MARY BALDWIN COLLEGE 2003–2004 ACADEMIC CATALOG for Undergraduate and Graduate Programs Vol

MARY BALDWIN COLLEGE 2003–2004 ACADEMIC CATALOG for Undergraduate and Graduate Programs Vol. 50 JUNE 2003

Mary Baldwin College Staunton, VA 24401 www.mbc.edu CONTACT INFORMATION

Academic Affairs M.Litt./MFA in Shakespeare REGIONAL CENTERS Dean of the College 540-887-7237 540-887-7030 540-887-7058 MBC/BRCC Adult Degree Program [email protected] Blue Ridge Community College Admissions P.O. Box 80 1-800-468-2262 Office of the President Weyers Cave, VA 24486 540-887-7019 540-887-7026 540-453-2345 [email protected] [email protected] Program for the Adult Degree Program Exceptionally Gifted Mary Baldwin College at PVCC ADP House on Campus 540-887-7039 Piedmont Virginia 1-800-822-2460 [email protected] Community College 540-887-7003 501 College Dr. [email protected] Public Information Charlottesville, VA 22902-7589 See Regional Centers College Relations 434-961-5422 540-887-7009 [email protected] Alumnae/i Activities [email protected] 1-800-763-7359 Mary Baldwin College 540-887-7007 Safety and Security in Northern Virginia [email protected] 540-887-7000 2 Pidgeon Hill Dr., Suite 240 Sterling, VA 20165 Bookstore Rosemarie Sena Center 703-444-2524 540-887-7264 for Student Life and [email protected] [email protected] Career Development 540-887-7221 Mary Baldwin College in Richmond Business Office [email protected] 1801 Libbie Ave. 540-887-7175 Richmond, VA 23226 Student Records and Transcripts 804-282-9111 Financial Aid and Student Office of the Registrar [email protected] Campus Employment 540-887-7071 1-800-468-2262 Mary Baldwin College in Roanoke 540-887-7022 Switchboard 108 N. Jefferson St., Suite 816 [email protected] 540-887-7000 Roanoke, VA 24016-2426 540-343-7206 Grafton Library Virginia Women's Institute [email protected] 540-887-7085 for Leadership [email protected] 540-887-7042 [email protected] Master of Arts in Teaching 540-887-7333 [email protected]

Published each year by Mary Baldwin College, Staunton, VA 24401. © by Mary Baldwin College.

EDITOR: Sherry R. Cox DESIGNER: Ruth A. Worrell COVER: Gretchen L. Newman TABLE OF CONTENTS

College Calendar 2003–2004 ...... 4 Letter from the President ...... 6 General Information ...... 7 Introduction to the College ...... 7 Mission ...... 7 The Mary Baldwin Commitment ...... 7 History of the College ...... 9 Admissions ...... 10 Tuition and Fee Information ...... 12 Schedule of Payments 2003–2004 ...... 12 Special Costs ...... 13 Pro Rata Refund Procedures ...... 15 Financial Aid ...... 16 Undergraduate Academic Programs ...... 22 The Traditional Program ...... 22 Adult Degree Program ...... 25 Program for the Exceptionally Gifted ...... 26 Virginia Women’s Institute for Leadership ...... 28 Honors Program ...... 30 Undergraduate Curriculum ...... 31 Other Learning Opportunities (Credited) ...... 33 Academic Regulations and Procedures ...... 35 General Education Requirements ...... 45 Pre-Professional and Supplemental Programs ...... 52 Pre-Law Program ...... 52 Pre-Med Program ...... 53 Reserve Officer Training Corps ...... 54 Teacher Education ...... 57 Academic Resources ...... 64 Academic Advising ...... 64 The Writing Center ...... 64 Learning Skills Center ...... 64 Computer Resources ...... 65 Student Life and Career Development ...... 65 Martha S. Grafton Library ...... 66 LearnInc® ...... 67 Summer Programs ...... 67 Other Learning Opportunities at MBC ...... 68 International Studies ...... 69 Undergraduate Course Listing ...... 72 Graduate Studies ...... 190 Master of Arts in Teaching Program ...... 190 Master of Letters/Master of Fine Arts in Shakespeare and Renaissance Literature in Performance...... 200 Personnel ...... 210 Index ...... 225 Campus Map ...... 232 Declarations and Information...... 234 3 COLLEGE CALENDAR 2003–2004

FALL SEMESTER Friday, October 3–Sunday, October 5 Founders Day/Family Weekend Wednesday, August 20 VWIL leaders arrive Friday, October 10–Tuesday, October 14 Fall break begins 2:50 p.m. October 10 Thursday, August 21 Orientation begins for VWIL freshmen Wednesday, October 15 Classes resume Friday, August 22 Orientation for new ADP students Friday, October 17 Term 1 ends Sunday, August 24 Student leaders arrive Monday, October 20 Term 2 begins Monday, August 25 Orientation for new MAT students Friday, November 14–Sunday, November 16 Junior Dads weekend Tuesday, August 26 Orientation begins for international students Tuesday, November 25–Sunday, November 30 Thanksgiving break begins 10 p.m. November 25 Wednesday, August 27 Residence halls close 10 a.m. November 26 and Orientation for new M.Litt. students open 8 a.m. November 30

Thursday, August 28 Monday, December 1 Orientation begins for PEG students Classes resume Returning VWIL students arrive Orientation for new MAT and M.Litt. students SOAR program begins Friday, December 5 Friday, August 29 Term 2 ends Orientation begins Move-in day for new Traditional students Saturday, December 6 Reading Day Saturday, August 30–Sunday, August 31 Returning Traditional and PEG students arrive Monday, December 8 Exams begin for on-campus classes Monday, September 1 (Labor Day) Fall semester classes begin 8 a.m./Term 1 begins Friday, December 12 (Trad, PEG, VWIL, ADP, MAT, M.Litt.) Exams end for on-campus classes and M.Litt. classes Fall MAT classes end Wednesday, September 3 ADP fall tutorials end Charter Day Saturday, December 13–Monday, January 5 Wednesday, October 1 Winter break Apple Day (no undergraduate classes) Residence halls close 10 a.m. December 13 and open 8 a.m. January 4, 2004

4 COLLEGE CALENDAR 2003–2004 SPRING SEMESTER Wednesday, May 12 Residence halls close for undergraduates 10 a.m. Tuesday, January 6 Spring semester classes begin 8 a.m./Term 3 begins Friday, May 14–Sunday, May 16 (Trad, PEG, VWIL, ADP, MAT, M.Litt.) Commencement and Alumnae/i Weekend Residence halls close for graduates 4 p.m. May 16 Wednesday, February 18 Term 3 ends SUMMER 2004 Thursday, February 19 Term 4 begins Monday, May 17 Summer I MAT and M.Litt. classes begin Friday, February 27–Sunday, March 7 Spring break begins 2:50 p.m. February 27 Tuesday, June 1 Residence halls close 10 a.m. February 28 and ADP summer term begins open 8 a.m. March 7 Sunday, June 20–Thursday, June 24 Monday, March 8 Women’s Institute for Leadership Development Classes resume Sunday, June 20–Friday, June 25 Friday, April 9 ADP Summer Week on Staunton campus Term 4 ends Friday, June 25 Monday, April 12 Summer I MAT classes end Exams begin for on-campus classes and M.Litt. classes Monday, July 5 Friday, April 16 Summer II MAT classes begin Exams end for on-campus classes Friday, August 13 Saturday, April 17–Tuesday, April 20 Summer II MAT and M.Litt. classes end Pre-May Term break ADP summer term ends

Tuesday, April 20 Wednesday, August 18 Orientation for new ADP students VWIL leaders arrive

Friday, April 23 Thursday, August 19 Spring MAT and M.Litt. classes end Orientation begins for VWIL freshmen Friday, August 20 MAY TERM Orientation for new ADP students Wednesday, April 21 Monday, August 23 May Term begins Orientation for new MAT students

Monday, May 10 Wednesday, August 25 Orientation for new MAT students Orientation for new M.Litt. students Tuesday, May 11 May Term ends/May Term exam day ADP spring tutorials end

COLLEGE CALENDAR 2003–2004 5 There is a deep spirit of place at Mary Baldwin. It affords you personalized opportunities for growth and transformation. As a learning-centered community, we are focused on individualized inspiration and guidance. True to our historic mission, the Mary Baldwin Commitment ensures that you will cultivate the type of rich, total learning experience required for our complex and rapidly evolving world. The power of personalized transformation charac- terizes Mary Baldwin’s rich constellation of programs, from our unique residential curricula to our Adult Degree Program and innovative graduate degrees. I encourage you to discover and deepen your passions. Experiment with a wide array of classes, spend time with your professors and advisors, and take some risks so that you open the opportunities for expanded horizons. It is also important that you make careful choices and reflect upon your decisions. Seek connections between your classes, your leadership opportunities, and your out-of-class activities. Academic Advising, The Writing Center, the Learning Skills Center, the Rosemarie Sena Center for Student Life and Career Development, and the Carpenter Quest Program will facilitate this integrative process. Set high expectations for yourself. Mary Baldwin nurtures the leadership abilities inherent in each of us. We value intellectual honesty and civic responsibility. The rich diversity of human experience and the power of our imagination and creativity fuel the true aspiration of a 21st century liberal education — to liberate our minds, hearts, and dreams.

Pamela Fox President

6 LETTER FROM THE PRESIDENT GENERAL INFORMATION

INTRODUCTION TO THE COLLEGE the Council of Independent Colleges in Virginia, and the Virginia Foundation for Independent Colleges. Mary Baldwin, with an enrollment of approximately The college holds membership in the United 2,000, has students from varied economic back- Chapters of Phi Beta Kappa through the Lambda of grounds and geographical areas. Its relatively small Virginia Chapter. In 1976 Mary Baldwin became size enables Mary Baldwin to foster a lively sense of the first women’s college in the nation to be granted community within which is expressed a concern for a circle of the Omicron Delta Kappa Society, which each person. It enables the strengthening of indi- honors leadership, service and scholarship. Other vidual responsibility and self-confidence. Pride in national honorary societies at MBC include Alpha academic achievement and a long-standing tradition Lambda Delta (freshmen), Alpha Sigma Lambda of student government, supported by a working (adult students), Beta Beta Beta (biology), Iota honor system, help to realize these aims. Sigma Pi (chemistry), Lambda Pi Eta (communica- Mary Baldwin is an old college, proud of the tration), Omicron Delta Epsilon (economics), Phi dition its architecture reflects. It honors and seeks Alpha Theta (history), Psi Chi (psychology), and to preserve all that is good from its past. It is a Sigma Tau Delta (English). young college in its affirmation of all that is good in the present and in its continuing search for new ways of learning and being. MISSION Mary Baldwin has been related since its founding to the Presbyterian Church (U.S.A.), and it continues The mission of Mary Baldwin College is to provide under auspices which reflect its Christian heritage. undergraduate and graduate education consistent All departments of the college shall be open alike with the institution’s rich heritage as a private liberal without regard to race or creed to all qualified stu- arts college primarily for women, which affirms its dents, and no denominational or sectarian test shall Christian roots while welcoming a broad diversity of be imposed in the admission of students or in the views. This mission is implemented in the residential selection of faculty. programs for women and the nonresidential programs The college offers the Bachelor of Arts and for men and women over 21 through focus on teaching Bachelor of Science degrees to women through a and learning; concern for the individual; commit- four-year, residential program, and to older students, ment to the liberal arts as preparation for life, for men and women, through the external Adult careers, for graduate and professional studies, and for Degree Program. The college also offers the Master leadership; and emphasis on high ethical standards. of Arts in Teaching with licensure in grades K–8 and the Master of Letters/Master of Fine Arts in Shakespeare and Renaissance Literature in THE MARY BALDWIN Performance. COMMITMENT Mary Baldwin College is governed by a self-perpet- uating Board of Trustees. Mary Baldwin is accredited Change has always been a fundamental educational by the Commission on Colleges of the Southern concept, for education changes human potential with Association of Colleges and Schools to offer bach- the result of enhancing a person’s ability to manage elor’s and master’s degrees, and is a member of the and lead a successful life. Beyond this timeless con- American Council on Education, College Entrance cept, however, Mary Baldwin participates in pervasive Examination Board, the American Association of currents of change today that may be unprecedented University Women, the National Association of in history: Independent Colleges and Universities, the • The western world has entered a post-industrial era Association of Presbyterian Colleges, the in which emphasis on subsistence and primary pro- Association of Governing Boards of Universities duction is replaced by a service and information- and Colleges, the Association of Independent oriented society. Liberal Arts Colleges for Teacher Education, the • Technology has revolutionized communications Association of Virginia Colleges and Universities, and transportation to create both a knowledge explosion and a global community. GENERAL INFORMATION/INTRODUCTION/MISSION/THE MARY BALDWIN COMMITMENT 7 • Women have become equal partners with men and WELL-EDUCATED CITIZENS OF THE THIRD have broadened options as well as new roles and MILLENNIUM expectations. • have a firm foundation in the arts, humanities, and • Education is now required as a lifelong pursuit. sciences; • Alongside technological advancement is the • understand and appreciate the major elements of complementary need for human service, individual their own culture, yet are not culture-bound; recog- support, and cooperative interaction. nize and value the integrity of others’ cultures; These currents of change cannot be ignored by col- • are aware of and engaged with the world beyond leges, particularly by women’s colleges, which are immediate personal and professional concerns; are affected fundamentally by them. Mary Baldwin socially committed; College believes that the time is right for a new per- • communicate effectively through the written and spective in education, consciously designed to prepare spoken word; students for the currents of change. • are eager to learn and prepared for the knowledge explosion, having mastered the theories that shape THE COLLEGE OF THE THIRD MILLENNIUM changing practices and having learned to recognize Mary Baldwin College is committed to the education and ameliorate deficiencies in their own knowledge of women for a world of expanding opportunity. The and skills; educational program in the liberal arts is designed to • are comfortable with technology and use it to foster this learning that will lead to flexibility of mind enhance their personal lives and extend their pro- and strength of values and provide the foundation for fessional abilities; future careers, professions, and positions of leadership. • are skilled at group processes and use them to cope The college’s purpose is to cultivate an atmosphere in with specialization and environmental complexity; which such learning creates its own excitement • solve problems creatively and do not merely apply through the development of competence, experiences formulae; think clearly and are able both to analyze of mastery, and the confident exercise of ability. and synthesize; are tenacious in the pursuit of Mary Baldwin College offers educational opportu- knowledge and seek answers that are the best, not nities through its academic program for students of the easiest; traditional college age (18–22) and also through its • work to stay mentally and physically fit; Program for the Exceptionally Gifted, its Adult • acknowledge new life options for women with Degree Program, and its master’s level programs. courage and enthusiasm; are aware that “achieve- At Mary Baldwin College a woman learns to know ment” has many proper measures; herself through testing herself against the changing • cope with changing patterns of family and com- realities of the present. She learns to know herself munity by establishing meaningful personal and through the appropriation of the civilized past. She professional relationships and appropriate personal learns to know herself in being required to risk herself values, regardless of setting; in forming independent judgments. Most important- • act within a consistent set of values and ethical ly, she learns to know herself in the process of learn- principles in making decisions; apply those principles ing to know others, so that her learning may be in dealing with society and its members; take directed toward understanding and serving the com- responsibility for their own decisions and actions. mon concerns of humanity. Mary Baldwin is committed to offering the best Mary Baldwin College is dedicated to preparing possible preparation for life in a changing world. Its students for a revolutionized world. curriculum reflects a commitment to the liberal arts and to career preparation.

8 THE COLLEGE OF THE THIRD MILLENNIUM/WELL-EDUCATED CITIZENS OF THE THIRD MILLENNIUM HISTORY OF THE COLLEGE was changed to Mary Baldwin College. The college’s preparatory classes ended in 1929. Mary Baldwin College was founded in 1842 as Since 1930 the campus has expanded from four to Augusta Female Seminary by Rufus W. Bailey, a min- 55 contiguous acres, and the enrollment from 250 to ister and teacher from Maine, who was a graduate of more than 2,000 students. The most dramatic physical Dartmouth College and Andover Theological changes occurred in the 1960s under the administra- Seminary. After plans for the school were approved by tion of Dr. Samuel R. Spencer Jr.: six new buildings the ministers and members of the Presbyterian that reflected the neoclassical style of the older struc- churches of Staunton and Augusta County, a self-per- tures. The late 1970s saw expansion with the purchase petuating board of control was established, and the of the Staunton Military Academy property, including seminary opened with Dr. Bailey as the first principal. the building now known as the President’s House. The first charter was granted to the seminary by the Committed to the liberal arts as the best founda- Virginia General Assembly in 1845. tion for personal fulfillment and community respon- The school’s first building, now known as the sibility, the college has broadened its curriculum to Administration Building, was erected in 1844 with include the new life options open to women with an money raised by popular subscription. Two wings emphasis on career planning and preparation in many were added in 1857, and the first boarding students fields. The Virginia Women’s Institute for Leadership were then accepted. In 1848, Dr. Bailey was followed engages residential four-year students in a compre- by a succession of Presbyterian ministers, including hensive educational program stressing leadership the Rev. Joseph Ruggles Wilson, father of the future throughout a student’s day in both academic and U.S. president, Woodrow Wilson. The Civil War action settings. The Program for the Exceptionally threatened to close the seminary when, in 1863, Gifted allows bright students as young as ninth- Joseph Addison Waddell, secretary of the Board of graders to enter college. The Adult Degree Program Trustees, prevailed upon Mary Julia Baldwin, a for- invites men and women to earn a college degree mer pupil of Dr. Bailey, to become principal. through regional centers. The college’s graduate pro- Not only did the school remain open, but it grams offer the Master of Arts in Teaching and Master expanded and prospered under Miss Baldwin’s lead- of Letters and Master of Fine Arts in Shakespeare and ership. The academic level of the higher classes was Renaissance Literature in Performance (in partnership raised until they were the equivalent of college work. with Shenandoah Shakespeare). In 1895 the name of the institution was changed, at the request of the board and by act of the legislature Presidents of Mary Baldwin College: of Virginia, to Mary Baldwin Seminary in apprecia- Dr. A. M. Fraser, 1923–1929 tion of “the valuable services and unparalleled success Dr. L. Wilson Jarman, 1929–1946 of the principal.” Two years later, Mary Julia Baldwin Dr. Frank Bell Lewis, 1947–1953 died, leaving the bulk of her estate to the seminary, Mr. Charles W. McKenzie, 1954–1956 which, with gifts already given by her, amounted to a Dr. Samuel R. Spencer Jr., 1957–1968 substantial endowment. Dr. William Watkins Kelly, 1969–1976 Later administrators were Miss Ella C. Weimar, Miss Dr. Virginia L. Lester, 1976–1985 Marianna P. Higgins, and W. W. King, business manag- Dr. Cynthia H. Tyson, 1985–2003 er. The seminary became Mary Baldwin Junior College Dr. Pamela Fox, 2003–present in 1916 and a four-year college in 1923, when the name

HISTORY OF THE COLLEGE 9 ADMISSIONS option for you. Applications should be filed with the Admissions Office by November 15 of the senior year. All students who enroll at Mary Baldwin College By applying to Mary Baldwin under this early decision agree to abide by the rules, regulations, and standards plan, you are indicating that Mary Baldwin is your set and established by the college. The college in college choice and that if accepted, you will enroll. turn will offer a B.A. or B.S. to those who meet the The same admission standards are used for early deci- established standards and will attempt during a sion and regular decision applications. Candidates student’s tenure to lend advice and support as will be notified by December 1 if all credentials are on solicited and/or needed. file. If the Admissions Committee feels you are not The Declarations section of this catalog states Mary yet prepared adequately, a decision will be deferred Baldwin’s policies on non-discrimination, student until your first term senior grades are available. You privacy rights, and other important provisions. will then be considered as an applicant in the regular decision category. FRESHMAN STUDENTS After acceptance in the early decision category, a Admission to Mary Baldwin is based on a student’s deposit of $300 is due by January 15. It is refunded academic potential; achievement in secondary school, only if prior arrangements are made with the Office of when applicable; strength and maturity of character; Admissions before depositing. and any special talents and abilities. In judging academic ability, the secondary school record, when Early Admission applicable, is the primary factor considered. The college will consider students for admission to the Candidates for admission should have completed freshman class after the junior year in high school. at least 16 college preparatory courses. The college Such students must be strong academically and must recommends that candidates include four or five present recommendations from their high school academic subjects in their course loads each year in counselor and teachers indicating social and academic meeting the following recommended school program: maturity. A letter from a high school official confirm- English, four units; foreign language, two units; ing that Mary Baldwin courses will satisfy high school mathematics, three units; history and social studies, graduation requirements is required. Early admission three units; and lab science, one unit. candidates and their parents should be interviewed on Scores considered in the admissions process are campus by a member of the admissions staff. those on the Scholastic Aptitude Test (SAT), the American College Test (ACT), or the Test of English Mid-Year Admission as a Foreign Language (TOEFL). Both freshmen and transfer students may be considered for admission to Mary Baldwin for the spring Regular Decision semester. Applications should be completed by You should mail your regular decision application November 15. You will be notified by December 15. soon after September 1. There is no formal deadline, but applications received by April 15 will receive full Personal Interviews consideration. Later applicants may be accepted on a A personal interview on campus with an admissions space available basis. An official high school tran- counselor is suggested. Appointments for an interview script, test scores, and the application form complete and tour of the campus should be made in advance. the file of credentials. Applications are reviewed when Refer to the college calendar in this catalog for the the file of credentials is complete, and candidates are dates when the college is in session. The Office of notified of the decision within two weeks. Admissions is open Monday through Friday all year, Upon acceptance, entering freshmen are asked to except for short periods during the Independence send an advance deposit of $300, which is refundable Day, Thanksgiving and Christmas holidays. During if a written refund request is postmarked by May 1. academic sessions, the Admissions Office is open on Saturday mornings. During the summer months, it is Early Decision not open on Saturday. Visit the Web site (www.mbc.edu) If Mary Baldwin College is your first choice and you or call (1-800-468-2262 or 540-887-7019) to schedule have achieved a consistently good record throughout an appointment. your high school career, the early decision plan is an

10 ADMISSIONS Advanced Placement/International or spring, and notification will be made when the file Baccalaureate of credentials is complete. For entrance in the spring A student may enter with advanced placement either semester, applications should arrive before November on the basis of the Advanced Placement Examination 15. An evaluation of credits will be made after the of the College Entrance Examination Board, the final transcript arrives from the institution from Mary Baldwin placement tests, or by transfer of college- which the student is transferring. An advance deposit level work from a regionally accredited junior or senior of $300 must be received by December 30 for students college or university. Advanced credit is not available entering in January. from placement tests except those given by the In evaluating transfer applications, emphasis is College Entrance Examination Board which are placed on the previous college record. As a general passed with a grade of 4 or 5, and those given by the guideline, transfer students should have an average of International Baccalaureate which are passed at the 2.0 or better in their college work in order to be level of 5 or higher. Students applying for advanced approved for transfer to Mary Baldwin. Only courses placement or credit on the basis of advanced place- with grades of “C-” or higher, or “passing” grades in ment examinations should notify the Admissions acceptable internships, will be accepted, and each Office as early as possible. course will be considered separately. For further information on transferring credit from Transfer students must earn a minimum of 66 other institutions, see Transfer of Credit under semester hours completed at Mary Baldwin and Academic Regulations. spend two years in full-time attendance. For further information, refer to Requirements for the Bachelor TRANSFER STUDENTS of Arts and Bachelor of Science Degree. Mary Baldwin will consider students for admission to PART-TIME DEGREE STUDENTS the freshman, sophomore, or junior class by way of transfer from colleges and universities accredited by Students who live close to the college and wish to regional accrediting agencies or the American complete their B.A. or B.S. degree requirements by Association for Liberal Education. A transfer applica- class attendance on the Mary Baldwin College campus tion must include transcripts of all college work taken may do so on a part-time basis. They are subject to and a transcript from the secondary school. the same admissions requirements as other entering Applications for the fall semester should be filed students. with the Office of Admissions during the prior winter

ADMISSIONS 11 TUITION AND FEE INFORMATION Payable as follows: Advance Deposit (nonrefundable) COSTS Due from: Resident students at Mary Baldwin during the Returning students by March 7...... $300 2003–2004 academic year pay a comprehensive fee of New students by May 1 ...... $300 $24,939 ($19,234 for tuition, $180 student organi- August 15 — All students zation fee, and $5,525 for room and board). There are (Less Advance Deposit Payment)...... $12,559.50 no laboratory, lecture, or practice teaching fees. The December 15 — All students...... $12,379.50 college offers a variety of services to assist students and families in financing a private college education. COMMUTER STUDENTS Comprehensive Fee MONTHLY PAYMENT PLAN (Tuition and Fees)...... $19,414 Fees that are normally due in one large lump sum at (Fees include: Student Organization Fee $180) the beginning of each semester may be paid in 10 Total required commuter equal monthly installments. There are no interest or student charges...... $19,414 finance charges involved, only an administration fee of $50. For additional information, please contact the Payable as follows: Mary Baldwin College business office. Advance Deposit (nonrefundable) Returning students by March 7...... $300 FINANCIAL AID PLAN New students by May 1 ...... $300 Approximately 97 percent of the students at Mary August 15 — All students Baldwin receive financial assistance in the form of (Less Advance Deposit Payment)...... $9,797 grants, loans, and work-study assignments. The exact December 15 — All students ...... $9,617 amount of an aid award can be determined only after completion of the Free Application for Federal PART-TIME STUDENTS Student Aid (FAFSA). Fewer than 12 semester hours during fall or spring semesters: $325 per semester hour. Traditional, HALF-PRICE TUITION PLAN VWIL, and PEG students attempting 12 semester Students who have completed eight semesters of full- hours or more are considered commuter students and time work in classes on the MBC campus may enroll in are charged accordingly. The internship fee for part- additional on-campus classes for half of the usual appli- time students is $182.50 per semester hour and is cable per-hour tuition charge if approved by the registrar. charged for any 287 or 387 course. The audit fee is Students must be eligible for readmission to MBC. $162.50 per semester hour. They may live off campus. On-campus housing is subject to availability and will be charged at full price. To INDIVIDUAL INSTRUCTION (SUMMER TERM) take advantage of the half-price tuition, no more than Individual course credits taken during the summer. 12 months may have elapsed since the date of last enrollment. ADP tutorials, graduate courses and sum- Summer Directed Inquiry (2003) ...... $315 mer directed inquiries are not available at half-price. Summer Directed Inquiry (2004) ...... $325 MBC will help the student get external grants and Internship Fee (2003)...... $177.50 loans, but no institutional aid will be available to stu- Internship Fee (2004)...... $182.50 dents under this plan. per semester hour NOTE: Advance Deposit payments are nonrefund- SCHEDULE OF PAYMENTS 2003–2004 able for first-year and transfer students after May 1, 2003. Advance Deposit payments for all returning RESIDENT STUDENTS students are nonrefundable. Comprehensive Fee (Tuition and Fees, Room and Board) ...... $24,939 PARTIAL-YEAR STUDENTS (Fees include: Student Organization Fee $180) Full-time students residing at MBC for the fall or Total required resident student spring term only will be charged $12,559.50. charges ...... $24,939 Commuter students enrolling for either period will be charged $9,797. There will be no additional charge 12 TUITION AND FEE INFORMATION for attending the May Term (for currently enrolled PHYSICAL EDUCATION students). Some physical education courses require special fees. See For student teaching, social work and internships course descriptions in this catalog for more information. being done off campus during fall or spring semesters under faculty supervision, students will be charged as SPECIAL HOUSING FEES half-year commuter students. If a student wishes room This charge is added to the room cost on a semester and board on campus while performing an internship basis as follows: off campus, student is charged as a boarding student. • Single room residence halls:...... $160 per semester • Bowman House, Carriage House, Coalter Street SPECIAL COSTS House, Crone House, Hawpe House, King, Scott ADMINISTRATIVE FEES House, and Woodrow Terrace Apartments:..$150 A student who is enrolled but off campus for an entire per semester year on an approved program not under faculty super- Students are strongly encouraged to obtain a key to their vision (i.e., clinical laboratory science and studies individual rooms at the beginning of the school year. abroad) will be charged a per-semester fee of $75. Fine for replacement of lost room keys ...... $25 A student who is granted a leave of absence or Fine for the replacement of lost keys withdraws from the college and is issued a credit will to outside doors ...... $50 be assessed an administrative fee of $75. DAMAGE OR LOSS OF PERSONAL POSSESSIONS TRANSCRIPT OF RECORD Damage to or of personal property is not covered by Transcripts are issued upon request. A student’s finan- the college’s insurance. MBC assumes no responsibility cial record must be cleared of all charges before a tran- for damage or loss of any article left on its premises at script of record is issued. any time. Transcripts are ...... $4 per copy Graduation Fee (seniors only)...... $75 CARS Students must register their cars with the campus SPECIAL COURSE FEES security office and pay the following fees each year: Individual Applied Music Lessons will be charged on Residential students...... $20 a per-semester basis. Pre-approved music majors Commuter students ...... $10 and minors take Primary Applied Lessons (200- level, two credits — 60-minute lessons). All other CONDITIONS OF PAYMENT students take Elective Applied Lessons (100-level, Charges are listed for the college year. Fifty percent of one credit — 30-minute lessons). Students with ques- the comprehensive fee is due by August 15. The tions about their status should consult the music balance for all students is due by December 15. department. Payments must be made before students can register Fees: 12 30-minute lessons: $220. Approved music for classes. majors or minors receive reduced fee: 12 one-hour lessons on the primary instrument: $170; 12 30-minute DEADLINES FOR PAYMENT lessons on the primary instrument: $95; or 12 30- Students will not be permitted to begin first semester minute lessons on a secondary instrument: $125. classes until all tuition and fee payments for the first Reduced fees are based on certification by the music semester have been paid, and will not be permitted to department at the beginning of each semester. begin second semester classes until all tuition and fee payments for the second semester have been paid. In FINE ARTS order for seniors to participate in commencement activ- A number of studio art courses and the photography ities, all their financial obligations must have been paid course require the student to pay for expendable two weeks before graduation day. In order for juniors, materials. ENG/THEA 216 and THEA 101 require sophomores and first-year students to participate in students to pay for theatre tickets. For specific fees, “Room Draw,” all financial obligations must be paid. consult course section of this catalog or the instructor The college policy for all students is that past and in charge of the course. current obligations must be paid in full as a precon- dition to either registering or residing on campus.

TUITION AND FEE INFORMATION 13 NOTE: The college will not issue transcripts or COUNSELED WITHDRAWAL diplomas if any outstanding balances are due to the In the event a counseled withdrawal is granted, a MBC business office or bookstore. refund is issued based on the pro rata portion of the prepaid tuition and room and board, less a $75 FINANCE CHARGES administrative fee. Students approved for counseled An interest charge of 15 percent a year may be applied withdrawal will not be charged for second semester if to outstanding balances owed after October 15 for the withdrawal occurs prior to registration day for second fall semester and February 15 for the spring semester. semester. If a counseled withdrawal is granted subsequent to registration day for second semester, a refund COLLECTION PROCEDURES will be issued based on the pro rata portion of the pre- Active collection efforts are made by MBC personnel paid tuition, room and board, less a $75 administra- to collect delinquent payments from current students. tive fee. When a student who has withdrawn from the college Adult students who formally “stop out” during a has a delinquent account, MBC pursues legal means semester in which they have enrolled in new course- to collect balances due. If the college must refer work are eligible for a pro rata refund if their financial unpaid obligations to a collection agency, the college aid status allows it. includes the full cost of collection and/or attorney fees as part of the outstanding obligation. DISCIPLINARY WITHDRAWAL Students who withdraw for disciplinary reasons CREDIT AND REFUND POLICY receive a refund in accordance with the pro rata MBC arranges for instruction and services in advance schedule for the semester in which the penalty is on an annual basis. Therefore, charges for Traditional, determined. If withdrawal occurs prior to registration VWIL, and PEG students are listed for the entire year day for the second semester, students are not charged with billings and payments based on first and second for second semester. semesters. Charges for the year may be paid in two installments: August 15 for the first semester, and ACADEMIC WITHDRAWAL December 15 for the second semester. Credits and Students required to withdraw for academic reasons at refunds are based on first and second semester. the end of the first semester are not charged for the Credits outstanding at the end of first semester are second semester. Students required to withdraw for applied to second semester of the same academic year. academic reasons at the end of the second semester Credits outstanding at the end of second semester are receive a refund for the $300 advance deposit they applied to charges for first semester of the following aca- paid for the upcoming academic year. demic year. No student will be permitted to register or reside on AUTHORIZED LEAVE OF ABSENCE campus until applicable charges for the current semester When an authorized leave is granted, a credit is issued have been paid in full. The business office assumes based on the pro rata portion of prepaid tuition and responsibility for the administration of college policy room and board applicable to first semester and/or related to payment of fees. second semester less a $75 administrative fee. When an authorized leave of absence is granted prior to sec- APPLICATION FOR CREDITS AND REFUNDS ond semester registration day, the student is not The date on which written notice is received by the charged for the second semester. college is considered as the date of withdrawal. Refunds are made only to the guarantor of the stu- MEDICAL LEAVE dent’s financial obligation. If there is a prepaid When a medical leave is granted, credit is issued based deposit, it is applied to bills due at time of re-entry; on the pro rata portion of the prepaid tuition and such deposits are nonrefundable. room and board fees, less a $75 administrative fee. If the leave occurs prior to second semester registration RETURNED CHECK POLICY day, students are not charged for the second semester. Students will be charged a $28 fee for any check received in payment of any obligation that is returned by the bank.

14 TUITION AND FEE INFORMATION BOARD REFUNDS PRO RATA REFUND PROCEDURES Board refund may be granted only on a semester basis WHAT IS A PRO RATA REFUND? in rare cases when, in the judgment of the college physician, there are medical conditions warranting The Higher Education Amendments of 1992 define a exemption from the meal plan. A student requesting Pro Rata Refund as a refund to a student of not less exemption must first schedule an appointment to see than that portion of the tuition, fees, room, board, the college physician through the MBC Health and other charges assessed the student equal to the Services Center. The student will be referred to an portion of the enrollment period for which the stu- appropriate medical specialist for an evaluation of her dent has been charged that remains on the last day of condition. All off-campus medical evaluations will be attendance rounded down to the nearest ten percent at the student’s expense. The college physician will of that period, MINUS any unpaid student charges, make a final recommendation to the vice president for and MINUS a reasonable administrative fee. business and finance based on documentation from the medical specialist. WHEN MUST A PRO RATA REFUND BE APPLIED? The Pro Rata Refund is applicable to students who withdraw from the institution within 60 percent or less of the enrollment period (beginning of classes to the end of exam period). Classes begin September 1, 2003, and exams end December 12, 2003, for terms 1 and 2. Classes begin January 6, 2004, and exams end April 6, 2004, for terms 3 and 4. May Term (Term 5) begins April 21, 2004, and ends May 11, 2004. There is no additional charge for attending the May Term for currently enrolled students. For students subject to the institutional refund policy, the MBC business office calculates a federal refund amount according to regulatory requirements.

EXAMPLE:

60% of the period

FALL — Sept. 1 Oct. 28 Dec. 12 SPRING — Jan. 6 Mar. 4 Apr. 16

Pro Rata Refund required for withdrawals during this period.

A. Number of weeks student completed in semester 8 weeks, 2 days B. Number of weeks in the semester 14 C. Percentage of weeks student completed (A/B) 60% D. 100% minus C equals percent to be refunded 40% * No additional charge for attending the May Term for currently enrolled students. Federal law requires refunds to be returned in the following order, effective July 1, 1993: Stafford Loans, PLUS Loans, Perkins Loans, Pell Grants, SEOG Grants, Institutional Aid.

TUITION AND FEE INFORMATION/PRO RATA REFUND PROCEDURES 15 FINANCIAL AID Jobs allow students to work, giving them the opportunity to gain both valuable experience and STUDENT FINANCIAL AID money to help pay for educational expenses. The Office of Financial Aid and Student Campus Each of these three general types of aid — Employment at Mary Baldwin College is committed grants/scholarships, loans, and jobs — can be award- to making a private education available to as many ed based on either a family’s financial need or some well qualified students as possible. In fact, over 97 type of non-need criteria, such as a student’s educa- percent of our traditional-age students rely on some tional accomplishments or state of residence. form of financial aid to help meet the cost of a college To apply for need-based aid at Mary Baldwin education. College, a family must submit a “Free Application for The college participates in a wide range of federal, Federal Student Aid” (FAFSA) to the federal government state and institutional aid programs. Each program for processing each academic year (www.fafsa.ed.gov). has its own regulatory demands and requirements. The FAFSA is the only form the college requires for The Office of Financial Aid and Student Campus students applying for aid based on a family’s need. If Employment strives to make the aid process as Mary Baldwin College is listed on a student’s FAFSA uncomplicated as possible. We understand, however, (School Code 003723), the aid office will receive the that families and students are faced with questions results of processing directly from the government in and concerns regarding financial aid. The profes- electronic form (ISIR). The student will receive a sional staff is available Monday through Friday Student Aid Report (SAR). It is suggested that the 8:30–4:30 at 540-887-7022 and by e-mail at SAR be reviewed carefully to check for errors or [email protected] to offer assistance. requests for clarification. Most corrections can be made electronically by the aid office if the students ELIGIBILITY REQUIREMENTS FOR AID and parents sign and correct the SAR. For more infor- Since Mary Baldwin actively participates in a number mation on federal aid, access www.studentaid.ed.gov. of federal aid programs, the requirements for federal It is strongly recommended that Virginia residents aid are used as the core requirements for all need- complete the Tuition Assistance Grant (TAG) applica- based aid and include, but are not limited to, stu- tion shortly after the student applies to the college. The dents who TAG application must be returned to the aid office • have a high school diploma or the equivalent before July 31 preceding enrollment. The original (Exceptions are made for students in the application is valid, in most cases, to cover the four Program for the Exceptionally Gifted and Early years a student is enrolled continuously at the college. Admission.); • are accepted or enrolled as full-time, regular RECEIVING AID students (NOTE: A few federal programs can Aid not based on need is credited to a student’s finan- provide some assistance to students who are less cial aid record as soon as the aid office becomes aware than full-time.); of such aid. • are degree candidates; Aid based on need will only be awarded after a • are U.S. citizens or eligible non-citizens; student’s FAFSA is successfully processed by the • maintain satisfactory academic progress toward a government and the results (ISIR) are received by the degree at Mary Baldwin. aid office. The processing of the data the family and student supplied on the FAFSA will result in an APPLYING FOR AID Expected Family Contribution (EFC). The EFC is an There are three general types of financial aid awards amount the government determines a student and her that students and families receive: grants/scholarships, family can contribute toward her education. loans, and jobs. A student’s need is the difference between the cost of Grants/scholarships represent any form of financial attendance at Mary Baldwin and the student’s EFC. aid that can be used to meet the cost of education without future obligations to repay. For more infor- Cost of Attendance mation, go to fastweb.com. — EFC Loans are money which either students or parents Financial Need can borrow to cover educational expenses. Loans must be repaid with interest in the future.

16 FINANCIAL AID The cost of attendance is prescribed by federal regula- each semester. In the meantime, aid will appear on any tions and includes early billing as “unapplied.” It is hoped this will assist • the tuition and fees the student owes directly to parents when planning for expenses. the college; Again, how aid is disbursed or credited to the stu- • the room and board at the college or an allowance dent account depends on the form it takes: for room and board for a commuting student; grants/scholarships, job, or loan. • a standard allowance for books; Grants/scholarships given as aid through the col- • a standard allowance for miscellaneous expenses; lege are credited directly to the student’s account. This • an allowance for transportation; disbursement only occurs after all regulatory obliga- • an allowance for loan fees (if applicable). tions on the part of the student are met to the satisfaction of the Office of Financial Aid and Student The Office of Financial Aid and Student Campus Campus Employment. Employment will prepare an aid package and mail Jobs are offered through the Federal Work-Study this information to the student’s home address as soon Program and through the college. Jobs given as aid are as possible. not automatically credited to the student’s account. All non-need-based aid will be considered as part of The student is paid by the hour, and a paycheck is a need-based aid package first along with eligibility for issued each month to the student. The student may Pell Grants. If there is need remaining after these forms turn earnings over to the business office to pay tuition of aid are considered, the aid office will award loans, or may use the earnings to pay for books and person- jobs, and grants to fill as much of the remaining need al expenses. Payment is issued only for hours worked as funding and institutional awarding policy will allow. and only up to the amount awarded. When the student receives an award letter, she will Jobs require specified hours of work each week. A be asked to make decisions on which types of aid she job contract will be provided showing eligible hours will accept. The student may also need to complete and wages per week. The job obligation to Mary further paper work depending on individual aid situ- Baldwin is considered an employment commitment ations. Explanations of what is needed by the aid in the business world. office to complete a student’s aid package will be Loans are not immediately credited to the student’s included with the award letter. Students are asked to account. Perkins Loans will be credited after the read all information carefully and respond appropriate promissory note is signed by the student promptly to any requests by the aid office. when she arrives on campus. Stafford Loans and A student must take 12 semester hours in any given Parent Loans for Undergraduate Students (PLUS) will semester to be considered full time and eligible for be disbursed to the student’s business office account full-time aid. (NOTE: May Term hours cannot be only after the “add/drop” period ends and the aid included in spring semester totals to achieve full-time office has reviewed each student’s enrollment and status for a Tuition Assistance Grant.) continued eligibility at the time the lender sends the Students enrolled at least half time (six semester money. This process usually takes a month, and hours) remain eligible for continuation of some federal students should not anticipate this money being aid and loan deferment benefits. It is important to credited to the account any sooner than this. Also, note enrollment plans on the FAFSA. federal regulations mandate that loans come in two If a student receives any aid from outside sources disbursements. (e.g., ROTC scholarships, outside agency scholar- Finally, if a student leaves the college during an aca- ships, etc.), federal rules require that this aid be demic period, aid funds awarded to the student are reported to the aid office as soon as the student refunded to the appropriate aid fund under the policy becomes aware of eligibility. Rules further indicate described in this catalog as “Tuition and Fee that, in some cases, adjustments to other aid may be Information.” Questions about billing should be required. directed to the Office of Business and Finance.

DISBURSING AID LOANS Once a student receives an award package and complies All loans taken through the Office of Financial Aid with all the regulatory requirements, her aid package is and Student Campus Employment at Mary Baldwin set. Aid will only be disbursed to a student’s business should be considered by students and parents as a office account once she has enrolled in course work and serious commitment that must be met in the future. that enrollment can be verified at the end of “add/drop” FINANCIAL AID 17 MBC will award, depending on financial need and attendance. This is a credit-based loan for which borrowing eligibility, three types of loans: Perkins, repayment is the responsibility of the parent. Interest Stafford, and PLUS. will be charged on the loan from the date of the first Perkins Loans are awarded to the students with the disbursement and repayment is expected to begin 60 most need, usually Pell recipients. Repayment will not days after the final disbursement of the loan. begin until the student leaves the college or falls below Therefore, parents will begin repayment while the half time. Interest is covered while the student is in student is in school. college and only begins to accrue once the repayment Detailed information accompanies all Stafford period starts. There is a grace period after leaving the Loans and PLUS applications and promissory notes. college or falling below half time. Students will be Please read this information carefully. counseled on their rights and responsibilities at the time the student is asked to sign her promissory note. REAPPLYING FOR AID Stafford Loans are student loans with two separate It is necessary to reapply for all financial aid based on and distinct awards based on a family’s need. Loans family need. Students are required to submit updated awarded to cover need are Subsidized Stafford Loans. family financial information each year. Most students Students will not be charged interest before they will receive a renewal FAFSA that simply needs to be begin repayment on Subsidized Stafford Loans. updated each year after the initial FAFSA is filed for the Students not eligible for Subsidized Stafford Loans freshman year. If a student does not receive a renewal may be eligible for an Unsubsidized Stafford Loan. FAFSA from the federal government by late January, she Payment of interest is the responsibility of the student must fill out a complete FAFSA. from the time the loan is disbursed; however, principal The college will try to keep a student’s need-based is deferred until a student leaves, graduates or drops aid package as constant as possible through the under- below half time. graduate career. Balances between grants and loans Each student’s yearly eligibility for Stafford Loans has within an individual student’s aid package will been established by the federal government as follows: change as loan eligibility is increased due to aca- Freshman $2,625 demic progress. Sophomore $3,500 Students who reapply for aid must continue to Junior/Senior $5,500 meet all the eligibility requirements listed above. Graduate $8,500 Satisfactory academic progress is also required for renewal of aid. Students receiving financial assistance Students who are independent by federal definition must make at least minimum satisfactory progress and dependent students whose parents are denied a during their years of study at Mary Baldwin. The PLUS may borrow additional Unsubsidized Stafford. If college offers a four-year program for a bachelor’s eligible, a student may borrow up to $4,000 as a fresh- degree. However, we acknowledge that occurences man or sophomore, up to $5,000 as a junior or senior, such as illness, change of major, and disruption of the and up to $10,000 as a graduate student. Undergraduate dependent students may borrow up to $23,000 in Stafford Loans during a college career. MINIMUM STANDARDS OF PROGRESS Independent undergraduates may borrow up to $46,000 FOR ONTINUATION OF ID in Stafford but only $23,000 of the total can be subsi- C A dized. Graduate students can borrow up to $138,500, IN THE TRADITIONAL PROGRAM and only $65,000 of this may be subsidized over a student’s entire graduate and undergraduate career. All Stafford Loan borrowers are required to attend Min. Sem. Min. GPA entrance and exit interviews at the college detailing Year Hrs. Com. Required \ loan obligations and the repayment process. Any 1 24 1.65 student with questions on loans is encouraged to contact the aid office at any time before, during, and after 2 51 1.75 her enrollment at Mary Baldwin. 3 78 1.95 Finally, PLUS may be taken by parents of 4 105 2.0 dependent undergraduate students up to the cost of 5 132 2.0

18 FINANCIAL AID program by unexpected events or some period of One year of satisfactory academic progress proba- academic difficulty could extend the program to a tion will be permitted after a student falls below min- fifth year. Therefore, the minimum quantitative and imum SAP the first time. If, after the period of pro- qualitative standards of satisfactory academic progress bation, a student does not return to the standard min- (SAP) are required by the federal government and imum progress for that year, aid will not be offered Mary Baldwin in order to continue to receive aid. again until minimum standards are achieved. Appeals Adult Degree students have the same GPA require- concerning progress may be addressed to the MBC ments as Traditional, VWIL, and PEG students, but Office of Financial Aid and Student Campus the quantitative requirement per academic year is that Employment. a minimum of 50 percent of work attempted be Students should bear in mind that these minimum completed successfully within the academic year. standards are not recommended progress. A student Graduate students must have at least a 2.5 GPA should consult with her academic advisor to develop and must successfully complete a minimum of 66 a program that permits graduation in four years and percent of attempted work within an academic year. work toward that goal.

FINANCIAL AID 19 PPLY A O T OW H A student must file a FAFSA that results in a valid SAR. that results in a valid A student must file a FAFSA The SAR must be received electronically by Mary Baldwin College. MBC aid office will automatically provide application forms to The admissions applicants.Virginia all who Virginia Students from apply for aid must these funds.TAG applications must be received by the MBC aid office July 31 prior to enrollment. Once a student is approved, is automatic for four years as long renewal residency are maintained. Virginia as full-time enrollment and Eligibility is automatically accessed when a student submits all the appropriate academic credentials along with application for admission. Eligibility is automatically accessed when a student submits all the appropriate academic credentials along with application for admission. SAR. that results in a valid A student must file a FAFSA The SAR must be received electronically by Mary Baldwin College. are limited by the total allocation to college and Awards individual programs. SAR. that results in a valid A student must file a FAFSA The SAR must be received electronically by Mary Baldwin College. SAR.The that results in a valid SAR must A student must file a FAFSA be received electronically by Mary Baldwin College.Awards are limited by the total allocation to college and individual programs. ALDWIN B Funds may ARY M ard to undergraduate students S AND LIGIBLE I E T ID AT I S I A HAT HO W W high need. Students may be less than full time, but preference is INANCIAL F This program is a federal grant for undergraduate study toward a first bachelor’s degree. a first bachelor’s program is a federal grant for undergraduate study toward This to State Council of Higher Education is available Virginia program of the This full time.Virginia colleges in students who attend private Virginia If applicable, grant may be used to cover need. Traditional, PEG, and sufficient VWIL freshmen as well transfers with a 3.0 GPA and this scholarship at time of acceptance. scores will be awarded SAT/ACT Applied primarily tuition. toward Will be used to help cover need if applicable. named scholarships. with prestigious after enrollment be replaced Traditional, PEG,VWIL freshmen and transfers not eligible for a Baldwin Scholarship and this grant at time of accept- scores will be awarded and SAT/ACT with sufficient GPA ance. tuition. Applied primarily toward Will be used to help cover need if applicable. named scholarships. with prestigious after enrollment Funds may be replaced federal funds are given to the college aw These demonstrating given to full-time enrollees. to traditional students who demonstrate need and have College grants are awarded policy.exhausted all other aid sources and still show eligibility under awarding Funds are scholarship endowment and special gifts. through the college’s often made available named scholarships. with prestigious after enrollment Funds may be replaced residents who demonstrate required level of need. Virginia Full-time (FSEOG) ROGRAM P Federal Pell Grant Pell Federal $200–$4,000 Assistance Grant Tuition Virginia (TAG) Approx. $2,200 depending on state funding Baldwin Scholarships $4,700–$9,300 Augusta Grants $2,700–$7,300 Supplemental Educational Federal Opportunity Grant $100–$800 Mary Baldwin Grants $100 and up College Scholarship Grant Virginia up to $500

20 FINANCIAL AID Must have a valid TAG application on file to demonstrate TAG Must have a valid state residency. resident. Virginia Must be enrolled in the program and not a Outside organizations provide information on application procedures. Students will receive a complete application after they respond letter indicating interest in a loan. to their award SAR. that results in a valid A student must file a FAFSA The SAR must be received electronically by Mary Baldwin College. parents will receive an application after they respond The letter indicating their interest in award to their student’s borrowing a loan. SAR. that results in a valid A student must file a FAFSA The SAR must be received electronically by Mary Baldwin College. aid office will provide applications for non-need-based The jobs upon request and availability. and 1200/27 freshmen and transfers with a 3.5 GPA Traditional will be encouraged to apply for this scholarship. SAT/ACT by Honor Scholars Committee.Scholarship is awarded Applied pri- tuition.marily toward Will be used to help cover need if applicable. A Commonwealth of Virginia grant awarded to Virginia residents who are actively Virginia to grant awarded Virginia A Commonwealth of VWIL Institute for Leadership. and Women’s TAG Virginia Cannot receive enrolled in the Grant simultaneously. Virginia residents actively enrolled in the to non-Virginia A college grant awarded Institute for Leadership. Women’s types of organizations such as Students working on their own through various churches, civic groups, unions, etc. supported loan obtained through an outside lender.Federally Subsidized loans are based on need. to dependent students who show no Unsubsidized loan available need, independent students, and dependent students whose parents have been denied a PLUS Loan. in addition to subsidized if eligible. Unsubsidized may be taken is a need-based federal loan program administered through the college.This Funds usually to freshmen and sophomores with high need.are awarded Funds are limited to the amount being repaid college from previous borrowers. of dependent undergraduate students who have eligibility and pass a credit Parents approval. May borrow up to cost of attendance less other aid. is a federally supported student work program open to students with need. This Full-time traditional students given preference. to students who apply for aid and demonstrate need Jobs on campus awarded cannot be paid through work-study, or to students applying without need. Admissions Students must submit the Bailey Scholarship application to Office of and interview with a faculty member. $8,500—grad. student Virginia Women’s Institute for Women’s Virginia Leadership Grant Approx. $5,340 depending on state funding Women’s Institute Non-Virginia for Leadership Grant $2,000 Other Outside Scholarships amounts vary Stafford Loans (subsidized if need shown; otherwise unsubsidized) $2,625—fr.$5,500—jr./sr. $3,500—soph. additional unsubsidized if applicable $4,000—fr./soph. $5,000—jr./sr. $10,000—grad. student Loan Perkins Federal $100–$3,000 Loan for Parent Federal Undergraduate Students (PLUS) amounts vary Work-Study Federal Program (FWSP) $100–$2,000 Student Assistantships $100–$2,000 Bailey Scholarship $3,500

FINANCIAL AID 21 UNDERGRADUATE ACADEMIC PROGRAMS

THE TRADITIONAL PROGRAM Student Handbook. Details on residence options and residence life policies are in the Student Handbook. www.mbc.edu/trad Mary Baldwin College, founded in 1842, is a four- LEADERSHIP TRAINING year, liberal arts women’s college and the oldest One of the special benefits of a women’s college is the women’s college affiliated with the Presbyterian variety and number of opportunities it provides its Church (U.S.A). Mary Baldwin was the first women’s students for the learning and exercise of leadership. At college in the United States to be granted a circle of any given time, more than 250 students hold leader- the national leadership honor society Omicron Delta ship positions in campus organizations. Leadership Kappa, and the college also has a chapter of the pres- positions are available through student government, tigious Phi Beta Kappa honor society. residence halls, classes, interest groups and athletics. The college is named for Mary Julia Baldwin, who For positions requiring particular skills, students are in 1863 created a curriculum for her school in coop- provided with training, guidance and support. In eration with Dr. William H. McGuffey of the then addition to the leadership minor, many non-credit male-only University of Virginia. Dr. McGuffey and leadership workshops are sponsored throughout the Miss Baldwin worked together to outline a rigorous year by various organizations and offices. course of study. Although Dr. McGuffey thought the curriculum “too difficult for women,” Miss Baldwin’s STUDENT GOVERNMENT school has thrived for more than 160 years. Students at MBC have a great deal of input into Today, Mary Baldwin College remains among the campus life issues through the Student Government very best, offering students the richness and diversity Association. The system of student government, of a liberal arts education with a practical, down-to- which develops strong leaders, is based on responsi- earth approach to career and life preparation. The bility, honor, and cooperation. college continues to earn recognition for academic The Student Government Association has executive, excellence and the quality of its faculty. The college legislative and judicial branches. Members of the offers both the bachelor of arts and bachelor of science Executive Committee preside over several other degrees to 18- to 22-year-old residential students. boards, represent the college both internally and NOTE: The following information in this section externally, and serve on the committees of the Board pertains to students in the Traditional program, PEG of Trustees. Legislative power is vested in the Student and VWIL. Senate. Its committees allocate the student activity fee, oversee elections, promote college spirit and unity, and provide liaisons to security, food service, RESIDENCE LIFE physical plant, the computer center and the Sena Mary Baldwin is a residential college, committed to the Center. The honor code and code of conduct are belief that students have much to learn from each other written by students and overseen by the Honor and that both group responsibility and self-determi- Council and the Judicial Board, both composed of nation are fostered by the experience of residential students elected by the full student body and advised living. Exceptions to the four-year residence require- by faculty and staff. ment may be made for students who prefer to live with Students assume responsibility for setting the policies their families or for compelling, extenuating circum- that regulate their lives on campus. Those policies are stances as determined by the dean of student life and based on cooperation, consideration and the notion career development. that living closely as they do, individuals must moni- After their first year, students select their own tor their own activities for the welfare of the entire rooms and roommates through a housing lottery. community. Mary Baldwin has a long, proud tradition They select from options including traditional resi- of honor. Within a week of entering, all new students dence halls with the majority being double rooms, sign the Honor Pledge, vowing not to “lie, cheat, suites, small houses and apartments. Regulations gov- steal, plagiarize or violate confidentiality” because erning everyday living at Mary Baldwin are written honor and cooperation are the basis of their lives primarily by the students and are found in the

22 UNDERGRADUATE ACADEMIC PROGRAMS/THE TRADITIONAL PROGRAM together. Attending a college with a strong honor enrichment activities that support an individual’s tradition provides students many benefits, including efforts to make sense of life, learning, and faith. The self-scheduled final exams and an atmosphere of trust. program is open to students of all faiths. The annual Student Handbook details the principles Mary Baldwin College also fosters student spiritual and regulations of the honor code, code of conduct growth by sponsoring special worship services at and the Student Government Association. All Mary Thanksgiving, Christmas, Lent, and Easter. Faculty Baldwin students are expected to be familiar with the address ethical issues in their classrooms, and the Student Handbook. chaplain sponsors lectures, discussions, and seminars about religion throughout the year. ORGANIZATIONS AND ACTIVITIES The Christian Student Union, Campus Crusade, Students learn leadership and organizational skills and and the Fellowship of Christian Athletes are student contribute to campus spirit through participating in organizations that provide Christian fellowship, Bible numerous clubs and organizations. The Baldwin studies, retreats, and concerts. The campus is within Program Board sponsors dances, special weekends, walking distance of a synagogue, a Roman Catholic movies, coffeehouses and trips. Students are also church, and churches representing all major encouraged to become involved in their class, which Protestant denominations. sponsors MBC traditions such as Apple Day, Junior Dads Weekend, and the Commencement Ball. HEALTH SERVICES Students interested in the performing arts may The MBC Health Center has a dual role of assessing participate in a dance group, a dance team, theatre and treating student health problems and providing productions, or a variety of vocal music groups, health education whenever possible. The center is including a concert choir, a madrigals group, an a cap- staffed by a nurse practitioner, nurses, and a college pella group and a gospel choir. physician. Routine medical care is provided to all Student media offer opportunities to develop Traditional, PEG, and VWIL students as outpatients. communications and writing skills and experience in Services of the college physician or nurse practitioner business management. The college has a student news- are available for several hours daily by appointment. paper, Campus Comments; a yearbook, The Gynecological services and a variety of laboratory Bluestocking; and two literary magazines, Miscellany and screening tests, including throat cultures, are available Libations. The communication discipline also offers for a fee. Medical problems that require a specialist in students opportunities in an in-house television station. a particular field, such as orthopedics, dermatology, Mary Baldwin has an intercollegiate sports program ophthalmology, etc., are referred to physicians in the that includes basketball, tennis, field hockey, volley- community. Emergency care is provided by Augusta ball, soccer, swimming, softball, and cross country. Medical Center, which has physicians available 24 MBC competes with other colleges in fencing, hours a day. lacrosse, and riding at the club level. A base-line health record is required to be on file in There are opportunities to pursue almost every the Health Center for all students in order to provide interest at MBC. Community service activities are the best care possible to the individual and to protect offered by Habitat for Humanity, Circle K, and the health of the MBC community. The Virginia VWIL. There are student chapters of Amnesty Department of Health strongly requests that each stu- International, Students in Free Enterprise, American dent have on file a record of immunizations for certain College of Health Care Executives, College communicable diseases. The staff provides health Republicans, and College Democrats. Students have information and encourages students to ask questions also established Latinas Unidas, the Black Student and develop self-reliance and confidence in making Alliance, and SOULS. health decisions.

RELIGIOUS LIFE COUNSELING AND PSYCHOLOGICAL SERVICES As part of the Carpenter Preparation for Ministry Counseling and Psychological Services provide Program, the college chaplain conducts the Carpenter comprehensive assessment and short-term treatment Quest program. Quest is a unique program that helps for Traditional, PEG and VWIL students. Individual students integrate religious commitment, intellectual therapy is offered in a comfortable, private setting. development and service. The program entails two With few exceptions, no information, including the years of spiritual direction, academic courses and fact that a student is being seen by the office, is

UNDERGRADUATE ACADEMIC PROGRAMS/THE TRADITIONAL PROGRAM 23 released to anyone without the student’s written per- VOTER REGISTRATION mission. Referrals to mental health professionals in Voter registration information is distributed through the community are made if long-term treatment is the Sena Center. recommended.

24 THE TRADITIONAL PROGRAM ADULT DEGREE PROGRAM STEPS IN ADMISSION PROCEDURE www.mbc.edu/adp 1. Send completed admissions application form, goal statement, and application fee of $25 to the Adult The Adult Degree Program (ADP) is a nonresidential, Degree Program, Mary Baldwin College, individualized baccalaureate degree program designed Staunton, VA 24401, or to the nearest regional to meet the educational needs of mature women and center, and request that all official transcripts from men. ADP allows adult learners to tailor their degrees any accredited post-secondary institution and any to meet personal, career and life goals. Students work letters of recommendation (optional) be forward- at their own pace with the option of maintaining full- ed to the same address. The application fee is or part-time loads. Because adults are highly motivat- waived for MBC Traditional, VWIL, and PEG ed, capable of self-directed learning, and often have students. achieved competencies beyond those of younger 2. After all material is received and reviewed, the undergraduates, opportunities for independent study applicant will receive a letter indicating admission and prior learning assessment are also available. status, transfer credit evaluation, faculty advisor assignment, and upcoming orientation and REGIONAL CENTERS enrollment dates. ADP serves the college’s student body from the Mary 3. At this point the applicant should contact the Baldwin campus in Staunton and regional centers in faculty advisor to discuss educational goals and Charlottesville, Richmond, Roanoke, Sterling, and objectives and ADP procedures and policies, and Weyers Cave, Virginia. Information sessions for indi- to plan the first semester’s course work. viduals interested in the Adult Degree Program are held regularly at each location. Interested persons may TEACHER LICENSURE seek additional information at any location. See Adult students seeking teacher licensure may do so Contact Information section of this catalog. through the Adult Degree Program as undergraduates or, if they already have their bachelor’s degrees, ADMISSION through the Postgraduate Teacher Licensure pro- MBC’s Adult Degree Program is open to women and gram. In both instances, the minimum required GPA men age 21 and over who have some successful col- is 2.5. All other ADP admissions criteria and proce- lege experience. The program is designed for mature dures are the same. For more information on MBC’s students who have the ability to work independently teacher education program, see the appropriate sec- and who are highly motivated and self-directed. tion of this catalog. Students who wish to pursue a master’s in teaching should consult the Master of ADMISSION REQUIREMENTS Arts in Teaching section of this catalog. • A high school diploma or equivalent • Official transcripts of all previous college work ORIENTATION (generally a 2.0 GPA is needed in recent courses) Orientation sessions are held on the main campus of • A well-written, one-page goal statement discussing Mary Baldwin College and at each regional center educational and personal goals, principal interests three times a year. Attendance at orientation sessions and concerns, and reasons for selecting the Adult is required of all enrolling students. Degree Program • Additional requirements for students enrolled in the ACADEMIC COUNSELING college’s Traditional program, VWIL, or PEG are Each Adult Degree Program student works with a – completion of a one-year waiting Mary Baldwin College faculty advisor who provides period after the last semester registered guidance and support in all stages of program devel- before applying to the ADP; opment. In return, the student is responsible for – a minimum GPA of 2.0; maintaining contact with the advisor and for working – attendance at an ADP information to maintain a mutually beneficial relationship. session (schedule available at any regional center) or completion of a preliminary interview with an ADP faculty advisor.

ADULT DEGREE PROGRAM 25 HONOR CODE PROGRAM FOR THE ADP students abide by the tenets of the MBC honor code and code of conduct just as all other students at EXCEPTIONALLY GIFTED Mary Baldwin College do. Details are in the ADP www.mbc.edu/peg Student Handbook. The Program for the Exceptionally Gifted (PEG) is DEGREE PLANNING an innovative educational alternative designed to meet the needs of academically gifted high-school-age Students in the Adult Degree Program, with the guidance of their faculty advisors, are required to develop females. At PEG, students begin their college education a degree plan that meets their educational and career one to four years early and are grouped with students goals and the college’s standard requirements for the of similar age, intellectual ability, and motivation. bachelor of arts or bachelor of science degree. The The program liberates these young women from degree plan consists of the following components: traditional academic sequencing and pacing stan- • Advance credit (maximum of 99 semester hours), dards and eliminates the frustration that exception- which may include ally gifted students often feel in high school settings. – transfer credit from other accredited, PEG students participate in recreational, cultural, post-secondary institutions; social, club, and sports activities organized by PEG – acceptable scores on CLEP (College and Mary Baldwin College students and staff. PEG offers two residential experiences designed to Level Examination Program) tests; meet the needs of both younger and older students. – credit through prior learning portfolio Younger students spend their first two years in a presentation and evaluation. (Portfolio specialized PEG residence hall where they are super- development is planned with the faculty vised by a professional, live-in staff trained to work advisor after enrollment, and portfolios with exceptionally gifted students. Second-year and are evaluated by Mary Baldwin faculty.) older new students are also housed, generally for one • Mary Baldwin credit (minimum of 33 semester year, in the PEG residence hall. They are considered hours), which may include PEG Transition students and are allowed more inde- – independent study tutorials; pendence while still receiving the support they need. – group tutorials; All PEG students eventually live independently on the – on-line tutorials; college campus. The number of independent years – day or evening campus classes. varies from two to three depending on the student’s age and level of maturity upon entering the program. 2003–2004 TUITION AND FEES The total cost of the program varies depending on the NOTE: PEG students are members of the on-campus student’s background and previous college work. community along with Traditional and VWIL students Financial aid is available, and applicants interested in and, therefore, partake of opportunities and services aid are encouraged to contact the Office of Financial and must abide by the codes described under the Aid and Student Campus Employment well in Traditional Program section of this catalog. advance of initial enrollment. Application Fee PROGRAM DESIGN To be submitted with official application to the Adult PEG students proceed through the college curriculum Degree Program — $25 just as Traditional students except that they complete Orientation Fee — $35 additional college core requirements to make up for Course/Tutorial Tuition course work missed in high school. Younger entering Students pay $325 per semester hour for course work. students begin their academic program by taking one Internships are $162.50 per semester hour. transitional college-level English composition course along with other college-level courses. PEG students — $30 per semester hour Extended Time Fee generally earn their B.A. or B.S. in four years. Prior Learning Portfolio Evaluation Since exceptionally gifted students are highly moti- $244 per portfolio vated and capable of self-directed learning, they are Re-Entry Fee — $25 encouraged to pursue alternatives for achieving aca- Graduation Fee — $75 demic credit, such as independent study, individual

26 ADULT DEGREE PROGRAM/PROGRAM FOR THE EXCEPTIONALLY GIFTED tutorials, specially designed small group courses, and 2. Schedule a personal interview on campus. A accelerated pacing of existing Mary Baldwin offerings. transcript of the interview is filed with the application material. COST 3. When all material is received, it will be reviewed PEG students pay the same comprehensive fees as by the PEG selection committee. full-time Mary Baldwin College students. Financial 4. Following the review of all information relating to aid is available to students with demonstrated need, the application, the applicant will be informed of and scholarships are available based on academic her admission status. achievement prior to enrolling. Admission to and continuation in PEG are discre- tionary. Each PEG student will be evaluated annually ADMISSION by the PEG staff. A student whose academic performance, social behavior or emotional stability is found to The Program for the Exceptionally Gifted is open to be inconsistent with PEG standards or goals as deter- young women who have completed at least the eighth mined by PEG may be subject to dismissal from the grade, who are at least 13 years old, and who have program. excelled academically at the high school level. Students who are dismissed or who withdraw from Successful applicants have high standardized test PEG and wish to enter the college’s Traditional or scores and grades, demonstrate emotional maturity, VWIL program are subject to the following require- and are highly motivated. ments: • Must wait at least one year from the date of DMISSION EQUIREMENTS A R withdrawal • Completion of the eighth grade and demonstrated • Must be at least 17 years old success in high school level course work • Must apply as an Early Admission candidate • Official transcripts of school work • Must interview with dean of admissions • Results of one national standardized aptitude test: • Must provide evidence that problems PSAT, SAT, or ACT resulting in the student’s withdrawal or dismissal • Three letters of recommendation have been mastered and receive permission from • Parental support essays the dean of student life to return • Personal essays MBC reserves the right not to admit to its regular • Personal interview with student and family program any student dismissed from PEG. This program is a special program with specific rules and STEPS IN ADMISSION PROCEDURE regulations not set out in this catalog which differ in 1. Complete the full PEG application. Send the some ways from those generally applicable to Mary completed application with $35 fee to the Baldwin College students. PEG is a developing pro- Program for the Exceptionally Gifted, Office of gram and the college reserves the right to change any Admissions, Mary Baldwin College, Staunton, VA provision, regulation, or requirement relating to PEG 24401. Have all information and requests sent to at any time and to determine its applicability to present the same address. or previous PEG students.

PROGRAM FOR THE EXCEPTIONALLY GIFTED 27 VIRGINIA WOMEN’S INSTITUTE – A leadership internship – Three interdisciplinary leadership courses FOR LEADERSHIP addressing history and theories of leader- www.mbc.edu/vwil/ ship; ethics, community, and leadership; and the practice of leadership OVERVIEW – A communication course The Virginia Women’s Institute for Leadership (VWIL) at Mary Baldwin College is a unique and PHYSICAL AND HEALTH EDUCATION innovative program designed to integrate the theoretical CURRICULUM with the practical so that students practice leadership VWIL students complete a series of physical assess- as well as learn about it, and to assure that those who ments at the beginning of the freshman year and at complete the program have the knowledge, skills, regular intervals during subsequent semesters. character, and opportunities that allow them to take Advanced Fitness is required during the freshman positions of leadership in the private and public sectors, year. A networking activities class (ballroom dance, including the military. golf, racquetball, or tennis) and one other health or VWIL students, in addition to completing both the physical education course are completed in subse- college’s General Education Requirements and an aca- quent years. demic major, complete additional work in five areas: The Leadership Challenge Program (LCP) (fresh- • Academic curriculum men) is conducted through the physical education • Physical and health education curriculum department as part of the VWIL co-curricular activities. • Military leadership (ROTC) This program consists of physically and mentally • Co-curricular program challenging events, including obstacle courses, rap- • Leadership: All VWIL students are required to pelling, rock climbing, and team building activities. complete a minor in leadership studies. All VWIL freshmen participate in the LCP or on a NOTE: VWIL students are members of the on-campus varsity team. Physical education credit is earned for community along with Traditional and PEG students, these activities. and therefore partake of opportunities and services and must abide by the codes described in the MILITARY LEADERSHIP Traditional Program section of this catalog. (RESERVE OFFICER TRAINING CORPS) VWIL students are required to complete four years of ACADEMIC CURRICULUM ROTC. Four services — Air Force, Army, Navy and VWIL students complete Marine Corps — are available, and instruction is pro- • the college’s General Education Requirements; vided by the ROTC detachments at the Virginia • a student-selected academic major; Military Institute in Lexington, VA. Classes are con- • the following additional requirements, some of ducted in the dedicated ROTC facilities located on which may also count toward the General the VMI campus or at Mary Baldwin College. In Education Requirements: addition, all VWIL cadets participate in the band or – A calculus course and a descriptive statistics rifle platoon of the Mary Baldwin College Corps of course Cadets. Twelve semester hours of ROTC may be – Foreign language study (previous work, counted toward the 132 total hours required for grad- MBC courses, and/or study abroad) uation. sufficient to pass a proficiency test or Students select one of the Armed Services upon intermediate course work with a grade of entry into the VWIL program. Those seeking a com- “C-” or better mission participate in the regular ROTC laboratories – Eight semester hours of laboratory courses during the junior and senior years and attend field in the natural sciences and one additional training one summer. Non-commissioning VWIL three semester hour course in a natural students participate in a special leadership laboratory. science discipline to satisfy the total General For more detailed information, see the ROTC section Education Requirement of this catalog.

28 VIRGINIA WOMEN’S INSTITUTE FOR LEADERSHIP CO-CURRICULAR PROGRAM include academic achievement in high school and on A unique aspect of VWIL is its holistic nature. The standardized tests, involvement outside the classroom, co-curricular components provide the contexts within leadership experiences, and personal commitment. which VWIL students develop and practice leadership Applicants to the Virginia Women’s Institute for skills in an environment of increasing freedom and Leadership must submit a Mary Baldwin College responsibility. Students participate in leadership application as well as a VWIL supplemental applica- workshops and activities and organize and carry out tion. There is no additional fee for the supplemental community service projects. VWIL application. Students must be accepted to Freshmen VWIL students participate in a wilder- MBC in order to be considered for acceptance into the ness-type leadership orientation. This four-day orien- VWIL program, although acceptance into MBC does tation takes place the week prior to the regular college not guarantee, nor constitute, acceptance into VWIL. orientation. Application materials are available from the Mary Freshmen VWIL students room together and are Baldwin College Office of Admissions, 540-887-7019, housed in freshmen halls to assist in the development or the VWIL Office, 540-887-7042. of group identity while supporting good relationships with other freshmen. Additional living regulations for FINANCIAL AID VWIL students are published separately and require VWIL students are charged the same tuition and fees greater self-discipline, higher standards for room neat- as other Mary Baldwin students. Virginia residents will ness and appearance, additional study provisions, and receive a grant, to be applied to tuition and fees, from no smoking. VWIL students are expected to abide by the Commonwealth of Virginia. In the 2003–04 aca- the college’s honor code and the code of conduct. demic year, this grant is expected to be $5,340. There also is an out-of-state grant, expected to be $2,000 in ADMISSION 2003–04. Admission to the VWIL program is competitive. Uniforms are provided to students for use during While VWIL was designed for women from Virginia, ROTC classes and select VWIL activities. Students are it is open to women from all states and countries. The responsible for the care and maintenance of uniforms. criteria reviewed by the VWIL admissions committee

VIRGINIA WOMEN’S INSTITUTE FOR LEADERSHIP 29 HONORS PROGRAM THE BAILEY COLLOQUIUM The purpose of the Honors Program at Mary Baldwin The Bailey Colloquium (INT 213) is a three semester is to recognize excellence and to offer special oppor- hour interdisciplinary honors course that focuses tunities for students of exceptional ability. It is upon the significant characteristics of a particular designed both to provide helpful direction in students’ historical and intellectual period. Working with other academic journeys and to encourage them to develop Honor Scholars, students in the Bailey Colloquium independently and creatively according to their own are encouraged to break down the artificial barriers intellectual curiosity and desire to learn. between disciplines and, by the end of the semester, to All participants in the Honors Program are Honor develop projects that are interdisciplinary in Scholars. Bailey Scholars usually enter the program as approach. To develop oral as well as written capabilities, freshmen, selected on the basis of SAT scores, high the seminar concludes with a major research paper school records, written applications, and interviews. and presentation in which students share their findings Other students may apply to enter the program after with their peers. Honor Scholars are required to take achieving a cumulative GPA of 3.5 or higher in at at least one section of the Bailey Colloquium, or least 24 hours of graded work at MBC. Once these another three-semester-hour interdisciplinary honors requirements are met, a candidate may apply to course, as partial fulfillment of the requirements for become an Honor Scholar by submitting a letter of an Honors Degree. recommendation from an MBC faculty member, an essay addressing the student’s desire for admission, THE HONORS DEGREE and an outline of her plans for completing the courses Successful participation in the MBC Honors Program required for the Honors Degree. culminates in the completion of an Honors Degree. Students admitted to the Honors Program are Honor Scholars apply for candidacy for the Honors expected to include at least one natural science lab Degree early in the senior year. Candidacy requires course and at least one year of a foreign language participation in the Honors Program for at least three among their MBC course work, as required for Phi semesters, the accumulation of at least nine hours of Beta Kappa. They will also be expected to pursue at honors credit (through honors courses and/or con- least nine hours of honors credit (including at least tracts), the completion of the curricular requirements one three semester hour interdisciplinary honors listed above (one lab science course and one year of course) and demonstrate progress toward an Honors foreign language courses), and the student’s proposal Degree. To remain in the Honors Program, a student of a senior honors project or thesis. At the time of is expected to maintain a cumulative GPA of 3.5 or application, an Honor Scholar must have a cumulative higher. GPA of 3.5 or higher. The last phase of the program Students admitted to the Honors Program enjoy requires candidates to complete and satisfactorily certain privileges including early course registration, present an honors thesis or project to an interdisci- greater flexibility in reverting a P/NC course to a grad- plinary examining committee. ed course, membership in the MBC Honor Scholars For additional information on eligibility and Society, cultural field trips, dinners and/or other privileges, see the Honor Scholars’ Handbook and the forums with visiting scholars, and participation in the Academic Achievement portion of the Academic Virginia Collegiate Honors Council. Regulations and Procedures section of this catalog.

30 HONORS PROGRAM UNDERGRADUATE CURRICULUM Mathematical Reasoning (three semester hours) As technology exerts an ever-growing influence on lives The major purpose of Mary Baldwin College is and as scientific knowledge progresses beyond what is undergraduate and graduate education consistent intuitively understandable, it becomes vital that edu- with the college’s rich heritage as a private liberal arts cated people be comfortable with mathematics as a tool college. The Mary Baldwin College academic curricu- for describing and analyzing their environment. All lum, which supports this goal, is described in this sec- Mary Baldwin students must complete at least three tion. The curriculum is organized into three cate- semester hours in college-level mathematics. gories: General Education Requirements, Major and Minor Requirements, and Electives. International Education (six semester hours) Among the special new challenges all of us face is that REQUIREMENTS FOR THE BACHELOR OF ARTS of living in a truly global world. At Mary Baldwin OR BACHELOR OF SCIENCE DEGREE College, students are required to gain some under- Earning a bachelor’s degree from Mary Baldwin standing of the increasing international influence on College requires the completion of a minimum of 132 all facets of life. semester hours, of which no more than seven may be in physical education and no more than 15 may be in Women’s Studies (three semester hours) internships, and the completion of all General Women are both the leaders and objects of one of the Education Requirements. Disciplines offering the great social revolutions of the late 20th and early 21st bachelor of science degree may require additional centuries. All Mary Baldwin students should examine math and science courses. Precise requirements will the world in the light of women’s own experiences by vary according to each major. completing at least three hours of study in courses Complete rules governing the requirements for the whose central focus is women. bachelor of arts and bachelor of science degrees are in the Academic Regulations section of this catalog. Experiential Education (three semester hours) In a world of expanding choices, virtually all women GENERAL EDUCATION REQUIREMENTS will be involved with work outside the home for all or Complete rules governing the General Education part of their adult lives. All Mary Baldwin students Requirements are in the Academic Regulations and must engage in at least one learning activity which Procedures section of this catalog. involves the practical/functional application of theoretical concepts and principles. Central Curriculum (36 semester hours) Throughout the ages, humankind has sought to Oral Communication understand a bewildering and often hostile environ- Mary Baldwin graduates must be able to speak and ment through the intellectual tools and theories of listen effectively. Each student will complete appro- enduring intellectual disciplines. Mary Baldwin stu- priate course work emphasizing these skills or demon- dents obtain both breadth and depth of understand- strate their skills by testing out. ing of these disciplines by completing at least nine hours in each of the following: Arts, Humanities, Physical Education (two semester hours) Natural Sciences, and Social Sciences and History. The stress of modern living requires physical as well as mental fitness. Writing Emphasis (six semester hours) The ability to express oneself clearly and effectively in MAJOR AND MINOR REQUIREMENTS writing is fundamental to people preparing to influence Each student is required to complete an academic the information-oriented world of the future. All Mary major. The requirements for each major are listed in Baldwin students must complete at least six semester the sections of the catalog titled Majors and Minors. hours in courses which require students to write five There are three kinds of majors: the discipline- 500-word essays or the equivalent and revise some of based (standard) major, the combined major, and their work. In addition, students must complete ENG the independent major. 102 (Intermediate Composition) or its equivalent.

UNDERGRADUATE CURRICULUM 31 DISCIPLINE-BASED (STANDARD)MAJORS INDEPENDENT MAJORS Academic disciplines are integrated bodies of knowledge Mary Baldwin College embraces the concept of edu- which, over many years, have developed special theories, cation which is customized to fit the needs of the techniques, understandings, and traditions which are of individual student. Many students work closely with proven value in solving problems or enabling people to their advisors to custom-design a unique major. create things of worth. Discipline-based majors aim to Independent majors may be combinations of two develop mastery through in-depth study. Mary Baldwin disciplines, such as religion and history, math and offers the following standard majors: economics, or psychology and religion. They may combine learning to define a new, emerging field Art such as human resource development, international Biochemistry (B.A. or B.S.) communications, or women’s studies. Biology (B.A. or B.S.) A written plan must be developed for each inde- Business Administration (B.A. or B.S.) pendent major, approved by the student’s advisors, Chemistry (B.A. or B.S. and filed in the registrar’s office. Clinical Laboratory Science Communication OUBLE AJORS Computer Information Systems D M Economics Any student may undertake to complete two separate English majors, including any combination of the three types French of majors cited above. In such a case, the student must * German complete all requirements of each major separately. History Mathematics (B.A. or B.S.) MINORS Music Students may elect to pursue a minor, which is an Philosophy organized course of study analogous to the major but * Physics (B.A. or B.S.) in less depth. The following minors are offered: Political Science Psychology (B.A. or B.S.) African-American Studies Sociology Anthropology Spanish Art — Art History Theatre Art — Studio Art Asian Studies * Offered in conjunction with Washington and Lee Biology University in Lexington, VA. Business Administration Chemistry OMBINED AJORS C M Communication The frontiers of knowledge are often marked by the Computer Information Systems combining of two previously existing disciplines Computer Science which have developed some closely related areas of Creative Writing study. Mary Baldwin offers nine combined majors Economics that integrate the tools and principles of two or Education more disciplines into a single course of study: English French Applied Mathematics (B.A. or B.S.) German Arts Management Health Care Administration Asian Studies Historic Preservation Computer Science/Mathematics (B.A. or B.S.) History Health Care Administration Human Resource Management International Relations Human Services Marketing Communication Latin-American Studies Philosophy/Religion Leadership Studies Sociology/Social Work Marketing Communication

32 UNDERGRADUATE CURRICULUM Mathematics OTHER LEARNING OPPORTUNITIES Ministry Music (CREDITED) Philosophy Physics DIRECTED INQUIRIES/LEARNING CONTRACTS Political Science Qualified students may engage in independent study Psychology projects planned and carried out under a faculty advisor. Religion These projects may explore curricular areas not offered Sociology in the current year or in the regular curriculum. Spanish Theatre TEACHING ASSISTANTSHIPS Women’s Studies Qualified students may work closely with a faculty member on preparation of class materials, tutoring, or ELECTIVES research, receiving credit for these non-clerical The remaining portion of the curriculum after responsibilities. General Education Requirements and the major and minor is left for the student’s own exploration. A stu- INTERNSHIPS dent is encouraged to explore new intellectual areas, A variety of field experiences, internships, and posi- since the unique opportunity offered by the broad tions of responsibility on campus may be undertaken range of choice in a college curriculum is not likely to for academic credit with the approval of a faculty be available again within most people’s lifetimes. sponsor. For regulations governing the above credit- bearing activities, and procedures for registering, see Academic Regulations and Procedures — Experiential Learning.

SUMMER STUDY Students wishing to accelerate their progress, explore different areas of interest, or reinforce learning may engage in summer study. This study may be at another accredited college, or it may be a summer externship or directed inquiry supervised by a Mary Baldwin faculty member. (Note that not all faculty will be available to supervise such summer projects due to other professional or personal commitments.) The Adult Degree Program also offers a summer week on campus and summer group tutorials at its regional centers.

ACCELERATED PROGRAM With the approval of the dean of the college, students of above-average ability may complete graduation requirements in less than four years, i.e., in three to three and one-half years. Such an accelerated program usually requires summer school work and a heavier than normal course load during the year.

CONSORTIUM EXCHANGE Mary Baldwin and six other private colleges in Virginia (Hampden-Sydney, Hollins, Randolph- Macon, Randolph-Macon Woman’s College, Sweet Briar, and Washington and Lee University) have

UNDERGRADUATE CURRICULUM/OTHER LEARNING OPPORTUNITIES 33 joined in a consortium exchange through which Vanderbilt University — Nursing Traditional, VWIL, and PEG students may attend Students may complete three years at Mary Baldwin another of the participating colleges for a year or part and transfer to Vanderbilt University in Tennessee for of a year, while remaining on the MBC roll. two additional years of study, at the end of which time Application should be made to the exchange officer in they will receive the bachelor’s degree in their field the registrar’s office. Priority is given to juniors. Mary from Mary Baldwin and the Master of Science in Baldwin students must maintain a cumulative GPA of Nursing degree from Vanderbilt. 3.3 to participate. The MSN degree opens many opportunities for students in the rapidly growing medical field and is an COOPERATIVE PROGRAMS attractive option for students who wish to be involved University of Virginia — Engineering or in the various emerging aspects of professional medical Computer Science practice which are based neither in the traditional Mary Baldwin College students may elect to participate medical degree nor in custodial-type hospital care. in a 3-2 degree program, either in the various branches Students considering this program should consult of engineering or in computer science, offered by the with Dr. Elizabeth Hairfield, professor of chemistry, School of Engineering and Applied Science at the for details. University of Virginia. Under this program, qualified students attend Mary Baldwin for three years and Washington and Lee University — Physics and then, based on their academic performance, are German accepted into the University of Virginia for the final Students may receive their bachelor’s degree in physics two years of study leading to a bachelor’s degree in or German by designing a major drawn from the applied mathematics from MBC and a master’s degree appropriate courses at both Mary Baldwin and our in engineering or computer science from UVA. consortium partner, Washington and Lee University Students who are interested in exploring this option in Lexington, VA. should contact the coordinator, Dr. John Ong, associate Students interested in the German major should professor of mathematics, during their first semester at contact Dr. Stevens Garlick, professor of German. college. In order to enroll in this program, students Students interested in the physics major should con- must maintain an overall GPA of “B+” at the college tact Dr. Peggy Perozzo, assistant professor of physics. and must have completed the calculus and physics sequences during their freshman year. Students who are compatible for the program generally have an SAT score of 1100 and above.

34 OTHER LEARNING OPPORTUNITIES ACADEMIC REGULATIONS AND approve some other method of supervision and evaluation. PROCEDURES • Participation in activities designed to evaluate the academic program (applicable to all degree-seeking REQUIREMENTS FOR THE BACHELOR OF ARTS students enrolled in fall 1998) AND BACHELOR OF SCIENCE DEGREE • The completion of a minimum of 132 semester ADDITIONAL REQUIREMENTS FOR THE hours, of which no more than seven may be in BACHELOR OF SCIENCE DEGREE physical education and no more than 15 may be in Each discipline may elect to offer the bachelor of sci- internships ence in the discipline. At a minimum, each discipline • The completion of all General Education will require three courses in mathematics at the 200- Requirements as described in this catalog and level or above and at least two 200-level lab science summarized below: courses if it offers a B.S. option. Precise requirements – Nine semester hours credit in each of four will vary according to each major that has chosen to major curricular areas: the arts, the offer the B.S. humanities, the natural sciences and the social sciences and history, including at MODIFICATION OF REQUIREMENT least six hours in one discipline and at least A student who, in unusual circumstances, wishes to three in another petition for an exception to the residency requirement _ Six semester hours in international education must submit a Modification of Requirement Form, _ Completion of ENG 102 or equivalent obtainable from the registrar, with appropriate _ Completion of the six semester hour writing approvals. Requests for waivers of other requirements requirement and the oral communication will not be considered unless they are submitted in writ- competency requirement. Some majors may ing to the dean of the college no later than February 1 require a computer competency. of the year in which the student expects to graduate. All _ Completion of the three semester hour waivers must be approved by the full faculty. mathematics requirement – Three semester hours in experiential education SENIOR REQUIREMENT – Three semester hours in women’s studies All graduates must complete a senior requirement for – Two semester hours in physical education a minimum of three and a maximum of six semester including PHED 100 or PHED 101 and two hours of credit. It will carry a letter grade. different physical education courses or The purpose of the senior requirement is to serve as independent activities a context within which students may establish them- • The completion of the senior requirement, which selves as individuals capable of independent scholarship must be taken for a regular grade on a significant level. There are a variety of ways to • The completion of a concentrated program of meet the requirement: study, the major, which must consist of at least 33 • Write and defend (orally or in writing) a thesis semester hours with a minimum grade point average reflecting a level of scholarship and originality of 2.0 on a 4.0 scale in the major. Independent appropriate to the baccalaureate level of study and combined majors must have a minimum of • Complete and report on a project which synthe- 36 semester hours. sizes learning and which entails an application of • The earning of a minimum unrounded cumulative that learning to a task or problem of major GPA of 2.0 overall academic significance • The completion of 66 semester hours earned at • Produce and present a creative work or body of MBC (33 for ADP students) and two years of full- work, demonstrating mastery of a medium and an time attendance. MBC-sponsored programs which understanding of the creative problems and potentials are conducted off-campus (e.g., clinical laboratory inherent in that work science, social work programs, student teaching) • Participate in a special course designed to make the satisfy the residency requirements. At least 12 hours student synthesize and draw conclusions from the of credit in the major, including the senior project, various methods and materials in the student’s field must be taken with Mary Baldwin faculty. The • Develop an alternate method for the consideration senior project must be supervised and evaluated and approval of faculty in the discipline by full-time faculty in the discipline unless they ACADEMIC REGULATIONS AND PROCEDURES 35 Except in the case of special courses which fulfill COURSE NUMBERING the senior requirement, the student should file and The following conventions apply to MBC’s course get approval of her senior requirement by faculty in numbering system: the discipline by the end of the fall of her senior year. 100 level: freshman, generally no prerequisites In the case of ADP students, the proposal must be 200 level: sophomore and above, may have filed with the ADP office at least six months in prerequisites advance of the intended graduation date. In the 300 level: major courses, generally have absence of special permission to the contrary, all senior prerequisites requirements will be supervised and evaluated by 400 level: senior projects ranked teaching faculty at MBC. 500+ level: graduate courses In the case of ADP students and students whose majors cut across disciplinary lines, the senior Numerical Suffixes requirement approval and evaluation process will These two-digit suffixes have specialized meaning include appropriate representation from faculty in beyond the course level: the relevant areas. 77: colloquium offered on a one-time basis Senior requirements will be listed on the student’s 80: a teaching assistantship transcript as Senior Requirement:: (title) with grade. 87: an internship Those senior requirements that, according to divisional 90: a directed inquiry guidelines, are deemed particularly meritorious will be 97: CLEP credit in the ADP only designated “With Distinction,” and this achievement 98: portfolio credit in ADP only will be noted on the transcript and diploma. 99: independent tutorial or learning contract in the ADP only EXAMINATIONS An examination will be given in each course at the GRADING SYSTEM end of the course unless the instructor concerned decides upon some other means of testing. GRADE VALUES Notification of the substitution of a special piece of The grading symbols used by the college are as follows: work in lieu of a final examination must be made in A excellent writing to the dean of the college one month before B very good the examination period. Dates and administrative C competent procedures for exams will be established by the dean D minimum passing or associate dean of the college and the registrar. F failing To receive credit for a course, a student must take NC no credit the examination or its equivalent as prescribed for the P pass course by the instructor. EC credit by examination A scheduled examination may be postponed for I incomplete (temporary) reasons beyond the student’s control such as death in NR no grade reported (temporary) the family or illness. Approval for such postponement ET extended time (temporary — ADP only) must be obtained from the instructor and dean or AU audit (satisfactory) associate dean of the college. W withdrawn (temporary) Students who, for other than providential reasons, WP withdrawn passing miss an examination will receive a grade of “F” or “No WF withdrawn failing Credit” (NC) for the course unless, because of extenuating circumstances, they are given permission by Academic credit is expressed in semester hours (s.h.). A the dean or associate dean of the college to make up semester hour of credit is equivalent to one 50-minute the examination. period of class per week or one 150-minute laboratory All postponed examinations must be rescheduled session. Grade point equivalents are as follows: and taken at the earliest practical date. Students A = 4.0 C+ = 2.3 involved must make these arrangements with the dean A- = 3.7 C = 2.0 or associate dean of the college and the course instruc- B+ = 3.3 C- = 1.7 tor. Failure to make such arrangements will be consid- B = 3.0 D+ = 1.3 ered grounds for a grade of “F” or “NC” for the course. B- = 2.7 D = 1.0

36 ACADEMIC REGULATIONS AND PROCEDURES There are no grades of “A+” or “D-.” Grade point the next calendar term. In unusual circumstances, average is determined by dividing total grade points such as prolonged illness, the dean or associate dean earned by the total semester hours credit attempted of the college may extend the time. If the work is not for a regular grade. completed within the time specified, a grade of “F” or “NC” will be assigned by the registrar’s office. REPETITION OF COURSES Adult Degree Program students are eligible for the Students may repeat a course where a grade of “D” or temporary symbol of ET (extended time) for both “NC” or “F” was earned. Original grades are not tutorials and on-campus classes upon permission of removed from the permanent record, but in the case their instructor, academic advisor, and the dean of of “D” or “F” grades, the lower grade is removed from adult and graduate studies and payment of an ET fee. calculation of a cumulative grade point average. ET work must be completed by the end of the fol- Repeat work must be done at MBC. The original lowing semester or a grade of “F” will result. grade cannot be replaced by an “NC.” GRADE REPORTS AND OFFICIAL GRADING PASS/NO CREDIT (P/NC) PERIODS A student may attempt four semester hours of credit Official grade reports, including cumulative averages, on a Pass/No Credit basis during each of her first will be distributed electronically after the conclusion three academic years. During the senior year a student of the fall semester and the May Term. The report may elect to take up to seven semester hours of cred- distributed following the May Term will include it on a P/NC basis, but the seven semester hours may work completed during the spring semester and the not all be taken during the same semester. No more May Term. than four semester hours taken on a P/NC basis may be counted toward the completion of a major. No more GRADE CHANGES than one course comprising the minor can be taken on Students with questions about a grade should first a P/NC basis. All courses required by the instructor to contact the course instructor to determine if there is be taken P/NC, including internships, are excluded an error. If so, the instructor must report the correct from the above limits. All such courses are designated grade to the registrar or to ADP immediately. If there in the course description in the catalog. Also, all is no error, but the student desires to contest the physical education classes may be taken for a grade or grade, the student must submit written reason(s) for “P/NC” and are excluded from the above limits. the appeal to the dean of the college or the dean of Honor Scholars may change a class from P/NC to adult and graduate studies (ADP students). A com- regular grade through the last day of regular classes. mittee can then review the written appeal, hear state- Grades of “A” through “D” will be designated as ments from both the student and the instructor Pass. Courses taken P/NC are not included in the involved, and approve or disapprove a change. The computation of grade point average. A student may committee will consist of the dean of the college, the change from the regular graded basis to P/NC or vice registrar — or the dean of adult and graduate studies versa through the end of the withdrawal period, eight and the student’s ADP advisor — plus two faculty weeks for a two-term course. members. Requests for a grade changes will not be considered INCOMPLETE AND EXTENDED TIME if initiated by students later than the first week of The temporary symbol of “I” may be given at the end classes in the calendar term following distribution of of a course if, for reasons beyond her control, a the official grade report which is being contested. Traditional, VWIL, or PEG student is unable to com- ADP students must file grade appeals by the following plete the course work. An Incomplete will be given deadlines: October 1 for summer courses, February 1 for only with the approval of the dean or associate dean fall courses, and July 1 for spring courses. of the college. Work must be completed by the end of

ACADEMIC REGULATIONS AND PROCEDURES 37 TRADITIONAL STUDENT ACADEMIC A course creating an overload can only be added during the add-drop week. Students with GPA 3.5 or over LOAD LIMITS will be permitted to add an overload during a desig- Academic load limits for full-time Traditional, VWIL, nated period prior to add-drop. and PEG students are shown in the chart below. To take an overload, the student must complete and Credit awarded for all physical education is excluded file an Overload Permission Form with the registrar. If from the limits in the chart below. Enrollment in the student’s GPA is below 3.5, approval must be more than 17 semester hours per semester (unless the granted by the advisor and the dean or associate dean enrollment is for only five courses) or four semester of the college. During the May Term, all overloads hours during the May Term constitutes an overload. must be approved regardless of GPA.

Minimum Maximum Academic Normal Allowable Allowable Period Load (s.h.) Load (s.h.) Load (s.h.)

Fall Semester 15 12 17 Spring Semester 15 12 17 May Term 3 3 4 Full-Year Totals 33 27 38

ADD-DROP PROCEDURE of the dean of adult and graduate studies. During May Term, a student may add classes only Adding or dropping courses or changing grading option through the first day of classes. Courses which are after registration is done by using Add-Drop forms dropped on the first day will not appear on the tran- available from the college registrar or ADP Offices. script. Students may withdraw from a May Term A student may not add a course or externship after course through the sixth day of classes in May Term, the first week of classes. A student may drop a course receiving a mark of “WP” or “WF.” The student may at any time up through the eighth week of a two-term change grading option up through the sixth class day. course and the third week of a one-term course. Drops completed during the first week of each term will not appear on a student’s record. Drops complet- AUDITING COURSES ed after the first week, but before the end of the drop Students may audit courses without credit. Auditors period, will be designated, by the instructor, as should observe the following standards: “Withdrawn Passing” (WP) or “Withdrawn Failing” • Permission of the registrar and the instructor of (WF), and that designation will appear on the grade the course must be secured before the end of the reports and permanent transcript. Marks of “WP” or first week of class “WF” will not affect grade point average. For any • Minimum attendance of approximately 75 per- course dropped after the end of the drop period, the cent of class meetings student will receive a grade of “F” or “NC,” which • Reading assignments and class participation to the may affect grade point average. satisfaction of the instructor Traditional, VWIL, and PEG students may drop • Exemption from papers, tests, examinations, or courses for medical or providential reasons at any time other written work upon approval by the dean or associate dean of the Students who audit courses shall, with the consent of college. They will be awarded grades of “WP” or the instructor and registrar, be free to drop out at any “WF.” ADP students may drop courses or tutorials, time without penalty. and receive grades of “WP” or “WF,” upon approval

38 ACADEMIC REGULATIONS AND PROCEDURES DIRECTED INQUIRIES/LEARNING EXPL will be the acronym for the discipline (e.g., BIOL 387). A career exploratory internship will be CONTRACTS designated EXPL 287. Internships at the 387 level Students are encouraged to work with faculty to count toward the major requirements and the experi- design individual, nontraditional courses of study. To ential requirements of the General Education this end, most disciplines offer directed inquiries Requirements. Internships at the 287 level count (learning contracts for ADP students) and, to toward the General Education Requirements, and advanced students, teaching assistantships. To register they may apply to the major at the discretion of the for these individualized learning experiences, the stu- faculty in the major discipline. dent must submit special forms to the Office of the Normally students must be in good academic stand- Registrar or the ADP Office. Forms are available in ing in order to engage in an internship experience. the registrar’s office. When applying for an internship, a student must Students will not normally take more than one complete the internship application prior to begin- directed inquiry per semester. They should have a “C” ning the internship, including all necessary approvals. average. Freshmen do not do directed inquiries except Failure to follow this process may result in a student in special cases. not receiving credit for the experience. Internship If a directed inquiry substitutes for an existing credit is added to a student’s record the semester in course below the 300-level, the appropriate DI is 290; which it is completed. if it substitutes for a 300-level course, it is designated Students who are off-campus due to participation a 390. If a directed inquiry does not substitute for an in experiential learning must assume responsibility for existing course, the instructor determines the appro- any additional costs of housing, meals, and trans- priate level based on content. portation. Further information about internships may For Traditional, VWIL, and PEG students, direct- be obtained from the Rosemarie Sena Center for ed inquiries can be supervised only by full-time facul- Student Life and Career Development. ty and can be taken only by full-time students. Any exceptions to those policies must be approved by the SUMMER STUDY dean of the college. Over the summer, Traditional, VWIL, and PEG students may enroll in directed inquiries and internships EXPERIENTIAL LEARNING that require direct faculty supervision from regular Internships provide students with practical experi- Mary Baldwin faculty. This option is called Directed ences in working with professionals in various career Summer Study. Grades earned under this option will fields, and therefore are valuable testing grounds for be credited as earned during the summer term and can possible future careers. There are many possibilities affect the grade point average, if done on a regular grad- which the faculty of various disciplines may suggest or ed basis, just like grades earned during the school year which students may discover for themselves. The on campus. Rosemarie Sena Center for Student Life and Career Directed summer studies are registered in the Development can also help. Office of the Registrar. In all cases, academic credit is awarded for experi- Contracts must be filed by June 15. The deadline ential learning only if the experience produces work for submission of grades is September 15 following that can be evaluated by the supervising professor. the summer term. The drop date for directed summer Unless otherwise specified by the discipline, all studies is July 1. The last date for change in grading internships are taken on a Pass/No Credit basis. option is also July 1. No “WP” or “WF” grades will Students must do a minimum of 50 hours of work be awarded. A student will be automatically dropped on-site to earn one hour of academic credit. The max- from the course if the Office of Business and Finance imum number of internship credit hours that may be notifies the Office of the Registrar of nonpayment by applied toward graduation is 15. the July 1 drop date. The student may register for experiential work as A June summer week on campus and both group either a preprofessional level experience or as a gener- and independent tutorials at regional ADP centers are al career exploratory experience. A preprofessional also available to adult students. level internship will be designated EXPL 387, where

ACADEMIC REGULATIONS AND PROCEDURES 39 TEACHING ASSISTANTSHIPS DEFINED MAJORS During any term, qualified students may assist in the Defined majors may be discipline-based or combina- instruction of courses in a particular discipline with tions of disciplines. They have required courses of the approval of the professor in charge. Tasks involve study, published in the catalog. For description of the preparation of class materials, tutoring and/or college’s defined majors, see the section titled Majors research. To register for Teaching Assistantship 380, a and Minors in this catalog. Defined majors must consist form must be submitted at registration. of at least 33 semester hours. Credit for teaching assistantships is based on a minimum of 39 hours of work for each hour of cred- INDEPENDENT MAJORS it. Students must have taken the course in which they An independent major may be formed by combining are assisting or its equivalent. courses from two or more disciplines in a way designed to meet a student’s special academic interests TRANSFER OF CREDIT or to provide preparation for a special career. The fol- Credit may be transferred for course work accomplished lowing general rules apply to all independent majors: at other institutions that are accredited by regional • The independent major must consist of at least 36 accrediting agencies or the American Association for semester hours. Liberal Education. A grade of “C-” or better must be • The senior academic requirement shall consist of earned. Course work done under Pass/No Credit and the writing and defense of a thesis or the comple- similar options is not accepted. The course work must tion of a project, study, or experiment. This work be identifiable with MBC’s liberal arts curriculum. shall demonstrate an integration of the bodies of No more than 66 semester hours of transfer credit knowledge and approaches the independent major (99 for ADP students) can be counted toward the grad- combines. uation requirement (see Requirements for the Bachelor • In addition to the defined combinations, students of Arts and Bachelor of Science Degree). may create their own combination. All independent No more than 10 semester hours may be trans- majors will be designed by students in consultation ferred during any one summer program without the with faculty members from the disciplines approval of the dean or associate dean of the college. involved. Independent majors other than defined Grade points or their equivalent will not be trans- combinations must also be approved by the coor- ferred. Credit earned at other institutions in programs dinator for interdisciplinary studies or the dean of sponsored or cosponsored by MBC is not transfer adult and graduate studies (ADP students). credit — e.g., Seven College Consortium, Oxford • The proposal for an independent major must have Program, etc. a coherent plan and must be accompanied by a written statement of purpose. The appropriate form may be obtained in the registrar’s or ADP office DECLARING MAJORS AND MINORS and must be filed with appropriate signatures at Students are allowed to declare a major at the end of time of declaration of major. their freshman year. They are expected to do so by the • The Major/Minor Declaration form, with the com- beginning of the junior year. The Major/Minor pleted independent major form, should be filed in Declaration form, obtainable from the Office of the the registrar’s or ADP office at the close of the stu- Registrar, is used for this purpose. dent’s sophomore year, but it must be so filed no Appropriate faculty signatures are required on the later than the first day of classes of the student’s final Major/Minor Declaration form. Faculty approval is semester by all undergraduate students. not needed to declare a major; the signatures are • A maximum of 24 semester hours in one discipline required to encourage students to learn all they can can be counted toward the independent major. about their prospective majors before declaring. • At least one of the disciplines involved must Minors may only be declared after the student has offer a major. declared a major. The Major/Minor Declaration form • The independent major cannot be a variation of is used for this purpose and filed in the Office of the an existing major which alters the intent of the Registrar. faculty in approving that major.

40 ACADEMIC REGULATIONS AND PROCEDURES DOUBLE MAJORS hours of graded work at Mary Baldwin College may Students declaring a double major must fulfill all the apply to enter the MBC Honors Program as an requirements of each major separately, including sep- Honor Scholar. Students accepted into the Honors arate senior requirements. Double majors may be any Program are expected to pursue an Honors Degree combination of defined and independent majors. (requirements listed below). To remain an Honor Scholar and participate in the Honors Program, a MINORS student is required to maintain a cumulative GPA of 3.5 or higher. Each minor must be at least 18 hours. No more than six hours may be applied to both a major and a minor Bailey Scholars: Bailey Scholars are Honor Scholars (extended to eight hours if there are only two cours- selected as freshmen on the basis of SAT scores, overall es). To earn a minor, the student must have a 2.0 GPA high school records, written application, and inter- in the minor course of study. At least three semester views. During the first three semesters of course work, hours of course work toward the minor must be a Bailey Scholar must achieve a semester GPA of at awarded by MBC. least 3.25. A Bailey Scholar who fails to achieve a 3.25 GPA for two consecutive semesters will lose her HANGING AJORS AND INORS C M M designation as an Honor Scholar. Bailey Scholars are Changing or adding majors or minors is done by expected to achieve a cumulative GPA of 3.5 or higher completing the appropriate section of the Major by the end of their fourth semester (second semester Declaration Form and filing it in the Office of the of the sophomore year) and to maintain a 3.5 Registrar. cumulative GPA thereafter for continuation in the Honors Program. ACADEMIC STANDARDS: CLASSIFICATION STANDARDS/SATISFACTORY PROGRESS Senior Requirement with Distinction: Those students whose work for the senior requirement shows Academic classification after the freshman year is exceptional merit as judged by the members of disci- defined as a level of academic accomplishment in pline(s) involved will have the citation “With terms of semester hours earned. Distinction” inscribed on their transcript and diploma. To Achieve Minimum Semester Class Standing As Hours Required Honors Degree: The Honors Degree is awarded to an Sophomore 27 Honor Scholar upon her successful completion of all Junior 58 phases of the Honors Program. Applications for can- Senior 95 didacy for the Honors Degree must be submitted to the Honor Scholars Committee by November 1 of the ACADEMIC ACHIEVEMENT student’s senior year (March 1 for January graduates). Honors and Dean’s Lists are compiled at the end of To be eligible as a candidate for the Honors Degree, a each official grading period. student must be designated as an Honor Scholar for To be eligible for the Honors or Dean’s List, the at least three semesters, complete at least one year of student must be a degree candidate and must have foreign language courses and at least one lab science, earned a minimum of 12 semester hours of credit for currently hold a cumulative GPA of 3.5 or higher, and the preceding grading period. Of that total, at least must have accumulated nine semester hours of Honors nine must have been on a regular-graded basis. There credit through Honors courses and/or Honors con- can be no grades below “C.” Only work done with tracts. Upon application, the student must submit a Mary Baldwin faculty is applicable. In addition to proposal for an independent honors project or thesis. meeting the above requirements, the following grade The project or thesis must be subject to close supervi- point averages must have been attained during the sion of a faculty member and must be approved by an preceding grading period: interdisciplinary examining committee. Final approval Honors List: 3.75 or better for award of the Honors Degree is made by the dean Dean’s List: 3.50–3.74 of the college on the recommendation of the Honor Scholars Committee. Honor Scholars who complete Honor Scholars: A student who has achieved a an Honors Degree will have the citation “Honors cumulative GPA of 3.5 or higher in at least 24 semester Degree” inscribed on their diplomas.

ACADEMIC REGULATIONS AND PROCEDURES 41 Graduation with Latin Honors: The honors designa- At the time a student is placed on probation, the student tions of summa cum laude, magna cum laude, and cum (and dependent student’s parents, where applicable) will laude will be inscribed on the diplomas of students of be notified in writing of the improvements necessary. outstanding achievement in accordance with criteria • Traditional, VWIL, and PEG students on aca- established by the faculty. demic probation may take no more than 13 Traditional, VWIL, and PEG: semester hours of credit in a semester, excluding For students entering MBC with fewer than May Term. ADP students may take no more than 56 hours: seven semester hours. Physical education is • Summa cum laude — All classes: over 3.9. If no excluded from these limits. one achieves 3.9, the summa cum laude designation • Traditional, VWIL, and PEG students on proba- is to be given to that student with the highest GPA tion are required to meet with the dean of the col- over 3.8. lege periodically to review progress. • Magna cum laude — Class of 2004 and 2005: • ADP students on probation may be required to 3.813 consult with the dean of adult and graduate stud- • Cum laude — Class of 2004 and 2005: 3.513 ies or meet other special provisions. • Traditional, VWIL, and PEG students who have For students entering MBC with 56 or more hours: been on academic probation for at least two con- • Summa cum laude — All classes: 4.0. If no one secutive semesters and are not showing significant in group achieves 4.0, designation to be awarded improvement may be required to enroll in a spe- to that student with the highest grade point average cially designated class during Term 5 upon the rec- over 3.913. ommendation of the student’s academic advisor • Magna cum laude — Class of 2004 and 2005: and the dean of the college. 3.913 • Cum laude — Class of 2004 and 2005: 3.613 Suspension: Students may be suspended if their Adult Degree Program: GPAs fall below the standards specified below. • Summa cum laude — All students with 4.0 GPA Traditional, VWIL, and PEG students must also have or top 2 percent of all ADP graduates if fewer than been on probation for one term immediately preced- 2 percent earn 4.0. ing and have failed to meet the requirements outlined • Magna cum laude — Next 5 percent (Students during the term of probation. ADP students must generally need at least a 3.95 GPA.) have been on academic probation for one full year • Cum laude — Next 13 percent (Students gener- without showing significant improvement. ally need at least a 3.90 GPA.) A student who is suspended may not re-enroll before a year has lapsed. After one year the student NOTE: September, January, and May ADP graduates desiring to re-enroll must apply through the are considered members of the same class for purpose Admissions or ADP office and must provide evidence of Latin honors. that the problems which led to suspension have been mastered. Readmission is not automatic. Calculating Rank in Class: This is determined by grade point average. Grade points are given only for Suspension Below Cumulative GPA: work done on the regular graded basis. The college End Freshman...... 1.50 does not officially rank students. End Sophomore ...... 1.65 End Junior ...... 1.85 ACADEMIC DEFICIENCY A student also may be suspended by the dean of the Probation: Students may be placed on academic pro- college upon recommendation of the Scholastic bation if their GPAs fall below the levels outlined below: Standing Committee if at the end of the junior year the student has not satisfied the math competency. Probation Below Cumulative GPA: Transfer students may be suspended at the end of two Mid-Freshman ...... 1.50 semesters of full-time study if they fall below sus- End Freshman...... 1.65 pension GPA level for their class and were warned Sophomore ...... 1.75 following the first semester of study. Junior ...... 1.95 Provisionally accepted freshmen may be suspended Senior ...... 2.00 if the GPA falls below 2.0 at the end of the freshman

42 ACADEMIC REGULATIONS AND PROCEDURES year based on the recommendation of the student’s pend the student until resolution by the appropriate advisor and the Scholastic Standing Committee. body is achieved.

Dismissal: A student readmitted following a suspension Disciplinary Withdrawal: Students may be required will be dismissed if the student’s work requires academic to withdraw from the college for disciplinary reasons, probation. Dismissal means that Mary Baldwin College having been served a major penalty by the Honor will not consider the student for readmission. Council, Judicial Board, or administration. With the approval of the dean of the college, an WITHDRAWAL POLICY instructor may require that a disruptive student withdraw from an individual class. Traditional, PEG, and VWIL students who withdraw from the college must reapply through the Office of Academic Withdrawal: Students may be required to Admissions. withdraw from the college for academic reasons under Adult students “stop-out” and “re-activate” the requirements for suspension or dismissal. If a stu- through the Adult Degree Program office. In either dent is on academic deficiency status at the time of case, students will be subject to the catalog and college withdrawal, that status will apply if the student requirements applicable to the student’s class at the should subsequently return to the college. time of re-entry. In all cases of withdrawals, please refer to the Credit and Refund Policy section of this academic READMISSION OF UPPERCLASS STUDENTS catalog for information regarding financial arrange- All students who intend to return to Mary Baldwin ments. Students withdrawing from the college must for the succeeding academic year, including those depart the Mary Baldwin campus within 48 hours of participating in overseas programs and/or the consor- the official date of withdrawal. tium program, must make a deposit of $300 by April 1, which is credited on payment of fees for the next Financial or Personal Withdrawals: Students may vol- session. This deposit will be returned only if the student untarily withdraw for financial, medical, or personal is advised to withdraw or is prevented by providential reasons. The student needs to complete a withdrawal causes from returning to college. Students planning to form obtained from the Dean of Student Life’s Office. return the following fall are given choice of rooms An exit interview will be held with the dean of student according to their class membership. Rising seniors life, and the student needs to complete an appointment thus have priority. Assignments of rooms for upper- with the financial aid and business offices. classmen is made shortly after spring vacation, and students wishing to reserve a room first must pay the Counseled Withdrawal: A student may request and $300 advance deposit referred to above. Because it is be granted a counseled withdrawal from the college. If, impossible to judge the year’s work until after the end in the judgment of both the dean of the college and of the second semester, no applications for the following the dean of student life, it is either in the student’s best year can be confirmed or rejected before June 1. interest or the best interest of the college, a student will Notice of final action by the college is mailed to each be granted a counseled withdrawal. A Withdrawal applicant for readmission. Form, which may be obtained from the Dean of Student Life’s Office, should be completed and an exit LEAVES OF ABSENCE interview held with the dean of student life. In addi- Students who wish to arrange for a leave of absence tion, an appointment must be held with the financial should do so by applying to the Dean of Student Life’s aid and the business offices of the college. Office. A student who has arranged for a leave may return to Mary Baldwin College at the end of the stated Summary Suspension: Pending action of the Judicial period without reapplying through Admissions. The Board, Honor Council, other administrative body, or student will continue work under the graduation civil courts, the status of a student should not be requirements in effect at the time of original entry. Only altered or her right to be present on campus and to one leave of up to two consecutive semesters will be attend classes suspended except for reasons relating to granted. A student who does not return at the end of the the safety and well-being of students, faculty or col- agreed leave period must reapply through Admissions. lege property. If such a threat to safety and well-being Such a student must meet the criteria of the Office of exists, the dean of student life may summarily sus-

ACADEMIC REGULATIONS AND PROCEDURES 43 Admissions and will be subject to the catalog and Medical Leave: A student may be granted a leave of college requirements in effect at time of re-entry. absence for medical reasons. In order for a student to In all cases of leaves of absence, please refer to the obtain such a leave, certification must be obtained Credit and Refund Policy section of this academic from an attending physician and presented for evalu- catalog for information regarding financial arrange- ation by the college physician with the request to the ments. Students leaving the college must leave the Dean of Student Life’s Office. In order for a student Mary Baldwin campus within 48 hours of the official to return from medical leave, the attending physician date of leave. must submit to the dean of student life a statement certifying that the student is mentally and/or physi- Counseled Leave: In certain circumstances, the Dean cally able to resume classes at the college. A student of Student Life’s Office may set conditions that must who is on academic deficiency status at the time she be met during the leave of absence in order for the begins a leave of absence will continue on that status student to return. In such a case, the student may be upon her return. A student who does not return at the required to furnish information concerning those end of the agreed leave period must reapply through conditions for review by the Office of the Dean of Admissions. Such a student must meet the criteria of the Student Life prior to her re-entry to the college. Office of Admissions and will be subject to the catalog and college requirements in effect at time of re-entry.

44 ACADEMIC REGULATIONS AND PROCEDURES GENERAL EDUCATION REQUIREMENTS G EN

RULES GOVERNING GENERAL Completion of the GER is certified to the faculty by the registrar in the case of Traditional, VWIL, and E

EDUCATION REQUIREMENTS 2003–2004 D PEG students and by the dean of adult and graduate The “central curriculum” is defined as requirements studies in the case of ADP students. in the four “areas” designated arts, humanities, natu- A student is bound by the graduation requirements ral sciences and social sciences and history. The cen- in effect when she or he matriculates. Re-entry stu- tral curriculum and all other requirements besides dents are bound by the requirements applicable at the majors and minors comprise the General Education time of re-entry. The courses applicable to the GER Requirements (GER). are only applicable in the year which each is listed as applicable in the Academic Catalog. ENERAL ULES G R EXAMPLE: If MUS XXX applied to the Writing No single course can count in more than one place in Emphasis requirement in 1997–98 but was removed the GER with the following exceptions: in 1998–99, it would only count if the student took • Any writing emphasis or oral communication it in 1997–98. A student taking the course in competency course can double count toward any 1998–99 could not count it toward that requirement, other requirement in the GER. even if the student matriculated in 1997–98. • Courses taken abroad that count toward the International requirement can also be counted CENTRAL CURRICULUM elsewhere in the GER as applicable. In each area of the central curriculum, the student Courses may double count toward a GER require- must complete at least nine semester hours. At least ment and requirements outside the GER: majors, six semester hours must be in one discipline within an minors and certifications. area, and at least three semester hours must be in another discipline within the same area. NOTE: Directed Inquiries, Teaching Assistantships No courses from a single discipline can be applied and Senior Seminars cannot count anywhere in the against two areas within the central curriculum. GER, with two exceptions: EXAMPLE: A student using a psychology course • When a directed inquiry is equivalent to a course to count toward the natural science requirement which has already been approved toward the GER could not use a different psychology course to count • When a senior seminar or directed inquiry has as a social science. The exception is cross-listed cours- been approved by the faculty as a writing empha- es, since a cross-listed course legitimately applies to sis course two disciplines. EXAMPLE: AS/REL 212 can count as a social sci- Colloquia cannot count anywhere in the GER except ence (Asian Studies) or a humanities (Religion), but when the specific colloquium has explicitly been not both. Different courses from a single discipline approved for the GER by the faculty. can be used to count toward one central curriculum requirement and other GER requirements outside the ADP Learning Contracts and Tutorials and transfer central curriculum. courses in all programs may count toward the GER. Determination of applicability will be made by the THER ENERAL DUCATION EQUIREMENTS dean of adult and graduate studies, registrar, or dean O G E R of the college, as appropriate, based on appropriate Experiential Education consultation with faculty. The student may satisfy this requirement in one of When a course can count toward two different two ways: areas within the GER, the student does not need to • Complete at least three hours in course work iden- “declare” the requirement toward which it counts. In tified as “Experiential” in the catalog such cases, courses will be counted in whatever way • Complete at least three hours of credit in student most benefits the student. teaching, social work field placement or internships

GENERAL EDUCATION REQUIREMENTS 45 International Education EXCEPTIONS TO THE GENERAL EDUCATION D The student may satisfy this requirement in three ways: REQUIREMENTS E • Complete at least six semester hours in the study of Requests for waivers must be submitted in writing to a single modern foreign the dean of the college by February 1 of the senior year. EN • Complete at least six semester hours of credit in The dean will then notify relevant faculty members and G courses taught overseas the Educational Policy Committee (EPC). The student, • Complete at least six semester hours of credit in her advisor, and all members of the affected disciplines courses that are taught in English and identified as may present the case to the EPC. The EPC’s recommen- “International” in the catalog dation, whether positive or negative, will be presented for Any combination of the last two options adding to final decision to the faculty as a whole. six semester hours is acceptable. Advising error is not an acceptable reason for waiver of International students (defined as students who are a GER. It is the student’s ultimate responsibility to be citizens of a foreign country and are in the United informed as to college requirements and to take steps to States on green card or student visa) are exempted from ensure that she or he is progressing toward the comple- this requirement. tion of the degree.

Mathematical Reasoning COURSES THAT MEET THE GENERAL The student must complete at least three hours in courses identified in this catalog as applicable to this EDUCATION REQUIREMENTS requirement. 2003–2004

Physical Education ARTS The student must complete PHED 100 (Fitness) or ART 100 The Appreciation of Art PHED 101 (Advanced Fitness) and must complete at ART 101 Survey of Western Art: least two different physical education courses or inde- The Ancient World pendent activities. ART 102 Survey of Western Art: Medieval and Renaissance Worlds Women’s Studies ART 103 Survey of Western Art: The student must complete at least three semester The Modern World hours in courses identified in this catalog as applicable All 200-level art courses except 200, 217, and 219 to this requirement. ENG/THEA 115 Modern Theatre and Drama MUS 100 Introduction to Listening Writing Emphasis MUS 105 Fundamentals of Music The student must pass at least six semester hours in MUS 111 Music Theory I courses that are designated writing emphasis in this cat- MUS 112 Music Theory II alog. To count as a writing emphasis course, transfer MUS 151 History of Jazz courses must be specifically approved for that purpose MUS 152 Rock Music by the director of the Writing Center (for Traditional, MUS 153 American Folk Music PEG, and VWIL students) or by the faculty advisor (for All three-credit 200- and 300-level music courses ADP students). THEA 101 Plays in Performance THEA 105 Theatre Production Oral Communication Competence THEA/ENG 114 Introduction to Drama The student must successfully complete a course desig- THEA 151 Scene and Light Design nated as fulfilling the oral communication competence THEA 152 Stagecraft requirement in a discipline of her choice. These require- THEA 156 Stage Costume ments can be satisfied by completion of specified cours- All 200- and 300-level theatre courses except 210, 221, es, specified sequences of courses, or by testing out. The 321, 323, and 324 Communication Discipline offers a test-out for the oral communication requirement on an individual request HUMANITIES basis. The test-out includes an oral component (presen- AS/REL 212 Asian Religions tation) and a listening test. AS/REL 275 Buddhism

46 GENERAL EDUCATION REQUIREMENTS ENG 110 Composition and Literature: CHEM 105 Science in Cultural Context G

The Short Story CHEM 110 Global Issues in Chemistry EN ENG 112 Composition and Literature: CHEM 111 Chemical Principles

Poetry CHEM 112 Organic Chemistry I E

ENG/THEA 115 Modern Theatre and Drama CHEM/BIOL 120 Nutrition in Health and Disease D All 200- and 300-level English courses except 202, 242, 251 PHYS/CHEM 100 Topics in Physical Science FREN 141 French Literature in Translation PHYS 102 Physics by Inquiry FREN 170 Francophone Women Writers PHYS 111–112 General Physics I and II FREN 241, 242 Readings in French PHYS 131 Introduction to Astronomy FREN 251, 252 A Survey of French Civilization PHYS 132 Topics in Astronomy FREN 261, 262 Role of Women in French Culture PSYC 101 Introduction to Psychology GER 202 Topics in German Literature as a Natural Science INT 213 Bailey Colloquium PSYC 241 Sensation and Perception NOTE: INT 213 applicability PSYC/BIOL 305 Physiological Psychology to GER is determined by PSYC 310 Psychology of Learning and instructors each time course is Behavior offered. PHIL 101 Introduction to Philosophy SOCIAL SCIENCES AND HISTORY PHIL 102 Introduction to Ethics ANTH 120 Cultural Anthropology PHIL 110 Ethical Issues in Business ANTH 202 Women, Gender and Culture All 200-level philosophy courses ANTH 208 Medical Anthropology PHIL 301 Contemporary Analytic Philosophy ANTH 216 Native Americans: Past and Present PHIL 305 Science, Religion, and the ANTH 220 Language, Literature, and Culture Search for Meaning ANTH 244 Anthropology of Ritual and Symbol REL 101 Hebrew Scriptures AS 106 Asian Civilizations (Old Testament) AS 242 Modern Korea REL 102 Christian Scriptures AS 244 Modern Middle East (New Testament) AS 246 Modern Japan REL 130 Life, Faith and Service AS 247 India and Pakistan All 200-level religion courses AS 248 Vietnam and South East Asia SPAN 216 Women Writers in Spanish AS 251 Asian Women SPAN 227 U.S. Latino Literature and Culture AS 253 Modern China SPAN 241 Topics in Hispanic Literature AS 256 Newly Industrializing Countries SPAN 244 Approaches to Latin-American of East Asia Literature AS/SOC 270 Australia and New Zealand SPAN 245 Approaches to Spanish Literature COMM 215 Mass Communication SPAN 324 20th-Century Latin-American COMM 312 Mass Media Law and Ethics Fiction ECON 101 Principles of Microeconomics SPAN 325 Spanish Literature of the ECON 102 Principles of Macroeconomics Golden Age ECON 150 Experimental Economics THEA/ENG 114 Introduction to Drama ECON 201 Theory of the Firm ECON 202 Introduction to International NATURAL SCIENCES Economics BIOL 111 Principles of Biology ECON 210 Food, Population, and Technology BIOL 141 Field Biology ECON 215 Poverty, Inequality, and Welfare BIOL 142 Botany in the Field ECON/WS 280 Women and Economics BIOL 145 Freshwater Biology HCA/POLS 245 Health Care Policy and Politics BIOL 148 Environmental Issues HIST 101 Western Civilization to 1648 BIOL 149 Environmental Issues Laboratory HIST 102 Western Civilization from 1648 BIOL 151 Human Health and Medicine HIST 111 Survey of U.S. History to 1877 All 200-level biology courses HIST 112 Survey of U.S. History from 1877

GENERAL EDUCATION REQUIREMENTS 47 All 200-level history courses COMM 320 Advanced Media Writing for

D HIST 346 European Women’s History Production/Publication

E from 1700 ECON/POLS 301 Advanced Data Analysis INT 240 Quebec and Canada ECON 302 Econometrics EN POLS 100 Introduction to American ED 110 Practicum in Education

G Government and Politics ED 382 Student Teaching POLS 101 Introduction to Public ED 383–385, 387, 388 Student Teaching Administration ENG 142 The Crafting of Fiction POLS 111 Comparative Politics ENG 143 The Crafting of Poetry POLS 128 U.S. Foreign Policy ENG 242 The Writing of Fiction All 200-level political science courses ENG 243 The Writing of Poetry POLS 300 Political Behavior INT 140 Community and Service Learning PSYC 111 Introduction to Psychology MUS 106 Mary Baldwin College Choir as a Social Science MUS 108 Chamber Music Ensembles PSYC 203 Abnormal Psychology All Applied Music Lessons PSYC 210 Child Psychology MUS 141 Diction for Singers PSYC 211 Adolescent Psychology MUS 210 Accompanying PSYC 214 Psychology of Women PSYC 205 Techniques of Counseling PSYC 216 Multicultural Psychology and Psychotherapy PSYC 221 Psychology of Peace and PSYC 212 Fundamentals of Human Conflict Resolution Memory and Cognition PSYC 231 Psychology of Personality PSYC 213 Behavior Modification SOC 100 General Sociology PSYC 287 Career Exploration in Psychology SOC 110 Sociology of the Family SOC 282 Community Service and Society SOC 112 Social Problems SOWK 156 Interviewing in Human Professions SOC 124 Aging SOWK 287, 387 Social Work Field Observation All 200- and 300-level sociology courses except 222 SOWK 400 Field Instruction in Social Work THEA 111 Voice, Diction and Oral Reading EXPERIENTIAL EDUCATION THEA 121 Acting I ART 109 Fundamentals of Art and THEA 153 Stage Management Design I THEA 154 Stage Makeup ART 110 Fundamentals of Art and Design II THEA 155 Stage Management Practicum ART 111 Basic Drawing THEA 210 Problems in Production ART 112 Basic Painting THEA 221 Acting 2 ART 113 Introduction to Watercolor THEA 321 Acting III ART 114 Introduction to Ceramics THEA 324 Directing Practicum ART 115 Introduction to Photography All 287 and 387 internships ART 120 Introduction to Printmaking ART 125 Introduction to Art Education INTERNATIONAL EDUCATION ARTM/ART 340 Museum Studies At least six semester hours in the study of one foreign BUAD 260 Personal Finance language, or at least six semester hours taken overseas BUAD 287 Business Internship: and/or from the following list: Career Exploration ANTH 120 Cultural Anthropology BUAD 387 Business Internship: ANTH 202 Women, Gender and Culture Professional Experience ANTH 208 Medical Anthropology BUAD 395 Business Practicum ART 204 Latin-American Art CHEM 383 Methods of Organic Identification ART 343 Renaissance Studies in Italy CHEM 400 Research in Chemistry/ AS 106 Asian Civilizations Biochemistry I AS/REL 212 Asian Religions COMM/ART 119 Introduction to Video Production AS 242 Modern Korea COMM 221 Mass Media Writing AS 244 Modern Middle East COMM 230 Small Group Communication AS 246 Modern Japan

48 GENERAL EDUCATION REQUIREMENTS AS 247 India and Pakistan WOMEN’S STUDIES G

AS 248 Vietnam and South East Asia ANTH 202 Women, Gender and Culture EN AS 251 Asian Women ART 221 Women in the Arts

AS 253 Modern China AS 251 Asian Women E

AS 255 Survey of South Asian Art BIOL/WS 252 Biology of Women D AS 256 Newly Industrializing Countries BUAD 250 Women in Management of East Asia COMM 285 Gender and Communication AS/SOC 270 Australia and New Zealand ECON/WS 280 Women and Economics AS/REL 275 Buddhism ENG 235 Women in Literature BIOL 148 Environmental Issues ENG 237 Contemporary Fiction by Women BUAD 305 International Business ENG 238 American Women Novelists BUAD 336 International Marketing ENG/AS 239 Asian-American Women Writers COMM 280 Intercultural Communication ENG 260 Women and the Novel ECON 202 Introduction to International ENG 262 Southern Women Writers at Economics Mid-Century ECON 210 Food, Population and Technology FREN 261, 262 Role of Women in French Culture ECON 232 Topics in Economic Development FREN 170 Francophone Women Writers ECON 253 International Trade HCA 235 Women’s Health Care Issues ECON 254 International Finance HIST 203 Women in American History ENG 255 African Novels HIST 346 European Women’s History FREN 170 Francophone Women Writers from 1700 GER 201 Advanced German I MUS 218, 318 Women in Music GER 237 Postwar German Culture PHIL 231 Women and Philosophy GER 262 Readings in German Culture POLS 209 Women and Politics HCA 250 Comparative Health Care Systems PSYC 214 Psychology of Women HIST 245 20th-Century Europe REL 231 Women and Religion HIST 255 The History of Russia SOC 225 Sex Roles and Male-Female HIST 256 Modern Russian History Relationships HIST 262 20th-Century German SPAN 216 Women Writers in Spanish INT 190 Contemporary French Culture THEA 334 Women and Theatre and the French Tradition WS 100 Focus on Women INT 240 Quebec and Canada WS 200 Feminisms and Gender Studies MUS 200 Topics in Music History WS 245 Women and Sports POLS 111 Comparative Politics POLS 128 U.S. Foreign Policy ORAL COMMUNICATION COMPETENCY POLS 215 Politics in the Third World ART 200 Writing in the Visual Arts POLS 216 Politics of Russia and ART 235 Introduction to Interior Design Eastern Europe ART 311 combined with ART 405 POLS 221 International Relations Advanced Drawing POLS 249 Latin-American Politics combined with POLS 310 International Organizations Senior Project in Drawing REL 202 Judaism, Christianity, Islam ART 312 combined with ART 401 REL 211 Religions of the World Advanced Painting REL/AS 213 Islam combined with THEA 206 Theatre Abroad Senior Project in Painting ART 314 combined with ART 404 MATHEMATICAL REASONING Advanced Ceramics MATH 150 College Algebra or any math combined with course above 150 Senior Project in Ceramics

GENERAL EDUCATION REQUIREMENTS 49 ART 317 combined with ART 318 AS/REL 212 Asian Religions

D Advanced Studies in AS 242 Modern Korea

E Graphic Design I AS 251 Asian Women combined with AS 255 Survey of South Asian Art EN Advanced Studies in AS/SOC 270 Australia and New Zealand

G Graphic Design II BIOL 245 Ecology ART 320 combined with ART 406 BIOL 400 Senior Seminar Advanced Printmaking BIOL 401 Senior Research combined with BUAD400 Business Strategies Senior Project in Printmaking CHEM/PHYS 321 Physical Chemistry I ART 324 Residential Design CHEM 401 Research in Chemistry/ ART 325 Commercial Design Biochemistry II ART 403 Senior Project in Graphic Design CIS/CS400 Senior Seminar: Computer BUAD 401 Business Senior Seminar Ethics and Security CHEM 383 Organic Identification COMM 221 Mass Media Writing CHEM 400, 401 Senior Requirement COMM 255 Scriptwriting for Film and COMM 100 Speech Communication Television ECON 400 Senior Seminar ECON 253 International Trade ED 382–389, 391 Student Teaching ECON/WS 280 Women and Economics ENG 251 Technical Writing ECON 325 Economic Policy Seminar FREN 400 Senior Seminar All 100-level English courses above ENG 104, except 118 HCA 310 Health Care Strategic Management ENG 202 Advanced Composition HCA 401 Senior Seminar ENG 204 Literature for Children and Youth HIST 400 Senior Seminar ENG 208 English Literature Before 1780 HTH 316 Current Health Issues ENG 209 English Literature After 1780 MATH 252 Problem Solving ENG/THEA 216 Introduction to Shakespeare MKTC 401 Senior Thesis ENG 220 American Literature: PHIL 400, 401 Senior Seminar Colonial through Romantic POLS 400 Senior Seminar ENG 221 American Literature: PSYC 216 Multicultural Psychology Realism to Present PSYC 360, 401 Senior Requirement ENG 235 Women in Literature REL 223 Mediation: Theory and Practice ENG 238 American Women Novelists REL 400, 401 Senior Seminar ENG/AS 239 Asian-American Women’s SPAN 400 Senior Seminar Literature (As ADP course only) THEA 111 Voice, Diction, and Oral Reading ENG 251 Technical and Professional Writing Majors in the following disciplines automatically com- ENG 255 African Novels plete the oral communication requirement by virtue of (As ADP course only) experiences across several courses: biology, chemistry, ENG 260 Women and the Novel history, theatre. Student teaching satisfies the oral com- ENG 262 Southern Women Writers at petency requirement. Mid-Century ENG 264 African-American Literature NOTE: Oral communication courses may also meet (As ADP course only) other General Education Requirements. ENG 310 Chaucer (As ADP course only) ENG/THEA 315 Tudor-Stuart Drama WRITING EMPHASIS COURSES (As ADP course only) ART 200 Writing in the Visual Arts ENG 322 Milton and the Metaphysicals ART 302 Modern Art Before 1945 (As ADP course only) ART 303 Modern Art After 1945 HCA 235 Women’s Health Care Issues ART 304 Northern Renaissance Art HCA 401 Senior Seminar ART 342 Baroque Art HIST/REL 204 Religion in America AS 106 Asian Civilizations HIST 228 History of Appalachia

50 GENERAL EDUCATION REQUIREMENTS HIST 239 Enlightenment Europe, 1648–1789 PSYC 216 Multicultural Psychology G

HIST 240 Revolutionary Europe, 1789–1901 PSYC 232 Educational Psychology EN HIST 280 Film as History: Fifties Movies PSYC 401 Senior Thesis

and the Fifties in the Movies REL/PHIL 233 Human Nature and Society E

HIST 400 Senior Seminar SOC 242 Sociology of the Community D MUS 323 Piano Literature SOC 248 Social Inequality PHIL 101 Introduction to Philosophy SOC 400 Senior Seminar PHIL 203 The Literature and Thought THEA 101 Plays in Performance of Existentialism THEA/ENG 114 Introduction to Drama PHIL 301 Contemporary Analytic Philosophy THEA/ENG 217 Great Plays POLS 215 Politics in the Third World POLS 216 Politics of Russia and NOTE: Writing emphasis courses may also meet other Eastern Europe General Education Requirements. POLS 400 Senior Seminar

GENERAL EDUCATION REQUIREMENTS 51 PRE-PROFESSIONAL AND SUPPLEMENTAL PROGRAMS

PRE-LAW PROGRAM COURSES ADDRESSING LSAT-TYPE SKILLS BUAD 220 Business Law I Pre-Law Advisors: Gordon Bowen, Sally Ludwig, Steven BUAD 221 Business Law II Mosher, Laura van Assendelft. ENG 110 Composition and Literature: The Short Story In its statement on pre-legal education, the ENG 112 Composition and Literature: Poetry Association of American Law Schools has expressed PHIL 103 Introduction to Logic the view that there is no “pre-law major” nor “pre-law PHIL 222 History of Modern Philosophy curriculum” as such. Mary Baldwin agrees. We rec- POLS 111 Comparative Politics ommend a strong liberal arts foundation as the best POLS 321 Constitutional Law I: undergraduate preparation for the study of law. Structure and Powers Students intending to go to law school should take POLS 322 Constitutional Law II: courses in which they can succeed; high grades will Civil Rights and Liberties help chances for admission. There also are a number PSYC 111 Introduction to Psychology as a of courses that have proven valuable in preparing stu- Social Science dents for law school. These courses help students on SOC 100 General Sociology the Law School Admission Test (LSAT) and prepare THEA/ENG 114 Introduction to Drama students for the rigorous demands of law school. The following list of courses reflects recent changes in the COURSES RELEVANT TO LAW SCHOOL format of the LSAT and emphasizes logic, reading comprehension, and the matching of factual situa- SKILLS OR CONTENT tions with legal concepts. BUAD 100 Introduction to Business BUAD 210 Principles of Accounting I ECON 102 Principles of Macroeconomics MATH 160 Finite Mathematics with Applications POLS 310 International Organizations THEA 110 Oral Interpretation

52 PRE-LAW PROGRAM PRE-MED PROGRAM RECOMMENDED SCIENCE COURSES FOR THE Pre-Med Program Advisor: Lundy Pentz PRE-MED PROGRAM BIOL 111 Principles of Biology Medical schools have varying admission require- BIOL 222 Genetics ments, but most are more concerned that applicants BIOL 224 Cell Biology have a strong liberal-arts background and have BIOL 327 Immunology demonstrated an ability to excel than with the major BIOL 328 Molecular Biology itself. Most medical schools want entrants to have two BIOL 354 Comparative Physiology years each of biology and chemistry and one year each BIOL 355 Comparative Vertebrate Anatomy of physics, mathematics and English. BIOL 381 Junior Seminar Achievement on the Medical College Admission BIOL 400 Senior Seminar Test (MCAT) is a nearly universal requirement of BIOL 401 Senior Research medical schools. The MCAT covers four major areas: CHEM 111 Chemical Principles verbal reasoning, biological sciences, physical sciences CHEM 112 Organic Chemistry I (physics and chemistry), and writing sample. A sub- CHEM 211 Intermediate Organic Chemistry stantial program of courses in science is necessary to CHEM 212 Chemistry of Inorganic Systems perform well on the MCAT, and, therefore, the CHEM 213 Laboratory Organic Chemistry majority of medical students major in biology, bio- CHEM 214 Laboratory Analytical Chemistry chemistry, or chemistry. Students usually take the CHEM/PHYS 321 Physical Chemistry I MCAT in the spring of their junior year and apply for CHEM/BIOL 324 Biochemistry I admission the following fall. Unusually able students CHEM/BIOL 325 Biochemistry II may apply for early decision in the summer. CHEM/BIOL 326 Experimental Biochemistry No college can guarantee admission to medical CHEM 400, 401 Senior Research school; however, at Mary Baldwin we have found that PHYS 111 General Physics I capable students who successfully complete the pre- PHYS 112 General Physics II med courses and apply themselves can gain admission to a good medical school. We recommend that pre- med students participate in an internship in a hospital setting early in their careers at MBC, as a valuable addition to their records and to evaluate their interest in the medical profession. A Mary Baldwin student who has been accepted into a school of medicine, dentistry, or veterinary medicine after the junior year may apply to the dean of the college to receive a Mary Baldwin degree following the first year of professional school, thereby waiving the senior year at Mary Baldwin. To get the preprofessional bachelor’s degree, the student must have completed 99 semester hours, 66 at MBC, completed the general education and major requirements for the major, and fulfilled the sophomore and junior residency requirements. In addition, she must submit a transcript after one year at the professional school showing at least 33 semester hours of credit with no grade below a “C.”

PRE-MED PROGRAM 53 RESERVE OFFICER TRAINING CORPS tory, English and computer science. On a competitive basis, students may attend Cadet Professional Coordinator: Brenda Bryant Development Training (CPDT) summer training at Airborne and Air Assault Schools. An intent to be Reserve Officer Training Corps programs are available commissioned is a prerequisite for attending CPDT. to MBC students through the programs at the Virginia Completion of the Army ROTC program and Military Institute. Air Force, Navy and Marine Corps graduation from Mary Baldwin College may lead to a programs are open to VWIL students only. Army commission as a 2nd lieutenant in the U.S. Army, ROTC is open to all Traditional, PEG and VWIL stu- Army Reserve or Army National Guard. dents. Students register for ROTC classes at MBC using normal registration procedures. Classes are conducted NAVY AND MARINE ROTC (VWIL CADETS ONLY) by active duty military personnel in either the ROTC The Naval ROTC program is a four-year course of facilities on the VMI campus or the MBC campus. instruction designed to provide VWIL cadets with Students may start ROTC instruction during either reserve commissions in either the Navy or the the freshman or sophomore years. In addition, ROTC Marine Corps. Cadets who enroll in the Naval participation can start during the summer after the Science courses receive instruction leading to possi- sophomore year by attending a “Basic” summer camp. ble careers on the sea, in the air and on land. Navy Students participating in the Virginia Women’s ROTC courses for the first year are the same for all Institute for Leadership program are required to par- cadets. They provide familiarization with Navy sur- ticipate in ROTC for four years, although they are not face, subsurface, nuclear, aviation and special warfare required to contract. forces. Additionally, the classes acquaint cadets with Selection criteria, regulations and procedures vary the Marine Corps and all elements of Marine Air for each of the Armed Services. For more information, Ground Task Forces. Navy-option cadets will subse- contact Brig. Gen. Mike Bissell at 540-887-7042. quently receive instruction in naval ship systems, For more information on VWIL, refer to the Virginia navigation, ship operations, leadership and manage- Women’s Institute for Leadership section of this catalog. ment. Marine-option cadets will study the evolution of warfare, leadership management and command. A ARMY ROTC cadet may become a Navy ROTC Midshipman For students committed to pursuing a commission and either by selection before matriculation for a nation- serving their country, Army ROTC offers a challenging al Navy ROTC scholarship, or by nomination and opportunity. The mission of Army ROTC is to com- selection after matriculation for either the scholar- mission the future officer leadership of the U. S. Army. ship or Navy ROTC College Program. Completion The four-year program is divided into basic and of the Naval Science program and graduation from advanced courses. The basic course during the first two Mary Baldwin College can lead to a commission and years consists of instruction in general military skills service as a Navy unrestricted line officer or a and foundations of leadership. The advanced course Marine Corps ground or aviation officer eligible for during the last two years emphasizes leadership and a wide range of duties at sea and ashore. advanced military skills training. The Army program is centered on leadership development with individual AIR FORCE ROTC (VWIL CADETS ONLY) counseling and feedback provided to each cadet. Army The Air Force ROTC Program provides college-level ROTC sponsors a wide variety of extracurricular activ- education that qualifies eligible cadets for commis- ities such as the Army Aviation Association of America sioned service in the U.S. Air Force. The four-year (AAAA), Ranger Company, Tanker Platoon, Cadet program is divided into two distinct two-year courses: Battery, Ranger Challenge and Field Training Exercises. the General Military Course (GMC) and the Students pursuing a commission are strongly encour- Professional Officer Course (POC). In the GMC, aged to participate in these activities. cadets are evaluated for a commission based on their At the beginning of the junior year, qualified stu- performance, aptitude and motivation. If qualified, dents are encouraged to contract as the first step cadets may enter the POC by signing a contract for toward a commission as a second lieutenant. In addi- commissioned service following graduation from tion to eight semesters of ROTC, students pursing a Mary Baldwin College. The POC is designed to build commission must complete other professional military leadership and professional qualities new commis- education requirements such as courses in military his- sionees will need once on active duty. Cadets may

54 RESERVE OFFICER TRAINING CORPS apply for the general career fields of their choice: Navy and Marine Corps: pilot, navigator, nonrated operations, technical officer Navy and Marine Corps ROTC Program and nontechnical officer. Entry into the field of College Scholarship Program choice depends on individual qualifications and the Navy Recruiting Command (5057) needs of the Air Force. A continuing need for officers Code 315 with technical backgrounds results in attractive schol- 5722 Integrity Drive arship opportunities for students in the engineering Millington, TN 38054-9901 and sciences curricula. Acceptance of an Air Force ROTC scholarship incurs no additional service obli- Air Force: gation for the recipient. Scholarships are either two, AFROTC (RRU) three or four years in length. Maxwell Air Force Base Cadets who are qualified may volunteer to attend AL 36112-6623 parachute training and an advanced training program, The Air Force also has a two-year and three-year pre- for which they are paid. Qualified cadets will also par- medical scholarship program which will be extended by ticipate in a flight orientation program consisting of a health professional scholarship for individuals accept- eight hours in a light aircraft flown by the Virginia ed at medical school, either before or after graduation. Civil Air Patrol. Successful completion of the Air Force ROTC program and commissioning in the U.S. Air Force results ROTC PHYSICAL REQUIREMENTS in a four-year active duty assignment for those gradu- Specific physical requirements vary among ROTC ates not entering pilot or navigator training. programs. Cadets must be physically qualified for for- Successful completion of the pilot/navigator training mal enrollment in the ROTC program of their choice, program after commission results in an eight-year/six- including specialized programs such as aviation. year respective assignment at the completion of such The physical examination for all ROTC programs training. includes testing for drug, chemical and alcohol abuse and dependency. ROTC SCHOLARSHIPS Cadets are normally admitted to the Army or Navy Basic ROTC Program (first two years) upon success- Four-year ROTC Scholarships are awarded to select- ful completion of the college’s entrance physical and ed high school graduates on a national competitive are given a physical examination before formal enroll- basis. They are normally awarded by the services ment in the Advanced ROTC Program (last two before matriculation at MBC; however, ROTC schol- years). Air Force ROTC cadets are examined during arships may become available for upperclass cadets their first year at Mary Baldwin College. based upon demonstrated performance, academic proficiency and motivation toward a service career. Students are required to notify the Office of ROTC BENEFITS Financial Aid and Student Campus Employment in Qualified ROTC cadets will receive the following writing should they receive an ROTC scholarship. benefits: Immediate notification is required in order to adjust • Uniform allowance up to approximately $2,500 other financial aid and/or scholarships in a timely over four years manner. • Scholarship students receive a monthly tax-free Application deadlines for these ROTC scholarship subsistence allowance while their scholarship programs normally fall near the end of the first semes- remains in effect. The stipend is $250 a month for ter of the senior year in high school. Details my be freshmen. obtained from the following sources: • Contracted cadets receive a monthly, tax-free subsistence allowance starting their sophomore year, Army: when they receive $300 a month. They receive Commander $350 a month in the junior year and $400 a U.S. Army Cadet Command month in the senior year. Attn: ATCC-PS • Summer training pay equal to one-half of the base Fort Monroe, VA 23551 pay of a second lieutenant or ensign, plus a travel www.armyrotc.com allowance, room, board and uniforms if required.

RESERVE OFFICER TRAINING CORPS 55 ROTC SUMMER TRAINING AIR FORCE Cadets qualified for enrollment in the Air Force ARMY ROTC Professional Officer Course normally attend During the summer after the junior year, all contract- four weeks of Air Force Field Training during the ed cadets will attend Advanced Camp. This intense summer between the sophomore and junior years. five-week training is a major factor in competing for a This training, conducted at active U.S. Air Force commission and in determining type of commission, installations across the country, familiarizes the cadets branch selection and follow-on assignments. Selected with actual Air Force operations and modern Air cadets may attend Cadet Troop Leader Training Force living styles. Cadets completing initial field (CTLT) Program following Camp, before the start of training are eligible to apply for the Advanced classes. CTLT cadets are sent to Regular Army units in Training Program, a two-week tour of duty where the United States and overseas to perform as platoon they can experience first hand the unique aspects of leaders for two or three weeks, depending on location. their chosen career field. For instance, future pilots normally report to a flying squadron for the Advanced NAVY/MARINE CORPS Training Program. Once selected, scholarship program cadets must perform training of four to six weeks during each sum- COMMISSIONS mer between academic years. The first summer, cadets Successful completion of the ROTC course leads to a receive indoctrination in aviation, submarine, reserve commission in one of the U.S. Armed Forces amphibious and surface operations at various military provided the cadet is fully eligible and qualified under bases throughout the country. The second summer, regulations of the Department of Defense. training is performed aboard operational ships of the Appointments in the active duty Army, Navy, Air fleet at home and abroad. During the third summer, Force, or Marine Corps are offered to cadets who meet candidates for Navy commissions perform their train- the prescribed prerequisites of their services. ing with fleet operational ships or aviation squadrons, serving as junior officers. Marine Corps candidates perform their training at Quantico, VA. Contracted, non-scholarship cadets are required to perform only the training specified for the third summer.

56 RESERVE OFFICER TRAINING CORPS TEACHER EDUCATION Students must apply for acceptance into the Teacher Education Program during the second semester of the Licensure Program Director: James McCrory junior year. Application forms are located in the Teacher Education Office in Edmondson House. The Mary Baldwin teacher is … To be admitted to the Teacher Education Program, an inquiring and reflective learner, a well-educated students must: professional who brings forth the best in all students. • have a minimum overall GPA of 2.5; We support this by … • have a GPA of 3.0 on professional studies course modeling and encouraging inquiry and reflection; work; integrating theory, practice and liberal arts; and pro- • submit a completed application form; viding opportunities for individual exploration within • submit recommendation forms from one education a collaborative environment. and two non-education faculty members; • submit a one-page, typed statement explaining their Mary Baldwin College offers its students the oppor- rationale for entering the teaching profession; tunity to seek teacher licensure for teaching in ele- • submit a record documenting experience working mentary, middle, and secondary schools. with children or young people; The teacher education program at Mary Baldwin • possess suitable personality traits (character, College is based upon the belief that a teacher should dependability, emotional stability, interpersonal have the broad background provided by the liberal skills, temperament, etc.) as evidenced by faculty arts degree as well as the specialized training which and practicum teachers; develops an understanding of the learner and the • submit passing scores for the Praxis I exam. Students learning process. It is designed for those who intend who do not pass the Praxis I exam but meet all other to enter teaching as a career and who believe they have program requirements may be conditionally a genuine vocation for teaching. It is a demanding accepted into the program. Students must be fully program, for the student must meet all graduation accepted into the program and must pass the requirements for the Mary Baldwin degree, including Praxis I exam in order to student teach. A copy of a program of major studies, as well as the general and passing scores on the Praxis I exam must be sub- professional education requirements for certification. mitted with the student teaching application form. For this reason the program should not be attempted by students who plan to graduate from college in less ADP undergraduate students are admitted to the than four years. Teacher Education Program through the degree plan All students enrolled in the program must devote process. Students planning to teach meet with their their final semester to student teaching. Student advisors to document course work and requirements teachers may not work, take courses, or participate in needed for teacher licensure. varsity sports during the semester they are student Students who have a bachelor’s degree may apply teaching. Students are responsible for their own trans- for admission into the Teacher Education Program portation and expenses. through the Postgraduate Teacher Licensure Prior to the senior year with its supervised student Program. These students follow the same admission teaching, students in the teacher education program procedure as undergraduates and are evaluated on the will have a 90-hour practicum experience that includes same criteria. observation and involvement activities in the local Periodic reappraisal of teacher candidates will be public schools. In addition, students will complete made as students progress through the program. field experiences in conjunction with other classes. Students who are fully admitted to the program are eligible for student teaching during their final semester, TEACHER EDUCATION PROGRAM ADMISSION and a separate application for student teaching must be All students must meet rigorous admission and exit cri- submitted. The student’s course work and field expe- teria. The Teacher Education Committee is a standing riences will be evaluated in terms of the student’s suit- college committee of education and liberal arts faculty ability for teaching. In order to student teach, a stu- members that has the responsibility of admitting student must have an overall GPA of 2.5 or higher, a dents into the program, periodically appraising teacher minimum of 3.0 GPA on professional studies course candidates as they progress through the program, creat- work, documentation of successful field experiences, ing policies to meet changing demands, and acting on and passing Praxis I scores. Additionally, students exemption of policy issues. must have demonstrated personal and professional TEACHER EDUCATION 57 qualities, including responsibility, effective communi- LICENSURE OPPORTUNITIES FOR ADULT cation, enthusiasm, resourcefulness, flexibility, and STUDENTS professional behavior. The college’s teacher licensure opportunities are avail- Students not accepted for student teaching will be able to adult students through the Adult Degree informed. Approval for student teaching does not Program (for students who do not have a bachelor’s necessarily mean licensure approval. Successful stu- degree) and through the Postgraduate Teacher dent teaching must be demonstrated, as well as an Licensure program (for students who already have a overall 2.5 GPA and 3.0 GPA on professional studies bachelor’s degree). Adults in either of these programs course work, before licensure is granted. Students should consult with their advisors about procedures must pass the Praxis I and II examinations. for admission to the Teacher Education program. In the event that a student has been convicted of a Adults seeking licensure through the Master of Arts felony, and/or had a teaching license revoked by in Teaching program should consult the MAT section another state, if all other admission requirements have of this catalog. been met and after the Teacher Education Committee Students who graduate from Mary Baldwin has favorably reviewed the application, the student College and need additional course work for licensure will petition the state, through the State may enroll in the Postgraduate Teacher Licensure Superintendent of Public Instruction, for an exemp- Program in order to complete requirements for the tion to the felony and license revocation clauses of the Virginia Department of Education license. Department of Education regulations. The Teacher Education Committee may conditionally admit the LEMENTARY DUCATION ICENSURE person to the Teacher Education program, allowing E E L her/him to take classes; however, the individual will (PRE-K–6) be prohibited from student teaching until the exemp- Students planning to teach in grades pre-K–6 declare tion has been approved by the state. a major in a subject area and a minor in education during the sophomore year. Students are encouraged TEACHER EDUCATION PROGRAM to complete their General Education course work Students preparing to teach must have a major in one during their first two years in order to allow adequate of the disciplines or an interdisciplinary major com- time to complete major and minor requirements. bining two liberal arts disciplines. Students seeking Required courses for elementary education licen- secondary endorsement must major in the area in sure, in addition to the college’s General Education which they intend to teach. Students must take pro- courses, include: fessional studies and specific requirements appropri- ART 125 Introduction to Art Education ate to the area of endorsement. These requirements HIST 111 Survey of U. S. History to 1877 are approved by the State Department of Education. MATH 150 College Algebra or above MATH 151 Mathematics for Prospective Elementary School Teachers REQUIREMENTS FOR THE MINOR IN EDUCATION PSYC 210 Child Psychology 19–20 hours including a required core of ED 110, ED/INT/SOC 115, and ED 120. Students must also Professional studies requirements for elementary select one of the following areas of emphasis and take education: the three courses in that area: ED 110 Practicum Early Education: PSYC 210, ED 300, ED/INT/SOC 115 Foundations of Education ED 322 ED 120 Understanding Exceptional Middle Education: PSYC 211, ED 301, Individuals ED 350 ED 300 Elementary Education Methods Secondary Education: PSYC 211, ED 310, and Practicum ED 350 ED 322 Developmental and Diagnostic Reading and Practicum ED 382 Student Teaching in Early Education ED 386 Student Teaching Seminar

58 TEACHER EDUCATION Please note that six semester hours of master’s work SECONDARY EDUCATION LICENSURE (6–12) may fulfill undergraduate requirements. Students wishing to become secondary education Competency tests will be administered for areas in teachers in grades 6–12 declare a major in the subject science and social studies. area (e.g., English) they plan to teach and will also Passing scores on Praxis I and II are required for receive the minor in education. Secondary education licensure. students may choose one of the following areas for their major: MIDDLE EDUCATION LICENSURE (6–8) • Business education Students planning to teach in grades 6–8 declare a • English with possibilities of adding speech com- major in a subject area and a minor in education dur- munication or theatre ing the sophomore year. Students are encouraged to • History and social studies complete their general education course work during • History their first two years in order to allow adequate time to • Mathematics complete major and minor requirements. • Political science Required courses for middle school education • Science — biology or chemistry licensure, in addition to the college’s General Education courses, include: In addition to the college’s General Education HIST 111 Survey of U.S. History to 1877 Requirements, students pursuing secondary licensure MATH 150 College Algebra or above must take the courses listed below: MATH 151 Mathematics for Prospective ED 110 Practicum Elementary School Teachers ED/INT/SOC 115 Foundations of Education PSYC 211 Adolescent Psychology ED 120 Understanding Exceptional Individuals Professional studies requirements for middle education: ED 310 Secondary School Methods and ED 110 Practicum Practicum ED/INT/SOC 115 Foundations of Education ED 350 Content Area Reading ED 120 Understanding Exceptional ED 384 Student Teaching in Secondary Individuals ED 386 Student Teaching Seminar ED 301 Middle School Methods and Practicum PRE-K–12 LICENSURE ED 350 Content Area Reading Mary Baldwin College offers the pre-K–12 license in ED 383 Student Teaching in Middle the following areas: Education • Art Education ED 386 Student Teaching Seminar • Foreign Languages—French and Spanish • Music Education Please note that six semester hours of master’s work • Theatre Arts may fulfill undergraduate requirements. Praxis I and II passing scores are required for mid- ART EDUCATION (PRE-K–12) dle school licensure. Area Requirements All students who wish to be licensed to teach art in Concentration Areas the public schools, grades pre-K–12, must have a studio Prospective teachers select two areas of concentration, emphasis with a minimum of 33 semester hours in completing a total of 21 semester hours in each. the art major. With the studio emphasis, the student Concentration areas include: language arts, social stud- will specialize in one of the following areas: painting, ies, mathematics, and science. drawing, printmaking, ceramics, or graphic design.

TEACHER EDUCATION 59 General and Professional Studies for Art Education: added. Students must take all of these courses ART 125 Introduction to Art Education regardless of which major/minor combination ART 380 Teaching Assistantship in Art they choose. ED 110 Practicum • Required education courses for secondary licensure ED/INT/SOC 115 Foundations of Education as follows: ED 120 Understanding Exceptional – ED 110 Practicum Individuals – ED/INT/SOC 115 Foundations of Education ED 300 Elementary School Methods – ED 120 Understanding and Practicum Exceptional Individuals ED 310 Secondary School Methods and _ ED 310 Secondary School Practicum Methods and Practicum ED 385 Student Teaching in Art – ED 350 Content Area Reading ED 386 Student Teaching Seminar – ED 386 Student Teaching Seminar PSYC 210 Child Psychology – ED 388 Student Teaching: PSYC 211 Adolescent Psychology Business Education – PSYC 211 Adolescent Psychology At least one practicum must be completed at the middle school level. ENGLISH (6–12) Area Requirements BUSINESS EDUCATION (6–12) The applicant seeking licensure in English shall In order to secure the secondary endorsement in present a record of courses equivalent to a mini- business education, students at Mary Baldwin mum of 36 semester hours, including experiences College must complete the following: from the following areas: • Requirements specified in the catalog for the busi- • Language — Study of the history and nature of ness administration major, or a business adminis- the English language, of comparative English tration major with a minor in computer informa- grammar and of standard written English tion systems, or a major in computer information • Literature — Study of British, American, world systems with a minor in business administration and literary theory/criticism • General Education Requirements including college- • Composition — Study of the teaching of writing, wide oral communication competency, Intermediate with emphasis upon advanced composition Composition, and Adolescent Psychology • Oral language — Study of oral expression in both • Additional business and computer science courses formal and informal presentations as follows: – BUAD 260 Personal Finance Added Licenses or A license in speech communication may be added to BUAD 340 Principles of Financial an English license upon completion of the following Management 12 semester hours: – BUAD 306 Venture Creation COMM 100 Public Speaking – CIS 110 Introduction to Computer COMM 119 Introduction to Video Production Information Systems COMM 210 Interpersonal Communication – CIS/CS 205 Principles of C++ THEA 111 Voice, Diction, and Oral Reading Programming or or THEA 121 Acting I CS 207 Visual Basic Programming – CIS/CS 220 Introduction to Databases A license in journalism may be added to an English license upon completion of the following 15 semester NOTE: Students may incorporate BUAD 340 hours: into the business administration major by choos- COMM 215 Mass Communication ing it as an elective within the major (refer to cat- COMM 220 Small Group Communication alog requirements). Students may incorporate the COMM 280 Intercultural Communication CIS courses into the CIS major (and two of the or courses into the minor); however, BUAD 260 (or COMM 285 Gender and Communication BUAD 340) and BUAD 306 would have to be

60 TEACHER EDUCATION COMM 312 Mass Media Law and Ethics MATHEMATICS (6–12) ENG 251 Technical and Professional Writing Area Requirements A license in theatre arts may be added to an English The student will have demonstrated knowledge, skills, license upon completion of the following 12 semester and processes of the Virginia Standards of Learning. hours: The applicant for license in mathematics shall THEA 101 Plays in Performance present course experiences equivalent to 33 semester or hours, including calculus, modern algebra, geometry, THEA 208 London Theatre applied mathematics, probability and statistics, THEA 121 Acting I computer science, and computer programming. THEA 105 Basics of Theatre Production Algebra I — add-on or MATH 150 or above THEA 151 Scene and Light Design MATH 157 or MATH 160 THEA 152 Stagecraft MATH 171 or MATH 211–212 THEA 153 Stage Management MATH 213 or MATH 341 THEA 156 Stage Costume THEA 323 Directing Methods MUSIC EDUCATION or OCAL HORAL PRE-K–12 THEA 324 Directing Practicum (V /C ) All students who wish to be licensed to teach music in the public schools, grades pre-K–12, must have a FOREIGN LANGUAGES–MODERN (PRE-K–12) major in music (either performance emphasis or FRENCH AND SPANISH music history and literature emphasis). In addition to Area Requirements emphasis requirements, they must complete the The program shall include 33 semester hours of a lan- following: guage. Experiences should include advanced grammar • MUS 217 — Choral Conducting and composition, conversation, culture and civiliza- • A minimum of one year of piano tion, literature and applied linguistics. In addition to • A minimum of one year of voice the requirements listed for secondary education stu- • A minimum of six semesters of choir dents, the student seeking licensure must take ED 300 (Elementary School Methods and Practicum) and have General and Professional Studies for Music Education: experiences at the elementary, middle, and secondary ED 110 Practicum levels. ED 389 (Student Teaching in Foreign Language) ED/INT/SOC 115 Foundations of Education is also required in lieu of ED 384 (Student Teaching ED 120 Understanding Exceptional Secondary). Individuals Added Endorsement ED 386 Seminar in Student Teaching For an added endorsement in a modern foreign lan- ED 387 Student Teaching in Music guage, the applicant shall present the equivalent of 24 MUS 310 Music Education in the semester hours of course work in the foreign language Elementary School for which the license is being sought. MUS 311 Music Education in the Secondary School HISTORY (6–12) PSYC 210 Child Psychology Area Requirements PSYC 211 Adolescent Psychology The student will have demonstrated knowledge, skills, and processes for the Virginia Standards of Learning. The applicant for licensure in history shall present course experiences equivalent to a major in history, including American history and government, world history, geography, and economics.

TEACHER EDUCATION 61 SCIENCES (6–12) HISTORY AND SOCIAL SCIENCE (6–12) Biology The student seeking licensure to teach history and The student will have demonstrated an understanding social science will demonstrate an understanding of of knowledge, skills, and processes of biology as knowledge, skills, and processes of history and the defined in the Virginia Science Standards of Learning. social science disciplines as defined by the Virginia The applicant for licensure in biology shall com- History and Social Science Standards of Learning. plete the biology major that includes genetics, zoology, Students complete a major in history with course anatomy/physiology, and ecology. work distributed as follows: Applicants with a major in biology may receive the • History (a major in history or 18 semester hours add-on license in earth and space science with the in history) completion of 17 semester hours. The applicant shall American history complete the following course at Mary Baldwin: Virginia history English history PHYS 131 Introduction to Astronomy World history The remaining 14 semester hours shall be taken at • Political Science (a major in political science or Washington and Lee University through the consor- 18 semester hours in political science) tium arrangement: • Geography (nine semester hours) GEOL 101 General Geology • Economics (six semester hours) GEOL 102 Historical Geology Add-on endorsement in history, political science, GEOL 135 Meteorology geography, and economics requires: GEOL 201 Oceanography • an endorsement in history, political science, GEOL 210 Mineralogy geography, or economics; Chemistry • completion of 21 semester hours of course work in The student seeking licensure to teach chemistry will the additional social sciences area (history, political demonstrate an understanding of knowledge, skills, science, geography, or economics) sought. and processes of chemistry as defined in the Virginia Science Standards of Learning. POLITICAL SCIENCE (6–12) Those applicants with a major in chemistry may Students planning to teach civics/government must receive the add-on license in earth and science with the have a major in political science and experiences in completion of 17 semester hours. The applicant shall the following areas: American government and poli- complete the following course at Mary Baldwin College: tics; comparative politics; rights and responsibilities of American citizenship; local, state, and national gov- PHYS 131 Introduction to Astronomy ernments; and structure and functions of U.S. market The remaining 14 semester hours shall be taken at economy as compared to other economies. Washington and Lee University through the consortium arrangement: THEATRE ARTS (PRE-K–12) GEOL 101 General Geology Students seeking licensure in theatre arts shall demon- GEOL 102 Historical Geology strate knowledge, skills, and processes of the theatre dis- GEOL 135 Meteorology cipline as defined in the Virginia Standards of Learning. GEOL 201 Oceanography A student seeking licensure to teach theatre arts GEOL 210 Mineralogy must complete at least 33 semester hours in theatre and at least one course in each of the following areas: The applicant with a chemistry major seeking an add- • Dramatic Literature on license in general science shall complete the fol- • Theatrical Production lowing minimum requirements: • Oral Interpretation, Acting or Directing • Earth and Space Science (12 s. h.) • Seminar in Drama Astronomy • History of Theatre Meteorology The student may select from current course listings. Mineralogy In addition to the requirements listed for secondary Oceanography education students, the student seeking licensure must take ED 300 (Elementary School Methods and

62 TEACHER EDUCATION Practicum) and have experiences at the elementary, Academic Content Areas: middle, and secondary levels. ED 391 (Student English Language and Literature 3 Teaching in Theatre) is also required. Social Studies Content 2 French 1 TITLE II Spanish 1 Section 207 of Title II of the Higher Education Act Other program information required for Title II requires that all colleges and universities report pass reporting for 2000–2001 follows: rates on state assessments. In 2000–2001, 100 percent Number of students enrolled in of the 77 students earning teacher licensure through teacher education 263 Mary Baldwin’s Teacher Education Programs Number in supervised student teaching 77 (Traditional, VWIL, ADP, MAT) passed the required Number of full-time faculty in Praxis I tests. The statewide pass rate was 92 percent. professional education 9 Of the seven MBC students earning secondary educa- Number of part-time faculty in tion licensure, 100 percent passed the required Praxis professional education and full-time II tests. The statewide pass rate was 94 percent. The in the institution 20 number of MBC students, all of whom passed, taking Number of part-time faculty in each specific test follows: professional education not PPST Reading 35 otherwise employed by the institution 6 PPST Writing 36 Number supervising faculty 15 PPST Math 36 Student/faculty ratio 4.3 CBT Reading 42 The teacher preparation programs at Mary Baldwin CBT Writing 41 College are currently approved and accredited by the CBT Math 42 Virginia Department of Education.

TEACHER EDUCATION 63 ACADEMIC RESOURCES

ACADEMIC ADVISING LEARNING SKILLS CENTER

Incoming freshmen are assigned to a small group led The Learning Skills Center (LSC) is designed to by a faculty member and an upperclass peer advisor. enhance the academic skills of students, to provide The peer advisor attends group meetings and is tutorial assistance, and to provide support services for available for individual consultation and assists the disabled students. Located on the second floor of faculty advisor in making freshmen aware of other Rose Terrace, the LSC provides a wide variety of serv- information resources at Mary Baldwin. ices to students through both group and individual The academic advising process consists of a combi- formats. For more information, call LSC Director Bev nation of group meetings and individual advising ses- Askegaard at 540-887-7250. sions. Several group sessions are scheduled as part of the freshman orientation. Throughout the year, advi- WORKSHOPS sors and advisees meet on a regular basis as part of the The LSC offers a variety of workshops. Topics include Introduction to College course. time management, college reading skills, note taking Students usually remain with their faculty advisors skills, and preparing for and taking tests. for the first two years or until they declare a major. Advisees wishing to change advisors during the first two INDIVIDUAL CONFERENCES years may do so after consultation with the registrar. Students can schedule individual appointments with Upperclass students work individually with a facul- the director to discuss learning needs. ty advisor. As soon as the student has declared a major after the freshman year, that advisor will be in the ISABILITIES ERVICES major discipline. D S Advisees meet with their faculty advisors during fall Students with disabilities are encouraged to consult and spring terms to register for the next term. In addi- with the director to discuss their needs. As appropriate, tion, all faculty advisors keep regular weekly office hours the director will work with the student and faculty on and are also available at other times by appointment. negotiating accommodations.

PEER TUTOR PROGRAMS HE RITING ENTER • Math T W C Many students who discover they need help with The Writing Center in Carpenter Academic offers math courses use the Learning Skill Center’s Math students one-to-one tutorial assistance in writing Peer Tutor program. Trained tutors are available (generating ideas, supporting ideas, organization, Sunday through Thursday from 6 to 8 p.m. in punctuation, spelling, and others) in a variety of Carpenter 209. No appointment is necessary. forms (essays, research papers, lab reports, and others). Students may stop by Academic 417 and sign up • Match-a-Tutor for an appointment, visit during walk-in hours, call Through the Match-a-Tutor program, students 540-887-7038, or e-mail [email protected] to arrange can arrange for tutoring in a particular course by a tutorial session. calling the Learning Skills Center.

• Peer Mentoring Peer mentors are available to help students manage their time, learn effective study skills, and adjust to college life. Students call the LSC to request a peer mentor.

64 ACADEMIC ADVISING/THE WRITING CENTER/LEARNING SKILLS CENTER COMPUTER RESOURCES THE ROSEMARIE SENA CENTER

All residence halls rooms, classrooms, offices and lab- FOR STUDENT LIFE AND CAREER oratories are connected by a network using fiber optic EVELOPMENT and twisted pair cable. This provides students with D access to Grafton Library, the Internet, voicemail and telephone services, and video services. Students are The Rosemarie Sena Center for Student Life and Career encouraged to have their own computers in their Development is dedicated to providing information rooms. There are over 200 work stations — about one about issues related to student transitions and student for every seven students —available in the student success, life-enriching studies, career counseling, and computer labs, outfitted with hardware and software employee development to students, alumnae/i, and appropriate to current courses. other adults. Wenger Hall is equipped with a language laborato- All services provided through the Sena Center are ry with integrated audio/visual capabilities and a con- based on the philosophy that work and occupations are sole that allows the instructor to electronically connect directly related to the quality of life at school, in the students with each other for group work or to work home, at work, in the community, and in the larger individually with students. Other areas of campus that world. In addition, the process of career development is have computer labs include Pearce Science Center and viewed as an extension of personality development that Carpenter Academic Hall. The Deming Fine Arts can and should continue throughout life. Center has three computer labs for music, theatre, and The services of the center, which are offered on an graphic design. individual and group basis, are designed to teach various The Computer and Information Services Office is competencies and to measure which competencies have located in Wenger Hall and is staffed by professionals been learned. who support the computer needs of faculty, staff and The Sena Center offers career services through a students. The staff is responsible for supporting both four-phase competency based program. The services academic and administrative computing on campus associated with each phase include the following: and in the regional centers. They support the campus in areas of information management; network admin- ASSESSMENT istration; and hardware and software purchasing; and This phase offers students the opportunity to learn maintenance. about themselves and how who they are corresponds Mary Baldwin College maintains a number of with various career fields. Students discover who they computerized information systems designed to serve are based on their interests, abilities and values. the teaching, research and administration needs of the Services offered include entire campus family of students, faculty, staff and • testing (e.g., Differential Aptitude Tests with Career administrators. These systems must be protected from Interest Inventory, Career Occupational Preference unauthorized use, improper disclosure, unauthorized System, Career Exploration Inventory, etc.); alteration or destruction, whether accidental or inten- • Virginia View self-directed computer software tional. Mary Baldwin College has developed an program. Appropriate Use Policy which outlines your obligations and responsibilities as a custodian or user of EXPLORATION these systems. These guidelines are available on-line This phase offers students the opportunity to explore on the Mary Baldwin Web page various careers based on what they have learned about (academic.mbc.edu/cis/policy/Acceptable_Use_Policy_Index.html). themselves in the assessment phase. Services offered include • informational interviewing; • career resource library; • O*Net and Virginia View self-directed computer software programs; • Video tapes on occupations; • internships — and others.

COMPUTER RESOURCES/THE ROSEMARIE SENA CENTER FOR STUDENT LIFE AND CAREER DEVELOPMENT 65 DECISION MAKING MARTHA S. GRAFTON LIBRARY This phase offers the students a program to help library.mbc.edu them refine their decision-making skills. Services offered include The Martha Stackhouse Grafton Library supports • The Career NETWORK Directory; research, study, and instruction in the use of informa- • “How to Select a Major” seminar; tion resources at Mary Baldwin College. The library • “Career Opportunities” seminars; collection includes more than 175,000 titles, including • internships — and others. books, periodicals, audiovisual materials, and micro- forms. Along with subscriptions to more than 600 IMPLEMENTATION periodicals, full text articles from over 9,000 periodicals During this phase the students will implement their are provided online to MBC students, faculty, and individualized career plan in the marketplace. Services staff. All online resources are remotely accessible via offered include the Internet and available to MBC students and faculty • resume writing and editing; who work and reside off-campus. Items not available • cover letter writing and editing; within the library or through online resources can be • interviewing techniques; retrieved through Interlibrary Loan and Document • credentials file; Delivery services. • career resource library; The library participates in the Virtual Library of • graduate school preparation, including software Virginia (VIVA) Project, the Shenandoah Valley designed to help students prepare to take the Independent College Library Consortium, the Virginia GRE, GMAT, MCAT, and LSAT; Independent College and University Library Association, • the Senior Transitions Program; and the Southeastern Library Network. Consortial • the Career NETWORK, which provides names arrangements allow for Mary Baldwin students and fac- of alumnae/i who are willing to help students ulty to borrow materials directly from Washington and with their job searches; Lee University, Bridgewater College, Eastern Mennonite • recruitment programs on and off campus — University, and Shenandoah University. and others. RESOURCES FRESHMEN SERVICES The library Web site, library.mbc.edu, serves as a gateway The Sena Center also offers services to help freshmen to the services and collections of Grafton Library, as successfully make the transition into the MBC com- well as national and international information munity. The services include, but are not limited to resources. The Web site provides access to the online • being a liaison for freshmen, their parents, book catalog and several scholarly databases such as and MBC; JSTOR, MathSciNet, PsycArticles, American • sponsoring activities on and off campus; Chemical Society Web Editions, the Modern • managing a weekly communication plan for Language Association Bibliography, ABI Inform, contacting freshmen (e.g., The Freshmen Communication Abstracts, Sociological Abstracts, Connection newsletter); ERIC, and Lexis-Nexis. The library staff has devel- • presenting educational programs in the residence oped a series of online guides for conducting research halls (e.g., the Freshmen Transitions Program). in various disciplines and specific databases. Reserve readings for several classes are available electronically from the Web site. Reference Assistance Request and Interlibrary Loan Request forms are available online for user convenience. Public workstations in the library connect users to the Internet, the catalogs for libraries around the world, and an extensive array of electronic resources. Workstation users can retrieve text, images, and files and then use Microsoft Office software applications to complete course work and research projects. The Mary Baldwin Alumnae/i Association sponsors a browsing collection of current fiction and nonfiction bestsellers. 66 THE ROSEMARIE SENA CENTER FOR STUDENT LIFE AND CAREER DEVELOPMENT/MARTHA S. GRAFTON LIBRARY INSTRUCTIONAL SERVICES LEARNINC® One of the library’s principal goals is to educate users, www.mbc.edu/learninc/ especially students, by providing them with the skills to locate, use, and evaluate information. The library LearnInc® provides Virginia business and industry staff is committed to providing quality instructional with non-credit education and training. Some pro- services to support the general curriculum and specif- grams are taught by MBC faculty members, while ic courses in the academic disciplines. Librarians offer others are taught by outside consultants or a combi- several instructional sessions for faculty and students nation of the two. Popular topics include throughout the academic year. These sessions are held • improving professional writing; on the main campus and at the regional sites. • workplace communication skills; Students and faculty are encouraged to schedule indi- • managing change; vidual appointments for research assistance. Assistance • sexual harassment; can be given in person or virtually over the Internet. • management and supervision skills; Each semester, the library staff teaches a one semester- • leadership for women; hour Information Literacy class in which students • diversity in the workplace; develop research and information-seeking competen- • business literacy. cies. The course emphasizes hands-on active learning LearnInc® also offers non-credit certificate programs and culminates in a presentation that incorporates in leadership and human resource management, as scholarly research, sound files, and graphic images. well as customized recertification programs for selected professions. FACILITIES The Grafton Library building is named in honor of Martha S. Grafton, professor emerita of sociology SUMMER PROGRAMS and dean emerita of the college. Dean Grafton served Sheila Tolley, Director of Operations for ADP the college in various administrative capacities from 1930 to 1970. The Adult Degree Program House doubles as the sum- The recent library renovation project provided sev- mer programs office for MBC. Summer offerings are eral space options for individual and group research deliberately kept to a minimum to achieve economies activities. Two floors in the building include areas of scale and allow seasonal upgrades to residence halls with individual study carrels, each of which are wired and other buildings to proceed unhampered. Current for network access for portable computing devices. offerings include the Women’s Institute for Leadership Listening and viewing carrels also support individual Development (WILD) and ADP Summer Week, both use of audio and video resources. Circulation, refer- held in late June. Occasionally Shenandoah ence, and reserve services are available on the main Shakespeare or additional corporate training programs floor. Serials and audio-visual services are located on take place at other times during the summer. the ground floor. The library instruction classroom on the mezzanine floor is equipped to support scanning, video projection, and research activities. Networked printers allow users to print on demand or send print jobs to any device on the campus network. Special collections include the Mary Julia Baldwin collection and a collection of Tennessee Williams play scripts and first editions.

HOURS Monday–Thursday 8 a.m.–midnight Friday 8 a.m.–9 p.m. Saturday 8 a.m.–6 p.m. Sunday noon to midnight Hours may vary during exam periods, holidays, May Term, summer sessions, and semester breaks. All changes are posted on the library Web page. MARTHA S. GRAFTON LIBRARY/LEARNINC®/SUMMER PROGRAMS 67 OTHER LEARNING series of activities designed to provide formal and informal learning opportunities for the college OPPORTUNITIES AT MBC community and residents of the local area. These activities may include classroom teaching, lectures, CONCERTS AND LECTURE SERIES workshops, readings, performances, and public shows. Throughout the academic year, Mary Baldwin offers students, as well as members of the community, Mary E. Humphreys Biology Lectures extended learning opportunities through a variety of The Humphreys Lectures were inaugurated in the scholarly lectures and cultural activities. A number of spring of 1992 with a presentation by Dr. Lundie the events occur on an annual basis and are made possi- Spence ’68, a marine biologist and noted environ- ble through the generosity of benefactors of the college. mentalist. The lecture series, which continues to bring prominent biologists to the campus each spring Carl Broman Concerts semester, is sponsored by former students of Dr. Through the popular Broman Concert Series, several Humphreys, professor emerita of biology. outstanding musicians perform on campus each year. Performances cover a wide range of musical tastes and Phi Beta Kappa Lectures and Visiting Scholars interests from classical to jazz and folk. Recent perform- Each year, under the auspices of the college’s chapter ances have included baritone Anton Belov, guitarist of Phi Beta Kappa, outstanding scholars visit the Robert Belinic, the Biava Quartet, and the U.S. Army Mary Baldwin College campus. Representing a wide Brass Quintet. The Broman Series honors the memory variety of academic fields, Phi Beta Kappa speakers of Dr. Carl Broman, who was head of the college’s present a public lecture, visit classes, and meet with music department for many years. The Broman Series students in a variety of informal settings. is complemented by the Sunday Recital Series, which features members of the music faculty and other top Smyth Business Program and professionals. Smyth Leadership Lectures Mary Baldwin College Trustee H. Gordon Smyth and Elizabeth Nottingham Day Lecture Series his wife Mary Beth Reed Smyth ’47 established the The Elizabeth Nottingham Day Lectures are named in Smyth Leadership Lectures in 1997. Speakers have honor of Mrs. Day, who headed the Mary Baldwin art included Geraldine Ferraro, former U.S. congress- department for many years during the 1940s and ’50s. woman and first woman vice presidential candidate Each fall, the series features a distinguished speaker in on a national party ticket; Dr. Mae Jemison, the first the field of the visual and performing arts. African-American female astronaut to travel in space; Louise McNamee ’70, New York advertising executive; Elizabeth Kirkpatrick Doenges Visiting Artist/ Cokie Roberts, political commentator for National Scholar Program Public Radio and ABC; and anthropologist and writer Named for Elizabeth K. “Liddy” Doenges ’63, the Mary Catherine Bateson. Doenges Visiting Artist/Scholar Program annually The Smyth Business Program, also begun in 1997, attracts a nationally or internationally acclaimed provides funding to bring regional and national busi- professional or scholar in the visual or literary arts. ness leaders to campus for public lectures and visits to Usually, the artist or scholar is in residence on campus the classroom, or to send students to visit such lead- for a week during the fall semester and for the entire ers at their companies. May Term. While on campus, he or she conducts a

68 OTHER LEARNING OPPORTUNITIES AT MBC INTERNATIONAL STUDIES LANGUAGE-ORIENTED PROGRAMS Spain and Latin America Recognizing the importance of study abroad, Mary Every May, the Spanish discipline sponsors a May Term Baldwin College offers a variety of global study trip to Spain or to a Latin-American country. Recent abroad opportunities. Regardless of the academic destinations have included Peru, Argentina, and Brazil. focus of a particular study abroad course, students are Students can work on a language through formal exposed to a broad range of culture in the places they instruction by MBC and native speakers, as well as visit. They learn in a hands-on manner, by total through homestays. Timid speakers will gain confi- immersion. Travel encourages students to be confidence, while more advanced speakers will perfect and dent and flexible. They learn to handle ambiguous sit- expand their abilities. There are also extensive oppor- uations posed by a lack of knowledge of cultural tunities to learn about and experience the culture, norms. This is an invaluable lesson that can be applied history, art, music, folklore, food, natural history, to a variety of different contexts. Students gain a and people of a foreign country. There are extensive greater understanding and appreciation of them- excursions to sites of historical and cultural interest. selves as a product of their own culture by virtue of being exposed to differences. They gain a greater France sense of social, political, cultural, and economic The French discipline also sponsors May Term study inter-connectedness of peoples, nation, and cultures. in France. The program concentrates on French theatre, Mary Baldwin College students may spend a but there are also extensive trips to world-famous semester or a year abroad through a variety of pro- museums, galleries, and places of great beauty and grams, some sponsored by Mary Baldwin, some importance such as Orsay and Versailles. Homestays offered through a consortium of Virginia colleges, and are available. some operated by other institutions. Mary Baldwin College also offers a unique May Term Abroad study CULTURE-ORIENTED PROGRAMS opportunity. May Term programs offer students the Italy advantages of study abroad without having to commit Every May, the art faculty lead the Renaissance Studies to several months to a year in a foreign country. Some in Italy program. Participants have a strong back- Mary Baldwin May Term programs are open to stu- ground in art history. Students travel with an expert in dents from other colleges and universities. medieval and renaissance art, architecture, and iconography to study in depth the major monuments MAY TERM ABROAD of Renaissance art in Rome, Florence, Venice, and a May Term Abroad courses are distinctly different selection of other northern Italian sites. Participants from tourism. Often students travel by public trans- immerse themselves in Italian life. They stay in small portation and stay in homes or in small, family oper- pensionnes or religious houses, eat in local trattoria, ated hotels. Students may have the opportunity for and travel by public transportation. Students assist in academic interchange with foreign students in the planning the trip and participate by presenting topics classroom. In the case of courses where site and sub- that they have researched in advance. ject are interdependent, students have the opportunity to travel with an expert in the field. Learning hap- South Africa pens through experiencing, touring, and through In May 2001, for the first time students and MBC informal on-site lectures. faculty studied the unique social and natural environ- While each study abroad program has a principal ment of South Africa. The trip paid special attention faculty leader, there are frequently several faculty who to the spiritual life of the people, and it offered many go along so that students can enrich their field expe- opportunities to enter into communion with them. riences with insights from various experts. Some expe- The study group was often hosted by religious conditions offer a range of courses. On a recent trip to gregations in the course of traveling through Russia, for example, students could select a course in Montague Springs Resort, Kimberley, Bloemfontein, modern Russian studies from a professor who had Soweto, and Cape Town. Naturally, there was a visit studied in Russia and was fluent in the language, or to the world-famous Kruger National Park to enjoy they could choose a course that focused on the per- the incomparable wild life. forming arts in Russia and was taught by a member of the faculty.

INTERNATIONAL STUDIES 69 Australia and New Zealand Other Venues for Discovery Every May, students and their faculty leaders spend While the trips described above are established, faculty four weeks exploring the “land down under.” In New are always developing new study travel opportunities. Zealand, they visit Auckland, Paihia, and the For example, a group went to Israel to coincide with Urupukapuka Islands. In Australia, their travels take the celebration of that country’s 50th birthday. At them to Queenstown, Christchurch, Brisbane, times, groups have gone to Russia, Germany, Canada, Crocodylus, Sydney, and the Blue Mountains. and the Low Countries. Students spend a night in a Maori village and participate in Maori customs. In Australia, a few hundred SUMMER OR SEMESTER STUDY ABROAD miles of travel takes them from the Great Barrier Reef, England — Oxford University through rain forests, to a desert. There are unique (Summer Abroad) overnights in Gecko Backpacker’s Lodge and a sheep The Virginia Program at Oxford is a six-week summer station. In 2001, the study group included an expert session at St. Anne’s College, University of Oxford. in Australian ecology. Six Virginia colleges, including Mary Baldwin, combine to offer a select group of students the opportunity to “Cradle of Civilization” study the literature, history, and society of late 16th- Every May, a group of students is led on a tour of and early 17th-century England. Lectures and tutori- central and southern Europe. The itinerary varies some- als are conducted by British faculty. Students may what from year to year, including sites in Austria, earn three semester hours of English and three semes- Czechoslovakia, Bulgaria, Greece, Turkey, and Italy. The ter hours of history credit. Students from all majors at extensive field explorations are usually supplemented by Mary Baldwin may apply to the program. For more some classroom time at the American University in information and application, see Dr. Mary Hill Cole. Bulgaria. The itinerary is determined in part by the expertise of the faculty who lead the trip each year. It Japan — Doshisha Women’s College of Liberal Arts generally is done in several phases, so students can (Semester or Year Abroad) choose from a surprisingly inexpensive three-week trip, Mary Baldwin students may elect to study at or they can extend it for six or even nine weeks. Doshisha Women’s College in Kyoto, Japan. Doshisha’s unique program features intensive lan- London Theatre guage, cultural immersion, and cultural studies. One of the most popular May Terms is the London Independent studies and internships can also be Theatre trip. Participants spend several weeks attending arranged. The offerings in Japan also include an affil- plays almost every night, from lavish musicals, to iation with Kansai Gaidai University in Osaka. Shakespeare in the Globe, to experimental drama in Doshisha Women’s College has been Mary tiny theatres. During the day, theatre faculty intro- Baldwin’s “sister school” in Japan for 17 years, and the duce the pieces and prepare students so they will get two schools have sponsored many joint programs in the most from their experience. There is plenty of international education. The college is located in time for sightseeing and side trips. This trip runs in Kyoto across the street from the legendary Emperor’s alternate years and is scheduled for May 2004. Palace of old Japan in one of Japan’s most beautiful and historic cities. Students may study at the college’s Music brand new campus in Tanabe, about halfway between The music faculty lead two different May trips in dif- Kyoto and Osaka. ferent May Terms. One trip is a pilgrimage to Vienna, Participants in the Doshisha program will normal- the quintessential center of high culture and music, to ly be juniors with at least a “B” average and will have study the music, life, and times of many of the great had at least one year of Japanese language. Acceptance composers who have come from that city, and to hear into the program is automatic upon the recommen- their music performed in the original settings. Other dation of Mary Baldwin College. May Terms, the faculty lead a trip to the New Orleans For more information, see Dr. Daniel Métraux, Jazz Festival. At this world-famous festival, students Asian Studies program director. not only hear but actually meet some of the legends of jazz, the distinctive American musical form. This internationally-acclaimed festival offers a great opportunity for star-gazing.

70 INTERNATIONAL STUDIES Studies in the United Kingdom must be met to ensure that loan money is available (Semester or Year Abroad) when needed. Through its affiliations with such organizations as Financial aid for study abroad may appear on a stu- International Studies Abroad (Butler University), dent's tuition account preceding the appearance of Leeds University, and St. Andrews University in charges for the planned program. Therefore, particu- Scotland, Mary Baldwin offers a variety of opportuni- lar attention should be given by both students and ties to study at various British universities. parents in the case of May Term programs to ensure Throughout the year, representatives of these pro- that normal spring charges are paid in full. Financial grams visit the campus and meet with students aid for study abroad may only be used for such study. through the Study Abroad Office. Students in all dis- Therefore, should the student not participate as orig- ciplines may study for a semester or a year. Students inally intended, aid must be canceled and cannot be are fully integrated into the British system. A mini- used for current or future academic charges. mum GPA of 2.8 is required for most of these British Students must keep the Office of Financial Aid and programs. Interested students should begin planning Student Campus Employment, as well as the Office for such study in their freshman year. of Business and Finance, informed of their abroad program's mailing address and their address abroad so INTERNATIONAL INTERNSHIPS that contact can be made throughout the aid-award The experiential learning program includes intern- year. All charges for foreign study must be billed ships with international organizations in both the through the Office of Business and Finance in order United States and abroad. Recently, students have had to be eligible for financial aid at MBC. Students internships in France, the Netherlands, Peru, Costa should contact the MBC Office of Financial Aid and Rica and Japan. With the assistance of faculty mem- Student Campus Employment for more details and bers in the appropriate disciplines and the director of an application. career services, students may develop internships in countries of their choice. OTHER STUDY ABROAD OPPORTUNITIES Mary Baldwin students also participate in pro- All students may participate in foreign study programs grams offered by other institutions, such as James sponsored by accredited U.S. institutions or other Madison University and Boston University. accredited institutions in countries throughout the world. Students must apply for these programs FINANCIAL AID through the Study Abroad Office, and their plans In order for students to qualify to apply for financial must be approved by their departments and the college aid for study abroad, their student tuition accounts registrar. must be in good standing in the business office. To learn more about other non-Mary Baldwin No exceptions will be made. Students applying for programs, contact Director of International Programs foreign study who need aid to support that study and Services Judy Métraux at 540-887-7394; must complete the Aid Application for Study Abroad, fax 540-887-7396; or e-mail [email protected]. file the Free Application for Federal Student Aid (FAFSA) and have a completed consortium agree- INTERNATIONAL STUDENTS AT MARY BALDWIN ment on file for all programs not registered through Mary Baldwin values diversity and welcomes the Mary Baldwin College. Aid awards are based on intellectual stimulation that foreign students bring to demonstrated need. PLUS loans are available for par- campus. International students may apply as fresh- ents of dependent students without filing the FAFSA. men, transfers, or one-year exchange students. In Federal aid and loans can be used for foreign study. recent years, some of the international students at Please note that limited college financial aid is avail- Mary Baldwin College have represented Argentina, able for certain programs. Students majoring in for- Brazil, Bulgaria, Colombia, England, Ethiopia, India, eign languages or studying at affiliated programs in Ireland, Indonesia, Japan, Kenya, Korea, Micronesia, Japan are eligible to receive institutional aid for up to Pakistan, Philippines, Russia, Sri Lanka, Saudi Arabia, two academic semesters of foreign study. Sweden, and Thailand. Financial Aid applications for study abroad must For more information, contact Director of be filed by November 15 for spring semester and International Programs and Services Judy Métraux May Term. Applications for fall semester and intended at 540-887-7394; fax 540-887-7396 or e-mail full-year study must be filed by April 15. Deadlines [email protected].

INTERNATIONAL STUDIES 71 UNDERGRADUATE COURSE LISTING

tion of communications skills. AEROSPACE STUDIES 204 Evolution of USAF Power II (1 s.h.) Staff (U.S. AIR FORCE ROTC) Prerequisite: AERO 203 or permission of instructor A continuation of AERO 203. MBC offers the Aerospace Studies curriculum through the U.S. Air Force ROTC program conducted 214 Leadership Lab for AERO 204 at Virginia Military Institute. Participation is normally (No credit) Staff limited to students in the Virginia Women’s Institute A weekly lab with the purpose of preparing students for Leadership. for Air Force Field Training Camp. This lab is only required for students pursuing a commission as an AEROSPACE COURSES officer in the U.S. Air Force. 103 The Air Force Today I 104 The Air Force Today II 303 Air Force Leadership and Management I 203 Evolution of USAF Power I (2 s.h.) Staff 204 Evolution of USAF Power II An integrated management course emphasizing the 214 Leadership Lab for AERO 204 concepts and skills required by the successful manager 303 Air Force Leadership and Management I and leader. Includes individual motivational and behav- 304 Air Force Leadership and Management II ioral processes, leadership, communication and group 313 Leadership Lab for AERO 303 dynamics. This course provides the foundation for 314 Leadership Lab for AERO 304 developing the junior officer’s professional and officer- 403 National Security Forces in Contemporary ship skills. The fundamentals of management, empha- American Society I sizing decision making, and the use of analytical aids in 404 National Security Forces in Contemporary planning, organizing, and controlling in a changing American Society II environment are included. Organizational and personal 413 Leadership Lab for AERO 403 values (ethics), management of change, organizational 414 Leadership Lab for AERO 404 power, politics, and managerial strategy and tactics are discussed in the context of the military organization. COURSE DESCRIPTIONS 103 The Air Force Today I 304 Air Force Leadership and Management II (1 s.h.) Staff (2 s.h.) Staff This course is a survey course that focuses on the Prerequisite: AERO 210 or permission of instructor organizational structure and missions of Air Force A continuation of AERO 210. organizations, officership and professionalism. It includes an introduction to communication skills. 313 Leadership Lab for AERO 303 (No credit) Staff 104 The Air Force Today II Leadership laboratory activities include experiences in (1 s.h.) Staff officer-type activities. Military briefings and Air Force Prerequisite: AERO 103 or permission of instructor case studies are used to help students apply the lead- A continuation of AERO 103. ership and management principles of this course.

203 Evolution of USAF Power I 314 Leadership Lab for AERO 304 (1 s.h.) Staff (No credit) Staff This course is a survey course designed to facilitate the Leadership laboratory activities include experiences in transition from Air Force ROTC cadet to Air Force officer-type activities. Military briefings and Air Force ROTC officer candidate. Featured topics include: Air case studies are used to help students apply the lead- Force heritage and leaders, Quality Air Force, an ership and management principles of this course. introduction to ethics and values, introduction to leadership, group problems, and continuing applica-

72 AEROSPACE STUDIES AFRICAN-AMERICAN STUDIES 403 National Security Forces in Contemporary American Society I Edward A. Scott, Director (2 s.h.) Staff Robert Allen, Andrea Cornett-Scott, Amy Diduch, A study of U.S. National Security Policy which exam- Robert Grotjohn, Kenneth Keller, Carey Mitchell, ines the formulation, organization, and implementation Daniel Stuhlsatz of national security policy, evolution of strategy, management of conflict, and civil-military interaction. The African-American studies minor draws upon var- Includes blocks of instruction on the military profes- ious disciplines to study the history and culture of sion, officership, and the military justice system. African Americans. It provides resources for under- Designed to provide future Air Force officers with a standing African Americans and other African background on U.S. National Security Policy so they descended peoples in the diaspora in the broad context can effectively function in today’s Air Force. of cultural developments in the Americas generally and in the United States most particularly. 404 National Security Forces in Contemporary The students pursuing this minor examine the American Society II expanded sweep of a distinctive form of life through (2 s.h.) Staff the application of theoretical and practical models Prerequisite: AERO 403 or permission of instructor drawn from history, politics, literature, philosophy, A continuation of AERO 403. religion, sociology, music, and the arts.

413 Leadership Lab for AERO 403 REQUIREMENTS FOR THE MINOR IN (No credit) Staff AFRICAN-AMERICAN STUDIES Leadership laboratory activities include advanced 21 hours from the following required courses and two leadership experiences in officer-type activities and lists of electives. orientation for initial active duty. Required Courses: 414 Leadership Lab for AERO 404 PHIL 232 African-American Thought (No credit) Staff REL 232 African-Amercan Religion Leadership laboratory activities include advanced REL 310 Community and Practice leadership experiences in officer-type activities and orientation for initial active duty. A minimum of six semester hours from: ENG 255 African Novels ENG 264 African-American Literature HIST 213 The United States: Democracy and Crisis, 1815–1877 HIST 260 African-American History MUS 151 History of Jazz

A minimum of six semester hours from: ECON 215 Poverty, Inequality, and Welfare HIST 202 Virginia History HIST 260 African-American History INT 213 Colloquium SOC 248 Social Inequality SOC 264 Social Movements SOC 245 Urban Sociology

ANTHROPOLOGY See Foreign Languages, Literatures, and Cultures.

AEROSPACE STUDIES/AFRICAN-AMERICAN STUDIES/ANTHROPOLOGY 73 ART SPECIFIC REQUIREMENTS FOR Amy Arnold, Katharine Brown, Shay Clanton, Anne CONCENTRATIONS WITHIN THE Hanger, Marlena Hobson, Sara James, Sue Marion, STUDIO ART EMPHASIS Nancy Ross, Paul Ryan, Jim Sconyers, and Beth Young 36 semester hours required for each.

Students majoring in art select one of three areas of Painting: at least six semester hours selected from emphasis: art history, studio art, or interior design. ART 100, ART 101, ART 102, ART 103, as well as Majors with a studio art emphasis select one of the one 200- or 300-level art history course; ART 109, following areas of concentration: ceramics, drawing, ART 110, ART 111; ART 112, ART 211, ART 212, painting, graphic design, printmaking, or extended ART 312, ART 401, and electives. media. (With planning, it is possible to have two areas of concentration in studio art; this is recommended Drawing: at least six semester hours selected from for students desiring to go to graduate school.) ART 100, ART 101, ART 102, ART 103, as well as Because of the importance of process and sequen- one 200- or 300-level art history course; ART 109, tial learning in the visual arts, students desiring to ART 110, ART 111; ART 112, ART 120, ART 211, major in art are encouraged to take foundation ART 311, ART 405, and electives. courses (ART 109, ART 110, ART 111, and one of the 100-level art history courses) in their freshman Printmaking: at least six semester hours selected from year. This will establish them on the optimum ART 100, ART 101, ART 102, ART 103, as well as learning track in the major. one 200- or 300-level art history course; ART 109, ART 110, ART 111; ART 112, ART 120, ART 211, REQUIREMENTS FOR THE MAJOR IN ART ART 220, ART 320, ART 406, and electives. WITH AN ART HISTORY EMPHASIS Ceramics: at least six semester hours selected from 33 hours in art, including at least 24 semester hours ART 100, ART 101, ART 102, ART 103, as well as in art history and the three semester hours senior art one 200- or 300-level art history course; ART 109, history thesis. ART 101, ART 102, ART 103 and ART 110, ART 111; ART 112, ART 114, ART 214, ART 200 are required. Students must have at least ART 314, ART 404, and electives. one Italian Renaissance art history course (ART 202 or ART 203), at least one modern art course (ART Graphic Design: at least six semester hours selected 302 or ART 303), and an additional three semester from ART 100, ART 101, ART 102, ART 103, as hours in 200-300- level art history courses. Students well as one 200- or 300-level art history course; ART are encouraged to take three semester hours in a 109, ART 110, ART 111; ART 120, ART 217, ART studio art class. 218, ART 317, ART 318, ART 403.

EQUIREMENTS FOR THE AJOR IN RT R M A Extended Media: This concentration is designed for WITH A STUDIO EMPHASIS the serious student who has a specific goal in studio A minimum of 36 semester hours is required. art that cannot be met in the above areas of concen- Students may concentrate in any of the following: tration. Some possibilities include illustration, the painting, drawing, printmaking, ceramics, graphic artist’s book, and installation art. This concentration design, or extended media. All studio majors must requires the approval and guidance of the full-time take at least six semester hours selected from ART studio faculty. Requirements: at least six semester 100, ART 101, ART 102, ART 103, as well as one hours selected from ART 100, ART 101, ART 102, intermediate- or advanced-level art history course ART 103, as well as one 200- or 300-level art history (three semester hours); ART 109, ART 110, ART course; ART 109, ART 110, ART 111, and 211; and 111, and the introductory, intermediate, advanced, a small sequence of courses to be determined by the and senior project in the medium of concentration. full-time studio faculty that culminates with ART 407. Students are encouraged, though not required, to take ART 200. See specific requirements below.

74 ART REQUIREMENTS FOR THE MAJOR IN ART 202 Italian Renaissance Art: The Early Renaissance WITH AN INTERIOR DESIGN EMPHASIS 203 Italian Renaissance Art: The High Renaissance 204 Latin-American Art The interior design emphasis within the art depart- 205 19th-Century Art ment is designed as a pre-professional program for 206 History of Photography students wishing to enter the interior design field. 207 Renaissance Studies in Europe: Seminar Students are prepared to compete and work in entry- 208 History of Furniture level positions within architecture and interior design 221 Women in the Arts firms, in retail furniture stores, designer/trade show- 222 History of American Art and Architecture rooms, and facilities management. All five design spe- 226 Historic Preservation cialities are covered: residential, commercial, retail, 232 Classical Art: Greece and Rome in Antiquity hospitality, and healthcare. The interior design 233 The Medieval Age emphasis requires 47 semester hours of course work in 234 Renaissance and Reformation order to allow students who have chosen to become 238 The Age of Cathedrals East and West Student Corresponding Members in the American 254 Film History and Analysis Society of Interior Designers (ASID) to advance to 277 Topics in Art Allied Member status within ASID upon graduation. 302 Modern Art before 1945 Internships are required and can be arranged locally 303 Modern Art after 1945 or in other cities. 304 Northern Renaissance Art Six semester hours selected from ART 100, ART 310 Issues in Contemporary Art Criticism 101, ART 102, or ART 103; ART 109, ART 110, 340 Museum Studies ART 111, ART 208, ART 219, ART/HIST 222, 342 Baroque Art ART 235, ART 236, ART 324, ART 325, ART 387, 343 Renaissance Studies in Italy and the senior project in interior design. Required 400 Senior Project related courses: BUAD 200, BUAD 230. Studio Art: Drawing, Painting, Printmaking, EQUIREMENTS FOR THE INOR IN R M Ceramics, Graphic Design, Extended Media ART HISTORY 109 Fundamentals of Art and Design I 18 hours in art history, including six hours selected 110 Fundamentals of Art and Design II from ART 101, ART 102, ART 103; one course 111 Basic Drawing either in Italian Renaissance Art (ART 202 or ART 112 Basic Painting 203) or Modern Art (ART 302 or ART 303). The 113 Introduction to Watercolor remaining credits are electives. 114 Introduction to Ceramics 115 Introduction to Photography REQUIREMENTS FOR THE MINOR IN 119 Introduction to Video Production STUDIO ART 120 Introduction to Printmaking A total of 21 hours that includes ART 109, ART 110 211 Intermediate Drawing and ART 111; nine additional hours in studio art; 212 Intermediate Painting and three semester hours selected from ART 100, 214 Intermediate Ceramics ART 101, ART 102, or ART 103. 217 Fundamentals of Graphic Design I 218 Fundamentals of Graphic Design II 220 Intermediate Printmaking ART COURSES OFFERED IN EACH AREA 307 Topics in Graphic Design OF EMPHASIS 311 Advanced Drawing Art History 312 Advanced Painting 100 The Appreciation of Art 314 Advanced Ceramics 101 Survey of Western Art: The Ancient World 317 Advanced Studies in Graphic Design I 102 Survey of Western Art: Medieval and 318 Advanced Studies in Graphic Design II Renaissance Worlds 320 Advanced Printmaking 103 Survey of Western Art: The Modern World 387 Internship 200 Writing in the Visual Arts 401 Senior Project in Painting 201 Philosophy and the Arts 403 Senior Project in Graphic Design

ART 75 404 Senior Project in Ceramics 103 Survey of Western Art: The Modern World 405 Senior Project in Drawing (3 s.h.) Hobson 406 Senior Project in Printmaking Introductory slide-lecture survey course orients the 407 Senior Project in Extended Media student to the principles of art, modes of expression and thematic content. Baroque through Modern art Interior Design (17th through 20th century) is considered in a histor- 219 Computer-aided Architectural Design ical context. Major monuments illustrate the influ- 235 Introduction to Interior Design ence of culture, social and religious organizations, and 236 Interior Materials the events of history. ART 101, ART 102 and ART 324 Residential Design 103 may be taken in any sequence or in part. 325 Commercial Design 387 Internship 200 Writing in the Visual Arts 402 Senior Project (3 s.h.) Staff Prerequisites: ENG 102 and two 100-level art courses. Art Education This course offers the student flexible and diverse 125 Introduction to Art Education training in the types of writing required of studio artists 130 Introduction to Instructional Media and art historians in their professional work. Students will learn to write in a variety of forms that emphasize Directed inquiries, teaching assistantships, and intern- critical thinking within the visual arts, including criti- ships in art can be arranged on an individual basis. cal reviews, curatorial essays, art historical essays using accepted research methodologies, and the artist’s state- ART HISTORY COURSE DESCRIPTIONS ment. This course is required for art majors with an art 100 The Appreciation of Art history emphasis, and it is recommended for majors (3 s.h.) Staff with a studio or interior design emphasis. An introduction to the appreciation and understanding of two-and three-dimensional art and architecture. 201 Philosophy and the Arts Students with limited background in art, especially (3 s.h.) Scott non-majors, should enroll in this course. For course description, see PHIL 234 in the Philosophy section of this catalog. 101 Survey of Western Art: The Ancient World (3 s.h.) James 202 Italian Renaissance Art: The Early Introductory slide-lecture survey course orients stu- Renaissance dents to the principles of art, modes of expression and Spring 2005 (3 s.h.) James thematic content. The arts of the ancient world, pre- Strongly recommended prerequisite: ART 102 history through Byzantium, are considered in an his- An in-depth survey of major Italian painters, sculptors, torical context. Major monuments illustrate the influ- and architects from the 13th through the mid-15th ence of culture, social and religious organizations, and century, including Giotto, Donatello, Masaccio, the events of history. ART 101, ART 102 and ART Brunelleschi, and Alberti. Art and civic projects will 103 may be taken in any sequence or in part. be addressed in the context of patronage, artistic practices, church practices, and Italian culture, literature, 102 Survey of Western Art: Medieval and and politics. The schools of Rome, Florence, Venice, Renaissance Worlds Padua, and Milan will receive special emphasis. (3 s.h.) James Students develop critical skills through analysis, both Introductory slide-lecture survey course orients the stu- verbal and written, and through research. Alternates dent to the principles of art, modes of expression and with ART 203 in the spring semester. Either course thematic content. Medieval and Renaissance art are prepares students for, and is a prerequisite for, ART considered in a historical context. Major monuments 343 (Renaissance Studies in Italy). illustrate the influence of culture, social and religious organizations, and the events of history. ART 101, 102 203 Italian Renaissance Art: The High Renaissance and ART 103 may be taken in any sequence or in part. Spring 2003 (3 s.h.) James Strongly recommended prerequisite: ART 102 An in-depth survey of major Italian painters, sculptors,

76 ART and architects from the 15th through the mid-16th 221 Women in the Arts century, including Alberti, Leonardo, Michelangelo, Fall 2003 (3 s.h.) Hobson Raphael, Titian, and Palladio. Art and civic projects Recommended prerequisite: ART 103 will be addressed in the context of patronage, artistic Study of the role of selected women in the evolution of practices, humanism, Italian culture and politics, and art. Emphasis on art of the 19th and 20th centuries. the changing religious climate. The schools of Rome, Traditional and feminist perspectives will be examined. Florence, Venice, Padua, and Milan will receive special emphasis. Students develop critical skills through 222 History of American Art and Architecture analysis, both verbal and written, and through research. Spring 2004 (3 s.h.) Hobson Alternates with ART 202 in the spring semester. Either A survey of the arts in America, including architecture, course prepares students for, and is a prerequisite for, sculpture, and painting, from the Colonial period to ART 343 (Renaissance Studies in Italy). the present. Also listed as ART/HIST 222 in the History section of this catalog. 204 Latin-American Art May Term 2004 (3 s.h.) Hobson 226 Historic Preservation A survey of contemporary Latin-American art, its (3 s.h.) Brown relationship to pre-Columbian aesthetics, and the For course description, see HISP/ARTM/ART/HIST encounter of indigenous art with European traditions 226 in the Historic Preservation section of this cata- from the Colonial through the Modern period. log. Also listed as HISP/ARTM/ART/HIST 226 in the Art Management and History sections of this cat- 205 19th-Century Art alog. Fall 2003 (3 s.h.) Hobson Recommended prerequisite: ART 103 232 Classical Art: Greece and Rome in Antiquity A study of important movements in the visual arts, from Fall 2003 (3 s.h.) James Neo-Classicism to Post-Impressionism and Modernism. Recommended prerequisite: ART 101, INT 213D, or permission of instructor 206 History of Photography An introduction to the painting, sculpture, decorative arts Spring 2004 (3 s.h.) Hobson and crafts, architecture, and urban planning of Greece A survey of the evolution of still photography and the and Rome. Differences between civilizations, even cities, consideration of photography as an art form. will be addressed, as well as the important continuities which tie the art together. The art will be studied in terms 207 Renaissance Studies in Europe: Seminar of its social, political and religious context. (1 s.h.) James Prerequisite: ART 102 233 The Medieval Age This course prepares the students academically and Offered as needed (3 s.h.) Cole, James practically for the Renaissance Studies Abroad pro- An interdisciplinary look at the crucial millennium gram. Students meet weekly at a mutually convenient during which most of the basic values, technologies time to help plan activities for the trip, settle on oral and symbols of Western civilization were created presentation topics, discuss assigned readings, and dis- upon the foundations of the ancient classical world cuss contemporary culture as well as issues of art and and the Christian faith. Also listed as ART/HIST 233 culture in the Renaissance. The course is taken concur- in the History section of this catalog. rently with ART 202, 203. The class is limited to, and required for, students who have been accepted into the 234 Renaissance and Reformation Renaissance Studies in Italy program (ART 343). Offered as needed (3 s.h.) Cole, James An interdisciplinary study of the birth of modern 208 History of Furniture Western civilization between the 14th and 17th Spring 2004 (3 s.h.) Brown centuries. Use of case studies, primary sources An introductory survey of the history of world fur- in literature, history and the arts. Also listed as 234 niture from ancient to modern times. The student in the History section of this catalog. will be introduced to the historical development and stylistic evolution of furniture styles, forms, and characteristics within the context of Western Europe and the United States. ART 77 254 Film History and Analysis iconography in the Netherlands, Flanders, Burgundy, (3 s.h.) Staff France, and Germany in the 14th through the 16th For description, see COMM/ART 254 in the centuries. The art of such leading masters as Jan van Communication section of this catalog. Eyck, Rogier van der Weyden, Hugo van der Goes, Bosch, Dürer, Grünewald, and Bruegel will be studied 238 The Age of Cathedrals East and West in the context of patronage, local culture, the 2004–05 (3 s.h.) James Protestant Reformation, and the influence of Italian Recommended: ART 102 art and Humanism. Students develop critical skills This course traces the history and construction of through analysis, both verbal and written, and medieval buildings and related arts in Western and through in-depth research projects. Eastern Europe from the Age of Constantine through the Gothic period (300-1400 A.D.). Beginning with 310 Issues in Contemporary Art Criticism early Christian building practices, the course follows Spring 2004 (3 s.h.) P. Ryan the spread of Christianity throughout Europe and Prerequisite: ART 103, ART 303, or permission of notes the regional differences in art and architecture instructor that emerge, such as the Byzantine domed structures This course examines significant ideas and issues in of eastern Europe. In western Europe, students trace contemporary visual art and art criticism since the the various architectural innovations that led to the 1960s: formalism; modernism vs. postmodernism; rediscovery of stone vaulting techniques. The course pluralism; feminism and multiculturalism in the visual culminates a study of the pointed ribbed groin vaults arts; deconstruction; and, the end of the avant-garde. and stone skeletal systems of the Gothic cathedrals. Selected essays by critics such as Greenberg, Gablik, Students develop familiarity with the visual character- Danto, Kuspit, Lippard, Baudrillard, and others will istics of medieval art and architecture, as well as an be studied and discussed. understanding of how works of art, especially ones for public use, reflect the aesthetic and social values of the 340 Museum Studies societies that produced them. Spring 2004 (3 s.h.) Brown For course description, see ARTM/ART 340 in the 277 Topics in Art Arts Management Section of this catalog. (1–3 s.h.) Hobson, James, P. Ryan, Sconyers Topics courses focus on specialized methods or topics 342 Baroque Art in art, such as theory, art criticism, media, intensive Spring 2004 (3 s.h.) James analysis of a specialized period of art history, or areas Prerequisite: ART 102 or ART 103 of interest beyond the usual scope of departmental An in-depth survey of painting, sculpture, architecture, course offerings. Enrollment is limited. Interests of the and urban planning of 17th-century Europe and the students and faculty determine the topic. Emphasis is culture in which it thrived. The art will be studied in placed on class discussion and on presentations, both the context of political and religious movements, oral and written, or on a portfolio of studio work. including the Counter-Reformation and the rise of Protestantism, global exploration, scientific discoveries, 302 Modern Art before 1945 and commercial trade. Emphasis will be placed on the Spring 2004 (3 s.h.) Hobson art and patronage in Italy, France, Spain, Flanders, Prerequisite: ART 103 and the Netherlands. Students develop critical skills A consideration of successive movements in the visu- through analysis, both verbal and written, and al arts during the first half of the century. through in-depth research projects.

303 Modern Art after 1945 343 Renaissance Studies in Italy Spring 2005 (3 s.h.) Hobson May Term 2004 (3 s.h.) James Prerequisite: ART 103 Prerequisites: ART 202 and/or ART 203, and either Issues in contemporary art. ART 102, ART/HIST 233, or ART/HIST 234 Students with a strong background in, and love of art 304 Northern Renaissance Art and/or history may apply to the Renaissance Studies 2004–2005 (3 s.h.) James Abroad program. A strong background in art history Prerequisite: ART 102 provides a foundation for in-depth study of the vari- An in-depth survey of painting, sculpture, and ous art monuments in the context of their time and 78 ART place. Students travel with a specialist in the field of ous processes of conceptualization in studio art. Like Medieval and Renaissance art, architecture, and ART 109, this course is structured around a series of iconography to study art on site in Rome, Florence, projects that require critical analysis and creative Venice, and a selection of smaller northern Italian problem solving. If possible, Art 109 should be cities (Itineraries vary from year to year.). Group dis- taken before Art 110, but the two courses do not cussions, oral presentation skills, and writing are have to be taken sequentially. Art 110 is required important, as are flexibility and congeniality. An extra for students majoring in art with a studio emphasis or charge covers room, board, transportation, museum an interior design emphasis. Open to nonmajors. entrance fees, and most meals. Applications are due Materials fee. with a deposit by November 1. Students are notified of acceptance by November 10. 111 Basic Drawing (3 s.h.) P. Ryan 400 Senior Project in Art History For students who have had little or no experience in (3 s.h.) Hobson, James art as well as those whose abilities have already been The art history and art management students select a developed in high school programs. A basic-level research project during the junior year which must be course emphasizing perceptual skills of drawing, appropriate to the major and background of the indi- expressiveness and composition. Different media are vidual student. The project must be approved by the explored. Materials fee. art history faculty. The bibliography, outline, and a draft are due in the fall semester. The final written 112 Basic Painting project of approximately 20 pages is due early in the (3 s.h.) Clanton, P. Ryan spring semester of the senior year with an oral presen- Drawing experience helpful but not required. tation in the later spring. Earn 1.5 semester hours An introduction to the basics of painting, emphasiz- each semester. ing composition, value and color. Materials fee.

STUDIO ART COURSE DESCRIPTIONS 113 Introduction to Watercolor May Term (3 s.h.) Clanton, P. Ryan 109 Fundamentals of Art and Design I Prerequisites: ART 110 and ART 111, or permission (3 s.h.) Arnold, P. Ryan, Sconyers of instructor. This course is a practical exploration of the basic ele- An exploration of traditional and experimental tech- ments and principles of art and design. Although the niques in watercolor. Students will work from still emphasis will be on 2-dimensional design, some ele- life, the model, and the landscape. Materials fee. ments of 3-dimensional design will also be introduced. Combined with ART 110, its primary purpose 114 Introduction to Ceramics is to establish a foundation for effective communica- (3 s.h.) Ross tion through the language of visual form. This will Basic instruction in hand building and wheel-thrown occur through a series of projects that require critical pottery. Materials fee. analysis and creative problem solving. Problems will be addressed through primarily black and white 115 Introduction to Photography media. (Color and color theory will be covered in Art (3 s.h.) Sconyers 110.) If possible, Art 109 should be taken before Recommended: ART 109 Art 110, but the two courses do not have to be An introduction to technical and aesthetic issues of taken sequentially. This course is required for stu- black and white photography, with an emphasis on dents majoring in art with a studio emphasis or an using the medium for personal and creative expres- interior design emphasis. Open to nonmajors. sion. Includes a series of assignments designed to Materials fee. increase understanding of basic camera operation, darkroom techniques, and artistic problem solving. A 110 Fundamentals of Art and Design II brief history of photography will be included through (3 s.h.) Arnold, P. Ryan, Sconyers study of past and contemporary photography. This course mostly includes a study of color theory Requires 35mm camera with manually adjustable and color organization and an introduction to: select- aperture and shutter speed. Materials fee. ed 3-dimensional design elements, aspects of time design (the elements of time and narrative), and vari- ART 79 119 Introduction to Video Production 218 Fundamentals of Graphic Design II (3 s.h.) Moyé (3 s.h.) Hanger For course description, see COMM/ART 119 in the Prerequisite: ART 110 and ART 217 Communication section of this catalog. A continuation of ART 217, this course focuses on combining drawn and/or photographic imagery with 120 Introduction to Printmaking typography to achieve creative solutions to graphic (3 s.h.) Sconyers design problems. Students are introduced to commer- Prerequisites: ART 110 or ART 111 or ART 112, or cial printing processes, production for graphic designers, permission of the instructor and the history of type and printing. Typical projects Designed as an introduction to materials and tech- include problems in book or magazine design and niques. An emphasis is given to monotype, relief and illustration for print. Materials fee. intaglio. Students gain a working knowledge of black and white printmaking processes. Materials fee. 219 Computer-aided Architectural Design (2 s.h.) Staff 211 Intermediate Drawing Prerequisite: ART 111 or permission of instructor (3 s.h.) P. Ryan Computer-aided architectural drafting and design for Prerequisite: ART 111 or permission of the instructor interior design students and historic preservation minors. This course expands the student’s concept and practice of drawing. Representational and abstract subjects are 220 Intermediate Printmaking explored, emphasizing perception, composition, and (3 s.h.) Sconyers process. Figure drawing is covered as well as drawing Prerequisite: ART 120 or permission of instructor with color and mixed media. Conceptual and critical Students continue to develop an understanding of the skills are developed. Materials fee. processes introduced in ART 120, particularly intaglio. This course focuses on refining technical skill 212 Intermediate Painting and developing content. Materials fee. (3 s.h.) P. Ryan Prerequisites: ART 110 and ART 112, or permission 235 Introduction to Interior Design of instructor (3 s.h.) Young Providing experience in painting from the still life and Prerequisites: ART 109, ART 110, and ART 111; and model, and exploring issues relating to abstraction, ART 219, which may be taken concurrently with this course encourages further development of technical ART 235. and critical skills. It also introduces the student to Students develop a fundamental working knowledge different painting languages. Materials fee. of the problem-solving skills in interior design. Emphasis is on elements of design, interior space 214 Intermediate Ceramics planning, drafting, blueprint interpretation, human (3 s.h.) Ross factors, ergonomics, and presentation of design. Prerequisite: ART 110 and ART 114 Materials fee. Glaze formulas and firing techniques. Materials fee. 236 Interior Materials 217 Fundamentals of Graphic Design I (3 s.h.) Young (3 s.h.) Hanger Students gain comprehensive practical knowledge Prerequisite: ART 109 of products available to the interior designer. Designed for beginning students, this course intro- Textiles, furniture, and floor, wall, and window cover- duces students to the graphic design process. It ings are studied in terms of particular applications. includes critical analysis and creative problem solving Materials fee. with an emphasis on typography, color, and composition. Students are required to learn typographic terms 307 Topics in Graphic Design and the basics of creating professional quality typo- Offered as needed. (1 s.h.) Hanger graphic design for both print and the Web. Taught by local graphic design professionals, this Traditional hand tools and Macintosh computers are course is designed to supplement the graphic design used to execute projects. Projects typically include curriculum. With each course a new topic is intro- designing a typeface, logo, stationery, advertisement, duced, or previous topics rotate. Students engage in a and poster. Materials fee. specific aspect of the graphic design field. Real-world 80 ART projects are assigned. Class time is divided between processes they would like to pursue and create a cohe- lectures and studio time. Materials fee. sive suite of prints. Further development of technical and critical skills is encouraged. Materials fee. 311 Advanced Drawing (3 s.h.) P. Ryan 324 Residential Design Prerequisite: ART 211 (3 s.h.) Young Attention is given to contemporary concepts and to Prerequisites: ART 235 and ART 236 helping the student develop an individual direction in Students develop a practical working knowledge of drawing. Further development of technical, concep- the procedures for planning residential interiors. tual, and critical skills is encouraged. Materials fee. Orientation of this course is directed toward the technical and aesthetic aspects of residential work: space 312 Advanced Painting planning, working drawings, building systems, model (3 s.h.) P. Ryan building, and presentation techniques. Materials fee. Prerequisite: ART 212 The purpose of this course is to help the student 325 Commercial Design begin to find her own artistic voice as a painter, as well (3 s.h.) Young as to continue developing technical, conceptual, and Prerequisites: ART 235 and ART 236 critical skills. Materials fee. Students adapt drawing and documentation to nonresidential projects. They will explore lighting, codes, 314 Advanced Ceramics building systems, partition systems, specifications, (3 s.h.) Ross and working drawings. Materials fee. Prerequisites: ART 214, ART 111, and ART 112 Materials fee. 387 Internship(s) (3 s.h. each) 317 Advanced Studies in Graphic Design I Arranged on an individual basis. Students are offered (3 s.h.) Hanger a variety of possibilities for hands-on experience in the Prerequisites: ART 111 and ART 218 fields of interior design, graphic design, or arts man- This course continues to focus on developing students’ agement. Internships may occur either in or outside abilities to achieve creative and aesthetic solutions to of Staunton. For interior design, internships are often actual design problems and to develop critical skills. determined through national contacts within the The history of graphic design is explored in a series American Society of Interior Designers. Experience of assignments structured to encourage students to will vary depending on the type of firm and the kinds cultivate an awareness of graphic style in their work of projects currently being produced in that firm. For and that of their peers. Increased awareness of pro- example, in the field of interior design, tasks may fessional practice is emphasized. Materials fee. include CADD, hand drafting, design, library/references, showroom assistants, client contact, codes or 318 Advanced Studies in Graphic Design II research, drapery or upholstery workrooms, or other (3 s.h.) Hanger related activities. Prerequisite: ART 317 This course focuses on the preparation of a profes- 401 Senior Project in Painting sional portfolio for use in pursuing employment upon (3 s.h.) P. Ryan graduation. Students design a personal logo and Web The senior project in studio art is regarded as the cul- site, business stationery, and self-promotion piece and mination of the major. Affording the opportunity for rework various projects for inclusion in their portfo- independent scholarship and creative work, the proj- lios. Additional real-world graphic design projects ect is an important and exciting step that will help complete the semester’s work. Materials fee. prepare the student for professional activity and/or graduate work. The student is expected to produce 320 Advanced Printmaking and present for exhibition a cohesive body of work (3 s.h.) Sconyers that represents serious investigation of a theme or spe- Prerequisites: ART 220 cific idea. May be repeated for credit. Materials fee. Designed to guide students toward a more independent course work structure. Exploration of expressive potential is emphasized. Students choose the printmaking ART 81 402 Senior Project in Interior Design ARTS MANAGEMENT (3 s.h.) Young Required of all senior art majors with an emphasis in ART: Katharine Brown, Anne Hanger, Marlena Hobson, interior design. Past exams from the National Council Sara James, Paul Ryan, Nancy Ross, Jim Sconyers, Beth Young for Interior Design Qualification are used as guidelines ARTS MANAGEMENT: Staff for both written portions and design problems demon- MUSIC: Robert Allen, Lise Keiter-Brotzman strating mastery in current professional practice. THEATRE: Virginia R. Francisco, Theresa K. Southerington

403 Senior Project in Graphic Design The arts management major provides the student (3 s.h.) Hanger whose field of interest is art, music, or theatre with See description for ART 401. Materials fee. skills in management appropriate for positions in arts organizations or for graduate study in arts manage- 404 Senior Project in Ceramics ment. Graduates in this field have undertaken careers (3 s.h.) Ross in museums, theatres, art galleries, symphony orches- See description for ART 401. Materials fee. tras, and federal and regional arts organizations.

405 Senior Project in Drawing REQUIREMENTS FOR THE MAJOR IN ARTS (3 s.h.) P. Ryan MANAGEMENT (52 SEMESTER HOURS) See description for ART 401. Materials fee. Economics (four semester hours): ECON 101, 102.

406 Senior Project in Printmaking Communication (six semster hours): COMM 100 (3 s.h.) Sconyers and COMM 260. See description for ART 401. Materials fee. Business Administration (12 semester hours): BUAD 200, BUAD 210, BUAD 211, and BUAD 407 Senior Project in Extended Media 230. (3 s.h.) P. Ryan, Sconyers See description for ART 401. Materials fee. Arts Management (30 semester hours): at least 18 semester hours in one of the three areas of concentra- ART EDUCATION COURSE DESCRIPTIONS tion (art, music, or theatre), three semester hours in 125 Introduction to Art Education each of the other two areas of concentration, ARTM (3 s.h.) Marion 387, and the senior project. The prospective teacher is introduced to theoretical concepts concerning the major developmental stages • Concentration in Art: Students select six semester of children’s art. Practical art projects are included. hours from ART 100, ART 101, ART 102 or ART This course meets the teacher accreditation require- 103; three semester hours from any 200- or 300- ments. Materials fee. level art history class; ARTM/ART 340; two additional electives in art history or studio art. Students 130 Introduction to Instructional Media are encouraged to take three semester hours of (3 s.h.) Marion technical writing and ART 200. Prerequisite: ED/INT/SOC 115 • Concentration in Music: MUS 100, MUS 111, Students receive basic art instruction in composition, and four electives, including at least two music color theory and lettering. Using contemporary tech- courses at the 200 level. NOTE: A music minor is nological means in combination with readily available also recommended for this concentration. art materials, the student plans and produces effective displays, exhibits, and educational tools. Materials fee. • Concentration in Theatre: THEA/ENG 114 or ENG/THEA 115; THEA 101 or THEA 208; three semester hours in theatre literature or history; three semester hours in theatre techniques; six additional semester hour electives.

82 ART/ARTS MANAGEMENT ARTS MANAGEMENT COURSES BIOCHEMISTRY HISP/ARTM/ART/HIST 226 Historic Preservation Coordinator: Vladimir Garkov ARTM/ART 340 Museum Studies ARTM 387, 388 Internship in EQUIREMENTS FOR THE ACHELOR OF Managing the Arts R B ART 400 Senior Project ARTS IN BIOCHEMISTRY THEA 401 Senior Project At least 43 semester hours in biology and chemistry, including BIOL 111, BIOL 222 and BIOL 224; COURSE DESCRIPTIONS CHEM 111, CHEM 112, CHEM 211 and CHEM 226 Historic Preservation 213; CHEM/BIOL 324, CHEM/BIOL 325 and (3 s.h.) Brown CHEM/BIOL 326; and CHEM 400/401. For course description, see HISP/ARTM/ART/HIST CHEM/BIOL 326 must be taken before CHEM 226 in the Historic Preservation section of this cata- 400/401. log. Also listed as HISP/ARTM/ART/HIST 226 in The following additional courses would greatly the Art and History sections of this catalog. complement the biochemistry major curriculum and are strongly recommended: BIOL 211, BIOL 255, 340 Museum Studies BIOL 256, BIOL 328 and BIOL 329; CHEM 212, Spring 2004 (3 s.h.) Brown CHEM 214, CHEM/PHYS 321 and CHEM 322; The course is designed to introduce the student in his- and PHYS 111, PHYS 112. tory or art history to the history, purpose, and operation of museums, based on the four functions that REQUIREMENTS FOR THE BACHELOR OF define a museum: acquisition, preservation, exhibition, SCIENCE IN BIOCHEMISTRY and interpretation of objects. Introduction to museum Same requirements as for the bachelor of arts, plus the governance, management, financing, including the following: MATH 211, MATH 212, and an addi- not-for-profit status, personnel, public relations, auxil- tional math course at 200 or 300 level; CHEM/PHYS iary services, and ethics are also considered. Also listed 321 and one 300-level biology course (not including as ARTM/ART 340 in the Art section of this catalog. CHEM/BIOL 324, CHEM/BIOL 325, or CHEM/BIOL 326). 387, 388 Internship(s) (3 s.h. each) BIOCHEMISTRY COURSES Arranged on an individual basis. Students are offered CHEM/BIOL 324 Biochemistry I a variety of possibilities for hands-on experience in the CHEM/BIOL 325 Biochemistry II arts/communications world in museum work, arts CHEM/BIOL 326 Experimental Biochemistry organizations, and communications organizations in Staunton, on or off campus. Summer internships at For course descriptions, see course listings under the museums outside the Staunton area are strongly chemistry major heading in this catalog. encouraged. Students gain experience in areas such as museum work, public relations, exhibitions, research- ing, cataloging, and theatre operations. One internship is required of arts management students; a second internship may be taken as an elective.

400 Senior Project For course description, see ART 400, THEA 401, or MUS 402.

ASIAN STUDIES See Foreign Languages, Literatures, and Cultures.

ARTS MANAGEMENT/ASIAN STUDIES/BIOCHEMISTRY 83 BIOLOGY 256 Microbiology Laboratory 257 Organismal Botany Paul Callo, Paul Deeble, Eric Jones, Lorelee Jones, 259 Horticulture Lundy Pentz, Sharon Spalding 264, 265 Human Anatomy and Physiology 305 Physiological Psychology REQUIREMENTS FOR BACHELOR OF ARTS IN 324 Biochemistry I BIOLOGY 325 Biochemistry II At least 36 semester hours in biology, including BIOL 326 Experimental Biochemistry 111, BIOL 222, BIOL 224, BIOL 245, BIOL 253 or 327 Immunology BIOL 257, BIOL 381, one 300-level course other 328 Molecular Biology than BIOL 381, BIOL 400, and BIOL 401. If BIOL 329 Electron Microscopy 148 is used as an elective, BIOL 149 must accompany 345 Biodiversity it, though they need not be taken concurrently. 352 Developmental Biology CHEM 111, CHEM 112. 354 Comparative Physiology 355 Comparative Vertebrate Anatomy REQUIREMENTS FOR BACHELOR OF SCIENCE 361 Animal Behavior 363 Primate Behavior IN BIOLOGY 381 Junior Seminar Same requirements for the bachelor of arts, plus three 383 Advanced Study in Biology math courses: MATH 211, MATH 212, and an addi- 400 Senior Seminar tional 200- or 300-level course. MATH 213 is rec- 401 Senior Research ommended. Two 300-level biology courses (not including BIOL 381). COURSE DESCRIPTIONS 111 Principles of Biology SENIOR REQUIREMENT (4 s.h.) E. Jones, L. Jones Successful completion of BIOL 400 and BIOL 401, The biological sciences as a process of inquiry, with which includes an oral defense of a written thesis on emphasis on general principles including biochem- an original research project. istry, photosynthesis, respiration, cytology, genetics, development, ecology, and evolution. This course REQUIREMENTS FOR THE MINOR IN BIOLOGY provides the foundation for all other biology courses. 20 hours in biology including BIOL 111 and at least three of the following: BIOL 222, BIOL 224, BIOL 120 Nutrition in Health and Disease 245, BIOL 253 or BIOL 257. (3 s.h.) V. Garkov For course description, see CHEM/BIOL 120 in the BIOLOGY COURSES Chemistry section of this catalog. 111 Principles of Biology 120 Nutrition in Health and Disease 141 Field Biology 141 Field Biology May Term (4 s.h.) E. Jones 142 Botany in the Field Field biology is a field-based course on the natural 145 Freshwater Biology history and ecology of plants and animals in and 148 Environmental Issues around the Shenandoah Valley. Spring wildflowers, 149 Environmental Issues Laboratory birds, and mammals are emphasized. Field trips 150 Field Ornithology include the varied habitats found in the George 151 Human Health and Medicine Washington National Forest and St. Mary’s and 211 Evolution Ramseys Draft wilderness areas. Students who take 222 Genetics the course should like to hike. 224 Cell Biology 230 Studies in Biology 142 Botany in the Field 245 Ecology Offered as needed to ADP students and during ADP 252 Biology of Women Summer Week (4 s.h.) Hunley 253 Zoology A detailed study of the plant species growing in local 255 Microbiology habitats. Participants will become familiar with the

84 BIOLOGY vegetation patterns of the region and the factors (such 151 Human Health and Medicine as elevation, soils, microclimate, and ecological suc- (3 s.h.) Spalding cession) that determine them. Students who take this The goal of this course is to introduce students to basic course should like to hike. information about how the cells and organ systems in the human body work so that students will be able to 145 Freshwater Biology make more informed decisions on personal health and May Term (4 s.h.) Pentz medical problems. Topics of general interest such as Prerequisite: BIOL 111 or equivalent the diseases of the heart and blood vessels, birth Freshwater streams and lakes are an important group defects, metabolism, and aging will be discussed. of ecosystems, and an abundant one near MBC. In this lab and field course, one watershed will be the 211 Evolution focus of continuing analysis through the term. Spring 2004 (Alternate years) (3 s.h.) Pentz Participants will examine the physical and chemical Prerequisite: BIOL 111 conditions of the bodies of water and attempt to A critical analysis of evolutionary mechanisms. The correlate these with changes in the plant and animal course examines current challenges to Darwinian communities in them. The emphasis will be on the theory. Topics include adaptation, evolutionary collection and analysis of data. change, speciation, and the origin of major groups.

148 Environmental Issues 222 Genetics (3 s.h.) Callo (4 s.h.) Deeble The goals of this course are to introduce students to Prerequisite: BIOL 111 the basic principles of ecology that underlie the major The inheritance patterns of living things form a major environmental issues of today, to illustrate how area of biological study which has been particularly ecologists work to gather information and analyze important in recent years. This course is the foundation their findings, and to develop an environmental for understanding the behavior of genes in a classical awareness that will enable individuals to make intelli- Mendelian sense, their organization and regulation in gent decisions about the environmental issues that the cell, and the molecular basis of heredity. Gene will certainly face them in the future. This course is structure and control in viruses and bacteria provide particularly well suited to add breadth to the programs models for understanding the current developing of students majoring in business administration, picture of gene structure and control in eukaryotes, communications, education, and the social sciences. including humans. The laboratory portion of the course introduces the main organisms and methods 149 Environmental Issues Lab used in genetics research. Fall (1 s.h.) L. Jones Students have the opportunity to work on a variety of 224 Cell Biology projects dealing with population biology, community (4 s.h.) Pentz structure, and the monitoring of environmental pol- Prerequisite: BIOL 111 lution. Required of students who wish to count BIOL In this course students examine the life processes of 148 toward a major in biology. To be taken concur- the eukaryotic cell from its microscopic structures rently or in the semester following BIOL 148. down to the level of biochemical reactions they carry out. Recent progress in molecular biology related to 150 Field Ornithology cancer, development, and physiology forms an impor- May Term (4 s.h.) Callo tant part of the course. The laboratory introduces the Field Ornithology is a course on the biology and con- main techniques of cytochemistry, enzymology, and servation of wild birds. May Term coincides with the tissue culture. This course is the fundamental cellular spring migration, and students spend most of the biology course and provides a preparation for others, time in the field learning to identify birds (by sight particularly CHEM/BIOL 324 (Biochemistry I) and and sound) and participating in a bird banding CHEM/BIOL 325 (Biochemistry II). research project. The plight of neotropical migratory birds is emphasized.

BIOLOGY 85 230 Studies in Biology 256 Microbiology Laboratory (3 s.h.) Staff Fall 2004 (Alternate years) (2 s.h.) Pentz These colloquia will focus on topics not included in Prerequisites: BIOL 111 and CHEM 111–-112 regularly scheduled biology courses. Interests of the The microbiology laboratory introduces the student students and faculty will determine the subject. to the cultivation and identification of microorgan- isms, staining techniques, and a wide variety of 245 Ecology metabolic tests. Fall 2004 (Alternate years) (4 s.h.) Callo Prerequisite: BIOL 111 257 Organismal Botany Ecology is the study of the interrelationships of living Fall 2004 (Alternate years) (4 s.h.) E. Jones organisms with each other and their environments. Prerequisite: BIOL 111 These interrelationships will be studied at the popula- Students will study photosynthesis, plant structure and tion, community, and ecosystem levels of organization. ecological adaptations, reproduction, and the diversity Field trips will take place in the majority of laboratory and life cycles of the major plant groups. Students will periods. A weekend field trip to the Duke University conduct experiments with plants in the laboratory, take Marine Laboratory is planned. field trips, and compare plant divisions.

252 Biology of Women 259 Horticulture (3 s.h.) Biscardi May Term (3 s.h.) L. Jones Recommended: BIOL 111 A lecture/laboratory course concerned with the essential The objectives of this course are to introduce the concepts of outdoor gardening such as the selection of student to the basic anatomy of the female reproduc- plant materials, preparation and improvement of tive system, explore the physiology of the menstrual soils, composting, plant propagation, pest control, cycle, and discuss conception, pregnancy, childbirth, and other aspects of garden care. The culture of the lactation, and menopause. Diseases of women, eating major garden perennials and bulbs — e.g., daffodils, disorders, and selected topics in mental health will tulips, irises, poppies, peonies, daylilies, and chrysan- also be considered. Also listed as BIOL/WS 252 in themums — as well as container gardening will also the Women’s Studies section of this catalog. be covered. Laboratory sessions include learning garden plants, visiting local gardens and nurseries, demon- 253 Zoology strations of gardening techniques, planting bulbs and Spring 2004 (Alternate years) (4 s.h.) Callo perennials, and landscape design. Horticulture is Prerequisite: BIOL 111 being offered to interested persons from all disciplines. Introduction to the evolution of form and function of It is designed to give basic information, and no previous the major animal phyla with emphasis on observing knowledge of botany is required. ecological adaptations. The laboratory involves some dissection. 264, 265 Human Anatomy and Physiology 2003–2004 (Alternate years) (4 s.h. each) Deeble 255 Microbiology Prerequisite: BIOL 111 Fall 2004 (Alternate years) (3 s.h.) Pentz The goal of this course is to explore the interrelation- Prerequisites: BIOL 111 and CHEM 111–112 ships between the anatomical structure and the phys- The basic biology of the prokaryotes is examined, with iological functioning of the organs and systems of the special emphasis on the variety of metabolic processes human body. All systems of the body are considered employed by them. The ecology of microbes, the disease with particular emphasis on the skeletal, cardiovascular process, parasitology and virology are major themes of and nervous systems. Primarily for students preparing the course. The laboratory BIOL 256 is normally for careers in allied medical fields. taken with this course, but the course may be taken alone with permission of the instructor. This course is 305 Physiological Psychology required for students in the clinical laboratory science (3 s.h.) Kibler or master of science in nursing programs. For course description, see PSYC/BIOL 305 in the Psychology section of this catalog.

86 BIOLOGY 324 Biochemistry I 345 Biodiversity Fall 2004 (Alternate years) (4 s.h.) V. Garkov Fall 2003 (Alternate years) (3 s.h.) E. Jones For course description, see CHEM/BIOL 324 in the Biodiversity is the study of the diversity of life. The Chemistry section of this catalog. course will cover biodiversity as an evolutionary result, a factor structuring ecological communities, 325 Biochemistry II and an environmental issue. The course will end with Spring 2005 (Alternate years) (4 s.h.) V. Garkov an examination of conservation biology, and the For course description, see CHEM/BIOL 325 in the attempt to reduce the loss of biodiversity. We will use Chemistry section of this catalog. text, film and Internet resources to examine the current “state of the world.” 326 Experimental Biochemistry May Term 2004 (Alternate years) (4 s.h.) 352 Developmental Biology V. Garkov Spring 2004 (Alternate years) (5 s.h.) Pentz For course description, see CHEM/BIOL 326 in the Prerequisite: BIOL 111 Chemistry section of this catalog. This course deals with the question: how does a single fertilized egg cell develop into the many specialized 327 Immunology and organized cells of an adult organism? The main Fall 2004 (Alternate years) (3 s.h.) Pentz stages of development are studied in a variety of Prerequisite: BIOL 111 organisms, each one chosen for its ease of manipulation Immunology deals with the cellular physiology, genetics, at that stage. Much of the reading in the later portions and health implications of this system, emphasizing of the course is from the research literature. The the experimental evidence and reasoning that underlie laboratory portion of the course introduces a selec- our present understanding. This course is required of tion of the main experimental approaches to develop- students seeking to enter the clinical laboratory science ment, and the student selects and carries out several or master of science in nursing programs. experimental projects during the semester.

328 Molecular Biology 354 Comparative Physiology Fall 2003 (Alternate years) (3 s.h.) Pentz Fall 2004 (Alternate years) (4 s.h) Deeble Prerequisite: BIOL 222 Prerequisite: BIOL 111 Molecular biology is the field of genetic engineering. Living things employ a wide variety of strategies to Its methods have not only offered great power to meet their physical requirements; physiology studies modify living things, directly manipulating their organ systems and tissues, as well as the mechanisms genetic material, but have given unexpected insights that integrate them into a functional whole. The into the way genes work. The primary literature will comparative approach emphasizes the fact that there be the source of information for most of the course, are many ways of solving the basic problems. The and students will be guided in independent research primary focus in the course is the experimental on a topic of their choice. approach to understand the systems involved.

329 Electron Microscopy 355 Comparative Vertebrate Anatomy May Term (3 s.h.) Deeble Spring 2005 (Alternate years) (4 s.h.) Deeble Prerequisite: BIOL 111 or permission of the instructor Prerequisite: BIOL 111 This is a techniques and principles course in electron A study of the origin and relationship among the microscopy. The theory of electron microscopy will vertebrates, using the shark and rabbit as types for be covered, and the student will become familiarized dissection. The course involves three hours of lecture with the use of both transmission and scanning per week during which students become acquainted electron microscopes as well as the preparation of with the basic vertebrate body plan and organ systems, samples to be viewed. The course is integrated with a begin to understand the functional implications of laboratory in which fixation of samples, embedding, vertebrate structure, and explore evolutionary modifi- grid preparation, staining, sputter coating, and cations by comparing vertebrate classes. Readings are photographic techniques are taught. assigned to parallel the lecture topics and are discussed during the lecture period.

BIOLOGY 87 361 Animal Behavior 381 Junior Seminar Spring 2005 (Alternate years) (4 s.h.) E. Jones Spring (2 s.h.) E. Jones Prerequisite: BIOL 111 This seminar focuses on experimental design, scientific The comparative study of animal behavior from writing, and data analysis as well as selection and ecological and evolutionary points of view. It is a development of a topic for senior research. Required lecture/project/discussion course that emphasizes of all biology majors in the second semester of their insects, fish, birds, and mammals. The subject matter junior year. includes: innate and learned behavior as two poles of the entire spectrum of behavior; aspects of the genetics, 383 Advanced Study in Biology physiology and development of behavior in the indi- (2–3 s.h.) Staff vidual; adaptations of animals to the environment; Topics of mutual interest to a group of students and a evolution of behavior patterns; social organization; professor are considered. the logic of female choice; and applications of ethology to human behavior. 400 Senior Seminar Fall (1 s.h.) Callo, Deeble, Jones, Pentz 363 Primate Behavior Prerequisite: BIOL 381 2004–2005 (Alternate years) (3 s.h.) Staff This seminar aids students in work on their senior Strongly recommended: BIOL 361 research. Each student prepares two seminar presenta- A comparative study of the behavior of primates from tions: a review of the scientific literature related to the an ecological and evolutionary point of view. The individual’s research project and an overview of the course will focus on recent field studies on chim- project’s experimental design. Seminar members must panzees, gorillas, orangutans, and other primate take the Major Field Achievement Test. species. Social organization, behavioral development, communication, and sexual behavior are some of the 401 Senior Research topics to be explored through discussion of readings, Spring (2 s.h.) Callo, Deeble, Jones, Pentz videotapes, films, and several field trips to zoos. The grade in this course represents an evaluation of the student’s research efforts over the year as well as a written thesis and oral defense of this research project.

88 BIOLOGY BUSINESS ADMINISTRATION REQUIREMENTS FOR THE BACHELOR OF ARTS Doug Clark, Dan Dowdy, Janet Ewing, Tom Kaplan, IN BUSINESS ADMINISTRATION Claire Kent, Sally Ludwig, Catherine Ferris Students majoring in business administration should McPherson, Ed Petkus, Lallon Pond take BUAD 210, BUAD 211, ECON 101, and ECON 102 during their sophomore year. Students BUSINESS ADMINISTRATION DEPARTMENT must also meet requirements for core courses, electives, and emphasis. STATEMENT OF MISSION AND VISION We want our students to graduate CORE COURSES • competent in the skills and knowledge they need The following courses are required core courses for to succeed; business administration majors: BUAD 200, • sensitive to the broad social and cultural context BUAD 210, BUAD 211, BUAD 220, in which business occurs; ECON/BUAD/COMM/HCA/POLS/SOC 222, • confident in their abilities to meet their goals. BUAD 230, BUAD 340, BUAD 387, BUAD 400 and BUAD 401. BUAD 400 and BUAD 401 We provide a learning environment that must be completed in the senior year. • educates and supports students as they progress ECON/BUAD/COMM/HCA/POLS/SOC 222 professionally; has several substitutes. Students should check with • capitalizes on the unique opportunities and their advisors. strengths of a women’s college; • encourages development of creative skills; • meets current and future business needs through ELECTIVE COURSES a dynamic curriculum; Students must complete a minimum of nine credit • develops effective communication skills; hours from the following: BUAD 202, BUAD 221, • provides tools for analysis and synthesis of BUAD 250, BUAD 302, BUAD 306, BUAD 307, information. BUAD 309, BUAD 312, BUAD 330, CIS/BUAD 350, BUAD 362, BUAD 395, ECON 201 and The major in business administration requires mastery ECON 202 (each for 2 s.h.), ECON 225, ECON of business theory, development of skills in functional 240, POLS/INT 230, PHIL 110. areas, and successful completion of an internship or field experience. Students must complete a core of SUPPORT COURSES courses which cover functional areas of business. Business administration majors are required to take two Beyond the core courses, students must take support courses: ECON 101 and ECON 102. additional courses selected from a list of electives. Elective courses provide students opportunities to tailor FOR ALL EMPHASIS AREAS the major to fit their focus of study or to sample Courses used to meet elective or core credit cannot courses that might help them decide on an emphasis. be used in the emphasis area. Also, courses cannot be Students also must complete an area of emphasis. double counted if students seek multiple emphasis There are five areas of emphasis from which to areas. choose: accounting, entrepreneurship, international business, management, and marketing. ACCOUNTING EMPHASIS Nine semester hours chosen from BUAD 310, BUAD REQUIREMENTS FOR THE BACHELOR OF 311, BUAD 312, BUAD 314, BUAD 316 and SCIENCE IN BUSINESS ADMINISTRATION BUAD 318. Students who will be taking the CPA To earn a B.S. in business administration, students exam must complete all accounting courses offered at must meet all of the requirements for the B.A. and MBC, as well as BUAD 340. BUAD 221 is also must complete ECON/POLS 301. They also must recommended. An additional six semestser hours of meet the college’s requirements for the B.S.: three other business courses will be required after July 1, courses in mathematics at the 200-level or above and 2006. CPA exam candidates should check their state at least two 200-level lab science courses. accounting boards for details.

BUSINESS ADMINISTRATION 89 ENTREPRENEURSHIP EMPHASIS MARKETING COMMUNICATION MAJOR Nine semester hours including BUAD 306 and The business administration department also offers a BUAD 309, and one of the following courses: BUAD major in marketing communication that combines 262, BUAD 330, BUAD 360, and BUAD 362. marketing and management courses with courses from the communication department. This unique INTERNATIONAL BUSINESS EMPHASIS major is designed for students interested in careers in Nine semester hours, including at least one business advertising, public relations, sales, or other areas of administration course, from the following: AS 256, marketing communication. Please see the Marketing BUAD 305, BUAD 336, COMM 280, ECON 232, Communication section of this catalog for a course ECON 253, ECON 254, POLS 221. Students must list and other information. also take ECON 201 and ECON 202 as part of their elective sequence. It is strongly recommended that PREPARATION FOR ENTERING A MASTER OF students complete six hours of a foreign language BUSINESS ADMINISTRATION PROGRAM and/or Asian studies courses. Students planning to enter an M.B.A. program should complete ECON 201 and 202. Students MANAGEMENT EMPHASIS would benefit from taking BUAD 312, BUAD 305 or Nine semester hours chosen from BUAD 202, BUAD BUAD 336, and ECON 203. 250, BUAD 262, BUAD 302, BUAD 305, BUAD 306, BUAD 307, BUAD 309, BUAD 312, NOTE FOR TRANSFER STUDENTS CIS/BUAD 350, and POLS/INT 230. Microeconomics and macroeconomics transferred from another college meet and surpass the support course MARKETING EMPHASIS requirements of ECON 101 and ECON 102. If Nine semester hours chosen from BUAD 307, BUAD students transfer two three-hour economics courses 330, BUAD 336, BUAD 338, CIS/BUAD 350, BUAD (micro and macro), this qualifies for both the support 360, BUAD 362, COMM 240 and COMM 300. course requirement plus two hours toward their electives. By completing ECON 202, students complete REQUIREMENTS FOR THE MINOR IN one of the elective requirements (equivalent of BUSINESS ADMINISTRATION ECON 201, 202). Students must then choose two other courses from the electives list to fulfill the 18 semester hours in business administration including electives requirement. BUAD 200, BUAD 210, BUAD 211, BUAD 220 and BUAD 230. Students choose one of the following courses: BUAD 202, BUAD 221, BUAD 250, CERTIFICATE IN BUSINESS MANAGEMENT BUAD 302, BUAD 307, BUAD 309, BUAD 312, 24 semester hours, of which up to 12 hours may be BUAD 330, BUAD 340, CIS/BUAD 350, or BUAD transferred in or be done by prior learning portfolio in 395. ECON 101, ECON 102, ECON 201, and the ADP. ECON 202 are strongly recommended. Required Courses REQUIREMENTS FOR THE MINOR IN HUMAN Core consisting of BUAD 200, BUAD 210, BUAD 211, BUAD 220, and BUAD 230. One of the fol- ESOURCE ANAGEMENT R M lowing: BUAD 202, BUAD 302, or BUAD 340. At 21 semester hours including BUAD 200, BUAD least two of the following: BUAD 221, BUAD 250, 202, and BUAD 302. Students choose 12 semester BUAD 307, BUAD 309, BUAD 330, CIS/BUAD hours from the following: BUAD 221, 350, BUAD 395, and PHIL 110. ECON/BUAD/COMM/HCA/POLS/SOC 222, CIS/BUAD 350, BUAD 395, COMM 210, CERTIFICATE IN ENTREPRENEURSHIP COMM 280, ECON 240, PHIL 110, PSYC 213, 21 semester hours, of which up to nine hours may be PSYC 221, PSYC 302, or REL 223. The following transferred in or be done by prior learning portfolio in courses are strongly recommended: BUAD 210, the ADP. BUAD 211, BUAD 230, BUAD 305, BUAD 340, and POLS/INT 230.

90 BUSINESS ADMINISTRATION Required courses 312 Managerial Accounting Core consisting of BUAD 200, BUAD 230, BUAD 314 Tax Accounting 306, and BUAD 309. Three of the following: BUAD 316 Advanced Accounting 210, BUAD 211, BUAD 262, BUAD 302, BUAD 318 Auditing 330, BUAD 332, BUAD 340, CIS/BUAD 350, 330 Marketing Management BUAD 360, or BUAD 395. 332 Professional Selling 336 International Marketing CERTIFICATE IN HUMAN RESOURCE 338 Marketing Research MANAGEMENT 340 Principles of Financial Management 350 Project Management 21 semester hours including BUAD 200, BUAD 202, 360 Retail, Services, and Internet Marketing BUAD 302, and BUAD 395. Three of the following: 362 Consumer Behavior BUAD 221, ECON/BUAD 222, CIS/BUAD 350, 387 Business Internship: Professional Experience COMM 210, COMM 280, ECON 240, PHIL 110, 395 Business Practicum PSYC 213, PSYC 221, PSYC 302, or REL 223. The 400 Business Strategies following courses are strongly recommended: BUAD 401 Business Senior Seminar 210, BUAD 211, BUAD 230, BUAD 305, BUAD 340, and POLS/INT 230. COURSE DESCRIPTIONS CERTIFICATE IN MARKETING COMMUNICATION 100 Introduction to Business (3 s.h.) Clark, Ewing 21 semester hours, of which up to nine hours may be This is an introductory course in business that transferred in or be done by prior learning portfolio in acquaints students with the basic concepts and data the ADP. needed to understand the contemporary business enterprise. Topics of discussion include economic Required courses systems, forms of ownership, marketing strategies, Core consisting of BUAD 200, BUAD 230, BUAD organizational management, human resources, 330, COMM 240, and COMM 300. Two of the fol- computer systems, accounting, finance, legal issues, lowing: BUAD 336, BUAD 338, CIS/BUAD 350, and international business. Films and visiting lecturers BUAD 360, BUAD 362, and COMM 260. are utilized to discuss current business topics. Students in all majors should find the course helpful USINESS OURSES B C in gaining knowledge of the role of business in con- 100 Introduction to Business temporary society. This course is not required of 200 Principles of Management business majors and does not qualify for credit toward 202 Organizational Behavior a business major. 210 Principles of Accounting I 211 Principles of Accounting II 200 Principles of Management 220 Business Law I (3 s.h.) Kaplan, Kent 221 Business Law II Prerequisite: sophomore standing 222 Social Science Statistics This course focuses on the principle functions of 230 Principles of Marketing management in the contemporary business organi- 244 Investments zation, with special emphasis on planning, leading, 250 Women in Management organizing, and controlling. Models for specifying 260 Personal Finance objectives, formulating plans, and organizing 262 Family Business Management resources are examined. Control techniques by which 287 Business Internship: Career Exploration the firm measures its performance in accomplishing 302 Human Resource Management its objectives are also given considerable attention. 305 International Business Students should develop a clear understanding of how 306 Venture Creation the management team determines the structures, 307 Business and Society policies, and procedures that coordinate the firm’s 309 Small Business Management resources most efficiently. Lectures, case analysis, and 310 Intermediate Accounting I student projects are used. 311 Intermediate Accounting II

BUSINESS ADMINISTRATION 91 202 Organizational Behavior 221 Business Law II (Alternate years) (3 s.h.) Kent (Alternate years) (3 s.h.) Ludwig Prerequisites: BUAD 200 and sophomore standing Prerequisite: BUAD 220 Individual and group behavior in organizational set- This is a continuation of Business Law I. It introduces tings, the organization itself, and the interactions real, personal, and intellectual property; trusts and between the two are studied in this course. wills; general and limited partnerships; and corpora- Organizational behavior is concerned with the organ- tions, including their formation, financial and man- ization itself; the characteristics and behaviors of agement structures, and fundamental changes. In employees in isolation; the characteristics and addition, federal and state business regulations in the processes that are part of the organization itself, areas of environmental law, bankruptcy, consumer without regard to particular employees; and the char- protection, and employment law will be covered. acteristics and behaviors directly resulting from people with their individual needs and motivations working 222 Social Science Statistics within the structure of the organization. Readings, (3 s.h.) Klein, Mitchell, Pond, Stuhlsatz discussion, an organizational simulation, case analysis, Prerequisite: College algebra, its equivalent, or a higher and exercises are employed to acquaint students with level mathematics course behavioral information helpful in understanding the For course description, see ECON/BUAD/COMM/ effective utilization of human resources in the accom- HCA/POLS/SOC 222 in the Economics section of plishment of organizational objectives. this catalog. Also listed as ECON/BUAD/COMM/ HCA/POLS/SOC 222 in the Communication, 210 Principles of Accounting I Health Care Administration, Political Science, and (3 s.h.) Ewing Sociology sections of this catalog. This course is an introduction to the conceptual foundation of accounting and the fundamental techniques 230 Principles of Marketing involved in the preparation of corporate financial state- (3 s.h.) McPherson, Petkus ments for use by those outside the firm. Coverage Prerequisite: sophomore standing includes the balance sheet, income statement, and This course introduces the basic principles of marketing, retained earnings statement. This course is not recom- including marketing strategy, marketing communica- mended during the freshman year. Scheduling during tion, and the interaction between organizations and the freshman year requires permission of the instructor. consumers. Emphasis will be on economic, social, cultural, and legal environments in which marketing 211 Principles of Accounting II occurs. Students gain understanding of traditional (3 s.h.) Ewing marketing concepts and current marketing thought, Prerequisite: a grade of “C” or better in BUAD 210 and gain practical experience through analytical and This course is a continuation of and builds on the creative projects. experience of BUAD 210. Coverage includes cash flow statements and understanding and analyzing 244 Investments financial statements. Students who complete this (Alternate years) (3 s.h.) Ewing course will have developed some competence in the This course is an introductory study of investment actual techniques and methods of the accountant. In management. A variety of investment media will be addition, some skill in the interpretation and use of explored including cash equivalents, money markets, financial data will have been achieved. mutual funds, stocks, corporate bonds, government bonds, retirement plans and annuities, real estate, 220 Business Law I options, and futures. The emphasis is on the individual (3 s.h.) Ludwig investor. Investment strategies and risk and return will Prerequisite: junior standing be evaluated qualitatively and quantitatively. This course is a basic introduction to legal concepts Techniques and procedures designed to aid in invest- that affect businesses, employees, and individuals ment management will be analyzed and compared. dealing with them. Topics covered include the legal An optional field trip to the financial district of New system of the United States, constitutional and York City allows the student to view first hand the criminal law, torts, contracts, and agency law. major financial capital of the world.

92 BUSINESS ADMINISTRATION 250 Women in Management students to effectively assess and respond to future (Alternate years) (3 s.h.) Kent, McPherson situations with an understanding and appreciation of This course introduces responsibilities, functions, the many factors involved. and decisions required in a management position, and it examines the impact of women managers. It 287 Business Internship: Career Exploration presents a comprehensive view of how women may (Credit varies) Staff establish and maintain their effectiveness as managers Prerequisite: permission of business administration at all levels within an organization. It also provides a faculty member historical perspective on women in our culture and in This level of internship provides the student with the work environment. opportunities to observe and learn about job possibilities in an employment setting. A log of daily 260 Personal Finance responsibilities and a written summary are required. May Term (Alternate years) (3 s.h.) Dowdy, Ewing Prerequisites: sophomore status or permission of 302 Human Resource Management instructor (Alternate years) (3 s.h.) Kent Understanding one’s increasingly complex financial Prerequisites: BUAD 200 and junior standing needs in today’s world can be a challenge. This course This course provides students with fundamental confronts this challenge by providing an overview of knowledge of the field of human resource manage- budgeting, financial record keeping, income tax ment. It covers the design and purpose of human planning, consumer credit, insurance considerations, resource management systems in all types of organiza- factors involved in buying or renting a home, invest- tions. The specific functions of human resources to be ment strategies, stock market analysis, and retirement studied in detail are: human resource planning, planning. Personal finance concepts and proven human resources and organizational competitiveness, guidelines for successful implementation of effective global human resource management, equal employ- financial planning are combined with real-world ment opportunity, analyzing and staffing jobs, applications learned through readings, analysis of recruitment and selection, training and development, cases, and outside research. performance management and appraisal, compensa- tion, incentives and benefits, health and safety, 262 Family Business Management employer rights, discipline, union/management Offered as needed to ADP students relations, collective bargaining, and assessing human (3 s.h.) Kaplan resource effectiveness. Lectures, discussions, activities, While this course will be most beneficial to those who and a research project serve to acquaint students with come from a family business, it may also be useful to the diverse activities associated with human resource others who may someday own or work for a family management systems. Discussions with professionals business. The primary goal of the course is to increase in the field are encouraged to enhance students’ students’ understanding of how the social and psy- learning experiences. chological dynamics of family interact in the context of a family business. Students will analyze one family 305 International Business business (most likely their own family business) in (Alternate years) (3 s.h.) Kent depth. The varied details of these cases, as well as Prerequisites: BUAD 200 or permission of instructor those introduced by the instructor, will provide a This course studies the issues involved in international broad view of the issues faced by families in business. business including small- and medium-sized firms as Students will learn about the natural family and well as giant multinational corporations. Virtually all business cycles that impact the family firm, whether companies and individuals making business decisions large or small. Students will be exposed to the unique today are affected by international events. Firms, challenges and opportunities encountered by the therefore, must focus on international business in various stakeholders in a family business — owners, order to remain competitive, even those not directly employees, family members not involved in the engaged in international business. Business has business, non-family employees, and others. The become global in nature, and, therefore, students course will identify processes and structures that family preparing for a managerial career must understand the firms use to thrive. Finally, this course will prepare complexities and cultural aspects of international

BUSINESS ADMINISTRATION 93 business and be trained to manage effectively in a 310 Intermediate Accounting I global economy. Individual discussions, case analysis, (3 s.h.) Staff and a semester project will be utilized to aid the student Prerequisite: A grade of “C” or better in BUAD 211 in becoming comfortable with the nature of interna- This is a further consideration of issues developed in tional business environments. BUAD 210 and 211. Lectures and problem assignments focus on preparation and use of meaningful 306 Venture Creation financial statements. Among topics considered are (Alternate years) (3 s.h.) Kaplan, Kent present value concepts, cash and marketable securities, Prerequisites: BUAD 200, BUAD 210, BUAD 230, receivables, inventory valuation, current liabilities, or permission of instructor and long-term investments. Students will participate in feasibility studies and potential development of a new venture such as a 311 Intermediate Accounting II small business. They will be involved in all aspects of (3 s.h.) Staff creation, planning, assessment, development, and Prerequisite: BUAD 310 potential start-up and operation of a new business. A continuation of BUAD 310, this course includes This course focuses on the venture planning process. topics such as intangible assets, long-term liabilities, Topics include feasibility assessment, business plan stockholders’ equity, retained earnings, dividends, and development, and preparation for start-up. Students leases. will learn how to evaluate the feasibility of a new business idea prior to making a sound "go/no go" 312 Managerial Accounting decision. Students will learn about the purposes and (Alternate years) (3 s.h.) Staff elements of a business plan and develop an imple- Prerequisite: BUAD 211 mentable business plan for a new venture. Students Emphasis in this course, which is a continuation of who currently own and operate a business may develop topics introduced in BUAD 211, will be on the uses a business plan for this business, with the approval of of accounting data for decision-making at all levels of the instructor. Case studies will be used to develop the managerial responsibility. This course concentrates on skills required to develop and launch a business. the managerial functions of accounting specifically related to cost structures. 307 Business and Society (Alternate years) (3 s.h.) Petkus 314 Tax Accounting Prerequisite: sophomore standing (Alternate years) (3 s.h.) Staff This course explores how business processes have Prerequisite: BUAD 211 or equivalent affected, and been affected by, social, cultural, political, This course focuses on the study of the principles of and legal environments throughout history. Students federal taxation and the concept of taxable income. gain understanding of current business trends and The basic concepts of income taxation in the United events, with emphasis on the broad cultural contexts States are examined with an emphasis on recognizing in which they occur, through current readings, case the tax consequences of business decisions. This is an analysis, and class discussion. elective course, which goes beyond the intermediate level for students interested in pursuing a career in 309 Small Business Management accounting. (Alternate years) (3 s.h.) Kaplan, Kent This course is designed to prepare students for leader- 316 Advanced Accounting ship roles in small to mid-sized companies. The focus (Alternate years) (3 s.h.) Staff is on the many post-start-up activities that are critical Prerequisite: BUAD 311 for survival of a new business. Considerable attention This is an in-depth consideration of topics introduced is also paid to managing the opportunities and in BUAD 311. Emphasis will be given to the principles challenges associated with rapid growth. Students are of preparing consolidated financial statements. This is exposed to some of the practical realities, transition an elective course for students interested in pursuing points, issues, and dilemmas that are particularly a career in accounting. relevant to smaller companies, many of which are quite different from those faced by managers of larger firms.

94 BUSINESS ADMINISTRATION 318 Auditing 338 Marketing Research (Alternate years) (3 s.h.) Staff (Alternate years) (3 s.h.) McPherson, Petkus Prerequisite: BUAD 211 and BUAD 312 or permission Prerequisite: BUAD 230 of instructor The study of the marketing research process, including Recommended: BUAD 310 design, methodology, analysis, and interpretation, is This course studies the types of audits and their the thrust of this course. Students gain understanding purposes. Working papers, internal controls, account- of both qualitative and quantitative methods as well as ing systems, and audit reports and programs will be exposure to current technological research applications. studied as well as auditing standards, professional Practical application comes through completion of ethics and S.E.C. audit requirements. This is an consumer research projects. advanced-level accounting course for the student who is serious about a career in accounting and is preparing 340 Principles of Financial Management for the CPA exam. (3 s.h.) Ewing, Pond Prerequisites: BUAD 210 and BUAD 211 with a 330 Marketing Management grade of “C” or better, ECON 101, and ECON 102 (Alternate years) (3 s.h.) McPherson, Petkus This course looks at the ways and means by which a Prerequisites: BUAD 200 and BUAD 230 corporation raises funds, uses financial resources, and This course studies both management and marketing evaluates the uses of funds. Sources of funds, asset to prepare students to manage personnel within a management, financial planning, ratio analysis, and marketing department. Students read leading theory other techniques of evaluation are studied by means and practitioner articles about management, marketing, of problem solving and case analysis. and strategic planning of marketing activities. 350 Project Management 332 Professional Selling (Alternate years) (3 s.h.) Ewing, Kaplan Offered as needed (3 s.h.) Staff Prerequisites: Junior standing and CIS/CS 321 (may Prerequisite: BUAD 230 be taken concurrently) or permission of instructor The roles of the salesperson and the sales manager are For course description, see CIS/BUAD 350 in the the focus of this course, which provides understanding Computer Information Systems and Computer of personal selling as an important part of the mar- Science section of this catalog. keting mix. Topics include personal selling tactics, collateral material design and usage, sales forecasting, 360 Retail, Services, and Internet Marketing sales force structure, personnel selection and motiva- (Alternate years) (3 s.h.) McPherson, Petkus tion, and territory management. Emphasis is placed Prerequisite: BUAD 230 on retail and industrial sales where the sales agent calls Past, current, and developing trends in retailing, on the customer. Sales management of retail store services marketing, and the Internet as a customer clerks is covered in BUAD 360. interface are examined in this course. Emphasis is on consumer interaction issues such as customer service, 336 International Marketing customer satisfaction, and experiential marketing. (Alternate years) (3 s.h.) Petkus Practical application is provided through a retail/service Prerequisite: BUAD 230 consulting project. This course studies marketing concepts and decision- making in international marketing. Emphasis is 362 Consumer Behavior placed upon comparative differences in markets, (Alternate years) (3 s.h.) McPherson, Petkus marketing functions, and socioeconomic and cultural Prerequisite: BUAD 230 differences between domestic and international This course explores the theories, principles, and marketing through lectures, class discussions, case current perspectives related to consumer behaviors, analysis, and a major project. motivations, and experiences. Students gain understanding of cultural, socio-economic, self-concept, lifestyle, interpersonal, and perceptual factors in consumption through current readings, introspective and analytical projects, and class discussion.

BUSINESS ADMINISTRATION 95 387 Business Internship: Professional Experience conceptual and analytical skills needed by higher level (Credit varies) Staff managers in all types of organizations. Emphasis is This internship, which is more in-depth than BUAD given to the integration of subject matter from all 287, focuses on practical experience of a more profes- business courses and other related disciplines in the sional nature. It can be a valuable testing ground for discussion and analysis of organizational problems. It possible future career opportunities. It requires keeping should directly precede BUAD 401. Course topics a log of job responsibilities and writing a paper include elements of the strategic planning process, summarizing the experience and what was learned. situational analysis, decision making in an uncertain This internship should be related to the student’s area environment, and effective implementation of a of emphasis for the major. strategic plan, including organizational design and management. A comprehensive case analysis process 395 Business Practicum is covered as well. (3 s.h.) Staff Prerequisite: junior standing or approval of faculty 401 Business Senior Seminar mentor (3 s.h.) Dowdy, Kaplan, Kent, McPherson, Petkus, This course gives students the opportunity to apply Pond theory and skills learned in business courses to the Prerequisites: BUAD 400 and senior standing practice of business. The field practicum begins with This course is a culminating academic experience in the student delivering a brief practicum proposal which students demonstrate a proficient level of outline to the faculty mentor at the beginning of the understanding of the principles of the business semester. Upon approval of the project, the student administration curriculum. This is accomplished and mentor will work to define the project’s timeline through the application of accumulated business and the manner in which it will be presented. Projects knowledge to the comprehensive analysis of a publicly not approved by the faculty mentor prior to their traded company in the form of a senior project. beginning will not be accepted as fulfillment of the Using the case analysis process learned in BUAD field practicum requirement. 400, students analyze a company, approved by the instructor, and present their findings for evaluation 400 Business Strategies and critical review. In addition to the written case (3 s.h.) Dowdy, Kaplan, Kent, McPherson, Petkus, analysis and oral presentation, students are required Pond to stay abreast of current business topics for class Prerequisite: Senior standing and completion of all discussion. pre-400 level major courses This course is the first of two capstone courses designed to give students an opportunity to develop

96 BUSINESS ADMINISTRATION CHEMISTRY 383 Methods of Organic Identification 400, 401 Senior Research Vladimir Garkov, Elizabeth Hairfield, Directed inquiries, teaching assistantships, and intern- Hampton Hairfield, Peggy Perozzo ships in chemistry are available on an individual basis.

REQUIREMENTS FOR THE BACHELOR OF COURSE DESCRIPTIONS ARTS IN CHEMISTRY 100 Topics in Physical Science At least CHEM 111, CHEM 112, CHEM 211, (3 s.h.) E. Hairfield, Perozzo CHEM 212, CHEM 213, CHEM 214, CHEM 400, For course description, see PHYS/CHEM 100 in the CHEM 401, and three additional courses at the Physics section of this catalog. 300-level; either PHYS 111–112 or BIOL 111 and BIOL 222 or BIOL 224. 105 Science in Cultural Context May Term 2005 (Alternate years) (3 s.h.) V. Garkov REQUIREMENTS FOR THE BACHELOR OF This course is designed to help students grasp and SCIENCE IN CHEMISTRY appreciate the main ideas in the world of science and At least CHEM 111, CHEM 112, CHEM 211, chemistry from a cultural perspective. No background CHEM 212, CHEM 213, CHEM 214, in chemistry is assumed. The first week of the regular CHEM/PHYS 321, CHEM 322, CHEM 400, May Term will be spent on campus covering the CHEM 401, and one additional courses at the fundamental principles of chemistry. Students who 300-level; PHYS 111–112, three courses in mathe- have already been exposed to those principles (either matics at the 200-level or above. in high school or in college) will be assigned more advanced work. During the last two weeks of the May Term, the class will travel abroad visiting different SENIOR REQUIREMENT places (museums, industrial sites, birthplaces, university Successful completion of CHEM 400 and CHEM laboratories) where the most important scientific 401, which includes an oral defense of a written discoveries have occurred. This course is appropriate thesis on an original research project. for both science and non-science majors.

REQUIREMENTS FOR THE MINOR IN CHEMISTRY 110 Global Issues in Chemistry CHEM 111, CHEM 112, CHEM 211, CHEM 212, (3 s.h.) V. Garkov CHEM 213, CHEM 214, and any one of the Students experience the excitement of chemistry, and following: CHEM 302, CHEM/PHYS 321, how it affects their personal lives, the environment, CHEM/BIOL 324, CHEM 383. and society from a global perspective. They learn about important chemical concepts and substances CHEMISTRY COURSES through classroom discussions of the earth’s atmos- 100 Topics in Physical Science phere, the ozone hole, acid rain, air pollution, global 105 Science in Cultural Context warming, nutrition and famine, etc. No background 110 Global Issues in Chemistry in chemistry is assumed. 111 Chemical Principles 112 Organic Chemistry I 111 Chemical Principles 120 Nutrition in Health and Disease (4 s.h.) V. Garkov, E. Hairfield, H. Hairfield 211 Organic Chemistry II In classroom discussions students explore the meaning 212 Chemistry of Inorganic Systems of basic chemical concepts that are needed for further 213 Laboratory Organic Chemistry study in chemistry or in related fields such as biology 214 Laboratory Analytical Chemistry and the health sciences. Through concurrent laboratory 302 Inorganic Chemistry activities they apply these concepts and also develop 321 Physical Chemistry I competence in techniques and methods used by 322 Physical Chemistry II chemists, including IR, NMR, and TLC. Algebra 324 Biochemistry I and/or high school chemistry is recommended as 325 Biochemistry II background. 326 Experimental Biochemistry

CHEMISTRY 97 112 Organic Chemistry I experiments is stressed. The course exposes the stu- (4 s.h.) V. Garkov, E. Hairfield, H. Hairfield dents to a wide variety of laboratory techniques and Prerequisite: CHEM 111 or permission of instructor develops their judgment in choosing experimental A survey of organic chemistry, using the functional methods. Taken concurrently with CHEM 211. group approach, emphasizing the properties, stereo- chemistry, preparative methods, and reaction mecha- 214 Laboratory Analytical Chemistry nisms of the following principle classes of organic (2 s.h.) E. Hairfield compounds: alkanes, alkenes, alkynes, alkyl halides, This course includes both qualitative and quantita- and arenes. Students also develop competence in tive analysis. Students identify ions through proce- organic synthetic work, and in analysis of their products dures they develop themselves, and they develop using modern spectroscopic instrumentation (IR, NMR) competence in performing gravimetric, titrimetric, and chromatographic techniques (GC, GC-MS). and spectrophotometric analysis. Emphasis is placed on careful and accurate analytical results and on the 120 Nutrition in Health and Disease interrelationship between theory and practice. (3 s.h.) V. Garkov Usually taken concurrently with CHEM 212. This course introduces students to the most interesting and practical aspects of medicine from a nutritional 302 Inorganic Chemistry perspective at the interface of two basic disciplines — 2004–2005 (Alternate years) (3 s.h.) E. Hairfield biology and chemistry. Among the topics to be dis- Prerequisite: CHEM 211–212 cussed: nutrients and nutritional processes within the Students will acquire an understanding of inorganic body; energy metabolism, intake and expenditure; structures and reactions: the periodic properties of metabolic disorders (obesity, diabetes, alcoholism, elements; molecular and crystal geometry; symmetry vitamin deficiencies); nutrition and the contemporary relationships; bonding theories; chemistry of selected diseases of our civilization (atherosclerosis, cancer, representative and transition metal elements; impor- AIDS); interactions of drugs with nutrients; etc. This tance of inorganic compounds to industrial chemistry. course is appropriate for students interested in the health professions, especially nursing. Also listed as 321, 322 Physical Chemistry I, II CHEM/BIOL 120 in the Biology section of this catalog. 2003–2004 (Alternate years) (4 s.h. each) Hairfield Prerequisites: CHEM 111, MATH 211–212, PHYS 211 Organic Chemistry II 111–112 (PHYS 111–112 may be taken concurrently.) (3 s.h.) V. Garkov Through this sequence of courses, students acquire an Prerequisite: CHEM 112 understanding of the theoretical foundations of This course continues the survey of organic chemistry chemistry. The first semester covers chemical thermo- started by CHEM 112 using a similar approach, and dynamics and equilibrium. The second semester covering the alcohols, ethers, phenols, aldehydes, explores quantum theory, kinetics, and statistical ketones, carboxylic acids, amines, proteins, lipids, and mechanics. Laboratory work emphasizes use of carbohydrates. instruments, especially gas chromatography and spectroscopy. Students also learn statistical analysis of 212 Chemistry of Inorganic Systems data and how to write formal reports. Also listed as (3 s.h.) E. Hairfield CHEM/PHYS 321 in the Physics section of this catalog. Prerequisite: CHEM 211 or permission of instructor The principles that control the behavior of inorganic 324, 325 Biochemistry I, II systems are essential to understanding both chemistry 2004–2005 (Alternate years) (4 s.h. each) and biology. Topics include ionic equilibria, chemical V. Garkov thermodynamics, kinetics, electrochemistry, and the Prerequisites: BIOL 111, CHEM 111 chemistry of main group elements. Recommended: BIOL 224, CHEM 211, CHEM 213 In this sequence, students are provided with a base 213 Laboratory Organic Chemistry of information that allows them to integrate bio- (2 s.h.) V. Garkov molecules into two worlds: the biological world of Covers a broad spectrum of modern methods of organisms and the chemical world of organic reac- organic synthesis and characterization. Student work tions. Studies of the major classes of biomolecules — is individualized and the design and execution of proteins, carbohydrates, lipids, and nucleic acids —

98 CHEMISTRY provide a structural and functional basis for the CLINICAL LABORATORY SCIENCE understanding of metabolism, energy production, and transfer of genetic information. Also listed as Coordinator: Lundy Pentz CHEM/BIOL 324, 325 in the Biology section of this catalog. Clinical laboratory science is an important allied health profession. The clinical laboratory scientist 326 Experimental Biochemistry performs the major laboratory diagnostic tests in May Term 2004 (Alternate years) (4 s.h.) V. Garkov hospitals, clinics, and research laboratories. Specialties Prerequisites: CHEM 111, CHEM 112, and BIOL 111 within the field include hematology, bacteriology, This course is designed to help students acquire the serology, clinical chemistry, parasitology, radioim- theoretical knowledge and practical skills needed in a munoassay, and blood banking. Mary Baldwin modern biochemistry laboratory. The following College offers a major in clinical laboratory science in general techniques as recommended by the American cooperation with Augusta Medical Center in Chemical Society are covered: error and statistical Fishersville, MCV/VCU, Rockingham Memorial analysis of experimental data; spectroscopic methods; Hospital, and Roanoke Memorial Hospitals electrophoretic techniques; chromatographic separa- (Carilion). All hospitals are fully accredited, and their tions; and isolation and characterization of biological schools of clinical laboratory science are approved by materials, including enzyme kinetics. Also listed as the National Accrediting Agency for Clinical CHEM/BIOL 326 in the Biology section of this Laboratory Science (NAACLS). Upon satisfactory catalog. completion of course work and hospital program, the college will grant the bachelor’s degree and the clinical 383 Methods of Organic Identification laboratory science program will certify the student as May Term 2005 (Alternate years) (4 s.h.) E. Hairfield eligible to take the National Registry Examinations Prerequisite: CHEM 112 leading to certification in clinical laboratory science. This course teaches how organic compounds are identified by both wet chemical and instrumental REQUIREMENTS FOR THE MAJOR IN techniques. Students identify five unknowns: two CLINICAL LABORATORY SCIENCE pure solids, a pure liquid, a two-component mixture, The student must emphasize biology or chemistry and a three-component mixture. They get practical and take at least seven courses in one field and five in experience in operating and in interpreting the output the other, including BIO 111, BIO 255 and BIO 256 data from ultraviolet, infrared, proton magnetic (one course), BIO 327; CHEM 111, CHEM 112, resonance, and mass spectrometers. CHEM 211 and CHEM 213 (one course), CHEM 212 and CHEM 214 (one course). No course below 400, 401 Senior Research 111 may be counted. Students emphasizing chemistry (3 s.h. each) Staff must take at least one 300 level chemistry course. One Seminar and independent research leading to the course in mathematics and successful completion of completion of a thesis, required of majors in the the clinical year are also required. senior year. The student, under supervision of staff members, experiences research as it is carried out in RECOMMENDED COURSES practical situations and presents findings orally and in PHYS 111–112 and MATH 213 and MATH 214. writing. Satisfactory completion of the research project and the oral defense of the thesis fulfills the THE CLINICAL YEAR (CLS 386, 387) senior requirement for chemistry majors. The clinical year is a 12-month training period beginning in July. The student must have completed all graduation and major requirements at MBC before entering the clinical year. Admission is competitive, and the student must apply well in advance, generally in the fall of her junior year. During the clinical year, the student is considered an off-campus student, and must pay for room and board and the tuition charged by the clinical laboratory science program. The student registers at Mary Baldwin College for CLS 386

CHEMISTRY/CLINICAL LABORATORY SCIENCE 99 and CLS 387, 15 and 18 semester hours for the fall COMMUNICATION and spring semesters, respectively. Grading is only Pass/No Credit, and hospital officials are the sole Alice Araujo, Bruce Dorries, Valerie Gangwer, Sally arbiters of these grades. Upon completion of the stan- Ludwig, Allan Moyé dard Mary Baldwin graduation requirements, including requirements for this major and the clinical year, the Communication studies help students develop basic student graduates with a bachelor’s degree from Mary liberal arts-based communication skills, including oral Baldwin College majoring in clinical laborary science. and written communication, research, critical thinking, Like other health professionals, the student must then and media literacy. The field promotes the effective pass the National Registry Examination; while our and ethical practice of human and mass communication affiliates have an excellent record in preparing their by focusing on how people use messages to create students for these exams, students should understand meanings in and through different contexts, cultures, that completion of academic requirements does not and media. guarantee certification. REQUIREMENTS FOR THE MAJOR IN COMMUNICATION A core of 41 semester hours: COMM 100, COMM/ART 119, COMM 210, COMM 215, COMM 220, COMM 221, ECON/BUAD/COMM/ HCA/POLS/SOC 222, COMM 240 or COMM 260, COMM 280, COMM 285, COMM 230 or COMM 312, COMM 387, COMM 400, COMM 401; and INT 103. Additional hours of electives in the major and REL 223 are strongly recommended.

REQUIREMENTS FOR THE MINOR IN COMMUNICATION 22 hours in communication: COMM 100, COMM/ART 119, COMM 210, COMM 215, COMM 221, COMM 240 or COMM 260, COMM 280 or COMM 285; and INT 103 (Information Literacy). Teaching assistantships and internships cannot count toward the 22-hour requirement.

COMMUNICATION COURSES 100 Public Speaking 119 Introduction to Video Production 210 Interpersonal Communication 215 Mass Communication 219 Broadcasting: Field Production and Reporting 220 Desktop Publishing 221 Mass Media Writing 222 Social Science Statistics 230 Small Group Communication 231A Newspaper Production Practicum 231B Television Production Practicum 240 Principles of Advertising 254 Film Analysis 255 Scriptwriting for Film and Television 260 Principles of Public Relations 280 Intercultural Communication

100 CLINICAL LABORATORY SCIENCE/COMMUNICATION 285 Gender and Communication media influence and are influenced by culture. 300 Communication Campaigns Students are encouraged to become savvier consumers 312 Mass Media Law and Ethics and cultural critics of media. 332 Special Topics in Communication 387 Internship in Communication 219 Broadcasting: Field Production and 400 Communication Research Reporting 401 Senior Seminar in Communication Spring (3 s.h.) Moyé Prerequisite: COMM/ART 119 or permission of Directed inquiries and teaching assistantships are instructor available in Communication on an individual basis. Building upon the skills learned in COMM/ART 119, this course is an introduction to the art of visual COURSE DESCRIPTIONS storytelling through the production of news and 100 Public Speaking documentary “packages.” It includes non-linear video (3 s.h.). Araujo, Dorries, Moyé editing, basic scripting, and multiple camera studio The theory and practice of public speaking in a variety shoots for MBC television. An accompanying lab is of professional and social contexts. This course focuses required. on how public speaking can transform speakers and audiences by creating an environment for the open 220 Desktop Publishing exchange of ideas, experiences, and opinions. Fall (1 s.h.) Gangwer Prerequisite: Communication major or permission of 119 Introduction to Video Production instructor Fall (3 s.h.) Moyé This one-hour, weekly lab for communication majors A fundamental “nuts and bolts” approach to video introduces students to the knowledge and skills nec- production equipment and terminology. Emphasis essary to design and layout media documents using will be on camera operation and composition, non- desktop publishing software. Students will learn how linear editing and principles of editing, and related to produce brochures, newspaper and magazine audio. Projects vary in scope, allowing students to pages, as well as advertisements. Majors must take this adapt these principles to future work in broadcasting, course concurrently with COMM 221, Mass Media documentary and narrative filmmaking, and various Writing. forms of artistic expression. Includes accompanying lab. Also listed as COMM/ART 119 in the Art section 221 Mass Media Writing of this catalog. Fall (3 s.h.) Dorries This class introduces the basic principles of media 210 Interpersonal Communication writing. Students learn a variety of writing styles Fall (3 s.h.) Araujo including print, public relations, and advertising. It A theoretical and practical exploration of the centrality includes practical experience in writing, editing, and of communication to person-to-person relationships. meeting deadlines for Campus Comments, the MBC Communication is viewed as a transactional process student newspaper. Majors must take this course through which people constantly negotiate identities. concurrently with COMM 220, Desktop Publishing. Particular emphasis is placed on mindful communication in the analysis of relational challenges and the 222 Social Science Statistics development of life-enhancing interpersonal commu- (3 s.h.) Klein, Mitchell, Pond, Stuhlsatz nication skills. Prerequisite: College algebra, its equivalent, or a higher level mathematics course 215 Mass Communication For course description, see ECON/BUAD/COMM/ Fall (3 s.h.) Dorries HCA/POLS/SOC 222 in the Economics section of An exploration of media culture as a force of both this catalog. Also listed as ECON/BUAD/COMM/ democracy and consumerism, including the history, HCA/POLS/SOC 222 in the Business Administration, economic structures, and special issues associated with Health Care Administration, Political Science, and various media industries. Emphasis is given to Sociology sections of this catalog. enhancing media literacy and exploring how the

COMMUNICATION 101 230 Small Group Communication history and theory. Includes a number of silent, foreign, May Term (3 s.h.) Araujo and modern independent film screenings. Also listed This experiential course emphasizes both the theory as COMM/ART 254 in the Art section of this catalog. and practice of communicating in social groups, support groups, living groups, and work teams. 255 Scriptwriting for Film and Television Groups are viewed as systems involving issues of Spring (3 s.h.) Moyé communication in role, leadership, power and cli- Students are introduced to the theory and practice of mate development, decision-making and problem- scriptwriting including concept, research, treatment, solving. Students learn cognitively as well as experien- plot, character, editing, style, revision, and presentation. tially by working collaboratively in groups. Analyzing successful scripts and workshopping drafts in the fields of television and film help students develop 231A Newspaper Production Practicum appropriate styles and modes of work. The course Fall and Spring (3 s.h.) Dorries emphasizes dramatic narrative for television and film, Prerequisites: permission of instructor and COMM 221 revision, and peer editing. Supervised experience in production of Campus Comments, the MBC student newspaper. Students 260 Principles of Public Relations serve on the staff of the paper while pursuing individual Spring (3 s.h.) Dorries study of a journalistic specialization including reporting Recommended: COMM 100 and writing, photojournalism, copy editing, feature An introduction to the development and role of public writing, newsroom management, advertising, and relations as well as its importance in democratic soci- layout and design. eties. Students learn the practices of the profession, strategies and tactics, and how to implement a cam- 231B Television Production Practicum paign. Course includes study of the important role of Fall and Spring (3 s.h.; 3 s.h. maximum credit) Moyé research in public relations as well as theory related to Prerequisite: COMM/ART 119, COMM 219, or the practice. permission of instructor Supervised experience in television production. While 280 Intercultural Communication creating programming for Mary Baldwin Television Spring (3 s.h.) Araujo Channel 64, students will participate in directing, Study of the theory and practice of interaction in cross- editing, news gathering, scripting, and performing cultural settings. The course explores the relationship on-camera, allowing them to hone their skills in all between culture and communication and how factors phases of production. Besides gaining experience, the such as cultural values and world views, ritual behavior, students will have the opportunity to add to their verbal and nonverbal communication, and cultural resumes for future broadcasting endeavors. Students shock affect communication with people of different should expect to attend scheduled evening meetings cultures. An emphasis is placed on awareness of self as and to be available for some coverage of campus events. cultural being and tolerance for ambiguity.

240 Principles of Advertising 285 Gender and Communication Spring (3 s.h.) Dorries Spring (3 s.h.) Araujo Recommended: COMM 100 An examination of the interactive relationships Course covers the history, functions, and practices of between gender and communication in contemporary advertising. Students learn the process of the profession, U.S. society. The course explores how communication both creative and managerial, as well as to become creates and perpetuates notions of masculinity and more critical consumers of advertising messages.Course femininity and how these are communicated in private requires group work and presentations. and social contexts.

254 Film Analysis 300 Communication Campaigns Fall (3 s.h.) Moyé Alternate Falls (3 s.h.) Dorries Study of dramatic, visual, and technical elements of Prerequisite: COMM 240 or COMM 260 cinema. A critical framework for watching and analyz- Recommended: COMM 221 ing films. Examines great filmmakers, the characteristics Students will develop campaigns during the semester of their art, and some important developments in film for local nonprofit organizations. These group projects

102 COMMUNICATION will involve research, planning, execution, evaluation, Through the support of the campus Sena Center for and formal presentation. The class also will examine Student Life and Career Development, the students case studies to explore the integration of public rela- identify a paid or non-paid communication intern- tions, advertising, and marketing as applied to actual ship and negotiate the nature of their responsibilities communication problems and opportunities. with the supervising organization, which works with the student and supervising professor to evaluate the 312 Mass Media Law and Ethics student’s performance. In order for credit to be Fall (3 s.h.) Ludwig awarded, the internship agreement contract should be Surveys the history and development of media law in finalized prior to the commencement of the student’s the United States. Lectures and discussions explore work with the organization. libel law and its defenses, privacy, the Freedom of Information Act, free press-fair trial, cross-media 400 Communication Research ownership, the Fairness Doctrine, self-regulation, the Fall (3 s.h.) Araujo impact of the courts upon the First Amendment, and Prerequisite: senior communication major the role of ethics and morality. An introduction to qualitative and interpretive methods of research used to explore human and mass commu- 332 Special Topics in Communication nication processes. Students learn to conduct and (3 s.h.) Staff critically evaluate research as well as to develop a Prerequisite: permission of instructor proposal for their senior project or thesis. Course focuses on special topics not normally covered in other communications courses or not covered in 401 Senior Seminar sufficient depth (e.g., mass media criticism, political Spring (3 s.h.) Araujo communication, conflict management, women and Prerequisite: COMM 400 and senior communication film). Seminar topics will form the basis for recent major readings for discussions, projects, and presentations. The seminar provides students the opportunity to Individual student projects will define or refine an independently conduct a major research project or aspect of the topic. thesis that demonstrates their overall understanding of communication issues and skills on a topic of their 387 Internship in Communication choice. Students apply primary and secondary (3–6 s.h.) research to a selected issue associated with human A communication-based practical learning experience and/or mass-mediated interaction. Theses and projects to help students form links between the academic and will be presented in writing and orally. professional worlds in an area of their choice.

COMMUNICATION 103 COMPUTER INFORMATION SYSTEMS COOPERATIVE PROGRAMS University of Virginia — Engineering or AND COMPUTER SCIENCE Computer Science Brian Arthur, Debra Wenger Mary Baldwin College students may elect to participate in a 3-2 degree program, either in the various branches REQUIREMENTS FOR THE BACHELOR OF ARTS of engineering or in computer science, offered by the School of Engineering and Applied Science at the IN COMPUTER INFORMATION SYSTEMS University of Virginia. Under this program, qualified 39 hours in computer information systems including students attend Mary Baldwin for three years and CIS 110, CIS/CS 180, CIS/CS 205, a second pro- then, based on their academic performance, are gramming course (CIS 207, CIS/CS 209, or CIS/CS accepted into the University of Virginia for the final 215) CIS/CS 220, CIS/CS 321, CIS/CS 322, two years of study leading to a bachelor’s degree in CIS/CS 387, CIS/CS 400, and CIS/CS 402. All applied mathematics from MBC and a master’s degree other courses must be above the 100-level. CIS majors in engineering or computer science from UVA. are strongly advised to take BUAD 210, BUAD 250, Students who are interested in exploring this option COMM 100, ECON/BUAD/COMM/HCA/POLS/ should contact the coordinator, Dr. John Ong, associate SOC 222 or MATH 213, and ENG 251. professor of mathematics, during their first semester at college. In order to enroll in this program, students REQUIREMENTS FOR THE BACHELOR OF ARTS must maintain an overall GPA of “B+” at the college IN COMPUTER SCIENCE/MATHEMATICS and must have completed the calculus and physics 25 semester hours in computer science including sequences during their freshman year. Students who CIS/CS 180, CIS/CS 205, CIS/CS 215, CIS/CS 230, are compatible for the program generally have an SAT CIS/CS 300, CIS/CS 305, CIS/CS 400 or MATH score of 1100 and above. 400 or MATH 401, and CIS/CS 402. 20 semester hours in mathematics above the 100-level, including COMPUTER INFORMATION SYSTEMS AND MATH 211, MATH 212, MATH 231, MATH 301, COMPUTER SCIENCE COURSES MATH 304, and MATH 322. An internship of three 110 Introduction to Computer Information or more hours must be completed in computer science Systems or mathematics. 180 Fundamentals of Computer Systems 205 Principles of C++ Programming REQUIREMENTS FOR THE 207 Visual Basic Programming BACHELOR OF SCIENCE 209 Topics in Computer Languages IN COMPUTER SCIENCE/MATHEMATICS 215 Data Structures and Software Engineering For a B.S., students must meet all of the requirements 220 Introduction to Databases for the B.A. and complete PHYS 111–112 and two 230 Operating Systems 200-level lab science courses. 270 Topics in Computer Systems 300 Computer Architecture and Assembly REQUIREMENTS FOR THE MINOR IN Language 305 Advanced Programming OMPUTER NFORMATION YSTEMS C I S 310 Data Communications 23 semester hours in computer information systems 320 Database Management including CIS 110, CIS/CS 180, CIS/CS 220, 321 Systems Analysis CIS/CS 321, a programming language (CIS/CS 205, 322 Systems Design CIS 207, or CIS/CS 209), and two courses above the 350 Project Management 100-level chosen by the student and the minor advisor. 370 Advanced Topics in Computer Systems 387 Internship REQUIREMENTS FOR THE MINOR IN 400 Senior Seminar: Computer Ethics and COMPUTER SCIENCE Security 22 semester hours in computer science, including 402 Senior Project CIS/CS 180, CIS/CS 205, CIS/CS 215, CIS/CS 230, All courses are cross-listed between computer infor- CIS/CS 300, and two courses above the 100-level mation systems and computer science with the excep- chosen by the student and the minor advisor. tion of CIS 110, CIS 207, and CIS/BUAD 350. 104 COMPUTER INFORMATION SYSTEMS AND COMPUTER SCIENCE COURSE DESCRIPTIONS CIS/CS 209 Topics in Computer Language CIS 110 Introduction to Computer Information May Term 2005 (Alternate years) (3 s.h.) Staff Systems Prerequisite: CIS/CS 205, CIS 207, or permission of (3 s.h.) Wenger instructor This first course introduces students to the broad A study of one or more computer languages that may spectrum of topics in computer information systems include a programming language, a scripting language, and enables them to effectively use these systems for a natural language, or a standard generalized markup life-long learning and future careers. Concepts in language as defined and demanded by the current hardware, software, telecommunications and networks, environment. the Internet, e-commerce, security, and privacy and ethics will be introduced. In addition to studying CIS/CS 215 Data Structures and Software information systems in business, students will explore Engineering specialized systems such as artificial intelligence, Spring (3 s.h.) Arthur expert systems, virtual reality, and geographic infor- Pre-requisite: CIS/CS 205 mation systems. This course is required for students A course treating data structures and abstract data majoring in CIS and provides a foundation for all types in the environment of software design, develop- other computer information systems courses. Open to ment, and maintenance. Includes the development of non-majors. software projects that involve the design and implementation of complex data structures such as stacks, CIS/CS 180 Fundamentals of Computer Systems queues, linked lists, trees, and directed graphs. (3 s.h.) Arthur Software development tools and methods of mainte- Prerequisite: CIS 110 or permission of instructor nance, verification, and project management are An introduction to the fundamentals of computer included. systems, digital logic, computer organization, operating systems, problem solving, data abstraction, data CIS/CS 220 Introduction to Databases structures, and algorithms. Includes an introduction Fall (4 s.h.) Wenger to a high-level programming language. Prerequisite: CIS 110 or permission of instructor Database concepts in the areas of file systems and CIS/CS 205 Principles of C++ Programming database models will be presented. Entity-relationship Fall (4 s.h.) Arthur modeling, normalization forms, and SQL (Structured Prerequisite: CIS/CS 180 or permission of instructor Query Language) will be used to apply design and An introduction to computer programming using implementation concepts. Object-oriented databases C++. Contents include program logic and algorithms, will be explored. Includes a computer laboratory control structures, functions, input and output, arrays requirement in which students will use database and files, and an introduction to object-oriented software to construct, populate, query, and report programming. Emphasis is on program formulation data contained in various databases. and problem solving, as well as on modularity, style, and documentation. Students are required to complete CIS/CS 230 Operating Systems a substantial number of programming assignments. Spring 2005 (Alternate years) (3 s.h.) Staff Extensive use of computers is required. Pre-requisite: CIS/CS 180 This course is an introduction to the functions of CIS 207 Visual Basic Programming various microcomputer operating systems. After the Fall 2004 (Alternate years) (3 s.h.) Staff history of operating systems is explored, the manage- Pre-requisite: CIS/CS 180 or permission of instructor ment of memory, processes, devices, and files as well Recommended: CIS/CS 205 as system security are studied. Students will be Computer programming using Visual Basic. Students are required to become proficient in the use of various required to complete a number of programming assign- microcomputer operating systems, including DOS, ments. Extensive use of a personal computer is required. Windows, and Unix/Linux.

COMPUTER INFORMATION SYSTEMS AND COMPUTER SCIENCE 105 CIS/CS 270 Topics in Computer Systems and document a fully normalized database accessed Offered as needed (3 s.h.) Staff through a traditional switchboard or web interface. Pre-requisites: CIS/CS 205, 220, and permission of instructor CIS/CS 321 Systems Analysis The study of computer information systems is Fall (4 s.h.) Wenger dynamic, and the state-of-the art has a very short life Prerequisite: junior standing and CIS/CS 220 cycle. Current topics will be offered as necessary and This course begins the study of the Systems appropriate to adequately prepare students for success Development Life Cycle (SDLC.) The principles in the field. (Only one topics course can count toward involved and the techniques used in the analysis of major requirements.) computer systems are examined. Students assume the roles of systems analyst and project manager in the CIS/CS 300 Computer Architecture and preliminary investigation, requirements discovery, Assembly Language and feasibility analysis of various alternatives identified Spring 2004 (Alternate years) (3 s.h.) Arthur for resolving project requests. The basic principles of Prerequisite: CIS/CS 205 or permission of instructor project management, project scheduling with A study of machine organization at a low level of PERT/CPM Charts, and calculating net present abstraction, including computer structure, digital value, payback period, and return on investment are representation of numbers, arithmetic and logical introduced. Both the Traditional Structured operations, instruction representation, memory systems Approach and the Object-Oriented Approach are and memory addressing, input/output techniques, studied. Includes a computer laboratory requirement and a comparison of different architectures. Students using a CASE tool for developing models of the exist- are required to write and test a number of assembly ing systems and prototyped for alternative new systems. language programs. CIS/CS 322 Systems Design CIS/CS 305 Advanced Programming Spring (3 s.h.) Wenger Fall 2003 (3 s.h.) Arthur Pre-requisite: Junior standing and CIS/CS 321 Prerequisite: CIS/CS 215 A continuation of the study of the Systems The application of advanced programming language Development Life Cycle (SDLC), this course focuses constructs with an emphasis on object-orientated pro- upon the principles and techniques for systems gramming. Topics include inheritance, polymorphism, design, implementation, and support. Students contin- graphic user interfaces, and standard template libraries. ue their roles of systems analyst and project manager in the design, implementation, and support of databases, CIS/CS 310 Data Communications user and system interfaces, input and output controls, Spring 2004 (Alternate years) (3 s.h.) Wenger and security. Prerequisite: CIS/CS180 The principles and concepts of data communications CIS/BUAD 350 Project Management and their application to solving business and scientific Fall 2005 (Alternate years) (3 s.h.) Ewing, Kaplan needs for moving quantities of data rapidly over long Prerequisites: junior standing and CIS/CS 321 (can distances. Topics include communications funda- be taken concurrently) or permission of instructor mentals, transmission codes and protocols, channels of Project management is now understood as a critical communication, modems, media, networks, and part of any successful, competitive business. For projects managing data communication systems. to be successful, they must be managed successfully. Students will learn the responsibilities and essential CIS/CS 320 Database Management tools and techniques required to successfully plan, Spring 2005 (3 s.h.) Wenger manage, control, and evaluate a project in a complex Prerequisite: CIS/CS 220 environment. Using practical examples, the course This course continues the study of databases in the will demonstrate how these approaches can be success- areas of transaction management and concurrency fully applied in the development and management of control, distributed database management, client-server a major project. The nine project management systems, data warehouses, databases in e-commerce, knowledge areas and the five process groups necessary web database development, and database adminis- to apply to projects are also presented from a theoret- tration. Students will be required to develop, present, ical, textbook, and practical software approach. The

106 COMPUTER INFORMATION SYSTEMS AND COMPUTER SCIENCE Project Management Body of Knowledge Guide (2000) CIS/CS 400 Senior Seminar: Computer Ethics created by the Project Management Institute is used and Security as a supplemental text for the course. Also listed as Fall (3 s.h.) Wenger CIS/BUAD 350 in the Business Administration section Prerequisite: senior standing of this catalog. This course is designed to prepare seniors for their fast-approaching working-world roles as information CIS/CS 370 Advanced Topics in Computer systems professionals and users. Two topics of focus Systems will be presented: ethics and security. In the area of Offered as needed (3 s.h.) Staff ethics, studies will include the definition of ethics in Pre-requisites: CIS/CS 205, CIS/CS 220, and permis- information technology, the professional code of sion of instructor ethics, cases of computer crime, issues of privacy, The study of computer information systems is clarification of intellectual property, and employer/ dynamic, and the state-of-the art has a very short life employee issues. For security, students will learn cycle. Technology is changing almost everything about the history of information security, the need for about the way we live and work. To appropriately security against threats and attacks, and implementa- prepare students for this environment, advanced tion of both data and physical security. study will be offered around a current topic or professional resource. The student can expect extensive cur- CIS/CS 402 Senior Project rent literature reading and research assignments. Spring (3.s.h.) Arthur/Wenger (Only one topics course may count toward major Prerequisite: senior standing; CIS 400 for CIS requirements. majors; Math 400 or 401 for CS majors The culminating academic experience for computer CIS/CS 387 Internship information systems and computer science majors to Prerequisite: junior or senior standing and permission integrate the knowledge from their course work in of instructor the major, their liberal arts exposure and experience, A variety of field experiences, internships, and positions and their peers as they develop a programming project, of responsibility on campus may be undertaken for a systems analysis and design project, or an academic academic credit with the prior approval of a faculty paper. Students will present their project in both sponsor. Internships provide students with practical written and oral formats throughout the semester to experience in working with professionals in various project sponsors, supervising faculty, and discipline career fields, and therefore are valuable testing peers. At semester’s end, a formal oral presentation is grounds for possible future careers. made to the college community, while a final written document is presented to the discipline faculty. Required of all senior computer information system and computer science majors.

COMPUTER INFORMATION SYSTEMS AND COMPUTER SCIENCE 107 ECONOMICS 222 Social Science Statistics 225 Money and Banking Amy McCormick Diduch, John Gillies, Judy Klein 232 Topics in Economic Development 240 Topics in Labor Economics REQUIREMENTS FOR THE MAJOR IN 253 International Trade ECONOMICS 254 International Finance 33 semester hours in economics, including ECON 277 Colloquium 101-102, ECON 201–202, ECON 203, ECON 280 Women and Economics 204, ECON/BUAD/COMM/HCA/POLS/SOC 222, 301 Advanced Data Analysis ECON/POLS 301, and ECON 401. Also INT 103 320 Economics and Finance of Health Care Systems and MATH 160 or MATH 211. 325 Economic Policy Seminar Economics majors are strongly advised to take 401 Senior Seminar BUAD 210 (Principles of Accounting I), ENG 251 Directed inquiries, teaching assistantships, and intern- (Technical and Professional Writing), and MATH ships in economics are available on an individual basis. 211 and MATH 212 (Introduction to Calculus and Analytical Geometry I and II). COURSE DESCRIPTIONS 101 Principles of Microeconomics REQUIREMENTS FOR THE MINOR IN (2 s.h.) Diduch, Klein ECONOMICS This course presents the introductory vocabulary and 23 hours in economics including ECON 101, ECON analytical tools of economics. Every society faces basic 102, ECON 201, ECON 202, ECON/BUAD/COMM/ choices in production and exchange and uses institu- HCA/POLS/SOC 222, and either ECON 203 or tions to make those choices. Students will become ECON 204, plus nine elective hours chosen from familiar with supply, demand and equilibrium price as ECON 150, ECON 203, ECON 204, ECON 210, an analytical framework for studying markets — the ECON 215, ECON 225, ECON 230, ECON 232, dominant economic institution of our society. More ECON 240, ECON 253, ECON 254, ECON/WS generally, the concept of opportunity cost will be used 280, ECON/POLS 301 and ECON 325. to deepen understanding of rational choice on both the personal and social level. HONORS CREDIT Honor Scholars who are comfortable with calculus 102 Principles of Macroeconomics may take ECON 101, ECON 102, ECON 201, (2 s.h.) Diduch, Klein and/or ECON 202 for Honors credit. Please see Prerequisite: ECON 101 Professors Klein or Diduch for details. This course is an introduction to macroeconomic theory and government policy. It examines theories REQUIREMENTS FOR THE BACHELOR OF on the determination of national output and employ- SCIENCE IN ECONOMICS ment, possible causes of recessions and business cycles, and different suggestions as to the direction of Same requirements for the major plus three math government economic policy. Particular attention will courses (MATH 211, MATH 212, and either MATH be given to current events and debates highlighted in 301 or MATH 306) and two 200-level lab science the news on such issues as unemployment, budget courses. deficits, and interest rates. This course is highly recommended for any students interested in understanding CONOMICS OURSES E C current economic policy issues. 101 Principles of Microeconomics 102 Principles of Macroeconomics 150 Experimental Economics 150 Experimental Economics (3 s.h.) Diduch 201 Theory of the Firm Through highly interactive games and experiments, 202 Introduction to International Economics students in this course gain a direct understanding of 203 Intermediate Microeconomic Theory economic models of consumer and firm behavior. 204 Intermediate Macroeconomic Theory Students have the opportunity to directly participate 210 Food, Population and Technology in market decision-making, bargaining, and auctions. 215 Poverty, Inequality, and Welfare

108 ECONOMICS Students analyze experimental results to determine 204 Intermediate Macroeconomic Theory whether traditional economic models correctly predict (3 s.h.) Diduch market behavior, whether experimental subjects or Prerequisites: ECON 101 and ECON 102 actual market participants behave “rationally,” the This course will examine the phenomena of unem- likelihood of “free riding,” and how changes in incen- ployment, inflation, and the business cycle. In each tives may affect behavior. Students in this course will case, measurement, trends, patterns, forecasts, and apply their knowledge to markets on the Internet theories will be studied. The course develops the (including auction markets) and will learn basic tech- foundations of classical and Keynesian economic niques of “game theory” for describing incentives and theory and then applies these theories in examining resulting behavior. government policy.

201 Theory of the Firm 210 Food, Population and Technology (2. s.h.) Diduch (3 s.h.) Klein Prerequisite: ECON 101 The questions of what, how and for whom, regarding This course focuses on how business firms and con- food production and consumption, are closely related sumers can make decisions that are optimal, given to population, technology and the rate of change of their goals and market constraints. Students learn both. Different theories of cause and effect in this models of decision-making based on marginal analysis three-way co-relationship will be explored. Historical, and apply them to perfectly and imperfectly compet- anthropological and economic studies will be used to itive market structures. Antitrust regulations, environ- examine stages of development in agricultural produc- mental policy and issues arising from imperfect infor- tion, cross-cultural comparisons of food consumption, mation are also discussed. the use of agricultural surpluses in the industrialization process, the industrialization of agriculture itself, 202 Introduction to International Economics genetic modification of food, intra- and international (2 s.h.) Klein distribution of food, and the persistence of hunger. Prerequisites: ECON 101 and ECON 102 The seminar will close with a study of the theories This course will look at international interdependencies, and issues that surround suggested solutions to world compare different economies, and raise questions hunger — e.g., population control, agribusiness, about economic problems that transcend national changes in market intervention, alternative technology, boundaries. Concepts such as foreign exchange rates, and redistribution of resources. Student research papers, protectionism, balance of payments, free trade agree- area studies in food production, distribution and ments, and international capital flows will be intro- consumption in Africa, Asia, and Latin America, will duced as well as institutions such as IMF, OPEC, and complement the seminar discussion on world hunger. the WTO. This course is highly recommended for any student interested in world affairs. 215 Poverty, Inequality, and Welfare (3 s.h.) Diduch 203 Intermediate Microeconomic Theory This course will focus on defining and examining the (3 s.h.) Diduch extent of income inequality and poverty in the United Prerequisites: ECON 101 and ECON 201 States and engaging in the public policy debates This course presents the analytical methods of con- surrounding such issues as welfare reform, discrimi- sumer choice theory and the theory of the firm. nation, the feminization of poverty, the existence of Students learn to apply and critically assess indiffer- an “underclass,” and the crisis facing low-skilled ence curves and budget constraints, welfare analysis of workers. Students gain the critical thinking skills the efficiency of perfectly competitive markets, the necessary to assess poverty programs and policies. use of cost minimization techniques to achieve pro- Several basic economic concepts are introduced, duction goals, the application of game theory to busi- including supply and demand analysis, the interpreta- ness and individual decision-making, the implications tion of graphs, and the measurements of inequality. of market structure for profit levels and output levels, and the impact of government policies on the decisions of consumers and businesses.

ECONOMICS 109 222 Social Science Statistics sustainable development will be explored as well as (3 s.h.) Klein, Mitchell, Pond, Stuhlsatz the relationships between economic development, Prerequisite: College algebra, its equivalent, or a higher human resource development and the environment. level mathematics course On the practical side, students will gain a good under- Students taking this course will gain experience in ana- standing of the use of cost-benefit analysis in project lyzing social science and business data. They will learn evaluation and a familiarity with a variety of case how to correctly interpret data tables, download data studies in third-world development. from databases on the Internet and CD ROMs, manip- ulate the data in a spreadsheet, and analyze the data with 240 Topics in Labor Economics statistical and graphing software. They will use comput- (3 s.h.) Diduch ed probabilities to infer the reliability of their estimates Prerequisites: ECON 101 and ECON 201 and the strength of relationships between their variables. In this course, students learn models of how individuals Students will acquire the means to understand and eval- and families make decisions about the quantity of uate quantitative reasoning in news, company, govern- hours to supply in the labor market. Students also ment, and institutional reports. In the course of their learn models of how firms determine their demand work, students will use a variety of software packages, for labor based on product market conditions, govern- including Excel, SPSS, and Systat, and they will do ment regulations, and the composition of pay and independent research on a major institutional survey. benefits packages. Through discussions and writing This course is required for the major in business, com- assignments, students apply these supply and demand munication, economics, health care administration, models to current labor market issues and policies marketing communication, and sociology. It is required such as the nature of the employment relationship for the minor in economics. The course is designed for between firms and workers, the changing labor force upper-class students in the social science and business participation rates of women or older workers, the disciplines. Also listed as ECON/BUAD/COMM/ economic effects of labor unions and collective HCA/POLS/SOC 222 in the Business Administration, bargaining, employee involvement programs, educa- Communication, Health Care Administration, Political tion and on-the-job training, minimum wage laws, Science, and Sociology sections of this catalog. and imperfectly monopsonistic labor markets.

225 Money and Banking 253 International Trade (3 s.h.) Diduch (3 s.h.) Klein Prerequisites: ECON 101 and ECON 102 Prerequisites: ECON 101, ECON 102, and ECON 202 In this course, students learn about the structure of This course examines the importance of, the size of, financial markets, the determinants of interest rates, and the directions in foreign trade to and from the the history and structure of commercial banking and United States and in the world economy. Balance of the Federal Reserve system, and the conduct of payments accounts, changes in exchange rates, and bar- monetary policy. Students apply supply and demand riers to trade will be studied. Class discussions focus on analysis to the behavior of interest rates, calculate current issues in world trade including those arising bond yields, plot yield curves, and discuss theories of from the North-South debate. This is a writing empha- bank behavior. Students follow banking and financial sis course and students will complete research papers on information in the news and write about major international exchange of one particular commodity. trends. Students usually have the opportunity to discuss practical financial management issues with 254 International Finance representatives from banks and investment firms. (3 s.h.) Diduch Prerequisites: ECON 101, ECON 102, and ECON 202 232 Topics in Economic Development This course will examine the finance of international (3 s.h.) Gillies trade and investment and the channels and institu- Prerequisites: ECON 101 and ECON 202 tions of world capital flows. Focus will be on models This seminar will critically examine the goals of of exchange rate systems, international policy coordi- economic development, measurements and indica- nation and the changing roles of the IMF and the tors of progress and growth, theories of the origins of World Bank, and the growth of international debt. growth and underdevelopment, and policies directed Students will follow international financial events in toward development. The concept of broad-based the news and will discuss current policy issues.

110 ECONOMICS 277 Economics Colloquium examine economic, social, and financial data. (3 s.h.) Diduch, Klein Technical topics covered include index numbers, fore- This course provides the opportunity for the extensive casting, time series analysis, regression, correlation, study of a special topic in which students have and neural networks. Students will be expected to do expressed particular interest. The topic will change research projects that involve collection of data, statis- each time the course is offered. In recent years topics tical analysis using a computer, and interpretation of have included social science research on the Internet; results. Also listed as ECON/POLS 301 in the economic transition from socialism to capitalism; Political Science section of this catalog. economics, science, and literature of seasonal rhythms (honors colloquium); U.S. Antitrust Policy. 320 Economics and Finance of Health Care Systems 280 Women and Economics Fall 2004 (Alternate years) (3 s.h.) Mosher (3 s.h.) Klein Prerequisites: ECON 101 and ECON 201; BUAD Questions raised in this seminar include: Why does 210 and BUAD 211; or permission of instructor every society have a sexual division of labor? Why For course description, see HCA/ECON 320 in the does it take different forms in different societies? Heath Care Administration section of this catalog. Why, no matter what its form, is women’s work almost always valued less than that of men’s? What 325 Economic Policy Seminar factors influence whether or not women have relatively (3 s.h.) Diduch high or low status? How is the economics of gender Prerequisite: one upper level course beyond ECON similar to, and how is it different from, the economics 101–202 of race? These questions will be explored through In this course students analyze the issues and policies anthropological and historical studies on women’s status most in the news. Students focus on five or six areas in other cultures and economic studies of changes in of critical economic policy debate. Recent topics have the labor force participation, fertility and marital status, included: economics of crime prevention, professional and the relative income of females in the United sports, low-income housing, inflation policy, social States in recent years. Participants will evaluate a security reform, and NAFTA. Policy applications of variety of feminist theories of what has been, is, and economic principles in these focus areas are examined ought to be; participants will pay particular attention and critiqued through class discussions, journal writing, to the career-family trade-off presently confronting and a series of essays. This course also provides a both women and men. This course qualifies for forum for students to discuss the research projects of Writing Emphasis credit and most of the writing takes senior economics majors. the form of essays based on the readings for each class session. Also listed as ECON/WS 280 in the Women’s 401 Senior Seminar in Economics Studies section of this catalog. (4 s.h.) Klein The purpose of the senior seminar is to review, inte- 301 Advanced Data Analysis grate, and evaluate the economic theories, policies, (3 s.h.) Klein and methods covered in the variety of economic Prerequisite: ECON/BUAD/COMM/HCA/POLS/ courses that students have had in their undergraduate SOC 222 career and to fill in the gaps left in the undergraduate This applied statistics course builds on social science program. The starting point for seminar discussions statistics. Students will use data, theoretical models, will be academic journal articles that have in recent and statistical techniques to explore relationships years led to significant developments in economic between, for example, a country’s female participation theory. Students will work on a major independent rate in secondary education and its fertility rate; or research project that will draw on their mastery of between the exports as a percent of GDP and the rate economic theory and quantitative reasoning and will of growth of GDP. Participants will draw heavily on result in written and oral presentations at the end of computer graphics and exploratory data analysis to the course.

ECONOMICS 111 EDUCATION with learning and/or behavior problems, or who are gifted and talented, or who have physical disabilities. Beverly Askegaard, Sue Marion (art education), Kathy The course is a study of the field of special education McCleaf and Sharon Spalding (physical and health education), and the exceptional individuals served by special Fay Collier Kelle, Karen Dorgan, James Harrington, education. Emphasis will be on children and youth Rebecca Harvill, Dudley Luck, James McCrory, Harriet with learning disabilities due to the fact that more Morrison, Pam Murray, Patricia Westhafer than 50 percent of the individuals served by special REQUIREMENTS FOR THE MINOR IN EDUCATION education are in the L.D. category. ADHD will also be emphasized due to issues with the increasing 19–20 hours including a required core of ED 110, number of children taking Ritalin. ED/INT/SOC 115, and ED 120. Students must also select one of the following areas of emphasis and take 125 Introduction to Art Education the three courses in that area: (3 s.h.) Marion Early Education: PSYC 210, ED 300, For course description, see ART 125. ED 322 Middle Education: PSYC 211, ED 301, 228 Computer Education for Teachers ED 350 Offered as needed to ADP students (3 s.h.) Staff Secondary Education: PSYC 211, ED 310, Prerequisite: A basic understanding of the operation ED 350 of a computer is required for participation as well as regular access to the Internet and an e-mail address. OURSE ESCRIPTIONS C D This on-line course prepares teachers to use computer 110 Practicum in Education technology within the classroom to enhance, augment, (3 s.h.) Staff and enlarge opportunities for learning. Topics include This course is designed to provide students who are critiquing software, multimedia and hypermedia; contemplating teaching as a career to acquire early developing lesson plans incorporating technology; and varied experiences in area school classrooms. integrating technology across the curriculum; and Students will be involved in activities designed to pro- understanding the relevant research. mote the understanding of roles and responsibilities of school personnel; the nature of classroom life; the 250 Teaching the Gifted Student impact of home life on students’ performance in (2 s.h.) Staff school, and the day-to-day realities of the classroom. Students participate in peer teaching, simulations, Students will meet several afternoons with their independent study, and discussions. Through these practicum supervisor for the practicum seminar. A experiences, the students demonstrate their knowledge minimum of 90 hours will be spent in the classroom. of the curriculum and skills in adjusting to meet the special needs of gifted learners. By the end of this 115 Foundations of Education course, students will be able to define and explain the (3 s.h.) Westhafer, Staff nature and characteristics of giftedness; explain how The goals of this introductory course are: to acquaint giftedness is enhanced; identify and explain approaches students with the philosophical schools of thought in and tools for identifying the gifted; demonstrate skills education and with prominent educators whose con- in defining goals and objectives; and design, teach, tributions have shaped educational theory and practice; and evaluate activities which are appropriate for gifted and to enhance students’ skills in reading, writing, students. thinking, and discussing critically and analytically. Students actively participate in discussions, debates 300 Elementary School Methods and Practicum and other class activities. Required for teacher certifi- Fall (4 s.h.) McCrory cation and open to all students interested in exploring A seminar/workshop course designed to conceptualize the foundations of education in this country. Also listed the teacher as a decision maker — one who makes as ED/INT/SOC 115 in the Interdisciplinary and and carries out decisions based on a sound foundation Sociology sections of this catalog. of teaching skills. Emphasis will be on competencies related to meeting individual needs, planning, writing, 120 Understanding Exceptional Individuals instructional objectives, presentation skills, questioning, Fall (3 s.h.) McCrory teaching concepts, interpersonal communication, This course is about exceptional children and youth classroom management, observation, and evaluation 112 EDUCATION as part of the instructional role. Course participants writing, speaking, and listening. Word study, phonics, will gain an understanding of principles and methods vocabulary, and spelling will be incorporated at the of teaching and learning at the elementary school level, various developmental reading stages. grades preschool and kindergarten through the fifth Students develop a knowledge of the reading grade. Observation and participation in public school process, consider compelling theories of reading, and classrooms will be arranged to integrate teaching theory examine elements of a balanced literacy program. with practice. Course is a prerequisite for ED 382 and This class prepares students to explore and study how should be taken in the fall semester of senior year. children learn language in all its forms — speaking, listening, reading, and writing. They examine phonemic 301 Middle School Methods and Practicum awareness and its importance in literacy acquisition. Fall (4 s.h.) Westhafer Aspiring teachers are instructed in the use of system- This course is designed to provide students with atic explicit phonics. Because of the complexity of the knowledge and skills needed to be successful middle reading process and the on-going research in the area school teachers. Course participants will examine of reading, students should view this course as a foun- principles of effective teaching strategies and models dation to the life-long study of the reading process of teaching appropriate for middle school level students undertaken by all good teachers. The course content in grades 6–8. Attention will be given to the middle relates directly to Virginia Standards of Learning of school concept and curriculum, characteristics and English/Language Arts. needs of students, interdisciplinary team planning, Students investigate corrective techniques, formal classroom management, individualization, and assess- and informal diagnostic measures, and instructional ment. Observation and participation in area schools procedures for dealing with various types of reading gives students an opportunity to integrate theory with difficulties. Observation and participation in area practice. This course is a prerequisite for ED 383 and schools give students an opportunity to practice should be taken in the fall semester of the senior year. instructional and diagnostic procedures. This course should be taken during the junior year. 310 Secondary School Methods and Practicum Fall (4 s.h.) Westhafer 350 Content Area Reading Those students seeking licensure to teach at the sec- (3 s.h.) Westhafer ondary level take this course to familiarize and give This course requires students to examine research and themselves experience with methods and materials instructional subjects concentrating on high school appropriate to secondary teaching. They will demon- students as well as adults. Students will design experi- strate their knowledge and skills in the following ences examining ways to use content area texts capi- aspects of teaching: setting goals and objectives, unit talizing on critical reading and writing. Course par- and lesson planning, varying teaching techniques, ticipants will field test all activities described and classroom management, building reading and study studied in this course. Students will have the oppor- skills in the content areas, individualizing instruction, tunity to read and critique articles on reading across measuring and evaluating learning, selecting teaching the curriculum and study comprehension theory. materials, using multimedia, developing an effective teaching style, and developing confidence in speaking 397 The 4MAT Model: A Systems Approach to before students and peers. Observation and participa- Teaching and Learning tion in area schools provide students with the oppor- (3 s.h.) Westhafer tunity to integrate teaching theory with practice. Prerequisite: permission of instructors Students will complete readings and projects germane This course introduces students to learning style to their specific licensure area. This course is a prereq- theory, right/left mode information processing, uisite for ED 384 and should be taken in the fall research, and the 4MAT system of instructional semester of the senior year. design. This course extends participants’ understanding of the methodology behind concept-based 4MAT and 322 Developmental and Diagnostic Reading modalities, strategies for evaluating 4MAT units, and Instruction and Practicum an overview of 4MAT as a model to enhance under- (4 s.h.) Westhafer standing of the change process. This course provides students with strategies, materials, and techniques to teach the language arts: reading,

EDUCATION 113 STUDENT TEACHING ENGLISH Rebecca Harvill, Sue Marion, James McCrory, Alan Christy, Ralph Alan Cohen, Susan Green, Robert Patricia Westhafer Grotjohn, Sarah Kennedy, Lydia Petersson, Molly Petty, Richard Plant, Frank Southerington STUDENT TEACHING COURSES 382 Elementary Education (pre-K–6) REQUIREMENTS FOR THE MAJOR IN ENGLISH 383 Middle Education (6–8) 33 semester hours in English, including: ENG/THEA 384 Secondary Education (6–12) 216, one course in pre-17th-century British literature 385 Student Teaching in Art (pre-K–12) (ENG 310, ENG 314, ENG/THEA 315), one course 386 Student Teaching Seminar in 17th- or 18th-century British literature (ENG 225, 387 Student Teaching Music Education (pre-K–12) ENG 227, ENG/THEA 315, ENG 322), one course 388 Student Teaching Business Education (6–12) in 19th-century literature (ENG 220, ENG 228, 389 Student Teaching Foreign Language (pre-K–12) ENG 231, ENG 236), one course in 20th-century 391 Student Teaching in Theatre (pre-K–12) literature (ENG 221, ENG 233, ENG 234, ENG 237, ENG 238, ENG 240, ENG 264), Major COURSE DESCRIPTIONS Seminar (ENG 400 for all students attending Major 382, 383, 384, 385, 387, 388, 389, 391 Seminar on campus; 401L–403L for ADP students Student Teaching: Elementary, Middle, Secondary, not attending Major Seminar on campus), and five Art, Music, Business, Foreign Language, Theatre other English courses excluding ENG 100, ENG 101, Education ENG 102, ENG 103, ENG 104, and ENG 251. One Spring (12. s.h.) Harvill, Marion, McCrory, Westhafer of the period requirements must be fulfilled by a One semester working directly with students in a course in American literature (ENG 220, ENG 221, classroom on a full-time basis under the direction of a ENG 233, ENG 238, ENG 264). classroom teacher and college supervisor. Student ALSO: teachers may not work, take courses, or participate in • One course in British or American history, with a varsity sports. Application must be made the semester grade of “C” or better prior to student teaching. A student must have an • One course in philosophy, excluding overall GPA of 2.5 or higher, a 3.0 GPA on profes- PHIL 103, with a grade of “C” or better sional education course work, documentation of • One year of a foreign language successful practicum experiences, and passing scores on the Praxis I test. Competence will be determined SENIOR REQUIREMENT cooperatively by the supervising teacher and college The senior requirement consists of satisfactory com- supervisor. Student teachers whose performance is pletion of ENG 400 or 401L–403L, which is for unsatisfactory will be removed from the placement. A ADP students who cannot attend the on-campus grade of “B-” or higher is required for licensure. Major Seminar, and the Major Field Achievement Specific guidelines for student teaching may be found Test in English. in the Student Teaching Handbook. REQUIREMENTS FOR THE MINOR IN ENGLISH 386 Student Teaching Seminar 21 semester hours in English, including ENG/THEA Spring (3 s.h.) Harvill, Marion, McCrory, Westhafer, 216 (Shakespeare), one course in three of the four Staff periods listed in the major requirements, and four Seminar is held in conjunction with student teaching. other English courses excluding ENG 100, ENG 101, This experience allows students to discuss and examine ENG 102, ENG 103, ENG 104, and ENG 251. For critical issues related to student teaching. the minor, ENG/THEA 216 may fulfill either the pre- 17th-century or the 17/18th-century requirement. At least one course must be in American literature (ENG 220, ENG 221, ENG 233, ENG 238, ENG 265).

114 STUDENT TEACHING/ENGLISH REQUIREMENTS FOR THE MINOR IN 264 African-American Literature CREATIVE WRITING 310 Chaucer 314 Tudor Prose and Poetry 21 semester hours in English, including ENG 142 315 Tudor-Stuart Drama and ENG 143; either ENG 242 or ENG 243; four 322 Milton and the Metaphysicals additional courses from ENG 110, ENG 112, 377 Colloquium ENG/THEA 216, and any literature course in 400 Major Seminar (on campus) English numbered 225–377. 401L–403L Major Seminar (ADP students not attending ENG 400 on campus) ENGLISH COURSES 100 Basic Composition Directed inquiries, teaching assistantships, and intern- 101 Intermediate Composition: PEG ships in English can be arranged on an individual basis. 102 Intermediate Composition 103 English as a Foreign Language I The History and English disciplines co-sponsor the 110 Composition and Literature: Virginia Program at Oxford University. English Short Story majors are urged to enroll in this program. For further 112 Composition and Literature: Poetry information, see Dr. Mary Hill Cole. 114 Introduction to Drama 115 Modern Theatre and Drama COURSE DESCRIPTIONS 142 The Crafting of Fiction 100 Basic Composition 143 The Crafting of Poetry (3 s.h.) Staff 202 Advanced Composition Required of entering freshmen who, on the evidence 204 Literature for Children and Youth of high school record and SAT scores, show a need for 208 English Literature before 1780 additional practice in critical reading and writing. The 209 English Literature after 1780 objective of the course is to increase the student’s 212 Western Literature before 1650 competence in reading analytically and in writing 213 Western Literature after 1650 short essays that meet acceptable standards of organi- 216 Introduction to Shakespeare zation, logical development, sentence structure, and 217 Great Plays the mechanics of grammar, spelling, and punctuation. 220 American Literature: Colonialism to Emphasis is on extensive composition and revision. Romantic Students who take ENG 100 in the fall are required 221 American Literature: Realism to Present to take ENG 102 in the spring. 225 18th-Century Prose and Poetry 227 18th-Century English Novel 101 Intermediate Composition: PEG 228 19th-Century English Novel (3 s.h.) Plant 231 Romantic Literature A course for first-year students in the Program for the 233 Modern American Fiction Exceptionally Gifted, integrating composition and 234 Modern Poetry literature. Readings in a variety of literary works provide 235 Women in Literature topics for class discussion and writing assignments. 236 Victorian Literature Through their reading, class discussions, and frequent 237 Contemporary Fiction by Women writing assignments, students gain confidence in ana- 238 American Women Novelists lyzing literary works in various genres. As a course in 239 Asian-American Women Writers composition, ENG 101 offers instruction and practice 240 20th-Century English Literature in the process of writing, focusing in particular on the 242 The Writing of Fiction college-level essay and critical thinking skills. The 243 The Writing of Poetry course also offers an introduction to research tech- 244 Autobiography niques and a review of grammar and mechanics, 251 Technical and Professional Writing focusing on major errors and issues of style as they 255 African Novels emerge in student papers. A “B-” or better in ENG 260 Women and the Novel 101 exempts a student from ENG 102. 262 Southern Women Writers at Mid- Century: Welty, O’Connor, and Angelou

ENGLISH 115 102 Intermediate Composition 115 Modern Theatre and Drama (3 s.h.) Staff (3 s.h.) F. Southerington This course, required for graduation, is designed to Prerequisite: ENG 102 or permission of instructor help the student improve writing and critical thinking Beginning with Ibsen’s Peer Gynt and Strindberg’s A skills and the ability to read carefully. The class sessions Dream Play, students consider a variety of the most are devoted to discussing student essays as well as texts significant plays of the 20th century, considering on various topics by professional writers. Classes them as works of literature and as the basic scripts for emphasize discussion and the writing process itself. production. Also listed as ENG/THEA 115 in the Students should expect to write six to eight 500-word Theatre section of this catalog. essays and revise at least two of those essays. Students who score 580 or above on the verbal SAT may take 142 The Crafting of Fiction an exemption exam during orientation. (3 s.h.) Plant Prerequisite: ENG 102 103 English as a Foreign Language: Academic The class will introduce students to the basic elements Writing of fiction writing, including characterization, plot, (3 s.h.) Petersson and setting. Combining in-class exercises, frequent The emphasis of this course is on composition. Students writing assignments, and reading in contemporary will learn to create viable thesis statements, develop fiction, students will develop strategies and skills for paragraphs using supporting details, and write effective creating and developing dialogue, description, and introductions and conclusions. Peer review will help conflict. The class will also introduce students to the students to identify weaknesses and sharpen revision writing workshop method of analysis and critique. and editing skills. Some attention will be given to the ENG 142 is offered only P/NC. kinds of grammar errors that students make as their writing becomes more sophisticated. Reading assign- 143 The Crafting of Poetry ments and class discussions are designed to improve the (3 s.h.) Kennedy ability to read with understanding and purpose. Prerequisite: ENG 102 This class will introduce students to the basic elements 110 Composition and Literature: Short Story of poetry writing, including persona, rhyme, rhythm, (3 s.h.) Staff and meter. Combining in-class exercises, frequent The issues of literary study at the introductory level, writing assignments, and reading in contemporary using the short story as a specific literary genre. poetry, students will develop strategies and skills for Typically, writers covered will include Katherine Anne creating and developing both formal and free-verse Porter, James Joyce, Katherine Mansfield, William poetry. The class will also introduce students to the Faulkner, Ernest Hemingway, and Henry James. writing workshop method of analysis and critique. Students will gain familiarity with questions of plot, ENG 143 is offered only P/NC. character, imagery, and the patterns of fiction; and they will gain confidence in working with a literary text. 202 Advanced Composition (3 s.h.) Staff 112 Composition and Literature: Poetry Prerequisite: one course from ENG 101, ENG 102, (3 s.h.) Staff ENG 110, ENG 112, THEA/ENG 114, or Designed to develop skills in close reading, this course ENG/THEA 115 will enable beginning students to come to a clearer For students who wish to develop the ability to write understanding of poetry and to express that under- prose (nonfiction). It is based on the double theory standing both orally and in writing. The elements of that the more students write, the more comfortable poetry — sound, rhythm, imagery, tone — and the they become with writing; and that while writing is a persona or mask of each speaker will be focused upon, way of expressing ideas, it can also be a way of discov- and most of the class sessions will be discussion of ering ideas. Revision as an essential part of the writing materials from the text, an anthology of short poetry. process and developing an understanding of and appreciation for the work of professional writers will 114 Introduction to Drama be emphasized. (3 s.h.) Francisco, Ristau, F. Southerington For course description, see THEA/ENG 114 in the Theatre section of this catalog. 116 ENGLISH 204 Literature for Children and Youth standing of what literature is and does, and a height- (3 s.h.) Petty ened ability to think and write clearly. Prerequisite: one course from ENG 101, ENG 102, ENG 110, ENG 112, THEA/ENG 114, or 213 Western Literature after 1650 ENG/THEA 115 (3 s.h.) Staff A study of the classics of children’s literature including Prerequisite: one course from ENG 101, ENG 102, Alice’s Adventures in Wonderland, Tom Sawyer, and ENG 110, ENG 112, THEA/ENG 114, or Wind in the Willows, of folk literature, and of contem- ENG/THEA 115 porary works for young children and adolescents, Literature in translation from the neoclassical to the including Pippi Longstocking and Charlotte’s Web. modern period. Specific writers include Moliere, Emphasis on the development of children’s literature Racine, Voltaire, Goethe, Wordsworth, Flaubert, and on the analysis of individual works. Students Dostoevsky, Tolstoi, Kafka, Mann, and Camus. seeking teacher licensure in elementary and middle Objectives are the same as ENG 212. schools have priority in registering for this course. 216 Introduction to Shakespeare 208 English Literature before 1780 (3 s.h.) F. Southerington (3 s.h.) Kennedy Prerequisite: one course from ENG 101, ENG 102, Prerequisite: one course from ENG 101, ENG 102, ENG 110, ENG 112, THEA/ENG 114, or ENG 110, ENG 112, THEA/ENG 114, or ENG/THEA 115 ENG/THEA 115 A lecture/discussion course focusing on examples of A study of major works of English literature from comedy, history, tragedy, and romance, each consid- Beowulf to 1780, including selections from Chaucer, ered from the dramatic, poetic, and theatrical per- Spenser, Shakespeare, Donne, Jonson, Swift and Pope spectives, with some attention also given to the his- and addressing the cultural and historical back- torical background and the characteristics and devel- ground. Students will be encouraged to gain skill in opment of Shakespeare’s art. Attendance at two plays analyzing and comparing works of literature and to at the Blackfriars Playhouse may be required. Also gain confidence in the give-and-take of serious discus- listed as ENG/THEA 216 in the Theatre section of sion. Class sessions combine lectures and discussions this catalog. and are based on specific reading assignments. 217 Great Plays 209 English Literature after 1780 (3 s.h.) Staff (3 s.h.) Kennedy Prerequisite: THEA/ENG 114 or permission of Prerequisite: one course from ENG 101, ENG 102, instructor ENG 110, ENG 112, THEA/ENG 114, or For course description, see THEA/ENG 217 in the ENG/THEA 115 Theatre section of this catalog. The works of major English writers from 1780 to the mid-20th century including Wordsworth, Keats, 220 American Literature: Colonialism to Romantic Tennyson, and Yeats. Students will be encouraged to (3 s.h.) Grotjohn gain skill in analyzing and comparing works of litera- Prerequisite: one course from ENG 101, ENG 102, ture and in communicating their ideas in class discus- ENG 110, ENG 112, THEA/ENG 114, or sion and in short essays. ENG/THEA 115 A study of representative selections from the works of 212 Western Literature before 1650 American writers in the Colonial to Romantic periods, (3 s.h.) Staff including writers such as Bradstreet, Poe, Emerson, Prerequisite: one course from ENG 101, ENG 102, Melville, Hawthorne, Thoreau, and Whitman. ENG 110, ENG 112, THEA/ENG 114, or Students will be encouraged to gain skill in reading, ENG/THEA 115 understanding, and writing about works of literature Literature in translation from the classical age of and to gain confidence in the give-and-take of discus- Greece through the European Renaissance, including sion. Literary merit, importance in the development of Homer, Aeschylus, Sophocles, Euripides, Virgil, American literary themes and ideas, and power to elicit Dante, Montaigne and Cervantes. Students should response from the modern reader will dictate selection gain a command of the individual works, an under- of assigned readings.

ENGLISH 117 221 American Literature: Realism to Present 233 Modern American Fiction (3 s.h.) Grotjohn (3 s.h.) Plant Prerequisite: one course from ENG 101, ENG 102, Prerequisite: one course from ENG 101, ENG 102, ENG 110, ENG 112, THEA/ENG 114, or ENG 110, ENG 112, THEA/ENG 114, or ENG/THEA 115 ENG/THEA 115 Representative selections from the works of American The readings for this course will be selected novels and writers in the late 19th and 20th centuries will be short stories by modern and contemporary American studied, including writers such as Dickinson, Twain, writers, including Hemingway, Faulkner, Nabokov, and James, Eliot, and Oates. Students will be encouraged O’Connor. Attention will be given to various works’ to gain skill in reading, understanding, and writing reflection of modern American culture, and to shifts in about works of literature, and to gain confidence in 20th-century aesthetics. The techniques of reading and the give-and-take of discussion. Literary merit, impor- writing about fiction will also be emphasized. tance in the development of American literary themes and ideas, and power to elicit response from the mod- 234 Modern Poetry ern reader will dictate selection of assigned readings. (3 s.h.) Grotjohn Prerequisite: one course from ENG 101, ENG 102, 225 18th-Century Prose and Poetry ENG 110, ENG 112, THEA/ENG 114, or (3 s.h.) Kennedy ENG/THEA 115 Prerequisite: one course from ENG 101, ENG 102, The class will examine the work of several major ENG 110, ENG 112, THEA/ENG 114, or modern poets whose influence reaches to the present ENG/THEA 115 as well as discuss the work of some contemporary A survey of Restoration and 18th-century literature, poets. Students will learn about historical and biogra- including writers such as Dryden, Swift, Pope, phical contexts for the works, but the major emphasis Goldsmith, Boswell, and Jonson. Emphasis on the will be on close reading of the poems and the pleasure function of wit and humor in literature. and understanding one can derive from that reading. The course will operate primarily on the discussion 227 The 18th-Century English Novel model. This course fulfills the 20th-century require- (3 s.h.) Kennedy ment for the English major or minor. Prerequisite: one course from ENG 101, ENG 102, ENG 110, ENG 112, THEA/ENG 114, or 235 Women in Literature ENG/THEA 115 Offered as needed to ADP students (3 s.h.) Kennedy An introduction to major novels of the 18th century. Prerequisite: one course from ENG 101, ENG 102, The objective of the course is to help each student ENG 110, ENG 112, THEA/ENG 114, or gain a detailed knowledge of the novels as the basis for ENG/THEA 115 informed critical reflection and to develop her under- This course introduces selected writings of women standing of what the novel — in its many forms — is. authors of the English-speaking world from the Middle Ages through the 20th century. Many of the 228 The 19th-Century English Novel readings are short selections from longer works, but (3 s.h.) F. Southerington several novels will be read in their entirety. A journal Prerequisite: one course from ENG 101, ENG 102, will be kept for recording responses to the readings, ENG 110, ENG 112, THEA/ENG 114, or including what these women writers say about mar- ENG/THEA 115 riage; education for women; religion; women’s legal An introduction to five major novels of the 19th century, rights; the role of women in society; and how the with attention to their social and historical background. social, political, and cultural experiences of women affect each of us as modern women or men. 231 Romantic Literature (3 s.h.) F. Southerington 236 Victorian Literature Prerequisite: one course from ENG 101, ENG 102, (3 s.h.) F. Southerington ENG 110, ENG 112, THEA/ENG 114, or Prerequisite: one course from ENG 101, ENG 102, ENG/THEA 115 ENG 110, ENG 112, THEA/ENG 114, or The major authors in England from the late 18th cen- ENG/THEA 115 tury to the 1830s: Blake, Wordsworth, Coleridge, This course will focus mainly on the poetry of the Byron, Shelley, and Keats. period, with special attention to Tennyson, Fitzgerald, 118 ENGLISH Browning, Arnold, Hopkins, and Hardy. Three 240 20th-Century British Literature novels will be studied: Bronte’s Wuthering Heights, (3 s.h.) Grotjohn Dickens’ Hard Times, and Hardy’s The Mayor of Prerequisite: one course from ENG 101, ENG 102, Casterbridge. ENG 110, ENG 112, THEA/ENG 114, or ENG/THEA 115 237 Contemporary Fiction by Women Selected reading in British poetry, prose, and drama (3 s.h.) Petty since 1900. Texts will be selected from authors such as Prerequisite: one course from ENG 101, ENG 102, the poets of World War I, Yeats, Joyce, Woolf, ENG 110, ENG 112, THEA/ENG 114, or Beckett, Auden, Larkin, and Boland. ENG/THEA 115 Examines the primary concerns of contemporary 242 The Writing of Fiction literature by women; conveys an appreciation of its (3 s.h.) Plant stylistic and thematic features; and sharpens students’ Prerequisite: ENG 142 or permission of instructor interpretive skills. Through class discussion, essays Emphasizes the process and craft of fiction writing. and collaborative exercises, students will demonstrate Class sessions are designed as workshops and are an understanding of the works of writers such as divided between periods of writing and periods of Lessing, Gordimer, Atwood, Morrison, Erdrich, reading and discussing each other’s work. Winterson, and Kincaid. 243 The Writing of Poetry 238 American Women Novelists (3 s.h) Kennedy (3 s.h.) Grotjohn Prerequisite: ENG 143 or permission of instructor Prerequisite: one course from ENG 101, ENG 102, This class will emphasize the process and craft of ENG 110, ENG 112, THEA/ENG 114, or poetry writing. Class sessions are designed as work- ENG/THEA 115 shops and are divided between periods of writing and Students will read, discuss, and analyze novels by periods of reading and discussing each other’s work. significant 20th-century American writers such as Kate Chopin, Willa Cather, Zora Neale Hurston, 244 Autobiography Louise Erdrich, and Toni Morrison. Several questions (3 s.h.) Plant will guide the examination of the novels individually Prerequisite: one course from ENG 101, ENG 102, and comparatively: How do the various authors ENG 110, ENG 112, THEA/ENG 114, or employ literary devices in their novels? How do the ENG/THEA 115 novels construct social and cultural contexts? How An introduction to autobiography as a literary genre. are individual characters defined within and against Through reading and analyzing various autobio- those contexts? graphical works, including works by Frederick Douglass and May Sarton, students will develop a 239 Asian-American Women Writers greater understanding of this genre’s range and of (3 s.h.) Grotjohn various writers’ responses to some of the critical issues Prerequisite: one course from ENG 101, ENG 102, raised by autobiography: To what degree does a text ENG 110, ENG 112, THEA/ENG 114, or recount a life? Create a life? How do form and style ENG/THEA 115 contribute to self-representation? A study of fiction, poetry, and autobiography by American women of Asian descent, including authors 251 Technical and Professional Writing such as Maxine Hong Kingston, Mitsuye Yamada, (3 s.h.) Petersson Sara Suleri, and Jessica Hagedorn. Works will be Prerequisite: one course from ENG 101, ENG 102, selected for literary merit and representation ENG 110, ENG 112, THEA/ENG 114, or of various Asian backgrounds. Through discussion, ENG/THEA 115 journal entries, and essays, students will be encour- Succeeding in the world of work requires an ability to aged to gain skill in analyzing and comparing literary convey specialized information clearly and succinctly works. Also listed as ENG/AS 239 in the Asian to a variety of audiences. Students will learn to iden- Studies section of this catalog. tify the multiple (and sometimes conflicting) audiences they will face as they enter the professional setting. The course will acquaint students with

ENGLISH 119 common forms of written communication, including 264 African-American Literature concept papers, proposals, and reports, and with writ- (3 s.h.) Grotjohn, Kennedy ing processes particularly appropriate for technical Prerequisite: one course from ENG 101, ENG 102, and professional settings. ENG 110, ENG 112, THEA/ENG 114, or ENG/THEA 115 255 African Novels This course will focus on 20th-century African- (3 s.h.) Grotjohn American fiction, poetry, and essays. Through discus- Prerequisite: one course from ENG 101, ENG 102, sion, journal entries, and essays, students will develop ENG 110, ENG 112, THEA/ENG 114, or skill in analyzing and comparing literary works and ENG/THEA 115 will consider contexts for African-American writing in This course is a study of novels in English by black this century. African writers. Works will be selected for literary merit and representation of various sub-Saharan 310 Chaucer regions and backgrounds. Beginning from a brief (3 s.h.) Green introduction to postcolonial literary theory, students Prerequisite: at least one 200-level English course, will apply that theory as it helps to uncover the excluding ENG 202, ENG 242 and ENG 251, or narrative choices and techniques in the individual permission of instructor novels and in comparing the novels. Through discus- Strongly recommended: ENG 208 sions, brief writing assignments, and essays, students A study of the Canterbury Tales and other selected will be encouraged to gain skill in analyzing and texts. Students read the Middle English text. No comparing works of literature. background in Middle English is assumed.

260 Women and the Novel 314 Tudor Prose and Poetry Offered as needed to ADP students (3 s.h.) Green (3 s.h.) Green Prerequisite: one course from ENG 101, ENG 102, Prerequisite: at least one 200-level English course, ENG 110, ENG 112, THEA/ENG 114, or excluding ENG 202, ENG 242 and ENG 251, or ENG/THEA 115 permission of instructor A study of novels in English by 19th- and 20th-century Prose studied will include examples of fiction and selec- women that examines images and ideals of woman- tions from such writers as Sidney and Elyot. Students hood present in Western culture, the reflection of will study the poetry of Wyatt, Surrey, Gascoigne, those ideals in literature, the interaction between Raleigh, and Sidney, but shall concentrate on the poetry society and literature that may popularize or question of Spenser. Course is conducted as lecture/discussion. stereotypes, and some of the basic premises of women’s studies and feminist criticism. 315 Tudor-Stuart Drama (3 s.h.) Green 262 Southern Women Writers at Mid-Century: Prerequisite: at least one 200-level English course, Welty, O’Connor, and Angelou excluding ENG 202, ENG 242 and ENG 251, or Offered as needed to ADP students (3 s.h.) Parton permission of instructor Prerequisite: one course from ENG 101, ENG 102, A discussion/lecture course in which eight to10 plays ENG 110, ENG 112, THEA/ENG 114, or written between 1580 and 1640 will be studied. ENG/THEA 115 Primary attention will be paid to the plays of This course examines three major female literary Marlowe, Jonson, and Webster. The plays will be figures in the cultural and literary context in which studied in chronological order so that the student will they worked — i.e., as southern women writers in the gain some understanding of the development of the shadow of Faulkner, Williams, and Wright. Focal drama of the period. Also listed as ENG/THEA 315 points of the course are a close reading of some of in the Theatre section of this catalog. Maya Angelou’s, Flannery O’Connor’s and Eudora Welty’s work; a study of these three women’s lives and ideas; and an examination of the contemporary responses to their writing.

120 ENGLISH 322 Milton and the Metaphysicals FOREIGN LANGUAGES, (3 s.h.) F. Southerington Prerequisite: at least one 200-level English course, LITERATURES, AND CULTURES excluding ENG 202, ENG 242 and ENG 251, ANTHROPOLOGY: Carrie B. Douglass and/or permission of instructor ASIAN STUDIES: Daniel Métraux Students will study selected poems of Donne, FRENCH: Anne McGovern, Martha Walker Herbert, Marvell and Vaughan, and will also study GERMAN: Stevens Garlick, Regina Seitz Milton’s Paradise Lost. In addition to gaining a famil- JAPANESE: Noriko Okura iarity with the works of these major 17th-century RUSSIAN: Vladimir Garkov poets, the student will learn about the political and SPANISH: Ivy Arbulú, Carrie B. Douglass, religious background, and the intellectual climate of Julie Garkov, Catherine Oryschak, Nelson Sánchez the period. The student is expected to participate regularly in class discussions and to demonstrate in writing The Department of Foreign Languages, Literatures, an understanding of techniques of literary analysis, and Cultures offers students a number of majors and of the content of the material presented in class. composed of two interrelated strands. One is the study of foreign language, with the aim of providing 377 Colloquium practical knowledge and use of the language. The (3 s.h.) Staff possibilities for foreign language study at MBC are Upper-level students and one or more members of the French, Spanish, German, Japanese, and Russian. The English faculty study intensively together a literary other strand is the study of foreign cultures, either subject of mutual interest, such as the work of one or through courses in a foreign language, or through two major authors, a recurring literary theme, a genre, Asian studies, Latin-American studies, and anthropology one or more movements discernible in literary history, courses in English. Students can major or minor in or a critical problem. Open to majors, or by permission French, Spanish, German, or Asian studies. Students of the instructor. may minor in anthropology and Latin-American studies.

400 Major Seminar (For all students attending Major Seminar on campus) ANTHROPOLOGY 401L–403L Major Seminar Cultural anthropology is the study of contemporary (For ADP students not attending Major Seminar on and historically recent human societies. Describing campus) and attempting to understand and explain cultural (3 s.h.) Staff diversity are the major objectives of this field. The Prerequisite: junior English major focus of this subfield is the concept of culture. ENG 400 is a two-year course taken in the student’s Culture has been defined in a myriad of ways, but junior and senior years that emphasizes analysis of anthropologists emphasize that “culture” is the socially British, American, and world literature from a variety transmitted knowledge and behavior shared by some of periods and genres. group of people. Culture — the world view, beliefs, Each student in the seminar will demonstrate the art, morals, law, custom, religion, values, economy — is ability to work closely with numerous texts: posing learned while growing up in the group. critical questions, writing responses to student essays, Anthropologists are interested in the internal logic of and leading discussions. each culture. They also point out that all humans are ADP students who can attend the on-campus products of culture, and that all cultures are intrinsically seminar are expected to do so. ADP students who valuable because they tell us something important cannot attend the seminar on campus must meet this about the potentialities and limitations of humans. requirement by completing the three-semester NTHROPOLOGY OURSES sequence of one-hour courses, ENG 401L, ENG A C 402L, and ENG 403L. 120 Cultural Anthropology 121 Physical Anthropology 202 Women, Gender and Culture 208 Medical Anthropology 216 Native Americans: Past and Present 220 Language, Literature, and Culture 244 Anthropology of Ritual and Symbol ENGLISH/FOREIGN LANGUAGES,LITERATURES, AND CULTURES 121 REQUIREMENTS FOR THE MINOR IN 208 Medical Anthropology ANTHROPOLOGY Spring 2004 (3 s.h.) Douglass This course discusses the difference between disease, a 18 semester hours including ANTH 120 and 121; a pathological condition, and illness, a culturally minimum of nine hours from ANTH 202, ANTH defined deviation from what is considered a normal, 208, ANTH 220, ANTH 244, or any anthropology healthy state. It covers different ways (Western and course from another college/university; and a mini- non-Western) of diagnosing and treating illness. mum of three hours from AS/REL 212, AS 244, AS Although the course is comparative, it emphasizes 246, AS 247, AS 248, AS 251, AS 253, AS 256, American culture. The student will look at illness AS/SOC 270, FREN 261, FREN 262 FREN 255, from the point of view of different ethnic groups (i.e., GER 262, GER 218, POLS 249. Black, Hispanic, Asian), different social groups (rural poor, urban Pentecostals), different nationalities OURSE ESCRIPTIONS C D (American vs. English, French), and even from the 120 Cultural Anthropology differing perspective of men and women. The aim of Fall 2003 (3 s.h.) Douglass the course is to place “science” within culture. An introduction to the study of humans as culture- bearing animals. Through readings, films, lectures, 216 Native Americans: Past and Present and discussions students should come to an under- (3 s.h.) Douglass standing of the extent of human diversity. A number This course introduces the student to the variety of of societies from around the world will be used to past and present North American Indian cultures. provide examples of different practices in regard to The course covers three time periods: Pre-European marriage, kinship, family life, uses of technology, contact (to c. 1640); from colonial times to the 20th religion, political organization and social stratification. century; and contemporary times. The course stresses the vast and rich differences between the many tribes, 121 Physical Anthropology and Archeology as well as some underlying similarities. One objective Spring 2004 (3 s.h.) Douglass of the course is to know the location of these indige- This introductory course investigates the physical nous groups upon the arrival of the Europeans (What history of the human species, studying our closest Indians were in Virginia?), as well as the location of living relatives, the primates (what it is that differen- the various groups today. Finally, participants consider tiates us from them), and analyzing fossil remains of some contemporary issues that affect Indians today. early hominids. Participants then study the evolution of human culture from the origins of humankind to 220 Language, Literature, and Culture the beginnings of the first literate civilizations in the Spring 2004 (3 s.h.) Douglass Old and New Worlds. The course concludes by looking Language is the human capability that makes us differ- at physical variation, including the concept of race, in ent from primates and other animals and was a key contemporary human population. factor in our evolutionary success. This course is concerned with the complex relations between language 202 Women, Gender and Culture and other aspects of human behavior and thought — Fall 2003 (3 s.h.) Douglass i.e., culture. How does language filter reality and the This course examines the almost universal fact of natural environment? How is language used in various male/female asymmetry throughout the world. It covers social contexts? How is language connected to status? the cultural construction of gender — i.e., the defini- To gender? The student will explore these issues in tion of “female” (and “male”) in many cultures, prim- class through reading, lecture, film, and discussion. itive as well as complex. The student will study the difference between authority and power, and women’s 244 Anthropology of Ritual and Symbol varying roles in both the domestic and public spheres Fall 2004 (3 s.h.) Douglass cross-culturally, while questioning Western priority in This course explores the role of symbols — religious, the economic and political domains. Finally, it will mythic, aesthetic, political, and economic — in social consider the different things that “woman” symbolizes and cultural processes, especially in rituals and cere- in many societies and how that is related to other monies. Course focuses on the ways that symbols and cultural categories. rituals may be understood and what they say about the cultures that produce them. Examples from both

122 FOREIGN LANGUAGES,LITERATURES, AND CULTURES simple (primitive) and complex (modern) cultures 253, AS 256, AS/SOC 270, AS/REL 275, AS 277; will be studied. Topics include calendrical rites, rites JPNS 250. Students may substitute a maximum of of passage, sacrifice, magic, food symbolism, animal three credits of Asian Studies electives by taking one cults, political rituals and nationalism. of the following: BUAD 305; ECON 253 or ECON 254; POLS 215. ASIAN STUDIES Required Support Courses (six semester hours) Asian studies is an interdisciplinary liberal arts major Two courses in Anthropology, including ANTH 120 designed to give students an in-depth cultural, political, (Cultural Anthropology) and ANTH 220 (Language economic, and historical perspective of Asia. A variety and Culture) of courses in related disciplines allows students to view Asia as a part of the emerging global community. Senior Requirement (three semester hours) Mary Baldwin College has always had courses in AS 400 Asian studies, and in the early 20th century was closely associated with two schools for women in Asia, one in NOTE: Students may earn up to three semester hours China and the other in Korea. Although the schools of electives credit by completing an internship in were closed in the 1930s because of Japan’s invasion of Japan, elsewhere in Asia, or with an Asian-related the mainland, the college has maintained strong ties company or organization in the United States. with Asia, and in the early 1980s established a “sister Students are strongly encouraged to participate in school” relationship with Doshisha Women’s College MBC’s program at Doshisha Women’s College in in Kyoto, Japan. Japan and/or to spend one or more semesters at a In addition to the major, the college also offers a recognized institution in Asia. Language and/or Asian minor in Asian studies. Students may spend a semester Studies courses taken at these institutions may be at Doshisha each fall and/or a semester or more at applied toward the major. another institution in Asia. A student may substitute another major Asian language for Japanese by demonstrating competence REQUIREMENTS FOR THE MAJOR IN ASIAN in that language. However, a person who is a native STUDIES speaker of an Asian language or who has achieved at Students are strongly encouraged to study in an Asian least an intermediate level knowledge of an Asian country, earning academic credit for at least three language and who elects not to take at least six hours hours, either by enrolling in a recognized college in of an Asian language at Mary Baldwin College or Asia for at least one semester, doing an externship in elsewhere must take up to 18 hours of electives. Asia, or participating in a study tour of Asia (JPNS 250, Introduction to Asia). REQUIREMENTS FOR THE MINOR IN ASIAN 41 semester hours of course work distributed as STUDIES follows: 21 hours including AS 106 (Asian Civilizations) or AS/REL 212 (Asian Religions) and a total of 18 hours Language Requirement (14 semester hours) of Asian studies courses listed below. Study of an At least one year of study of Japanese at the interme- Asian language is highly recommended. Students may diate level or above depending on level of initial substitute one of the following three activities for six placement; or knowledge of a major Asian language at of the 18 elective hours: an internship in Japan or the intermediate college level elsewhere in Asia; an internship with an Asian company/ organization in the United States; or participation in Core Courses (six semester hours) JPNS 250 (Introduction to Asia), which consists of a AS l06 and AS/REL 212. May Term study trip to Asia. Students may substitute another major Asian language for Japanese by demon- Elective courses in Asian Studies strating competence in that language. Courses selected from the following (12 semester A native speaker of any major Asian language must hours or 18 semester hours if the language require- take a minimum of six electives in Asian studies in ment was passed by meeting the language knowledge addition to AS 106 or AS/REL 212. requirement above): REL/AS 213, ENG/AS 239, AS 244, AS 246, AS 247, AS 248, AS 250, AS 251, AS

FOREIGN LANGUAGES,LITERATURES, AND CULTURES 123 ASIAN STUDIES COURSES 242 Modern Korea 106 Asian Civilizations Fall 2004 (3 s.h.) D. Métraux 212 Asian Religions Study of the emergence of the modern Korean state 213 Islam from the end of the YI dynasty through the present 239 Asian-American Women Writers division of the country. Particular emphasis on the 242 Modern Korea economic and political evolution of South Korea from 244 Modern Middle East poverty and dictatorship to prosperity and democratic 246 Modern Japan government. 247 India and Pakistan 248 Vietnam and SE Asia 244 Modern Middle East 250 Traditional China Fall (3 s.h.) D. Métraux 251 Asian Women Modern political, economic, and cultural history of 253 Modern China Israel, Egypt, Saudi Arabia, Syria, Iraq, Iran, and 255 Survey of South Asian Art other neighboring states. Preceded by a brief study of 256 Newly Industrializing Countries Islamic and Jewish civilizations. of East Asia 270 Australia and New Zealand 246 Modern Japan 275 Buddhism Spring 2004 (3 s.h.) D. Métraux 277 Colloquium on Asia A study of Japanese cultural, political and economic 400 Senior Seminar history from the 19th century. Preceded by a brief JPNS 101–102 Elementary Japanese introduction to its early history. JPNS 151–152 Intermediate Japanese JPNS 250 Introduction to Asia 247 India and Pakistan JPNS 290, 390 Advanced Japanese Spring 2005 (3 s.h.) D. Métraux Political, economic, and cultural history of British COURSE DESCRIPTIONS India and India, Pakistan and neighboring regions since the late 1700s. Preceded by a brief introduction 106 Asian Civilizations to Hinduism and Islam. Spring (3 s.h.) D. Métraux Survey history of East Asia and Southeast Asia from 248 Vietnam and Southeast Asia early 1600s to present. Spring 2004 (3 s.h.) D. Métraux 212 Asian Religions Twentieth-century political, economic, and cultural Fall (3 s.h.) D. Métraux history of Vietnam, the Philippines, Burma, and A study of the historical religions and philosophies of Southeast Asia with an emphasis on the wars in India, China, and Japan. Particular attention will be Indochina through 1975 and developments in the given to Hinduism, Buddhism, and Islam in India 1980s and 1990s. Preceded by a brief cultural history and Pakistan; Taoism, Confucianism, Legalism, and of the region. Buddhism in China; and Shintoism, Confucianism, Buddhism, and the new religions of Japan. Also listed 250 Traditional China as AS/REL 212 in the Religion section of this catalog. Fall 2003 (3 s.h.) D. Métraux Study of Chinese culture and history through 1644. 213 Islam Offered as needed to ADP students (3 s.h.) Owen 251 Asian Women For course description, see REL/AS 213 in the Fall (3 s.h.) D. Métraux Philosophy and Religion section of this catalog. Study of the social, cultural, political and religious roles of Indian, Chinese, Korean, Middle Eastern and 239 Asian-American Women Writers Japanese women past and present. May Term 2005 (3 s.h.) Grotjohn Prerequisites: ENG 102, ENG 110, ENG 112, 253 Modern China THEA/ENG 114 or ENG/THEA 115 or permission Spring 2005 (3 s.h.) D. Métraux of instructor Chinese political, economic, and cultural history from For course description, see ENG/AS 239 in the the 17th century to the present with an emphasis on English section of this catalog. 20th-century developments. Emphasis also on Taiwan. 124 FOREIGN LANGUAGES,LITERATURES, AND CULTURES 255 Survey of South Asian Art FRENCH Offered as needed to ADP students (3 s.h.) Richardson REQUIREMENTS FOR THE MAJOR IN FRENCH Recommended: AS/REL 212 and sophomore standing 39 semester hours total: 33 semester hours in French, This course covers the art, architecture, and culture of including FREN 201–202, FREN 400; at least 12 South Asia. Focus on India and its artistic tradition credit hours from the following: FREN 241, FREN and its influence in Southeast Asia and the rest of the 242, FREN 251, FREN 252, FREN 261, FREN 262, continent. and the remainder in French electives. Study in a French-speaking country for at least one month earning 256 The Newly Industrializing Countries of academic credit for at least one course: FREN 255 or East Asia other program. In addition, six semester hours in 2004–2005 (3 s.h.) D. Métraux Anthropology, including ANTH 120 and ANTH 220. Modern political, economic, and cultural history of Korea, Taiwan, Singapore, and Hong Kong with an REQUIREMENTS FOR THE MINOR IN FRENCH emphasis on political and economic development. 18 hours in French, including FREN 201–202, FREN 270 Australia and New Zealand 203, and FREN 255, plus nine semester hours from Fall 2004 (3 s.h.) D. Métraux the following: FREN 205, FREN 241, FREN 242, Study of the major native cultures of the South Pacific FREN 251, FREN 252, FREN 261, FREN 262. followed by a comparative analysis of the history of Australia and New Zealand. Also listed as AS/SOC SENIOR REQUIREMENT 270 in the Sociology section of this catalog. Each major will be required to complete a senior project consisting of an oral presentation and a 275 Buddhism research paper in French as well as a presentation in Spring 2004 (3 s.h.) D. Métraux English to the department. A study of the teachings of the original Buddha and of the Hinayana (Theravada) and Mahayana schools FRENCH COURSES of Buddhism, followed by an analysis of the socio- 101 Beginning French I political role of Buddhism in contemporary Asia. 102 Beginning French II Also listed as AS/REL 275 in the Religion section of 141 French Literature in Translation this catalog. 151 Intermediate French I 152 Intermediate French II 277 Colloquium 153 La Révolution Française (1–3 s.h.) D. Métraux, Staff 154 French Play in Performance Colloquia focus on specialized areas or themes in 170 Francophone Women Writers Asian studies. 201 French and Francophone Cultures I 202 French and Francophone Cultures II 400 Senior Requirement 203 Everyday French Spring (3 s.h.) D. Métraux 205 Writing in French A required course for Asian studies majors. Students 215 Spoken French pursue research on a theme or issue chosen by the 230 Contemporary French Culture department. One hour a week of class is devoted to 241 Readings in French I work directed by members of the Asian studies disci- 242 Readings in French II pline; the second hour is devoted to sharing the 251 Survey of French Civilization I progress and results of research with other department 252 Survey of French Civilization II majors. The work culminates in an oral presentation 255 May Term in France and research paper in English. 261 Role of Women in French Culture I 262 Role of Women in French Culture II 400 Senior Seminar

FOREIGN LANGUAGES,LITERATURES, AND CULTURES 125 COURSE DESCRIPTIONS 170 Francophone Women Writers French 101, 102 Beginning French (3 s.h.) McGovern (4 s.h. each) McGovern This survey course of modern francophone women’s This two-semester sequence is designed for those with literature, conducted in English, includes works from little or no French. The emphasis is on learning North and Sub-Saharan Africa, the Caribbean, and French in order to use it. Through exercises, dialogs, Canada. Among the authors studied are Assia Djebar, skits, and controlled and creative writing, the student Mariama Bâ, Maryse Condé, Simone Schwarz-Bart, will develop a basic proficiency in speaking, listening, and Anne Hébert. Major themes of the course are the reading and writing. search for identity and the role of language and writing in discovering and/or asserting cultural and gender 141 French Literature in Translation identities. May Term 2004 (3 s.h.) McGovern This course offers literary study of a selection of 201, 202 French and Francophone Cultures I and II French language works in translation. Topics will vary, (3 s.h. each) Walker and may focus on first-person narratives, genre studies, For students who have studied French for three or etc. Literary works will represent France and other more years in high school or for two years in college. French-speaking regions of the world. The course is This course is an introduction to French-speaking conducted in English. areas of the world through literature, film, and current events. France and different Francophone regions 151, 152 Intermediate French (Quebec, the Caribbean, Northern and Western (4 s.h.) McGovern, Walker Africa) are explored. The course enables students to This two-semester sequence continues to build the progress to an advanced level of performance in the student’s proficiency, using exercises, dialogues, skits, four language skills: reading, writing, understanding, and controlled and creative writing. At the end of the and speaking. It includes a review of grammatical course, students will have a basic understanding of structures and an introduction to literary analysis. French and be able to carry on everyday conversations, read schedules , pamphlets, and other texts of 203 Everyday French moderate difficulty, and write fluently and accurately (3 s.h.) Walker about everyday topics. A total immersion experience in language learning. Emphasis will be on the practical uses of French: in 153 La Révolution Française everyday conversation, in letter writing, in the reading May Term 2005 (1 s.h.) McGovern of popular magazines, and in movies. The course will This course is designed for those students who are be oriented toward oral use of the language and will enrolled in HIST 243 and who want to pursue a proj- include phonetics as well as conversation practice. ect related to the French Revolution. Students choose a The class will meet in an area that will serve as head- topic of interest — such as songs of the Revolution or quarters for many of the varied activities planned. ceramics containing Revolutionary images — and they English will not be used at all. Little formal grammar research and share the results of their research in class instruction. discussion. The student must be enrolled in HIST 243 at the same time, and must have completed FREN 152 205 Writing in French or the equivalent. This course is conducted in French. Spring 2004 (3 s.h.) Walker Students will receive intensive practice in writing 154 French Play in Performance French. Frequent writing assignments and analysis of May Term 2004 (3 s.h.) Walker short French texts will allow students to increase Prerequisite: FREN 152 or equivalent grammatical and idiomatic precision and to develop Together, class will read and study a short, contemporary awareness of stylistics. Students will develop their own French play, which will then be performed at the end of personal style by keeping a journal and by writing letters, May Term. Class time will be spent discussing, then short essays, and descriptive passages. Prerequisite: rehearsing, building, etc., in preparation for the per- French 202/permission of the instructor. formance. Those who do not want to be on stage will have an opportunity to research and build appropriate sets, costumes, and props as well as to write the program.

126 FOREIGN LANGUAGES,LITERATURES, AND CULTURES 215 Spoken French 255 May Term in France (2 s.h.) McGovern (3 s.h.) Walker Prerequisite: Must be enrolled or eligible to enroll in Prerequisite: Intermediate FREN 152 a course no lower than FREN 151 Students will spend three weeks in Paris studying This course provides the student at the intermediate- French theatre and attending performances. There will or advanced-level experience in practical, everyday, be field trips and walking tours, including trips to spoken French beyond that which time allows in the monuments, museums, gardens, and chateaux. regular course meetings. It may be taken along with Additional charge for this course beyond MBC tuition. one of those courses (FREN 151, FREN 152, FREN 201, FREN 202) or independently of them. This 261, 262 The Role of Women in French Culture course may be taken more than once, and may be (3 s.h.) McGovern, Walker taken only on a P/NC basis. Prerequisite: FREN 202 or equivalent Women have had an important but often ignored role 230 Contemporary French Culture in the social, political, religious and artistic life of Fall 2004 (3 s.h.) McGovern France. This course will enhance the student’s under- This course is designed to provide the student with standing of French history and culture by examining basic knowledge of the geography and political and the contributions of women in these fields. In order to social structures of contemporary France, and to put these figures into context, participants will also acquaint her with issues of concern to the French today. examine the conditions and status of women in general in the periods studied. In the first semester, women’s 241, 242 Readings in French roles from the Middle Ages through the 17th century 2003–2004 (3 s.h.) McGovern, Walker will be examined. In the second semester, the 18th, Prerequisite: FREN 202 or equivalent 19th, and 20th centuries will be discussed. Course is During each semester a different theme, author, or given in French. Also listed as WS 261–262. genre will be treated. The three major aims of this course: (1) to enable the student to come to an appre- 400 Senior Seminar ciation and understanding of a number of texts in (3 s.h.) McGovern, Walker French; (2) to provide the opportunity for the student A required course for all French and French-combined to increase her linguistic competence; (3) to improve majors. Students pursue research on a theme or issue the student’s ability to read critically. Proposed topics chosen by the department. One hour a week of class is for 2003–2004 are poetry, short story, and theatre. devoted to work in French directed by members of the This course is conducted entirely in French. If the French discipline; the second hour is devoted to sharing content changes, students may take these courses the progress and results of research in English with more than once. other foreign language and Asian Studies majors. The work culminates in two oral presentations (French and 251, 252 A Survey of French Civilization English) and a research paper in French. (3 s.h. each) McGovern, Walker Prerequisite: FREN 202 or equivalent A survey of the masterpieces of French literature, GERMAN studied in the context of other manifestations of culture contemporaneous with them, such as architecture, REQUIREMENTS FOR THE MAJOR IN GERMAN painting, music, and the history of both great events Students wishing to major in German can design a and daily life. The aims of the course are to develop major drawn from appropriate courses at MBC and an understanding and appreciation of French civiliza- our consortium partner, Washington and Lee tion, to sharpen language skills, and to study the University in nearby Lexington, VA. impact of such factors as gender and class on culture. 39 semester hours: 33 semester hours in German, First semester is devoted to the Middle Ages, the including GER 201–202, GER 218, GER 237, GER Renaissance, and the Classical Period. Second semester 262, and GER 400 at MBC and GER 311 or 312 covers the 18th, 19th and 20th centuries. Course is (Advanced German) at W&L, unless an equivalent conducted entirely in French. course is taken abroad. A minimum of one month at a university in a German-speaking country is also required.

FOREIGN LANGUAGES,LITERATURES, AND CULTURES 127 Majors will take a combination of approved 300- use of films and videos. These courses will make level courses at W&L and/or other approved institu- extensive use of the multimedia language lab. tion or in an accredited program at a German-speaking university. This combination of courses should foster 151, 152 Intermediate German a sound knowledge of the German language, litera- (4 s.h. each) Seitz ture, and culture and equal at least 15 semester hours Prerequisite: GER 102 or appropriate score on of aggregate credit. proficiency test Majors also take six semester hours in anthropology, These courses focus on expanding the student’s knowl- including ANTH 120 (Cultural Anthropology) and edge and command of the oral and written language ANTH 220 (Language and Culture). Students with a through short readings by contemporary German double major are not required to take the anthro- authors, intensive grammar review, and short essays. pology classes. Various writing exercises supplement the grammar review. Contemporary cultural materials, including MINOR IN GERMAN films and videos, will complement assigned readings Students wishing to minor in German can design a and give the student greater insight into the culture of minor drawn from appropriate courses at MBC, our German-speaking countries. These courses will make consortium partner, W&L, and courses taken in an extensive use of the multimedia language lab. accredited program at a German-speaking university. 201 Advanced German Composition and REQUIREMENTS FOR THE MINOR IN GERMAN Conversation (3 s.h.) Seitz 18 semester hours in German, including 12 required Prerequisite: GER 152 or equivalent, or a minimum hours: GER 201–202, GER 237, and GER 262; and of four years high school German and permission of GER 311 or GER 312 (Advanced German) at W&L. the instructor Six additional elective hours drawn from: GER 218, The course develops confidence and fluency in spoken GER 277, appropriate Directed Inquiries, 300-level and written German through intensive practice, individ- literature or culture courses at W&L (or other ually tailored exercises, and systematic grammar review. approved German program), and approved courses in The primary goal is to enable students to function satis- an accredited program at a German-speaking university. factorily in a “study abroad” or employment setting in a GERMAN COURSES German-speaking country. Conducted in German. 101 Beginning German I 202 Topics in German Literature 102 Beginning German II (3 s.h.) Seitz 151 Intermediate German I Prerequisite: GER 152 or equivalent, with at least a 152 Intermediate German II “B,” or a minimum of four years high school German 201 Advanced Composition and Conversation and permission of instructor 202 Topics in German Literature Major topics in German literature since Goethe will 218 May Term in Germany be addressed. Reading and analysis of representative 237 Postwar German Culture shorter prose works, great dramas in the repertoire of 262 Readings in German Culture the contemporary German theater, and selected poetry. 277 Conversational German Lectures and supporting material will set texts in 400 Senior Seminar their historical and cultural context. Oral reports and interpretive essays in German. The focus will vary COURSE DESCRIPTIONS according to student interest. Conducted in German. 101, 102 Beginning German (4 s.h. each) Seitz 218 May Term in Germany or Austria An introduction to contemporary German for students May Term (3 s.h.) Seitz beginning the study of the language. These courses Prerequisite: permission of instructor emphasize speaking, understanding, reading, and The purpose of this course is to immerse students in writing. Students learn to express themselves effectively the German language and give them the opportunity in simple everyday encounters. Aims of the course to learn about life in a contemporary German or include developing an appreciation of the history and Austrian city or community. Students will accompany culture of the German-speaking countries through the the instructor to Germany or Austria. They will enroll 128 FOREIGN LANGUAGES,LITERATURES, AND CULTURES in morning language classes and be housed with SPANISH German or Austrian host families. On afternoon and weekend field trips, students will visit sites of cultural REQUIREMENTS FOR THE MAJOR IN SPANISH or historical interest. An extra charge will cover 39 semester hours total, 18 hours in the following: transportation, housing, and meals. SPAN 201–202, SPAN 218, SPAN 400, ANTH 120 (Cultural Anthropology) and ANTH 220 (Language 237 Postwar German Culture and Culture). In addition, students must complete 12 (3 s.h.) Garlick, Seitz hours in one of the following emphases: Prerequisite: GER 152 or equivalent, or permission of Peninsular: SPAN 230, SPAN 245, SPAN 325, and instructor one course from the Latin-American offerings. This course treats the most important events in East Latin-American: SPAN 231, SPAN 244, SPAN 324, and West Germany since the end of World War II. A and one course from the Peninsular offerings. focal point of the course will be the fall of the Berlin Wall in 1989 and the complex problems occurring in The remaining nine semester hours can be chosen the wake of German unification in the 1990s (The so- from electives: SPAN 205, SPAN 210, SPAN 216, called Wende). The last part of the course will address SPAN 227, and SPAN 241. contemporary Germany’s role in shaping the Students are required to study in a Spanish-speaking European “Currency Union” and an expanded country for at least one month, earning academic NATO, as well as prospects for greater European inte- credit for at least one course (SPAN 218 or equivalent). gration in the 21st century. Materials will include a background text in German, videos, films, and REQUIREMENTS FOR THE MINOR IN SPANISH Internet sources. Conducted in German. 18 semester hours total. All Spanish minors are required to take 15 semester hours in the following 262 Readings in German Culture courses: SPAN 201–202, SPAN 205, SPAN 216, and Offered as needed (3 s.h.) Garlick, Seitz SPAN 230 or SPAN 231. In addition, students must Prerequisite: GER 152 or equivalent complete three semester hours in one of the following Readings, discussion, oral reports, and short exercises electives: SPAN 210, SPAN 218, SPAN 227, SPAN and papers in German on a variety of culturally illu- 241, and either SPAN 230 or SPAN 231, if not taken minating texts of the German-speaking world from as a requirement. SPAN 218 is strongly recommended. 1888 to the present. Conducted in German. SPANISH COURSES 277 Conversational German 101 Beginning Spanish I (3 s.h.) Seitz 102 Beginning Spanish II This course gives the student who has studied some 150 Spanish Conversation German the opportunity to improve speaking and 151 Intermediate Spanish I listening skills in everyday conversational situations. 152 Intermediate Spanish II Classroom instruction will include discussion of 201 Advanced Spanish I assigned texts, short skits, and role-playing exercises. 202 Advanced Spanish II Much use will be made of audio tapes, videos, and the 205 Spanish Composition multimedia language lab. Conducted in German. 210 Advanced Spanish Conversation 216 Women Writers in Spanish 400 Senior Seminar 218 May Term Abroad (3 s.h.) Staff 227 U.S. Latino Literature and Culture A required course for all German majors. Students 230 Spanish Culture and Civilization pursue research on a common theme or issue chosen 231 Latin-American Culture and Civilization by all the FLLC faculty. One hour a week of class is 241 Topics in Hispanic Literature devoted to work in German directed by members of 244 Approaches to Latin-American Literature the German discipline. The second hour is devoted to 245 Approaches to Spanish Literature sharing the progress and results of research in English 324 20th-Century Latin-American Fiction with all FLLC department senior majors and faculty. 325 Spanish Literatue of the Golden Age The senior project culminates in two oral presentations 400 Senior Seminar (one in German and one in English) and a 20-page research paper in German. FOREIGN LANGUAGES,LITERATURES, AND CULTURES 129 COURSE DESCRIPTIONS 205 Spanish Composition 101,102 Beginning Spanish Fall 2003 (3 s.h.) Arbulú 101 Fall, 102 Spring (4 s.h. each) Oryschak, Sánchez Prerequisites: SPAN 202 or permission of instructor An introductory course designed to teach the student This course is designed to develop the student’s abilities the basics of Spanish language. The goal of this two- in composition tasks that reflect the kind of writing semester sequence is to develop a student’s proficiency they are generally asked to perform as Spanish majors in Spanish of the four basic skills: listening, speaking, or minors. Students will receive extensive practice in writing, and reading. This course has been created for writing Spanish. Special attention will be given to students who have never studied Spanish before, and developing strategies for planning, developing, and for students who have taken one year of Spanish in organizing a writing assignment from the first to the high school. SPAN 101A is restricted to true beginners final draft. Students will also read different kinds of — i.e., those with no Spanish in high school or college. short texts, which will act as springboards of discussion and analysis of a given topic and style. These 150 Spanish Conversation readings also serve as models of the types of writing May Term Abroad (3 s.h.) Staff assignments they are expected to perform. The student who is at an early stage of language study will have an opportunity to concentrate on the devel- 210 Advanced Spanish Conversation opment of aural-oral skills in everyday situations. May Term Abroad (3 s.h.) Staff Extensive use will be made of videos and audio tapes. Prerequisite: SPAN 202 or the equivalent Class conducted in Spanish. This class is for the serious student of Spanish who has a good grasp of basic grammar and can already 151, 152 Intermediate Spanish engage in simple conversations concerning everyday 151 Fall, 152 Spring (4 s.h. each) J. Garkov, Oryschak situations. Intensive oral training designed to help the Prerequisite: SPAN 102 or equivalent student achieve more sophisticated expression in This two-semester sequence will continue teaching Spanish, along with good pronunciation and intonation the student the essentials of Spanish grammar and and a reasonable degree of speed. vocabulary. The goal of this year-long course is to improve and consolidate the student’s listening, 216 Women Writers in Spanish speaking, writing, and reading skills in order to enable Spring 2004 (3 s.h.) Arbulú her to achieve an intermediate level of proficiency. Prerequisite: SPAN 202 or the equivalent This course has been created for students who have This course focuses on the works of outstanding taken 2–3 years of Spanish in high school. Students contemporary women writers from Spain and Latin who register for this course should be acquainted with America. Literature will be treated analytically, as a the present, preterit, and imperfect tenses; subject and source of present-day vocabulary and idioms, and as object pronouns; know the difference between “ser” material for conversation and composition. and “estar”; know how to use reflexive verbs; and have a basic Spanish vocabulary. 218 May Term Abroad May Term 2005 (3 s.h.) Arbulú, Douglass 201, 202 Advanced Spanish Prerequisite: permission of instructor 201 Fall, 202 Spring (3 s.h. each) Arbulú Students spend the May Term abroad, where they live Prerequisite: SPAN 152 or equivalent (SPAN 201 is with native families while attending language and prerequisite for 202) culture classes taught by native professors. With an Intensive grammar review and amplification of MBC director, students visit museums and monu- knowledge of grammatical principles to enable the ments of artistic and historic interest. All travel and student to achieve greater accuracy and idiomatic flavor other expenses abroad are in addition to the regular in the use of both oral and written language. MBC tuition. Particular emphasis will be given to developing reading and writing skills. Regular practice in controlled and 227 U.S. Latino Literature and Culture free conversation. May 2004 (3 s.h.) Arbulú In this course students learn about the three main Hispanic communities in the United States: Chicanos, Puerto Ricans, and Cuban Americans.

130 FOREIGN LANGUAGES,LITERATURES, AND CULTURES Students read, analyze, and comment on fictional and 244 Approaches to Latin-American Literature non-fictional texts from each of these Latino groups Fall 2004 (3 s.h.) Staff in the United States. To complement the readings and Prerequisite: SPAN 202 to foster class discussion, students watch and discuss This course introduces students to literary analysis several movies that deal with Latino issues. Students through close readings and interpretation of represen- are required to write short reaction papers and a term tative works by major Latin-American literary figures. paper, and to complete a final comprehensive exam. Throughout the course students will read and analyze The course is taught in English. Spanish majors or texts from the four basic genres: narrative, poetry, minors who wish to count this course as an elective drama, and essay. The objectives are to teach students for the major or minor are required to write their term how to advance from reading for comprehension to essay in Spanish. reading for interpretation; teach students the technical vocabulary of the Hispanic literary critic; and 230 Spanish Culture and Civilization acquaint students with different critical methods with Fall 2003 (3 s.h.) Douglass which to approach and interpret literary texts. Prerequisite: SPAN 202 or the equivalent This course is designed to acquaint students with 245 Approaches to Spanish Literature Spanish geography, with the broad outline of Spanish Fall 2003 (3 s.h.) Arbulú history, and with the major works of art and archi- Prerequisite: SPAN 202 tecture of each period. Special attention will be given This course introduces students to literary analysis to contemporary Spain, tracing many of its major through close readings and interpretation of represen- problems to their roots in the country’s past. The tative works by major Spanish literary figures. course is taught in Spanish, and students will be Throughout the course students will read and analyze expected to use the language in classroom recitation texts from the four basic genres: narrative, poetry, and in written work. In both areas students will be drama, and essay. The objectives are to teach students given constructive guidance as they seek to achieve how to advance from reading for comprehension to greater accuracy of expression. reading for interpretation; teach students the technical vocabulary of the Hispanic literary critic; and 231 Latin-American Culture and Civilization acquaint students with different critical methods with (3 s.h.) Douglass which to approach and interpret literary texts. Prerequisite: SPAN 202 or the equivalent This course introduces the student to some central 324 20th Century Latin-American Fiction themes of the history, geography, art, and cultures of Spring 2005 (3 s.h.) Arbulú Central and South America. Indigenous, as well as Prerequisite: SPAN 202 and SPAN 205 Spanish, cultures will be examined. Emphasis will be Students will read and analyze the novels and/or short on the diversity of cultures found in the area. This stories of writers such as Borges, Carpentier, Rulfo, course is taught in Spanish, and students are expected Cortázar, Fuentes, Vargas Llosa, and Garvia Márquez, to use the language in the classroom and in written among others. Through the reading of these works work. In both areas, students will be given constructive and of critical texts, students will acquire an under- guidance as they seek to achieve greater accuracy of standing of the historical development of Latin- expression. American narrative from the emergence of “fantastic literature” and the so-called “magical realism” to the 241 Topics in Hispanic Literature New Novel of the “boom” and the “post-boom.” (3 s.h.) Arbulú Students will inquire insight into important aspects of Prerequisite: permission of instructor Latin-American culture. The topic dealt with during a given semester will be selected to accord with the interests and needs of the 325 Spanish Literature of the Golden Age students enrolled. It may be an entire period in Spring 2004 (3 s.h.) Arbulú Spanish or Latin-American literature, a literary move- Prerequisite: SPAN 202 and SPAN 205 ment, a specific work or author. Class given in The literary works in poetry, prose, and drama of the Spanish. Spanish Golden Age (16th and 17th centuries) play a pivotal role in Hispanic literature; its study is fundamental to understanding the literary tradition of

FOREIGN LANGUAGES,LITERATURES, AND CULTURES 131 Spanish language. Students read works of authors COURSE DESCRIPTIONS such as Cervantes, Lope de Vega, Calderón, Garcilaso, 101, 102 Beginning Japanese Fray Luis de León, Santa Teresa, San Juan de la Cruz, (4 s.h. each) Okura Góngora, and Quevedo. Students will acquire insight An introduction to the Japanese language with into important aspects of the Spanish Renaissance. emphasis on understanding, speaking, reading, and writing. Students will be introduced to the kana 400 Senior Seminar writing system. (3 s.h.) Arbulú A required course for all Spanish and Spanish- 151, 152 Intermediate Japanese combined majors. Students pursue research on a (4 s.h. each) Okura theme or issue of their choice that is approved by their Students who have completed JPNS 101–102 may thesis supervisor. One hour a week of class is devoted continue to develop skills of reading, writing, and to work in Spanish directed by members of the speaking of Japanese. Spanish discipline; the second hour is devoted to sharing the progress and results of research in English with 246 History of Modern Japan other foreign language and Asian Studies majors. The (3 s.h.) D. Métraux work culminates in two oral presentations (Spanish For course description, see AS 246. and English) and a research paper in Spanish. 250 Introduction to Asia May Term 2005 (3 s.h.) D. Métraux LATIN-AMERICAN STUDIES A three- to four-week tour of historical and cultural Latin America is an important geo-political and cul- sites in Asia and Australia. tural area of the world. In the Latin-American studies minor, students will integrate many perspectives on 290, 390 Advanced Japanese this area: politics, culture, history, art, economics, Offered on a tutorial basis. (3 s.h.) Okura literature, and language. This minor gives students an Advanced grammar, reading, writing, and speaking opportunity to specialize and focus on Latin America of Japanese. in a coherent and directed way. NOTE: While there is no Japanese major, there is a major and a minor in Asian studies. Students may REQUIREMENTS FOR THE MINOR IN LATIN- delve deeply into Japanese language and culture and AMERICAN STUDIES study in Japan or elsewhere in Asia for as long as one Students wishing to minor in Latin-American studies academic year. See Asian studies course descriptions. must take the following required nine semester hours: POLS 249, SPAN 231, and ART 204. RUSSIAN COURSES In addition, students must take nine semester 101 Beginning Russian I hours from the following electives: ECON 232, 102 Beginning Russian II ECON 253, POLS 215 (all with paper on Latin- 105 May Term in Russia American topic), SPAN 244 or LAS 290 (Independent Study). 18 semester hours total. COURSE DESCRIPTIONS 101,102 Beginning Russian I, II 2003–2004 (Alternate years) (3 s.h. each) V. Garkov JAPANESE COURSES Intended for students with no previous training in 101 Beginning Japanese I Russian, course provides elementary instruction in 102 Beginning Japanese II the language. Equal emphasis on grammar and devel- 151 Intermediate Japanese I opment of aural/oral reading proficiency in simple 152 Intermediate Japanese II everyday situations. In addition, students have the 246 History of Modern Japan opportunity to analyze some classic works of Russian 250 Introduction to Japan literature in translation and through film. 290, 390 Advanced Japanese

132 FOREIGN LANGUAGES,LITERATURES, AND CULTURES 105 May Term in Russia HEALTH CARE ADMINISTRATION May Term 2004 (3 s.h.) V. Garkov Students travel via Moscow to St. Petersburg to study Director: Steven A. Mosher the main aspects of Russian culture and language. Jean Donovan, Carrie Douglass, Janet Ewing, Eileen With the instructor as their Russian-speaking guide, Hinks, Claire Kent, Judy Klein, Carey Mitchell, Ed students visit museums, palaces and monuments of Petkus, Lallon Pond, Daniel Stuhlsatz artistic and historic significance, attend cultural performances, and visit schools, hospitals, etc. An Health care is a rapidly changing field. important part of the program is the interaction with Administration of programs and organizations in local students. All travel and other expenses abroad health care requires knowledge, skill, and a strong (approximately $1,800) including air fare are in addi- sense of caring for others. The major in health care tion to the regular MBC tuition. This course is open administration prepares students to enter, or advance, to students with no previous instruction in the into the management area in a variety of positions and Russian language as well as to students who have organizations related to the health care field. These already taken RUS 101 or RUS 102. positions could involve being a provider relations coordinator, a marketing/public relations director, a Directed inquiries, teaching assistantships, and long-term care administrator, a consultant, a public internships in foreign languages are available on an health worker, a public policy analyst, an insurance individual basis. representative, an administrator in a not-for-profit organization like the Red Cross, a department head in a hospital, a department head in a wellness/fitness center, or many other entry or mid-level positions. FRENCH The major can be a springboard for graduate work in See Foreign Languages, Literatures, and Cultures. medical and allied health fields, health care administration, business administration, public administration, political science, or law. GERMAN The MBC Health Care Administration program is the only endowed program of its type in the United See Foreign Languages, Literatures, and Cultures. States and Canada. It is also a full certified member of the Association of University Programs in Health Administration, and it sponsors a student chapter of the American College of Health Care Executives.

REQUIREMENTS FOR THE MAJOR IN HEALTH CARE ADMINISTRATION 48 hours which include the following required courses: HCA 101, ECON/BUAD/COMM/HCA/POLS/SOC 222, HCA/PHIL 230, HCA 261, HCA 310, HCA/ECON 320, HCA 387 (minimum of three hours), HCA 401, and six hours of HCA electives; BUAD 210, BUAD 211, BUAD 230, and BUAD 302; ANTH 208 or SOC 260; and SOC 320.

SENIOR REQUIREMENT Successful completion of HCA 401.

FOREIGN LANGUAGES,LITERATURES, AND CULTURES/HEALTH CARE ADMINISTRATION 133 SUPPORT COURSES FOR HEALTH CARE COURSE DESCRIPTIONS ADMINISTRATION MAJOR 101 Introduction to Health Care Administration (recommended but not required) (3 s.h.) Donovan or Mosher BUAD 200, BUAD 202, BUAD 220, and BUAD This course introduces the student to the nature, 221; COMM 100; CIS 110; HTH 221; POLS 101 organization and functions of the continuum of and POLS 260; PSYC 213, PSYC 305, and PSYC health services found in the U.S. health care system. 307; SOC 124, SOC 200, and SOC/INT 205; The roles played by providers, managers, and con- ECON/POLS 301; MATH 213. sumers of health care will be explored. Special interest will be paid to the operational side of health care REQUIREMENTS FOR THE MINOR IN HEALTH administration — what people in this field do on a day-to-day basis. Current issues will also be analyzed. CARE ADMINISTRATION 18 semester hours that include HCA 101, 222 Social Science Statistics HCA/PHIL 230, HCA 261, and nine hours of health (3 s.h.) Klein, Mitchell, Pond, Stuhlsatz care administration electives (with HCA prefix). Prerequisite: College algebra, its equivalent, or a higher level mathematics course REQUIREMENTS FOR THE CERTIFICATE IN For course description see ECON/BUAD/COMM/ LONG TERM CARE ADMINISTRATION HCA/POLS/SOC 222 in the Economics secton of this 24 hours including the following: HCA 101, catalog. Also listed as ECON/BUAD/COMM/HCA/ ECON/BUAD/COMM/HCA/POLS/SOC 222, POLS/SOC 222 in the Business Administration, HCA/PHIL 230, HCA 240, HCA 261, HCA 310, Communication, Political Science, and Sociology HCA/ECON 320, and HCA 387. To qualify for the sections of this catalog. certificate, HCA 387 must be at least 400 hours under supervision of a preceptor approved by the 230 Medical and Health Care Ethics Virginia Board of Nursing Home Administrators. Fall 2004 (Alternate years) (3 s.h.) Donovan Introduction to basic and intermediate principles and REQUIREMENTS FOR THE CERTIFICATE IN theories of ethics, especially as they are relevant to medicine and health care. These principles and theories HEALTH CARE MANAGEMENT are applied to current issues in medicine and health HCA 101, ECON/BUAD/COMM/HCA/POLS/SOC care, including such issues as caregiver obligations and 222, HCA 310, and HCA/ECON 320, plus nine patients’ rights, informed consent, medical experi- hours of electives from: HCA/PHIL 230, HCA 240, mentation, genetic engineering, death and dying, HCA 261, HCA 330, BUAD 230, BUAD 302. access to health care, allocation of resources, justice and health care policy. Also listed as HCA/PHIL 230 HEALTH CARE ADMINISTRATION COURSES in the Philosophy section of this catalog. 101 Introduction to Health Care Administration 222 Social Science Statistics 235 Women’s Health Care Issues 230 Medical and Health Care Ethics (3 s.h.) Donovan 235 Women’s Health Care Issues This class is designed to expose students to the various 240 Long-Term Care Administration ways in which gender influences the delivery of health 245 Health Care Policy and Politics care in the United States. Included are the perspec- 250 Comparative Health Care Systems tives of women as patients, caregivers, subjects of 261 Managerial Epidemiology research, medical providers, and administrators. 277 Colloquium Different theoretical approaches to diagnosing and 287 Internship remediating inappropriate gender disparities will be 310 Health Care Strategic Management examined. In order to bring immediacy to the issues, 320 Economics and Finance of Health Care the course will also include personal narratives from Systems students, guest speakers, films, and authors. 330 Managed Care 387 Internship 401 Senior Seminar

134 HEALTH CARE ADMINISTRATION 240 Long-Term Care Administration treatment, and formulation of health care manage- May Term 2005 (Alternate years) (3 s.h.) Mosher ment decisions will be emphasized. Description of the historical development of long- term care. Analysis of the roles played by long term 277 Colloquium care facilities, nursing homes, home health organiza- (3 s.h.) Donovan or Mosher tions, continuing care retirement communities, and Special topics which deal with current issues facing those numerous organizations which deal with chronic health care administration. health care concerns. Issues dealt with include medical, organizational, legal, financial, human resources, 287 Internship and communication. Holistic approach covers phys- (Credit varies) Donovan or Mosher ical, mental, and social well-being. Tours and analysis Prerequisites: HCA 101 and sophomore HCA major of long-term care facilities in the region included. Off-campus experiential learning credit on an exploratory basis is available for work in health care 245 Health Care Policy and Politics facilities and related organizations. Obtain placement Spring 2004 (Alternate years) (3 s.h.) Donovan through the Health Care Administration program. This class is designed for the student interested in Forms must be submitted at registration. Must be gaining a better understanding of the factors that taken P/NC. shape health care policy in this country. It will explore the concept of public policy and the various types of 310 Health Care Strategic Management health care policies. Several theoretical approaches Fall 2003 (Alternate years) (3 s.h.) Mosher will be reviewed, including: historical, institutional, Course focuses on variety of methods utilized in the and pluralistic approaches. Important actors involved organization of health care facilities and the delivery in the political health care debate and their strategies of services. The nature of planning is analyzed with to influence policy will be analyzed. The stages of the particular attention paid to strategic thinking, man- policy process will provide structure for examining agement, and planning, including internal and exter- case studies of several significant health care policies. nal environmental assessments. Organizational Also listed as HCA/POLS 245 in the Political Science behavior is analyzed in depth. Course focuses on section of this catalog. managing change, as seen in health reform efforts, the increasing influence of managed care, and technolog- 250 Comparative Health Care Systems ical and scientific innovations. Case methodology May Term 2004 (Alternate years) (3 s.h.) Mosher used extensively. Much can be learned about the U.S. health care system by comparing it to the operation of other countries’ 320 Economics and Finance of Health Care Systems systems. Canada, Great Britain, Germany and Japan are Fall 2004 (Alternate years) (3 s.h.) Mosher among the countries which will be explored along with Prerequisites: ECON 101 and ECON 201; BUAD analysis of health issues facing the international 210 and BUAD 211; or permission of instructor community (e.g., AIDS, public health, etc.). Categories Investigation of the factors and forces at work in the for comparison include historical context, philosophies, setting of health care costs and the impacts of those levels of medical/health care, provider/manager/ costs. Demand and supply concerns, reimbursement consumer roles, and delivery systems. systems, insurance, Medicare, Medicaid, governmental regulations, liability issues, accessibility, budgeting 261 Managerial Epidemiology processes and planning, and human resources concerns Fall 2003 (Alternate years) (3 s.h.) Hinks will be analyzed. Health care financial management Epidemiology is the study of the distribution and tools and techniques will be presented and utilized. determinants of health and disease in populations. Public and private sector initiatives will be explored This course will acquaint students with the funda- concerning the financing of health services including mentals of epidemiology, including morbidity and national and state reform efforts, health care insur- mortality data, outbreak investigation, assessment of ance schemes, and cost containment measures. Also diagnostic and screening tests, population studies and listed as HCA/ECON 320 in the Economics section design, and other topics relevant to the health care of this catalog. environment. The application of epidemiologic principles to health promotion, disease prevention and

HEALTH CARE ADMINISTRATION 135 330 Managed Care HISTORIC PRESERVATION Spring 2005 (Alternate years) (3 s.h.) Mosher This course offers an in-depth analysis of the nature Katharine Brown, Marlena Hobson, Sara James, and operations of managed care in the United States. Kenneth Keller, Beth Young Purposes of the various plans (HMO, IPA, IPO, MSO, PSN, etc.) and how they work will be covered. An historic preservation minor introduces students to Provider, manager and consumer perspectives offered. basic principles and techniques of historic preserva- Integration of health care delivery systems and finan- tion. It provides historical and academic background cial aspects will be analyzed. to understand major architectural styles and their connection with cultural history from the time of 387 Internship their development. Staunton’s sophisticated and (Credit varies) Donovan or Mosher successful historic preservation movement provides a Prerequisites: junior or senior HCA major good laboratory setting. Off-campus experiential learning credit of a preprofessional nature is available for work in health care REQUIREMENTS FOR THE MINOR IN facilities and related organizations. Projects are per- HISTORIC PRESERVATION formed under the supervision of a qualified profes- 24 hours including ART/HIST 222, sional on-site as well as a health care administration HISP/ARTM/ART/HIST 226, BUAD 200; two faculty member. Obtain placement through the courses chosen from HIST 202, HIST 211, HIST Health Care Administration program. Forms must be 212, HIST 213, or HIST 214; one art history course submitted at registration. Must be taken P/NC. at the 200 or 300 level; and two courses chosen from ART 208, ART 235, BUAD 230, COMM 240 or 401 Senior Seminar COMM 260. (3 s.h.) Mosher Prerequisite: senior HCA major HISTORIC PRESERVATION COURSES The capstone course for the HCA major. Synthesizes HISP/ARTM/ART/HIST 226 Historic Preservation material from the entire curriculum. Focus on health ART 219 Computer-Aided Architectural Design care administrators as professionals. Classroom mate- ART/HIST 222 History of American Art and rial is integrated with experiential learning through a Architecture major research project. ART 235 Introduction to Interior Design BUAD 200 Principles of Management BUAD 230 Principles of Marketing COMM 240 Principles of Advertising COMM 260 Principles of Public Relations CIS 110 Introduction to Computer Information Systems HIST 202 Virginia History HIST 211 United States: The Colonial Experience, 1500–1763 HIST 212 United States: The Revolutionary Generation, 1763–1815 HIST 213 United States: Democracy and Crisis, 1815–1877 HIST 214 United States: America Comes of Age, 1876–1929

136 HEALTH CARE ADMINISTRATION/HISTORIC PRESERVATION COURSE DESCRIPTION HISTORY 226 Historic Preservation Ann Alexander, Jeffrey Buller, Mary Hill Cole, (3 s.h.) Brown Katharine G. Franzén, Stevens Garlick, Kenneth Keller Prerequisite: ART/HIST 222 The history and changing philosophy of the preservation EQUIREMENTS FOR THE AJOR IN ISTORY movement in America from 1850 to the present. R M H Emphasis is placed on the framework of cultural, eco- 33 semester hours in history including HIST 101, nomic, legal and governmental factors which define HIST 102, HIST 111, and HIST 112, and HIST 400. preservation today. Each student completes a project Students must complete HIST 101, HIST 102, HIST documenting an historical building. Also listed as 111, and HIST 112 before enrolling in HIST 400. HISP/ARTM/ART/HIST 226 in the Art Manage- ment, Art, and History sections of this catalog. SENIOR REQUIREMENT In the history discipline, students fulfill the senior requirement by successful completion of HIST 400.

REQUIREMENTS FOR THE MINOR IN HISTORY 21 hours in history including HIST 101, 102, 111, 112, and nine hours taken from 200- and 300-level courses.

RECOMMENDED COURSES The history discipline urges history majors to complete foreign language study through the intermediate level. The history discipline strongly recommends that majors and minors select courses from: ANTH any course ART 101, 102, 103 AS any 200-level course ECON 101, 102 ENG 121, 122, 132, 134, 136, 137, ENG/THEA 216 MUS 215, 216 PHIL 102, 103 POLS 100, 111, 249 REL 202 SOC 100

HISTORY COURSES 101 Western Civilization to 1648 102 Western Civilization from 1648 111 Survey of U.S. History to 1877 112 Survey of U.S. History from 1877 202 Virginia History 203 Women in American History 204 Religion in America 211 United States: The Colonial Experience, 1500–1763 212 United States: The Revolutionary Generation, 1763–1815 213 United States: Democracy and Crisis, 1815–1877

HISTORIC PRESERVATION/HISTORY 137 214 United States: America Comes of Age, 111 Survey of U.S. History to 1877 1876–1929 (3 s.h.) Keller 216 United States: Global America, 1929 to the A survey of the principal events, in chronological order, Present of U.S. history to 1877. Students are introduced to the 222 History of American Art and Architecture historical method of asking questions about the past, 224 Diplomatic History of the United States analyzing events and interpreting them. 226 Historic Preservation 227 History of the South 112 Survey of U.S. History from 1877 228 History of Appalachia (3 s.h.) Keller 233 The Medieval Age A chronological survey of the principal events of U.S. 234 Renaissance and Reformation history from 1877. Students are introduced to the 238 Tudor-Stuart England, 1450–1660 historical method of asking questions about the past, 239 Enlightenment Europe, 1648–1789 analyzing events and interpreting them. 240 Revolutionary Europe, 1789–1901 241 British History to 1688 202 Virginia History 242 British History from 1688 2004–2005 (3 s.h.) Keller 243 The French Revolution Prerequisite: HIST 111 or HIST 112 or permission 245 20th-Century Europe of instructor 251 Early Russian History A survey of Virginia life and culture during the first 255 History of Russia four centuries of the colony and commonwealth. 256 Modern Russian History Students conduct research about specific events or 260 African-American History topics in Virginia history and present their findings in 261 19th-Century Germany and Austria a research paper. 262 20th-Century Germany 264 Background to African Civilization 203 Women in American History 277 Colloquium May Term 2004 (3 s.h.) Keller 346 European Women’s History from 1700 Prerequisite: HIST 111 or HIST 112 or permission 400 Senior Seminar of instructor A study of the history of women in America from Directed inquiries, teaching assistantships and intern- colonial days to the present. This course examines the ships in history can be arranged on an individual basis. events and trends that have special significance for The history and English disciplines co-sponsor the women in American history. Virginia Program at Oxford University. History majors are urged to apply to this program. For more 204 Religion in America information, see Dr. Mary Hill Cole. 2003–2004 (3 s.h.) Keller Prerequisite: any 200-level religion course COURSE DESCRIPTIONS An introduction to the history of religion in America, 101 Western Civilization to 1648 its forms, and the interaction of religious convictions (3 s.h.) Cole, Franzén and American culture. Students will learn to analyze A survey of the civilization of Western European and compare religious ideas and environments. Also history from classical antiquity to the end of the listed as HIST/REL 204 in the Religion section of Thirty Years’ War. Topics include Greek and Roman this catalog. empires, transmission of cultures, organization of Christianity, medieval dynasties, and Reformation. 211 The United States: The Colonial Experience, 1500–1763 102 Western Civilization from 1648 2003–2004 (3 s.h.) Keller (3 s.h.) Cole, Franzén A study of the founding and maturing of the English A survey of the civilization of Western European North American colonies. This course examines the history from the scientific revolution to the present. peopling of the colonies; the evolution of colonial Topics include the English Civil War, the French government; and political, social, cultural, and religious Revolution, nationalism and imperialism, the two change and the rise of slavery. World Wars, the Russian Revolution and the rebuilding of postwar Europe. 138 HISTORY 212 The United States: The Revolutionary 226 Historic Preservation Generation, 1763–1815 (3 s.h.) Brown 2003–2004 (3 s.h.) Keller For course description, see HISP/ARTM/ART/HIST An intensive study of the early American republic, 226 in the Historic Preservation section of this catalog. with special emphasis on the framing and ratification Also listed as HISP/ARTM/ART/HIST 226 in the of the Constitution and the Bill of Rights, the first Art Management and Art sections of this catalog. American political parties, War of 1812, westward expansion, republican society and culture, and 227 History of the South Jeffersonian democracy. Offered as needed to ADP students (3 s.h.) Coffey A history of the southern United States to 1865, 213 The United States: Democracy and Crisis, concentrating primarily on the period of southern 1815–1877 history known as “The Old South.” This era is a brief 2004–2005 (3 s.h.) Keller one, generally defined as lasting but two generations: A study of the United States from Andrew Jackson to from 1820 to 1860. Consequently, both the preceding the Civil War and Reconstruction. This course two generations and the Civil War period are included, examines the growth of political democracy, party the former for its formative influence on the South disintegration, reform movements, slavery, the Old and the latter as providing the concluding act in the South, the opening of the West, and the cultures of Old South story. ethnic and racial minorities. 228 History of Appalachia 214 The United States: America Comes of Age, Offered as needed to ADP students (3 s.h.) Alexander 1876–1929 A study of the history of the Southern Appalachian 2004–2005 (3 s.h.) Keller mountain region, with an emphasis on the period A study of the United States from the Gilded Age to since the Civil War. Topics include the impact of the Great Depression. This course examines the industrialization, the exploitation of natural and growth of business, labor, government, urbanization human resources, the development of stereotypes, and and immigration, the rise to world power, race relations, the creation of cultural identity. women’s rights, the closing of the frontier, and cultural trends. 233 The Medieval Age Offered as needed (3 s.h.) Cole, James 216 The United States: Global America, For course description, see ART/HIST 233 in the Art 1929 to the Present section of this catalog. 2003–2004 (3 s.h.) Keller A study of the United States from the Great 234 Renaissance and Reformation Depression to the present. Course examines the Great Offered as needed (3 s.h.) Cole, James Depression, the rise of the welfare state, internation- For course description, see ART 234 in the Art section alism, changing roles of women, racial and ethnic of this catalog. subcultures, the Civil Rights movement, political change, the Cold War, and modern problems 238 Tudor-Stuart England, 1450–1660 of security and peace. 2004–2005 (3 s.h.) Cole An exploration of the politics, culture, religion, and 222 History of American Art and Architecture society of Tudor-Stuart England. Topics include the (3 s.h.) Hobson Wars of the Roses, Parliament and kingship, Henry For course description see ART/HIST 222 in the Art VIII’s marital and religious policies, the English section of this catalog. Renaissance, Elizabeth’s court, and the English Civil War. Recommended for students taking English liter- 224 Diplomatic History of the United States ature courses and the Virginia Program at Oxford. 2004–2005 (3 s.h.) Keller Prerequisite: HIST 111 or HIST 112 or permission of instructor A study of the foreign relations of the United States from the American Revolution to the Cold War.

HISTORY 139 239 Enlightenment Europe, 1648–1789 251 Early Russian History 2004–2005 (3 s.h.) Cole Offered as needed to ADP students (3 s.h.) Haury This course explores the world of the Enlightenment An examination of the historical evolution of the to the start of the French Revolution. Topics include Russian state from its origins to the reign of Alexander the absolutism of Louis XIV, the English Civil War, II. Students will investigate some primary themes in the Enlightenment, the growth of consumerism, family Russian history, including invasion, domination, structure, industrialization, and aristocratic and expansion and multinationality. They will study popular cultures. Kievan, Appanage, and Muscovite Russia through their political, economic, social, cultural, and religious 240 Revolutionary Europe, 1789–1901 components. 2004–2005 (3 s.h.) Cole A study of Europe from the French Revolution to the 255 The History of Russia death of Queen Victoria. Topics include industrial- 2004–2005 (3 s.h.) Franzén ization, political ideologies, suffrage movements, A survey of the Russian state from its Kievan origins imperialism, and the family. to the present. Topics include Peter the Great’s west- ernization program, the expansion of the Muscovite 241 British History to 1688 state under Catherine the Great, the Russian 2003–2004 (3 s.h.) Cole Revolution, Lenin and Stalin, communism and the Survey of British history from the Romans to the current crises within the former Soviet Union. Glorious Revolution. Topics include development of English law, the monarchy, the medieval town and 256 Modern Russian History farm life, the English Reformation, the Civil War, and Offered as needed to ADP students (3 s.h.) Haury Restoration. This course offers historical background An examination of some of the main themes in for English literature courses. Russian historical evolution — invasion, domination, expansion, and multi-nationality — and their links to 242 British History from 1688 Soviet politics, economics, society, and culture in the 2003–2004 (3 s.h.) Franzén 20th century. Topics include the fall of the House of A survey of British history from the Glorious Romanov in the Revolution of 1917, the rise of the Revolution to the present. Topics include the power Communist party, the disintegration of the Soviet of the landed elite, party rivalries, imperial expansion, Union, and the collapse of Communism in the 1990s. the role of women in politics and industry, and British cultural myths. This course offers an historical back- 260 African-American History ground for courses in English literature. Offered as needed to ADP students (3 s.h.) Alexander A study of the history of African Americans from the 243 The French Revolution days of slavery to the present, using as primary sources May Term 2005 (3 s.h.) Cole, McGovern the autobiographical writings of black Americans. An intensive study of the first six years of the French The emphasis is on the post-Civil War experience. Revolution, 1789–1794. Explores some of the major events and figures of the Revolution, the economic, 261 19th-Century Germany and Austria social, political, and intellectual conditions that made Offered as needed to ADP students (3 s.h.) Garlick the revolution possible; and contemporary and later A chronological and topical exploration of German interpretations of the accomplishments of the era. No and Habsburg/Austrian history from the end of the knowledge of the French language is required; however, Napoleonic era to the outbreak of the First World students who do their research in French can receive War. Topics include post-revolutionary conservatism credit toward their French major. in Germany and Austria, the Revolutions of 1830 and 1848, Chancellor Bismarck’s rise to power and his 245 20th-Century Europe Wars of German Unification, the rapid industrial and 2003–2004 (3 s.h.) Cole scientific development in the German Empire, Europe in the age of war and revolution. Topics Bismarck’s demise and the Wilhelmine Era, and the include the Great War, Russian Revolution, rise of national rivalries that exploded in the outbreak of fascism, Spanish Civil War, World War II, Cold War, WWI. Recommended for prospective German European integration and the 1989 revolutions, and majors/minors. European culture through film. 140 HISTORY 262 20th-Century Germany 277 Colloquium Offered as needed to ADP students (3 s.h.) Garlick (3 s.h.) Staff A chronological and topical review of German history Colloquia focus on specialized methods in history from 1914 to the present. Although the primary such as archaeology, oral, family and local history, or emphasis will be on political, military and diplomatic special topics. Emphasis placed on class discussion history, economic and cultural trends will also receive and presentations. Limited enrollment. attention. The major phases of the course are: the causes and aftermath of WWI; the failed experiment 346 European Women’s History from 1700 in parliamentary democracy; Weimar Republic, collapse 2003–2004 (3 s.h.) Cole of democracy; Hitler’s Third Reich and the Prerequisite: HIST 102 (or a college course on modern Holocaust; WWII, German defeat and dismember- European history) or permission of instructor ment; the two faces of Postwar Germany; the fall of An historical focus on European women during the the Berlin Wall; German unification, from euphoria past 300 years. Topics considered will include the to disillusion. Recommended for prospective German workplace, marriage, the family, relations between majors/minors. classes, women in the professions, education, and political movements such as the campaign for 264 Background to African Civilization — women’s suffrage. an Introduction Offered as needed to ADP students (3 s.h.) 400 Senior Seminar Owusu-Ansah Fall (3 s.h.) Staff This course opens with an examination of archeo- Prerequisites: HIST 101, HIST 102, HIST 111, logical discoveries about the African past, and then HIST 112 traces the development of African civilization and An examination of the method of historical analysis culture to the close of the 19th century. Particular and its specific application to a research problem. attention is paid to political organizations, religious Students prepare and defend their senior history concepts, and socioeconomic patterns. The course seminar paper during the course. Research theme uses multi-disciplinary and thematic approaches to varies from year to year. Seminar members must take explore the movement of peoples spreading agriculture the Major Field Achievement Test. and metallurgy across the continent; the emergence of states and empires; the role of Islam in promoting literacy, trade and contacts with the Middle East and Asia; and early European activities including the rise of the trans-Atlantic slave trade.

HISTORY 141 HUMAN SERVICES AREAS OF EMPHASIS (9 hours in one of the following areas — Coordinator: William Little MUST BE APPROVED BY ADVISOR) • Administration (Social Services) The human services minor is designed for students seek- • Adult Services (Career Planning, Case ing opportunities to work with people in this varied and Management, Gerontology) expanding field. It provides both an academic and expe- • Child Services (Day Care, Foster Care, riential background and is based on a synthesis of Adoptions) knowledge from social and natural sciences as well as • Corrections (Adult, Juvenile) other disciplines which focus on methods of interven- • Mental Health (Clinics, Hospitals, and tion at the individual, group, and community level. It is Residential Settings) an application-oriented program which helps students • Rehabilitation (Vocational, Physical, and Emotional) develop practical skills working with people. Students • Medical (Hospitals, Health Departments, Clinics) are prepared to identify and respond to human needs in a manner consistent with societal provisions and expectations. Some students may elect additional training in COURSE DESCRIPTIONS graduate schools of education, psychology, sociology, 150 Introduction to Human Services social work, or rehabilitation counseling. (3 s.h.) Little An introductory course for students interested in REQUIREMENTS FOR THE MINOR IN exploring career opportunities within the vast field of human services. Areas of special focus are mental UMAN ERVICES H S health, rehabilitation, social welfare, education, 24 semester hours including a 15-hour core and a health, and criminal justice. Representatives from 9-hour area of emphasis. these and other professions make class presentations and consult with students on an individual basis. This CORE COURSES course is required for a minor in human services. HS 150 Introduction to Human Services 385 Field Instruction or All terms (3 s.h.) Little SOC 153 Introduction to Social Work Prerequisites: completion of all course requirements POLS 100 Introduction to American in the minor with a minimum grade of “C” and Government and Politics permission of the instructor PSYC 203 Abnormal Psychology A supervised internship in a human service organization or providing opportunities for developing skills in case SOC 235 Children and Families in management. Students electing to be off-campus for Their Social Environment this internship must assume responsibility for all SOCW 156 Interviewing in Human expenses related to travel and board and room. Services Professions HS 385 Field Instruction (three hours)

142 HUMAN SERVICES INTERDISCIPLINARY STUDIES approved community agency or religious or humanitarian organization as well as a structured orientation, Interdisciplinary studies is comprised of courses that on-going class discussion, and critical reading and derive their literature and methodologies from more written reflection about service work. Students are than one discipline. Courses may be cross-listed in a required to make connections between their personal discipline as well. The college offers one minor that is and professional goals, their role as a liberal arts student, interdisciplinary — leadership studies. For more and their evolving sense of commitment to those information, please see the Leadership Studies section in need. of this catalog. 177 Introduction to College COURSE DESCRIPTIONS (1 s.h.) Staff 103 Information Literacy The goal of this course is to ensure that students make Terms 1,3,5 (1 s.h.) Staff a smooth and successful transition to college. We In this hands-on course, students will develop the believe that a successful transition is the result of following research and information-seeking skills: academic readiness, a sense of self-efficacy, responsible locating appropriate electronic and print resources, connection to and participation in the MBC commu- using advanced search strategies, and evaluating nity, and an appreciation of the richness of our liberal resources for scholarly research. arts heritage. The course is, therefore, based on the following objectives with an underlying emphasis on 115 Foundations of Education the practice of reflective engagement: to encourage (3 s.h.) Westhafer, Staff students to use their resources at the college in an For course description, see ED/INT/SOC 115 in informed and intentional manner; to foster the the Education section of this catalog. Also listed as development of productive relationships with their ED/INT/SOC 115 in the Sociology section. academic advisor, peer advisor, and other college community members; and to facilitate an under- 125 Introduction to Geography standing of the liberal arts and the value of such an May Term (3 s.h.) V. Garkov education at MBC. All first-year students are required This course introduces students to the atmospheric to take this course during the fall semester. The course processes and ocean circulations that shape different is team-taught by faculty and/or administrators with climate patterns on earth; the every-changing global trained peer advisors. landscapes; the biosphere, natural resources, and population distribution around the planet; and the 200 Resident Advisor Training economic development, cultural characteristics and (3 s.h.) Staff political organizations of countries around the world. The resident advisor’s role as a peer counselor in the No previous background in the physical or social college residence halls is facilitated through sessions in sciences is assumed. student development theory, values clarification, women’s health issues, sexuality, crisis intervention 140 Community and Service Learning counseling, alcohol and drug concerns of college Fall (3 s.h.) Owen students, leadership training, small group communi- Students engaged in Community and Service cations, conflict mediation, and basic counseling Learning will meet practical community needs and skills. Required for all first-year resident advisors, the goals while developing skills in critical thinking and course is graded P/NC. problem solving. Additionally, students will reflect on the relationship between theory (as presented in lectures 205 Death and Dying and readings) and practice (through students’ internship (3 s.h.) Mitchell experiences). Each student will be expected to explore Prerequisite: SOC 100 or permission of instructor and understand her own commitment to community- For course description, see SOC/INT 205 in the oriented values, try out skills which support or Sociology section of this catalog. enhance effective citizenship, and learn how to reach out to those in need in a humane, sensitive, and effective manner. This is a combined course — internship includes both hands-on experience in an

INTERDISCPLINARY STUDIES 143 207 Modern Political Thought INTERNATIONAL RELATIONS (3 s.h.) Gilman Prerequisite: one philosophy course or one political Gordon Bowen, Mary Hill Cole, Carrie Douglass, science course Kenneth Keller, Judy Klein, Daniel Métraux For course description, see PHIL 211 in the Philosophy section of this catalog. International relations is an interdisciplinary liberal arts major specially designed to prepare graduates for careers 213 Bailey Colloquium in the emerging global community. MBC students who (3 s.h.) James, Kennedy, Scott major in international relations are preparing for work The Bailey Colloquium is an interdisciplinary honors in U.S. government bureaucracies, international organ- colloquium open only to Honor Scholars. It counts izations, international businesses, and for graduate toward the nine hours of honors credit required for an study in political science, history, and economics. Honors Degree. The aims of the colloquium are to encourage REQUIREMENTS FOR THE MAJOR IN independent thinking and to illustrate the interrela- INTERNATIONAL RELATIONS tionships among often fragmented areas of knowledge. The major requires 45–53 semester hours of course The colloquium is team-taught, with faculty members work distributed as follows: from various disciplines contributing as resource persons. The subject matter rotates among six historical/ Language Requirement (Max. 14 semester hours) cultural periods. Students are required to prepare At least one year of study of one foreign language at reading assignments in advance and to participate in the intermediate level or above: depending on level of discussion. Students select an area of specialization, initial placement (6–14 semester hours). write a term paper, and make oral presentation. In fall 2003, the Bailey Colloquium topic will be Core Courses (27 semester hours) the Age of Enlightenment. In fall 2004, the Bailey Foundation courses (15 semester hours): POLS 221; colloquium topic will be Ancient Greece and Rome. ECON 101, 102 and 202; HIST 102 or 240; and ANTH 120. 230 History and Theories of Leadership (3 s.h.) Bryant Advanced Courses (12 semester hours) For course description, see POLS/INT 230 in the Six semester hours from POLS 128, POLS 249, Political Science section of this catalog. POLS 310 or HIST 224; three semester hours from ECON 210, ECON 232, ECON 253 or ECON 240 Quebec and Canada 254. Senior requirement (three semester hours) POLS Spring 2005 (3 s.h.) D. Métraux 400B (Comparative/International). Analysis of the historical and social development of francophone culture in Canada and political/social/ FOREIGN AREA STUDIES COURSES cultural relations between Francophone and At least 12 semester hours from among at least two Anglophone Canadians from the late 1600s to the disciplines, selected from the following: present. Focus on the rise of modern Quebec nation- AS 106 Asian Civilizations alism, the Quiet Revolution, and the question of AS/REL 212 Asian Religions Quebec’s place in contemporary Canada. Also focus AS 242 Modern Korea on career and measures of Prime Minister Trudeau. AS 244 Modern Middle East AS 246 Japan 330, 331 The Practice of Leadership Seminar AS 247 India and Pakistan (3 s.h.) Bryant AS 248 Vietnam and Southeast Asia Students complete a comprehensive self-assessment of AS 251 Asian Women their leadership styles, skills, and values and develop AS 253 Modern China goals for their continuing education and training. In AS 256 Newly Industrialized Countries of the second part of the course, students apply their East Asia knowledge of leadership to the practice of leadership AS/SOC 270 Australia and New Zealand in a group and an organization. HIST 102 Western Civilization from 1648 HIST 240 Revolutionary Europe

144 INTERDISCPLINARY STUDIES/INTERNATIONAL RELATIONS HIST 242 British History from 1688 LEADERSHIP STUDIES HIST 245 20th-Century Europe HIST 255 History of Russia Coordinator: Brenda Bryant HIST 256 Modern Russian History A minor in leadership studies combines theoretical HIST 262 20th-Century Germany and practical course work and addresses gender issues HIST 346 Topics in European Women’s History in leadership. POLS 111 Comparative Politics POLS 215 Politics in the Third World REQUIREMENTS FOR THE MINOR IN POLS 216 Politics of Russia and Eastern Europe EADERSHIP TUDIES POLS 249 Latin-American Politics L S SPAN 230 Spanish Civilization 21 semester hours in the following four areas: SPAN 231 Latin-American Culture and Scholarship and Leadership Practice Core Courses Civilization (nine semester hours) Qualifying Colloqia POLS/INT 230 History and Theories of Leadership NOTE #1: HIST 277 and POLS 277 count toward PHIL 235 Ethics, Community and the major only in those cases in which (a) modern or Leadership contemporary study of an aspect of the experience of INT 330 The Practice of Leadership a foreign area forms the major part of the course’s Seminar content; or (b) study of a problem in international relations forms the major part of the course’s content. Leadership in the Context of Communications (at least three semester hours) NOTE #2: For international students who are non- COMM 100 Public Speaking native speakers of the English language (only), the COMM 210 Interpersonal above language requirement may be completed Communication through equivalent courses in the English discipline. ENG 251 Professional and Technical Writing NOTE #3: For international students — i.e., non-U.S. REL 223 Mediation: Theory and Practice citizens — (only), the Foreign Area Study Courses may Women and Leadership (at least three semester hours) be met by completion of courses concerning the ART 221 Women in the Arts United States in the history, and/or political science, BUAD 250 Women in Management and/or economics disciplines. ECON/WS 280 Women and Economics POLS 209 Women and Politics WS 245 Women in Sports and/or JAPANESE 287, 387 A Qualifying Internship See Foreign Languages, Literatures, and Cultures. Leadership in the Context of Groups, Institutions, Communities and Nations (at least six semester hours) BUAD 200 Principles of Management BUAD 202 Organizational Behavior INT 140 Community and Service Learning POLS 111 Comparative Politics POLS 260 Public Policy ROTC 300 and 400 level

INTERNATIONAL RELATIONS/LEADERSHIP STUDIES 145 CERTIFICATE IN LEADERSHIP STUDIES MARKETING COMMUNICATION The credit certificate in leadership studies is available BUSINESS ADMINISTRATION: Daniel Dowdy, Janet to degree-seeking students also involved regularly in Ewing, Tom Kaplan, Claire Kent, Sally Ludwig, volunteer or campus activities or have significant Catherine Ferris McPherson, Ed Petkus, Lallon Pond work experience. Adult learners seeking this creden- COMMUNICATION: Alice Araujo, Bruce Dorries, Allan Moyé tial may be either degree-seeking or non-degree-seeking students. Marketing communication blends marketing and Requirements: management courses from the business administration 21 hours of which up to nine hours may be transferred major with business communication courses from the in or be done by prior learning portfolio in the ADP. communication major. The major prepares students for careers in advertising, public relations, personal Required Courses: selling, and overall marketing management. Core consisting of POLS/INT 230, INT 330, interdisciplinary or department-specific 287/387, and REQUIREMENTS FOR THE MAJOR IN PHIL 235. At least one of the following: COMM MARKETING COMMUNICATION 100, COMM 210, ENG 251, or REL 223. At least 42 semester hours consisting of 36 semester hours of one of the following: ART 221, BUAD 250, required core courses and six semester hours of electives. ECON/WS 280, POLS 209, or WS 245. At least one of the following: BUAD 200, BUAD 202, INT 140, Required Core Courses: POLS 111, or POLS 260. BUAD 200 Principles of Management BUAD 210 Principles of Accounting I BUAD 230 Principles of Marketing BUAD 330 Marketing Management BUAD 338 Marketing Research BUAD 362 Consumer Behavior BUAD 400 Business Strategies COMM 240 Principles of Advertising COMM 260 Principles of Public Relations COMM 300 Communication Campaigns MKTC 387 Marketing Communication Internship MKTC 401 Marketing Communication Senior Thesis

Elective Courses (select two): BUAD 307 Business and Society BUAD 336 International Marketing CIS/BUAD 350 Project Management BUAD 360 Retail, Services, and Internet Marketing COMM 100 Public Speaking COMM/ART 119 Introduction to Video Production COMM 210 Interpersonal Communication COMM 215 Mass Communication COMM 230 Small Group Communication

146 LEADERSHIP STUDIES/MARKETING COMMUNICATION OTHER REQUIREMENTS FOR THE MAJOR IN MATHEMATICS MARKETING COMMUNICATION Michael Gentry, Bruce Hemp, John Ong, John Wallace, In addition to the 42-hour requirement for the major, Ken Whipple, Rebecca Williams students also need the following 4 hours of prerequisites, and it is recommended that these classes be REQUIREMENTS FOR THE MAJOR IN completed in the freshman and sophomore years: ATHEMATICS ECON 101 and ECON 102. The prerequisite M requirements apply only to majors, not minors. At least 33 semester hours of mathematics in courses The following courses are not required, but are above 200 and including MATH 231, MATH 252, highly recommended, especially for students planning MATH 302, MATH 322, and MATH 400–401. to seek a masters in business administration: MATH 213 does not count toward the major in CIS/BUAD 350, COMM 215, COMM 230, BUAD mathematics. Students working toward a B.S. in 202, BUAD 211, BUAD 220, BUAD 312 or BUAD mathematics must complete PHYS 111–112 and 340, ECON/POLS 301, and MATH 213. CIS/CS 205 in addition to at least two 200-level lab science courses.

REQUIREMENTS FOR THE MINOR IN SENIOR REQUIREMENT IN MATHEMATICS MARKETING COMMUNICATION Senior requirement for students majoring in mathe- 21 semester hours, including COMM 240, COMM matics is met by successful completion of MATH 300, BUAD 200, BUAD 230, plus three classes from the 400–401 and the senior project. following: BUAD 307, BUAD 330, BUAD 336, BUAD 338, BUAD 360, BUAD 362, and COMM 260. REQUIREMENTS FOR THE MAJOR IN APPLIED MATHEMATICS COURSE DESCRIPTIONS At least 38 semester hours including the following 387 Marketing Internship courses: CHEM 111; PHYS 111–112; MATH 211, (3 s.h.) Staff MATH 212, MATH 231, MATH 301, MATH 302, For course details see Experiential Learning under MATH 306, MATH 322; and the successful com- Academic Regulations and Procedures. pletion of the senior requirement, MATH 400D. A minimum of two electives selected from the following: 401 Senior Thesis CIS/CS 205; MATH 252, MATH 304, MATH 311, (3 s.h.) Staff MATH 312; also 30 semester hours of transferable This is the keystone course, completed in the final course work at the University of Virginia, approved semester of the student’s senior year. The student con- by the School of Engineering. It is recommended ducts a thorough review of a selected firm or compet- that a student in this major do an externship or a itive industry, including collection of customer com- summer course in engineering. munication components, analysis of competitive environment, and determination of a revised relevant SENIOR REQUIREMENT IN APPLIED target market and marketing mix. The student then MATHEMATICS develops alternative strategies, writes a comprehensive Senior requirement for students majoring in applied recommendation, and produces a variety of new mar- mathematics, MATH 400D, will consist of a directed keting communication components in a format ready study of partial differential equations, or comparable for client presentation. The student makes an oral area of mathematics, and the application of that area presentation of his or her recommendations. A pri- to a significant engineering problem. Students will mary course goal is to generate a professional-quality present their projects to the mathematics senior and comprehensive sample worthy of inclusion in the seminar in the spring of their third (last) year at Mary student’s portfolio to submit to potential employers. Baldwin College.

MARKETING COMMUNICATION/MATHEMATICS 147 RECOMMENDED PROGRAMS 231 Discrete Mathematical Structures For teachers of mathematics: 252 Problem Solving Seminar MATH 211, MATH 212, MATH 221, MATH 231, 301 Multivariable Calculus I MATH 252, MATH 301, MATH 302, MATH 311, 302 Multivariable Calculus II MATH 322, MATH 341, and MATH 400–401, and 304 Numerical Analysis and Computing teaching assistantship in mathematics. 306 Ordinary Differential Equations 311 Probability and Distribution Theory For graduate study in mathematics: 312 Mathematical Statistics MATH 211, MATH 212, MATH 221, MATH 231, 322 Linear Algebra MATH 252, MATH 301, MATH 302, MATH 306, 341 Modern Geometry MATH 311, MATH 312, MATH MATH 341, 370 Colloquium in Mathematics MATH 322, and MATH 400–401. 400 Senior Mathematics I: Abstract Algebra or Real Analysis For graduate study in computer science: 401 Senior Mathematics II CIS/CS 205, CIS/CS 215, CIS/CS 300; MATH 211, MATH 212, MATH 221, MATH 231, MATH Directed inquiries, teaching assistantships, and 252, MATH 301, MATH 302, MATH 304, MATH internships in mathematics can be arranged on an 306, MATH 311, MATH 322, MATH 400–401; individual basis. externship in computer science and directed inquiry in mathematics. COURSE DESCRIPTIONS For graduate study in applied mathematics or 130 Basic Mathematical Concepts statistics: (3 s.h.) Staff MATH 211, MATH 212, MATH 214, MATH 231, This course is not open to any student who has passed MATH 252, MATH 301, MATH 302, MATH 304, MBC’s Mathematics Proficiency Exam, scored 480 or MATH 306, MATH 311, MATH 312, MATH 322, higher on the mathematics portion of the SAT, or and MATH 400–401; together with CIS/CS 205 and passed a college-level mathematics course. Topics other CIS/CS courses. covered include real numbers, variable expressions, linear equations, applications of linear equations, For business/industry: polynomial arithmetic, and factoring. A computer- Third or fourth program described above. based, instructional delivery system will be available for students who require additional practice outside the REQUIREMENTS FOR THE MINOR IN classroom. This course does not fulfill the mathematical MATHEMATICS reasoning General Education Requirement. 18 hours in mathematics at the 200-level or higher including MATH 211, MATH 212, MATH 231 and 150 College Algebra MATH 252, but excluding MATH 213. (3 s.h.) Staff Students are provided with a background in college algebra appropriate for the application of mathematics MATHEMATICS COURSES in other disciplines and for further study. Topics 130 Basic Mathematical Concepts include basic algebraic manipulations, polynomials, 150 College Algebra exponents and radicals, graphing, systems of linear 151 Mathematics for Prospective Elementary equations and inequalities, quadratic and polynomial School Teachers equations, and an introduction to functions. 157 Topics in Geometry Emphasis is on logical analysis and deduction and on 160 Finite Mathematics with Applications algebraic and problem solving skills. This course is 171 Precalculus open to students who have scored 480 or above on the 211 Introduction to Calculus and mathematics portion of the SAT (18 or above for the Analytical Geometry I ACT), or have passed the MATH 130 exemption 212 Introduction to Calculus and Analytical exam, or have passed MATH 130. Geometry II 213 Introduction to Statistics 214 Intermediate Statistical Methods 221 History of Mathematics

148 MATHEMATICS 151 Mathematics for Prospective Elementary indispensable role in the modeling of physical phe- School Teachers nomena within the calculus sequence. The course also (3 s.h.) Staff provides students with the opportunity to practice This course is designed for students who wish to regularly the algebraic techniques that will be used in become elementary school teachers, although it satisfies the study of calculus. Included is a project on modeling the mathematical reasoning requirement for all stu- and problem solving that introduces students to the dents. Topics include discrete probability, basic graphing and algebraic capabilities of the mathematical descriptive statistics, basic geometry, and other topics software Derive. that include both content and process knowledge. The emphasis is on building mathematical reasoning 211, 212 Introduction to Calculus and skills and on applying mathematical concepts to Analytic Geometry I, II diverse situations. Prerequisites: MATH 150 and a (4 s.h. each) Staff passing score on the mathematics portion of the Prerequisite: MATH 171 PRAXIS. This sequence is required for mathematics majors and useful for majors in economics, natural science, and 157 Topics in Geometry social science. MATH 211 treats the basic concepts of (3 s.h.) Staff differential calculus and its applications. After the Prerequisites: MATH 150 and high school geometry. derivative is developed and the major rules of differ- This course is designed to give students an introduction entiation covered, applications follow in the areas of to Euclidean geometry, axiomatics, and deductive graphing, max-min problems, related rate problems, reasoning. Emphasis will be on open exploration and and an introduction to the definite integral. conjecturing, visualization, analysis, informal deduc- MATH 212 develops the concept of the definite tion, and other levels of geometric thinking in order integral and its application to area, volume, work, arc to give students a broad view of classical geometry. length, and center of mass. Considerable attention is Geometer’s Sketchpad will be used to conduct computer paid to the calculus of exponential, logarithmic, and investigations. trigonometric functions. The last few weeks are devoted to the major techniques of integration. 160 Finite Mathematics with Applications (3 s.h.) Staff 213 Introduction to Statistics Prerequisite: MATH 150 or a strong background in (3 s.h.) Staff high school algebra Prerequisite: MATH 150 or higher This course is designed for students in natural, social, An introduction to statistical inference for students in behavioral, and managerial sciences, and is a prereq- applied disciplines, such as business, economics, and uisite for statistics. Topics include systems of linear the physical and life sciences, that is designed to equations and Gaussian elimination, matrices, linear bridge the gap between the theoretical foundations of programming, counting, probability, and special statistics and the need to extract useful decision-making application topics — e.g., Markov chains, game theory. information from data. Topics include measures of central tendency and dispersion, discrete and contin- 171 Precalculus uous random variables, sampling distributions and (3 s.h.) Staff the Central Limit Theorem, statistical control charts, Prerequisite: MATH 150 or equivalent parameter estimation, hypothesis testing, linear corre- This course develops the general properties of the lation and regression, and analysis of contingency mathematical construct called functions and explores tables. Minitab, a statistical software package, is used the conceptual relationships between functions, to illustrate and reinforce the material presented. graphs, data, and the modeling of the physical world via mathematics. In addition to the general properties 214 Intermediate Statistical Methods of functions, students taking the course should gain Offered as needed (3 s.h.) Staff familiarity with the specific mathematical properties Prerequisite: MATH 213 or ECON/BUAD/COMM/ of algebraic functions, trigonometric functions, loga- HCA/POLS/SOC 222 rithmic functions, and exponential functions. The A second course in the principles and procedures of main emphasis will be on developing the trigonomet- applied statistics. It is strongly recommended for ric functions and their properties, as they play an students in the behavioral, social, managerial and

MATHEMATICS 149 physical sciences. Attention will be focused on use of be studied include indeterminate forms, improper the Minitab computer package, analysis of variance, integrals, infinite series, polar coordinates, parametric contingency table analysis, multiple linear regression, equations, vectors and vector-valued functions. and nonparametric statistical methods. Derive, a symbolic computer algebra system, will be used to explore a variety of non-routine problems. 221 History of Mathematics (3 s.h.) Staff 302 Multivariable Calculus II Prerequisites: MATH 211, MATH 212 (3 s.h.) Staff Mathematics has a fascinating history, interwoven Prerequisite: MATH 301 with striking personalities and outstanding achieve- Topics to be studied include partial differentiation, ments. This course includes highlights in the develop- multiple integrals, and vector calculus. Derive, a ment of mathematics and addresses the scientific and symbolic computer algebra system, will be used to humanistic import of the subject. Some mathematical explore a variety of non-routine problems. maturity is required to appreciate the historical development, especially since 1700. 304 Numerical Analysis and Computing Offered as needed (3 s.h.) Staff 231 Discrete Mathematical Structures Prerequisite: MATH 301 (3 s.h.) Staff This course introduces students to the techniques and Prerequisites: MATH 211; or MATH 160 and algorithms that are used in numerical computing. permission of the instructor Topics include the numerical solution of equations The course treats selected topics in mathematics that (including differential equations), interpolation, have substantial application to computer science and approximation and iteration theory, and numerical also serves as an introduction to techniques of theo- differentiation and integration. The concepts of error retical mathematics. Included are logical deduction analysis, stability and the convergence of solutions will and proof, mathematical induction, algorithms, also be discussed. Students will be made aware of the algebraic structures, automata and formal languages, software tools that exist in the field of numerical and graph theory. computing today, and they will be solving problems The course is intended to promote development of numerically with a text CD rom or the software skills in logical deduction, analysis, and problem Maple. In the course, they will be required to solve a solving, as well as providing the mathematical foun- problem numerically that has been presented by the dation of much of computer science. Some computer Society for Industrial and Applied Mathematics. programming may be required. 306 Ordinary Differential Equations 252 Problem Solving Seminar (3 s.h.) Staff (1 s.h.) Staff Prerequisite: MATH 212 or equivalent Prerequisites: MATH 212, MATH 231 Designed for students planning careers in mathematics, The seminar explores a wide range of quantitative engineering, economics, actuarial science, or the problems at various levels of difficulty and involving a biological or physical sciences. Topics to be studied variety of mathematical techniques. Students are pre- include separable first-order equations; integrating sented with problems and asked to find methods of factors and exact equations; initial-value problems; solution. They present those methods informally to linear first-order equations with applications to the seminar group. Some real-world problems from radioactive decay, population growth, economic business or industry may be considered. models, cooling and falling bodies; vector spaces; The content of the seminar, in terms of specific linear dependence; the Wronskian; linear homogeneous problems, will vary from year to year. Students may differential equations with constant coefficients; take the seminar more than once for credit. Cauchy-Euler equations, variation of parameters; the method of undetermined coefficients; applications of 301 Multivariable Calculus I second-order equations to simple harmonic motion (3 s.h.) Staff and electrical circuits; Laplace Transform; matrix Prerequisites: MATH 211, 212 methods; and infinite series solutions. For students pursuing a career in mathematics, computer science, engineering, economics, actuarial science, statistics, or the physical sciences. Topics to 150 MATHEMATICS 311 Probability and Distribution Theory Strongly recommended for students planning to teach (3 s.h.) Staff mathematics as well as providing excellent back- Prerequisites: MATH 211 and 212 ground for graduate study in mathematics. An introduction to mathematical statistics. Topics to be studied include sample-point and event-composition 370 Colloquium in Mathematics methods for calculating the probability of an event; (3 s.h.) Staff Bayes’ rule; the binomial, geometric, hypergeometric Colloquium is offered periodically and is devoted to and Poisson probability distributions; mathematical selected topics in mathematics that are not treated in expectations; moment-generating functions; regular courses. Tchebysheff’s theorem; continuous random variables and their probability distributions; multivariate 400, 401 Senior Mathematics I, II probability distributions; and functions of random (3 s.h. each) Staff variables. This course is recommended for students Prerequisites: MATH 302 and MATH 322 planning to work in industry. This two semester sequence addresses selected topics in theoretical mathematics, explores relationships 312 Mathematical Statistics among the major branches of mathematics, and serves (3 s.h.) Staff as the senior requirement for mathematics majors. Prerequisite: MATH 311 The content of MATH 400 alternates between An introduction to applied statistics. Topics include abstract algebra one year, which includes groups, point and interval estimation; hypothesis testing rings, integral domains, and fields; and real analysis using the z, t, x2 and F distributions; regression and the next year, which includes properties of the real correlation; analysis of variance; contingency table numbers, limits of sequences and functions, continuity, analysis; Shewhart control charts, measurement system and the theoretical foundations for calculus. evaluation, and process capability studies. Emphasis is on the logical structure of mathematical Recommended for students planning to work in systems and the use of conjectural inductivism and industry. deductive logic in mathematics. MATH 400 may be taken twice for credit since the content changes in 322 Linear Algebra alternate years. (3 s.h.) Staff The content of MATH 401 varies from year to year Prerequisites: MATH 211 and 231 and addresses selected topics in theoretical mathematics This course quickly reviews matrices and systems of — e.g., complex variables, number theory, combi- linear equations, then covers vector space concepts, natorics and graph theory, set theory, history and inner product spaces and orthogonality, the eigenvalue philosophy of mathematics, probability theory and problem, and linear transformations with a matrix stochastic processes, statistical theory, numerical emphasis. Use of deductive logic and the development analysis, topology, partial differential equations, of a mathematical system will be emphasized. functional analysis, and general applied mathematics. Applications will appear for topics such as the least MATH 400 and MATH 401 provide the structure squares problem and differential equations. Issues under which students complete their senior projects. related to numerical linear algebra will be discussed. Each student completes a research project in an area related to the content of the course. The student then 341 Modern Geometry writes a senior thesis based on the results of her (3 s.h.) Staff research project. The results of the senior thesis are Prerequisite: MATH 231 presented orally to the class and the members of the A study of the various geometries, including mathematics faculty. MATH 400 and MATH 401 are Euclidean, non-Euclidean, and projective geometry, required of all mathematics majors. Adult Degree and of the abstract axiomatic method in mathematics. Program students may substitute standard courses in The course is designed to treat the role of geometry in abstract algebra and real analysis from another insti- mathematics and the relationships among the various tution; however, they must still complete a senior geometries, to promote better understanding of the research project and present the results to the class axiomatic method and the historical significance of and faculty members. non-Euclidean geometry, and to improve skills in deduction and abstract mathematical reasoning.

MATHEMATICS 151 MILITARY SCIENCE 110 Basic Military Skills and Knowledge II (1 s.h.) Staff (U.S. ARMY ROTC) Initial instructions in land navigation and military history. Continued instruction in basic rifle marks- MBC offers the Military Science curriculum through manship and first aid. Individual tactical techniques the U.S. Army ROTC program conducted at Virginia conducted. An Army physical fitness test is performed Military Institute. The first two years of the program for grade. One field training exercise is conducted are open to eligible freshmen and sophomores. focusing on small unit leadership. Competitive Participation at the junior and senior level is limited screening is conducted for quotas, if available, to to VWIL students and other students with Army attend the U.S. Army Airborne School during the ROTC advanced level contracts. summer following the fourth class year.

209 Military Leadership Development I MILITARY SCIENCE COURSES (1 s.h.) Staff 109 Basic Military Skills and Knowledge I Prerequisites MS 109, 110 110 Basic Military Skills and Knowledge II This course covers the intermediate level in the 209 Military Leadership Development I Leadership Development Program for the Army 210 Military Leadership Development II ROTC program. Emphasis is on further development 309 Advanced Military Leadership of the basic skills. Concentrates on effective planning/ Development I organizational skills, land navigation skills, oral/written 310 Advanced Military Leadership communication skills and map reading. Cadets are Development II exposed to basic leadership challenges while in positions 319 Advanced Military Leadership of responsibility, reinforced by consistent instructor Laboratory for MS 309 counseling/evaluation. Pre-contracting assessment 320 Advanced Military Leadership will be reinforced. Opportunity to participate in a Laboratory for MS 310 field training exercise, enabling cadets to apply lead- 350 Military Science Lab for MS 309 ership skills and to demonstrate technical/tactical (non-commission) proficiency. 351 Military Science Lab for MS 310 (non-commission) 210 Military Leadership Development II 409 Advanced Military Leadership and (1 s.h.) Staff Training Development Cadets continue leadership development and transition 410 Commissioning and Officer Basic to the advanced course. Emphasis is placed on indi- Course Preparation vidual and team building. Additional concentration 419 Military Science Lab for 409 on squad operation orders, tactics, and operational 420 Military Science Lab for 410 planning. Cadets are exposed to basic leadership chal- 450 Military Science Lab for 409 lenges while in positions of responsibility, reinforced by (noncommission) consistent instructor counseling/evaluation. Cadets 451 Military Science Lab for 410 will be informed at the end of the semester of their (noncommission) selection for contracting and continuation into the Advanced Course. Opportunity to participate in a COURSE DESCRIPTIONS field training exercise to apply the leadership skills 109 Basic Military Skills and Knowledge I and demonstrate technical/tactical proficiency. (1 s.h.) Staff U.S. Army orientation information and individual 309 Advanced Military Leadership Development I military skills are stressed. Topics include organization, (2 s.h.) Staff rank structure, and role of the Army; map reading, This course continues the concentration on leadership basic rifle marksmanship, basic squad formations, and development. Emphasis is placed on leadership appli- movement techniques, and first aid. One field training cations and effective planning and organizational exercise is conducted focusing on fieldcraft, and an skills. Additional focus will be on understanding the Army physical fitness test is performed for a grade. role of the Army staff, functions of the branches of the Army, intelligence analysis, ethics, and developing an

152 MILITARY SCIENCE (U.S. ARMY ROTC) effective leadership style. Cadets are required to apply 409 Advanced Military Leadership and the 23 leadership dimensions and critical thinking Training Development skills through a written analysis. Concurrent enroll- (2 s.h.) Staff ment in either MS 319 or MS 350 is required. This course begins the transition of the cadet to an officer. Emphasis is on roles and duties of the 2nd 310 Advanced Military Leadership Development II lieutenant. The course will focus on the leadership (2 s.h.) Staff challenges of a lieutenant, NCO and junior enlisted This course is a continuation of MS 309. Cadets will relationships, ethics, and military justice. Emphasis is be trained on basic officer skills, including preparation on preparing the cadet to successfully complete her of map overlays, the principles of war, and how to officer basic course and on introducing the Army’s conduct an After Action Review. Each cadet will personnel management, logistics and role of the demonstrate her communications skills through a five- National Guard and Reserve. Concurrent enrollment page paper. Additionally, cadets will participate in the in MS 419 or MS 450 is required. Marshall Awards and attend a field training exercise. Concurrent enrollment in MS 320 or 351 required. 410 Commissioning and Officer Basic Course Preparation 319, 320 Advanced Military Leadership Lab (2 s.h.) Staff (No credit) Staff This course completes the transition of the student to This course focuses on individual and small unit tactics an officer, culminating in her commissioning. skills. Cadets participate in practical application of Primary focus of the course is to provide the subjects taught in MS 309 and MS 310. Additional Advanced Camp graduates instruction in the planning, concentration is placed on operations orders, drill and organizing, training, and leadership development ceremonies, rifle marksmanship, land navigation, necessary to lead a platoon. Also includes a review of physical fitness, written and oral communication roles and organizations of the U.S. Army, counseling skills. Cadets are required to participate in two field procedures, training management, combined arms training exercises, enabling them to apply their operations, threat operations, and military intelligence. leadership skills and demonstrate technical/tactical Concurrent enrollment in either MS 420 or MS 451 proficiency. Cadets are exposed to extensive leadership required. challenges, reinforced by consistent instructor evaluation and mentoring. Concurrent enrollment in MS 419, 420 Military Science Lab 309 or MS 310 is required. (No credit) Staff Practical applications of subjects taught in MS 409 350 Military Science Lab for MS 309 and MS 410. Concurrent enrollment in MS 409 or (Non-Commission) 410 is required. (No credit) Staff Leadership laboratory activities for students not seeking 450 Military Science Lab for MS 409 a commission in the Army. Labs include leadership (Non-Commission) seminars, presentations by prominent leaders on (No credit) Staff contemporary topics, and other leadership activities. Leadership laboratory activities for students not seeking Concurrent enrollment in MS 309 required. a commission in the Army. Labs include leadership seminars, presentations by prominent leaders on 351 Military Science Lab for MS 310 contemporary topics, and other leadership activities. (Non-Commission) Concurrent enrollment in MS 409 required. (No credit) Staff Leadership laboratory activities for students not seeking 451 Military Science Lab for MS 410 a commission in the Army. Labs include leadership (Non-Commission) seminars, presentations by prominent leaders on (No credit) Staff contemporary topics, and other leadership activities. Leadership laboratory activities include advanced Concurrent enrollment in MS 310 required. leadership experiences in officer-type activities and orientation for initial active duty. Concurrent enrollment in MS 410 required.

MILITARY SCIENCE (U.S. ARMY ROTC) 153 MUSIC CORE REQUIREMENTS Mary Kay Adams, Robert Allen, Sharon Barnes, FOR THE MINOR IN MUSIC Pamela Beasley, Susan Black, Greg Brown, Linda 20–23 hours in music including MUS 100, MUS Heuer, Lise Keiter-Brotzman, Eloise Kornicke, Donald 111–112 and concentration requirements: Kruger, Lynne Mackey, Sandra McClain, Connie Muscenti, Sharon Shull, Melissa Sumner, Walter Taylor General Concentration: The core requirements for the minor in music plus The music department offers a major and a minor, as two three-credit courses at the 200- or 300-level, and well as introductory courses and electives for more a minimum of four semesters of Applied Lessons, casual music enthusiasts. In all its offerings, the MUS 106, and/or MUS 108. department is committed to the exploration of music within the context of the liberal arts. Vocal, keyboard, Music Literature Concentration: and selected instrumental instruction is available to all The core requirements for the minor in music plus students at beginning, intermediate, and advanced four three-credit courses at the 200-or 300-level. levels. The Mary Baldwin College Choir has an active (Two of these must be courses other than MUS 217, schedule and is open to all students by audition, as are MUS 211, and MUS 212.) other vocal and instrumental ensembles. (See also the Performance Concentration: Arts Management section of this catalog.) The core requirements for the minor in music plus a formal audition by the spring semester of the sopho- CORE REQUIREMENTS more year to determine level of entry and to set specific FOR THE MAJOR IN MUSIC objectives; a minimum of six credit hours of Applied A minimum of 33–36 hours in music, including Lessons; completion of a half or full recital (MUS MUS 100, MUS 111–112, MUS 211–212, MUS 302); and at least two additional three-credit courses 315–316, MUS 400, and emphasis requirements. at the 200- or 300-level. Students must also pass the piano proficiency (see piano department for details). MUSIC EDUCATION Emphasis on Music Literature and History: (VOCAL/CHORAL PRE-K–12) The core requirements for the major in music plus at All students who wish to be licensed to teach music in least two additional courses at the 300-level and MUS the public schools, grades pre-K–12, must have a major 402 (Senior Thesis), MUS 106 or MUS 108 for a in music (either performance emphasis or music history minimum of four semesters, and a minimum of two and literature emphasis). In addition to emphasis semesters of Applied Lessons. requirements, they must complete the following: • MUS 217 — Choral Conducting Emphasis on Music Performance: • A minimum of one year of piano The core requirements for the major in music plus • A minimum of one year of voice Applied Lessons on the primary instrument or voice • A minimum of six semesters of choir for a minimum of six semestsers. Students must pass a formal audition by the end of their sophomore year General and Professional Studies for Music and take MUS 401. MUS 301 is recommended for Education: students who wish to pursue graduate study. MUS 310 Music Education in the Students with a piano concentration must take Elementary School MUS 323, at least two semesters of MUS 106, and at MUS 311 Music Education in the least one semester of MUS 210. Students with a voice Secondary School concentration must enroll in MUS 106 each semester ED 110 Practicum after they have declared the music major, take MUS ED/INT/SOC 115 Foundations of Education 141, and take one year of a foreign language. Students ED 120 Understanding Exceptional with an instrumental concentration should consult Individuals the department about specific requirements. PSYC 210 Child Psychology PSYC 211 Adolescent Psychology ED 386 Seminar in Student Teaching ED 387 Student Teaching in Music

154 MUSIC MUSIC COURSES COURSE DESCRIPTIONS 100 Introduction to Listening 100 Introduction to Listening 101 Beginning Voice Class (3 s.h.) Allen, Keiter-Brotzman, Staff 102 Beginning Piano Class A general introduction to western music from 103 Beginning Guitar Class Gregorian Chant to the 20th century, designed to 105 Fundamentals of Music refine the student’s listening skills and pleasure. 106 Mary Baldwin College Choir Emphasis will fall on guided analytical listening to 108 Chamber Music Ensembles selected works by major composers. No previous 111, 112 Music Theory I and II musical experience is expected. 120, 260 Applied Piano 121, 261 Applied Voice 101 Beginning Voice Class 122, 262 Applied Organ (1 s.h.) McClain, Staff 123, 263 Applied Violin The rudiments of singing — how to begin to build 124, 264 Applied Flute your voice — will be offered for those students who 125, 265 Applied Cello have an interest in strengthening their vocal ability, 126, 266 Applied Clarinet perhaps with the goal of further applied study. 127, 267 Applied Guitar Students must be enrolled in the Mary Baldwin 141 Diction for Singers College Choir in the term in which this course is 151, 251 History of Jazz taken. Intended for students with no prior vocal 152 Rock Music study. Course fee. 153 American Folk Music 200, 300 Topics in Music History 102 Beginning Piano Class 210 Accompanying (1s.h.) Staff 211, 212 Music Theory III and IV Beginning Piano Class introduces students to the 217 Choral Conducting basics of reading music and playing the piano. The 218, 318 Women in Music course is taught in a piano laboratory environment 223, 323 Piano Literature and is intended for those who have no keyboard back- 224, 324 The Symphony ground. (Students with prior piano study should 225, 325 Beethoven consult Dr. Keiter-Brotzman about taking a different 226, 326 Music and the Theatre course.) Course fee. 229, 329 Music in the Romantic Era 230, 330 20th-Century Music 103 Beginning Guitar Class 301 Junior Recital (1s.h.) Brown 302 Minor Recital Beginning Guitar Class is designed to introduce 310 Music Education in the Elementary students to the basics of reading music and playng the School guitar. The course is intended for those who have no 311 Music Education in the Secondary guitar background. (Students with prior guitar expe- School rience should consult the instructor about taking a 315 History of Western Music to 1600 different course.) Course fee. 316 History of Western Music from 1600 to the Present 105 Fundamentals of Music 400 Senior Seminar (3 s.h.) Kornicke, Mackey, Staff 401 Senior Recital An introduction to the structure of tonal music 402 Senior Thesis intended for the student with little or no formal musical training. Some attention will be given to Directed inquiries, teaching assistantships, and intern- keyboard proficiency and training in aural skills. This ships in music can be arranged on an individual basis. course is recommended for teacher certification or for students who wish to take MUS 111.

MUSIC 155 106 Mary Baldwin College Choir 121, 261 Applied Voice (1 s.h.) Heuer, Kruger (Credit varies) Allen, Beasley, McClain, Sumner Admission by audition. The choir activities include a Priority for Applied Voice will be given first to music spring tour and occasional concerts with area men’s majors or minors and then to students registered for choruses. Can be repeated for credit. MUS 106 (Mary Baldwin College Choir). All students in Applied Voice are required to enroll in MUS 106. 108 Chamber Music Ensembles (Credit varies) Beasley, Kruger, Taylor, Staff 122, 262 Applied Organ Admission by audition. Can be repeated for credit. (Credit varies) Shull Includes Baldwin Charm, Madrigal Singers, the Available at beginner/intermediate or advanced levels. VWIL Band, and instrumental ensembles. Note that beginner/intermediate level assumes intermediate level of piano skills. Organ lessons are taught 111, 112 Music Theory I and II at Christ Lutheran Church on the Taylor and Boody 2003–2004 (4 s.h.) Keiter-Brotzman mechanical-action pipe organ. Students will need self- Prerequisite: Familiarity with notation of pitch and transportation. rhythm and/or MUS 105 These courses examine the role of harmonic material 123, 263 Applied Violin in tonal music, viewed in several ways: harmonization (Credit varies) Black exercises, analysis, and short compositions. There is a lab component, which will emphasize aural skills and 124, 264 Applied Flute sight-singing. Required for major or minor in music. (Credit varies) Adams

APPLIED LESSONS 125, 265 Applied Cello (1–2 s.h.) (Credit varies) Adams Individual voice, piano, organ, and selected instrumental lessons are available to all students, on a space- 126, 266 Applied Clarinet available basis, regardless of present level of ability and (Credit varies) Taylor prior music experience. Exceptions: Voice students with no prior experience should first take a semester 127, 267 Applied Guitar of Beginning Voice Class (MUS 101). Piano students (Credit varies) Brown with no prior experience should take a semester of Beginning Piano Class (MUS 102). Guitar students 141 Diction for Singers with no prior experience should take a semester of (2 s.h.) McClain, Staff Beginning Guitar Class (MUS 103). The course will include the application of the Pre-approved music majors and minors take International Phonetic Alphabet mainly to the study Primary Applied Lessons (200-level, two credits — of Italian, English, German, and French song literature. 60-minute lessons). All other students should take There will be a brief study of its application to Elective Applied Lessons (100-level, one credit — Spanish and Latin texts. Diction problems applicable 30-minute lessons). Students with questions about to all song literature will be discussed. their status should consult the music department. Fees: 12 30-minute lessons, $220. Reduced fee for 151, 251 History of Jazz approved music majors or minors: 12 one-hour lessons (3 s.h.) Allen on the primary instrument, $170; 12 30-minute lessons An examination of jazz as both a musical and socio- on the primary instrument, $95; 12 30-minute lessons logical phenomenon; will focus on the musical devel- on a secondary instrument, $125. Students should opments that resulted in jazz, the major jazz styles consult their teachers about which course is appropriate from New Orleans to the present, and musicians who for them. have strongly influenced these styles.

120, 260 Applied Piano 152 Rock Music (Credit varies) Heuer, Keiter-Brotzman, Kornicke, (3 s.h.) Allen Mackey A survey of the history of rock from its roots in rhythm and blues to present-day developments. Major stylistic trends and the contribution of such 156 MUSIC early artists as Elvis Presley, Chuck Berry, the Beatles, 218, 318 Women in Music and the Rolling Stones will receive equal attention. May Term 2005 (3 s.h.) Keiter-Brotzman No previous musical experience is expected. Recommended: MUS 100 This course will examine the rich history of women’s 153 American Folk Music involvement with music: as composers, performers, Spring 2004 (3 s.h.) Allen listeners, patrons, critics, and objects of musical This course traces the development of American oral- representation. While we will mainly focus on west- tradition music, beginning with the earliest British ern civilization, we will also consider examples drawn ballads. Various surviving song-types examined include from non-western cultures. This course includes blues, ’30s dust-bowl ballads, and ’60s protest songs. consideration of popular music and artists. The recorded era is also closely scrutinized, from early hillbilly artists to the mid-century folk revival. 223, 323 Piano Literature Spring 2004 (3 s.h.) Keiter-Brotzman 200, 300 Topics in Music History Recommended: MUS 100 (Credit varies) Allen, Keiter-Brotzman A survey of the music, history, and performance Prerequisite: permission of instructor technique of the piano from the Baroque to the 20th One or more course topics will be chosen from such century. Individual works will be selected for listening, areas as: J. S. Bach, the Art Song, Music in Vienna, discussion and limited analysis. Emphasis will be on Music in London, and Chamber Music Literature. both live and recorded performances. Reading May 2004: Music in London, Chamber Music knowledge of music required. Literature. 224, 324 The Symphony 210 Accompanying (3 s.h.) Allen (1 s.h.) Keiter-Brotzman A study of the symphony from Haydn to Stravinsky, Prerequisites: advanced piano skills and permission of emphasizing evolution of musical style and develop- instructor ment of the orchestra as a performing medium. This course is for piano students. Each student will Additional composers may include Mozart, accompany voice or instrumental students in a Beethoven, Schumann, Brahms, Mahler, Prokofiev, performance. and Tchaikovsky.

211, 212 Music Theory III and IV 225, 325 Beethoven 2004–2005 (3 s.h.) Keiter-Brotzman Fall 2003 (3 s.h.) Allen Prerequisite: MUS 112 or permission of instructor Recommended: MUS 100 These courses are a continuation of MUS 111–112. The life and musical style of Ludwig van Beethoven: Students will develop analytical techniques appropriate an intensive study of works in four genres (piano for the major styles and genres of western music, from sonata, concerto, string quartet, symphony) that mark Gregorian chant to the present, with attention as well his evolution through three style periods (classic, to the historical and cultural foundation of these heroic, late). techniques. Focus will be on analysis projects, composition, and aural skills. 226, 326 Music and the Theatre (3 s.h.) Keiter-Brotzman 217 Choral Conducting Recommended: MUS 100 Fall 2004 (3 s.h.) Allen An introduction to the opera and related theatre Choral conducting is the choreography of sound. In music from their origins to the 20th century. Well- addition, it is the art of teaching and communicating known operas by Mozart, Rossini, Verdi, Wagner, through verbal and gestural technique. The major Puccini, and Strauss will be treated in lectures, record- goal of this course is to secure for the student the ings, and videotapes. If possible, a field trip to hear an fundamental skills necessary for success as a conductor operatic performance will be scheduled. and teacher.

MUSIC 157 229, 329 Music in the Romantic Era media, and strategies appropriate for teaching general Fall 2004 (3 s.h.) Allen and vocal/choral music, including Orff and Kodaly Recommended: MUS 100 systems, recorder, and autoharp. A study of the major styles in European music from the death of Beethoven through the end of the 19th 311 Music Education in the Secondary School century: the German art song, short piano pieces Spring 2005 (3 s.h.) Muscenti from Schubert to Brahms, the rise of the virtuoso Prerequisites: MUS 111 and MUS 112 and permission (Chopin and Liszt), “music of the future” — the new of the Music Department directions of Wagner, and the rise of nationalism This course will give students a foundation for teaching (Dvorak and Tchaikovsky). music at the middle and high school levels. The course will cover philosophical, historical, and socio- 230, 330 20th-Century Music logical concepts underlying current music education Spring 2005 (3 s.h.) Allen practices. Observation and participation in public Recommended: MUS 100 school classrooms will be arranged to integrate teaching The major styles and issues in European and theory and practice. This course is directed toward the American music from Debussy to the present — a full vocal music educator and will cover choral direction spectrum of the sounds of the 20th century. methods, materials, literature, other media, strategies, Composers to be studied will include Schoenberg, and management of a choral ensemble. In addition, Stravinsky, Bartok, Berg, Ives, and Prokofiev. the course will prepare students for teaching general music at the secondary level. 301 Junior Recital (1 s.h.) 315 History of Western Music to 1600 Prerequisites: Students must have passed their major Fall 2003 (3 s.h.) Allen audition and have junior standing. Prerequisite: MUS 100 The Junior Recital is a half-recital (25–35 minutes) A survey of western music from antiquity to the time that majors with performance emphasis present in of Monteverdi. The major emphasis will be on aural their junior year. Students should consult the “Guide recognition of the various musical styles current dur- to Recitals” information sheet. ing Medieval and Renaissance times.

302 Minor Recital 316 History of Western Music from 1600 (1 s.h.) to the Present Prerequisite: Students must have passed their minor Spring 2004 (3 s.h.) Allen audition and have at least junior standing. Prerequisite: MUS 100 The Minor Recital is a half-recital (25–35 minutes) Survey of western music from early Baroque to the pres- that minors with performance concentration present ent. As in MUS 315, primary emphasis will be on aural in their junior or senior year. Students should consult recognition of the major styles of the last 400 years. the “Guide to Recitals” information sheet. 400 Senior Seminar 310 Music Education in the Elementary School (3 s.h.) Allen, Keiter-Brotzman Fall 2004 (3 s.h.) Muscenti Music majors must take the Major Field Achievement Prerequisites: Music 111 and MUS 112 and permission Test. This seminar will focus on selective review for of the Music Department this examination, along with several 1–2 page papers This course will give students a foundation for teaching and short oral reports. music at the elementary level. The course will cover philosophical, historical, and sociological concepts 401 Senior Recital underlying current music education practices, and (3 s.h.) Keiter-Brotzman, Staff students will be guided toward developing a personal Prerequisite: Students must have passed the major teaching philosophy. Observation and participation audition and have senior standing. in public school classrooms will be arranged to inte- The Senior Recital is a full recital (40–55 minutes) grate teaching theory and practice. The course will that majors with performance emphasis present in introduce standard teaching methods, materials, their senior year. Students should consult the “Guide to Recitals” information sheet.

158 MUSIC 402 Senior Thesis NAVAL SCIENCE (3 s.h.) Allen, Keiter-Brotzman The senior thesis affords students the opportunity to (U.S. NAVY AND U.S. MARINE conduct a large-scale, independent research project. This will include a proposal, bibliography and litera- CORPS ROTC) ture review (due in the preceding term), a 30-page thesis (at least one component of which must discuss MBC offers the naval science curriculum, with or analyze music), and a final oral presentation. Marine Corps option, through the U.S. Navy and Marine Corps ROTC program conducted at Virginia Military Institute. Participation is normally limited to students in the Virginia Women’s Institute for Leadership.

NAVAL SCIENCE COURSES 101 Introduction to Naval Science 102 Seapower and Maritime Affairs 203 Naval Leadership 204 Naval Ship Systems — Engineering 206 Evolution of Warfare (Marine Option) 301 Navigation and Piloting (Navy Option) 302 Naval Operations (Navy Option) 303 Amphibious Warfare I (Marine Option) 304 Amphibious Warfare II (Marine Option) 311 Navigation and Piloting Lab for NS 301 (Navy Option) 312 Naval Operations Lab for NS 302 (Navy Option) 313 Amphibious Warfare Lab for NS 303 (Marine Option) 314 Amphibious Warfare Lab for NS 304 (Marine Option) 401 Naval Weapon Systems (Navy and Marine Option) 402 Leadership and Ethics 411 Navy Leadership Lab for NS 401 (Navy Option) 412 Navy Leadership Lab for NS 402 (Navy Option) 413 Marine Leadership Lab for NS 401 (Marine Option) 414 Marine Leadership Lab for NS 402 (Marine Option)

COURSE DESCRIPTIONS 101 Introduction to Naval Science (1 s.h.) Staff This course provides a general introduction to seapower and the Naval Services. Emphasis is placed on the mission, organization, regulations and broad warfare components of the Navy and Marine Corps. Includes basic tenets of Naval courtesy and customs, discipline, Naval leadership, ships’ nomenclature, and basic engineering.

NAVAL SCIENCE (U.S. NAVY AND U.S. MARINE CORPS ROTC) 159 102 Seapower and Maritime Affairs a major focus. Maneuvering board and tactical plots (1 s.h.) Staff will be used extensively and analyzed for effectiveness This course continues the general concepts and history and utility. Students must concurrently register for of seapower, implementation of seapower as an instru- either NS 312 or MS 351. ment of national policy and a study of the U.S. Naval strategy. 303 Amphibious Warfare I (Marine Option) (2 s.h.) Staff 203 Naval Leadership Historical survey of the projection of seapower ashore. (1 s.h.) Staff Provides a background of military history emphasizing Introduction to the principles of Naval leadership, selected amphibious operations and the evolution of management and command. current amphibious doctrine as an element of naval policy during the 20th century. Students must concur- 204 Naval Ship Systems — Engineering rently register for either NS 313 or MS 350. (1 s.h.) Staff This course familiarizes students with the types, struc- 304 Amphibious Warfare II (Marine Option) tures and purpose of Navy ships. Includes ship com- (2 s.h.) Staff partmentation, propulsion systems, auxiliary power Continuation of NS 303. Students must concurrently systems, interior communication and ship control. register for either NS 314 or MS 351. Elements of ship design to achieve safe operation and ship stability characteristics are examined. 311 Navigation and Piloting Lab for NS 301 (Navy Option) 206 Evolution of Warfare (Marine Option) (No credit) Staff (1 s.h.) Staff For students seeking a commission in the Navy. Gives This course explores the nature of warfare throughout increased emphasis to specific technical areas. Western history. Topics include the impact of geog- Includes problem solving and “hands-on” work. raphy, economics and societal development upon the Concurrent enrollment in NS 301 required. evolution of warfare. Develops an appreciation of strategy, tactics and the nature of military action as it 312 Naval Operations Lab for NS 302 relates to the objectives of the state. (Navy Option) (No credit) Staff 301 Navigation and Piloting (Navy Option) For students seeking a commission in the Navy. Gives (2 s.h.) Staff increased emphasis to specific technical areas. This course provides a comprehensive study of the Includes problem solving and “hands-on” work. theory, principles and procedures of ship navigation Concurrent enrollment in NS 302 required. and coastal piloting. Navigation topics include mathematical analysis, spherical triangulation and practical 313 Amphibious Warfare Lab for NS 303 work in celestial navigation (using a sextant). The (Marine Option) most modern electronic navigation systems and (No credit) Staff techniques including the Global Positioning System For students seeking a commission in the Marine (GPS) and inertial navigation systems, as well as visual Corps. Emphasizes preparation for NROTC Officer navigation techniques will be covered in depth. The Candidate School at Quantico, Virginia. Includes Rules of the Nautical Road, lights, sound signals, and instruction in physical training, Marine Corps tactical day shapes will receive particular attention. organization, missions, and employment and the Students must concurrently register for either NS 311 principles of field leadership. Concurrent enrollment or MS 350. in NS 303 is required.

302 Naval Operations (Navy Option) 314 Amphibious Warfare Lab for NS 304 (2 s.h.) Staff (Marine Option) This course provides a comprehensive study of the (No credit) Staff theory, principles and procedures of naval operations. For students seeking a commission in the Marine Topics include communications and tactical applica- Corps. A seminar on Marine leadership principles and tions. Tactical formations and relative motion will be management techniques which covers the duties and

160 NAVAL SCIENCE (U.S. NAVY AND U.S. MARINE CORPS ROTC) responsibilities of the junior officer as a leader and PHILOSOPHY AND RELIGION manager. Case study approach often used. Also includes physical fitness and land navigation. Kenneth Beals, Andrea Cornett-Scott, Annette Evans, Concurrent enrollment in NS 304 required. James Gilman, Patricia Hunt, Roderic Owen, Edward Scott 401 Naval Weapon Systems (Navy and Marine Option) MBC offers both a major in philosophy and a major (2 s.h.) Staff combining philosophy and religion. Some students An introduction to the principles of Naval weapon develop independent majors, combining philosophy systems, including the integration of Marine Corps or religion with other disciplines such as English, combat elements with a Navy Battle Group. A signif- history, psychology, or political science. icant amount of study will be devoted to modern Minors in philosophy, religion, or ministry are also Naval and joint tactics using scenarios from current available. events across the globe. Students must concurrently register for either NS 411, NS 413, or MS 450. REQUIREMENTS FOR THE MAJOR IN PHILOSOPHY AND RELIGION 402 Leadership and Ethics 34 hours in philosophy and religion, including at least (Navy and Marine Option) 12 hours in philosophy and at least 12 hours in religion. (2 s.h.) Staff In philosophy, requirements include PHIL 101, A seminar on leadership principles and management PHIL 103, at least one course from the history of techniques as they apply to the duties and responsi- philosophy sequence (PHIL 201, PHIL 202 and bilities of junior officers. A strong foundation in PHIL 301), and at least one 300-level course. ethics will be included. Students must concurrently In religion, requirements include at least one register for NS 412, NS 414, or MS 451. course in Biblical studies (REL 101, REL 102), at least one course in world religions (REL 202, AS/REL 411 Navy Leadership Lab I for NS 401 212), at least one course at the 300 level, REL 400 (Navy Option) and REL 401. (No credit) Staff For students seeking a commission in the Navy. REQUIREMENTS FOR THE MAJOR IN Concurrent enrollment in NS 401 is required. PHILOSOPHY 34 semester hours, including PHIL 101, PHIL 103, 412 Navy Leadership Lab II for NS 402 PHIL 201, PHIL 202, PHIL 301, PHIL 400 and PHIL (Navy Option) 401. One year of a foreign language is also required. (No credit) Staff For students seeking a commission in the Navy. Concurrent enrollment in NS 402 is required. REQUIREMENTS FOR THE MINOR IN PHILOSOPHY 413 Marine Leadership Lab I for NS 401 21 hours in philosophy including PHIL 101, PHIL (Marine Option) 103, and either PHIL 201or PHIL 202. (No credit) Staff For students seeking a commission in the Marine REQUIREMENTS FOR THE MINOR IN Corps. Concurrent enrollment in NS 401 is required. RELIGION 21 hours in religion including REL 101, REL 102 414 Marine Leadership Lab II for NS 402 and AS/REL 212. (Marine Option) (No credit) Staff HILOSOPHY OURSES For students seeking a commission in the Marine P C Corps. Concurrent enrollment in NS 402 is required. 101 Introduction to Philosophy 102 Introduction to Ethics 103 Introduction to Logic 110 Ethical Issues in Business 201 Greek and Medieval Philosophy

NAVAL SCIENCE (U.S. NAVY AND U.S. MARINE CORPS ROTC)/PHILOSOPHY AND RELIGION 161 202 Modern Philosophy Directed inquiries, teaching assistantships, and 203 The Literature and Thought of Existentialism internships in religion can be arranged on an indi- 211 Modern Political Thought vidual basis. 230 Medical and Health Care Ethics 231 Women and Philosophy CARPENTER PREPARATION FOR 232 African-American Thought MINISTRY PROGRAM 233 Human Nature and Society This unique program provides a bridge between the 234 Philosophy and the Arts intellectual rigor of the classroom and the living of 235 Ethics, Community and Leadership faith in the world. The program is not only for those 277 Studies in Philosophy students preparing for a religious vocation, but for 301 Contemporary Analytic Philosophy those with any major or career plans who are interested 390 Directed Inquiry in integrating faith and life. Students are taught to use 400 Major Colloquium the work of the best religious thinkers together with 401 Senior Thesis their own experiences to refine and test their faith; Courses that may be taken by majors at the 300-level then they are given encouragement and direction so are PHIL 201, PHIL 202, PHIL 211/INT 207, PHIL that their religious commitments can shape their lives. 231, PHIL 232, REL/PHIL 233, PHIL 234/ART Interested students may take individual courses in the 201, and PHIL 277. program or may combine a minor in ministry with Directed inquiries, teaching assistantships, and any major field of their choice. Both internships and internships in philosophy can be arranged on an volunteer opportunities are also available. Contact: individual basis. Patricia Hunt, college chaplain.

RELIGION COURSES REQUIREMENTS FOR THE MINOR IN MINISTRY 101 Hebrew Scriptures (Old Testament) Traditional track for students preparing for 102 Christian Scriptures (New Testament) Christian religious vocations: 21 to 23 semester 130 Life, Faith and Service hours including REL 101, REL 102, REL 130; either 202 Judaism, Christianity and Islam REL 221 or REL 231; and REL 222. 203 History of Christian Thought The remaining six hours for the minor in ministry 204 Religion in America may be chosen from the following courses: 211 Religions of the World HIST/REL 204, REL 223, PHIL 102, ANTH 120, 212 Asian Religions and ANTH 244. 213 Islam Other courses appropriate for the major and/or to 221 Christian Faith and Social Justice the career plans of the student may be chosen and sub- 222 Clinical Education stituted for the above with the approval of the director. 223 Mediation: Theory and Practice Directed inquiries and teaching assistantships may 231 Women and Religion be arranged on an individual basis. 232 African-American Religion 233 Human Nature and Society Explorers track for students from any or no religious 234 Religion, Politics and Public Policy tradition: 21 to 23 semester hours including REL 235 Ethics, Community and Leadership 101 and/or REL 102, REL 130, AS/REL 212 and/or 275 Buddhism AS/REL 275, REL 277 and/or REL 222. 277 Studies in Religion The remaining hours for the minor may be chosen 301 Theology and Ministry and substituted for the above with the approval of the 310 Community and Practice director: ANTH 120, REL 202, REL/AS 213, REL 312 Greek Myth and Religion 221, REL 231, REL 232. 390 Directed Inquiry 400 Major Colloquium CARPENTER QUEST PROGRAM 401 Senior Thesis Conducted by the chaplain as part of the Carpenter Preparation for Ministry Program, this unique program Courses that may be taken by majors at the 300-level helps students integrate religious commitment, are REL 202, REL 203, AS/REL 212, REL 221, REL intellectual development and service. The program 231, REL/PHIL 233, AS/REL 275, and REL 277.

162 PHILOSOPHY AND RELIGION includes two years of spiritual direction, academic 201 Greek and Medieval Philosophy courses and enrichment activities that support individ- (3 s.h.) Scott ual efforts to make sense of life, learning, and faith. An inquiry into the basic problems of western philos- Students may apply after completing the freshman year. ophy from the Pre-Socratics. The course will familiarize the student with different world views and approaches PHILOSOPHY COURSE DESCRIPTIONS to basic philosophical problems presented by seminal 101 Introduction to Philosophy thinkers, with particular emphasis on the contributions (3 s.h.) Beals, Evans, Gilman, Owen, Scott of Plato, Aristotle, Augustine, and Aquinas. Students engage in the activity of philosophizing by practicing skills and methods of philosophical inquiry 202 Modern Philosophy and analysis. Course focuses on issues of free will and (3 s.h.) Gilman determinism, ethical decision-making, the relation- An inquiry into the intellectual origins of modern ship of mind and body, the existence of God, and the thought in the rise of modern science and its devel- relation of the individual to the state. Tension opment to the 19th century. Students will examine between scientific and humanistic conceptions of issues centering on human knowledge and the nature what it is to be a human being is a central theme. of reality. Philosophers include Descartes, Leibniz, Voltaire, Locke, Hume, Kant, Hegel and Marx. This 102 Introduction to Ethics course is relevant to the study of history, literature, (3 s.h.) Beals, Evans, Owen, Scott science and political science. Course gives the student the theoretical tools for ethical decision-making. It examines the basic concepts 203 The Literature and Thought of Existentialism involved in ethical decision-making and several major (3 s.h.) Evans theories of ethics, including those of Plato, Aristotle, Prerequisite: one philosophy course or one English Kant, Mill and Bentham. Application of these theories literature course will be made to contemporary moral issues. Course explores the growth of existentialism as a major modern literary and philosophical move- 103 Introduction to Logic ment. Besides philosophical literature, the student (3 s.h.) Scott will read novels, poetry, and drama selected from This course develops the ability to reason and commu- the works of Kierkegaard, Nietzsche, Dostoyevsky, nicate ideas clearly. Students learn to use the basic Heidegger, Sartre, Camus, Hesse, Kafka, Tillich, principles of reasoning and critical thinking. and Buber. Emphasis is placed on deductive logic (truth functions, syllogistic reasoning) and on inductive logic as well as 211 Modern Political Thought on the ability to recognize formal and informal errors (3 s.h.) Gilman in reasoning and on the ability to analyze and Prerequisite: one philosophy course or one political reconstruct arguments. science course An historical inquiry into the origins and development 110 Ethical Issues in Business of modern political theories, especially democracy, Offered as needed to ADP students (3 s.h.) Owen communism and fascism. Students will examine the A philosophical introduction to the process of ethical ideas and values underwriting these theories, including inquiry and the problems of making substantive the modern conceptions of freedom, equality, indi- moral judgments as they arise in the context of modern vidualism, social contract and sovereignty. The student corporate and business policies and practices. will read from the works of thinkers such as Students will apply ethical analysis to such contem- Machiavelli, Hobbes, Locke, Rousseau, Marx, porary business phenomena as advertising, profit Mussolini, Hitler, and Rawls. Also listed as INT 207 margins, environmental responsibility, and worker’s in the Interdisciplinary section of this catalog. rights. The course will enable students to develop their own guidelines on important moral issues in 230 Medical and Health Care Ethics business that affect directly or which concern them. Fall 2003 (Alternate years) (3 s.h.) Donovan For course description, see HCA/PHIL 230 in the Health Care Administration section of this catalog.

PHILOSOPHY AND RELIGION 163 231 Women and Philosophy peacefully resolve conflict. Analysis and discussion of (3 s.h.) Owen the major forms of moral reasoning and of classic Prerequisite: sophomore standing or above and one leadership case studies in the humanities are impor- philosophy, religion, or women’s studies course tant course components. This course is required for This course examines the writings of Pythagoras, Plato, leadership minors. Aristotle, Augustine, Aquinas, Rousseau, Hume, Locke, Kant, Hegel, Nietzsche, and Mill for their 277 Studies in Philosophy discussions of women. Contemporary feminist philos- (3 s.h.) Staff ophy is examined. Critical attention is given to how These studies focus on topics not included in regularly ideas of the “feminine” have been strategically used to scheduled philosophy courses. Interests of the students form concepts such as “reason, the good and beauty. and staff will determine the subject matter.

232 African-American Thought 301 Contemporary Analytic Philosophy (3 s.h.) Scott (3 s.h.) Gilman Course focuses on various intellectual resources created Prerequisite: any other philosophy course by African Americans in response to a series of crises A study of the analytic tradition in contemporary that have shaped their history. Students will explore philosophy with readings selected from the writings these responses as modes of black consciousness and of philosophers such as Moore, Frege, Russell, culture in particular, and as viable options for the Wittgenstein, Ayer, and Ryle. Issues will include the American experience in general. The course will nature of realism, sense data and sensations, meaning include discussion of issues such as freedom, voice, and reference, the nature of language, and principles community, history, worship, literature, and music as of verification and falsification. expressions of black experience. 390 Directed Inquiry 233 Human Nature and Society (3 s.h.) Scott 400 Colloquium For course description, see REL/PHIL 233 in the (2 s.h.) Philosophy and Religion staff Religion section of this catalog. A culminating academic experience in which the student demonstrates a mastery of her major field of study 234 Philosophy and the Arts by focusing on a selected topic in philosophy or religion. (3 s.h.) Scott Course explores intellectual questions arising from 401 Senior Thesis aesthetic experience and artistic creativity. (2 s.h.) Philosophy and Religion staff Examination of classic and contemporary theories which address such questions as: What is a work of RELIGION COURSE DESCRIPTIONS art? Does art communicate? Are notions of truth and 101 Hebrew Scriptures (Old Testament) morality relevant to works of art? Focus will be on (3 s.h.) Beals, Evans painting, literature, music, and aesthetic experience. Introduction to the historical and cultural back- Some acquaintance with the history of the practice of ground of Hebrew scripture. Students are introduced an art form is recommended as background. Also listed to the historical-critical method of study. The Biblical as ART 201 in the Art section of this catalog. texts are approached from the perspectives of the history, faith, and theology of Ancient Israel from 235 Ethics, Community and Leadership Abraham to the return from exile. (3 s.h.) Owen In this course, students will become knowledgeable 102 Christian Scripture (New Testament) about the moral dimensions of leadership and develop (3 s.h.) Hunt a critical understanding of the ethical relationships Content and formation of New Testament are the between character, leadership style and skills, commu- subjects of this course with special emphasis on nity values, and the actual aims of leadership. developing student’s ability to interpret texts in the Participants examine the nature and function of lead- synoptic gospels. ership in the context of humanitarian causes, the advancement of social justice, and in the attempt to

164 PHILOSOPHY AND RELIGION 130 Life, Faith and Service 213 Islam (3 s.h.) Hunt Offered as needed to ADP students This course focuses on the relationship between life, (3 s.h.) Owen work, and faith. Students will examine the interaction An exploration and study of the fastest growing religion between American culture and religion. Through reading, in the world which seeks to undermine the stereotypical discussion and guest lecturers, they will gain an appreciation images and misimpressions of Islam and present an for the differing ways in which individuals and com- accurate account of who the Muslims are, what their munities put together faith and respond to the world. faith teaches and the nature and extent of the relationships between Islamic doctrine and practice and 202 Judaism, Christianity and Islam social, political and economic systems. In keeping (3 s.h.) Gilman with the international focus of this course, students A study of the historical religions of the Middle East are expected to learn about culturally diverse forms of and West: Judaism, Christianity, and Islam. Along Islam and to analyze a contemporary religious issue in with the beliefs, practices, and history of these tradi- the Islamic world. Also listed as REL/AS 213 in the tions, is a discussion of contemporary issues and Asian Studies section of this catalog. problems. The course includes one field trip. 221 Christian Faith and Social Justice 203 History of Christian Thought (3 s.h.) Gilman (3 s.h.) Gilman Focuses on the relationship between Biblical faith and An introduction to basic ideas of Christian tradition, social justice. Through readings and discussion, stu- focusing especially on the person and work of Jesus. dents examine issues of social justice and ways in This course will trace the emergence of orthodoxy which various theories of Christian ethics treat these from a context of theological conflict, and will examine issues. Students are encouraged to develop their own ways in which one contemporary theological move- approaches to issues of social justice. ment interprets these ideas in terms of contemporary conditions. 222 Clinical Education Offered as needed (3 s.h.) Staff 204 Religion in America Prerequisite: permission of instructor 2003–2004 (3 s.h.) Keller This course will expose students to the basics of pastoral Prerequisite: any 200-level religion course counseling. Through their one-to-one contact with For course description, see HIST/REL 204 in the clients, group seminars and individual supervision, History section of this catalog. students will learn how to be helpful to those experiencing significant transitions. 211 Religions of the World (3 s.h.) Owen 223 Mediation: Theory and Practice From prehistory to present times people have (3 s.h.) Gilman expressed their deepest convictions about the universe, In mediation, an impartial third party acts as a facili- mortal life, and moral values through religious worship, tator in disputes between two or more people. In this ritual, doctrine, and symbolism. Through this study course, students explore the process of conflict resolu- students should develop a heightened awareness of tion. Through lectures, discussions and role plays, the sheer diversity of religions in the world, increased they begin to develop the skills necessary to being insight into the origins of religions and a deeper effective mediators. understanding of the basic tenets of each tradition and the reasons why these religions have attracted 231 Women and Religion millions of devout followers. In keeping with the (3 s.h.) Evans international focus of this course, students are expected A study of the role and treatment of women focusing to engage in a cross-cultural analysis and focus on primarily on the Judeo-Christian tradition. Beginning contemporary features of selected world religions. with the Biblical texts, the study looks at both traditional and feminist interpretation of scriptures con- 212 Asian Religions cerning the “place of women.” Issues include Biblical Fall (3 s.h.) D. Métraux imagery for God, the ordination of women, and For course description, see AS/REL 212 in the Asian inclusive religious language. Studies section of this catalog. PHILOSOPHY AND RELIGION 165 232 African-American Religion 310 Community and Practice (3 s.h.) Cornett-Scott (3 s.h.) Staff This course focuses on the African origin and African- Students enrolled in this course will be engaged in a American recreations of religions and sects. Special hands-on experience that will require their direct emphasis is placed on the liturgical and homiletical involvement with established institutions known for (preaching) traditions of black women and men. The shaping African-American life and culture — e.g., role of the slave church (the visible institution) as a the African-American faith community, service catalyst for civil rights in the contemporary black organizations, civic offices/programs, and schools. church is studied. The evolution of womanist and Students will have a unique opportunity to dialogue black theological critiques are examined along with with community members (in their own voices) to the counter challenge of the black Muslim movement. establish a depository of historical witness that will supplement and authenticate the formal study of 233 Human Nature and Society African-American life and culture. (3 s.h.) Scott An inquiry into modern theories of human nature 312 Greek Myth and Religion and society. Students read from the works of thinkers (3 s.h.) Gilman such as Feuerbach, Marx, Freud, Sartre, Niebuhr, as The primary aim of this course is to explore the well as explore feminist thought. Each theory is studied ancient Greek myths and religious beliefs and practices. in terms of its view and critique of religion, its view of Primary soruces for doing so include Hesiod, human nature, its diagnosis of what is wrong with the Homer, and the Greek dramatists and poets. Visual human condition, and its remedy. Also listed as representations of myth and religion on vases and in REL/PHIL 233 in the Philosophy section of this catalog. art and sculpture are also included. A secondary but important aim of this course is to examine the influence 234 Religion, Politics and Public Policy of Greek myth and religion in Western culture, its (3 s.h.) Gilman literature, art, and music. Focuses on the point at which religion in America interacts with politics and public policy. Topics 390 Directed Inquiry include religion and politics in American history; the political activity of religious interest groups including 400 Colloquium the Roman Catholic Church, black churches, and (2 s.h.) Staff fundamentalists; and policy issues such as freedom of Provides a culminating academic experience in which the religion, church, and state, prayer in schools, televan- student demonstrates a mastery of her major field of study gelism, and economic policy. by focusing on a selected topic in philosophy or religion.

275 Buddhism 401 Senior Thesis Spring 2004 (3 s.h.) D. Métraux (2 s.h.) Staff For course description, see AS/REL 275 in the Asian Studies section of this catalog.

277 Studies in Religion (3 s.h.) Staff These studies focus on topics not included in regularly scheduled religion courses. Interests of the students and the faculty will determine the subject matter.

301 Theology and Ministry (2 s.h.) Staff Introduces students to some archetypes for spiritual development in the Judeo-Christian tradition, to examples of theological reflection from this tradition and, through interaction with these archetypes, assists students in developing their own models for theological reflection. 166 PHILOSOPHY AND RELIGION PHYSICAL AND HEALTH HEALTH COURSES 122 Stress Management EDUCATION 177 Topics in Health Colloquium Ella Eavers, Patricia Davis, Kenneth Hart, Kathy 221 Emergency Health Care McCleaf, Pamela McCray, Irene Sarnelle, Sharon Spalding 316 Current Health Issues

The combined program of physical and health educa- PHYSICAL EDUCATION COURSE DESCRIPTIONS tion represents the area of a liberal arts curriculum 100 Fitness that educates through movement, cognitive develop- (1 s.h.) McCleaf, Sarnelle ment, and social experiences. Program emphasis is the Topics include assessment and design of a personal acquisition of physical skills which contribute to the fitness program, including nutrition and healthy development of healthful lifestyles and leisure-time lifestyle choices. This course prepares the student to pursuits. MBC students must complete at least two use recreational facilities and equipment found in semester hours of physical education to include most private fitness centers. Strongly suggested for PHED 100 or PHED 101 and two different physical freshmen and sophomores. education courses or independent activities. 101 Advanced Fitness PHYSICAL EDUCATION COURSES (1 s.h.) Spalding 100 Fitness Extensive fitness testing and morning exercise sessions 101 Advanced Fitness are part of this course (required for VWIL freshmen). 110 Ballroom Dance Current health issues will also be addressed. 111 Multicultural Dance 112 Historical Dance 110 Ballroom Dance 113 Beginning Ballet (.5 s.h.) Sarnelle 114 Intermediate Ballet Instruction in beginning level ballroom dance. 120 Tennis 121 Racquetball 111 Multicultural Dance 122 Golf (.5 s.h.) Sarnelle 123 Fencing Instruction in traditional folk dance step patterns 124 Self-Defense and dances. 125 Karate 127 Advanced Fencing 112 Historical Dance 130 Independent Activities (.5 s.h.) Sarnelle 131 Weight Training Instruction in historical dance movement with 133 Aerobics emphasis on American and European 16th to 20th- 134 Independent Activities: Sophomore Physical century social dance. Training 135 Independent Activities: Junior Physical 113 Beginning Ballet Training (.5 s.h.) McCray 136 Independent Activities: Senior Physical Instruction in beginning level ballet. Training 140 Outdoor Recreation 114 Intermediate Ballet 143 Riding (.5 s.h.) McCray 144 Scuba Prerequisite: permission of instructor 145 Skiing/Snowboarding Instruction in intermediate level ballet skills. 146 Ice Skating 150 Outdoor Recreation: Backpacking and 120 Tennis Camping (.5 s.h.) Staff 151 Outdoor Recreation: Climbing and Instruction in basic skills, rules, and strategies of tennis Rappelling for the beginner. Equipment is available. 152 Outdoor Recreation: Leadership Challenge Program

PHYSICAL AND HEALTH EDUCATION 167 121 Racquetball and review of progress toward fitness goals are included (.5 s.h.) Staff in each class. Instruction in the basic skills, rules, and strategies of racquetball for the beginner. Equipment is available. 140 Outdoor Recreation (.5 s.h.) Staff 122 Golf This course will promote physical activity though the (.5 s.h.) Staff skills and knowledge needed to participate enjoyably Instruction in basic skills and rules of golf for the and safely in outdoor recreational activities. beginner. Equipment is available. 143 Riding 123 Fencing (.5 s.h.) Sarnelle (1 s.h.) Staff This course will provide the knowledge, experience, and Instruction in basic skills, rules, and strategies of skills in basic horsemanship and horseback riding neces- bouting for the beginner. Equipment is available. sary to begin the safe and successful sport of riding. Safety will be a primary emphasis and instruction in 124 Self-Defense horsemanship will range from the beginner level through (.5 s.h.) Davis advanced. Consult the physical education department Instruction in basic techniques of self-defense. for fees. Students must provide own transportation.

125 Karate 144 Scuba (.5 s.h.) Davis (1 s.h.) Sarnelle Instruction in basic techniques of karate. This course will provide the knowledge and skills necessary to dive safely and enjoy the aquatic envi- 127 Advanced Fencing ronment. Successful completion earns the student (1 s.h.) Staff international certification (PADI). Consult the physical Prerequisite: PHED 123 education department for fees. Students must provide Class focuses on individual skill development in the stu- own transportation. dent’s chosen weapon (foil or épée). Participants are expected to compete intercollegiately as a part of the class. 145 Skiing/Snowboarding (.5 s.h.) Sarnelle 130 Independent Activities Instruction in basic techniques of skiing/snowboard- (.5 s.h.) Sarnelle ing. Consult the physical education department for Prerequisite: permission of instructor fees. Students must provide own transportation. Activities to suit individual needs of special students. 146 Ice Skating 131 Weight Training (.5 s.h.) Sarnelle (.5 s.h.) Staff Instruction in basic techniques of ice skating. Consult Instruction in basic techniques of weight training. the physical education department for fees. Students must provide own transportation. 133 Aerobics (.5 s.h.) Staff 150 Outdoor Recreation: Backpacking and Instruction and participation in aerobics. Class type varies. Camping (.5 s.h.) Spalding 134 Independent Activities: Sophomore Prerequisite: VWIL student Physical Training VWIL students will complete this course as part of 135 Independent Activities: Junior Physical the VWIL orientation. The course provides knowledge, Training experience, and skills in backpacking and camping. 136 Independent Activities: Senior Physical Training — 2004–2005 (.5 s.h.) Spalding Prerequisite: VWIL student Cadets participate in physical training three times per week. Goal setting, individual physical assessment, 168 PHYSICAL AND HEALTH EDUCATION 151 Outdoor Recreation: Climbing and PHYSICS Rappelling (.5 s.h.) Spalding Elizabeth Hairfield, Peggy Perozzo Prerequisite: VWIL student VWIL students will complete this course as part of REQUIREMENTS FOR THE MAJOR IN PHYSICS the VWIL orientation. The course provides knowledge, A major in physics leading to either a B.A. or a B.S. can experience, and skills in basic climbing and rappelling be obtained by taking the appropriate courses at MBC activities. and our consortium school, Washington and Lee University at Lexington, Virginia. Requirements for the 152 Outdoor Recreation: Leadership Challenge major include the completion of a total of 35 semester Program hours in physics, including General Physics I and II, (.5 s.h.) Spalding Modern Physics, Experiments in Modern Physics, Prerequisite: VWIL student Physical Chemistry I (thermodynamics), Optics, Challenging experiential activities that encourage Electricity and Magnetism, Newtonian Mechanics, individual challenge, team building, communication, Quantum Mechanics, and Senior Research. Students and trust. must also take one of the following lab courses: Electrical Circuits, Electronics, Laboratory Computer HEALTH COURSE DESCRIPTIONS Applications, or Nuclear Physics. Also Multivariable Calculus I and II, Ordinary Differential Equations, and 122 Stress Management two additional science courses to be selected from (1 s.h.) McCleaf among the offerings in chemistry (Chemical Principles, Students will be engaged in self-examination of per- Organic Chemistry I, or higher) or computer science sonal stressors. Emphasis will be given to techniques (200-level or higher). for reduction of stress, as well as the construction of a personal stress management plan. REQUIREMENTS FOR THE MINOR IN PHYSICS 177 Topics in Health Colloquium Students interested in a physics minor must fulfill the following requirements: 22–24 hours, including (Credit varies) Staff General Physics I and II, Electrical Circuits, Modern Various topics of current health concerns to young Physics, Physics Seminar, plus two of the following adults to be examined. taken either at MBC or our consortium school, Washington and Lee: Physical Chemistry I, Optics, 221 Emergency Health Care Electricity and Magnetism, Newtonian Mechanics, (2 s.h.) Staff Statistical Physics, Materials Science, Nuclear Physics, Designed to provide knowledge and practical experi- Quantum Mechanics, or Polymer Science and ence for emergency health care procedures. American Engineering. Red Cross Certification. PHYSICS COURSES 316 Current Health Issues 100 Topics in Physical Science (3 s.h.) McCleaf 102 Physics by Inquiry Health education will be reviewed as it pertains to 111 General Physics I careers with youth. Health issues today will be exam- 112 General Physics II ined using case studies, related assignments, readings, 131 Introduction to Astronomy and discussion. Topics include violence in schools, 132 Topics in Astronomy issues of diversity, and mental health concerns. The 207 Electrical Circuits use of current technology will be required for student 210 Modern Physics presentations. The course is recommended for all 321 Physical Chemistry I students seeking teacher certification or interested in 395 Physics Seminar working with children. 400, 401 Senior Research NOTE: Health courses do not meet physical education Directed inquiries, teaching assistantships, and intern- requirements. ships in physics are available on an individual basis.

PHYSICAL AND HEALTH EDUCATION/PHYSICS 169 COURSE DESCRIPTIONS sun, and stars based on simple physical concepts and 100 Topics in Physical Science astronomical models. These models will illustrate the (3 s.h.) E. Hairfield, Perozzo many interrelationships occurring in the night sky This is a course for students who like to learn by that result in the changing sky positions of the doing; each class includes an experiment. The objec- celestial objects, different periods of time, eclipses, tives of the course are: to give an appreciation of the tides, and other observed astronomical phenomena. process and content of physical science, to teach the The evolution of these ideas and ways of knowing will writing of scientific reports, and to provide experience be presented in an historical context. This course in learning by the inquiry method. Topics are selected assumes no previous background in college science or based on general interest and appropriateness for early mathematics. and middle education. Also listed as PHYS/CHEM 100 in the Chemistry section of this catalog. 132 Topics in Astronomy Offered as needed to ADP students (3 s.h.) Diver 102 Physics by Inquiry Topics in Astronomy is the sequel to Introduction to May Term (4 s.h.) Perozzo Astronomy (PHYS 131). This course completes a This course is a study of readily observable topics in descriptive study of astronomy for non-science physical science that focuses on the development of majors. The fundamental emphasis of the course will fundamental concepts, reasoning, and critical thinking be to further develop a basic understanding of the skills through laboratory experience. Topics include structure, properties and behavior of the earth, moon, mass, balancing, volume, density, buoyancy, heat and sun, solar system members, and stars based on simple temperature. This hands-on course is appropriate for physical concepts and astronomical models. These non-science majors, especially those intending to models reflect the interdependence of the celestial teach at the elementary/middle school level. objects and illuminate relationships among the many different observed astrophysical phenomena. The 111, 112 General Physics I, II study of the cosmos will conclude with an exploration (4 s.h. each) Perozzo of the large-scale structures of the universe, viz., galaxies, Prerequisites: MATH 211–212 (MATH 211–212 is clusters of galaxies, and finally, the universe itself. normally taken concurrently) Recommended: high school physics 207 Electrical Circuits This full year course in physics provides a solid foun- (4 s.h.) Perozzo dation for further study in physics and in related Prerequisites: PHYS 111 and PHYS 112 fields such as biology, chemistry, and pre-medicine. This self-paced laboratory course covers basic intro- Topics include classical mechanics, wave motion and ductory level circuits, including basic DC Circuits, sound, fluids, electricity, magnetism, and light. Each Ohm’s Law and Kirchoff’s Rules, Resistance, topic is developed from first principles, often through Thevenin and Norton Equivalents, Op-Amps, and consideration of historic discoveries. Equations for transient circuits. physical laws are developed and expressed using algebra, trigonometry, plane geometry, and calculus, as appro- 210 Modern Physics priate. Laboratory work provides direct familiarity (3 s.h.) Perozzo with the natural phenomena studied in the course. In Prerequisites: PHYS 111 and PHYS 112 addition to the phenomena and principles of physics, This course introduces students to the special theory emphasis is also placed on methods, applications and of relativity and quantum mechanics. Topics include the cultural impacts of physics. atomic structure, wave properties of matter, the hydrogen atom, many-electron atoms, and statistical 131 Introduction to Astronomy physics. (3 s.h.) Perozzo A descriptive survey of astronomical observations and 321 Physical Chemistry I conceptual models for non-science majors which are (4 s.h.) E. Hairfield developed through a combination of readings, discus- For course description, see CHEM/PHYS 321 in the sions, and observations. The fundamental emphasis of Chemistry section of this catalog. the course will be to develop a basic understanding of the structure and properties of the earth, moon, planets,

170 PHYSICS 395 Physics Seminar POLITICAL SCIENCE (1 s.h.) Perozzo Prerequisite: junior or senior standing Gordon Bowen, Brenda Bryant, Jean Donovan, This seminar is required for the physics minor. The Sally Ludwig, Steven Mosher, Laura van Assendelft course consists of weekly attendance at CHEM/PHYS 401 Senior Research meetings and REQUIREMENTS FOR THE MAJOR IN attendance at scientific presentations. Students are POLITICAL SCIENCE required to read a published journal article and 33 semester hours in political science, including at present it at one of the meetings. least three hours in each of American government, comparative government, and international relations, 400, 401 Senior Research and Seminar (POLS 400); plus one course in philos- For course description, see CHEM 400, 401. ophy: PHIL 201 or PHIL 211/INT 207.

REQUIREMENTS FOR THE MINOR IN POLITICAL SCIENCE 18 semester hours in political science, including three hours of American government/politics (POLS 100, POLS 101, POLS 203, POLS 205, POLS 213, POLS 210, POLS 260, POLS 300, POLS 321, POLS 322); three hours of comparative government/politics (POLS 111, POLS 215, POLS 216, POLS 249); and three hours of international relations (POLS 128, POLS 221, POLS 310).

SENIOR REQUIREMENT This graduation requirement is met by each political science major satisfactorily completing POLS 400. ADP political science majors may enroll in POLS 400 on campus or may meet the requirement by satisfactory completion of an equivalent learning contract.

POLITICAL SCIENCE COURSES 100 Introduction to American Government and Politics 101 Introduction to Public Administration 111 Comparative Politics 128 U.S. Foreign Policy 200 State and Local Government 203 U.S. Congress 205 Political Parties and Interest Groups 209 Women and Politics 210 Judicial Process 213 U.S. Presidency 215 Politics in the Third World 216 Politics of Russia and Eastern Europe 221 International Relations 222 Social Science Statistics 230 History and Theories of Leadership 245 Health Care Policy and Politics 249 Latin-American Politics 260 Public Policy

PHYSICS/POLITICAL SCIENCE 171 277 Colloquium 200 State and Local Government 300 Political Behavior (3 s.h.) van Assendelft 301 Advanced Data Analysis This course examines the regional political units in 310 International Organizations the U.S. federal system, their relationships with each 321 Constitutional Law I other and with the national government. The course 322 Constitutional Law II focuses on the contemporary functions of state and 400A Seminar in Political Science: American local governments, especially their role in managing 400B Seminar in Political Science: diversity as competing social, political, and judicial Comparative/International pressures toward uniformity have mounted in the 20th century. Directed inquiries, teaching assistantships, and internships in political science can be arranged on an 203 The U.S. Congress individual basis. (3 s.h.) van Assendelft This course studies the major legislative institution of COURSE DESCRIPTIONS the U.S. federal government. Each of the two centers 100 Introduction to American Government and of legislative power in the American system are Politics examined through use of the methods of political (3 s.h.) van Assendelft science. Relationships with and connections to the This course introduces students to political science by American public receive attention, including the studying the United States. The U.S. Constitution, linkages provided by elections, campaign finance, and major institutions, and political processes (elections lobbying. and lobbying) are examined. Students gain insights into how societies are studied systematically and how 205 Political Parties and Interest Groups public policies are shaped by democratic processes. (3 s.h.) van Assendelft This course studies the theory and practice of parties 101 Introduction to Public Administration and interest groups as vehicles of public input in a (3 s.h.) Mosher representative democracy. Comparisons are drawn This course is a survey of the historical and contem- with institutions of other nations, but emphasis is porary status of administrative institutions, principles, placed on American politics. The objective is to and practices of public administration. Bureaucratic enable students to observe, evaluate, and participate and organizational concerns are covered as well as in politics at a more sophisticated level and to com- political, budgetary, legal, and human resource issues. municate this knowledge through effective writing. Course emphasizes how government is managed and the reasons behind that management. 209 Women and Politics (3 s.h.) van Assendelft 111 Comparative Politics This course introduces students to the roles of women (3 s.h.) Bowen in politics, the influences on their political behavior, This course examines 20th-century challenges to and the effect of politics on women’s status and lives. democratic government by studying the domestic politics of several non-U.S. political systems. 210 Judicial Process Particular attention is paid to social foundations of (3 s.h.) Ludwig government. The status of the individual and the rights This course examines the functions of law in society, of minorities provide a theme for learning about the the sources of law in the United States, and their distinction between democratic and non-democratic historical roots. The course covers the structure of the political systems. federal and state court systems in the United States, the roles of lawyers in our adversarial system, the 128 U.S. Foreign Policy methods for selecting and removing judges, trial and (3 s.h.) Bowen appellate procedures for both criminal and civil cases, This course studies the institutions and events that the process of judicial decisin making, and the limits shape the relations of the United States with the rest on judicial power. In addition, the policy issues of of the world. Diplomatic, covert, and military tech- current reform movements in the law will be discussed. niques used to maximize the U.S. national interest are addressed in the period since 1945. 172 POLITICAL SCIENCE 213 The U.S. Presidency and historical contexts, and students become familiar (3 s.h.) van Assendelft with outstanding women and men and are able to This course studies the origins and evolution of the analyze their lives using basic leadership principles role of president and of the executive offices of the and theories. Also listed as POLS/INT 230 in the presidency. Constitutional foundations, key influences Interdisciplinary section of this catalog. on the growth of the modern presidency, and contemporary trends will be examined. 245 Health Care Policy and Politics Spring 2004 (Alternate years) (3 s.h.) Donovan 215 Politics in the Third World For course description, see HCA/POLS 245 in the (3 s.h.) Bowen Health Care Administration section of this catalog. This course studies political problems in the nations outside the affluent “North” of the globe. The political 249 Latin-American Politics options of democratic, military, and single party (3 s.h.) Bowen forms are analyzed. A study of political patterns in Hispanic America. Revolutionary socialism, military dictatorships, and 216 Politics of Russia and Eastern Europe emerging democratic patterns of government and (3 s.h.) Bowen politics are examined. Argentina, Mexico, and selected This course studies the modern political experiences additional nations are analyzed, with an emphasis on of the peoples of Russia and selected East-Central the politics of national development since 1950. European states. Special emphasis is given to the communist era and to the problems of democratization 260 Public Policy since the end of communism. (3 s.h.) Mosher This course is designed to explain the nature of public 221 International Relations policy and how it is made. The process of public (3 s.h.) Bowen policymaking will include analysis of several stages, Prerequisite: POLS 128 including problem identification, policy agenda, policy This is the basic course in which students apply tools formulation, policy adoption, policy implementation, of systematic study to relations among the actors in the and policy evaluation. Case studies in a variety of international system: states, international organiza- policy areas will be used to show how the process tions, and non-state actors (e.g., terrorist groups). The actually works, i.e., what the results of policy look like sources of behavior, including ideological and strategic in the real world. Leadership roles of individuals, motivations, are studied. The ways in which the global groups, and institutions will be reviewed in depth. set of states operates as a system are analyzed. 277 Colloquium 222 Social Science Statistics Offered as needed (3 s.h.) Bowen, van Assendelft (3 s.h.) Klein, Mitchell, Pond, Stuhlsatz These courses look into subjects best covered in Prerequisite: College algebra, its equivalent, or a higher intensive group study experiences. Core readings and level mathematics course seminar discussions form common experiences for the For course description, see ECON/BUAD/COMM/ group, and individual projects refine understanding. HCA/POLS/SOC 222 in the Economics section of this catalog. Also listed as ECON/BUAD/COMM/HCA/ 300 Political Behavior POLS/SOC 222 in the Business Administration, May Term (3 s.h.) van Assendelft Communication, Health Care Administration, and This course studies the role of the public in American Sociology sections of this catalog. politics. Through the development of skills in empirical analysis, students will learn firsthand how to measure 230 History and Theories of Leadership and analyze public opinion and voting behavior. (3 s.h.) Bryant Various determinants of political behavior will be Students in this course develop a broad knowledge of explored, including political socialization, group dif- leadership. They explore the origins of the study of ferences, and political efficacy. Throughout the leadership, and they analyze and apply several leadership course, the following trends in electoral behavior are theories. Students examine a range of leadership styles analyzed: declining partisanship, increased defection and investigate differences among leaders that might from party voting, increased issue voting, declining be attributed to gender. Leadership is placed in cultural voter turnout, and declining political trust. POLITICAL SCIENCE 173 301 Advanced Data Analysis PSYCHOLOGY (3 s.h.) Klein Prerequisite: ECON/BUAD/COMM/HCA/POLS/ Andreas Anastasiou, Christy Barongan, Chad SOC 222 Blackwell, Louise Freeman, Paul Hundley, John Kibler, For course description, see ECON/POLS 301 in the Heather Macalister, Lesley Novack, Jon Venn Economics section of this catalog. REQUIREMENTS FOR THE BACHELOR OF ARTS 310 International Organizations IN PSYCHOLOGY May Term (3 s.h.) Bowen 38 hours are required for the major, including a Prerequisite: POLS 221 required core of 26 semester hours in psychology This course studies attempts to control and influence consisting of PSYC 101, PSYC 210 or PSYC 211, the behavior of states. Major attempts to order the PSYC 220, PSYC 241 or PSYC/BIOL 305, PSYC international system (League of Nations, United 212 or 310, PSYC 250, PSYC 360, and PSYC 401. Nations) are reviewed. Regional international bodies Also required is an elective core consisting of 12 hours are also examined. Special attention is given to action- selected from SOC 254 or any psychology course oriented functional agencies (International Atomic other than PSYC 287, PSYC 387, and those in the Energy Agency, etc.) and to non-governmental required core. organizations. Majors must take a standardized achievement test in psychology during the spring of their senior year. 321 Constitutional Law I: Structure and Powers (3 s.h.) Ludwig REQUIREMENTS FOR THE BACHELOR OF This course is a case-method study of the significant SCIENCE IN PSYCHOLOGY decisions of the U.S. Supreme Court which define Students must meet the criteria for the B.A. as judicial, presidential, and congressional powers and described above. In addition, students must take three their limits. Federalism and administrative power also math courses at the 200 level or above and one will be examined. additional lab science course at the 200 level. 322 Constitutional Law II: Civil Rights and Liberties SENIOR REQUIREMENT (3 s.h.) Ludwig Satisfactory completion of PSYC 401. Prerequisite: POLS 321 or permission of the instructor This course is a case-method study of the U.S. PREPARATION FOR GRADUATE STUDY Supreme Court decisions in the areas of First Students who plan to attend graduate school in Amendment freedoms of expression, assembly, asso- psychology are advised to elect PSYC 111, PSYC ciation, press, and religion. Also, constitutional pro- 203, PSYC 212, PSYC 213, PSYC 231, PSYC 241, tections in criminal law, the right to privacy and equal PSYC 302, and PSYC/BIOL 305 as well as a com- protection will be examined. puter programming course and SOC 254. These courses and as much of the required core as possible 400A, 400B Senior Seminar in Political Science should be completed by the end of the first semester (3 s.h.) Bowen, van Assendelft of the senior year to ensure adequate preparation for Each senior majoring in political science or interna- the Advanced Test in Psychology of the Graduate tional relations and seniors who include this discipline Record Examination. A minor in a related discipline in an independent major must enroll in this course is strongly recommended. and complete an acceptable senior thesis. To satisfy the senior academic requirement, these majors complete EMPHASIS AREAS a major independent research project and write a thesis Those students wishing to major in psychology to about it. Political science majors intending to write prepare for an entry-level position in a psychologically their thesis in the area of American politics enroll in related career may do so by satisfying the require- section A, offered by Professor van Assendelft. ments for the major in psychology described above International relations majors and political science and electing one or more of the following emphases: majors intending to write their thesis in the areas of international or comparative politics enroll in section B, offered by Professor Bowen. 174 POLITICAL SCIENCE/PSYCHOLOGY Emphasis in Child Psychology 387 Internship: Professional Experience in Psychology Ordinarily, this emphasis will be elected by those 401 Senior Thesis majors who also plan to obtain an elementary teach- 516 Multicultural Counseling ing certificate, or who wish a career in day care. 521 Family Systems and Therapy Students choosing this emphasis should elect PSYC Directed inquiries for courses not regularly taught 203, PSYC 210, PSYC 213, PSYC 232 and PSYC 302. and teaching assistantships in psychology can be arranged on an individual basis. Emphasis in Mental Health Work Students who wish to work in a mental health setting COURSE DESCRIPTIONS after graduation should select PSYC 203, PSYC 205, 101 Introduction to Psychology as a PSYC 213, PSYC 231, PSYC 302, and an internship Natural Science in mental health in the May Term of the senior year. Fall/Spring (4 s.h.) Anastasiou, Blackwell, Freeman, Emphasis in Personnel Work Macalister Those majors who wish to prepare for entry-level A three semester hours lecture course with a required positions in personnel work should take PSYC 205, one semester hour laboratory that introduces psychology PSYC 231, and PSYC 302; BUAD 100, BUAD 200, as a natural science. Emphasis is placed upon the BUAD 202, and BUAD 302; and an internship in experimental method as a procedure for discovering personnel work in the May Term of the senior year. the principles of behavior and mental processes. Students will learn the basic research methods of psychology and the current findings produced by REQUIREMENTS FOR THE MINOR IN these methods. Subject areas will include the biology PSYCHOLOGY of behavior, sensation, and perception, states of 19 hours in psychology, including PSYC 101 or consciousness, learning and memory, motivation, PSYC 111; any two of PSYC 203, PSYC 210 (or emotion, and stress. PSYC 211), PSYC 212, PSYC 214, PSYC 232; either Weekly labs will provide students the opportunity PSYC 220 or PSYC 302; either PSYC 205 or PSYC to explore a wide variety of psychological phenomena 213; and either PSYC/BIOL 305 or PSYC 310. by replicating classic experiments, by collecting behavioral data, and by serving as subjects in experiments. PSYCHOLOGY COURSES 101 Introduction to Psychology as a Natural Science 111 Introduction to Psychology as a 111 Introduction to Psychology as a Social Science Social Science 203 Abnormal Psychology Fall/Spring (3 s.h.) Blackwell, Macalister, Novack 205 Techniques of Counseling and Psychotherapy This course is designed to introduce students to the 210 Child Psychology study of psychology as a social science. Content areas 211 Adolescent Psychology include topics such as the major theoretical approaches 212 Fundamentals of Human Memory and to the study of psychology, developmental processes, Cognition stress, intelligence and its assessment, personality and 213 Behavior Modification its assessment, abnormal psychology, therapy, and 214 Psychology of Women social influences on behavior. 216 Multicultural Psychology 218 Psychology of Relationships 203 Abnormal Psychology 220 Experimental Psychology Fall/Spring (3 s.h.) Anastasiou 221 Psychology of Peace and Conflict Resolution Prerequisite: PSYC 101 or PSYC 111 231 Psychology of Personality A study of the major forms of abnormal behavior with 232 Educational Psychology the primary focus on adult psychopathology. Topics 241 Sensation and Perception include the definition and history of abnormal behavior, 250 Behavioral Statistics research methods, current theoretical perspectives of 287 Internship: Career Exploration in Psychology abnormal behavior, classification of mental disorders, 302 Psychological Testing and treatment. The symptoms, origins, and treatment 305 Physiological Psychology of various mental disorders will be presented. Case 307 Drugs and Behavior studies of several disorders will also be available. Of 310 Psychology of Learning and Behavior special interest to prospective human service workers, 360 History and Systems of Psychology including social workers and teachers. PSYCHOLOGY 175 205 Techniques of Counseling and Psychotherapy language; and the effect of mood states on cognition. May Term (3 s.h.) Anastasiou In addition, students will learn several memory Prerequisite: PSYC 101 or PSYC 111 strategies that can be used to improve their memory An overview of current approaches to counseling and for such things as speeches, names, dramatic presen- psychotherapy. Therapy approaches include psycho- tations, poetry, and school work. dynamic, phenomenological, behavioral, cognitive, and feminist orientations as well as family therapy 213 Behavior Modification and therapy with children. Students will have the Fall (3 s.h.) Hundley opportunity to learn about techniques specific to Procedures for treating a variety of problems, ranging particular theoretical orientations, as well as techniques from personal behavior problems to outright abnormal that are useful for interviewing in general. Ethical and behavior, will be considered. Students will learn to multicultural issues pertaining to therapy will also be design, conduct, and evaluate programs for behavior considered. Of special interest to prospective human change for themselves and others. Procedures for service workers, including mental health workers, establishing desirable behaviors and eliminating or social workers, teachers, and personnel workers. reducing undesirable behaviors, maladaptive anxiety, and other unwanted emotions will be considered. Of 210 Child Psychology special interest to prospective parents and human Fall/Spring (3 s.h.) Blackwell, Macalister, Novack service workers, including mental health workers, This course is designed to examine physical, cognitive, social workers, teachers, and personnel workers. socio-emotional, linguistic, and moral development from infancy through late childhood from different 214 Psychology of Women theoretical perspectives. The influence of both environ- May Term (3 s.h.) Novack mental and biological factors on children’s behavior is This course is designed to examine the special rela- considered. Implications for parents, teachers, and tionship between psychology and women. Students others who work with children are discussed. In addi- are introduced to the critical differences between sex tion, students are required to participate in a practicum and gender and the problems which have arisen in the experience, which will provide an opportunity to use and misuse of these two terms. There is a review observe child development from a “real-life” perspective. of psychological theory and research from historical and current perspectives in relation to biological, 211 Adolescent Psychology socio-emotional, and cognitive aspects of female Spring (3 s.h.) Blackwell, Macalister, Novack development. Topics include myths of women, the This course focuses on the biological, socio-emotional, history of women in psychology, female sexuality, and cognitive aspects of adolescent development. The mental health of women, violence against women, transitional nature of adolescence is emphasized. and the psychological aspects of uniquely female Specific topics include identity formation, the family, experiences such as menstruation, childbirth, and peer influence, and school. Students learn how values, menopause. gender roles, achievement motivation, and other psychological factors affect important life choices in 216 Multicultural Psychology adolescence. Fall (3 s.h.) Barongan Prerequisites: PSYC 101 or PSYC 111 212 Fundamentals of Human Memory and The purpose of this course is to introduce students to Cognition important issues related to diversity in the field of Spring (3 s.h.) Anastasiou psychology. Students will be exposed to multicultural This course introduces students to what is currently perspectives of some of the major areas of psychology, known about human memory and cognition. including research, assessment, biological psychology, Through lectures, readings, videos, and demonstrations, social psychology, child development, and personality. students will learn how information is registered and Students will also learn about specific minority stored in memory and later retrieved or forgotten. groups, including Asian American, African American, Other topics that will be examined include the role of Indian Americans, Latino/a Americans, and explore attention in memory and cognition; the role of topics related to gender, sexual orientation, age, and memory in thinking, knowing, and comprehending; disabilities. Implications for mental health and treat- concepts and categories; problem solving and reasoning; ment will also be discussed.

176 PSYCHOLOGY 218 Psychology of Relationships Findings relating to conflict, stress, aggression and self- Spring (3 s.h.) Kibler concept will also be considered, as will multicultural This course will present for discussion and evaluation influences on personality. This course may be of interest recent data on heterosexual and other relationships, to human service workers, including individuals in including homosexual, intrapersonal, and family mental health, social work, teaching and personnel. relationships. It will focus on how relationships have evolved and the adaptive significance of the roles of 232 Educational Psychology the individuals within them. The psychological Fall (Alternate years) (3 s.h.) Blackwell principles that result in different behavioral strategies The application of psychological principles and theories in response to changing societal demands will be to educational settings, including elementary and examined. The principles that underlie adaptive, secondary schools, colleges, and other institutions destructive, and abnormal behaviors within relation- (e.g., businesses and industries) in which education ships will also be addressed. or training is a goal. Students will learn how to write educational objectives, analyze learning tasks, 220 Experimental Psychology devise instructional strategies for accomplishing Fall/Spring (4 s.h.) Kibler educational objectives and evaluate the outcomes of Prerequisite: PSYC 101 such strategies. This lecture/laboratory course focuses on why and how experiments are conducted in psychology. 241 Sensation and Perception Students will learn how to evaluate critically published Spring (3 s.h.) Kibler psychological research, how to design and conduct Introduces students to the principles of sensation and experiments in psychology, and how to use computers how they are involved in our perception of the world. for statistical analysis of experimental results. Study of All sensory systems will be examined in terms of how significant research from a wide variety of topics in they transduce physical stimuli into information useful psychology will be used to investigate the variables, for processing by the brain. The roles that experience, methods, and problems peculiar to psychological context, attribution, and other perceptual variables play research. A weekly laboratory will provide students in the interpretation of these stimuli will also be inves- with experience in every aspect of psychological tigated. The course will incorporate personally con- research. They will serve as subjects, design and ducted and computer generated demonstrations conduct experiments with humans and animals, and involving sensation and perception phenomena to analyze the results with computer-generated statistics. allow students to experience principles firsthand.

221 Psychology of Peace 250 Behavioral Statistics and Conflict Resolution Fall/Spring (3 s.h.) Freeman Spring (3 s.h.) Anastasiou Prerequisite: MATH 150 or equivalent This course introduces students to the psychology of An overview of the basic concepts and principles of peace and conflict. It examines the psychological statistics and how they are used in the behavioral features of interpersonal and group conflict as well as sciences. Students will learn to conduct statistical tests the role of memory and reality construction in the on data sets and to thoughtfully critique the conclu- development of conflict. There is an investigation of sions of others based on statistics. Topics include how conflict-habituated cultures and individuals descriptive and inferential statistics, probability, corre- process information and an exploration of various lation, linear regression, the z-test, the t-test, analysis methods of resolving/mediating conflict. of variance, and chi-square. This course is required of all psychology majors. 231 Psychology of Personality Spring (3 s.h.) Blackwell 287 Internship: Career Exploration in Psychology Prerequisite: PSYC 101 or PSYC 111 (1–3 s.h.) Staff This course is designed to introduce each of the major This course provides the student with the opportu- theories of personality: psychoanalytic, phenomeno- nity to observe professionals performing psychology- logical, biological, behavioral, and social learning. related jobs in a wide variety of actual employment Each theory will be critically examined with respect to settings. The course may be used by a student to aid its ability to explain human nature and to generate in career decisions. strategies for assessing and modifying personality. Students are expected to participate actively in PSYCHOLOGY 177 securing placements. Evaluations are based on atten- 310 Psychology of Learning and Behavior dance, promptness, and other factors expected of Fall/Spring (3 s.h.) Blackwell, Freeman employees. Students are required to keep a journal of Prerequisite: junior or senior class status their observations and activities. The course is offered A study of the basic processes of classical conditioning, on a P/NC basis only. Credit is awarded on the basis operant conditioning, and vicarious conditioning as of three semester hours per 150 hours of observation. they relate to animal and human behavior. Some Students may enroll in the course more than once, attention will also be given to biological constraints provided that each enrollment is a qualitatively different on learning. Actual and potential relevance of the experience in a different organization. concepts and principles of learning and behavior for understanding human behavior is emphasized 302 Psychological Testing throughout. Of special interest to teachers and those Fall (Alternate years) (3 s.h.) Anastasiou having responsibility for training programs in business Prerequisite: PSYC 220 or PSYC 250 or MATH 213 and industry. An examination of the basic principles of psychological tests and a critical survey of the tests used in schools, 360 History and Systems of Psychology clinics and hospitals, including intelligence, aptitude, Fall (3 s.h.) Kibler achievement, vocational interest, and personality Prerequisite: 18 hours in psychology tests. Practice is given in administering, scoring, and This course for senior psychology majors will examine interpreting representative tests. the historical antecedents of contemporary psychology. Students will examine the major systems of psychology 305 Physiological Psychology from 1850 to the present. Emphasis will be placed on Fall (3 s.h.) Kibler the historical development leading to currently held Prerequisites: PSYC 101 and three semester hours in positions on a number of topic areas including devel- biology or permission of the instructor opment, learning, motivation, sensation, perception, A survey of current concepts regarding the relation- and cognition. An oral presentation will be videotaped ship between brain function and behavior. The course and critiqued for presentation skills. includes detailed examination of the gross anatomical characteristics of the nervous system, discussion of the 387 Internship: Professional Experience in functional characteristics of neurons, an overview of Psychology research techniques used in neurophysiology, plus (2–3 s.h.) Staff discussion of the functional role of the nervous system Serves to culminate a student’s preparation for entry- with respect to arousal, pain, sensory processes, sleep, level employment in a psychology-related career by sexual behavior, brain disorders, emotion, learning, providing practical experience working with profes- and motivation. Also listed as PSYC/BIOL 305 in the sionals in a chosen career speciality. Students will Biology section of this catalog. perform duties of an employee in an organization. Each student’s responsibilities will be determined by 307 Drugs and Behavior joint agreement among the student, faculty and the Spring (3 s.h.) Freeman on-site supervisor. Students are expected to partici- Prerequisite: PSYC 101 or permission of instructor pate actively in securing a placement. Taken on a This course examines drugs and their effects on P/NC basis only, the course will generally be taken as behavior, with particular emphasis on the neural the last course in the senior year. mechanisms underlying drug action. Topics to be examined include the current clinical uses of drugs, 401 Senior Thesis drug abuse, addiction, and the effects of drugs on Fall/Spring (3 s.h.) Staff motivation, memory, and learning. Drugs to be studied The senior thesis is an opportunity for students to include alcohol, antidepressants, antipsychotics, conduct a large-scale exercise under the mentorship of barbituates, hallocinogens, narcotics, sedatives, and a psychology faculty member that integrates what stimulants. they have learned in the major. Students have two options: They may propose a data collection project based on a pertinent literature review, design, and conduct the study; or they may complete a comprehensive literature search of primary sources in a

178 PSYCHOLOGY contemporary topic in psychology and write a critical SOCIOLOGY/SOCIAL WORK analysis of the data that presents an evaluation of the current status of the topic area. With either option, SOCIOLOGY: Carey Mitchell, Daniel Stuhlsatz, students must make a formal oral presentation of John Wells their results and present a final written thesis. SOCIAL WORK: William Little, Hattie Taylor Students who have not completed PSYC 220 and Sociology involves the application of scientific princi- PSYC 250 must take the critical analysis option. ples and procedures to understand and solve the problems of social groups, organizations, and institutions. 516 Multicultural Counseling Many sociologists are involved in research; others (3.s.h.) Staff manage; some are teachers. Though their specific Prerequisite: Permission of instructor areas of expertise and abilities vary, sociologists The purpose of this course is to introduce the student command an arsenal of skills, knowledge, and experi- to important issues related to multicultural issues in ence that can be put to good use in an increasingly counseling. Students will study the ways that tradi- complex social world. tional therapy approaches may or may not be appro- Students interested in social work may receive priate with diverse groups. Students also will learn professional training by majoring in sociology with a about specific minority groups, including Asian concentration in social work. This concentration Americans, African Americans, Indian Americans, requires a sequence of prescribed courses, including Latino Americans, and to explore topics related to an internship in a social service agency. The internship gender, sexual orientation, age, and disabilities. (taken during the senior year for 15 semester hours credit) provides an opportunity to develop and translate 521 Family Systems and Therapy theoretical concepts into professional practice. A (3.s.h.) Anastasiou manual describing the social work program is available Prerequisite: Permission of instructor from Associate Professor Little. This course introduces students to several aspects of family systems and therapy. Students examine the family from a developmental and a multicultural REQUIREMENTS FOR THE MAJOR IN perspective and discuss the characteristics of healthy SOCIOLOGY and dysfunctional families. Students also are intro- 36 semester hours in sociology including SOC 100, duced to the main theoretical orientations of family ECON/BUAD/COMM/HCA/POLS/SOC 222, SOC systems and therapy and examine issues and dynamics 282, SOC 320, and SOC 400, and completion of the in working with special family forms. Senior Achievement Test. ECON/BUAD/COMM/ HCA/POLS/SOC 222 is required for all students declaring the major after June 30, 2000, and SOC 282 is required for all students declaring the major after June 30, 2002.

RUSSIAN REQUIREMENTS FOR THE MAJOR IN See Foreign Languages, Literatures, and Cultures. SOCIOLOGY/SOCIAL WORK 38 semester hours in sociology/social work including SOC 100, SOC 153, SOC 251, SOC 235, SOC 320, and SOWK 156, SOWK 357, SOWK 400. An additional requirement for those in the major starting fall 2000 is ECON/BUAD/COMM/HCA/POLS/SOC 222 (Social Science Statistics). All social work courses 300-level and above must be taken with MBC faculty.

PSYCHOLOGY/RUSSIAN/SOCIOLOGY/SOCIAL WORK 179 SENIOR REQUIREMENT Directed inquiries, teaching assistantships, and For the sociology major, the requirement is met internships in sociology and social work can be through successful completion of SOC 400. arranged on an individual basis. For sociology/social work majors, the requirement is met through successful completion of SOWK 400 SOCIOLOGY COURSE DESCRIPTIONS (Field Instruction in Social Work). 100 General Sociology (3 s.h.) Staff REQUIREMENTS FOR THE MINOR IN A course designed to introduce the student to the SOCIOLOGY unique perspective of the sociologist. Through readings, discussions, and lectures, as well as observations focused 18 hours in sociology including SOC 100, SOC 110, on the everyday social world, the student will come to SOC 112, and at least six hours at the 200 level. have an appreciation for and a better understanding of the extent to which groups affect their lives. Deviant OCIOLOGY OURSES S C behavior, social class, and urbanization are some of the 100 General Sociology more specific topics. 110 Sociology of the Family 112 Social Problems 110 Sociology of the Family 115 Foundations of Education (3 s.h.) Wells 124 Aging This course will acquaint the student with the field of 153 Introduction to Social Work marriage and the family from a sociological perspective. 200 Drugs and Society Focuses upon various topics of interest including 205 Death and Dying mate selection, dating, premarital sex, the marriage 210 Prisons and Punishment contract, parenthood, communal living, and divorce. 214 Sociology of Popular Culture In addition, participants will examine various cross- 222 Social Science Statistics cultural and experimental family relationships. 225 Sex Roles and Male-Female Relationships 233 Criminal Justice System 112 Social Problems 235 Children and Families in Their Social (3 s.h.) Mitchell, Stuhlsatz Environment A course dealing with the theory of social problems, 236 Men and Society critically formulated and applied to tensions within 242 Sociology of Community society such as those stemming from population, war, 245 Urban Sociology centralized power, environmental issues, race relations, 248 Social Inequality poverty, gender inequality, sexual issues, drug addic- 251 Child Welfare Services tions, family relations, health care, and old age. 254 Social Psychology Studies include surveys of leading experiments in 260 Medical Sociology prevention and reorganization. Through the text, 262 Environmental Sociology other written material, lectures and discussions, the 264 Social Movements student should develop an increased awareness and 270 Australia and New Zealand knowledge of social problems confronting society. 282 Community Service and Society Each student will have an opportunity to research 287 Internship social problems of special interest. 320 Research Methods 387 Internship 115 Foundations of Education 400 Senior Seminar (3 s.h.) Westhafer For course description, see ED/INT/SOC 115 in the SOCIAL WORK COURSES Education Section of this catalog. Also listed as 156 Interviewing in Human Service ED/INT/SOC 115 in the Interdisciplinary section. Professions 287, 387 Social Work Field Observation 124 Aging 357 Social Work Theory (3 s.h.) Taylor 400 Field Instruction in Social Work An introduction to the dynamics of aging, including bio-psycho-socio aspects and special needs of aged

180 SOCIOLOGY/SOCIAL WORK persons. Participants will examine society’s provisions 214 Sociology of Popular Culture for the aged and methods which can be utilized in (3 s.h.) Wells working with their problems. Students will have oppor- This course is designed to acquaint the student with tunities to study these issues through lectures, seminars, the study of popular culture in America. There will be and field trips to various social agencies and institutions. a focus upon the sociological significance of such cultural products as television, radio, magazines, and 153 Introduction to Social Work popular music. Special emphasis will be placed on the (3 s.h.) Taylor rock music world including the social/psychological This course is designed for those interested in exploring dimensions of the rock performer, the impact of artistic career opportunities in the field of social work. Special expression, lifestyle, non-conformity, and musical emphasis is on the profession of social work as it experimentation on the dominant American scene. relates to practice with children, families, and other persons who experience problems with adjustment to 222 Social Science Statistics their social environment. In addition, participants (3 s.h.) Klein, Mitchell, Pond, Stuhlsatz will study philosophies, values, and attitudes that Prerequisite: College algebra, its equivalent, or a higher form a base for professional practice in social work. level mathematics course Guest lecturers representing a broad spectrum of For course description, see ECON/BUAD/COMM/ practice are available to consult with each student. HCA/POLS/SOC 222 in the Economics section of this catalog. Also listed as ECON/BUAD/COMM/ 200 Drugs and Society HCA/POLS/SOC 222 in the Business Administration, (3 s.h.) Wells Communication, Health Care Administration, and This course is designed to acquaint the student with Political Science sections of this catalog. the relationship between drug use, the individual, and society at large. Topics covered include the regulation 225 Sex Roles and Male-Female Relationships of narcotics and dangerous drugs; drugs, crime, and (3 s.h.) Wells violence; drugs and sports; tranquilizers and depres- This course examines the nature and dynamics of sants; and marijuana, cocaine, and the use of LSD. male-female relationships. The traditional notions of masculinity and femininity and the changing sex role 205 Death and Dying identities in modern society are analyzed. Focuses (3 s.h.) Mitchell upon the socialization process, theoretical attempts to Prerequisite: SOC 100 or permission of instructor explain sex role division, and biographical case studies Some of the topics to be covered through reading, of men and women. discussion, and lectures are: concepts of death, death Topics include the sexual revolution, pre-marital sex, rites of other cultures, experiences of death, preparing job discrimination, mother-daughter relationships, for death, and contemporary attitudes toward death. homosexuality, sexual deviance, and abortion. Through this work, students will come to have an open and realistic attitude and be better able to handle 233 The Criminal Justice System the death of others and the idea of their own death. (3 s.h.) Staff, when available Also listed as SOC/INT 205 in the Interdisciplinary Strongly recommended: a 100-level sociology course section of this catalog. The course will consider the various elements of the criminal justice system in an historical and cultural 210 Prisons and Punishment context. The functions of the police, the courts, (3 s.h.) Staff, when available lawyers, jails, bail, and prisons will be examined as Prerequisite: SOC 233 or permission of instructor they relate to the assigning of the label of either juvenile A study of the major philosophies of punishment and delinquent or criminal. Theories of crime will be the related history of prisons. The purpose is to develop studied for the purpose of understanding criminal an understanding of the justification for punishment behavior and reactions to it. The course is lecture/ and how the American prison systems do and do not discussion in format. reflect these justifications. Inherent in this approach is the study of social factors as they have affected prison architecture and prison programs, and the success of prisons. The format will include readings, lectures, discussions, and field trips. SOCIOLOGY/SOCIAL WORK 181 235 Children and Families in Their Social 248 Social Inequality Environment (3 s.h.) Mitchell, Stuhlsatz (3 s.h.) Little This course is a general survey course in stratification, A course designed to help students develop a greater including patterns of social inequality based on understanding of people’s ability and capacity for income, education, occupation, ethnicity/race, and learned social adaptation to the world. Participants gender/sex. The subject matter includes a variety of study developmental stages among children and families theoretical approaches and a number of social and ethnic that shape a behavior system ranging from normalcy groups. The course acquaints the students with the to deviancy. The goal is for students to understand ways in which stratification systems determine attitudes, themselves and their social environments as they pass values, and lifestyles. Recommended for students who through developmental stages. have taken a sociology course at the 100-level.

236 Men and Society 251 Child Welfare Services May Term (3 s.h.) Wells Spring (3 s.h.) Taylor This course is designed to acquaint the student with the A study of adoption, foster care, child care, protective, area of men’s studies using the sociological perspective in juvenile court, and other child welfare services for chil- an examination of the portrayal of men in films. In dren in need of protection. We study the well-being of doing so, the student will come to understand the male children, as well as attitudes and values that define par- socialization process and development of personality in ents’ and society’s responsibilities to children. Course a changing society. Topics include development of the format includes lectures, films, discussions, field trips, self, internalization of norms, role conflict, and ambi- and guest speakers representing many child welfare guity and divergent attitudes toward masculinity. programs. The primary objective is to help the student understand society’s commitment to children in need. 242 Sociology of Community (3 s.h.) Mitchell 254 Social Psychology Recommended: SOC 100 (3 s.h.) Wells This course focuses on historic and current develop- The aim of this course is to examine the individual in ments in the study of community and community a changing society and the dynamic relationship service from a sociological perspective. The course between the person and society at large. There will be explores classical theory on community sociology and some attempt to explain the nature of personality social relations and examines the effects of contempo- development by focusing upon several theoretical posi- rary technology on community. Models of community tions in the field. In addition, a wide range of topics service are assessed, with a focus on needs and will be covered including the evolutionary setting of responses of the community. Students learn the positive human behavior, perception, symbolic communication, and negative effects of building community through drug addiction, madness, social control, deviant service and examine structural variations in service- subcultures, and the effects of prolonged isolation. oriented organizations. 260 Medical Sociology 245 Urban Sociology (3 s.h.) Mitchell (3 s.h.) Mitchell This course examines health/illness issues as they Recommended: SOC 100 relate to societal conditions and social identities. This course allows students to explore the relationships Specific topics include social factors and health, the between humans and urban space using ecological and medicalization of life, the interrelationships of health sociospatial perspectives. Through readings, lectures, and various social institutions, the health care delivery and discussions, students will become acquainted with “system” in the United States, and selected ethical the origins of urbanization, with a balanced view of issues in medicine. economic, political, cultural, and global considerations in the study of metropolitan development. Social and 262 Environmental Sociology psychological consequences of the urban environment, (3 s.h.) Stuhlsatz including segregation, poverty, racism, crime, housing, This course focuses on the environment from a soci- and health, will be explored as the student learns to ological perspective. The course situates environmen- distinguish the concepts of space and place and their tal issues within major sociocultural, political, and influence on society. economic trends. Topics include the sources of envi- 182 SOCIOLOGY/SOCIAL WORK ronmental problems, the history and future of the 320 Methods in Sociological Research environmental movement, the views of different (3* s.h.) Mitchell, Stuhlsatz cultures on the environment, and the social construc- Prerequisite: ECON/BUAD/COMM/HCA/POLS/ tion of nature and the “the environment.” SOC 222* *Effective fall 2001 264 Social Movements This course is designed to teach students the nature of (3 s.h.) Stuhlsatz the research process, and the techniques involved in This course focuses on organized, enduring, collec- doing research in sociology. Through lecture, discus- tive actions called social movements and counter- sion, and laboratory exercises using the computer, movements. Topics include the significance of social students will learn how to use theory in formulating context, organizational networks, resource mobilization, hypotheses, ways in which to collect data, and methods collective identity, group solidarity, and leadership. for the analysis of data. The course will cover survey These theoretical ideas are used to understand research, qualitative field research, classical experi- human-rights movements. These include the struggle ments, and unobtrusive methods. Students will have for racial civil rights in America, from the Civil War the opportunity to do participant observation, write a through the 20th century, and today’s international survey, and perform quantitative analysis. human-rights movement. Special focus is on the Truth and Reconciliation Movement. Students will 387 Internship: Professional Experience have the opportunity to study and analyze the social (Credit varies) Staff movement of their choice. Prerequisite: permission of a member of sociology faculty This course provides students with the opportunity 270 Australia and New Zealand to work with professionals in a sociology-related Fall 2004 (3 s.h.) D. Métraux occupational setting. For course description, see AS/SOC 270 in the Asian Studies section of this catalog. 400 Senior Seminar (3 s.h.) Wells 282 Community Service and Society This course is required for majors in sociology who 3 s.h.) Mitchell, Stuhlsatz are not concentrating in social work. The format will This course offers students the opportunity to develop be a combination of lectures and group discussions. their sociological perspective through field work in Lectures will cover the historical development of community service. There are four parts to this service sociology as a science by focusing on the early experience: 50 hours of community service, a journal founders of the discipline and proceed to modern of the experience, weekly class meetings, and a final developments in sociology. Students will write paper. Students will develop a greater understanding research papers and give oral reports which incorporate of the viewpoints of all those involved in the service research and draw conclusions from various areas of being provided. Students also will become familiar study within the field of sociology. with how their service agency is organized and makes decisions. Finally, the class will consider the role of SOCIAL WORK COURSE DESCRIPTIONS community service as an integral feature of American 156 Interviewing in Human Service Professions society with an emphasis on issues of social stratification (3 s.h.) Staff and inequality. The course is also offered as a May A course designed to help students acquire knowledge Term travel course, during which students will work and develop skill for effective communication in together with a non-profit construction organization helping individuals and families in planning change. to provide housing in a low-income community. Emphasis is on development of interviewing skills. Class activities include role playing and interviews 287 Internship: Career Exploration with individuals and groups. (Credit varies) Staff Prerequisite: permission of a member of sociology faculty 287, 387 Social Work Field Observation This course provides the student with the opportunity May Term (3 s.h.) Taylor to observe sociology-related occupational possibilities An opportunity for internships in social service agencies in actual employment settings. and other social organizations. Internship requires placement for four weeks, five days a week, eight

SOCIOLOGY/SOCIAL WORK 183 hours per day, or a minimum of 150 contact hours on THEATRE a scheduled basis. The objectives of the internship are to provide an opportunity to observe the operation of Virginia R. Francisco, Todd Ristau, a social agency or social organization, to observe social Frank Southerington, Terry K. Southerington workers or other professionals in the delivery of services, and to examine the nature of clients’ relationships REQUIREMENTS FOR THE MAJOR IN THEATRE with their social environments. 33 semester hours in theatre including: THEA/ENG In conjunction with their role in the agency or 114, ENG/THEA 115, THEA/ENG 217; THEA other organization, students are required to maintain 121 or 323; THEA 101 or THEA 208; one of the a daily log consisting of a narrative account of experi- following: THEA 151, 152, 153, 156; THEA 210, ences, an annotated bibliography, and a term paper THEA 400, and THEA 401. Substantial contribution that evaluates learning experiences. to theatrical productions at Mary Baldwin College is required of all majors. 357 Social Work Theory (3 s.h.) Little AREAS OF CONCENTRATION Prerequisites: SOWK 156 and permission of the Acting/Directing: THEA 121, THEA 221, THEA instructor 321, THEA 323, THEA 324 This course provides students with a theoretical base Arts Management/Theatre: see below for developing skills in methods of social work practice. Theatre History/Literature: THEA 101, THEA/ENG Emphasis is on individual and group counseling, 114, ENG/THEA 115, THEA 208, ENG/THEA 216, organizing, and developing community resources for THEA/ENG 217, ENG/THEA 315 the prevention and alleviation of family and individual Theatre Practice: THEA 105, THEA 151, THEA problems. May not be taken on a P/NC basis. 152, THEA 153, THEA 154, THEA 155, THEA 156

400 Field Instruction in Social Work SENIOR REQUIREMENT (15 s.h.) Little Successful completion of THEA 400 and an approved Prerequisites: completion of the social work core cur- project registered as THEA 401 during the senior year. riculum with a minimum grade of “C” in each core course and permission of the instructor (Refer to the REQUIREMENTS FOR THE MINOR IN THEATRE Social Work Manual, available from Professor Little.) 21 hours in theatre including THEA 101 or THEA Supervised field instruction in a social service agency 208, THEA 105, THEA 121, THEA/ENG 114, and designed to provide students with opportunities to at least one of THEA 151, THEA 152, THEA 153, or acquire knowledge and skills in the practice of social THEA 156. work. Students observe the operation of a social service agency, participate in the delivery of social services, and develop insights, habits, and attitudes which REQUIREMENTS FOR THE MAJOR IN ARTS facilitate professional growth. Students who are off- MANAGEMENT/THEATRE campus due to participation in this course must See Arts Management section of this catalog. Arts assume responsibility for the additional cost of housing, management/theatre majors are urged to select as travel, and meals. electives computer science, journalism, literature, foreign language, history, aesthetics, logic, film, sociology of the arts, psychology, dance history, public relations, advertising, graphic design, and studio art.

THEATRE COURSES SPANISH 101 Plays in Performance 105 Basic Theatre Production See Foreign Languages, Literatures, and Cultures. 111 Voice, Diction and Oral Reading 114 Introduction to Drama 115 Modern Theatre and Drama 121 Acting I 151 Scene and Light Design

184 SOCIOLOGY/SOCIAL WORK/SPANISH/THEATRE 152 Stagecraft course is appropriate for students whose first language 153 Stage Management is English and for international students, who prepare 154 Stage Makeup weekly or more frequently readings to demonstrate 155 Stage Management Practicum progress toward their goals. A final examination 156 Stage Costume reading demonstrates achievement during the course. 206 Theatre Abroad* 208 London Theatre** 114 Introduction to Drama 210 Problems in Production (3 s.h.) Francisco, Ristau 216 Introduction to Shakespeare Students learn a system of analysis and interpretation 217 Great Plays and apply it to the most significant classical and 221 Acting II modern plays. They learn a system of critique for 250 Playwriting I theatrical productions and apply it to college and 277 Colloquium professional performances. Also listed as THEA/ENG 315 Tudor-Stuart Drama 114 in the English section of this catalog. 321 Acting III 323 Directing Methods 115 Modern Theatre and Drama 324 Directing Practicum (3 s.h.) F. Southerington 400 Seminar in Theatre Prerequisite: ENG 102 or permission of instructor 401 Senior Project For course description, see ENG/THEA 115 in the *Taught abroad during May Term in odd-numbered English section of this catalog. years. **Taught in London during May Term in even- 121 Acting I numbered years. Fall (3 s.h.) Ristau, T. Southerington The first college-level acting course includes scenes Directed inquiries, teaching assistantships, and intern- and character analysis and acting exercises of ships in theatre can be arranged on an individual basis. Stanislavsky, Uta Hagen, and others. The studio course emphasizes scene work presented to the COURSE DESCRIPTIONS instructor and class for evaluation. No previous acting 101 Plays in Performance experience is required. (3 s.h.) Ristau Introduction to theatre and drama through analyzing 151 Scene and Light Design plays and viewing performances in professional, (Alternate years) (3 s.h.) T. Southerington academic, and community theatres. No previous Recommended: THEA 105 knowledge of theatre or drama is required. Course The responsibilities of scene and lighting designers may be repeated for credit. Course fee is approximately and the steps involved in the design and communi- $155. cation of ideas through drafting, model building, lighting plots, and hands-on experience in 105 Basic Theatre Production MBC productions. Useful to all students in theatre Fall (3 s.h.) T. Southerington or design. Drafting supplies needed. Students learn how to manage a production from play selection to final performance, from checklists to scale 152 Stagecraft drawings, from soundmixer to lighting board. (Alternate years) (3 s.h.) T. Southerington Extensive work in MBC productions is required. Recommended: THEA 105 Useful background for technical courses and inde- Methods of construction, painting, and handling of pendent living beyond college, essential for aspiring the basic elements of scenery. Projects include a set of technicians and prospective teachers. No previous working drawings for one setting chosen by the student knowledge is required. and laboratory work in the college’s scenery shop. Drafting supplies needed. 111 Voice, Diction and Oral Reading Fall (3 s.h.) Staff Students set individual goals for development of the speaking voice, standard American diction, clear and expressive speech, and poise in public situations. The THEATRE 185 153 Stage Management birthplace. Course fee includes air transportation from (Alternate years) (2 s.h.) Francisco Washington, DC, hotel, theatre tickets, and all scheduled Students develop and practice the duties and skills of performances and activities. The course must be taken the stage manager in facilitating and organizing a P/NC and may be repeated for credit. show from planning through auditions, rehearsals, performances, tours and strikes. Special emphasis on 210 Problems in Production the stage manager’s role in a group process, as a (Credit varies) Staff problem preventer and solver, and as a morale officer. Prerequisites: Course work or experience at MBC in the area of specialization and permission of instructor. 154 Stage Makeup No permission required for May Term (Alternate years) (2 s.h.) T. Southerington Directed experience in acting, designing, producing, or Design, planning, and execution of makeup for the directing in the Mary Baldwin College Theatre. In May stage, including period makeup and hairstyles, character Term, working conditions approximate those of the makeup, and old-age makeup. professional theatre, as enrolled students work full time. The course may be repeated for credit. 155 Stage Management Practicum (1–3 s.h.) Staff 216 Introduction to Shakespeare Prerequisites: THEA 153 and permission of the (3 s.h.) F. Southerington instructor Prerequisite: one course from ENG 101, ENG 102, Students apply the skills, policies, and procedures ENG 110, ENG 112, THEA/ENG 114, or developed in THEA 153 (Stage Management) to work ENG/THEA 115 as stage managers or production stage managers for For course description, see ENG/THEA 216 in the one-act plays being rehearsed and performed for Mary English section of this catalog. Baldwin College Theatre. Credit varies from one to three semester hours, depending on responsibilities. 217 Great Plays (Alternate years) (3 s.h.) Staff 156 Stage Costume Prerequisite: THEA/ENG 114 (Alternate years) (3 s.h.) T. Southerington Comparative study of great plays of the Western theatre, Recommended: THEA 105 emphasizing dramatic forms which embody changing Basic hand and machine stitches, garment construction, perceptions of the nature of humankind, especially color and fabric, pattern drafting, period research, and the role of women in society. Of special interest to costume rendering. Laboratory work in the costume students of history, literature, languages, and shop and individually-designed construction projects. prospective teachers. Also listed as THEA/ENG 217 in the English section of this catalog. 206 Theatre Abroad May Term 2005 (3 s.h.) Francisco 221 Acting II Prerequisites: Application by December 1, permission Spring (3 s.h.) T. Southerington of instructor, and payment of course fees as scheduled. Prerequisite: THEA 121 No previous knowledge of theatre or drama is Continued emphasis on scene work with the addition required. of monologues and audition pieces. A field trip to a Introduction to performing arts through readings, professional production (approximate cost, $35) may discussion, and study travel to theatres and perform- be required. ances abroad. Students will experience varied forms and styles as available: formal theatre, opera, ballet, 250 Playwriting I circus, folk arts, street theatre. Students will visit May 2005 (3 s.h.) Ristau museums, galleries, and historic theatres and sites. Students in this course will learn the fundamentals of writing for the stage. Beginning with detailed character 208 London Theatre creation, students will write monologues, advance to May Term 2004 (3 s.h.) V. Francisco short scenes using dialogue between two or more Prerequisites: Application by November 1 and characters, and then apply dramatic structure to permission of instructor longer pieces. The final for the course is to formally Study-travel in London, the world capital of English- submit a completed and properly formatted final speaking theatre, and Stratford-upon-Avon, Shakespeare’s draft of a short play demonstrating an understanding 186 THEATRE of the principles discussed in class. Students will also 323 Directing Methods be expected to read their work aloud in class, participate Spring 2005 (Alternate years) (2 s.h.) T. Southerington in supportive and constructive criticism of each Prerequisite: permission of instructor other’s work, and take advantage of public perform- The director’s responsibilities and practices in play ance opportunities that might arise during the course selection and analysis, casting, planning and coordi- such as No Shame Theatre at Live Arts in nation of technical elements, and conducting Charlottesville and/or Verona (www.noshame.org). rehearsals and performances. Focus is on academic and community theatre. Previous MBC acting and 277 Colloquium technical experience is required. Students who enroll May Term (3 s.h.) Staff in this course are expected to take THEA 324. Focused, intensive study of a special topic, announced annually. 324 Directing Practicum May Term 2005 (Alternate years) (3 s.h.) T. Southerington 315 Tudor-Stuart Drama Prerequisites: THEA 323 and permission of instructor (3 s.h.) Green Supervised directing experience. Each student casts Prerequisite: at least one 200-level English course, and rehearses a one-act play and forms a concerted excluding ENG 202, ENG 242 and ENG 251, or whole of the play text, actors, and production elements. permission of instructor The finished performance constitutes the final exam. For course description, see ENG/THEA 315 in the The course may be repeated for credit. English section of this catalog. 400 Seminar 321 Acting III (3 s.h.) Francisco (3 s.h.) T. Southerington Prerequisite: senior standing Prerequisite: permission of instructor Analysis and comparison of plays and production This course allows students accomplished in acting to practices from 5th-century Greece to the modern era, work on their own level and concentrate on their own with emphasis on the role of the theatre as critic and areas of difficulty or experience with specific emphasis analyst of human nature and society. Required of the on portfolio and audition. A field trip (approximate theatre major; open to other students by permission cost, $35) to view a professional production may be of the instructor. required. This course may be repeated for credit. 401 Senior Project (3 s.h.) Staff Prerequisites: senior status and permission of instructor

THEATRE 187 WOMEN’S STUDIES MUS 151 History of Jazz MUS 152 History of Rock Director: Martha Walker PSYC 210 Child Psychology PSYC 211 Adolescent Psychology Mary Baldwin students with a special interest in REL 202 Judaism, Christianity and women’s issues may wish to pursue the minor in Islam women’s studies. This is an elective course of study SOC 110 Sociology of the Family and does not substitute for a major, though some of the course work may satisfy major requirements. WOMEN’S STUDIES COURSES Students wishing to major in women’s studies may 100 Focus on Women talk to their advisors about the possibility of designing an 200 Feminisms and Gender Studies independent major in women’s issues. 245 Women and Sports 252 Biology of Women EQUIREMENTS FOR THE INOR IN R M 277 Colloquium WOMEN’S STUDIES 280 Women and Economics 21 hours, including WS 100 and WS 200. At least nine hours from among the following: Directed inquiries in women’s studies are available on request. ANTH 202 Women, Gender and Culture ART 221 Women in the Arts AS 251 Asian Women COURSE DESCRIPTIONS BIOL/WS 252 Biology of Women 100 Focus on Women: An Introduction to BUAD 250 Women in Management Women’s Studies COMM 285 Gender and Communication Fall 2003 (3 s.h.) Walker ECON/WS 280 Women and Economics This course examines the interdisciplinary nature of ENG 237 Contemporary Fiction by the field as well as its applications in nonacademic Women contexts. What are the aims of women’s studies and ENG/AS 239 Asian-American Women how are they put into practice? Writers FREN 261 Role of Women in French 200 Feminisms and Gender Studies Culture I (3 s.h.) Walker FREN 262 Role of Women in French Prerequisite: WS 100 or permission of instructor Culture II Why is any attempt to define one monolithic vision HCA 235 Women’s Health Issues of feminism inadequate? This course will explore HIST 203 Women in American History contemporary topics in women’s studies and feminist HIST 346 European Women’s History theory as it examines various models of feminism. from 1700 Participants will compare and contrast the principles MUS 218, 318 Women in Music of Marxist, psychoanalytic, essentialist, radical, and PHIL 231 Women and Philosophy liberal feminism as they analyze the ways these ide- POLS 209 Women and Politics ologies enter into dialogue and debate with one PSYC 214 Psychology of Women another. The course traces the evolution of feminism REL 231 Women and Religion thought and the articulation of Queer Theory as the SOC 225 Sex Roles and Male-Female structures from which current thinking on gender Relationships studies develops. SPAN 216 Women Writers in Spanish WS 245 Women and Sports 245 Women and Sports (3 s.h.) McCleaf Also, a maximum of six hours from the following courses: A review of the historical evolution of women in sport. This course will explore the diversity of sport ENG/THEA 115 Modern Theatre and Drama and the women involved. The relationship of the ENG 377 Colloquium (when applicable) sport experience to career and work will also be HIST 213 United States: Democracy and examined. An analysis of sport performance, Crisis philosophies of sport participation, gender compar- HIST 277 Colloquium (when applicable) isons, and media coverage will also be reviewed. 188 WOMEN’S STUDIES 252 Biology of Women 277 Colloquium (3 s.h.) Biscardi Recommended: BIOL 111 280 Women and Economics For course description, see BIOL/WS 252 in the (3 s.h.) Klein Biology section of this catalog. For course description, see ECON/WS 280 in the Economics section of this catalog.

WOMEN’S STUDIES 189 GRADUATE STUDIES

MASTER OF ARTS IN TEACHING gram is non-residential and available on MBC’s Staunton campus and at three regional centers: www.mbc.edu/mat/ Charlottesville, Richmond, and Roanoke. Director: Carole C. Grove Assistant Director: Susan Britton ADMISSION Advisors: Karen Dorgan, James Harrington, All students who matriculate to Mary Baldwin Fay Collier Kelle, Roderic Owen College agree to abide by the rules, regulations, and standards set and established by the college. The The Mary Baldwin teacher is … college will offer the MAT to those who meet the an inquiring and reflective learner, a well-educated established standards. Students who seek the MAT professional who brings forth the best in all students. must be admitted to the graduate program. They are We support this by … eligible for financial aid services. The Declarations modeling and encouraging inquiry and reflection; section of this catalog states Mary Baldwin’s policies integrating theory, practice and liberal arts; and pro- on non-discrimination, student privacy rights, and viding opportunities for individual exploration with- other important provisions. in a collaborative environment. SPECIAL STUDENTS OVERVIEW Individuals who possess bachelor’s degrees from The Master of Arts in Teaching (MAT) program is accredited institutions are eligible to enroll in courses designed to offer realistic, practical preparation for and as special students. Special students need not apply enrichment of classroom teaching through a balanced for admission to the graduate program. No financial program of liberal arts and professional studies. All aid services are provided to special students. Teachers courses focus on inquiry — the processes by which seeking recertification credits may enroll as special students and teachers ask questions, study, and learn students. No more than three courses may be taken in about human experience. The program integrates any five-year period. Students currently enrolled as study of liberal arts content with examination of undergraduates or postgraduate teacher certification appropriate and useful methods of inquiry, teaching, students at Mary Baldwin College may be permitted and learning. to take up to two MAT courses as special students. The program is designed to accommodate both They must receive permission from the MAT program advanced study for currently practicing teachers and director to do so. fulfillment of requirements for pre-K–6 and 6–8 teacher licensure. In addition, students can earn initial ADMISSION REQUIREMENTS licensure for working with exceptional students in the following areas: Learning Disabilities, Emotional and • A bachelor’s degree from a regionally accredited Behavior Disorders, and Mental Retardation. An add- institution on endorsement is available in Gifted Education. All • Adequate general education course work. of these areas are for pre-K–12 settings. For students seeking an initial teaching license, a In order to be recommended for teacher licensure, transcript review will determine adequate back- students must complete all program requirements ground in the arts, humanities, natural and social and receive the MAT. sciences, English, U.S. history and mathematics The program offers close contact with faculty mem- • An academic major in the arts and sciences or an bers and advisors and extensive observation and appropriate discipline (or interdisciplinary major) hands-on experience in the classroom. All courses are • College algebra and English composition or the team-taught by graduate faculty members and class- equivalent room teachers who serve as Teaching Partners. Classes • 3.0 (“B”) average in last 60 semester hours. meet during evenings, on weekends, in one-week • Correct, fluent written and spoken English. Non- intensive sessions, or other formats. Courses are native English speakers must submit a TOEFL offered throughout the calendar year, including a full score of 600 or above. complement of courses during the summer. The pro-

190 MASTER OF ARTS IN TEACHING FULL ADMISSION Committee will meet a minimum of once each Students who meet all admissions requirements will semester to review admissions applications. be admitted to the MAT program as fully admitted Any individual may be denied admission to the degree-seeking students. MAT program for the following reasons: • Attempting to obtain admission by fraudulent CONDITIONAL ADMISSION means or through misrepresentation of material facts Students whose GPAs are below 3.0 may be consid- • Falsification of records or documents ered for conditional admission on the basis of strong • Conviction of any felony evidence that they can succeed in a graduate teacher • Conviction of any misdemeanor involving moral preparation program that requires maintenance of a turpitude, sexual offense, drug distribution or 3.0 GPA. physical injury Conditionally admitted students are permitted to enroll in up to three MAT courses to establish program- Procedures for Moving from Conditional to Full based evidence of their ability to perform in a graduate Admission Status program. Conditional students must minimally achieve The program director will monitor the progress of a 3.0 GPA in all graduate work and complete all conditional students, reporting to the MAT Faculty other admissions requirements in order to be Student Status Committee on conditional students’ considered for full admission. progress at the end of each semester. Course grades, In general, conditional admission status will not course instructors’ assessment of students’ writing and continue for more than three successive semesters. speaking skills, and professional qualities evaluations The program director may permit students who have will be considered in this review. Within two weeks of been conditionally admitted because they have not that review, the director will inform students, in writing, yet completed college algebra to continue to enroll, of the committee’s recommendations regarding their provided they maintain a minimum GPA of 3.0 in status: continue their status, admit to full degree-seeking their MAT course work and have scheduled college status, request student withdraw from program. algebra. Students will not be allowed to enroll in IN 601 (Inquiry in Mathematics) until they have completed college algebra. TRANSFER CREDIT The MAT program accepts up to six hours of transfer ADMISSION PROCESS credit only if ALL the following conditions are met: • The MAT Director determines on the basis of Applicants to the Master of Arts in Teaching program catalog and course materials submitted by the must submit the following to the MAT Office at student that the course content is identifiable with Mary Baldwin College: the college’s MAT curriculum. • Application for admission/enrollment • The credit was earned in a regionally accredited • Official transcripts of all post-secondary work graduate program. • Two letters of reference from professional educators • The credit was earned no earlier than three calendar (including higher education faculty and adminis- years prior to the student’s admission to the program. trators) and/or employers, public school faculty • The credit was earned prior to the student’s and administrators who have observed/ supervised admission to the program. the applicant in instructional, tutoring, training or Because MBC’s MAT program is different from guidance roles many other graduate education programs, the student • A goal statement essay is responsible to determine in advance of enrollment • The application fee whether courses taken in the program can be trans- An interview is suggested and may be required. ferred to another graduate program or will satisfy Admissions decisions are made by the MAT credential requirements outside Virginia. After the Faculty Student Status Committee. The MAT drop deadline, a determination that courses are not director will inform applicants, in writing, of their transferable is not grounds for refund of tuition or fees. admission status and the date of the next orientation. The program neither accepts nor offers credit for Applicants will be advised at the time of their out-of-class learning through prior learning credit, admission regarding any additional undergraduate correspondence courses, independent study, learning course requirements that must be fulfilled as condi- contracts, or credit by examination. tions of enrollment. The MAT Faculty Student Status MASTER OF ARTS IN TEACHING 191 TUITION AND FEES FINANCIAL AID Tuition for all courses in the MAT program is $355 Mary Baldwin makes every effort to assist students per semester hour in the 2003–2004 academic year. who need to obtain funding for education. Students In addition, the following fees apply: should contact the Office of Financial Aid and Student Application $35 Campus Employment at the time of application. * Re-Enrollment $50 The Virginia Tuition Assistance Grant is available Graduate Student Fee $40/semester for full-time (nine semester hours) study. Student Graduation $75 loans are available for half-time (six semester hours) study. (See MAT aid chart.) To qualify for aid, students *Students are expected to remain enrolled continuously must be accepted in the MAT Program (not special from the date of their initial registration for courses students), meet registration deadlines each semester, until completion of the degree. However, students may, and make satisfactory academic progress in the work for reasons of family emergencies or special situations, attempted. Aid is awarded pending approvals of need to refrain from registering for new course work for federal and state agencies. a semester or two. The decision to do so should be made by the student in consultation with the advisor. RIENTATION A student who does not enroll in new work in any O semester including the summer session must pay a Students are required to participate in an orientation re-enrollment fee of $50. prior to enrollment. New students receive notice of Students who do not enroll in MAT courses for a orientation in their admission letters. period of three consecutive sessions (or one calendar year) will be considered “inactive” and will no longer REQUIREMENTS FOR THE DEGREE receive mailings from the MAT office. Inactive students • Completion of 18 semester hours in liberal arts who wish to re-enter the program should indicate this inquiry courses: in writing to the MAT director. – Inquiry in the Arts Records of inactive students who wish to re-enter the – Humanities program will be reviewed by the MAT Student Status – Social Sciences Committee, which will consider reactivation. Certain – Natural Sciences conditions may be set for re-entry into the program — – Mathematics e.g., if program requirements have changed during the – Meaning and Purpose of Teaching and time the student was on inactive status, s/he may be Learning required to meet the new requirements.

AID FOR WHICH MAT STUDENTS MAY QUALIFY (Subject to approval and funding by federal and state agencies)

Enrollment Repayment Type of Aid Status Required How to Apply and Comments Virginia TAG full-time none Special TAG application to college by (state) July 31 prior to entrance. Not need based.

Subsidized Stafford Loan full-time monetary Apply through college. Borrow from lender. (federal) half-time repayment Need based.

Unsubsidized Stafford Loan full-time monetary Apply through college. Borrow from lender. (federal) half-time repayment Not need based.

192 MASTER OF ARTS IN TEACHING • Completion of 21 semester hours in professional office. Policies may be amended at any time by the studies courses: graduate faculty, who determine the date at which – Advanced Studies in Developmental amended policies become effective. Psychology and Diversity The completion requirements for each student are – Thoughtful Assessment of Students those in effect on the date of first enrollment as a – Teaching Through Inquiry degree-seeking student. – Integrated Approach to Language Arts Students are required to report address and telephone – Applications/Internship number changes to the registrar and to the MAT director. – Seminar • Demonstrated knowledge of health/wellness, audio- EXEMPTION FROM POLICY visual materials/techniques, computer applications, Students may petition for exemption from academic arts/crafts, drug abuse education. Competence in policies. The request form includes the recommendation these areas is acquired through program workshops of the student’s advisor. Petitions are granted only for or otherwise and demonstrated by test or com- cause, and only with the approval of the MAT pletion of required activities. Faculty Educational Policy Committee. A petition • Participation in at least two graduate seminars for exemption from or modification of a completion each year of enrollment requirement may be granted only by the graduate faculty. • Satisfactory completion of a final project that synthesizes thoughtful, analytic responses to SEQUENCE OF COURSES courses and to the applications/internship teaching Each MAT student’s advisor recommends a sequence experience of courses which takes into account the student’s • 3.0 GPA in program satisfactory oral and written preparation and educational needs. language skills, satisfactory performance on MAT students may not enroll in Applications/ professional qualities standards Internship until they have completed all other program • Participation in required student and program requirements. evaluations • Passing standardized tests required by the OURSE NROLLMENT RIORITIES Commonwealth of Virginia (e.g., Praxis) is a C E P graduation requirement for everyone except those MAT students are enrolled in courses according to the already licensed to teach in Virginia. following priorities: candidates for the MAT first, • Demonstration of technology competency by followed by fully-admitted degree-seeking MAT completion of the Computer Competency checklist students, conditional students, and special students.

GRADING PRACTICUM REQUIREMENT The grading symbols used by the college’s MAT MAT students seeking the initial teaching license (or a program are as follows: new level of endorsement on a current license) must A excellent complete a minimum of 30 hours of practicum each A-, B+ very good fall and spring semester they are enrolled, prior to B good Applications. Students spend this time working under B- competent the supervision of an experienced teacher and begin to C minimum passing apply the knowledge and skills gained in MAT cours- F failing es in the context of today’s classrooms. The practicum requirement also includes completion of a practicum Grade point equivalents are: journal, documenting the student’s activities and A = 4.0 reflections upon the classroom experiences. Students A- = 3.7 should refer to the “Practicum Guidelines Handbook” B+ = 3.3 for additional information on this requirement. B = 3.0 B- = 2.7 ACADEMIC POLICIES C = 2.0 Academic policies applicable to MAT students are F=0 published in this catalog. Other statements of program A 3.0 GPA is required to graduate from the MAT policies are maintained in the program director’s program. MASTER OF ARTS IN TEACHING 193 The grade point average is determined by dividing registrar. This procedure must be completed by the the total grade points earned by the total semester end of the semester following the semester in which hours credit attempted in the MAT program. Transfer the course was taken. If a student wishes to contest a courses are not included in the GPA. grade, the reasons must be submitted in writing to the Students must maintain a cumulative GPA of 3.0 program director and the dean of the college. A in MAT work to remain in good standing and to committee consisting of the dean, program director, graduate from the program. No more than one “C” teaching team whose grade is being contested, and may be counted on the student’s records. To maintain two other graduate faculty members will review the degree-seeking status in the program, students must case and approve or disapprove the change. repeat any other courses in which they receive a grade Official grade reports, including cumulative averages, of “C” or lower. The original grade is not removed will be distributed after the conclusion of the fall from the permanent record, but the lower grade is semester and the May Term, and at the conclusion of removed from the GPA calculation. Repeated work the Summer Session. The report distributed following must be done at MBC. the May Term will include work completed during In order to be recommended by the Mary Baldwin the spring semester. College MAT program to the Commonwealth of Virginia for an initial teaching license or for an addi- ADD-DROP PROCEDURES tional endorsement on an existing license, a student A graduate student may drop a course without penalty must earn a letter grade of “B” or better in ED 609 prior to the second meeting of the class. A course may and/or ED 610 (Applications). be dropped for medical or providential reasons at any time, upon approval of the director. The program Examinations, Incomplete, Grade Reports, director in consultation with the teaching team will Grade Changes determine the student’s final course grade when the The determination of whether students will be course is dropped after the official drop period. required to take final examinations is the sole province A student may add a course prior to the second of the teaching team of each course. Similarly, they will meeting of the course, or at any time with the per- determine when and the circumstances under which mission of the teaching team. the examination is to be completed, as well as the Tuition refunds will be consistent with the pro- weight of the examination in determining course ration policy explained in this catalog. grades. These guidelines as well as other course requirements will be provided to students in the course AUDITING COURSES syllabus at the first class meeting of the course. Audits are not available in the MAT program. A temporary symbol of “I” (for Incomplete) may be given at the end of a course if, for reasons beyond ADVISING the student’s control, the student is unable to complete Each graduate student is assigned an advisor who is a the work. An incomplete will be given upon the member of the graduate faculty. The advisor assists recommendation of the teaching team and the the student in course selection, meeting competency approval of the program director and the dean of the requirements, enrolling and participating in Saturday college. Work must be completed by the end of the seminars, and preparing the final project. The advisor next semester. In unusual circumstances, such as reviews academic progress and performance related prolonged illness, the program director and dean may to professional qualities standards. He or she may extend the time. If the work is not completed within make recommendations concerning a student’s status the time specified when the Incomplete is granted, or to graduate faculty and administration on request or within the explicitly authorized extended time, a as necessary. grade of “F” will be recorded. Students requesting a grade change must make such requests initially to the teaching team of the ACADEMIC PROGRESS course. Students must initiate the grade change Degree-seeking MAT students are required to main- request/contest within one week of the distribution of tain a 3.0 GPA. A student whose GPA falls below 3.0 the official grade report for the course. The teaching at the end of any semester is placed on warning. At team will then communicate in writing its recom- the end of the second semester during which a student’s mendation to the MAT program director and the GPA is below 3.0, the student’s record is reviewed by

194 MASTER OF ARTS IN TEACHING the MAT Faculty Student Status Committee, which Students who meet the following standards will be may place the student on probation for a stated period, admitted to candidacy automatically: attach conditions to the probation, or dismiss the • Total GPA of 3.3 student. To be removed from probation or to complete • No course grade lower than 3.0 the degree, a student must fulfill any conditions • No unsatisfactory ratings of oral or written English attached to the probation. • No pattern of “concern” ratings on professional A student who has been dismissed for academic qualities reasons may, after one calendar year, reapply for • Passing scores on Praxis I (Reading, Writing, admission to the degree program. The MAT Faculty Mathematics) Student Status Committee will review the student’s The MAT Faculty Student Status Committee will application for readmission as well as the applicant’s review all students who are eligible for candidacy. previous performance and the reasons for dismissal; They will determine whether each student should be the committee may request additional information admitted to candidacy, admitted with conditions, or from the applicant and his/her references, and from rejected for candidacy. other relevant professional and educational sources. Each student who is admitted to candidacy with The MAT Faculty Student Status Committee’s decision conditions must meet with her/his advisor and design will be communicated to the applicant. a plan for remediation or otherwise addressing the conditions. The plan, together with a timeline for ROFESSIONAL UALITIES VALUATION P Q E completing it, must be presented to the program Graduate faculty advisors and the program director will director no later than the beginning of the semester review all students’ professional qualities evaluations as following the candidacy review. well as students’ course grades at the end of each Students rejected for candidacy will be advised semester. If in their judgment a pattern of concern regarding their further enrollment in the program. about professional qualities from either the course or practicum evaluations is evident they will request a HONOR SYSTEM review by the MAT Faculty Student Status Committee. The provisions of the college’s Honor System apply to The request for review may be accompanied by a MAT students. Students are responsible to under- recommendation to the committee that the student be stand the provisions of the Honor System and to seek placed on warning or probation. The MAT Faculty information from professors as to the application of Student Status Committee will review the student’s file the Honor Code to course activities. and determine what his/her continuing status should be, what conditions will be placed on the student, or whether the student should be dismissed. COPYRIGHT POLICY The college enforces all provisions of copyright law. ADMISSION TO CANDIDACY Students are responsible to inform themselves of the law, particularly with respect to copying. To determine whether students are making satisfactory progress toward the degree, the MAT Faculty Student Status Committee evaluates the progress of each RESEARCH ON HUMAN SUBJECTS student who has completed 18 semester hours Federal, state, and college policies regarding research on including at least two liberal arts courses. This review human subjects apply to all research involving MBC will include the student’s professional qualities evalu- students, faculty, or staff as researchers or as subjects, ations. Students must attain passing scores on all three including research undertaken in the MAT program. tests of Praxis I, (Reading, Writing, and Mathematics) prior to admission to candidacy. CONTACT HOURS Prior to each student’s admission to candidacy status, The syllabus of each graduate course includes a instructors of all courses except Applications and schedule of class contact hours required for the Seminar rate as satisfactory or unsatisfactory the student’s course. The syllabus includes goals, requirements, performance in the written and oral English components assignments, and attendance and grading policies, as of the course, separately. The criteria for the ratings are well as criteria for evaluating students’ writing and provided in each course syllabus. Only degree candidates speaking skills. may enroll for Applications and Seminar.

MASTER OF ARTS IN TEACHING 195 MORAL AND ETHICAL RESPONSIBILITY often pursued through a course-long look at a particular MAT students may not engage in behaviors or actions conceptual theme (e.g., economic development, which endanger themselves or others, either while on democracy) or the work of a particular social scientist. MBC’s property or while engaged in a program or The course also explores the range of understandings activity connected with the college and/or its programs. and skills youngsters should develop when participating Students are required to comply with professional in these investigations. The course seeks to cultivate a standards of schools in which they engage in practicum conceptual framework that the graduate students can or research, interning, or teaching, or other activities use when they plan and teach social studies. connected with the college and/or its programs. IN 605 Inquiry in Natural Science CODE OF CONDUCT (3 s.h.) Students will investigate the nature of science and the The provisions of the college’s Code of Conduct apply processes involved in the creation of scientific to MAT students. knowledge. Several topics from biological and physical sciences will be explored through readings, discus- OURSE ESCRIPTIONS C D sions, activities and investigations. The guided discovery INQUIRY COURSES method of teaching science, involving hands-on IN 577 Special Topics in Graduate Study experiments and active-learning techniques, will be (Credit varies) emphasized as an approach to learning and teaching On an occasional basis, this course is offered to science. Additional class activities will include the use explore topics related to graduate education. of multimedia technology and computer software. Students will learn to develop their own activities and IN 601 Inquiry in Mathematics create an integrated unit appropriate to their grade (3 s.h.) level interest and based on effective teaching/learning Prerequisite: college algebra techniques and strategies. The purpose of this course is to help students develop IN 607 Inquiry in the Humanities mathematical habits of mind. Those who successfully (3 s.h.) complete the course will be able to: (1) communicate The humanities present a statement about the human mathematical ideas effectively through precise use of condition, an inquiry into its timeless values and mathematical terminology and symbols, through oral elements and into the time-conditioned expressions and written expression, and through translation of of those values. This inquiry is concerned with mathematical ideas from concrete to abstract form, “evidence” but is not quantitative in its methods; the and vice versa; (2) solve non-routine problems humanities are concerned with the communication of through the use of experimentation and common an idea as modified by the artistic or aesthetic means methods of reasoning (deduction, induction, analogy); by which it is presented: poem, painting, film, musical and (3) communicate the value of mathematics to composition, or literature. their students, in part through application of an The humanities are concerned not so much to enhanced knowledge of the role of mathematics in “define” emotions/principles/ideas as to study the the history of civilization. ways they are conveyed in different artistic/linguistic The content of the course is normally chosen from embodiments. Accordingly, the humanities encompass number systems and number theory, estimation and a multiplicity of cultures, genres, and modes of measurement, geometry, graph theory, probability, expression. The humanities are concerned with and statistics. Specific topics are selected for appropri- producing things worth communicating; they are ateness to mathematics education or to provide examples about learning to understand, appreciate, and enjoy of specific types of mathematical thinking. the experience of this communication, about learning to participate in the expression of experiences unlike IN 603 Inquiry in Social Science our own, learning to participate in the other. (3 s.h.) Ultimately, inquiry into the humanities presupposes Inquiry in the social sciences examines the types of ques- the enduring constants in the “human condition” across tions social scientists ask about the human experience, both cultural and chronological chasms. It affirms that institutions and interactions, and the methods of these constants are worth exploring by all who implicitly inquiry they use to investigate those questions. This is share in them and that this cooperative endeavor 196 MASTER OF ARTS IN TEACHING contributes fundamentally to the “examined life.” Act. In addition, this course will include study of Throughout the course, students are invited to international perspectives on political processes sur- consider ways in which youngsters can be encouraged rounding exceptionality as organizational systems that to participate in these inquiries. support educational programs. This course will also address important qualities and skills that are essential IN 609 Inquiry in the Arts for leadership. Sutdents will examine and develop (3 s.h.) leadership skills in conflict resolution/mediation, lead- Students use formal and contextual analysis to under- ership styles, decision-making, and professional ethics. stand and interpret works of art, including the visual Further, students will meaningfully participate in arts, music, theatre, and dance. Participants seek to numerous activities designed to develop and enhance understand and appreciate works of art (1) as formal their leadership abilities in order to become effective constructions in which meaning resides in selection advocates and committed, ethical, and persuasive and arrangement of materials and in processes particular leaders in the field of special education. to the art form, and (2) as the expressions of cultures, eras and makers with distinctive qualities of mind and PROFESSIONAL EDUCATION COURSES spirit, and distinctive interpretations of the nature ED 577 Special Topics in Graduate Study and experience of humankind. Secondary attention is (Credit varies) given to the nature of creativity, goals of arts education, On an occasional basis, this course is offered to arts resources and activities for children, and incorpo- explore topics related to graduate education. rating arts study in elementary classrooms discretely and in coordination with language arts, history, social ED 601 Advanced Studies in Development and studies, and other areas. Students manifest their learning Diversity in oral presentations, papers, and demonstration lessons. (3 s.h.) Students will focus on children’s development during IN 611 Meaning and Purpose of Teaching and the elementary/middle school years. Cognitive Learning development, pragmatic and linguistic aspects of (3 s.h.) language, and socio-emotional well-being in child- The course draws upon a number of different disci- hood will be explored. Relevant socio-cultural contexts plines, including philosophy, history, sociology, and will include schools, families (e.g., the effects of literature, in familiarizing students with key concepts daycare and divorce), and society as a whole. Overall and methodologies applicable to the study of meanings patterns of development as well as individual differ- and purposes of education. Goals of the course ences will be examined. Students will investigate eth- include the development and refinement of one’s own nic differences and similarities, at-risk populations, philosophy of education, the identification and evalu- and gifted children; they also will explore intervention ation of underlying assumptions about human nature strategies and will learn to apply current research to and knowledge implicit in any educational system, a the enhancement of individual children. deeper understanding of the moral dimensions of teaching and schools, and familiarity with the historical ED 603 Thoughtful Assessment and social contexts within which school-related decisions (3 s.h.) are and have been made. Contemporary issues such as With an awareness of currently developed standards multicultural understanding, good citizenship, moral of learning, curriculum criteria, and scoring rubrics, education, and critical thinking skills may be examined. students will focus on getting children interested in tasks leading to good citizenship, allowing children IN 620 Inquiry into the Legal and Political some choice, and help them learn to set their own Processes of Exceptionality goals and assess their own progress. Students will (3 s.h.) focus on the children’s work, developing criteria, This course provides historical insight to the laws and assessments and tests appropriate to the children’s other legal mandates that have influenced develop- interests and levels of development. Students will get ment of educational programs for students with a wide an historical understanding of the development of range of exceptionalities. Special topics will address tests and assessments and the different functions they The Individuals with Disabilities Education Act, can serve, as well as undergoing a variety of tests and Section 504 of the Rehabilitation Act, and The Javits assessments themselves and reflecting on their uses

MASTER OF ARTS IN TEACHING 197 and limitations. Students will have a working knowledge five consecutive weeks, and accumulate a minimum of the norm and criterion referenced tests currently of 150 clock hours of direct instruction experience. used in the school systems, such as the Literacy Students must successfully complete all other Passport Test and the Iowa Test of Basic Skills. They program requirements prior to ED 609/610/614. also will be aware of how these tests are used to sort students, and how classroom assessments should be ED 610 Applications: Middle Grades (6–8) geared to individual differences. (6 s.h.) For MAT students seeking their initial Virginia teaching ED 605 An Integrated Approach to the license through this program, Applications requires a Language Arts (minimum) 10-week placement in a classroom within (3 s.h.) the grade level range of the endorsement level in Students will learn to regard the language arts (reading, which they are seeking licensure. Within each such writing, literature study, speaking, listening) as an inte- placement, the MAT student is required to assume full grated whole. They will examine theories of language “teacher” responsibility for the class for a minimum of acquisition and development as they relate to the five consecutive weeks, and accumulate a minimum language arts curriculum, and will consider ways to of 150 clock hours of direct instruction experience. individualize instructional strategies to meet the Students must successfully complete all other individual learner’s developmental and educational program requirements prior to ED 609/610/614. needs. Specific instructional approaches to be discussed include balanced reading instruction, whole language, ED 611 Seminar literature-based reading instruction, the Language (2 s.h.) Experience Approach, and a process approach to Seminar provides graduate students the opportunity writing instruction. Emphasis will be placed in integra- to explore with other students the insights and under- tion of language arts with other curricular areas, and on standings they gain throughout the program in the nurturing and encouraging critical thinking in children. Applications (ED 609/610) or Professional Development Project (ED 612) experience. During ED 607 Teaching Through Inquiry the seminar, students critically analyze their own (3 s.h.) teaching and prepare a written and oral presentation This course focuses on effective inquiry-oriented and analysis of an instructional unit they have created classroom teaching. Teaching teams model an and taught. ED 611 is to be taken concurrently with approach whereby adult learners discover new ED 609/610 or ED 612, and ED 613. knowledge through experiences incorporating reflection and discussion. The learning experiences ED 612 Professional Development Project are intended to help students inductively develop a (3 s.h.) clear definition of “inquiry” and, by extension, ED 612 is taken in lieu of ED 609/610/614 by students “teaching through inquiry.” The course assists learners who are already certified teachers and who are not in developing pedagogical skills in the areas of man- changing or adding to their certification areas. The aging the classroom, developing instructional goals course provides an opportunity for certified teachers and objectives, writing lesson and unit plans, and to complete an independent project that is their capstone assessing student progress. Graduate students are experience in the MAT program. The project is provided with a range of instructional options from planned with the student’s advisor and supervised by which to choose when working with a variety of children. a committee of three members of the graduate faculty.

ED 609 Applications: Early Elementary (pre-K–6) ED 613 Reflective Synthesis Project (6 s.h.) (1 s.h.) For MAT students seeking their initial Virginia teaching In this course, students who are completing the program license through this program, Applications requires a will reflect on their entire MAT experience and share (minimum) 10-week placement in a classroom within the understandings they have gained through course the grade level range of the endorsement level in work, practica, and Applications. This is the context which they are seeking licensure. Within each such in which students formulate their final project — a placement, the MAT student is required to assume full coherent expression of what being an inquiring “teacher” responsibility for the class for a minimum of teacher has come to mean, and what it means both

198 MASTER OF ARTS IN TEACHING conceptually and practically to cultivate inquiry in with other entities, including paraprofessionals and youngsters. Students may register for this course up to agencies responsible for educational programs for three times. ED 613 is to be taken concurrently with exceptional students. Students will examine various ED 609/610 or ED 612, and ED 611. forms of verbal, non-verbal, and written communication skills, as applied to collaborative processes. ED 614 Applications: Exceptional Students (pre-K–12) ED 623 Advanced Studies of Gifted Education (6 s.h.) (3 s.h.) For MAT students seeking their initial Virginia teaching Beginning with a historical background of gifted license through this program, Applications requires a education, students will develop a working under- (minimum) 10-week placement in a classroom within standing of the needs and characteristics of individuals the grade level range of the endorsement level in with giftedness. Multiple perspectives on intelligences which they are seeking licensure. Within each such will be discussed along with current issues in the field placement, the MAT student is required to assume full of gifted education. Identification, holistic assessment “teacher” responsibility for the class for a minimum of models and strategies, alternative programs, and five consecutive weeks, and accumulate a minimum options in delivering appropriate services will be of 150 clock hours of direct instruction experience. emphasized leading to an approach that aims toward Students must successfully complete all other self-actualization for students with giftedness. program requirements prior to ED 609/610/614.

ED 622 An Integrated Approach to ED 624 An Inquiry Approach to Differentiated Exceptionality Curriculum and Instruction for All (3 s.h.) Students Including Exceptional Learners This course will develop an understanding of the (3 s.h.) needs and characteristics of students with learning An overall approach to the principles of differentiated disabilities, emotional disturbance, mental retarda- learning. Students will acquire knowledge of diverse tion, giftedness and other health impairments. Topics learning needs through curriculum development, skill include pervasive development disorder and Asperger development plans, assessment, and flexible planning Syndrome as well as students with overlapping excep- and grouping. Connections among conceptual, cur- tionalities. The roles of labels in exceptionality will be ricular and emotional issues will also be addressed. included, leading toward a holistic perspective of This course must be taken in the final semester difference. Emphasis will be placed on collaborating prior to Applications/Research.

MASTER OF ARTS IN TEACHING 199 MASTER OF LETTERS/MASTER NOTE: Postgraduate Teacher Licensure (PGTL) is offered through the academic outreach program of OF FINE ARTS IN SHAKESPEARE MBC’S Adult Degree Program. It is not part of the M.Litt./MFA program. AND RENAISSANCE LITERATURE IN PERFORMANCE SPECIAL STUDENTS Individuals who possess bachelor’s degrees from www.mbc.edu/shakespeare/ accredited institutions are eligible to enroll in courses Director: Frank R. Southerington as special students. Special students need not apply Executive Director, Shenandoah Shakespeare: for admission to the graduate program, but should Ralph Alan Cohen apply to the MBC Office of Admissions. No financial OVERVIEW aid services are provided to special students. Students currently enrolled as undergraduates or graduates or Mary Baldwin College, in partnership with post-graduate teacher certification students at Mary Shenandoah Shakespeare, offers the degree of Master Baldwin College may be permitted to take up to two of Letters (M.Litt.), leading to the terminal degree of M.Litt. courses as special students. They must receive Master of Fine Arts (MFA), in Shakespeare and permission from the program director to do so. A Renaissance Literature in Performance. No candidate GPA of 3.0 is normally required. may proceed to the MFA without having first completed the M.Litt. The program is non-residential, and open to qualified men and women. Offers of ADMISSION REQUIREMENTS admission are extended to the strongest candidates. • Admission will be limited to the most qualified Firmly grounded in the liberal arts tradition, the applicants program is designed to offer a combination of stage- • Bachelor’s degree from an accredited institution craft and scholarship, offering concentrations in acting, • An academic major in the arts and sciences or directing, and teaching. Each concentration is founded other appropriate discipline (or inter-disciplinary on a common group of core courses, ensuring mastery major) of Shakespeare and his works, and the world and theatre • Minimum 3.0 GPA in the last sixty hours of in which he worked. Many classes meet in the college work evenings, following the traditional semester format; • Correct, fluent written and spoken English. Non- others have a modular format lasting several weeks, or native English speakers must submit a TOEFL on weekends and during the summer months. Each score of 600 or above. student works closely with the faculty and with a faculty • General GRE scores advisor on the Mary Baldwin campus, and courses • An interview and/or audition with the combine traditional academic scholarship with practical M.Litt./MFA Student Status Committee experience. All students have classroom and laboratory Transfer credit will be accepted only on a case-to-case access to Shenandoah Shakespeare’s Blackfriars basis subject to the discretion of the program director. No Playhouse, the only modern reconstruction in the more than six hours may be transferred, with a grade of world of Shakespeare’s Blackfriars. Resident faculty “B” or better, in a course or courses equivalent to those instruction will be augmented with internationally offered by the program. recognized visiting scholars and artists. FULL ADMISSION ADMISSION Full admission to the M.Litt. program as degree-seeking All students who matriculate to Mary Baldwin candidates will be offered to the most qualified College agree to abide by the rules, regulations, and applicants who meet all admissions requirements. standards set by the college. The college will offer the Those who complete the M./Litt. may be approved M.Litt. and MFA to those who meet the established as candidates for the MFA. standards. Students who seek the M.Litt. and MFA must be admitted to the graduate program. They are eligible for financial aid services. The Declarations section of this catalog states Mary Baldwin’s policies on non-discrimination, student privacy rights, and other important provisions. 200 MASTER OF LETTERS/MASTER OF FINE ARTS IN SHAKESPEARE AND RENAISSANCE LITERATURE IN PERFORMANCE ADMISSION PROCESS the student that the course content is identifiable Applicants to the M.Litt./MFA program must submit with Mary Baldwin’s M.Litt./MFA curriculum. the following to the M.Litt./MFA Office of • The credit was earned in an accredited graduate Admissions at Mary Baldwin College: program. • Application for admission • The credit was earned no earlier than three calendar • Official transcript of all post-secondary work years prior to the student’s admission to the program. • Two letters of reference from professional educators, Because MBC’s M.Litt./MFA program is different employers, or those who have observed professional from many other graduate programs, the student is work responsible to determine in advance of enrollment • A goal statement of approximately 500 words whether courses taken in the program can be trans- • GRE scores ferred to another graduate program or will satisfy • The application fee credential requirements the student intends to meet. An interview/audition is required After the drop deadline, a determination that courses Admissions decisions are made by the M.Litt./MFA are not transferable is not grounds for refund of Student Status Committee. The program director will tuition or fees. inform applicants, in writing, of their admission status The program neither accepts nor offers credit for and the date of the next orientation. out-of-class learning through prior learning credit, Applicants will be advised at the time of their correspondence courses, independent study, learning admission regarding any additional undergraduate contracts, or credit by examination. course requirements that must be fulfilled as conditions of enrollment. TUITION AND FEES Any individual may be denied admission to the Tuition for all courses in the M.Litt./MFA program is M.Litt./MFA program for the following reasons: $355 per credit hour in the 2003–2004 academic • Attempting to obtain admission by fraudulent year. In addition, the following fees apply: means or through misrepresentation of material facts Application $35 • Falsification of records or documents * Re-Enrollment $50 • Conviction of any felony Graduate Student Fee $40/semester • Conviction of any misdemeanor involving moral Graduation $75 turpitude, sexual offense, drug distribution, or **M.Litt./MFA Research $75 physical injury *Requirement for Continuing Enrollment Degree-seeking M.Litt./MFA students are required to Procedures for Moving from Conditional to Full remain enrolled continuously from the date of their Admission Status initial registration for courses until completion of the The program director will monitor the progress of degree. A student who does not enroll in new work in conditional students, reporting to the M.Litt./MFA any semester including the summer session must pay Student Status Committee on conditional students’ a re-enrollment fee of $50. All enrolled students and progress at the end of each semester. Within two those who have paid the re-enrollment fee are eligible weeks of that review, the director will inform to use college facilities and to receive such services as students, in writing, of the committee’s recommen- advising, Learning Skills and Writing Center assistance, dations regarding their status: continue their status, and career counseling. admit to full degree-seeking status, request student withdraw from program. **M.Litt./MFA Research M.Litt. and MFA students completing their project TRANSFER CREDIT or dissertation after the completion of other courses A student may present no more than six semester (including REN 700 and REN 800) must maintain hours of graduate credit for transfer on approval by their enrollment by registering for REN 701 or REN the program director, who grants that approval on a 801, (M.Litt. and/or MFA research) during each case by case basis. Courses may be presented only if additional semester. They are eligible to use college graded “B” or better. Transfer credit is awarded only if facilities and to receive the same services as enrolled ALL the following conditions are met: and re-enrolled students. • The M.Litt./MFA director determines on the basis of catalog and course materials submitted by

MASTER OF LETTERS/MASTER OF FINE ARTS IN SHAKESPEARE AND RENAISSANCE LITERATURE IN PERFORMANCE 201 AID FOR WHICH M.LITT./MFA STUDENTS MAY QUALIFY (Subject to approval and funding by federal and state agencies)

Enrollment Repayment Type of Aid Status Required How to Apply and Comments Virginia TAG full-time none Special TAG application to college by (state) July 31 prior to entrance. Not need based.

Subsidized Stafford Loan full-time monetary Apply through college. Borrow from lender. (federal) half-time repayment Need based.

Unsubsidized Stafford Loan full-time monetary Apply through college. Borrow from lender. (federal) half-time repayment Not need based.

A small number of awards is also available through a Carpenter Foundation grant.

FINANCIAL AID by the graduate faculty, who determine the date at Mary Baldwin makes every effort to assist students which amended policies become effective. who need to obtain funding for education. Students The completion requirements for each student are should contact the Office of Financial Aid and Student those in effect on the date of first enrollment as a Campus Employment at the time of application. degree-seeking student. Aid sources are available for full-time (nine semester Students are required to report address and telephone hours) study. Limited funds are available for half-time number changes to the registrar and to the program director. (six semester hours) study. (See M.Litt./MFA aid chart.) To qualify for aid, students must be accepted in EXEMPTION FROM POLICY the degree program (not special students), meet regis- Students may petition for exemption from academic tration deadlines each semester, and make satisfactory policies. The request form includes the recommendation academic progress in the work attempted. Aid is of the student’s advisor. Petitions are granted only for awarded pending approvals of federal and state agencies. cause, and only with the approval of the M.Litt./MFA Faculty Educational Policy ORIENTATION Committee. A petition for exemption from or modifi- Students are required to participate in an orientation cation of a completion requirement may be granted prior to enrollment. New students receive notice of only by the M.Litt./ MFA faculty and director. the orientation date in their admission letters. SEQUENCE OF COURSES TIME LIMIT FOR COMPLETION Each graduate student’s advisor recommends a Students seeking the M.Litt. degree are required to sequence of courses which takes into account the complete the program within 5 1/2 calendar years from student’s preparation and educational needs. the date of initial registration; the limit for the MFA degree is seven years from the date of initial registration. COURSE ENROLLMENT PRIORITIES M.Litt./MFA students are enrolled in courses according ACADEMIC POLICIES to the following priorities: candidates for the M.Litt. or Academic policies applicable to M.Litt. and MFA MFA degree first, followed by fully-admitted degree- students are published in this catalog. Other statements seeking M.Litt./MFA students, conditional students, of program policies are maintained in the program and special students. director’s office. Policies may be amended at any time

202 MASTER OF LETTERS/MASTER OF FINE ARTS IN SHAKESPEARE AND RENAISSANCE LITERATURE IN PERFORMANCE GRADING ommendation of the instructor and the approval of The grading symbols used by the college’s the program director and the dean of the college. M.Litt./MFA program are: Work must be completed by the end of the next A distinguished semester. In unusual circumstances, such as prolonged A- excellent illness, the program director and dean may extend the B+ very good time. If the work is not completed within the time B good specified when the Incomplete is granted, or within B- competent the explicitly authorized extended time, a grade of “F” C minimum passing will be recorded. F failing Students requesting a grade change must make such requests initially to the instructor of the course. Grade point equivalents are as follows: Students must initiate the grade change request/contest A = 4.0 within one week of the distribution of the official A- = 3.7 grade report for the course. The instructor will then B+ = 3.3 communicate in writing a recommendation to the B = 3.0 M.Litt./MFA program director and the registrar. This B- = 2.7 procedure must be completed by the end of the C = 2.0 semester following the semester in which the course F=0 was taken. If a student wishes to contest a grade, the A minimum 3.0 GPA is required to graduate from reasons must be submitted in writing to the program the M.Litt./MFA program. director and the dean of the college. A committee The grade point average is determined by dividing consisting of the dean, program director, instructor the total grade points earned by the total semester whose grade is being contested, and two other graduate hours credit attempted in the M.Litt./MFA program. faculty members will review the case and approve or Transfer courses are not included in the GPA. disapprove the change. Students must maintain a cumulative GPA of 3.0 Official grade reports, including cumulative averages, or higher in M.Litt./MFA work to remain in good will be distributed after the conclusion of the fall standing and to graduate from the program. No more semester and the May Term, and at the conclusion of than one “C” may be counted on the student’s the Summer Session. The report distributed following records. To maintain degree-seeking status in the the May Term will include work completed during program, students must repeat any other courses in the spring semester. which they receive a grade of “C” or lower. The original grade is not removed from the permanent ADD-DROP PROCEDURES record, but the lower grade is removed from the GPA A graduate student may drop a course without penalty calculation. Repeated work must be done at MBC. prior to the third meeting of the class. For a one-week intensive course, or classes that meet once weekly or Examinations, Incomplete, Grade Reports, Grade less often, the deadline is prior to the second meeting Changes of the class. A course may be dropped for medical or The determination of whether students will be providential reasons at any time, upon approval of the required to take final examinations is the sole director. The program director in consultation with province of the instructor of each course. Similarly, the instructor will determine the student’s final course the instructor will determine when and the circum- grade when the course is dropped after the official stances under which the examination is to be com- drop period. pleted, as well as the weight of the examination in A student may add a course prior to the second determining course grades. These guidelines as well as meeting of the course, or at any time with the per- other course requirements will be provided to students mission of the instructor. in the course syllabus at the first class meeting of the Tuition refunds will be consistent with the proration course. policy explained in this catalog. A temporary symbol of “I” (for Incomplete) may be given at the end of a course if, for reasons beyond AUDITING COURSES the student’s control, the student is unable to complete Audits are not available in the M.Litt./MFA program. the work. An incomplete will be given upon the rec-

MASTER OF LETTERS/MASTER OF FINE ARTS IN SHAKESPEARE AND RENAISSANCE LITERATURE IN PERFORMANCE 203 ADVISING director no later than the beginning of the semester Each M.Litt./MFA student is assigned an advisor who following the candidacy review. is a member of the graduate faculty. The advisor Students rejected for candidacy will be advised assists the student in course selection and in enrolling regarding their further enrollment in the program. in the final project. The advisor reviews academic Students who expect to complete the M.Litt. progress and performance and may make recommen- degree within the following semester may apply to the dations concerning a student’s status to graduate M.Litt./MFA Student Status Committee for approval faculty and administration on request or as necessary. to continue study toward the MFA.

ACADEMIC PROGRESS FINAL PROJECT AND THESIS PROPOSALS Degree-seeking M.Litt./MFA students are required to AND ENROLLMENT maintain a 3.0 GPA. A student whose GPA falls Students may enroll in the final project or thesis below 3.0 at the end of any semester is placed on when they have completed at least 21 semester hours of warning. At the end of the second semester during course work toward the M.Litt. degree or 45 semester which a student’s GPA is below 3.0, the student’s hours toward the MFA and when the project or thesis record is reviewed by the M.Litt./MFA Student Status has been approved by the following process: Committee, which may place the student on proba- • Students who expect to complete the required tion for a stated period, attach conditions to the credits within the following semester should consult probation, or dismiss the student. To be removed faculty as to an appropriate final project or thesis from probation or to complete the degree, a student and complete a formal proposal for the work to be must fulfill any conditions attached to the probation. accomplished and the credit to be granted, A student who has been dismissed for academic according to standards published by the program reasons may, after one calendar year, reapply for director. The proposal must be approved by a admission to the degree program. The M.Litt./MFA faculty member who will direct the student’s work Student Status Committee will review the student’s and by the program director before the student application for readmission, the applicant’s previous may enroll for the work. performance, and the reasons for dismissal; the • Once a graduate student is completing a final committee may request additional information from project or has completed all required course credits the applicant and his/her references, and from other needed for the degree and all other degree require- relevant professional and educational sources. The ments except the submission of the project or thesis, M.Litt./MFA Student Status Committee’s decision the student must maintain enrollment during the will be communicated to the applicant. fall and spring semesters by registering for M.Litt. Research or MFA Research. All students, including REVIEWS OF PROGRESS students enrolled in “continuing” work, must be To determine whether students are making satisfactory registered in the semester in which the degree is progress toward the M.Litt./MFA, the M.Litt./MFA officially awarded. Continuing registration is Student Status Committee reviews each student who required for summer term only if the degree is has completed 18 semester hours in the program. The awarded at the conclusion of that term. Students committee determines whether each student should in continuing status are considered full-time. be admitted to candidacy, admitted with conditions, or rejected for candidacy. APPLICATION FOR GRADUATION Students who meet the following standards will Students who expect to complete degree requirements be admitted to candidacy for the M.Litt. degree must be enrolled in the semester or summer term in automatically: which they intend to graduate. They must apply for • Total GPA of 3.3 graduation to the M.Litt./MFA program director by • No course grade lower than 3.0 the end of the second week of the term in which they Each student who is admitted to candidacy with expect to graduate. conditions must meet with her/his advisor and design a plan for remediation or otherwise addressing the conditions. The plan, together with a timeline for completing it, must be presented to the program

204 MASTER OF LETTERS/MASTER OF FINE ARTS IN SHAKESPEARE AND RENAISSANCE LITERATURE IN PERFORMANCE HONOR SYSTEM Progress toward the degree normally consists of a The provisions of the college’s Honor System apply to minimum of nine hours per year. Students receiving M.Litt./MFA students. Students are responsible for financial aid should ensure that they maintain the understanding the provisions of the Honor System minimum requirements for aid (usually at least nine and for seeking information from professors as to the hours per semester). application of the Honor Code to course activities. COURSE REQUIREMENTS: M. LITT. COPYRIGHT POLICY For each concentration the following core courses The college enforces all provisions of copyright law. are required: Students are responsible for informing themselves of REN 500 Shakespeare 6 s.h. the law, particularly with respect to copying. REN 510 Drama Texts 3 s.h. REN 520 Shakespeare’s History 3 s.h. RESEARCH ON HUMAN SUBJECTS REN 530 Verse, Text, and Performance 3 s.h. Federal, state, and college policies regarding research REN 540 The Elizabethan Stage in on human subjects apply to all research involving Theatre History 3 s.h. MBC students, faculty, or staff as researchers or as Total Core 18 s.h. subjects, including research undertaken in the M.Litt./MFA program. Additional Requirements for the Degree: Courses in a specific concentration: 9 s.h. Courses in an outside concentration 3 s.h. CONTACT HOURS Individually designed project with The syllabus of each graduate course includes a written and practical components 3 s.h. schedule of class contact hours required. The syllabus (The final project may be expanded to six semester includes goals, requirements, assignments, and atten- hours) dance and grading policies. Total 33 s.h. (36 s.h.) MORAL AND ETHICAL RESPONSIBILITY MAT students may not engage in behaviors or actions Acting Concentration that endanger themselves or others, either while on Required Core: MBC’s property or while engaged in a program or REN 555 Acting: Voice and Accent 3 s.h. activity connected with the college and/or its programs. REN 556 Acting: Movement and Dance 3 s.h. Students are required to comply with professional Total Acting Core 6 s.h. standards of schools in which they engage in research, Electives: interning, or teaching, or other activities connected REN 601 Music 3 s.h. with the college and/or its programs. REN 602 Studies in Art and Architecture 3 s.h. REN 640 Combat 3 s.h. CODE OF CONDUCT REN 660 Advanced Acting for the The provisions of the college’s Code of Conduct apply Elizabethan Stage* 3 s.h. to M.Litt./MFA students. REN 665 Careers in the Professional Theatre* 3 s.h. DEGREE REQUIREMENTS REN 686 Clown 3 s.h. • M.Litt. — Minimum of 33 hours *REN 660 (Advanced Acting) and REN 665 (Careers Concentrations in: in the Professional Theatre) are required for the MFA – Acting with a concentration in acting. – Directing – Teaching Directing Concentration • MFA — Minimum of 63 hours (including the Required Core: M.Litt.) REN 553 Directing I 3 s.h. Concentrations in: REN 554 Shakespeare’s Theatre 3 s.h. – Acting Total Directing Core 6 s.h. – Directing

MASTER OF LETTERS/MASTER OF FINE ARTS IN SHAKESPEARE AND RENAISSANCE LITERATURE IN PERFORMANCE 205 Electives: Concentrations: REN 601 Music 3 s.h. REN 551 Classroom Staging REN 602 Studies in Art and Architecture 3 s.h. (Teaching Core) 3 s.h. REN 620 Audience Studies 3 s.h. REN 552 Technology and Distance REN 630 Design and Choreography 3 s.h. Learning (Teaching Core) 1 s.h. REN 650 Directing II** 3 s.h. REN 553 Directing I (Directing Core) 3 s.h. REN 682 Playwriting 3 s.h. REN 554 Shakespeare’s Theatre **REN 650 (Directing II) is required for the MFA (Directing Core) 3 s.h. with a concentration in directing. REN 555 Acting: Voice and Accent (Acting Core) 3 s.h. Teaching Concentration REN 556 Acting: Movement and Dance Required Core: (Acting Core) 3 s.h. REN 551 Classroom Staging 3 s.h. Electives: REN 512 Technology and Distance REN 601 Music 3 s.h. Learning*** 1 s.h. REN 602 Studies in Art and Architecture Total Teaching Core 4 s.h. in Renaissance England 3 s.h. ***Since 512 is required, those pursuing the M.Litt. REN 612 SOL course 1 s.h. with a Concentration in Teaching will complete 34 REN 620 Audience Studies 3 s.h. hours, not 33. REN 630 Design and Choreography Electives: for the Renaissance Stage 3 s.h. REN 553 Directing I 3 s.h. REN 640 Combat 3 s.h. REN 554 Shakespeare’s Theatre 3 s.h. REN 650 Directing II 3 s.h. REN 601 Music 3 s.h. REN 660 Advanced Acting for the REN 602 Studies in Art and Architecture 3 s.h. Elizabethan Stage 3 s.h. REN 612 Shakespearean Drama and REN 665 Careers in the Professional National SOL 1 s.h. Theatre 3 s.h. REN 680 Gender on the Elizabethan REN 680 Gender on the Elizabethan and Jacobean Stage 3 s.h. and Jacobean Stage 3 s.h. REN 682 Playwriting 3 s.h. REQUIREMENTS FOR THE MFA REN 686 Clown 3 s.h. Courses in a specific concentration 12 s.h. REN 700 Final Project for the M.Litt. 3–6 s.h. Courses in an outside concentration 6 s.h. REN 701 M.Litt. Research**** Internship 3–9 s.h. REN 800 Final Project for the MFA 3 s.h. Thesis and defense 3 s.h. REN 801 MFA Research**** Free electives are required to a minimum total of Internships Variable Credit 63 credits. ****M.Litt. and MFA students completing research for REN 660 (Advanced Acting) and REN 665 (Careers in their project or dissertation after the completion of other the Professional Theatre) are required for the MFA with course requirements (including REN 700 and REN 800), a concentration in acting. REN 650 (Directing II) is must maintain their enrollment by registering for REN required for the MFA with a concentration in directing. 701 and REN 801 during each additional semester.

SHAKESPEARE AND RENAISSANCE COURSE DESCRIPTIONS LITERATURE IN PERFORMANCE COURSES REN 500 Shakespeare Core Courses: (6 s.h.) REN 500 Shakespeare 6 s.h. This is a course designed to make all holders of the REN 510 Drama Texts 3 s.h. degree fully conversant with the fundamentals of REN 520 Shakespeare’s History 3 s.h. Shakespeare, including the major themes and narratives REN 530 Verse, Text, and Performance 3 s.h. of his plays and poems, the basics of prosody, REN 540 The Elizabethan Stage in Elizabethan staging, the main issues of textual trans- Theatre History 3 s.h mission, and the facts surrounding the life of the author. Required for each concentration.

206 MASTER OF LETTERS/MASTER OF FINE ARTS IN SHAKESPEARE AND RENAISSANCE LITERATURE IN PERFORMANCE REN 510 Drama Texts The course will offer future teachers both theoretical (3 s.h.) and practical knowledge of how students learn This course provides an in-depth study of the way a through performance, their own and others’. Required script evolves. Students will look at the history of for the teaching concentration. play-writing and play-making to understand how the plays are written. Students will learn how to read both REN 552 Technology and Distance Learning explicit and implicit stage directions, and how play- (1 s.h.) wrights organize their scene structures and cast their This course addresses the possibilities of distance plays. Although emphasis will be on plays from the teaching. The course is designed to put technology at English Renaissance, the course will include classic the service of future teachers, who will learn how to Greek and Roman plays, works from the Commedia construct projects and curricula in Shakespeare that dell’arte, the Spanish Golden Age, Moliere and engage students via the computer, and how best to Racine, 19th-century melodramas, improv works, and work video versions of the plays and the period into a film and TV screenplays. Required for each concentration. lesson plan. Required for the teaching concentration.

REN 520 Shakespeare’s History REN 553 Directing I (3 s.h.) (3 s.h.) This course looks at the history of England with an This course explores the principles and practice of emphasis on the period covered by Shakespeare’s history directing actors. It covers: developing a vision for the plays and on Shakespeare’s own era. Special attention play that frees rather than inhibits the genius of the will go to the social, artistic, political, religious, and text; balancing an actor’s art with a director’s vision; economic forces that shaped the growth of and helping actors to find, nourish, and sustain their Elizabethan drama. Required for each concentration. own interpretations of their work. The course also deals with such practical issues as casting, blocking, REN 530 Verse, Text, and Performance scheduling, and running rehearsals. Required for the (3 s.h.) directing concentration. This course examines the verbal tools which Shakespeare and his fellow playwrights used to convey REN 554 Shakespeare’s Theatre meaning to an audience. Students will study the (3 s.h.) mechanics of scanning verse before exploring in detail This course provides an in-depth look at the archi- the ways in which these playwrights used verse forms, tecture and theatrical conventions of Shakespeare’s meter, and rhyme to guide actors and directors. The theatre. Among the subjects to be covered will be the course will pay special attention to early modern architecture and design of theatre spaces, the organi- English vocabulary and the poetic fashions, and their zation of the acting companies, acting conventions, connection to contemporary English. Students will the composition and configurations of audiences, and learn to read both explicit and implicit stage directions the pacing and presentation of plays. Required for the in the text. Required for each concentration. directing concentration.

REN 540 The Elizabethan Stage in Theatre REN 555 Acting: Voice and Accent History (3 s.h.) (3 s.h.) This course teaches future actors how to get the most This course is a comparative study of the history of range, power, and endurance out of their vocal instru- the world’s stages, but will stress the architecture, ments. Students will learn how to adjust their voices for organization, economics, and customs of the a variety of acoustic conditions, how to conserve the Elizabethan and Jacobean theatres. Required for each breath during long speeches, and how to alter their concentration. voices for the purposes of playing a different age, gender, or regional or other accent. The course pays special REN 551 Classroom Staging attention to the demands of challenging acoustics and (3 s.h.) competing sound, and to the maintenance of healthy This course concentrates on ways to teach dramatic voices. The course will also include work in choosing literature, particularly Shakespeare, through perform- and using American accents that carry connotations ance in class. Students will learn how to turn a class- approximating the British accents in Shakespeare’s room into a laboratory for the exploration of a play. works. Required for the acting concentration. MASTER OF LETTERS/MASTER OF FINE ARTS IN SHAKESPEARE AND RENAISSANCE LITERATURE IN PERFORMANCE 207 REN 556 Acting: Movement and Dance directors will get practical experience in the care and (3 s.h.) handling of audiences. This course teaches students how to use their bodies on stage. Students learn how posture and stance REN 630 Design and Choreography for the communicate character to an audience. They learn Renaissance Stage exercises to promote agility and flexibility. The course 3 (s.h.) will also teach students the fundamentals of a variety This course looks at the ways that directors — without of Renaissance dances and give them a basic repertory sets — can use blocking, movement, props, and of equivalent modern dance steps. Required for the costumes to make the stage visually arresting. Special acting concentration. attention will be given to the stage pictures that Shakespeare and his contemporaries write into the REN 590, 690 Directed Inquiry plays. Students also consider the ways in which crowd (Credit varies) scenes, balcony scenes, etc., can provide visual variety. Prerequisite: approval of the director Inquiry directed by a faculty member on a topic rele- REN 640 Combat vant to the program and the student’s special interests. (3 s.h.) Strongly recommended for all students in the semester This course is designed to train and certify students in prior to their M.Litt. or MFA projects. stage violence and combat. Students will learn how to simulate fights and deaths on stage, how to give and REN 601 Music receive stage blows, and how to use a variety of (3 s.h.) weapons in stage combat. The course also looks at a This course looks at the music and the musical instru- variety of approaches to stage violence, from the ments of Shakespeare’s England and Shakespeare’s simulation of realistic violence to stylized and comic plays. Students also learn to choose appropriate music violence. Above all, the course will teach safety in for classroom or stage presentations. stage violence. There is a supplemental fee for optional certification. REN 602 Studies in Art and Architecture in Renaissance England REN 650 Directing II (3 s.h.) (3 s.h.) An in-depth examination of selected art and issues of Further explores the art of directing with emphasis on the Renaissance period. (See course offerings for the Elizabethan stage, culminating in practical specific subject to be offered each semester.) Focus is experience before an audience. Required for the MFA placed on the art of the court, palace, and manor with a directing concentration. house design. REN 660 Advanced Acting: Acting to a Visible REN 612 Shakespeare and Drama and the Audience Virginia Standards of Learning (3 s.h.) (1 s.h.) Program faculty with drama and Shakespeare This course continues the work normally covered in training from Shenandoah Shakespeare an acting class, but stresses acting for the This course prepares Virginia’s future teachers to Shakespearean stage. Students experiment with the make the SOL requirements an integral part of their range of acting techniques from the most traditional presentations on Shakespeare and Elizabethan drama. to the most contemporary, but always with a view to the architecture and audience environment of REN 620 Audience Studies Shakespeare’s theatre. This course includes scene work (3 s.h.) culminating in practical experience before an audience. This course explores the relationship between audi- Required for the MFA with an acting concentration. ences and performance. The course looks in unique depth at the psychology of audiences, at an audience’s REN 665 Careers in the Professional Theatre needs and expectations, at the ways in which drama- (3 s.h.) tists include (or exclude) an audience, and at the uses A course focusing on the organization and working (and abuses) of a visible audience. Using the resources conditions of the professional theatre and practical of the Shenandoah stage and performances, prospective skills for those seeking careers in teaching or the

208 MASTER OF LETTERS/MASTER OF FINE ARTS IN SHAKESPEARE AND RENAISSANCE LITERATURE IN PERFORMANCE professional theatre: auditioning and interviewing REN 686 Clown techniques, unions, resume writing, and other skills (3 s.h.) required to apply. Required for the MFA with an acting This course teaches students the fundamentals of concentration. physical comedy and mime. Students learn the traditions of clowning from all periods, with emphasis on REN 680 Gender on the Elizabethan Stage the techniques that today’s clowns share with those (3 s.h.) from Shakespeare’s period. Included in the course is This course looks at the English Renaissance practice work on costume, dance, make-up, and props. of casting boys and men in women’s roles. Students look not only at the practical features of this conven- REN 700 Final Project for the M.Litt. tion, but also the implications of such casting for (3–6 s.h.) notions about gender and sexuality. This course also Strongly recommended prerequisite: REN 590 explores the consequences of modern and traditional Individually designed project with written and staging for meaning in the works of Shakespeare and practical components. his contemporaries. REN 800 Final Project for the MFA REN 682 Playwriting (3 s.h.) (3 s.h.) Strongly recommended prerequisite: REN 690 This course is designed to give students practical Individually designed thesis and defense. experience in creating plays for the Shakespearean stage. Students adapt play scripts for production, create REN 701, 801 Research their own plays, and collaborate with other writers M.Litt. and MFA students continuing their project or and actors on a joint production. This course puts a thesis after fulfilling all other course requirements premium on creating works quickly and on using the (including REN 700 and REN 800) must maintain Blackfriars stage and audience to the greatest advantage. their enrollment by registering for REN 701 or REN 801 for each additional semester until completing the degree.

Internships (Credit varies)

MASTER OF LETTERS/MASTER OF FINE ARTS IN SHAKESPEARE AND RENAISSANCE LITERATURE IN PERFORMANCE 209 PERSONNEL BOARD OF TRUSTEES 2003–2008 CLAIRE LEWIS ARNOLD ’69, Chair LOUISE R. McNAMEE ’70, Vice Chair CYNTHIA LUCK HAW ’79, Secretary

CLASS OF 2004 CLASS OF 2007 CLAIRE LEWIS ARNOLD ’69 SALLY ARMSTRONG BINGLEY ’60 Atlanta, Georgia Richmond, Virginia LINDA DOLLY HAMMACK ’62 NANCY P. DAHL ’56 Fairfax, Virginia Staunton, Virginia LOUISE R. McNAMEE ’70 RICHARD GILLIAM London, England Keswick, Virginia MARGARET POLLARD REA ’46 ELIZABETH N. MASON ’69 Sewickley, Pennsylvania Norfolk, Virginia H.B. ROBERTS JR. SUSAN A. McLAUGHLIN Charlottesville, Virginia Atlanta, Georgia SAMUEL R. SPENCER JR. MICHAEL W. TERRY Davidson, North Carolina Midlothian, Virginia JOHN H. WOODFIN AREMITA R. WATSON Richmond, Virginia Silver Spring, Maryland

CLASS OF 2005 CLASS OF 2008 CHARLOTTE J. BERRY ’51 CHARLES T. BASKERVILL Columbia, South Carolina Petersburg, Virginia ALEXANDER HAMILTON IV H. C. STUART COCHRAN Richmond, Virginia Staunton, Virginia KAREN EMMET HUNT ’80 JOHNIE DAVIS St. Petersburg, Florida Cincinnati, Ohio MARGARET E. McDERMID ’95 CAROL EMORY ’65 Richmond, Virginia West Linn, Oregon MARY POOL MURRAY RUTH BELL GRAHAM ’00 Vero Beach, Florida Waynesboro, Virginia HUNT SHUFORD CYNTHIA LUCK HAW ’79 Hickory, North Carolina Richmond, Virginia WELLFORD L. SANDERS JR. CLASS OF 2006 Richmond, Virginia BEVERLY ESTES BATES ’64 Richmond, Virginia SUE WARFIELD CAPLES ’60 Williamsburg, Virginia BERTIE DEMING HEINER Charlottesville, Virginia MOLLY FETTERMAN HELD ’76 Clinton, North Carolina JAMES D. LOTT Staunton, Virginia MICHAEL J. RAPIER New Orleans, Louisiana

210 BOARD OF TRUSTEES 2003–2008 TRUSTEES EMERITI FACULTY AND STAFF EMERITI JUSTICE GEORGE M. COCHRAN ACADEMIC OFFICERS EMERITI Staunton, Virginia ALFRED L. BOOTH (1965–1984) MARGARET HUNT HILL ’37 Registrar and Director of Institutional Research Emeritus; Dallas, Texas B.S., U.S. Naval Academy; M.A.T., Duke University; ANNA KATE HIPP ’63 Baldwin-Wallace College; NATO College, Paris. Greenville, South Carolina DANE J. COX (1977–1997) MARGARET HERSCHER HITCHMAN ’40 Vice President Emeritus for Business and Finance; Charleston, West Virginia B.A., Harper College/SUNY; M.S., Ph.D., Cornell CAROLINE ROSE HUNT ’43 University. Dallas, Texas MARTHA S. GRAFTON (1930–1971) LOUISE FOWLKES KEGLEY ’54 Dean Emerita of the College and Professor Emerita of Roanoke, Virginia Sociology; B.A., Agnes Scott College; M.A., W. L. LEMMON Northwestern University; D.H.L., Mary Baldwin Marion, Virginia College. CHARLES S. LUCK III JAMES D. LOTT (1964–2001) Crozier, Virginia Dean Emeritus of the College and Professor Emeritus of FRANK C. MARTIN JR. English; B.A., University of Tennessee; M.A., Roanoke, Virginia Vanderbilt University; Ph.D., University of Wisconsin. H. P. McNEAL CYNTHIA H. TYSON (1985–2003) Virginia Beach, Virginia President Emerita and Professor Emerita of English; KENNETH A. RANDALL B.A., M.A., Ph.D., University of Leeds, Leeds, Williamsburg, Virginia England. BERTIE DEMING SMITH ’46 Alexandria, Louisiana FACULTY EMERITI MILDRED TEER ’44 DAVID M. CARY (1971–2000) Durham, North Carolina Professor Emeritus of Sociology; B.S., M.S., University BETTY NEISLER TIMBERLAKE ’45 of Wisconsin; Ph.D., University of Minnesota. Lake Waccamaw, North Carolina MARJORIE B. CHAMBERS (1962–1984) Professor Emerita of Religion and Philosophy; B.A., Drew University; B.D., Drew Theological Seminary; CHIEF ACADEMIC OFFICERS M.A., Ph.D., Yale University; University of Goettingen. FLETCHER COLLINS JR. (1946–1977) PAMELA FOX (2003) Professor Emeritus of Theatre; Ph.B., Ph.D., Yale President; B.A., M.A., Ph.D., University of University. Cincinnati, College Conservatory of Music. ULYSSE DESPORTES (1962–1987) JEFFREY L. BULLER (2001) Professor Emeritus of Art; B.F.A., Richmond Vice President for Academic Affairs and Dean of the Professional Institute of the College of William and College, Professor of History; B.A., University of Notre Mary; Doctorat del Université ’de Paris. Dame; M.A., Ph.D., University of Wisconsin, MARY T. ECHOLS (1968–1991) Madison. Professor Emerita of Art; B.A., George Washington LEWIS D. ASKEGAARD (1983) University; M.A., University of Southern California; Dean of Institutional Research, Associate Dean of the Ph.D., University of Virginia. College and Registrar; B.A., M.Ed., Ph.D., University BARBARA F. ELY (1961–1993) of Virginia. Professor Emerita of Spanish; B.A., Blue Mountain College; M.A., Middlebury College; Ph.D., Tulane University; University of Madrid; University of Barcelona. DIANE M. GANIERE (1982–2001) Professor Emerita of Psychology (Adult Degree Program); B.A., Mount Mary College; M.S., Ph.D., University of Wisconsin. TRUSTEES EMERITI/CHIEF ACADEMIC OFFICERS/FACULTY AND STAFF EMERITI 211 JOSEPH M. GARRISON JR. (1965–2000) FRANK R. PANCAKE (1969–1979) Professor Emeritus of English; B.A., Davidson College; Associate Professor Emeritus of Political Science; B.A., M.A., Ph.D., Duke University. Virginia Military Institute; M.A., George Washington ROBBINS L. GATES (1965–1987) University; Washington and Lee University; National Professor Emeritus of Political Science; B.A., War College; Ph.D., University of Virginia. Washington and Lee University; A.M., Ph.D., JAMES B. PATRICK (1967–1992) Columbia University. Professor Emeritus of Chemistry and former holder of BONNIE M. HOHN (1966–2003) the Caroline Rose Hunt Distinguished Chair in the Associate Professor Emerita of Biology; B.A., Ohio Natural Sciences; B.S., Massachusetts Institute of Wesleyan University; M.S., University of Minnesota; Technology; Ph.D., Harvard University. Duke University; Central Michigan University; Blue MARGARET F. PINKSTON (1976–1989) Ridge Community College; University of Virginia. Associate Professor Emerita of Biochemistry; B.A., MARY E. HUMPHREYS (1943–1968) Brooklyn College; Ph.D., City University of New York. Professor Emerita of Biology; B.A., Western Maryland WILLIAM C. POLLARD (1977–1992) College; M.A., Ph.D., Duke University. College Librarian Emeritus; B.A., University of North MARY D. IRVING (1966–1991) Carolina; M.A., Florida State University. Professor Emerita of Education; B.S.Ed., University of LILLIAN RUDESEAL (1938–1972) Virginia; M.Ed., Columbia University; Ed.D., Associate Professor Emerita of Economics; B.A., Boston University. Bowling Green College of Commerce; Litt. M., BETTY M. KEGLEY (1960–1998) University of Pittsburgh; University of North Professor Emerita of Physical and Health Education; Carolina; Emory University. B.S., M.S.Ed., Madison College; Women’s College, ETHEL M. SMEAK (1965–1995) University of North Carolina. Professor Emerita of English and former holder of the JUDY DeL’EAU McMAHON (1985–2003) Margaret Hunt Hill Distinguished Chair in the Associate Professor Emerita of Psychology (Adult Degree Humanities; B.A., Mary Baldwin College; M.A., Program); B.S., University of Washington; M.A., Ph.D., Vanderbilt University. University of Kentucky; Ph.D., Southern Illinois O. ASHTON TRICE JR. (1949–1986) University at Carbondale. Professor Emeritus of Psychology; B.S., M.A., Ph.D., JOHN F. MEHNER (1963–1986) University of Virginia. Professor Emeritus of Biology; B.S., Grove City GWENDOLYN E. WALSH (1962–1990) College; M.S., University of Pittsburgh; Ph.D., Associate Professor Emerita of Physical Education; Michigan State University. B.S.Ed., Tufts College; Diploma, Bouvé-Boston PATRICIA H. MENK (1952–1981) School; M.Ed., University of Virginia. Professor Emerita of History; B.A., Florida State College ROBERT J. WEISS (1968–2002) for Women; M.A., Ph.D., University of Virginia. Professor Emeritus of Mathematics; B.A., LaVerne DOROTHY M. MULBERRY (1958–1994) College; M.A., Ph.D., University of California at Professor Emerita of Spanish; B.S., Miami University; Los Angeles; University of Virginia. M.A., University of North Carolina; University of WILLIAM J. WINTER (1985–2000) Kansas; Middlebury College; University of Santiago Assistant Professor Emeritus of Computer Science; B.S., de Compostela; International University of West Texas University; M.B.A., Tulane University. Menendez y Pelayo; University of Madrid. GORDON C. PAGE (1949–1979) Professor Emeritus of Music; B.A., Dakota Wesleyan College; M.A., University of Virginia; pupil of Shari de Lys, Boston, Massachusetts.

212 FACULTY AND STAFF EMERITI MBC FACULTY 2003–2004 ❖MARY HILL COLE (1987) Professor of History; B.A., James Madison University; ❖ Graduate faculty member M.A., Ph.D., University of Virginia. * Faculty on sabbatical PAUL D. DEEBLE (2003) Leave of Absence Assistant Professor of Biology; B.S., Pennsylvania State University; Ph.D., University of Virginia. ❖ANN FIELD ALEXANDER (1989) ❖*AMY McCORMICK DIDUCH (1995) Professor of History (Adult Degree Program); B.A., Mary Associate Professor of Economics; B.A., College of Baldwin College; M.A., Ph.D., Duke University. William and Mary; M.A., Ph.D., Harvard University. ROBERT T. ALLEN III (1982) ❖JEAN MARIE DONOVAN (1992) Associate Professor of Music; B.A., M.M., University Associate Professor of Political Science/HCA (Adult of North Carolina; M.A., Cornell University; Ph.D., Degree Program); B.A., Wheaton College; M.S.N., University of Michigan. Pace University; M.A.P.A., Ph.D., University of ❖ANDREAS S. ANASTASIOU (2000) Virginia. Assistant Professor of Psychology; B.A., Lock Haven ❖*KAREN DORGAN (1994) University; M.A., Ph.D., University of Pittsburgh. Associate Professor of Education (Adult Degree Program); ALICE R. ARAUJO (1997) B.A., M.A., College of William and Mary; Ed.D., Assistant Professor of Communication; B.A., Allegheny University of Virginia. College; M.A., Miami University; Ph.D., University BRUCE R. DORRIES (2000) of Kansas. Assistant Professor of Communication; B.A., Baylor *IVY ARBULÚ (1995) University; M.A., Corpus Christi State University; Associate Professor of Spanish; B.A., Pontificia Universidad Ph.D., University of Missouri-Columbia. Católica del Perú; M.A., Ph.D., University of Virginia. CARRIE B. DOUGLASS (1988) BRIAN ARTHUR (2000) Associate Professor of Anthropology/Spanish; B.A., Instructor of Computer Information Systems; B.A., Mary University of Nebraska; M.A., Ph.D., University Baldwin College; M.S., James Madison University. of Virginia. BEVERLY J. ASKEGAARD (1989) *DANIEL W. DOWDY (1993) Director of the Learning Skills Center and Assistant Associate Professor of Business Administration (Adult Professor of Education; B.A., Mary Washington Degree Program); B.A., Lynchburg College; M.B.A., College; M.Ed., University of Virginia. University of Hawaii. SHARON D. BARNES (1997) ANNETTE N. EVANS (1995) Instructor of Music (Adult Degree Program) (part time); Assistant Professor of Philosophy and Religion B.A., M.L.S., Hollins College. (part time); B.A., Southwestern at Memphis (Rhodes KENNETH A. BEALS (2001) College); M.A., University of Arkansas; Ph.D., Assistant Professor of Religion and Philosophy (part time); University of Virginia. B.A., Wittenberg University; Th.M., Th.D., Boston JANET S. EWING (1977) University School of Theology. Associate Professor of Business Administration; B.S., CHADWICK C. BLACKWELL (2002) Virginia Commonwealth University; M.B.A., Emory Instructor of Psychology; B.S., M.Ed., James Madison University; Virginia Commonwealth University. University; Ph.D. candidate, University of Virginia. ❖VIRGINIA R. FRANCISCO (1970) GORDON L. BOWEN (1983) Professor of Theatre and holder of the Margaret Hunt Professor of Political Science; B.A., San José State Hill Distinguished Chair in the Humanities; B.A., University; M.A., Ph.D., University of California at Mary Baldwin College; M.A., University of Virginia; Santa Barbara. Ph.D., Indiana University. PAUL A. CALLO (2003) ❖KATHARINE M. G. FRANZÉN (1991) Assistant Professor of Biology; B.S., M.S., Virginia Assistant Professor of History (part time); M.A., St. Polytechnic Institute and State University; Ph.D., Andrews University; Ph.D., University of Virginia. University of Maryland. LOUISE M. FREEMAN (2000) ❖RALPH A. COHEN (2003) Assistant Professor of Psychology; B.S., Emory University; Professor, M.Litt./MFA Program in Shakespeare and M.A., Ph.D., University of California at Berkeley. Renaissance Literature in Performance and English; A.B., Dartmouth College; M.A., Ph.D., Duke University.

FACULTY 2003–2004 213 VLADIMIR N. GARKOV (1992) ❖ERIC N. JONES (1986) Associate Professor of Chemistry; M.D., Sofia Medical Associate Professor of Biology; B.S., Bucknell University; School, Bulgaria; St. Petersburg Hygiene Medical M.S., Ph.D., Pennsylvania State University. Institute, St. Petersburg; Ph.D., Institute of THOMAS E. KAPLAN (2002) Gastroenterology and Nutrition, Bulgaria. Assistant Professor of Business Administration (Adult ❖D. STEVENS GARLICK (1984) Degree Program); B.S., Ohio Northern University; Professor of German (Adult Degree Program); B.A., M.B.A., Baldwin-Wallace College; Ph.D., Virginia Harvard University; M.A., Ph.D., Stanford University. Commonwealth University. ❖W. MICHAEL GENTRY (1982) LISE KEITER-BROTZMAN (1998) Associate Professor of Mathematics; B.S., M.Ed., Ed.D., Assistant Professor of Music; B.M., Oberlin College and Virginia Polytechnic Institute and State University. Conservatory of Music; M.M., D.M., Indiana University. ❖JAMES E. GILMAN (1984) ❖J. FAY COLLIER KELLE (1997) Professor of Religion and Philosophy; B.A., Seattle Assistant Professor of Education (Master of Arts in Pacific University; M.Div., Denver Theological Teaching Program); B.S., M.A., University of Seminary; M.A., University of Colorado; M. Phil., Oklahoma; Ph.D., Syracuse University. Ph.D., Drew University; Oxford University. KENNETH W. KELLER (1981) ❖SUSAN BLAIR GREEN (1986) Professor of History; A.B., Washington University; Associate Professor of English (Adult Degree Program); M.Phil., Ph.D., Yale University. B.A., Gettysburg College; M.A., Ph.D., University SARAH KENNEDY (2000) of Pennsylvania. Assistant Professor of English; B.A., M.A., Butler ❖ROBERT GROTJOHN (1993) University; Ph.D., Purdue University. Associate Professor of English; B.A., University of CLAIRE T. KENT (1991) Minnesota-Morris; M.A., Ph.D., University of Associate Professor of Business Administration; Wisconsin-Madison. B.B.A., M.B.A., James Madison University. ❖CAROLE C. GROVE (2000) JOHN L. KIBLER III (1981) Professor of Education and Director of Master of Arts Professor of Psychology; B.A., Randolph-Macon in Teaching Program; A.A., Averett College; B.A., College; M.A., University of Richmond; Ph.D., Longwood College; M.Ed., Western Maryland Texas Christian University. College; Ph.D., University of Virginia. JUDY L. KLEIN (1982) ❖ELIZABETH M. HAIRFIELD (1970) Professor of Economics; B.A., The College of William Professor of Chemistry and holder of the Caroline Rose and Mary; M.Sc., London School of Economics and Hunt Distinguished Chair in the Natural Sciences; Political Science; Ph.D., London Guildhall University. B.S., Wheaton College; M. Phil., Bedford College of WILLIAM W. LITTLE (1973) the University of London; Ph.D., Bryn Mawr College. Associate Professor of Social Work; B.S., M.A., East HAMPTON H. HAIRFIELD JR. (1992) Carolina University; M.S.W., Virginia Chemistry Laboratory Instructor (part time); B.S., Commonwealth University; ACSW. University of Virginia. *DUDLEY B. LUCK (1988) ANNE HANGER (2002) Associate Professor of Education (Adult Degree Visiting Professor of Art (part time); B.F.A., M.F.A., Program); B.S., Longwood College; M.Ed., Ed.S., Maryland Institute, College of Art. University of Virginia. ❖JAMES J. HARRINGTON (1983) SARAH H. LUDWIG (1992) Professor of Education (Adult Degree Program and Assistant Professor of Business Administration and Master of Arts in Teaching); B.A., M.A., M.S., Political Science (part time); A.B., Randolph-Macon Jacksonville State University; Ph.D., University of Woman’s College; M.A., J.D., University of Virginia. Alabama. HEATHER E. MACALISTER (2003) ❖MARIA LENA HOBSON (1987) Assistant Professor of Psychology; A.B., Smith College; Assistant Professor of Art; B.F.A., M.A., Ph.D., M.Ed., State University of West Georgia; Ph.D., Virginia Commonwealth University. University of Georgia; Cornell University; Duke ❖SARA NAIR JAMES (1991) University. Associate Professor of Art; A.B., Mary Baldwin SUE MARION (1983) College; M.A., Old Dominion University; Ph.D., Instructor of Art/Education (part time); B.A., Radford University of Virginia. College, M.Ed., Radford University.

214 FACULTY 2003–2004 KATHY McCLEAF (1984) ❖RODERIC L. OWEN (1980) Associate Professor of Physical Education; B.S., M.S., Professor of Philosophy; B.A., College of Wooster; James Madison University; CHES. M.A., Kent State University; Ed.D., College of ❖JAMES C. McCRORY (1985) William and Mary. Professor of Education; B.A., M.Ed., Ed.D., LUNDY H. PENTZ (1980) University of Virginia. Associate Professor of Biology; B.A., Ph.D., Johns ❖ANNE McGOVERN (1986) Hopkins University. Associate Professor of French; B.A., M.A., State ❖PEGGY T. PEROZZO (2001) University of New York at Stony Brook; Ph.D., Assistant Professor of Physics; B.S., University of Vanderbilt University. Wisconsin; M.S., North Texas State University; CATHERINE FERRIS McPHERSON (1993) Ph.D., University of Central Florida. Associate Professor of Business Administration (Adult ED PETKUS JR. (2002) Degree Program); B.A., Mary Baldwin College; Associate Professor of Business Administration; B.S., M.B.A., West Virginia Graduate College. M.B.A., Virginia Polytechnic Institute and State DANIEL A. MÉTRAUX (1983) University; Ph.D., University of Tennessee. Professor of Asian Studies; B.A., Beloit College; MIA, MOLSIE A. PETTY (1985) Ph.D., Columbia University. Assistant Professor of English; B.A., East Carolina KERRY MILLS (2003) University; M.L., M.A., University of South Carolina. Instructor of Art (Adult Degree Program) (part time); BRIAN RICHARD PLANT (1988) B.S., B.F.A., M.A., Virginia Commonwealth Professor of English; B.A., Oklahoma State University. University; A.M., M.F.A., Washington University. CAREY U. MITCHELL (2002) LALLON G. POND (1992) Assistant Professor of Sociology; B.A., Converse Associate Professor of Business Administration (Adult College; M.A., Ph.D., University of Alabama at Degree Program); B.S., University of Georgia; Birmingham. M.B.A., Florida State University. ❖HARRIET R. MORRISON (2002) ❖TODD WILLIAM RISTAU (1998) Assistant Professor of Education (Adult Degree Assistant Professor of Theatre (part time); B.A., Program); B.A., Morgan State University; M.Ed., M.F.A., University of Iowa. Ed.D., University of Virginia. ❖PAUL RYAN (1992) STEVEN A. MOSHER (1989) Associate Professor of Art; B.A., Principia College; Professor of Health Care Administration and Political M.F.A., Virginia Commonwealth University. Science/Director of the Health Care Administration NELSON J. SÁNCHEZ (1999) Program; B.A., M.A., Ph.D., University of South Director of the Language Lab/Instructor of Spanish; Carolina. B.A., Amherst College; M.A., University of Texas at JAMES ALLAN MOYÉ (1995) Austin; Ph.D. candidate, University of Texas at Austin. Director of Communication Studios/Assistant Professor IRENE E. M. SARNELLE (1992) of Communication; B.A., East Carolina University; Assistant Professor of Physical Education; A.A., Los M.F.A., University of New Orleans. Angeles City College; B.A., California State University ❖PAMELA J. RICHARDSON MURRAY (1985) at Los Angeles; M.S., James Madison University. Professor of Education (Adult Degree Program); B.A., JIM R. SCONYERS JR. (2003) University of Illinois; M.Ed., Boston State College; Assistant Professor of Art; B.A., University of North Ph.D., University of Virginia. Carolina at Asheville; M.F.A., Indiana University — ❖LESLEY L. NOVACK (1986) Bloomington. Professor of Psychology; B.A., University of EDWARD A. SCOTT (1990) Massachusetts; M.A., New York University; M.A., Associate Professor of Philosophy; B.A., Slippery Rock Ph.D., University of Virginia. State College; M.A., Ph.D., Duquesne University. JOHN ONG (1989) REGINA M. SEITZ (2000) Associate Professor of Mathematics; B.E., University Assistant Professor of German (part time); M.A., Ph.D., Malaya; M.S., M.A., University of Kansas; M.S., University of Virginia. Virginia Polytechnic Institute and State University; Ph.D., University of Virginia.

FACULTY 2003–2004 215 ❖FRANK R. SOUTHERINGTON (1968) ADJUNCT FACULTY Professor of English, Director of Master of Letters/ MARY KAY ADAMS (2001) Master of Fine Arts in Shakespeare and Renaissance Adjunct Instructor of Music; B.M., M.M., University Literature in Performance Program, and holder of the of Texas. Virginia Worth Gonder Chair in Theatre; B.A., AMY R. ARNOLD (2000) University College, London; B. Litt., D. Phil., Adjunct Assistant Professor of Art; B.F.A., Virginia Magdalen College, Oxford. Commonwealth University; M.F.A., University of ❖THERESA K. SOUTHERINGTON (1977) Washington; Master of Landscape Architecture, Professor of Theatre; B.A., Mary Baldwin College; M.S., University of Virginia. Madison College; M.A., M.F.A., University of CHRISTY BARONGAN (2000) Virginia. Adjunct Assistant Professor of Psychology; B.A., SHARON B. SPALDING (1989) University of Virginia; M.A., Ph.D., Kent State Associate Professor of Physical Education and Exercise University. Specialist for Virginia Women’s Institute for Leadership; PAMELA B. BEASLEY (2003) B.S., James Madison University; M.Ed., University Adjunct Assistant Professor of Music; B.M.E., of Virginia; ACSM Exercise Specialist, (certified). University of Montevallo; M.M., Southwestern DANIEL M. STUHLSATZ (1999) Baptist Theological Seminary. Assistant Professor of Sociology; B.A., Wichita State JACQUELINE S. BISCARDI (2002) University; M.A., University of Wyoming; Ph.D., Adjunct Assistant Professor of Biology; B.S., Virginia University of Virginia. Commonwealth University; Ph.D., University of HATTIE L. TAYLOR (2002) North Carolina at Chapel Hill. Assistant Professor of Social Work; A.S., Pennsylvania SUSAN W. BLACK (2001) State University; B.S., California University of Adjunct Instructor of Music; Gilombardo Music Pennsylvania; M.S.W., University of Pittsburgh. School; University of Minnesota. LAURA A. van ASSENDELFT (1994) TAMARA R. BOXLER (2002) Associate Professor of Political Science; B.A., University Adjunct Instructor of Education; B.A., James Madison of the South; Ph.D., Emory University. University; MAT, Mary Baldwin College. MARTHA J. WALKER (1996) TERRY M. BOYLE (2000) Associate Professor of French/Women’s Studies; A.B., Adjunct Instructor of Education; B.A., Bridgewater Duke University; M.A., University of Virginia; College; James Madison University; University of Ph.D., Harvard University. Virginia; Mary Baldwin College. NOSHUA A. WATSON (2003) GREGORY BROWN (2003) Instructor of Economics; B.A., Mary Baldwin Adjunct Instructor of Music; B.S., City University. College; M.A., Stanford University. KATHARINE L. BROWN (1981) JOHN D. WELLS (1978) Adjunct Professor of History; B.A., Hollins College; Professor of Sociology; B.A., Tusculum College; M.A., Ph.D., Johns Hopkins University. East Tennessee State University; Ph.D., Virginia ALAN K. CHRISTY (1994) Polytechnic Institute and State University. Adjunct Instructor of English; B.A., M.A., Iowa State DEBRA G. WENGER (2001) University. Assistant Professor of Computer Information Systems; SHAY HERRING CLANTON (2000) B.A., Mary Baldwin College; M.B.A., James Adjunct Assistant Professor of Art; B.A., Mary Baldwin Madison University. College; M.F.A., James Madison University. ❖*PATRICIA C. WESTHAFER (1984) PATRICIA W. DAVIS (1992) Professor of Education; B.S., James Madison Adjunct Instructor of Physical Education (Self-Defense); University; M.Ed., Ed.D., University of Virginia. B.A., Mary Baldwin College. REBECCA C. WILLIAMS (1990) ELLA G. EAVERS (2001) Instructor of Mathematics (part time); A.B., Mary Adjunct Instructor of Physical Education; B.S., James Baldwin College; M.Ed., University of Virginia. Madison University; MAT, Mary Baldwin College. JENNIFER FRANK (2001) Adjunct Instructor of Education; B.A., Bridgewater College; MAT, Mary Baldwin College.

216 FACULTY 2003–2004 JULIE E. GEORGE GARKOV (1993) NORIKO OKURA (2001) Adjunct Instructor of Spanish; B.A., Kalamazoo Adjunct Instructor of Japanese; B.A., Doshisha College; M.A., Pennsylvania State University; M.A., Women’s College of Liberal Arts; Certificate, KEC California State University. Japanese Language Institute. BRUCE HIGGINBOTHAM HEMP (1998) CATHERINE B. ORYSCHAK (2002) Adjunct Instructor of Mathematics; B.A., Westhampton Adjunct Instructor of Spanish; B.A., M.S.Ed., Elmira College of the University of Richmond; M.Ed., College; Diploma de Espanol, Ministerio de University of Virginia. Educacion y Ciencias; C.A.S., State University of LINDA G. HEUER (2002) New York at Brockport. Staff Accompanist to the Mary Baldwin Choir and SUSAN M. POLLY (2001) Adjunct Instructor of Music; B.Mus., University of Adjunct Instructor of Theatre; B.A., Longwood Michigan School of Music; M.A., Eastern Michigan College; M.A., James Madison University. University. MICHAEL D. RIDDLE (2001) EILEEN T. HINKS (1999) Adjunct Instructor of Art-Architectural Drafting; A.A., Adjunct Assistant Professor of Health Care Administration; Blue Ridge Community College. B.Sc., Ursinus College; Ph.D., Temple University NANCY H. ROSS (2002) School of Medicine. Adjunct Instructor of Art; B.A. University of PAUL L. HUNDLEY (1990) Maryland; M.A., James Madison University. Adjunct Assistant Professor of Psychology; B.A., West SHARON P. SHULL (1990) Virginia University; Ph.D., New School for Social Adjunct Assistant Professor of Music (Piano and Research. Organ); B.Mus., Oberlin Conservatory of Music; LORELEE S. JONES (1999) M.Mus., Trinity Lutheran Seminary. Biology Lab Instructor; B.A., Gettysburg College; MELISSA M. SUMNER (2003) M.S., Pennsylvania State University. Adjunct Instructor of Music; B.A., Emory and Henry L. ELOISE KORNICKE (2000) College; M.M., University of Tennessee. Adjunct Assistant Professor of Music (Piano); B.M., WALTER P. TAYLOR (2001) Biola University; M.M., Ph.D., Indiana University. Adjunct Instructor of Music; University of Colorado. DONALD W. KRUGER (2002) JONATHAN G. VENN (2003) Choir Director (part time) and Adjunct Assistant Adjunct Instructor of Psychology; B.A., Randolph-Macon Professor of Music; A.B., Princeton University; M.M., College; M.Ed., Ed.S., James Madison University. Westminster Choir College; M.A., Trinity College, JOHN WALLACE (2003) Cambridge University. Adjunct Assistant Professor of Mathematics; B.S., M.S., LYNNE MACKEY (2000) D.Eng.Science, Columbia University. Adjunct Assistant Professor of Music (Piano); B.M., BETH YOUNG (1986) University of Michigan; M.M., Juilliard School of Adjunct Instructor of Art and Interior Design; B.A., Music; D.M.A., University of Rochester. University of Denver; Diploma, Interior Design KORESSA K. MALCOLM (1998) Internship; A.S.I.D. Adjunct Assistant Professor of Psychology; B.A., M.Ed., Ed.S., Kent State University; Ph.D., University of ADDITIONAL FACULTY Nebraska-Lincoln. M. BERNADETTE BEKKEN (1987) ❖SANDRA C. McCLAIN (2001) Program Director, School of Clinical Laboratory Science, Adjunct Associate Professor of Music; B.A., Meredith Augusta Medical Center; B.S., Aquinas College; M.T., College; M.M., Manhattan School of Music; Ed.D., St. Joseph Hospital School of Medical Technology. Teachers College, Columbia University. JANET T. BOWMAN, MT (A.S.C.P.) (1993) PAMELA J. McCRAY (1992) Program Director, Carilion Medical Center School of Adjunct Instructor of Physical Education (Dance); Clinical Laboratory Science, Roanoke Memorial San Francisco State University; Academy of Dance; Hospital; B.S., Florida Southern College. Academy of Ballet; San Francisco Ballet Conservatory; SUE W. LAWTON, MT (A.S.C.P.) (2001) San Francisco Ballet School. Program Director, School of Medical Technology, CONSTANCE L. MUSCENTI (2002) Rockingham Memorial Hospital; M.S., Gannon Adjunct Instructor of Music; B.S., Duquesne University; M.A., Central Michigan University. University; M.A., Indiana University.

FACULTY 2003–2004 217 BARBARA J. LINDSEY (1997) ADMINISTRATIVE STAFF Chair/Associate Professor, Department of Clinical Laboratory Sciences, MCV/VCU; B.S., Mohawk 2003–2004 College; M.S., MCV/VCU. SAMUEL F. VANCE (1991) Medical Director, Carilion Medical Center School of OFFICE OF ACADEMIC AFFAIRS Clinical Laboratory Science, Roanoke Memorial JEFFREY L. BULLER (2001) Hospital; B.S., University of North Carolina; M.D., Vice President for Academic Affairs and Dean of the Medical College of Virginia. College, Professor of History; B.A., University of Notre Dame; M.A., Ph.D., University of Wisconsin, Madison. *SABBATICALS 2003–2004 LEWIS D. ASKEGAARD (1983) Ivy Arbulu (Spring/May 2004) Dean of Institutional Research, Associate Dean of the Amy Diduch (2003–2004 academic year) College and Registrar; B.A., M.Ed., Ph.D., University Karen Dorgan (January–June 2004) of Virginia. Daniel Dowdy (February–July 2004) DONNA S. BOWYER (1994) Patricia Hunt (Spring/May 2004) Secretary to the Faculty. Dudley Luck (2003–2004 academic year) LINDA F. FRY (1977) Patricia Westhafer (Spring/May 2004) Administrative Secretary to the Vice President for Academic Affairs and Dean of the College; Elizabeth LEAVES OF ABSENCE 2003–2004 Brant School of Business. Lesley Novack (January 6–April 9, 2004) MARGO K. LEACH (1985) Secretary to the Faculty; Dabney S. Lancaster Community College. TERI V. MAERKI (2003) Secretary to the Faculty; A.A., Fullerton College; B.S., Eastern Mennonite University.

ADMISSIONS AND FINANCIAL AID AND STUDENT CAMPUS EMPLOYMENT DOUGLAS E. CLARK (1997) Vice President for Enrollment Management and Student Life, Adjunct Instructor of Business; B.A., Roanoke College; M.A., The George Washington University; M.B.A., Virginia Commonwealth University; University of Virginia; University of Pennsylvania. JACQUELYN D. ELLIOTT-WONDERLEY (1993) Dean of Admissions and Financial Aid; B.A., Mary Baldwin College; M.Ed., James Madison University; The George Washington University. MISTY SNIDER ARMSTRONG (2000) Assistant Director of Admissions and Coordinator of Student Campus Employment; B.A., Mary Baldwin College. GAIL AUEN (1997) Director of Enrollment Technology; Blue Ridge Community College; Mary Baldwin College. LISA CRIGLER BRANSON (1997) Assistant Dean of Admissions and Financial Aid; B.A., Mary Baldwin College; James Madison University.

218 FACULTY 2003–2004/ADMINISTRATIVE STAFF 2003–2004 DEBRA CAMPBELL (1982) DREMA HERNANDEZ (2000) Communications and Resource Manager; Mary Secretary to the Dean. Baldwin College. PAMELA PLEASANTS (2002) JEAN C. CARPENTER (1997) Registration Specialist; Dominion Business School. Supervisor of Telecounseling; B.A., Mary Baldwin College. SANDY SPROUSE (1981) ASHLEY CLARK-BUCHANAN (2001) Admissions Coordinator; Elizabeth Brant School of Assistant Director of Graduate and Transfer Recruitment; Business; Roanoke College; B.A., Mary Baldwin B.A., Mary Baldwin College; James Madison University. College; Hollins College. TIFFANY V. GARY (1999) SHEILA TOLLEY (1984) Assistant Director of Admissions for Minority Recruitment; Director of Operations; Miami-Dade Junior College; B.A., Mary Baldwin College. B.A., Mary Baldwin College. CAROLYN HENSLEY (1976) MBC/BRCC Adult Degree Program Campus Visits Coordinator/Administrative Assistant; MARION A. WARD (1990) Radford College. Director; B.A., Elizabethtown College; M.Ed., Ed.S., ELLEN O. HOLTZ (1960) University of Virginia. Coordinator of Adult and Graduate Financial Aid; SUSAN SCHMEISSING (2003) B.A., Mary Baldwin College. Regional Operations Coordinator; B.S., Purdue JILL KEAGY (2003) University. Admissions Counselor; B.A. Mary Baldwin College. KATHY McDANIEL (1984) Mary Baldwin College at PVCC Assistant to the Dean of Admissions and Financial Aid; SUSAN BLAIR GREEN (1986) A.A.S., Blue Ridge Community College. Director; B.A., Gettysburg College; M.A., Ph.D., JUDITH MÉTRAUX (1988) University of Pennsylvania. Director of International Programs and Services; JOYCE DIEPOLD (1995) B.A., Beloit College; M.S., Bankstreet College. Regional Operations Coordinator; B.S., Frostburg ROBERTA P. PALMER (1997) State University. Director of Operations; Blue Ridge Community College. KAREN PARKER (1998) Mary Baldwin College in Northern Virginia Assistant Director of Admissions for VWIL Recruitment; HARRIET MORRISON (2002) B.A., Temple University. Director; B.A., Morgan State University; M.Ed., TOMLIN H. SCOTT (1987) Ed.D., University of Virginia. Coordinator of Student Loans; B.A., Mary Baldwin JESSICA RUDISILL (2002) College. Regional Operations Coordinator; B.A., George SARA C. TALBOTT (1988) Mason University. Coordinator of Student Jobs; B.A., Mary Baldwin College. Mary Baldwin College in Richmond JILL C. URQUHART (1998) CATHERINE FERRIS McPHERSON (1993) Associate Director for PEG Admissions; B.A. Mary Director; B.A., Mary Baldwin College; M.B.A., Baldwin College; University of Virginia. West Virginia Graduate College. ANNETTE WALLACE (2003) ADULT DEGREE PROGRAM (ADP), Regional Operations Coordinator. ORPORATE DUCATION EARN NC® AND C E (L I ) Mary Baldwin College in Roanoke SUMMER PROGRAMS, ETC. ANN FIELD ALEXANDER (1989) NANCY KRIPPEL (2003) Coordinator; B.A., Mary Baldwin College; M.A., Dean of Adult and Graduate Studies, Associate Ph.D., Duke University. Professor of English; B.A., Barat College of the Sacred JOYCE FRANKLIN (1984) Heart; M.A., Ph.D., Loyola University of Chicago. Regional Operations Coordinator. CARRIE M. ARNOLD (2003) Records and Events Coordinator. Adult Degree Program in Staunton DEBRA C. CAMDEN (1999) LALLON POND (1992) Assistant Director of Operations; Elizabeth Brant School Director; B.S., University of Georgia; M.B.A., of Business. Florida State University.

ADMINISTRATIVE STAFF 2003–2004 219 OFFICE OF AFRICAN-AMERICAN AND WILLIAM MATTHEWS (1981) MULTICULTURAL AFFAIRS Head of Athletic Facility Security; B.S., Elizabeth City State University. ANDREA CORNETT-SCOTT (1996) HOLLY W. RUSSELL (2001) Dean of African-American and Multicultural Affairs; Head Coach of Field Hockey; B.S., Davis & Elkins B.A. Morris Brown College; M.Div., Payne College. Theological Seminary. CHRISTY M. SHELTON (2000) Athletic Events Coordinator/Head Coach of Softball; ALUMNAE/I ACTIVITIES Mary Baldwin College. LYNN TUGGLE GILLILAND (2000) Executive Director of Alumnae/i Activities; B.A., Mary AUXILIARY SERVICES/PHYSICAL PLANT Baldwin College; M.B.A., University of North Auxiliary Services Administration Carolina at Chapel Hill. SHARON CAMPBELL (1999) RYN BRUCE (2002) Director of Auxiliary Services/Physical Plant; BOMI Director of Volunteers; B.A., Mary Baldwin College. Institute. ANNE McINTOSH HOLLAND (1989) KIRA GOODYEAR (2002) Senior Director of Alumnae/i Projects; B.A., Mary Secretary/Receptionist. Baldwin College. PAM HUMMEL (2001) JULIE REID (2000) Administrative Assistant. Office Coordinator; B.A., Randolph-Macon College. TBA Bookstore Office Manager. BRAD CLATTERBUCK (1990) Bookstore Manager. ATHLETICS/PHYSICAL ACTIVITIES CENTER TAMMY MOYER (2002) DONNA G. MILLER (1995) Sales Clerk/Special Order Coordinator. Director of Athletics/Director of Facilities/Athletic Building Services Recruiting Coordinator; B.A., Emory and Henry MARTY WEEKS (1998) College; M.S.Ed., James Madison University. Director of Building Services; B.A., Lynchburg College. TIFFANY BARNES (2001) SARAH CASH (1981) Head Coach of Volleyball; B.A., Christopher Housekeeping Supervisor. Newport University. BRIAN ROLLASON (1996) JACQUELINE B. BRYAN (2000) Custodial Supervisor. Head Coach of Basketball/Sports Information Director; B.S., M.S., James Madison University. Campus Post Office BEVERLEY C. COFFMAN (2003) AUBREY JACKSON (1977) Head Coach of Tennis; B.A., Salem College. Mailroom Supervisor; A.A.S., Blue Ridge Community CRYSTAL COFFMAN (2000) College. Assistant Coach of Basketball; B.S., Columbia Bible TOM WISEMAN (1987) College. Mailroom Staff. SCOTT CRITZER (2002) Central Receiving and Stockroom Assistant Coach of Soccer; B.A., Roanoke College. CHUCK BELOTE (1981) AMY G. DARBY (2002) Stockroom Clerk. Head Coach of Swimming; B.A., Mary Baldwin College. ANDREW J. GREEN (2003) Facilities Maintenance Head Coach of Soccer; B.S., Georgia Institute of PATRICK PUFFENBARGER (2003) Technology. Director of Facilities Maintenance. KENNETH D. HART (2000) LYLE T. CAMPBELL (1981) Head Athletic Trainer; B.S., Roanoke College; Engineering Supervisor. M.S., James Madison University. MICHAEL R. HANGER (1986) LISA HOWDYSHELL (1996) Maintenance Supervisor. Office Coordinator; Dominion Business School. JEFF WAGNER (1980) GARY L. KESSLER (2002) Grounds Supervisor. Head Coach of Cross Country; B.A., Lafayette College. 220 ADMINISTRATIVE STAFF 2003–2004 Safety and Security COLLEGE RELATIONS MAXWELL BRADLEY JR. (1998) CRISTA R. CABE (1988) Director of Safety and Security; A.A.S., Tidewater Associate Vice President for College Relations; B.A., College Community College; B.S., St. Leo College. of William and Mary; A.M., University of Chicago. BOYD BERRY JR. (2001) SHERRY R. COX (1993) Security Supervisor. Associate Director of Strategic Communication; CHARLOTTE MILLER (1968) Elizabeth Brant School of Business; A.A.S., Blue Switchboard Supervisor. Ridge Community College; B.A., Mary Baldwin Support Services College. WANDA THAYER (1993) GEORGE GRAVES (2001) Support Services Supervisor; B.A., Mary Baldwin College. Director of Strategic Communication; B.A., Trinity SUE HOWDYSHELL (1994) College; M.S., Rensselaer Polytechnic Institute; Support Services Assistant; Phillips Business College. University of Michigan; University of Louisville. LEIGH MASON (2000) Director of Web Communication; B.S., Virginia BUSINESS AND FINANCE Commonwealth University; M.Ed., University of JANE T. PIETROWSKI (1986) Virginia. Vice President for Business and Finance; B.A., Ph.D., GRETCHEN L. NEWMAN (1995) University of South Carolina. Director of Design; B.S., Virginia Commonwealth SUE ARMSTRONG (2000) University. Accounts Payable Coordinator. ANNE ROBERTS (1999) DEBRA BRADLEY (1987) Director of Special Events for College Relations; B.A., Accounts Payable Administrator. Converse College. DREAMA B. BROWN (1977) MORGAN C. A. SMITH (2000) Associate Budget Director; B.A., Mary Baldwin College. Associate Director of Strategic Communication; B.A., AMY COLLINS (2002) Mary Baldwin College. Senior Accountant; B.A., Illinois Wesleyan University. RUTH A. WORRELL (2000) PATRICIA W. DAVIS (1979) Associate Director of Design; B.A., Virginia Director of Financial Operations; A.A.S., Blue Ridge Polytechnic Institute and State University. Community College; B.A., Mary Baldwin College. LINDA FRETWELL (1990) COMPUTER AND INFORMATION SERVICES Supervisor of Revenue Assurance (Adult and Graduate WILLIAM A. BETLEJ (1990) Studies). Director of Computer and Information Services; University MICHELLE IRVINE (1983) of Virginia; Blue Ridge Community College; Mary Directr of Human Resources and Personnel Accounting; Baldwin College. B.A., Mary Baldwin College. TIMOTHY J. BOWERS (1988) BECKY McCRAY (1989) Database Administrator; B.A., University of Kentucky. Director of Payroll; B.S., James Madison University. HEIDI BROUGHMAN (2001) DAVID MOWEN (2001) Senior Lab Software Coordinator. Associate Vice President for Business and Finance; B.S., TOM C. HARRISON (1999) Virginia Polytechnic Institute and State University; Telecommunications Manager. M.B.A., James Madison University. DAVID KOONTZ (1997) DEBORAH T. SNYDER (1998) Associate Director of Computer and Information Services. Cashier, Perkins Loan Administrator. JOE PAGNAM (2001) PAMELA YOWELL (1997) Information Technology Specialist; College of Accounts Receivable Coordinator (Trad/PEG/VWIL). Technology, Southampton, England. OFFICE OF THE CHAPLAIN PAUL SOUTHERINGTON (2001) Network Administrator; B.S., James Madison University. PATRICIA HUNT (1985) MICHAEL D. STAUFFER (2002) Chaplain/Director of the Carpenter Preparation for Software Analyst and Programmer; B.S., Eastern Ministry Program; B.A., Wake Forest University; Mennonite University; M.S., University of Maryland. M.Div., Union Theological Seminary in VA; Union Theological Seminary in NY. ADMINISTRATIVE STAFF 2003–2004 221 E. BRENT TAYLOR (1988) MARION HART (1986) Information Technology Specialist; A.A.S., Blue Ridge Secretary to Institutional Advancement and Telephone Community College; B.A., Mary Baldwin College. Receptionist. RICHARD van BREEMAN (1999) E. LINDSAY JONES (2002) Coordinator of User Services; Mary Baldwin College. Senior Development Officer for Leadership Gifts; B.A., CAROLYN P. WILT (1987) Mary Baldwin College; M.A., University of Virginia; Coordinator of Logistical Services. A.A.S., Northern Virginia Community College. TINA THOMPSON KINCAID (1994) COUNSELING AND PSYCHOLOGICAL SERVICES Associate Director of Annual Giving; B.A., Mary NADIA B. KULEY (1987) Baldwin College. Director of Counseling and Psychological Services; B.S., MARTHA MASTERS (1998) James Madison University; M.A., American University; Director of Capital Support and Gift Planning; B.A., Ph.D., California School of Professional Psychology. Mary Baldwin College. CAREY McCALLUM (2002) EDUCATION OFFICE Administrative Assistant in the Development Office; B.A., Presbyterian College. REBECCA T. DICK (1996) ANGUS A. McQUEEN (2002) Director, Teacher Education Services; B.A., Mary Director of Advancement Services; B.S., College of Baldwin College. William and Mary; M.Div., Union Theological Seminary. OOD ERVICE F S WANDA K. MORRIS (1978) TBA Coordinator of Operations; Elizabeth Brant School Food Service Director. of Business. VIRGINIA RIDGE (1993) ANNE G. MUSSER (1980) Catering Director. Director for Advancement Information Services; BETTIJO COFFEY (1993) Madison College. Administrative Assistant; Certificate in Supervisory JUDY NEFF (1988) Management, Insurance Institute of America. Advancement Assistant; B.A., Bridgewater College. JUDE MARTIN (2000) ANNIE SAVAL (2001) Assistant Food Service Director, Executive Chef. Associate Director of Annual Giving; B.A., Mary MARY PILE (2002) Baldwin College. Pub Manager. WENDY RILEY (2002) CAROLINE WRIGHT (2002) Assistant Pub Manager. Assistant Director of Annual Giving; B.A., Mary Baldwin College. HEALTH SERVICES DONNA DUFF (1987) LEARNING SKILLS CENTER Office Manager, Health Center. BEVERLY J. ASKEGAARD (1989) LEON E. LENKER (1984) Director of the Learning Skills Center and Assistant College Physician; B.S., Bridgewater College; M.D., Professor of Education; B.A., Mary Washington Medical College of Virginia. College; M.Ed., University of Virginia.

INSTITUTIONAL ADVANCEMENT LIBRARY/AUDIO-VISUAL SERVICES JOAN CLARK (1998) CAROL CREAGER (1993) Research Associate. Acting Director of Grafton Library; B.A., College of SHIRLEY CRAFT (1987) William and Mary; M.L.S., University of Maryland. Director, Development Research and Records; Madison LUCY CREWS (1989) College. Serials Librarian; B.A., Virginia Polytechnic JUDITH GREY (2003) Institute and State University; M.L.I.S., University Capital Support Officer for Corporate and Foundation of North Carolina at Greensboro. Relations; B.A., Mary Baldwin College; M.B.A., CHRISTINA DANIEL (2001) Columbia University. Access Services Coordinator; B.B.A., Radford University.

222 ADMINISTRATIVE STAFF 2003–2004 JENNIFER DAVISON (1998) PROGRAM FOR THE EXCEPTIONALLY GIFTED Public and Technical Services Librarian; B.S., St. (PEG) Norbert College; M.A., University of Wisconsin- JUDITH L. SHUEY (2000) Madison. Director;; B.A., Bridgewater College; M.Ed., James VALERIE GANGWER (1998) Madison University. Director of Audio-Visual Services; B.A., James CHRISTINE M. GRAHAM (2000) Madison University. Assistant Director for Student Life; B.A., James ELAINE KING-McCARRICK (1978) Madison University. Acquisitions/Budgets Coordinator; B.A., Converse SARAH FITZGERALD (2002) College. Residence Life Coordinator; Seminole Community CYNTHIA SHOMO (2002) College. Loan Services Coordinator/Audio-Visual Support; EMMA LEED (2002) B.A., College of William and Mary. Residence Life Coordinator; B.A., Centre College. KARA REESE (2001) MASTER OF ARTS IN TEACHING (MAT) Residence Life Coordinator; B.A., Mary Baldwin College. CAROLE C. GROVE (2000) REBECCA REGI (1999) Director and Professor of Education; A.A., Averett Assistant Director for Residence Life; B.A., University College; B.A., Longwood College; M.Ed., Western of Virginia. Maryland College; Ph.D. University of Virginia. SUSAN M. BRITTON (1992) OFFICE OF THE REGISTRAR AND INSTITUTIONAL Assistant Director and Director of Field Placements; ESEARCH B.S., James Madison University. R LORI S. JOHNSON (1999) LEWIS D. ASKEGAARD (1983) Administrative Assistant. Dean of Institutional Research, Associate Dean of the CELESTE RHODES (1985) College and Registrar; B.A., M.Ed., Ph.D., University Director of Research and Principal Investigator for the of Virginia. Program for the Exceptionally Gifted (part time); B.S., K. JAN GALVIN (1993) University of Maryland; M.A., Columbia University; Reports Coordinator; A.A.S., Blue Ridge Ph.D., University of Virginia. Community College; B.S., Eastern Mennonite University; University of Virginia. TRUDI HUFFMAN (1996) MASTER OF LETTERS/MASTER OF FINE Assistant Registrar; Tennessee Wesleyan College; Blue ARTS IN SHAKESPEARE AND RENAISSANCE Ridge Community College. LITERATURE IN PERFORMANCE NANCY P. KEATON (1988) (M.LITT./MFA) Assistant Registrar; Blue Ridge Community College. FRANK R. SOUTHERINGTON (1968) SHARON PHILLIPS (1996) Director and Professor of English; B.A., University Secretary/Receptionist. College, London; B.Litt., D.Phil., Magdalen College, Oxford. OFFICE OF SPONSORED PROGRAMS AND MICHELLE C. BASSETT (2001) Administrative Assistant; B.S., Salem State College; RESEARCH DEVELOPMENT M.Ed., Fitchburg State College. LYDIA J. PETERSSON (1989) Director of Sponsored Programs and Research OFFICE OF THE PRESIDENT Development; B.A., M.A., University of Tennessee. PAMELA FOX (2003) MICHELLE C. BASSETT (2001) B.A., M.A., Ph.D., University of Cincinnati, College Administrative Assistant; B.S., Salem State College; Conservatory of Music. M.Ed., Fitchburg State College. MICHELLE C. FITZGERALD (1996) Administrative Assistant to the President; A.A.S., Blue Ridge Community College; B.A., Mary Baldwin College.

ADMINISTRATIVE STAFF 2003–2004 223 ROSEMARIE SENA CENTER FOR STUDENT VIRGINIA WOMEN’S INSTITUTE FOR LIFE AND CAREER DEVELOPMENT LEADERSHIP (VWIL) DIANE L. KENT (1981) BRENDA L. BRYANT (1995) Dean of Student Life and Career Development; B.A., Director; A.B., Vassar College; M.A., Catholic Denison University; M.Ed., James Madison University. University; M.P.A., D.P.A., University of Southern BRANDY TRICIA CALEB (2003) California; Washington Public Affairs Center. Director of Freshmen Services; B.A., Mary Baldwin ROXIE BEVERLY (2000) College. Office Coordinator. VELMA R. CARMAN (2002) BRIG. GEN. N. MICHAEL BISSELL (1999) Director of Student Activities; B.A., Mary Baldwin Commandant of Cadets; B.A., Virginia Military College. Institute; U.S. Army Command and Staff College; WENDY W. COLLEY (2003) M.A., University of Missouri; U.S. Army War Assistant Dean of Career Development; B.A., College; Senior Fellowship, Harvard University. University of Richmond; M.Ed., University of Florida. SHARON B. SPALDING (1989) KELI M. DIEWALD (2001) Associate Professor of Physical Education and Exercise Director of Residence Life; B.A., Mary Baldwin College. Specialist for Virginia Women’s Institute for Leadership; RANYNE A. HERBERT (2003) B.S., James Madison University; M.Ed., University Career Counselor; B.A., Mary Baldwin College; of Virginia; A.C.S.M. Exercise Specialist, (certified). M.Div., Howard University. SUE WILLIAMS (1992) GREGORY S. MEEK (1994) Assistant Director. Associate Dean of Student Life and Career Development; B.S., M.Ed., James Madison University. WRITING CENTER TERRI WALKER (1992) MOLSIE A. PETTY (1985) Administrative Secretary; Danville Community College. Director and Assistant Professor of English; B.A., East Carolina University; M.L., M.A., University of South Carolina.

224 ADMINISTRATIVE STAFF 2003–2004 INDEX

A Anthropology...... 121 Course Descriptions...... 122 Academic Advising...... 64 Minor...... 122 Academic Officers ...... 211 Applied Mathematics ...... 147 Emeriti...... 211 Major...... 147 Academic Regulations and Procedures ...... 35 Art ...... 74 Academic Resources ...... 64 Art Education ...... 76 Academic Standards: Classification Standards/ Course Descriptions...... 76 Satisfactory Progress ...... 41 Emphasis in Art History ...... 74 Accelerated Program...... 33 Emphasis in Interior Design ...... 75 Add-Drop Procedure ...... 38 Emphasis in Studio Art ...... 74 Administrative Staff ...... 218 Major and Minor ...... 74 Admissions...... 10 Arts Management...... 82 Adult Degree Program (ADP) ...... 25 Concentration in Art ...... 82 Advanced Placement ...... 11 Concentration in Music ...... 82 Early Admission ...... 10 Concentration in Theatre...... 82 Early Decision ...... 10 Course Descriptions...... 83 Freshman Students...... 10 Major...... 82 International Baccalaureate ...... 11 Asian Studies ...... 123 Master of Fine Arts (MFA) ...... 200 Course Descriptions...... 124 Master of Arts in Teaching (MAT)...... 190 Major and Minor ...... 123 Master of Letters (M.Litt.) ...... 200 Auditing Courses ...... 38 Mid-Year Admission...... 10 Part-Time Degree Students ...... 11 Program for the Exceptionally Gifted B (PEG) ...... 26 Bachelor of Arts Degree ...... 31, 35 Regular Decision ...... 10 Bachelor of Science Degree ...... 31, 35 Transfer Students ...... 11 Bailey Colloquium ...... 30 Virginia Women’s Institute for Leadership Bailey Scholars ...... 30, 41 (VWIL) ...... 28 Biochemistry ...... 83 Adult Degree Program ...... 25 Major...... 83 Academic Counseling...... 25 Biology...... 84 Admission Guidelines ...... 25 Course Descriptions...... 84 Admission Procedure ...... 25 Major and Minor ...... 84 Degree Planning...... 26 Board of Trustees ...... 210 Orientation ...... 25 Emeriti...... 11 Regional Centers ...... 25 Broman Concerts ...... 68 Requirements ...... 25 Business Administration...... 9 Tuition and Fees...... 26 Certificate in Business Management...... 90 Advanced Placement ...... 11 Certificate in Entrepreneurship ...... 90 Advising for Undergraduates ...... 46, 64 Certificate in Human Resource Management..91 Academic ...... 64 Certificate in Marketing Communication ..91 Career ...... 26, 65 Course Descriptions...... 91 Psychological ...... 23 Emphasis in Accounting ...... 89 Aerospace Studies (Air Force ROTC)...... 72 Emphasis in Entrepreneurship ...... 90 Course Descriptions...... 72 Emphasis in International Business ...... 90 African-American Studies...... 73 Emphasis in Management ...... 90 Minor...... 73 Emphasis in Marketing ...... 90

INDEX 225 Major...... 89 Cooperative Programs ...... 34, 104 Minor in Business Administration ...... 90 University of Virginia — Engineering, Minor in Human Resource Management....90 Computer Science ...... 34, 104 Business Management Certificate...... 90 Vanderbilt University — Nursing ...... 34 Washington and Lee University — Physics, C German ...... 34 Corporate Education ...... 67 Calendar 2003–2004 ...... 4 LearnInc® ...... 67 Campus Map ...... 227 Costs ...... 12 Career Development ...... 65 Counseling and Psychological Services ...... 23 Carpenter Preparation for Ministry Program..23, 162 Course Numbering ...... 36 Carpenter Quest Program ...... 23, 162 Cars ...... 13 Central Curriculum ...... 45 D Certificate Programs Day Lecture Series ...... 68 Business Management ...... 90 Declarations ...... 225 Entrepreneurship ...... 90 Declaring Majors and Minors ...... 40 Human Resource Management ...... 91 Directed Inquiries ...... 33, 39 Leadership Studies ...... 146 Disabilities Services ...... 64 Long Term Care Administration ...... 134 Discipline-Based (Standard) Majors ...... 32 Marketing Communication ...... 91 Dismissal ...... 43 Changing Majors and Minors ...... 41 Distinction in Senior Requirement ...... 41 Chemistry ...... 97 Doenges Visiting Artist/Scholar Program ...... 68 Course Descriptions...... 97 Double Majors...... 32, 41 Major and Minor ...... 97 Clinical Laboratory Science ...... 99 E Major...... 99 Economics ...... 108 Combined Majors ...... 32 Course Descriptions...... 108 Communication...... 100 Major and Minor ...... 108 Course Descriptions...... 101 Education...... 112 Major and Minor ...... 100 Course Descriptions...... 112 Computer Information Systems and Minor ...... 58, 112 Computer Science...... 104 Student Teaching Courses ...... 114 Coop Program with Teacher Licensure...... 58 University of Virginia ...... 34, 104 Electives ...... 33 Course Descriptions...... 105 Engineering — Coop Program with Major in Computer Information Systems ..104 University of Virgina ...... 34, 104 Major in Computer Science/Mathematics ..104 English...... 114 Minor in Computer Information Systems ..104 Course Descriptions...... 115 Minor in Computer Science...... 104 Major and Minor ...... 114 Computer Resources ...... 65 Entrepreneurship Certificate ...... 90 Concerts and Lecture Series ...... 68 Examinations ...... 36 Carl Broman Concerts ...... 68 Experiential Learning ...... 39 Elizabeth Kirkpatrick Doenges Visiting Artist/ Extended Time (ET) ...... 37 Scholar Program ...... 68 Externships...... 39 Elizabeth Nottingham Day Lecture Series ..68 Mary E. Humphreys Biology Lectures ...... 68 Phi Beta Kappa Lectures ...... 68 F Smyth Foundation Business Leaders Lecture Faculty 2003–2004 ...... 213 Series...... 68 Additional ...... 217 Smyth Leadership Lectures...... 68 Adjunct ...... 216 Consortium Exchange ...... 33 Emeriti...... 211 Sabbaticals ...... 218

226 INDEX Financial Aid ...... 16 Course Descriptions...... 137 ADP...... 26 Minor...... 136 Applying for Aid ...... 16 History...... 137 Eligibility Requirements For Aid ...... 16 Course Descriptions...... 138 International Studies ...... 71 Major and Minor ...... 137 Loans ...... 17 History of Mary Baldwin College ...... 9 M.Litt./MFA ...... 202 Honor Code ...... 22, 26 MAT ...... 192 Honor Societies PEG ...... 27 Alpha Lambda Delta ...... 7 Programs Available ...... 20 Alpha Sigma Lambda...... 7 Reapplying for Aid...... 18 Beta Beta Beta ...... 7 VWIL ...... 29 Iota Sigma Pi ...... 7 What It Is and Who Is Eligible ...... 20 Lambda Pi Eta ...... 7 Foreign Languages, Literatures, and Cultures....121 Omicron Delta Epsilon ...... 7 French ...... 125 Omicron Delta Kappa ...... 7, 22 Course Descriptions...... 126 Phi Alpha Theta...... 7 Major and Minor ...... 125 Phi Beta Kappa ...... 7, 22, 30 Freshmen Services ...... 66 Psi Chi ...... 7 Sigma Tau Delta...... 7 G Honors Bailey Colloquium ...... 30 General Education Requirements...... 31 Bailey Scholar ...... 30, 41 Courses that Meet the GER...... 46 Dean’s List ...... 41 General Information ...... 7, 45 Honor Scholars ...... 30, 41 German ...... 127 Honors Degree...... 30, 41 Coop Program with Washington Honors List ...... 41 and Lee University ...... 34 Honors Program ...... 30 Course Descriptions...... 128 Latin Honors ...... 42 Major and Minor ...... 127 Honors Degree...... 30, 41 Grade Changes...... 37 Honors Program ...... 30 Grade Reports and Official Grading Periods ...... 37 Human Resource Management ...... 90 Grading Systems Certificate ...... 91 M.Litt./MFA ...... 203 Minor...... 90 MAT ...... 193 Human Services ...... 142 Undergraduate ...... 36 Course Descriptions...... 142 Graduate Studies ...... 190 Minor...... 142 Master of Arts in Teaching (MAT)...... 190 Humphreys Biology Lectures ...... 68 Master of Letters/Master of Fine Arts in Shakespeare and Renaissance Literature in Performance (M.Litt./MFA) ...... 200 I Graduation with Latin Honors ...... 42 Incompletes ...... 37 Grafton Library ...... 66 Independent Majors...... 32, 40 Information ...... 226 H Interdisciplinary Studies...... 143 Course Descriptions...... 143 Health Care Administration...... 133 International Baccalaureate ...... 11 Certificate in Long Term Care International Internships ...... 71 Administration ...... 134 International Relations...... 144 Course Descriptions...... 134 Major...... 144 Major and Minor ...... 133 International Students ...... 71 Health Course Descriptions ...... 169 International Studies ...... 69 Health Services...... 23 Financial Aid ...... 71 Historic Preservation ...... 136 Internships ...... 33 INDEX 227 J Grading ...... 203 Orientation ...... 202 Japanese Courses ...... 132 Requirements for the M.Litt...... 205 Requirements for the MFA ...... 206 L Tuition and Fees...... 201 Latin Honors ...... 42 Mathematics...... 147 Latin-American Studies ...... 132 Course Descriptions...... 148 Minor...... 132 Major in Applied Mathematics ...... 147 Leadership Studies ...... 145 Major in Mathematics ...... 147 Certificate ...... 146 Minor...... 148 Minor...... 145 May Term Abroad ...... 69 Leadership Training ...... 22 Medical Technology — Clinical Laboratory LearnInc® ...... 67 Science ...... 99 Learning Contracts ...... 33, 39 Military Science (Army ROTC) ...... 152 Learning Skills Center ...... 64 Course Descriptions...... 152 Leaves of Absence...... 43 Ministry Library ...... 66 Carpenter Preparation for Ministry Long Term Care Administration Certificate...... 134 Program ...... 162 Carpenter Quest Program ...... 162 Minor...... 162 M Minors ...... 32, 41 Major Changing ...... 41 Changing ...... 41 Declaring ...... 40 Combined ...... 32 Mission of the College ...... 7 Declaring ...... 40 Music ...... 154 Discipline-Based (Standard) ...... 32 Concentration in Music Literature...... 154 Double...... 32, 41 Concentration in Performance ...... 154 Independent...... 32, 40 Course Descriptions...... 155 Major and Minor Requirements...... 31 Emphasis on Music Literature and History ..154 Marketing Communication ...... 146 Emphasis on Music Performance ...... 154 Certificate ...... 91 Major and Minor ...... 154 Course Descriptions...... 147 Music Education ...... 154 Major and Minor...... 90, 146 Martha S. Grafton Library ...... 66 N Master of Arts in Teaching Program...... 190 Academic Policies...... 193 Naval Science (Navy and Marine ROTC) ...... 159 Admission ...... 190 Course Descriptions...... 159 Advising ...... 194 Nursing — Coop Program with Course Descriptions...... 196 Vanderbilt University ...... 34 Financial Aid ...... 192 Grading ...... 193 O Orientation ...... 192 Organizations and Activities...... 23 Requirements ...... 192 Tuition and Fees...... 192 Master of Letters/Master of Fine Arts P in Shakespeare and Renaissance Literature Pass/No Credit (P/NC) ...... 37 in Performance ...... 200 Personnel ...... 210 Academic Policies...... 202 Phi Beta Kappa Lectures ...... 68 Admission ...... 200 Philosophy ...... 161 Advising ...... 204 Course Descriptions...... 163 Course Descriptions...... 206 Major in Philosophy ...... 161 Financial Aid ...... 202 Major in Philosophy and Religion ...... 161 Minor...... 61 228 INDEX Physical and Health Education ...... 167 Scholarships ...... 55 Course Descriptions...... 167 Summer Training ...... 56 Physics ...... 69 Residence Life ...... 22 Coop Program with Washington Rosemarie Sena Center for Student Life and Lee University ...... 34 and Career Development ...... 65 Course Descriptions...... 170 Russian Courses ...... 132 Major...... 169 Political Science ...... 71 S Course Descriptions...... 172 Major and Minor ...... 171 Sena Center for Student Life Pre-Law Program ...... 52 and Career Development ...... 65 Pre-Med Program...... 53 Senior Requirement ...... 35 Pre-Professional and Supplemental Programs ...... 52 With Distinction ...... 41 Pre-Law Program ...... 52 Smyth Business Program ...... 68 Smyth Leadership Lectures...... 68 Pre-Med Program...... 53 Social Work ...... 179 Reserve Officer Training Corps Program ....54 Course Descriptions...... 183 Teacher Education ...... 57 Major...... 179 Probation ...... 42 Sociology ...... 179 Program for the Exceptionally Gifted...... 26 Course Descriptions...... 180 Admission ...... 27 Major in Sociology...... 179 Cost ...... 27 Major in Sociology/Social Work...... 179 Psychology ...... 174 Minor...... 180 Course Descriptions...... 175 Spanish...... 129 Emphasis in Child Psychology ...... 175 Course Descriptions...... 130 Emphasis in Mental Health Work ...... 175 Major and Minor ...... 129 Emphasis in Personnel Work ...... 175 Student Government ...... 22 Major and Minor ...... 174 Student Teaching ...... 114 Course Descriptions...... 114 Study Abroad ...... 70 Q Summer Programs ...... 67 Quest Program...... 23, 162 Summer Study ...... 33, 39 Suspension ...... 42 R Rank in Class...... 42 T Readmission of Upperclass Students...... 43 Table of Contents...... 3 Refund Policy...... 15 Teacher Education ...... 57 Credit and Refund Policy...... 14 Teacher Licensure...... 58 Pro Rata Refund ...... 15 Adult Degree Program ...... 25 Religion ...... 161 Early Education (PK–6)...... 58 Course Descriptions...... 164 Middle Education (6–8)...... 59 Major in Philosophy and Religion ...... 161 Secondary Education (6–12) ...... 59 Minor in Ministry ...... 162 Teaching Assistantships ...... 33, 40 Minor in Religion ...... 161 Theatre...... 184 Religious Life ...... 23 Concentration in Acting/Directing ...... 184 Repetition of Courses...... 37 Concentration in Arts Reserve Officer Training Corps (ROTC) ...... 54 Management/Theatre ...... 184 Air Force ROTC ...... 54 Concentration in Theatre Army ROTC ...... 54 History/Literature...... 184 Commissions ...... 6 Concentration in Theatre Practice ...... 184 Navy and Marine ROTC ...... 54 Course Descriptions...... 185 Physical Requirements ...... 55 Major and Minor ...... 184

INDEX 229 Traditional Program ...... 22 Transfer of Credit...... 40 Tuition and Fee Information ...... 12 Adult Degree Program ...... 26 Commuter Students...... 12 Financial Aid Plan ...... 12 Half-Price Tuition Plan ...... 12 Individual Instruction (Summer Term) ...... 12 Master of Arts in Teaching...... 192 Master of Letters/Master of Fine Arts in Shakespeare and Renaissance Literature in Performance ...... 202 Monthly Payment Plan ...... 12 Part-Time Students ...... 12 Partial-Year Students ...... 12 Program for the Exceptionally Gifted...... 27 Resident Students...... 12 Schedule of Payments: 2003–2004 ...... 12 Virginia Women's Institute for Leadership ....29 U Undergraduate Academic Programs ...... 22 Undergraduate Course Listing ...... 72 Undergraduate Curriculum ...... 31 V Virginia Women’s Institute for Leadership ...... 28 Admission ...... 29 Curriculum ...... 28 Financial Aid ...... 29 Military Leadership (ROTC) ...... 28 Voter Registration ...... 24 W Withdrawal Policies ...... 43 Women’s Studies ...... 188 Course Descriptions...... 188 Minor...... 188 Writing Center...... 64

230 INDEX 231 MAIN CAMPUS ENTRANCE Staunton, Virginia 5 3 4 3 2 2 MARY BALDWIN COLLEGE MARY 8/03

232 CAMPUS MAP / Hall / Jr. Jr. Wenger Tyson Terrace Tyson Security Office Woodson Spencer Residence Hall VWIL Supply House Consuelo Slaughter Residence Hall Student Activities Center Switchboard Tullidge Cynthia Haldenby (Registrar/Computer and Information Services) Apartments Terrace Woodrow Margaret C. Residence Hall Freshman Parking Parking Faculty/Staff General Parking Student Parking Courts Tennis Samuel R. (Institutional Advancement/ College Relations/Business Office) House/ Taylor 46 47 42 44 45 48 49 FP F/S GP SP TC 41 43 in / Residence Hall Residence Hall Pearce Offices Miller Chapel Page Terrace Sena Center Pannill Student Center McClung Memorial Center (Program for the Exceptionally Lower Athletic Field Upper Athletic Field/Track Softball Field William G. (Bookstore/Pub) Jesse Cleveland Science Center PEG Gifted) Physical Activities Center Physical Plant House President’s Prospect Street House Rose Terrace Scott House Rosemarie Market Street House Institute Women’s (Virginia for Leadership) Agnes R. Baldwin Consuelo Slaughter Wenger Hall Consuelo Slaughter Wenger Barbara Kares Flora McElwee Kable House (Student Life and Career Services) 28 29 30 31 32 33 34 35 36 37 38 39 40 23 24 25 27 26 in EGEND in L House AP Grafton Library Building rogram Health Center Deming M P King Building Academic Hall Francis Auditorium Residence Hall Hunt Dining Hall egree Residence Hall D dult Grounds Building Hawpe House Hill Top Jesse Cleveland Pearce Science Center Martha Stackhouse B. Lyda Kable William Wayt William Wayt Little House Bowman House Cannon Hill Carpenter Carriage House Chris House Coalter Street House Crone House Fletcher Collins Theatre Bertie Murphy Fine Arts Center Edmondson House Teaching) Arts in (Master of James D. Administration A Alumnae House Blakely House/ AMPUS 16 17 18 15 19 20 21 22 C 5 6 7 8 9 10 11 12 13 14 1 2 3 4

CAMPUS MAP LEGEND 233 DECLARATIONS INFORMATION

• The provisions of this catalog are not to be regarded The following list shows various information that as an irrevocable contract between Mary Baldwin will be disclosed to current and prospective students College and the student. The college reserves the upon request pursuant to the Higher Education right to change any provision, program, regulation Amendments of 1998. or requirement at any time and to determine its applicability to present or previous students. • Financial Aid Information (programs available, • Mary Baldwin College does not discriminate on application forms and procedures, eligibility the basis of sex (except that men are admitted only requirements, criteria for selection, criteria for as ADP and graduate students), race, national origin, determining amount, satisfactory progress standards, color, age, disability or sexual orientation in its disbursement methods, loan terms, and educational programs, admissions, co-curricular employment details when employment is part of or other activities, and employment practices. the student’s financial aid package) — Available Inquiries may be directed to the Vice President for from Mary Baldwin College Admissions and Business and Finance, P.O. Box 1500, Mary Office of Financial Aid and Student Campus Baldwin College, Staunton, VA 24402; 540-887- Employment, Mary Baldwin College, Staunton, 7175. VA 24401, 1-800-468-2262 or 540-887-7019 • Mary Baldwin College complies strictly with the ([email protected]). Family Educational Rights and Privacy Act of • Institutional Information (refund policies, with- 1974, as amended, for access to and release of drawal procedures, costs, information about information contained in student records. The Act academic programs and faculty, accreditation, accords all students certain rights which are special services for students with disabilities, etc.) summarized as: (1) to be informed of rights under — See Academic Catalog, available from Mary the Act; (2) to inspect and review education Baldwin College Admissions and Office of records; (3) to request a change in an education Financial Aid and Student Campus Employment, record which a student believes to be inaccurate, Mary Baldwin College, Staunton, VA 24401, misleading, or in violation of privacy or other rights; 1-800-468-2262 or 540-887-7019 ([email protected]). (4) to exercise a limited control over disclosure of information contained in a student’s education • Completion and Graduation Rates — records; and (5) to file complaints. Information available from the Office of The college’s Policy Statement is available from Institutional Research, Mary Baldwin College, the Office of the Registrar. Pursuant to the Act, Staunton, VA 24401, 540-887-7071. the college has adopted the following policies: Mary Baldwin College considers the following • Institutional Security Policies and Crime to be directory information: name, class, local Statistics — Information available from Campus address, e-mail, and telephone number, home Security Office, Mary Baldwin College, Staunton, address and phone number, date of birth, major VA 24401, 540-887-7000. field of study, participation in officially recognized • Athletic Program Participation Rates — activities and sports, dates of attendance, degrees Information available from Athletic Director, and awards received. Mary Baldwin College, Staunton, VA 24401, A student has the right to refuse to permit the 540-887-7160. release of any or all directory information without the student’s prior written consent. Any refusal must be received in writing by the registrar prior to the end of the second week of the academic year, and designate the information not to be released. • The regulations as stated in the catalog form the official basis for all academic performance. Members of the faculty and staff are available for conference and advice, but the individual student is fully responsible for compliance with all catalog requirements and regulations. DECLARATIONS/INFORMATION 234