2005/2007 Catalog
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2005/2007 Catalog Wheaton College | Norton, Massachusetts www.wheatoncollege.edu/Catalog2005/2007 catalog 2 College Calendar Fall Semester 2005 Fall Semester 2006 New Student Orientation Aug. 27–30 New Student Orientation Aug. 26–Aug. 29 Upperclasses Return August 29 Classes Begin August 30 Classes Begin August 3 Labor Day (no classes) September 4 Labor Day September 5 October Break October 9–0 October Break October 0– Mid-Semester October 8 Mid-Semester October 9 Course Selection Nov. 6–0 Course Selection Nov. 7– Thanksgiving Recess Nov. 22–26 Thanksgiving Recess Nov. 23–27 Classes End December 8 Classes End December 9 Review Period Dec. 9–0 Review Period Dec. 0– Examination Period Dec. –6 Examination Period Dec. 2–7 Residence Halls Close Residence Halls Close (9 p.m.) December 6 (9 p.m.) December 7 Winter Break and Winter Break and Internship Period Dec. 6–Jan. 23, 2007 Internship Period Dec. 7–Jan. 24, 2006 Spring Semester 2007 Spring Semester 2006 Residence Halls Open Residence Halls Open (9 a.m.) January 23 (9 a.m.) January 24 Classes Begin January 24 Classes Begin January 25 Mid–Semester March 9 Mid–Semester March 8 Spring Break March 2–6 Spring Break March 3–7 Course Selection April 9–3 Course Selection April 0–4 Classes End May 4 Classes End May 5 Review Period May 5–6 Review Period May 6–7 Examination Period May 7–2 Examination Period May 8–3 Commencement May 9 Commencement May 20 Fall Semester Deadlines 2006 Fall Semester Deadlines 2005 Course registration Course registration concludes September 8 concludes September 9 Last day to declare Last day to declare pass/fail registration September 22 pass/fail registration September 23 Mid-semester grades due Mid-semester grades due (Registrar’s Office) October 8 (Registrar’s Office) October 9 Last day to drop course Last day to drop course without record October 27 without record October 28 Registration deadline for spring courses Registration deadline (Registrar’s Office) November 0 for spring courses (Registrar’s Office) November Spring Semester Deadlines 2007 Course registration concludes Spring Semester Deadlines 2006 (Registrar’s Office) February Course registration concludes Last day to declare (Registrar’s Office) February 2 pass/fail registration February 6 Last day to declare Mid-semester grades pass/fail registration February 7 due (Registrar’s Office) March 9 Mid-semester grades Last day to drop a due (Registrar’s Office) March 8 course without record March 23 Last day to drop a Registration deadline course without record March 24 for fall courses, 2007 Registration deadline for (Registrar’s Office) April 3 fall courses, 2006 (Registrar’s Office) April 4 A current college calendar is available online at: www.wheatoncollege.edu/Catalog 3 Contents Learning for Life 5 Wheaton College Mission Statement 6 A Tradition of Innovation 7 The Wheaton Curriculum 13 Academic Resources 21 Academic Standards 29 The Wheaton Community 35 Admission 43 Financial Aid 49 Costs 55 Courses of Instruction 59 Selected Endowed and Other Named Funds 205 Trustees, Faculty, Officers, and Staff223 Alumnae/i Association 235 Index 237 Contact Information 240 4 5 Learning for Life Wheaton College provides an excellent liberal The emphasis on forging connections arts education in a residential, coeducational in learning goes beyond the classroom to community, enabling students to develop include internships, research fellowships the knowledge and skills to define and reach and field experiences. With the support of their academic, professional and personal the Filene Center for Work and Learning, goals. students undertake outside-the-classroom As members of a vigorous educational learning experiences such as an internship, community, Wheaton’s students are commit- volunteer activity, work-study job or campus ted to the highest standards of scholarship leadership position. This initiative is unique in in all areas of the arts, humanities, sciences higher education and builds on more than a and social sciences. And as intellectual activ- decade of pioneering efforts to link work and ists, they are encouraged to pursue learning learning. in and beyond the classroom. Whether it be Being a responsible citizen of a world at our Boston-area campus or in another made smaller by technology and scarce part of the world, students seek links among resources means learning to appreciate dif- their academic explorations and the real- ferences among people of other countries, world settings of workplace and community. within the U.S., and even on the college Wheaton’s high-quality education begins campus. To increase students’ awareness in the classroom, where collaborations with of perspectives beyond their own, Wheaton professors challenge and transform students has made the study of cultural diversity and into lifelong learners, equipped with the skills the non-Western world an integral part of to participate in shaping the multicultural its curriculum, through courses and experi- world of which they are a part. Wheaton ential learning opportunities in the U.S. and teaches women and men to live and work as abroad. With leadership from the Center equal partners by linking learning, work and for Global Education, the college’s study service in a community that values equally abroad offerings now include more than 33 the contributions of men and women. programs in 20 countries. Students also The college, in turn, takes students seri- participate in internship programs in London, ously as important contributors to its intel- Paris, Moscow, Haifa and Sydney, and in lectual life. The Wheaton Foundation fosters summer fellowships at a language camp in student scholarship through grants for inde- Istanbul, Turkey. Likewise, special opportuni- pendent research. Other funds support col- ties exist for faculty to expand their overseas laborative faculty-student research projects experience; many have gained new insights and field-based learning experiences, which through work and study in countries such may lead to academic credit. Wheaton stu- as Egypt, Israel, Korea, Thailand and the dents may enroll in university courses thanks Seychelles. This commitment to multicul- to a cross-registration program with Brown turalism is also reflected on campus, as the University and other regional institutions. Wheaton community respects and values the The Wheaton Curriculum encourages stu- diversity of each of its members. dents to explore their interests fully through Inside the classroom, Wheaton professors connected courses that examine related work to create a learning environment that topics from multiple perspectives. This in- promotes discussion and collaboration—an novative educational program combines the environment that empowers and enriches breadth of the liberal arts with the opportu- every student. This approach is reflected in nity to develop a fully dimensional view of the the composition of Wheaton’s faculty, whose world. equal numbers of men and women make 5 6 LearninG for Life this college unique among coeducational Learning for life, serving a diverse com- schools. Many of these professors were munity, aspiring to academic excellence pioneers in creating the college’s gender-bal- and personal fulfillment: Wheaton values anced curriculum, in which courses include these commitments as it prepares the next the scholarship and achievements of both generation to contribute to a complex and sexes. Wheaton classrooms themselves have rapidly changing world. While characteristic of become important settings in which to explore the contemporary Wheaton, these traits are how the learning styles, expectations and rooted in the college’s founding, in 1834, as aspirations of men and women may differ. A one of the earliest models of higher educa- student-faculty ratio of 11:1 and discussion tion for women. It is this blend of tradition and classes numbering from 8 to 18 students fur- innovation that has distinguished Wheaton for ther encourage intellectual discourse among more than 165 years, and continues to guide professors and students. the college in its mission. Wheaton College Mission Statement The Mission of Wheaton College is to provide an excellent liberal arts education in a small, residential, coeducational learning community, enabling students to understand and participate in shaping the multicultural, interdependent world of which they are a part. Collaborations with faculty and staff challenge and transform students into lifelong learners with skills to become problem solvers committed to justice and the global community. Wheaton teaches men and women to live and work as equal partners by linking learning, work, and service in a community that values equally the contributions of men and women. 7 A Tradition of Innovation Institutions, like people, are shaped by the Educators of vision experiences, people and events that fill their Lucy Larcom, who taught writing, literature past. The forces that sparked the founding and history from 1854 to 1862, may be of Wheaton College began more than 165 the best known of Wheaton’s 19th-cen- years ago, with a father’s wish to memorial- tury faculty. She certainly characterized ize his recently deceased and much-loved the innovative teacher-scholars who would daughter. Rather than erect a marble statue follow her as Wheaton faculty members. or another static structure, Judge Laban The founder of the student literary magazine Wheaton, at the urging of his daughter-in- Rushlight (which still exists), Miss Larcom law, Eliza Baylies Chapin Wheaton, decided also was the catalyst behind the creation of to create a living monument. The Wheaton “Psyche,” an intellectual discussion group. In Female Seminary opened its doors on April the classroom, she defied accepted methods 22, 1835, with 3 teachers and 50 pupils. of teaching history and English literature, From its founding, Wheaton Seminary eschewing recitation and memorization in was a pioneering institution, offering young favor of discussing ideas. A close friend of women the means to pursue serious study poet John Greenleaf Whittier, Miss Larcom at a time when women’s educational op- compiled several anthologies published tions were few.