Lawrence University Course Catalog, 2002-2003 Lawrence University
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Life and Career Preparation Through a Liberal Arts Education Darcie
Life and Career Preparation through a Liberal Arts Education Darcie Scales Word Count: 1169 History & Geography, Bachelor of Arts The liberal arts experience was the college environment I craved. The small classrooms, distinct learning environments, and focus on collaboration drew me like no other universities. Most importantly, public liberal arts schools, like Georgia College, make it affordable and accessible to achieve such an education. Otherwise, the private universities that dominate the liberal arts can limit the types of people who attend and require students to take on even greater debt. Of course, the most important aspect of any university is the experience within the classroom. Course layouts varied from professor to professor, making each class a new experience. Often, courses were a mixture of lecture, discussion, collaboration, and student-led topics. This lent a more well-rounded experience that is more representative of real collaborations and workplaces. Without my class experiences, I would not feel as prepared to enter graduate school or the workforce. Interdisciplinary classes allowed me to listen to well- crafted, and engaging lectures from my talented professors, and they permitted the opportunity for discussion. Several of my history professors were completely engaging, and they made history and its importance come alive for me. Additionally, many of my professors regularly guided students into discussion during lectures, but they also set aside days just for seminars that allotted time for lively discussions pertaining to the materials. In several of my history classes, we debated how primary sources affected our understanding of events and people, in addition to monographs that enlightened the subjects with others’ research. -
Do Students Understand Liberal Arts Disciplines?
DONALD E. ELMORE, JULIA C. PRENTICE, AND CAROL TROSSET Do Students Understand Liberal Arts Disciplines? WHAT IS THE EDUCATIONAL PURPOSE of the curricular breadth encouraged at liberal arts in- PERSPECTIVES stitutions? Presumably we want students to ac- quire a variety of skills and knowledge, but we often claim that most skills are taught “across the curriculum,” and liberal arts colleges tend to One important downplay disciplinary information when listing educational their educational goals. In this article, we argue that one important educational outcome should outcome should be be for students to develop accurate perceptions for students to of the disciplines they study. develop accurate The research described here originated perceptions of when Elmore and Prentice were seniors at Grinnell College. Both were pursuing double the disciplines majors across academic divisions they study (chemistry/English and biology/sociology). Both regularly noticed—and were disturbed by—negative and inaccurate impressions of their major fields held by students studying other disciplines. They became interested in C. P. Snow’s concept of “two cultures” (1988, 3), which suggests that “the intellectual life of the whole of western society is increasingly being split” into sciences and humanities. Therefore, we designed a study that would measure students’ perceptions of the various DONALD E. ELMORE is assistant professor of chemistry at Wellesley College, JULIA C. PRENTICE is a health services research fellow at the Center for Health Quality, Outcomes, and Economic Research at Boston University, and CAROL TROSSET is director of Institutional Research at Hampshire College. 48 L IBERAL E DUCATION W INTER 2006 Wellesley College liberal arts disciplines and see whether they If one of the goals of a broad liberal arts cur- changed during the four years of college. -
Liberal Arts Colleges in American Higher Education
Liberal Arts Colleges in American Higher Education: Challenges and Opportunities American Council of Learned Societies ACLS OCCASIONAL PAPER, No. 59 In Memory of Christina Elliott Sorum 1944-2005 Copyright © 2005 American Council of Learned Societies Contents Introduction iii Pauline Yu Prologue 1 The Liberal Arts College: Identity, Variety, Destiny Francis Oakley I. The Past 15 The Liberal Arts Mission in Historical Context 15 Balancing Hopes and Limits in the Liberal Arts College 16 Helen Lefkowitz Horowitz The Problem of Mission: A Brief Survey of the Changing 26 Mission of the Liberal Arts Christina Elliott Sorum Response 40 Stephen Fix II. The Present 47 Economic Pressures 49 The Economic Challenges of Liberal Arts Colleges 50 Lucie Lapovsky Discounts and Spending at the Leading Liberal Arts Colleges 70 Roger T. Kaufman Response 80 Michael S. McPherson Teaching, Research, and Professional Life 87 Scholars and Teachers Revisited: In Continued Defense 88 of College Faculty Who Publish Robert A. McCaughey Beyond the Circle: Challenges and Opportunities 98 for the Contemporary Liberal Arts Teacher-Scholar Kimberly Benston Response 113 Kenneth P. Ruscio iii Liberal Arts Colleges in American Higher Education II. The Present (cont'd) Educational Goals and Student Achievement 121 Built To Engage: Liberal Arts Colleges and 122 Effective Educational Practice George D. Kuh Selective and Non-Selective Alike: An Argument 151 for the Superior Educational Effectiveness of Smaller Liberal Arts Colleges Richard Ekman Response 172 Mitchell J. Chang III. The Future 177 Five Presidents on the Challenges Lying Ahead The Challenges Facing Public Liberal Arts Colleges 178 Mary K. Grant The Importance of Institutional Culture 188 Stephen R. -
Catalog 2008-09
DePauw University Catalog 2008-09 Preamble ...............................................................................................2 Section I: The University .....................................................................3 Section II: Graduation Requirements ...................................................8 Section III: Majors, Minors, Courses .................................................14 School of Music......................................................................18 College of Liberal Arts ...........................................................30 Graduate Programs in Education..........................................136 Section IV: Academic Policies .........................................................138 Section V: The DePauw Experience.................................................159 Section VI Campus Living ...............................................................176 Section VII: Admission, Expenses, Financial Aid ...........................184 Section VIII: University Personnel ..................................................196 This is a PDF copy of the official DePauw University Catalog, 2008-09, which is available at http://www.depauw.edu/catalog. This reproduction was created on September 15, 2008. Contact: Dr. Ken Kirkpatrick Registrar DePauw University 313 S. Locust St. Greencastle, IN 46135 [email protected] 765-658-4141 Preamble to the Catalog Accuracy of Catalog Information Every effort has been made to ensure that information in this catalog is accurate at the time of publication. -
1 2. Classical Reception Pedagogy in Liberal Arts Education
CUCD Bulletin 46 2017 ***Teaching the Classical Reception Revolution*** 2. Classical Reception Pedagogy in Liberal Arts Education Emma Cole University of Bristol iberal Arts degrees, sometimes called Bachelor of Arts and Sciences degrees, represent one of the fastest growing programmes in British universities. 1 The courses aim to L combine a breadth and depth of study, allowing students to gain a broad, interdisciplinary education within the arts and humanities, and sometimes also the social sciences, with a depth of expertise focused around a specific major, or pathway. In addition, they encourage students to build links between their degree and wider culture and society, incorporating internships, language modules, and study abroad trips as the norm rather than the exception and often as credit-bearing, compulsory elements. Interestingly, classicists have played a remarkably prominent role in the development of these courses.2 I myself have taught on two such programmes, and in both instances have used the Liberal Arts remit as a framework for classical reception topics. Here I discuss the pedagogical strategies I have employed in Liberal Arts modules, providing a template for other academics wishing to find homes for classical reception topics within non-classics degree structures. In addition, I demonstrate the potential that the interdisciplinary Liberal Arts curricula hold for early-career scholars wanting to engage in research-led teaching. Such teaching provides crucial formative training for junior scholars seeking to progress their academic careers, and I argue that the experience has a flow-on effect in preparing scholars for teaching in a more traditional, single-honours environment. The rhetoric surrounding British Liberal Arts degrees revolves around the importation of a US- style Liberal Arts college model. -
Lawrence University
Lawrence University a college of liberal arts & sciences a conservatory of music 1425 undergraduates 165 faculty an engaged and engaging community internationally diverse student-centered changing lives a different kind of university 4 28 Typically atypical Lawrentians 12 College should not be a one-size-fits-all experience. Five stories of how Find the SLUG in this picture. individualized learning changes lives (Hint: It’s easy to find if you know at Lawrence. 10 what you’re looking for.) Go Do you speak Vikes! 19 Lawrentian? 26 Small City 20 Music at Lawrence Big Town 22 Freshman Studies 23 An Engaged Community 30 Life After Lawrence 32 Admission, Scholarship & Financial Aid Björklunden 18 29 33 Lawrence at a Glance Find this bench (and the serenity that comes with it) at Björklunden, Lawrence’s 425-acre A Global Perspective estate on Door County’s Lake Michigan shore. 2 | Lawrence University Lawrence University | 3 The Power of Individualized Learning College should not be a one-size-fits-all experience. Lawrence University believes students learn best when they’re educated as unique individuals — and we exert extraordinary energy making that happen. Nearly two- thirds of the courses we teach at Lawrence have the optimal (and rare) student-to-faculty ratio of 1 to 1. You read that correctly: that’s one student working under the direct guidance of one professor. Through independent study classes, honors projects, studio lessons, internships and Oxford-style tutorials — generally completed junior and senior year — students have abundant -
Lawrence, Volume 95, Number 1, Spring 2014 Lawrence University
Lawrence University Lux Alumni Magazines Communications Spring 2014 Lawrence, Volume 95, Number 1, Spring 2014 Lawrence University Follow this and additional works at: http://lux.lawrence.edu/alumni_magazines Part of the Liberal Studies Commons © Copyright is owned by the author of this document. Recommended Citation Lawrence University, "Lawrence, Volume 95, Number 1, Spring 2014" (2014). Alumni Magazines. Book 10. http://lux.lawrence.edu/alumni_magazines/10 This Book is brought to you for free and open access by the Communications at Lux. It has been accepted for inclusion in Alumni Magazines by an authorized administrator of Lux. For more information, please contact [email protected]. SPRING 2014 LAWRENCE LEARNING FOR A LIFETIME L U APPLETON, WISCONSIN L U APPLETON, WISCONSIN LAWRENCE CONTENTS SPRING 2014 VOL. 95, NUMBER 1 1 From the President 2 Life-Changing Learning ART DIRECTORS 6 Posse and the Path to Lifelong Learning Liz Boutelle, Monique Rogers, Tammy Wagner 8 Focusing on Their Futures ASSOCIATE VICE PRESIDENT OF COMMUNICATIONS Craig Gagnon ’76 9 The Lawrence Difference EDITOR 10 The Promise Between the Pages Marti Gillespie 12 A Lifelong Connection to Lawrence VICE PRESIDENT FOR ALUMNI, DEVELOPMENT and COMMUNICATIONS 14 The Power of “I” in a Safe Space Cal Husmann 16 Family Ties PHOTOGRAPHY Liz Boutelle, Ken Cobb Photography, Rachel Crowl, 18 Discovering a Place and a Purpose Craig Gagnon ’76, Tom Gill, Marti Gillespie, Ruth Kmak, Will Melnick ’14, Rick Peterson, Thompson Photo Imagery 22 The Road to the Rhodes -
Students | All Main Fields of Study 2016 | Czech Republic | Students | All Main Fields of Study Who We Are
Universum Talent Research 2016 Partner Report | Silesian University in Opava Czech Edition | Students | All main fields of study 2016 | Czech Republic | Students | All main fields of study Who We Are Present in 60 countries with Helping the world’s leading Surveying more than Thought leaders in Employer regional offices in New York organizations strengthen 1.3 million career-seekers, Branding, publishing content City, Paris, Shanghai, their Employer Brands for partnering with thousands of on C-suite level subjects. Singapore and Stockholm. over 25 years. universities and organizations. Serving more than 1 700 Full service Employer Our Employer Branding clients globally, including Branding partner, taking content is published yearly in Fortune 100 companies. clients from identifying renowned media, e.g. WSJ, challenges, engaging talent CNN, Le Monde, to measuring success. BusinessWeek. 2016 | Czech Republic | Students | All main fields of study Sample client list Some of the world´s most attractive employers 3 2016 | Czech Republic | Students | All main fields of study Universum in the Media Universum Rankings and Thought leadership Publishers 4 2016 | Czech Republic | Students | All main fields of study We help higher educational institutions Universum is the global leader in the field of employer branding and talent research. Through our market research, consulting and media solutions we aim to close the gap between the expectations of employers and talent, as well as support Higher Education Institutions in their roles. Through our unique -
Liberal Arts Colleges
A Classic Education What is the study of Liberal Arts? Approach to Education In-depth study of a broad range of subjects Intended to increase understanding of: . Multiple academic subjects . The connections between those subjects . How those subjects affect the experiences of people Basically, Liberal Arts is the study of humankind in both breadth and depth What is Liberal Arts? Liberal Arts is NOT: . The study of the arts exclusively . The study of fields from a (politically) liberal point of view . A professional, vocational, or technical curriculum Some liberal arts colleges have professional, vocational, or technical elements within the context of the liberal arts curriculum But that is not their focus What Does Liberal Arts Seek to Understand? 1. The Natural World • How scientists devise experiments to test hypotheses • How to measure those experiments • How to interpret those measures • To attempt to find truth and to prove or disprove the hypotheses • To learn that it is ok to fail . You learn more that way! • That there is wonder in the act of discovery What Does Liberal Arts Seek to Understand? 2. Mathematics, Formal Reasoning, and Logic • How mathematics is used . As the “language” of science . By social scientists to test and use models • Mathematics has its own beauty Fibonacci numbers Fractals! What Does Liberal Arts Seek to Understand? 3. Social Sciences • Cause and Effect . How people influence events . How people are influenced by events . How social scientists build models to explain human behavior What Does Liberal Arts Seek to Understand? 4. Humanities and Literature • How humans react to various circumstances • To become skilled at communicating ideas • To read closely • The power of imagination • How to find bridges across historical and cultural divides • The human condition • To value the beauty of words! What Does Liberal Arts Seek to Understand? 5. -
Course Catalog 2009-10
Course Catalog 2009-10 L U APPLETON, WISCONSIN L U APPLETON, WISCONSIN CONTENTS About Lawrence 8 Mission 8 Educational philosophy 8 Lawrence in the community 8 History 9 Presidents of the college 11 The Liberal Arts Education 12 Liberal learning 12 A Lawrence education 13 A residential education 13 The Campus Community 14 Academic and campus life services 14 The campus and campus life 15 Planning an Academic Program 23 The structure of the curriculum 24 Postgraduate considerations 28 Degree and General Education Requirements 31 Residence requirements 31 Bachelor of Arts degree 31 Bachelor of Music degree 33 B A and B Mus double-degree program 35 Cooperative degree programs 37 Engineering 38 Forestry and environmental studies 38 Occupational therapy 39 Courses of Study 40 Anthropology 40 Archaeology (see Anthropology) Art and Art History 52 Studio Art 52 Art History 60 Biochemistry 68 Biology 75 Biomedical Ethics 89 Business (see postgraduate considerations) Chemistry 98 Chinese and Japanese 109 Classics 116 Cognitive Science 126 2 CONTENTS Computer Science 132 East Asian Studies 138 Economics 146 Education 158 English 171 Environmental Studies 183 Ethnic Studies 200 Film Studies 212 French and Francophone Studies 220 Freshman Studies 230 Gender Studies 233 Geology 245 German 256 Government 269 History 283 International Studies 306 Japanese (see Chinese and Japanese) Latin American Studies 308 Law (see postgraduate considerations) Linguistics 313 Mathematics 322 Medicine (see postgraduate considerations) Music 333 Interdisciplinary Major -
“Liberal Arts Education”?
HOW CAN WE UNDERSTAND “LIBERAL ARTS EDUCATION”? Harry Brighouse University of Wisconsin at Madison This essay was commissioned by The Andrew W. Mellon Foundation under the auspices of the Mellon Research Forum on the Value of Liberal Arts Education. © 2019 The Andrew W. Mellon Foundation. This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 License. To view a copy of the license, please see https://creativecommons.org/licenses/by-nc/4.0/. The Mellon Foundation encourages distribution of the report. For questions, please write to [email protected]. HOW CAN WE UNDERSTAND “LIBERAL ARTS EDUCATION”? 2 The phrases “liberal education” and “liberal arts education” are both terms of art: neither refers to a natural kind. As such, they are used ambiguously in many discussions about policy and practice within higher education; sometimes they are mere slogans. I wouldn’t propose or try to impose one particular usage. The impulse behind this short essay was to help participants in the Mellon Research Forum’s discussions of liberal education and a liberal arts education to figure out whether they really were talking about the same thing, and, if not, to help them align their understandings for more productive dialogue.1 Introduction The phrase “Liberal Arts Education” requires interpretation. While used widely by educators and especially by higher education administrators, its meaning is not always clear. I do not propose to offer a single, precise definition here, but to tease out some of the important ways in which it can reasonably be used, in order to provide a conceptual map, and help fix which differences are merely semantic and which are substantive. -
Georgia College & State University
Georgia College & State University Undergraduate Catalog 2006-2008 Volume LXXV Georgia College & State University Bulletin Milledgeville, Georgia 31061 Phone: (478) 445-5004 Enrollment Services Toll-free in Georgia: 1-800-342-0471 GCSU Website: www.gcsu.edu 2 / Georgia College & State University PRESIDENT DOROTHY LELAND “As Georgia’s designated public liberal arts university, Georgia College & State University offers the kind of education found in exceptional private colleges but at public university prices. Georgia College helps to keep Georgia’s brightest students in the state by providing an engaging academic experience in a small- town, residential campus setting – small classes, active learning, exemplary undergraduate teaching, interactions with faculty inside and outside the class- room, significant and sustained opportunities to work with faculty on research and creative projects, residential learning, expansion of global awareness through study abroad, learning experiences in civic engagement and leader- ship development. Students learn to think creatively, communicate effectively, work well with others to solve problems, learn and adapt quickly, and apply cross-disciplinary approaches to difficult issues in order to find solutions. These are the graduates who are equipped to help create the strong knowledge economy, an economy based on innovation, that our state so desperately needs.” –Dorothy Leland, President Georgia College & State University / 3 TABLE OF CONTENTS Georgia College & State University ............................................................................