sociology courses: • Religion & Ecology • SOAN 213: Class, Race, • Interdisciplinary Religious Gender Studies • SOAN 229: Th e Social • Religious History Organization of Work • Western Religion • SOAN 245: Race and Ethnicity • Comparative Religion in Latin America • Asian Religions • SOAN 250: Special Topics • Religion, Literature & the Arts • SOAN 260: Independent Study • SOAN 265: Racial and Ethnic Relations SOCIOLOGY • SOAN 275: Contemporary Mexico Coordinator: Kathryn Schmidt, Sociology • SOAN 290: Internship and Anthropology Department • SOAN 313: Sociology of Sex and Gender Th e Department of Sociology and • SOAN 330: Inequality in Latin www.guilford.edu 187 America Requirements. Four four-credit courses • SOAN 331: Latino Migration at the 200 level or above, all taught in Patterns Spanish. Th ese courses must include: • SOAN 337: Social Research • SPAN 220: Introduction to Literary and Methods Cultural Analysis • SOAN 341: Social Th eory • One of the following: • SOAN 350: Special Topics • SPAN 310: Contemporary Latin • SOAN 360: Independent Study America • SOAN 390: Internship • SPAN 311: Contemporary Spain • One capstone seminar at the 400- • SPAN 340: Film, Life, and Literature level, to be taken at the end of the of Latin America • Or one course (at the 200 level four-course sequence. or above taught in Spanish) in a Spanish-speaking country Once the student has taken the three introductory and/or elective courses in sociology, s/he is prepared to declare, SPORT ADMINISTRATION in written form, her/his intention to concentrate in the discipline using a Coordinator: Robert Malekoff , Sport form available from the concentration Studies Department coordinator. Completing the declaration form is to precede enrollment in the Th e Sport Administration capstone 400-level seminar. Th e form concentration provides students the basic includes a statement explaining the links competencies desired in the administration among the three previously completed of athletics, recreation, and sport. courses and the requested seminar. In addition to obtaining theoretical knowledge in the classroom, students have SPANISH LANGUAGE AND the opportunity to apply their knowledge in a practical experience of organizing SOCIETY and managing a sport event. Students are not required to major in either the Sport Coordinator: Sylvia Trelles, Foreign Studies or Management Departments Languages Department Students are not required to major in either the Sport Studies or Management Th is concentration provides access Departments. Students choosing this to Spanish-speaking cultures as well concentration should be motivated in the as insights into our own culture. Th e proper and ethical administration of sports program focuses on language-learning as a programs. living, functioning, and fun activity, and Th e concentration in Sport combines the development of language Administration is not available to sport skills with the discovery of new ways to management majors. see and think about diff erent cultures. It fosters international understanding and Requirements. Th e Sport Administration provides knowledge and skills that are concentration requires 16 credit hours: becoming increasingly essential in our • SPST 130: Introduction to Sport evolving global society. Management Th e concentration in Spanish Language • SPST 430: Integrative Sport and Society is not available to Spanish Management majors. • One of the following: • SPST 231: Facility Design 188 Guilford College and Management THEATRE STUDIES • SPST 234: Sport Finance • SPST 335: Sport Coordinator: John Zerbe, Th eatre Studies Communication Department • One of the following: • SPST 335: Sport Th e concentration in Th eatre Studies Communication provides students with the opportunity • SPST 431: Sport Marketing to study an intensely collaborative art • SPST 432: Legal Aspects of form from three perspectives: design or Sport and Exercise technical production, dramatic literature or theatre history, and performance. It explores the unique responsibilities carried SPORT MARKETING by diff erent members of the creative staff as they conceive and execute a theatrical Coordinator: Robert Malekoff , Sport production. Studies Department Th e concentration in Th eatre Studies is not available to theatre studies majors. Th e Sport Marketing concentration provides students the basic competencies Requirements. Students must complete a desired in the promotion and marketing minimum of seventeen (17) credit hours of athletics, fi tness, recreation, and including the following: sport. Its goal is to develop ethical, • One course from each of the three competent, thoughtful, confi dent, and perspectives areas listed below (12 hours) creative practitioners of sport marketing • One other 4-credit course with a THEA for organizations such as the YMCA, prefi x (or the equivalent in two-credit community recreation departments, sport off erings). Ideally, this course should facilities, professional sports teams, sporting enhance the concentrator's understanding goods manufacturers, fi tness centers, and of a specifi c perspective area (4 hours). interscholastic athletic departments. In • One practicum assignment (THEA 295 addition to the theoretical knowledge 1-4 hours) to be determined in a meeting obtained in the classroom, students have with a Th eatre Studies adviser (Options the opportunity to apply their knowledge include Stage Management, Properties in a practical experience through course Management, Costuming, Lighting, assignments. Publicity, Sound, Box Offi ce, House Students from any department Management, Makeup, and Scenic Art). are eligible to have a concentration in Sport Marketing. Students choosing this Design/Technical Production concentration should be motivated in • THEA 110: Play Production the proper and ethical promotion and • THEA 111: Backstage Production marketing of sport programs and products. • THEA 171: Introduction to Th eatrical Th e concentration in Sport Marketing is Design not available to sport management majors. Dramatic Literature/Th eatre History • THEA 130: Th eatre and Culture I Requirements. 4 courses (16 credit hours): • THEA 131: Th eatre and Culture II • SPST 232: Sociology of Sport • THEA 151 HP: Birth of the Avant-Garde • BUS 330: Sales and Advertising • ENGL 210: Playwriting Workshop • SPST 335: Sport Communication • THEA 243: Plays and Meaning • SPST 431: Sport Marketing • THEA 340: Drama of Diff erence • THEA 341: East Asian Th eatre www.guilford.edu 189 • Any four-credit English class focusing • ART 231: Photography II exclusively on drama • Art elective – chosen in consultation with the art Performance instructor responsible for • THEA 125: Fundamentals of Acting photography.

Students will process the coherence Printmaking of their concentration experience by • ART 102: Two-dimensional participating in a review with department Design faculty during the senior year. Th e review • ART 221: Woodcut requires a written assessment of personal • ART 322: Color Printmaking development as relates to the goals of (or Etching) the concentration, and a formal group • Art elective – chosen in conversation with department faculty and consultation with the art other theatre students. instructor responsible for printmaking.

VISUAL ARTS Painting • ART 102: Two-dimensional Coordinators: Roy H. Nydorf and Adele Design Wayman, Art Department • ART 211: Painting I • ART 212: Painting II Th e Visual Arts concentration • Art elective – chosen in allows students from any major to consultation with the art pursue a focused exploration of ceramics, instructor responsible for design, drawing, painting, photography, painting. printmaking, sculpture or art history. Sculpture Th is concentration is not available to • ART 106: Th ree-dimensional students obtaining an A.B. degree in art. Design Th e Visual Arts concentration is available to • ART 251: Sculpture I students obtaining a B.F.A. degree provided • ART 352: Sculpture II that the medium chosen for the concentration • Art elective – chosen in is diff erent from the student’s studio focus consultation with the art area for the degree. instructor responsible for sculpture. Requirements. Th e Art Department off ers eight tracks in the Visual Arts Ceramics concentration. In general, students are asked to take four courses (16 credit • ART 106: Th ree-dimensional hours): an introductory design course Design appropriate to their focus, two courses in • ART 140: Ceramics I a particular area, and one art elective that • ART 240: Ceramics II advances their individual interest in art. • Art elective – chosen in consultation with the art Photography instructor responsible for • ART 102: Two-dimensional ceramics. Design • ART 130: Photography I 190 Guilford College Drawing for students who want to explore in more • ART 102: Two-dimensional depth women’s historical, economic, Design social, political, religious, and artistic • ART 104: Drawing I contributions. Th e concentration • ART 204: Life Drawing or ART provides an opportunity for analyzing 205: Drawing II and theorizing about an area of important • Art elective – chosen in social change. consultation with the art Requirements. Th e concentration instructor responsible for requires a minimum of 17 credit hours: drawing. four of the following courses (including at least one IDS 400 course and a course Design focused on women of color) plus an • ART 102: Two-dimensional internship (which can be one to four Design credits and can be done off -campus, on- • ART 106: Th ree-dimensional campus, and sometimes as part of study Design abroad). • ART 245: Digital Darkroom Regular courses that count for the or THEA 371: Digital Graphic women’s studies major or concentration: Design • ENGL 151: Black Women’s • Art elective – chosen in History and Literature consultation with chairperson of • ENGL 151: Women in Ancient art department. Greece • ENGL 331: Black Women Writers • ENGL 332: Black Men Writers Art History • ENGL 334: African Women • ART 102: Two Dimensional Writers Design or Art 104: Drawing I • ENGL 374: Living Women Poets or ART 106: Th ree-dimensional • HIST 223: Gender & Power in Design U.S. History • Two art history courses • HIST 268: History of Chinese • Art elective – chosen in Women consultation with chairperson of • HIST 343: Women in Modern art department Africa • IDS 407: Sacred Images, Altars & Rituals WOMEN’S STUDIES • IDS 409: Readings in Gay & Lesbian Studies Coordinator: Maria Bobroff , Director of • IDS 413: Women/Body/Voice Women’s Studies • IDS 418: Science, Sex, and Nature Th e Women’s Studies concentration • IDS 432: Drama of Diff erence is designed to provide the opportunity • IDS 455: Human Sexuality for students (men and women) to focus • IDS 466: Great Goddess, Dying on women’s experiences from a number God of diff erent disciplinary perspectives. • JAPN 220: Women in Modern Th is concentration also seeks to study Japan and clarify issues of gender defi nitions of • JPS 310: Media, Gender and women and men and to study eff orts to Nation in Japan foster gender equality. • JPS 425: Family Violence Th e concentration should be useful • PHIL 231: Philosophy and Sexuality www.guilford.edu 191 • PHIL 232: Gender, Identity and • THEA 340: Drama of Diff erence Experience • WMST 217: Literacy Seminar • PSY 213: Class, Race, and Gender • WMST 250: Special Topics • REL 222: Feminist Th eology • WMST 260: Independent Study • REL 400: Women/Body/Voice • WMST 350: Special Topics • SOAN 213: Class, Race, and • WMST 360: Independent Study Gender • WMST 450: Special Topics • SOAN 235: African Families in • WMST 460: Independent Study Transition • WMST 470: Senior Th esis • SOAN 313: Sociology of Sex and • WMST 490: Departmental Honors Gender Recent Special Topics Courses that have • SOAN 413: Gender Violence counted for the major: • SOAN 415: Gender & • FREN 311: Th e Francophone World Development in Africa • FREN 350: Th e Francophone World • SOAN 429: Gender in • PSY 250: Elders Organizations • PSY 350: Aging Women • THEA 262: Gay & Lesbian • PSY 350: Fatherhood Cinema

192 Guilford College VI. Studies Abroad Guilford sponsors several Semester of the area, the problems related to the Abroad programs, each off ering up to 18 German-Italian cultures in the South credits. Th e fall programs are in Beijing, Tyrol, and issues pertaining to Ezra Pound. Guadalajara, London, Munich, Kyoto, Also focuses on observation skills, coping and Spain. Th e spring programs are in with culture shock, and adapting to Brunnenburg (Italy), Cape Coast (Ghana), another culture. Required. Kyoto, and Spain. Th ere is a year-long program in Tokyo. 250 Saints and Heroes of the Middle Some courses are off ered through Ages. 4. An examination of medieval foreign universities; some courses are culture through a study of the cult of taught by faculty selected from the country the Saints, Christian iconography, and of residence, and when a Guilford faculty epic poetry. Th is course will use the leader accompanies a program, she or he Brunnenburg Castle as well as surrounding also teaches a class. Each program seeks a churches, cathedrals, monasteries, and balance between formal academic study other castles for the study. Required. and the opportunity for extensive exposure Fulfi lls IDS 401 and may be used for to life in a diff erent culture. Th e cost of elective history credit with approval of these programs is only slightly higher department. than the cost for a full semester on the Guilford campus; fi nancial aid is available. 250 Ezra Pound’s Th e Cantos. 4. A study Information is available from the Study of the epic poem through an examination Abroad Offi ce. of Th e Cantos. Th is analysis also relates history to the various cantos. Attention is also given to questions arising from the reading of the cantos that relate to BEIJING, PEOPLE’S the political and economic vision of Ezra REPUBLIC OF CHINA Pound. Fulfi lls humanities requirement and may receive elective credit in English 250 China Culture Course. 3. or major credit for English majors.

450 Intensive Chinese.10. Fulfi lls 250 Agro-Archeology. 4. An introduction language requirement. to the history and prehistory of agriculture, drawing from the resources of the Tyrolean 450 Special Topic (To be announced). Alps. Bi-weekly fi eld trips. An examination 3. Off ered by faculty leader. May fulfi ll of the impact of changes in agriculture intercultural requirement. on the social and religious realm as refl ected in myth, legends, customs, and beliefs. Required. May be used for elective BRUNNENBURG, ITALY Sociology/Anthropology credit or major credit for Sociology/Anthropology majors. Students will take the following courses for credit: CAPE COAST, GHANA 250 Orientation. 1. Preparation for the semester in Brunnenburg with 250 Orientation. 1. Th is course is introduction to the historical background designed to introduce students to the www.guilford.edu 193 nation of Ghana with special reference by the students under the guidance of a to the culture, belief systems, geography, faculty supervisor. Required. and history. Once students are on site in Ghana, a considerable portion of this Elective Courses (normally two for each course will be devoted to the study of student). 3. Electives are to be chosen Fante, one of the Akan group of languages from a list of courses in major disciplines spoken by a large percentage of the that will be made available to students. Ghanaian population. Th e course will be Th e courses will be selected from fi rst-year aimed at enabling students to achieve a to senior-level courses available during basic profi ciency level with which they the second semester of the academic year can successfully establish and maintain in the various faculties of the University eff ective cross-cultural communication of Cape Coast. Th ese will include courses and relationships in southern Ghana. Th is in Arts/Humanities, the Social Sciences/ orientation language component will be Business Studies, Agriculture, Sciences, taught by Ghanaian language teachers. and Education. Required. Required. CR/NC. Independent Study (a possible choice 250 Beginning Fante. 3. Th is course will to replace one elective). 3. Independent be a regular university course on the school study and research for students in the fi elds calendar year schedule, especially designed of African culture, history, economics, for the Guilford students. Required. geography, etc. under the direction of a Fulfi lls foreign language requirement. faculty adviser. Students will be required to have a faculty liaison with regard to 250 African Studies Contemporary selected literature for review. A research Culture. 3. Th is course is aimed at paper at a level beyond the term paper is informing students of the broad historical, required. Special elective. cultural, political, and economic trends in Africa with special reference to the West African region. Th e fi rst phase will GUADALAJARA, MEXICO be devoted to an introductory series of lectures after which one theme will be ART 333 Mexican Art. 3. Fulfi lls arts and addressed, for example, Contemporary intercultural requirements. Cultures, Political Economy of African Development, Science, Technology and BUS 231 Mexico and International Development in Africa, etc. Required. Trade. 3. Fulfi lls business and policy Fulfi lls intercultural requirement. studies and intercultural requirements. 250 Community Project. 3. Th is course is BUS 232 International Trade. 3. Fulfi lls designed to encourage students to become business and policy studies requirement. involved in a selected community. It will be structured to provide opportunities GST 252 Mass Media in Mexico. 3. for internships that will enable students Fulfi lls intercultural requirement. to become active participants and/or observers of a Ghanaian environment as GST 250 Orientation. 1. Preparation for manifested by a local community. Th e Mexican culture with some introduction main objective is to provide experiential to historical background of the area and learning opportunities in settings such as city and preparation in observation skills, a health post, nursery schools, local rural coping with culture shock, and adapting to development project, etc. Students will another culture. Required. CR/NC. keep a journal. A paper will be produced 194 Guilford College HIST 224 Economics and Political arts and intercultural requirement. History of Latin America. 3.Fulfi lls intercultural requirement. SPAN 333 Contemporary Mexican Literature. 3. Fulfi lls intercultural HIST 226 Economics and Political requirement. History of Mexico. 3. Fulfi lls intercultural requirement. SPAN 334 Latin American Literature. 3. Fulfi lls intercultural requirement. HIST 231 General History of Mexico (up to 1872). 3. Fulfi lls intercultural SPAN 335 Hispanic American requirement. Literature. 3. Fulfi lls intercultural requirement. HIST 232 General History of Mexico II. 3. Fulfi lls intercultural requirement. SPAN 352 Community Development. 4. Th e theory and practice of community PSCI 236 Th e Mexican Political System. development. Included is a fi eld 3. Fulfi lls intercultural requirement. component that introduces students to some of the special problems involved SOAN 332 Prehispanic Cultures. 3. in developmental projects. Students Fulfi lls intercultural requirement. work with and get to know a diversity of people. Fulfi lls intercultural or IDS 400 SPAN 231 Level I. 2. requirement. Required.

SPAN 232 Level II. 2. Fulfi lls foreign language requirement. KYOTO, JAPAN SPAN 233 Level III. 2. Th e Kansai-Gaidai Semester is off ered both Fall and Spring semester. SPAN 234 Level IV. 2. Fulfi lls foreign language requirement. 450 Japan. 16. Wide selection of courses taught in English. Japanese language SPAN 235 Level V. 2. instruction required on site. SPAN 236 Level VI. 2. Fulfi lls foreign language requirement. LONDON, ENGLAND SPAN 237 Level VII. 2. GST 250 Introduction to British Life SPAN 238 Level VIII. 2. Fulfi lls foreign and Cultures. 4. Off ers students an language requirement. introduction to contemporary Britain by examining the history of its major social SPAN 239 Level IX. 2. and political institutions, the cultural values of its peoples, and signifi cant SPAN 240 Level X. 2. Fulfi lls foreign contemporary socio-political issues and language requirement. debates. Extensive fi eld study. Required.

SPAN 331 Mexican Culture. 3. Fulfi lls REL 204 Understanding Civilisations: intercultural requirement. Islam and Th e West. 4. Explores the sources of confl ict that have led towards “a SPAN 332 Mexican Cinema. 3. Fulfi lls clash of civilisations.” Fulfi ls humanities www.guilford.edu 195 and intercultural requirements. Phase II Courses: Students enroll in one of the following, in addition to their ENGL 223 Shakespeare and Elizabethan internship: Literature. 4. Introduces the life and work of William Shakespeare and GST 250 Th e Economic Integration his contemporaries through lectures, of the European Union. 4. Examines workshops, fi eld trips and theatre visits. major issues in international trade and commercial policy, and uses real-world GST 250 Diaspora Studies. 4. Examines applications to derive and illustrate models the ethnic diversity of modern Britain in of international trade. relation to the processes and immigration and emigration. GST 250 History of Modern Design. 4. GST 350 Intercultural Communication. Examines the products of applied design 4. Drawing from traditions in anthropology during the past 150 years, including and communication studies, this course examples of furnishings, industrial design, introduces students to the theory and fashion, and graphic design in relation practice of intercultural communication. to demand, technology and production, standards, fi ne art, social reform, and the GST 350 Modern Britain 1815-present. dynamics of consumption. 4. Examines the key political, social and cultural developments GST 250 Introduction to Creative of the last two hundred years in the United Writing. 4. Introduces students to the Kingdom of Great Britain. pleasures and rewards of creative writing, using London as a context and stimulus. GST 350 International Marketing. 4. Explores the decision-making process in the BUS 346 International Business. 4. marketing of products and services in the Designed to enable the students to international marketplace. understand the critical importance of the role of multinational decision-making and GST 350 Social Welfare Issues and strategy with respect to trade issues. Fulfi lls Community Welfare Provision in the UK. business and policy studies requirement. 4. Introduces participants to the historical and conceptual framework within which social welfare provision has developed in the GST 250 International Internship. UK. 4. London off ers a vast resource for experience-based learning. Th e work GST 350 Contemporary British Th eatre environments available to FIE interns and Approaches to Th eatre Criticism. 4. cater to almost every conceivable major, Reviews the varieties of theatres available and range from large multinational (commercial, subsidized, and fringe) from corporations to small- and medium-sized a variety of perspectives and considers the enterprises, including voluntary, political, economic, aesthetic, and historical aspects public of theatre management and production. Students are required to attend a signifi cant number of productions. Note: theatre courses are subject to an additional fee.

196 Guilford College MUNICH, GERMANY TOKYO, JAPAN

250 Orientation. 1. Preparation for Th e Year in Japan. Students enroll at German culture with some introduction International Christian University, Mitaka, to historical background of the area and Tokyo, where they live and take meals city and preparation in observation skills, and classes with Japanese students. Wide coping with culture shock, and adapting to selection of courses taught in English another culture. Required. CR/NC. at the university; participants are also expected to study Japanese. A year of 101 Communicating in German. 4. language preparation is encouraged. Introduction to understanding, speaking, reading, and writing German. Fulfi lls 450 Japan. 16. Students take courses foreign language requirement. in intensive Japanese the fi rst term and during the following two terms may 201 Intermediate German I. 4. Review continue Japanese and/or take courses of German grammar. Readings in modern available in English. Most disciplines have German prose. Practice in writing short courses taught in English. essays. More information about all the 312 German Composition. 4. Discussion programs is available in the study abroad of and practice in German language offi ce and through the study abroad Web composition with analysis of diverse page. related readings.

250 Politics and Culture of Bavaria. 4. A study of the signifi cant people and events of this century through a variety of political, literary, artistic, and historical perspectives. Required. Fulfi lls social science requirement.

450 History of Modern Germany. 4. Major developments in German history from the foundation of the German Empire through the First World War, the Weimar Republic, and Nazi Germany.

450 Art History. 4. A survey of European painting and architecture from the Renaissance to the 20th century. Course includes visits to Munich’s art galleries and to buildings of architectural interest (Medieval, Baroque, and Rococo) throughout the city. Fulfi lls arts requirement. May not be off ered every year.

www.guilford.edu 197 198 Guilford College VII. OTHER SPECIAL STUDY OPPORTUNITIES Guilford off ers numerous special Th is proposal must set forth the subject, study opportunities, including internships, scope, method, and materials to be used independent study, senior thesis, special during the project. It also must indicate topic courses, the honors program, the evaluation procedures agreed upon departmental honors work, off -campus by the student and the supervisor. When seminars and course work, and summer both the instructor and the chairperson school. have indicated their approval by signing the proposal, the student should take a Internships copy of the proposal to the Registrar’s Internships, designated by the course Offi ce. Th e instructor agreeing to supervise numbers 290 and 390 in the curriculum an independent study is expected to be and carrying one to four credits, provide available for consultation while the project students with part-time involvement continues. No student may enroll for more in public and private agencies while than two independent studies or more they are enrolled in regular on-campus than eight credits of such work in a single classes. Summer internship credit is also semester; also, independent studies can available. Th e opportunity is open to not be used to satisfy general education sophomore, junior, or senior students who requirements. Independent studies have a cumulative grade-point average normally carry from one to four credits. of at least 2.50. Guideline information is available through the Offi ce of Career Senior Th esis and Community Learning. Application A written senior thesis (470 course for an internship must be processed and number) may be undertaken as a separate approved prior to the semester in which project or as the culmination of a the internship is undertaken. A student program of independent study. Th e major may apply a maximum of 12 credits department determines the format of the obtained through internships to her/his paper. Th e thesis should represent both degree requirements. Internships can serious research and independent thought. not, however, be used to satisfy general education requirements. Special Topics Courses Under the 250, 350, and 450 Independent Study designations, most departments off er Departments of the college off er upper-level courses exploring topics independent study opportunities under the according to special interests and 260, 360, and 460 course numbers. Th e capabilities of groups of students and success of such independent work depends instructors. Th ese courses may take an in large measure on the student’s initiative interdisciplinary approach and may be in shaping the terms of the investigation taught by faculty members from diff erent and her/his reliability in carrying out departments working together as a team. commitments. A descriptive proposal Special topics courses are not scheduled of the project must be approved by the on a regular basis, but as student interest supervising instructor and the chairperson warrants or as a department desires to of the department: it is understood that make them available. Courses on the same the subject of the independent study topic normally are not off ered more than must be supervised by someone in the twice. department most relevant for that subject. www.guilford.edu 199 Departmental Honors Work community. Th ey live in residence halls For seniors with a 3.50 grade-point and take most of their courses with the average in their major, some departments full student body. Honors students are off er an honors option (490 course active in a full range of campus activities, number) consisting of extensive reading, including athletics, student government, independent study, and perhaps a research campus publications, choir, theater, paper. Th e study is usually evaluated in an community service projects, and special oral examination. Th ree members of the interest clubs. faculty and a visiting examiner conduct the Guilford, a founding member of examination and it is open to all interested the North Carolina Honors Association, persons. Students successfully completing participates in the National Collegiate this program are awarded departmental Honors Council and Southern Regional honors at graduation. Honors Council. Students, faculty members, and administrators from the college attend the conferences of all HONORS PROGRAM three organizations.

Th e Guilford Honors Program Admission Process. Most students provides a sequence of classes are admitted to the Honors Program and independent study options for as entering fi rst-year students, and students designed to reward and approximately 8 - 10 percent of intellectually challenge students seeking the freshman class is accepted into superior educational opportunities. honors. Based on standardized test scores, Honors classes are small and usually taught high school achievement, writing samples, as discussion-style seminars, which allow and recommendations, students are invited intensive learning in a close and supportive to apply to the program. In addition, fi rst- instructional relationship. year and sophomore students who have Students must take a minimum of earned a cumulative GPA of 3.5 or higher fi ve Honors courses during their academic are invited to join the program. career. Students choose from a variety of courses (including codisciplinary ones and Scholarship Availability. Guilford has specially designed departmental off erings). allocated funds for honors scholarships, Under the individual supervision of a which are awarded without regard to faculty adviser, each student completes fi nancial need and are currently held a senior thesis or project. Th e program by two-thirds of the students in the is open to students majoring in all program. Scholarships are normally departments of the college. Successful awarded when students are admitted to completion of the Honors Program the college requirements is noted at graduation and on the student’s transcript. Director of the Honors Program: Vance Ricks In addition to classwork and independent study, students in the Honors Program are encouraged to attend INTERDISCIPLINARY professional and undergraduate research LEADERSHIP FOR SOCIAL conferences. Th e Honors Program off ers CHANGE (ILSC) travel support to students who present papers, research, or creative projects. In keeping with the college’s Quaker ILSC is a developmental heritage, honors students at Guilford program designed to complement participate fully in the larger campus the interdisciplinary majors and help 200 Guilford College students interested in working for change complete most requirements for high to strategically plan for the skills and school graduation. experience they desire as well as to develop Th e 11th and 12th graders are dually a refl ective practice that will serve them enrolled in Guilford and GCS. Th ese as life-long learners working for change. students take a full-time college load and Opportunities to connect current students graduate at the end of their senior year with alumni working for social change are with a high school diploma and two years off ered each semester. of college course credits from Guilford. Students may complete the ILSC Th e 11th and 12th grade students are Program by enrolling in 3 one-credit dispersed in courses across the campus, seminars: GST 130: Introduction to enrolling in a pattern of classes similar to Leadership for Social Change, GST 200: Guilford’s fi rst- and second-year students. Leadership Issues in Working for Change, Th ese students are assigned to a Guilford and GST 400: Leadership for Social faculty adviser and also work with a high Change Seminar. Students may also elect school guidance counselor. Th e library, to not complete the program and take one ITS services, computer labs, the Learning or two seminars that meet their needs. Commons, and cafeteria are available for Students completing the program receive use by these students. Upon completing a certifi cate. Th e ILSC Program is open to Early College (fi nishing 12th grade), all interdisciplinary majors. Other majors students may continue at Guilford for may participate in the program with their fi nal two years of college or apply to permission of ILSC staff . another college. Students accepted by Early College Director of the ILSC: Judy Harvey must have qualifi cations similar to those who are invited to participate in Guilford’s Honors Program. All applicants are required to complete an application for THE EARLY COLLEGE AT GCS that includes an essay, transcript GUILFORD and test information. Rising 11th and 12th graders also complete an application Early College is a collaborative for Guilford College. Representatives venture of Guilford College and the from GCS and the Guilford Admission Guilford County Schools (GCS) for Offi ce review the materials submitted. academically talented high school students Both Guilford and GCS are committed to (9th through 12th graders). Th e Early attracting a diverse pool of applicants and College at Guilford is North Carolina’s to making Early College available to all fi rst early college high school and the only qualifi ed students. Guilford County high school to achieve Honor School of Excellence status. It is situated on the Guilford campus. Th e 9th and 10th graders take honors OFF-CAMPUS EDUCATION or AP classes each semester on a block schedule. Th ese students are taught by Besides the studies abroad programs certifi ed high school teachers and advised described in Chapter VI, Guilford off ers by a high school guidance counselor. Th eir the following: classes are located in the ECG classroom building and in Bauman. Th ey have Washington, D.C., Semester. Any access to the college’s library, information Guilford student with second-semester technology and services, and the cafeteria. sophomore, junior, or senior status and a By the end of 10th grade, students cumulative grade-point average of at least www.guilford.edu 201 2.75 (3.0 for some agencies) is eligible to courses are of a general nature acceptable spend a semester in Washington, D.C. to Guilford College and are not off ered Students may choose from two programs: at Guilford during the selected term. Th e Washington Center or Th e Capital Students must secure permission from Experience. An internship and a seminar the Registrar before registering at another provide 12 credits, and a student may earn institution for a term other than the fall four additional credits by registering for an and spring semesters. independent study. Housing is provided. Library resources are shared by Information and application materials are consortia members, with many college available through the Offi ce of Career and libraries’ holdings available on-line Community Learning. through Guilford’s computers. As much as possible, consortium calendars are Off -Campus Seminars. Fall, spring, and synchronized. summer break programs are regularly Besides Guilford, the Greater planned under faculty leadership. For Greensboro Consortium includes Bennett example: in New York City, art, drama, College, Elon University, Greensboro and urban problems may be studied; in College, Guilford Technical Community Washington, D.C., national government; College, High Point University, North on the coast and in the mountains of Carolina Agricultural and Technical North Carolina, ecology and geology; and State University, and the University in the South, African American experience of North Carolina at Greensboro. All and culture. One credit is granted for each of the institutions participate in the seminar. Th e college arranges for lodging, cross-registration program. and a minimal charge to the student covers meals and travel. Th e Piedmont Independent College Two off -campus geology seminars are Association. Th is association (PICA) off ered. Natural Science Seminar travels to includes Bennett College, Elon University, diff erent locations. Seminar West, a three- Greensboro College, Guilford College to-fi ve-week fi eld camp conducted jointly and Salem College. One of the signifi cant by the Biology and Geology Departments, cooperative eff orts of the consortia is Th e studies the geology and ecology of the PICA Automated Library System (PALS), Rocky Mountains, Colorado Plateau, an electronic catalog network that serves and the East African Rift. Both fulfi ll the all member colleges. natural science requirement.

Consortium Arrangements SUMMER SCHOOL Guilford students may supplement their course selections by cross-registering Summer School at Guilford. Guilford for courses at nearby colleges and provides a summer program of two universities under Greater Greensboro fi ve-week day sessions and one 10-week Consortium arrangements. Students evening session. Students may attend on enrolled at Guilford may, with the either a full-time or part-time basis, and it registrar’s approval, take fall and spring is possible to earn a full semester of credit semester courses at seven other consortium during the summer. Courses are open institutions for credit and without to all visiting students. Present Guilford additional registration. students in good academic standing may Th ere are no additional charges take courses in the summer to accelerate beyond the payment of Guilford tuition completion of their degree program, unless the courses carry special fees. to fulfi ll general college, major, and Cross-registration privileges assume that 202 Guilford College concentration requirements, or to explore goals and interests. Before attending other new areas of interest. Summer School is institutions, students should obtain a considered to be a third term, and the Request to Take Coursework at Another same academic standards apply to Summer Institution form from the Registrar’s School that exist during the regular Offi ce, have their courses approved academic year. Suspended and dismissed in writing by the relevant Guilford students are not permitted to register for department chairs, and obtain a letter summer classes. from the Registrar certifying their good standing. Study at Other Institutions. Guilford Only course credit, not grade points, students with a cumulative 2.00 grade- can be transferred to Guilford from other point average may request permission to institutions, and students must pass take coursework as a visiting student at courses with grades of C- or better if the other accredited colleges and universities. courses are to apply to the Guilford degree. Guilford encourages its students to Students with a cumulative grade-point study for the summer, a semester, or a average lower than 2.00 should attend year at other American or international summer school at Guilford. Juniors and universities when such programs are seniors must attend approved accredited consistent with the student’s educational four-year institutions.

www.guilford.edu 203 204 Guilford College VIII. CENTER FOR CONTINUING EDUCATION (CCE)

HISTORY AND PROGRAMS with faculty and staff , fl exibility of programs and services, and an atmosphere Guilford established the fi rst of respect for all persons. undergraduate educational program for adult students in Greensboro in 1954. Th e present Center for Continuing Education CRITERIA FOR CCE STATUS (CCE) at Guilford off ers students 23 years of age or older the opportunity to To qualify as a CCE student, complete a quality undergraduate degree an individual must meet one of the through day or evening study. Academic following criteria: 1) be 23 years old by advisers assist adult students in the reentry the last day to add a class for the fi rst process. term of enrollment at Guilford; or 2) Th e adult degree program at Guilford hold a baccalaureate degree from an is characterized by quality academic approved accredited institution. Under instruction, a liberal arts tradition, special circumstances, a waiver of the age convenient day and evening classes, requirement may be requested through the support services for working adults, and Center for Continuing Education. an atmosphere of care and concern for each student. Guilford provides its CCE students with advising on admission and THE CCE STUDENT BODY courses, special registration, an Adult Transitions course, assistance with study Adult students select Guilford for a skills, career development services, and variety of reasons as the best choice for an active adult student government undergraduate education or the fulfi lling association. of personal academic goals. Most CCE Additional special features of students enroll because they wish to begin Guilford’s adult services include an adult or complete an undergraduate degree student lounge, canteen and mailboxes in the liberal arts or selected applied in Hendricks Hall, evening hours by professional areas to advance their careers, appointment, and convenient campus qualify for certain positions, prepare parking in an accessible and safe location. for examinations in particular fi elds, or Senior citizen discounts are available for enrich personal knowledge and skills. auditing courses. Some CCE students already have an Th e Center for Continuing Education undergraduate degree and wish to increase offi ce hours: their professional competence or to expand Monday: 8:30 a.m. – 8:00 p.m. skills and knowledge in new directions by Tuesday: 8:30 a.m. – 8:00 p.m. adding a second bachelor’s degree. Wednesday: 8:30 a.m. – 5:00 p.m. While the majority of adult students Th ursday: 8:30 a.m. – 8:00 p.m. transfer credits from two- and four-year Friday: 8:30 a.m. – 5:00 p.m. institutions and plan to complete degrees CCE students experience Guilford’s at Guilford, some have not yet attended Quaker values and heritage in a student- college and plan to work on a degree centered learning environment with small program, earn a Certifi cate of Study, or classes, cordial and informal relationships take courses for personal enrichment. CCE www.guilford.edu 205 students are enrolled in nearly every major Certifi cates of Study are formalized in off ered at Guilford. Of the approximately the following areas: 1,300 full- or part-time CCE students, more than half live in Greensboro while Accounting the rest commute from the surrounding Requirements: 30 semester hours area. Approximately 75 percent of students minimum to include: are female, 25 percent are male, and 35% • ACCT 201: Introduction to are minority. Most adult students maintain Accounting a full academic load (with three courses of • ACCT 301: Intermediate four credits each) even though many have Accounting I full-time jobs as well. Seventy-two percent • ACCT 302: Intermediate of CCE students take evening classes only, Accounting II 13 percent take day classes only, and 15 • ACCT 303: Intermediate percent take a combination of day and Accounting III evening classes. • ACCT 311: Cost Accounting • Approved elective from the following: PROGRAMS OF STUDY • ACCT 321: Taxation of Individuals Degree Programs • ACCT 322: Taxation of CCE students are fully integrated into Corporations and Partnerships the college program and are eligible to • ACCT 401: Advanced enroll in any of the college’s 39 majors. For students who can attend classes Accounting only at night, Guilford currently off ers • ACCT 411: Auditing 11 evening majors: accounting, business • ACCT 421: C.P.A. Problems management, community and justice • ACCT 422: C.P.A. Law studies, computer information systems, • One additional course not criminal justice, education (K-6), previously chosen from the list education (9-12), forensic biology, history, above. political science, and psychology. Th e • Additional credits to total 30 evening schedule provides a full range of semester hours from: courses to complete a degree in one of the • Courses listed above, approved evening majors. Independent Study, Business Law course, or other approved course. Certifi cate of Study Programs In addition to degree-granting Chemistry programs, Certifi cates of Study are Requirements: available. Th e Certifi cate of Study program • CHEM 111: Chemical Principles I consists of four to eight courses in a clearly • CHEM 112: Chemical Principles II defi ned sequence. It is designed for the • CHEM 231: Organic Chemistry I person who seeks an organized and well- • CHEM 331: Physical Chemistry I planned learning experience but does not • One additional chemistry course wish to embark upon a complete bachelor’s • MATH 121: Calculus I or PHYS degree program. It also appeals to the 121: Physics I (with calculus) person who has completed undergraduate or PHYS 211: College Physics I studies in one area and seeks to develop (without calculus) and document serious study in one or more strong additional areas of expertise without pursuing a graduate degree. 206 Guilford College Forensic Science and other organizations to develop human Requirements: resources and manage businesses more • BIOL 245: Introduction to eff ectively. Forensic Science • JPS 200: Criminal Procedure Reentry Assistance: Adult Transitions • BIOL/CHEM 246: Forensic Course Chemistry As a support for adults returning • BIOL 349: Forensic to school, Guilford off ers a distinctive Anthropology four-credit course, Adult Transitions. Th e course focuses mainly on clear and Interpersonal Communication eff ective writing. It also helps students Requirements: improve study skills, better understand • Introductory course—JPS 270: their learning styles, and celebrate life-long Interpersonal Communications learning. • JPS 244: Confl ict Resolution Strategies • JPS 323: Diversity at Work THE ACADEMIC SCHEDULE • Capstone course—JPS 450: Multicultural Communications Classes are off ered during the day in several formats, ranging from an hour and Organizational Communication a quarter to three hours in length. Evening Requirements: classes are available four nights a week • Introductory course: JPS 271: between 6 p.m. and 10:10 p.m. during Organizational Communication the fall and spring semesters. Evening and Teamwork course formats include Fast Track courses • Th ree electives chosen from the that meet two nights per week for eight following: weeks, Intensive courses that meet one • JPS 244: Confl ict Resolution night per week for 15 weeks, and Regular Strategies Semester courses that meet once or twice • BUS 321: Human Resources per week for 15 weeks. Many adults are Management able to schedule a full academic load (three • JPS 323: Diversity at Work courses, 12 credits) and attend classes only • PSY 332: Industrial and two nights per week, subject to course Organizational Psychology availability.

Non-credit Courses and Workshops Saturday Classes. Th ese are designed CCE also sponsors a variety exclusively for Center for Continuing of workshops and seminars for the Education students, enabling them to community that develop knowledge and attend full-time on Saturdays. NOTE: Not skills without academic credit. Continuing all major programs off er Saturday classes. Education Units (CEUs) are available for some programs. Topics might address Summer School. In the summer, Guilford cultural, educational, historical and off ers two fi ve-week day sessions plus a political issues, workplace competencies, ten-week evening session. Adult students self-assessment and improvement, and who carry a full academic load fall and topics of interest to older adults. Th ere is a spring semesters and eight credits in the fee for most of the non-credit workshops. summer can complete a four-year degree in Specialized training programs are also four years. provided by CCE on an individualized basis to local businesses, industry, schools, www.guilford.edu 207 ADMISSION ACADEMIC ADVISING

To be eligible as a CCE student, a Each enrolled student has an person must be age 23 or older by the fi rst individual faculty adviser and is class day of a given semester or must hold encouraged to consult with the adviser a baccalaureate degree from an accredited about personal and career goals, course institution. Applicants are required to selection, and job opportunities in the submit an application, offi cial transcripts, major fi eld. and a $25 application fee. A personal statement (essay) may also be requested. Th ere are additional requirements for COURSE REGISTRATION visiting/transient students, applicants requiring a student visa, and applicants All enrolled CCE students pre-register with a native language other than English. for courses with their faculty adviser for the coming semester during the designated Degree Candidates. Adult students who period. New students complete their wish to be accepted to pursue a fi rst or initial registration with a CCE adviser. second baccalaureate degree program or All students are expected to claim their a Certifi cate of Study must have offi cial printout of classes during CCE Check- transcripts from all post-secondary In/Registration at the beginning of each institutions attended submitted directly semester to confi rm enrollment and receive to the CCE Admission Offi ce at Guilford notifi cation of any room changes or other College. Offi cial high school transcripts adjustments. Students may pre-register are required if the student will be entering for fall and summer school in April and as a freshman or will be receiving veterans’ through the start of classes. Spring pre- benefi ts. registration begins in November and continues through the start of classes. Students who are college graduates Th e Greater Greensboro Consortium taking courses for personal or professional of colleges and universities allows CCE interest need only furnish an offi cial students to register and take liberal arts transcript from the institution that courses at participating institutions awarded the baccalaureate degree. during fall and spring semesters. Member institutions are Bennett For application materials, call (336) College, Elon University, Greensboro 316-2179 or write to: College, Guilford Technical Community Guilford College College, High Point University, North Center for Continuing Education Carolina Agricultural and Technical State 5800 West Friendly Avenue University, and the University of North Greensboro, NC 27410 Carolina at Greensboro. Cross-registration is possible if the selected courses are not Auditors. Adults who wish to pursue off ered at Guilford and enrollment is college-level work without receiving grades not fi lled by the host institution’s own or college credit may enroll as auditors. students. Credit will be granted and Th ese students do not complete the grades and quality points are transferable. application form and do not furnish the Students must consult with their faculty credentials required of degree candidates. advisers before registering. Th ey may register on a space-available basis by obtaining written permission from the Changes in Registration. Once registered, instructor on a registration form on the the student is responsible for all listed fi rst day of the course. courses and may change registration only 208 Guilford College by delivering to the Registrar’s Offi ce an (e.g., students who receive credit for appropriately completed and signed drop- roles in theatrical productions when add slip. Students can drop or add courses tryouts occur after the deadline to with just an adviser’s signature until the add courses). last day to add without a fee. After this date, the instructor’s signature is also Late Requests to Withdraw from a required. Refer to the academic calendar Course. After the published dates for for specifi c registration related dates such withdrawing from a course, a regular as the last day for students to add courses, grade will be given unless the Academic drop courses without a grade and drop Dean, Associate Academic Dean, or Dean courses with a W grade. for Campus Life issues an administrative Requests for registration changes are withdrawal or the Registrar approves dated according to when the request is a petition for a late withdrawal from a received by the Registrar’s Offi ce. course. Medical withdrawals are applicable Students should check BannerWeb only when a student wishes to withdraw for an updated schedule of classes in completely from the College (see section which they are registered and report any entitled Separation From Th e College discrepancies to the Registrar’s Offi ce below). Petitions to the Registrar for late within one week of submitting the drop/ W’s in courses will not be considered add form. Corrections will not be made except in the most extraordinary after one week. situations. If a student is concerned that All registration- or transcript-related s/he will be unable to obtain the necessary petitions should be directed to the signatures by the last day to withdraw with Registrar whose decision is fi nal. A denial a W grade, s/he must contact the Registrar of a registration- or transcript-related before the deadline to arrange for an petition may only be appealed to the extension. Associate Academic Dean on procedural grounds. Withdrawal from the College. Students who receive a medical withdrawal from Late Requests to Add a Course. For late the College (see section entitled Separation adds made by the last day to add with a fee, From Th e College below) will be granted the late fee is $50 for each action. After this grades of W for all courses in progress at date, late adds requested by the student and the date of withdrawal. After the last day approved by the Registrar, are each subject to withdraw with a W grade, students to a $100 fee within a semester and $200 for who either withdraw voluntarily or are the prior semester. administratively withdrawn from the Th e only exceptions to this late fee College will be awarded grades of WP policy are: (withdrawal with a passing grade, when a • registration changes mandated by student has earned a D- or higher) or WF a department to place a student (withdrawal with a failing grade). in a more appropriate course level or to balance teaching loads (e.g., STUDENT SERVICES moving from one level of language or mathematics to a higher or lower one, Career and Community Learning shifting students from one course CCE students are eligible to use section to another). any or all of the services of Career • late adds mandated by a department and Community Learning including when it was impossible to know by consultation with career specialists, the deadline whether the student use of the career information library, would be enrolled in a given course development and electronic distribution www.guilford.edu 209 of resumés, participation in job fairs and Among other activities the Association interviews with prospective employers. sponsors social and cultural events. Th e Student Government Association Counseling for Veterans operates under the direction of an 11- A staff member in the Registrar’s member Executive Board. Th e executive Offi ce is available to advise adults board derives its authority from the regarding veterans’ benefi ts. president of the college and is responsible for the allocation of CCE student activity International Student Adviser fees. CCE international students who hold student visas are required to maintain General Campus Services regular contact with the International CCE students have full access to all Student Adviser to ensure that they remain academic facilities including Hege library in compliance with visa conditions and and computer labs and may participate in with the college. Th ere is a supplemental off -campus study programs for full tuition. advising fee each semester for these A CCE specialist is available who international students for advising, works exclusively with adult students to counseling, record maintenance, and coordinate fi nancial aid counseling and participation in organized activities. payment planning. CCE students are All visa-holding international students eligible for all applicable state and federal in the CCE program must present grants and loans as well as campus-wide evidence to the Offi ce of Student Accounts academic scholarships and a special that they are currently covered by valid scholarship for adult students. CCE U.S.-based health insurance. Th is proof students who qualify on the basis of of coverage should be presented at the fi nancial need also may be considered for beginning of each fall semester or at the on-campus employment opportunities. time of entry into the program. Housing Learning Commons (formerly the Th ere is no on-campus housing Academic Skills Center) available for CCE students. Th e Learning Commons helps students manage the transition back into Adult Student Lounge the classroom. Th rough the Learning A study and activities lounge is Commons, students may receive tutoring provided for CCE students in Hendricks in specifi c courses without charge through Hall. Th ere is a telephone for local calls. the Commons. Th ey may also receive help Building hours are 7:30 a.m. to 10:30 p.m. in writing, reading, quantitative skills, when classes are in session. Th e building study skills, time management, and test- is not available on weekends unless special taking. Call 316-2253 for an appointment permission is obtained in advance. or information. Campus Identifi cation Card Adult Student Government All registered adult students Th e CCE Student Government must possess a valid Guilford College Association (SGA) is composed of all identifi cation card each semester to verify students registered for college-credit registration and access to campus facilities work through CCE. Th e Association and services. exists to serve the welfare and interests of its members and works toward the Food Service establishment of a community supportive Food service is available to all of the continuing education of adults. members of the campus community 210 Guilford College during specifi ed hours in the cafeteria Publications. CCE students are welcome located on the main fl oor of Founders to participate in the activities of Th e Hall, or in the Underground grill located Guilfordian (weekly student newspaper), in the basement of Founders Hall. A Th e Quaker (yearbook), and Th e Piper schedule of fees may be obtained from (literary magazine), but they may not serve the food service manager. Food vending as editor of any of these publications. machines are also available in various campus buildings. WQFS FM (90.9). CCE students are welcome to participate in the campus radio activities but are not eligible for leadership EXTRACURRICULAR positions. ACTIVITIES Other campus activities available to CCE CCE students may participate free of students on a “fee for use” basis include charge in academic departmental clubs and sporting events, yearbook photos, purchase activities, intramural sports, the campus of the yearbook, and participation in the fi ne arts series, and all events sponsored by college choir when not taken for academic their student government association. credit. CCE students are not eligible to be elected offi cers in student clubs and activities designed for traditional-aged students. CCE students are eligible to participate in the following activities and organizations in accordance with the stipulated guidelines:

Community Senate. (student government for traditional-age students) CCE students may participate in the Community Senate only as designated representatives of the CCE Student Government Association and by invitation of the Senate.

Student Union. CCE students may belong to the Student Union but may not serve as offi cers. As Union-sponsored activities are funded from the Activity Fee charged to traditional students, CCE students are not normally eligible to participate in these activities.

www.guilford.edu 211 Center for Continuing Education 2006-07 Semester Fees

4 Credits 8 Credits 12 Credits 16 Credits Tuition and Fees $996.00 $1,992.00 $2,988.00 $3,984.00 Registration Fee 15.00 15.00 15.00 15.00 Activity Fee* 25.00 25.00 25.00 25.00 Technology Fee 30.00 30.00 30.00 30.00 $1,066.00 $2,062.00 $3.0538.00 $4.054.00

*includes fees for SGA, Learning Commons, and Career Development Center

Other Fees Tuition per Credit...... $ 249.00 Application Fee ...... $25.00 Duplicate Diploma Fee ...... $50.00 Athletic Facilities Usage Fee ...... $26.50 Returned Check Charge ...... $25.00 Duplicate ID Charge ...... $25.00 Fee for Late Drop/Adds and Registration ...... $50.00 Motor Vehicle Registration For one Academic Year ...... $45.00 For one Semester ONLY ...... $25.00 Bicycle Registration ...... $5.00 CCE Audit Fee (per credit) ...... $50.00 Senior Citizen Audit Fee (per course) ...... $40.00 20-Meal Plan ...... $110.00 Transcript Processing Fee ...... $10.00 Transcript Processing Fee (On-Demand, Immediate Processing)...... $20.00

Special Course Fees (subject to change) Modern Dance I ...... $65.00 Modern Dance II ...... $70.00 Canoe Camping ...... $155.00 Horseback Riding ...... $415.00 Education 440 (student teaching) ...... $70.00 Education 440 (student teaching for two teachers) ...... $100.00 Music Fees-Guilford; one ½ hour lesson per week ...... $330.00 Music Fees-Guilford; one 1 hour lesson per week ...... $660.00 Private Music Fees-Greensboro Academy of Music; one ½ hour lesson per week ...... $425.00 Private Music Fees-Greensboro Academy of Music; one 1 hour lesson per week ...... $750.00 Inter Networking Computer ...... $150.00 Guitar Class ...... $150.00 Voice Class ...... $150.00 African Drumming Class Fee ...... $150.00

** Th e North Carolina Legislative Tuition Grant (NCLTG) is awarded to all degree seeking students enrolled full time as of October 1 for the fall Semester, and January 19 for the spring semester with no previous four-year degree, who have been legal residents of North Carolina for one year or more. If you feel you are eligible for the NCLTG and have sent in your forms for this grant, you may deduct an estimated amount of $900.00 from your balance (amount subject to change pending state funding). If you drop below 12 credit hours or withdraw from the college prior to October 1 or January 19, you will receive no portion of the NCLTG. 212 Guilford College Payment Option Plans Please contact a CCE Financial Aid Counselor at 336-316-2410 or 336- Payment in full is due by August 1 for the 316-2385 for more information or Fall Semester and January 1 for the Spring visit the fi nancial aid website at www. Semester. guilford.edu/fi naid.

1. Payment can be made by cash, check, cashier’s check or money order. Billing Information

2. Payment by Credit Card. Th e Semester invoices are mailed approximately college will accept payment in full, one month prior to the due date of subject to confi rmation, by VISA , payment. Invoices are sent to students at MasterCard, Discover, or American their permanent residence. If any student Express.. wishes to have a student invoice sent to another party, it is the responsibility 3. Payment by Academic Management of the student to forward the invoice Services (AMS) – Monthly Payment to another address. In special cases, Plan. you may submit a request for a second It may be convenient to pay education billing address. costs on a monthly basis. Guilford has partnered with AMS to provide an Please make checks payable to Guilford expanded payment plan program that College and send in the envelope off ers services such as: included with your bill. Please return the enclosed payment worksheet with • A fl exible 10-month installment, your payment indicating any changes interest-free monthly payment in the amount of the invoice. Please beginning June 5 for the include copies of any documents relating academic year. to outside awards, scholarships, loans, etc., which you have as payment on the • A monthly payment plan with balance due. Please mail payment in an $80.00 annual enrollment suffi cient time to be received by the date fee includes tuition protection due. Th ank you. coverage (TPC). Extended customer service hours, Internet Subsequent bills will be sent during the Access to your account, monthly fi rst weeks of September, October, and statements mailed each month, November for fall and during the fi rst and Western Union phone pay weeks of February, March, and April option. for spring. Mid-semester bills will only be sent to those students with a balance If you want to use the AMS program, due. You can query the status of your you may contact them toll-free at account through BannerWeb. Login (866) TUITION (884-8466) or (800) to BannerWeb-> Student and Financial 635-0120 or visit the AMS website at Aid-> Student Records-> and select either http://www.tuitionpay.com to learn Account Summary or Account Summary more about the AMS plan. by Term. In the event that there is a need for a copy of the statement of your 4. Financial Aid. Accounts may be account, you can request one from the settled with fi nancial aid funds. Offi ce of Student Accounts. An updated www.guilford.edu 213 statement will be mailed to you. Department of Education requirements. A refund schedule can be obtained from the Accounts Receivable Holds/ Past Due Offi ce of Student Accounts. Accounts. Accounts Receivable HOLDS are placed GRADES are not mailed home. on a student’s account when the amount BannerWeb can be accessed with any billed becomes past due. A student’s Internet Browser. account becomes PAST DUE after the fi rst day of classes at the beginning Offi ce of Student Accounts Offi ce of each semester. All charges incurred Hours. Hours are Monday, Th ursday, subsequent to the fi rst day of classes are and Friday 8:30 a.m. to 5:00 p.m., expected to be paid in full immediately. Tuesday and Wednesday 8:30 a.m. to If those charges are not paid immediately, 6:00 p.m., exclusive of college holidays. they then become PAST DUE at the E-mail address for the staff in the Offi ce of time of the next billing period where the Student Accounts: studentacct@guilford. account will be listed as PAST DUE. An edu. Accounts Receivable HOLD will remain on the student’s account until the balance Drop/Add Course Adjustments. is settled. An Accounts Receivable HOLD Financial aid awards that require half-time will prohibit students from completing or full-time enrollment for the term will be check-in at the beginning of the semester, canceled in accordance with state and/or making changes to current schedule, federal requirements. registering for future semesters, and receiving transcripts. • Regular and Intensive Enrollees: During the fi rst 21 calendar days of the session, CCE students who IF YOU DO NOT PLAN TO remain enrolled at Guilford for at ATTEND IN FALL 2006: least 4 credit hours may obtain a full refund for courses dropped. No ONCE REGISTERED YOU ARE adjustments or refunds are made after OFFICIALLY ENROLLED AT GUILFORD the 21st calendar day. AND FINANCIALLY RESPONSIBLE FOR CHARGES. IF YOU DECIDE NOT TO • Fast Track Enrollees: ATTEND CLASSES, YOU MUST NOTIFY During the fi rst 10 calendar days A CCE COUNSELOR IN HENDRICKS of the session, CCE students who HALL TO PROCESS AN OFFICIAL remain enrolled at Guilford for at WITHDRAWAL FROM SCHOOL. least 4 credit hours may obtain a full refund for courses dropped. No Withdrawal from Guilford College is adjustments or refunds are made after offi cial only after a Withdrawal Form is the 10th calendar day. completed and returned to the Center for Continuing Education and processed by Explanation of Fees. the Registrar. A request to the Registrar for an academic transcript shall not be Student Activity Fee. Th e student considered a notice of withdrawal from the activity fee is charged to all students college. and administered by the CCE student If withdrawal occurs prior to the fi rst government to cover the budget of day of classes, 100 percent of all tuition activities, special events, and publications. and fees are refunded. After the fi rst day It also pays for use of the Learning of classes, the refund is based on U.S.

214 Guilford College Commons and Career and Community with transactions during the calendar year. Learning Center by CCE students in Th e form 1098-T will report any eligible which all students may participate or from tuition and fees billed, and qualifi ed which they receive benefi ts. scholarships and/or grants credited during the calendar year. Motor Vehicle Registration Fee. Parking Form 1098-T will be mailed by registration is required for every vehicle January 31. on campus. Parking registration will be If you have any questions or concerns automatically charged to ALL students’ about the amounts reported please call accounts at the beginning of the school the Offi ce of Student Accounts at 336- year. If parking is NOT desired, students 316-2176 or 336-316-2384 or e-mail us must notify the Offi ce of Student at [email protected]. Remember, Accounts to waive the registration fee. Guilford cannot off er any tax advice or assistance. Please direct any tax questions ID Replacement Charge. Guilford has a to the IRS at 1-800-829-1040 or refer to permanent ID card system. If your ID has their web page at www.irs.gov. been lost or damaged beyond use, there is a $25.00 replacement fee.

Returned Check Charge. Returned checks will be redeposited one time unless we are notifi ed otherwise. A $25.00 handling charge will be added to the student’s account for each time a check is returned because of insuffi cient funds or other reasons. Th is is applicable to all checks written to Guilford College.

Fee for Late Drop/Adds and Late Registration. For information on the fee for late drop/adds, please refer to the Academic Regulations and Procedures portion of the Catalog.

Veterans should see the VA service representative in the Registrar’s Offi ce. Veterans who do not plan to pay in full on Registration Day should contact AMS at (866) 884-8466 or visit the AMS website at http://www.tuitionpay.com to learn more about the AMS plan.

Th e Federal Tax Reform Act of 1997.

Th e Tax Reform Act of 1997 created two tax credits, the Hope Scholarship Tax Credit and the Lifetime Learning Tax Credit. Due to this legislation, Guilford is required by the Internal Revenue Service (IRS) to issue the form 1098-T to students www.guilford.edu 215 216 Guilford College IX. LEARNING RESOURCES

Many facilities and programs give the library a distinctive strength. Of support Guilford’s academic special note are collections supported by curriculum. Descriptions follow of the Friends of the Library focused on science library, computing and information fi ction, poetry, and simple living. Endowed technology, the Learning Commons, collections also exist in the areas of fi rst-year program, science and language science, history, fi ne arts, religion, English, laboratories, classroom buildings, physical women’s studies, foreign languages, education building, performing arts spaces, international/intercultural studies, and and Guilford’s art studios and galleries. Quakerism. Hege Library also provides a wide range of services for the college HEGE LIBRARY community, including general circulation, reserves, reference assistance, and Hege Library is a complex of facilities bibliographic instruction. Interlibrary that comprises 53,000 square feet of space loan is available by mail, fax, and Internet in a modern addition and 27,000 square delivery. Students, faculty and staff can feet of renovated area. Constructed in four use the online catalog to initiate requests phases beginning with a matching grant of from our partners in the NC-PALS Library $9,000 in 1908 from Andrew Carnegie of Consortium. Th e library also participates New York, the library has grown to off er in the Greater Greensboro Consortium, numerous study spaces, house the College which facilitates mutual borrowing for Art Collection, and provide print, audio- the communities of city colleges and visual, and electronic resources. universities. Th e library collection includes about 250,000 books, periodicals, and non-print Friends Historical Collection. Th e media, and the library provides study space Friends Historical Collection, located in for 400 users. Th e Hege Library includes Hege Library, is a comprehensive research a complete array of library services, the collection of materials pertaining to the Friends Historical Collection, the Friends Religious Society of Friends (Quakers) Center at Guilford College, a Learning worldwide. Th e collection is open to Commons, the Betty Place Digital Guilford students and faculty, Friends, Classroom, and the nine-room Guilford visiting scholars, and genealogical College Art Gallery. Library functions researchers. At its core are more than 600 are automated with the catalog holdings manuscript books of Carolina Quaker of Guilford and other area colleges records dating from 1680. Th e collection available via computers at many campus also includes rare books and periodicals, locations. In addition to standard desktop manuscript collections of personal computers located in the Information/ papers and correspondence, fi les, Quaker Reference Department and the Betty Place costumes and artifacts, student theses, Classroom, laptop computers may be the college archives, and genealogical borrowed for use in any public area of the resources. Th e Friends Center Offi ce is library via wireless network. Community adjacent to the collection. members have Internet access to all the library’s digital resources from any computer on or off campus. Several special endowed collections www.guilford.edu 217 COMPUTING AND hall AT&T Multimedia Learning Center INFORMATION with 20 systems emphasizing foreign language learning. Th e Learning Commons TECHNOLOGY resource room in Hege Library contains both Windows and Macintosh systems with Computing Resources. Guilford the college standard software for general features a fully networked campus student use. Th e Chemistry, Geology, and with connectivity to academic and Physics Departments host the Guilford administrative buildings and residence Scientifi c Computation and Visualization halls. Th e campus has fi ber-optic Facility, which is equipped with a Silicon connectivity between most buildings with Graphics server and more than 20 Sun and a Gigabit Ethernet backbone. Additionally, Silicon Graphics workstations, running all connections are transitioning from Unix. Students, ranging from fi rst-year a 10 Mb/s network to a 100 Mb/s students to seniors, use these computers for connection. Each residence hall and class work, independent projects, and senior most of the student houses have a data theses. Specifi c uses include molecular connection per resident, phone and modeling, geographical information system voice mail per resident, and cable TV work, numerical modeling, development connection per room. Th e campus has a of computer graphics, and computationally 30 mb connection to the internet and is intensive calculations. Computer labs are expanding its wireless infrastructure across also present in the Biology Department campus. and the Art Department and focus on Computer labs are available to applications in those fi elds, and a number Guilford students and community in the of laboratories in the new Frank Family Bauman Telecommunications Center, Science Center are equipped with Windows Hege Library, Frank Family Science and/or Macintosh computers. Center, and other campus buildings. Th ere Guilford maintains computer are two public labs and three computer classrooms and computer training rooms classrooms located in Bauman. Th ese in Bauman and multimedia classrooms in labs are equipped with 50 Windows and Bauman, King Hall, Dana Auditorium, Macintosh systems that are installed Frank Family Science Center, Ragan Brown with the college set of standard software, Field House and Duke Hall. including Microsoft Offi ce and Web All computers on the college network browsers. Another computer lab/classroom have access to network servers managed by in Bauman, equipped with 15 Windows the Department of Information Technology and Macintosh computers, is available for and Services. Every student, staff and faculty group projects and work with advanced member has an account on the network computer applications. Students have servers with private disk space that is access to high-speed networked printer- accessible from all networked computers. copiers and scanners in these labs. Th e Guilford uses Lotus Notes as Guilford College Web site provides up- its primary means of electronic to-date information on the computer labs communication. E-mail, personal and and the college standard hardware and group calendars, and on-line conferencing software. are some of the features that this integrated Other campus technologies package provides. Faculty use the on-line include: the Hege Library Infovillage conference capability in many of their with Windows systems for electronic classes. All students, staff and faculty, receive and Internet research, the Betty Place their Lotus Notes and network accounts classroom with 20 Windows desktops, 36 when they arrive on campus. wireless laptops, and the Duke Memorial 218 Guilford College Information Technology and Services. of Guilford’s diverse student population. Th is department is located in the Bauman Th e center off ers a variety of services: Telecommunications Center, which professional tutors who assist with writing, houses the campus network and servers, study skills, reading, time management, the telephone and voice mail systems, test taking, quantitative literacy, and the cable TV systems, the Information learning diff erences; peer tutors who Technology & Services Support Center, assist with course-specifi c needs; Learning three computer labs, one multimedia Strategies and Alternative Learning classroom, one computer training room, classes each fall & spring; class & group and three computer classrooms. IT&S presentations on a variety of topics, such as provides support for academic computing, writing process and time management, and all college standard software and hardware, a campus reading series for creative writers. the Guilford network, and the college’s Th e Learning Commons also has a variety connection to the Internet. Th e Support of resources for students: a computer Center is located in Bauman 101 and is lab; space to study, tutor, and be tutored; the home of the IT&S Help Desk. Th e books, handouts, and other valuable Help Desk provides technical support for resources, such as semester-at-a-glance campus computer hardware and software calendars; a helpful link on the Guilford issues. Requests for assistance can be made College web site and assistive technology, by phone, e-mail, voicemail or just walking including Kurzweil Reader (scans texts in. Both professional staff and student and reads them), JAWS (screen reading workers staff the Help Desk. Students also software for PCs) and a magnifi er for use work for IT&S as lab workers, providing with printed texts. support in the computer labs, and Resnet Th e Learning Commons works workers, providing assistance to students in to teach students how to learn more the residence halls. IT&S provides training eff ectively and effi ciently across the in the use of the college standard software curriculum and throughout their life. Th e and hardware through scheduled workshops Learning Commons is not a remedial and classes. Faculty may work with IT&S center; rather, it provides support for all to provide training in specifi c information students, including Early College, adult, technology areas for their classes. traditional, honors, under-prepared, students with special needs, students on Multimedia Equipment. Information academic probation, and those doing Technology and Services also provides the advanced course work or writing senior campus with multimedia resources. Th ese theses. consist of digital and analog video and still cameras, data projectors, laptops, for classroom presentations, and video editing and duplication. Th ese services are provided FIRST YEAR PROGRAM by contacting the Help Desk and either reserving the equipment for pickup or for Th e First Year Program assists entering classroom setup. students from the point of admission to the college through the declaration of the major. Components include: LEARNING COMMONS Summer Contact. After a student is Th e Learning Commons was formerly admitted to the college, the First Year known as the Academic Skills Center (ext. Program provides information and serves 2253). Located on the second fl oor of as a resource to answer questions. During Hege Library, it serves the learning needs the summer, students will receive course www.guilford.edu 219 registration materials, arrival procedures, CHAOS Continues. In order to better and other mailings designed to make their assist students with the academic and entrance to Guilford as smooth as possible. social transition to college, the First Year Any questions from new or transfer Program provides a co-curricular program students can be directed to the First Year for all entering students. New students Center (x2425). meet weekly to discuss their transition, time management, study skills, and campus CHAOS (New Student Orientation). resources as well as to get acquainted with Designed to assist students with the the complexity of college life. New students logistical and social transition to Guilford, receive one credit for participation in the CHAOS (community, health, advisement, course. orientation and services) takes place immediately prior to the opening of school. Upon arrival, students will check SCIENCE CENTER into the college (including all business and fi nancial aid procedures) and receive Th e laboratory wing of the Frank Smart Cards (a student’s college ID, which Family Science Center houses the four also functions as a meal card and residence science departments at Guilford. In addition hall exterior door entrance key) and then to providing modern laboratory facilities, commence their CHAOS experience. the new science center serves as a popular Beginning with the Avanti programs, all teaching facility for the entire academic students will participate in a 2-3 day small group experience, providing them with community. It provides computerized an opportunity for experiential learning multimedia classrooms, a computer and community-building with current visualization facility, a multi-function Guilford students, faculty and staff . Th ese auditorium, an observatory, and formal and programs range from whitewater rafting informal meeting facilities. Th e new science and sea kayaking to service projects, building was named Th e Frank Family Guilford College and Greensboro history, Science Center to honor Stanley Frank - a and multicultural awareness. Students will local community leader and a trustee of the then combine as a class to participate in college from 1969-2006 - and his family. several group activities with peer leaders, Th e 54,000-square-foot facility meet with their academic adviser, complete was planned “from the inside out” to placement testing and participate in fun support Guilford’s unique vision of activities with other students. science education. Laboratory design consultants worked with each member of First Year Center. Located on the second the science faculty to design laboratories fl oor of Founders Hall, the First Year which would enable hands-on learning Center (FYC) houses the offi ces of the with intense student-teacher interaction. Director and the staff of the First Year Th ese facilities were then combined with Program. Th e center provides a resource for student work spaces, classrooms, and easily new and transfer students to get questions accessible faculty offi ces to design learning answered. Th e FYC is also the home of communities for each discipline - biology the First Year Advisory Board, usually and life sciences, chemistry, geology and comprised of one representative from each earth sciences, and physics and astronomy. First Year Experience course. Th e center is open 9 a.m. to 5 p.m., Monday through Th e result is a building that facilitates Th ursday, and 9 a.m. to 3 p.m. on Friday. interactions among the disciplines and so Telephone: (336) 316-2425. encourages the growth of interdisciplinary programs such as environmental science and health professions. 220 Guilford College Scientifi c Computation and Visualization reference. An ornithological collection Facility. Th e Chemistry, Geology, and housed in the fi eld biology laboratory Physics Departments host the Guilford dates back over a century to the work of Scientifi c Computation and Visualization Guilford alumnus T. Gilbert Pearson, Facility, which was made possible by a grant one of the fi rst presidents of the National from the National Science Foundation. Th is Audubon Society. Th e department facility is equipped with a Silicon Graphics maintains a collection of specimens server and more than 20 Sun and Silicon of vertebrates from North Carolina. Graphics workstations, running Unix. Th e college woods and lake serve as a Students, ranging from fi rst-year students “living laboratory” with over 240 acres to seniors, use these computers for class for research and study in forest ecology, work, independent projects, and senior ornithology, herpetology, and limnology. theses. Specifi c uses include molecular modeling, geographical information system Chemistry. Th e Chemistry Department work, numerical modeling, development has recently occupied the new Frank of computer graphics, and computationally Family Science Center. Th e laboratories intensive calculations. and other department facilities were designed by the faculty to allow students Biology. Th e Biology Department has in all chemistry courses, including the six large, well-equipped laboratories on introductory courses, access to state of the the fi rst and lower fl oors of the Frank art instructional and research facilities. Th e Family Science Center, a greenhouse, General Chemistry lab is equipped with several instrument/prep rooms and faculty downdraft hoods for each student, as well research space. A seventh laboratory in as data ports at each station. Th e Organic the Frank Center is designed specifi cally Chemistry lab provides individual access for biology majors who are conducting to research-grade fume hoods that allow individual research projects. All of modern experiments to be performed the teaching laboratories in the Frank safely. Both labs are equipped with Center are fully wired and equipped with computer projection systems to facilitate computer projection facilities, audio- demonstration of laboratory techniques visual equipment, and multiple computer and concepts. Th e Advanced Chemistry terminals for student use. Th e student lab is a fl exible space that can be used research lab and the teaching laboratories by junior and senior chemistry students are furnished with modern molecular to perform more advanced procedures biology equipment that give students in physical, analytical and inorganic practical experience in research methods. and materials chemistry. A Research lab Th e forensic biology laboratory is furnished permits students to pursue thesis research with a GC-MS and a wide variety of new under the direction of a faculty member. instrumentation used both in teaching and Instrumentation available to students research. In addition, modern crime scene in these laboratories includes double software and a collection of BoneClone beam UV-visible spectrophotometers, replicas are available for student use. Th e an FT-IR spectrophotometer, high- physiology laboratory provides equipment performance liquid chromatographs, and computer hardware and software for calorimeters for solutions and polymer studies of animal and human functions. Th e analysis, a potentiostat-galvanostat, and Bailes Greenhouse provides opportunities an ion chromatograph. Most instruments for student and faculty research and also are interfaced with computers to facilitate serves as a depository of typical vascular collection and processing of data. Student plants for observation and study. An offi ces give chemistry students spaces herbarium is also available for botanical within the department to study, read www.guilford.edu 221 journals or analyze data in a comfortable these goals, the Physics Department setting, with easy access to faculty. emphasizes undergraduate research - especially projects initiated and designed Geology. Geology facilities support a by students - as a critical element in the complete fi eld and laboratory program and physics learning process. Beginning in the complement Guilford’s student research fi rst year, students are asked to initiate and program in geology. Th e Frank Family design their own investigations. More than Science Center has eight state-of-the- 3,000 square feet of laboratory space within art geology classrooms and laboratories, the department supports undergraduate including ample and comfortable student research. Many of the experiments that research and study space, with excellent students conduct here are independent access to faculty. projects that are not associated with any Th e department owns an extensive particular course. Equipment for these map, rock, mineral, and fossil collection. experiments is constructed and modifi ed in We are equipped with rock and the modern shop facilities in the basement mineral analysis capabilities, including of the Frank Family Science Center. Th e polarizing petrographic microscopes, department off ers two endowed physics photomicrographic facilities, dissecting awards, the Jeglinski Physics Award, in microscopes, sample preparation facilities, memory of Boleslaw Jeglinksi and Michael gem analysis equipment, and basic Jeglinski, and the Helen and Winslow sedimentation equipment. Field studies Womack Physics Research Award. Th ese are enhanced by a portable magnetometer, awards are given annually to students to gravimeter, and a 12-channel seismograph. support their research and fund their travel Th e department has outstanding facilities to professional scientifi c meetings such as for hydrologic studies, including eight the National Conference on Undergraduate monitoring wells that have been installed Research. on campus, dataloggers, pumps, water Th e department’s introductory level tapes, and other standard equipment. laboratories rely on a microcomputer- A small lake on campus is also available based data gathering and analysis system for study, and a permanent weir has connected to the campus network. Th e been installed on the college creek for advanced laboratories, created with support surface water studies. Th e department from the National Science Foundation, also maintains a geochemistry lab and focus on experimental modern physics has fi eld equipment for environmental and include cryogenics, optics, atomic and investigations, including a portable nuclear physics, electronics centers, and spectrophotometer for contaminant modern astronomical observing tools in analysis. Th ese are complemented by the visible, Infra-red and 14 MHz radio Geographic Positioning System hardware frequencies. Students learn to control the and software, and excellent computer sophisticated equipment in these centers facilities (UNIX and PC), image using LabVIEW ™ programs running on the processing capabilities (computer, software, department’s many personal computers. For and images), and computer graphics and more complicated computational studies, mapping capabilities, digitizing pad and students use Sun and Silicon Graphics Unix color plotter. workstations from Guilford’s Scientifi c, Computation, and Visualization Facility. Physics. Th e physics curriculum helps In addition to the laboratory space, students to learn the science of physics the Physics Department houses two rooms and become physicists. To accomplish of student offi ce space. Each physics major 222 Guilford College is given a desk and may use this space as CLASSROOM BUILDINGS a place to study or to store books. Th ese rooms, provided by gifts from the physics Th e three main classroom buildings alumni, are wired to the campus network are Duke Memorial Hall, King Hall, and contain a personal computer and and the Frank Family Science Center. a Sun workstation for student use. Th e In addition to classrooms and offi ces, department also operates a ham radio Duke Hall also houses the foreign station that is housed in the basement of languages laboratory. Film viewing and King Hall. demonstration lectures for groups up to 75 can be accommodated in Duke Hall’s C. Elmer Leak Audiovisual Center, with equipment for video projection of both OBSERVATORY computer graphics and videotape on a large screen. Th e Frank Family Science Center King Hall is the location for general houses the J. Donald Cline Observatory classroom and offi ce space. and an astronomy lab, a photographic Classes are also held in Bauman darkroom, and an observatory support Telecommunications Center, Dana room. Th e principal instruments are a 16- Auditorium, Founders Hall, Hege-Cox inch Ritchey-Chretien optical telescope on Hall, and the Physical Education Center. a robotic mount and a seven-foot diameter Th e Frank Family Science Center radio telescope on a fully motorized houses a 135-seat domed auditorium that altazimuth mount. Instrumentation is a video, audio, and computer multimedia for the optical telescope includes CCD facility used for lectures, fi lms, concerts, cameras, photometers, and a spectrometer. and student theater productions. Th is facility is used in the introductory astronomy and physics classes, for public viewing, and for undergraduate student PHYSICAL EDUCATION research. Th e college also shares a research- CENTER grade 32-inch telescope at the Th ree- College Observatory that is located about All students are encouraged to 33 miles from campus. participate in intercollegiate and intramural sports. Guilford College’s Physical Education LANGUAGE LABORATORY Center, dedicated in 1980, aff ords students the opportunity for physical development, An important gift from the Price recreation, and athletic competition. Family of Greensboro established the Th e center consists of: Price Language Laboratory in 1965. In • Alumni Gym, built in 1940, which 1995, AT&T generously contributed the has one basketball court as well Computer Laboratory Classroom through as offi ces for coaches and some faculty its University Equipment Donation members. Program. Th e lab space, on the third fl oor • Ragan Brown Field House, which has of Duke Memorial Hall, allows individual a 2,500 seating capacity and three and group work with multimedia CD- full-size basketball courts. Classrooms ROMs, Internet access, and large-screen projection capabilities for both computer for physical education studies are also and video programs. housed here. • Swimming pool and dive tank. • Weight room, featuring Hammer www.guilford.edu 223 Strength equipment. the Guilford College Art Gallery houses a permanent teaching art collection and Adjacent outdoor athletic areas to the PE features exhibitions emphasizing modern Center include: and contemporary art refl ecting social and • Fields for baseball, football and a cultural issues congruent with the college’s running track, lacrosse, rugby, soccer, Quaker tradition. Art history classes are softball and ultimate Frisbee. taught in the Bauman, Frank, and Duke • Tennis courts (8). classrooms. Th e Guilford College Art Gallery. Housed in Hege Library, the Guilford College Art PRACTICING, PERFORMING, Gallery opened in 1990 with more than AND MEETING SPACE 3,500 square feet devoted to exhibiting the college’s permanent art collection Charles A. Dana Auditorium, completed and occasional temporary exhibitions. In in 1961, is a proscenium theatre that seats addition to an enclosed main gallery, there 1,000 and is used for major musical events are eight atrium galleries, vitrines, and an as well as for lectures and conferences. Th e art storage area utilized by the college’s art south wing houses teaching classrooms, curator. music practice rooms, and a large choir As the “scholarly crossroads” of the room for rehearsals and small informal Guilford campus, Hege Library off ers an concerts. Th e Mary Pemberton Moon ideal location for the gallery. Th e addition Room is suitable in size and arrangement of visual arts to the library enriches the for worship, informal lectures, and environment for students who may view fi ne monthly faculty meetings. Dana works of art while pursuing their studies. Auditorium hosts classes from a variety Th e original works of art on display function of disciplines and houses offi ces for the as a primary source of knowledge for faculty, Music and Religious Studies Departments. students, and the community at large. In the summer, Dana is home to the Students analyze and study these objects in Eastern Music Festival and the Eastern a variety of contexts; creative artists draw Philharmonic Orchestra. inspiration from them; and faculty use them to reinforce their interdisciplinary approach Sternberger Auditorium, adjacent to to teaching. Th e Gallery’s exhibitions Founders Hall, is a fl exible performance emphasize modern and contemporary space that seats up to 250 and is equipped art refl ecting social and cultural issues for stage productions, concerts, lectures, congruent with the college’s Quaker and dances. tradition. Th e college seeks to collect works of art representing a broad range of periods, STUDIOS AND GALLERIES styles, and cultures. Formed in 1973, the permanent collection was signifi cantly Hege-Cox Hall contains the Art expanded in 1986 with generous Department offi ces, outdoor kilns for contributions by Rachel and Allen Weller fi ring ceramics, darkroom, and studios and by Ruth and Ira Julian, dedicated for wood and mixed-media sculpture, art collectors. Th e collection was further welding, ceramics, printmaking, painting, enhanced with a gift of important 19th and drawing. Th ere is a hallway gallery for - and 20th-century traditional African the exhibition of student work. Gallery sculptures from Dr. A. Kelly Maness, Jr. spaces in Founders Hall also exhibit Spanning more than 40 centuries and work by students. In the Hege Library, four continents, the collection now includes 224 Guilford College more than 1,100 objects by more than 450 artists, with an emphasis on 19th and 20th- century American and European paintings, prints, and drawings. Th e collection includes original works by Rembrandt, Picasso, and Dali as well as an impressive selection of 20h-century American artists, featuring works by Grant Wood, Leon Golub, Sue Coe, Miriam Schapiro, Robert Bechtle, Josef Albers, Roger Brown, Joseph Stella, and Abraham Rattner.

www.guilford.edu 225 226 Guilford College X. ADMISSION AND FEES

Guilford accepts applicants whose include among the 16 high school units qualities of intellectual capability, at least 12 academic units (four units in personality, and social awareness English, three in mathematics, three or potentially enable them to benefi t from four in natural sciences, and two to six both the academic program and campus in a foreign language). In the evaluation life. Further, the college seeks students of applications, the admission offi ce will whose backgrounds and talents will enrich recalculate the high school grade-point the experience of the college community average using core high school courses and whose concerns promise constructive (English, mathematics, natural and social leadership and service in the society in sciences and foreign languages). Th is which they live. grade-point average will be utilized for Th e college builds a community of evaluation. individuals whose diverse geographic and In addition to their course work in ethnic origins and varying races, religions, high school, prospective students are urged ideologies, sexual orientations, and to read widely outside of class to broaden socioeconomic backgrounds will enrich their general background and acquaintance and enhance the educational experience at with contemporary issues. Students Guilford. also are encouraged to increase their competence in writing and to develop the NOTE: For admission and fee ability to express ideas accurately. information specifi c to CCE students, please see chapter VIII. Entrance Tests To assist the Admission Committee in evaluating a prospective student’s academic ADMISSION PROCEDURES potential, each applicant is expected to take the Scholastic Aptitude Test (SAT I) administered by the College Entrance Criteria for Selection Examination Board or the test of the Th e Admission Committee reviews American College Testing Program (ACT) each application individually, with and have scores sent directly to the college. consideration given to all aspects of an applicant’s record, keeping in mind the Portfolio admission objectives set out above. An applicant may choose to submit a portfolio instead of standardized test Academic Record scores. A portfolio should refl ect the Th e Admission Committee examines student’s academic, creative, and personal an applicant’s past scholastic achievement, interests and accomplishments. It must as demonstrated by course selection, include, but is not limited to, 3-5 grades, class rank and other presented writing samples (at least one should be a materials. graded expository written work) and, if Th ere is no specifi c number or pattern available, a junior/senior reading list. If of units required for entrance to Guilford. desired, students are welcome to submit Th e college is primarily interested in the additional artwork, poetry, or DVD quality of a student’s overall academic presentations of work. Students must also performance. However, to be better schedule an interview (on-campus, alum, prepared for academic success in Guilford’s or via phone) as well as submit a short liberal arts curriculum, a student should response regarding the decision to submit www.guilford.edu 227 a portfolio in lieu of standardized test of English as a Foreign Language) scores. Th e content of a portfolio is limited score (to be considered, a student only by the applicant’s imagination; it must score 550 or above). must be suffi cient, however, to provide • a completed fi nancial statement evaluative information to substitute for indicating adequate fi nancial standardized test scores. In this case, support to meet the expenses of the choosing to withhold SAT I or ACT scores entire academic program at the will not prejudice the student’s chances of college. Applications will not be admission. processed unless such declaration can be made. Personal Characteristics Personal characteristics are evaluated A provisional admission can be granted through recommendation forms and an to a prospective international student who interview, preferably on campus. Guilford meets the following conditions: encourages students to visit, have an • ranks in the upper 40 percent of his interview with an admission offi cer, talk or her graduating class. with diff erent members of the college • has maintained a grade average community, and become familiar with equivalent of C or better. the campus. Personal contact also lets the • agrees to continue studying in an admission staff become better acquainted intensive English language program with an applicant. Arrangements for a until s/he scores 550 or above on the personal interview and a campus visit TOEFL examination. Upon achieving may be made by writing or calling the a minimum TOEFL score of 550, Admission Offi ce. Call (336) 316-2100 or the applicant is required to complete a (800) 992-7759 to arrange a campus visit. statement demonstrating profi ciency in written English. Other Materials All applicants are encouraged to Transfer Applications submit for the committee’s review a Qualifi ed students from other copy of a challenging expository writing accredited and approved colleges and assignment from any junior or senior level universities are welcome to apply to academic class that has been graded by a Guilford. In order to be considered for teacher, with an explanation of the context admission to Guilford, a prospective of the particular assignment. Additionally, transfer student needs at least a C average applicants should submit information in all academic work taken at the college concerning unusual circumstances, level. Consideration is given to the achievements, or abilities which would be academic reputation of the college from relevant to the process. which the student wishes to transfer and the type of courses taken at that International Student Applications institution. Transfer applications are To be considered for admission, an evaluated according to the same criteria international student must comply with used for fi rst-year applications. certain special procedures. An applicant Th e materials necessary to complete should complete the application form and an application for transfer are: return it with the following: • the transfer application for admission • a bank draft in payment of the and the $25 application fee. application fee of $25 (U.S. dollars). • if the student is transferring in with • one copy of an offi cial transcript from at least 30 hours of college credit: each high school or college attended. a transcript from every college • one copy of an offi cial TOEFL (Test attended. 228 Guilford College • if the student is not transferring in four or better, or general CLEP scores with at least 30 hours of college of 55 or better. Subject CLEP scores credit: a transcript from every high must be at least 50 for placement and at school attended and results of one least 55 for credit. General examination of the college entrance examinations scores may apply only to courses taken to (SAT or ACT scores earned while in satisfy the general college or distribution high school are acceptable). requirement. Students may obtain credit • a recommendation from the dean of for other courses only by taking subject students of each college the student area examinations. has attended (this form is separate Guilford also recognizes the from the application for admission). International Baccalaureate (IB) for admission purposes. IB credit will be English and Foreign Language awarded to students who have achieved Evaluation scores of 4 through 7 on the Higher Level All fi rst-year students are evaluated for tests. profi ciency in English and in the foreign Th e college will also award up to language they wish to continue studying. 16 credits for educational experiences On the basis of these evaluations, students during military service according to are placed in the most advanced courses the recommendations of the American for which they are qualifi ed. Students Council on Education. also will be evaluated for profi ciency in For further information, the student mathematics. should contact the Registrar’s Offi ce or the Enrollment Offi ce. Continuing Education Immunizations students should consult an academic North Carolina law requires that all adviser in the Center for Continuing students submit proof of immunization Education. against diphtheria and tetanus (DT), polio, measles (rubeola), mumps, and Early Entrance rubella within 30 days of enrollment. Guilford’s Early Entrance program Students failing to do so must be welcomes applications through the suspended. normal admission process from qualifi ed students who wish to pursue their Advanced Placement, International educational objectives at an accelerated Baccalaureate, and ACE credit rate. Students of proven academic ability Advanced standing may be earned and exceptional motivation and maturity through the Advanced Placement Program may be considered for admission before of the College Board or the College Level completion of the full four-year high Examination Program (CLEP) for a total school program. Any high school student of 32 credits for those examinations that with superior academic potential is eligible correspond to courses in the Guilford to apply. Usually these applicants wish to curriculum. enroll after completion of the 11th grade, Th e required course First Year but capable students who wish to enter Experience 101 cannot be waived by college even earlier may, in some cases, be examination. Th e appropriate department considered. Minimum age for application chairperson must approve placement and is 14. credit decisions in the student’s major. For details, contact the Enrollment Placement requires Advanced Offi ce. Placement scores of three or better, or CLEP scores of 50 or better; credit Application Procedure requires Advanced Placement scores of Applications are processed as soon www.guilford.edu 229 as an application form and all supporting To apply to Guilford under the Early materials are received in the Admission Action Plan, students should take the Offi ce. Th e materials needed are: SAT I or ACT examination no later than • the completed application form with a December of their senior year in high $25 application fee. school and submit their applications, with • a transcript of all secondary school all supporting material, by January 15 of work. that year. • results of one of the college entrance Students choosing the Early Action examinations (SAT I or ACT) or a Plan may apply to other colleges and are portfolio. under no obligation, if accepted, to notify • the School Report Form and at least Guilford of their college choice until one Teacher Evaluation (these forms May 1. are included with the application for admission). • other recommendations at the discretion of the applicant.

Accepted students confi rm their intention to enroll by paying a non- refundable $300 Enrollment Fee required of all students.

For more information Inquiries concerning admission to Guilford should be addressed to:

Guilford College Admission Offi ce 5800 West Friendly Avenue Greensboro, NC 27410 (336) 316-2100 or (800) 992-7759 [email protected]

Early Action Plan To allow prospective Guilford students who clearly are interested in the college but have not yet determined that it is their fi rst choice, Guilford off ers an Early Action Plan. Students who also plan to apply for a merit award through the Guilford College Honors Scholarship program should choose this option. Th rough this arrangement, students who have strong academic and personal qualities may have a decision from the Admission Committee by February 15 of their senior year rather than April 1. Additionally, Guilford agrees to waive the $25 application fee for all Early Action applicants. 230 Guilford College Traditional Age 2006-2007 Semester Fees

Residential Students Housing Residential Students Residential Students BASIC DOUBLE Options LARGE SINGLE Room SMALL SINGLE Room Room Meal Plan Plan Plan Plan Plan 3 Plan 4 Plan 3 Plan 4 Plan 3 Plan 4 Options 1 or 2 1 or 2 1 or 2 Tuition $11,545 $11,545 $11,545 $11,545 $11,545 $11,545 $11,545 $11,545 $11,545 On-Time- Payment ($200) ($200) ($200) ($200) ($200) ($200) ($200) ($200) ($200) Discount ** Activity Fee $165 $165 $165 $165 $165 $165 $165 $165 $165 Room & $3,345 $2,530 $3,015 $4,895 $4,080 4,565 $4,375 $3,560 $4,045 Board Medical Insurance $183 $183 $183 $183 $183 $183 $183 $183 $183 *** Parking Fee $70 $70 $70 $70 $70 $70 $70 $70 $70

Totals $15,108 $14,293 $14,778 $16,658 $15,843 $16,328 $16,138 $15,323 $15,808

Housing Residential Students Residential Students Off -Campus Study Options APARTMENTS NORTH APARTMENTS SOUTH Students Abroad W/O W/O Meal Plan Tuition Plan 3 Plan 4 Meal Plan 3 Plan 4 Meal $11,545 $14,920 Options and Fees Plan Plan On-Time- Payment Tuition $11,545 $11,545 $11,545 $11,545 $11,545 $11,545 ($200) ($200) Discount ** On-Time- Medical Payment ($200) ($200) ($200) ($200) ($200) ($200) Insurance $183 $183 Discount ** *** Activity Activity Fee $165 $165 $165 $165 $165 $165 $165 N/A Fee Room & Parking $4,080 $4,565 $3,265 $4,180 $4,665 $3,365 $45 N/A Board Fee Medical Insurance $183 $183 $183 $183 $183 $183 Totals $11,738 $14,903 *** Parking Fee $70 $70 $70 $70 $70 $70 Totals $15,843 $16,328 $15,028 $15,943 $16,428 $15,128

A Deposit in ESCROW is a deposit held by Guilford College to off set outstanding student charges while the student is enrolled. It is required of all NEW students prior to enrollment. When the student graduates or withdraws from Guilford, the Deposit in ESCROW is refunded less any outstanding charges.

www.guilford.edu 231 Notes to Fees: * Meal Plan Th ree is only available to students who are either living in Guilford College apartments or alternative housing. ** Discount given for balances settled by July 15 for the fall semester and December 15 for the spring semester. *** Th e $183 fee pays for coverage for one academic year. For Guilford students who only need medical coverage for Spring 2007, the charge is estimated at $110.00, subject to change. International students pay $475 for a year’s coverage and for those who only need coverage for Spring 2007, the charge is estimated at $280.00, subject to change and which includes a $50,000 major medical policy which is diff erent from domestic coverage. All students involved in intercollegiate athletics are required to carry special athletic insurance and pay an additional premium of $170 (subject to change). Th e basic insurance fee can be waived by completing and returning the insurance waiver card at the bottom of the Payment Worksheet.

Standard Fees Tuition per Credit (less than 12 credits) ...... $700.00 Tuition Overload Fee per Credit (more than 18 credits)...... $249.00 Registration Fee (less than 12 credits)...... $15.00 Motor Vehicle Registration Residence Student (for one Academic Year) ...... $70.00 Residence Student (for one Semester ONLY) ...... $35.00 Day Student (for one Academic Year) ...... $45.00 Day Student (for one Semester ONLY) ...... $25.00 Bicycle Registration ...... $5.00 Fee for Late Drop/Adds and Registration ...... $50.00 Audit Fee per Credit (If full-time traditional student – audit fee is charged for over 18 credits) $50.00

Special and/or Non-Recurring Fees Application Fee ...... $ 25.00 Orientation Fee 1st Time Students ONLY (Non-refundable) ...... $75.00 Deposit in ESCROW- 1st Time Students ONLY (Non-Refundable if enrolled less than a full semester) $400.00 Duplicate Diploma Fee ...... $25.00 Returned Check Charge ...... $25.00 Duplicate ID Charge ...... $25.00 Key Replacement and Recoding Charge ...... $75.00

Special Course Fees (subject to change) Modern Dance I ...... $65.00 Modern Dance II ...... $70.00 Horseback Riding ...... $415.00 Education 440 (student teaching) ...... $70.00 Education 440 (student teaching for two teachers) ...... $100.00 Music Fees-Guilford; one ½ hour lesson per week ...... $330.00 Music Fees-Guilford; one 1 hour lesson per week ...... $660.00 Private Music Fees-Music Academy of North Carolina; one ½ hour lesson per week . . . . . $425.00 Private Music Fees-Music Academy of North Carolina; one 1 hour lesson per week . . . . . $750.00 Inter Networking Computer Fee ...... $50.00 Computer Security Course Fee ...... $50.00 Guitar Class ...... $150.00 Voice Class ...... $150.00 African Drumming Class Fee ...... $150.00 232 Guilford College Option Plans COLLEGE AND FINANCIALLY RESPONSIBLE FOR CHARGES. IF Payment in full is due by July 15 for the Fall YOU DECIDE NOT TO ATTEND Semester and December 15 for the Spring CLASSES, YOU MUST NOTIFY ONE Semester. OF THE OFFICES LISTED BELOW TO WITHDRAW OFFICIALLY. 1. Payment can be made by cash, check, cashier’s check or money order. Traditional Program First-Year students should contact the First Year Center. All 2. Payment by Credit Card. Th e college other Traditional Program students should will accept payment in full, subject to contact the Offi ce for Campus Life, to confi rmation, by VISA, MasterCard, process a withdrawal from school eff ective at Discover or American Express. the end of this semester.

3. Payment by Academic Management Offi ce of Student Accounts Offi ce Hours. Services (AMS) – Monthly Payment Hours are Monday, Th ursday and Friday Plan. from 8:30 a.m. to 5:00 p.m., Tuesday and It may be convenient to pay education Wednesday from 8:30 a.m. to 6:00 p.m., costs on a monthly basis. Guilford exclusive of college holidays. E-mail address College has partnered with AMS to for the staff in the Offi ce of Student Accounts: provide an expanded payment plan [email protected]. program that off ers services such as: Billing Information. • A fl exible ten-month installment, interest-free monthly payment Semester invoices are mailed beginning June 5 for the academic approximately one month prior to the year. due date of payment. Invoices are sent • A monthly payment plan with to students at their permanent residence. an $80.00 annual enrollment fee If any student wishes to have a student includes tuition protection coverage invoice sent to another party, it is the (TPC). Extended customer service responsibility of the student to forward the hours, Internet Access to your invoice to another address. In special cases, account, monthly statements mailed you may submit a request on a Special each month, and Western Union Billing Request form. phone pay option. Please make checks payable to Guilford College and send in the envelope If you want to use the AMS program, included with your bill. Please return the you may contact them toll-free at (866) enclosed payment worksheet with your TUITION (884-8466) or (800) 635- payment indicating any changes in the 0120 or visit the AMS Web site at http:// amount of the invoice. Please include www.tuitionpay.com to learn more about copies of any documents relating to the AMS plan. outside awards, scholarships, loans, etc., 4. Financial Aid. Accounts may be settled which you have as payment on the balance with fi nancial aid funds. Please contact due. Please mail payment in suffi cient time the Offi ce of Financial Aid at 336-316- to be received by the date due. 2354 for more information or visit the Subsequent bills will be sent during fi nancial aid Web site at the fi rst weeks of September, October, www.guilford.edu/fi naid. and November for fall and during the fi rst weeks of February, March, and April ONCE REGISTERED YOU ARE for spring. Mid-semester bills will only OFFICIALLY ENROLLED AT GUILFORD be sent to those students with a balance www.guilford.edu 233 due. You can query the status of your about this process. account through BannerWeb. Login to • If the balance is settled in full after BannerWeb-> Student and Financial withdrawal and the student is readmitted, Aid-> Student Records-> and select either the student will need to repeat the Account Summary or Account Summary whole registration process, including by Term. In the event that you need a copy course selection and room and board of the statement of your account, you can assignments. request one from the Offi ce of Student Accounts. An updated statement will be mailed to you. Accounts Receivable Holds/Past Due Accounts Special Notes: Traditional Age Students Accounts Receivable Holds are • Bills for the fall semester will be sent placed on a student’s account when by the fi rst week in June and should be the amount billed becomes past due. A settled by July 15. Bills for the spring student’s account becomes past due after semester will be sent by the third week the fi rst day of classes at the beginning in November and should be settled by of each semester. All charges incurred December 15. Students who have settled subsequent to the fi rst day of classes are their accounts by July 15 for the fall and expected to be paid in full immediately. by December 15 for the spring will receive If those charges are not paid immediately, a $200.00 on-time-payment discount. • All outstanding balances after the due date they then become past due at the time of will be charged a $250.00 late fee. the next billing period where the account • One week after the due date: If the will be listed as past due. An Accounts outstanding balance on the student’s Receivable Hold will remain on the account is over $500.00, the student will student’s account until the balance is receive a letter stating the status of the settled. An Accounts Receivable Hold will student’s account. prohibit students from completing check- • If the balance is NOT settled by July 31 in at the beginning of the semester, making for the fall semester and by December changes to current schedule, registering for 31 for the spring semester, an Accounts future semesters, and receiving grades and Receivable Hold will be placed on the transcripts. student’s account. Th e student will receive a letter warning of potential administrative Explanation of Fees withdrawal unless the balance is settled immediately. Withdrawal occurs Student Activity Fee. Th e student activity approximately one week after the letter date—course registration and room and fee is charged to all residential students and board assignments will be canceled. full-time day students and administered • Students who have been administratively by the student government to cover the withdrawn for non-payment will be budget of certain student organizations in charged a $450.00 processing fee for which all students may participate or from readmission. Th is fee will be charged to which they receive benefi ts. the student’s accounts and must be paid in addition to the balance due before the Deposit in Escrow. A $400 deposit is student can reapply and be considered for charged to all full-time traditional program readmission. students and is held in escrow while the • All administratively withdrawn students student is enrolled. It is required of all who have settled their outstanding new students prior to enrollment. When balances must reapply for readmission. the student graduates or withdraws Please E-mail Mary Langlois at from Guilford, the Deposit in Escrow [email protected] for instructions 234 Guilford College is refunded in full less any outstanding States based insurance carrier. If not charges. accepting the college’s insurance, proof of coverage with a United States-based Orientation Fee. Th e orientation fee insurance carrier must be provided prior to is a one-time mandatory charge for all check-in day. entering fi rst year and transfer students at * Athletic Insurance is required of Guilford, to provide funding for CHAOS all students participating in intercollegiate programming, alcohol education, meals athletics. Th e Athletic Department will and small group sessions. Th is fee will send information about this coverage. be charged to all fi rst-year and transfer students regardless of attendance at Motor Vehicle Registration Fee. For CHAOS. information on motor vehicle registration and regulations, refer to the Student Tuition Overload Fee. Students are Handbook. Parking registration is required charged tuition based on full-time for every vehicle on campus. Parking enrollment (12-18 credit hours). If the registration will be automatically charged student’s course load exceeds 18 credit to all students’ accounts at the beginning hours, there is a charge of $249 for each of the school year. If parking is not desired, credit hour over 18 (this does not include students must notify the Offi ce of Student special course fees). Exceptions to this Accounts to waive the registration fee. policy are extra credit hours for private music lessons and students that have been ID Replacement Charge. If a Guilford- on the Dean’s List for the previous three issued ID becomes lost or damaged semesters. beyond use, there is a $25 replacement fee. Replacement cards are issued at the Offi ce Injury and Sickness Insurance. Guilford of Public Safety during the academic year. makes available a Student Injury and Sickness Insurance Plan. Th e basic policy Returned Check Charge. Returned features a $25 deductible and a $2,000 checks will be redeposited one time unless maximum per injury or sickness. Students we are notifi ed otherwise. A $25 handling may purchase optional major medical charge will be added to the student’s coverage which raises the plan maximum account each time a check is returned to $10,000. Details of the policy are because of insuffi cient funds or other subject to change each year. Information reasons. Th is is applicable to all checks on details of coverage is provided during written to Guilford College. the summer preceding each academic year. Th e premium for insurance appears as a Fee for Late Drop/Adds and charge for the fi rst semester. Students or Registration. For information on the parents must notify the Offi ce of Student fee for late drop/adds and registration, Accounts in writing by September 30 please refer to the college catalog, Student if the insurance coverage is not desired. Handbook or Advising Handbook. For further information please contact ABCO100 at 800-222-5780, or email Room and Board. Guilford is primarily a [email protected] or www.abco100.com/ residential campus; therefore, unmarried guilford. students are required to live on campus * International Student Insurance. and eat in the college dining hall. Local International students attending Guilford students may commute from their homes full time are required to carry the basic but must specify when they apply that sickness and accident/major medical they intend to live at home with their coverage for the academic year by a United parents and commute. Any exceptions www.guilford.edu 235 to this policy must be approved through refundable credit balances will be refunded a petition submitted to the Offi ce for to students. Estimated Federal Pell Grants Campus Life. If you have not been granted will not be credited to your account until permission to live off campus and have not all required documentations are received completed a housing contract, you will be in the Guilford Offi ce of Financial Aid. assigned a room and must pay all related Failure to submit the above documents charges. If do not plan to live on campus, within 15 days of the start of classes may you must complete an Off -Campus result in the cancellation of the Federal Pell Petition and Notifi cation Form located Grant, and you will be billed the amount in the Offi ce for Campus Life. Direct any of the grant award at that time. concerns to Kris Gray at [email protected]. College Work-Study. If you have been allocated work-study funds, you should be reminded that this is an authorization Financial Aid Information to work - it is not a guarantee of employment. It is your responsibility to Incomplete Financial Aid. If you have secure employment through the college’s been awarded fi nancial aid from Guilford Student Employment Services. Th ese that is not showing up on your student funds are never credited to a student’s account invoice, please use the worksheet account in the Offi ce of Student Accounts, enclosed with the invoice and write in but are paid directly to the student each the name of the fund and the amount. month based on the number of hours Deduct any aid not already deducted worked. If desired, a student can have their from your balance due when making your paycheck directly deposited to a bank of payment. Th e worksheet is also available their choice. One cannot count on work- as a downloadable form at our Web site, study funds for the purchase of books and www.guilford.edu/busoffi ce. DO NOT supplies at the start of school. DEDUCT WORK-STUDY AWARDS FROM THE BALANCE DUE AS North Carolina Legislative Tuition THE FUNDS ARE PAID DIRECTLY Grant (NCLTG) is awarded to all degree- TO THE STUDENT AS THEY ARE seeking students who are enrolled full time EARNED THROUGH A CAMPUS (12 credits), with no previous four-year JOB. Your aid could change after your degree and who have been legal residents invoice is sent. In this case, you will be of North Carolina for one year or more. If sent a revised award letter from the Offi ce you believe you are eligible for this grant of Financial Aid. You may adjust your and have not received the credit on your payment due based on the revised aid since invoice, you must complete the required time may not permit the Offi ce of Student residency questionnaire and return it to Accounts to send a corrected invoice. the Offi ce of Financial Aid. Your invoice may show NCLTG as Estimated Federal Pell Grants and “Total Expected Financial Aid.” Th is Staff ord Loans not received are shown means that your form has not been as “Total Expected Financial Aid” on the received. Students who fail to submit the tuition invoice. Th e actual amount of form by the fi rst day of classes will have the student loan is approximately three the expected award removed from their percent less than the applied amount. Any record and will be billed for the amount credit balances remaining on your account that would have been paid by the NCLTG. will be refunded within two weeks of the loan disbursement from the lender. Only Bonner Scholar Grants are shown on your invoice as a credit in your fi nancial 236 Guilford College aid, off set by a holding Bonner charge. Refunds and Adjustments Th is charge refl ects the two checks that will be issued to the student for their Reimbursements of credit balances Bonner work. Th ese checks will be issued from loan disbursements or overpayments to the student, when authorized by the will be made approximately two weeks Bonner Offi ce, if the balance due has from the day credit is created. To the been cleared. If the student has a balance extent that funds paid to Guilford on due, the Bonner checks may be used as behalf of the student exceed the total payment toward that balance. Bonner amount of tuition, fees and other expenses checks cannot be released to the student due from the student, Guilford will refund until the balance is settled. Students will such excess payments (excluding any non- need to sign a release form, authorizing the refundable fi nancial aid) directly to the Offi ce of Student Accounts to use Bonner student, regardless of whether any funds scholarships to settle account balance due. were paid by the student, the student’s parents or any other third party. Guilford Outside Scholarships and Loans. A assumes no responsibility for remitting student who has been awarded any outside such excess payments to any person other scholarships and loans must produce than the student. Reimbursements will a letter of confi rmation indicating the not be processed in time to buy books source of the money and the estimated before classes start. Write separate checks date of payment. Make any corrections for books. Reimbursement checks for to the payment worksheet enclosed only those students with refundable credit with the invoice. Please contact the balances as of August 31 for fall and Offi ce of Financial Aid at 336-316-2354 January 31 for spring will be available the with information about any additional day after the last day to drop a regular/ scholarship or loan funds. Upon receipt intensive class without a grade. of the letter the student’s account will be credited. If the payment for the scholarship Tuition Adjustments. Subject to the is not received by the end of the semester, adviser’s approval, a student may change the student’s account will be debited and registration and add courses during the payment is required from the student. fi rst week of classes. Students who reduce their course load to below 12 credits Please Note. If your fi nancial aid has been during the fi rst 21 calendar days will have based on your status as a full-time enrolled their charges changed and be billed on a residential student and you are granted per-credit-hour basis. permission to move off campus or your A student who is billed for an extra- enrollment changes to less than 12 credits, credit overload (in excess of 18 credits) your aid will very likely be revised. If such may drop courses to reduce total credits changes occur, you should check with a to 18 or less through the 21st calendar fi nancial aid counselor to determine if your day beginning with the fi rst day of classes aid will be aff ected. and receive 100 percent adjustment of the extra-credit charges. No adjustment of Additional information regarding charges will be made after this date. fi nancial aid options at Guilford is Adjustments are fi gured on the date available on the Offi ce of Financial Aid the withdrawal or drop form is received in web page at www.guilford.edu/fi naid. the Registrar’s Offi ce. Any course change must be completed in the Registrar’s Offi ce.

www.guilford.edu 237 Withdrawal from the College. Students Accounts of any address changes for where receive a pro-rata refund of tuition, room the Escrow Deposit should be mailed. and board, and fees up to the 60 percent point of the term based on the number of Th e Federal Tax Reform Act of 1997 days attended as a percentage of the total number of days in the term. All refund Th e Tax Reform Act of 1997 created checks are made payable to the student. two tax credits, the Hope Scholarship Financial aid that requires half-time or Tax Credit and the Lifetime Learning Tax full-time enrollment for the term will be Credit. Due to this legislation, the college canceled in accordance with state and/or is required by the Internal Revenue Service federal requirements. (IRS) to issue the form 1098-T to students A refund schedule for complete with transactions during the calendar year. withdrawal only can be obtained from the Th e form 1098-T will report any eligible Offi ce of Student Accounts. Withdrawal tuition and fees billed, and qualifi ed petition forms are obtained from and scholarships and/or grants credited during returned to the Offi ce for Campus Life. the calendar year. A request to the Registrar for a transcript Form 1098-T will be mailed by of credits shall be considered neither a January 31. notice of withdrawal from the college If you have any questions or concerns nor a cancellation of room and/or board about the amounts reported please call reservation. the Offi ce of Student Accounts at 336- 316-2176 or 336-316-2384 or e-mail us Registration and Graduation at [email protected]. Remember, Requirements the college cannot off er any tax advice or assistance. Please direct any tax questions Refer to the Academic Calendar to the IRS at 1-800-829-1040 or refer to regarding registration for fall and spring their web page at www.irs.gov. semesters. Registration will not be allowed if you have any holds.

Graduation: Offi ce of Student Accounts Requirements. A balance due on your account will prevent you from participating in commencement if not paid prior to commencement exercises. Personal checks to cover past due balances must be received 10 days prior to graduation to allow time to clear the bank. Students who still have outstanding debts will not be issued diplomas or have transcripts forwarded. Th e Escrow Deposit will be refunded approximately six weeks after graduation less any outstanding charges. Th is allows for residence halls to be inspected and all room damage charges and charges for keys not returned to be received in the Offi ce of Student Accounts. Please notify the Offi ce of Student

238 Guilford College XI. FINANCIAL AID

Many students’ family resources are Guilford’s Student Financial Assistance insuffi cient to meet the cost of a college and Planning Offi ce. FAFSAs may be fi led education without special assistance. Th e online at www.fafsa.ed.gov or by going to Offi ce of Student Financial Assistance Guilford’s Web site at www.guilford.edu, and Planning and the Student Aid clicking on Financial Aid, scrolling down and Awards Committee of the faculty the page and clicking on “Complete your attempt to identify such students and FAFSA online!” Th e Guilford Federal arrange assistance for them consisting School Code is 002931. of scholarships, grants, loans, and work Applications for scholarships and opportunities. other fi nancial assistance, or requests About 59 percent of Guilford for additional information, should be students receive need-based fi nancial addressed to: assistance (averaging $19,786 in 2005- 2006); another 32 percent receive other Guilford College fi nancial assistance, such as merit awards Offi ce of Student Financial Assistance or entitlements. All students benefi t from and Planning income from endowment funds, since 5800 West Friendly Avenue tuition and other expenses are set below Greensboro, NC 27410 actual costs. (336) 316-2354

Basis of Awards In granting or renewing fi nancial aid, SCHOLARSHIPS the Student Aid and Awards Committee takes into consideration both satisfactory academic performance and fi nancial need, Honors Scholarships according to the terms of the particular Th e college awards up to 30 Honors scholarships available. Financial aid may be Scholarships at $2,500 each to students continued for students placed on academic in each entering class. Th ey are renewed probation. However, fi nancial aid may for each of the four normal years of be terminated unless a C (2.00) average study, provided an overall grade-point is earned during each term of academic average of 3.00 or better and full-time probation. Note: Financial aid based on status is maintained. Honors scholarships need is not automatically continued but are awarded to selected Presidential and must be applied for each year. Achievement Award recipients.

Application for Awards Presidential Scholarships Guilford evaluates fi nancial need Incoming fi rst-year students by the Free Application for Federal who have demonstrated outstanding Student Aid (FAFSA). Completed FAFSA leadership during high school are eligible applications must be submitted to the for renewable Presidential Scholarships government or a copy submitted to the of $10,000 a year. Leadership criteria Student Financial Assistance and Planning include achievement in areas such as the Offi ce at Guilford by March 1 for new arts, civic aff airs, student government, or students and May 1 for continuing student publications. Minimum academic students. qualifi cations include a cumulative SAT Forms may be obtained from a score of 1100 (or ACT equivalent). high school counselor or directly from Financial need is not a criterion. www.guilford.edu 239 Continued eligibility beyond the fi rst year Quaker Leadership Scholarship Program depends on maintaining a grade-point In an eff ort to recognize leadership average of 3.00 or better. potential among young Friends and to cultivate that potential, Guilford off ers an Guilford College Achievement Awards average of eight to 10 Quaker Leadership and Incentive Grants Scholarships to each entering fi rst-year First-year students and new transfer class. Scholars are selected on the basis of students are eligible for these awards. interest in the Religious Society of Friends, Students who may not meet the academic leadership, and academic potential. criteria for Presidential Scholarships or Students selected as Quaker Honors Scholarships, but who possess Leadership Scholars receive fi nancial superior extra-curricular activity records, awards ranging from $2,000 to $3,000 are eligible. Awards are in the amount of per year, renewable for four years. $6,500 per year and require a 2.75 GPA Selected QLSP recipients may apply to retain. Incentive Grants are awarded at for the “Sojourners” program after their $4,000 and require a 2.50 GPA to retain. fi rst year. Sojourners undergo a more Both awards and grants are renewable for a intense series of self-examinations and total of eight semesters. program requirements. Th eir fi nancial aid award is also increased to range Corella and Bertram F. Bonner between $4,000-$5,000 based on fi nancial Scholarships need. In addition, the college will award Guilford was selected by the Corella another $500 per year if matched by and Bertram F. Bonner Foundation in the student’s monthly meeting or other 1991 to be one of 11 liberal arts colleges Quaker agency. Quaker Leadership to participate in a scholarship program Scholars must participate in a variety of funded by the foundation. Fifteen program activities that include mentoring, fi rst-year students, ranking in the top 40 community service, internships, Quaker percent of their high school classes and studies courses, and involvement qualifying for a high level of fi nancial in campus groups. Th e program is assistance, are awarded scholarship funds coordinated through the Campus Ministry to replace work-study in their fi nancial aid Offi ce and Friends Center. packages. In exchange for the scholarship, students participate in a variety of tutoring Aid for Quaker Ministers and other community service programs Recorded Quaker ministers serving which must include summer program North Carolina Friends Meetings who options. Eligible students must meet the are degree-seeking students are eligible for established March 1 fi nancial aid deadline. fi nancial assistance equal to the cost of full tuition up to and including 18 credits See Chapter XIV for scholarships per semester. If the student attends college available to students already enrolled. full time and receives the North Carolina Legislative Tuition Grant, the amount of Quaker funds will be reduced accordingly. AID FOR QUAKER STUDENTS Aid for Quaker Ministry Candidates Candidates for Quaker ministry may qualify for up to $1,000 per year To the extent that restricted Quaker in loan/grant funds, according to need, funds are available, Guilford follows if the sum awarded is matched by an the guidelines below for fi nancial aid to equal contribution from the student’s Quaker students and ministers. monthly, quarterly, or yearly meeting or 240 Guilford College a combination of these. If, after leaving Loan is available to high-need North Guilford, the student is employed full Carolinians as an alternative to borrowing time in a professional capacity in North from multiple Federal loan sources. Carolina Yearly Meeting, s/he may have Recipients who qualify for this loan the loan canceled on a proportionate alternative can borrow up to $7000 per basis. Applications should be made to the year and have 35% of their total loan Director of Student Financial Assistance canceled upon graduation if they graduate and Planning. in eight semesters with a cumulative grade- point average of 2.65 or better.

AID TO NORTH CAROLINA RESIDENTS FEDERAL GRANTS AND LOANS To qualify for North Carolina State grants, a student must have Guilford administers the Federal established legal residence (domicile) Pell Grant Program. Th e amount of each in North Carolina and maintained that grant ranges from $400 to $4,050 and is legal residence for at least 12 months determined by a congressionally approved immediately prior to the beginning of schedule. Application for a Pell Grant is the semester. Grants are not available for made via the Free Application for Federal students who have earned a bachelor’s Student Aid. degree or have qualifi ed for such a degree. Th e Federal Supplemental Educational Opportunity Grants North Carolina Legislative Tuition (FSEOG) are available for students from Grant (NCLTG) low-income families with exceptional During the 2005-2006 academic fi nancial need who require these grants to year, $1800 was credited to each full-time attend college. Grants range from $200 to North Carolina student’s account. Need is $4,000 a year, depending on need, for a not a determining factor. Th e student must maximum duration of four academic years. be an undergraduate enrolled for 12 or Th e Federal Perkins Loan Program more credits on October 1 for the fall term off ers loans to be repaid within 10 years and on the 11th day of the spring term. with an interest rate of fi ve percent. Guilford matches for all main campus Payments begin six months after the students the NCLTG, using funds from student leaves school. Deferments specifi cally targeted funds. may be granted with no interest to be charged for up to three years for a variety North Carolina State Contractual of postgraduate study and working Scholarship Fund experiences. Th e State of North Carolina provides scholarship assistance to needy North Federal Staff ord Student Loans Carolina students attending private Guilford participates in the Federal post-secondary institutions. During Staff ord Student Loan Program. the 2005-2006 academic year, over Federal Staff ord loans are federally funded $1,496,950 was distributed on the basis and insured. A completed Free Application of need to Guilford students from North for Federal Student Aid serves as the Carolina. offi cial application for a Federal Staff ord Student Loan. If a Federal Staff ord loan Th e Guilford Opportunity Alternative is awarded, it will be included on the Loan (GOAL) Th e Guilford Opportunity Alternative www.guilford.edu 241 Financial Aid Award and Agreement and Part-time work is available in the an offi cial Promissory Note will be issued. library, cafeteria, offi ces, laboratories, In order to receive the loan, simply sign physical education center, and and return the award letter and complete maintenance area. and return the Federal Direct Student Loan Promissory Note. Once the college’s designated loan servicer receives these SATISFACTORY ACADEMIC documents, the loan proceeds will be requested by the college from the lender PROGRESS POLICY FOR selected by the student borrower. Funds FINANCIAL AID RECIPIENTS will be transferred electronically to your tuition account. In instances where Guilford seeks to provide a high students are due a refund, a college check quality educational experience for all who will be issued. choose to benefi t from this opportunity. Guilford is committed to extending all Unsubsidized Federal Staff ord Student possible resources in pursuit of this goal. Loan However, students have responsibilities One version of the Federal Staff ord in regard to their educational pursuits. Student Loan is based on need while Th ese responsibilities include, but are not another, the Unsubsidized Federal Staff ord limited to, the completion of course work Student Loan, is not. Once the offi ce has in a reasonable time and with a quality of determined eligibility for either of these performance that meets accepted grade loans and indicated so in an award letter, point standards. Th ese benchmarks are the above-referenced letter and Promissory described in detail below. Note must be returned. If the award of In compliance with appropriate either of these loans is declined, simply Federal regulations, Guilford adheres to indicate the rejection of the loan on the policies stated herein for determination of signed award letter or the Staff ord Loan Satisfactory Academic Progress compliance Information Sheet, initial the change, and relative to eligibility for fi nancial aid. Th is return to the Offi ce of Student Financial includes federal, state, and institutional Assistance and Planning. Th e Offi ce will funds. Certain academic awards and remove any reference to the loan(s), and some endowed scholarships may require the Business Offi ce will not anticipate any higher academic performance than this funding from these sources. Satisfactory Academic Progress (SAP) policy. Students must be maintaining Satisfactory Academic Progress before WORK OPPORTUNITIES fi nancial assistance can be awarded.

Guilford operates a Student Employment Service to assist students who SATISFACTORY ACADEMIC need to work while in school. Placements PROGRESS POLICY DEFINED are made in a variety of jobs, both on and off campus. Th e college also administers a federally A Guilford student is maintaining funded work-study program as well as an Satisfactory Academic Progress towards the institutionally funded work program for completion of a degree if he/she is meeting which students may qualify on the basis of standards according to the following need. measurements:

242 Guilford College 1) QUALITATIVE they are readmitted, students who have MEASUREMENT OF been suspended or dismissed return on academic probation. Th ese students may ACADEMIC PROGRESS become eligible again for fi nancial aid; the returning student must fi le an appeal with GPA of 2.0 or greater after two or the Student Aid and Awards Committee. more terms of enrollment. GPA of 1.0 or Similarly, readmitted students are greater after fi rst term of enrollment. permitted to resume athletic participation if all eligibility standards are met. Academic Probation. A Guilford student will be on academic probation if the Disciplinary Suspension or Dismissal. cumulative grade-point average is below Th e Student Handbook outlines rules and the level required for graduation: 2.00. regulations for disciplinary suspension or Students placed on academic probation dismissal. are not allowed any unexcused absences from classes. Th eir eligibility to continue 2) QUANTITATIVE at Guilford is contingent upon earning at least a C (2.00) average during each MEASUREMENT OF term of academic probation. Earning ACADEMIC PROGRESS a C average during a given term may not remove a student from academic A. Successful Completion of 66% probation, but it will assure eligibility to of Hours Attempted for Academic continue at Guilford. Failure to meet the conditions of academic probation Credit will result in suspension or dismissal. Academic probation is not considered a In order to maintain Satisfactory punitive measure, but rather an indication Academic Progress a student must that the student needs to make greater successfully complete with a grade eff ort. Students on academic probation D- or better at least 66% of all hours are advised to seek special counseling attempted for credit. At the end of each from their academic adviser, staff of the term all enrolled students’ credentials Learning Commons, or from the Student will be reviewed for compliance with Life staff to help surmount diffi culties that this requirement. Any class enrolled in might lead to suspension or dismissal. for which the student does not receive a 100% refund when withdrawing will be Academic Suspension or Dismissal. If considered “attempted hours” for purposes a student fails to attain a term average of this policy. Any student who does not of C while on academic probation, the pass at least 66% of these attempted hours student will either be suspended for an will be placed on fi nancial aid probation. academic year or dismissed for academic Th ese students will be allowed to continue defi ciencies. Students recording a 1.00 or to receive fi nancial assistance during lower grade-point average during the fi rst the next term of enrollment. Students semester at Guilford will be suspended failing to meet the 66% threshold during or dismissed without a probation this probationary term will not receive period. Suspended students may apply fi nancial assistance in the subsequent term. for readmission through the Associate Students on probation who meet the 66% Academic Dean after their suspension threshold will continue on probation and period. Th e Associate Academic Dean has eligible for assistance. Upon reaching a the authority to readmit students whom cumulative mark of hours passed equal the college has previously dismissed. If to or greater than 66% students will be removed from Satisfactory Academic www.guilford.edu 243 Progress probation. REINSTATEMENT OF FINANCIAL AID ELIGIBILITY B. Maximum Time-Frame for Should a student have his or her Degree Completion fi nancial aid eligibility revoked due to this policy, termination will continue until the Students are expected to enroll student completes one full-time semester and satisfactorily complete the required or the equivalent, without benefi t of number of credit hours for completion of fi nancial assistance, to reach the required their chosen degree. Federal regulations performance threshold. Once satisfactory limit the maximum time frame for receipt progress is achieved, eligibility may be of fi nancial assistance to no more than re-instated for the next term. A student 150% of the length of the academic should request reconsideration of aid when program. Students are allowed to he/she has met the satisfactory academic “attempt” a total number of credit hours progress defi nition. Re-instatement of aid not to exceed 150% of the total credit will depend on the type of funds requested hours required for completion of their and the availability of funds. program. (At Guilford this regulation limits eligibility to 190 attempted hours.) If a student exceeds this regulatory GENERAL INFORMATION limitation, fi nancial assistance will be discontinued. Transfer students: Transfer credits Maximum allowable credit hours from other institutions are not used attempted includes all terms of enrollment in determining satisfactory academic at Guilford: progress. Incomplete Courses: Credits of • Semesters during which students are incomplete courses are counted in the not maintaining Satisfactory number of attempted hours and GPA Academic Progress calculations. • Semesters during which students are Course Withdrawals: W’s are not enrolled for less than half-time considered in computing grade point • Semesters during which students do averages. Th ey are counted in attempted not receive fi nancial assistance hours. Withdrawal from the College: When Note: All credit hours for which a student withdraws from Guilford students enroll for credit during any with grades of W in all courses, these term of enrollment are included as courses will be counted in the number of "attempted hours", whether or not the attempted hours. student successfully complete the course or Audited Courses: Because students offi cially withdraws. (Exception: Courses do not receive credit for audited courses, which a student drops and receives a 100% these courses are not counted as hours refund are not included in "attempted attempted or completed. (Financial aid is hours"). not awarded for classes taken on an audit Satisfactory Academic Progress will basis). be evaluated on an academic year basis for Grades: In evaluating coursework determination of eligibility for assistance for Satisfactory Academic Progress for the next academic year. Students on compliance, all coursework attempted Satisfactory Academic Progress probation for academic credit for which tuition will be evaluated at the end of each charges are assessed will be counted in the semester or summer school term. number of attempted hours to determine 244 Guilford College the pass-rate percentage. All grades will received by the Associate Dean, within ten be included in measuring the pass-rate, days of the date of the letter in response to including W, WP, WF, F, and XF. the fi rst appeal. Re-admitted students: Students Th e student will be advised of the who return to Guilford after an absence Committee’s decision within fi ve days of of one semester or more will have their receipt of the letter of appeal. Decisions of Satisfactory Academic Progress status this Committee are fi nal. continued. Enactment of Policy: Th is updated Satisfactory Academic Progress policy became eff ective with the 2001-2002 academic year. Th e policy will be reviewed periodically to determine its eff ectiveness and compliance with Federal regulations.

APPEALS OF FINANCIAL AID TERMINATION DUE TO SAP NON-COMPLIANCE

To appeal fi nancial aid termination a student must be able to demonstrate unusual circumstances aff ecting his/her academic performance. A student must appeal, in writing, to the Director of Student Financial Assistance and Planning. Th is written appeal must include the reason(s) why the student did not make satisfactory academic progress and why fi nancial assistance should be re-instated. Th is written appeal must be received in the Offi ce of Student Financial Assistance and Planning within thirty days of the date of the letter of notifi cation to the student informing the student of the termination of eligibility. Any pertinent documentation relative to the student’s appeal is recommended. Th e Director will review the appeal. Th is review should take place within three days of receipt of the letter of appeal. Th e Director will notify the student, in writing, of the decision and the reason for the ruling. A student wishing to appeal the decision of the Director may do so, in writing, to the Associate Dean of Enrollment, who is required to take this second appeal to the Student Aid and Awards Committee. Th is appeal must be www.guilford.edu 245 246 Guilford College XII. ACADEMIC REGULATIONS AND PROCEDURES

Academic regulations are subject to without adviser approval. Advisers are change. In general, students may graduate the source of the “alternate PIN number” according to the academic regulations necessary for online registration and their stated in the catalog at the time of signatures are required for the add/drop their entrance. It is the responsibility paper registration process. of students, aided by their advisers, to Traditional fi rst-year students’ familiarize themselves with academic advisers are also their First Year Experience regulations and to plan courses of study instructors. Th at adviser serves until the that meet all departmental and college student selects a major at the beginning requirements. of the sophomore year when the student gets a “Change of Adviser/Declaration of Major” form and meets with a REGISTRATION department chair to declare a major and PROCEDURES select a new adviser. Th e adviser switch is completed after the former and new advisers sign the form and the student Entering traditional fi rst-year students delivers the approved document to the are mailed registration materials during the Registrar. If requested, the Associate summer before their arrival on campus. Academic Dean or the Director of the Th ey complete their registration with their First Year Program assists with a change of adviser during August orientation. major or adviser. First-semester, fi rst-year traditional Enrolling in Fast-Track Courses. All students may not enroll in any of the students (traditional or CCE) seeking to following: enroll in Fast Tracks must be certifi ed by • Fast Track I or II courses. the faculty adviser providing the alternate • courses beginning after 6 p.m PIN number as • consortium courses. • having completed a minimum of 24 credit hours of approved college work. Current students register via their advisers (who provide an “alternate • having fulfi lled the English 102 PIN number” necessary for online requirement. registration) and Banner Web for the • being in good academic standing. fall semester during a week in April and for the spring semester during a week in Enrolling in Consortium Courses. November. At other times, students must Guilford students also may enroll in register by submitting an adviser-approved appropriate liberal arts courses in the add form to the Registrar’s Offi ce. Greater Greensboro Consortium (see chapter VII), provided that Guilford does Advising. Advisers are faculty who are not off er the selected courses and that the available to generally guide student institution’s own students do not fi ll the during their academic life and who, in the enrollment. Credit will be granted and registration process, help students select grades and grade points will be applied. courses appropriate to the student’s course Students must be signed up for an of study. Registration cannot be completed equal or greater number of credits at www.guilford.edu 247 Guilford before registering for consortium petition may only be appealed to the courses. Dual admission and dual Associate Academic Dean on procedural enrollment outside of the cross-registration grounds. procedures are prohibited, and any changes to consortium registration must be done Late Requests to Add a Course. For late at Guilford and the consortium school. It adds made by the last day to add with a fee, is the right of each college or university to the late fee is $50 for each action. After this date, late adds requested by the student and allow consortium students to take on-line approved by the Registrar, are each subject courses. to a $100 fee within a semester and $200 for Guilford students attending the prior semester. consortium schools are subject to the Th e only exceptions to this late fee rules, regulations and deadlines of the policy are: consortium school. Consortium schools • registration changes mandated by are under no obligation to give fi nal exams a department to place a student early to allow students to graduate on in a more appropriate course level time. Consortium parking stickers are or to balance teaching loads (e.g., given by the home institution. moving from one level of language or Juniors and seniors are not allowed mathematics to a higher or lower one, to attend Guilford Technical Community shifting students from one course College. section to another). • late adds mandated by a department Changes in Registration. Once registered, when it was impossible to know by the student is responsible for all listed the deadline whether the student courses and may change registration only would be enrolled in a given course by delivering to the Registrar’s Offi ce an (e.g., students who receive credit for appropriately completed and signed drop- roles in theatrical productions when add slip. Students can drop or add courses tryouts occur after the deadline to add with just an adviser’s signature until the courses). last day to add without a fee. After this date, the instructor’s signature is also Late Requests to Withdraw from a required. Refer to the academic calendar Course. After the published dates for for specifi c registration related dates such withdrawing from a course, a regular as the last day for students to add courses, grade will be given unless the Academic drop courses without a grade and drop Dean, Associate Academic Dean, or Dean courses with a W grade. for Campus Life issues an administrative Requests for registration changes are withdrawal or the Registrar approves dated according to when the request is a petition for a late withdrawal from a received by the Registrar’s Offi ce. course. Medical withdrawals are applicable Students should check BannerWeb only when a student wishes to withdraw for an updated schedule of classes in completely from the college (see section which they are registered and report any entitled Separation from Th e College discrepancies to the Registrar’s Offi ce below). Petitions to the Registrar for late within one week of submitting the drop/ W’s in courses will not be considered add form. Corrections will not be made except in the most extraordinary after one week. situations. If a student is concerned that All registration- or transcript-related s/he will be unable to obtain the necessary petitions should be directed to the signatures by the last day to withdraw with Registrar, whose decision is fi nal. A denial a W grade, s/he must contact the Registrar of a registration- or transcript-related before the deadline to arrange for an extension. 248 Guilford College Withdrawal from the College. Students as well as independent studies and who receive a medical withdrawal from internships, auditors may enroll in any the college (see section entitled Separation college course for which they have the from Th e College below) will be granted stated prerequisites, with permission grades of W for all courses in progress at of the instructor and payment of a the date of withdrawal. After the last day course fee where applicable. Auditors to withdraw with a W grade, students register on the fi rst day of class with an who either withdraw voluntarily or are approved registration form. Should a administratively withdrawn from the course be fi lled beyond capacity, students college will be awarded grades of WP enrolled for credit will have priority (withdrawal with a passing grade, when a over auditors, and the instructor or student has earned a D- or higher) or WF the Registrar may request the latter to (withdrawal with a failing grade). withdraw from the course. A full tuition refund is made in such cases. Applicable course and laboratory fees CLASS STANDING: must also be paid. Each student, except CLASSIFICATIONS OF for an auditor, is either a full-time student (carrying at least 12 credits) or a part-time STUDENTS student (carrying fewer than 12 credits). All traditional students must live in the Class standing for students admitted residence halls unless granted permission to the baccalaureate degree program is to live off campus by the Offi ce for determined at the beginning of each Campus Life. semester. A fi rst-year student has completed fewer than 24 credits toward a degree; a sophomore, at least 24 credits; NORMAL SEMESTER LOAD a junior, at least 56; and a senior, at least 88. Students working toward a degree An unclassifi ed student is one who normally carry four courses (16 credits) already holds a baccalaureate degree. Such each semester. In the fall and spring terms, students may or may not be seeking a 12 to 18 credits are considered a full-time second degree. load. During each fi ve-week summer A visiting student is not seeking a term, four to six credits are considered a Guilford degree, but is earning college full-time load. For the ten-week summer credit to be applied to a degree program term, eight credits are considered full time. at another college or university. Students visiting for summer do not need to go through the admission process. Instead, they need only complete the summer OVERLOADS school registration form and submit it to the Registrar’s Offi ce. Students who wish to register for An auditor is a student who more than 18 credits in any semester attends class, listens to lectures, and may must have the permission of the Associate participate in class discussion without Academic Dean. Students are assessed receiving credit. Th ese students do additional charges for all credits over not fi le an application or furnish the 18 per semester, with the exception of credentials required of degree candidates. students taking music courses requiring an Th ey are not required to fulfi ll course extra music fee. Also, fi rst-year students assignments. Except for studio, physical taking the GST 120 course, “CHAOS education activity, and lab courses, Continues,” will not be charged if that course puts them into overload status. www.guilford.edu 249 Students who make the full-time Dean’s lowered grades, an involuntary withdrawal List for the previous three semesters and from a course, and, if the last day for get permission from the Associate withdrawal has passed, a failing grade. Academic Dean can register for 20 credits Th e college also grants the Associate and are not charged for the two-credit Academic Dean the right, following a overload. consultation with the faculty member of record, to withdraw a student administratively from any course in THE WEEKLY SCHEDULE which he or she has reached the number of absences listed below. In no way Campus day classes meet on should students interpret these limits as weekdays. Night classes meet either in maximum allowable absences. Instead they eight-week (Fast Track) terms on Monday/ represent the point at which College policy Wednesday or in in 16-week terms on authorizes administrative withdrawal; Tuesday/Th ursday or on Monday, Tuesday, a student with this number of absences Wednesday, or Th ursday evenings only. will have missed twenty percent of given Saturday classes are held for CCE students course, and fairness to other students only. dictates the administrative withdrawal. Certain classes meet for four hours each week, others for three hours, and • Courses meeting once per week, full some for only two hours, the frequency of semester: three absences meeting depending upon the nature of the • Courses meeting twice per week, full course and the method of instruction. In semester: six absences every case, at least three hours of consistent • Courses meeting three times per week, eff ort per week is expected of the typical full semester: nine absences student for each credit. • Courses meeting four or fi ve times per All students who enroll in Fast Tracks week, full semester: twelve absences must be certifi ed beforehand by the faculty • Courses meeting once per week, Fast adviser as having: Track: two absences • completed a minimum of 24 credit • Courses meeting twice per week, Fast hours of approved college work Track: four absences • fulfi lled the English 102 and • Summer school courses, fi ve-week Historical Perspective requirement session: four absences • achieved good academic standing. • Summer school courses, ten-week First-semester, fi rst-year students may not session: four absences enroll in any of the following: • Fast Track I or II courses Students on academic probation are • courses beginning at 6:00 p.m. or allowed no absences unless approved by later the Associate Academic Dean. Students • consortium courses. failing to meet this condition of academic probation are subject to suspension or dismissal. If administrative withdrawal CLASS ATTENDANCE occurs prior to the published last day to withdraw with a “W” grade, the student is awarded a grade of W. When Individual faculty members and withdrawal occurs later, the student is academic departments are free to defi ne awarded either a WP (withdrawn passing) individual requirements in regard to or WF (withdrawn failing) grade. A WP particular courses and they publish these has no eff ect on the cumulative grade- requirements in their syllabi. Failure to point average, but a WF is fi gured into meet such requirements may result in 250 Guilford College the cumulative grade-point average as a achievement and is awarded for original zero. No tuition refunds will be granted insight, sound reasoning and the ability for administrative withdrawals other than to evaluate the scope of the materials those allowable under published policies. studied. Th e grade of B is granted for Note: Laboratory attendance is superior work and refl ects interpretive considered an essential part of science skill on the part of the student and a and language courses. Also, the success clear understanding of the meaning and of classes using discussion techniques interrelatedness of the course materials. A and seminars emphasizing student grade of C is given for average work and participation depends on regular indicates thorough familiarity with the attendance by the participants basic facts and concepts considered in the course, even though underlying principles

may not have been grasped. Although D CANCELLATION OF CLASSES is labeled a passing grade, it refl ects a lack of fundamental knowledge of the subject. Classes are scheduled to assist students Th e grade of F is assigned for failing work. in the learning process, and it is the Th e grade for auditing is AU. Th e possible policy of the college to hold all classes grades for credit / no credit classes are CR as scheduled. Classes are normally not and NC, respectively. canceled in times of inclement weather. Plus (+) and minus (-) suffi xes to letter However, in case of severe weather hazards, grades may be assigned and will be shown the President and the Academic Dean on the student’s permanent transcript. will determine if scheduled classes will be Plus (+) and minus (-) suffi xes may not be held. Th e Academic Dean will announce used when assigning the grade of F, and cancellations via campus voice mail the plus (+) suffi x may not be used when and local radio and television stations. assigning the grade of A. Instructors may make arrangements for An “X” precedes a grade whenever, make-up classes if they choose to do so. through unavoidable circumstances, the When classes are not canceled and student is unable to complete the work commuting students miss classes because in a course and the student qualifi es for of hazardous driving conditions, their an extension. Unavoidable circumstances absences will be excused and special are defi ned as verifi able cases of extended arrangements will be made to enable each personal illness, death or serious illness in student to make up missed work. the family, signifi cant accident, or other Faculty members unable to meet grave circumstances beyond a student’s classes in such situations or because of control. Students must request approval illness will notify their chairperson or the for a provisional grade from her/his Academic Dean. Proper notice will be instructor as soon as possible and, for placed in the instructor’s classroom at the unavoidable circumstances that occur beginning of the instructional period. before the Friday before the last week of classes, no later than this date. In addition, beginning students (those with less than THE GRADING SYSTEM 32 Guilford credits) and students on academic probation must also obtain A student’s grades are determined by the approval of the Associate Academic daily preparation, participation in class Dean. Th is approval must be obtained discussion, the quality of written and following instructor approval but before laboratory work, and the results of quizzes the instructor submits the grade to the and examinations. Registrar’s offi ce. Th e grade of A represents exceptional www.guilford.edu 251 Instructors must calculate provisional Dean’s Offi ce in cases of student protests grades under the assumption that the of fi nal course grades. In all cases, the student will complete no additional work appeal of a fi nal grade must fi rst be made (i.e., by awarding zeros on all outstanding to the instructor within 10 business days assignments). Provisional grades may only after the offi cial due date for fi nal grades be replaced with a better mark upon the at the close of any given grading period. In student’s completion of the remaining the event that the instructor is unavailable, work. Th e provisional grade becomes the student must contact the department the fi nal grade if the course work has not chair or Associate Academic Dean been fi nished by the deadline set by the within the 10-business-day period. Note: instructor that is no later than interim Because transcripts are sealed and may of the next regular semester. Graduating not be changed for any reason after a seniors may not receive a provisional student graduates, graduating seniors have grade. only until 5 p.m. two days before the Provisional grades may only consist graduation date to appeal fi nal regular, of two characters (XB, XC, XD, and XF). intensive, fast track II, and Saturday course Plus (+) and minus (-) suffi xes may not be grades and have them corrected. used. Occasionally RD (report delayed) is Grade Points (Quality Points). One recorded to indicate that a grade was not grade point is assigned for each credit of received. D work, two for C, three for B, and four Only grades of C- or better may be for A; zero points are assigned for grades of counted toward the major. F, XF, WF. Plus (+) and minus (-) suffi xes Once posted, fi nal grades cannot be add and subtract .3 to the numerical value changed unless a faculty member discovers of the grade aff ected. To be a candidate a computation or clerical error and the for a degree, except under the C credit Associate Academic Dean grants approval accumulation plan, a student must have a for such a change, or an offi cial grade cumulative C (2.00) average. appeal results in an approved change. Cumulative grade-point averages are determined by dividing the accumulated Grades. With the exception of Fast Track grade points by the total credits attempted, I and fi rst term summer courses, grades are minus credits in courses marked AU, W, not mailed home. Interim and fi nal grades WN, WP, CR (credit), NC (no credit), can be viewed by the student online using or RD and transfer credits. Each time a course is taken or repeated, the attempted BannerWeb. At the end of each semester, credits and grade points are entered into fi nal grades are posted to the permanent the statistics used to compute the grade- transcript. No grades for graduating point average. seniors will be changed after graduation. A grade of WP, which does not aff ect Permanent transcripts are unabridged a student’s grade point average, shall be records of all academic work attempted used only to indicate withdrawal while by students at Guilford College. passing when a student (a) withdraws Confi dentiality of student records is completely from the college or (b) is maintained according to guidelines administratively withdrawn for poor published by the Offi ce for Campus Life. attendance (see Attendance Policy). A No grades for graduating seniors will grade of WF, which aff ects a student’s be changed after graduation. grade-point average as if it were an F, may be used to indicate withdrawal while Grade Appeal Procedure. Th e following failing when a student (a) voluntarily procedures are followed by the Academic withdraws or is administratively 252 Guilford College withdrawn completely from the college, who subsequently meet all the normal (b) is administratively withdrawn requirements of the course at the C level for poor attendance (see Attendance or above are awarded credit for the course Policy), or (c) voluntarily withdraws or is with a grade of CR (credit). Unsatisfactory administratively withdrawn from a class progress is indicated with a mark of NC after the published last day to withdraw (no credit). Neither grade aff ects the with a W grade and before the end of student’s grade-point average. classes for that semester. Th e grade of WN, To elect credit/no credit grading for a which does not aff ect a student’s grade regularly graded course, the student secures point average, is given when a student the consent of the instructor and fi les an registers for a course but neither attends election card with the Registrar by the last nor withdraws (Attendance Policy). calendar day to add courses. Students who Students may not repeat for credit decide to adopt credit/no credit grading any course previously passed. When a may not reverse the option. student repeats a course not previously Th e credit/no credit options may not passed, both grades are fi gured into the be used in courses required in the student’s grade-point average, although the credits major, nor in any other required course are only counted toward graduation once. (including the concentration, and general Exceptions to the non-repeat policy are education requirements), nor by fi rst-year Special Topic courses, because content students. Veteran benefi ts are not available varies, and courses that may be repeated, for courses taken on a credit/no credit such as practicum courses. basis. Numerical values assigned to grades: A few Guilford courses, as indicated in the catalog, are graded exclusively A 4.0 C 2.0 credit/no credit. A- 3.7 C- 1.7 B+ 3.3 D+ 1.3 If a Student Never Attends a Course. B 3.0 D 1.0 Full Term Courses: If, by the deadline B- 2.7 D- 0.7 for reporting interim grades, a student C+ 2.3 F 0.0 has yet to attend one class, the instructor will award this student, at this time, a Grade-point averages are computed (fi nal) grade of WN (withdrawn, never at the end of each term and include all attended). Th is grade will not aff ect the work done at Guilford College plus work student’s grade-point average but, because completed during fall and spring semesters it represents a withdrawal from the at consortium institutions. Summer work course, may adversely aff ect the student’s completed at Guilford College is included subsequent fi nancial aid eligibility. No in the computation of a student’s grade- tuition refunds will be granted for such point average; summer work taken at other administrative withdrawals other than institutions is not included. those allowable under policies published in the college catalog. Credit/No Credit Option. To encourage Fast Track and Summer Courses: students to broaden their course selections If, by the deadline for reporting fi nal after the fi rst year, the college off ers grades for this course, a student has students the opportunity to elect one never attended a class, the instructor course each semester (a maximum of eight will award this student a fi nal grade of credits a calendar year) on a credit/no WN (withdrawn, never attended). Th is credit basis. grade will not aff ect the student’s grade- Students electing credit/no credit point average but, because it represents grading during the fi rst week of the term a withdrawal from the course, may www.guilford.edu 253 adversely aff ect the student’s subsequent scholars pursuing knowledge and truth, fi nancial aid eligibility. No tuition refunds informed by the Quaker testimony on will be granted for such administrative integrity, we seek a community where each withdrawals other than those allowable member acts responsibly and honorably in under policies published in the College all activities and at all times. catalogue. Acts of dishonesty represent a serious off ense at Guilford College. Guilford defi nes plagiarism broadly as presenting THE ACADEMIC HONOR the interpretations, wording, images, or CODE original conceptions of others as one’s own without appropriate acknowledgement. Individual faculty members determine To foster individual responsibility, what constitutes “appropriate Guilford College subscribes to the acknowledgement” within the context of principles of an honor system and their courses, either by specifi cally stating encourages a mature understanding and requirements or by acknowledging the acceptance of the code. standard practice within a given discipline.

Honor Code. Th e statement, “I have Unauthorized Collaboration. Students been honest and have not observed any may not combine eff orts on any and all dishonesty,” gives testament to the honor academic work, done inside or outside system and should be pledged in writing the classroom, submitted to an instructor on all academic work. Compliance is as a rough draft or a fi nal product, unless assumed even if the statement does not specifi cally permitted by the instructor. appear on college work. Faculty members Although instructors should clearly defi ne may insist that the statement be written the limits of collaboration allowed, the on all academic work and may refuse to absence of any instructions indicates extend credit for work on which it does that collaboration is not permitted. not appear. When uncertain, the student should seek clarifi cation from the instructor. Student Responsibility to the Honor In cases of unauthorized System. In addition to adherence to collaboration, any student giving aid is the honor code, students are expected as responsible as the recipient, unless the to confront other students who have former is unaware that she/he has provided apparently violated the code and to report aid. A student who seeks unauthorized such violations. A failure to confront or aid is responsible for participating in report such violation may be considered a unauthorized collaboration whether the violation of honor code. aid was given or received. Th e charge of unauthorized collaboration applies to any Violation of the Academic Honor Code. and all academic work whether done inside Th e academic honor code is violated or outside of the classroom and whether when anyone claims credit, implicitly or submitted as a rough draft or a fi nal explicitly, for work and ideas that are not product. her or his own. Violations of the academic honor code include, but are not limited to, Unauthorized Use of Materials. It is the list below: the student’s responsibility to ascertain what materials may be used in any and Plagiarism. Academic honesty and all academic work whether done inside integrity represent central elements of or outside of the classroom and whether the liberal arts education at Guilford. As submitted as a rough draft or a fi nal 254 Guilford College product. Th e submission for credit of college regulations for graduation with the same written work in more than one respect to all academic requirements course is not permitted without the prior described on page 25. If a traditional-age permission of both instructors. fi rst-year student enters with 12 or more transfer credits, the First Year Experience 101 course is still required. TRANSFER CREDITS Transfer students who have completed fi rst-semester English with a grade of C- Transfer students must present or above at an accredited North Carolina an offi cial transcript from each college two-year college or an accredited four-year attended. college or university are not required to Credit for courses completed with take English 102. a grade of C- or above, appropriate to Traditional-age transfer students from Guilford’s liberal arts curriculum, may be all two-year institutions outside North transferred from accredited junior colleges, Carolina are expected to submit SAT (or community colleges, senior colleges, or ACT) scores and/or write a placement universities. Courses to be applied to a essay unless granted an exemption by major at Guilford must be approved by the the Director of Writing. A good score chairperson of the major department. All on the test along with a minimum of foreign transcripts must be evaluated by three transfer credits in freshman English World Education Services, Inc. composition and literature will satisfy (www.wes.org). before any transfer credits the college’s English 102 requirement. will be awarded. Otherwise, the student may be placed A maximum of 48 credits may be in English 101 for additional work on transferred from accredited technical composition skills. colleges, a maximum of 64 credits total A transfer student with three credits in may be transferred from all accredited two- freshman English may enter English 102 year colleges, and no maximum is placed without loss of credit; however, English on the number of credits transferred from 101 will be considered a four-credit accredited four-year senior institutions. duplication of fi rst-year transfer English Guilford does not award academic credit. credit for course work taken on a non- Students who enter with appropriate credit basis; nor does Guilford award credit credit for a second semester of fi rst- for job-related experience or non-academic year composition may take either a experiential learning. history course or a designated Historical No transfer credits will be awarded Perspectives course to complete the for schools not listed on a student’s Historical Perspectives requirement. application to Guilford. Falsifi cation of All students whose native language is information will result in judicial charges. not English are screened by either SAT or Preliminary questions about transfer ACT scores or by an English placement credit may be directed to an Admission essay, and their placement in English 101 Counselor; CCE students can obtain or 102 is determined by scores on these a pre-evaluation of transfer credits tests. from an academic adviser at the Center A foreign language profi ciency test is for Continuing Education. Th e fi nal administered to transfer students who have evaluation of transfer of credits is approved not satisfi ed the requirement with at least by the Registrar. Transfer students may 2.7 transfer credits in a foreign language. receive 16 credits for each 15 semester Th rough scores on this test, students may hours applied to Guilford’s degree. be exempt from further language study. Each transfer student must meet the www.guilford.edu 255 ACADEMIC PROBATION term and cumulative grade-point averages are both a 1.00 or less, the student will A Guilford student is placed on be dismissed from the college without a academic probation if the cumulative probationary period. grade-point average is below the level required for graduation: 2.00. Disciplinary Suspension or Dismissal. Students placed on academic Th e Student Handbook outlines rules and probation are not allowed any unexcused regulations for disciplinary suspension or absences from classes. A student’s eligibility dismissal. to continue at Guilford is contingent upon earning at least a C (2.00) average during Voluntary Withdrawal. All students who each term that she/he is on academic wish to withdraw from the college during probation. Earning a C average during a semester or at the end of a semester must a given term may not remove a student indicate their intentions by submitting from academic probation, but it will assure an offi cial withdrawal form to the Offi ce eligibility to continue at Guilford. Failure for Campus Life. Continuing Education to meet these conditions of academic students obtain withdrawal forms through probation will result in suspension or one of the academic advisers at the Center dismissal from the college. for Continuing Education. All students Students must have a cumulative who withdraw must submit an application grade-point average of 2.00 or greater for readmission if they wish to re-enroll. to graduate from Guilford. Students If an offi cial withdrawal form is not cannot graduate from the college while on completed, the result could be “F” grades, academic probation. causing academic probation, suspension, Academic probation is not considered or dismissal. a punitive measure, but rather an indication that the student needs to fi nd Medical Withdrawal. When physical a better strategy for academic success. illness, injury, or psychological/psychiatric Students on academic probation are disorder occurs while a student is enrolled, encouraged to consult with her/his a student or guardian may request, or the academic adviser, the staff of the Learning college may require, a medical withdrawal Commons, or the Campus Life staff to from school. All medical withdrawals must help surmount diffi culties that might lead be approved by the Associate Academic to suspension or dismissal. Dean and either the Director of Student Health or the Director of Counseling Services. Documentation of the physical SEPARATION FROM THE illness, injury, or psychological/psychiatric COLLEGE disorder from a medical professional (employed by Guilford or not) is required Academic Suspension or Dismissal. If prior to this approval. Specifi c conditions while on academic probation a student for re-admittance are stipulated at the records a semester grade- point average time of withdrawal. Th ese conditions may between 1.75 and 1.99, inclusively, the specify a period of time for the withdrawal student will be academically suspended. and/or may require a letter of medical If while on academic probation a student clearance from a physician, psychologist, records a semester average below 1.75, the or psychiatrist stating the professional student will be academically dismissed expert’s opinion that the student is now from Guilford. capable of handling the academic and After any semester, if a student’s social demands of college life. 256 Guilford College Students residing on campus who on the Guilford Web site. withdraw from the college are required to Readmission is determined by the vacate residence halls within 24 hours of Readmission Committee, which may their eff ective date of withdrawal. consider information provided by All students receiving medical the Associate Academic Dean, the withdrawals from Guilford are required Dean for Campus Life, and any other to reapply through the Admission appropriate college offi cials in making its Offi ce. Readmission is the decision of determination. For applications following the Readmission Committee, which will a medical withdrawal, the Readmission consider information provided by the committee may consult the Director of Associate Academic Dean, the Director Student Health and/or the Director of of Student Health, the Director of Counseling Services. Counseling Services, the Dean of Campus Readmission is not guaranteed. If Life, and any other appropriate college readmitted following academic suspension offi cials in making its determination. or dismissal, students are required to satisfy the conditions of academic probation Leave of Absence. A student in good explained above. Students who withdrew academic and fi nancial standing may while on academic probation return on apply for a leave of absence for one or academic probation. two semesters. A leave of absence may Students returning from academic be approved for students with fi nancial, suspension or dismissal may become personal, or medical concerns, students eligible again for fi nancial aid; the participating in non-Guilford educational returning student must fi le an appeal with experiences, and students who need a the Financial Aid Offi ce. Readmitted break. Traditional-age students considering students are permitted to resume athletic this option need to meet with a member of participation if all eligibility standards are the Campus Life staff who will provide full met. details and assist in working out specifi c arrangements related to the leave. CCE Nonpayment of Tuition and Fees. students should contact a CCE adviser. Students must pay tuition and fees All students who withdraw must complete according to the schedule established and submit applications for readmission if by the Offi ce of Student Accounts. they wish to re-enroll. Students who do not fulfi ll their fi nancial obligations to the college according to this Vacating Residence Halls. Students schedule, or who fail to make satisfactory residing on campus who withdraw or take arrangements with the Offi ce of Student a leave of absence from the college are Accounts to pay according to some other required to vacate residence halls within 24 mutually agreed-upon schedule, may be hours of their eff ective date of withdrawal. dismissed from the college.

Readmission. All students receiving withdrawals or leaves of absence from STUDENT RECORDS Guilford who subsequently wish to return to Guilford as students are required to Various records are maintained reapply through the Admission Offi ce or on each student. Original documents the Center for Continuing Education. submitted to Guilford become a Suspended and dismissed students permanent part of a fi le and cannot be may apply for readmission through the returned to the student or sent to another Admission Offi ce after one calendar year. party. Guilford adheres to the privacy of Applications for Readmission are available student records as required by the Family www.guilford.edu 257 Educational Rights and Privacy Act of submit an application for graduation to 1974 (FERPA). Student records and where the Registrar, either online or in person. they are housed: Th e Registrar’s offi ce evaluates the candidate’s transcript and must approve • Academic Records – Registrar’s Offi ce. the application, indicating that the student • Academic Disciplinary Records will complete all degree requirements – Associate Academic Dean. at the end of the next semester. A • Admissions Records – When the student who fails to complete all degree process for admission is completed, requirements by the scheduled graduation the Admission Offi ce will send date must reapply for graduation. appropriate documents to the To receive a diploma or participate appropriate offi ce for maintaining of in commencement, a student must have the student’s records. satisfi ed all academic requirements, must have cleared all outstanding accounts with • Advising Records – the student’s the Offi ce of Student Accounts and must assigned advisor. have no judicial action pending. Diplomas • Disciplinary Records – Offi ce for will not be awarded to any student against Campus Life. whom unresolved judicial charges exist. • Financial Aid Records – Offi ce of When a degree program is Financial Aid. discontinued by Guilford, that degree may • Health Records – Offi ce of Health continue to be awarded for a subsequent Services. fi ve-year period, provided all requirements • Alumni Records – Offi ce of Alumni for the degree can be met. However, once Relations. the degree program has been terminated, the college is not obligated to continue off ering courses necessary to complete that TRANSCRIPTS degree.

Th e Registrar will release transcripts only upon the written request of the SECOND DEGREES student. Th e cost for each offi cial transcript requested in advance is $10; Any college graduate who desires a faxed copies are $20 each. Th e cost for second bachelor’s degree of present date transcripts needed immediately (on from Guilford must apply and register demand) is $20. Th e Registrar will not through the Center for Continuing issue offi cial transcripts of a student who Education. has an outstanding fi nancial or judicial To be awarded a second degree, obligation to the college. a student must complete, with an overall grade-point average of 2.00 or better, the following: a minimum of DEGREE CANDIDACY 32 credits beyond those used to fulfi ll the requirements for the fi rst bachelor’s Diplomas are dated at the time degree, all of which must be taken in of degree completion (May, July, or residence at Guilford, all prescribed major December). Commencement exercises requirements; and Guilford’s required are held in May, and celebrations in July general education courses. and December for students who have When a Guilford graduate is awarded completed degree requirements. a second undergraduate degree from One semester before expected the college, notation of the new degree graduation, each degree candidate must and the date it was awarded will be 258 Guilford College added to the permanent transcript. Th e general education requirements from the fi rst degree satisfy those for the second bachelor’s degree. A student receiving a bachelor’s degree from another accredited institution may receive a second degree from Guilford by fulfi lling the conditions outlined above. Note: Guilford’s required general education courses must be satisfi ed either by courses taken at Guilford or courses transferred from the prior institution.

www.guilford.edu 259 260 Guilford College XIII. CAMPUS LIFE

Campus life at Guilford is infl uenced For information about Continuing by the college’s Quaker heritage. College Education Student Government, see policies and regulations are designed Chapter VIII. to create an ordered environment conducive to learning and development, in an atmosphere marked by personal RESIDENCE LIFE integrity and respect for others. Campus living demands of students a sense of Residence life is a vital part of responsibility for their own actions and an Guilford’s educational mission. Residence awareness of their roles in the community. life provides many points of interaction Specifi c guidelines for campus life with others for friendship, the formulation are printed in the Student Handbook of values, and the exercising of communal available from the Offi ce for Campus and personal responsibility. Life and online at www.guilford.edu. Because Guilford is primarily It is the responsibility of every student a residential campus that values the to be informed of college policies and community of students in a residential regulations and to abide by them in good setting, students are required to live on faith. campus and eat in the dining hall. Local students may commute from their homes but must specify when they apply that they STUDENT GOVERNMENT intend to live at home with their parents and commute. Th ere are no opportunities Student government at Guilford is for married or CCE students to live on organized around a Community Senate campus. composed of representatives from various During fall and spring breaks, and segments of the student body, members Th anksgiving, residence halls are open; of the administration appointed by the no meals are served at these times. Th e President, and faculty members selected by residence halls are closed during the winter the faculty. Executive offi cers of the Senate break. are chosen each spring in campus-wide Upon notifi cation of admission to the elections. college, new students should reserve rooms Th e Community Senate, within the by fi lling out the housing application policies and regulations established by the online. Housing assignment requests Board of Trustees, derives authority from become eff ective with the signing of the the President of the college to govern the contract and payment of the admission student body and to coordinate and direct deposit. the several subsidiary organizations of A subcommittee of Community student government. Th e president of the Senate provides a forum for residence life Community Senate, with the consent of its issues and encourages student involvement members, appoints student representatives in improving the quality of residential to Board of Trustees committees and living at Guilford. Each residential hall to faculty committees. Th e Senate acts or area has a hall council that sponsors as a forum for campus concerns and activities for residents supported by the determines the amount and distribution of students’ activities fees. student activity fees. For additional information on residence halls, please refer to the Campus www.guilford.edu 261 Life website or the Student Handbook. of a corridor with central bathroom facilities. Each room has a sink and there are kitchen, lounge and laundry RESIDENCE HALLS facilities. Residents of English Hall are required to sign the Quiet Hall • Binford Hall, (average room size: 17 Agreement. Although a mixed class ft. 4 in. x 11 ft. 9 in.), a coed hall, it mainly houses upper-class residence hall completed in 1962, students. contains rooms for approximately 155 students, with lounges on each • Mary Hobbs Hall, (average fl oor. Binford is the fi rst hall on room size: 13 ft. 6 in. x 12 ft.), Guilford’s campus to implement the built in 1907 and with more Community Agreements Initiative. recent renovations in 1977, 2004, It houses predominantly fi rst- year and 2005, houses approximately 54 students and features an entire female residents. Th is unique building fl oor dedicated to a healthy living/ is not only the oldest residential substance free environment. Th e facility on campus, but home to a hall has air-conditioning, carpeted coff ee cooperative in the recently rooms, and central laundry facilities. renovated basement. Th e hall is air- Th e building is designed in a T- conditioned with rooms on either shape and has bathroom facilities, side of long and short corridors with lounges and kitchens in the center of central bathroom facilities, a kitchen each fl oor and the room furnishings in the basement and three lounges. are all built-in. Th e lounges are carpeted and the halls and rooms have hardwood fl oors. • Bryan Hall, (average room size: 13 ft. 7 in. x 11ft. 1 in.) a coed residence • Milner Hall, (average room size: 11 hall completed in 1968, is designed ft. 1 in. x 18 ft. 5 in.), completed in to house approximately 215 students 1962, is a coed residence hall with in suites of eight. Th e hall is air- approximately 250 students. Th e conditioned and is designed for eight rooms are air-conditioned, carpeted, students per suite (4 bedrooms) and have sinks. Most bedrooms have who share a bath and a common a lofted bed set-up. Th ere are rooms area (common area is unfurnished). on either side of a corridor with Students may elect to smoke in their central bathroom, kitchen, lounge suite if all the occupants of the suite and laundry facilities. Th e fi rst fl oor are in agreement. Th ere are also of Milner is completely substance-free central laundry and lounge facilities and students who desire a substance- and a small kitchenette on the second free environment are required to fl oor. Th e central courtyard houses sign the Substance-Free Living many social activities throughout the Agreement. Milner Hall is the largest year, including quad dances. Bryan of the residence halls and houses all Hall is a mixed class hall. classes of students.

• English Hall (average room size: 16 • Shore Hall, (average room size: 13 ft. 4 in. x 11 ft. 8 in.), built in 1957, ft. 7 in. x 11 ft. 9 in.), built in 1954 is an all-male designated quiet hall and recently renovated in 2003, is with approximately 50 students. Th e an all-female residence hall housing hall is air-conditioned with carpeted approximately 60 students. Shore is fl oors and has rooms on either side air-conditioned and has tiled fl oors on 262 Guilford College either side of a corridor with central STUDENT SERVICES bathrooms, kitchen, laundry facilities and a spacious lounge. Shore is a Orientation designated quiet hall, and residents Th e orientation of new students of Shore Hall are required to sign the and their parents begins just prior to the Quiet Hall Agreement. opening of school with a two-part program called CHAOS - Community, Health, • Student Apartments North. Th ese Advisement, Orientation, and Services - 23 student apartments, completed giving students and parents an opportunity in 1991 and housing 96 students to meet faculty, administration, and staff . in air-conditioned single rooms, are Th e fi rst two days of the orientation available for upper-class students. Th e program consist of intensive small- apartments, shared by four students, are carpeted and feature furnished group community-building experiences bedrooms, fully equipped kitchen, designed to challenge students, help them and furnished dining room and living think about themselves as learners, and room. Th ey are located in a wooded break down barriers by interacting in an area north of Milner Hall. experiential setting with several faculty members and upper-class students. • Student Apartments South. Th ese Options include outdoor adventure 35 student apartments, completed experiences, service projects, and in 2005, house 140 students in leadership experiences. air-conditioned single rooms. Th e During the remainder of CHAOS, apartments, shared by four students, new students work with trained student are carpeted with furnished bedrooms, leaders in groups of 18 to get acquainted fully equipped kitchen, and furnished with campus resources, meet with their living room; they contain two academic advisers, participate in social bathrooms per apartment. Th ey are events, and become acquainted with located between the apartments north campus life so that they may begin college and Milner Hall. as smoothly as possible.

All traditional residence halls Student Health Service feature air conditioning and at least one Prior to attending classes, each new kitchenette for use by residents. student is required by North Carolina law to submit certifi cation of immunization to Alternative Houses. Guilford off ers the the Student Health Service. Th e required opportunity for groups of students to live physical and immunization record must together in special interest housing or be completed by a physician, physician alternative houses. Th ere are fi ve houses assistant, or nurse practitioner. Students that accommodate six to 13 students and who fail to comply with this state law must are organized around common social or be suspended. academic interests, such as the study of Th e Student Health Service is located languages, science, or cultural themes. in Founders Hall. Th e service keeps daily Students may apply each spring for hours during the week, and a physician special interest housing for the following assistant holds clinic visits on a scheduled academic year. Th e houses are not available basis. Emergency care is available after for fi rst-year students. Students living in clinic hours at local walk-in clinics and the alternative houses are not required to hospital-based emergency rooms. Th e participate in the college meal plan. medical service included in the tuition charge for full-time traditional students www.guilford.edu 263 covers routine illnesses and the cost of sick modifi cation(s) for the physical or mental calls in the Student Health Service. An impairments of any such individual. additional charge is made, however, for If you have a documented physical, X-rays, lab work, or off -campus referral. learning or psychological disability An optional student health insurance for which you would like to request plan is also available. See Chapter X. appropriate accommodations, you must complete the Disabilities Disclosure found Counseling Center in the Course Registration Guide or in Th e Counseling Center is based the Offi ce of Campus Life or Learning on the premise that every person has Commons. Please be sure to include the potential for continuous personal, specifi c information regarding your intellectual, and social growth. Seldom disability and how it aff ects your academic is that growth more accelerated or more work, class schedule, residential living vulnerable than during the college years. situation, and co-curricular involvement. Th e Counseling Center is available to You should attach appropriate provide support to the student throughout documentation. Please indicate whether this all-important period. or not you are requesting assistance in Located in the basement of Founders arranging for accommodation. Hall, the Counseling Center is staff ed by Th e form and documentation will be certifi ed clinical social workers trained in directed to the appropriate campus area personal and group counseling and crisis (Counseling Center, Learning Commons, assistance. Student Health, Residence Life, etc.) for Th e service off ers a confi dential consideration. A staff member from the setting for students to plan life goals, appropriate area will be in touch with you resolve academic or personal diffi culties, to discuss your accommodations and you and learn about new dimensions of will receive a copy of your confi dential 504 themselves through workshops, or Accommodation Plan that you may share individual and group psychotherapy. It with instructors, resident advisors, staff also provides a referral service to sources of members and others as appropriate. assistance in the Greensboro area. Counseling services available for Career & Community Learning Center Continuing Education students are Th e Career & Community Learning described in Chapter VIII. Center assists students and alumni in setting and achieving their career and Students With Disabilities life goals. Th rough personal advising, It is Guilford’s policy not to assessment, and experiential activities, discriminate against qualifi ed individuals counselors and program coordinators help with disabilities and to provide reasonable students identify interests and skills, relate accommodation(s), as required by law, college experience to the world of work, to otherwise qualifi ed applicants for and plan their next steps after graduation. admission of students with disabilities Special programs, career fairs, and a in all education programs, activities, services and practices, including one-credit course also assist students in application procedures, admissions, their planning. An alumni network gives student assignment, course assignment, students access to Guilford graduates who the awarding of degrees, discipline, and are willing to share their expertise. dismissal. Educational opportunities will Th e center houses a library of rich not be denied to an otherwise qualifi ed resources that help students plan a major, applicant or student because of the need investigate graduate programs, develop to make reasonable accommodation(s) or a polished resumé, conduct an eff ective 264 Guilford College job search or fi nd an internship (the Th e Offi ce of African American internship program is discussed in Chapter Aff airs serves as a primary point of contact VII). Reference materials on national and for African American students regarding international companies and agencies in their curricular and co-curricular needs. the nonprofi t sector are also available. Th e director provides administrative Th e center also coordinates and leadership in the development, supports a strong service component, coordination, and delivery of a including the Bonner Scholars Program comprehensive range of social, cultural, (this program off ers scholarships and educational services and activities. to qualifying students interested in Th e Native American Program provides for the recruitment, retention, community service). Th rough this and support of Native American students. component, students can choose from Th e director is also a member of the a wide range of service opportunities in teaching faculty. In addition to providing the Greensboro community. With staff support in all areas of campus life, the support, students initiate and manage program also plans social activities and an array of diverse programs at sites that promotes cultural events which increase include, for example, a prison unit, a visibility and knowledge of native cultures. homeless shelter, and a refugee community. Th e Multicultural Resource Center, Training in leadership skills, program located in Founders Hall, preserves management, and cultural understanding and promotes the ethnic cultures of is provided to participants. all Guilford community members, Students who want to explore with a special focus on historically issues of faith and vocation can also fi nd underrepresented populations. In order assistance and resources in the center. An to achieve its aims, the center provides experienced staff person is available to help advocacy and educational programming, students refl ect on these important issues and functions as a clearinghouse for and connect them to their career planning. culturally specifi c information. It is staff ed Th e center serves all students and by a part-time coordinator working alumni and encourages early involvement. collaboratively with student employees and volunteers. Student Employment Service Additionally, the College’s Cultural Th e Student Employment Service Pluralism Committee supports and (SES), a part of the Career & Community promotes an appreciation of the value of cultural and intellectual diversity at an Learning Center, assists students seeking institutional level. part-time (on and off campus) and summer employment. Students have access International Student Services to the on-line OPTIONS conference, Services are available to international which lists part-time opportunities in students through the International the greater Greensboro area as well as Student Offi ce and the International nationwide summer positions. SES also Student Adviser, who advises them on posts available on-campus jobs for students institutional rules, government regulations, who have been awarded work-study as part academic resources, and opportunities of their fi nancial aid package. off ered by both the college and the larger Greensboro community. Various programs Services for Students of Diverse and resources are available through Ethnicity the International Student Offi ce to aid Many services are available to students international students in their transition to of diverse ethnic heritage. Guilford and the Greensboro community. www.guilford.edu 265 Guilford is a member of FOUNDERS HALL the Association of International Educators-NAFSA-AIE and is authorized Rebuilt on the site of the original under federal law to enroll non-immigrant building of New Garden Boarding School, alien students. A pre-orientation program Founders Hall provides offi ce space for for international students is held prior to many student service departments and the general orientation program as well student organizations. Its facilities include as a special re-entry program for students the college cafeteria, meeting rooms, returning home after their studies at lounges, an art gallery, a recreation room, Guilford. the mail room, a snack shop, the college bookstore, and a student-operated radio station. CULTURAL OPPORTUNITIES Sternberger Auditorium, adjacent to Founders Hall, provides seating for Campus Activities Board approximately 250 people as well as space Campus Activities Board (CAB) is a for dances and other events. Housed student organization that sponsors campus in the basement is the Th eatre Studies social, recreational, and cultural programs. Department, including faculty offi ces, box CAB committees (Novelty Acts and Movie offi ce, costume shop, dressing rooms, and and Live Performances) plan recreation, a rehearsal hall. Sternberger Auditorium fi lms, concerts, and dances. CAB’s is complemented by the larger Dana purpose is to encourage community and Auditorium as a location for a wide variety provide a variety of out-of-the- classroom of performing arts presentations. activities. Th e Guilford Formal in the fall and Serendipity in the spring are major weekends that CAB coordinates. CAMPUS ORGANIZATIONS

Guilford has 50 clubs and Arts Programs and Lectures organizations funded by Community Each year Guilford presents programs Senate and supervised by the Offi ce of in music, the performing arts and public Student Activities and Leadership. Th ese aff airs for students, faculty and staff . Th e clubs fall into six categories: Religious, college presents departmental lectures such Educational, Awareness, Club Sports, as the Sheridan Simon Lecture (physics), Publications, Social. Th e clubs are all have James L. Fleming Lecture (peace and representatives on the Inter-Club Council confl ict studies) and the Rembert W. (ICC) and attend ICC meetings once a Patrick Lecture (history). month. Since 1996, the Bryan Series has A few of these clubs include: been creating community conversation with an annual series of lectures in the Th e Performing Arts arts, humanities and public aff airs. Events Th e Revelers, Guilford’s are held in War Memorial Auditorium in extracurricular arts group, supports theatre Greensboro. Recent visitors have included and other art forms produced entirely Madeleine Albright, Sidney Poitier, by students. Activities include theatrical Mikhail Gorbachev and Desmond Tutu. productions of all kinds, art festivals, trips For more information, visit www.guilford. to arts events, and seminars with visiting edu/bryanseries. artists. Projects are chosen on the basis of proposals made to the organization’s offi cers. Membership is open to all Guilford students. 266 Guilford College Th e Guilford College Choir Other Special Interest Groups. Th ere are performs numerous concerts each season approximately 60 other special interest both on and off campus in addition to groups on campus including Amnesty major concerts at Christmas and during International, Guilford Pride, Hillel, Th e the spring. Th e choir makes an annual Native American Club, Quaker Concerns, tour, bringing the members into contact Forevergreen, Women’s Awareness, and the with varied audiences and communities. Websterian Pre-Law Society. Information Membership in the choir is open to all about these and other student groups is students by audition. Choir scholarships available from the Student Activities and are available to students meeting specifi c Events Planning Offi ce in Founders Hall. criteria. Students interested in broadcasting Departmental Clubs maintain and operate radio station Majors and other interested students WQFS-FM (90.9), licensed to Guilford in various departments such as biology, by the Federal Communications foreign languages, geology, history, physics, Commission. Annually recognized as psychology, sociology and anthropology, one of the country’s best student-run and sport studies have organized clubs for college radio stations, the programming of discussion of issues relevant to learning WQFS-FM includes music, news, lectures, in their fi elds. Beta Beta Beta Biological and a variety of off erings providing an Society endeavors to cultivate an interest educational service to the people of in the life sciences and recognizes academic Guilford and the surrounding area. achievements in biology.

Blacks Unifying Society (BUS) Previously the African American Culture STUDENT PUBLICATIONS Society (AACS), BUS was organized by the Guilford African American student Th e Guilfordian, a newspaper printed community to foster unity among African for and by students, serves as a forum American students while encouraging full for student and faculty opinion through participation in the academic, social, and its editorials, columns, and letters to policy-making processes of the college the editor. Each issue covers campus community. BUS is open to all members news events and provides publicity for of the Guilford community as it strives various activities and cultural programs. to sponsor projects and cultural activities Th e student staff , working with a faculty that foster greater awareness of the African adviser, gains practical journalism American experience in the United States experience in writing, editing, layout, and and abroad. publishing.

Th e International Relations Club (IRC) Th e Quaker, the college yearbook, is provides an opportunity for students compiled by students and published of various nationalities to interact and annually. As a pictorial and literary exchange ideas. Speakers, outings, and representation of Guilford, Th e Quaker special programs such as the International attempts to interpret and evaluate Fair and International Dinner off er a graphically campus activities and broader understanding of other cultures aspirations. and world issues. In addition, the club attempts to aid international students in Th e Piper, published by a student staff , their adjustment to the United States and features original poetry, prose, and Guilford. IRC is open to all students. graphics contributed by students and faculty. Its purpose is to promote creative www.guilford.edu 267 writing, develop artistic talents, and of inward spiritual development. Th e provide opportunities for critical dialogue college sustains Quaker principles of in the arts. community service, respect for individual integrity, global understanding, moral decision-making, and the fostering of OTHER PUBLICATIONS equality, peace, simplicity, and justice. Governance of the college is by the Th e Journal of Undergraduate Research Friends’ tradition of seeking a “sense of the in Physics, a publication of the American meeting.” Institute of Physics, disseminates Consistent with Quaker faith and distinguished undergraduate student practice, Guilford seeks to enable students physics and physics-related research to harmonize their lives with their own throughout the world. It is produced by religious tradition or to explore other Guilford’s Physics Department. forms of spirituality. Guilford dedicates itself to recognizing the universality Th e Southern Friend: Journal of the of divine guidance and to fostering an North Carolina Friends Historical awareness of the many ways in which Society is a semiannual periodical spirituality is developed. Th e campus sponsored by the only Friends historical welcomes communities of many faiths. society in the Southeast. Edited by Th e Campus Ministry Offi ce, located Carole Treadway, librarian of the Friends in the Hut, in cooperation with a student Historical Collection, the publication organization, the Guilford Council carries scholarly articles on various aspects of Religious Organizations (GCRO), of the history of the Religious Society of facilitates campus religious life through Friends. regular worship opportunities, small- group discussions, forums, speakers, service projects, and an annual Religious RELIGIOUS LIFE Emphasis Week. Max Carter, director of Friends Center and campus ministry coordinator, and Deborah Shaw, associate Guilford at fi rst might appear to be a in Friends Center and campus ministry, are secular institution. No chapel dominates available to all in the College community the campus; no religious symbols adorn for conversation and counsel. Th e staff the buildings and rooms; no religious of the Guilford Initiative on Faith and services or courses are required. Upon Practice, Scott Pierce Coleman, director, closer scrutiny, however, one quickly are also available as a resource for spiritual learns that even the absence of overtly discernment. religious symbols is part of the college’s Active student organizations include Quaker heritage. Friends seek to encourage the Guilford Catholic Community, an inward experience of religion within Unitarian-Universalist Students, Hillel, a community of respect for spiritual Guilford Christian Fellowship, Quaker receptivity. Concerns, Pagan Mysticism, and Buddhist Th e Religious Society of Friends meditation. Quaker worship occurs (Quakers) originated in a radical daily and Catholic mass and College 17th-century Christian movement that Meeting for Worship are held weekly on sought to turn from an experience of God campus. Many students become active in based on external authority to an inward the more than 400 churches, meetings, experience of the Divine with the power temples, mosques, synagogues, and other to transform lives and society. Guilford congregations in the Greensboro area. New remains committed to the importance Garden Friends Meeting, First Friends 268 Guilford College Meeting, and Friendship Friends Meeting, Some students gain practical located near the college, welcome students experience by working with local political of all faiths. parties and political action groups. Other campus organizations, such as the African American Cultural Society COMMUNITY and Forevergreen, an environmental INVOLVEMENT organization, also pursue their special interests in the community at large. Guilford recognizes the educational value of participation in the larger world of which the campus is a part. Th e college ATHLETICS AND encourages students to use Greensboro RECREATION and the surrounding community as an adjunct to the classroom. More than 300 Guilford considers physical activity, students make a weekly commitment growth, and the well-being of the each semester in the wider community individual student to be important through internships, fi eld work linked to components of the educational mission. an academic class, or volunteer service. Th e college values participation, Project Community, a student-run sportsmanship, quality competition, skill community service offi ce, promotes advancement, achievement, and striving a campus-wide ethic of service by for excellence. Th e coaches take personal sponsoring special service events on and interest in every player on their teams and off campus and by connecting students strive to create positive experiences for all with opportunities in non-profi t and team members. community organizations. More than 50 Student athletes are amateurs and agencies attend the Volunteer Fair held receive fi nancial aid based only on need each fall to recruit Guilford volunteers to and academic excellence. Guilford and the their programs. Athletics Department share the philosophy Guilford students have made an of the NCAA Division III. ongoing commitment at 10 sites where they volunteer on a weekly basis, with NCAA Division III Philosophy transportation provided. Each of these Statement ongoing commitments operates with Colleges and universities in Division a student Project Coordinator, who III place highest priority on the overall works with the Volunteer Training quality of the educational experience Coordinator to recruit, train, and support and on the successful completion of all Guilford students volunteers. Ongoing students’ academic programs. Th ey seek to commitments include: Pathways Shelter establish and maintain an environment in for homeless families; Prison Literacy at which a student-athlete’s athletics activities a minimum security prison; English as a are conducted as an integral part of the Second Language tutoring with refugees student-athlete’s educational experience. at the Montagnard Dega Association Th ey also seek to establish and maintain an and the Greensboro Buddhist Center; environment that values cultural diversity a.i.d.s. (acquiring information, destroying and gender equity among their student- stereotypes) about AIDS; Environmental athletes and athletics staff . To achieve this Outreach at High Point Environmental end, Division III institutions: Center, HOME (repairs for low-income • Place special importance on the impact home owners); and Shelter Outreach of athletics on the participants rather working with adults who are homeless. than on the spectators and place www.guilford.edu 269 greater emphasis on the internal minimizing infringement on the freedom constituency (students, alumni, of individual institutions to determine their institutional personnel) than on the own special objectives and programs. Th e general public and its entertainment above statement articulates principles that needs; represent a commitment to Division III • Award no athletically related fi nancial membership and shall serve as a guide for aid to any student; the preparation of legislation by the division • Encourage the development of and for planning and implementation of sportsmanship and positive societal programs by institutions and conferences. attitudes in all constituents, — 2003-2004 NCAA Manual including student-athletes, coaches, administrative personnel and Guilford sponsors 16 intercollegiate spectators; teams. Men may participate in baseball, • Encourage participation by maximizing basketball, cross-country, football, golf, the number and variety of athletics lacrosse, soccer, and tennis. Women may opportunities for their students ; participate in basketball, cross-country, • Assure that the actions of coaches lacrosse, soccer, softball, swimming, tennis, and administrators exhibit fairness, and volleyball. openness and honesty in their Th e following teams have participated relationships with student-athletes; in national tournaments: baseball, men’s • Assure that athletics participants are basketball, women’s basketball, golf, not treated diff erently from other volleyball, and men’s and women’s tennis. members of the student body; Th e men’s basketball team and women’s • Assure that athletics programs support tennis team were national champions in the institution’s educational 1973 and 1981, respectively. Th e golf team mission by fi nancing, staffi ng and won the national championship in 2002 controlling the programs through and 1989 and fi nished second in each of the same general procedures as other the three previous years. departments of the institution; Guilford is a member of the Old • Provide equitable athletics opportunities Dominion Athletic Conference. for males and females and give equal Students who are interested in emphasis to men’s and women’s other sports or in a less demanding time sports; commitment may choose to participate in • Support ethnic and gender diversity for one of the Guilford club sports programs. all constituents; Th e Student Activities Offi ce, located on • Give primary emphasis to regional in- the fi rst fl oor of Founders Hall, manages season competition and conference these activities. Men’s rugby, women’s championships; and rugby, track, and ultimate Frisbee are the • Support student-athletes in their eff orts club sports currently off ered. Anyone to reach high levels of athletics interested in another athletic activity, performance, which may include however, is invited to initiate a new opportunities for participation in club sport by working with the Student national championships, by providing Activities Offi ce. all teams with adequate facilities, competent coaching and appropriate competitive opportunities.

Th e purpose of the NCAA is to assist its members in developing the basis for consistent, equitable competition while 270 Guilford College FAMILY ASSOCIATION Details of traffi c and parking regulations are included in the Student All parents are members of the Handbook. Guilford College Family Association, which was formed in 1984. Th e association initiates programs related to Guilford families and assists in fund- raising and student recruitment. Th e association provides a direct channel of communication among parents, college faculty, and staff via the Guilford Magazine, the Guilford Web site, and the weekly e-mail edition of Th e Beacon. Th e Family Leadership Council assumes the leadership role of the Family Association. Parents, grandparents, and other family members are invited to visit their students for the fall Family Weekend, which includes seminars, cultural and sporting events, and the association’s annual meeting.

MOTOR VEHICLES AND PARKING

A Guilford student may operate a motor vehicle on campus provided it is properly registered. Students who operate motor vehicles on campus are required to pay a registration fee and park in a designated parking area. Students are required by law to comply with North Carolina state motor vehicle insurance requirements and all local, state, and federal ordinances. Temporary parking permits may be obtained free of charge at the Offi ce of Public Safety for vehicles operated by guests and visitors to the campus. Th e Offi ce of Public Safety is responsible for reporting violations of college motor vehicle regulations to Guilford offi cials. Th e Greensboro Police Department, the Guilford County Sheriff ’s Department and the North Carolina Highway Patrol enforce North Carolina state laws pertaining to the operation of motor vehicles. www.guilford.edu 271 272 Guilford College XIV. AWARDS

Campus leadership at Guilford is to demonstrate profi ciency in written recognized in various ways and is a factor and spoken English, and to be of high in the awarding of scholarships and other character. Selection is by the Student Aid honors. and Awards Committee.

See Chapter XI for scholarships ACADEMIC SCHOLARSHIPS available to incoming fi rst-year students.

Charles A. Dana Scholarships Dana Scholarships are awarded SCHOLASTIC HONORS to rising junior and senior students on the basis of character, scholarship, and Dean’s List leadership. Th e amount of each award is Th e Dean’s List, published at the end based on need and may provide up to half of fall and spring semesters, consists of tuition. the names of students who carried at least To apply for a Dana Scholarship, eight credits of academic work for the a student must have completed two part-time Dean’s List and at least 12 credits full academic years or its equivalent at of academic work for the full-time Dean’s Guilford, have a cumulative 3.25 grade- List in the previous semester and earned a point average, and be recommended by 3.50 grade-point average. students, faculty, administrative staff , or employers. Selection is made by a faculty Student College Marshals committee that considers a student’s Th e Convocations and Celebrations academic excellence, leadership, and Committee presents candidates for the contribution to campus or community life. role of Student College Marshal to the Dana Scholars who continue to meet these faculty each spring. Eligible students are criteria may reapply for the award. sophomores or fi rst-semester juniors with at least a 3.50 grade-point average. George I. Alden Excellence Scholarship Th e marshals serve at commencement Th is scholarship was established by and public functions for the following the George I. Alden Trust of Worcester, two years. Th e student receiving the MA. It provides an annual award of highest number of votes is designated chief $2,500 to a rising junior who has been marshal. enrolled at Guilford for at least one year. Selection is based on outstanding Guilford College Scholarship Society character, intellect, and scholarship. Th e Guilford College Scholarship Society was organized in 1937, the Lawrence T. Hoyle Pre-law Scholarship centennial year of the college, to encourage Th is scholarship was established and recognize high academic achievement. by the S. LaRose Corporation to honor Students with cumulative grade-point Lawrence T. Hoyle, an attorney in its averages of 3.50 are eligible for election employ. Th e scholarship carries a value upon passing 60 credits of academic work of $500 and is awarded to a rising senior at Guilford. who is planning to attend law school. Candidates are expected to have a Eugene S. Hire Award minimum grade-point average of 3.25, Given to an outstanding www.guilford.edu 273 upperclassman who exhibits a willingness a deep concern for the environment and to help others in their learning eff orts. a strong commitment to environmental action. Clyde A. Milner Academic Excellence Award Dick Dyer Memorial Awards Presented by the Guilford College Given for outstanding, behind-the- Alumni Association to a rising senior, who scenes contributions to the Guilford has shown academic achievement and who community. has a cumulative grade-point average of at least 3.5. Nereus C. English Athletic Leadership Awards E. Garness Purdom Scholarship Award Named for one of the college’s most Presented by the Guilford College loyal alumni, the English Award is the Alumni Association to a rising senior school’s highest honor for athletic ability who has shown exceptional leadership and leadership. It was fi rst presented in in campus life and who has a cumulative 1977 to student-athletes who reached the grade-point average of at least 3.5. highest ideals of athletic accomplishment, leadership, and academic achievement. Who’s Who in American Universities and Colleges Judith Weller Harvey Award in Campus Based on nominations, seniors Ministry excelling at leadership and scholarship Given to a graduating senior who are named to this national list of high- has been involved signifi cantly in campus achieving students. religious life and has promoted inter- religious respect and understanding. Graduating Honors Honors are awarded to graduating Charles C. Hendricks Scholarship seniors who have attained a grade-point Presented to a rising senior who average of 3.50. High Honors are awarded has exhibited noteworthy character and to seniors who have attained an average of achievement while at Guilford. 3.70. Algie I. & Eva M. Newlin Social Concerns Award EXTRACURRICULAR AWARDS Given to a graduating senior who has contributed signifi cantly in areas of peace, Board of Visitors Senior Excellence justice, and social concerns. Award Recognizes an outstanding senior Eric Reid Leadership Award based on campus-wide nominations. Acknowledges the contribution of a student leader who signifi cantly enhances David Caldwell Log College Award campus life. A $2,000 cash prize awarded to a rising senior whose work has focused Hazel Steinfeldt / American Friends on the fi eld of religion and history. Service Committee Scholarship Administered by the Community Th e Hazel Steinfeldt / American Foundation of Greater Greensboro. Friends Service Committee Scholarship supports students at Guilford who have Zvi Cohen Memorial Environmental demonstrated a commitment to work for Award peace and social justice, both at Guilford Presented to a student who has shown and in the larger world. Th e scholarship 274 Guilford College is awarded to one or more rising juniors or Experiment. Presented to recognize each year, with the expectation that the excellence in reporting a scientifi c scholarship will be renewed for a student’s investigation or experiment that the author senior year. Th e scholarship is awarded has done while at Guilford. and supervised by the Peace and Confl ict Studies Committee and the scholarship Dean’s Award for Fiction. Awarded for recipients work with the committee during the short story that best demonstrates the period of the award. Th e scholarship mastery of that art. is up to $4,000 a year, depending on the student’s fi nancial aid package. For further Betty Place Prize in Poetry. Awarded information about the scholarship, contact annually for the poem that best Vernie Davis, Director of Peace and demonstrates, with passion and precision, Confl ict Studies. a control of the poetic art.

Algernon Sydney Sullivan Award Dubba Hughes Lucas Award. Given Presented to a senior in recognition of annually to the Guilfordian staff member distinguished service to others. who makes the best writing contribution that school year. Ezra F. Weis Memorial Award for Leadership in Choir Outstanding Tutor Award. Presented by Presented annually to a graduating the Academic Skills Center to recognize senior choir member for exemplary tutors who have contributed in the most commitment and leadership. positive, responsible, and creative ways.

Glaxo Wellcome Women in Science OTHER CAMPUS AWARDS Scholarship. Presented to recognize outstanding scholarship, to provide an Dean’s Award for First-Year Writing. incentive for women science students to Presented to recognize superior writing by enter the science profession, and to provide a fi rst-year student. all science students and majors with a woman science mentor at Glaxo Wellcome Dean’s Award for Narrative/Refl ective Inc. Writing. Presented to recognize superior narrative or refl ective writing by a student Accounting: Outstanding Student beyond the fi rst year. Award. Presented by the department to recognize superior performance by senior Dean’s Award for Scholarly/Critical accounting students. Writing in the Humanities. Presented to recognize superior scholarly or critical Accounting: Outstanding Achievement writing outside of the sciences by a student by a Continuing Education Student. beyond the fi rst year. Presented by the department to recognize superior performance among senior Dean’s Award for Excellence in Science Continuing Education students. Writing for a General Audience. Presented to recognize superior writing Art: Guilford College Art Appreciation regarding scientifi c issues, controversies, Club Merit Award. First given in 1982, phenomena, or experiments. this award is presented to a local arts student upon the recommendation of Dean’s Award for Excellence in community art instructors to recognize Reporting a Scientifi c Investigation outstanding contributions to the arts. www.guilford.edu 275 Art: James S. Laing Art Award. Presented Chemistry: American Institute of by the department to sophomores and Chemists Senior Award. Presented by juniors continuing their studies at Guilford the department to honor an outstanding who have shown excellent capabilities in senior chemistry major for superior ability the fi eld of art. and academic achievement.

Art: Merry Moor Winnett Art Chemistry: Chemical Rubber Company Scholarship in Photography. (CRC) Freshman Chemistry Award. Established in 1995, this scholarship Presented by the department for provides assistance to students who outstanding work in chemistry by a fi rst- demonstrate academic success and year student. fi nancial need. Preference is given to art students, especially individuals studying Chemistry: Harvey Ljung Scholarship. photography. Presented to chemistry majors for scholarship and service to the department Biology: Eva Galbreath Campbell and college, in memory of Harvey Ljung. Scholarship. Awarded to biology majors on the basis of scholarship and aptitude for English: Leona Sherrill O’Callaghan a career in biology. Scholarship for Excellence in English. Presented to a rising senior who is an Biology: Nancy Pringle Jones outstanding English major. Scholarship. To assist a student who has demonstrated excellence in biology and a English: Outstanding Achievement special aptitude for the study of medicine. by a Continuing Education Student. Presented by the department to recognize Biology: Outstanding Senior in Biology. superior performance among senior Presented by the department to recognize Continuing Education students. superior performance by a senior biology major. French: Outstanding Student of French. Presented by the department Business Management: Fred I. Courtney in recognition of excellence in French Management Award. A competitive cash language, literature, and culture and of award given to selected management signifi cant contribution to the French majors who have completed four program. management courses with a minimum GPA of 3.25. To date, individual students Geology: Gem and Mineral Club have received certifi ed checks as large as Scholarship. Donated each year by their $4,000. membership to recognize scholarship and promise of professional achievement in the Business Management: Outstanding earth sciences. Awarded to a rising junior Achievement by a Continuing Education and rising senior each year. A third award Student. Presented by the department to is given to support an outstanding geology recognize superior performance among student in summer fi eld study. senior Continuing Education students. German: Outstanding Advanced Business Management: Outstanding German Award. Presented by the Senior Management Major. Presented department for academic achievement by the department to recognize superior in the study of the German language, performance by senior accounting culture, and literature and for signifi cant students. contribution to the German program. 276 Guilford College German: Outstanding Student of Justice and Policy Studies: Community Intermediate German Award. Presented Service Award. Presented by the by the department for excellence in all department in recognition of dedication levels of language profi ciency at the and service to the community. intermediate level. Mathematics: Th e Pancoast Mathematics History: Algie I. Newlin Senior History Award. Given in memory of former Prize. Presented to outstanding history mathematics professor J. Wilmer Pancoast majors, actively engaged in campus to students who show exceptional promise life, who have demonstrated scholastic in mathematics. excellence, conscientious performance, and potential contribution to the fi eld of Music: Th e Mary Ellen Cathey Award. history. Given to a music student with outstanding academic standing and demonstrated History: Algie I. Newlin Scholarship fi nancial need. for Rising Senior. Presented to a rising senior who demonstrates high academic Music: Th e Maxine Kirch Ljung Award. achievement in history and potential for Presented to an outstanding music major. future contribution in the fi eld of history. Philosophy: C. Th omas Powell Award. History: Daughters of American Presented by the department to recognize Colonists History Prize. Awarded to excellence in the fi eld of philosophy. recognize the student who writes the best essay in the history research seminar on Physics: Helen and Winslow Womack United States history. Research Awards and Jeglinski Family Research Awards. Presented to support History: First-year Student Newlin Book undergraduate research in physics- Award. Given to a fi rst-year student who related fi elds. Th ese competitive awards, demonstrates outstanding potential in the administered by the Physics Department, fi eld of history. can include support for the purchase of equipment and supplies, travel to History: Th omas Th ompson professional meetings to report on the Scholarship. Established in the early research, and a stipend. 1970s as a memorial to a history student who died before graduating and presented Political Science: Andrea Gerlak to students who demonstrate high Senior Excellence Award in Political academic achievement and who evince Science. Awarded to recognize superior promise for scholarly excellence in history. performance by a senior Political Science student. Justice and Policy Studies: Outstanding Senior in JPS. Presented by the Psychology: Outstanding Senior in department to a graduating JPS senior Psychology (Continuing Education). with the highest academic achievement. Presented by the department to recognize superior academic achievement among Justice and Policy Studies: Outstanding Continuing Education students. Achievement for Continuing Education Student in JPS. Presented Psychology: Outstanding Senior in by the department to recognize superior Psychology (Traditional). Presented to a academic achievement among Continuing senior psychology major in recognition of Education students. outstanding academic achievement in the fi eld. www.guilford.edu 277 Religious Studies: Frederic and Margaret Th eatre Studies: Donald Deagon Crownfi eld Prize. Awarded annually Achievement Award. Presented to to the student writing the best paper in recognize outstanding commitment to religious studies. academic and production work in theatre studies. Sociology and Anthropology: Andrew W. Gottschall, Jr. Senior Excellence FACULTY/STAFF AWARDS Award. Presented by the department for academic achievement in sociology and Th e Bruce B. Stewart Awards. Named anthropology and signifi cant service to in honor of Stewart, a 1961 Guilford the department. Awarded in memory of graduate who served the college as director Andrew Gottschall, who was a much-loved of admissions, assistant professor of member of the department from 1965 education, assistant to the president, acting until his death in 1979. academic dean, provost, acting president, associate to the vice president for Sports Studies: Outstanding Athletic development, trustee, chair of the Board Training Major. Awarded to recognize of Trustees and trustee emeritus. Stewart is academic achievement, contribution to currently head of school at Sidwell Friends campus life, contribution to the Sports School in Washington, D.C. Th e awards Studies Department, and professional of $5,000 each were generously established promise in athletic training. and endowed by Trustee Bill Soles ’81, his wife, Melanie, his sister, Jan Soles ’87, Sports Studies: Outstanding Exercise and their father, the late W. Roger Soles. and Sports Studies Major. Awarded Th e college awards three Stewart Awards: to recognize academic achievement, two teaching awards for faculty and one contribution to campus lifeand to community service award for staff . the Sports Studies Department, and professional promise in exercise and sports studies.

Sports Studies: Outstanding Sports Management Major. Awarded to recognize academic achievement, contribution to campus life, contribution to the Sports Studies Department, and professional promise in sports management.

Sports Studies: Outstanding Sports Medicine Major. Awarded to recognize academic achievement, contribution to campus life, contribution to the Sports Studies Department, and professional promise in sports medicine.

Spanish: Excellence in Spanish Award. Presented to seniors who have persistently undertaken to attain a high level of achievement in their studies of Spanish and in their development as young scholars. 278 Guilford College XV. PERSONNEL

BOARD OF TRUSTEES David R. Parker, Jr. ’41, Wilmington, NC Elizabeth Gilliam Parker ’37, Woodland, NC Joseph M. Bryan, Jr. ’60, Chair, Greensboro, Bruce B. Stewart ’61, Washington, DC NC Eldora H. Terrell ‘49, High Point, NC D. Victor Cochran III ’71, Vice Chair, Louise B. Wilson ’43, Virginia Beach, VA Greensboro, NC Martha W. Summerville ’76, Vice Chair, New Haven, CT BOARD OF VISITORS Kathleen M. Coe, Secretary, Greensboro, NC Edward J. Bauman, Treasurer, Greensboro, NC Th e Board of Visitors at Guilford College is a group interested in and informed Walter P. Blass, Warren, NJ about the programs at Guilford College. Carol W. Bruce, Greensboro, NC Members serve as informal advisers, as goodwill ambassadors, and as sponsors William H. Burchette, ’68, Alexandria, VA of special educational programs that M. L. Carr ’73, Woburn, MA bring together community, business, and W. S. Cross III, ’72, Greensboro, NC educational leaders. Kelly Dempster ’73, Houston, TX Martin D. Eakes, Durham, NC Membership David A. Edgerton ’62, Greensboro, NC Tomokazu Adachi, Greensboro, NC Th omas W. Evaul, Jr. ’51, Merchantville, NJ Mary Ann Akers ‘91, Washington, DC W. Groome Fulton, Jr. ’60, High Point, NC Christopher Arline ‘95, Charlotte, NC Ellen P. Hamrick ’78, Richmond, VA Betty Barry, Greensboro, NC D. Brent McKinney, Ararat, NC William H. Black III, Greensboro, NC Dalton L. McMichael, Jr., Madison, NC Anthony G. Blake, Jr., Greensboro, NC Daniel D. Mosca, Brown Summit, NC Arthur Bluethenthal, Greensboro, NC Lawrence W. Newlin, Greensboro, NC Patrick Bowling ‘88, Chicago, IL William G. Ragsdale, III ’66, Jamestown, NC Joseph M. Brower, Greensboro, NC Ann T. Raper, Summerfi eld, NC Louis M. Bouvier, Jr., Greensboro, NC Charlotte M. Roberts, Sherrills Ford, NC D. Hayes Clement, Greensboro, NC William R. Soles, Jr., ’81, Greensboro, NC J. Howard Coble ‘53, Greensboro, NC D. Gary Th ompson ’68, Atlanta, GA William H. Crawford, IV, Greensboro, NC Linda Rice ’82 Th orup, Yadkinville, NC William Seth Cross, III ‘72, Greensboro, NC Edward C. Winslow III, Greensboro, NC David Joseph Delman ‘75, Greensboro, NC Gary T. York ‘65, Mt. Airy, NC Kim Doran, Greensboro, NC Linda Edmunds, Greensboro, NC Emeriti: Milton Mitchel Faulk ‘64, Raleigh, NC J. Wilbert Edgerton ’40, Greensboro, NC Joseph D. Floyd, Sr. ‘53, High Point, NC Mary M. Evans, Greensboro, NC Barry Spencer Frank, Greensboro, NC Marietta M. Forlaw, Greensboro, NC Hughlene Frank, Greensboro, NC James T. Forsythe, New Orleans, LA William A. Frank, Greensboro, NC Howard H. Haworth ’57, Charlotte, NC Shirley Frye, Greensboro, NC H. Curt Hege, Sr. ’56, Winston-Salem, NC Gilbert L. Gates, Jr., High Point, NC Howard T. Hinshaw ’60, Charlotte, NC J. Douglas Galyon ‘53, Greensboro, NC Seth C. Macon ‘40, Greensboro, NC Chuck Greene, Winston-Salem, NC

www.guilford.edu 279 Richard A. Grubar, Greensboro, NC Jan Prillaman, Assistant to the Vice William B. Halstead, Greensboro, NC President and Academic Dean Jeff rey Hedrick, Greensboro, NC Jorge Zeballos, International Student William A. Horney, Jr., High Point, NC Advisor George W. House, Greensboro, NC Mary Minor, Offi ce Assistant H. Th omas Jarrell, Jr. ‘85, High Point, NC Peter L. Keane ‘82, Charlotte, NC Administrative Networks and Systems Milton S. Kern, Greensboro, NC (316-2112) (See IT&S) Robert C. Ketner, Greensboro, NC Ann Lennon, Winston-Salem, NC Admission (See Enrollment) Charles B. Leonard ‘69, Marietta, GA Albert S. Lineberry, Jr., Greensboro, NC Advancement (316-2178) Ellen S. Martin ‘69, Greensboro, NC Michael J. Poston, Vice President for Joel C. Mills, Greensboro, NC Advancement James Franklin Morgan ‘66, High Point, Libby Rich, Assistant to the Vice President NC Anne J. Hurd, Senior Director of David Nickell, Greensboro, NC Development Carole Dabbs Perkins ‘84, Greensboro, NC Jerry Harrelson, Director of Alumni Peter A. Pearce ‘72, Greensboro, NC Relations Dennis Quaintance, Greensboro, NC Karrie M. Opaleski, Associate Director George Richard Rankin ‘67, Statesville, NC of Alumni Relations and Alumni Suzanne Rudy, Greensboro, NC Engagement Marc Shaw, Arlington, VA Caroline B. Steed, Assistant to the MacArthur Sims, Greensboro, NC Director of Alumni Relations John Anthony Skipper, Greensboro, NC Brooks Haworth, Assistant Director of Lunsford R. Smith ‘76, Bell Buckle, TN Alumni Relations M. Janette Soles ‘87, Raleigh, NC Philip S. Warshauer, Director of Planned J. Michael Solomon, Greensboro, NC Giving Th eophilus O. Stokes III ‘79, Greensboro, Ashley D. Davis, Director of Corporate/ NC Foundation Giving and Government Gary F. Taft, Greensboro, NC Grants Stanley K. Tanger, Greensboro, NC Cindy Reed, Director of Donor Relations Sigmund I. Tannenbaum, Greensboro, NC Emily Th ompson, Director of Guilford Dwight Cliff ord Th omas ‘62, Sr., Annual Funds Greensboro, NC Ellie Puckett, Assistant Director of Charles Richard Vaughn, Jr., Mount Airy, Guilford Annual Funds NC Leigh Makitka, Major Gifts Offi cer Dr. Robert A. Wainer, Greensboro, NC June Chambliss, Director of Advancement Dale Roy Whitfi eld ‘62, Greensboro, NC Services M. Gertrude Beal, Manager of Prospect Research ADMINISTRATIVE STAFF Art Gallery (316-2438) Academic Dean’s Offi ce (316-2181) Th eresa N. Hammond, Director and Adrienne Israel, Vice President for Academic Curator, Guilford College Art Gallery Aff airs and Academic Dean Steven Shapiro, Associate Dean Athletics (316-2190) Erin Dell, Associate Dean Marion Kirby, Athletic Director 280 Guilford College David K. Walters, Sports Information Elizabeth Dornbos, Assistant Athletic Director, Assistant Athletic Director Trainer Mary G. Broos, ATE Clinical Director Shannon Swiatkiewicz, Assistant Athletic Nick Black, Head Baseball Coach Trainer Tom Palombo, Head Men’s Basketball Stephanie Flamini, Head Women’s Building Services (316-2905) Basketball Coach Gerald Little, Director of Environmental James Lafollette, Head Men’s and Services Women’s Cross-Country Coach William Rogers, Assistant Manager and Assistant Women’s Basketball Coach Business Offi ce (316-2176) Kevin Kiesel, Head Football Coach Curtis A. Bradbrook, Senior Accountant Jack E. Jensen, Head Golf Coach Rick Ogorek, Director of Budgets Andrew Rowe, Head Men’s Lacrosse Candace Lofano, Director of Accounting Coach Paulette Esdaille, Director of Student Matthew Grosso, Head Women’s Lacrosse Accounts Coach and Assistant Sports Karen Carter, Accountant Information Director Carol Kruep, Accounts Payable Jeff Bateson, Head Men’s Soccer Coach Coordinator Eric Lewis, Head Women’s Soccer Deborah Craven, Accountant and Student Coach Loan Coordinator Tybetha Cook, Head Softball Coach Steve Kaczmarek, Head Women’s Campus Life (316-2101) Swimming Coach Aaron Fetrow, Dean for Campus Life Bert Poole, Head Men’s Tennis Coach Alyson Kienle, Associate Dean for Campus Jennifer Anderson, Head Women’s Tennis Life Coach Bill Woodward, Associate Dean for Emily Hayes, Head Volleyball Coach Campus Life Tod Gross, Assistant Baseball Coach Jennifer Agor, Director of New Student Mike Zandler, Assistant Baseball Coach Programs William Fickes, Assistant Men’s Basketball Sandy Bowles, Area Coordinator/ and Assistant Men’s Tennis Coach Residence Life Program Manager Erik Uhlinger, Assistant Men’s Basketball Susanna Young, Area Coordinator Coach Adrienne M. Craig, Director of Student Tommy Grayson, Assistant Football Coach Activities and Leadership Mark Hargis, Assistant Football Coach Kris Gray, Residential Living Coordinator Pat Randolph, Assistant Football Coach Clay Harshaw, Director of the Michael Vite, Assistant Football Coach First Year Experience Eric Westberg, Assistant Football Coach Tina Garrett, Offi ce Manager John Hatchet, Assistant Men’s Soccer Coach Career & Community Learning Center Emily Johnson, Assistant Women’s Soccer (316-2187) Coach Irene Harrington, Director Cayla Veach, Assistant Women’s Lacrosse James Shields, Director of Community Coach Learning Susanna Young, Assistant Women’s Claire Dixon, Bonner Scholars Lacrosse Coach Coordinator Rashida Bryant, Assistant Softball Coach Desiree Wilkinson, Volunteer Training Coordinator www.guilford.edu 281 Cheryl Bridges, Coordinator of Internships Dianne H. Harrison, Director of Financial Lisa Tell, Admission Counselor Aid Vivian Lutian, Career Development Paul Coscia, Assistant Director of Counselor Financial Aid Susan Bagley, Associate Director of Center for Continuing Education Admission (316-2179) Shelley George, Assistant Director of Rita Serotkin, Dean for Continuing Admission Education and Director of Summer Tania Johnson, Associate Director of School Admission Martha C. Holt, Assistant Director Th ayle Jackson Heggie, Assistant Director Karen A. McCormack, Associate Director of Admission Angela Constantino, Associate Director Nancy Riemer, Assistant Director of and Coordinator Professional Admission Development and Training Center Elizabeth Hoff man, Admission Counselor Martha Summers, Adult Records Sandra Pearman, Director of Enrollment Technician Information Carol Morgan, Admission Counselor Margaret Shields, Coordinator of Visitor Meghan Noble, Admission Specialist Services Dianna LeBaube, Financial Aid Secretary Center for Personal Growth Stephanie Williams, Financial Aid (316-2184) Secretary Gaither Terrell, Director of Counseling Dianne Connor, Data Systems Operator and ADA Coordinator Vanessa Reese, Financial Aid Helen T. Rice, Director of Student Health Counselor Brandi Wardell, Financial Aid Counselor Chief Financial Offi cer (316-2131) Gerald Boothby, Vice President for Facilities Services (316-2901) Finance and Administration Jonathan Varnell, Associate Vice President Kimberly Goodman, Assistant to the Vice of Operations and Facilities President for Finance and Vacant, Assistant to the Director Administration Mark Miller, Director of Maintenance & Small Projects College Relations (316-2335) David Petree, Manager, Landscaping and Ty Buckner, Director of College Relations Grounds Michael V. Crouch, Assistant Director Nancy Semones, Director of Conferences Lee Owen, Assistant Director and Events Planning Aimee White, Events, Design and Brian Wenger, Support Services Manager Editorial Associate Mike Merkel, PE Supervisor

Correspondence Center (316-2268) Faculty Development (316-2262) Virginia Ferguson, Coordinator Claire Morse, Director

Enrollment (316-2100) Financial Aid (Student Financial B. Randy Doss, VP for Enrollment and Assistance and Planning) Campus Life (See Enrollment) Anthony E. Gurley, Associate Dean of Enrollment 282 Guilford College Friends Center/Campus Ministry Th omas C. Coaxum, Director of (316-2326) Institutional Research and Max L. Carter, Director of Friends Center Assessment and Campus Ministry Coordinator Louise Boothby, Assistant to the Director Deborah Shaw, Worship & Nurture Coordinator Interdisciplinary Studies (316-2447) Scott Pierce Coleman, Director of QLSP Judith Ann Harvey, Director of the Leslie Essien, Offi ce Manager Interdisciplinary Leadership for Social Change Program Honors Program (316-2229) Blaine Lukkar, ILSC Coordinator Vance Ricks, Director Learning Commons (316-2200) Human Resources (316-2138) Melissa Daniel, Director Frederick R. Devine, Director Kim Garner, Alternative Learning Cathy Oliver, Records and Payroll Specialist Coordinator Valorie Halvorsen, Professional Tutor Patricia Anderson, Human Resources M. Douglas Smith, Professional Tutor Generalist Rita Sullivant, Disabilities Services Coordinator Information Technology and Services (316-2139) Library (316-2450) Leah Kraus, Director Mary Ellen Chijioke, Director of Hege Scott Adamson, Director of Networks Library and Associate Librarian Teresa L. Sanford, Associate Director Evelyn V. Blount, Head of Reference and Geoff rey Leister, Assistant Director, User Information Services Librarian Services Carol Cothern, Library Associate for David Mingia, Network & Systems Acquisitions Specialist Nicole Jacques, Digital Reference Librarian Brian Turgeon, Webmaster Katherine Y. Hood, Library Associate for Charles F. White, Director of Information Serials and Binding Services Susan McClanahan, Circulation Manager Joan Griffi th, Database Administrator Gwendolyn Gosney Erickson, Librarian Pam Larkins, Program Coordinator of the Friends Historical Collection Sonya Mitchell-Duff y, Information Vacant, Technical Services Systems Specialist Librarian Chris Ermis, Systems Technician Ronny V. Welborn, Reference Librarian Liz Schrauder, Administrative Assistant Merritt Johnson, Network and Systems Mailroom (316-2122) Technician Lynn Van Horn, Manager Nelson Baecker, Bulk Mail Specialist Initiative on Faith and Practice (316-2331) Multicultural Education (316-2452) Scott Pierce Coleman, Director Sèkinah Hamlin, Director Frank Massey, IFP Gifts Discernment Santes Beatty, Africana Retention Coordinator Coordinator Betsy Blake, IFP Associate Holly Wilson, Africana Community Coordinator Institutional Research Offi ce (316-2238) Ken Hull, GLBTAQA Resources www.guilford.edu Coordinator 283 Native American Program (316-2287) of William and Mary; Ph.D. 1967, Janet Cochran, Interim Director University of Rochester

President’s Offi ce (316-2146) MARIA L. AMADO (2002), Assistant Kent Chabotar, President Professor of Sociology and Anthropology; Joyce A. Eaton, Executive Assistant to the B.A. 1997, University of Santa Maria La President Antigua; M.A. 1991, Ph.D. 2003, Emory Jeff Favolise, Assistant to the President for University Planning and Management Janet Wright, Ombudsperson CORINTH AULD (2006), Visiting Assistant Professor of Biology; B.S. 2000, Ph.D. 2006, UNC Greensboro Public Safety (316-2907) Reginald Hayes, Director PAIGE AVERETT (2004), Visiting Vacant, Administrative Manager Lecturer of Psychology; B.S. 1993, LaShaira Fullwood, Control Room Montreat College; M.S.W. 1995, Supervisor Washington University; Doctoral Keifer Bradshaw, Security Coordinator candidate, Virginia Polytechnic Institute and State University Purchasing (316-2349) Tracy Hall, Director EVELYN V. BLOUNT (1999), Head Reference Librarian, with the rank of Registrar’s Offi ce (316-2121) Associate Librarian; B.S. 1980, Elizabeth Norma R. Middleton, Registrar City State University; M.L.S. 1985, North Tammy Martin, Offi ce Manager Carolina Central University

Residential Life (316-2186) PETER B. BOBKO (1984), Associate (See Campus Life) Professor of Business Management; B.S. 1962, U.S. Air Force Academy; M.B.E. Study Abroad Programs (316-2125) 1972, Claremont College; D.B.A. 1983, James Hood, Director Indiana University Miriam N. Collins, Assistant Director MARIA PARK BOBROFF (2004), Summer School (316-2132) Assistant Professor of French; A.B. 1994, Rita Serotkin, Dean for Continuing Dartmouth College; M.A. 1998, Ph.D. 2003, Duke University Education and Director of Summer School DOROTHY V. BOREI (1979), Professor of History and Director of Intercultural FACULTY Studies; B.A. 1964, Lycoming College; (Th e date following the name indicates the M.A. 1967, State University of New York year of appointment) at Binghamton; Ph.D. 1977, University of Pennsylvania KATHRYNN A. ADAMS (1980), Charles A. Dana Professor of Psychology; B.S. KATHRYN T. BOWERS (2003), Visiting 1973, M.A. 1976, Ph.D. 1977, University Assistant Professor of Spanish; B.S. 1977, of Alabama Virginia Commonwealth University; B.A. James Madison University; M.A. 1992, REXFORD E. ADELBERGER (1973), Ph.D. 1998, University of Virginia Professor of Physics; B.S. 1961, College

284 Guilford College ART BOYETT (2005), Visiting Assistant MARY ELLEN CHIJIOKE (2000), Professor of Accounting; B.S. Ed. 1966, Library Director, with the rank of M. Acc. 1970, University of Georgia; Ph. Associate Librarian; B.A. 1967, D. 1980, Texas Tech University Swarthmore College; M.A. 1968, C.Phil. 1970, University of California at Los ELEANOR D. BRANCH (2000), Angeles; P.G. Dip. Lib. 1976,University of Assistant Professor of English; B.A. Ibadan; Adv. Cert. Lib. 1989, Columbia 1981, Wesleyan University; M.A. 1982, University University of Michigan; Ph.D. 1993, University of California, Berkeley NANCY V. DAUKAS (1995), Associate Professor of Philosophy; B.A. 1980, Ph.D. BRYAN W. BRENDLEY (2004), 1991, University of California, Berkeley Assistant Professor of Biology; B.S., B.A. 1991, College of William and Mary; VERNIE DAVIS (1982), Professor of Ph.D. 1995, Penn State University Sociology and Anthropology; B.A. 1968, Kalamazoo College; M. A. 1972, Ph.D. MARY G. BROOS (1979), Instructor of 1978, Syracuse University Sport Studies; B.S. 1967, East Carolina University; M.S. 1983, North Carolina KYLE DELL 2003, Assistant Professor A&T State University of Political Science; B.A. 1993, Kalamazoo College; M.A. 1995, Doctoral candidate, JENN BROWN (2005), Visiting Boston College Instructor of English; B.A. 1992, University of Tennessee, Chattanooga; DAVID M. DOBSON (1997), Associate M.F.A. 1994, University of Maryland; Professor of Geology and Earth Sciences; Ph.D. 2003, University of Houston B.A. 1991, Harvard University; M.S. 1994, Ph.D. 1997, University of Michigan JUDIE BULCHOLZ (2006), Visiting Assistant Professor of Business ROBERT DUNCAN (2002) Assistant Management; B.S. 1989, University Professor of Political Science; B.A. 1961, of Maryland; M.A. 1991, University M.A. 1964 Texas Technological University; of Oklahoma; M.A. 2003, Kent State Ph.D. 1995, George Mason University University; M.A. 1998, Ph.D. 1999, Fielding Graduate Institute ALVIS DUNN (2006), Visiting Assistant Professor of History; BA 1980, UNC JULIE BURKE (2004), Visiting Assistant Chapel Hill; M.A. 1985, Appalachian Professor of Education Studies; B.A. State University; M.A. 1990, Ph.D. 1999, 1983, Smith College; M.Ed. 2000, North UNC Chapel Hill Carolina State University CRAIG EILBACHER (2001), Visiting DEENA BURRIS (2001), Visiting Instructor and Program Director for Athletic Instructor of Business Management; Training; B.A. 1995, UNC Wilmington; B.A. 1989, UNC Charlotte; M.A. 1995, M.S. 1996, University of Akron University of Denver; Doctoral candidate, University of Southern Mississippi RANDALL EPPERSON 1994, Visiting Lecturer of Computing and Information KENT JOHN CHABOTAR (2002), Technology; B.S. Southern College of President and Professor of Political Science; Optometry; Doctor of Optometry 1984, B.A. 1968, St. Francis University; M.P.A. M.A. 2002, Appalachian State University 1969, Ph.D. 1973, Syracuse University www.guilford.edu 285 GWENDOLYN GOSNEY ERICKSON ADAM GOLUB (2004), Assistant (2000), Librarian of Friends Historical Professor of Education Studies; A.B. 1992, Collection and Archivist, with the rank of Vassar College; M.A.T. 1995, Boston Associate Librarian; B.A. 1994, Earlham College; Ph.D. 2004, University of Texas College; M.A. 1996; M.L.I.S. 1997, UNC at Austin Greensboro G. RUDOLPH GORDH, JR. (1974), THOMAS P. ESPINOLA (1984), Glaxo Professor of Mathematics; A.B. 1966, Wellcome Professor of Physics; B.S. 1976, Guilford College; Ph.D. 1971, University Ph.D. 1989, Michigan State University of California, Riverside

SARAH ESTOW (2006), Assistant H. GARLAND GRANGER III (1983), Professor of Psychology; B.A. 1993, Associate Professor of Accounting; B.S. Wesleyan University; M.S. 1998, Ph.D. 1968, Atlantic Christian College; M.A. 2001, Tufts University 1971, Appalachian State University; CPA, North Carolina; CIA LAURIN FLYNN (2005), Assistant Professor of Justice and Policy Studies; ERNEST GREEN (2005), Visiting B.S. 1999, M.S. 2001, California State Lecturer of Business Management; B.S. University at Los Angeles; Doctoral 1971, DePaul University; B.S. 1978, candidate, Arizona State University Keller Graduate School of Management; M.B.A. 1992, High Point University VICKIE FOUST (2006), Visiting Instructor of Professor of Business WILLIAM A. GRUBBS (1981), Sulon Management; B.S. 1988, UNC Bibb Stedman Professor of Accounting; Greensboro; M.B.A.1996, Elon University B.A. 1963, East Carolina University; M.B.A. 1965, UNC Chapel Hill; CPA, LOIS FUCHS (2005), Visiting Assistant North Carolina Professor of Justice and Policy Studies; B.S. 1993, M.A. 1995, St. John’s University GEORGE X. GUO (2002), Associate Professor of Political Science; B.A. 1982, SUZANNE GALER (2006), Visiting South China University of Technology; Associate Professor of Music; B.A.1981, M.P.A. 1993, University of North Florida; Hope College; M.M.A, 1986, D.M.A, Ph.D. 1999, University of Virginia 1995, State University of New York, Stony Brook JOSHUA A. GUTHMAN (2005), Visiting Assistant Professor of History; B.A. 1996, STEFFANY A. GAMSBY (2002) Northwestern University; M.A. 2000, Assistant Professor of Spanish; B.A. 1994, Doctoral candidate, UNC Chapel Hill M.A. 1996 Miami University; Doctoral candidate, University of Kentucky THOMAS GUTHRIE (2006), Assistant Professor of Sociology and Anthropology; KENNETH E. GILMORE (1998), B.A. 1997, Davidson College; M.A. 2001, Associate Professor of Political Science; Ph.D. 2005, University of Chicago B.A. 1988, Ursinus College; Ph.D. 1997, Rutgers University EDWINS L. GWAKO (1999), Associate Professor of Sociology and Anthropology; ANNE G. GLENN (1992), Professor of B.A. 1987, M.A., 1992, University of Chemistry; B.S. 1984, North Carolina Nairobi, Kenya; M.A. 1995, Ph.D. 1998, State University; Ph.D. 1989, Texas A&M Washington University University 286 Guilford College RICHARD HACKWORTH (2005), State University; M.S. 1991, Ph.D. 1998, Assistant Professor of Business Purdue University Management; B.A. 1980, University of Delaware; M.B.A. 1983, Duke University; JAMES HOOD (1999), Associate Doctoral candidate, Aston University Professor of English; A.B. 1979, Guilford College; M.A.R. 1981, Yale University DAVID HAMMOND (2006), Professor Divinity School; Ph.D. 1991, UNC of Th eatre Studies; B.A. 1970, Harvard Chapel Hill University; M.F.A. 1972, Carnegie-Mellon University CAROL HOPPE (2005), Visiting Assistant Professor of English; B.S. 1964, TIMOTHY HANNA (2005), Visiting University of Kansas; M.A. University of Assistant Professor of Th eatre Studies; B.A. Vermont, 1969 1993, Guilford College; M.F.A. 2000, Indiana University ANORE HORTON (2003), Assistant Professor of History; B.A. 1992, Reed SHELINI HARRIS (2001), Assistant College; M.A.T. 1993, University of San Professor of Religious Studies; B.A. 1990, Diego; M.A. 1995, Doctoral candidate, Baylor University; M.A. 1995, Doctoral Princeton University candidate, Emory University LAURA IBARRA (2003), Visiting JONATHAN HATCH (2003), Assistant Lecturer of Spanish; B.A. 1989, Professor of Mathematics; B.A. 1990, Universidad Autónoma de Centroamérica; Guilford College; M.S. 1997, Ph.D. 2000, M.Ed. 1991, Framingham State University of Missouri-Rolla University; M.A. 1999, East Carolina University KAREN HAYES (2003), Assistant Professor of Psychology; B.A. 1978, ADRIENNE M. ISRAEL (1982), Guilford College; M.A. 1982, Ph.D. 1984, Professor of History and Intercultural UNC Chapel Hill Studies; B.A. 1968, M.A. 1973, Howard University; M.A. 1979, Ph.D. 1984, Johns HEATHER R. HAYTON (2004), Hopkins University Assistant Professor of English; B.A. 1992, University of California at Davis ; M.A. JULIA JACKS (2005), Visiting Assistant 1994, Ph.D. 2000, Penn State University Professor of Psychology; B.A. 1988, Hope College; Ph.D. 1995, University of CHRISTOPHER HENRY (2006), Wisconsin, Madison Assistant Professor of Psychology; B.S. 1988, Georgia Southern University; JOHN E. JENSEN (1965), Head M.A. 2000, University of West Georgia; Golf Coach and Assistant Professor of Doctoral candidate, University of Georgia Sport Studies; B.A. 1961, Wake Forest University; M.Ed. 1967, UNC Greensboro DAVID P. HILDRETH (2000), Associate Professor of Education Studies; B.S. 1990, JEFF JESKE (1986), Charles A. Dana UNC at Chapel Hill; M.A. 1991, East Professor of English; B.A. 1970, Cleveland Carolina University; Ph.D. 1997, UNC State University; M.A. 1972, University of Greensboro Toledo; Ph.D. 1978, Kent State University

HIROKO HIRAKOWA (1997), CHRISTOPHER JOHNSON (2005), Instructor of Foreign Languages; B.A. Assistant Professor of Computing and 1982, M.A. 1988, Southeast Missouri www.guilford.edu 287 Information Technology; B.A. 1999, St. 1998, North Carolina State University Mary’s College of Minnesota; M.S.E. 2004, University of Wisconsin-La Crosse DAVID J. LIMBURG (1993), Associate Professor of German; B.A. 1984, RAYMOND E. JOHNSON (1990), Augustana College; M.A. 1987, Ph.D. Associate Professor of Accounting; B.S. 1992, Ohio State University 1971, M.B.A. 1973, East Carolina University; CPA, North Carolina TIMOTHY H. LINDEMAN (1992), Professor of Music; B.A. 1971, M.M. JERRY JOPLIN (1999), Associate 1978, Ph.D. 1988, Indiana University Professor of Justice and Policy Studies; B.A. 1973, Central Washington WENDY LOOKER (2003), Lecturer in University; M.S. 1976, Ph.D. 1986, Music; B.A. 1997, State University of New Southern Illinois University York, Geneseo; M.M. 1999, University of Michigan; Doctoral candidate, Indiana BENNETT M. JUDKINS (2006), University Visiting Professor of Sociology and Anthropology; B.S. 1968, M.A. 1972, DAVID F. MACINNES, JR. (1973), Ph.D. 1975, University of Tennessee, Professor of Chemistry; B.A. 1965, Knoxville Earlham College; M.A. 1969, Ph.D. 1972, Princeton University BETTY T. KANE (1990), Assistant Professor of Business Management; B.A. ROBERT MALEKOFF (2005), Assistant 1972, Vanderbilt University; M.B.A. Professor of Sport Studies; B.S. 1976, 1974, University of Tennessee; J.D. 1983, Bowling Green State University; M.S. Vanderbilt University; Member of North 1978, University of Delaware; Ed.M. Carolina State Bar 1986, Harvard University; Doctoral candidate, Ashland University FRANK P. KEEGAN (1975), Raymond Binford Professor of Biology; B.A. 1968, JONATHAN W. MALINO (1976), John M.A. 1973, Queens College (N.Y.); Ph.D. A. Weissenfl uh Professor of Ethics and 1975, City University of New York Religion; B.A. 1966, Brandeis University; Ph.D. 1975, Columbia University; TIMOTHY KIRCHER (1989), Professor M.A.H.L. and Rabbinic Ordination 1979, of History; B.A. 1982, Yale College; M.A. Hebrew Union College/Jewish Institute of 1984, Ph.D. 1989, Yale University Religion

MARTHA LANG (2006), Visiting SARAH S. MALINO (1979), Professor Assistant Professor of Sociology and of History; B.A. 1967, Wellesley College; Anthropology; B.S. 1990, Guilford M.A. 1974, M.Phil. 1975, Ph.D. 1982, College; M.A. 1993, Ph.D. 1998, Brown Columbia University University MICHELE MALOTKY (2003), Assistant EVA K. LAWRENCE (2003), Assistant Professor of Biology; B.A. 1985, St. Olaf Professor of Psychology; B.S. 1995, Loyola College; Ph.D. 1994, Northwestern University; M.S. 1998, Ph.D. 2002, University Virginia Commonwealth University ALFONSO ABAD MANCHEÑO MELANIE LEE-BROWN (2002), (2006), Assistant Professor of Spanish; Assistant Professor of Biology; B.S. 1993, B.A. 1995, Universidad de Alicante, Spain; North Carolina A&T University; Ph.D. M.A. 1998, Arizona State University; 288 Guilford College Doctoral candidate, University of Texas, Ph.D. 1968, Yale University Austin ERIC D. MORTENSEN (2004), BENJAMIN MARLIN (2006), Assistant Assistant Professor of Religious Studies; Professor of Mathematics; B.S. 1991, B.A. 1993, Carleton College; Ph.D. 2003, Southwest Missouri State University; Harvard University M.S. 1993, Ph. D. 2000, University of Missouri-Rolla LYNN J. MOSELEY (1977), Charles A. Dana Professor of Biology; B.S. 1970, SANJAY MARWAH (2006), Assistant College of William and Mary; Ph.D. Professor of Justice and Policy Studies; 1976, UNC Chapel Hill B.A., B.S. 1990, University of California, Davis; M.A. 1995, Claremont Graduate CYNTHIA M. NEARMAN (2004), School; Ph.D. 2005, George Mason Assistant Professor of English and University Director of Writing; B.A. 1993, Wingate University; M.A. 1995, Ph.D. 2002, UNC WILLIAM McCARVER (2006), Visiting Greensboro Instructor of General Studies; B.A. 2001, Guilford College; M.A. 2005, University DAVID NEWTON (2003), Assistant of Phoenix Professor of Art; M.F.A. 1997, Bard College MARLENE L. McCAULEY (1986), Professor of Geology and Earth Sciences; FRANCE N. NTLOEDIBE (1998), B.A. 1979, University of California, Visiting Assistant Professor of History; San Diego; Ph.D. 1986, University of B.A. 1998, University of South Africa; California, Los Angeles M.A. 2000, Clark Atlanta University; Doctoral candidate, University of NICOLE McFARLANE (2005), Visiting California, Riverside Instructor of English; B.A. 2002, UNC Charlotte; M. A. 2004, North Carolina ROY H. NYDORF (1978), Professor A&T University of Art; B.A. 1974, State University of New York, Brockport; M.F.A. 1976, Yale LISA J. McLEOD (1999), Assistant University School of Art Professor of Philosophy; B.A. 1987, University of California, Santa Cruz; ANNA OERTHER (2003), Assistant J.D. 1990, University of California, Los Professor of Education Studies; B.A. 1991, Angeles; Ph.D. 2000, Stanford University Loyola University; M.Ed. 1995, Ph.D. 2001, UNC Greensboro DAVID MILLICAN (2006), Visiting Assistant Professor of Chemistry; B.S. ELWOOD G. PARKER (1968), Professor 1981, Louisiana State University; Ph.D. of Mathematics; B.S. 1964, Guilford 1990, Duke University College; M.A. 1967, Ph.D. 1972, UNC Chapel Hill ANGELA MOORE (2003), Assistant Professor of Geology and Earth Sciences; BARTON A. PARKS (1980), Professor of B.S. 1992, Edinboro University of Justice and Policy Studies; B.A. 1960, Rice Pennsylvania; M.S. 2002, Ph.D. 2003, University; M.A. 1965, Ph.D. 1973, State University of California, Davis University of New York, Buff alo

CLAIRE K. MORSE (1976), Professor of WILLIAM C. PIZIO (1999), Visiting Psychology; B.A. 1965, Oberlin College; Assistant Professor of Justice and Policy www.guilford.edu 289 Studies; A.A. 1985, B.A. 1988, M.A. ROD B. SPELLMAN (2005), Visiting 1995, Doctoral candidate, State University Instructor of English; B.A. 1996, Valdosta of New York, Albany State University; Doctoral candidate, UNCGreensboro JANE C. REDMONT (2005), Assistant Professor of Religious Studies; B.A. 1972, JANET STARMER (2006), Visiting Oberlin College; M. Div. 1976, Harvard Instructor of French; B.A. 1993, Wake University; Ph. D. 2005, Graduate Forest University; M.A.1998, University of Th eological Union, Berkeley Virginia

VANCE A. RICKS (1998), Assistant JOHN H. STONEBURNER (1968), E.F. Professor of Philosophy; B.A. 1992, Craven Professor of Religious Studies; B.A. Guilford College; Ph.D. 2005, Stanford 1958, Earlham College; B.D. 1961, Drew University Th eological School; Ph.D. 1969, Drew University MARIA ROSALES (2005), Assistant Professor of Political Science; B.A. 1994, KAYLENE SWENSON (2006), Visiting California State University, Stanislaus; Instructor of English; B.A. 1994 , Harding M.A. 1996, Ph.D. 2005, University of University; .M.A. 1997, Louisiana State California, Berkeley University

CARYL SCHUNK (2005), Visiting CHARLES TEFFT (1999), Visiting Half- Assistant Professor of Education Studies; Time Lecturer in Art; B.F.A. 1997, Guilford B.S. 1968, Sam Houston State University; College M.Ed. 1975, Ed. D. 1982, University of Houston DANIEL THOBIAS (2006), Assistant Professor of Th eatre Studies; B.F.A. 1999, KATHRYN SCHMIDT (2002), Assistant University of California, Berkeley; M.F.A. Professor of Sociology and Anthropology; 1999, North Carolina School of the Arts B.A. 1992, Indiana University; M.A. 1995, Doctoral candidate, UNC Chapel Hill KAREN M. TINSLEY (1998), Assistant Professor of Psychology; B.A. 1985, Sweet PHILIP SLABY (2005), Assistant Briar College; M.S. 1987, Pennsylvania Professor of History; B.S. 1992, M.A. State University; Ph.D. 1991, University of 1998, Ph.D. 2005, Brandeis University Virginia

STEVEN S. SHAPIRO (1995), Associate SYLVIA TRELLES (1984), Associate Professor of Physics; B.A. 1986, Colby Professor of Spanish; B.A. 1969, Ripon College; Ph.D. 1995, Massachusetts College; M.A. 1971, Ph.D. 1984, Institute of Technology University of Michigan

CHARLES G. SMITH (1983), Professor KATHLEEN A. TRITSCHLER (1984), of Biology; B.A. 1968, Ohio State Associate Professor of Sport Studies; B.S. University; M.S. 1972, Cleveland State 1972, University of Wisconsin, Madison; University; Ph.D. 1977, Ohio State M.S. 1978, University of Arizona; Ed.D. University 1985, UNC Greensboro

DONALD A. SMITH (2005), Assistant THOMAS R. TUCKER (2005), Assistant Professor of Physics; B.A. 1992, University Professor of Biology; B.A. 1987, Oberlin of Chicago; Ph.D. 1999, Massachusetts College; Ph.D. 1996, University of Institute of Technology Wisconsin, Madison 290 Guilford College MONICA WALKER (2003), Visiting JOHN ZERBE (1988), Professor of Lecturer of Justice and Policy Studies; Th eatre Studies; B.A. 1979, Oberlin B.A., 1980, University of Alabama; M.R.P. College; M.F.A. 1982, Indiana University; 1983, University of Massachusetts Doctoral candidate, University of California ADELE WAYMAN (1976), H. Curt and Patricia S. Hege Professor of Art; RICHARD L. ZWEIGENHAFT (1974), B.A. 1965, Vassar College; M.F.A. 1978, Charles A. Dana Professor of Psychology; UNCGreensboro B.S. 1967, Wesleyan University; M.A. 1968, Columbia University; Ph.D. 1974, GAIL WEBSTER (2004), Visiting University of California, Santa Cruz Assistant Professor of Chemistry; B.S. 1987, Virginia Commonwealth University; EMERITI FACULTY M.S. 1990, Ph.D. 1994, North Carolina State University MARITZA B. ALMEIDA, B.A., M.A., M.A., Ph.D., Professor of Spanish, 1970- CAROLYN BEARD WHITLOW (1993), 2002 Charles A. Dana Professor of English; B.S. 1969, Wayne State University; M.S. 1976, CHARLES C. ALMY, JR., B.S., M.A., Cornell University; M.F.A. 1984, Brown Ph.D., Professor of Geology , 1972-2003 University HERBERT T. APPENZELLER, B.A., ROBERT M. WHITNELL (1994), M.A., Ed.D., Jeff erson-Pilot Professor of Associate Professor of Chemistry; B.A. Sport Studies, 1956-1993 1983, Reed College; Ph.D. 1988, University of Chicago RUDOLPH S. BEHAR, B.A., M.A., Ph.D., Professor of English, 1968-1997 CRAIG WHITTAKER (2004), Visiting Associate Professor of Music; B.M. 1981, KAREN A. BEHM, B.S., M.L.S., Head State University of New York, Potsdam; Circulation Librarian with rank of M.M. 1983, Northern Illinois University; Associate Librarian, 1984-2000 D.M.A. 1988, University of Arizona O. THEODOR BENFEY, B.S., Ph.D., LAVON WILLIAMS (2004), Associate Charles A. Dana Professor of Chemistry Professor of Sport Studies; B.S. 1982, and History of Science, 1973-1988 Texas Christian University; M.S. 1991, University of Oregon; Ph.D. 1996, UNC WILLIAM A. CARROLL, B.A.. M.A., Greensboro Ph.D., Professor of Political Science, 1968-1993 ROBERT B. WILLIAMS (1987), Professor of Economics; B.S. 1976, EDWIN G. CAUDILL, B.S., Lit.M., University of Denver; Ph.D. 1984, Ph.D., Sulon Bibb Stedman Professor of University of North Carolina at Chapel Management, 1968-1992 Hill CAROL A. M. CLARK, B.A., M.S., Ph.D., ROBERT G. WILLIAMS (1978), John Professor of Economics, 1981-1999. K. Voehringer Jr. Professor of Economics; A.B. 1971, Princeton University; Ph.D. JOYCE P. CLARK, B.S., M.Ed., Associate 1978, Stanford University Professor of Sports Studies, 1959-2002 www.guilford.edu 291 MARTHA H. COOLEY, B.A., M.A., BOB M. KEENY, B.S., M.B.A., Ph.D., Ph.D., Charles A. Dana Professor of C.P.A., John K. Voehringer Jr. Professor of History,1965-2003 Accounting, 1977-1988

ANN F. DEAGON, B.A., M.A., Ph.D., JACQUELINE LUDEL, B.A., Ph.D., H. Curt and Patricia S. Hege Professor of Professor of Biology and Psychology, 1976- Humanities, 1956-1992 1997

CARTER R. DELAFIELD, B.A., M.A., STUART T. MAYNARD, A.B., M.Ed., Associate Professor of English, 1966-1987 Associate Professor of Physical Education and Head Baseball Coach, 1951-1984 TREVA MATHIS DODD, B.A., Associate Library Director and Curator of the Quaker JAMES C. McMILLAN, B.A., M.F.A., Collection with rank of Assistant Professor, Professor of Art, 1966-1988 1950-1980 J. FLOYD MOORE, A.B., B.D., Ph.D., LOUIS B. FIKE, B.A., Ph.D., Associate Professor of Religious Studies, 1944-1984 Professor of Political Science, 1969-2002 CLAUDE T. MOUROT-HOFFMAN, L. STANLEY GILLIAM, B.A., M.F.A., B.A., M.S., Professor of French, 1966- M.Ed., Director of Media Services, with 2000 the rank of Assistant Librarian, 1987-2001 GWEN J. REDDECK, B.S., M.Ed., JERRY CARIS GODARD, B.S, M.S, Associate Professor of Education Studies, M.A., Ed.D., Charles A. Dana Professor of 1959-1993 Psychology and Literature, 1975-2002 FLOYD A. REYNOLDS, B.S., M.Ed., JAMES B. GUTSELL, B.S., M.A., Ph.D., Registrar and Assistant Professor of Professor of English, 1963-1999 Mathematics, 1960-1992

CYRIL H. HARVEY, B.A., B.S., M.S., WILLIAM R. ROGERS, A.B., B.D., Ph.D, Ph.D., Jeff erson-Pilot Professor of Geology, President Emeritus, Professor of Psychology 1966-1999 and Religious Studies, 1980–1999

CLAIRE R. HELGESON, A.B., M.A., ALEXANDER R. STOESEN, B.A., M.A., Ed.D., Assistant Professor of Education Ph.D, Professor of History, 1966–1999 Studies, 1977-2000 MALONE B. STINSON, B.S., M.S.L.S., LIGIA D. HUNT, B.S., M.A., Assistant Catalog Librarian, with the rank of Associate Professor of Spanish, 1955-1984 Librarian, 1989-2002

LEE M. JOHNSON, B.A., M.A., Ph.D., CAROLE M. TREADWAY, B.A., Professor of English, 1980-2000 M.L.S., Librarian of the Friends Historical Collection with rank of Associate Librarian, ELIZABETH B. KEISER, B.A., M.A., 1969-2000 Ph.D., Charles A. Dana Professor of English, 1966-2002 KENNETH D. WALKER, A.B., M.Ed., Associate Professor of Mathematics, R. MELVIN KEISER, B.A., B.D, M.A., 1962-1984 Ph.D., Professor of Religious Studies, 1966-2002 PAUL E. ZOPF, JR., B.S., M.S., Ph.D., Charles A. Dana Professor of Sociology and Anthropology, 1959-1993 292 Guilford College Index

A African Studies Concentration 158 Academic Advising, Alumni Gym 223 Continuing Education 208 American College Testing Academic Departments and Majors 29 Program (ACT) 227, 230 Academic Dismissal 256 Anthropology Concentration 159 Academic Management Application Procedure 227 Services (AMS) 213, 233 Application to the College Academic Principles, Five 17 International Students 228 Academic Probation 243, 256 Transfer Students 228 Academic Record 227 Applied Ethics Concentration 160 Academic Regulations 247 Area of Study Requirement 20 Academic Scholarships 273 Areas of Study, Continuing Education 206 Academic Suspension 243, 256 Art Major 33 Accounting Major 30 Art Gallery 224 Accounting Concentration 158 Arts Programs and Lectures 266 Accreditation 22 Astronomy Concentration 160 Administrative Staff 280 Athletics and Recreation 269 Admission 227 Attendance 250 Admission, Continuing Education 208 Audiovisual Resources Admission Deposit 234 Multimedia 219 Admission Interview 228 Leak Audiovisual Center 223 Adult Students, Special 205 Auditor 208 Advanced Placement 229 Avanti 220 Affi liation 22 Awards 273 African American Aff airs, Offi ce of 265 B African American Cultural Society 267 Bauman Telecommunications Center 218 African American Studies Major 32 Billing Information 233 African American Studies Concentration 158 Biology Major 37 www.guilford.edu 293 Biology Laboratories 221 Chemistry Major 47 Board of Trustees 279 Chemistry Concentration 162 Board of Visitors 279 Chemistry Laboratories 221 Bonner Scholars, China, People’s Republic of 193 Corella and Bertram E. 240 Choir 267 Business Concentration 161 Class Attendance 250 Business Law Concentration 161 Classroom Buildings 223 Business Management Major 42 Cline Observatory 223 College and Campus Information 11 C College Graduates, Continuing Education Campus Activities Board 266 206 Campus Identifi cation Card, College Level Examination Program Continuing Education 210 (CLEP): General and Subject Examinations 229 Campus Life 261 College Marshals 273 Campus Map 6 College Reading and Writing: Many Campus Ministry 14, 268 Voices 19 Campus Organizations 266 Communications Concentration 163 Campus Services, Community, Th e Guilford 15 Continuing Education 209 Community Involvement 269 Cancellation of Classes 251 Community Senate 261 Capstone Requirement 18, 22 Community Studies Concentration 163 Career & Community Learning Center 264 Computer Information Systems Major 53 Career Development, Computing and Technology Resources 218 Continuing Education 209 Computing and Information Technology C-Credit Accumulation Plan 25 Major 52 Center for Continuing Education 205 Computing and Information Technology Concentration 164 Certifi cate of Study Program 206 Concentrations 18, 22, 157 Certifi ed Public Accountant 30 Consortia 202, 247 CEUs 207 Continuing Education Units 207 Changes in Registration 248 Cooperative or Dual-Degree Programs 25 CHAOS 220, 263 Core Values 11 Chem 911 221 294 Guilford College Counseling, Veterans 210 Dormitories (see Residence Halls) Counseling Center 264 Double Majors 21 Course Load, Normal 249 Drama (see Th eatre Studies) CPA Preparation 30 Dual-Degree Programs 25 Credit/No Credit Option 253 Criminal Justice Concentration 165 E Critical Perspectives Courses 20 Early College 201 Cross Registration 29, 208 Early Entrance 229 Cultural Opportunities 266 East Asian Studies Concentration 167 Curriculum 18 Eastern Music Festival 15 Economics Concentration 168 D Economics Major 56 Dana Auditorium 224 Education Studies Concentration 168 Dana Scholars 273 Education Studies Major 59 Dance Concentration 166 Electives 22 Dean’s List 273 Emeriti Faculty 291 DeBug 218 Emeriti Trustees 279 Degree Candidacy 258 Endowment inside back cover Continuing Education 206 Engineering, Cooperative Program 25 Degrees Off ered 25 England, semester 195 Departmental Clubs 267 English Concentration 168 Departmental Honors Work 200 English Major 62 Departmental Programs 29 English Placement 229 Deposit in Escrow 231 English Requirement 20 Disciplinary Suspension/Dismissal 243, 256 Enrollment Fee 230 Discontinued Degree Program 258 Entrance Tests 227 Dismissal, Academic 256 Environmental Management and Forestry, Cooperative Program 26 Dismissal, Disciplinary 256 Environmental Studies Concentration 170 Diverse Ethnicity, Services for Students of 265 Environmental Studies Major 69 Diversity in the U.S. Requirement 20 Evening Schedule 207 www.guilford.edu 295 Exercise and Sport Studies Major 141 Forensic Biology Major 37 Explorations 18, 20 Forensic Science Concentration 171 Extracurricular Awards 274 Foreign Language Assessment 73 Foreign Language Placement 229 F Foreign Language Requirement 20 Faculty 13, 284 Foreign Languages 72 (also see Departmental Listings) Foundations 18 Family Association 271 Founders Hall 266 Family Weekend 271 Frank Family Science Center 220 Fast Track 207 French Language and Society Federal Grants and Loans 241 Concentration 172 Federal Pell Grant Program 241 French Major 73 Federal Perkins Loan Program 241 Friends Center 14 Federal Staff ord Student Loans 241 Friends Historical Collection 217 Federal Supplemental Educational Full-Time Student 249 Opportunity Grants (FSEOG) 241 Fees, Continuing Education 212 G Fees, Residential Campus 231 Galleries 224 Fees, Explanation of 234 General Courses Required Fees, Music 232 for Graduation 25 Fees, Nonpayment of 234 General Studies Program 78 Fees, Payment of 233 Geology and Earth Sciences Major 80 Fees, Refunds and Adjustments 237 Geology Laboratories 222 Field Biology Concentration 171 German Language and Society Concentration 172 Financial Aid 236 German Major 74 Financial Assistance 236 Application for 237 German Studies Major 75 Loans 236 North Carolina Residents 236 Germany, semester 197 Satisfactory Academic Progress Policy 236 Ghana, semester 193 Scholarships 239 Graduation Honors 274 First Year Experience 18 Grade Points 252 First Year Center 220 Grade Reports 251 First Year Program 219 296 Guilford College Grading System 251 I Graduation Requirements 25 IDS 401 Requirement 22 Greater Greensboro Consortium 202 Immunizations 229 Greensboro, City of 15 Independent Study 199 Guilford College Achievement Information Technology and Services 219 Awards 273 Installment Plans 236 Guilford College Art Gallery 224 Insurance 235 Guilford College Choir 267 Integrated Science Concentration 174 Guilford Opportunity Alternative Loan (GOAL) 241 Integrative Studies Major 92 Guilford Scholarships 239, 273 Intercultural Requirement 20 Interdisciplinary Majors 21

H International Baccalaureate 229 Health Services, Student 263 International Political Economy Concentration 175 Health Sciences Major 85 International Relations Club 267 Hege Library 217 International Student Applications 228 Historical Perspectives Requirement 19 International Student Services 265 History Concentration 172 International Students 228 History of Guilford 15 International Students, Insurance 235 History Major 86 International Studies Major 94 Honor Code 254 Internships 199 Honors Curriculum 200 Interpersonal Communication Honors, Departmental 200 Concentration 176 Honors, General 200 Introduction to Guilford College 11 Honors, Graduating 273 Italy, semester 193 Honors Program 200 Admission 200 J Honors Scholarships 200, 239 Japan, semester 195 Housing, Student 261 Continuing Education Students 210 Japan, year in 197 Special Interest 263 Japanese 76 Human Resources concentration 173 Japanese Language and Society Concentration 176 www.guilford.edu 297 Joint Majors 21 Message from the President 3 Journal of Undergraduate Research in Physics Mexico, semester 194 268 Mission of the College 11 Justice and Policy Studies, Department 96 Money and Finance Concentration 179 Monthly Installment Plan L (see Academic Management Services) Laboratories, Science 220 Motor Vehicles 271 Language Laboratory 223 Registration Fee 235 Latin American Studies Concentration 177 Multicultural Resource Center 265 Law, Preprofessional Program 27 Multimedia Equipment 219 Leadership Recognition 273 Music Concentration 179 Leadership Scholarships 273 Music Major 105 Leak Room 223 Music Fees 231 Learning Resources 217 Learning Commons 219 N Library (see Hege Library) National Collegiate Athletic Association (NCAA) 269 Life Sciences Major 37 Native American Program 265 Loans (see Financial Assistance) Non-Credit Courses 253 Nondiscriminatory Policy 1 M Non-Payment of Tuition and Fees 257 Majors and Degrees 20, 29 Non-Profi t Management Concentration Majors, Double 21 180 Majors, Interdisciplinary 21 North Carolina Legislative Tuition Grant Majors, Joint 21 241 Marshals, Student 273 North Carolina Residents, Aid to 241 Mathematics Major 101 North Carolina State Contractual Scholarship Fund 241 Mathematics for the Sciences Concentration 177 Medical Withdrawal 256 O Medieval/Early Modern Studies Observatory 223 Concentration 178 Off -Campus Education 201 Meeting Space 224 (also see Studies Abroad)

298 Guilford College Off -Campus Seminars 201 Community Learning) Old Dominion Athletic Conference Political Science Concentration 184 (ODAC) 270 Political Science Major 119 Organizational Communication Concentration 180 Portfolio 227 Organizations, Campus 266 Practicing Space 224 Orientation 263 Pre-Dentistry 26 Overloads 249 Pre-Law 27 Pre-Medicine 26

P Pre-Ministerial 27 Preprofessional Options 26 Parents’ Weekend (see Family Weekend) Presidential Scholarships 239 Part-Time Student 249 Pre-Veterinary Medicine 27 Payment of Accounts 230 Continuing Education 213 Probation, Academic 256 Peace and Confl ict Studies Concentration Project Community 269 181 Provisional Grades 252 Peace and Confl ict Studies Major 109 Psychology Concentration 185 Pell Grant Program 241 Psychology Major 124 Performing Arts 266 Performing Space 224 Q Personnel 279 Quaker Heritage 13, 261 Philosophy Concentration 183 Quaker Leadership Scholars Program 14, Philosophy Major 112 240 Philosophy of Mathematics Concentration Quaker Ministers, Aid to 240 183 Quaker Ministry Candidates, Aid for 240 Physical Education (see Sport Studies) Quaker Students, Aid for 240 Physical Education Center 223 Quaker Studies Concentration 185 Physics Concentration 184 Quality Point Average 252 Physics Laboratories 222 Quality Points 252 Physics Major 115 Quantitative Literacy Test 20 Piedmont Independent College Association of North Carolina 202 Placement Service (see Career Development, Internships and www.guilford.edu 299 R Separation from the College 256 Ragan-Brown Field House 223 Social Justice/Environmental Responsibility Requirement 20 Readmission of Suspended or Dismissed Students 257 Sociology and Anthropology Major 135 Recreation 269 Sociology Concentration 187 Reentry Assistance 207, 257 Southern Friend: Journal of the North Carolina Friends Historical Society 268 Refunds and Adjustments 237 Continuing Education 210 Spanish Language and Society Concentration 188 Registration Procedures, Residential Campus 247 Spanish Major 76 Continuing Education 208 Special Interest Groups 263 Religious Life 268 Special Interest Housing 263 Religious Studies Major 128 Special Study Opportunities 199 Residence Halls 261 Special Topics Courses 199 Residential Life 262 Sport Administration Concentration 188 Residential Room Charge 231 Sport Management Major 141 Revelers 266 Sport Marketing Concentration 189 Room and Board, Fees 231 Sport Studies Department 141 Sports, Men 270 S Sports, Women 270 Scholarship Society 273 Sports Medicine Major 141 Scholarships 273 Statement of Purpose 5 Scholastic Aptitude Test (SAT) 227 Student Apartments 263 Scholastic Honors 273 Sternberger Auditorium 224 Science Laboratories 220 Student Activity Fee 231 Scientifi c Computation and Visualization Facility 221 Student Body 13 Continuing Education 205 Second Degrees 258 Student Classifi cation 249 Secondary School Preparation for Admission 227 Student Employment Service 265 Semester Load 249 Student Government, Continuing Education 210 Senior Citizens Audit Fee 249 Residential Campus 261 Senior Th esis 199 Student Health Service 263

300 Guilford College Student Marshall 273 Tuition Refund 237 Student Publications 267 Tutoring Service 219 Th e Guilfordian 267 Th e Quaker 267 Th e Piper 267

Student Services 263 U Studies Abroad 193 Unclassifi ed Student 249 Beijing, China 193 Brunnenburg, Italy 193 Ghana, Cape Coast 193 Guadalajara, Mexico 194 V London, England 195 Veterans 210 Munich, Germany 196 Kyoto, Japan 195 Visiting Student 249 Tokyo, Japan 196 Visual Arts Concentration 190 Studios and Galleries 224 Voluntary Withdrawal 256 Summer School or Semesters at other American or European Institutions 203 W Summer School 202 Washington, D.C., Semester 201 Suspension, Academic 243, 256 Weekly Class Schedule 250 Suspension, Disciplinary 243, 256 Withdrawal from College 238 Withdrawal from Courses 248 T WQFS-FM 267 Teacher Certifi cation 62 Who’s Who 274 Telecommunications Center (see Bauman) Women’s Studies Concentration 191 Test of English as a Foreign Language (TOEFL) 228 Women’s Studies Major 153 Th eatre Studies Concentration 189 Work Opportunities 242 Th eatre Studies Major 146 Transcripts 258 Transfer Applications 228 Transfer Credits 255 Tuition and Fees 231 Continuing Education 212 Tuition and Fees, Payment 233 Tuition and Fees, Nonpayment 233 www.guilford.edu 301 302 Guilford College www.guilford.edu 303 304 Guilford College