2005CATALOG 2004

• BRING A SPARK L I G H T A FIRE • Correspondence Directory Inquiries are welcome. You may write or call the College.

Mailing address: Virginia Wesleyan College World Wide Web 1584 Wesleyan Drive http://www.vwc.edu Norfolk/Virginia Beach, VA 23502-5599 Telephone for general information (757) 455-3200 (switchboard 8 a.m. to 5 p.m.)

General matters concerning the College President, (757) 455-3215

Academic Affairs Financial Aid Dean of the College Director of Financial Aid (757) 455-3210 (757) 455-3345 Admissions (1-800-737-8684) e-mail: [email protected] Vice President for Enrollment Management Information Systems (757) 455-3208 Director of Computer Services e-mail: [email protected] (757) 455-3114 Adult Studies Program e-mail: [email protected] Director of the Adult Studies Program News, Publications and Campus Events (757) 455-3263 College Communications e-mail: [email protected] (757) 455-3218 Alumni Relations e-mail: [email protected] Director of Alumni Relations Student Affairs (757) 455-3298 Dean of Students e-mail: [email protected] (757) 455-3273 Athletics Transcripts and Records Director of Athletics Registrar (757) 455-3302 (757) 455-3358 Business Affairs e-mail: [email protected] Vice President for Business Affairs (757) 455-3310 e-mail: [email protected]

Virginia Wesleyan College is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools to award the bachelor of arts degree. Inquiries to the Commission on Colleges (1866 Southern Lane, Decatur, Georgia 30033-4097 or telephone (404) 679-4500) should relate only to the accreditation status of Virginia Wesleyan and not to general admission information.

Non-discrimination Policy Virginia Wesleyan College admits students of any race, religion, color, creed, gender, national and ethnic origin age, marital status, covered veteran status, handicap, sexual orientation, or any other legally protected status to all the rights, privileges, programs, and activities generally accorded or made available to students at the College. It does not discriminate on the basis of race, religion, color, creed, gender, national or ethnic origin, age, marital status, covered veteran status, handicap, sexual orientation, or any other legally protected status in administration of its educational policies, admission policies, scholarship and loan programs, and athletic and other College-administered programs. Catalog 2004-2005 2

On the pages that follow you will find information which will be invalu- able to you as you plan your academic program at Virginia Wesleyan College. They contain descriptions of the numerous educational options available to you along with essential information on academic regulations, student life, financial aid, career planning, and other aspects of college life. In many ways, the information can serve as your guide to academic success. Read this catalog carefully, refer to it frequently, and use it to track your progress. Whether you are a recent high school graduate, an adult student, a college transfer, a veteran, or an international student, Virginia Wesleyan attempts to meet your educational needs and addresses them here. Take a moment to review the Table of Contents so that you are familiar with this publication. Prospective students will have a particular interest in reading the following sections: “Virginia Wesleyan College–A Special Place,” “A Framework For Your Future,” “Your Commitment to Virginia Wesleyan,” “Financial Information–Education Within Your Reach,” and other sections as well. Current students should become familiar with the section entitled “A Framework For Your Future,” which defines graduation requirements. Other sections of special interest to you are those on “Career Services–Planning Your Future” and “Programs and Courses–Design Your Future.” Please feel free to call on me whenever I am needed; call on your adviser frequently. The section of the catalog entitled “College Beyond Books” is your guide to numerous student services. Best wishes to you for a rewarding educational experience at Virginia Wesleyan. You are indeed someone special to us!

Dr. Stephen S. Mansfield Vice President for Academic Affairs and Kenneth R. Perry Dean of the College

This catalog is published by Virginia Wesleyan College and contains information concerning campus life, career preparation, academic policies, and course offerings. The college reserves the right to make alterations in course offer- ings and academic policies without prior notice in order to further the institution’s purpose.

The information in the catalog is presented as a guide and is not the offer of a contract. Students are expected to familiarize themselves with the academic policies contained in the catalog. Failure to do so does not excuse students from the requirements and regulations described herein. CONTENTS 3

CONTENTS College Profile–A Special Place ...... 6 Mission Statement ...... 6 Four-Year Graduation Guarantee ...... 6 Your Rights and Responsibilities ...... 6 Admission–Your Commitment to Virginia Wesleyan ...... 10 Financial Information–Education Within Reach ...... 14 Financial Aid ...... 14 Plan of Study–A Framework for Your Future ...... 18 The Educational Program ...... 18 The General Studies Program ...... 18 Graduation Requirements ...... 19 Major Programs ...... 28 Program Enhancement ...... 30 Center for the Study of Religious Freedom ...... 33 VWC Information Technology Program ...... 33 ROTC ...... 33 Study Abroad ...... 33 The Adult Studies Program ...... 34 Academic Regulations ...... 35 Academic Standing ...... 39 Career Services Center–Planning Your Future ...... 42 Programs and Courses–Design Your Future ...... 46 Academic Skills Development ...... 46 American Studies ...... 46 Art/Art History ...... 46 Biology ...... 51 The Center for the Study of Religious Freedom ...... 54 Chemistry ...... 55 Classics ...... 58 Communications/Journalism ...... 60 A first-rate faculty and personal attention Earth and Environmental Sciences ...... 64 are Virginia Wesleyan College trademarks Education/Special Education ...... 66 which have earned the liberal arts institu- English ...... 75 tion a national reputation for excellence. Environmental Studies ...... 83 Foreign Languages and Literatures ...... 86 Geography ...... 94 Health and Human Services ...... 94 History ...... 98 Information Systems ...... 104 Interdisciplinary Studies ...... 104 International Studies ...... 107 Liberal Studies ...... 109 Management/Business/Economics ...... 109 Mathematics/Computer Science ...... 114 Music ...... 120 Philosophy ...... 123 Physical Science ...... 126 Physics ...... 126 Political Science ...... 127 PORTfolio ...... 132 Psychology ...... 133 Recreation and Leisure Studies ...... 138 Religious Studies ...... 144 Social Studies ...... 148 Sociology/Criminal Justice ...... 148 Theater ...... 153 Women’s and Gender Studies ...... 156 Campus Life–College Beyond Books ...... 160 Directory–Who’s Who at Virginia Wesleyan ...... 166 Board of Trustees ...... 166 Faculty ...... 167 Administrative Staff ...... 171 Index–What’s Where ...... 178 Calendar 2004–2005–What’s When ...... IBC 4

Virginia Wesleyan’s nearly 1,400 students, from 35 states and nine foreign countries, participate in more than 60 clubs and organizations. Virginia Wesleyan College—A Special Place 6 COLLEGE PROFILE

VIRGINIA WESLEYAN COLLEGE— A SPECIAL PLACE

Mission Statement Student consent is required for the release of records he mission of Virginia Wesleyan College is to covered by the Act to outside parties (i.e., prospective Tengage students of diverse ages, religions, ethnic employers), except for those agencies entitled to access origins and backgrounds in a rigorous liberal arts edu- under the provisions of the Act (i.e., college personnel with cation that will prepare them to meet the challenges of life a legitimate educational interest, federal education and and career in a complex and rapidly changing world. In this auditing officials, and requests related to the application for endeavor, the College employs a wide range of approaches or receipt of financial assistance.) to teaching and learning and provides opportunities to con- Any other access must have written authorization from nect the study of the liberal arts with practical learning the student, with the exception of certain “directory infor- experiences on campus, in the Hampton Roads region, and mation,” which includes the name, address, and telephone throughout the world. In accord with our United number of the student, e-mail address, major field of study, Methodist heritage, Virginia Wesleyan aspires to be a dates of attendance, degrees, awards and honors received supportive community that is committed to social respon- (including dates), photograph, and most recent previous sibility, ethical conduct, higher learning, and religious educational agency or institution attended. freedom. Students may obtain a copy of the college’s policy con- cerning access to educational records from the Office of the Four-Year Graduation Guarantee Registrar. Virginia Wesleyan College guarantees that all under- The Honor Code graduate students wishing to graduate in four years will be provided necessary courses as required by the college in the Virginia Wesleyan College is committed to values of student’s selected major field of study. Any required courses citizenship and social responsibility fundamental to a needed beyond four years will be provided to the student community of scholars. People who join this academic tuition-free. community agree to maintain academic honesty. The Entering freshmen wishing to participate in the gradua- purpose of the honor code at Virginia Wesleyan College is tion guarantee program must complete the guarantee appli- to foster an environment of learning based upon cation form upon entry to the college and officially declare trustworthiness and willingness to assume personal a major before beginning their fall semester classes at the responsibility for honorable behavior. Responsibility for start of the junior year. All participating students must be safeguarding honor and trust belongs to the entire academic qualified to begin college-level courses, have their class community; therefore, students need to assume responsi- schedule approved by their official adviser and register for bility for honorable behavior in themselves and others. Acts classes during early registration each semester. They must of academic dishonesty, which include cheating, plagiarism, also meet any program GPA and course, test, and grade lying, theft, and falsifying data, are violations of the honor requirements as stipulated in the catalog or departmental code. Once students become members of the College policy. community and are presumed to understand the nature of Students must successfully complete an average course such violations, they are responsible for avoiding them and load of 15 hours each semester (30 hours/year) and remain for the consequences if they do not. in good standing at the college. Any course failed or The honor code offers guidelines for academic conduct repeated will void the guarantee, and any late change in and disciplinary procedures for infractions of the code. For major options may void the guarantee. Students who are a complete statement of the honor code see the Student interested in the program should contact the Office of Handbook distributed through the Dean of Students’ Admissions. Office. Your Rights and Responsibilities Faculty Advisory System Prior to arrival on campus, each freshman is assigned a Family Educational Rights and faculty adviser. Entering students meet with their advisers Privacy Act of 1974 to work out a schedule of classes prior to registration. All educational records of students enrolled at the Returning students also meet with their advisers prior to college are maintained in accordance with the provisions of registration. You may change advisers at any time by secur- the Family Educational Rights and Privacy Act of 1974 as ing the proper form from the Office of the Registrar. Amended. The Act was designed to protect the privacy of Prior to graduation, a faculty member in the student’s educational records, to establish the right of students to major department will certify that the student has com- inspect and review their educational records, and to provide pleted requirements for the major. Therefore, upon declar- guidelines for the correction of inaccurate or misleading ing a major you must secure as an academic adviser a faculty data through informal and formal hearings. member in your major field. COLLEGE PROFILE 7

Advisers will make every attempt to give effective guid- The Faculty ance to students in academic matters and to refer students At the heart of the educational experience are the per- to those qualified to help them in other matters, but the sons who teach. Virginia Wesleyan has, by design, recruited final responsibility for meeting all academic requirements faculty members whose primary interest and commitment for a selected program rests with the student. is to classroom teaching. In addition faculty are engaged in scholarly, artistic, community service, and other activities. Transcripts Members of the faculty have earned degrees from over 140 Transcripts are provided by the Office of the Registrar different colleges and universities, both in the U.S. and and are issued only upon the written request of the student. abroad. The richness of this educational experience is felt in All financial obligations to the college must be met prior to their influence at Virginia Wesleyan. the release of a transcript. A transcript of work completed at any high school or at The Library any college other than Virginia Wesleyan College must be Developing proficiency in research skills is an important obtained directly from that institution. component of the academic program at Virginia Wesleyan College. At Henry Clay Hofheimer II Library, library staff College Profile knowledgeable in both modern and traditional research The Heritage of Virginia Wesleyan methods assist students in the learning process, both indi- vidually and in groups, utilizing a combination of print and Virginia Wesleyan College is a liberal arts college related electronic resources. to The United Methodist Church. Chartered in 1961 and In addition to collections, students are provided access opened in 1966, the college was born into an age of com- to a nearly limitless supply of information and research plexity and rapid change and has developed a flexible edu- materials through local, regional, and national consortia of cational program open to innovation in order to meet the higher education libraries. changing needs of today’s students. By design, Virginia Hofheimer Library also makes available audio-visual Wesleyan is small, believing that the aims of liberal educa- materials and equipment, study rooms and a computer lab tion are best achieved in a context where students and for student use. faculty know each other well. The liberal arts and church-related heritages of the The Setting College complement each other and define the values around which it has been built. The Methodist heritage of The setting of the college complements its dual com- the college demands openness to truth, not narrow mitment to the development of the intellect and to involve- parochialism. The liberal arts were originally so named ment in society. Nestled on a 300-acre campus in the heart because they were understood to be liberating, and this still of Virginia’s largest metropolitan area, the college is physi- holds true. The liberal arts focus on the search for humane, cally insulated from the bustle of the city traffic and yet the social, and scientific principles which, after thorough exam- vast resources of this metropolitan area are easily accessible. ination, provide the basis for the understanding of one’s Regardless of your major at Virginia Wesleyan, you are only self, of society, and of the world. a few minutes away from a living laboratory. The Virginia Wesleyan seeks to attract students who desire a Norfolk/Virginia Beach area is one of the fastest growing strong, individualized academic program, who want to urban centers on the Atlantic coast. The college has devel- study matters of concern to them, and who want to be oped opportunities for students to bring the theoretical and involved with other students and professors in creating a practical together in this multi-purpose laboratory. vital educational experience. Physical Facilities The Liberal Arts and Careers Virginia Wesleyan’s buildings, all constructed since While liberal arts colleges have traditionally prepared 1966, are situated in the midst of expansive lawns, numer- students for careers in the professions of teaching, law, busi- ous athletic fields, and pleasant woodlands. The long-range ness, the ministry, health professions, and the fine arts, plan calls for four villages surrounding a central academic Virginia Wesleyan believes that liberal arts studies also core. The following complexes and buildings, with comple- provide a proper starting place for numerous other profes- tion dates noted, now house the college’s academic, admin- sions. The ability to move upward and laterally in the world istrative, and residential functions. of work frequently depends on the capacity to analyze, Jerry G. Bray, Jr. Village (1966) synthesize, make appropriate value judgments, draw con- Residence Halls: clusions, and communicate results. The development of Louise W. Eggleston Hall such skills is at the very heart of liberal studies. Abel E. and Clara Eaton Kellam Hall The College offers approximately 40 majors which Margarette Hanes Old Hall relate to various careers or to further graduate study. These Paul Howard Rose Hall are described later in this catalog. Academic Buildings: Birdsong Hall Peter D. Pruden Hall Aubrey L. Eggleston Commons 8 COLLEGE PROFILE

Academic Village II Residence Halls: East Dormitory (1990): J. Franklin Little Hall (1990) Alison J. and Ella W. Parsons Hall (1990) Walter Clarke Gum Hall (1970) Joseph S. Johnston Hall (1990): Landmark Hall William Travis Smithdeal Hall (1970) Academic Buildings (1990): Charles and Bertha Mast Graybeal Hall Guy C. and Ora Goodwin Roop Hall Floyd E. Kellam Jr. Social Science Center (2002) Academic Village III (1993) Residence Halls: North Hall South Hall Harry I. and Elizabeth W. Teagle Hall Fine Arts Building (1966) with the Edward D. Hofheimer Theater (1981) is home for the college’s fine arts offerings in art, music, and theater. In this complex are located studios for painting, ceramics, and crafts classes; music studios and practice rooms; and a multi-media room. The Edward D. Hofheimer Theater is a versatile facility which serves as a setting for theatrical instruction as well as Robert F. and Sara M. Boyd Campus Dining performance. Center (1991) and related facilities house the college Henry Clay Hofheimer II Library (1969) is a dining hall, the Alumni Galleria and the private dining spacious, attractive building of modern design which sits areas known as the Shafer Rooms and the Princess Anne appropriately at the center of the campus. This award- Room. The college’s collection of memorabilia and paint- winning building not only houses the college’s growing ings related to the life and ministry of 18th-century collection of more than 127,000 volumes (including 15,000 Anglican cleric John Wesley is on display in this facility. bound periodicals), but is home to several computerized Located adjacent to the dining center are the business office research databases. and campus post office. S. Frank and Wilma Williamson Blocker Hall Lambuth M. Clarke Hall (1998) reflects the college’s houses the Science (1970) and Humanities Centers (1988) commitment to providing state of the art teaching tech- which have well equipped laboratories, classrooms, a lan- nologies. Teaching spaces, including a tiered classroom, are guage laboratory, a computer center serving the needs of the equipped with features such as computers, video presenters college’s academic offerings, and faculty offices. The audi- and interfacing capabilities. The building also contains the torium in this building is the setting for numerous campus Adult Studies Office, the Learning Resources/Writing events. Center, the Office of the Registrar, The Center for the Study of Religious Freedom, a 24-hour computer labora- Women of Wesleyan Greenhouse (1974) provides tory and faculty offices. a laboratory for courses in botany and contains numerous unusual plants. Katherine B. and Mills E. Godwin, Jr. Hall (1999) accommodates many of the college’s administrative offices, Frank E. Brown Campanile (1975) is the campus including the office of the President, Admissions, Alumni landmark which symbolizes the institution’s Christian her- Relations, Church Relations, College Communications, itage as well as its dedication to the continuous search for Development, Financial Aid and Dean of Students. truth. Jane P. Batten Student Center (2002) features Monumental Chapel (1975) is the site of a variety of Cunningham Gymnasium, a multi-activity athletic center; religious activities including worship services, the Wesleyan Scribners, the college Bookstore; a 39-foot high climbing Lectures Series, and religious drama. wall; NCAA regulation pool; indoor running track; and convocation center that serves as the home court for the Penzold Tennis Center (1977) contains six tennis men’s and women’s basketball teams. Many student services courts, two of which are lighted. and athletic offices are housed in the Batten Center as well Maintenance Building (1993) houses the physical as Communications laboratory space and Recreation and plant operations and storage facilities for the college. Leisure Services faculty offices. Admission—Your Commitment to Virginia Wesleyan 10 ADMISSION

ADMISSION— YOUR COMMITMENT TO VIRGINIA WESLEYAN

dmission to Virginia Wesleyan College is based Additional units should be elected from areas of study Asolely on the applicant’s academic and personal similar to those above. qualifications. Virginia Wesleyan College admits and Applicants whose secondary school program is some- seeks to enroll students from a variety of social, religious, what irregular will not be denied consideration for admis- racial, economic, and geographic backgrounds. The college sion; records of such students, however, should reflect high does not discriminate on the basis of race, religion, achievement and aptitude. handicap, sex, nationality, or ethnic origin. Application materials and detailed admissions informa- Admission for Home School Students tion are available from the Office of Admissions. We Virginia Wesleyan College eagerly seeks qualified stu- encourage high school students to apply in the fall of their dents who have completed a four-year secondary school senior year, and transfer students may apply in either the program that meets the general requirements in the follow- fall or spring semesters. The Admissions Committee will ing areas: begin to review completed applications in October for high English school students, and applicants can expect to receive admis- Foreign Language sions notification within three weeks after their applications Algebra have been made complete. All high school applicants Geometry accepted for admission are expected to satisfactorily com- History plete their senior year of high school work, and all appli- Science cants are required to present a satisfactory medical report Additional coursework should be elected from areas of prior to enrollment. The college employs a rolling study similar to those above. In some cases, a syllabus may admissions process, however, March 1 is the preferred be requested as part of a student transcript to ensure that application deadline for admission in the fall semester, the Admissions Committee makes proper and consistent and December 1 is the preferred application deadline admissions decisions. for entry in the spring semester. Applications will Home school students are encouraged to apply to continue to be accepted after those deadlines depending on Virginia Wesleyan College, as the learning environment on availability of space. campus can make for a comfortable transition from the Although a personal interview is not specifically unique “home school” experience. The college feels that the required, we encourage interested students to visit the individual attention given by professors, the small student campus and talk with an admissions counselor. You may to faculty ratio, and the experiential learning that is offered call us at 1-800-737-8684 or locally at 757-455-3208 to in the curriculum would greatly enhance that which the schedule a time that is convenient for you to meet with us. home school student has already undergone for four or more years. Admission for High School Students If you would like to speak to an admissions counselor Preparation: The Admissions Committee believes that about college life after home school, you may call the high school students who present a strong academic pro- Admissions Office at 1-800-737-8684 or 757-455-3208. gram of at least 16 solid high school units have a greater chance for success in meeting the requirements of the Credentials Required: Virginia Wesleyan College curriculum. Accordingly, the 1. A completed application for admission form and pattern of courses offered by each applicant is important in application fee of $40.00. This fee is not refundable. consideration of the application. The secondary school 2. An official transcript of the secondary school record, program should include at least four academic courses each or home school documentation. year. Because course offerings vary within the secondary 3. Recommendation from school official. schools, however, the committee does not attempt to 4. An official record of scores on the Scholastic specify all courses, but recommends that the following 12 Assessment Tests (SAT I) of the College Entrance units be included as a minimum in the high school program Examination Board (CEEB). American College for each applicant: Testing (ACT) Program scores may be presented by English 4 students who have not found it possible to take the Foreign Language 2 (in one language) SAT I. Each applicant is responsible for arranging to Algebra 2 take the tests and for requesting CEEB or ACT offices Geometry 1 to send Virginia Wesleyan College the results of all History 1 tests taken. Students whose first language is one other Science 2 ADMISSION 11

than English should submit scores from the Test of Health Forms: Entering students are required to submit English as a Foreign Language (TOEFL). Virginia a completed health form prior to enrollment in the college. Wesleyan’s CEEB code is 5867. These forms must be received by the Health Services Office 5. While it is not required, we encourage new freshmen at least one month before the student arrives on the to take the SAT II: Writing Test. We use the results of campus. Students will not be allowed to register without a the test to assist in early advisement and placement as health form on file. you register for classes the semester before you arrive. Placement tests are also available for students as we Veterans: Virginia Wesleyan is fully approved by the determine the appropriate beginning classes at VWC. Commonwealth of Virginia to offer college work if you qualify for veterans’ benefits. Your records will be reviewed Admission for Transfer Students in order to determine whether training you received in military service will qualify for college credit. You should For admission by transfer from another regionally present your credentials at the time of application for accredited institution, students must submit a completed admission. If you have a high school diploma or its equiva- Application for Admission, a $40.00 application fee (non- lent, you are assured admission as a veteran. If you have refundable), and credentials as indicated below: attended another college, you will be considered as a 1. Applicants who have not successfully completed their transfer student. first 12 semester hours of college work: A. An official transcript of college record and an offi- International Students: Virginia Wesleyan College cial transcript of high school record including SAT encourages applications from qualified international stu- I or ACT scores. dents. If you are not a resident of the United States, your B. Statement of good standing from the appropriate application will be considered on the basis of performance official at the college last attended. in your educational system and on the quality of achieve- 2. Applicants who have successfully completed 12 or ment throughout the final four years of academic work in more semester hours of college work: high school. A. High school diploma or GED necessary for receipt Applications for international students should be sub- of federal financial assistance. mitted by June 1. Along with a completed application, B. An official transcript of college record. international students are required to submit the following: C. Statement of good standing from the appropriate 1. A TOEFL score* of at least 550 for the written test official at the college last attended. and 213 for the computer-based test. A.A., A.S. or A.A.S. degrees earned from the Virginia 2. A transcript of grades from high school in English. Community College System are accepted in fulfillment of a 3. A recommendation from a high school official writ- significant portion of Virginia Wesleyan’s four-year general ten in English. studies program. Community college courses that fit *The college expects all international students to be proficient in VWC’s general studies and other graduation requirements the English language. Students whose native language is not will be carefully evaluated to provide maximum transfer English must take the TOEFL (Test of English as a Foreign credit. Language) to be considered for admission to the college. The transcript of courses taken at another college Immigration laws require that all international students should reflect a high quality of work. No credit is transfer- be prepared to assume financial responsibility for their edu- able for work below C grade (2.0) or for failing grades cational and living expenses. For exceptional international earned under a system of evaluation equivalent to the students who have outstanding academic records in their pass/fail concept. Credit awarded must be equivalent to home countries and have taken the U.S. SAT exam, an courses offered at Virginia Wesleyan or logical extensions application for an Academic or Leadership Scholarship may thereof. Students may not transfer more than a total of 64 be submitted to the Admissions Office. The scholarships semester hours from two-year institutions. A 2.5 cumula- are awarded based on the TOEFL score, SAT score, tran- tive grade point average is required for admission to the scripts from high school, and scholarship essays. If you feel Professional Education Program. that you may qualify for one of these scholarships, please Special consideration is given to applicants over 23 years contact the Admissions Office for more details. of age and to veterans of military service. Early Admission: Numbers of high schools have enriched Internal Transfer: Sometimes changes in a student’s cir- and accelerated their programs to the extent that some cumstances or goals may make it necessary to transfer inter- students are capable of benefitting from early admission to nally between the day program and the Adult Studies the college. Virginia Wesleyan College enrolls a small Program. Although the college does not permit repeated number of outstanding high school students in appropriate switching between the two programs, a process exists classes. If you feel that you may qualify, you should contact whereby a student may apply for an internal transfer. the Admissions Office for an interview. Due to federal Interested students should contact either the Admissions financial aid regulations, students who do not have a high Office or the Adult Studies Office. Provisional acceptance is school diploma or equivalent will not be considered for at the discretion of the dean of admissions. federal financial assistance. 12 ADMISSION

Special Students: If you wish to take classes but are not Advanced Placement: Virginia Wesleyan will generally a candidate for a degree at Virginia Wesleyan, you are grant college credit if you score a grade of three or better on classified as a special student. Fees for students who are a CEEB Advanced Placement Examination. taking the classes for academic credit are the same as fees for The Natural Sciences and Mathematics division will regular students. Students seeking transfer credit may be grant credit based on the following guidelines: required to submit academic credentials or certification of AP EXAM SCORE CREDIT good standing at the current institution. Biology 3 4 sem. hrs. of A student who is auditing a class will receive a reduced biology electives rate. Special students may complete applications in advance Biology 4 or 5 8 sem. hrs. of but must wait for other students to register before they are biology electives allowed to register. A special student who decides to Chemistry 3 4 sem. hrs. of become a degree-seeking student must reapply for accept- chemistry electives ance as a regular student. Chemistry 4 or 5 8 sem. hrs. of Campus Visits: You are encouraged to visit our campus chemistry electives for a tour and interview. As a service to visitors, the Admis- Calculus AB, BC 3 3 sem. hrs. of MATH 113 sions Office provides daily guided tours of the campus. and may challenge Tours are regularly scheduled for 9:30 a.m., 11:30 a.m., MATH 171 1:30 p.m., and 3:00 p.m. Since numbers of prospective Calculus AB 4 or 5 8 sem. hrs. of MATH 113, students request tours, it is recommended that you notify MATH 171, and MATH the Admissions Office in advance of the date on which you elective plan to visit the campus. The Admissions Office is open Calculus BC 4 or 5 13 sem. hrs. of MATH 113, 8:30 a.m. to 4:30 p.m. on weekdays and to 4:00 p.m. in the MATH 171, MATH 172, summer. We can schedule a visit for you on most Saturday MATH elective mornings during the academic year as well. Application Physics 3 4 sem. hrs. of forms and specific information pertaining to the college physics electives curriculum and to the process of admission to Virginia Physics 4 or 5 8 sem. hrs. of Wesleyan College may be obtained by writing to: Office of physics electives Admissions, Virginia Wesleyan College, 1584 Wesleyan The Department of English will grant credit based on Drive, Norfolk/Virginia Beach, VA 23502-5599 or by call- the following guidelines: ing 757-455-3208 or 800-737-8684. You may also visit us via our home page on the World Wide Web at Eng. Lang. & Comp. 3 3 sem. hrs. of ENG elective www.vwc.edu or contact us via e-mail at admissions@ 4 or 5 6 sem. hrs. of vwc.edu. ENG 105, elective Eng. Lit. & Comp. 3 3 sem. hrs. of ENG elective 4 or 5 6 sem. hrs. of ENG 105, elective College-Level Examination Program (CLEP): You may apply for credit in disciplines in which you have demonstrated proficiency through successful completion of CLEP examinations. Credit may be earned through both the general examinations and the subject examinations if the required CLEP score is obtained. In the subject examinations, credit is awarded only in those areas applicable to the VWC curriculum. CLEP examinations must be approved for current students prior to testing. Additional information can be obtained from the Registrar’s homepage. See www.vwc.edu/academics. International Baccalaureate: Virginia Wesleyan College recognizes the International Baccalaureate higher- level exams. The granting of placement and/or credit for scores of 5, 6, or 7 is determined by each department on an individual basis. Financial Information—Education Within Reach 14 FINANCIAL INFORMATION

FINANCIAL INFORMATION— EDUCATION WITHIN REACH

Tuition and Fees 2. Commuter Student uition and other expenses at Virginia Wesleyan February 14 (advance deposit) $ 300.00 TCollege are held to a minimum commensurate August 9 9,924.00 with providing quality education and a fiscally December 6 10,224.00 responsible operation. In general, the tuition and fees paid Refund Policy: Since the college must make commitments by an individual student do not cover the actual costs for for the entire year, the tuition and room deposits are that individual’s education. Grants and gifts received by the non-refundable, and no refund, rebate or reduction of fees college through the generosity of The United Methodist will be made because of late entrance or withdrawal from Church, foundations, friends, and others help to reduce the courses. Students who completely withdraw from the difference between income and costs. Basic tuition and fees college may receive partial refund in accordance with the for students entering the college for the academic year schedule below. 2004-2005 are as follows: Tuition $20,448.00 Administrative Withdrawal for Non-Attendance: Double Room Students who register for a semester (fall or spring) of and Meals* $ 6,660.00 course work, but do not attend class sessions of any of those Single Room $ 300.00 additional charge courses during the first two full weeks of the semester will Damage Deposit $ 75.00 be withdrawn from the College administratively and notified of that action by a letter sent to both home and *Cost of rooms in the East and Johnston residence halls and campus addresses. These students will be responsible for Village III is slightly higher. 50% of tuition and room charges. Cost for Part-time Enrollment and Course Over- This does not apply to students who attend some loads: Tuition costs for students enrolled for less than 12 courses but not all. They will remain enrolled in the College semester hours per semester are computed at $852.00 per and will receive a grade in courses in which they did not hour. When students are enrolled for an excess of 18 semes- attend but from which they did not formally drop. The ter hours at the conclusion of the add/drop period of a student will be responsible for all charges of tuition and fees given semester the same charge applies for each hour in for those courses. excess of 18. Students who withdraw or have not attended Occasional Fees: Students who enroll in certain courses classes for which they registered: Since the College will be charged a materials fee as listed for each course. must make financial commitments, the tuition and room Those who enroll for applied music also incur additional deposits are non-refundable. To “officially” withdraw charges for private lessons. means the student needs to go through the proper channels In cases where damage to college property occurs, the as set forth by the College. To stop attending classes does student(s) involved will be charged a fee to cover repairs or not constitute an “official” withdrawal. In order to start the replacement. process, the student needs to go to the Registrar’s Office. Warning! As required by federal regulations, students who Payment of Tuition and Fees do not earn credits in a given semester may not have earned all of their financial aid. Therefore, financial aid will be re- The College bills students for tuition, room and meals calculated based on the last documented date of attendance each semester. The charges for the fall semester are due and or 50% of the term (whichever is less). Any adjustment to payable not later than August 9 and the spring semester financial aid based on this re-calculation will result in a charges are due and payable not later than December 6, remaining balance to the institution. Students in atten- 2004. Miscellaneous charges are due in full when billed. dance for at least 60% of the semester may appeal in writ- Advance registration schedules may be deleted for con- ing with documentation from the instructor to include last tinuing students who have not taken care of their financial date of attendance and/or verification of an incomplete arrangements as noted above. First-time students who have assignment. not completed their financial arrangements will be delayed The College will retain the following amount of tuition, in being processed for registration. Students may not attend room and board, and institutional and state federal aid: The classes until the proper arrangements have been made. The first week of classes the College retains 10%; second week schedule for payment is as follows: of classes the College retains 50%; the third week of classes 1. Resident Student (double room) the College retains 75%; after the third week of classes the April 15 (advance deposit) $ 500.00 College retains 100%. Calculations will be based on the August 9 13,024.00 date the withdrawal form is submitted to the Office of the December 6 13,524.00 Registrar. Any federal financial aid will be returned based on the federal return policy. The federal return policy is FINANCIAL INFORMATION 15

based on the length of time a student is enrolled. The Unsubsidized College will return any “unearned” federal financial aid to Amount — $500–$5,500 loan the correct programs. Once 60% of the semester has passed, Eligibility — No need requirement all federal aid is considered earned and no return is neces- Filing dates — May 1–August 1 sary. If students received refunds from their account, there is a possibility that they will have to return any refunds Tuition Assistance Grant (TAG) given to them prior to their withdrawal. The College will Application — TAG application charge an administrative cost allowance for any student from Virginia Wesleyan who withdraws. The cost will be five percent (5%) of Amount — $2,210 (2003–2004) tuition, room, and meals originally charged, but will not Eligibility — No need requirement; exceed $100.00. Virginia domiciliary requirement College Scholarship Assistance Program (CSAP) Amount — $1,000–$2,000 grant Eligibility — Demonstrated need; Financial Aid Virginia domiciliary requirement Virginia Wesleyan believes that no student who wishes to attend Wesleyan should be denied the opportunity VWC Merit Scholarships: because of limited financial resources. The Director of Wesleyan Scholars Financial Aid is available to counsel with you and your Application — Wesleyan Scholar Competition family regarding financial planning. Filing deadline — January 1 If you demonstrate financial need, you may qualify for Amount — Up to full comprehensive fees for grants, low-interest loans, and work-study. Financial need is four years determined after an analysis of the Free Application for Eligibility — No need requirement; based on Federal Student Aid (FAFSA). To be considered for finan- academic credentials, essays, cial aid, you need to submit the FAFSA, which is available and interviews at www.FAFSA.ED.GOV or from your guidance counselor Presidential Scholarship or the college. Also, you must submit to Virginia Wesleyan Application — VWC Admission Application copies of your and your parents’ federal tax returns. Filing deadline — March 15 Financial aid is granted on an annual basis and your need is Eligibility — No need requirement; based on re-evaluated each year. First preference is given to applicants academic achievement, who meet the March 1 priority mailing deadline. SAT scores, GPA Virginia Wesleyan also offers academic scholarships, without regard to need, to entering new and transfer Academic Dean Scholarship students with outstanding academic records. Application — VWC Admission Application Filing deadline — March 15 Aid Programs: Eligibility — No need requirement; based on academic achievement, Federal Pell Grant SAT scores, GPA Amount — $400–$4,050 grant (2004-2005) Eligibility — Demonstrated need Leadership Scholarship Application — VWC Admission Application Federal Supplemental Educational Filing deadline — March 15 Opportunity Grant (FSEOG) Eligibility — No need requirement; based on Amount — $200–$2,000 grant documented leadership activities in Eligibility — Demonstrated need school and community Federal Work-Study (FWS) Transfer Scholarships Amount — $1,000–$1,500 award Application — VWC Admission Application Eligibility — Demonstrated need Amount — Varies Federal Perkins Loan Eligibility — No need requirement; based on Amount — $200–$3,000 loan academic achievement Eligibility — Demonstrated need Phi Theta Kappa Scholarship Federal Stafford Student Loan Programs Application — VWC Admission Application Amount — Varies Subsidized Eligibility — Member of Phi Theta Kappa Amount — $500–$5,500 loan 3.0 GPA and at least 24 transferable Eligibility — Demonstrated need semester hours. Filing dates — May 1–August 1 Number of scholarships awarded vary each year. Amount of scholarship award varies with GPA and semester hours completed. 16 FINANCIAL INFORMATION

• Full-time students must also maintain an acceptable quality point ratio as follows: a student classified as a freshman must have a minimum cumulative grade- point average of 1.6; sophomore, 1.8; junior, 2.0; and a senior, 2.0. A student whose cumulative grade-point average is below the minimum will be considered to be making satis- factory progress if the required number of credit hours is earned and a minimum grade-point average of 2.0 is main- tained for the immediate past semester. Students must be progressing toward a degree in a satisfactory manner. This is defined as having earned approximately one-sixth of required hours after one academic year, two-sixths after two years, etc., progressing at one-sixth minimum completion of graduation require- ments each year.

Part-Time Students Part-time students are expected to progress at propor- tionately the same rate as full-time students, and will be limited to 12 academic years of aid eligibility.

Transfer Students Christian Service Cancelable Loan The satisfactory progress of transfer students will be Application — Christian Service Agreement/ based on the student’s class status at the time of enrollment Promissory note at Virginia Wesleyan College. Total enrollment at all insti- Amount — Up to half-tuition for 8 semesters. tutions is limited to six years of full-time enrollment. Eligibility — No need requirement; United Previous enrollment will be assessed only on the hours Methodist of Virginia Conference; transferred for credit to Virginia Wesleyan College. intend to prepare for full-time Christian Service position; full-time Probation enrollment in day program. At the end of each semester, the student receiving finan- Ministers’ Sons/Daughters and Spouses cial assistance will be evaluated for satisfactory academic Application — VWC Admission Application progress. If the student is not maintaining satisfactory Amount — Up to half-tuition grant for eight progress he/she will be mailed a warning letter and will be semesters on probation for the following semester. Eligibility — No need requirement; dependent sons and daughters as well as spouses Suspension of Aid of United Methodist Ministers of A student not making satisfactory progress at the end of Virginia Conference; full-time the spring semester will receive a letter indicating termina- enrollment in day program. tion of financial assistance for the following semester. He/she may use the summer session or fall semester with- Satisfactory Academic Progress out aid to regain eligibility. By fulfilling the grade-point Standard for Financial Aid Eligibility average and credit-hour requirements, the student will be All continuing students must be making satisfactory eligible to receive aid for the following semester. academic progress to be considered for financial assistance. Financial assistance includes Pell Grants, Supplemental Appeals Grants, Federal Work Study, Perkins Loans, Stafford Loans, Students who believe special circumstances determined and PLUS Loans. It also includes institutional funds such their unsatisfactory progress may appeal their suspension of as faculty and staff tuition remissions, ministers’ dependent aid. This is done by writing a letter of appeal to the grants, Christian Service grants, need-based grants, etc. Financial Aid Committee, c/o the Financial Aid Office. The written request must contain an explanation as to why the Full-Time Students student did not meet the minimum standards plus reasons • Full-time students will be allowed six academic years the student believes he/she can achieve those standards in (one academic year is two semesters plus one summer) the future. The Financial Aid Committee will review the in which to complete the baccalaureate degree. case, document the decision reached, and notify the student • Full-time students must earn a minimum of 20 hours in a timely manner. in any single year (fall, spring, summer). Plan of Study—A Framework For Your Future 18 PLAN OF STUDY

PLAN OF STUDY— A FRAMEWORK FOR YOUR FUTURE

Divisional Structure requirements described below, you are encouraged to work irginia Wesleyan’s academic program is adminis- with your faculty adviser in designing a program of studies Vtered through the Division of Humanities, the which will meet your particular needs. Division of Natural Sciences and Mathematics, and While the major responsibility for getting fully involved the Division of Social Sciences. The divisional structure in the academic program rests with you, the interchange affords opportunities for interdisciplinary communication which takes place between you and your instructors is a and action not normally afforded by a departmental struc- very important part of the learning process. Because the ture. The disciplines included in each of the divisions are: campus is small, and because of their interest in students, you will find that faculty members are generally accessible The Division of Humanities to you. Art/Art History Classics Communications The Educational English French Program German A sound education which prepares students for effective History living must have qualities of breadth, depth, and flexibility. Journalism This is an era which requires specialists in many areas, Music but the times demand individuals who have the ability to Philosophy understand their disciplines in the context of the wide- Religious Studies ranging needs of a free society and in relation to the future. Spanish In other words, this is an era which calls for persons who Theater have breadth of understanding and insight. Such persons not only are better prepared to meet the needs of a rapidly The Division of Natural Sciences changing society, but are prepared to respond creatively to and Mathematics numerous opportunities for personal enrichment. The Biology general studies requirements in Virginia Wesleyan’s educa- Chemistry tion program speak particularly to the need for breadth. Computer Science A person who is liberally educated has experienced the Earth and Environmental Sciences discipline of mastering a particular field of knowledge or Environmental Studies discipline. Virginia Wesleyan’s curriculum offers the advan- Mathematics tage of uniting breadth with depth by combining general Physics studies with intensified studies in a special field. By the end of their sophomore year, students select a major from one The Division of Social Sciences of numerous fields. Education/Special Education A strong liberal arts program has flexibility which allows Geography students to choose courses which add to the dimension of History breadth provided in general studies, and which may also Health and Human Services supplement the dimension of depth provided by their Management, Business, and Economics major. Approximately one-third of the courses which you Political Science will take are elective. You will also find that you have many Psychology choices in selecting courses which will fulfill general studies Recreation and Leisure Studies requirements. You are urged to work closely with your fac- Sociology/Criminal Justice ulty adviser in developing your personal educational goals and to exercise widely your powers of choice in selecting the An Individualized Academic Program: Convinced courses which will best fulfill these goals. that students have differing needs, Virginia Wesleyan has designed a flexible academic program. Approximately The Program of General Studies one-third of your courses will consist of general studies The general studies curriculum at Virginia Wesleyan is requirements, one-third will be electives, and approximately designed to enable each student to acquire basic proficien- one-third will be in your major. In the case of inter- cies and access to various modes of knowing which con- disciplinary majors more hours are normally given to tribute to becoming a self-sufficient learner. The following fulfilling major requirements. Within the framework of descriptions provide the rationale for each segment of this PLAN OF STUDY 19

program. Under the ensuing list of “Graduation A significant corollary to the communication Requirements,” please note the specific ways in which requirement is that of writing. Since writing skills students may meet these requirements. must constantly be practiced, students are required Critical thinking and effective analytical writing are to take an average of at least one course, designated fundamental to college success as well as to community and “W,” with a strong writing component for each career effectiveness after college. The two-semester English semester of full-time study (12- to 18-credit load) at requirement is designed to ensure that students learn to Virginia Wesleyan College. Understood another read critically and with comprehension a variety of textual way, students should make sure that 1/5 of the styles and learn to compose analytical and persuasive argu- semester hours they take while at VWC are in “W” ments using appropriate evidence and effective writing writing courses. Given the very broad selection of techniques. In the first-semester course in college writing, courses which are designated “W,” students should English 105, students create a portfolio of revised papers encounter no difficulty in meeting this requirement. reflecting a variety of essay forms. Students fulfill this first- The senior integrative experience (I) is designed as a semester requirement by receiving a grade of C or higher in capstone experience. Persons who intend not only to sur- the course, a grade that in part depends on their final port- vive in the modern world but to make some contribution to folio of papers meeting a set of standards common across all society find that issues and problems which they face are sections of English 105. Once students complete English often incredibly complex. If one hopes to understand such 105, they are eligible to enroll in a sophomore-level litera- issues and problems and to find viable approaches to them, ture and writing course designed to instruct them in read- one must employ the insights and methods of various dis- ing and writing about the indirect argument and figurative ciplines. The integrative senior project stresses the applica- language that particularly characterizes literature. tion of knowledge and perspectives gained from multiple Basic skills in mathematics are essential if a person is to disciplines which employ various modes of knowing. function effectively in a society which depends more and more on quantitative definitions and analysis. The aim of the mathematics requirement is to help students master the use of quantitative symbols and methods. Students fulfill Graduation the mathematics requirement by demonstrating a minimal Requirements level of proficiency on a placement test or by successfully completing MATH 104 or 105 or its equivalent. Virginia Wesleyan offers a bachelor of arts degree with In today’s rapidly changing world, the liberally educated numerous options for majors in the arts, humanities, person must be a self-sufficient learner. Students should, sciences, and social sciences. Students successfully carrying therefore, become acquainted with, and gain facility in the the normal course load of 15 semester hours can expect to ways of knowing which are typically employed in a wide graduate after eight semesters. The specific requirements for range of disciplines. The Frames of Reference series is graduation are listed below. designed to provide students with the broadened powers of learning associated with the modes of knowing in the fol- General Studies lowing areas: In the ensuing text, you will find a checklist which pro- 1) Aesthetic Understanding and Activity (A) (6 semes- vides a convenient, simplified summary of the College’s ter hours) general studies requirements and a listing of the courses 2) Empirical Knowledge (E) (6 semester hours) which meet various requirements. 3) Ethical Values, World Views, and Faith Perspectives (V) (6 semester hours) 1. English 4) Historical Perspective (H) (6 semester hours) Most students fulfill the two-semester English 5) The requirement of three semester hours in the area requirement by completing English 105 in their first of institutions and cultural systems (S) is designed semester and by completing a 200-level literature to help students understand human attempts to course or the equivalent by the end of their employ societal means for attaining goals valued col- sophomore year. To complete the English 105 lectively. This study should enable a student to bet- requirement, students must pass the course with a ter understand and relate to the institutions and “C” or above; to pass the course with at least a “C,” cultural systems which play an increasingly signifi- students must by the end of the semester complete a cant role in contemporary life. portfolio of revised papers that meet basic standards 6) Essential to an individual’s success in our world is of proficiency, as judged by at least two English fac- the ability to communicate and to have an awareness ulty readers. Students whose portfolios do not pass of the processes and systems of communications those standards must retake English 105 in order to (C). The three-semester-hour requirement in com- further strengthen their basic skills. All “day” munication is, in a real sense, an extension of the students who have not received equivalent credit requirement which emphasizes rhetoric and the elsewhere must enroll in English 105 each semester fundamentals of written communication at the until they have received a grade of “C” or better. introductory level. Once they have completed the English 105 requirement, students are eligible to enroll in a 20 PLAN OF STUDY

sophomore-level literature and writing course. recommendation from the department when they Many, but not all, 200-level English courses fulfill come to campus during orientation. Incoming fresh- this requirement with prior consent from the men who decide not to enroll immediately have instructor; selected upper-division literature courses three semesters in which to do so. may also fulfill this requirement and may be suitable If students have not transferred in 60 semester for students with more than average prior experience hours or more prior to enrolling at Virginia with literature and writing. Students are advised to Wesleyan, and have not taken the third or fourth check the comment line in the class schedules to see year level of a single foreign language in high school, which English courses will meet this requirement. or scored 600 or higher on the College Board Achievement Test, they must complete the language 2. Mathematics: competency in college algebra. proficiency requirement at the college (completion Most students will demonstrate proficiency in of the 212-level course). college algebra by passing either MATH 104 or Students are encouraged to continue a language MATH 105 (Algebra) or a higher numbered math begun in high school in order to complete the profi- or computer science course while at the college, first ciency as soon as possible while this background is completing successfully MATH 001 and/or MATH still relatively fresh in mind. When enrolling, 005 (depending on placement) if remedial prepara- students will be placed at the appropriate course tion is needed. Transfer students who have com- level by the Foreign Languages and Literatures pleted math courses elsewhere may use one (or Department. However, one may also choose to start more) of these courses to fulfill the graduation a new language. When starting a new language, requirement if the transfer course used is clearly at students must take four semesters beginning with the MATH 104 level (or higher). The faculty of the the 111 course. mathematics department will be the final judges in *Adult Studies Program (ASP) students should refer to any disputes concerning the suitability of such trans- “Degree Requirements” in the “Adult Studies fer courses. All entering students will take a one- Program” section of the Catalog. hour mathematics placement test that is given each year during the new-student orientation period. Sequence of Foreign Language Courses (see course While most students will be placed in MATH 104 descriptions on following pages) or MATH 105, students whose test scores suggest French—89, 90, 94 exceptional competence in basic algebra will be German—90, 91, 92, 94 exempted from the need to demonstrate their Latin—92 competence in any other manner. Students with Spanish—92, 93, 94, 147 exceptionally low scores will be given a second place- 4. Frames of Reference ment test designed to determine if they are ade- Frames of Reference courses introduce students quately prepared to take MATH 005. Students to the following areas of study: determined by this second test to be unprepared for a. Empirical Knowledge (including the natural college-level mathematics courses will need to seek sciences) remedial help before being admitted to any b. Aesthetic Understanding and Activity (includ- mathematics course at Virginia Wesleyan. ing art, music, and communications) Students who must complete MATH 104 or MATH 105, or MATH 001 and/or MATH 005 and c. Ethical Values, World Views and Faith Per- MATH 104 or MATH 105, in order to meet the spectives (including philosophy and religion) College’s mathematics requirements, shall register d. Historical Perspective for the appropriate course within their first three e. Communications semesters at Virginia Wesleyan. In addition, they f. Institutional/Cultural Systems shall, if necessary, continue to register for a mathe- Students will need to select two courses from matics course each subsequent semester until the each of the following four areas. One should begin mathematics requirement is fulfilled. taking these courses during the freshman year and 3. Foreign Language complete one in each area no later than the end of As a condition for graduation, all students must the sophomore year. demonstrate proficiency in one foreign language 1. Empirical Knowledge (E) (other than English) equivalent to the minimal pass- 2. Aesthetic Understanding (A) ing grade on the exit examination in the 212 course.* 3. Ethical Values, World Views, and Faith Students who transfer in 60 semester hours or more Perspectives (V) prior to enrolling at Virginia Wesleyan are required 4. Historical Perspective (H) to successfully complete two semesters in one foreign More than one Frame of Reference course may language (other than English). The Foreign be taken per semester. Languages and Literatures Department recommends A course used to fulfill a Frame of Reference that students enroll immediately in a language requirement may also be used to meet a major or course; students will receive a course placement minor requirement. PLAN OF STUDY 21

In addition to the Frames of Reference sequence, The number of writing courses required of transfer students must complete one three-semester-hour students will be determined at the time of their course from each of the following areas: initial enrollment by the number of hours trans- 1. Communications (C) ferred as follows: 2. Institutions and Cultural Systems (S) (Courses which will satisfy the requirement in INITIAL SEM. HRS. “W” WRITING these areas are also noted in the checklist that TRANSFERRED COURSES follows.) TO VWC REQUIRED 5. Senior Integrative Experience (I) 1-7 8 The Senior Integrative Experience is three semes- 8-22 7 ter hours of integrative study. 23-37 6 6. Writing Courses 38-52 5 All students must successfully complete one-fifth 53-67 4 of their VWC work in courses designated W— 68-82 3 writing courses. This requirement is normally met 83+ 2 by the successful completion of one writing course for each semester of full-time enrollment at the col- See course descriptions in this catalog and in the Schedule lege. No more than eight and no fewer than two of Classes for a given semester to identify courses which writing courses are required of every VWC student. fulfill this requirement.

CHECKLIST FOR GENERAL STUDIES REQUIREMENTS Use the following list to keep a record of your progress in fulfilling General Studies requirements. Courses are subject to change.

English _____ 105 (First-semester college writing requirement) _____ Sophomore literature and writing course (second half of the English requirement) Complete one course from the following list:

____ ENG 216 ____ ENG 285 ____ ENG 350 with consent ____ ENG 250 ____ ENG 287 ____ ENG 355 with consent ____ ENG 261/361 ____ ENG 315 with consent ____ ENG 357 with consent ____ ENG 265 ____ ENG 318 with consent ____ ENG 378 with consent ____ ENG 271/371 ____ ENG 327 with consent ____ ENG 385 with consent ____ ENG 280 ____ ENG 336 with consent ____ ENG 440 with consent ____ ENG 281 ____ ENG 346 with consent ____ ENG 441 with consent ____ ENG 284 ____ ENG 347 with consent ____ ENG 442 with consent

Mathematics _____ 104 OR _____ 105 or equivalent (as described above) 22 PLAN OF STUDY

FRAMES OF REFERENCE _____ Empirical Knowledge (E) Complete two courses from the following list:

____ BIO 100 ____ CHEM 240 ____ HHS 312 ____ PHYS 216 ____ BIO 103 ____ CJ 240 ____ HHS 450 ____ PHYS 221 ____ BIO 106 ____ CJ 350 ____ INST 180 ____ PHYS 222 ____ BIO 110 ____ CJ 480 ____ INST 290 ____ POLS 390 ____ BIO 111 ____ CJ 484 ____ INST 292 ____ PSY 277 ____ BIO 115 ____ EES 124 ____ INST 300 ____ PSY 280 ____ BIO 120 ____ EES 130 ____ INST 330 ____ PSY320 ____ BIO 150 ____ EES 132 ____ MATH 106 ____ PSY 355 ____ BIO 207 ____ EES 200 ____ MBE 334 ____ PSY 360 ____ BIO 221 ____ EES 250 ____ PHIL 310 ____ PSY 362 ____ BIO 231 ____ EES 300 ____ PHSC 100 ____ PSY 455 ____ BIO 250 ____ EES 330 ____ PHYS 100 ____ RELST 345 ____ CHEM 105 ____ EES 400 ____ PHYS 141 ____ SOC 350 ____ CHEM 117 ____ GEOG 111 ____ PHYS 142 ____ SOC 480 ____ CHEM 118 ____ HHS 210/310 ____ PHYS 215 ____ SOC 484

_____ Aesthetic Understanding and Activity (A) Complete two courses from the following list: ____ AMPUS 111* ____ ART 225 ____ COMM 214 ____ PHIL 385 ____ AMPUS 121-452** ____ ART 301 ____ COMM 220 ____ POLS 101/301 ____ AMPUS 211* ____ ART 303 ____ ENG 315 ____ POLS 105 ____ ART 101 ____ ART 305 ____ ENG 367 ____ POLS 240/340 ____ ART 105 ____ ART 306 ____ GER 240/340 ____ PSY 370 ____ ART 111 ____ ART 310 ____ GER 244 ____ SPAN 270 ____ ART 112 ____ ART 311 ____ HIST 333 ____ SPAN 306 ____ ART 115 ____ ART 312 ____ INST 235 ____ TH 201 ____ ART 116 ____ ART 315 ____ INST 342 ____ TH 210 ____ ART 117 ____ ART 316 ____ JOUR 310 ____ TH 220 ____ ART 201 ____ ART 317 ____ MUS 100 ____ TH 230* ____ ART 210 ____ ART 321 ____ MUS 101 ____ TH 303 ____ ART 211 ____ ART 323/423 ____ MUS 200 ____ TH 310 ____ ART 212 ____ ART 411/412 ____ MUS 201 ____ TH 320 ____ ART 218/318 ____ ART 418 ____ MUS 202/302 ____ TH 375 ____ ART 221/322 ____ ART 424 ____ MUS 225 ____ TH 380 ____ ART 222/324 ____ COMM 212 ____ MUS 226 ____ TH 407 ____ ART 223/326 * Three semester hours must be completed to fulfill general studies requirements. ** Four semester hours must be completed to fulfill general studies requirements.

_____ Ethical Values,World Views and Faith Perspectives (V) Complete two courses from the following list: ____ CLAS 105 ____ PHIL 102 ____ POLS 433 ____ RELST 313 ____ CLAS 330 ____ PHIL 104 ____ POLS 434 ____ RELST 319 ____ ENVS 304 ____ PHIL 110 ____ POLS 435 ____ RELST 320 ____ GER 205 ____ PHIL 211 ____ PSY 377 ____ RELST 330 ____ GER 207/307 ____ PHIL 212 ____ RELST 113 ____ RELST 331 ____ HHS 307 ____ PHIL 215 ____ RELST 116/316 ____ RELST 332 ____ HHS 309 ____ PHIL 221/321 ____ RELST 130 ____ RELST 340 ____ HHS 336 ____ PHIL 272/372 ____ RELST 140 ____ RELST 350 ____ HIST 322 ____ PHIL 292/392 ____ RELST 157 ____ RELST 355 ____ HIST 426 ____ PHIL 304 ____ RELST 207/307 ____ RELST 361/461 ____ INST 342 ____ PHIL 350 ____ RELST 217 ____ MBE 400 ____ POLS 204 ____ RELST 218 ____ PHIL 101 ____ POLS 239 ____ RELST 251/351 PLAN OF STUDY 23

_____ Historical Perspective (H) Complete two courses from the following list: ____ ARTH 225 ____ HIST 114 ____ HIST 302 ____ MBE 330 ____ ARTH 231 ____ HIST 115 ____ HIST 313 ____ MUS 213/313 ____ ARTH 232 ____ HIST 205/305 ____ HIST 317 ____ MUS 214/314 ____ ARTH 233 ____ HIST 209 ____ HIST 319 ____ PHIL 332 ____ ARTH 341 ____ HIST 210 ____ HIST 323 ____ PHIL 334 ____ ARTH 351 ____ HIST 211 ____ HIST 328 ____ PHIL 336 ____ ARTH 352 ____ HIST 212 ____ HIST 346 ____ PHIL 338 ____ CJ 300 ____ HIST 216/316 ____ HIST 347 ____ PHIL 340 ____ CLAS 120 ____ HIST 219 ____ HIST 348 ____ POLS 217/317 ____ CLAS 175 ____ HIST 220 ____ HIST 350 ____ POLS 220/320 ____ CLAS 209 ____ HIST 222 ____ HIST 353 ____ POLS 321/431 ____ CLAS 210 ____ HIST 224 ____ HIST 380 ____ POLS 360 ____ CLAS 222 ____ HIST 228 ____ HIST 381 ____ PSY 477 ____ CLAS/HIST 350 ____ HIST 231 ____ HIST 400 ____ RELST 303 ____ ENG 251 ____ HIST 233 ____ HIST 412 ____ RELST 304 ____ ENG 314 ____ HIST 234 ____ HIST 417 ____ SOC 314 ____ FR 313 ____ HIST 235 ____ HIST 418 ____ SOC 334 ____ FR 314 ____ HIST 246 ____ HIST 420 ____ SPAN 213 ____ GER 313 ____ HIST 248 ____ HIST 423 ____ SPAN 220/320 ____ GER 314 ____ HIST 250 ____ HIST 427 ____ TH 301 ____ HIST 111 ____ HIST 251/351 ____ HIST 432 ____ TH 302 ____ HIST 112 ____ HIST 252/352 ____ HIST 440 ____ HIST 113 ____ HIST 262 ____ INST 344/444

_____ Communications (C) Complete one course from the following list: ____ CLAS 113 ____ CS 207 ____ FR 200/300* ____ JOUR 337 ____ CLAS 114 ____ ENG 222 ____ FR 305 ____ PHIL 209 ____ COMM 211 ____ ENG 240 ____ FR 306 ____ PSY 324 ____ COMM 222 ____ ENG 298 ____ GER 111 ____ PSY 327 ____ COMM 312 ____ ENG 299 ____ GER 112 ____ PSY 348 ____ COMM 325 ____ ENG 340 ____ GER 211 ____ SOC 327 ____ COMM 327 ____ ENG 398 ____ GER 212 ____ SPAN 211 ____ COMM 333 ____ ENG 399 ____ GER 305 ____ SPAN 212 ____ COMM 334 ____ FR 211 ____ GER 306 ____ SPAN 305 ____ CS 110 ____ FR 212 ____ HHS 401

*Three semester hours must be completed to fulfill general studies requirements.

_____ Institutional and Cultural Systems (S) Complete one course from the following list: ____ BIO 285 ____ INST 335 ____ POLS 235/335 ____ SOC 110 ____ COMM 300 ____ MBE 201 ____ POLS 237/337 ____ SOC 188 ____ CJ 205 ____ MBE 202 ____ POLS 270/370 ____ SOC 222 ____ CJ 270/370 ____ MBE 332 ____ POLS 303 ____ SOC 224 ____ CJ 346 ____ PHIL 253/353 ____ POLS 307 ____ SOC 230 ____ ENG 261/361 ____ POLS 103 ____ POLS 323 ____ SOC 270 ____ ENG 265 ____ POLS 201 ____ POLS 343 ____ SOC 305 ____ ENG 271/371 ____ POLS 202/302 ____ POLS 353 ____ SOC 311 ____ ENG 361 ____ POLS 205/305 ____ POLS 371 ____ SOC 336 ____ ENVS 323 ____ POLS 207 ____ POLS 372 ____ SPAN 210 ____ GEOG 112 ____ POLS 210 ____ POLS 440 ____ SPAN 265 ____ HHS 201 ____ POLS 215/315 ____ PSY 255 ____ SPAN 317 ____ HHS 343 ____ POLS 216/316 ____ PSY 322 ____ SPAN 318 ____ HIST 450 ____ POLS 218/318 ____ REC 101 ____ WGS 220 ____ INST 202 ____ POLS 228/328 ____ REC 268 ____ INST 315 ____ POLS 229/329 ____ RELST 336 24 PLAN OF STUDY

_____ Senior Integrative Experience (I) Complete one course from the following list:

____ BIO 410 ____ HIST 460 ____ MBE 405 ____ PSY 488 ____ CJ 489 ____ INST 400 ____ MBE 417 ____ REC 401 ____ COMM 422 ____ INST 420 ____ MBE 491 ____ RELST 461 ____ ENG 472 ____ INST 425 ____ MUS 480 ____ SOC 482 ____ ENVS 400 ____ INST 344/444 ____ PHIL 400 ____ SOSCI 481 ____ FR 443 ____ INST 470 ____ PHIL 402 ____ SPAN 443 ____ GER 443 ____ INST 482 ____ POLS 499 ____ TH 411 ____ HHS 475 ____ JOUR 435 ____ PSY 445 ____ WGS 430 ____ HIST 451

Writing Courses All students must successfully complete one-fifth of their VWC work in courses designated W—writing courses. This requirement is normally met by the completion of one writing course for each semester of full-time enrollment at the col- lege. No more than eight and no fewer than two writing courses are required of every VWC student. The number of writ- ing courses required of transfer students will be determined at the time of their initial enrollment by the number of hours transferred. See chart under “Graduation Requirements.” See course descriptions in the catalog and in the course schedule for a given semester to identify courses which fulfill this requirement.

_____ Art History

____ ARTH 351 ____ ARTH 352

_____ Biology

____ BIO 316 ____ BIO 420

_____ Communications/Journalism

____ COMM 312 ____ COMM 333 ____ JOUR 310 ____ JOUR 397 ____ COMM 327 ____ COMM 422 ____ JOUR 328 ____ JOUR 435 ____ COMM 328 ____ JOUR 201 ____ JOUR 335

_____ Chemistry

____ CHEM 240 ____ CHEM 312 ____ CHEM 437 ____ CHEM 438 ____ CHEM 311

_____ English

____ ENG 105 ____ ENG 280 ____ ENG 317 ____ ENG 365 ____ ENG 106 ____ ENG 281 ____ ENG 318 ____ ENG 367 ____ ENG 216 ____ ENG 284 ____ ENG 327 ____ ENG 371 ____ ENG 240 ____ ENG 285 ____ ENG 332 ____ ENG 378 ____ ENG 242 ____ ENG 287 ____ ENG 336 ____ ENG 385 ____ ENG 250 ____ ENG 298 ____ ENG 340 ____ ENG 398 ____ ENG 251 ____ ENG 299 ____ ENG 346 ____ ENG 399 ____ ENG 259 ____ ENG 310 ____ ENG 347 ____ ENG 440 ____ ENG 261/361 ____ ENG 311 ____ ENG 355 ____ ENG 441 ____ ENG 265 ____ ENG 314 ____ ENG 357 ____ ENG 442 ____ ENG 271/371 ____ ENG 315 ____ ENG 361 ____ ENG 472 ____ ENG 275 PLAN OF STUDY 25

_____ Environmental Studies ____ ENVS 304 ____ ENVS 323 ____ ENVS 400

_____ Foreign Languages and Literatures

____ FR 305 ____ GER 244 ____ SPAN 305 ____ SPAN 420 ____ FR 306 ____ GER 305 ____ SPAN 306 ____ SPAN 443 ____ GER 205 ____ GER 306 ____ SPAN 350 ____ SPAN 444 ____ GER 207/307 ____ GER 430 ____ SPAN 360 ____ GER 240/340 ____ SPAN 265 ____ SPAN 380

_____ Health and Human Services

____ HHS 302 ____ HHS 401 ____ HHS 472 ____ HHS 475 ____ HHS 307 ____ HHS 450

_____ History

____ HIST 220 ____ HIST 319 ____ HIST 360 ____ HIST 423 ____ HIST 251/351 ____ HIST 322 ____ HIST 412 ____ HIST 426 ____ HIST 252/352 ____ HIST 323 ____ HIST 417 ____ HIST 427 ____ HIST 313 ____ HIST 328 ____ HIST 418 ____ HIST 460 ____ HIST 317 ____ HIST 420

_____ Interdisciplinary Studies

_____ INST 171 _____ INST 290 _____ INST 344/444 _____ INST 470 _____ INST 180 _____ INST 292 _____ INST 400 _____ INST 482 _____ INST 235 _____ INST 315 _____ INST 420 _____ WGS 220 _____ INST 271 _____ INST 342 _____ INST 435 _____ WGS 430

_____ Management/Business/Economics

____ MBE 301 ____ MBE 332 ____ MBE 355 ____ MBE 405 ____ MBE 316 ____ MBE 333 ____ MBE 373 ____ MBE 414 ____ MBE 324 ____ MBE 348 ____ MBE 400 ____ MBE 417 ____ MBE 330

_____ Math

____ MATH 125

_____ Music

____ MUS 213/313 ____ MUS 214/314

_____ Philosophy

____ PHIL 101 ____ PHIL 211 ____ PHIL 304 ____ PHIL 350 ____ PHIL 104 ____ PHIL 221/321 ____ PHIL 334 ____ PHIL 385 ____ PHIL 109 ____ PHIL 272/372 ____ PHIL 336 ____ PHIL 400 26 PLAN OF STUDY

_____ Political Science

____ POLS 101/301 ____ POLS 240/340 ____ POLS 371 ____ POLS 434 ____ POLS 204 ____ POLS 270/370 ____ POLS 372 ____ POLS 435 ____ POLS 205/305 ____ POLS 323 ____ POLS 373 ____ POLS 499 ____ POLS 239 ____ POLS 360 ____ POLS 433

_____ PORTfolio

____ PORT 121

_____ Psychology ____ PSY 320 ____ PSY 352 ____ PSY 366 ____ PSY 477 ____ PSY 322 ____ PSY 360 ____ PSY 377 ____ PSY 480 ____ PSY 348 ____ PSY 362 ____ PSY 466

_____ Religious Studies

____ RELST 207/307 ____ RELST 265 ____ RELST 320 ____ RELST 350 ____ RELST 217 ____ RELST 303 ____ RELST 330 ____ RELST 361/461 ____ RELST 218 ____ RELST 304 ____ RELST 340

_____ Recreation/Leisure Studies

____ HE 220 ____ REC 201 ____ REC 234* ____ REC 321 ____ PE 308 ____ REC 206 ____ REC 301 ____ REC 403 ____ REC 101 ____ REC 211 ____ REC 304 ____ REC 432 ____ REC 200 *Three semester hours must be completed to fulfill general studies requirements.

_____ Social Sciences

____ SOSCI 481 ____ SOSCI 345

_____ Sociology/Criminal Justice

____ CJ 240 ____ CJ 480 ____ SOC 345 ____ SOC 422 ____ CJ 270/370 ____ CJ 484 ____ SOC 350 ____ SOC 480 ____ CJ 335 ____ SOC 188 ____ SOC 352 ____ SOC 482 ____ CJ 350 ____ SOC 240 ____ SOC 365 ____ SOC 484 ____ CJ 373 ____ SOC 335

_____ Theater

____ TH 301 ____ TH 346 ____ TH 375 ____ TH 408 ____ TH 302 ____ TH 347 ____ TH 380 ____ TH 411 ____ TH 311

_____ Women’s and Gender Studies

____ WGS 220 ____ WGS 430 PLAN OF STUDY 27

Other Graduation Requirements Freshman Seminar: Freshmen and transfers with fewer Application for Degree: Applications for Degree are than 12 semester hours must take Freshman Seminar. available on MARSIS on the VWC home page. Each can- Grade Point Average: A candidate for graduation must didate for a degree is required to file an Application for have at least a 2.0 (C) average in both the major and as a Degree according to the following schedule: cumulative average. Interdivisional and individualized majors require a 2.5 GPA. Completion of degree Deadline to apply End of fall semester No later than September 15 Residence Requirement: Students must complete at of the same year least their last 30 semester hours and must earn at least 15 End of spring semester No later than September 15 semester hours in their major area at Virginia Wesleyan. of the previous year Writing Proficiency: All juniors must take the Writing End of summer No later than September 15 Proficiency Exam. The exam is given on a pass/try again of the previous year basis. Students who do not pass on the first try will work with a tutor in the Writing Center. The exam is given each Major: Students must successfully complete at least one of semester and should be taken at the earliest opportunity. the five types of majors offered by the college. A student’s Students should make every effort to complete this gradua- major professor, or major committee, must certify that a tion requirement before enrolling in off-campus internships given student has successfully completed all the require- or pre-service teaching. No student will graduate or partic- ments for the major. Degree candidates are required to ipate in commencement exercises without having passed choose a major by the end of the sophomore year. This this exam. choice must be approved by the student’s adviser who will certify that the student has satisfied major requirements Oral Communications Proficiency: All freshmen and prior to graduation. A student may not submit more than transfer students must demonstrate the ability to speak well 54 semester hours in any major field nor more than 78 in the English language. Each academic major has an semester hours in any two major fields for credit towards approved plan to help students develop good speaking skills graduation (see “Limitation on Course Credits”). and to assess their competency with oral communications. Forms for completing this process are available on MARSIS on the VWC home page or may be obtained at Foreign Language Proficiency: Students must demon- the Office of the Registrar. You may change your major at strate proficiency in one foreign language (other than any time by filing a new declaration. The declaration of a English), equivalent to the minimal passing grade on the divisional, interdivisional, interdisciplinary or individual- exit examination in the 212 course as a condition for ized major must be filed at least three semesters before your graduation.* This level, if taking a modern language, is anticipated graduation. Ordinarily, the summer will not be defined in the ACTFL (American Council on the Teaching counted as a semester. of Foreign Languages) proficiency guidelines as the Intermediate-Mid level for speaking, listening, reading and Minor: Students have the option of completing minors in writing. If taking Latin, this level is defined by the advanced addition to a major program. This choice must be approved progress indicators contained in the American Philological by a full-time faculty member in the minors department Association’s Standard for Classical Learning. who will certify that the student has completed the require- Transfer students must demonstrate the same profi- ments prior to graduation. No more than eight semester ciency as stated above either through coursework completed hours taken to fulfill requirements for a student’s major (or at VWC or with the acceptance of equivalent coursework majors) may also be used to fulfill minor requirements. A by transfer from another college or university. Students who course used to fulfill a minor requirement may be used to transfer in 60 semester hours or more prior to enrolling at fulfill a General Studies requirement. Students with Virginia Wesleyan are required to successfully complete two Advanced Placement credit should consult the specific semesters in one foreign language (other than English). department to determine if those semester hours can be Refer to p. 16 for additional information. included as part of the minor. Application for Minor *Adult Studies Program (ASP) students should refer to the forms are due in the Registrar’s Office by March 1 for May “Degree Requirements” in the “Adult Studies Program” section or August graduation and by October 1 for December of the Catalog. graduation. A minor shall consist of a minimum of 18 semester Conditions for Fulfillment of the Foreign Language hours (traditionally graded). At least 9 semester hours must Proficiency: A student may demonstrate proficiency prior be taken at the 300/400 level. A minimum of 9 hours must to entering Virginia Wesleyan by scoring at least 600 on the be taken in residence at VWC. A 2.0 GPA (C) average is CEEB Foreign Language Achievement test or a 4 or 5 on required for all courses taken in the minor field. Students the Advanced Placement exam. (Seven semester hours will cannot complete a minor in the same area(s) as their major. be awarded for a score of 5, and three semester hours for a The requirements for each minor are listed in the appropri- score of 4 on the Advanced Placement exam.) ate section of this catalog which deals with that discipline. Students who 1) receive a score lower than 600 on the CEEB Achievement test, or who 2) receive a 1, 2 or 3 on Course Hours: Students are required to complete at least the Advanced Placement exam, or who 3) fail to achieve 120 semester hours of academic course work, two-thirds of which must be traditionally-graded. 28 PLAN OF STUDY

minimal proficiency in the Virginia Wesleyan Proficiency mencement exercises which are held annually at the Placement exam, will be placed at the level determined by conclusion of the spring semester. Degrees are conferred in the Foreign Languages and Literatures Department and will May, August and December. take the necessary course work to attain the 212 level. A student is eligible to participate in the first com- The Foreign Languages and Literatures Department mencement held after that student has completed all urges students to enroll immediately in the designated graduation requirements. However, a student who has course. Should they choose not to enroll immediately, they participated in the May commencement exercises as an must begin their language study within three semesters of August candidate may not participate in a later commence- entrance. ment. If all of the work is not completed by August 15, the degree will be conferred at the next conferral date— Computer Literacy: All freshmen and transfer students December, May or August—following successful comple- must demonstrate proficiency in computer literacy. tion of all degree requirements. Computer competency and familiarity with Internet resources are valuable and useful personal and scholarly tools. All students graduating from Virginia Wesleyan must demonstrate the following basic computer skills in a man- Major Programs ner specified by their major program: use basic computer Each student is required to choose a major field of con- applications related to their field of concentration (e.g., centration and to complete requirements as indicated word processing, spreadsheets, etc.); receive, manage and below. send e-mail; locate and read related class materials on the There are five types of major fields of concentration: the Internet; use search tools for Internet exploration and departmental, the divisional, the interdivisional, the inter- research. disciplinary, and the individualized major. Major programs will both identify which computer skills they expect undergraduates working in their disci- The Departmental Major plines to learn and develop a plan explaining how students may acquire the requisite computer skills. The departmental major consists of at least 24 semester hours. No more than 42 semester hours shall be required in Limitation on Course Credits: Students may have a department itself, although at least 18 semester hours shall more than one major listed on their transcript, but no more be in the major discipline. At least 18 semester hours of the than 54 semester hours in any one discipline, nor more total shall be at the 300 level or higher. than 78 semester hours in any two disciplines, may be sub- The following departmental majors are offered at mitted for graduation. Due to the interdisciplinary nature Virginia Wesleyan: Art, Art Education, Biology, Chemistry, of the Management, Business, and Economics department, Communications, Computer Science, Criminal Justice, however, a Liberal Arts Management Program major taking Earth and Environmental Sciences, English, French, the 12 semester hour internship course, (MBE 416) may German, History, Foreign Languages and Literatures, have no more than 60 semester hours in MBE courses, nor Mathematics, Music, Philosophy, Political Science, more than 78 semester hours in any two disciplines sub- Psychology, Religious Studies, Sociology, Spanish, Theater, mitted for graduation. A student who wishes to take more and Theater and English. than 54 semester hours in one discipline or 78 semester Specific requirements for each of the above listed major hours in any two disciplines will have to take additional programs are found in the “Design Your Future—Programs hours beyond the 120 semester hours required for gradua- and Courses” section in the catalog. tion. Six-Hour Rule: Students with at least a 2.0 in both major The Divisional Major (2.5 in interdivisional and individualized majors) and There are three divisional majors. The Divisional Major cumulative averages who are within six semester hours of consists of 50 semester hours. Thirty of the hours must be meeting graduation requirements and who plan to fulfill in junior-senior courses, and 18 of the 50 must be in one these requirements in Virginia Wesleyan’s summer session department. Of these 18, 12 must be at the 300 or 400 by mid-August may petition the Registrar to participate in level. spring commencement exercises. If the student receives per- When formally declaring a major, the student must file mission to participate in the ceremonies, special notice will a Declaration of Major form with the Office of the be made of his status as an August candidate, he will not be Registrar. In addition, there must be an academic contract hooded and he will, subsequently, be granted the degree in which consists of a statement by the student of objectives August upon successful completion of the required hours. for choosing the divisional approach and a tentative pro- Only three semester hours earned from any internship shall gram of courses to be undertaken. Contracts may be be used in calculating whether a student is within six semes- effected between students and their faculty advisers who ter hours of completing the requirements for graduation. shall be members of the appropriate division, and the con- Honors status for August candidates will not be determined tract will be subject to initial approval by the relevant divi- until all summer coursework is completed. sion. The declaration must be filed initially at least three semesters before graduation, summer not counting as a Graduation Exercises: All students who complete semester. The contract is renegotiable at any time at the degree requirements are expected to participate in com- PLAN OF STUDY 29

student’s request, and will be reviewed by the division at student contemplating this alternative should work out a times of modifications. proposal in consultation with a faculty sponsor. Two addi- It should be carefully noted that the categorization of tional faculty members are added to create a review com- disciplines by divisional majors below is strictly for this pur- mittee, after which the proposal is submitted to the dean of pose and should not be extended to other applications. The the college for final approval. This process must be com- following list indicates these areas of study and the specific pleted at least three semesters before graduation, summer requirements for each of the three divisional majors: not counting as a semester. • The major shall have a core component of integrated Humanities: art, art history, classics, communications, courses deemed necessary to meet the student’s educa- English, French, German, history, journalism, music, phi- tional objectives. This core shall contain no fewer than losophy, religious studies, Spanish, theater. 30 semester hours beyond those offered in fulfillment A humanities divisional major includes courses from at of general studies introductory-level requirements. least six areas in the division, one area with 18 semester • At least 21 semester hours of the core must consist of hours (12 junior-senior), two with nine semester hours each 300/400-level courses and six of these 21 hours must (junior-senior), two with six semester hours each and one be in cross-disciplinary, independent research. with three semester hours. In addition, students must • Because of the independent research requirement, the demonstrate competency in a foreign language comparable student must have achieved at least a 2.5 overall aver- to the successful completion of two years of study at the col- age, with a minimum of 45 semester hours, before the lege level. proposal can be approved. Natural Sciences and Mathematics: biology, chem- • The major must include at least six semester hours in istry, computer science, earth and environmental sciences, each of the three divisions beyond those offered in ful- mathematics, physics. fillment of general studies requirements. At least nine A major in the Natural Sciences and Mathematics of these 18 semester hours must be at 300/400 level Division will be designed by the student and a professor in and outside the major core. the division. The specifically designed program must be approved by all members of the division. The Interdisciplinary Major Social Sciences: Education, Geography, Health and Students may elect one of nine interdisciplinary majors Human Services, History, Management/Business/Eco- including American studies, classical studies, environmental nomics, Political Science, Psychology, Recreation and studies, health and human services, international studies, Leisure Studies, Sociology/Criminal Justice. the liberal arts management program, liberal studies, recre- In addition to the requirements for the area of concen- ation and leisure studies, social studies, and women’s and tration as set by the academic disciplines involved, a social gender studies. science divisional major shall include at least six semester As its name implies, the interdisciplinary major cuts hours in 300- or 400-level course work from each of three across various departmental lines and brings together other departments within the division. These 18 hours of related courses in various disciplines. Each of these majors upper-level work must be in a department other than the is related to a variety of career interests. one selected as the area of concentration. Due to the lim- Students who have an interest in pursuing an interdisci- ited availability of electives in Criminal Justice, the area of plinary major should consult the designated faculty coordi- concentration may not be in that department. nator or the dean of the college. A Declaration of Major A student planning to use Health and Human Services form must be filed with the Office of the Registrar at least as the department of concentration must take HHS 201, three semesters before graduation, summer not counting as HHS 302, POLS 343, PSY/HHS 337, HHS 338 and HHS a semester. Details for specific programs are found in the 401. alphabetical listing of majors and courses in the back of the A student planning to use Management, Business and catalog. Economics as the department of concentration must have MBE 301, MBE 316, MBE 322, MBE 400 and MBE 405. The Interdivisional Major A minimum of 9 upper-level credits of MBE must be taken The Interdivisional Major (IDM) is an individualized in residence at Virginia Wesleyan College. program of study that is defined in each case by a written A student may take Education as the area of concentra- contractual agreement between the student and representa- tion but this course of study will not permit certification by tives of the faculty. Students planning to declare this major the State of Virginia to teach in the public schools. Students should familiarize themselves with the detailed guidelines seeking certification should confer with a faculty member that are available from the coordinator of the interdivisional of the Education Department when selecting an appropri- major. ate major. In general, an IDM contract must include at least 48 semester hours distributed as follows: The Individualized Major • 15 semester hours in each of the three academic divi- A student whose needs are not met by other major pro- sions plus an additional 3 semester hours earned either grams may develop an individualized major. This type of in one of those divisions or in coursework from the study requires considerable initiative and imagination. A category of offerings known as interdisciplinary studies (INST); 30 PLAN OF STUDY

• at least 24 of the total semester hours must be at the formal education. Freshmen are admitted to the program 300 or 400 level (these 24 may be distributed across based on their academic, service and leadership experience, the three academic divisions in any manner except and potential. Applications for the PORTfolio Program are that all of them may not come from the same divi- made at the same time students apply to the college. sion); Inquiries about the PORTfolio Program may be • no more than 50 percent of the credits earned in any addressed to the Office of Admissions. one division may come from the same department; • there must be at least one traditionally graded labora- Experiential Learning tory course in a natural science; Virginia Wesleyan College provides students with learn- • certain courses serving to satisfy the college’s general ing experiences which allow them to obtain practical studies requirements are excluded (see previously knowledge in the world beyond the campus. These experi- mentioned guidelines); ences may help the student to translate classroom theory • at least a 2.50 grade point average in the interdivi- into practice, refine knowledge and skills, contribute to sional major is required. organizations on a professional level, test career possibilities, • the grade point average based on grades earned in as well as enhance marketability for future employment Virginia Wesleyan courses that are part of a PIDM and/or graduate studies. (Prescribed Interdivisional Major) contract must be no lower than 2.50. EXTERNSHIPS are structured work experiences which The following special adjustments apply to the PIDM allow students to observe and to gain exposure to a work major for students who are working toward certification as area of interest. Designed primarily for freshmen and soph- an elementary or middle school teacher: omores, these experiences may confirm an academic major, • the total number of required semester hours is likely to allow self-assessment of skills and suitability for a profes- be 52-59; sion, and provide training that leads to internships or job • the number of semester hours that must be at the 300 opportunities. Externships may have prerequisites set by the or 400 level is 18; sponsoring organization and, although they are recorded on • no offering identified by its rubric as an education the student’s transcript, they do not provide semester hours course may be included. towards meeting graduation requirements. To have the The prescribed course work must be completed as out- externship recorded on the transcript, a student must com- lined on the Virginia Wesleyan College website. The iden- plete at least 25 hours of approved work at a participating tified courses meet the teacher competencies as required by institution and arrange the externship through the Career the Commonwealth of Virginia. (Prospective teachers Services Center before beginning it. should confer with their PIDM advisers at all times in order INTERNSHIPS are learning experiences that integrate to schedule specific required courses.) academic preparation and skills gained in a liberal arts education with professional work experience. There are two types of internships. Program Enhancement Non-academic internships allow qualified students to The PORTfolio Program undertake meaningful responsibilities with sponsoring organizations. They are not recorded on the transcript and At Virginia Wesleyan, we believe that a liberal arts do not provide credit-hours towards meeting graduation education is the best preparation for life, especially for requirements, but they may provide invaluable experience citizenship, careers and professions. However, we have for later life. The Career Services Center maintains infor- discovered that too many students view their college expe- mation on both academic and non-academic internships. rience as bifurcated into “sets of classes”—courses in their Academic internships are designed for students to major, courses in general studies, and elective courses—and undertake significant responsibilities, to reflect on the mis- “everything else”—learning outside the classroom through sion and daily activities through completion of approved co-curricular activities, career development fieldwork, or assignments such as papers or projects which are submitted volunteer experiences. The PORTfolio Program is a unique to a faculty member, and often are accompanied by a sem- four-year experience that seeks to fully integrate liberal and inar or other academic component. These are designed pri- experiential learning by consciously relating the two. marily for juniors and seniors within their major field of The PORTfolio Program brings the liberal arts to life study, and students must meet the prerequisites specified by for selected students by allowing them to pursue their the academic department which offers such internships. To college education while using the Chesapeake Bay, the cities be admitted to the internship program, a student must of Hampton Roads and the world as their classroom. meet the appropriate criteria, register for an approved Complementing a student’s major, the PORTfolio Program internship class listed in the catalog, and fulfill the academic offers an integrated set of specially designed team-taught and work requirements specified by the course. The mini- liberal arts seminars, co-curricular activities, and experien- mum standard for academic internships established at tial learning opportunities that connect the best of a liberal Virginia Wesleyan College is 100 hours of work experience arts education with real-world experiences. In addition, for 3 semester hours. These academic internships help meet students in the program develop an electronic portfolio that graduation requirements, and they provide the student with helps them connect the lessons of the classroom to the the knowledge and know-how to do well later in life. world beyond the campus and link field experiences to their PLAN OF STUDY 31

See descriptions of Credit for Prior Learning (CPL), faculty adviser and project adviser and be in good academic College Level Examination Programs (CLEP), and Military standing. You must present to the faculty members of the credit under “Adult Studies Program.” appropriate division a brief written description of your pro- posed guided study program after the project has been Academic Resources approved by the faculty member who would direct the Support Services: Virginia Wesleyan offers its students study. All such proposals must be received and acted upon several sources of academic support which are available free by the division two weeks prior to the end of the semester of charge. These support services include writing assistance preceding the one in which the guided study will be under- through the Writing Center, and peer and professional taken. The program presumes close supervision of your tutoring, study skills workshops and courses, and individual reading or research by the instructor, including sessions academic counseling through the Learning Center. Contact together at least twice each month. You may propose a persons: Dr. Carol Johnson, director of the Writing Center; guided study project on a graded or pass/fail basis. Ms. Althia Woodson-Robinson, director of the Academic Independent Research provides an opportunity for Skills Program; and Mrs. Fayne Pearson, assistant to the upperclassmen who have demonstrated competence in their dean of the college, coordinator of services for special needs major field to engage in an independent program of study students, and coordinator of the Learning Center. with minimal faculty supervision. To enroll, you must meet Accommodations for Students With Special the minimum requirements of junior status, a 2.5 cumula- Needs: Virginia Wesleyan recognizes, and is sensitive to, tive grade point average with a 3.0 average in your major the needs of students with disabilities, as well as other hand- field, and receive divisional approval of a written project icapping conditions. In keeping with Title 5, Section 504 of proposal, following the same procedure as that outlined for the Rehabilitation Act of 1973, the college will respond to guided study. At the conclusion of a semester of study, you requests for accommodations when the requests are based will present the results of your research orally before the upon recent medical or other acceptable professional docu- instructor who directed the research and two other faculty mentation of disabilities. A student’s decision to use aca- members who are to be agreed upon by you and your demic support services and to seek accommodation is instructor. The instructor will then determine the letter voluntary. The student has the responsibility for contacting grade which you will receive for the program. the appropriate person, the assistant to the dean of the Tutorial course work enables a student to take a regular college, in order to request accommodation for a handicap- catalog course on an individual basis rather than in a ping condition or a learning disability. In cases where there classroom format. Semester hour credit for a tutorial is the is strong evidence of a learning disability, the college will same as for the catalog course. The required paperwork can make arrangements for diagnostic testing at the student’s be obtained from the Office of the Registrar and must be expense. In cases where a handicap has been documented, submitted prior to registering for the course. arrangements for the appropriate accommodations will be made to support the student in the academic program that Cross Registration will fit his/her aptitudes and skills and, at the same time, adhere to Virginia Wesleyan’s requirements. Virginia Wesleyan’s membership in the Virginia Tidewater Consortium provides students with opportun- Guided Study, Independent Research, ities for enriching their educational programs through a process of cross registration at other institutions of higher Tutorial education located in Hampton Roads. Students must have Students who meet the specific requirements of each the written approval of their adviser and the registrar and be program may enroll for three semester hours of guided in good academic standing. Subject to available space in a study or independent research in a given semester. Eighteen given semester, Virginia Wesleyan students may cross semester hours is the maximum which may count toward register at other member institutions for a course which is the total required for graduation. Exceptions to this policy not offered here. Grades earned through cross registration may be made only by the dean of the college. become part of the student’s grade point average. Complete In preparing proposals for a guided study or independ- information covering the conditions of cross registration is ent research project, you should very carefully state your available in the Office of the Registrar. objectives and the means of accomplishing these objectives. Juniors and seniors will be given preference where enroll- Transient Registration ments are limited. Students must be in good academic standing and com- When you plan to pursue this type of study you should plete an application and receive the written approval of obtain a copy of the guidelines from the Office of the their adviser and the registrar prior to registering for courses Registrar. at other institutions. Approved credit is accepted for trans- Guided Study credit is available in each discipline in fer only when a grade of C (2.0) or above is earned. Transfer which you desire to pursue a program of guided reading or credit does not affect the student’s grade point average at research, not necessarily in your major field, if you meet the VWC. Complete information covering the conditions of minimum requirements of the program. To enroll in guided transient registration is available in the Office of the study, you must have junior status and the approval of your Registrar. 32 PLAN OF STUDY

Credit for Prior Learning The process for challenging a given course for honors Recognizing that adults have engaged in various kinds designation and grading is student initiated. The instructor of learning experiences which are appropriate for academic of the course must agree to work with the student and must credit, the faculty has adopted a policy for awarding credit then file with the Honors Committee a statement of for prior learning. The college believes that experiential honors grade requirements. Honors courses are tradition- learning merits academic credit when it is properly demon- ally graded except that extraordinary work can be rewarded strated and validated. with the grade of “H.” If awarded, the grade of H will Only degree-seeking candidates are eligible to apply for appear on the student’s academic transcript, though it will Credit for Prior Learning (CPL). A student seeking CPL count toward the GPA as if it were an A. A student may not must enroll in a portfolio development seminar (a one- elect to take on a pass/fail basis a course which he or she semester, one-credit, pass/fail course), which will assist him challenges for an honors grade. or her with identifying creditable learning and with prepar- ing the documentation of this knowledge. The seminar Winter Session instructor will aid the student in portfolio development, Winter Session is a three-week, credit-bearing term of partly by finding out what appropriate faculty specialists intensive, engaged learning that complements and strength- will require for the demonstration of creditable skills. The ens the academic program at Virginia Wesleyan College. seminar instructor will not determine whether or not credit Scheduled in January, Winter Session provides opportuni- is justified, and completion of the seminar does not guar- ties for students and faculty to focus on a single academic antee that it will be awarded. subject without the usual distractions from other courses Credit will be awarded only for learning experiences and commitments. A three-semester hour Winter Session which parallel specific courses (or their logical extensions) course provides, in three weeks, the contact hours and aca- taught at Virginia Wesleyan. For each type of experience demic work load that in a regular semester would be dis- offered for credit, a student must demonstrate both tributed across 15 weeks; it does so, however, in ways not theoretical and practical understanding, as well as applica- available or not as effectively pursued in conventional bility outside the situation in which it was acquired. semesters. Hence, these courses, many of which involve Documentation of what was learned must be presented in field trips, travel components, and pedagogical innovations, portfolio form for review by an evaluation committee reflect an experimental, experiential quality while maintain- which will determine how much, if any, credit will be ing the standards of academic attainment that reflect our awarded. institution. The specific courses offered vary from year to Students are charged a fee based on the number of year and rarely duplicate courses taught in the fall or spring. semester hours requested regardless of credit awarded or In addition to three-semester hour courses, Winter rejected. Session will also provide opportunities for supplemental Under this program, a student may be awarded a one-semester hour and not-for-credit workshops and expe- maximum of 30 semester hours, which must not duplicate riences. Hence, while students are not required to take any other credit awarded by way of transfer, CLEP, or any other Winter Session courses, those who do may earn up to four means. CPL credit may not be awarded as part of the last semester hours in a given year toward graduation. 30 hours of a student’s degree. Full-time status for day students continues to be a Detailed information on the program is published in minimum of 12 semester hours per semester, without The Credit for Prior Learning Guidelines. regard to Winter Session credits. Beyond a fee of $100, day students enrolled full-time Experimental Courses during both fall and spring semesters are not charged addi- Occasionally an instructor or a group of students may tional tuition for Winter Session courses, as long as they want to study a topic not adequately covered in the existing earn no more than 36 semester hours across the academic curriculum. Anytime a department wishes to offer a course year and no more than 18 in one semester. If students are that is not in the catalog, it may do so with the permission charged for exceeding 18 semester hours during the fall of the Educational Programs Commission, upon recom- semester, the additional hours they are charged for in the mendation of the division involved. If, after the course is fall semester shall not count toward the 36 hour total. taught, the department decides that it wants the course Where they apply, lab and material fees, as well as any travel placed in the catalog on a permanent basis, it will then sub- expenses, are additional. mit such a request to the division. When several students Resident students wishing to live on campus during decide that they would like to study a particular topic and Winter Session must be enrolled in a credit-bearing course can get a faculty member to participate, they may seek during Winter Session. Resident students who meet that approval through following the process described above. enrollment requirement are then not assessed an additional room charge for Winter Session. They are, however, Honors Coursework required to purchase a three-week meal plan. Winter Session policy and course information is avail- The college offers in-course honors options which are able on the web. Students register for Winter Session in the available to all students. Wesleyan Scholars, as participants fall, in the weeks preceding spring registration. in an honors program, are required to complete a specified number of honors course hours. PLAN OF STUDY 33

The Honors and Scholars Program (INST 205) with VWC’s Computer Services department. In 1985, Virginia Wesleyan initiated an exciting new For further information, contact Mr. Jack Dmoch, director honors program called Wesleyan Scholars, which was of information technology. expanded in 1995 to include a broader range of academic achievers. High school seniors who have established aca- demically superior records are invited to apply in the fall ROTC prior to their graduation. Honors and Scholars students, Virginia Wesleyan College offers students the oppor- including Wesleyan Scholars, participate in academically tunity to enroll in an Army ROTC program through an challenging honors courses and in enriching co-curricular extension agreement with the established ROTC unit at experiences. They also compete for scholarships which may Old Dominion University. Courses are offered which cover tuition costs up to the full amount. develop a student’s ability to organize, motivate, and lead Inquiries about the Honors and Scholars Program may others. Further information on this program may be be addressed to the director of Honors and Scholars. obtained by contacting the VWC Admissions Office. The Center Study Abroad for the Study Students who have demonstrated maturity and estab- lished a good academic record are encouraged to consider of Religious Freedom the possible advantages of international study for a Religious diversity is a fact of modern life locally, semester. This opportunity is not limited to students in nationally, and globally. Our communities, schools, and internationally-oriented degree programs. College-level workplaces bring us in daily contact with persons of widely credit earned abroad is applicable toward Wesleyan degree divergent religious faiths, practices, duties, and beliefs. requirements as long as the student has obtained prior Businesses, schools, government and private organizations approval from the Office of International and Intercultural need employees equipped with the knowledge and inter- Programs and the registrar. personal skills to ensure that such a diverse group works Students may choose to study in a variety of countries together to the best advantage of the purposes and goals of such as England, Japan, Australia, Greece, or Germany as the organization. Indeed, the challenge of the century is well as attend our own programs in France, Mexico, and living, working, and governing together in the face of this Spain. Interested students may seek information from the diversity. The Center for the Study of Religious Freedom is Office of International Programs to receive assistance in an academic initiative that promotes the education and choosing the right program, financial planning, scholarship foundation needed to meet the challenge of fostering reli- sources, credit transfer and support while abroad. gious freedom in a diverse world. While exploring issues Application deadline for the fall semester is March 1; for arising under the First Amendment lies at the heart of the the spring semester it is October 15. Center’s mission, its courses, educational programs, and Virginia Wesleyan students wishing to apply to these other initiatives also seek to address root causes of religious programs must usually have a quality point average of 3.0 prejudice and to foster dialogues that affirm our common or above and permission of their department to study humanity while appreciating our profound differences. abroad. Students may transfer a maximum of 18 semester hours per semester from their program abroad. Credit earned abroad for a Virginia Wesleyan College approved program is considered transfer credit for the purpose of the VWC Information writing (W) requirement. Grades earned abroad will not be included in the student’s quality point average. Technology Program College-level credit earned abroad is applicable toward The Virginia Wesleyan College Information Technology Virginia Wesleyan degree requirements as long as the stu- Program is open to all students. The program prepares one dent has obtained prior approval from the registrar. for the VFIC Tek.Xam, an examination developed by the Virginia Wesleyan College has several unique partner- Virginia Foundation for Independent Colleges (VFIC) to ships abroad where students may enroll for a semester as an evaluate a student’s skill with computer technology. Passing exchange or visiting student. Students enroll directly from this test certifies to potential employers the technology Virginia Wesleyan and may enjoy special privileges during skills acquired by many graduates of liberal arts colleges but their stay. For more information concerning the college not always reflected on their transcripts. The VWC exchange with the University of Madero in Puebla, Mexico, program helps a student prepare for the VFIC certificate Humboldt Universitat in Germany, or partnerships with examination. the University of Angers in France and Oxford Brookes There are three routes through the program: the tradi- University, please contact the Office of International and tional course-oriented approach; a self-directed, tutorial Intercultural Programs. approach; or a major-oriented approach. In addition, all Summer in Austria VWC students who wish to take the VFIC Tek.Xam will be Summer in France encouraged to complete a 40-hour one-credit practicum 34 PLAN OF STUDY

Summer in Germany should contact either the Admissions Office or the Adult Summer in Mexico Studies Office. Summer in Quebec Summer in Spain Financial Aid: The amount of traditional financial aid For information concerning all summer abroad pro- available to part-time students is limited. To qualify, stu- grams, please contact the Office of International and dents must demonstrate financial need and carry at least six Intercultural Programs. semester hours per semester. Financial aid forms are avail- able in the Adult Studies Office. Since traditional financial assistance is limited, Virginia Wesleyan has developed a unique “Adult Incentive Grant” through which the Adult Adult Studies Program Studies tuition rate is substantially reduced from the day We at Virginia Wesleyan College believe learning is a program rate. If you qualify for your company’s educational lifelong process. The college, therefore, through the Adult assistance benefits, inquire about our “Employer Tuition Studies Program, provides educational opportunities for Deferral” program. Payment of tuition may be deferred adult students with full-time jobs and home or community until your employer reimburses you. commitments. This program offers course opportunities Tuition Assistance and veterans’ benefits may be applied during the evenings and weekends. The Adult Studies toward your tuition at Virginia Wesleyan. Program has been designed to meet the special needs of Inquiries about financial assistance programs should be adult students while retaining the academic quality found made directly to the Adult Studies Office. in all Wesleyan programs. Courses are offered for those who The Adult Studies Scholarship in honor of Marjorie J. plan to complete a degree as well as for those who enjoy and H. C. Wheeler was designated specifically for Adult taking individual courses for personal enrichment. Studies students. Contact the Adult Studies Office for information about this award. Admission Major Programs To start the application process, new students are Four majors are available through the Adult Studies required to meet with an Adult Studies Program adviser. To Program. See listings in the “Majors and Courses” section be eligible for admission, you must have graduated from of this catalog for detailed information on each of these high school or received your high school equivalency certi- programs: fication. Unless extenuating circumstances apply, you must be at least 23 years old. Adult Studies students may take 1. Management/Business/Economics Liberal Arts courses on a full-time or part-time basis and as classified or Management Program (LAMP) unclassified students. 2. Liberal Studies Program Part-time students are those taking fewer than 12 semes- 3. Criminal Justice ter hours in any one semester. Full-time students take 12 4. Social Science Divisional Major with a concen- hours or more each semester. tration in health and human services, history, politi- Unclassified students are those taking coursework for cal science, psychology, or sociology/criminal justice credit but not working toward a degree. If you decide at a later date to change your status, you need to reapply to the Depending on a student’s current circumstances and college as a degree-seeking student. educational background, other majors may be available on Classified students are full-time or part-time students an individual basis. working toward a degree at Virginia Wesleyan. Alternate Certification for Teachers (ACT) Pro- Transfer Students: The Adult Studies staff will issue an gram: Alternate Certification for Teachers (ACT) is unofficial transcript evaluation to assist you in structuring designed to prepare career changers to teach in the content your program at Virginia Wesleyan. Once you have applied areas of math, science, English, art, music, foreign lan- and been accepted, and official copies of all college tran- guage, and history/social studies for grades 6-12 (art, music, scripts have been received, you will receive an official tran- and foreign language grades K-12). The elementary alter- script evaluation from the registrar. nate certification program will prepare career changers to teach in elementary school grades pre K-6. This innovative Internal Transfer: Sometimes changes in a student’s cir- evening program provides the professional knowledge nec- cumstances or goals may make it necessary to transfer inter- essary for effective classroom teaching. It is for career nally between the day program and the Adult Studies changers who have already earned a four-year degree and Program. Although the college does not permit repeated possess the general knowledge, liberal arts background, and switching between the two programs, a process exists content area competencies incorporated in traditional whereby a student may apply for one. However, students teacher education programs and who demonstrate signifi- who first enroll in one branch of the college and subse- cant involvement in a career for at least one year. quently change to the other program remain bound by the The program consists of seven college professional foreign language requirement of the program in which they courses, 12 clock hours of field experience and a six- first enrolled unless three full semesters or more elapse semester-hour student teaching experience (11 weeks). The between their departure and the semester for which they professional knowledge includes foundations of education, seek readmission. Students interested in an internal transfer PLAN OF STUDY 35

human growth and development, curriculum and instruc- To earn credit for prior learning, you must be enrolled tional procedures, reading, special education, computer skills, as a degree-seeking student at Virginia Wesleyan College and successful classroom experience. The coursework has been and must develop and submit to the college faculty for eval- carefully designed to respond to the competencies detailed in uation a portfolio describing, analyzing, and documenting the Licensure Regulations for School Personnel, Virginia the college-level knowledge you believe you have acquired Department of Education. PRAXIS I must be passed at time which parallels our coursework. Students interested must of application (see Education Department elsewhere in this enroll in the CPL Seminar (INST 125), in which you are catalog for details). The ACT program provides coursework guided through the process. Students may earn a maximum for conditional/provisional licensed teachers. of 30 semester hours by CPL toward a bachelor of arts degree. Additional information on CPL may be found on General Information preceding pages under the heading “Program Enhance- ment,” or obtained from the Adult Studies Office. Degree Requirements: Requirements for ASP students to complete the B.A. degree at Virginia Wesleyan are the College Level Examination Program (CLEP): Vir- same as those for day students, with one exception. ginia Wesleyan College participates in the College Level Regardless of how many hours they transfer in, ASP stu- Examination Program. CLEP is a national program of dents are required to successfully complete two semesters credit-by-examination that offers a student the opportunity (rather than four) of one foreign language. to obtain recognition for college-level achievement. Any currently enrolled, degree-seeking student may earn college Audit: You may audit Adult Studies Program courses with- credit through CLEP in the subject areas as well as five out record for a fee of $50.00 per semester hour. Certain general areas (English composition, mathematics, natural courses may be audited only on a space-available basis. sciences, humanities, and social sciences/history) prior to Audit registrations may not change to credit status at a later their last 30 semester hours at VWC. A student may be date. Students who audit with record are required to pay awarded a maximum of 30 semester hours for CLEP (or a the current Adult Studies tuition rate and are graded on a combination of CLEP/DANTES) credit. CLEP exams satisfactory/unsatisfactory basis. Senior citizens (age 62 or must be approved for current students prior to testing. over) may audit Virginia Wesleyan courses on a space- Additional information is available on the Registrar’s available basis for $50 per course. Office home page. See www.vwc.edu/academics. Advising: Academic counseling and extended office hours Military Credit: Virginia Wesleyan follows the American are provided for evening students by the Adult Studies Council on Education (ACE) guidelines when granting Office. Help is available to assist you in making a transition credit for educational experiences in the armed services. into college life, a mid-life career change, or advancement Credit awarded must be equivalent to courses offered at and career development. Virginia Wesleyan or logical extensions thereof and Class Schedules: Our class schedule accommodates the reviewed by faculty. A student may be awarded a maximum traditional work day, with classes that meet in the evening of 30 semester hours for military credit. and on alternate weekends. Our program is flexible to accommodate your busy schedule. The average part-time student takes one or two courses each semester, but you can Academic Regulations work towards a degree as slowly or as rapidly as you wish. Part-time students are also encouraged to enroll in the sum- Classification of Students: mer sessions. Freshman Fewer than 24 semester hours earned Sophomore 24-53 semester hours earned Summer Sessions: For both day and evening students, Junior 54-84 semester hours earned, the summer schedule offers a variety of courses in sessions “Declaration of Major” filed of three, five and a half, and eleven weeks. You may enroll Senior 85 or more semester hours earned in any combination of courses and sessions that meets your Degree hours only are used in determining academic classi- needs. You may take a maximum of twelve semester hours fication. during the summer sessions. Students requiring additional coursework during the summer need the approval of the Auditing a Course: Students may audit a course by elect- academic dean. ing this option at the time of registration and with the writ- ten permission of the instructor, the student’s adviser, and Alternative Forms of Credit the dean of the college. The charge for audited courses is the same as that for other courses. Credit For Prior Learning (CPL): Recognizing that Less formal arrangements are possible with the permis- adults have engaged in various kinds of learning experiences sion of the instructor, but in such instances, the course shall which may be appropriate for academic credit, the faculty not appear as part of the permanent record. has adopted this policy for awarding credit for prior learn- ing. We believe experiential college-level learning merits Catalog of Entry: Students who have left the college for academic credit when it is properly demonstrated and a time, have not earned additional credit, and have been validated. The college follows guidelines established by the readmitted to Virginia Wesleyan may choose to satisfy Council of Assessment for Experiential Learning. either the requirements listed in the catalog which was 36 PLAN OF STUDY

current at the time they first enrolled in the college or those (d) The maximum academic credit load for a student in effect at the time of their application for graduation. with a cumulative grade point average between 2.00 Students who have left the college and earned additional and 2.49 will be 16 semester hours. credit prior to readmission to Virginia Wesleyan must sat- (e) The maximum academic credit load for a student isfy the requirements listed in the catalog at the time of with a cumulative grade point average of 2.5 or their application for graduation. above will be 18 semester hours. (f) All semester hours of “Incomplete” from the Registration: By the beginning of each semester, students previous term (counting summer as a term) will be are required to formally register for classes at the time spec- considered part of the student’s academic load. ified in the course schedule published prior to each semes- ter. Currently enrolled students should register during Course Limitations: You may have more than one major advance registration to have the maximum chance of listed on your transcript, but no more than 54 semester obtaining a satisfactory class schedule. Late registration hours in any one discipline, nor more than 78 semester extends through the first five days of the fall or spring hours in any two disciplines submitted for graduation. Due semester. Refer to the course schedule for registration infor- to the interdisciplinary nature of the Management, mation and for details concerning course offerings, proce- Business, and Economics department, however, a Liberal dures, and requirements. Arts Management Program major taking the 12 semester Change of Registration: Students may change a regis- hour internship course (MBE 416) may have no more than tration (adding or dropping a course, or changing a section 60 semester hours in MBE courses, nor more than 78 of a course) by completing a Course Selection Form at the semester hours in any two disciplines submitted for Registrar’s Office. Students wishing to add a course after the graduation. A student who wishes to take more than 78 first week of classes must have the approval of the instruc- semester hours in any two disciplines will have to take addi- tor, and the course will increase the total hours in a stu- tional hours beyond the 120 semester hours required for dent’s course load even though another course may be graduation. dropped (see “Withdrawal from Course”). Dean’s List: A student who earns an average of 3.5 or Class Attendance Policy: Instructors establish their own above during a given semester will be named to the Dean’s attendance policies and are expected to communicate, in List for that semester; a student with an average of writing, that policy to their students at the first class meet- 3.25–3.49 will be named to the Honorable Mention List. ing of the term. When students miss a class because of Additional qualifications for these honors are that a student involvement in official college functions, a memorandum have full-time status, carry at least nine semester hours of from the dean serves to indicate that the student is absent traditionally graded courses, and have no F grades or for cause; this in no way relieves students from meeting the Incompletes. obligations of the course, but it does assure them that they Examinations and Grade Reports: Final examinations will be given opportunity to make up the work missed. are given in most courses at the end of each term during the Whenever possible, students should confer with their final examination period. Any student who has as many as instructors prior to being absent. In all other cases, the three back-to-back examinations should consult the instructor evaluates the excuse for the absence and deter- instructor with respect to a possible schedule adjustment. mines whether or not to permit the make-up of work Final grades may be reviewed and/or printed directly missed. An instructor may request a written confirmation from MARSIS on the VWC home page. of illness from the college nurse or a physician. Progress Report comments and/or grades of C- and Course Loads: A full-time student is one who carries at lower can be viewed on MARSIS beginning with the eighth least 12 semester hours per semester. A student who carries week of the fall and spring semesters. fewer than 12 semester hours is classified as a part-time stu- The Grading System: Grades are recorded as follows: dent. The following restrictions are placed upon the maxi- H 4.00 work of exceptional quality in an mum course load which a student may carry in a given honors course semester; exceptions to these policies may be made only A 4.00 excellent work with the written endorsement of the student’s faculty A– 3.67 adviser and the approval of the dean of the college: B+ 3.33 (a) Freshmen will be counseled by their advisers accord- B 3.00 good work, definitely above average ing to their past record as to whether they should B– 2.67 limit their registration to four or five courses during C+ 2.33 their first semester at Virginia Wesleyan. C 2.00 average performance (b) The maximum academic credit load for a student on C– 1.67 academic probation will be 13 semester hours. D+ 1.33 (c) Any student with a cumulative grade point average D 1.00 work meets the minimum requirements for of less than 2.0 will be limited to 13 semester hours. credit, but of below average quality D– 0.67 F 0.00 failure PLAN OF STUDY 37

WP withdrawn while passing cum laude >cumulative GPA of WF 0.00 withdrawn while failing at least 3.40 W withdrawn S satisfactory work in a pass/fail course magna cum laude >cumulative GPA of U unsatisfactory work in a pass/fail course at least 3.60 WU withdrawn unsatisfactory in a >recommendation of pass/fail course department or division Z satisfactory completion of a course taken as an audit >faculty vote UZ unsatisfactory work in a course taken >entitled to as an audit magna cum laude I work which the instructor considers >cumulative GPA of justifiably incomplete at least 3.80 Grade points are not awarded for the grades of WP, W, summa cum laude >6 sem. hrs. of S, U, Z, UZ, and I. independent research at the 300/400 level Incomplete: An Incomplete is given at the discretion of with high competence the instructor when circumstances beyond the control of as certified by the the student prevent the completion of course requirements. faculty supervisor(s) Incomplete work must be made up during the ensuing term (summer counting as a term) so that a letter grade can *Transferred grades cannot increase the VWC GPA be turned in to the Registrar no later than the last day of for honors classes. Otherwise, an Incomplete is recorded as an “F. ” Any exception to this practice must have the approval of the The independent research requirements may be satisfied dean of the college prior to the stated deadline. by the completion of: 1) independent research as described elsewhere in the catalog under “Program Enhancement”; 2) Graduating with Honors: In order to be considered for 400-level catalog courses such as senior projects, senior any category of graduation with honors, students must thesis or original research projects requiring independent fulfill all institutional requirements described in the catalog research; or 3) an alternate independent project primarily under which they are to graduate. For a student whose devoted to independent research. Catalog courses, such as, major draws on a single discipline, the average shall be but not limited to, BIO/CHEM/EES 489, HIST 460, computed by including all courses which appear on the INST 482, MUS 480, PSY 480, SOC 480, SOC 483 sat- transcript bearing the rubric of the major discipline and isfy the independent research requirement. The independ- which the catalog describes as suitable for fulfillment of a ent work need not be “original” except to the student, and major in the discipline. For a student who is majoring in a could be primarily expository in nature. A student should program which draws on more than one discipline, this demonstrate that he/she understands the methods of inde- average shall be computed by including all courses which, pendent research and can employ them in the production according to a list provided to the registrar by the student’s of a significant paper or project. The faculty supervisor of adviser, constitute the major program for that student. such projects shall make application in writing to the appropriate division chairman for approval of the project Each of the following requirements must be and evaluation shall be similar to the method used for inde- satisfied to graduate with Latin honors pendent research. Two final copies of each project intended to satisfy the Sem. hrs. completed at VWC 60 independent research requirements for highest distinction are to be submitted by the student. One is to be marked Degree hours completed 120 and graded by the project evaluators. The other copy, bear- ing the signatures of its evaluators, will remain unmarked *Minimum GPA major courses 3.0 and will be placed in the library for public examination for (including transfer courses) a period of not less than one month during the following *Minimum cum GPA semester (excluding summer). 3.4 (including transfer courses) To qualify for any honors category, students with transfer credit must satisfy the quality point average Traditionally-graded course at requirements both in the set of all courses counted toward the 300/400 level in the 3 sem. hrs. graduation and in the set of courses taken at Virginia social sciences division Wesleyan. Traditionally-graded course at The honors status for students who are August candi- the 300/400 level in the 3 sem. hrs. dates for graduation will be determined after all summer humanities division course work is completed. Traditionally-graded laboratory Repeating a Course: Students will normally be allowed 4 sem. hrs. course in the natural sciences to repeat a course for which they have been charged quality 38 PLAN OF STUDY

points only once, and then only if the original grade was the grade of H, a student may not later elect to use the below a C (2.0). However, students with a cumulative grade pass/fail option. point average of 2.0 or above may take for a third time a course not previously passed if they obtain the written rec- Grade Point Averages: A student’s grade point average is ommendation of their adviser and the approval of the dean computed on work taken at Virginia Wesleyan, exclusive of of the college, who will consult with any instructor who has pass/fail courses. Course work taken on a cross-registration previously taught that course or the coordinator of the basis is also included in the Virginia Wesleyan grade point department in which that course was taught. When a average, again exclusive of pass/fail courses. student repeats a course, all previous grades for that course A student’s grade point average is obtained by dividing remain on the transcript, but only the last grade is used in the total number of semester hours attempted at Virginia computing the grade point average. Wesleyan, including failures and withdrawal failures, into the number of quality points earned at Virginia Wesleyan. Non-Resident Credit: While a student is matriculated at Courses in which the mark was WP or W, and courses Virginia Wesleyan, no credit will be given for courses taken taken on a pass/fail basis, are not included in the computa- at another college unless permission is given through the tion of the grade point average. In the case of repeated Office of the Registrar prior to registration for such courses. courses, only the hours and the grade points from the last attempt are used in the computation. Pass/Fail Grades: Some courses are offered only on a The following examples demonstrate the method of pass/fail basis and are so noted in the class schedule for a computing the grade point averages: given semester. In addition, students also have the option in 1. A student who completes 15 semester hours with 12 a given semester of electing to take one traditionally graded semester hours of C and 3 semester hours of S has course on a pass/fail basis provided that the course is not earned 24 quality points for the C’s and no quality required to fulfill general college requirements or any part points for the S. To find the student’s average, divide of the student’s major or minor program or the repeat of a the 12 semester hours of traditionally graded work course originally taken as a traditionally-graded course. To attempted into the 24 quality points earned to find effect this election, a student must obtain the adviser’s the grade point average of 2.0. signature on a Pass/Fail form and return the form to the 2. A student who completes 15 semester hours with 3 Office of the Registrar before the end of the third week of semester hours of B, 3 of C+, 3 of C–, 3 of D, and the fall or spring semester or before the end of the first week 3 of F has earned 9 quality points for the B, 6.99 for of a summer class. the C+, 5.01 for the C–, 3 for the D, and 0 for the The following limitations apply: In any given semester, F, for a total of 24 quality points. Divide the 15 students may not enroll for more than one-third of their semester hours into the 24 quality points to find the academic load in pass/fail courses except on written recom- grade point average of 1.6. mendation of their advisers and the approval of the dean of A semester’s grade point average is computed under the college. No more than one-third of a student’s total these rules by considering only courses undertaken in a hours offered for graduation may consist of courses graded given semester. The cumulative grade point average of all on a pass/fail basis. work at Virginia Wesleyan is simply computed by consider- Pass/fail grading may not be elected for any honors ing all traditionally graded courses undertaken. Cumulative seminar nor any course challenged for the H grade. grade point averages cannot be computed by averaging The Grade of H: The H grade may be assigned for work semester grade point averages. of exceptional quality. This grade may be earned in either Withdrawal from Course: To withdraw from a course an honors course or in any other course or pair of courses a student must submit a completed Course Selection when requested by the student and approved by the appro- Form to the Registrar. After the first week of classes with- priate members of the faculty. drawal from a course does not reduce the total number of A student may challenge a course or pair of courses for semester hours charged for the semester. Withdrawal after the grade of H by following these procedures: the first week of classes and prior to the automatic “WF” During the semester before the course is taken, the period (see Academic Calendar) will result in a grade of W, student must gain concurrence from the instructor(s) WP, WF or WU, as determined by the instructor. From the involved. The instructor(s), with the aid of the petitioning beginning of the automatic “WF” period until the last day student, must submit a proposal to the Honors Committee of classes for the semester a withdrawal will result in an before early registration for the ensuing semester. This automatic WF or WU. Exceptions to this policy may be proposal must indicate how the work of the petitioning made for students who withdraw from the college for student will surpass, in both qualitative and quantitative reasons of documented illness. ways, the requirements normally expected. Particular stress is placed on the qualitative aspects of the additional require- Grade Changes: A request for a grade change must be ments. An honors course listed on a given student’s submitted by the faculty member to the dean of the college transcript will include the notation “HNRS.” A grade of H for approval. Any change of grade from a reassessment must or another appropriate letter grade may be assigned by the be made within 12 months of the issuance of a grade. instructor. Having challenged a course or pair of courses for PLAN OF STUDY 39

Withdrawal and Readmission to the College: A student who wishes voluntarily to withdraw from the college during a given term is not considered officially with- drawn until he or she notifies the registrar in writing of this intention and completes an official withdrawal form. Assigned grades of W, WP or WF will be determined by the date of withdrawal and the discretion of the instructor. Any registrations for the semester following the withdrawal will be deleted. If a student fails to register for consecutive semesters by the last date for late registration, he or she is assumed to have withdrawn from the college. A student who voluntarily withdraws and desires to return to the college must reapply to the Admissions Office for consideration by the Committee on Academic Standing. Academic Standing Selective Retention Policy: Except under extraordinary circumstances as determined by the Committee on Academic Standing, the following policy will govern the academic status of students (academic probation, dismissal, suspension). A cumulative grade point average of 2.0 (C) is required for good academic standing at Virginia Wesleyan College. When a student’s average falls below 2.0, the conditions of his academic status vary with his classification. In any case, the probationary status of each student always requires him to schedule special conferences with his adviser and, on some occasions, with the dean of the college. The freshman student who does not achieve at least a 1.6 after undertaking the equivalent of one semester of full- time academic work is automatically on academic proba- tion. All freshmen must have at least a 1.6 cumulative average after undertaking the equivalent of two semesters of full-time academic work. Freshmen who do not achieve this standard will be eligible for suspension or dismissal. Any student whose cumulative average is below 1.8 after Transfer students fall within this policy according to the undertaking the equivalent of three semesters of full-time total number of college semesters attempted. academic work is automatically on academic probation. All The suspended student will not receive transfer credit students must have at least a 2.0 cumulative average after for any course work taken at another institution during the undertaking the equivalent of four semesters of full-time two terms immediately following the suspension. academic work or they will be eligible for suspension or After being out of college for two terms (summer count- dismissal. ing as a term), the suspended student may apply to the At any time after undertaking the equivalent of five Committee on Academic Standing (through the dean of semesters of full-time academic work any student is auto- admissions) for readmission. If the student is readmitted, matically on probation if his cumulative grade point aver- the conditions shall be established by the Committee on age falls below 2.0. Such a student who is on probation will Academic Standing at the time of readmission and shall be be expected to raise his cumulative average to at least 2.0 by communicated to the student in writing by the dean of the end of the next semester of full-time academic work or admissions. Once suspended, students who do not meet the be eligible for suspension or dismissal. conditions of their final probation will be permanently If, at the end of any given semester, the cumulative dismissed from Virginia Wesleyan College. grade point average of a sophomore, junior, or senior falls In implementing this policy, the “Equivalent of one below 1.6, the student will be eligible for suspension or semester of full-time academic work” is defined as a dismissal. minimum of 12 semester hours; two semesters, 24 semester Any student who fails more than half of the semester hours; three semesters, 36 semester hours; four semesters, hours in his or her academic load in any semester after 48 semester hours. completion of two or more semesters will be subject to Each student is responsible for being aware of his or her suspension for two terms or permanent dismissal. own academic standing relative to the college policy.

Career Services Center—Planning Your Future 42 CAREER SERVICES

CAREER SERVICES CENTER— PLANNING YOUR FUTURE

hat kind of job can I get with a major in While Virginia Wesleyan offers a significant number of “WFrench?” “If I want to be a lawyer, what career preparation possibilities, the majority of the College’s major is appropriate?’’ “What kinds of careers are majors are not designed as instruments of “technical train- available working with children?” “What is the correct ing” for specific jobs. Rather, you are expected to acquire admission test for entering a graduate business school?” and to develop abilities in written and oral communication, These are just a sampling of the kinds of questions students research, critical thinking and decision making which pro- like yourself have while in college. The efforts of the Career vide the flexibility that will prepare you to cope with a Services Center at Virginia Wesleyan College are devoted to world of constant change. helping you decide on a college major and career, gain experience while a student, search for employment and/or apply to graduate school. Following are some of the Pre-Professional programs and services that are offered. INDIVIDUAL APPOINTMENTS: Career counseling Information is available to you, on an individual basis, to discuss your Allied Health Professions: Students who wish to enter career, job search and graduate school concerns. Interest allied health professions will need to complete at least two inventories are available to help students identify career and years and may wish to complete four years of preparatory major options. studies at Virginia Wesleyan before making application to a given professional school. Preparatory work is offered at CAREER RESOURCES: Makes available a library with Virginia Wesleyan in the following areas: pre-dental specific self-assessment, occupational, graduate school, hygiene, pre-pharmacy, pre-nursing, pre-professional health internship, and job search information. Copies of selected care management, pre-professional program in medical publications are available, free of charge. technology, pre-professional program in physical therapy, COMPUTERIZED GUIDANCE: Software programs pre-professional program in occupational therapy, pre- and internet resources are available in the Career Services professional program in radiological technology. Students Center to assist you in career decision making, and to help who have an interest in pursuing any of these preparatory you obtain current information about occupational programs should contact Dr. Deborah Otis for a listing of options, company profiles and graduate schools. required courses. WORKSHOPS: Offered numerous times throughout the Dentistry: Virginia Wesleyan offers sound training in pre- year. Topics include: Choosing a Major; Job Search dentistry. Students interested in a career in dentistry should Strategies; Resume Writing and Job Search Corres- contact Dr. Deborah Otis for further information. pondence; Business and Social Etiquette; Choosing and Medicine and Veterinary Medicine: Early in their Applying to Graduate School, and Interviewing Skills, college program, students should familiarize themselves including videotapes of practice interviews. with the entrance requirements of several schools to which EXPERIENTIAL LEARNING: Open the door for they might apply. This will provide sufficient opportunity employment after graduation by participating in an intern- to fulfill specific recommendations. For a listing of courses ship or externship while in school. Through these learning recommended by most medical schools, students may experiences, you gain exposure to your field of interest, consult with Dr. Deborah Otis. relevant work skills, and professional contacts. Career Church-related Vocations: Christian ministry in today’s Services advises you on locating and establishing an experi- world takes many forms such as the pastoral ministry, ence to meet your needs. Listings are maintained by the Christian education, hospital and military chaplaincies, office. Many major areas of study at Virginia Wesleyan teaching in church-related colleges, and counseling. A provide you with the opportunity to participate in an broadly based program of studies in the liberal arts is internship for credit during your junior or senior year. required for admission to the graduate schools which Check with each academic department to learn about their prepare persons for these ministries. The focus of this pro- criteria for completing a credit bearing internship. gram of study may be in the field of religion or some other JOB SEARCH ASSISTANCE: Part-time, summer, and area of the humanities or the social sciences. The college full-time job leads and internships are provided to students chaplain, Robert W. Chapman, is available as a vocational through job fairs, listings of current openings, employment adviser for students who are contemplating Christian activities on campus, and Resume.txt database. vocations. CAREER SERVICES 43

Health and Human Services: The designation “human Environmental Studies: In the context of our role as a services” covers a broad spectrum of career possibilities. liberal arts institution in preparing students for citizenship Virginia Wesleyan’s program in human services provides and social responsibility, Virginia Wesleyan offers two significant training for students who wish to enter careers approaches to environmental studies. First, students may oriented toward direct service, to community action, to the choose the more traditional science track by majoring in legislative process, or to administrative planning. There is a biology, chemistry or general science which will prepare well defined program in each of these areas which culmi- students for pursuing advanced degrees in ecology, environ- nates in an internship which is related to a given student’s mental science or toxicology. Students interested in this interests. Students who are interested in this program approach should contact Dr. Garry E. Noe. should contact Dr. Benjamin Dobrin for more information. A second approach that integrates the divergent per- spectives of the liberal arts tradition is the interdisciplinary Law: Numbers of Virginia Wesleyan College students have major, environmental studies. The flexibility of this track successfully gained entrance into law school. No single and the breadth of its curricular options allow it to meet a major is recommended for students interested in pursuing diversity of student interests and needs in environmental a legal career. It is important to note, however, that law education. Students interested in this approach should schools emphasize the importance of a broad-based liberal contact Dr. Lawrence D. Hultgren or Dr. Maynard H. arts education in which the student has excelled. Students Schaus. who are interested in the pre-law course of study at Virginia Wesleyan should contact Dr. William M. Jones or Dean Stephen Mansfield.

Programs and Courses—Design Your Future 46 PROGRAMS AND COURSES

PROGRAMS AND COURSES— DESIGN YOUR FUTURE

SPECIAL DESIGNATIONS ACADEMIC SKILLS ollege courses are numbered at the 100, 200, DEVELOPMENT (ASD) C300, and 400 levels. Traditionally, these levels 301 Tutoring (1) correspond roughly to the freshman, sophomore, jun- ior, and senior sequence of class standings. As a rule, courses Upper-class students who have received grades of no less numbered at the 100 and 200 levels are introductory and than B may participate in tutoring for credit. To earn one have a broad educational utility. Courses numbered at the semester hour, students will comply with a 30-hour tutor- 300 and 400 levels generally build on previous introductory ing contract. Tutoring sessions will be supervised by the offerings and have a more specific educational utility. coordinator of learning resources and approved by the instructor of the course tutored. Course offered on basis of 100 ...... freshman level need for tutors. 200 ...... sophomore level 300 ...... junior level 400 ...... senior level AMERICAN STUDIES Courses which count toward a given General Studies (Interdisciplinary) requirement can be easily identified by a capital letter fol- lowing the course title. DR. BENJAMIN D. BERRY, Program Coordinator (W) Writing Courses The American Studies program consists of an interdisci- (A) Aesthetic Experience and Criticism plinary major within the liberal arts. As a major it weaves (E) Empirical Knowledge together experiences and competencies relating to the cul- ture and heritage of the United States. The program can (V) Ethical Values, World Views and serve as a general preparation for such diverse career areas as Faith Perspectives law, social service, teaching, journalism, business, library (H) Historical Perspective science or the making of public policy. Within the guide- (C) Communications lines of the program, each majoring student works out an (S) Institutional and Cultural Systems individualized plan with the academic adviser. The major (I) Senior Integrative Experience consists of 57 semester hours of course work distributed among 36 hours of core requirements (from a list of eight disciplines), 18 hours of elective courses (from an expanded ACADEMIC SKILLS list of 10 disciplines), and three hours involved in a senior project. Of the 57 hours required for the major, 30 hours DEVELOPMENT must be taken at the 300/400 level. The plan is continually adjusted for changes in the student’s interest and develop- MS. ALTHIA WOODSON-ROBINSON ing career goals as well as for changes in course offerings. Some students who have graduated from high school find that they are still lacking in certain skills which are important for college success. Through the academic skills ANTHROPOLOGY development program, Virginia Wesleyan College offers assistance to students to improve their skills in thinking, (See Sociology) writing, reading, and basic computation. A writing lab is available for those who need individual- ized attention for improving their writing capabilities. ART/ART HISTORY The Math Department offers special courses and tutor- ing services for students whose computational skills need MS. SHARON BEACHUM improvement. MR. PHILIP GUILFOYLE, Program Coordinator Tutoring, and/or workshops in any subject are available DR. JOYCE HOWELL to students desiring or needing improvement of study skills MR. BARCLAY SHEAKS techniques in a group or on an individual basis through the Learning Center. As today’s society becomes more visual, the visual arts The college also provides additional assistance to stu- play an increasingly important role in contemporary life. At dents who need to improve such skills as reading compre- Virginia Wesleyan, studio art courses offer students the hension, vocabulary, note taking, speed reading, and opportunity to explore art meaningfully by learning about test-taking techniques. its many aspects and having the enriching experience of creating it. Courses in drawing, painting, sculpture, ART/ART HISTORY 47

ceramics, crafts, computer art, photography, printmaking, ART 211 and other media offer opportunities for building technical Beginning Sculpture I OR 3 skills and aesthetic awareness. The study of the History of ART 212 Art, both of the Western and non-Western traditions, is an Beginning Sculpture II integral part of the art program. Classroom learning is sup- ported by a program of art exhibitions, which include One of the following: changing art exhibitions in the Hofheimer Library Gallery, ART 221 the display of the Sheaks Collection in the Barclay Sheaks Crafts I Gallery of Godwin Hall, and the campus-wide display of ART 222 3 the over two-hundred piece Collection of Outstanding Crafts II Student Art. The art department sponsors numerous field ART 223 trips to museums and galleries in Hampton Roads, Crafts III Washington, D.C., and elsewhere. ART 225 3 For the art major, our program provides a broad techni- Introduction to Photography cal and art historical background, plus an in-depth experi- ence in either two- or three-dimensional media electives. In INST 425 3 addition to study with the college art faculty, there are Art Culture opportunities for internships. In their senior year, art majors learn practical professional skills through required Art Electives, 300-400 level 15 activities such as exhibitions, portfolio preparation, and ART 231 3 workshops with visiting artists. The major program pro- Ancient and Medieval Art vides students with the background, experience, and disci- ART 232 pline for becoming a practicing artist, working in the art 3 field, or, in conjunction with certification by the education Renaissance to 20th Century Art department, an art teacher. ARTH Elective, 300-400 level 3 Minors in both studio art and art history also are offered. TOTAL 48 Under special circumstances, and with the consent of the instructor, studio courses may be repeated for addi- ADDITIONAL COURSES NEEDED tional credit. FOR A CERTIFICATION IN ART EDUCATION Major Requirements INST 202 All majors must select one area in studio art in which to 3 have in-depth training and experience. The School and Society All graduating majors must prepare a comprehensive EDUC 225 3 exhibition of their best work to be displayed for the college Characteristics of the Learner community. From this exhibition, members of the art EDUC 338 faculty may select a work or works for purchase; these 3 become part of the Collection of Outstanding Student Art. Middle Education Teaching Methods 6-8 Art Education majors must complete art major require- EDUC 319 ments as well as those required for Secondary Education 3 Reading in the Content Areas Certification. Students interested in teacher certification K-12 should consult with the education department and EDUC 303 3 enroll in the program so that introductory education Applied Technology for Innovative Instruction courses may be taken in the sophomore year. EDUC 340 1 Secondary Practicum 6-12 COURSE NUMBER AND TITLE SEM. HRS. EDUC 353 3 ART 101 Art Methods and Materials pre K-12 3 Introduction to Computer Art EDUC 445 7.5 ART 111 Secondary Preservice Teaching I 3 Basic Drawing Media & Techniques EDUC 446 7.5 ART 112 Secondary Preservice Teaching II 3 Basic Painting Media & Techniques SPED 372 3 ART 117 Learning Disabilities & the Exceptional Child 3 Ceramics I TOTAL 37 48 ART

Minor Requirements: Studio Art tion, museum and/or artist studio visits, and related histor- ical information. Studio class. Lab fee. Offered in selected COURSE NUMBER AND TITLE SEM. Winter Sessions. (See p. 27 for general minor requirements) HRS. ART 111 111 Basic Drawing & Media Techniques (3) (A) Beginning Drawing Media Acquaints students with the basic concept of drawing & Techniques OR 3 with various media, including pencil, charcoal, chalk, and ART 112 pen and ink. Experiences in skill-building exercises are Basic Painting Media & Techniques emphasized as well as their practical application. Studio class, two meetings per week, 1.5 hours. Offered each fall. One of the following ART 117 112 Basic Painting Media & Techniques (3) (A) Ceramics I An examination of basic painting techniques. Students ART 211 3 study and experiment with a variety of painting experi- Beginning Sculpture I ences, including watercolor, acrylics, and oil types. ART 212 Numerous kinds of applications are employed on various Beginning Sculpture II working-surface materials. Students use these experiences to ART 101 create their own pictorial interpretations. Studio class, two Introduction to Computer Art OR meetings per week, 1.5 hours. Offered each spring. 3 ART 225 Introduction to Photography 115 Cultural Aware I: Media & Expression (3) (A) An introduction to the appreciation of the graphic and Studio Art electives at 300/400 level 9 plastic arts through the firsthand experiencing of them. This semester examines the artist as a person and the media TOTAL 18 and materials used to express himself. The class visits local galleries and museums and talks with visiting artists. Minor Requirements: Art History Students are expected to furnish their own transportation for these frequent trips off campus. One three-hour COURSE NUMBER AND TITLE SEM. meeting per week. Offered even-numbered years. Pass/fail (See p. 27 for general minor requirements) HRS. grading.

ARTH 231 116 Cultural Aware II: Structure of Art (3) (A) 3 Ancient and Medieval Art The basic design structure of the graphic and plastic arts ARTH 232 such as space, form and color are explored as well as how 3 Renaissance to 20th Century Art artists have employed these elements. An understanding of these basic concepts is stressed in order that the art product Art History electives 300/400 level 9 can be appreciated as an expressive problem-solving task for the artists, as well as in context with history and society. Art History elective, any level 3 Experiencing art firsthand is emphasized with visits to local museums and galleries. Students are expected to furnish TOTAL 18 their own transportation for these frequent off-campus trips. One three-hour meeting per week. Offered even- ART COURSES (ART) numbered years. Pass/fail grading. 101 Introduction to Computer Art (3) (A) 117 Ceramics I (3) (A) Studio course exploring the computer as a tool for A basic course in the development of hand-building digital image-making and personal expression. Includes processes, application of glazes and the use of the potter’s practice exercises to learn software. Topics include photo wheel. Emphasis is placed on accomplishing basic skills manipulation, the use of color, typestyles, page design and with a sensitivity to design. Studio class. Lab fee. Offered composition. Students apply these concepts and skills to each semester. original, digital artworks, No previous computer experience required. Offered each semester. 150 Art in the Elementary School (3) Study of principles underlying the teaching of art in the 105 Introduction to Studio Art (3) (A) elementary school and practical application. Offered inter- Introduces the basic studio materials and techniques for mittently. making art in a variety of media which may include paint- ing, drawing, ceramics, sculpture, printmaking, crafts, 201 Music & Art in Western World (3) (A) fibers, and/or electronic technology. The course includes Identical to MUS 201. lectures, demonstrations, studio participation and produc- ART 49

210 Raku Ceramics (3) (A) niques, selection of content, and laws impacting the use of Introduces the materials and techniques for making photos. Students apply specific concepts and techniques to Raku type ceramics. Topics include basic forming tech- shooting assignments and are responsible for the commer- niques, clay properties, glazes, surface development, firing cial development of all film. Students must supply their equipment and techniques, and related historical informa- own camera, 35 mm preferred. tion. Studio class. Lab fee. Offered spring of odd-numbered years. 301 Digital Imaging (3) (A) Studio course utilizing the computer as a tool for com- 211 Beginning Sculpture I (3) (A) munication, personal expression and graphic production. Explores the possibilities of sculptural form and three- Technical topics include graphic software, file formats, dimensional problem solving through materials such as electronic color, scanning and desktop printing. Aesthetic cardboard, paper, clay, plaster, wood, wax, etc. Emphasis is topics include composition, graphic abstraction, typestyles, placed on the understanding of three-dimensional concepts visual communication, and aesthetics of computer-gener- of relief and sculpture-in-the-round through carving, mod- ated artworks. Students complete software practice exercises eling, and constructing. Studio class, one three-hour meet- and apply these concepts and skills to original, digital art- ing per week. Lab fee. Offered each fall. works. Prerequisites: ART 101 or consent of instructor.

212 Beginning Sculpture II (3) (A) 303 Graphic Design (3) (A) Deals with the sculptural concepts of the 19th and 20th An introduction to the tools, methods, principles and centuries. A variety of materials are used to develop the con- practice of graphic design. Topics include visual communi- cepts of mobiles, modules, and constructions, with an cation, typography, composition, the importance of visual emphasis on the creative approach. Studio class, one three- research to design, communicating with vendors, clients hour meeting per week. Lab fee. Offered each spring. and audiences, and the use of computer hardware and graphics software. A portfolio of creative projects utilizing 218/318 Ceramics II (3) (A) graphic concepts and techniques is compiled. Prerequisite: ART 101 or JOUR 303 or consent. Offered spring of odd- A continuation of Ceramics I with special emphasis on numbered years. wheel techniques and thrown forms. Students experiment with different clays and glazes and have the opportunity to 305 Drawing II (3) (A) fire their own works. Prerequisites: ART 117 or consent. Studio class. Lab fee. Offered each spring. An in-depth concentration on skills and methods learned and experienced in ART 111 with emphasis placed 221/322 Crafts I: Fibers (3) (A) on individual creativity, composition and drawing as an aesthetic. Prerequisite: ART 111 or equivalent or consent. Investigates the possibilities of fibers as a craft material. Offered each spring. Includes basic concepts and techniques of selected fiber arts processes which may include: weaving, batik, papermaking, 306 Painting II: Collage Making fabric enrichment, and basketry. Studio class. Lab fee. and Water Media Techniques (3) (A) 222/324 Crafts II:Weaving & Mosaics (3) (A) An in-depth concentration on two major areas of paint- ing—watercolor and collage. Students build on painting Investigates the concepts and techniques of weaving and concepts and skills learned and experienced in ART 112. mosaics. Basic weaving techniques with a variety of looms Prerequisite: ART 112 or consent. Offered each fall. are used with an emphasis on creativity. Mosaics are accom- plished with bought, found, and hand-made teresa. Studio 310 Clay Sculpture (3) (A) class. Lab fee. Designed around the possibilities of sculptural form in 223/326 Crafts III: Enamel/ clay with the emphasis on handbuilding methods. Jewelry Techniques (3) (A) Coilbuilding, slab construction and extrusions, finishes and firing techniques are covered as are the elements of sculp- Enameling and basic jewelry techniques are explored in ture. Prerequisite: ART 117, 211 or consent. Offered spring an effort toward creative jewelry. A variety of materials such of odd-numbered years. as metals, plastics, natural and manmade fibers are used, along with techniques such as cutting, soldering, planish- 311 Advanced Paint: Abstract Approach (3) (A) ing, and etching. Emphasis is placed on basic design and craftsmanship. Studio class. Lab fee. One craft class is Investigates the abstract approach to painting. Examines offered each fall. the source of abstract design in both natural and man-made forms. Students produce abstract designs and realistic 225 Introduction to Photography (3) (A) paintings using abstract principles. The traditional painting media of oil and acrylic is used as well as a variety of Studio course exploring the art of photography as a materials in combination with them. Studio class, one means of communication and personal, creative expression. meeting per week. Students are expected to do research and Topics include the control of basic camera functions, the to work on projects outside class. Prerequisites: ART 111 selection and exposure of film, composition, artistic tech- and 112 or consent. Offered every third semester. 50 ART

312 Advanced Paint: Realistic Approach (3) (A) 353 Art Methods and Materials PreK-12 (3) Students study and experiment with various styles of Students learn methods and philosophy to allow them painting. A variety of techniques are used ranging from the to succeed at presenting, teaching, supporting creativity, loose and free applications of paint to those that are and guiding students through art projects in a variety of restrained and precise. Students are expected to do research media. Developmental stages and age-appropriate goals are and to work on projects outside class. Prerequisites: ART integrated in the curriculum. Writing lesson and unit plans 111 and 112 or consent. Studio class, one meeting per week. for discipline-based curriculum is part of the course’s formal Offered every third semester. instruction. Formal in-class activities are supplemented with observation. Identical to EDUC 353. Prerequisite: 315 Printmaking (3) (A) EDUC 338. Corequisite: EDUC 340. A theoretical survey and practical application of print- making processes with (primarily) black and white media. 411, 412 Advanced Paint: Individual These processes are explored through studio projects which Interpretation I, II (3,3) (A) consist of intaglio, blockout, relief, and resist printmaking Provides painting experiences that lead to an under- methods. Prerequisite: junior status or consent. Offered fall standing of composing in two-dimensional pictorial space. of even-numbered years. An important part of this course is the students’ selection of certain projects which have a special meaning and challenge 316 Mixed Media (3) (A) to them. Research and work outside class is expected of all Studio course integrating traditional art materials and class members. Prerequisites: ART 111 and 112 or consent. skills with digital technology for the production of personal Studio class, one three-hour meeting per week. Offered artworks including handmade books, collages, photo mon- every third semester. tages, and three-dimensional objects. Exercises introduce processes for experimentation while projects allow for 418 Painting the Human Figure (3) (A) individual interpretation. Computer topics include soft- Working from life, students render and interpret the ware exercises, creative image scanning, use of typography, human figure using the traditional painting media of oil, and electronic color. Additional topics include various acrylic, and watercolor. An understanding of body structure materials, image transfer processes, texture and surface is emphasized and how to represent it using various paint- treatments, book binding processes, working in three- ing techniques. Basic elements of portraiture will also be dimensions, and presentation issues. Prerequisites: ART touched upon. Prerequisites: ART 111, 112 or 317, or 101, 111, or 112 or consent. consent. Studio class, one three-hour meeting per week. Offered spring of odd-numbered years. 317 Drawing the Human Figure (3) (A) Working from life, students study the male and female 424 Advanced Ceramics: Production (3) (A) figure through the use of the traditional drawing media Designed for continued growth and exploration in this such as chalk, charcoal, pencil, ink, and paint. media with special emphasis on production techniques. An Understanding body structure and how to interpret it is important part of this course is producing, showing, and stressed. Prerequisites: ART 111 and 112 or consent. Studio surviving in the potter’s craft. Prerequisites: ART 117 and class, two one-hour meetings per week. Offered fall of even- 318 or consent. Studio class. Lab fee. Offered according to numbered years. need. 321 Advanced Ceramics:Technical (3) (A) ART HISTORY COURSES (ARTH) An advanced course designed around basic glaze chem- 225 The Photograph (3) (H) istry and reduction firing techniques, where students A history of photography from its invention in 1839 to develop their own glazes and fire their own ware. Emphasis the present. The course investigates within their historical is on the technical aspects as they apply to the students’ context the major categories of photography, such as creative works. Prerequisites: ART 117 and 318 or consent. portraiture, documentation, photo-journalism, and art Studio class. Lab fee. Offered according to need. photography. 323/423 Advanced Ceramics: 231 Ancient & Medieval Art (3) (H) Individual Interpretation (3) (A) A survey of the visual arts and how the arts functioned Designed around the students’ selection of projects in culture from Prehistoric cave paintings to the art and which have particular meaning and challenge to them. architecture of late Medieval Europe. The course concen- Research and work outside class is expected of all class trates on the Western tradition of painting, sculpture, and members. Emphasis is placed on the students’ develop- architecture. Offered each fall. ment. Prerequisites: ART 117 and 318 or consent. Studio class. Lab fee. Offered spring of odd-numbered years. 232 Renaissance to 20th-Century Art (3) (H) A survey of the visual arts, and the relationship of the visual arts to social, cultural, and political history from the BIOLOGY 51

Renaissance period to the Modern era. The course concen- To complete the college’s requirement for computer trates on the European tradition of painting, sculpture, and literacy, students majoring in biology must show a architecture, and pays particular attention to the changing proficiency in the following areas: 1) the use of word social role of artists and the development of the modern processing, 2) the use of e-mail, 3) the use of the Internet, definitions of “fine art.” This course is a chronological con- and 4) the use of multi-media software. This proficiency is tinuation of ARTH 231, but the latter is not a prerequisite. demonstrated by completing assignments in several classes Offered each spring. required for the major which include BIO 110, 311 and 316. 233 Art of Africa, Asia, Americas (3) (H) Freshman Year: Surveys the long-lived art traditions of diverse global ENG 105 4 sem. hrs. cultures, including Africa, India, China, Japan, the Pacific, ENG 2xx 3 sem. hrs. and Pre-Columbian and Native America. BIO 110, 111 8 sem. hrs. 341 American Art (3) (H) CHEM 117, 118 8 sem. hrs. Math requirement (placement by testing) 3 sem. hrs. A history of the visual arts in America from pre-colonial General Studies requirements as electives 6 sem. hrs. to modern times. Particular attention is paid to the rela- 32 sem. hrs. tionship of the visual arts to social and political history, and the issue of “American identity” in the arts. Sophomore Year: BIO 231, biology elective 8 sem. hrs. 351 19th-Century Art History (3) (H) W Chemistry or physics 8 sem. hrs. A history of European and American art from the era of Math requirements or electives 6 sem. hrs. the French Revolution to the end of the nineteenth century. General Studies requirements as electives 9 sem. hrs. The works of major artists, such as David, Goya, Turner, 31 sem. hrs. Manet, Monet, Van Gogh, Munch, etc., are investigated within their historical contexts. COURSE NUMBER AND TITLE SEM. HRS. 352 20th-Century Art History (3) (H) W BIO 110 A history of the major artists, works and movements of 4 General Botany 20th-century European and American art. Particular atten- tion will be paid to developments from 1940 to the present, BIO 111 4 including Neo-Expressionism, Site and Earth Works, General Zoology Feminism, and Post-Modernism. Offered each spring. BIO 311 4 Genetics BIOLOGY BIO 316 4 General Ecology DR. PAUL M. RESSLAR DR. PHILIP ROCK BIO 300 Plant Morphology OR DR. MAYNARD H. SCHAUS, Program Coordinator 4 DR. VICTOR R. TOWNSEND, JR. BIO 332 Taxonomy of Vascular Plants The Department of Biology is committed to providing a strong foundation in basic life sciences that will give mul- One of the following: tiple options upon graduation. In addition to concepts and BIO 370 principles, students learn to see science as a process of dis- Vertebrate Zoology covery and problem solving through scientific methodol- BIO 372 4 ogy. The diverse curriculum in the natural sciences and the Comparative Anatomy program of General Studies prepares competent learners of BIO 373 the future. Upon successful completion of the program, Invertebrate Zoology students may seek careers or graduate work in biology, BIO 485 1 microbiology, botany, zoology and related areas such as the Seminar in Biology health professions, environmental studies, marine biology, and education. BIO electives, 300/400 level 8

Major Requirements BIO electives (200 level or higher) 3 To fit each student’s individual program, related courses TOTAL W/I DEPT. 36 to fulfill the requirements of the biology major should be planned during the second semester of the sophomore year in close consultation with a science adviser. 52 BIOLOGY

ADDITIONAL REQUIRED COURSES In addition to the above requirements, students seeking certification for secondary education to teach biology must CHEM 117 4 complete either EES 130 Physical Geology or EES 132 General Chemistry I Environmental Geology and should consult a member of CHEM 118 the Department of Education regarding procedures and 4 General Chemistry II requirements for certification. CHEM 311 3 BIOLOGY COURSES (BIO) Organic Chemistry I 100 The World of Biology (3) (E) CHEM 321 2 An introduction to biology. The course presents an Organic Laboratory I overview of the study of life. Emphasis is placed on how CHEM 312 biology affects our daily lives, including such topics as bio- 3 Organic Chemistry II diversity, genetic engineering, and problems associated with the expansion of the human population. Designed for non- CHEM 322 2 science majors. Offered each semester. Organic Laboratory II PHYS 215 103 Kitchen Science (3) (E) General Physics OR Taught in a laboratory setting, this course has both 4 PHYS 221 lecture content and active participation of students in the Physics preparation of a variety of foods. Basic chemical and biological processes and how they relate to food and cook- PHYS 216 ing will be considered. Examples may include carbonated General Physics OR 4 beverages, simple cheeses, tofu, sauerkraut, and others. PHYS 222 Included in lecture will be topics related to human nutri- Physics tion such as diet, diet supplements, and some discussion of genetically modified foods. This course emphasizes and TOTAL 62 demonstrates fundamental principles of chemistry and biology through the discussion of food and the practice of Minor Requirements food preparation and food consumption. Consists of COURSE NUMBER AND TITLE SEM. fifteen, three-hour lecture/laboratory sessions. Offered in (See p. 27 for general minor requirements) HRS. selected Winter Sessions. BIO 110 4 106 Humans and the Environment (3) (E) General Botany Deals with environmental problems that confront BIO 111 contemporary society. Basic ecological principles which are 4 General Zoology pertinent to current environmental issues are emphasized. Designed for non-science majors. Offered on demand. BIO 311 4 Genetics 110 General Botany (4) (E) One of the following: An introduction to the vegetable kingdom which BIO 300 includes basic cellular structure and function, morphology, Plant Morphology and variation of plants from the bacteria to flowering BIO 332 plants. Designed for the student intending to major in Taxonomy of Vascular Plants biology. Lecture three hours, laboratory three hours each BIO 370 4 week. Offered each fall. Vertebrate Zoology BIO 372 111 General Zoology (4) (E) Comparative Anatomy A systematic treatment of the metazoans which includes BIO 373 examinations of the morphology, physiology, behavior, and Invertebrate Zoology ecology of animals from the heterotrophic protists to the BIO 316 vertebrates. Designed for the student intending to major in General Ecology OR 3-4 biology. Lecture three hours, laboratory three hours each BIO 410 week. Offered each spring. Evolution 115 Human Genetics (3) (E) BIO 485 1 Seminar in Biology An introduction to the science of genetics. Emphasis is placed on human genetics and the genetics of organisms TOTAL 20-21 that are important to mankind. A course for everyone con- cerned about how our genetic makeup affects what we are, BIOLOGY 53

what we do, and what we transmit to future generations. 231 Cell Biology (4) (E) Areas such as evolution, reproduction, different types of A study of living cells by considering the molecular basis inheritance and population genetics are explored. Designed for cellular structure and function. Prerequisites: CHEM for the non-science major. Offered each spring. 105 or 117. Lecture three hours, laboratory three hours each week. Offered each fall. 120 Microbes and Man (3) (E) An introductory biology course using microbiology as 250 Field Experiences in Biology (3) (E) the unifying concept to explore many of the facets of the Provides students with an intensive field experience in study of life. Topics include: the evolution and classification particular habitats. Studies are conducted to examine the of life, cell structure and metabolism, the major roles interrelationship between organisms and their environment microbes play in ecosystems, molecular genetics, control of within specific habitats. May be repeated for credit as microbial growth, biotechnology, the human immune topics change. Does not fulfill the Natural Science require- system, and major viral and bacterial diseases of humans. ment for Latin Honors. Lab fee. Prerequisite: consent. Designed for non-biology majors. Offered each fall. Offered in selected Winter Sessions or summers on demand. 121 Microbes and Man Laboratory (1) An introductory biological science lab course designed 280 General Horticulture (3) to accompany BIO 120. Students have the opportunity to A course designed to acquaint students with factors learn a number of basic scientific techniques including: the necessary to grow and maintain plants. Ideal for those inter- correct use of microscopes, basic aseptic techniques, how to ested in learning applied skills in botany. Students will handle microbial cultures, basic bacterial identification, cell apply knowledge gained in lecture to projects in the green- structure and function, and how to design simple experi- house. Offered on demand. ments using microorganisms. Designed for non-biology majors. Offered each fall. 285 Plants and Man (3) (S) 150 Introduction to Marine Biology (3) (E) Introduces students to how mankind uses plants and how plants have influenced human cultures. This course is An introduction to the organisms and communities of appropriate for both the non-major and major in science. marine and estuarine areas. Students examine the basic Offered fall of odd-numbered years. physical and ecological processes that are pertinent to marine habitats and will focus on the diversity of marine 300 Plant Morphology (4) organisms and ecosystems. Designed for non-science A morphological and evolutionary study of plants from majors. Offered fall of even-numbered years. bacteria to flowering plants. Designed to give the student a 151 Introduction to Marine view of the structure and modes of reproduction of plants. Biology Laboratory (1) Prerequisites: a grade of C or better in BIO 110 or consent. Lecture three hours, laboratory three hours each week. An introductory laboratory study of the organisms and Offered spring of odd-numbered years. communities of marine and estuarine areas. The lab includes field and laboratory identification of local organ- 311 Genetics (4) isms and investigations in a variety of local field habitats. Principles of heredity as applied to both plants and Designed for non-science majors. Corequisite: BIO 150. animals. Prerequisites: CHEM 105 or 117 and a grade of C Offered fall of even-numbered years. or better in both BIO 110 and 111 or one year of general 207 Environmental Biology (4) (E) biology. Lecture three hours, laboratory three hours each week. Offered each spring. A study of specific environmental issues, especially those that influence biodiversity and the abundance of organisms. 316 General Ecology (4) W Emphasis is placed on basic ecological principles, overpop- A study of plant and animal communities in relation to ulation, air and water resources, environmental monitoring, habitat with emphasis on the effect of the environment on and biodiversity. Designed for majors in the sciences or community structure and distribution. Prerequisites: BIO students minoring in EES. Lecture three hours, laboratory 110 and 111 or one year of general biology or 207. MATH three hours each week. Offered each spring. 106 is recommended. Lecture three hours, laboratory/field 221 Anatomy and Physiology (4) (E) three hours each week. Offered each fall. An integrated lecture/laboratory experience which 332 Taxonomy of Vascular Plants (4) examines the anatomy and physiology of humans. A survey Emphasis is on the classification and identification of of the major organs and organ systems of the body from the plants of southern Virginia. The characteristics of the both the histological and gross anatomical perspective is major families of plants of North America are discussed. featured. Lecture three hours, laboratory three hours each Prerequisites: a grade of C or better in BIO 110 or consent. week. Offered each fall. Lecture three hours, laboratory three hours each week. Offered spring of even-numbered years. 54 CENTER FOR THE STUDY OF RELIGIOUS FREEDOM

355 Marine Biology (4) 480 Readings in Biology (1) A study of organismal adaptation and community An advanced seminar that discusses readings from the organization in marine and estuarine habitats. A variety of primary literature on various announced topics in biology. marine habitats, with the laboratory primarily focusing on May be repeated for credit as topics change. Prerequisite: local species and habitat types is examined. Prerequisite: senior/junior status and consent. Offered on demand. one year of general biology or BIO 207. Offered fall of odd- numbered years. 482 Microbiology (3) Teaches basic microbiological concepts and the role of 370 Vertebrate Zoology (4) microorganisms in various applied areas. Topics include: A comparative study of the morphology, life histories, microbial physiology, cell structure, microbial genetics, and evolutionary relationships of the major vertebrate pathogenic microorganisms and human diseases, and envi- lineages. This course includes laboratory examinations and ronmental and applied microbiology. Corequisite: BIO field observations of representative vertebrate animals. 484. Prerequisites: BIO 311. Offered each spring. Prerequisite: BIO 111. Lecture three hours, laboratory three hours each week. Offered fall of even-numbered years. 484 Microbiology Laboratory (1) Techniques of culturing and identifying microorgan- 371 Histology (4) isms are taught. Procedures include: culturing, staining, Features a detailed study of the cells, tissues, and organs determination of microbial numbers, effect of environ- that comprise the mammalian body. It is especially mental influences, identification of enzymatic reaction, and intended for students seeking careers in biology, medicine, isolation and identification of bacterial cultures. or veterinary sciences. Prerequisite: grade of C or better in Corequisite: BIO 482. Prerequisites: BIO 311. Offered BIO 111 or consent. Lecture three hours, laboratory three each spring. hours each week. Offered spring of even-numbered years. 485 Seminar in Biology (1) 372 Comparative Anatomy (4) An advanced seminar on various topics in biology. Each A study of the evolution, morphology, and physiology student will conduct in-depth library research on a topic of vertebrates. An intensive laboratory directed examination of interest and present a seminar to the department. of the major organ systems of vertebrates as exemplified by Prerequisite: senior/junior status and a major or minor in the lamprey, dogfish, salamander, and cat is featured. It is the natural sciences. Offered each spring. intended for students seeking careers in biology, medicine, or veterinary sciences. Prerequisite: BIO 111 with a grade of 489 Research in the Natural Sciences (3) C or better or consent. Lecture three hours, laboratory three Provides students with the opportunity to conduct orig- hours each week. Offered spring of odd-numbered years. inal scientific research in an area of interest. Students work closely with one or more members of the natural science 373 Invertebrate Zoology (4) faculty to develop and conduct a research project. Students A survey of the invertebrate phyla, with a focus on the present their findings orally during the semester’s under- classification, evolution, ecology, morphology, and life his- graduate research symposium and as a formal research tories of these organisms. This course includes laboratory paper. Students are encouraged to present their findings at examinations of representative groups and field sampling of a conference. Prerequisite: junior/senior status and a major local invertebrate fauna. Prerequisite: BIO 111. Lecture in the natural sciences, prior approval by the project three hours, laboratory three hours each week. Offered fall adviser, and consent of the instructor. May be repeated once of odd-numbered years. for a total of 6 semester hours. Identical to CHEM 489 and EES 489. Offered each semester. 410 Evolution (3) (I) A study of the theories of evolution and their propo- nents in both vegetable and animal kingdoms. Designed to BUSINESS meet the requirement of the Senior Integrative Experience. Prerequisite: senior status or consent. Offered fall of even- (See Management, Business and Economics) numbered years. 420 Cell and Molecular Biology (4) W THE CENTER FOR THE STUDY A study of the structure and function of prokaryotes and OF RELIGIOUS FREEDOM eukaryotes at the cellular and molecular level. Emphasis is placed on the molecular nature of cellular structure, metab- (See purpose statement, page 33) olism and physiology. Prerequisite: a grade of C or better in CHEM 311, 312, 321 and 322. Offered each fall with suf- CSRF-affiliated courses are interdisciplinary and incor- ficient demand. porate diverse perspectives and methods of analysis. The following courses have been identified as focusing on issues, CHEMISTRY 55

analyses, and/or processes related to religious freedom, Sophomore Year: broadly defined: INST 100, 275, HIST 322, 451, POLS CHEM 210; CHEM 260 231/431, 239/439, 341, 372, RELST 116/316, 140, 355, PHYS 221/222; MATH 172 SOC 110, 222, 230, and 336. Junior Year: CHEM 300; CHEM 311/312; CHEM 321/322; CHEMISTRY 411/412; CHEM 422; CHEM 480 Senior Year: DR. JOYCE B. EASTER DR. DEBORAH E. OTIS, Program Coordinator CHEM 210/220; CHEM 400; CHEM 437 The Department of Chemistry curriculum is designed To complete the college’s requirement in the area of to provide opportunities for curious and interested students computer literacy, students majoring in chemistry must to immerse themselves in a concentrated study of the show a proficiency in: 1) the use of e-mail, 2) the use of various principles of classical and contemporary chemical word processing, 3) the use of the Internet, and 4) the use knowledge. From introductory to upper level courses, of multimedia software. This proficiency is demonstrated applications are made of the basic theories and methods of by completing assignments in several courses required in chemical investigation, with an emphasis on problem- the major, which include CHEM 118, 210, 311, 312, 322, solving. The chemistry program accommodates chemistry 411, 412, 422, and 437. majors, other science majors, pre-med/pre-vet students, and Students seeking certification as secondary teachers of students planning to enter the health and allied health chemistry must also successfully complete either EES 130 professions, as well as students wishing to teach chemistry or EES 132, in order to satisfy the requirement in the area at the secondary school level. Chemistry majors are of earth science. prepared for careers in industry, business, government, and academia. COURSE NUMBER AND TITLE SEM. HRS. Major Requirements CHEM 117 4 Those courses designed for non-science majors, includ- College Chemistry I ing CHEM 105, cannot be counted toward the major in CHEM 118 chemistry (64-65 semester hours), but may be counted 4 toward the degree (120 semester hours). The student’s aca- College Chemistry II demic program must be planned carefully if specific goals CHEM 210 4 are to be achieved. Close coordination with the student’s Analytical Chemistry adviser is essential. In order to meet basic requirements in CHEM 260 the major and for participation in the four-year graduation 3 guarantee, the following course of study is determined by Inorganic Chemistry the year of entry. CHEM 300 1 For a student entering during the fall of an even-num- Chemical Literature Survey bered year, the fall/spring sequence of courses would be: CHEM 311 3 Freshman Year: Organic Chemistry I CHEM 117/118; MATH 105/113 CHEM 312 3 Sophomore Year: Organic Chemistry II CHEM 311/312; CHEM 321/322; CHEM 321 MATH 171/172 1 Organic Chemistry Laboratory I Junior Year: CHEM 322 2 CHEM 210; CHEM 260; CHEM 300; Organic Chemistry II CHEM 437; PHYS 221/222 CHEM 400 1 Senior Year: Chemistry Seminar CHEM 400; CHEM 411/412; CHEM 422; CHEM 411 CHEM 480 3 Physical Chemistry I For a student entering during the fall of an odd- CHEM 412 numbered year, the fall/spring sequence of courses would be: 3 Physical Chemistry II Freshman Year: CHEM 422 CHEM 117/118; MATH 171/172 or 1 MATH 105/113 with MATH 171 in the summer Physical Chemistry Laboratory 56 CHEMISTRY

CHEM 437 CHEM 260 3 3 Biochemistry Inorganic Chemistry CHEM 480 CHEM 300 4 1 Instrumental Methods of Analysis Chemical Literature Survey Two of the following: CHEM 311 3 CHEM 240 Organic Chemistry I Forensic Science CHEM 321 CHEM 345 1 Forensic Science Methods Organic Laboratory I CHEM 438 6-7 Seven semester hours from the following: Advanced Biochemistry CHEM 240 CHEM 440 Forensic Science Methods of Biochemistry CHEM 312 CHEM 489 Organic Chemistry II Research in the Natural Sciences CHEM 322 MATH 171 Organic Laboratory II 3 Calculus I CHEM 345 Forensic Science Methods MATH 172 CHEM 400 3 Calculus II Chemistry Seminar CHEM 411 PHYS 221 4 Physical Chemistry I Physics I CHEM 412 7 PHYS 222 Physical Chemistry II 4 Physics II CHEM 422 Physical Chemical Laboratory One of the following: CHEM 437 BIO 110 Biochemistry General Biology CHEM 438 BIO 111 Advanced Biochemistry General Zoology 4 CHEM 440 BIO 420 Methods of Biochemistry Cellular & Molecular Biology CHEM 480 BIO 482/484 Instrumental Methods of Analysis Microbiology with Laboratory CHEM 489 Research in the Natural Sciences TOTAL 64-65 *Only 8 hours of courses required for a ADDITIONAL COURSES NEEDED major can be counted for the minor 7 FOR SECONDARY CERTIFICATION TOTAL 23 One of the following: EES 130 Physical Geology 3 CHEMISTRY COURSES (CHEM) EES 132 Environmental Geology 105 Basic Concepts in Chemistry (3) (E) An introduction to chemical concepts. Mathematical TOTAL FOR methods are used when appropriate. The salient features of 67-68 SECONDARY CERTIFICATION atomic structure, chemical bonding, and the mole concept are stressed. Designed for science-oriented students with Minor Requirements inadequate background for CHEM 117. Also suitable for non-science majors. Students receiving credit for CHEM COURSE NUMBER AND TITLE SEM. 105 cannot receive credit for CHEM 100. Lecture three (See p. 27 for general minor requirements)* HRS. hours. Prerequisite: MATH 105, equivalent, or consent. CHEM 117 Offered each spring. 4 General Chemistry I 117 College Chemistry I (4) (E) CHEM 210 4 An introduction to chemical principles that includes Analytical Chemistry atomic structure, chemical bonding, stoichiometry and CHEMISTRY 57

thermochemistry. Lecture three hours, laboratory three 311 Organic Chemistry I (3) W hours each week. Prerequisites: high school chemistry The chemistry of carbon compounds with emphasis on (within the last five years) or CHEM 105 (or equivalent), structure, properties, reactions, reaction mechanisms and two years of high school algebra or MATH 105 (or equiva- stereochemistry. A comprehensive survey of organic com- lent), and placement in Group A or B on the math place- pounds with a focus on hydrocarbons, alkyl halides and ment test. Offered each fall. alcohols. Prerequisite: CHEM 118. Corequisite: CHEM 321. Lecture three hours each week. Offered each fall. 118 College Chemistry II (4) (E) A further study of chemical principles. The principal 312 Organic Chemistry II (3) W subject areas are reaction kinetics, equilibrium, acids-bases, A continuation of CHEM 311 with a focus on the aro- thermodynamics, oxidation-reduction, and electrochem- matic, amine, and carbonyl functional groups. Prerequisite: istry. Prerequisite: CHEM 117. Lecture three hours, labora- CHEM 311. Corequisite: CHEM 322. Lecture three hours tory three hours each week. Offered each spring. each week. Offered each spring.

210 Analytical Chemistry (4) 321 Organic Laboratory I (1) Analytical techniques are applied to inorganic, organic Fundamental laboratory macroscale and microscale and biochemical systems. The experimental methods techniques of modern organic chemistry with an introduc- include volumetric and gravimetric analysis, chromato- tion to organic synthesis and product analysis. Prerequisite: graphic and spectroscopic techniques. Class work is coordi- CHEM 118. Corequisite: CHEM 311. Laboratory three nated with the laboratory experiments. Prerequisites: hours each week. Offered each fall. CHEM 118. Lecture three hours, laboratory three hours each week. Offered fall of even-numbered years. 322 Organic Laboratory II (2) 220 Instrumental Analysis (4) Development of organic laboratory skills, including microscale techniques, synthesis, product analysis and spec- An introduction to the use of instrumental methods in troscopy. Prerequisite: CHEM 321. Corequisite: CHEM the study of chemical behavior. The focus centers on the 312. Laboratory four hours each week. Offered each spring. basic areas of spectroscopy, electrochemistry, and chro- matography, and on their applications to biochemical, inor- 345 Forensic Science Methods (4) ganic, and organic systems. Class work is coordinated with A comprehensive evaluation of current developments in the laboratory experiments. Prerequisite: CHEM 210. research, instrumentation, and laboratory technology Lecture three hours, laboratory three hours each week. utilized to detect, identify, analyze, and compare evidence Offered for the last time in spring 2005. generated by criminal activity. An integrated laboratory 240 Forensic Science (3) (E) W experience emphasizes understanding of these various methodologies and their application to forensic science. Explores the many aspects of physical evidence gener- Prerequisite: CHEM 117 and 240. Lecture three hours, ated by criminal activity, including its collection, protec- laboratory three hours each week. Offered spring of even- tion, scientific analysis, and court presentation. numbered years beginning spring 2006. Prerequisite: CJ 200 and CHEM 105 (or 118). Offered fall of odd-numbered years. 400 Chemistry Seminar (1) 260 Inorganic Chemistry (3) A seminar for the professional development of senior chemistry majors including the discussion and presentation An integrated lecture and laboratory experience intro- of advanced topics in chemistry. Prerequisite: CHEM 300 ducing the concepts of inorganic chemistry in light of and 18 semester hours in chemistry. Offered each fall modern theory. Topics include atomic structure, chemical beginning fall 2006. periodicity, bonding, descriptive chemistry, coordination chemistry, and solid-state structure. The laboratory exer- 411 Physical Chemistry I (3) cises introduce basic inorganic techniques for the synthesis A mathematical treatment of physical-chemical proper- and characterization of inorganic compounds. Prerequisite: ties and chemical reactions. Thermodynamics, statistical CHEM 210 or 117 with consent. Lecture two hours, mechanics, and equilibrium are studied. Prerequisites: laboratory three hours each week. Offered spring of odd- CHEM 210, MATH 171 and PHYS 221. Offered fall of numbered years beginning spring 2007. odd-numbered years. 300 Chemical Literature Survey (1) 412 Physical Chemistry II (3) An introduction to the body of information which con- A continuation of CHEM 411 covering the topics of stitutes the chemical literature, including manual and quantum mechanics, spectroscopy, and kinetics. Pre- computer-aided literature searching, utilizing the major requisite: CHEM 411, MATH 172, and PHYS 222. sources of chemical information, and analysis of articles Corequisite: CHEM 422. Offered spring of even- from chemical journals. Prerequisite: 14 semester hours in numbered years. chemistry. Offered each fall beginning fall 2005. 58 CLASSICS

420 Instrumental Methods of Analysis (4) Major Requirements: Classical Studies A study of the principles and methods of optimization of instrumental methods used in characterizing chemical COURSE NUMBER AND TITLE SEM. systems. Topics include optical methods, electroanalytical HRS. methods, molecular spectroscopy, and chromatography LANGUAGE COMPONENT: methods. Analytical techniques are studied from an instru- Complete one of the following sequences: mental and chemical point of view. The laboratory stresses LATN 111, 112 the instrumental methodologies of analytical procedures. Elementary Latin I, II AND Prerequisite: CHEM 210, 311 and 411. Three lecture LATN 211, 212 hours, three laboratory hours each week. Offered spring of Intermediate Latin I, II OR 6-14 even-numbered years beginning spring 2008. LATN 211, 212 Intermediate Latin I, II OR 422 Physical Chemistry Laboratory (1) LATN 311 Experimental methods of physical chemistry with Topics in Latin Poetry AND emphasis on instrumental methods. Individual or group LATN 312 projects may be assigned when appropriate. Corequisite: Topics in Latin Prose CHEM 411. Laboratory three hours each week. Offered fall of even-numbered years. CLASSICAL CIVILIZATION COMPONENT: 437 Biochemistry (3) W Four of the following: A survey of the chemistry within biological systems. ARTH 231 Introduction to structure and function of biomolecules, Ancient and Medieval Art molecular components of cells, enzymes, and cellular CLAS 105 metabolism. Prerequisite: CHEM 312. Offered fall of even- Classical Mythology numbered years. CLAS 111, 112 New Testament Greek I, II OR 438 Advanced Biochemistry (3) W CLAS 113, 114 A comprehensive study of complex biochemical Ancient Greek I, II processes with an emphasis on cellular metabolism and its CLAS 120 regulation. Prerequisite: CHEM 437. Offered spring of Classical Archaeology odd-numbered years. CLAS 175 12 Sports and Society in 440 Methods of Biochemistry (3) Ancient Greece and Rome Introduction to biochemistry laboratory skills and tech- CLAS 209 niques with an emphasis on purification and analysis of Greek History proteins, nucleic acids, lipids, carbohydrates, and natural CLAS 210 products. Prerequisite: CHEM 437 or CHEM 312/322 Roman History with consent. Consists of 30 three-hour laboratory sessions. ENG 250 Offered Winter Session of odd-numbered years. Topics: Ancient Drama ENG 265 489 Research in the Natural Sciences (3) Love, Sex, and Marriage in Western Literature HIST 111 Identical to BIO 489 and EES 489. World History to A.D. 1600 RELST 218 CLASSICS The New Testament World Five of the following: DR. LYNN MITCHEL SAWLIVICH, Program Coordinator CLAS 330 Classical and World Epic The classics department offers students the opportunity CLAS 350 to explore the Greek and Roman roots of European and Women in the Ancient World American cultural identity and heritage. By taking courses CLAS 370 in classical civilization, students understand the richness Classical Tradition and Film 15 and diversity of Greek and Roman cultures, while using the *LATN 311 ancient world as a laboratory to gain wider perspectives on Topics in Latin Poetry many elements of modern life that extend all the way back *LATN 312 into our common past. Through courses in Latin and Topics in Latin Prose Greek languages, students attain a more direct experience of PHIL 332 the lives of the ancients in their own living words, while Ancient Philosophy gaining valuable understanding of the roots and usage of English and other modern languages. See continuation of choices next page CLASSICS 59

Chart continued from previous page English. The study of Greek grammar requires one to gain POLS 433 a formal understanding of English grammar, and with that Ancient Political Theory comes greater facility in writing and speaking English. TH 301 Finally, this course exposes students to the culture of Theater History I Ancient Greece. Offered fall 2006. CLAS 490 120 Introduction to Classical Archaeology (3) (H) 3 Senior Seminar in Classics Introduces students to the methods common to both *The LATN 311, 312 sequence taken once may count old and new world archaeology. This is followed by an toward either the language requirement or the Classical introduction and interpretation of the material remains of Civilization requirement, but not both. the ancient Greek world, with particular emphasis on the Athenian Agora. Offered on demand. TOTAL 36-44 175 Sports and Society in Ancient Greece and Rome (3) (H) Minor Requirements: Examines the history and culture of sports in ancient No language courses are required for the minor. society. Topics include: the origins of sports competition in religious rituals, evidence for women’s participation in COURSE NUMBER AND TITLE SEM. sports, and the criticism of popular sports by the educated (See p. 27 for general minor requirements) HRS. elite. Students are encouraged to use their own experiences as student-athletes as a primary source toward understand- 6 courses in classics, Latin, or related areas, ing the role of sports in different cultural contexts. Offered distributed as follows: in selected Winter Sessions. 9 At least 3 courses must be from classics or Latin. 209 Greek History (3) (H) Through readings in primary sources—works of history, At least 3 courses must be at the 9 literature, and philosophy written by the ancient Greeks 300/400 level. themselves—this course attempts to recover the full picture of life in Ancient Greece, not only for its own intrinsic TOTAL 18 interest, but also for the relevance that the study of the distant past may have for the world in which we now live. Special attention given to the first writers of history and to CLASSICS COURSES (CLAS) the development of Athenian democracy. Offered fall of See Foreign Languages and Literatures for Latin. odd-numbered years.

105 Classical Mythology (3) (V) 210 Roman History (3) (H) Explores methods of interpreting myths in their original Explores Roman civilization from its earliest beginnings, contexts while discussing the continued relevance of through the period of Republican expansion and transition mythology in modern society. Offered each fall. into a vast Empire, concluding with the Empire’s ultimate decline and dissolution. By examining wide-ranging sources 111, 112 New Testament Greek I-II (3, 3) from history, literature, and archaeology, we attempt to A functional approach to the grammar, syntax, and recover the full picture of life in Ancient Rome, not only for vocabulary of the Greek New Testament. During the first its own intrinsic interest, but also for the relevance that the semester there is an emphasis on both systematic and study of the distant past may have for the world in which inductive study of basic forms. The second semester stresses we now live. Offered spring 2006, 2008. syntax and translation. 330 Classical and World Epic (3) (V) 113, 114 Ancient Greek I, II (4, 4) (C) From before the invention of writing to our current An introduction to the Ancient Greek language. This is media-saturated society, epic narrative has provided enter- the language not only of Greece, but for centuries all of the tainment to a thrill-seeking audience, while also serving as Eastern Mediterranean. It is the language of Athens and the a major vehicle for the transmission of cultural values. world’s first democracy, of Plato and the world’s first Students begin exploration of traditional epics by reading philosophy, and of the New Testament. Ancient Greek’s Classical texts such as Homer’s Iliad and Odyssey and primary dialect, Attic, is studied. Immediate reading of Virgil’s Aeneid, exploring the cultural contexts and examin- Greek is emphasized, with a variety of texts ranging from ing theories of epic composition and performance. The the New Testament to classical texts. Most of the readings perspective is broadened to take in epics from a variety of in Classical Greek have been adapted for first-year students, cultural traditions from around the world and, finally, stu- but selections from the New Testament are unadapted. dents consider the relation of these traditional epics to their Students of Greek can expect to gain a better command of modern equivalents in science fiction and cinema. All 60 COMMUNICATIONS/JOURNALISM

readings in English translation, Prerequisite: sophomore Courses in journalism are designed to introduce stu- literature requirement or previous course work in classics or dents to the field of journalism and offer opportunities to consent. Offered spring 2007, 2010. gain experience in reporting, writing, design and editing. A strong emphasis is placed also on the ethical and moral 350 Women in the Ancient World (3) (H) aspects of collecting and reporting news. A study of women in Ancient Greece and Rome. The The study of communications/journalism in the context first two-thirds of the course provides a general introduc- of a well-rounded liberal arts program should be an asset to tion to major issues and problems in the study of ancient a student who plans to enter any of the career fields women. The last one-third focuses on a specific issue stressing written or oral communication. Internship oppor- regarding women and the ancient world. The approach is a tunities are available. combination of social history and an appreciative use of literary sources. Identical to HIST 222. Offered spring of Major Requirements even-numbered years. COURSE NUMBER AND TITLE SEM. 370 Classical Tradition and Film (3) HRS. A study of how ancient Greece and Rome continue to COMM 200 Electronic Movie Making OR interest and influence us through the modern medium of 3 cinema. Readings of selected classical texts and comparisons JOUR 200 with modern screen treatments. Attention both to modern News and Documentary Video cinematic adaptations of ancient literary works and also to COMM 211 3 epic “historical” spectacles. Examination of directorial Introduction to Mass Communications creativity, audience expectation, historical accuracy, and COMM 222 modern myth-making. Prerequisite: previous coursework in 3 classics or film studies or consent. Offered spring 2005, Speech 2008. COMM 323 3 450 Senior Seminar in Classics (3) Theories of Mass Communication COMM 324 Gives students the opportunity to do sustained research 3 on a topic of their own choice, and to present the results of Mass Communications Research Methods this research in a substantial piece of work, ranging from 20 COMM 495 to 30 pages of writing. Upon completion of the senior 3 Communications Studies Internship research project, students will present their work in a public oral defense. Prerequisite: senior major in classical JOUR 201 3 studies. Offered annually as needed beginning spring 2007. Introduction to Journalism One of the following: COMMUNICATIONS/ COMM 212 American Film JOURNALISM COMM 214 3 Film Directors MR. BENTLEY B. ANDERSON COMM 216 DR. KATHY MERLOCK JACKSON, Program Coordinator International Cinema DR. STUART C. MINNIS DR. WILLIAM J. RUEHLMANN Four from one of the following tracks: JOURNALISM TRACT: The Department of Communications/Journalism offers COMM 300 courses and opportunities for individual work in the areas Media Law of communications, film, print and broadcast journalism. JOUR 210 Without neglecting professional and career interests, the Journalism Workshop department stresses the artistic and humanistic bases of its JOUR 303 particular disciplines even when these are of experiential Design and Editing 12 nature. JOUR 310 Students who major in communications/journalism Critical Writing in Journalism might expect to find career opportunities (apart from grad- JOUR 328 uate school) in the areas of radio, television, newspapers, Public Relations magazines, advertising, public relations, teaching, and JOUR 335 related fields. The communications industry is one of the Creative Nonfiction fastest growing industries in today’s world. A student may JOUR 337 elect a departmental major in communications with a con- Great Works in Journalism centration in either journalism or media studies. See continuation of choices next page COMMUNICATIONS 61

Chart continued from previous page Nine semester hours in journalism at 9 JOUR 397 the 300/400 level Feature Writing COMM 495 JOUR435 Communications Studies Internship (may 3 Advanced Newswriting count toward the minor depending upon MEDIA STUDIES TRACK: the professional emphasis of the internship) COMM 300 Additional courses in journalism 3-6 Media Law COMM 312 TOTAL 18 The Art of Animation COMM 326 Persuasion and Media: Advertising COMMUNICATIONS COURSES COMM 327 Children and the Media (COMM) COMM 328 12 Public Relations 102 American Sign Language (ASL) (1) COMM 333 Introduces the basic concepts of American Sign Mass Media & American Society Language used with hearing-impaired youth. Finger COMM 334 spelling, counting, and signs for common phrases and Genres in Mass Media sentences are surveyed. Offered each fall. COMM 350 Advanced Video Production 103 American Sign Language II (ASL II) (1) COMM 422 Advanced American Sign Language used with the deaf. The Documentary Tradition Includes advanced use of signs, phrases, interpretation and One course from the alternative of the transliteration. Prerequisite: COMM 102. Offered on 3 above listed tracts demand. 200 Electronic Moviemaking (3) TOTAL 39 Introduces students to the techniques and traditions of Additional course work is recommended in theater, fictional narrative video production. Emphasis is on the sociology, psychology, history, political science, completion of a series of exercises and a short film as well as foreign languages and English. Students must also mastery of basic technical principles of DV videography, demonstrate computer proficiency. location lighting, and nonlinear editing. Offered each fall.

Minor Requirements: Media Studies 210 Audio and Radio Production (1) COURSE NUMBER AND TITLE SEM. Introduces students to fundamental aspects of a variety (See p. 27 for general minor requirements) HRS. of audio applications, including radio production, field audio, and multitrack recording. Offered each spring. COMM 211 3 Introduction to Mass Communication 211 Introduction to Mass Communication (3) (C) Nine semester hours in communications Offers a critical survey of the role played by mass com- 9 at the 300/400 level munication in shaping culture. Individual media institu- tions are examined in terms of the information they COMM 495 distribute, the entertainment they provide, and the Communications Studies Internship (may 3 influence they wield. Special attention is paid to improving count toward the minor depending upon students’ media literacy skills. Offered each semester. the professional emphasis of the internship) 212 American Film (3) (A) Additional courses in communications 3-6 A study of the development of the film art from its TOTAL 18 beginning to the present. Major silent and sound film masterpieces are shown. Offered each fall.

Minor Requirements: Journalism 214 Film Directors (3) (A) COURSE NUMBER AND TITLE SEM. A study of the film artistry of selected directors. At least (See p. 27 for general minor requirements) HRS. four or five films of each director are viewed. Offered frequently. JOUR 201 3 Introduction to Journalism 62 COMMUNICATIONS

216 International Film (3) 325 Organizational Communications (3) (C) Explores the history and diversity of cinema made out- Designed to improve skills in communication in mod- side the U.S. from the silent era to the present day. ern business. Verbal skills are emphasized although written Concentration is on aesthetically and socially influential skills are included. Theory and practice are combined in national movements and filmmakers. Offered spring of order to learn theory and develop skills in using techniques odd-numbered years. of persuasion, resolving conflicts, organizing and presenting information, interviewing, leading meetings, and develop- 220 Experimental Film and Video (3) (A) ing a training presentation. Offered each spring. Explores the history and theory of experimental film 326 Persuasion and Media:Advertising (3) and video not only through screenings and readings but also through creative action. Students produce their own Examination of the methods and techniques that adver- avant-garde videos at the same time that they learn the tisers use to persuade audiences. Prerequisite: COMM 211. form’s aesthetic heritage. Offered in selected Winter Offered each fall. Sessions. 327 Children and the Media (3) (C) W 222 Speech (3) (C) A study of children as a media audience with a particu- An individualized introduction to the theory and prac- lar focus on television, the dominant medium. Attention is tice of speech communication including public speaking, given to both prosocial and antisocial effects of the media. the five-minute extemporaneous speech, improvement of Prerequisite: COMM 211 or consent. Offered spring of diction, and elements of non-verbal communications. even-numbered years. Offered each semester. 328 Public Relations (3) W 300 Media Law (3) (S) An introduction to the practice of the public relations Offers a survey of the legal traditions and regulatory and advertising profession with an emphasis on writing. structures governing print and electronic media, both in Students examine the role of public relations and advertis- terms of their production of content and of their institu- ing in a free society and the demands and constraints, tional organization. Particular emphasis is placed on issues including ethical, placed upon them. Coursework includes of speech and restraints thereof. The complexities of evolv- writing background or briefing papers, press releases, infor- ing Internet and digital technology law will also be mational and persuasive copy and finding promotable ele- addressed. Offered spring of even-numbered years. ments in products and services. Identical to JOUR 328. Offered each fall. 312 The Art of Animation (3) (C) W 333 Mass Media & American Society (3) (C) W An in-depth look at the history of animation as a devel- A look at the ways in which mass media have reflected oping art form. The course also looks at animation as a and affected modern American culture. Includes lectures, reflection of culture and as a business. Prerequisite: discussions, readings, and research assignments to focus on COMM 211 or consent. Offered intermittently. a particular theme or era in mass media and culture studies. May be repeated if the topic is different. Sample topics 322 Speech Skills (3) include “American Silent Film,” “Movies of the 1930s,” and An introduction to the skills of effective spoken English “Movies of the 1940s.’’ Prerequisite: COMM 211 or con- for actors, directors, broadcasters, teachers, and ESL stu- sent. Offered frequently. dents. Activities include voice production, diction, the sounds of spoken English, listening skills, reading aloud, 334 Genres in Mass Media (3) (C) and oral interpretation. Offered intermittently. A course in types of popular fiction/television/film entertainment such as the western, the hard-boiled detec- 323 Theories of Mass Communication (3) tive story, the romance and the science fantasy that serve as An overview of the major theories of mass communica- distorted mirrors of American culture. As values change, so tion and of the research that has led to and supported those do the popular forms that promote them. Students evaluate theories. Special emphasis on approaches to audience and how genres reveal modern thinking in mythic and cultural content. Prerequisite: COMM 211 and junior/senior status. terms. Prerequisite: COMM 211 or consent. Offered inter- Offered fall of even-numbered years. mittently.

324 Mass Communications Research Methods (3) 350 Advanced Video Production (3) An introduction to mass communication research Students expand their knowledge of video production methods. Includes field, survey, and experimental research techniques into a more sophisticated and technical realm. methods as well as content analysis. Prerequisite: COMM The four main disciplines (videography, lighting, editing, 211 and junior/senior status. Offered spring of odd- and audio) are covered in significant depth using profes- numbered years. sional-grade equipment. Students demonstrate their mas- tery through a group of exercises and a main production assignment. Prerequisite: COMM 200. Offered each fall. CRIMINAL JUSTICE 63

422 The Documentary Tradition (3) (I) W 328 Public Relations (3) W In-depth investigation into the art, history and ethics of See COMM 328. the documentary in radio, film, and television. Prerequisite: COMM 211, junior/senior status. Offered fall of odd- 335 Creative Nonfiction (3) W numbered years. A course in personal journalism, encouraging students to participate in the lives of their subjects and the events 495 Communications Studies Internship (3) they cover. Each student writes several stories requiring a The internship is seen as a significant, practical learning fly-on-the-wall or a participatory approach. Included are experience for the student of communications and, as such, readings from top practitioners of the form. Prerequisite: is a required component of the program of studies. Students JOUR 201 or consent. Offered spring of even-numbered may do up to two internships as part of the major. All years. internships must be approved by the program coordinator. Offered each semester. 337 Great Works in Journalism (3) (C) A reading course of major works demonstrating that JOURNALISM COURSES (JOUR) effective journalistic writing can also be art. Students ana- 200 News and Documentary Video (3) lyze substance, style and structure in book-length nonfic- tion by Twain, London, Capote, McPhee and others. Introduces students to the techniques, traditions, and Prerequisite: ENG 105. Offered intermittently. legal aspects of non-fiction video production. Emphasis is on completion of two short projects (a news feature and a 385 Editors in the Workshop (1) short documentary) and mastery of basic technical principles of videography, location lighting, and nonlinear An opportunity for editors of The Marlin Chronicle to editing. Offered each spring. superintend the professional performance of their sections. Editors will run weekly budget meetings; make assign- 201 Introduction to Journalism (3) W ments; encourage, assist and evaluate staff; and produce a responsible, quality publication. Offered each semester. A fundamental approach to the principles of reporting, writing and editing for newspapers, including ethical and 397 Feature Writing (3) W legal concerns. Each student writes several news stories and learns the elements of newspaper style. Prerequisite: grade Students pursue the principles of researching, interview- of C or better in ENG 105 or consent. Offered each ing, and writing several different kinds of feature stories semester. including editorials, columns and lifestyle pieces. Special topics include sports, travel, food and humor. Prerequisite: 210 Journalism Workshop (3) JOUR 201 or consent. Offered fall of even-numbered years. A practical workshop providing opportunities for stu- dents to contribute to The Marlin Chronicle (the VWC 435 Advanced Newswriting (3) (I) W student newspaper) as editors, writers and photographers. Students are encouraged to discover and develop a specialty. An advanced course in the collection and reporting of Prerequisite: JOUR 201 or consent. Offered each semester. news in which the student is expected to demonstrate inde- pendence and initiative in their work. Each student learns 303 Design and Editing (3) to develop a beat and make use of sources. Emphasis will be placed on skepticism. Prerequisite: JOUR 201. Offered An exploration of design and editing concepts in con- spring of odd-numbered years. temporary journalism, with attention to communicating clearly through visuals and words. Through numerous exercises and class discussions, students learn about con- tent, typographical details, headline writing, and photo- COMPUTER SCIENCE journalism. Prerequisite: JOUR 201. Offered each semester. (See Mathematics/Computer Science)

310 Critical Writing in Journalism (3) (A) W Introduces students to evaluative writing in the arts, CRIMINAL JUSTICE with emphasis on fiction and film. Students study and review a number of exemplary works as well as some of their (See Sociology/Criminal Justice) own selection. Prerequisite: JOUR 201 or consent. Offered fall of odd-numbered years. 64 EARTH AND ENVIRONMENTAL SCIENCES

EARTH AND INST/EES 300 Introduction to Geographic 4 ENVIRONMENTAL Information Systems SCIENCES EES 320 4 Energy and the Environment DR. J. CHRISTOPHER HALEY, Program Coordinator EES 330 DR. ELIZABETH G. MALCOLM 4 DR. GARRY E. NOE Geology of Mountain Belts DR. MAYNARD H. SCHAUS EES 400 4 Earth and environmental sciences is a multi-disciplinary Watershed Hydrology field that addresses the interactions between humans and EES 480 the environment. Study in this field includes both an Seminar in Earth and 1 understanding of the basic principles that govern geo- Environmental Sciences logical, biological, and chemical interactions as well as the applied context of developing solutions to current environ- AT LEAST 6-10 ADDITIONAL mental problems. The earth and environmental sciences SEMESTER HOURS SELECTED FROM curriculum is designed to provide a solid foundation in THE FOLLOWING: BIO 250, 300, 310, both earth science and environmental science as well as 316, 332, 350, 370, 373,410, 482, 484, 6-10 supporting coursework in chemistry, biology and physics. CHEM 220, 311, 312, 321, 322, This preparation will prepare students for careers or 411, 412, 422, EES 200, 250, 480; graduate study in earth or environmental science. ENVS 400; PHYS 216, 222

Major Requirements TOTAL 59

COURSE NUMBER AND TITLE SEM. HRS. Students are strongly encouraged to take MATH 106 and 171. Students interested in pursuing graduate study are EES 124/125 strongly encouraged to take both MATH 171 and 172. Evolution of the Earth and Recommended elective courses: MBE 201, PHIL 304, Evolution of the Earth Lab OR 4 POLS 323. EES 130/131 Physical Geology and Minor Requirements Physical Geology Lab COURSE NUMBER AND TITLE SEM. EES 132/133 (See p. 27 for general minor requirements) HRS. Environmental Geology and 4 Environmental Geology Lab EES 124/125 Evolution of the Earth BIO 110 & BIO 111 Evolution of the Earth Lab OR General Botany and EES 130/131 General Zoology OR 4-8 Physical Geology 4 BIO 207 Physical Geology Lab OR Environmental Biology EES 132/133 CHEM 117 Environmental Geology 4 College Chemistry I Environmental Geology Lab CHEM 118 BIO 207 4 4 College Chemistry II Environmental Biology CHEM 210 EES 480 5 Analytical Chemistry Seminar in Earth & 1 Environmental Sciences PHYS 215 General Physics OR Nine semester hours from the following: 4 BIO 316 PHYS 221 9 Physics EES 300, 320, 330, 400, 480 ENVS 400 BIO 316 4 General Ecology TOTAL 18 EARTH AND ENVIRONMENTAL SCIENCES 65

EARTH AND ENVIRONMENTAL 200 Oceanography (4) (E) SCIENCES (EES) The world’s oceans remain one of the least explored places on earth. Despite this reality, the science of oceanog- 124 Evolution of the Earth (3) (E) raphy has progressed rapidly in recent decades revealing Explores the physical, chemical, and biological events of that the oceans hold many clues to unravel the evolution of earth history. Topics such as the origin of the earth, the the planet earth. In this course, the geology of the ocean birth of ocean basins, continents, and mountain ranges, the basins and the physical and chemical nature of seawater are beginning of life in the oceans and on the continents, and explored. Topics to be studied include ocean waves, tides, patterns and causes of climate changes, continent shifting, and currents. Links between the oceans and the atmosphere and mass extinction will be examined. Offered each spring. are explored with special emphasis on the effect of oceans on climate, El Nino and climate change. Lecture 3 hours, 125 Evolution of the Earth Lab (1) laboratory 3 hours each week. Designed for science and Explores the major geologic events of earth history as non-science majors. Prerequisite or corequisite: MATH 104 recorded by geologic deposits and fossils. The course com- or 105. Offered each fall. bines local geology field trips and indoor exercises, includ- ing geologic map interpretation, to reconstruct the geologic 250 Field Experiences in Earth and history of areas such as Virginia Beach. The course is Environmental Sciences (3) (E) intended for either science or non-science majors and ful- Provides students with an intensive field experience in fills the laboratory requirements for students intending to selected habitats. Studies will be conducted to examine var- graduate with honors. Prerequisite or corequisite: SCI 124. ious geological sites and sample particular habitats. May be Offered each spring. repeated for credit as topics change. Does not fulfill the Natural Science requirement for Latin Honors. Lab fee. 130 Physical Geology (3) (E) Offered in selected Winter Sessions or summers on One of the most significant advances of the 20th cen- demand. tury has been the recognition of Earth as a dynamic and continually changing planet. This course explores the inte- 300 Introduction to Geographic rior of the Earth through the rock cycle and the unifying Information Systems (4) (E) theory of plate tectonics. The causes and consequences of Identical to INST 300. earthquakes and volcanic eruptions, the origin of mountain ranges, and the vastness of geologic time are topics to be 320 Energy and the Environment (3) addressed. Offered each fall. An introduction to the fundamental physical concepts 131 Physical Geology Lab (1) underlying energy, its conversion, and its impact on the environment. Topics include fossil fuels, nuclear-fueled Explores the materials and processes of the physical power plants, renewable forms of energy, pollution, and Earth. Activities include the basic identification of rocks energy conversion. Prerequisite: MATH 113. Offered fall and minerals, reading and interpretation of topographic of odd-numbered years. and geologic maps, assessment of earthquake and volcanic hazards and geologic time. For either science or non-science 330 Geology of Mountain Belts (4) (E) majors. Prerequisite or co-requisite: EES 130. Offered each fall. An introduction to the disciplines of stratigraphy and structural geology focusing on the Appalachian Mountain 132 Environmental Geology (3) (E) Belt as a case study. Topics include 1) the observation, Investigates the interaction between people and the description and interpretation of the sedimentary record; 2) earth. This course acquaints students with the geologic ori- the measurement and analysis of folds, faults and other fea- gin, distribution, and exploitation of mineral, water, and tures associated with tectonic uplift and 3) the tectonic his- energy resources. Issues surrounding the consequences, tory of the Appalachians. Prerequisite: EES 123 and EES both good and bad, of human alteration of the environ- 124 or consent. Lecture three hours, laboratory 3 hours ment are investigated with particular emphasis on those each week. Includes at least two required field trips to key currently in the news. Offered each spring. locations in the central Appalachians. Offered spring of even-numbered years. 133 Environmental Geology Lab (1) 400 Watershed Hydrology (4) (E) Explores the impact of humans on their physical envi- ronment and vice versa. Topics include recognition of earth Designed to introduce the junior or senior interested in materials, field and laboratory techniques of water and soil environmental issues to the underlying theory and practical quality analysis, basic map reading and interpretation, geo- applications of water science at the watershed scale. Brief logic hazard assessment, and natural resource availability. lectures are followed by hands-on computer exercises that Several short field trips to local wetlands, sites of coastal illustrate the ecohydrologic principles discussed. EES 400 erosion and other pertinent areas are planned. For either satisfies the college lab science requirement. Prerequisites: science or non-science majors. Prerequisite or corequisite: MATH 113 and junior/senior status or consent. Offered EES 132. Offered each spring. spring of even-numbered years. 66 EDUCATION/SPECIAL EDUCATION

480 Seminar in Earth & IMPLEMENTING THE VWC PRAXIS POLICY Environmental Sciences (1) Students must take the PRAXIS I Test: Reading, An advanced seminar on various announced topics in Writing, and Mathematics either before or during the first earth and environmental sciences. Topics may include, but semester of 300-level course work. The student will be per- are not limited to: conservation of biodiversity, risk assess- mitted one additional semester to enroll in 300-level ment, the Chesapeake Bay, habitat restoration, environ- courses and to “pass” the PRAXIS I Test should retakes be mental monitoring, biogeochemistry, environmental policy, necessary. If the student fails any section of the PRAXIS I and sustainable development. Prerequisite: junior/senior Test after two semesters enrolled in the teacher education standing and consent. Offered each spring. program, the student is not permitted to take any more education courses until the PRAXIS I Test has been passed. 489 Research in the Natural Sciences (3) The PRAXIS II Test in a student’s specialty area must be Identical to BIO 489 and CHEM 489. taken before student teaching. Students successfully com- pleting the Professional Education Program and earning passing scores on the PRAXIS I and II Tests, as established ECONOMICS by the Commonwealth of Virginia Board of Education, will be recommended for certification. (Alternate Certification (See Management, Business, and Economics) students please refer to the ACT section of this catalog.) TEACHER PREPARATION PROGRAMS EDUCATION/ The teacher preparation programs at Virginia Wesleyan College are known for excellence in preparing classroom SPECIAL EDUCATION teachers. We believe that it takes the entire college to edu- cate a teacher, therefore our interdivisional major integrates DR. KAREN BOSCH, Coordinator the education student into the liberal arts program at MS. GINGER L. FERRIS VWC. DR. B. MALCOLM LIVELY All of our education programs have been carefully MS. LYNN SELTZER, Director of Field Experiences designed to respond to the competencies detailed in the DR. JAYNE E. SULLIVAN Licensure Regulations for School Personnel, Virginia Department of Education. Mission Statement The Education Department is committed to providing Title II Pass-Rate Data for 2001-2002 prospective teachers with a broad-based, liberal arts-ori- Aggregate Scores for Basic Skills ented education as well as the highest quality of disciplinary Virginia Wesleyan College 100% preparation in the content area fields and teaching method- State of Virginia 94% ology. Unique features of this program include early super- vised field experiences usually beginning in the sophomore Basic Skills by Test VWC State year, strong mentoring efforts by faculty and staff, and the PPST Reading 100% 95% development of area school partnerships through advisory CBT Reading 97% 97% committees and school division contacts. PPST Writing 89% 89% CBT Writing 76% 84% Admission to the Education Department PPST Mathematics 88% 92% The professional education programs at Virginia CBT Mathematics 68% 89% Wesleyan College are periodically reviewed by the State Department of Education and have been designated by the PROFESSIONAL EDUCATION State Board of Education as State Approved Programs. PROGRAMS Students who wish to complete the education program must formally apply for admission to the Professional Elementary Education Program (pre K-6) Education Program before attempting 300-level courses. The student seeking certification must choose the inter- Admission to the Professional Education Program will divisional academic major (PIDM), and complete the be granted when all of the requirements for the program pre required general studies selections and the sequence of pro- K-6, pre K-6 and add-on Middle Education, Middle fessional education courses. The student is cautioned that Education, or Secondary are met. (Contact the Education careful coordination of the general studies, major require- Department for admission packet.) Throughout the junior ments, and the professional education courses is essential if year, the faculty reviews each student’s qualifications in the course of study is to be completed within a four-year order to assess readiness for preservice teaching. Transfer period of time. and certification-only students’ transcripts are evaluated at The elementary education program is designed to pro- the time of admission. The college reserves the right to vide the successful student with an endorsement to teach in require additional preparation before preservice teaching is pre K-6 classrooms. begun. The student seeking recommendation for Elementary Education (pre K-6) certification must do the following: EDUCATION/SPECIAL EDUCATION 67

1. During the sophomore year, continue with general EDUC 330 studies and major requirements. Enroll in INST 202 Elementary Practicum: Pre K-3 1 and EDUC 225 and EDUC 320. (taken concurrently with EDUC 328) 2. Apply for admission to the Professional Education Program during the semester when EDUC 225 is EDUC 368 3 taken. To be admitted to the program and to remain Upper Elementary Teaching Methods 4-6 in good standing, the student must maintain a min- imum 2.5 GPA in all course work, and pass the EDUC 369 PRAXIS I Test: Reading, Writing and Mathematics. Upper Elementary Practicum: 4-6 1 Students are also required to receive two satisfactory (taken concurrently with EDUC 368) recommendations from VWC faculty outside of the EDUC 335 3 Education Department. Teaching Math and Science in Schools 3. During the fall semester of the junior year enroll in EDUC 321 EDUC 321 and either EDUC 328/330 or 368/369. 3 During the junior year the student must satisfy the Diagnostic Teaching of Reading college requirement in writing by successfully pass- EDUC 303 3 ing the writing proficiency examination. The stu- Applied Technology for Innovative Teaching dent must maintain the required minimum 2.5 overall GPA. SPED 372 4. During the senior year, enroll in SPED 372 and Learning Disabilities and the 3 EDUC 303. The fall or spring semester of the senior Exceptional Child year is the student teaching semester. The student enrolls in EDUC 434 and 435 for a total of 15 EDUC 434 semester hours. Other course work is strongly dis- Elementary Preservice Teaching I 7.5 couraged during this full-time student teaching (Seminar included) experience, as is outside employment. Students who EDUC 435 fail to achieve “passing scores” on both the PRAXIS Elementary Preservice Teaching II 7.5 I and PRAXIS II Tests as determined by the Virginia (Seminar included) State Department of Education will NOT be rec- ommended for certification. TOTAL 44 5. Successfully complete 24 semester hours of Professional Education Program courses prescribed Required Interdivisional Major 52 for the pre K-6 certification endorsement. 6. Successfully complete 17 semester hours of field REQUIRED ADDITIONAL COURSES FOR experiences as prescribed. ELEMENTARY EDUCATION (Pre K-6) WITH 7. Students may not elect the pass/fail option for any ADD-ON MIDDLE EDUCATION (6-8) Professional Education Program courses. EDUC 375 Content Methods 3 Elementary Professional (English, social studies, mathematics, Education Program Courses science, foreign language) Sophomore ...... INST 202, EDUC 225, 320 EDUC 319 3 Junior ...... EDUC 321, 328, 330, 368, 369, 335 Reading in the Content Areas Senior ...... SPED 372, EDUC 303, 434, 435 EDUC 437 (instead of EDUC 435) Middle Education Preservice Teaching II 7.5 COURSE NUMBER AND TITLE SEM. HRS. (Seminar included) INST 202 Required interdivisional major 3 The School and Society (In addition, the student will have to complete two 21-hour content areas by choosing from English, EDUC 225 3 science, social studies, or mathematics. See education Characteristics of the Learner adviser for the listing of required courses.) EDUC 320 3 Teaching Reading and the Language Arts EDUC 328 3 Elementary Teaching Methods: Pre K-3 68 EDUCATION/SPECIAL EDUCATION

Special Education EDUC 320 3 Learning Disabilities (K-12) Teaching Reading and the Language Arts The student seeking certification must choose the inter- SPED 374 divisional academic major and complete the required gen- Legal Issues and Application in 3 eral studies selection and the sequence of professional Special Education education courses. The student who successfully completes the requirements will be recommended for the Special EDUC 321 3 Education Learning Disabilities (K-12) certification. The Diagnostic Teaching of Reading student must schedule courses as outlined below. 1. During the sophomore year, continue with general SPED 376 studies and major requirements. Enroll in INST Assessment and Intervention in 3 202, SPED 372, 374, and EDUC 320. Special Education 2. Apply for admission to the Professional Education SPED 377 Program during the semester when SPED 372 is Assessment and Intervention in 1 taken. To be admitted to the program and to remain Special Education-Practicum in good standing, the student must maintain a min- imum 2.5 GPA in all course work, and pass the SPED 378 PRAXIS I Test: Reading, Writing and Mathematics. Classroom Strategies for the 3 3. Enroll in SPED 376, 377, and EDUC 321 in the fall Learning Disabled Student semester of the junior year. In the spring semester, SPED 379 enroll in SPED 378, 379, and EDUC 303. During Classroom Strategies for the 1 the junior year, the student must satisfy the college Learning Disabled Student-Practicum requirement in writing by successfully passing the writing proficiency examination. EDUC 303 3 4. During the senior year, enroll in SPED 380 and 381. Applied Technology for Innovative Teaching In the spring semester, enroll in SPED 438 and 439. The fall or spring semester of the senior year is the SPED 380 student teaching semester. During the student teach- Behavior Management for the 3 ing experience, other course work is strongly dis- Learning Disabled Student couraged, as is outside employment. Students who SPED 381 fail to achieve “passing” scores on both PRAXIS I Behavior Management for the 1 and PRAXIS II Tests as determined by the Virginia Learning Disabled Student-Practicum State Department of Education will NOT be rec- SPED 438 ommended for certification. 7.5 5. The student must successfully complete 24 semester Special Education Preservice Teaching I hours of Professional Education Program courses SPED 438 7.5 prescribed for the special education learning disabil- Special Education Preservice Teaching II ities K-12 certification endorsement. 6. The student must successfully complete 18 semester TOTAL 45 hours of field experiences as prescribed. 7. The student may not elect the pass/fail option for any Professional Education Program course. Pre K-6 with Add-On Middle Education (6-8) Special Education Learning Disabilities The student seeking certification must choose the inter- divisional academic major and complete the required Professional Program Courses general studies selections and the sequence of professional Sophomore ...... INST 202, SPED 372, 374, education courses. EDUC 320 The Pre K-6 with Add-On Middle Education is Junior . . . . .SPED 376, 377, EDUC 321, SPED 378, designed to provide the successful student with two SPED 379, EDUC 303 endorsement areas: one for teaching elementary education Senior ...... SPED 380, 381, 438, 439 Pre K-6 and one for teaching in middle education 6-8. The student will complete the Pre K-6 program and take two additional courses-EDUC 319 and 375 or 385. The student COURSE NUMBER AND TITLE SEM. HRS. will enroll in EDUC 434 and 436 for the student teaching experience. In addition, the student is required to have 21 INST 202 3 semester hours in each of TWO disciplines selected from The School and Society among the following four areas as prescribed by the State of SPED 372 Virginia: English, mathematics, science, and social studies. Learning Disabilities and the 3 This program of study, with appropriate planning, will Exceptional Child require a 9-semester approach. EDUCATION/SPECIAL EDUCATION 69

Middle Education Program (6-8) Middle Education Professional The Middle Education program is designed to provide Education Program Courses the successful student with an endorsement for teaching in Sophomore ...... INST 202, EDUC 225 the sixth, seventh, and eighth grades. In order to be recom- Junior ...... EDUC 338, 339, 319, SPED 372 mended for teacher certification, the student must com- Senior . . . . .EDUC 320, 375 or 385, 303, 436, 437 plete the sequence of professional education courses, the general studies selections, and the interdivisional academic COURSE NUMBER AND TITLE SEM. major. Middle education certification requires 21 semester HRS. hours in each of TWO disciplines selected from among the INST 202 following four areas as prescribed by the State of Virginia: 3 English, mathematics, science, and social studies. The stu- The School and Society dent is cautioned that careful coordination of the general EDUC 225 3 studies, major requirements and the professional education Characteristics of the Learner courses is essential if the course of study is to be completed within a four-year period of time. The student seeking rec- EDUC 320 3 ommendation for Middle Education (6-8) certification Teaching Reading and the Language Arts must do the following: EDUC 338 1. Middle Education certification requires 21 semester 3 hours of course work in one discipline and an addi- Middle Education Teaching Methods 6-8 tional 21 semester hours in a second discipline .The EDUC 339 courses must be selected from among the English, Middle Education Practicum 6-8 1 mathematics, science, and social studies cognates. (taken concurrently with EDUC 338) 2. During the sophomore year, continue with general studies and major requirements. Enroll in INST 202 EDUC 375 Content Teaching Methods and EDUC 225. 3 3. Apply for admission to the Professional Education (English, social studies, mathematics, Program during the semester when EDUC 225 is science, foreign language) taken. To be admitted to the program and to remain EDUC 319 3 in good standing, the student must maintain a Reading in the Content Areas minimum 2.5 GPA in all course work and pass the PRAXIS I Test: Reading, Writing, and Mathematics. EDUC 303 3 4. During the fall semester of the junior year, enroll in Applied Technology for Innovative Teaching EDUC 338, 339, and 320. During the spring semester, enroll in SPED 372 and EDUC 319. SPED 372 During the junior year the student must satisfy the Learning Disabilities and the 3 college requirement in writing by successfully pass- Exceptional Child ing the writing proficiency examination. The stu- EDUC 436 dent must maintain the required minimum 2.5 Middle Education Preservice Teaching I 7.5 overall GPA. (Seminar included) 5. During the senior year, enroll in EDUC 303, 340, 375 or 385. The fall or spring semester of the senior EDUC 437 year is the student teaching semester. The student Middle Education Preservice Teaching II 7.5 enrolls in EDUC 436 and 437 for a total of 15 (Seminar included) semester hours. Other course work is strongly dis- couraged during this full-time student teaching TOTAL 40 experience, as is outside employment. Students who fail to achieve passing scores on both the PRAXIS I Required interdivisional major and II Tests as determined by the Virginia State (In addition, the student will have to complete two 21-hour content areas by Department of Education will NOT be recom- 56 mended for certification. choosing from English, science, social 6. Successfully complete 24 semester hours of studies, or mathematics. See education Professional Education courses prescribed for adviser for the listing of required courses.) Middle Education certification. 7. Successfully complete 16 semester hours of field Secondary Education Program experiences prescribed for Middle Education. (6-12; K-12 art, foreign language, music) 8. Students may not select the pass/fail option for any The student seeking certification must choose an Professional Education course. academic major from these endorsement areas: art, biology, chemistry, earth and environmental sciences, English, English/journalism, French, German, social studies, 70 EDUCATION/SPECIAL EDUCATION mathematics, music, or Spanish and complete the required Secondary Professional Education Courses general studies selections and the sequence of professional Sophomore ...... INST 202, EDUC 225 education courses. Junior ...... EDUC 338, 319, SPED 372 The secondary education program is designed to pro- Senior ...... EDUC 303, 340, 375, 445, 446 vide the successful student with an endorsement for teach- ing in the secondary schools in grades six through twelve. A Art, Music and co-adviser in the education department must be selected as soon as certification becomes an educational goal. Foreign Language Certification The student seeking recommendation for Secondary Same sequence as above, but substitute the methods Education (6-12) certification must do the following: course printed in bold (certification for grades K-12) 1. This program prepares students to teach a specific Art ...... INST 202, EDUC 225, 338, 319 content area at the middle school or senior high SPED 372, EDUC 303, 340, 353, 445, 446 school level. The student should therefore select an Music ...... INST 202, EDUC 225, 338, 319, academic major which has been determined to be SPED 372, EDUC 303, 340, 354, 445, 446 appropriate for that endorsement area. Students Foreign Language preparing to teach art, music or foreign language (French, Spanish or German) ...... INST 202, (French, German or Spanish) will receive a pre K-12 EDUC 225, 338, 319, SPED 372, endorsement but, for purposes of administration, EDUC 303, 340, 375, 445, 446 will be classified as in the Secondary Education Program. During the freshman year, the student will COURSE NUMBER AND TITLE SEM. concentrate on meeting general studies and major HRS. program requirements. INST 202 3 2. During the fall semester of the sophomore year, the The School and Society student will continue to satisfy general studies and major requirements and enroll in INST 202 and EDUC 225 3 EDUC 225. Characteristics of the Learner 3. Apply for admission to the Professional Education EDUC 338 Program during the semester when EDUC 225 is 3 taken. To be admitted to the program and to remain Middle Education Teaching Methods: 6-8 in good standing, the student must maintain a min- One of the following: imum 2.5 GPA in all course work and must pass the EDUC 375 PRAXIS I Test: Reading, Writing, and Mathematics. Content Teaching Methods 4. During the junior year, the student will enroll in (English, social studies, mathematics, EDUC 338, 319, and SPED 372. During the jun- foreign language, science) 3 ior year, the student must satisfy the college require- EDUC/ART 353 ment in writing by successfully passing the writing Art Methods and Materials PreK-12 proficiency examination. The student must main- EDUC/MUS 354 tain the required minimum 2.5 overall GPA. Vocal Methods and Materials PreK-12 5. During the senior year enroll in EDUC 303, 340, 375. The art students enroll in EDUC 353 and EDUC 340 Secondary Practicum 6-12 music students in EDUC 354 instead of 375. The 1 foreign language students enroll in EDUC 375. The (taken concurrently with EDUC 375 fall or spring semester of the senior year is the stu- or 385 or 353 or 354) dent teaching semester. The student enrolls in EDUC 319 3 EDUC 445 and 446 for a total of 15 semester hours. Reading in the Content Areas Other course work is strongly discouraged during this full-time student teaching experience, as is out- EDUC 303 side employment. Students who fail to achieve pass- Applied Technology for 3 ing scores on both the PRAXIS I and PRAXIS II Innovative Instruction Tests as determined by the Virginia State Department of Education will NOT be recom- SPED 372 mended for certification. Learning Disabilities and the 3 6. Successfully complete the 18 semester hours of Exceptional Child Professional Education courses prescribed for sec- ondary education certification. 7. Successfully complete the 16 semester hours of field experience prescribed for secondary education certi- fication. 8. Students may not select the pass/fail option for any professional education course. EDUCATION/SPECIAL EDUCATION 71

EDUC 445 Preservice Teaching and earn passing scores on both Secondary Preservice Teaching I 7.5 PRAXIS I and II Tests will be recommended for teacher cer- (Seminar included) tification with the Virginia State Department of Education. EDUC 446 Alternate Certification for Secondary Secondary Preservice Teaching II 7.5 Education grades 6-12 (art, music and (Seminar included) foreign language grades K-12) TOTAL 37 Professional Education Courses: EDUC 324, PSY 337, EDUC 319, 388, 375, 301/303, Required major: art; English; foreign 373, 460. language (French, German, Spanish); social As Passing scores PRAXIS I and II. studies; mathematics; music; science req. (biology, chemistry, or earth science); and Alternate Certification for Elementary add-on endorsement in journalism Education Professional Courses: EDUC 324, PSY 337, EDUC 344, 335, 375, 301/303, ALTERNATE CERTIFICATION 460 or SPED 372. FOR TEACHERS (ACT) Passing scores PRAXIS I and II.

DR. CARLA BERGDOLL, Coordinator EDUCATION COURSES (EDUC) The Alternate Certification for Teachers program is 225 Characteristics of the Learner (3) designed to prepare career changers to become teachers in Focuses on the child from birth through adolescence. the content areas of math, science, English, foreign lan- Developmental issues will be related to styles of teaching, guage, and history/social studies for grades 6-12. The classroom organization and management. Special topics Elementary Alternate Certification program will prepare include: the interaction with children with individual dif- career changers to teach elementary grades pre K-6. This ferences; gifted education; multiculturalism and Attention innovative evening program provides the professional Deficit Disorder. The influence of the media and family knowledge necessary for effective classroom teaching. It is issues is also included. for those career changers who, by virtue of an earned four- year degree in one of these content areas, already possess the 301 Technology of Teaching (1) general knowledge, liberal arts background, and content Intended for career switchers in the ACT program. An area competencies incorporated in traditional teacher edu- opportunity for the student to gain experience in the use of cation programs and who demonstrate significant involve- technology tools is provided in order to produce educa- ment in a career for at least one year. tional materials, SOL instructional units, and to increase The program consists of seven professional education knowledge of the integration of instructional technology in college courses, including twelve clock hours of a field expe- the classroom. Prerequisite: basic computer skills and appli- rience and a six semester hour student teaching experience. cations, and lesson planning. Identical to EDUC 301. The professional knowledge includes foundations of educa- Offered each semester. tion, human growth and development, curriculum and instructional procedures, reading, special education, com- 303 Applied Technology for puter skills, and successful classroom experience. The Innovative Instruction (3) course work has been carefully designed to respond to the competencies detailed in the Licensure Regulations for Provides an opportunity for the student to master intro- School Personnel, Virginia Department of Education. The ductory concepts and to gain experience in the use of tech- ACT program provides coursework for confidential/ nology aids to produce educational materials, instructional licensed teachers. units, and to increase the efficiency of instruction in the classroom. The course also provides the background and IMPLEMENTING THE VWC skills for educators to meet the Technology Standards for Instructional Personnel (TSIP), and provides opportunities PRAXIS POLICY to acquire necessary skills for teaching Computer/ The ACT student must submit passing scores on the Technology Standards K-12 as outlined in the Standards of PRAXIS I Test: Reading, Writing and Mathematics with Learning for Virginia Public Schools. Prerequisite: EDUC application. The student is permitted to take content 368, ACT, or consent. Offered each semester. courses during this time. Once passing scores are earned, the student will be accepted into the ACT program and 319 Reading in the Content Areas (3) may register for the education (professional) courses listed A study of the reading process as it applies to the teach- in the program. The student must earn passing scores on ing of reading and an understanding of comprehension PRAXIS II the semester before student teaching. Students skills in content areas at the middle and secondary school who successfully complete the ACT program course work, levels. Emphasis is placed upon effective strategies for the 72 EDUCATION/SPECIAL EDUCATION

teaching of reading such as questioning strategies, summa- 330 Elementary Practicum: Pre K-3 (1) rizing and retelling, and enhancing skills for literal, inter- Provides an opportunity to apply teaching methods, pretive, critical, and evaluative comprehension. The course practice skills in teaching discipline-specific methodology, will also foster an appreciation of a variety of literature and and learn to implement classroom management strategies. independent reading. Prerequisite: junior status. For Two field experience placements in early childhood class- students enrolled in the Secondary Education or Alternate rooms are provided. The student must request placements Certification for Teachers (ACT) programs. Offered each from the Director of Field Experiences early in the regis- semester. tration process. Pass/fail grading. Prerequisites: INST 202 and EDUC 225. Corequisite: EDUC 328. Offered each 320 Teaching Reading and the Language Arts (3) semester. Provides the elementary-level teacher with an under- standing of language acquisition and reading to include: 335 Teaching Math and Science in Schools (3) phonemic awareness, an understanding of sound/symbol Designed to aid future elementary teachers in their relationships, explicit phonics instruction, syllables, understanding and integration of the knowledge, skills and phonemes, morphemes, decoding skills, word attack skills processes to support students in the achievement of the and knowledge of how phonics, syntax, and semantics Standards of Learning (SOL) in mathematics and science. interact. The course provides an understanding of the con- Many math and science labs will be conducted. tent, knowledge, skills, and processes for teaching the Prerequisite: junior status. For students enrolled in the Virginia Standards of Learning for English in grades pre K- Secondary Education or Alternate Certification for 6 which includes reading, writing, literature, and oral lan- Teachers (ACT) programs. Offered each semester. guage (speaking and listening). All lesson plans written by students focus on SOL objectives. Prerequisites: INST 202 338 Middle Education Teaching Methods:6-8 (3) and EDUC 225. Offered each semester. Includes curriculum and instructional procedures for 321 Diagnostic Teaching of Reading (3) middle education. Topics include principles of learning, communication processes, intelligences, lesson planning, Provides prospective teachers with strategies and tech- cooperative learning, middle school philosophy, curricular niques for implementing ongoing classroom diagnosis and concepts, and SOL instructional practices. Prerequisites: remediation in reading skills through the use of both infor- INST 202 and EDUC 225 for “day” students; EDUC 324 mal and standardized assessment tools. Students develop and PSY 337 for ACT students. Corequisite: EDUC 339 appropriate instructional strategies to meet individual needs for middle education certification only (day). Offered each in reading as well as the related language arts of listening, semester. speaking, spelling, grammar, and writing. Instructional strategies are also taught that will assist prospective teachers 339 Middle Education Practicum: 6-8 (1) to promote progress with Standards of Learning (SOL) as A teaching practicum which assists in preparing the pro- well as end-of-course and end-of-grade SOL assessments. fessional educator for teaching developmentally appropriate Prerequisite: EDUC 320. Offered each semester. lessons to middle school students. A 50-hour field-based 324 Foundations of Education (3) experience is required and a placement in a middle school classroom is provided. The student must request a place- Provides an understanding of the philosophical, histori- ment from the Director of Field Experiences early in the cal, and sociological foundations underlying the role, devel- registration process. Pass/fail grading. Corequisite: EDUC opment, and organization of public education in the 338. Offered on demand. United States. Attention is given to the legal status of teach- ers and students, including federal and state laws and regu- 340 Secondary Practicum: 6-12 (1) lations, schools as an organization/culture, gifted and A 48-hour supervised observation/participation experi- talented programs, special education issues, cultural diver- ence requiring 24 hours in the middle school setting and 24 sity, and contemporary issues in education. For students hours in a senior high school. The art or music student enrolled in the Alternate Certification for Teachers pro- (preK-12, art, foreign language, music), must have three gram. Offered each fall. placements: one each in elementary, middle school, and 328 Elementary Teaching Methods:Pre K-3 (3) high school. The student must request a placement from the Director of Field Experiences early in the registration Provides basic methodological concepts and instruc- process. Three on-campus class sessions are required. tional strategies as they apply to preschool, kindergarten Pass/fail grading. Prerequisite: INST 202, EDUC 225, 338. and primary grades. The Standards of Learning competen- Corequisite: EDUC 375 or EDUC 353 for art students or cies for Virginia Public Schools (SOL) will be explored and EDUC 354 for music students. Offered each fall. each student will demonstrate their ability to teach and evaluate these at the primary level. Prerequisites: INST 202 344 Language Acquisition and and EDUC 225. Corequisite: EDUC 330. Offered each Diagnostic Reading (3) semester. Designed to provide prospective elementary teachers with an understanding of phonics instruction, knowledge EDUCATION/SPECIAL EDUCATION 73

of reading assessment tools, and a proficiency in a wide vari- 375 Content Teaching Methods (3) ety of comprehension strategies. Practical classroom situa- A survey of the structure and development of curricula. tions are explored and teachers design instructional Major emphasis is on planning, implementing, and evalu- objectives based on the needs of the students and the ating instruction. There is a focus on specific discipline and requirements of the State of Virginia as reflected in the methodology to promote student academic progress and Standards of Learning. Offered each spring. This course is effective preparation for the Standards of Learning assess- for students enrolled in the Alternate Certification for ments. The course includes planning and teaching methods Teachers (ACT) program. for exceptional students including gifted and talented and those with disabling conditions. Students select their appro- 353 Art Methods and Materials Pre K–12 (3) priate section of EDUC 375 that corresponds with their Identical to ART 353. content specialty (English, mathematics, history/social studies, science, foreign language). Students must be 354 Vocal Music Methods and enrolled in secondary education and ACT (elementary Materials Pre K-12 (3) ACT students register for EDUC 375). Corequisite: Identical to MUS 354. EDUC 340 for secondary “day” education students. A 12-hour field experience is an essential component of this 368 Upper Elementary Teaching Methods:4-6 (3) course for ACT students. Prerequisite for all secondary Introduces prospective elementary teachers to basic certification: EDUC 338. Offered each fall. methodological concepts and instructional skills as they 434 Elementary Preservice Teaching I (7.5) apply to teaching in the intermediate grade levels (4-6). The Standards of Learning (SOL) for English, history, science, This preservice teaching experience is in a first through mathematics, art, music, and computer technology are third grade classroom. The student must request a place- integrated into the methods course by content specific ment from the Director of Field Experiences the semester materials, identifying literary selections, providing effective before student teaching. Prerequisite: admission to the learning strategies, preparing lesson plans, and planning Professional Education Program, completion of the thematic units of study. Effective classroom management professional education course sequence and passing scores strategies are explored leading to the development of a on the PRAXIS I Test. Seminars are included. Offered each classroom management plan (CMP). Prerequisites: INST semester. 202, EDUC 225. Corequisite: EDUC 369. Offered each semester. 435 Elementary Preservice Teaching II (7.5) This preservice teaching experience is in a fourth 369 Upper Elementary Practicum: 4-6 (1) through sixth grade classroom. The student must request a Provides an opportunity to apply teaching methods, placement from the Director of Field Experiences the practice skills in teaching discipline-specific methodology, semester before student teaching. Prerequisite: admission to and learn to implement classroom management strategies. the Professional Education Program, completion of the A supervised field experience placement in an upper-ele- professional education course sequence, and passing scores mentary classroom is provided. The student must request a on the PRAXIS I Test. Seminars are included. Offered each placement from the Director of Field Experiences early in semester. the registration process. Pass/fail grading. Prerequisites: INST 202, EDUC 225. Corequisite: EDUC 368. Offered 436 Middle Education Preservice Teaching I (7.5) each semester. This preservice teaching experience is in a sixth grade classroom. One of the student’s two content areas is chosen. 373 Issues in Special Education (1) The student must request a placement from the Director of Students examine the historical development, the Field Experiences the semester before student teaching. philosophies, research, legislation, litigation, and current Prerequisite: admission to the Professional Education problems that have emerged relative to the education of Program, completion of the professional education course exceptional children. The characteristics of children with sequence, and passing scores on the PRAXIS I Test. disabilities and the principles of effective instruction and Seminars are included. Offered each semester. management are addressed as they apply to special educa- tion. Professional and parent organizations, local, state, and 437 Middle Education Preservice Teaching II (7.5) federal agencies dealing with exceptional children are also This preservice teaching experience is in grades 7 or 8. identified and discussed. Lesson planning will focus on dif- One of the student’s two content areas is chosen. The ferential instruction and the content area’s SOLs and effec- student must request a placement from the Director of tive home/school activities and communications. This Field Experiences the semester before student teaching. course is for students enrolled in the Alternate Certification Prerequisite: admission to the Professional Education for Teachers Program. Offered each summer. Program, completion of the professional education course sequence, and passing scores on the PRAXIS I Test. Seminars are included. Offered each semester. 74 EDUCATION/SPECIAL EDUCATION

445 Secondary Preservice Teaching I (7.5) 374 Legal Issues and Applications This preservice teaching experience is fulfilled in grades in Special Education (3) 6-8. The student must request a placement from the In the highly litigated areas of Special Education, it is Director of Field Experiences the semester before student imperative that professionals in the field understand the teaching. Prerequisites: admission to the Professional legal requirements of providing a free appropriate public Education Program, completion of the professional educa- education to students with disabilities. This course presents tion course sequence, and passing scores on the PRAXIS I the necessary information for educators to understand the Test. Seminars are included. Students majoring in art, history and development of special education laws and the music, and foreign language for K-12 teacher certification requirements of these laws. IDEA, section 504 and FERPA also enroll in EDUC 445/446. Offered each semester. will be reviewed. It provides the students with the necessary skills to locate pertinent information in law libraries, on the 446 Secondary Preservice Teaching II (7.5) Internet, and other sources to keep abreast of the constant This preservice teaching experience is fulfilled in grades changes and development in the field. In addition to LD, 9-12. The student must request a placement from the other disabilities such as MR, SED, autism, etc. will be Director of Field Experiences the semester before student studied in depth. Parental education is also a focus in this teaching. Prerequisites: admission to the Professional course. Prerequisite: SPED 372. Offered each spring and Education Program, completion of the professional educa- summer. tion course sequence, and passing scores on the PRAXIS I Test. Seminars are included. Offered each semester. 376 Assessment and Intervention in Special Education (3) 460 Preservice Teaching (6) Focuses on selection, administration, scoring and inter- This preservice teaching experience for ACT students is pretation of standardized, informal and curricular based in two public schools at the appropriate grade levels. The instruments. Emphasis is on sound decision making for student must request a placement from the Director of placement and instruction in remedial and special educa- Field Experiences the semester prior to student teaching. tion classes. Use of various computer-assisted programs, Prerequisites: admission to the ACT Program, completion along with error analysis strategies applied to major course of the professional education course sequence, and passing and content areas as well as transition assessment, is scores on the PRAXIS I and PRAXIS II Tests. Seminars are included. Prerequisite: SPED 372. Corequisite: SPED 377. included. Prerequisite: consent. Offered each semester. Offered each fall.

480 Field Experience in Education (1-3) 377 Assessment and Intervention in Special Education-Practicum (1) Involves working with students in special programs. The experience will help prospective teachers learn about Provides an opportunity to apply procedures for admin- students outside the usual formal school environment. istrating, scoring and interpreting individual and group Pass/fail grading. Prerequisite: consent. Offered on instruments and synthesizing and interpreting assessment demand. findings for eligibility, program planning, and program evaluation decisions. A field experience placement is pro- SPECIAL EDUCATION COURSES vided. The student must request a placement from the (SPED) Director of Field Experiences early in the registration process. Prerequisite: SPED 372. Corequisite: SPED 376. Offered each fall. 372 Learning Disabilities and the Exceptional Child (3) 378 Classroom Strategies for the An introduction to theories of learning disability which Learning Disabled Student (3) encompasses a historical view of the management of the A strong emphasis on inclusive teaching with a wealth exceptional child and the development of current programs. of ideas and lessons for K-12 teaching strategies in the con- The definition, identification, and characteristics of the tent areas. These research-based strategies help both general learning disabled, students with other disabilities such as and special education teachers instruct students with special ADHD, autism, and the gifted student are emphasized. needs most effectively. Prerequisite: SPED 372. Additional subjects covered include the dynamic influence Corequisite: SPED 379. Offered each spring. of the family system, cultural/environmental milieu perti- nent to educating students with exceptionalities and dis- 379 Classroom Strategies for the abilities, the understanding of ethical issues, and the Learning Disabled Student-Practicum (1) practice of acceptable standards of professional behavior. Provides an opportunity to apply the skills learned in Students will focus on home/school activities and commu- SPED 378. Students observe and work with learning nications. Offered each semester. ENGLISH 75

disabled students in an inclusive setting using various, appropriate teaching strategies. A field experience place- ENGLISH ment in an elementary school classroom is provided. The student must request a placement from the Director of DR. MARTHA ALEXANDER Field Experiences early in the registration process. Pass/fail DR. CONNIE BELLAMY grading. Prerequisite: SPED 372. Corequisite: SPED 378. MS. EVELYN K. BLACHMAN Offered each spring. DR. LISA P. C ARSTENS DR. KIMBERLY DRAKE 380 Behavior Management for the DR. MICHAEL HALL, Program Coordinator Learning Disabled Student (3) DR. CAROL V. J OHNSON DR. KATHERINE M. LORING Comprehensive and practical, each specific problem MS. VIVIAN TETER behavior is covered in depth, offering actual classroom- DR. JEFFREY W. T IMMONS tested strategies for assessing and remediating problem behaviors. With its emphasis on “best practices” complete The student drawn to the study of English as a major is and up-to-date references for all strategies are provided usually, before anything else, someone who loves to read including case studies, forms, and step-by-step guides. and write. This lover of words reads not just for informa- While emphasis is focused on the learning disabled in the tion, but for the pleasure of experiencing the beauty and special education setting, the examples feature K-12 stu- mystery of language and for the challenge of seeing how it dents typically developing as well as those with mild and shapes human thought and feeling. The English major, moderate disabilities. Prerequisites: SPED 372, 378. then, is someone interested in politics, history, psychology, Corequisite: SPED 381. Offered each fall. religion, philosophy, science, and the arts, but particularly through the refractive lens of critical and imaginative 381 Behavior Management for the writing. Learning Disabled Student-Practicum (1) English courses teach the skills of critical thinking, writ- Provides an opportunity to apply the skills learned in ing, and research, as well as some of the frameworks SPED 380. Students observe and work with learning dis- through which literature can be read. Courses are designed abled students in an inclusive setting using various appro- to help students read with comprehension and enjoyment, priate behavior management strategies. Students will write with skill and grace, appreciate diverse cultures and observe, devise, and record behavior management plans. A values, understand the relationship between art and life, field experience placement in a middle school or high and discover the liberating qualities of the imagination. All school classroom is provided. The student must request a courses are open to non-majors. placement from the Director of Field Experiences the English majors make desirable candidates for jobs in semester prior to student teaching. Pass/fail grading. business, industry, education, and government. Graduates Prerequisites: SPED 372, 378. Corequisite: SPED 380. of our programs have the flexibility that is increasingly Offered each fall. necessary in the workplace of the future. The English major helps prepare students for specific careers in writing, 438 Special Education Preservice publishing, journalism, law and teaching, and for graduate Teaching I (7.5) study. A preservice teaching experience in grades K-6. The student must request a placement from the Director of Major Programs in English Field Experiences the semester prior to student teaching. Students who wish to pursue the study of English have Prerequisites: admission to the Professional Special several options to choose from: (1) major in English with a Education Program, completion of the special education concentration in literature; (2) major in theater and course sequence, and passing scores on the PRAXIS I Test. English; (3) major in English with secondary education Offered each semester. certification; or, (4) major in English with a concentration in creative or professional writing. The requirements for 439 Special Education Preservice these majors are summarized below. A student interested in Teaching II (7.5) one of these programs should consult with a member of the A preservice teaching experience in grades 6-12. The department. student must request a placement from the Director of Field Experiences the semester prior to student teaching. Internships for English Majors Prerequisites: admission to the Professional Special Internships may be taken by English majors who have Education Program, completion of the special education completed 12 semester hours of English at Virginia course sequence, and passing scores on the PRAXIS I Test. Wesleyan College. Offered each semester. The internship must be approved by the student’s adviser and the program coordinator in an organization approved by the department. In the past few years, intern- ships have been approved for such organizations as the Space and Naval Warfare Command, the Norfolk Chamber of Commerce, and PortFolio Weekly Magazine. 76 ENGLISH

Note: All four English major tracks below share the Chart continued from previous column same six initial core components; they are repeated in each table for ease of reference. ENG 440 Topics in Earlier British Literature Major Requirements: English with ENG 441 Concentration in Literature Topics in Later British Literature ENG 442 COURSE NUMBER AND TITLE SEM. Topics in American Literature HRS. ENG 472 ENG 280 Senior Seminar 3 Early British Literature One additional English course at any level 3 ENG 281 3 Later British Literature TOTAL 36 ENG 284 3 American Literature Major Requirements:Theater and English ENG/TH 311 SEM. 3 COURSE NUMBER AND TITLE Theory and Criticism HRS. ENG 280 One of the following: 3 ENG 314 Early British Literature History and Development of the ENG 281 3 3 English Language OR Later British Literature ENG 321 Introduction to Linguistics ENG 284 3 American Literature ENG/TH 346 Shakespeare I ENG/TH 311 3 3 ENG/TH 347 Theory and Criticism Shakespeare II ENG 314 Five of the following upper-division History and Development of the literature courses: English Language OR 3 ENG 310 ENG 321 Distinctive Voices in Contemporary Introduction to Linguistics American Poetry ENG 315 ENG/TH 346 Shakespeare I OR The Experience of Poetry 3 ENG 317 ENG/TH 347 Children’s Literature Shakespeare II ENG 318 American Literature: choose one Adolescent Literature ENG 310 ENG 327 Distinctive Voices in Contemporary The British Novel American Poetry ENG 336 ENG 361 Milton and Spenser 15 American Women Writers ENG 350 ENG 371 3 Renaissance Drama Exclusive of Shakespeare Southern Literature ENG 355 ENG 378 From Restoration to Revolution The American Novel ENG 357 ENG 385 British Romanticism: 1784-1832 American Protest Literature ENG 361 ENG 442 American Women Writers Topics in American Literature ENG 371 Southern Literature ENG 378 The American Novel ENG 385 American Protest Literature See continuation of choices next column ENGLISH 77

British Literature (choose one): American Literature (choose one): ENG 327 ENG 310 The British Novel Distinctive Voices in Contemporary ENG 336 American Poetry Milton and Spenser ENG 361 ENG 350 American Women Writers Renaissance Drama Exclusive ENG 371 3 of Shakespeare 3 Southern Literature ENG 355 ENG 378 From Restoration to Revolution: The American Novel British Literature, 1660-1789 ENG 385 ENG 440 American Protest Literature Topics in Earlier British Literature ENG 442 ENG 441 Topics in American Literature Topics in Later British Literature British literature (choose one): TH 301 ENG 327 Theater History I The British Novel TH 302 9 ENG 336 Theater History II Milton and Spenser TH 407 ENG 350 Twentieth-Century Theater Renaissance Drama Exclusive of Shakespeare 3 ENG 355 One additional TH course 3 From Restoration to Revolution ENG 357 TOTAL 36 British Romanticism: 1784-1832 ENG 440 Major Requirements: English with Topics in Earlier British Literature secondary certification ENG 441 Topics in Later British Literature SEM. COURSE NUMBER AND TITLE Secondary Genre (choose one): HRS. JOUR 201 ENG 280 3 Introduction to Journalism Early British Literature TH 210 Acting ENG 281 3 TH 220 3 Later British Literature Technical Theater ENG 284 TH 320 3 American Literature Children’s Theater COMM 211 ENG/TH 311 3 Introduction to Mass Communication Theory and Criticism ENG 340 Advanced Composition & 3 Teaching Methods ENG 314 History and Development of the English Language OR 3 ENG 321 Introduction to Linguistics ENG/TH 346 Shakespeare I OR 3 ENG/TH 347 Shakespeare II ENG 222 3 Modern English Grammar 78 ENGLISH

Readings in Literature (choose two Poets (choose four): from different categories): Eng 298 Poetry: Intermediate Writing Workshop: Poetry ENG 310 ENG 398 Distinctive Voices in Contemporary Advanced Writing Workshop: Poetry American Poetry ENG 310 ENG 315 Distinctive Voices in Contemporary The Experience of Poetry American Poetry ENG 357 ENG 315 British Romanticism: 1784-1832 The Experience of Poetry World Literature: ENG 365 6 Fiction Writers (choose four): Love, Sex, Marriage in Western Literature ENG 299 CLAS 330 Intermediate Writing Workshop: Fiction Ancient Epic in Translation ENG 399 Contemporary Literature: Advanced Writing Workshop: Fiction ENG 285 ENG 216 12 Contemporary American Literature The Short Story ENG 287 ENG 327 Modern and Contemporary Literature The British Novel OR The Novel: ENG 378 ENG 327 The American Novel The British Novel Professional Writers (choose four): ENG 378 ENG 242 The American Novel Writing for Business and Organizations ENG 240/340 TOTAL 39 Advanced Composition CS 105 Information Systems and Major Requirements: English with Computer Applications concentration in creative writing. ENG 483 English Internship COURSE NUMBER AND TITLE SEM. HRS. One of the following: ENG 280 ENG 240/340 (except professional writers) 3 Early British Literature Advanced Composition ENG 298 (except poets) ENG 281 Intermediate Writing Workshop: Poetry 3 3 Later British Literature ENG 299 (except fiction writers) ENG 284 Intermediate Writing Workshop: Fiction 3 American Literature ENG 398* Advanced Writing Workshop: Poetry ENG/TH 311 ENG 399* 3 Theory and Criticism Advanced Writing Workshop: Fiction *can be repeated once for credit ENG 314 History and Development of the English Language OR 3 ENG 321 Introduction to Linguistics ENG/TH 346 Shakespeare I OR 3 ENG/TH 347 Shakespeare II ENGLISH 79

Reading in a secondary genre (choose one): Minor Requirements ENG 259 COURSE NUMBER AND TITLE SEM. Mystery and Detection (See p. 27 for general minor requirements) HRS. ENG 317 Children’s Literature ENG/TH 346 Shakespeare I OR ENG 318 3 Adolescent Literature ENG/TH 347 ENG 350 Shakespeare II Renaissance Drama Exclusive At least 9 semester hours must be of Shakespeare 3 9 taken at the 300/400 level TH 375 Images of Women in Theater and Film All remaining hours must be taken 6 TH 380 at, or above, the 200 level Theater of Diversity TH 407 TOTAL 18 Twentieth-Century Theater TH 408 The Theater Today ENGLISH COURSES (ENG) INST 342 001 Writing Review (0) Aesthetic Communication A workshop for students who would benefit from Reading in British or American brushing up on their writing skills before taking ENG 105. literature (choose one): Includes meetings with a supportive small group and ENG 251 weekly conferences with the instructor. Prerequisite: place- Diversity in American Literature ment or consent. Offered each semester. ENG 310 105 College Writing (4) W Distinctive Voices in Contemporary An intensive introduction to several forms of college American Literature (except poets) writing and to the critical thinking and research skills essen- ENG 327 tial to producing them. This course requires the submission The British Novel of a portfolio that meets standardized requirements and is ENG 336 judged proficient by an outside reader. Three hours per Spenser and Milton week, plus regular conferences with the instructor. A grade ENG 355 of C or better completes the first semester English require- From Restoration to Revolution ment. Prerequisite: placement. Offered each semester. ENG 357 British Romanticism: 1784-1832 3 106 College Writing Workshop (2) W ENG 361 A workshop designed to offer intensive instruction in American Women Writers the writing of essays around a common theme. Prerequisite: ENG 371 placement on the basis of performance in ENG 105. A Southern Literature grade of C or better completes the first semester English ENG 378 requirement. Offered each Winter Session. The American Novel ENG 440 107 Practical Grammar (1) Topics in Early British Literature A course in practical grammar, usage, and mechanics ENG 441 covering the most important rules to follow when proof- Topics in Later British Literature reading. Emphasizes application of skills to students’ own ENG 442 writing. Offered in selected Winter Sessions. Topics in American Literature ENG 472 216 The Short Story (3) W Senior Seminar An introduction to the short story focusing primarily on contemporary and innovative fiction by authors from TOTAL 39 diverse backgrounds. Prerequisite: ENG 105 with a grade of C or better. Offered spring of even-numbered years. 222 Modern English Grammar (3) (C) A survey of traditional, structural, transformational- generative, and cognitive approaches to grammar. This course includes an introduction to dialect variation and a review of standard usage. Prerequisite: ENG 105 with a grade of C or better. Does not fulfill General Studies sophomore literature requirement. Offered each semester. 80 ENGLISH

240 Advanced Composition (3) (C) W marriage as they are represented in literature from the An advanced course in expository writing that includes ancient Sumerians to the present; some attention is also be description, narration, analysis, argumentation, criticism, given to art forms other than literature. Prerequisite: ENG and research. Recommended for non-majors who want to 105 with a grade of C or better. Offered each spring. improve their writing skills. Prerequisite: any 200-level English course or consent. Does not fulfill General Studies 271/371 Southern Literature (3) (S) W sophomore literature requirement. Offered each semester. A study of the fiction, nonfiction, and poetry of the American South in which both the social background and 242 Writing for Business historical development are stressed. Chopin, Faulkner, and Organizations (3) W Hurston, Welty, Porter, McCullers, Ellison, Wright, and This course covers the skills needed to write different contemporary writers are featured. Prerequisite: ENG 105 types of business and organizational communications, with a grade of C or better. Offered fall of even-numbered including letters, e-mail, reports, and proposals. Emphasis years. is on planning, drafting, and editing as well as developing a professional writing style to achieve results. Prerequisite: 275 Travel/Writing (3) W completion of ENG 105 and a 200-level literature course. Students tour a particular city or region and then write Junior status highly recommended. Does not fulfill General about that region as well as about the experience of travel- Studies sophomore literature requirement. Offered fall of ing. Students spend the first week reading and analyzing even-numbered years. travel narratives and literature focusing on the relevant locale; they also research and plan their week-long trip to 250 Studies in Literature (3) W that area. As the trip’s focus is adventure (raw material for Selected topics approach literature from different gen- writing), students are both responsible and spontaneous in eric, historical, or methodological perspectives. Versions may their transportation, food, and lodging arrangements. They include several different media, but the focus will always be also spend significant amounts of time writing about their on literature. At least twelve pages of writing including at experiences and discussing them in groups. Finally, during least one documented essay are required. Prerequisite: ENG the third week, students write their own account of their 105 with a grade of C or better. Offered most semesters. journey as well as create an online travel guide to the area they visited. Prerequisite: ENG 105. Offered in selected 251 Diversity in American Literature (3) (H) W Winter Sessions. An opportunity to study—and to listen to—voices in 280 Early British Literature (3) W American culture that have often been silenced or ignored. The focus is on ethnic groups such as Native American, A survey of major authors, works, and literary traditions African-American, Asian-American and Hispanic- from Beowulf to 1745. Prerequisite: ENG 105 with a grade American but also includes people marginalized because of of C or better. Offered each fall. class, gender, or sexual orientation. Prerequisite: ENG 105 with a grade of C or better. Offered on demand. 281 Later British Literature (3) W A survey of major authors, works, and literary traditions 259 Literature of Mystery and Detection (3) W from 1745 to the early 20th century. Prerequisite: ENG 105 A study of the evolution of the mystery and detective with a grade of C or better. Offered each spring. novel, focusing primarily on American and British writers from Poe and Doyle to contemporary novelists. 284 American Literature (3) W Prerequisite: ENG 105 with a grade of C or better. Offered A survey of American authors, works, and literary trends on demand. from the beginning up to the contemporary period. Prerequisite: ENG 105 with a grade of C or better. Offered 261/361 American Women Writers (3) (S) W each fall. Women in North America are writing many of the best works of our time. This course focuses on how these new 285 Contemporary American Literature (3) W voices, and some of their predecessors, illuminate the depth A survey of authors, works, and literary trends from the and the diversity of human experience. Authors from Beats of the 1950’s to the latest published works. several ethnic groups might include: Wharton, Hurston, Prerequisite: ENG 105 with a grade of C or better. Offered Walker, Oates, Munro, Atwood, Tan, Silko, Kincaid, each spring. Hempel, and new young writers. Prerequisite: ENG 105 with a grade of C or better. Offered fall of odd-numbered 287 Modern and Contemporary Literature (3) W years. A survey of major authors, works, and literary traditions from the beginning of the 20th century. The emphasis will 265 Love, Sex, Marriage in be on British and American literature, with attention to Western Literature (3) (S) W European literature and world literature in English. A study of the history and development of our concep- Prerequisite: ENG 105 with a grade of C or better. Offered tions of love, sexuality, masculinity, femininity, and each spring. ENGLISH 81

298 Intermediate Writing course is particularly geared toward those who will be Workshop: Poetry (3) (C) W teaching poetry. Prerequisites: completion of ENG 105, a An intermediate-level workshop in the writing of 200-level literature course, and junior status. Does not poetry, with critical discussions in class of student writing as fulfill General Studies sophomore literature requirement. well as the study of well-known poems. Emphasis is placed Offered each semester. upon experimentation and creative exercises. Work pro- duced during the course is considered for publication in 317 Children’s Literature (3) W VWC’s literary magazine. Non-majors welcome. Pass/fail A study of the patterns of children’s literature, the major grading. Prerequisite: ENG 105 with a grade of C or better. themes, the genres taught in elementary grades and middle Does not fulfill General Studies sophomore literature school, with attention to criteria for selecting books, stories, requirement. Offered each fall. and poems with cultural and literary value suited to the needs of children. Prerequisites: junior status or consent. 299 Intermediate Writing Workshop: Does not fulfill General Studies sophomore literature Fiction (3) (C) W requirement. Offered each fall. An intermediate-level workshop in the writing of fic- tion, with class discussions of student work as well as the 318 Adolescent Literature (3) W work of established writers. Students explore and experi- A survey of literature for young adults including the ment with techniques and structures of the short story. classics of adolescent fiction, social problem novels, histori- Work produced during the course is considered for publi- cal fiction, biographies, and poetry. Prerequisites: ENG 105 cation in VWC’s literary magazine. Prerequisite: ENG 105 with a grade of C or better. Offered each spring. with a grade of C or better. Pass/fail grading. Does not fulfill General Studies sophomore literature requirement. 321 Introduction to Linguistics (3) Offered spring of even-numbered years. An examination of several main areas of linguistics, cov- ering topics such as phonetics, phonology, morphology, 310 Distinctive Voices in Contemporary syntax, semantics, social and regional dialects, and language American Poetry (3) W change. Prerequisite: ENG 105 with a grade of C or better. A study of the many and varied voices in contemporary Does not fulfill General Studies sophomore literature American poetry, especially selected works of poetry pub- requirement. Offered spring of odd-numbered years. lished since 1960. Authors studied include poets such as Jorie Graham, Mary Oliver, Dana Levin, and Li-Young Lee. 327 The British Novel (3) W Prerequisites: completion of ENG 105, one 200-level The history of the British novel from its antecedents literature course, and junior status or consent. Offered fall through the twentieth century. Along with attention to of odd-numbered years. theories of the novel, the course focuses in detail on representative texts. Prerequisite: any sophomore literature 311 Theory and Criticism (3) W course. Offered spring of even-numbered years. A survey of literary theory and criticism as it relates to drama, poetry and fiction from Plato and Aristotle to con- 329 Modern German Literature (3) temporary poststructuralist theory. Prerequisite: junior Identical to GER 329. status or consent. Identical to TH 311. Does not fulfill General Studies sophomore literature requirement. Offered 332 The New Theater in France (3) W each fall. Identical to FR 332.

314 History and Development of the 336 Spenser and Milton (3) W English Language (3) (H) W A study of England’s two greatest epics, The Faerie The development of English from its Indo-European Queene and Paradise Lost. Subjects for discussion include and Germanic backgrounds to the present. The course the epic tradition, Christian theology, Renaissance human- includes a survey of current national, regional, and social ism, the nature of masculinity and femininity, armed varieties of English and discussion of current controversies combat with dragons, forbidden picnics, and many others relating to English. Prerequisite: junior status or consent. in two of the Western tradition’s most varied, inclusive, and Does not fulfill General Studies sophomore literature interesting works of art. Prerequisite: junior status or requirement. Offered each spring of even-numbered years. consent. Offered spring of even-numbered years.

315 The Experience of Poetry (3) (A) W 340 Advanced Composition and An intensive introduction to poetry through an exami- Teaching Methods (3) (C) W nation of the poem’s relationship to universal human expe- An advanced course in expository writing that includes riences and with a special emphasis on gaining a thorough description, narration, analysis, argumentation, criticism, understanding of the elements of poetry. Attention is given and research. The course also deals substantially with the to explication, analysis, and reading comprehension. theories and practice of teaching composition to others. Students also experiment with writing some poetry. The 82 ENGLISH

Prerequisites: ENG 105 with a grade of C or better, and and abolition, the rights of man and woman, revolution, junior status. Does not fulfill General Studies sophomore and the condition of the working classes. Prerequisite: ENG literature requirement. Offered each semester. 105 with a grade of C or better. Offered spring of odd- numbered years. 342 Peer Tutoring—Writing Center (1) Peer writing tutors help other students understand their 361 American Women Writers (3) (S) W writing problems and improve their skills. They work three See description under ENG 261. Taught at the same hours per week on an arranged schedule and are trained, time as ENG 261 but with increased reading and writing supervised, and evaluated by the Director of the Writing requirements. Prerequisite: junior status or consent. Center. Prerequisites: junior status, B or above in ENG Offered fall of odd-numbered years. 105, recommendation of an English faculty member and consent of the Writing Center director. Offered each 365 Modernism (3) W semester. Explores literature and culture between 1895 and 1939, a period which saw unprecedented international exchange 344 Practicum in Teaching English (2) among artists as well as unprecedented experimentalism in Selected students work closely with faculty members in artistic styles. Students examine exemplary works by the teaching of ENG 105 and other courses. The students British, American and Continental authors in the context gain experience in the various aspects of teaching grammar, of such historical pressures as the waning of British imperi- composition, and literature. Prerequisite: consent. Offered alism; fears about racial and cultural degeneration; shifts in on demand. women’s roles and in understanding of sexuality; the rise of a scientific-medical world view; the expansion of consumer 346, 347 Shakespeare I and II (3, 3) W capitalism; and the first world war. Pays special attention to A study of the principal works of Shakespeare. The first how competing styles indicate varying attitudes toward the part of the course concentrates on plays in which love, proper function of art in the modern age. Prerequisite: femininity and the family are particularly important, while sophomore literature course or consent. Offered fall of those of the second emphasize history, masculinity and the even-numbered years. state. Either course can satisfy the English or Theater requirement. Prerequisite: any sophomore literature course. 367 Ulysses on the Elizabeth (3) (A) W Identical to TH 346-347. Shakespeare I is taught each fall; An in-depth study of Irish writer James Joyce’s cele- Shakespeare II is taught each spring. brated, challenging 1922 novel Ulysses. We examine how this modern epic of one day in the life of Dublin stretches 350 Renaissance Drama from such quotidian moments as protagonist Leopold Exclusive of Shakespeare (3) Bloom’s appreciation of fried kidneys to the much grander A study of the major plays from what would be subjects of Ireland under the yoke of British rule and the England’s finest period of drama, even without human condition under modernity. As we work to make Shakespeare. Among the kinds of plays are heroic history, sense of the novel’s complex and rambunctious stylistics, we humours comedy, domestic melodrama, and revenge also use this portrait of the city on the river Liffey to tragedy; the authors include such major figures as Marlowe, consider how the settings and habits of our own everyday Jonson, and Webster. Prerequisite: junior status or consent. lives expose the character of Norfolk, the city on the river Offered spring of odd-numbered years. Elizabeth. We aid our understanding by visiting local sites and attempting to capture the character of our place and 355 Restoration to Revolution: time in our experimental prose. Prerequisite: sophomore lit- British Literature, 1660-1789 (3) W erature course or consent. Offered in selected Winter A chronological and thematic survey of British Sessions. Restoration and 18th century writing. Major figures, such 371 Southern Literature (3) (S) W as Dryden, Swift, Pope, Defoe, Richardson, Fielding, and Johnson, are studied alongside important women writers, See description under ENG 271. Taught at the same including Behn, Cavendish, Astell, Haywood, Lennox, time as ENG 271 but with increased reading and writing Fielding, and Burney. Setting literary texts into their histor- requirements. Prerequisite: junior status or consent. ical contexts, focus is given to genre, print culture, natural Offered fall of even-numbered years. philosophy, empire, nationalism, and the emergence of a polite, commercial society. Prerequisite: English 105 with a 378 The American Novel (3) W grade of C or better. Offered fall of even-numbered years. A study of the development of the American novel from the mid-nineteenth century to the present day. Along with 357 British Romanticism: 1784-1832 (3) W attention to historical context and theories of the novel, the Explores British Romanticism as a literary movement of course focuses in detail on a range of novels which includes the years 1784-1832, and situates writers and their writing American classics as well as lesser-known works. in relation to issues of industrial transformation, slavery Prerequisite: any sophomore literature course. Offered spring of odd-numbered years. ENVIRONMENTAL STUDIES 83

385 American Protest Literature (3) W 472 Senior Seminar (3) (I) W The U.S. was founded on political protest and has tra- An in-depth study of some aspect of literature or ditionally used literature as a vehicle for conveying social literary theory. This course is an S.I.E., so the topic and its beliefs. Defined most simply as visual and/or written treatment will have a strong interdisciplinary component. responses to social oppression, protest literature is produced May be repeated as the topic varies. Prerequisite: junior not for art’s sake, but to improve the lives of a particular status or consent. Offered on demand. community’s members. The diverse tradition of American protest literature, focusing in particular on texts responding 483 English Internship (3) to racial, gender-based, and class-based oppressions, is Prerequisites: 18 hours of English and at least one covered. Discussions focus on the aesthetic and literary advanced writing course, or consent. Offered each semester. traditions of each text as well as its historical and cultural contexts. Prerequisites: English 105 with a grade of C or better. Offered fall of odd-numbered years. ENVIRONMENTAL STUDIES 398 Advanced Writing Workshop: DR. J. CHRISTOPHER HALEY Poetry (3) (C) W DR. LAWRENCE D. HULTGREN, Program Coordinator An advanced-level workshop in the writing of poetry, DR. WILLIAM A. GIBSON with discussions in class of student writing as well as the DR. MAYNARD H. SCHAUS, Program Coordinator study of well-known poems. Students write free verse poems but are also challenged to write in traditional forms. Citizens of the 21st century need a truly broad founda- Work produced during the course is considered for publi- tion to deal with the complexities of current environmental cation in the Outlet, VWC’s literary magazine. May be issues. Environmental Studies is the interdisciplinary major repeated twice for credit. Pass/fail grading. Prerequisites: that draws on the diverse perspectives of the liberal arts ENG 298 or consent. Does not fulfill General Studies tradition to provide such a foundation. The program inte- sophomore literature requirement. Offered each spring. grates frames of references from the natural and social sciences and the humanities in order to understand the 399 Advanced Writing Workshop: interrelationships between science, society, technology, Fiction (3) (C) W culture, and nature. This major recognizes the urgency of an interdisciplinary approach to solving problems such as An advanced-level workshop in the writing of fiction, resource depletion, overpopulation, habitat loss, environ- with class discussions of student work as well as the work of mental degradation, pollution, and ultimately the loss of established writers. Students work on a longer story or a biodiversity. It is hoped that this program will engender section of a novel. Work produced during the course is a critical understanding of the interdependencies of all considered for publication in VWC’s literary magazine. life and the necessity of moving human society toward Pass/fail grading. Prerequisites: ENG 299 or consent. sustainability. Does not fulfill General Studies sophomore literature requirement. Offered spring of odd-numbered years. Major Requirements 440 Topics in Earlier British Literature (3) W COURSE NUMBER AND TITLE SEM. An in-depth study of some aspect of British literature HRS. before the 19th century. May be repeated for credit as the One of the following: topic varies. Prerequisite: any sophomore literature course. BIO 110 Offered on demand. General Botany BIO 111 4 441 Topics in Later British Literature (3) W General Zoology An in-depth study of some aspect of British literature BIO 207 since the beginning of the 19th century. May be repeated Environmental Biology for credit as the topic varies. Prerequisite: any sophomore literature course. Offered each fall and in the spring of One of the following: odd-numbered years. EES 124/125 Evolution of the Earth/Lab 442 Topics in American Literature (3) W EES 130/131 4 An in-depth study of some aspect of American litera- Physical Geology/Lab ture. May be repeated for credit as the topic varies. EES 132/133 Prerequisite: any sophomore literature course. Offered each Environmental Geology/Lab fall and in the spring of even-numbered years. 84 ENVIRONMENTAL STUDIES

One of the following: MBE 201 3 BIO 110 Introduction to Macroeconomics General Botany MBE 202 BIO 111 3 General Zoology Introduction to Microeconomics BIO 150 PHIL/ENVS 304 3 Introduction to Marine Biology Environmental Ethics BIO 207 POLS /ENVS 323 Environmental Biology 3 BIO 250 Public Policy Analysis Field Experiences in Biology ENVS 400 3 BIO 285 Environmental Writings Plants and Man CHEM 105 Two of the following: Basic Concepts in Chemistry BIO 316 3-4 CHEM 117 General Ecology College Chemistry I BIO 355 EES 124 Marine Biology Evolution of the Earth BIO/CHEM/EES 489 EES 130 Research in the Natural Sciences 7-8 Physical Geology EES 320 EES 132 Energy and the Environment Environmental Geology EES 330 EES 200 Geology of the Appalachians Oceanography EES 400 EES 250 Watershed Hydrology Field Experiences in Earth and INST/EES 300 Environmental Science Introduction to Geographic GEOG 111 Information Systems Physical Geography MATH 106 Two of the following: Statistics INST 420 The American Wilderness One of the following: INST 470 PHIL 101 Developments in Science and Technology Individual and Society PHIL 372 PHIL 102 Beyond the Western Tradition Contemporary Moral Issues PHIL 402 PHIL 211 Thinking about Technology 6 Images of “Man” 3 POLS 434 PHIL 212 Public Administration Types of Ethical Theory POLS 373 RELST 113 Conflict Management Introduction to Religious Studies PSY 445 RELST 116 Ecopsychology World Religions RELST 320 Science and Religion One of the following: GEOG 112 ENVS 480 Cultural Geography Seminar in Environmental POLS 111 Studies OR 1 Introduction to Political Science EES 480 POLS 210 Seminar in Earth and Introduction to International Relations Environmental Sciences REC 224 3 Outdoor Recreation & Education TOTAL 46-48 SOC 100 Introduction to Sociology SOC 110 Cultural Anthropology SOC 222 Social Institutions ENVIRONMENTAL STUDIES 85

Minor Requirements One of the following: BIO 316 COURSE NUMBER AND TITLE SEM. General Ecology (See p. 27 for general minor requirements) HRS. BIO 355 One of the following: Introduction to Marine Biology EES 320 BIO 207 3-4 Environmental Biology Energy and the Environment BIO 250 EES 400 3-4 Field Experiences in Biology Watershed Hydrology EES 132/133 INST/EES 300 Environmental Geology/Lab Introduction to Geographic EES 250 Information Systems Field Experiences in Earth One of the following: and Environmental Sciences INST 420 One of the following: The American Wilderness GEOG 112 INST 470 Cultural Geography Developments in Science and Technology MBE 201 PHIL 372 Introduction to Macroeconomics Beyond the Western Tradition MBE 202 PHIL 402 Introduction to Microeconomics Thinking about Technology 3 PHIL 101 POLS 343 Individual and Society Public Administration PHIL 102 POLS 373 Contemporary Moral Issues Conflict Management PHIL 211 PSY 445 Images of “Man” Ecopsychology PHIL 212 RELST 320 Types of Ethical Theory Science and Religion POLS 111 3 Politics and Literature TOTAL 18-20 POLS 210 Introduction to International Relations RELST 113 ENVIRONMENTAL STUDIES Introduction to Religious Studies COURSES (ENVS) RELST 116 World Religions 304 Environmental Ethics (3) (V) W REC 224 Identical to PHIL 304 Outdoor Recreation and Education SOC 100 323 Public Policy Analysis (3) (S) W Introduction to Sociology SOC 110 Identical to POLS 323. Cultural Anthropology SOC 222 400 Environmental Writings (3) (I) W Social Institutions A study of many of the important environmental writ- ings and how they have shaped our understanding of the PHIL/ENVS 304 relationship between humans and nature. Prerequisite: Environmental Ethics OR 3 senior/junior status. Offered spring of odd-numbered years. ENVS 400 Environmental Writings 480 Seminar in Environmental Studies (1) POLS/ENVS 323 An advanced seminar on various announced topics in 3 Public Policy Analysis environmental studies. Topics may include, but are not limited to: ethics and the environment; conservation of biodiversity; risk assessment; urban planning; habitat mitigation; environmental monitoring; environmental policy; and sustainable development. May be repeated for credit as topics change. Prerequisite: senior/junior status and consent. Offered spring of even-numbered years. 86 FOREIGN LANGUAGES AND LITERATURES

Four of the following: FOREIGN LANGUAGES FR 311 AND LITERATURES Explication de Texte I FR 312 DR. ALAIN GABON, Program Coordinator Explication de Texte II DR. DIANA E. RISK FR 313 DR. MAVEL Z. VELASCO Cultural History I: DR. SUSAN M. WANSINK Charlemangne-Revolution FR 314 In the ever-changing world, where contact with a vari- Cultural History II: 1789-1960 ety of languages and peoples is both desirable and FR 315 inevitable, the Department of Foreign Languages and French Literature: La Chanson Literatures strongly believes in the teaching of languages in de Roland to Candide their contexts as the means to overcome obstacles to inter- FR 316 cultural and international contact and communication. French Literature: Rousseau to Genet Seven-eighths of the world’s people do not speak English. FR 327 Languages provide the keys for access to these other cultures France Today 12 and countries. At the same time, learning a foreign language FR 329 helps grasp the nature, function, and social importance of The History, Theory, and one’s own native tongue. Language learning, therefore, Practice of French Cinema becomes the bridge between the peoples and cultures of the FR 332 world. Through language we penetrate from the mind and The New Theater in France heart of one people to another, from one civilization to FR 333 another, from the wisdom of one literature to that of Commercial French another. By learning a foreign language, students become FR 430 familiar with the literature, history, philosophy, art, and the 20th-Century Literature: economic and social conditions of the people who speak WWI & Freud that language. The Department of Foreign Languages and FR 431 Literatures strives, by teaching foreign languages in their 20th-Century Literature: cultural contexts, to expose students to ways of thinking, WWII & Existentialism different from their own, and to help them become better FR 443 prepared to live in today’s multi-linguistic, multi-cultural, Senior Seminar and transnational world. FR 471 Students seeking certification in secondary education Practicum in the Teaching of French must fulfill the requirements for a French, German or Spanish major as well as specific courses required by the TOTAL 24 Education Department. See the education section of this catalog. Major Requirements: German Major Requirements: French COURSE NUMBER AND TITLE SEM. COURSE NUMBER AND TITLE SEM. HRS. HRS. GER 305 FR 305 3 3 Advanced Conversation & Composition I Advanced Conversation & Composition I GER 306 FR 306 3 3 Advanced Conversation & Composition II Advanced Conversation & Composition II GER 313 FR 313 Cultural & Intellectual Cultural History I: History of Germany: Tribes- Charlemagne-Revolution OR 3 Storm and Stress OR 3 FR 315 GER 315 French Literature: La Chanson German Literature: Early Germanic de Roland to Candide Tribes to the Age of Geothe FR 314 Cultural History II: 1789-1960 OR 3 FR 316 French Literature: Rousseau to Genet FOREIGN LANGUAGES AND LITERATURES 87

GER 314 Four of the following: Cultural and Intellectual SPAN 310 History of Germany: From Post-Franco Spain Romanticism to the Present OR 3 SPAN 311 GER 316 Survey of Spanish Literature I: Spain German Literature: Romanticism SPAN 312 to Present Day Survey of Spanish Literature II: Latin America Four of the following: SPAN 316 GER 307 Survey of Spanish Poetry Love, Longing and the German Romantics SPAN 317 GER 325 Civilization of Spanish The German Novelle Peoples I: Spain GER 326 SPAN 318: Civilization of The German Novel Spanish Peoples II: Latin America GER 329 SPAN 321 Modern German Literature 12 Political Writings of Latin America 12 GER 333 SPAN 333 Business German Commercial Spanish GER 340 SPAN 344/444 German Cinema: Art and Politics Don Quixote GER 430 SPAN 350 The German Comedy Hispanic American Women Writers GER 443 SPAN 380 Senior Seminar Analysis of the Spanish Language GER 471 SPAN 420 Practicum in Teaching of German The Latin American Novel SPAN 422 TOTAL 24 Modern Spanish-American Fiction SPAN 443 Major Requirements: Spanish Senior Seminar SPAN 471 Practicum in the Teaching of Spanish COURSE NUMBER AND TITLE SEM. HRS. TOTAL 24 SPAN 305 3 Advanced Conversation & Composition I SPAN 306 Major Requirements: 3 Advanced Conversation & Composition II Foreign Languages & Literatures

SPAN 311 COURSE NUMBER AND TITLE SEM. Survey of Spanish HRS. Literature I: Spain OR The requirements for a major in either 3 24 SPAN 317 French, German, or Spanish Civilization of Spanish The requirements for a minor in one Peoples I: Spain 18 of the other two languages SPAN 312 212 level in a third foreign Survey of Spanish Literature II: 12 Latin America OR language (or proficiency) 3 SPAN 318 TOTAL 54 Civilization of Spanish Peoples II: (If proficient) 42 Latin America 88 FOREIGN LANGUAGES AND LITERATURES

Minor Requirements: French Three of the following: COURSE NUMBER AND TITLE SEM. GER 307 (See p. 27 for general minor requirements) HRS. Love, Longing and the German Romantics GER 325 FR 305 3 The German Novelle Advanced Conversation & Composition I GER 326 The German Novel FR 306 3 GER 329 Advanced Conversation & Composition II Modern German Literature One of the following: GER 333 FR 313 Business German 9 Cultural History I: GER 340 Charlemagne-Revolution German Cinema: Art and Politics FR 314 GER 430 Cultural History II: 1780-1960 3 The German Comedy FR 315 GER 431 French Literature: LaChanson German Literature into Film de Roland to Candide GER 443 FR 316 Senior Seminar French Literature: Rousseau to Genet GER 471 Practicum in Teaching of German Additional courses beyond FR 212 9 TOTAL 18 TOTAL 18 A student minoring in German is strongly encouraged A student minoring in French is strongly encouraged to to spend a semester in a German-speaking country. spend a semester in a French-speaking country. Minor Requirements: Spanish Minor Requirements: German COURSE NUMBER AND TITLE SEM. COURSE NUMBER AND TITLE SEM. (See p. 27 for general minor requirements) HRS. (See p. 27 for general minor requirements) HRS. Two of the following: GER 305 SPAN 305 3 Advanced Conversation & Composition I Advanced Conversation & Composition I GER 306 3 SPAN 306 6 Advanced Conversation & Composition II Advanced Conversation & Composition II One of the following: SPAN 333 GER 313 Commercial Spanish Cultural and Intellectual History of Germany: Germanic Tribes- One of the following: Storm and Stress SPAN 311 GER 314 Survey of Spanish Literature I: Spain Cultural and Intellectual History SPAN 312 of Germany: From Romanticism 3 Survey of Spanish Literature II: 3 to the Present Latin America GER 315 SPAN 318 German Literature: Early Germanic Civilization of Spanish Peoples II: Tribes to Age of Goethe Latin America GER 316 German Literature: Romanticism Additional courses beyond SPAN 212 9 to Present Day TOTAL 18

A student minoring in Spanish is strongly encouraged to spend a semester in a Spanish-speaking country. FOREIGN LANGUAGES AND LITERATURES 89

Junior Semester Abroad (1-18) 211 Intermediate French I (3) (C) All students interested in France, its language and its The logical sequence to FR 111, 112. It continues the people, are strongly urged to spend a semester in either instruction of French as a spoken and written language, Angers or Lyon. Students interested in German should emphasizing more advanced grammatical structure, idioms, spend a semester in Germany or Austria. Students inter- and review. Extensive oral-aural practice is undertaken in ested in Spain or Latin America should spend a semester in the daily classroom conversation. Required lab. Upon suc- Salamanca or Puebla. For further information on these pro- cessful completion of the course (a grade of C or higher), grams see the Study Abroad section in this catalog. Up to the student may take FR 212, or upon recommendation of 18 semester hours in French, German or Spanish can be the instructor, FR 305. Prerequisite: FR 112 or equivalent. earned. Offered each fall. Summer in Austria Summer in France 212 Intermediate French II (3) (C) Summer in Mexico For the student who has attained the FR 211 oral and Summer in Quebec written proficiency (three college semesters) but who now Summer in Spain desires to increase his/her fluency in speaking as well as Every summer, Virginia Wesleyan College sponsors a writing. Extensive oral-aural practice prepares the student six-week program at the University of Laval in Quebec, or for upper-level courses as well as travel or study abroad. in Dijon, France, or at the University of Valencia in Spain Required lab. Prerequisite: FR 211 (with a grade of C or or at Mayrhofen-Tyrol in Austria or at the University of higher) or proficiency as determined by the instructor. Madero in Puebla. Students will live with French-, Offered each spring. German-, or Spanish-speaking families. Up to six semester hours in French, German, or Spanish can be earned. 305, 306 Advanced Conversation and Composition I, II (3, 3) (C) W LANGUAGE STUDIES COURSES For the student who wants to acquire skill in practical (LANG) conversation and writing. Open to students who have com- pleted FR 212 or equivalent. Strongly recommended for FRENCH COURSES (FR) those students who either wish to travel abroad or who desire to take upper-level French literature courses. Either course may be taken first. Prerequisite: FR 212 and consent. 100, 200, 300 Le Français à Dijon (1-6) (C)* Offered every year. A three-week stay in Dijon in which students study French and live with French families. Students will attend 311, 312 Explication de Texte I, II (3, 3) classes daily from 9 a.m. to noon and then engage in super- Grammatical dissection, structural analysis and literary vised activities with the French instructors. This is an interpretation of French texts. Prerequisite: FR 306 or opportunity for total immersion in French language, cul- equivalent. Offered on demand. ture and life. Prerequisite: none for 100, FR 112 for 200, and FR 212 for 300. *FR 200, 300 only. 313 Cultural History I: Charlemagne- Revolution (3) (H) 111, 112 Elementary French I, II (4, 4) Gives the student a well-rounded knowledge of France, An introduction to French as a spoken and written her people, history, philosophy, literature, and arts. language. For correct pronunciation, the study of French Prerequisite: FR 306 or consent. Offered alternate years. phonetics is reinforced by scheduled laboratory oral-aural practice and by daily classroom drills. Prerequisite for FR 314 Cultural History II: 1789-1960 (3) (H) 111: No previous instruction in French. For FR 112, a grade of C or higher in FR 111 or proficiency as determined by Same orientation as FR 313, with topics selected from instructor. Five class and laboratory periods each week. the period of the French Revolution to the present. Offered every year. Prerequisite: FR 306 or consent. Offered alternate years.

113 Introductory French (7) 315 French Literature: La Chanson de Roland to Candide (3) An intensive introduction to French for the student who wants to attain a comfortable speaking and writing level The development of French literature from its medieval after one semester (FR 111-112). Contact hours with origins to modern times. Introduction to such movements instructor are 10 hours a week (five for actual instruction as the Renaissance, Classicism, and Rationalism. Pre- and five for drills). All work is done during class meetings. requisite: FR 306 or equivalent. Offered alternate years. Upon successful completion of the course (a grade of C or 316 French Literature: Rousseau to Genet (3) higher), student may take FR 211 in the spring semester. Offered on demand. The development of French literature from the Revo- lution to modern times. Introduction to such movements as Romanticism, Realism, Naturalism, and Symbolism. Prerequisite: FR 306 or equivalent. Offered alternate years. 90 FOREIGN LANGUAGES AND LITERATURES

325, 326 The French Novel I, II (3, 3) poetic realism, the New Wave, political cinema, new types Representative novels of French literature from the 17th of heritage films, postcolonial cinema, postmodern thrillers, century to the present. Readings from Mme. de LaFayette, and the cinema of ethnic minorities are examined. The Prevost, Laclos, Constant, Chateaubriand, Balzac, films discussed, which include masterpieces and landmarks Stendhal, Flaubert, Zola, Proust, Gide, Malraux, Celine, of the French film canon as well as popular classics and Sartre, and Camus. Discussions in English. Prerequisite: FR important contemporary films, are explored in terms of 306 or reading knowledge of French. Offered on demand. genres, styles, and historical/social periods, definitions of national cinema, ideology, and ethnic and gender issues. 327 France Today (3) Offered in selected Winter Sessions. An examination of post-war France with an emphasis on 430 20th-Century Literature: France after May, 1968. It treats the social, political, and WWI & Freud (3) economic aspects of contemporary culture but also covers artistic production and the patterns, structures, and muta- Representative readings from Proust, Gide, Claudel, tions of everyday life as well as the lifestyles, values, and Bernanos, Mauriac, and Valery. Taught in French. worldviews of the French today. Prerequisite: FR 306 or Prerequisite: FR 306 or consent. Offered on demand. consent. Offered on demand. 431 20th-Century Literature: 329 The History,Theory, and WWII & Existentialism (3) Practice of French Cinema (3) Representative readings from Camus, Sartre, Beckett, An introduction to the history, criticism, and theory of Ionesco, Genet, Giraudoux, Robbe-Grillet, Butor and French film making from its origins at the turn of the 20th- Sarraute. Taught in French. Prerequisite: FR 306 or con- century to the present day. We begin with a brief “eco- sent. Offered on demand. history” of the French film industry and then trace the various movements or schools, styles, and trends in French 443 Senior Seminar (3) (I) cinema and the major directors and films associated with Each student studies not only the life and work of a them. “Primitive cinema,” the avant-garde, poetic realism, major writer but also is responsible for the century, its the New Wave, the political cinema of the 60s and 70s, the history, literature and philosophical trends. Prerequisite: FR “heritage films,” postcolonial cinema, films by ethnic 314 or 316, or consent. Offered on demand. minorities, and postmodern thrillers are examined. The films discussed, which include masterpieces and landmarks 471 Practicum in the Teaching of French (3) of the French film canon as well as popular classics and Students study in a workshop setting the teaching of important contemporary films, are explored in terms of grammar, of writing, and of speaking French. Students also genres, styles, and historical/social periods, definitions of serve as assistants and tutors in FR 111, 112 and 211. national cinema, ideology, and ethnic and gender issues. Prerequisite: FR 306 or must be capable of using the French Prerequisite: FR 306 or consent. language effectively. Offered every year. 332 The New Theater in France (3) GERMAN (GER) A history and study of the new poetic theater which emerged in Paris in the early 1950s. Two of its major expo- 111, 112 Elementary German I, II (4, 4) (C) nents, Genet and Ionesco are discussed as well as Beckett, An introduction to the German language and culture. Adamov and Arrabal. Taught in French or in English, Special attention is given to cultural aspects. Emphasis is depending on demand. Students taking this for French placed on the development of basic listening, speaking, credit use French texts and do all written work in French. reading and writing skills. Audiovisual materials supple- Identical to ENG 332. Offered on demand. ment the program. Prerequisite for GER 111: no previous 333 Commercial French (3) instruction in German. For GER 112: a grade of C or higher in GER 111 or proficiency as determined by instruc- For the student who would like an introduction to the tor. Five class and laboratory periods each week. Offered language used in business practiced in France or Quebec. every year. The course covers business vocabulary, economic geography, government requirements, letter writing, accounting, etc. 205 The Short Prose of Kafka (3) (V) W Prerequisite: FR 212 or equivalent. Offered on demand. Focuses on the short prose of Franz Kafka and its rele- 400 French Cinema (3) vance in both literature and film today. Students search for common themes and interpretation in selected works. Introduces students to the history, theory, and practice Taught in English. Offered in selected Winter Sessions. of French filmmaking from its origins at the turn of the 20th-century to the present day. We begin with a brief “eco- 207/307 Love, Longing and the history” of the French film industry and trace the various German Romantics (3) (V) W movements, schools and trends in French cinema and the Focuses on the history, society, religious beliefs, and the major directors associated with them. The avant-garde, culture of Germany during the German Romantic FOREIGN LANGUAGES AND LITERATURES 91

Movement in the late 18th and early 19th centuries. In from the times of Germanic tribes to the times of storm and addition to showing links between these two fields, it will stress. Prerequisite: GER 306 or consent. Offered on touch on the wider social/epistemological/political/artistic demand. ramifications of this important movement. Identical to RELST 207/307. Offered on demand. 314 Cultural & Intellectual History of Germany: From Romanticism to the Present (3) (H) 211 Intermediate German I (3) (C) Same orientation as GER 313 with topics selected from Continues the instruction of German as a spoken and the period of Romanticism to the present. Prerequisite: written language. Extensive oral-aural practice is under- GER 306 or consent. Offered on demand. taken in the daily classroom conversation and prepares the student for travel or study abroad. Required lab. 315 German Literature: Early Germanic Prerequisite: GER 112 or equivalent. Offered each fall. Times to Age of Goethe (3) Provides an overview of literary history in the pertinent 212 Intermediate German II (3) (C) time period in terms of movements, genres, authors, etc., For the student who has attained the GER 211 oral and against the background of German life as a whole. written proficiency (three college semesters) but who now Prerequisite: GER 306 or equivalent. Offered on demand. desires to increase his/her fluency in speaking as well as writing. Extensive oral-aural practice prepares the student 316 German Literature: Romanticism to for upper-level courses as well as travel or study abroad. Present Day (3) Required lab. Prerequisite: GER 211 (with a grade of C or Same orientation as GER 315. Prerequisite: GER 306 or higher) or proficiency as determined by the instructor. equivalent. Offered on demand. Offered each spring. 325 The German Novelle (3) 240/340 German Cinema: The development of the German Novelle. Readings Art and Politics (3) (A) W from Goethe, Storm A. von Droste-Hülshoff, Kleist, From early silent films, through the time of Hitler, to Hauptmann, Keller, Mann and Hugo von Hofmannsthal. the present, German cinema has reflected the challenges Prerequisite: GER 306 or equivalent. Offered on demand. and tensions involved when art is shaped by politics. By looking at German film in general-and at the Weimar and 326 The German Novel (3) New German Cinema in particular-this course focuses on The development of the German Novel. Readings from the aesthetics, history, and politics of German cinema. Goethe, Novalis, Eichendorff, Stifter, Fontane, Thomas (Taught in English. Movies will be screened outside of Mann, Kafka, Döblin, Böll, and Wolf. class.) Identical to POLS 240/340. Offered spring 2006. 329 Modern German Literature (3) 244 German Women Filmmakers: The Search for Identity (3) (A) W A careful reading and discussion of 20th-century German plays, novels and short stories with an emphasis on Introduces students to leading German women film- contemporary works. Representative authors such as makers and their contributions. Since 1968 there has been Christa Wolf, Martin Walser, Max Frisch, Christine a marked shift in German film. Students focus in part on Brückner, Günther Grass and Heinrich Böll. Prerequisite: those German women filmmakers whose works have GER 306 or equivalent. Identical to ENG 329. Offered on shaped filmic innovation and perceptions of women, and demand. specifically on how issues of identity—national, religious, and gender—have been represented by such directors as 333 Business German (3) Doris Dörrie (Men), Caroline Link (Nowhere in Africa), and Margarethe von Trotta (Rosenstrasse). Taught in Introduces students to the “business language” necessary English. Offered in selected Winter Sessions. for working in the business world in Germany. An empha- sis is given to cultural aspects of the German business 305, 306 Advanced Conversation & world. Prerequisites: GER 305 or 306, or consent. Offered Composition I, II (3, 3) (C) W on demand. For the student who wants to acquire skill in practical 430 The German Comedy (3) W conversation and writing. Strongly recommended for those students who either wish to travel abroad or who desire to A history and study of the German comedy. take upper-level German literature courses. Prerequisite: Representative readings from Lessing, Kleist, Tieck, GER 212 or equivalent. Grabbe, Hauptmann, and Sternheim. Prerequisite: GER 306 or equivalent. Offered on demand. 313 Cultural & Intellectual History of Germany: Tribes-Storm & Stress (3) (H) 443 Senior Seminar (3) (I) Gives the student a well-rounded knowledge of Ger- Each student studies the life and work of a major writer, many, its people, history, philosophy, literature, and arts and is responsible for learning about the intellectual climate 92 FOREIGN LANGUAGES AND LITERATURES

in which the author wrote, i.e., the history, literature and current scholarship place the author’s writings into broader philosophical trends of the era. Prerequisites: GER 314 or historical and cultural contexts. May be repeated for credit 316 or consent. Offered on demand. as the topics vary. Possible topics include: Cicero, Livy, Petronius, Tacitus. Prerequisite: LATN 311 or LATN 212 471 Practicum in the Teaching of German (3) or placement. Offered each spring. Students study in a workshop setting the teaching of grammar, of writing, and of speaking German. Students SPANISH COURSES (SPAN) also serve as assistants and tutors in GER 111, 112, and 211. 100, 200, 300 Spanish Study Abroad (1-6) Prerequisite: GER 306 or must be capable of using the Students study Spanish and live with Mexican families German language effectively. Offered every year. in a beautiful historically rich city during a three-week stay in Puebla, Mexico. Students attend classes daily from 9:00 JAPANESE COURSES (JAPN) a.m. to noon and then return to their families for meals, 101, 102 Introduction to Japanese Language excursions, and activities. Visits to all sites of cultural inter- & Culture I, II (3, 3) est in and around Puebla, as well as weekend excursions to An introduction to Japanese language and culture for Veracruz, Oaxaca, and Cuernavaca are provided. Students business and travel. Students learn basic spoken and written taking this course for 6 hours credit spend three hours a day Japanese. Emphasis is placed on the language and culture in class (for ten days) prior to departure. This is an oppor- needed to feel comfortable in Japan. Offered on demand. tunity for total immersion in the Spanish language, culture, and life. Prerequisites: None for SPAN 100; SPAN 112 for LATIN COURSES (LATN) SPAN 200, SPAN 212 (proficiency) for SPAN 300. Offered each summer. Note: Unless students take Latin courses consecutively, they may not be able to fulfill the language requirement on 104, 105 Beginning Spanish for the time. Adult Learner I, II (3) 111, 112 Elementary Latin I, II (4, 4) Designed for students in the Adult Studies Program. Prerequisites: admission to the Adult Studies Program. Introduces the elements of the language of the Ancient SPAN 104 is a prerequisite for SPAN 105. Offered every Romans: vocabulary, syntax, and grammar. Students learn year. how to translate sentences and short stories. The course concentrates on translation and reading skills rather than 111, 112 Elementary Spanish I, II (4, 4) speaking/listening skills. Prerequisite for LATN 111: no previous instruction in Latin; for LATN 112: LATN 111. An introduction to Spanish as a spoken and written lan- Offered every year. guage. Emphasis is placed on the communication of ideas and the development of oral and reading comprehension. 211, 212 Intermediate Latin I, II (3, 3) Prerequisite for SPAN 111: no previous instruction in Spanish; for SPAN 112: a grade of C or higher in SPAN 111 Each semester focuses on a single text, such as the or proficiency as determined by instructor. Five class and poems of Catullus or Cicero’s Pro Caelio. The primary goal laboratory periods each week. Offered every year. is to gain facility in reading Latin, but the course also intro- duces students to Ancient Roman literary aesthetics and 210 Icons, Myths, and Rituals of culture. The course concentrates on translation and reading the Hispanic Civilization (3) (S) skills rather than speaking/listening skills. Prerequisite: LATN 112. Offered every year. Consists of a diverse set of topics that, when studied together, give a more profound view of Hispanic culture. 311 Topics in Latin Poetry (3) The intensive experience helps students assimilate and asso- ciate the topics being studied and, therefore, helps them An in-depth exploration of one Latin poet. Extensive achieve a more unified view of the whole. Offered in readings in the original Latin, complemented by wide read- selected Winter Sessions. ings from the author’s entire corpus in English translation. Additional work in primary sources and current scholarship 211 Intermediate Spanish I (3) (C) place the author’s writings into broader historical and cul- tural contexts. May be repeated for credit as the topics vary. Intensive vocabulary development and grammar review. Possible topics include: Catullus, Horace, Ovid, Virgil. Readings of contemporary and literary materials are used as Prerequisite: LATN 212 or placement. Offered each fall. a basis for the development of conversational and writing skills. Upon successful completion of the course (a grade of 312 Topics in Latin Prose (3) C or higher), the student may take SPAN 212. Prerequisite: SPAN 112 or equivalent. Required lab. Offered each fall. An in-depth exploration of one Latin prose writer. Extensive readings in the original Latin, complemented by 212 Intermediate Spanish II (3) (C) wide readings from the author’s entire corpus in English translation. Additional work from primary sources and For the student who has attained the SPAN 211 oral and written proficiency (three college semesters). Extensive oral-aural practice prepares the student for upper-level FOREIGN LANGUAGES AND LITERATURES 93

courses as well as travel or study abroad. Required lab. civilization courses. Prerequisite: SPAN 305 or consent. Prerequisite: SPAN 211 (with a grade of C or higher) or Offered every year. proficiency as determined by the instructor. Offered each spring. 310 Post-Franco Spain (3) An examination of Spain’s transition to democracy after 213 Modern Mexico (3) (H) the end of Franco’s regime in 1975. Discussion and analysis A travel course focusing on contemporary Mexican cul- of contemporary authors like Antonio Munoz Molina, Rosa ture. The class will visit museums and important cultural Montero, Paloma Diaz-Mas, Eduardo Mendoza, Manuel sites in order to examine Mexico’s main ancient civilizations Vazquez Montalban, and Arturo Perez Reverte illustrate and the most representative periods of its history. various aspects of Spain’s postmodern revolution. This Complementary selected literary readings and films illus- study of Spain’s modernization process includes discussion trate relative issues defining Modern Mexico. Students gain of some relevant films by contemporary directors such as an insight into the idiosyncrasies of this nation’s peoples Pedro Almodovar, Carlos Saura, and Luis Berlanga. based on a close examination of ancient and modern reli- Intended for Spanish majors and minors. Prerequisite: gious beliefs and rituals, social attitudes, and ideological SPAN 306 or consent. Offered fall of odd-numbered years. tendencies reflecting the values of most Mexicans today. Offered in selected Winter Sessions. 311 Survey of Spanish Literature I: Spain (3) The most important works of Spanish prose and poetry 220/320 Comparative Regime: from the end of the Middle Ages to the present are studied Latin America (3) (H) against the cultural background. This course offers an intro- Identical to POLS 220/320. duction to Spanish civilization as well as Spanish literature. Prerequisite: SPAN 306 or consent. Offered alternate years 265 U.S. Latino Culture (3) (S) W or on demand. Studies the Latino phenomenon in the U.S. as peculiar to a diaspora strongly united by language and adherence to 312 Survey of Spanish Literature II: a common cultural legacy. Emphasis is given to social issues Latin America (3) such as labor, health, and education, as well as to the under- The most important works of Spanish American prose, standing of diversity within the Latino community, the poetry and essay from the Conquest to the present are acculturation process, and the overall impact of the Latino studied against the cultural background. This course offers minority in U.S. society today. Offered on demand. an introduction to Latin American civilization as well as Latin American literature. Prerequisite: SPAN 306 or 270 Latin American Music and Dance (3) (A) consent. Offered alternate years or on demand. Covers the history of dance beginning in ancient Europe and the Middle East and ends with the history of 316 Survey of Spanish Poetry (3) dance in Latin America, particularly that of the develop- A survey of the major types of Peninsular Spanish poetry ment of dance in the Hispanic society, and it also studies from El Cid to the present. Prerequisite: SPAN 212. the importance of Latin music and dance in Latin America Offered on demand. and the U.S. In the practical portion of this course students have the opportunity to learn a variety of Latin dances such 317 Civilization of Spanish Peoples I: Spain (3) (S) as salsa, merengue, and bachata, which have become very This course provides the opportunity to learn about popular in contemporary American society. This course is Spain, its peoples and civilization through the study of taught in English and does not fulfill the Foreign Language major works of literature, art and music. Ideas presented in requirement. Offered in selected Winter Sessions. class are reinforced through films, slide presentations and guest speakers. Prerequisite: SPAN 306 or consent. Offered 305 Advanced Conversation & alternate years. Composition I (3) (C) W This course gives emphasis to reading for comprehen- 318 Civilization of Spanish Peoples II: sion and the articulation of ideas in Spanish. It is also an Latin America (3) (S) introduction to Spanish Civilization and Culture through This course provides the opportunity to learn about the the readings and discussion of selections on this subject. Latin American countries, their people and their civiliza- Prerequisite: SPAN 212 and consent. Offered every year. tions through the study of major works of literature, art and music. Ideas presented in class are reinforced through films, 306 Advanced Conversation & slide presentations and guest speakers. Prerequisite: SPAN Composition II (3) (A) W 306 or consent. Offered alternate years. This is an introduction to Spanish literature through the analysis of carefully chosen short stories written by modern 321 Political Writings of Latin America (3) Latin American and Peninsular writers. This course gives Readings of the political writings of selected Latin emphasis to writing and speaking skills in Spanish and American thinkers. Relationship of political writings to prepares the student for upper-level Spanish literature and contemporary culture, society and government of Latin 94 HEALTH AND HUMAN SERVICES

America. Readings in Spanish language. Also cross-listed as 443 Senior Seminar (3) (I) W POLS 321 in which case readings and writing are done in Intensive study of selected topics in Spanish and English. Offered each fall. Spanish-American literature. Intended to integrate the 333 Commercial Spanish (3) knowledge of history, philosophy and political science with the analysis of literary works. Prerequisite: Two semesters of This course is designed for students and professionals the following: SPAN 311, 312, 317 and 318. Offered alter- who wish to learn Spanish for use in a practical business nate years or on demand. context. Prerequisite: SPAN 212 or equivalent or consent. 471 Practicum in the Teaching of Spanish (3) 344/444 Don Quixote (3) W* A workshop setting in the teaching of grammar, writing, An intensive study of what is generally considered the and speaking Spanish. The student will also be assistant and first and greatest of western novels. Attention is given to the tutor in SPAN 111, 112, and 211. Prerequisite: SPAN 306 life of Cervantes, the society and the culture of the times in or must be capable of using the Spanish language which this work was written and its impact on the literary effectively. Offered every year. tradition of the Hispanic world. Prerequisite: SPAN 306. Offered on demand. *SPAN 444 only. 350 Hispanic American Women Writers (3) W FRENCH An overview of the history of Hispanic American (See Foreign Languages and Literatures) women writers from the Colonial period to the present. It includes an analysis of key economic, social, and political conditions in the development of their writing. Poetry, short story and the novel will be included. Prerequisite: GERMAN SPAN 306 or consent. Offered fall of odd-numbered years. (See Foreign Languages and Literatures) 360 The Latin American Short Story (3) W The Latin American short story is one of the richest GEOGRAPHY manifestations of contemporary Latin American narrative. Students study its evolution from the origins to the present time paying close attention to the principal literary, social GEOGRAPHY COURSES (GEOG) and political movements that produced those stories: 111 Physical Geography (3) (E) Romanticism, Realism, Naturalism, Regionalism, Existentialism, the Boom, the post-Boom and Feminism, A study of the physical earth with an emphasis on plan- among others. Prerequisite: SPAN 306 or consent. etary composition, motion, the atmosphere, water, plate tectonics, glaciers, climate, landforms and other major 380 Analysis of the Spanish Language (3) W areas. Environmental issues provide applications to current events and conditions. Basic map skills and location identi- Provides students with the opportunity to improve their fication serve as a foundation for atlas and general thematic linguistic abilities in Spanish, develop a greater awareness of map usage. Offered each semester. the process of learning another language, and also expand their knowledge of the many facets of the Spanish language. 112 Cultural Geography (3) (S) A background is provided of issues and concepts of second language acquisition, particularly those of the English- The study of how geography affects culture and how speaking learners of Spanish. Prerequisite: SPAN 306 or culture affects geography. This course is regional in its consent. approach and explores the reciprocal relationship of the earth and its inhabitants and how they impact upon each 420 The Latin American Novel (3) other. Urban, cultural, medical, historical and economic themes provide the focus for regional applications. Basic A study of the development of the Latin American novel map skills and location identification serve as a foundation beginning with the 19th century to the present. Theme, for atlas and general thematic map usage. Offered each form, style, and technique along with the historical and spring and summer. social context are studied. Latin American women as authors and as characters are an important aspect of this course. Prerequisite: SPAN 306 or consent. Offered spring HEALTH AND of even-numbered years. HUMAN SERVICES 422 Modern Spanish-American Fiction (3) Analytical reading of selected works by such authors as (Interdisciplinary) Borges, Cortázar, Garcia, Märquez, Allende, and Rulfo. DR. BENJAMIN D. DOBRIN, MSW, Program Coordinator Such aspects as theme, form, style, and technique of the MS. SHARON L. PAYNE, LCSW, CSAC novel and story are studied. Prerequisite: SPAN 306 or con- sent. Offered on demand. HEALTH AND HUMAN SERVICES 95

The health and human services program prepares stu- internship experience. Each student will take at least dents to work with people in a broad spectrum of public seven upper-level courses to meet this requirement; and private agency and employment settings. Students are and prepared with the competence to develop, administer, and 4. The HHS internship and academic seminar which is deliver services to strengthen and empower individuals, the culminating experience for those majoring in families, communities, and groups. Areas of interest may health and human services. The internship and aca- include aging, child welfare, domestic violence, family serv- demic seminar, which are taken concurrently, will ice, health and mental health, hospice, mental retardation, help integrate various liberal arts perspectives within substance abuse, probation and parole, health maintenance a health and human services context. These experi- or disease prevention. ences require considerable preparation and each The capstone of the major is a semester long, 36 hour potential intern must have developed key skills in week, highly structured internship coupled with an communication and in dealing with individuals and on-campus seminar. The internship affords the student the groups, as well as a clear understanding regarding the opportunity to integrate the liberal arts experience and requirements of the specific internship. theories of helping with work in local health and human service organizations. Specific major requirements include: The major is flexible and interdisciplinary, allowing stu- 1. With the HHS adviser you are to work out a plan of dents to explore their own areas of interest. Four areas of liberal arts courses which will develop consciousness, concentration are: direct service, community action, sensitivity, knowledge, and competencies appropri- administration, and legislative process. Students may seek ate for liberally educated and emotionally prepared employment in the field after their undergraduate experi- persons. Consequently, all three divisions of the ence or choose graduate school in fields such as social work, college will be drawn upon for these courses. public health, public or business administration, law or 2. The student will be required to select one of four divinity. possible tracks, or specializations, and accumulate at least 21 semester hours of upper-level course work in Direct Service Concentration that area for the internship experience. Students Prepares students to work with individuals, families and cannot take more than 15 semester hours in any one groups. In this concentration a student may fulfill the discipline to meet this requirement. academic requirements for certification as a substance abuse 3. You will be required to complete at least 45 semester counselor (CSAC) and begin accruing supervised experi- hours of upper-division courses, with 60 semester ence for that credential in the internship. hours being recommended. 4. Grade point average of 2.5 or better to qualify for Community Action Concentration the internship. Prepares students to work directly with communities to 5. Successful completion of core and support courses identify and meet their specific needs. Students may use (2.0 or better in each course) prior to the internship. their leadership and research skills to enhance community 6. Only 300/400 level courses count as support strengths and wellness. courses.

Administration Concentration Major Requirements Prepares students who wish to develop skills to COURSE NUMBER AND TITLE SEM. administrate health and human service agencies. In this HRS. concentration students may fulfill requirements to become HHS 201 licensed Nursing Home Administrators. 4 Introduction to Human Services Legislative Concentration HHS 302 3 Prepares students who wish to work in the legislative Planning, Administration & Legislation arena developing health and human service legislation and POLS 343 3 policy. Public Administration The major is constituted by four interrelated compo- nents: HHS 337 3 1. General Studies courses to develop consciousness, Advanced Developmental Psychology sensitivity, and competencies appropriate for all liberally educated and emotionally prepared persons; HHS 338 2. HHS core courses give all students majoring in Adult Development: 3 health and human services a common base of knowl- A Biopsychosocial Approach edge, experience and skill which is appropriate for HHS 401 3 professionals in the broad field of endeavor; Direct Service Intervention 3. Support courses which provide the student with specialization in subject matter required for the 96 HEALTH AND HUMAN SERVICES

HHS 472 helping professions. There is a required experiential learn- 12 Human Services Internship ing component. Students work in a direct service agency as a service provider for a minimum of 3 hours per week for HHS 475 3 the semester. Human Services Seminar 472 Health & Human Services Internship (12) W TOTAL 34 Serves as the capstone experience for the academic preparation. Students are placed in an agency, organization, company, or legislative setting which affords an opportu- HEALTH AND HUMAN SERVICES nity for them to assume a preprofessional role where they (HHS) can build skills and expand their expertise. For psychology and sociology majors, students must complete the core and CORE COURSES the major requirements for the specific major. Political science majors must meet the requirements of the political 201 Introduction to Health science department. Prerequisites: HHS 201, 302, 338, and & Human Services (4) (S) 401; PSY 337; POL 343; passing the junior writing profi- Acquaints the beginning student with the history, ciency exam; 21 semester hours of upper-level courses to philosophy, values, concepts, language, directions, prob- support the emphasis; minimum grade point average 2.5; lems, and broad scope of health and human services. Offers minimum of 45-60 semester hours of 300- and 400-level exposure to various agencies and agency policies. courses and approval of the internship committee. Corequisite: HHS 475. Offered each spring. 302 Planning,Administration & Legislation (3) W Builds skills in community organization, administrative 475 Health & Human Services Seminar (3) (I) W and legislative process as intervention techniques. Each Offered concurrently with the internship. Assists student is expected to design, develop and present a project students in relating theory and values to experience and in using the method taught. offering support, interpretation, evaluation, and guidance. Also, students are evaluated on their performance of 337 Advanced Developmental Psychology (3) work assignments, use of supervision and daybooks. Identical to PSY 337. Prerequisites: same as HHS 472. Corequisite: HHS 472. Offered each spring. 338 Adult Development: A Biopsychosocial Approach (3) ELECTIVES Human growth and development, young adulthood 210/310 Public Health (3) (E) through aged death, is designed to meet the particular Offers the student an overview of the history and cur- needs of students in the health and human services. Focuses rent practice of public health in the U.S. and abroad and on the normal developing life process with attention to surveys the core components of public health. Offered each individual adjustments. Though related to the normal fall or on demand. developmental processes and subsequent adjustments, the course examines how the normal process may cause 261/361 Human Sexuality (3/3) behavior patterns which may be interpreted as pathological to the untrained observer. Students will also be made aware Human sexuality has generally been a subject we are of abnormal responses to normal developmental processes supposed to know a priori. The entire field of study is as the individual proceeds through the normal changes plagued with innuendo, myth, mystique, prejudice, guilt, associated with growth and development. Since it is and fear. This course is designed to examine the current extremely important for students to understand the inter- research and recent literature in a scholarly, sensitive relationship of physical, mental, and emotional develop- manner. The focus is on the changing values, attitudes, and ment and the impact of one’s culture, each developmental behaviors of the American population and how these stage is examined from this perspective and considers the changes (or awarenesses) are being dealt with through exist- unique tasks and stresses of the different stages of life. ing policy, institutions, organizations, and agencies. A Offered each spring. partial list of areas to be examined are: values clarification, anatomy and physiology, sexual response cycle, sexual 343 Public Administration (3) (S) choices, communication, contraception, sexual traumas (including sexual abuse, incest, date rape, rape, impotence, Identical to POLS 343. etc.), sexually transmitted diseases including AIDS, who can help, and how. Offered fall of even-numbered years. 401 Direct Service Interventions (3) (C) W Overview of the direct methods used in health and 307 Death, Dying, Loss, & Grief (3) (V) W human services: case work and group work. Introduction to Fosters the development of appropriate skills in helping the theory and practice of such methods as essential to the the dying person, the family of the dying person, survivors HEALTH AND HUMAN SERVICES 97

of suicide, the person and his/her family who suffers from 335 Contemporary Issues (3) physical or emotional loss, e.g., amputation, multiple Provides an opportunity for students to critically exam- sclerosis, divorce, and the grieving person. Focuses on ine a variety of issues which are of concern to providers of parallels in reactions to the above and assists the helping services as well as consumers of services. The topics of person by exploring techniques which improve the quality concern may, by necessity, change from year to year. The of helping. Offered fall of even-numbered years. course is useful to students majoring in disciplines from all three divisions. Students are expected to do independent 308 Gerontological Services (3) work to supplement lectures and readings. Prerequisite: Offers the student an overview of the history and cur- junior/senior status. Offered spring of odd-numbered years. rent practice of gerontological services in the United States. During the 20th century, life expectancy increased almost 336 Human Growth and Development: 30 years in this country. An entire field of response has been Life Course Approach (3) (V) created to help the elderly population with their needs and Designed to meet the needs of students who want to concerns. This course will be a survey of the core compo- develop a strong foundation in human growth and devel- nents of gerontological services—financial, social, in-home, opment. Different biological, social, and psychological the- institutional and medical. Service delivery gaps and trends ories of growth and development are examined and will for the future will also be explored. Prerequisite: junior offer the student a multi-disciplinary perspective. Students status. Offered in selected Winter Sessions. will learn primarily about normal development—from con- ception to aged death. While normal development will be 309 Grief—Childhood & Adolescence (3) (V) stressed, certain pathological processes will be examined as Designed to teach students the theories which explain well. Note: Students who have taken a previous develop- the different ways children react to loss and grief. The mental psychology course may not take this class for addi- materials studied give the students a knowledge base upon tional credit. Prerequisites: Junior status or consent. which to build appropriate intervention skills to assist Offered each spring. children living with loss and grief. Special attention is given to age, cultural, racial, religious and gender differences. The 380 Aging in America (3) focus is on children experiencing the loss of a significant Provides an overview of current theories of aging. person in their lives. Some emphasis is on children suffer- Attention is given to myths, healthy aging, positive strate- ing from life-threatening illness and their own potential gies used to deal with the aging process, and the interrela- death. Prerequisites: junior/senior status or consent. Three tionships between characteristics and needs of aging and semester hours of psychology, sociology, or health and aged people in America. “Aged” is defined as 65–120. human services. Offered fall of even-numbered years. Prerequisite: PSY 201 or SOC 100. Offered fall of odd- numbered years. 312 Chronic Diseases (3) (E) An in-depth review of current health concerns and 384 Drugs of Abuse (3) chronic diseases. The course surveys specific conditions, An introduction to the complex issues surrounding both policy related to these conditions, and prevention licit and illicit drugs. The most widely used/abused drugs techniques. Public health prevention as well as the medical are studied in some depth to include an overview of their community’s curative response are also examined. The pharmacology and the neurophysiology of the brain. The public health model is promoted throughout the course. major classifications of drugs of abuse, their addictive Prerequisite: sophomore status. Offered spring of even- potential and the continuum of use, misuse, abuse and numbered years. addiction are addressed. The short and long term conse- quences of drug use are studied in addition to the dangers 320 Overview of Health of drug interactions. Prerequisite: PSY 201 or 266 or con- Care Administration (3) sent. Offered most falls. Presents cutting-edge thinking on the management of health care organizations. Practical and conceptual skills are 385 Substance Abuse & taught to help students focus on more efficient health care Chemical Dependency (3) delivery in a multitude of settings. This course prepares Examines the effects drugs of abuse have in our society. students for entry-level health care management positions The course specifically looks at defining the problem and its or for graduate education in health care administration effects on the abusing person, family, economy, legal (MHA, MPA, MBA, MPH, MSW). Prerequisite: junior system, health care, and the issues and impact of treatment status. Offered fall of even-numbered years. and 12-step support groups. Offered most springs.

321 Medical Group Management (3) 386 Peer Helper Educator Training (3) A comprehensive guide to the administration of an Provides preparation for students to become part of the ambulatory care facility, for both the new manager and the college’s Peer-Helper Educator Program. Students develop experienced administrator. Prerequisite: PSY 201 or MBE basic interviewing, individual assessment, helper, and group 301 or consent. 98 HISTORY

skills. Students are expected to demonstrate competency As a result, no rigidly prescribed course of study will with such skills in class in “role-playing.” Offered as meet the needs of all students majoring in history. Thus the needed. history program provides considerable opportunity for choice and students are encouraged to take full advantage of 390 Substance Abuse Counseling ( 3) the diversity of courses which the department offers when Provides the individual preparing for a career in work- devising their major programs. Students should note, for ing with individuals, families and groups with a portion of example, that the department offers courses which intro- the academic background necessary for not only working duce a wide range of methodologies, including intellectual with these populations around substance abuse issues but history, social history, and internships. They should also also for becoming certified as a substance abuse counselor. consider taking courses in related disciplines to strengthen Prerequisite: HHS 384, 385. Offered as needed. their mastery of knowledge and skills useful to the student of history. 402 Women on the Brink (3) The major requirements, although minimal, are Challenges the student to explore the interaction of designed to ensure that all students will gain some knowl- complex societal and psychological factors as they relate to edge of both U.S. and non-U.S. history beyond the intro- America’s most vulnerable women. Students will study the ductory level. They also ensure that every student majoring history of women’s role in American society and evaluate in history will have the opportunity to confront a diversity how current policies and institutions often maintain of historical interpretations and will acquire practice in women as vulnerable and disenfranchised. The course will designing and executing historical research projects. be conducted in a seminar format on campus with a one- Major Requirements week residential component in a homeless shelter in a major urban area. Prerequisite: consent and one faculty/staff COURSE NUMBER AND TITLE SEM. recommendation. Offered in selected Winter Sessions. HRS. 450 Health & Human Services Data Collection At least 9 semester hour must be in U.S. history, and Data Analysis (3) (E) W 9 in European history, and 3 in non-Western history (Asia, Africa, Latin America). Offers the student an overview of data collection meth- ods as well as analysis procedures within the context of Any 5 history courses at the 15 health and human services. Both positivistic and naturalis- 100/200 level tic paradigms are examined. The student is given an oppor- Any 5 history courses at the tunity to develop skills in posing research questions, 15 designing studies, collecting data, and analyzing, interpret- 300/400 level ing and reporting this data. Prerequisite: junior/senior sta- HIST 258 3 tus, satisfy math requirement, and consent. Offered fall of Introduction to Historiography even-numbered years, or as needed. HIST 360 3 Junior Research Seminar HISTORY HIST 460 3 Senior Project Seminar DR. BENJAMIN D. BERRY DR. CLAYTON J. DREES, Program Coordinator HIST 461 1 DR. STEPHEN S. MANSFIELD Senior Thesis DR. DANIEL S. MARGOLIES GEOG 111 DR. SARA A. SEWELL Physical Geography OR 3 Course offerings in history are intended to familiarize GEOG 112 students, whether they major in history or not, with both Cultural Geography the American and European heritages, as well as with some aspects of the history of the non-Western world. The study TOTAL 43 of history is presented as a means of integrating college experiences and developing certain perceptual and analyti- cal skills. Students are exposed to a broad range of modern Minor Requirements historical methodologies which establish close ties between COURSE NUMBER AND TITLE SEM. history and many other disciplines. (See p. 27 for general minor requirements) HRS. Persons electing the history major are motivated by diverse goals, including preparation for graduate school, 3 courses in U.S. history 9 law school, or civil service, the desire to develop certain critical abilities, or simply the wish to pursue an existing 3 courses in non-U.S. history 9 interest in the field. HISTORY 99

At least one writing (W) course in history autonomy and environment balance, cultural transforma- must be taken tion, and the interaction of diverse communities of peoples across both time and space. At least 9 semester hours must be taken at the 300/400 level. 205/305 Survey of Modern Europe (3) (H) Survey in European history since the 18th century. Over TOTAL 18 the past 200 years, European society has changed pro- foundly. From scientific discoveries, to the spread of democracy, to the rise of secularism, Europe has undergone Teacher Certification revolutionary transformations. Many people consider most In addition to completing the departmental require- of these developments to be critical markers of progress, ments stipulated above, a history major who is seeking cer- and they point to democracy, industrialization, scientific tification in secondary education must complete the 37 advances, and technological innovations as evidence of this hours of professional teacher training courses stipulated in progress. Such developments also came with negative the Education section of the current catalog. Students may repercussions, such as colonialism, mass destruction and alternately wish to consider the social studies major. Please genocide. Students are exposed to various historical inter- see the director of the social studies major for information pretations, including political, social, gender, and cultural about adding the broader social studies certification. narratives. Offered spring of even-numbered years. HISTORY COURSES (HIST) 209 Greek History (3) (H) 111 World History to A.D. 1600 (3) (H) Identical to CLAS 209. Study of selected topics in history from the emergence 210 Roman History (3) (H) of early cultures to the 16th century. Emphasis is on the variety of human societies and the ways in which differing Identical to CLAS 210. old world societies influenced one another. Offered each fall. 211 History of England to 1715 (3) (H) Roman Britain to the glorious revolution, with special 112 World History: The Modern Era (3) (H) emphasis upon constitutional development, religious Explores world history since 1600 focusing on intercul- change and economic expansion. Offered fall of odd-num- tural exploration and appreciation. Examines many critical bered years. political events in world history including the two world wars. Students also learn about key historical trends such as 212 Modern Britain (3) (H) the waning of traditional societies, industrialization, The impact of the industrial revolution on the course of Marxism, nationalism, and imperialism. Significant British history, the rise and decline of empire, and experi- attention is devoted to studying cultural developments, mentation with socialism in the 20th century. Offered especially understanding how ordinary people experienced spring of even-numbered years. major historical events. Offered each spring. 216/316 A Survey of Medieval History (3) (H) 113 History of U.S. to 1877 (3) (H) A survey of the cultural, religious, political, and eco- Study of selected topics with emphasis upon historical nomic changes which Europe underwent from the “fall” of methodology, causation, and understanding of major Rome to the Black Death. Offered spring of odd-numbered movements and ideas in American and Virginia history. years. Offered each fall. 219 Topics in Asian History (3) (H) 114 History of U.S. Since 1877 (3) (H) An examination of selected topics in the history of Asia Same orientation as HIST 113, with topics selected that varies from year to year and focuses on such areas as from the period 1877 to the present. Offered each spring. China, Japan, India and the Near East. Offered spring of odd-numbered years. 115 U.S. History Since 1945 (3) (H) An introductory survey of the major political, social, 220 The Civil War and Reconstruction (3) (H) W economic, cultural, demographic, and diplomatic develop- Examines the causes, experience, significance, and last- ments in U.S. history from the end of World War II ing legacies of the Civil War and Reconstruction. It covers, through the present. Among other topics studied are among many other topics, the ongoing crisis of sectionalism scientific, technological, and intellectual developments, and nationalism, the political, ideological, and moral American superpower and global decolonization, Cold War conflict over slavery, the impact of expansionism, the ideo- and regional warfare, the ongoing expansion and central- logical development of a revolutionary South, and the ization of federal government power and authority, impact of the war on national politics, culture, and struggles for social justice and civil rights, individual memory. Heavy emphasis is given to the war itself: the 100 HISTORY

battles, leaders, common soldiers, tactics, diplomacy and 248 Medieval Islamic World (3) (H) economics of this great conflict. Finally, we explore the An honors course in the history, religion and culture of mixed results of this war for the victorious North, the the Islamic Near East, Spain, African empires and Swahili defeated South, and the restored nation during the coast, the Ottoman empire and Mogul India from Reconstruction era and beyond. Offered spring of even- Mohammed the Prophet to the seventeenth century. numbered years. Offered on demand.

222 Women in the Ancient World (3) (H) 250 American Maritime History (3) (H) Identical to CLAS 222. Examines the American relationship with the sea from a variety of social, economic, diplomatic, environmental, and 224 World Wars I & II (3) (H) political perspectives. Students concentrate on the develop- A course in European history from 1878 to 1945 ment, experience, and nature of maritime exploration, emphasizing the origins, nature, and impact of the two commerce, warfare, and transportation during the forma- world wars. Offered fall of even-numbered years. tive years of the United States between settlement on the Atlantic rim and the rise to world power by 1900. Particular 228 The City in the History of the U.S. (3) (H) attention is paid to the history of the region surrounding An examination of the development and growth of the the Chesapeake Bay in order to take advantage of the city in the United States from colonial times to the present. historical and environmental richness that surrounds the The course examines the pre-industrial city, the emergence area. Among many other topics, students study interna- of the industrial city, the era of urban expansion, the growth tional trade, fishing, whaling and sealing, piracy, the life, of suburbs, and the emergence of the metropolis. Offered experience and mindset of the seamen, overseas empires, fall of even-numbered years. the development, transformation and projection of naval power around the world, and the incredible impact of the 231 History of Nazi Germany (3) (H) maritime world on American politics, economy, commu- Explores the rise of Nazism and the establishment of the nity, and culture over three centuries. Offered spring of Nazi dictatorship in Germany from 1933 until 1945. The even-numbered years. historical conditions that fostered Nazism, the Hitler revo- 251/351 U.S.Women’s History lution, the Nazification of many facets of German life, the to 1865 (3) (H) W Second World War, and the Holocaust are examined. Students analyze primary documents that focus on various A survey of women’s history from the coming together aspects of the Third Reich, including ideology, propaganda, of Native American, African, and English women in family life, gender, and the arts. Concludes with an evalua- colonial North America, through the establishment of a tion of the Nazi legacy in German history. Offered spring new nation and a new economy, to the Civil War and its of odd-numbered years. aftermath. Attention is paid to a variety of women in the United States and the historical context in which they lived. 233 African-American History to 1877 (3) (H) Offered fall of odd-numbered years. Traces the experiences of Americans of African descent 252/352 U.S.Women’s History from their arrival in the Americas to the period of Since 1865 (3) (H) W Reconstruction after the American Civil War. Offered fall of odd-numbered years. A survey of women’s history from the Civil War, through the activism of the Progressive Era, through 234 African-American History Since 1877 (3) (H) depression and war to the rise of feminism. Attention is Traces the experiences of Americans of African descent paid to a variety of women in the United States and the from the period of Reconstruction after the American Civil historical context in which they lived. Offered spring of War to the present. Offered spring of even-numbered years. even-numbered years.

235 Colonial Latin America (3) (H) 258 Introduction to Historiography (3) A survey of the history of Latin America from the pre- The discipline of history increasingly emphasizes argu- Conquest era through the Colonial period. Offered fall of mentation in its scholarship, focusing on interpretive odd-numbered years. historiography. Even though historians regularly study the same sources, they often arrive at markedly different inter- 246 Introduction to Africa (3) (H) pretations. By analyzing the differing schools that have developed around various historical questions, students A general survey of African history that treats the origins learn how to enter into historical debates by engaging other of African society, the great Bantu migrations, the arrival of historians. They also are exposed to some of the most Islam, the medieval empires of the Sudan, the colonial important methodologies in the discipline of history. experience and modern nationhood through lectures, Prerequisite: history major or minor. Offered each spring. discussions and audiovisual presentations. Offered spring of even-numbered years. HISTORY 101

262 Seminar in the History of effect on American history and continue to reverberate in European Cities (3) (H) American society today. Prerequisites: completed at least 6 Investigates the history of various European cities, semester hours in history, religious studies, political science, including Berlin, Paris, London, Vienna, and Prague. English, interdisciplinary studies, philosophy or sociology. Focuses on the history of art, architecture, city planning, Prerequisite: junior status or consent. Offered on demand. and public spaces. Through walking tours, visits to muse- ums and key landmarks, and musical performances, 323 Tudor England (3) (H) W students investigate the historical developments of the A detailed introduction to the history of 15th- and 16th- cities, focusing particularly on conflicts radiating from the century England that explores the political, social, construction and destruction of the urban landscape. economic, religious and intellectual trends responsible for Begins at VWC with an on-campus component in which the “renaissance” of culture that characterized the students prepare for an on-site study of the city. The Elizabethan Age. Prerequisite: junior status or consent. on-campus study is followed by travel to the destination. Offered fall of even-numbered years. Offered during selected Winter Sessions. 328 United States Foreign Relations, 302 African-American 1763-1919 (3) (H) W Religious Experience (3) (H) An examination of the major themes, events, ideas, and Investigates the African-American experience of religion consequences of American foreign policy from the French from a historical perspective beginning with religions in and Indian Wars through Woodrow Wilson’s attempt to Africa, through the period of slavery, the early years of free- re-shape international relations in the aftermath of World dom, the “nadir” and into the contemporary scene. War I. Particular attention will be given to the strategic, Prerequisite: junior status. Offered spring of odd-numbered ideological, economic, sectional, and racial dimensions of years. U.S. relations with other nations and peoples, and to the connections between foreign and domestic politics. Offered 313 19th-Century America (3) (H) W spring of odd-numbered years. An intensive exploration of major themes, events, and individuals in United States history between Thomas 333 Cultural History of Modern Europe (3) (A) Jefferson’s presidency and the Spanish-American War. We Explores the culture of Europe from the Baroque Age study territorial and governmental expansion, the politics of until the present. Students examine a wide array of cultural slavery and freedom, the Civil War and its aftermath, the expressions, linking artistic and popular cultural move- industrial revolution, urbanization, imperial adventurism, ments to their historical contexts. These cultural expres- and other transformations that marked this tumultuous and sions include the Enlightenment, Realism, Modernism, fascinating time in history. Particular emphasis is placed on nationalism, and feminism. “Culture” is thus defined historiographical interpretations of the historical changes broadly, encompassing traditional forms of “high” culture, and their meanings. Prerequisite: HIST 113 or 114 or con- such as art and literature, as well as national political sent. Offered fall of even-numbered years. cultures, popular cultures, and everyday cultures. An under- standing of aesthetic sensibilities of various epochs is also 317 History of Virginia (3) (H) W emphasized by examining how artistic sensibilities have A study of the history of the Commonwealth of changed over the past four centuries. Offered spring of Virginia through the Civil War with field trips to historic odd-numbered years. sites in the state required. Offered each fall. 338 Internships in History (3) 319 Early Modern Europe 1300–1789 (3) (H) W Offers students the opportunity to work directly in the The Renaissance as it began in the Italian city-states and museums, historic houses and archives in the region where spread to North Europe, the cultural and intellectual back- they gain historical knowledge and insight into what ground of the religious Reformers, the impact of the historians do outside the classroom. In addition to 100 Religious Revolution on the emerging European nation- hours of field work, students meet several times for discus- states, and the intellectual triumph of the European sion with other interns and write a short paper relating to “Enlightenment.” Prerequisite: junior status or consent. their experiences. Prerequisites: “B” average, junior status Offered spring of even-numbered years. or consent. Offered each spring.

322 Religion and Social Issues in 346 History of South Africa (3) (H) American History (3) (V) W An exploration of the South African past from earliest Examines, from an interdisciplinary vantage point, cru- settlement by African and European peoples through the cial social issues in American history such as slavery and British Colonial and Afrikaner union periods, to the issues of racial equality, and the status of women. This establishment and dismantling of apartheid in the 20th course explores the religious influences, background and century. Prerequisite: junior status or consent. Offered fall context of these social issues which have had a profound of even-numbered years. 102 HISTORY

347 History of Modern France (3) (H) 360 Junior Research Seminar (3) W Focusing on France’s attempts to achieve “liberty, Designed to provide history majors with skills for equality, and fraternity,” the history of France is explored research within the discipline. Students examine a few basic from the beginning of the eighteenth century until the pres- readings on the general topic together and then formulate ent. The investigation covers the various political regimes their own related research projects. A series of assignments beginning with Absolutism under Louis XIV, through the takes them through the research and writing process and series republics, and the two Napoleonic empires. Looming culminate in a major paper. Prerequisites: declared major in large on the horizon of modern French history, of course, history, junior status, or consent. Offered each fall. are the many revolutions, which have left indelible stamps on the history of France and are a central focus. The polit- 380 Dos Passos’ U.S.A (3) (H) ical narrative is supplemented by a social analysis of French An intensive exploration of an underutilized master- society, including the history of the working classes, piece of American literature as well as a rumination on the women, Jews, and immigrants. Given the vibrant cultural tenor of life, politics, culture, and history in the United history of modern France, an examination is made of the States during the first three decades of the 20th cultural milestones in French history as well as popular century. The core of this seminar is John Dos Passos’ great culture and national political symbolism. Offered spring of trilogy, U.S.A.: The 42nd Parallel: 1919: The Big Money. odd-numbered years. We read and discuss these fascinating and complicated books, explore and evaluate Dos Passos’ innovative narra- 348 History of Modern Germany (3) (H) tive and experimental styles, his political agenda and social In 1871, Germany united and became a modern nation- critique, his understanding of the flow of American history, state. Since unification, however, the geo-political his enduring appeal to the fan of a good read, and his great definition of Germany has never been fixed. In 1918, 1933, utility to the student of American history. Using the books 1940, 1945, and 1990, Germany went through momentous as a guide and a lodestar, we construct an understanding of changes that highlighted the instability of the German the American experience before, during and after the First nation. Focusing on key historical developments, students World War, and gain a unique insight into the connections explore the meaning of modern Germany since 1871. between literature and history and between art and While the political outline of German history is examined, memory. Prerequisite: any 100-level history course or the focus extends beyond the political realm, investigating consent. Offered in selected Winter Sessions. both the social and cultural histories of Germany as a means to probe more deeply into German identity. This social and 381 The South of Erskine Caldwell (3) (H) cultural emphasis raises key questions about German iden- An intensive reading and discussion seminar which tity: Why have ethnic groups clashed over the definition of explores the tenor of early 20th century Southern life and Germany? Why have Germans historically had a strong culture through the fiction and non-fiction works of sense of regional identity and a tenuous national allegiance? Erskine Caldwell, a much-overlooked genius of American Is the Holocaust the main lens through which one should letters. Caldwell stands alongside William Faulkner as one read German history? Where are Germany’s borders? of the two most important interpreters of life, culture, and Offered spring of even-numbered years. society in the South during the early 20th century. In his highly readable works, Caldwell straddled the lines between 350 Women in the Ancient World (3) (H) sharp social commentary and popular fiction, high art and Identical to CLAS 350. reportage. By focusing on the lives of ordinary Southerners, Caldwell explored race, class, and gender in a South 353 History of Women in wracked by industrialization, social upheaval, racial vio- Europe Since 1700 (3) (H) lence, and the Great Depression. Rural Southern life, the Explores the history of women in Europe from the 18th race question in the South, radical Georgia politics, social century to the present. Its central themes focus on women’s change during the Great Depression, and the broader flow roles in society, both public and private. Examining women of events in American history between 1900 and 1945 are in the spaces they have historically occupied, students probe covered along with other important topics. Offered in into some of the central questions concerning the history of selected Winter Sessions. women in Europe: How did society define “woman,” and why was she generally seen as the “other”? How did society 400 The Civil Rights Movement (3) (H) construct women’s roles, and to what extent did women An examination of the patterns of change in race rela- contest traditional gender roles? How did industrialization tions as a result of the activities of the Civil Rights shape women’s lives? To what extent did women participate Movement. Beginning with a study of the racial conditions in political struggle, and how did their political goals and in the United States prior to 1954, the course places empha- means of struggle vary from those of men? How did con- sis on the “significance of chronology in understanding temporaries view the female body? Why did some women human culture,” in this instance, the culture of the United oppose “emancipation,” as defined by feminists? Offered States. Offered spring of odd-numbered years. fall of odd-numbered years. HISTORY 103

412 America Since 1920 (3) (H) W 427 Renaissance Italy (3) (H) W Political, economic, and social conditions during pros- A focused examination of political, social, religious, perity and depression, war and peace. Emphasis on conflict artistic and intellectual themes in early modern Italy and adjustment of traditional American concepts to an through discussion of primary source readings and the urbanized and mechanized society. Prerequisite: junior execution of a formal research paper in a student-led status. Offered fall of even-numbered years. seminar format. Prerequisite: junior status or consent. Offered fall of odd-numbered years. 417 History of the Old South (3) (H) W History of the American South from the colonial period 432 Russia/Soviet Union: 1855-Present (3) (H) to the Civil War, with special emphasis on the evolution of Study of the decline of Imperial Russia, the develop- a distinctive slave-based culture that distinguished the ment of revolutionary movements and ideas, the history of region from the rest of antebellum America. Prerequisite: the USSR, and post-Soviet developments. Prerequisite: junior status. Offered fall of odd-numbered years. junior status or consent. Offered when department scheduling permits. 418 History of the New South (3) (H) W An intensive study, discussion, and evaluation of life, 440 Seminar in American History (3) (H) politics, culture, economics, gender, and the race question Intensive study of selected topics that vary from throughout the many different areas of the American South semester to semester. Prerequisite: junior status or consent. between the end of Reconstruction and the end of World Offered on demand. War II. We will cover, among many other topics, the shift- ing legacies of the Civil War and of Reconstruction, the Jim 450 Seminar in European History (3) (S) Crow segregation system, New South ideology, and the life Intensive study of selected topics that vary from semes- and working experiences of the people of the South. As this ter to semester. Prerequisite: junior status or consent. is an advanced-level class, we will also put considerable Offered on demand. effort into analyzing an array of different historiographical interpretations and schools of thought on the history, 451 The Holocaust (3) (I) meaning, and memory of the New South. Prerequisite: 3 Examines the Holocaust in its broadest historical sense. semester hours in history. Investigating the history of anti-Semitism, the emergence of racial ideologies at the end of the 19th century, the condi- 420 Colonial & Revolutionary America (3) (H) W tions that contributed to the rise of the Nazi Party, and the An examination of how different historians have memory of the Holocaust, this course seeks to situate the explained the foundations of the United States, focusing in Holocaust in a broad historical context. The focus is the particular on how and why the disparate, isolated colonies experience of Jews in Europe; however, we also examine the came together to fight the Revolution. Major issues during Germans’ annihilation of other perceived racial enemies, the colonial period include disparities between northern including Roma and Sinti, the physically and mentally and southern colonies, demographic change and family handicapped, as well as gays and lesbians. The course structure, and religion. Finally, we will discuss how the revolves around an all-class project that commemorates colonists developed a sense of themselves as “Americans,” Kristalnacht on November 9. Prerequisite: junior status or and of their emerging “nation” as somehow exceptional in consent. Offered each fall. world history. Prerequisite: junior status or consent. Offered spring of even-numbered years. 460 Senior Project Seminar (3) (I) W A workshop in which senior history majors apply 423 Seminar in Modern Europe (3) (H) W previous learning. The student selects a historical problem, Intensive study of selected topics vary from semester to develops the appropriate methodology for its investigation, semester. Topics include the history of the city, the nature and carries out the project under faculty supervision and in of revolution, interwar society and culture, comparative close contact with other members of the seminar. The fascism, and communism. Prerequisite: junior status or student is encouraged to consider a variety of approaches to consent. Offered when department scheduling permits. historical investigation, including oral history, quan- tification, and archival research. Prerequisite: HIST 258 426 Heresy and Witchcraft (3) (V) W and 360. Offered each fall. An intensive examination of the varying themes and viewpoints historians grapple with in their study of 461 Senior Thesis (1) religious dissent in Medieval and Early Modern Europe. Designed as the capstone for history majors. Students Includes a formal research paper in a student-led seminar revise their senior theses with the guidance of their HIST format. Prerequisite: junior status or consent. Offered 460 defense committees. This revision requires additional spring of odd-numbered years. research and rewriting and culminates with an oral defense of the thesis to the class and defense committee. Mastery of interpreting and evaluating primary sources and a thorough 104 INTERDISCIPLINARY STUDIES

understanding of historiography is expected as is the ability 106 Analyzing/Understanding to construct a solid historical thesis drawing from the two. College Reading (2) The ability to revise the thesis and critique the efforts of An introductory course in critical thinking as it relates classmates must be demonstrated. Throughout the semes- to college reading success. Designed to help students ter, students present their topics, the evolution of their develop skills in critical thinking and college reading. thinking, and their research methods, findings, and chal- Offered each semester. lenges to the class. Prerequisite: HIST 460. Offered each spring beginning 2005. 110 Freshman Seminar (1) 485 History for Secondary School Teachers (1) A multisection course which introduces students to Intended to be an intensive content and histor- college. Required of all freshmen. Offered each semester. iographical review course for secondary school teachers in 111 Orientation Seminar for social studies. These tasks are accomplished by focusing on Non-Traditional Students (1) primary documents and scholarly articles on various historical periods. Techniques for teaching aspects of this Designed to help non-traditional students develop all of complicated material to students is discussed, shared and the college survival skills necessary to excel in their course- developed, focusing in part on the requirements of the state work, especially critical thinking. Offered each semester as SOLs. This class will deepen understanding of history, needed. engage scholarly controversies, and enhance the teacher’s effectiveness in the classroom. 113 Freshman Honor Seminar I (1) This freshman-level, one-hour seminar substitutes for INST 110 (but will last all semester) and is required of all INDIVIDUALIZED MAJOR other freshmen. It is designed to give entering Wesleyan (See p. 29 for requirements) Scholars a broad-based introduction to the possibilities of a liberal education. The course may include readings done over the summer, cultural activities, lectures by faculty, and INFORMATION SYSTEMS class projects. It will, if possible, tie in to the topics of INST 171. (See Management, Business, Economics) 115 Leadership Institute (1) INTERDISCIPLINARYSTUDIES First-year students explore leadership development through the use of both cognitive and experiential compo- INTERDISCIPLINARY STUDIES nents, to gain a fundamental understanding of leadership and an opportunity to practice leadership, decision making, COURSES (INST) and other related skills. Prerequisite: INST 110 or 113. 100 Religious Freedom Symposium (1) Offered each spring. This non-traditional course, sponsored by The Center for the Study of Religious Freedom, offers students an 123 Hampton Roads Service Learning (1) opportunity to continue discussions arising out of Introduces and raises the civic consciousness of students symposium series offered by the Center. Past topics have about issues that impact the Hampton Roads community. included “Religious Freedom in a Global Context,” Fostering an attitude of engaged citizenship is its goal. “Persecution and Toleration,” and “Religious/Freedom, Students gain an understanding of issues from social, Southern Style,” for example. Students attend the environmental, economic, national security and legislative symposium series of programs, read background materials perspectives. Students are introduced to two issue-based for each program topic, and participate in discussions that projects through on-site presentations. They choose one will be done mainly via Web conference. Examining a myr- and learn about that issue through a week of research and iad of issues involved in the complex matter of religious lecture followed by a week of direct service experience. The freedom will involve the use of a variety of disciplines—e.g., final week includes guided exercises in reflection and assess- history, philosophy, political science, religious studies. ment in which students learn how their experience may fit Pass/fail grading. into a larger picture and how they can be part of solutions to community issues. Prerequisite: PORTfolio students, 105 Preparing for College Success (2) INST 121 or consent; non-PORTfolio students, no An introductory course in critical thinking and study prerequisites. Identical to PORT 123. Offered in selected skills and their relationship to academic success. Designed Winter Sessions. to help students develop skills in critical thinking, study strategies, goal setting, time management, and other related 125 CPL Seminar (Portfolio Assessment) (1) academic skills. Offered each semester. For students seeking credit for prior learning experience. Assists in establishing a portfolio relating to support, inter- pretation and evaluation. Pass/fail grading. Offered on demand. INTERDISCIPLINARY STUDIES 105

126 Music and Folk Culture Attention Deficit Disorder (ADD/ADHD), gifted and of the Southern Appalachians (1) talented instruction, and multiculturalism. Offered each Provides an introduction to the music and folk culture semester. of the Southern Appalachians, including Virginia, West Virginia, North Carolina, Tennessee, Georgia and Alabama. 230 Women of the Caribbean (3) It pays particular attention to the unique pre-World War II Students explore, assess, analyze and apply feminist the- styles of rural dance music, social and religious music, and ories as they relate to themselves and to the women of the early commercially recorded music, including the old time Caribbean. The course focuses on the social, political and string band, jug bands, clawhammer style of banjo playing, cultural similarities and differences among American and unaccompanied fiddling, shape note singing, and balladry. Caribbean women. Students take a trip to one of the Students study the history, development, and structure of Caribbean islands for further research and study. Offered in these regional music styles and are introduced to playing selected Winter Session. the music themselves in an old time string band or jug band. Offered in selected Winter Sessions. 235 Intermediate Honors Topics (3) (A) W Analysis of some issue or aspect of culture from the 161 Bees and Beekeeping (1) perspective of more than one academic discipline. Often An introduction to the history, technique, biology, and team-taught, and always created just for the honors practices of apiculture. It is an introduction to the funda- program, these courses require significant reading, research, mentals and pleasures of keeping bees as either a hobby or and writing. Exemplary work can receive an “H” grade. a business. The long history of beekeeping around the This course may be repeated for credit as the topic varies. world, the various metaphorical and cultural meanings Prerequisite: admission into the honors program or assigned to bees and beekeeping over time, the develop- consent. Offered each year. ment of the Langstroth hive, and the theories behind the most modern hive management practices are studied. 271 Sophomore Honors Seminar (3) W Essentials such as building of hives, supers, and frames, the This three-hour, honors-graded seminar is taken during capture of swarms, the installation of packaged bees, man- the sophomore year. It follows the same format as INST agement of the hive throughout the seasons, requeening, 171, and fulfills one of the general studies subject areas. and the harvesting of a honey crop are also studied. The basics of bee biology and hive organization, and the 275 Religious Freedom & Tolerance (3) critically important methods of preventing disease and For more than two centuries, Jefferson’s Bill for maintaining a healthy, productive colony are also covered. Establishing Religious Freedom has shaped the way Offered in selected Winter Sessions. Americans think about religion and the right to freedom in matters of conscience. History teaches us that the discus- 171 Freshman Honors Seminar II (3)* W sion about freedom and tolerance is open-ended; that just This three-hour, honors-graded seminar is an intensive, as our democracy continues to evolve in response to interdisciplinary examination of some topic; substantial changes in society, so too must we continue to interpret the reading and writing is required. *The course is designed so meaning and relevance of the central concepts of democ- that it can fulfill one of the general studies subject areas. racy for our own time and situation. Students will become acquainted with the modern literature about religious free- 180 Rocky Mountain Ecology (3) (E) W dom, and acquire a conceptual framework and vocabulary On-site study of the Rocky Mountain environment. for discussing contemporary issues. Offered on demand. Students study the nature and interrelation of plants and animals of montane, subalpine, and alpine life zones; 290, 292 Alpine Ecology I & II (3, 3) (E) W aquatic ecology; geological history; and the impact of A 15-day summer-study program based in Chamonix, humans, including native American cultures, mining, and France, in the heart of the Mont-Blanc region. The ecology, recent environmental issues in this area. Combination biology, geology and history of the Alpine region will be lecture and field course with study trips to a mountain studied. Included in the course is an examination (includ- stream, glacier lake, beaver pond, the continental divide, ing ethical considerations) of the impact of humans upon and historic mines and mining towns and canyons of the this environment. Lectures and field course work with Great Plateau. Offered each summer. study trips to mountain peaks, lakes, rivers, meadows and villages will be used to familiarize students with this 202 The School and Society (3) (S) majestic area. INST 290 students focus on the Chamonix/ A study of the school and its role as an institution in our Mont-Blanc region with daily minibus excursions to the society. Introduction to the school, the teachers, the French, Swiss and Italian Alps. INST 292 includes daily learners, and the social, historical, and philosophical foun- (and possibly overnight) hikes in the Mont-Blanc region, dations of the American public school system. Special taking students through the spectacular French, Italian attention is given to the legal status of teachers and stu- and Swiss Alps. Prerequisite: consent. Offered summer of dents, including federal and state laws. Attention is also odd-numbered years. given to student diversity issues such as drug abuse, 106 INTERDISCIPLINARY STUDIES

300 Introduction to Geographic 342 Aesthetic Communication: Understanding Information Systems (4) (E) and Experiencing the Arts (3) (A) (V) W A geographic information system (GIS) is a data-base The arts as a unique and universal mode of communi- with spatial attributes and the tools needed to extract, dis- cation, a legitimate point of view from which to address the play, manipulate, and analyze the information. The course nature of humanity, are explored. Painting, photography, introduces the computer-literate GIS novice to the under- sculpture, music, opera, dance, and architecture are dis- lying theory and practical applications of this technology. cussed not only as separate disciplines, but as sources for Lectures are interwoven with hands-on computer exercises common elements (line, texture, harmony, rhythm, etc.) that illustrate the principles, develop technical competence, How are these elements used in each specific discipline to and demonstrate the versatility of GIS. Individualized communicate the artist’s message? Students visit museums projects will reinforce concepts and help students acquire and attend live concert performances in addition to class- the knowledge and confidence required to use GIS outside room lectures. Does not fulfill any requirements for Latin the classroom. Does not fulfill any requirements for Latin Honors. Honors. Prerequisites: Math 104 or 105 and junior/senior standing, or consent. Identical to EES 300. Offered fall 344/444 From Hitler to the Nasty Girl; semester of even-numbered years. Modern Germany Through the Cinema (3) (I) (H) W* 310 Junior Liberal Studies Seminar (1) Focuses on the history, politics, society, and the culture Encourages students to recognize and explore relation- of Germany in the years between the rise to power of Adolf ships and connections among courses from the various Hitler (1933) and the present. Does not fulfill any require- General Studies Frames of Reference. Using a systems ments for Latin Honors. Prerequisite: INST 344, none; approach, students examine past educational experiences INST 444, junior status or consent. Offered on demand. and plan for future learning activities. Does not fulfill any *INST 344: (H) W; INST 444: (I) W. requirements for Latin Honors. Prerequisite: junior status, liberal studies major or consent. Offered fall of even- 355 Science, Ethics, and Public Policy (3) (S) numbered years. A particularly challenging area of social concern is explored in the context of the broader issues at the interface 315 Managing Diversity of science, ethics, and public policy. This special topics in Organizations (3) (S) W course involves a two-day symposium featuring presenta- Intended to promote both the awareness of cultural tions by several distinguished guest experts and an differences and a positive attitude toward these differences. overnight trip to Washington, D.C. in which students It includes various topics related to recruiting, hiring and receive briefings from political leaders and representatives of effective management of people from different cultural and lobby groups on aspects of the policy-making process and demographic backgrounds. It is built around five diversity policy concerns related to the course topics. May be dimensions: 1) race and ethnicity, 2) gender, 3) age, 4) repeated for credit as topics change. Does not fulfill any disability and 5) nationality. Does not fulfill any require- requirements for Latin Honors. Prerequisite: junior/senior ments for Latin Honors. Prerequisite: Freshman English status. Offered in selected Winter Sessions. requirement completed. Offered fall of odd-numbered years. 400 Issues in Leisure (3) (I) W Seniors select a topic of personal interest, within the 320 Liberal Learning Seminar (3) general area of Issues in Leisure, conduct research and An interdisciplinary study of the process of active learn- demonstrate their ability to synthesize their topic with four ing, creative problem solving, and ethical reflection. The of the six areas of study in the general studies courses. Does course encourages a complex imagination and intellectual not fulfill any requirements for Latin Honors. energy which actively strive to connect, integrate, and inter- relate human experience with that of a liberal education. 410 Peer Advising (1) Does not fulfill any requirements for Latin Honors. Offered Designed for upper-level students to serve as peer advis- fall of odd-numbered years. ers for INST 110. Does not fulfill any requirements for Latin Honors. Offered each semester. 330 Methods of Social Research (3) (E) Surveys the various methods employed in social 420 The American Wilderness (3) (I) W research. Topics covered include: foundations, research The Rocky Mountain life zones are used as a setting for statistics, case study methodology, interview methodology, an interdisciplinary study of natural wilderness areas. An survey research methodology, interpreting research and empirical knowledge perspective focuses on method of participant observation. This course does not concentrate study as well as on descriptions, definitions, and character- on experimental research design. Does not fulfill any istics of wilderness areas. An historical perspective will requirements for Latin Honors. Offered fall of even- explore the evolving definitions of and attitudes toward numbered years. wilderness. An institutions and cultural systems perspective will examine both governmental and private approaches INTERNATIONAL STUDIES 107

used for the management of wilderness areas. An ethical 485 Selected Topics (1-3) values perspective explores the effects of various beliefs, Provides opportunities to explore current topics, trends, attitudes, and values upon choices related to wilderness. and issues related to curriculum, methodology, and Does not fulfill any requirements for Latin Honors. evaluation. It is primarily intended to meet in-service and Prerequisite: senior status. Offered each semester. re-certification needs of practicing educators. Does not fulfill any requirements for Latin Honors. Prerequisite: 425 Art Culture (I) consent. Offered each semester. A course about the display, exchange, and interpretation of art in contemporary culture. We study various parts of modern art culture, including museums and galleries and INTERDIVISIONAL MAJOR their role in determining the value of art; the art press and its major interpretive discourses; the mythology and reality (See p. 29 for requirements) of creativity; and the artistic profession and social roles of DR. D. BARRY LIPSCOMB, Program Coordinator artists. The course also includes a practical section on employment strategies and learning how understanding a professional culture is essential for getting a job in that field. Does not fulfill any requirements for Latin Honors. INTERNATIONAL STUDIES

435 Advanced Honors Topics (3) W (Interdisciplinary) An analysis of some issue or aspect of culture from the DR. WILLIAM JONES, Program Coordinator perspective of more than one academic discipline. Often The International Studies major offers students the team-taught and always created just for the honors pro- opportunity to explore the world and its cultures both gram, these courses require significant reading, research, inside and outside the classroom. The program is rooted in and writing. Exemplary work can receive an “H” grade. the liberal arts and emphasizes an interdisciplinary This course may be repeated for credit as the topic varies. approach that teaches students critical thinking in a variety Does not fulfill any requirements for Latin Honors. of fields, including international business, international Prerequisite: admission into the honors program or con- policy, and cultural studies. The flexible academic program sent. Offered each semester. offers students the opportunity to customize their 470 Developments in Science education to suit their own interests. Classroom and Technology (3) (I) W experience is supplemented by both long-term and short- term study abroad, as well as internship opportunities, The nature of scientific inquiry and the role of science bridging classroom knowledge with real-life international and technology in our society are explored by tracing the experiences. historical development and current state of several areas of The major consists of a minimum of 54 semester hours, science and technology. The influence that culture, politics, of which at least 18 must be at the 300 or 400 level. religion, economics, and society had (and have) on these developments is discussed, as well as the impact of these Major Requirements developments on the society. Does not fulfill any require- ments for Latin Honors. Prerequisites: junior/senior status COURSE NUMBER AND TITLE SEM. and one “E” course. Offered fall of even-numbered years. HRS. POLS 103 482 Issues in Education (3) (I) W 3 Global Realities Students conduct a descriptive research project choosing POLS 210 a topic, developing a problem statement, reviewing the 3 related literature, designing a survey, conducting interviews, International Relations and reporting the results. This Senior Project engages the POLS 434 3 student in active dialogue with peers, professors, and others Political Theory: Modern in the community and on the Internet on critical contem- HIST 112 porary issues which will put your liberal arts education to 3 the test; foster integration and connectedness of knowledge World History: The Modern Era rather than discrete bits of specialized knowledge; require you to investigate the variety of perspectives, interests, and value systems operative in specific issues; and engage you in research using the resources of the college library and other libraries in the area. Does not fulfill any requirements for Latin Honors other than research requirement for summa cum laude. Prerequisite: consent. 108 INTERNATIONAL STUDIES

One of the following: Two of the following: PHIL 372 FR 333 Beyond the Western Tradition 3 GER 333 PHIL 392 HIST 212, 219, 224, 235, 250, 262, Alternative Futures 305, 328, 333, 347, 348 6 INST 315 One of the following: MBE 101, 305, 311 MBE 100 POLS 315, 316, 317, 318, 320, Introduction to Economics 321, 328, 329 MBE 201 SPAN 333 Introduction to Macroeconomics 3 MBE 202 TOTAL 15 Introduction to Microeconomics (Note: Students selecting the International Number of semester hours at the lower level 3-9 Business track must take either MBE 201 or MBE 202. Number of semester hours at the upper level 6-12 One of the following: SOC 110 International Cultural Studies Track Cultural Anthropology 3-4 SEM. RELST 116 COURSE NUMBER AND TITLE . World Religions HRS. SOC 230 3 Two foreign language courses at the 6 300 level in the same language. PSY 245 3 Number of credit hours at the lower level 15-16 One 300-level French, German, or Spanish literature course 3 Number of credit hours at the upper level 12 (Note: requires FR, GER, or Complete one of the following tracks: SPAN 306, or consent) International Business 15 Two of the following International Politics (Note: must include at least one International Cultural Studies 300-level course) Individualized International Studies ARTH 232, 233, 351 12 (either Internship or Study Abroad) ENG 265, 314 FR 313, 314, 315, 316, 327, 329, 400 TOTAL HOURS GER 307, 313, 314, 315, 316, 325, 42-43 without Internship/Study Abroad 326, 329, 340, 430 HIST 219, 231, 235, 246, 262, 305, 6 TOTAL HOURS 54-55 333, 347, 348, 353, 451 with Internship/Study Abroad PHIL 353, 372 MUS 200, 313, 314 International Business Track POLS 315, 316, 317, 318, 320, 321, 328, 329 COURSE NUMBER AND TITLE SEM. SPAN 210, 213, 310, 311, 312, 316, HRS. 317, 318, 321, 344/444, 350, 420, 422 One of the following (in addition TH 302, 380 to core requirement): 3 MBE 201 TOTAL 15 MBE 202 Number of semester hours at the lower level 6 MBE 332 3 Number of semester hours at the upper level 6-9 MBE 333 3 MANAGEMENT/BUSINESS/ECONOMICS 109

International Politics Track Major Requirements

COURSE NUMBER AND TITLE SEM. COURSE NUMBER AND TITLE SEM. HRS. HRS. HIST 328 3 Two Empirics courses 6 POLS 360 Two Aesthetics courses 6 OR 3 POLS 440 Two Ethical Values courses 6 Two of the following: POLS 315, 316, 6 317, 318, 320, 321, 328, 329 Two Historical courses 6 One of the following: Two Communications courses 6 HIST 212, 219, 224, 231, 235, 246, 250, Two Systems courses 6 262, 305, 333, 346, 347, 348, 451 3 Four additional courses taken MBE 332, 333 12 PHIL 353, 372 in the focus area SOC 230, 314, 334 INST 310 1 Junior Liberal Studies Seminar TOTAL 15 TOTAL 49 Number of semester hours at the lower level 3-9 Number of semester hours at the upper level 6-15 MANAGEMENT/BUSINESS/ JOURNALISM ECONOMICS (Interdisciplinary) (See Communication/Journalism) DR. ROBERT B. ALBERTSON, Division Chairperson MR. ROBERT H. CASS LIBERAL STUDIES MS. ELAINE E. DESSOUKI, C.P.A., C.M.A., C.I.A. DR. LINDA A. FERGUSON MR. DAVID G. GARRATY (Interdisciplinary) DR. CHEUL W. K ANG DR. WILLIAM A. GIBSON, Program Coordinator DR. EHSAN S. SALEK, Program Coordinator DR. MARYBETH SAUNDERS (adjunct) The Liberal Studies Program is based on the College’s MR. FREDRICK B. WEISS, C.P.A. general studies curriculum, and enables the student to acquire a more advanced understanding of each of the The Department of Management/Business/Economics General Studies Conceptual Areas. Each student will (MBE) believes that the qualities most needed in manage- choose one of the conceptual areas to be the focus of the ment are those facilitated by a strong foundation of liberal major, and will participate in a junior seminar which will education. To that end, the following interdisciplinary emphasize the connections among the courses. Coursework program is offered. beyond the general studies requirements includes: two additional courses in each of the six conceptual areas; four The Liberal Arts Management Program additional upper-level courses in the conceptual area The Liberal Arts Management Program (LAMP) is chosen as the focus of the major; a junior seminar and a specifically designed for students wishing to acquire skills minimum of 30 semester hours beyond the general studies and knowledge to prepare them for leadership and requirements in upper-level courses (300–400 level). At management positions in commercial, charitable, or public least four different disciplines should be represented in organizations. courses taken in the focus area. A major in this area is versatile. Students can obtain See also related section in this catalog under the Adult preparation that leads to graduate programs in such areas as Studies Program. This major is available to traditional day economics, accounting, business administration, public students as well. administration, and hospital or health administration. Additionally, students can develop individualized areas of concentration in conjunction with their faculty adviser which can enhance preparation for careers in personnel management, marketing management, advertising, public relations, retailing, banking, sales, civil service, industrial management and accounting. 110 MANAGEMENT/BUSINESS/ECONOMICS

The College currently offers all of the courses required MBE 203 3 to sit for the Certified Public Accountant and Certified Accounting I Management Accounting examinations. Proposed CPA MBE 204 exam revisions that would change required courses and 3 increase needed hours to 150 semester hours for those Accounting II sitting for the exam beginning in 2006 are being closely MBE 301 monitored, and students interested in the CPA should seek 3 Principles of Management either Professor Weiss, Dessouki, or Albertson as an adviser early in their academic careers. Students seeking accounting MBE 316 3 certification should plan on taking Accounting I and II Marketing Principles their freshman year as well as taking some summer courses, MBE 322 and should be careful of the “54-hour rule.” 3 LAMP will provide two basic integrations. One will be Financial Management the integration of other academic areas into the under- MBE 400 3 standing of commercial activity and management concepts. Seminar in Managerial Ethics This area will draw largely on the quantitative skills of mathematics, the creative skills of art and theater, the Allied Group: 15 semester hours human relations skills of sociology and psychology, and the Introductory sociology: insightful perspectives on mankind of the humanities and One of the following: 3 history. The second integration will be theoretical concepts SOC 100, 110, or 188 with practical application. This will take place not only within the classroom courses as much as possible, but will Introductory psychology: also be facilitated by practical experiences such as special One of the following: 3 term projects and internships. PSY 201, 255, or 266 Statement of Purpose Statistics: MATH 106 3 The general goals of the MBE department are to sup- Oral communications: COMM 222 or port the skills, knowledge, and attitudes expected from a 325 or PSY 324; if the latter is chosen, 3 liberal arts higher education, and to develop in students in then it cannot also be used for the this major the skills and knowledge generally considered following “Organizations” requirements necessary as a foundation for entry-level leadership and management positions in commercial, non-profit, or pub- Organizations: One of the following: COMM 325, INST 315, POLS 343, lic organizations. This is to be done within an environment 3 which affirms the free exchange of ideas, values intellectual 373, PSY 322, 324, 364, effort, encourages close student-faculty relationships by SOC 303, 305, 327 providing small classes, allows flexible curriculum options, SENIOR OPTION CONCENTRATION: and seeks to constantly improve through the efforts of all Choose either A or B below: participants. A. SENIOR SYNTHESIS: 12 semester hours. Expected Results Choose a “Career Concentration” in one of the A list of expected results can be obtained from any following: International Business, Marketing- member of the MBE department. Advertising-Public Relations, Human Resource Management, Public Administration, Accounting Major Requirements & Finance, Information Systems, or General Choose an MBE 300 or 400-level course COURSE NUMBER AND TITLE SEM. HRS. in consultation with your adviser related 3 to your choice of concentration Management Core: Choose two 300 or 400-level courses in minimum of 27 semester hours 6 consultation with your adviser MBE 101 Introduction to Business 3 MBE 405 (recommended, but not required) Senior Seminar OR MBE 491 3 MBE 112 3 Independent Integrated Study Problem Solving and Decision Making in Management MBE 201 3 Introductory Macroeconomics B. INTERNSHIP: 18 semester hours. Must make successful application in spring MBE 202 3 semester of junior year for the spring Introductory Microeconomics semester senior year experience. MANAGEMENT/BUSINESS/ECONOMICS 111

MBE 414 105 Information Systems and 3 Internship Exploration and Design Computer Applications (3) Students explore current topics in the field of computer MBE 416 12 science/information systems beyond the introductory level Management Internship covered is CS 100, including computer networks, effective MBE 417 use of the Internet, and ethical and legal issues related to the 3 Internship Seminar use of information technology. Students learn to use the more advanced features of software applications such as TOTAL 54-63 word processing, spreadsheet, database, and presentation programs. Prerequisites: CS 100. Offered each spring.

Minor Requirements: Business MANAGEMENT/BUSINESS/ COURSE NUMBER AND TITLE SEM. (See p. 27 for general minor requirements) HRS. ECONOMICS COURSES (MBE) 101 Introduction to Business (3) MBE 101 3 Introduction to Business A general survey course designed for the student who desires information about commercial activities to build a MBE 201 3 basic foundation for more advanced courses, to decide on Introduction to Macroeconomics an academic major, or to complement his/her present major. Offered each semester. MBE 202 3 Introduction to Microeconomics 112 Problem Solving & Decision Making (3) MBE 203 3 Designed to provide the basic skill of management, the Accounting I course is valuable in improving thinking skills regardless of one’s academic major. It examines various methods of prob- MBE 204 3 lem solving and decision making, progressing from simple Accounting II decisions under certainty to complex decisions under MBE 301 uncertainty. Both quantitative and creative methods will be 3 Principles of Management used. No prerequisites but students should have good math (at elementary algebra level) and English skills (beyond 101 MBE 316 3 level). Offered each semester. Marketing 116 Volunteer Income Tax Assistance (VITA): One additional 300-level Training and Service Planning (3) course in MBE OR 3 INST 315 Students focus on the principles of federal income tax Managing Diversity in Organizations preparation, become certified VITA participants, and plan the provision VITA assistance to be delivered during the TOTAL 24 spring semester. NOTE: Students who have taken MBE 216 may not take MBE 116 for credit; but students who take MBE 116 may take MBE 216 for credit. Offered in INFORMATION SYSTEMS COURSES selected Winter Sessions. (ISP) 201 Introduction to Macroeconomics (3) (S) 101 Fundamentals of Information Systems (3) Deals with understanding contemporary economic Introduces students to the fundamental principles and systems and the analysis necessary to achieve the “economic practices of utilizing information systems to help organiza- way of thinking.” Prerequisite: elementary algebra skills tions achieve their goals and carry out their missions. While (MATH 105 or equivalent placement test results) and the course serves as the introductory course in the sophomore status or above. Offered each fall. Information Systems Program curriculum, it is a suitable elective for any student interested in being exposed to 202 Introduction to Microeconomics (3) (S) fundamental principles of information systems. To be able The second semester of this two-part course deals with to apply those principles, students should have a working understanding and applying the tools of micro-economic knowledge of computer applications such as those analysis to contemporary profit or non-profit organizations. bundled in Microsoft Office or WordPerfect Office (word Prerequisite: MBE 201. Offered each spring. processing, spreadsheets, presentation graphics, e-mail) as well as Internet utilization. Prerequisite: CS 100 or equiva- 203 Accounting I (3) lent. Offered each spring. A study of the basic principles and systems of accounts that underlie financial reporting. Heavy emphasis is placed 112 MANAGEMENT/BUSINESS/ECONOMICS

on actual bookkeeping to relate concepts. Requires math 311 International Financial Management (3) competency in basic addition, subtraction, multiplication, Identifies, examines and evaluates the techniques, mar- division, percentages, and ratios. Offered each fall. kets, and instruments used in import, export, and foreign investment to optimize the utilization of capital and to 204 Accounting II (3) manage associated risk in the company. Extensive use of The second semester of this two-part course deals with case studies and contemporary readings. Prerequisites: the collection of accounting data to prepare financial MBE 203 and junior status or consent. Offered each reports for management use in planning and controlling. spring. Prerequisite: MBE 203. Offered each spring. 316 Marketing Principles (3) W 216 Taxation (3) Builds upon the analytical and communication skills A study of the tax environment and the codes, regula- gained in lower-level courses. The student will gain an tions, and court decisions as they relate to income tax understanding of products and services, channels of dis- problems of individuals, including tax preparation and tax tribution, pricing strategies, and elements of promotion. research. Prerequisite: sophomore status or above. Offered Prerequisites: MBE 201 and 202, and junior status or con- each fall. sent. Offered each semester.

301 Principles of Management (3) W 322 Financial Management (3) The study of the art and science of management in The study of determining in what assets a firm should relation to the functions of planning, organizing, directing, invest and determining what sources of funding are appro- controlling. Heavy emphasis is given to learning through priate. Mathematical analysis of operating and financial both in-class and out-of-class group experiences, with sub- leverage, the cost of capital, management of working capi- stantial writing about such experiences. Prerequisites: com- tal, and sources of money and capital. Prerequisites: MBE pletion of all required freshman and sophomore-level MBE 112, 201-204, and MATH 106. Offered each semester. courses or consent. Offered each semester. 324 Human Resource Management (3) W 303 Financial Accounting Theory I (3) An in-depth study of why people work and how to assist A study of the theory and application of generally their development. Topics include manpower planning, accepted accounting principles. The emphasis is on finan- selection, performance appraisal, compensation, discipline, cial statement presentation, current assets and liabilities, and policy issues. Strong behavioral science approach. intangible assets, and operational assets. Prerequisites: MBE Suggested precourse: SOC 303 or 305, PSY 255 or 322. 203, 204. Offered each fall. Prerequisite: MBE 301 or consent. Usually offered each spring. 304 Financial Accounting Theory II (3) A continuation of MBE 303. The emphasis is on 330 History of Economic Thought (3) (H) W corporate equity accounts, long-term investments and An introductory course focusing on the development of liabilities, cash flows, pension costs, current value account- economic thought from Adam Smith up to the present. ing, and foreign currency transactions. Prerequisites: MBE Emphasis is on the correlation between successive stages of 203, 204, 303. Offered each spring. growth in economic theory. Writers covered will include Smith, Ricardo, Malthus, Marx, Marshall, Keynes, 305 International Accounting Theory (3) Galbraith, and Friedman. Prerequisite: MBE 201 and 202. Concentrates on accounting for firms engaged in inter- Offered spring of odd-numbered years. national commerce: translation of foreign currency finan- cial statements, and for branches, subsidiaries, mergers, 331 Managerial Economics (3) acquisitions, and divestitures of multinational corporations. Emphasizes business applications of micro-economic Prerequisites: MBE 203, 204, 303, 304. Offered intermit- tools and concepts. Includes analysis of demand, cost, tently; alternates with MBE 343. production functions, and alternative pricing theories. Prerequisite: MBE 201 and 202 and MATH 106. Offered 306 Business Law (3) spring of even-numbered years. A study of contract law and the Uniform Commercial Code. Prerequisites: MBE 101 or 201, and junior/senior 332 Economic Development (3) (S) status. Offered each spring. Introduces the student to the major problems and issues in economic development and the economies of less 310 Money, Banking, & Financial Institutions (3) developed countries with respect to achieving social and The basics of monetary policy in terms of public policy. economic goals. Prerequisite: MBE 201 and 202. Offered Study of Federal Reserve System, commercial bank lending, each fall. investments, money, and capital markets. Prerequisites: MBE 201 and 202. Offered each fall. MANAGEMENT/BUSINESS/ECONOMICS 113

333 International Business (3) W 390 Field Experience in Management (3) Focuses on the increasing degree of international trade Offers students an opportunity to participate in a and multinational corporations. Analyzes international NON-PAID work and learning experience in a formal exchange, marketing, and personnel policies. Prerequisites: organization to apply knowledge and skills gained in the MBE 201 and 202. Offered each fall. classroom, to interact with professionals in a given field, to integrate information and practice, and assess choices of 334 Economic Modeling and Forecasting (3) (E) areas of concentration. The student may register for it An applications-oriented course which gives the quanti- during the junior or senior year. All work experiences are tatively competent student experience in data collection reviewed by the department. Either during early registra- and analysis with the use of computer statistical programs. tion or the week prior to the semester, students should A review of basic statistics precedes development of the consult with the instructor regarding establishing their own bivariate regression model. Additional topics may include working site or deciding from among those available. A multiple regression, serial correlation, multicollinearity, and minimum of 100 hours of field work is required for the dummy variables. Prerequisites: MBE 201 and 202, semester, plus weekly meetings on an individual basis with MATH 106, or consent. Offered spring of odd-numbered the instructor, and monthly meetings for discussion by all years. students enrolled, and preparation of a portfolio of their experiences and the learning derived therefrom. Pass/fail 335 Accounting Information Systems (3) grading. Prerequisites: junior status; 2.5 GPA; MBE 301 or Allows the student to develop a conceptual framework 316 or 322 preferably taken concurrently; consent. Offered for the development, implementation, and evaluation of an each semester. accounting information system. Primary topics include 400 Seminar in Managerial Ethics (3) (V) W system understanding and documentation, risk analysis, and typical accounting transaction cycles. The lab experi- A course to assist students to construct for themselves a ence provides application of system concepts to popular conceptual framework for examining and making decisions software applications. Prerequisite: MBE 203. Offered in about ethical practices in managing organizations. Learning selected Winter Sessions. strategies will include self-evaluation exercises, class discus- sions, readings on ethical frameworks and applying them to 343 Government & Not-for-Profit Accounting (3) cases, analytical issue papers, and oral reports. Prerequisites: A study of appropriate accounting for such entities as MBE 301, 316, 322, senior; or consent. Offered each governments, colleges, churches, hospitals, charities, and semester. clubs. Prerequisite: MBE 203. Offered approximately every 401 Management in Literature (3) two years, alternating with MBE 305. Students read excerpts from and entire works of “great 345 Managerial Cost Accounting (3) works” of literature. Through both class discussions and The study of cost accounting, budget analysis, and other research papers, students reflect upon how the ideas pre- advanced concepts used by manufacturers and other large sented in such works are useful to effective management businesses or non-profit organizations. Prerequisites: MBE functions, roles and ethical leadership practices. Some of 203 and 204. Offered fall of odd-numbered years. the works to be read include The Iliad, Henry IV and Henry V, Billy Budd, Heart of Darkness, The Auto- 348 Marketing Management (3) W biography of Malcolm X, plus selected writings of Plutarch, Herodotus, Thucydides, and Mahatma Ghandi. Film An advanced marketing course designed to give students reproductions/recreations of some of these works/persons the opportunity to apply principles learned in earlier mar- will be shown. Prerequisite: MBE 301. Offered intermit- keting and communications courses through the develop- tently. ment of a marketing plan. Prerequisite: MBE 316 or consent. Offered each spring. 405 Senior Seminar (3) (I) W 355 Auditing (3) W At least one of the following two topics, and others as developed, offered each semester: (1) Management Strategy, A study of the theory and procedure of public auditing and (2) Small Business Planning. Emphasis is on syn- and internal auditing from the standpoint of professional thesizing knowledge and skills previously developed. ethics, auditors’ legal responsibilities, detection and control Prerequisites: senior status, MBE 301, 316, 322, 400, and of fraud, client relationships, standards of reporting, and all other general studies requirements completed at least management advisory services. Prerequisites: MBE 203, concurrently. 204. Offered fall of even-numbered years. 414 Internship Exploration & Design (3) W 373 Conflict Management (3) W Designed to educate the student (who hopes to take Identical to POLS 373. MBE 416/417 the following semester) in how to find, design, and maximize independent learning in an intern- ship. A major outcome is the negotiation of a learning plan 114 MATHEMATICS/COMPUTER SCIENCE

agreement with a sponsoring organization. Prerequisites: LAMP major with a “B” average or better, English MATHEMATICS/ Proficiency Exam passed, all required major and general COMPUTER SCIENCE studies courses completed at least by the end of the semes- ter in which this course is taken, a minimum 50-page MRS. KATHY R. AMES, (adjunct) autobiography completed during the summer and ready for DR. THOMAS R. FANNEY, Division Chairperson submission at the first class; application to be made no later DR. J. PATRICK LANG than early registration in the previous spring semester. MR. STANFORD C. PEARSON Offered each fall. DR. MARGARET REESE DR. ZIZHONG (JOHN) WANG 416 Management Internship (12) MS. DENISE POCTA WILKINSON, Program Coordinator Students implement their work-and-learning agreement devised in MBE 414 for full-time placement (16 weeks or a Mission Statement minimum of 600 total hours) as a pre-professional in their To think mathematically and to understand the role sponsoring organization, where they gain practical experi- mathematics plays in human enterprise are characteristics ence in the application of previously acquired knowledge of liberally educated people. Mathematics contributes two and managerial skills. Students self-evaluate and are evalu- of the seven original liberal arts. Its inherent beauty, its ated by their organizational supervisor. Pass/fail grading. search for pattern, form and irrefutable truth, and its Prerequisite: MBE 414; must co-register with MBE 417. ability to provide a language through which the natural Offered each spring. world can be described are examples of its power. Mathematics, always a practical and useful art, beckons as 417 Internship Seminar (3) (I) W well as a path toward freedom of thought. Offered concurrently with the internship. Intended to The mission of the Mathematics/Computer Science enhance academic learning and to provide integration of department is to provide an opportunity for all students to general studies knowledge (particularly that of ethical gain computational dexterity, to understand the value of analysis and action) and management theory and principles mathematics as a human and social endeavor, and to with the experiential learning undertaken in 416. Involves develop the power of mathematical reasoning, while pro- weekly written reports, oral reports, readings in texts and moting the rigorous reasoning skills that allow students to internship-related periodicals, and a major integrative paper investigate the interplay between the abstract and the as the culminating academic experience. Prerequisite: MBE concrete. The mission of the department with respect to 414; must co-register with MBE 416. Offered each spring. computer science is to provide basic instruction in end-user skills for all students and in-depth instruction in theory and 490 Independent Study in Management (1-6) applications for both mathematics and computer science Designed to allow students to undertake an experience- majors. One goal of the department with respect to the based project and/or to do specific reading, research, and education department is to enable our students to pass report writing on a topic in management not covered required PRAXIS exams related to mathematics. through the regular curriculum. To be taken only upon The department has two majors: Mathematics and approval of a supervising professor within the department. Computer Science/Mathematics. Within each, students Applications must be made no later than the end of the may choose between a theoretical emphasis or one which is preceding semester. Credit: one–three semester hours per more applied. Students are encouraged to take advanced semester; may be repeated for up to a maximum of six courses in both mathematics and computer science. semester hours. Offered on demand, but preferably during The department, in conjunction with the VWC the summer. Education Department, has created 4-year programs which meet the Virginia Standards of Education 2000 for 491 Independent Integrated Study teaching certification at the primary, middle school and in Management (3) (I) secondary levels. Has the same design purpose and application procedure Major Requirements: Mathematics as MBE 490, but with the further requirements that (1) it must be taken for three semester hours, and (2) the enrolled COURSE NUMBER AND TITLE SEM. student must bring synthesis to the particular area of study HRS. (and the process of learning) chosen. This synthesis will be MATH/CS 205 a paper putting the particular study into the context of 3 historical perspective, world-view or paradigm perspective, Discrete Mathematics the technological (empirical) perspective (including com- MATH 171, MATH 172, MATH 271 9 munications) and its consequences for the cultural or Calculus I, II, & III institutional system. Offered on demand, but preferably MATH 250 during the summer. 3 Introduction to Abstract Mathematics MATHEMATICS/COMPUTER SCIENCE 115

MATH 303 3 MATH 300 Multivariable Calculus Teaching Assistants’ Program 1 Membership in TCTM as junior or senior MATH 307 3 Linear Algebra TOTAL FOR SECONDARY 54 MATH 317 EDUCATION CERTIFICATION Introduction to Algebraic Structures 3 (Satisfies oral competency requirement REQUIRED MATH COURSES FOR for mathematics majors.) MIDDLE SCHOOL CERTIFICATION MATH 323 Math 105 3 3 Introduction to Real Analysis College Algebra CS 207 MATH 106 3 3 Computer Programming I Introductory Algebra PHYS 221 & PHYS 222 MATH 113 8 3 Physics Precalculus 9 hours from the following, with at least MATH 125 3 6 hours at the 300/400 level: Mathematics in the Western Culture MATH 315 MATH 171 Ordinary Differential Equations 3 MATH 316 Calculus I Probability MATH 172 3 MATH/CS 350 Calculus II Numerical Methods MATH 205 MATH 418 3 Advanced Algebraic Structures Discrete Mathematics MATH 424 MATH 300 1 Advanced Real Analysis Teaching Assistantship MATH 480 Advanced Seminar 9 A 2.0 GPA average is required for all of the CS 209 mathematics courses listed above. Computer Programming II & Data Structures Membership to TCTM as junior or senior. CS 310 Also recommended: Introduction to Computer Systems MATH 250 CS 380 Introduction to Abstract Mathematics Programming Languages MATH 307 0-9 CS 430 Linear Algebra Database Management Systems Design CS 110 CS 440 Introduction to Programming in BASIC Operating Systems CS 480 TOTAL 22-31 Advanced Topics in Computer Science

Junior Comprehensive Exam Major Requirements: Computer Science TOTAL 47 COURSE NUMBER AND TITLE SEM. HRS. REQUIRED FOR SECONDARY CS 202 3 EDUCATION CERTIFICATION Introduction to OOP and Java MATH 106 3 CS 205 Statistics Discrete Mathematics 3 MATH 125 (Satisfies oral competency requirement 3 Mathematics in Western Culture for computer science major) CS 207 and CS 209 Computer Programming I & II 9 and Data Structures 116 MATHEMATICS/COMPUTER SCIENCE

CS 310 Two of the following: 3 Introduction to Computer Systems MATH 303 Multivariable Calculus MATH 171 3 MATH 315 Calculus I Ordinary Differential Equations MATH 172 MATH 316 3 Calculus II Probability MATH 317 MATH 307 3 Introduction to Algebraic Structures Linear Algebra MATH 323 6 PHY 221 Introduction to Real Analysis 4 Physics MATH/CS 350 Numerical Methods 12 semester hours at the MATH 418 300/400 level such as: Advanced Algebraic Structures MATH 316 MATH 424 Probability Advanced Real Analysis CS 350 MATH 480 Numerical Methods* Advanced Seminar CS 380 Programming Languages One additional from above or 12 CS 430 from the following: CS 110 Database Management Systems Design 3 CS 440 Introduction to Programming in BASIC Operating Systems CS 207 CS 480 Computer Programming I Advanced Topics in Computer Science *Suggested for graduate studies in math TOTAL 18 or computer science. Junior Comprehensive Exam Minor Requirements: Computer Science COURSE NUMBER AND TITLE SEM. TOTAL 43 (See p. 27 for general minor requirements) HRS. **Currently the Commonwealth of Virginia does not CS 207 3 offer a secondary endorsement area in computer science. Computer Programming I However, a student who majors in computer science may choose to seek secondary certification in mathematics CS 209 by following the requirements for the mathematics Computer Programming II & 6 major. Data Structures MATH/CS 205 3 Minor Requirements: Mathematics Discrete Mathematics COURSE NUMBER AND TITLE SEM. MATH 171 3 (See p. 27 for general minor requirements) HRS. Calculus MATH 307 3 Three of the following: Linear Algebra CS 310 MATH 171 Introduction to Computer Systems 3 Calculus I CS 350 Numerical Methods MATH 172 3 CS 380 Calculus II Programming Languages 9 CS 430 Database Management Systems Design CS 440 Operating Systems CS 480 Advanced Topics in Computer Science

TOTAL 24 MATHEMATICS/COMPUTER SCIENCE 117

COMPUTER SCIENCE COURSES (CS) cpu and memory organization, machine language, address- 100 Introduction to Computers (3) ing techniques, macros, program segmentation and linkage, and assembler construction. This course satisfies the oral In this survey of computer concepts and applications, competency requirement for computer science majors. topics include the historical development and future of the Prerequisites: MATH 171 and CS 209, or consent. Offered computer, applications software including word processors, fall of odd-numbered years. spreadsheets, and presentation software; web page develop- ment and programming using HTML; and the social 311 Data Structures (3) concerns that have arisen with the widespread use of the An introduction to commonly used computer data computer. It is strongly suggested that students with no structuring techniques. Topics include abstract data types, prior computer experience take CS 100 before taking CS classes, queues, stacks, linked lists, algorithm analysis, sort- 110. Prerequisite: MATH 105 placement or consent. ing, searching, tree and graph. Prerequisites: MATH 171 Offered each semester. and CS 212, or consent. Offered fall of even-numbered 110 Introduction to Programming with years. Visual BASIC (3) (C) 350 Numerical Methods (3) The Visual BASIC programming language is used in Identical to MATH 350. this introductory programming course. Topics include the program development process, structured programming, 380 Programming Languages (3) data types, assignment, selection, looping, subroutines, one-dimensional arrays, files, and random numbers. This Beginning with a study of the historical development of course does not count toward a degree in mathematics nor programming languages, students are introduced to the in computer science/mathematics. Prerequisite: MATH decisions involved in the design and implementation of 105 (grade of C- or better) or placement. Offered each such programming language features as elementary, struc- semester. tured, and user-defined data types, subprograms, sequence control, data control and storage management. Selected 202 Introduction to Object-Oriented features of several existing languages are examined in the Programming and Java (3) context of these issues. Prerequisites: CS 209 or consent. Offered on demand. Introduces the basic concepts and techniques to Object- Oriented Programming (OOP) with Java. Topics include 430 Database Management Systems Design (3) OOP concepts, data types, syntax, control/loop structures and objects. Students use OOP to solve practical problems Emphasizes the concepts and structures necessary to and develop the potential to learn other OOP languages. design and implement database systems using a relational Prerequisite: grade of C or better in MATH 113 or consent. database management system. Various database manage- Offered each fall. ment system architectures, illustrating hierarchical, net- work, and relational models are discussed. Physical data 205 Discrete Mathematics (3) storage techniques, file security, data integrity, and data normalization are also explored. Prerequisite: CS 209 or Identical to MATH 205. consent. Offered on demand. 207 Computer Programming I (3) (C) 440 Operating Systems (3) The C++ language is introduced and used for all The principles of operating systems are introduced with programs. Topics include the program development an emphasis on intrasystem communication. The concepts process, structured programming, data types, assignment, and techniques necessary for understanding and designing selection, looping, functions, files, arrays, and structures. these systems are examined. Topics include I/O and Prerequisite: MATH 113, or placement into MATH 171; interrupt structure, concurrent processes, process schedul- CS 110 is recommended. Offered each fall. ing, and memory management and protection. Prerequisite: 212 Computer Programming II (3) CS 209 or consent. CS 310 is recommended. Offered on demand. A continuation of CS 207, topics include advanced programming design in user-defined data types, arrays, 480 Advanced Topics in Computer Science (3) structures, pointers, array-based lists, binary searching, An in-depth study of an area of advanced computer recursion, and introduction to object-oriented program- science. The specific content varies according to the ming techniques. Prerequisite: CS 207 or consent. Offered interests of students and the instructor. May be repeated each spring. for credit as the topic varies. Prerequisites: CS 209 and 310 Introduction to Computer Systems (3) consent. The basic concepts of computer organization and assembly language are introduced. Specific topics include 118 MATHEMATICS/COMPUTER SCIENCE

MATHEMATICS COURSES (MATH) 106 Statistics (3) (E) 001 Computational Math (0)* Introduces students in the behavioral, social, and natu- Basic arithmetic computational skills are developed in ral sciences to the basic statistical tools required to analyze this non-credit class that allows students to strengthen their experimental data. Topics include frequency distributions, understanding of fundamentals in preparation for the graphing techniques, measures of central tendency and course Algebraic Preliminaries. In particular, students with dispersion, the normal distribution, point estimation, very low mathematics placement scores must complete this hypothesis testing and confidence intervals. Prerequisites: course with a grade of C- or better before attempting MATH 104 or MATH 105, placement, or consent. Must MATH 005. Topics include: operations with fractions, have a TI-83 graphing calculator. Offered each spring. decimals (with calculators), ratio and proportion, percents, 113 Precalculus Mathematics (3) metric system, statistics, geometry, operations on whole and signed numbers, and algebraic translations. *While Prepares students for calculus. Topics include linear and students receive no credit from this course, the course grade does quadratic equations, factoring, exponents, inequalities, count toward their overall grade point average (as if this were functions and their graphs, basic trigonometry, and loga- a three-semester hour course). Offered each fall. rithmic and exponential functions. Graphing calculators are used extensively in this course. Prerequisites: MATH 005 Algebraic Preliminaries (0)* 105 (grade of C- or better), placement, or consent. Offered Basic computational and algebraic skills are developed each semester. in this non-credit class that allows students to strengthen 125 Mathematics in Western Culture (3) W their understanding of fundamentals in preparation for courses that involve more difficult quantitative concepts. In Traces the development of mathematics in Western particular, students with very low mathematics placement culture, beginning with ancient Greek geometry through scores must complete this course with a grade of C- or recent applications, such as cryptography and fractal better before attempting MATH 104 or 105. Topics geometry. Topics include the nature of mathematical include: operations on whole and signed numbers, frac- knowledge, history of mathematics, geometry, elementary tions, decimals, exponents, variables, linear equations, and number theory, and basic trigonometry. Prerequisites: elementary problem solving. *While students receive no placement (equivalent to the current MATH 113 place- credit from this course, the course grade does count toward their ment) or MATH 105 (grade of C- or better). Offered each overall grade point average (as if this were a three-semester- spring. hour course). Prerequisite: MATH 001 (grade of C- or better), placement or consent. Offered each semester. 171 Calculus I (3) Calculus is the mathematical language used to describe 104 Algebra and its Applications (3) changing and accumulating quantities. It consists of com- Constructed to provide a choice for students who must putational and graphical tools for analyzing the relation- fulfill the general studies requirement for math but do not ships between such quantities. In this course, we learn the need an in-depth treatment of algebra as a prerequisite for basic tools of calculus, why they work, and how to apply further course work such as might be encountered in them in various contexts. Calculus I develops the differen- MATH 113 and MATH 125. This course introduces stu- tial calculus through symbolic, graphical and numerical dents to modern and pertinent applications of algebra and approaches. Topics include differentiation of algebraic and other mathematical processes. While the emphasis in con- transcendental functions, applications in modeling and tent is on the utility of algebra instead of algebra itself, an optimization, and the Fundamental Theorem of calculus. understanding of and skill with the rudiments of algebraic Graphing calculator required. Prerequisites: Math 113 techniques is a prerequisite. Topics include percentages and (grade of C- or better), placement, or consent. Offered ratios, functions and graphs, linear and quadratic functions, each fall. descriptive statistics and probability, exponentials and logarithms, and right triangle trigonometry. Prerequisite: 172 Calculus II (3) MATH 005 (grade of C- or better), placement or consent. A continuation of Calculus I. In this course, more Does not provide sufficient preparation for Math 113 or advanced techniques are studied and used to solve MATH 125. Must have a TI-82 or TI-83 graphing quantitative problems in various contexts. Topics include calculator. Offered each semester. integration techniques, applications of definite integration, differential equations and sequences and series. Graphing 105 Algebra (3) calculator required. Prerequisite: Math 171. Offered Prepares students for any course which uses algebra. each spring. Topics include variables, word problems, exponents, factor- ing, rational and radical expressions, linear equations in one 205 Discrete Mathematics (3) or two variables, quadratic expressions, and functions. Discrete mathematics is the analysis of finite step-by- Prerequisites: MATH 005 (grade of C- or better), place- step processes. It develops reasoning skills, enhances ment or consent. Must have a TI-82 or TI-83 graphing software-writing abilities and introduces elementary calculator. Offered each semester. computer circuitry. Topics include Boolean algebra, digital MATHEMATICS/COMPUTER SCIENCE 119

logic circuits, the nature of valid argument, mathematical 315 Ordinary Differential Equations (3) induction, recursive sequences, and counting techniques, Explores the theory and applications of ordinary differ- including combinatorics methods. Many class examples ential equations and their solutions. Topics include linear will be drawn from computer science. Prerequisites: MATH and non-linear first order equations, higher order linear 113, MATH 171 placement, or consent. Identical to CS equations, series solutions, systems of linear differential 205. Offered spring of odd-numbered years. equations, Laplace transforms and numerical methods. Prerequisites: Math 303 and 307. Offered on demand. 250 Introduction to Abstract Mathematics (3) Designed to be a bridge from the mathematics in the 316 Probability (3) calculus sequence to modern abstract fields. Students are The meaning, basic concepts, and applications of introduced to basic techniques of writing proofs and some probability are explored. Topics include classical, empirical, fundamental concepts common to those abstract subjects. subjective, and axiomatic probability, random variables, Topics include elementary logic, set theory, relations, equiv- probability measures, distributions, density functions, alence relations, functions, mathematical induction, expectation and standard deviation and their physical inter- number systems and cardinality. More specialized topics in pretation, conditional probability, independence, counting analysis, algebra or topology may be included. Prerequisite: techniques, binomial, Poisson, and normal distributions. MATH 172. Offered fall of odd-numbered years. Prerequisites: MATH/CS 205 and MATH 172. MATH 303 is recommended. Offered on demand. 271 Calculus III (3) Completes the coverage of the standard topics in the 317 Introduction to Algebraic Structures (3) introductory calculus sequence. The topics covered include Introduces algebraic structures in modern algebra with an introduction to differential equations, parametric particular emphasis on groups and their properties. This equations, polar coordinates, sequences, infinite series, course satisfies the oral competency requirement for math- power series and power series representations. Prerequisite: ematics majors. Prerequisite: MATH 250 and 307. Offered MATH 172. Offered each fall. spring of even-numbered years.

300 Teaching Assistants’ Program for Math (1) 323 Introduction to Real Analysis (3) Designed to allow qualified students to assist math A theoretical treatment of sets, relations, functions, instructors in the teaching of their classes. Although numbers, inequalities, sequences, series, limits, and the MATH 300 will prove to be useful for those students seek- derivative is developed in this course. Prerequisite: MATH ing secondary education certification, enrollment is not 250 and one 300-level math course other than MATH open solely to them. Enrollment is by invitation of the 300. Offered in the spring of odd-numbered years. MATH/CS department. A student may enroll for MATH 300 more than once, but may apply no more than a total of 350 Numerical Methods (3) three semester hours earned in this manner toward gradua- Examines efficient methods used in solving numerical tion. This course cannot be used to satisfy mathematics or problems with the aid of a computer. Topics include float- computer science/mathematics major or minor require- ing point arithmetic, interpolation and approximation, ments, although one semester hour of MATH 300 is integration, roots of nonlinear equations, ordinary differen- required for secondary education certification. Offered each tial equations, and systems of linear equations. semester. Prerequisites: MATH 172 and CS 207. MATH 307 is 303 Multivariable Calculus (3) recommended. Identical to CS 350. Offered on demand. Topics include functions of several variables, curves, 418 Advanced Algebraic Structures (3) surfaces, partial differentiation, multiple integrals and Continuation of MATH 317. Topics include groups, vector analysis. Prerequisite: MATH 172 and 271. Offered rings, fields, as well as Galois theory. Recommended for spring of even-numbered years. students who are planning to study mathematics at the 307 Linear Algebra (3) graduate level. Prerequisite: MATH 317. Offered on demand. Linear algebra is the study of linear equations in several variables. In this course, we develop the theoretical 424 Advanced Real Analysis (3) structure underlying answers to the questions: When does a Continuation of MATH 323. Topics include differenti- solution for a system of linear equations exist? When is it ation in RN, power series, the Riemann integral, compact- unique? How do we find it? How can we interpret it ness, and completeness. Recommended for students who geometrically? Topics include vectors spaces, linear are planning to study mathematics at the graduate level. independence, bases, dimension, transformations, matrices, Prerequisite: MATH 323. Offered on demand. determinants, and applications. Prerequisite: MATH 172, MATH/CS 205 or consent. Offered fall of odd- 480 Advanced Seminar (3) numbered years. Enables students to explore areas of advanced mathe- matics which are otherwise not included in the curriculum. 120 MUSIC

The specific content varies each year and is individually APMU 133-494 tailored to the interests of the students enrolled. Applied Music Study (six hours must 10 Prerequisite: consent. Offered on demand. be at the 300 level or above) One of the following: MUSIC MUS 100 Introduction to Listening DR. R. DAVID CLAYTON MUS 200 Survey of Music MS. LEE JORDAN-ANDERS, 3 Program Coordinator and Division Chairperson MUS/ART 201 Introduction to Music & Music is a unique expressive language, a special way of Art in the Western World knowing as essential to basic education as the mastery of MUS 310 verbal and numerical skills. The study of this language pro- Topics in Sacred Music vides individuals with personal fulfillment, enhances and INST 342 complements everyday life, and creates a window through Aesthetic Communication which the viewer can discover and experience aesthetic beauty. The music department at Virginia Wesleyan pro- Other major requirements: vides a program of study that educates its learners in a way Piano proficiency. that enables them to appreciate as well as critically articu- Ensemble participation each late their responses to this important part of our culture. semester in residence. Virginia Wesleyan offers majors in applied music, music in the liberal arts, music concentration within the humanities TOTAL 40 division, and endorsement in vocal music education (K-12) for those who wish to teach. The department also offers ADDITIONAL COURSES NEEDED courses for the nonmusician, the “Familiar Faces” concert FOR ENDORSEMENT IN EDUCATION series, and a non-credit certificate program through The APMU 131-392 Center for Sacred Music, which includes an annual summer 6 conference. The curriculum can help prepare students for Applied Music Study in a Secondary Area careers in private teaching, public school teaching, church MUS 321 3 music, music merchandising, arts management, music Conducting Techniques librarianship, or graduate studies in music or humanities. EDUC/MUS 354 3 Major Requirements: Vocal Music Methods & Materials, K-12 Music with Applied Music track ALL OTHER REQUIREMENTS: COURSE NUMBER AND TITLE SEM. SEE EDUCATION DEPARTMENT HRS. MUS 225 4 Major Requirements: Intermediate Musicianship I Music in the Liberal Arts track MUS 226 4 Intermediate Musicianship II COURSE NUMBER AND TITLE SEM. HRS. MUS 325 4 MUS 100 Advanced Musicianship I Introduction to Music OR MUS 326 MUS/ART 201 3 4 Advanced Musicianship II Introduction to Music and Art in the Western World MUS 313 4 MUS 101 Music History I 3 Basic Musicianship MUS 314 4 MUS 225/226 Music History II 8 Intermediate Musicianship I & II MUS 480 3 Senior Project APMU Applied music, two semesters private 4 APMU 300 2 study on any instrument Chamber Music MUSIC 121

Six courses at the 300-level assignments. Musical elements are defined and isolated from the following: then examined within various historical contexts in order to MUS 202/302 discover the role music plays in defining specific cultures. Great Composers Active listening assignments include recorded excerpts as MUS 250/350 well as live concert performances. Students are responsible Music from the Baroque Era (1600 to 1750) for purchasing tickets to live concerts as well as providing MUS 251/351 their own transportation to these events. Music in the Classic Period (1750 to 1825) MUS 252/352 101 Basic Musicianship (3) (A) 18 19th-Century Music Basic fundamentals of music including pitch and rhyth- MUS 253/353 mic notation. Students learn to make music from a written 20th-Century Music score using recorders and a variety of other simple folk MUS 310 instruments. Offered each semester. Sacred Music History MUS 313/314 200 Survey of Music (3) (A) Music History I & II Numerous opportunities to discover the great classical composers and their music through lectures, films, record- MUS 480 3 ings, web pages, personal projects, and live concerts on Senior Project campus and in the community are offered. The design of the course helps listeners develop a deeper understanding TOTAL 39 and enjoyment of this music which often becomes a source of pleasure for the rest of their lives. Individuals may also be Minor Requirements invited to share their favorite type of music with the class by comparing or contrasting it to the classical works being COURSE NUMBER AND TITLE SEM. studied. Responsibility for purchasing tickets and providing (See p. 27 for general minor requirements) HRS. transportation to off campus concerts rests with each student. MUS 225 4 Intermediate Musicianship I 201 Music & Art in the Western World (3) (A) MUS 226 4 Explores the traditions of music, painting, sculpture, Intermediate Musicianship II and architecture of the Western world. Beginning with the Greeks and continuing through the present time, many APMU 111 individual works from important art periods are intro- College Choir OR 1-2 duced. Discussions include how the arts reflect the socio- APMU 300 cultural conditions of their time and place, how media are Chamber Music used, and how the elements in each art form contribute to APMU 121-452 the aesthetic response. Artistic contributions of minorities Applied Music: Private Study (four and women are included. Students visit the Chrysler 8 semesters on any instrument at Museum of Art and attend two live music performances. 2 semester hours) Identical to ART 201. Three of the following: 202/302 Great Composers (3) (A) MUS 302 An in-depth study of the life and works of a single Great Composers composer. Students become familiar with the composer’s MUS 313 life, the historical setting, and gain intimate knowledge of Music History I 9 important compositions from all periods of the composer’s MUS 314 career through guided listening. Music History II MUS 389 213/313 Music History I (3) (H) W Classical Music Encounters A chronological study of music from its origins through TOTAL 26-27 the early 18th century. The 300 level requires a research project and some analysis. Prerequisites: MUS 100, 200 or consent. Offered fall of even-numbered years.

MUSIC COURSES (MUS) 214/314 Music History II (3) (H) W 100 Introduction to Listening (3) (A) A continuation of MUS 213/313 from the 18th century Explores the expressive language of classical music using to the present. Prerequisite: MUS 100, 200, 213/313 or a combination of objective reading and guided listening consent. Offered spring of odd-numbered years. 122 MUSIC

225, 226 Intermediate Musicianship I, II (4, 4) (A) 310 Topics in Sacred Music (3) Music theory, sightsinging and ear training are studied An in-depth study of some aspect of sacred music as part of a program to develop complete musicianship. including, but not limited to, hymnology and sacred choral Music theory is the logical and systematic study of the literature, sacred music history, and directing choirs, all rationality of music that will eventually justify and broaden within the context of a variety of religious traditions. natural musical instincts and intuitions. Sightsinging and Offered each semester. ear training enhance the musician’s ability to envision the sound of a musical composition from an examination of the 321 Conducting Techniques (3) printed score. Elementary harmony and analysis including Offers basic and advanced skills for choral and instru- modes, triads and inversions, melodic construction and mental conductors. All conducting patterns, instrumental simple harmonization with primary and secondary triads and choral techniques, rehearsal technique, and score study are included. Prerequisite: ability to read music notation. are included. Prerequisite: MUS 226, APMU 111, 211, or MUS 225 offered fall of even-numbered years, MUS 226 equivalent. Offered on demand. offered spring of odd-numbered years. 325, 326 Advanced Musicianship I, II (4, 4) 250 Music from the Baroque Era (1600 to 1750) (3) A continuation of MUS 225 and 226, this class focuses A listening course exploring music from the Baroque. on a wide range of musical styles from the Renaissance to Students listen to works from this period in their entirety the present. More complex chords and larger forms (fuques, and discover how this music reflects the cultural history of rondo, theme and variations, sonata) are studied. Various the era. Works by Vivaldi, Couperin, Scarlatti, Handel, strategies to analyze musical compositions are investigated. Bach, and others are included. Students have the opportu- Post-impressionist and serial composition techniques are nity to attend selected live performances as part of their included. Theoretical analysis and study are accompanied course work. Offered fall of odd-numbered years beginning by parallel exercises in sightsinging and ear training. fall 2007. Prerequisite: MUS 226. MUS 325 offered fall of odd-numbered years; MUS 326 offered spring of 251/351 Music in the Classic Era (1750-1825) (3) even-numbered years. A listening course exploring music from the Classic era. Students listen to works from this period in their entirety 354 Vocal Music Methods & Materials, K–12 (3) and discover how this music reflects the cultural history of Designed for students seeking certification in music the era. Works by Haydn, Mozart, Beethoven, and others education, this course examines vocal music within the are included. Students have the opportunity to attend context of varied musical experiences designed for students selected live performances as part of their course work. in school music programs. The first half of the course Offered spring of even-numbered years beginning spring covers the developmental stages of the elementary school 2006. child. The second half deals with middle and senior high school music curricula. Both halves include observation of 252/352 19th-Century Music (3) successful programs. Prerequisite: EDUC 338. Corequisite: A listening course exploring music from the 19th cen- EDUC 340. Identical to EDUC 354. Offered on demand. tury. Students listen to works from this period in their entirety and discover how this music reflects the cultural 480 Senior Project (3) (I) history of the era. Works by Beethoven, Schubert, the Students are required to present a formal recital or write Schumanns (both Clara and Robert), Chopin, Liszt, Verdi, an historical or critical thesis in which they use a carefully Berlioz, Brahms and others are included. Students have the selected repertoire to demonstrate the successful integration opportunity to attend selected live performances as part of of applied performance skills, knowledge of music and their course work. Offered fall of even-numbered years cultural history, theoretical/analytical proficiency, and aural beginning fall 2006. skills. Students presenting a formal recital prepare a 45-minute oral presentation for the music faculty where 253/353 20th-Century Music (3) they discuss the stylistic, historical, and technical nature of A listening course exploring music from the 20th cen- each musical selection. The written summary of this tury. Students listen to works from this period in their research is published in the recital program as program entirety and discover how this music reflects the cultural notes. Students perform the recital twice: once off campus, history of the era. Works by Debussy, Ravel, Puccini, and once in Virginia Wesleyan’s Hofheimer Theater. The Bartok, Stravinsky, Schoenberg, Ives, Copland, Varèèse, historical or critical thesis option is also accompanied by an Barber, Glass, Gorecki, Päärt, Zwilich, and others are oral presentation and defense of the material researched. included. Students have the opportunity to attend selected The Senior Project is required of all music majors and may live performances as part of their course work. Offered be elected by students choosing a music concentration for spring of odd-numbered years beginning spring 2007. their humanities divisional major. PHILOSOPHY 123

APPLIED MUSIC COURSES (APMU) composition for performance with a professional ensemble. 111 College Choir (1) (A)* A weekly one-hour coaching session offers rehearsal strate- gies as well as discussion of musical ideas and interpreta- The College Choir is offered as a cultural experience for tions. In addition, students prepare a listening journal that any student of the College. A wide variety of choral litera- documents their listening experiences and generate an ture is studied and performed, occasionally accompanied by annotated bibliography of chamber music compositions for a professional orchestra. In addition to learning the selected their instrument. A $250 applied music fee will be charged. repertoire, members of the choir are given many opportu- nities to develop musicianship and vocal skills. While the 311 Wesleyan Singers’ Tour (2) ability to read music notation is not required, participants A performance tour of approximately one-week dura- must be able to match pitch. Offered each semester. *Three tion with concerts each night. Performances may also be semester hours must be completed to fulfill a general studies scheduled during the day in schools and retirement homes. requirement. Students experience the “agony and ecstasy” of live per- 113 Class Voice (2) formance before different audiences each day and are chal- lenged to develop musical and ensemble skills which will Offered in conjunction with Wesleyan Singers, students serve them in the future. Not the least of their challenges is study basic vocal techniques with emphasis on developing avoiding illness in order to perform at peak level each day. the voice for both solo and choral use. Prerequisite: A week’s intensive rehearsal is scheduled before departure membership in Wesleyan Singers. Offered each semester. and several performances on campus and in the area occur upon return. The time commitment is considerable: daily 121-452 Applied Music: Private Study 4-hour rehearsals the week before departure, and roughly 4 (Instrumental,Voice, hours/day on tour including pre-concert rehearsal in each Piano, Guitar) (2) (A)* new venue. Prerequisite: audition. Offered in selected Private applied music study is offered to students Winter Sessions. enrolled in the college regardless of previous musical back- ground or major interest. A serious commitment to learn- ing about classical music literature and the technique required to perform such literature is required from the stu- PHILOSOPHY dent. This is in keeping with corresponding standards set in comparable courses at Virginia Wesleyan. Students take a DR. STEVEN M. EMMANUEL one-hour private lesson each week and should expect to DR. PATRICK A. GOOLD, Program Coordinator practice daily for at least one hour. Practice rooms are avail- DR. LAWRENCE D. HULTGREN able to students registered for applied music study. Additionally, during each semester of study, students attend Philosophy in the Curriculum four Thursday-at-11 master classes and four live concerts. The Greek word philosophia (‘philosophy’) is a com- Other requirements are available from individual teachers. pound term which derives from the roots philein (‘to love’) The college designates teachers from the community to and sophia (‘wisdom’) and is commonly translated ‘love of supervise each student. This course requires a $250 fee in wisdom.’ For Socrates, and those who followed his exam- addition to regular tuition. Prerequisite: Basic Musicianship ple, the love of wisdom took the form of a disciplined (MUS 101) or show proficiency. Offered by arrangement reflection about human life and conduct. Convinced that with the coordinator for applied music studies. Offered intellectual and moral integrity go hand in hand, Socrates each semester. *Four semester hours must be completed to ful- raised fundamental questions about the nature of justice, fill a general studies requirement. virtue, and the good life. Proceeding by careful analysis and rigorous dialectic, he sought a knowledge of reality on 211 Wesleyan Singers (1) (A)* which to establish a firm foundation for making sound A small performance ensemble modeled on professional moral judgments. Though philosophical practice has taken standards, the Wesleyan Singers offers a unique opportunity many different forms over the centuries, the conception of for advanced students to explore singing on a higher level philosophy as a process of critical inquiry aimed at a deeper than is possible in a larger group of non-auditioned singers. understanding of self and world remains the dominant one. Study and performance of appropriate literature for a small In keeping with the ideal of a liberal arts education, the group allows the art of choral singing to be more fully study of philosophy promotes the development of analyti- realized. Within the ensemble, duets, trios, quartets, etc. cal, critical, and interpretive abilities that are important for may be formed according to talent and interest. An life in general. Properly pursued, philosophical study culti- audition is required. Prerequisite: membership in College vates the appetite and capacity for self-examination and Choir. Offered each semester. *Three semester hours must be reflection, for the open exchange and debate of ideas, for completed to fulfill a general studies requirement. responsible and intelligent participation in community affairs, and for lifelong learning. 300 Chamber Music (2) The program in philosophy is designed to provide Students explore the body of chamber music written for students with a coherent intellectual structure of study, their instrument and select and prepare a chamber music while acquainting them with the broad diversity of ideas 124 PHILOSOPHY

and approaches within the Western philosophical tradition Students majoring in philosophy who transfer credit for and beyond. The curriculum covers significant periods and philosophy courses taken at other institutions should con- prominent figures in the history of intellectual thought, as sult with the departmental coordinator to determine how well as the central subfields of philosophy and their distinc- that credit is to be applied. tive problem sets. Though the department recognizes that philosophy is a valuable preparation for careers in many Minor Requirements fields, its approach to teaching reflects a basic commitment COURSE NUMBER AND TITLE SEM. to the idea that philosophy is best thought of as a practice (See p. 27 for general minor requirements) HRS. and way of life. There are no special distribution requirements Major Requirements for the philosophy minor. Students seeking a minor in philosophy are required to submit COURSE NUMBER AND TITLE SEM. in writing a brief rationale for their 18 HRS. particular choice of courses, and a thoughtful 18 HOURS MUST BE AT THE explanation of what they gained from their 300/400 LEVEL study of philosophy.

Two of the following: TOTAL 18 PHIL 101 Individual and Society PHIL 102 Contemporary Moral Issues Philosophy Courses (PHIL) PHIL 104 101 Individual and Society (3) (V) W The Examined Life An introduction to philosophy as critical thinking and PHIL 212 analysis (the ability to reason well and willingly) through an Types of Ethical Theory 6 examination of questions of human value(s). Students learn PHIL 221/321 how to recognize and analyze the values by which they live, Ethics and Health Care examine the issues of self and society, and learn how to PHIL 253 develop a philosophical skill in seeing the basic values Social and Political Philosophy which influence these personal and social issues. Offered PHIL 272/372 each fall. Beyond the Western Tradition PHIL 304 102 Contemporary Moral Issues (3) (V) Environmental Ethics Students apply various ethical theories to contemporary PHIL 109 moral issues, such as abortion, capital punishment, animal 3 Critical Reasoning rights, poverty, censorship, and affirmative action. Offered each spring. PHIL 209 3 Methods of Logic 104 The Examined Life (3) (V) W PHIL 332 Students are challenged to reflect on a broad range of 3 Ancient Philosophy philosophical questions about human nature and the meaning of human existence. Offered each fall. PHIL 336 3 Early Modern Philosophy 109 Critical Reasoning (3) W One of the following: The structure of the philosophical essay is examined PHIL 334 after a brief introduction to some basic principles of logic. Medieval Philosophy Teaches students how to write clearly and precisely. Offered PHIL 338 each fall. 19th-Century Philosophy 3 PHIL 340 110 Introduction to Philosophy (3) (V) 20th-Century Philosophy A critical examination of several great issues which PHIL 350 confront us in modern philosophical thought including the Existential Philosophy question of the existence of God, the nature of ultimate reality, the sources of human knowledge, the principles of PHIL 400 3 moral values, and the problems of aesthetic judgments. Philosophy Seminar Offered each spring. Additional courses in philosophy 6 209 Methods of Logic (3) (C) TOTAL 30 A continuation of Phil 109, this course is an introduc- tion to first-order logic. Primary emphasis is placed on the PHILOSOPHY 125

translation of ordinary language into symbolic notation and possible alternative futures. Topics include: future shock, the application of formal proof techniques. The presenta- coping, population, resources, war, environment, and tion of formal methods concludes with a brief examination genetic engineering. of selected questions in philosophical logic. Offered each spring. 300 Art of Philosophical Inquiry (3) There is surprising diversity of opinion among phil- 211 Images of “Man” (3) (V) W osophers concerning the proper aims and methods of A critical exploration of the possible meanings of philosophy. The nature of philosophical inquiry is “human being,” and how individuals might interpret their examined by reflecting on how philosophers in different own existence. Selected literary, scientific, and philosophic historical periods have conceptualized their task. Offered accounts of being human are studied and criticized. on demand.

212 Types of Ethical Theory (3) (V) 304 Environmental Ethics (3) (V) W Picks out several meanings of “good” in our ethical From ancient Sumer to the present, ecological realities experience, and then clarifies and criticizes them. have required human beings to reflect on their values and their responsibilities to nature. Students examine the rele- 215 Philosophy of Religion (3) (V) vance of philosophy to environmental questions and, in Addresses some major questions that have emerged in particular, we explore the connection between the environ- the history of philosophy concerning the justification of ment and ethics. Identical to ENVS 304. theistic belief, the meaning of religious language, the nature of miracles, and mystical experience. Offered on demand. 310 Theory of Knowledge (3) (E) What is the basis of our knowledge about the world, 221/321 Ethics & Health Care (3) (V) W other people, ourselves? Focusing on work done in the 20th Foregoing life-sustaining treatment…procurement of century, students examine some recent theories about the organs and tissue for transplantation…artificial reproduc- nature of human knowledge, as well as the related concepts tion…allocation of scarce health resources…AIDS: public of truth, justification, and belief. Offered in spring of health vs. private rights. Such issues in health care odd-numbered years. confront all of us at some time both as matters of individual concern and as issues of public policy. Students study the 332 Ancient Philosophy (3) (H) ethical principles that should undergird decisions in health A close study of selected texts of Plato and Aristotle. care. It focuses on the application of ethical principles to Some Presocratic and Hellenistic philosophers may be concrete cases. considered. Offered each fall.

253/353 Social & Political Philosophy (3) (S) 334 Medieval Philosophy (3) (H) W A survey of important themes in the history of social A survey of representative Christian, Islamic, and Jewish and political philosophy. Topics for discussion include: philosophers of the Middle Ages. Special emphasis is placed strategies for social change, the nature of political authority, on the moral and political philosophy of the period. the autonomy of the individual, anarchism, and democracy. Readings are drawn from classical and contemporary 336 Early Modern Philosophy (3) (H) W sources. Offered in spring of even-numbered years. Surveys the development of early modern philosophy in light of the scientific background from which it emerged. 272/372 Beyond the Western Tradition (3) (V) W Major works by Descartes, Leibniz, Spinoza, Locke, We live in a world characterized by multiplicity, plural- Berkeley, Hume, and Kant are supplemented by readings ity, and difference. Students are provided with the oppor- from women philosophers of the period. Offered each tunity to enter into frames of reference of people with spring. differing experiences of, and assumptions about, the world. We are educated in this world to the degree that we are 338 19th-Century Philosophy (3) (H) aware of our own boundedness, and that we become skilled Surveys major trends in post-Kantian European philos- in critically understanding and integrating the perspectives ophy. Readings are drawn from the work of Fichte, Hegel, of others. Examines the beliefs of Native Americans, West Marx, Kierkegaard, Nietzsche, and others. Offered spring Africans, Chinese thinkers, and philosophers of India. of even-numbered years.

292/392 Alternative Futures (3) (V) 340 20th-Century Philosophy (3) (H) Is there hope for HUMAN beings? Can we forecast Surveys major trends in 20th-century philosophical futures as other than more of the same? What choices might thought, with special emphasis on developments in Anglo- we exercise in shaping futures? After initial reflections on American philosophy. Readings are drawn from the work of the human prospect, students working in groups will be Russell, Moore, Wittgenstein, Quine, and others. Offered responsible for conjecturing sensibly and usefully about spring of odd-numbered years. 126 PHYSICS

350 Existential Philosophy (3) (V) W PHYSICS COURSES (PHYS) Intensive study of recent phenomenological investiga- 100 The World of Physics (3) (E) tion into human existence. Thinkers such as Kierkegaard, A non-mathematical introduction to the concepts of Nietzsche, Heidegger, Sartre, and Merleau-Ponty will be classical and modern physics. The course emphasizes discussed. historical developments, demonstrations, and applications 385 Problems in Philosophy of Art (3) (A) W of physical principles. Topics include the laws of motion, gravity, energy, heat, electricity and magnetism, the atom, Explores central questions in the philosophy of art atomic architecture, the nucleus, elementary particles, through reading and discussion of landmark texts in the relativity, and cosmology. Designed for non-science majors. discipline. Focus is on the question of the nature and func- Offered fall of odd-numbered years. tion of art. Offered each spring. 141 Intro Astronomy—Solar System (3) (E) 400 Philosophy Seminar (3) (I) W Survey of the history of astronomy; the motion of An in-depth study of the work of a single major phil- objects in the night sky; gravitation and relativity; tele- osopher. The figure selected changes with each offering. scopes; the sun, planets, moon, meteors, and comets; the Contact the department coordinator for the current origin of the solar system; space exploration; the search for selection. extraterrestrial life. Designed for non-science majors. Offered each fall. 402 Thinking about Technology (3) (I) A critical look at technology and its effects on society. 142 Intro Astronomy—Stars and Galaxies (3) (E) Some of the important ways in which modern technology Survey of the history of astronomy; the constellations; has changed how we think about ourselves, our obligations the nature of the stars; stellar evolution; white dwarfs, to others, and the natural environment are examined. neutron stars, and black holes; the structure and evolution Prerequisite: consent. Offered spring of even-numbered of the Milky Way; other galaxies, quasars; cosmology. years. Designed for non-science majors. Offered each spring.

143 Introduction Astronomy Lab (1) PHYSICAL SCIENCE A hands-on laboratory experience which complements PHYS 141 and 142. It has four distinct components, each DR. GARRY E. NOE, Program Coordinator lasting two to four weeks: lunar, planetary, and deep-space DR. DEBORAH E. OTIS, Program Coordinator observations with a Celestron telescope; discussing computer simulations, images, and film clips of celestial PHYSICAL SCIENCE COURSES phenomena; Internet-as-virtual-library exercises; physics (PHSC) experiments in optics and spectroscopy. Prerequisite or 100 Introduction to Physical Science (3) (E) corequisite: PHYS 141 or 142. Designed for non-science majors and fulfills the laboratory requirements for students Emphasizes the relevance of physical science in under- intending to graduate with honors. Offered each spring. standing the everyday world, and explores connections between physics and chemistry. Topics include energy, 215 General Physics (4) (E) electricity, magnetism, work, heat, light, the nucleus, the atom, chemical bonds, and chemical reactions. Intended for An introductory non-calculus treatment of the basic non-science students. Offered each fall. principles of physics. Areas of study include mechanics, fluids, forms of energy, and wave motion. No previous 101 Introduction to Physical knowledge of physics is assumed. Prerequisite: MATH 113. Science Laboratory (1) Lecture three hours, laboratory three hours. Offered fall of odd-numbered years. An introductory physical science lab course to accom- pany PHSC 100. Students have opportunities to explore 216 General Physics (4) (E) principles common to physics and chemistry through hands-on exercises. Designed for non-science students. A continuation of PHYS 215. The principal subject Prerequisite: PHSC 100. Offered each fall. areas are optics, electricity, magnetism, relativity, and atomic physics. Prerequisite: PHYS 215. Lecture three hours, laboratory three hours. Offered spring of even- PHYSICS numbered years. 221 Physics (4) (E) DR. GARRY E. NOE, Program Coordinator A calculus-based introduction to kinematics, New- Although the college does not offer a physics major, tonian dynamics, work and energy, gravitation, waves, fluid certain physics courses are needed in our science programs. mechanics, kinetic theory, and thermodynamics. Pre- Physics can also serve as an enrichment course for interested requisite: MATH 171. Lecture three hours, laboratory three students. hours. Offered fall of even-numbered years. POLITICAL SCIENCE 127

222 Physics (4) (E) American Government & Politics A continuation of PHYS 221. Topics include electric One of the following: fields, circuit analysis, magnetism, geometrical and wave (No more than four may optics, relativity and atomic structure. Prerequisite: PHYS count toward the major.) 221. Corequisite: MATH 172. Lecture three hours, labora- POLS 201 tory three hours. Offered spring of odd-numbered years. State and Local Government POLS 207/307 The Presidency & American Politics 3 POLITICAL SCIENCE POLS 231/431 Theories of Liberal Democracy DR. WILLIAM A. GIBSON, Program Coordinator POLS 235/335 DR. WILLIAM M. JONES American Government MS. LAURA K. LANDOLT POLS 237/337 MR. RENE PEREZ-LOPEZ, (adjunct) American Legislative Process POLS 303 If Aristotle is correct when he observes that the end of Urban Politics politics is the good for man, then we may appropriately conclude that the study of politics—no less than a complete Comparative Politics & liberal arts education—aims at a comprehensive under- International Relations standing of man and human communities. The following One of the following: requirements for students in political science include five (No more than four may major categories which subdivide the discipline and help to count toward the major.) articulate its many facets. POLS 103 I. Introductory-Level Political Science Global Realities II. Political Philosophy POLS 210 III. American Government and Politics International Relations IV. Comparative Politics and International Relations POLS 211/311 V. Constitutional Law, Public Administration and Comparative Politics: Latin America Policy POLS 215/315 Comparative Politics: Europe Major Requirements POLS 216/316 Comparative Politics: Russia 3 COURSE NUMBER AND TITLE SEM. POLS 217/317 HRS. Comparative Politics: Asian Pacific Rim Introductory Level POLS 218/318 One of the following: Comparative Politics: South Asia POLS 101 POLS 228/328 Politics Literature Comparative Politics: China POLS 103 POLS 229 Global Realities 3 Comparative Politics: SE Asia & Japan POLS 105 POLS 321 Politics Through Film Political Writings of Latin America POLS 111 POLS 360 Introduction to Political Science The Media & American Foreign Policy in the 20th Century Political Philosophy POLS 440 Two of the following: Seminar: American Foreign Policy POLS 204 Introduction to Feminist Political Thought POLS 239 American Political Thought POLS 433 6 Political Theory: Ancient POLS 434 Political Theory: Modern POLS 435 Contemporary Theories of Justice 128 POLITICAL SCIENCE

Constitutional Law, Public One of the following: Administration and Policy POLS 204 One of the following: Introduction to Feminist Political Thought (No more than four may POLS 239 count toward the major.) American Political Thought 3 POLS 205/305 POLS 433 Law in American Politics & Culture Political Theory: Ancient POLS 221 POLS 434 Current Events Political Theory: Modern POLS 270/370 Four additional courses at The Constitution & Criminal Procedure 12 POLS 323 the 200 level or above 3 Public Policy Analysis Senior Portfolio (submitted before POLS 343 certification for graduation at the beginning Public Administration of the last semester at VWC) from political POLS 371 science courses used as a basis for a review Constitutional Law I: The Federal System panel discussion with political science POLS 372 faculty (used for assessment purposes) Constitutional Law II: Substantive Rights POLS 373 Students may elect an interest track which Conflict Management I permits some specialization within the POLS 390 department’s offerings: Research Methods: Essential courses are in bold Politics & Administration Pre-Law Track POLS 201; 207/307; 231/431; 235/335; Four political science electives OR 237/337; 239; 243/343; 303; 323; 373; POLS 495 371; 372 Pre-Internship Seminar POLS 497 12-18 Public Policy & Administration Track Political Science Internship Seminar POLS 201; 343; 303; 323; 372; 390 POLS 498 Comparative Politics Track Political Science Internship POLS 211/311; 215/315; 216/316; 217/317; 218/318; 228/328; 229; 321; 438 Four courses must be taken from at least three of the following disciplines: history, International Relations Track 12 psychology, sociology, economics, POLS 103; 210; 321; 336; 440; 438 geography, criminal justice. Political Philosophy Track POLS 204; 231/431; 239; 433; 434 POLS 499 3 Senior Seminar American Government & Politics Track POLS 201; 207/307; 235/335; Total Hours Without Internship 45 237/337; 239; 303 Foreign Service and Policy Track Total Hours With Internship 51 POLS 210; 215/315; 216/316; 217/317; 218/318; 321; 360; 440

Minor Requirements TOTAL 18 COURSE NUMBER AND TITLE SEM. (See p. 27 for general minor requirements) HRS. POLITICAL SCIENCE COURSES One of the following: (POLS) POLS 101/301 Politics and Literature 101/301 Politics and Literature (3) (A) W POLS 105 3 Offers a non-technical, literary path to the exploration Politics Through Film of the human experience and the role that politics plays in POLS 111 that experience. Through readings and discussions of these Introduction to Political Science books, understanding about not only what it means to be human, but also how politics shape that human experience POLITICAL SCIENCE 129

will be gained. Topics such as racism, poverty, totalitarian- 202/302 Ethnicity and Politics: ism, morality, and the role of government will be explored Latinos in America (3) (S) through books that deal with some of the most challenging Ethnic groups must adapt to U.S. political ways in order political issues that face societies. Such works as Uncle to press their political agenda. Spanish-Americans have Tom’s Cabin, Grapes of Wrath, Brave New World, and adapted, mixing agendas from their countries of origin, The House on Mango Street are used toward these ends. experiences in the U.S. and with other minority ethnic Offered each fall. groups. How Latinos have adapted to and participated in U.S. politics is studied. Offered spring of odd-numbered 103 Global Realities: Issues and Resources years. for Navigating Today’s World (3) (S) Designed to open a window on a wider world for stu- 204 Introduction to Feminist dents who want to begin learning about international rela- Political Thought (3) (V) W tions. It begins with a broad overview of political, Feminist theory has always had a political agenda: to economic, and cultural patterns in today’s global environ- improve the situation of women in society. It also has ment, which is followed by an inventory, evaluation, and theoretical import, asking basic questions about personal comparison of information sources about international identity and equality, about ethical obligations to others, affairs, including print, broadcast, and cable media, the about justice and fairness, and about the history of political Internet, and CD-ROM and simulation software. We theory. This course brings together both of these strands, consider the way American popular culture understands focusing on feminist theory, feminist politics, and the and represents the rest of the world. The course concludes contributions that feminist theory can make in thinking with one or more case studies of current global issues, such about politics in general. Offered fall of odd-numbered as international terrorism, the control of rogue states, years. denuclearizing warfare, international women’s issues, inter- national environmental problems, and the impact of global 205/305* Law in American consumerism. Through these case studies, we learn how to Politics & Culture (3) (S) W identify key international problems, track them in the Examines how law is defined, its philosophical roots, media, gather information about them, and develop and the relationship between law and justice, the role it plays in evaluate possible solutions. Offered each fall. American society, and how it is represented in American 105 Politics Through Film (3) (A) culture. Using films, plays, novels and other cultural artifacts in addition to sources in political science, we focus Film, one of the human community’s most comprehen- especially on the American Constitution, the concepts of sive forms of cultural expression, offers unique opportuni- the rule of law and due process of law, the institutions and ties for exploring the political dimension of life. Drawing politics of the law, making and enforcing processes, and the examples from the extensive category of politically relevant unique roles of the lawyer and the judge. At the Honors films, this course introduces and illumines a wide range of level (305), we use cultural and political criticism to take a fundamental concepts in the study of politics. Although the closer, more interdisciplinary look at how motion pictures, focus is on politics, this course also offers the opportunity novels, plays, and other forms of cultural expression reveal for students to learn some basics of film analysis and the politics and patterns through which American culture cultivate a critical perspective. Offered each spring. understands and represents the law and its institutions. Offered each fall. *Prerequisite for 305: Honors and Scholars 111 Introduction to Political Science (3) student or consent. Introduces students to the fundamental concepts and issues in the study of politics. Primary emphasis is placed on 207 The American Presidency (3) (S) ideologies, such as liberal democracy, conservatism, social- Analyzes the nature and development of the American ism, communism, fascism, nationalism, political institu- presidency, its impact on American politics and the making tions and behavior, including legislatures, executives, of domestic and foreign policy. Offered each spring. interest groups, political parties, political socialization, participation, the expression of political opinion, revolu- 210 Introduction to tion, and types of political systems. These concepts and International Relations (3) (S) issues are considered from both behavioral and traditional Drawing on both historical and contemporary experi- perspectives. Offered each spring. ence, students study the behavioral and institutional 201 State & Local Government & Politics (3) (S) features of the nation-state and its global environment in their political, military, economic, and cultural aspects. Based on both theoretical and practical experiences in Main topics include power, foreign policy, diplomacy, inter- state and local government and politics. The relationship national organization and law, arms control, and the global between local, state, and federal systems is explored. Office economy considered in the context of the post-cold-war holders and local officials are guest speakers on practical world. Issues examined include overpopulation, food and aspects. Offered each fall. energy scarcity, national and ethnic movements, economic development, environmental problems, and militarism. Offered each fall. 130 POLITICAL SCIENCE

215/315 Comparative Politics: Europe (3) (S) 228/328 Comparative Politics: China (3) (S) Evaluates the government and politics of selected The political system and the dynamics of political European regimes as alternative examples of efforts at change in China are examined. representative democracy. Typically, we examine the politi- cal systems of Great Britain, France, and Germany. We also 229/329 Comparative Politics: examine factors leading to integration and/or disintegration SE Asia & Japan (3) (S) in post-cold-war Europe. Offered each fall. The political system and the dynamics of political change in Japan and selected Southeast Asian nations are 216/316 Comparative Politics: examined. Communism in Transition - The Former Soviet Union (3) (S) 235/335 American Government (3) (S) Examines Russia and the former Soviet Union. These Acquaints students with the workings of our system of transitional regimes offer excellent opportunities to study federal government. The Constitution, the presidency, the problems and prospects for radical economic and polit- Congress, the Supreme Court, political parties and the ical reform and the hazards of reactionism in societies pre- regulatory agencies are treated as separate units of a unified viously dedicated to Communist economic systems and focus upon our institutions of national government. non-democratic, non-parliamentary political systems. We Offered each fall. focus particular attention on the challenges posed by rebel- lious national groups and chronic economic crisis. Also, we 237/337 American Legislative Process (3) (S) examine the relationship of ideology to government policy Deals with structure and function of law making in and the ways in which those regimes have reinterpreted Congress and the state legislatures, including consideration such traditional Western political values and institutions as of such topics as: committees, representation, policy constitutionalism, the rule of law, natural and civil rights, making, leadership and interest group influence. We also participatory democracy, and the representation of inter- examine the impact of Congress and state legislatures on ests. vital issues of public policy ranging from foreign policy to urban policy, or from taxation to energy policy. Finally, the 217/317 Comparative Politics: role of party politics and campaigns in the legislative Asian Pacific Rim (3) (H) process will be considered. Offered fall 2004. Examines political systems and the dynamics of political change in the eleven East and Southeast Asian nations of 239 American Political Thought (3) (V) W the Pacific Rim, a region that has assumed a commanding Focuses on major ideas shaping American institutions of presence in world politics and the world economy. government and politics from the founding generation to Normally included are Japan, China, and selected nations the present. The writings of many different individuals from among Korea, Philippines, Indonesia, Malaysia, relating to such issues as: slavery and race; capitalism and Thailand, Vietnam, Cambodia, Laos and Burma. social justice; and feminist political theory are evaluated. Readings include the Federalist Papers, selections from 218/318 Comparative Politics: South Asia (3) (S) Democracy in America, works by Malcolm X, Dr. Martin The confrontation of Western political forms with Luther King, and Betty Friedan. traditional non-Western and pre-colonial cultures and alter- native strategies for political and economic development 240/340 German Cinema: highlight this analysis of the politics of nation-building in Art and Politics (3) (A) W the South Asian portion of the Third World. India and Identical to GER 240/340. Pakistan are the main cases to be studied, although examples may be taken from Iran, Afghanistan, and 270/370 The Constitution and perhaps Bangladesh and Malaysia as well. Offered fall of Criminal Procedure (3) (S) W odd-numbered years. Using the case-study method in texts and class discus- 220/320 Comparative Politics: sion, media reports of current Supreme Court actions, Latin America (3) (H) artifacts from popular culture, and a hands-on simulation of the Supreme Court itself, this course surveys the Examines major problems of political and economic American approach to constitutionalism; the overall frame- modernization by considering Latin American political work of the American legal system; the decision-making systems in their various approaches to development. Focus processes of the Supreme Court; and the Supreme Court’s is on key examples of the successes and failures of the interpretation of those civil rights and professional proce- various developmental strategies: e.g., Cuba, Chile, Peru, dures associated with the operation of the criminal justice Brazil, and Mexico. Further, the impact of United States’ system. Fourth Amendment search and seizure require- policies upon the region as a whole receives special atten- ments, the Exclusionary Rule, Arrests, Fifth Amendment tion. Identical to SPAN 220/320. Offered each spring. due process issues, the Miranda Warnings, Sixth Amendment right to counsel and jury trail issues, and POLITICAL SCIENCE 131

Eighth Amendment bail, fine, and punishment issues, impact of their activities. Included among these are human including asset forfeiture and capital punishment are of par- rights, environment, and labor groups; the World Bank; the ticular interest. Students taking this course at the 300 level World Trade Organization; and global corporation. Offered have the additional advantage of more comprehensive cov- in selected Winter Sessions. erage of these issues and valuable practice in briefing rele- vant cases. Prerequisites: none for 270; for POLS 370, 360 The Media and 20th Century junior status or consent, for CJ 370, either CJ 200 or 205. American Foreign Policy (3) Offered spring of odd-numbered years. Tells the story of American foreign policy in the 20th Century, “The American Century” as Henry Luce put it, 303 Urban Politics (3) (S) focusing not only on traditional themes and interests, such Students examine scholarly perspectives on the evolu- as Isolationism, Imperialism, The Open Door, tion of political processes, institutions, the intergovernmen- Interventionism, Internationalism, and Anti-Communism, tal context, key actors and contemporary issues in urban but also on the interplay of media, public perceptions and politics such as urban sprawl and economic development. A opinion, and foreign policy choices by presidents and other major part of this class is a six-week simulation of a city decision-makers in the pursuit of national security, the government where students take roles of city councillors, American way of life, and prosperity during times of peace lawyers, business leaders, and citizen activists in making and war. Prerequisite: junior status or consent. Offered fall important decisions about the city’s future. Prerequisite: of odd-numbered years. junior status. Offered each spring. 371 Constitutional Law I: 307 The Presidency and the The Federal System (3) (S) W American Political System. (3) (S) Government regulation of business, privacy, abortion, Focuses on the institutions and processes of American the origins and extent of the Supreme Court’s authority, government in regard to the presidency. and due process of law are among the specific topics that this course considers, using the case study method in light 321 Political Writings of Latin America (3) of current historical and political analyses. We focus on the Readings of the political writings of selected Latin relationship of the federal government to the states and the American thinkers. Relationship of political writings to Supreme Court to the Congress and the president, as well contemporary culture, society and government of Latin as the role played by the court and the judicial philosophies America. Also cross-listed as SPAN 321 in which case of individual justices. Prerequisite: junior/senior status or readings and writing are done in Spanish. Offered each fall. consent. Offered fall 2005.

323 Topics in Public Policy Analysis (3) (S) W 372 Constitutional Law II: Substantive Rights (3) (S) W Using policy analysis models students examine a set of substantive public policy issues to establish the issue con- Privacy rights, rights of accused criminals, racial, text, define the policy problems, and evaluate alternative economic, and sex discrimination in schools, jobs, and solutions. Topics may differ each semester and include, but housing, reverse discrimination, and freedom of expression are not limited to, the environment, health care, crime, and religion are particular concerns of this course, which urban policy, poverty, and welfare. Identical to ENVS 323. examines through the case study method, together with Offered each spring. historical and political analyses, the nature of the Supreme Court’s authority and its relationships to other branches of 343 Public Administration (3) (S) American government, equal protection of the laws, and Contemporary approaches to policy-making and First Amendment rights. Prerequisite: junior/senior status decision-making techniques are reviewed in light of the or consent. Offered spring 2006. values represented in them and their promises for serving 373 Conflict Management (3) W the public interest. We review classic and modern theories of bureaucracy; the history, development, and philosophical Examines conflict processes within and between organ- assumptions of the science of administration; the structure izations and alternative approaches to conflict manage- and functioning of American federal, state, and local ment, drawing on the contributions of several disciplines administration; the budget-making process; government and experience in organization, community and labor dis- regulations of business and society; and the major pute management. Identical to MBE 373. Offered each fall. challenges facing governmental professionals in our time. Identical to HHS 343. Offered each spring. 374 Conflict Management II (3) Identical to CJ 374. 353 Globalization and Its Discontents (3) (S) The theoretical, political, economic, and institutional 390 Research Methods: foundations and practices of free trade are studied. Case Politics & Administration (3) (E) studies are developed by students from Internet data on the Examines the logic and methods of empirical research in issues and stakeholders in the globalization debate and the political science. Students learn how to develop research 132 PORTFOLIO

questions in politics and translate them into appropriate 497 Political Science Internship Seminar (3) research strategies and alternative designs. Prerequisite: Students learn to use theories, knowledge, and values junior or senior status or consent. Offered on demand. studied in political science and other courses to interpret their internship field experiences and make generalizations 433 Political Theory: Ancient (3) (V) W about their learning. Corequisite: POLS 498. Offered on Introduces students to the classic works in ancient polit- demand. ical philosophy. The readings and discussions center on the works of ancient philosophers, historians, and playwrights. 498 Political Science Internship Program (12) How did political philosophers such as Plato and Aristotle Political science majors apply the knowledge and skills deal with issues such as justice, obligation, equality, the learned in their political science classes in a full-time, common good, the role of reason, the aims of government semester-long internship. The field experience can be in, and the nature of politics? Many of the problems that but is not limited to, government agencies at the local, political theorists confront in light of certain fundamental state, and federal levels; law, law enforcement, non-profits, questions about society and politics are examined. The political parties, social service. Prerequisites: 15 semester work of theorists from Plato to Aquinas are included. hours of political science, including POLS 495. Offered on Prerequisite: junior status or consent. Offered each fall. demand in the spring semester.

434 Political Theory: Modern (3) (V) W 499 Senior Seminar (3) (I) W Students analyze and evaluate some of the major themes The senior seminar in political science is required of all in modern political theory such as natural rights, political students wishing to graduate from Virginia Wesleyan with equality and distributive justice. Selections include the a major in political science. The course is team taught by works of Machiavelli, Hobbes, Locke, Rousseau, Mill, members of the department and focuses upon a different Smith, Marx, and Nietzsche. Our goal is to consider the topic each spring. Examples of seminars offered in the past ideas of these authors and to understand more clearly the are: Politics and the Media; War and Peace in the Nuclear profound and complex role that ideas have played, and Age; Political Development and Changes in Latin America continue to play, in society. In addition, we deal with some and Asia; and Images of Justice. Open to all students. contemporary responses to their work. Offered each spring. Offered each spring. 435 Contemporary Theories of Justice (3) (V) W In this seminar, students read and discuss four of the PORTFOLIO most important texts in contemporary liberal debates about justice. The aim is to understand the alternative views of DR. THOMAS R. FANNEY, Director political society and justice presented in these texts and to consider the choice worthiness of each alternative. The PORTfolio is a selective four-year program that allows books read are: Anarchy, State, and Utopia; A Theory of students to integrate their college education with off- Justice; Justice Gender and the Family; and The Limits of campus experiential opportunities. The purpose of the Justice. Offered on demand. PORTfolio Program is to provide a curriculum through which students can build the foundation for the knowledge, 440 Seminar:American Foreign Policy (3) (S) attitudes, and skills that are necessary for life-long personal satisfaction, professional success and civic responsibility. By Examines American foreign policy formation. The first dissolving the wall separating academics from the world section focuses on the foreign policy process, while the outside, it connects liberal learning with the surrounding second section is devoted to case studies of specific foreign community. Each student in the program maintains and policy decisions in American history. Provides a framework continually updates an electronic portfolio that documents for informed evaluation of American foreign policy. her/his four years at VWC. Prerequisite: junior/senior status or consent. Offered fall Students apply and are accepted as new in-coming 2004. freshmen. The program includes at least one specially 495 Pre-Internship Seminar (3) designed seminar a year, an internship and Winter Session courses for externships and service learning. Completion of Designed to prepare the student for a successful intern- the program satisfies VWC’s computer literacy and oral ship experience. Students explore the meaning of work and communications requirement as well as other General careers and examine how their knowledge and values are Studies requirements. The program is taken in addition to part of the work and career in which they are interested. one’s major. Application for admission to the program must be made to the political science faculty during the student’s junior year. PORTFOLIO COURSES (PORT) Prerequisites: 12 semester hours of political science and an overall grade point average of at least 2.5. Offered each fall. 110 PORTfolio Freshman Seminar (1) All in-coming freshmen in the PORTfolio Program take PORT 110 in conjunction with PORT 121, instead of INST 110, except those who are also in the Wesleyan PSYCHOLOGY 133

Honors and Scholars Program, in which case they may students by having them work out solutions, individually choose to take INST 113, Freshmen Honors Seminar. and collaboratively, to “real-life” situations. Various Offered each fall to new freshmen admitted into the strategies are examined and employed culminating in PORTfolio Program. “Guided Design.” Prerequisite: PORT 122. Offered each fall. 121 Intro to PORTfolio Project (3) W A time of self-exploration and discovery involving close 225 PORTfolio Career Study (3) work with faculty mentors and other PORTfolio students. Designed to provide an in-depth introduction to a Readings, off-campus explorations, and the development of career field of choice, an externship experience within that an electronic portfolio assist students in clarifying their own career field, and subsequent reporting and processing. reasons for coming to VWC, their purposes while they are Students spend the first week researching the career choice here, and the unique resources that they bring to the made in previous PORTfolio courses and the site at which learning process. In addition, students expand on their they will extern. The second week consists of the on-site connections to the Chesapeake Bay environment and the externship. The final week is used to document, process and international port of Hampton Roads and begin to use present the lessons learned. Final reflection and summary these unique resources to enrich their education. Taken in are included in an updated electronic portfolio. Offered the fall of the freshman year. each Winter Session and upon request during a three-week summer session. 122 Liberal Arts Seminar (3) What are the liberal arts, and why spend four good years 420 President’s Senior Seminar (1) studying them? In the U.S., the liberal arts are housed insti- Provides the capstone to the PORTfolio Program. This tutionally in colleges and the undergraduate programs of seminar, taught by the President of Virginia Wesleyan universities. In this context, the two questions from the first College, focuses on ethical values, commitment to commu- sentence in this paragraph may be rephrased as: What are nity and ways in which students can put their liberal colleges? What are they for? How do they try to accomplish learning to work for the “good,” personally and collectively. their goals? These questions are approached in several ways. Prerequisite: senior status in the PORTfolio Program. One is historical. How did colleges in general, and VWC in Corequisite: PORT 421. Offered each spring. particular, get to be the way they (it) are (is)? Where do the various ideas of what it means to be liberally educated come 421 Senior Synthesis and Segue (2) from? A second is more philosophical. What does it mean Provides the capstone to the PORTfolio Program. to know something? How would you teach, given different Students reflect, synthesize and write about their four years answers to that question? Another is normatively. What of learning experiences. A focus on ethical values allows should colleges in general be doing? What kind of curricu- students to discover ways in which they can put their liberal lum should we, at Virginia Wesleyan, have? Offered each learning “to work” for the common good. Emphasizing spring. responsibilities to oneself, to each other, and to the community, the transition from college to “the rest of their 123 Hampton Roads Service Learning (1) lives” is explored and prepared. The student’s electronic Introduces and raises the civic consciousness of students portfolio is finalized through the addition of their about issues that impact the Hampton Roads community. reflections, synthesis, explorations, and preparations. Pre- Fostering an attitude of engaged citizenship is its goal. requisite: senior status in the PORTfolio program. Students gain an understanding of issues from social, envi- Corequisite: PORT 420. Offered each spring. ronmental, economic, national security and legislative perspectives. Students are introduced to two issue-based projects through on-site presentations. They choose one PSYCHOLOGY and learn about that issue through a week of research and lecture followed by a week of direct service experience. The DR. RITA E. FRANK final week includes guided exercises in reflection and assess- DR. D. BARRY LIPSCOMB, Program Coordinator ment in which students learn how their experience may fit DR. DONALD G. WOLFGANG into a larger picture and how they can be part of solutions DR. MARGARET C. ZIMMERMAN to community issues. Prerequisite: PORTfolio students, INST 121 or consent; non-PORTfolio students, no prereq- Because psychology has developed as essentially an uisites. Identical to INST 123. Offered in selected Winter interdisciplinary subject, historically related to philosophy Sessions. and biology, it is well-suited as a major for students seeking a diversified education that will advance understanding of 221 Problem Solving Seminar (3) themselves and others. In addition, those students desiring to enter one of the specialties of professional psychology A course for sophomores participating in the PORT- that requires the master’s degree or the doctorate will find folio Program. It develops problem-solving skills in the psychology curriculum specifically designed to provide appropriate preparation for graduate study. 134 PSYCHOLOGY

Major Requirements In the process of satisfying the college’s general studies requirements, it is strongly recommended that students COURSE NUMBER AND TITLE SEM. considering psychology as a major complete PHIL 211 HRS. before attempting upper-division psychology courses. PSY 201 3 General Psychology The Psychology Major With an Internship in Health and Human Services PSY 280 The Descriptive Methods of 4 Students who wish to be most advantageously prepared Psychological Science for employment in a helping profession immediately after earning their bachelor degrees should confer with a faculty One of the following courses about member in our Health and Human Services department for cognition: advice in scheduling certain additional courses that are PSY 341 prerequisites for being placed as an intern with a local Cognitive Development community agency during their senior year. PSY 348 Language Development The Psychology Major as PSY 370 3 Preparation for the Health-Care Professions The Construction of Perceptual Reality Students expecting to enter schools of medicine, den- PSY 377 tistry, or other health-care fields after earning their bachelor Nature of Human Consciousness degrees can major in psychology as undergraduates and still PSY 388 have time to take essential courses in the natural sciences. Cognition Practitioners who are able to consider the psychological PSY 488 factors that contribute to their patients’ complaints and Senior Seminar: Cognitive Process reactions to treatment often find that having access to this One of the following courses about perspective improves their diagnostic and therapeutic personality: effectiveness. The College’s pre-med adviser is prepared to PSY 333 describe how this curricular integration can be achieved Assessment of Individual Differences through careful planning. PSY 337 Advanced Developmental Psychology Minor Requirements PSY 355 COURSE NUMBER AND TITLE SEM. Theories of Personality (See p. 27 for general minor requirements) HRS. PSY 362 3 Theories of Motivation One general survey course: 3 PSY 366 PSY 201 or 477 Therapeutic Psychology One course about some aspect of cognition: PSY 466 3 Abnormal Psychology PSY 341, 348, 370, 377, 388, or 488 PSY 468 One course about some aspect of personality: 3 Current Psychoanalytic Theories PSY 266, 333, 337, 355, 362, 366, or 466 PSY 310 3 One course that belongs to the Quantitative Analysis of Research Data General Studies category of 3 PSY 312 Empirical Knowledge (E): Computer Applications in 1 PSY 277, 355, 360, 362 or 455 Quantitative Analysis Additional course work in psychology 6 PSY 320 Designing and Evaluating Research 3 TOTAL 18 in Psychology PSY 480 A course may satisfy several of these criteria 3 Original Research Project simultaneously. The minor must include at least 9 semester hours of psychology course work taken at Additional psychology courses at the 12 VWC. Minor programs may not include PSY 300, 300 or 400 level 303, 310, 312, 320 or 480. No more than eight Additional psychology course at any level 3 semester hours of psychology taken as part of some major may be counted toward fulfillment of the MATH 106 3 requirements for this minor. Statistics

TOTAL 41 PSYCHOLOGY 135

Requirements for Teaching Psychology genuinely scientific investigation, and then by demonstrat- at the High School Level ing how its principles have guided much of psychology’s According to standards established by the Common- inquiry about the form of learning known as conditioning. wealth of Virginia, students who are interested in becoming Applications in the areas of therapy, self-management, and teachers of psychology at the high school level must fulfill behavior modification in organizations are described. Also all requirements for a major in psychology. Further infor- considered are the ethical issues that have been raised mation and guidance are available from the director of our concerning the use of this approach. No prerequisites, but secondary education program. intended primarily for freshmen and sophomores; upper- classmen by consent only. Offered fall of even-numbered PSYCHOLOGY COURSES (PSY) years. 201 General Psychology (3) 280 The Descriptive Methods of Provides a broad survey of the methods, issues, theories, Psychological Science (4) (E) and research findings that currently define the multifaceted An apprenticeship model is used to teach a qualitative field of psychology. No prerequisites, but intended prima- approach to the most basic goal of psychological research, rily for freshmen and sophomores; upperclassmen by that of description. The theory and practice of interview- consent only. Offered each semester. ing, direct observation, and the collection of unobtrusive measures is taught within the context of special topics (e.g., 245 Child Development Across Cultures (3) the psychology of technology, the psychology of health) Explores representative topics in child development that will change as circumstances warrant. Orientation to from a cross-cultural perspective. The goal of this explo- these special topics is followed by a discussion of the meth- ration is to uncover universal as well as culture-specific ods of inquiry listed above, a relevant field experience, developmental phenomena. Students who enroll in this opportunities to learn how to organize, analyze, and draw course leave with an appreciation of the challenges faced by conclusions from data collected during these experiences, those who are born into one culture but mature and are in-class critiques of each experience, and the creation of schooled in another. No prerequisites, but intended summative reflective memos. We conclude with an evalua- primarily for freshmen and sophomores; upperclassmen by tion of our efforts and an explicit comparison of qualitative consent only. Offered fall of even-numbered years. and quantitative approaches to asking and answering research questions. Three hours of lecture are integrated 255 Introduction to Industrial Psychology (3) (S) with three hours of laboratory each week. Prerequisites: at least sophomore status, PSY 201, or consent. Offered each Presents an overview of individual, environmental, and spring. organizational factors that affect job-related behavior. Topics considered include the selection, testing, and moti- 300 Teaching Assistants’ Program (1, 2, or 3) vation of personnel, job analysis, performance evaluation, and leadership. No prerequisites, but intended primarily for On the basis of superior performance in psychology freshmen and sophomores; upperclassmen by consent only. courses and evidence of an ability to communicate well, Offered when circumstances permit. students may be invited to participate in this program. Each Teaching Assistant (TA) will be assigned duties that support 257 Introduction to Sports Psychology (3) the instructional objectives of the psychology faculty and that provide occasions for learning more about psychology Describes how various psychological theories and prin- and for developing better interpersonal skills. A student ciples are applied in the domain of athletics. Topics covered accepted into the program may enroll for one, two, or three include leadership development, team building, motiva- semester hours depending on the nature and extent of the tion, training, and the management of anxiety. Prerequisite: responsibilities that are assigned. A student may enroll for PSY 201. Offered when circumstances permit. PSY 300 more than once, but may apply no more than a 266 Psychology of the Healthy Personality (3) total of three semester hours earned in this manner toward satisfaction of the requirements for a major in psychology. Examines the characteristics of fully functioning, self- Pass/fail grading. Offered each semester. actualizing individuals. Theories involving the development and maintenance of the healthy personality are investigated. 303 Resident Community Leadership (1) A variety of viewpoints on how an individual might attain Resident Assistants (RAs) develop their skills as peer optimal psychological well-being are discussed. No pre- counselors and group leaders. RAs will share their experi- requisites, but intended primarily for freshmen and sopho- ences through group discussions and structured processes. mores; upperclassmen by consent only. Offered each spring. Enrollment limited to current Resident Assistants. Pass/fail 277 Learning Theory (3) (E) grading. Offered each semester. The highly influential and controversial perspective 310 Quantitative Analysis of Research Data (3) known as behaviorism is explored, first by helping students Emphasizes the data analysis side of psychological understand the logical basis for its characteristic insistence research, stressing understanding of the fit of analysis tech- that only objectively measurable behavior can be subject to niques with data collection methods and research design. 136 PSYCHOLOGY

Selection of the appropriate statistic, computation, and communication). Prerequisites: junior/senior status, any interpretation of results are stressed for the more common 200-level course in psychology, and consent. Offered each parametric and some nonparametric statistics. The use of fall. multivariate statistics and their interpretation when they are encountered in the research literature are briefly introduced 327 Social Psychology (3) (C) although multivariate computation is not addressed. Our development as socialized human beings is shaped Prerequisites: junior/senior status, MATH 106, and through our interactions with groups of other people. In declared major in psychology or consent. Corequisite: PSY turn, the structure and function of both the formal and 312. Offered each fall. informal groups that exist in a society are shaped by the personalities of the individuals who comprise their mem- 312 Computer Applications in bership. In this course, students discover both academically Quantitative Analysis Lab (1) and experientially the nature of such group-related psycho- Offers instruction regarding computer applications that logical dynamics as attitude formation, interpersonal attrac- students must know in order to prepare research reports in tion, social conflict, and bureaucratic organization. the style required by the American Psychological Asso- Identical with SOC 327. Prerequisite: junior/senior status ciation. The course covers word processing (WordPerfect and six semester hours of either psychology or sociology. and/or Word), the use of spread sheets (Quattro and/or Offered each fall. Excel), and the Statistical Package for the Social Sciences (SPSS). Students learn how to use these tools to complete 333 Assessment of Individual Differences (3) assignments given to them in PSY 310. Finally, students are An examination of the theoretical and practical consid- exposed to elementary web page design, but mastery is not erations involved in the construction, administration, and required. Corequisite: PSY 310. Offered each fall. interpretation of psychological tests to measure such factors as achievement, aptitudes, interests, and personality struc- 320 Designing & Evaluating ture. Prerequisite: junior/senior status and any 200-level Research in Psychology (3) (E) W psychology course. Offered fall of odd-numbered years. By the end of the term, each student will propose an experiment that reflects by its design a proper understand- 337 Advanced Developmental Psychology (3) ing of the scientific method as an approach for studying Describes the physical, social, emotional, and cognitive psychological phenomena. In order to develop the requisite changes that occur during the period from conception skills for this effort, class presentations will concentrate on through adolescence and the interrelationships among these such matters as using the professional literature, the logic of changes that form, along with social and cultural contexts, experimentally based inquiry, selection of appropriate the mature individual. Although emphasis is placed on data-gathering strategies, and the ethical responsibilities of normal development, a representative sample of child and those who perform psychological research. Prerequisites: adolescent emotional and behavioral disorders are dis- junior/senior status and at least nine semester hours in cussed. An integral part of this course is to have students psychology including PSY 310 and PSY 312. Offered understand how the findings of developmental psycho- each spring. logical research may be applied to real-world concerns. Prerequisites: junior/senior status and any 200-level 322 Organizational Psychology (3) (S) W psychology course; freshmen and sophomores by consent Focuses on the interaction of individuals and organiza- only. Identical to HHS 337. Offered each fall. tions with an emphasis on the world of work. Strategies for improving organizational effectiveness are explored in terms 341 Cognitive Development (3) of such factors as work design, institutional and individual Familiarizes students with the normal course of cogni- development, motivational systems, social dynamics, and tive development during childhood and adolescence, the leadership patterns. Prerequisites: junior/senior status, and specific and general theories that seek to explain that any 200-level psychology course. Offered spring of odd- development, and the literature that relates cognitive devel- numbered years. opmental findings to the acquisition of academic skills. Prerequisites: junior/senior status and any 200-level 324 Group Dynamics (3) (C) psychology course. Offered each spring. By participating as a member of a small group, each student gains firsthand knowledge of the factors that need 348 Language Development (3) (C) W to be monitored and controlled in order for such a work Familiarizes students with the phonological, syntactic, unit to respond productively to the obligations placed upon semantic, and pragmatic aspects of both normal and it. Classroom presentations prepared by the groups aim atypical language development as it proceeds throughout toward raising each individual’s consciousness about various life. Issues relating to oral and written language will be issues related to collective functioning (e.g., leadership addressed. Prerequisites: junior/senior status and any styles, goal-setting techniques, decision-making strategies, 200-level psychology course. Offered fall of odd-numbered maintenance of group cohesion, and providing for effective years. PSYCHOLOGY 137

350 Psychology and the Law (3) interprets environmental events, a genuine understanding Presents an opportunity to view the practical applica- of behavior depends on a knowledge of the mechanisms tion of psychology within the criminal justice system. The that construct personal realities. This course traces the foundations of forensic psychology are illustrated by exam- physiological and psychological events that lead from stim- ining criminal events covered in the local and national news ulation of the sensory systems to the eventual emergence of media. Prerequisites: junior/senior status and PSY 201. perceptually guided responses. Prerequisite: junior/senior Offered when circumstances permit. status. Offered fall of even-numbered years.

352 Social Psychology of Stress & Crisis (3) W 374 Adolescent Development (3) An interdisciplinary study of the nature and conse- Provides a comprehensive and in-depth examination of quences of social stress. Specific cases of individuals, the physical, social, emotional, and cognitive aspects of families, communities, and organizations in crisis and adolescent development. Both normal outcomes and coping strategies are examined. Same course as SOC 352. special problems are addressed. Prerequisites: junior/senior Prerequisites: junior/senior status and any 200-level status and PSY 201 or consent. Offered spring of odd- psychology course, SOC 100, or SOC 188. Offered when numbered years. circumstances permit. 377 Nature of Human Consciousness (3) (V) W 355 Theories of Personality (3) (E) Students read a wide variety of works that provide a A survey of the major theoretical descriptions of per- context for inquiring about the origin of consciousness and sonality structure beginning with Freud’s psychodynamic its relationship to unconscious mental activities. The highly model and tracing developments thereafter through expo- analytical, manipulative, and verbal states of mind are com- sure to significant alternative viewpoints. Prerequisites: pared to those that are more integrative, receptive, and junior/senior status and any 200-level psychology course. magical. Evidence is presented that these two modes of Offered each fall. operation can lead to sharply contrasting conceptions of what is true, possible, and worthy. The ultimate objective is 360 Theories of Motivation: to understand how the interplay of these distinctive, yet Animal Behavior (3) (E) W complementary, styles of information processing shapes each person’s subjective version of reality. Prerequisites: Presents the theories of motivation with particular junior/senior status and any 200-level psychology course. emphasis on how they apply to animal behavior. The Offered spring of even-numbered years. biological systems underlying motivational processes are outlined and discussed. There are visits to local animal care 388 Cognition (3) and training facilities, individual or group projects, and report writing. Prerequisites: junior/senior status, PSY 201 Examines research findings that help us understand how and 277. Offered each spring. people perceive, remember, and think. These information- processing functions are described in terms of interacting 362 Theories of Motivation: mental activities such as pattern recognition, allocation of Human Behavior (3) (E) W attention, concept formation, encoding, hypothesis testing, and internal monitoring of problem-solving strategies. The activation, direction and maintenance of goal- Evaluation of a person’s intelligence is viewed as a diagnos- oriented behavior is studied from a variety of theoretical tic task that attempts to assess the relative efficiency of these perspectives. The primary focus is on conscious behaviors various processing components. Extensive opportunities are such as goal-setting, selection of self versus other perspec- provided for students to gain valuable insights regarding tives and the effects of such orientations on behavior as well their own cognitive skills. Prerequisites: junior/senior status as psychological needs, and specific topics such as altruism and any 200-level psychology course. Offered spring of and aggression. Prerequisites: junior/senior status and PSY odd-numbered years. 201. Offered each fall. 444 Planning with People in Mind (3) 366 Therapeutic Psychology (3) W Explores the field of study known as environmental A study of different approaches used in psychological psychology that considers how certain aspects of human treatment and rehabilitation. Through readings, films, tape behavior and personality shape and are shaped by the recordings, and role-playing the student is introduced to design of the physical settings where people reside, work, major theories and techniques of counseling and play, or otherwise spend their time. Prerequisite: junior/ psychotherapy. Prerequisite: junior/senior status and any senior status. Offered when circumstances permit. 200-level psychology course. Offered fall of even-numbered years. 445 Ecopsychology (3) (I) 370 The Construction of Integrates elements of ecology (the science and study of Perceptual/Reality (3) (A) habitat) and psychology (the science and study of behavior) in an effort to explore historical and contemporary envi- Because the effectiveness of adjustment to one’s physical ronmental issues and problems. Ecopsychology also has and social surroundings is affected by how the individual 138 RECREATION AND LEISURE STUDIES

roots in theology, philosophy, anthropology, and activist discipline. Prerequisites: senior psychology major, prior politics. Concepts are applied both to urban and wilderness approval by project adviser of a written proposal, PSY 310, environments and to both humans and wildlife. Aspects of 312, and 320. Offered each semester. Western intellectual thought that influence contemporary views about nature are examined. Particular fields and 488 Senior Seminar: theories of psychology are studied and applied to environ- Cognitive Processes (3) (I) mental difficulties. An assumption of this course is that it is Designed to help students determine how closely their crucial to understand the roles of human behavior, beliefs, thinking skills correspond to the forms and proficiency decisions, and values as both causes and solutions of envi- levels that courses in the various General Studies areas aim ronmental problems. Prerequisites: junior/senior status and at developing. Students construct personal “cognitive completion of most General Studies requirements. Offered profiles” and then use these to analyze their performances fall of odd-numbered years. on tasks encountered while enrolled in offerings represent- ing the various General Studies categories. Prerequisites: 455 Biological Psychology (3) (E) senior status and completion of all other General Studies Comparative and evolutionary perspectives are utilized requirements. Not available to students with previous credit in an attempt to understand how the anatomical and phys- for PSY 388. Offered spring of odd-numbered years. iological characteristics of the endocrine and nervous systems relate to cognitive and affective psychological func- tions. Prerequisites: junior/senior status and PSY 201. RECREATION AND Offered fall of even-numbered years. LEISURE STUDIES 466 Abnormal Psychology (3) W Accredited by the Council on Accreditation sponsored The various categories of disturbed behavior are by the National Recreation and Park Association/American described in terms of their defining symptom patterns. Association for Leisure and Recreation Causes, diagnosis, treatment, and prevention are also dis- cussed. Prerequisites: junior/senior status and PSY 333 or MR. JOHN R. BRALEY III 355. Offered each spring. DR. DOUGLAS A. KENNEDY, CPRP, Program Coordinator MRS. NANCY D. MONTGOMERY, CTRS 468 Current Psychoanalytic Theories (3) MR. WAYNE M. POLLOCK, CTRS Provides an overview of modern psychoanalytic con- The course offerings in recreation and leisure studies are cepts of mental illness and health. Topics include designed to provide meaningful and effective learning expe- autonomous ego, object-relations theory, affect theory, riences for major and non-major students alike. sexual and aggressive drives, and defense mechanisms. The major in the recreation and leisure studies program Prerequisite: junior/senior status, PSY 355, 466 or consent. should be of particular interest to students who anticipate Offered each fall. careers in recreation professions. By combining the con- cepts, skills, and perspectives of recreation and leisure 477 History & Systems of studies courses with carefully selected elective courses, Modern Psychology (3) (H) W students may expect to meet the intent of a liberal arts An examination of psychology’s evolution from its roots degree in addition to their career objectives in the recreation in vintage philosophical and biological concerns to its pres- profession. ent diversity of research directions and areas of application A combination of academic study and practical experi- reveals the issues of substance and methodology that have ence will provide the basis for the development of personal systematically developed. Stresses analysis, synthesis, and leadership, supervisory, and administrative skills. evaluation of information. Particularly useful to the psy- chology major seeking to identify a topic for the Original Major Requirements Research Project (see PSY 480) and the non-major inter- ested in an advanced but general coverage of fundamental COURSE NUMBER AND TITLE SEM. psychological trends and perspectives. Prerequisite: HRS. junior/senior status. Offered fall of odd-numbered years. REC 101 Introduction to Recreation & 3 480 Original Research Project (3) W Leisure Services Each student performs an independently created empir- ical study, reports on the project in a formal written pres- REC 200 entation, and defends the effort in an oral examination Therapeutic Recreation: before a committee comprised of two members of the Inclusion and Community OR 3 psychology faculty, one of whom must be the project REC 201 adviser, and a third faculty person recruited from another Introduction to Therapeutic Recreation RECREATION AND LEISURE STUDIES 139

REC 203 ADDITIONAL COURSES NEEDED FOR Technology Application in Recreation 1 CONCENTRATION IN THERAPEUTIC & Leisure Studies RECREATION (MINIMUM OF 9 SEMESTER HOURS) REC 204 3 Leadership & Analysis of Recreation REC 211 REC 205 Therapeutic Recreation Programming 3 1 Leadership & Analysis Lab for the Aged REC 206 REC 310 3 3 Management of Recreation & Leisure Services Disabilities & Therapeutic Recreation REC 300 REC 312 Recreation Program Principles OR Treatment Techniques in 3 REC 301 3 Therapeutic Recreation Therapeutic Recreation Program REC 314 Planning & Evaluation Therapeutic Recreation Activity 3 REC 302 Analysis & Assessment Design & Maintenance of 3 REC 318 3 Recreation Facilities Clinical Skills for Therapeutic Recreation REC 303 REC 319 1 3 Pre-Internship Seminar Practicum in Recreational Therapy REC 304 ADDITIONAL COURSES REQUIRED History, Philosophy & Trends of 3 FOR CTRS EXAM (MINIMUM Recreation & Leisure OF 9 SEMESTER HOURS) REC 401 PSY 201 3 3 Seminar in Recreation & Leisure Studies General Psychology REC 403 PSY 466 12 3 Internship in Recreation & Leisure Studies Abnormal Psychology HE 201 BIO 221 3 4 Safety & First Aid Anatomy & Physiology COMM 222 ADDITIONAL COURSES 3 Speech REQUIRED FOR CONCENTRATION IN LEADERSHIP INST 330 3 REC 224 Methods of Social Research 3 Outdoor Recreation & Education HHS 338 Adult Development: 3 REC 321 Organization & Administration of A Biopsychosocial Approach 3 Intramurals & Community-Centered One of the following: Activities SOC 303 Small Groups REC 324 PSY 324 3 Leadership II: Athletic & Outdoor 3 Group Dynamics Recreation Leadership and Instruction REC 369 REC 334 3 Group Facilitation Methods Practicum in Recreation and Leisure Studies HE 222 TOTAL 54 3 Instructing Health & Wellness Programs PE 300 3 Coaching of Team Sports 140 RECREATION AND LEISURE STUDIES

ADDITIONAL COURSES 222/322 Instructing Health & REQUIRED FOR CONCENTRATION Wellness Programs (3) IN MANAGEMENT Designed to teach basic knowledge, practices and skills required by most public and commercial health and recre- REC 231 ation agencies that employ college-educated wellness and Introduction to Sport and 3 fitness instructors. Some fieldwork required. Prerequisite: Facility Management junior or senior status. Offered spring of odd-numbered REC 334 years. 3 Practicum in Recreation and Leisure Studies 225 Introduction to Athletic Training (3) REC 336 3 Designed to expose the student to many areas of health Commercial Recreation care for athletes and their injuries. Emphasis will be on REC 337 prevention, recognition, evaluation, management and basic 3 Travel and Tourism treatment of injuries. Prerequisite: HE 201 or consent. Offered intermittently. REC 432 Management of Recreation 3 P.E.COURSES (PE) and Leisure Studies II 109 Ballet (1) REC 234 Offered intermittently. 3 Fieldwork in Recreation & Leisure Studies 114 Archery and Badminton (1) Offered intermittently. The Department of Recreation and Leisure Studies 115 Beginning Tennis (1) anticipates periodic changes in the schedule of course Offered intermittently. offerings. Please check with a department member for an up-to-date list of course offerings. 116 Body Conditioning & Weight Training (1) Offered intermittently. HEALTH EDUCATION COURSES (HE) 118 Creative Movement (1) Offered intermittently. 100 Stress Management (1) 120 Aerobics (1) Examines forms of stress, how they affect a person’s well Offered intermittently. being, and different approaches that have been developed to 122 Coed Softball/Basketball (1) deal with them. Students will utilize an examination of their own stressors and develop new techniques for dealing Offered intermittently. with those stressors through readings, lectures, and experi- 123 Ballroom Dancing (1) ential class assignments. Offered in selected Winter Offered intermittently Sessions. 124 Coed Volleyball/Soccer (1) Offered intermittently. 201 Safety and First Aid (3) 126 Beginning Golf & Bowling (1) Provides the general public with the knowledge and Offered intermittently. skills necessary to meet the needs of most emergency situa- 127 Introduction to Fencing (1) tions when first-aid care is needed. It incorporates personal Offered intermittently. safety and accident prevention information and acquaints 128 Dance Aerobics (1) students with the many causes of accidents so care can be Offered intermittently. taken to eliminate or minimize such causes. Offered fall and 129 Beginning Swimming (1) spring of odd-numbered years. Offered intermittently. 220 Concepts of Health (3) W 130 Martial Arts (1) A student-centered course utilizing the conceptual Offered each semester. approach and designed to increase the student’s health 131 Jazz Movement (1) knowledge and develop attitudes congruent with desirable Offered intermittently. health-related behaviors. Emphasis is given to topics of cur- 132 Sailing (1) rent interest to young adults, i.e., stress, leisure lifestyle, Offered intermittently. nutrition, weight control, mental health, human sexuality, 133 Handball/Racquetball (1) drugs, communicable diseases and disorders, and human Offered intermittently. ecology. Offered intermittently. 134 Windsurfing (1) Offered intermittently. 145 Beginning Scuba Diving (1) Offered intermittently. RECREATION AND LEISURE STUDIES 141

146 Yoga (1) 201 Introduction to Offered intermittently. Therapeutic Recreation (3) W 166 Israeli Self Defense (1) An overview of therapeutic recreation as a profession, Offered intermittently. and its policies, procedures, practices, and philosophy. 177 Lifeguard Training (1) Students develop an understanding of the professional Offered intermittently. training, ethics, and the recreation profession’s respons- ibility to provide recreation and leisure opportunities for 230 Intermediate Martial Arts (1) those groups of individuals who may require special services An advanced martial arts course in karate for students in meeting their needs. Some fieldwork expected. Offered who have mastered beginning martial arts skills and now each semester. desire to work on their advanced belts. Prerequisite: PE 130. Offered each semester. 203 Technology Applications in Recreation & Leisure Studies (1) 300 Coaching of Team Sports (3) Provides an introduction to, and opportunity to become A clinical analysis of coaching sports on recreational and proficient in, various technological applications that are varsity level. Intended for future coaches and recreation used in recreation and leisure agencies. Particular emphasis majors and includes: philosophy, conditioning, care of is placed on the use of computer hardware and software. injuries, rules and skills of the following sports: soccer, This includes word processing, database management, baseball and basketball. Prerequisite: junior status or spreadsheets, and specialized registration software. An consent. Offered fall of even-numbered years. exploration of the Internet including the use of e-mail and the world wide web helps the student understand how these 308 Instruction Theory & Techniques resources may be utilized to assist the recreation and leisure in Dance & Rhythms (3) W studies student as well as developing a profession. Graded pass/fail. Prerequisites: REC 101, 200, or 201. Sophomore A basic knowledge of dance history, example: ethnic or junior majors only; freshmen by consent. Offered each origins, social influences, style and evolution of the creative semester. process, developments in the discipline or techniques of dance, also dance as an art form as well as a performing art. 204 Leadership I: Leadership & Parallels the liberal arts studies in history, sociology, philos- Analysis of Recreation (3) ophy, music, theater/communications, and leisure studies. It creates a greater understanding and appreciation of Explores leadership theory and the process of activity dance. Also, it specifically points out the instructional uses analysis. Students develop their personal leadership skills by and purposes of choreography. Offered intermittently. observing, evaluating and practicing leadership styles. They also learn and practice the activity analysis process through RECREATION COURSES (REC) the planning, implementation and evaluation of goal- oriented activities for diverse segments of the population. 101 Introduction to Recreation & This is accomplished both in class and with the concurrent Leisure Services (3) (S) W lab (REC 205). Offered each semester. For all students who desire to explore the varied profes- sions of recreation/leisure services as a possible career goal 205 Leadership & Analysis Lab (1) or for their personal growth and development. Recreation A complement to REC 204, this course allows the stu- and leisure in historical development and today’s contem- dent the opportunity to demonstrate, assess, and develop porary society plus leisure education will be the major areas his/her leadership and analysis skills. By assisting members of concentration. Students are required to investigate local of the college community through the provision of leisure recreation/leisure agencies as a practicum component of the time activities, the student utilizes appropriate principles to course. Offered each semester. develop effective, flexible, and adaptive recreation leader- ship and analysis skills for a variety of consumer groups. 200 Therapeutic Recreation: This course includes a significant practical component Inclusion & Community (3) W during non-traditional class hours. Lab fee. Pass/fail Designed to provide insight into issues relative to per- grading. Corequisite: REC 204. Offered each semester. sons with disabilities residing in the community. Such issues may include therapeutic recreation and general recre- 206 Management of Recreation & ation needs, legal and ethical considerations, and general Leisure Services I (3) W inclusion in community services. Students develop a Designed to introduce the principles of managing heightened sensitivity to the barriers faced by people with leisure service agencies. The role of the manager is investi- disabilities and learn to facilitate inclusion as well as strive gated by applying underlying management and legal theory for normalcy in community recreation settings. Offered to the actual operation of existing leisure service agencies. each spring. Prerequisite: REC 101. Offered each fall. 142 RECREATION AND LEISURE STUDIES

211 Therapeutic Recreation Programming pursuits are examined through a review and analysis of for the Aged (3) W gender-specific ideals on equity, empowerment and social An overview of aging with respect to recreation and values. The course addresses women and leisure from an leisure. The aging process is explored in the physiological, evolving cultural perspective by contrasting men and psychological and social domains. Recreation therapy and women as well as examining differences among women. leisure services are studied in light of a variety of service The course also incorporates a personal examination of environments. Corequisite: REC 319. Offered spring of leisure philosophy, behavior and constraints with regard to odd-numbered years. one’s situation and gender. Offered intermittently.

224 Outdoor Recreation & Education (3) 300 Recreation Program Principles (3) A series of experiences, discussions and readings of Provides students with an understanding of recreation current issues and practices as they apply to outdoor recre- program practices including planning objectives, program- ation and education. Field experience required. Offered fall ming principles, organization, group work, promotion of odd-numbered years. supervision, and program evaluation. In addition to the study of programming theory, students plan, organize, and 231 Introduction to Sport evaluate a variety of recreation programs. Suggested prereq- and Facility Management (3) uisites: REC 101 and 204. Offered fall of even-numbered years and spring of odd-numbered years. Provides students majoring in recreation and leisure studies with an extensive knowledge of effective manage- 301 Therapeutic Recreation Program ment within a variety of sports settings. Specific skills Planning & Evaluation (3) W needed to plan and maintain recreation facilities are covered. Private, public, schools and sport club environ- Designed to provide students with the knowledge and ments are explored. Prerequisite: REC 101. Offered each skills needed to competently organize, conduct and evalu- spring. ate clinical and community-based programs for special populations in therapeutic recreation. Field experience may 234 Fieldwork in Recreation & be required. Offered each fall. Leisure Studies (1-3) W* 302 Design & Maintenance of Designed to allow the investigation of the leadership, Recreation Facilities (3) programming, operation, and management of leisure serv- ice agencies while working or volunteering. The course is An introduction to the general principles of con- designed on an individual basis to best meet the needs of temporary design and maintenance of recreation and park each student and agency. Prerequisite: REC 204 or consent. facilities on the federal, state, municipal and commercial Offered each summer. *Three semester hours must be levels. Offered each fall. completed to fulfill curriculum’s career track requirements and one writing credit. 303 Pre-Internship Seminar (1) Designed to provide guidance and direction in all 237 Maui to Moguls:Adventure Travel’s phases of internship procurement, including agency identi- Impact on Culture and the Environment (3) fication, application and selection for students who antici- Examines the impact that adventure travel has on pate enrolling in REC 403 the following semester. culture and our environment. To address this impact the Emphasis is placed on the student’s self assessment and class travels to two diverse locations: a ski area and the documentation of personal and professional goals, island of Maui. These trips illustrate how activities as strengths, and areas for improvement in relation to the diverse as skiing, snowboarding, snorkeling, hiking, wind- agency’s attributes and overall suitability for enhancing the surfing, and biking have an effect upon local culture, the educational, professional and personal needs of the student. economy, and preservation of the environment. Classroom Graded pass/fail. Prerequisite: senior and be eligible to work will prepare the group for their experiences and on- complete REC 403 the following semester. Offered each site instruction will bring the subject to life. Offered in semester. selected Winter Sessions. 304 History, Philosophy & Trends of 242 Dance & Society/Dance Appreciation (3) Recreation & Leisure (3) W Designed for non-dancers. Explains the use of move- Knowledge of the history, philosophy, development, ment as expression and the cultural aspects of dance. It is a structure, purposes, values, functions, and inter- survey course and will give students basic knowledge of relationships of private, public, voluntary, military, and dance and its role in society. Offered fall of odd-numbered commercial delivery systems for recreation and parks serv- years. ices. Some fieldwork expected. Prerequisite: junior/senior status. Offered fall of even-numbered years, spring of 268 Women and Leisure (3) (S) odd-numbered years. Designed to investigate the past, present and future roles of leisure in the lives of women. Leisure patterns and RECREATION AND LEISURE STUDIES 143

305 Teaching Assistant (1) 319 Practicum in Recreational Therapy (3) Provides recreation/leisure service majors or other stu- Facilitates a structured clinical experience for students in dents who qualify the opportunity, under supervision, to a variety of settings working with people with disabilities. organize and lead recreation, physical education activity The laboratory consists of 50 contact hours of clinical expe- courses, and selected introductory content courses (REC rience under the supervision of a Certified Therapeutic 101, 200, 201). Students are required to prepare lesson Recreation Specialist (CTRS) as well as coordination by the plans. Prerequisites: REC 204, or 323, or prior teaching CTRS faculty member teaching the course. It combines experience. Students must be interviewed and accepted by clinical exposure “in the field” with traditional classroom the course instructor. Offered each semester. instruction to maximize understanding and skill mastery. Corequisites: REC 211, 312, 314, and/or 318. Offered each 310 Disabilities & Therapeutic Recreation (3) spring. Designed to introduce students to the various disabling conditions that typically receive therapeutic recreation 321 Organization & Administration of services. Adaptive, corrective and progressive therapeutic Intramurals & Community-Centered recreation techniques are explored for approximately 50 Activities (3) W disabling conditions. The course focuses on treatment Planning, organization, administration, and evaluation protocols as related to specific disorders, their charac- of recreational sports programs in schools, colleges, and teristics in the four functional domains, and the habilitative community centers. Offered spring of odd-numbered years. or rehabilitative goals established for each. Lab fee. Offered each fall. 323 Methods of Teaching Individual & Dual Sports (3) 312 Treatment Techniques in A comprehensive analysis of selected activities and Therapeutic Recreation (3) related teaching methodology. Teaching methods are a Designed to prepare recreation therapy students so they major component of this course with ample opportunity may utilize appropriate treatment techniques within each for students to practice their teaching skills. Offered fall of segment of the client population. Includes instruction in odd-numbered years. group process techniques, stress management, values clarifi- cation, sensory stimulation, cognitive retraining, therapeu- 324 Leadership II:Athletic and Outdoor tic exercise and other modalities used within the field. Recreation Leadership and Instruction (3) Along with learning recreation therapy treatment tech- Teaches students the successful leadership and teaching niques, the student learns the background, planning, lead- styles associated with the instruction of outdoor recreation ership requirements, and necessary resources for each. and athletic activities. Students learn and practice a variety Students plan, implement and evaluate these techniques in of leadership approaches as well as group process classroom simulations. Prerequisite: REC 204, 205 or techniques, behavior management and teaching styles. consent. Corequisite: REC 319. Offered spring of odd- Prerequisite: REC 204. Offered fall of even-numbered numbered years. years.

314 Therapeutic Recreation Activity 327 Leisure Education (3) Analysis & Assessment (3) The study of leisure, its historical bases, the social/ Presents the rationale, procedural methods for and psychological pressures that influence how one uses leisure applications of assessment in therapeutic recreation. time and the strategies for changing one’s leisure patterns Students examine and utilize published instruments as well through leisure education. This course may be of particular as develop a functional environmental assessment based on interest to students who are majoring in health and human the use of activity/task analysis. Students learn methods of services, psychology, sociology or recreation. Offered inter- clinical assessment, establishing client rapport, as well as mittently. interpretation and documentation of assessment results. Prerequisite: REC 201. Corequisite: REC 319. Offered 334 Practicum in Recreation and spring of even-numbered years. Leisure Studies (3) Serves as a structured experience that allows students to 318 Clinical Skills for Therapeutic Recreation (3) investigate the operation of selected sport, tourism, and Designed to acquaint students with the various disci- recreation management areas. Through individual plines and accrediting bodies associated with therapeutic practicum assignments in an area related to a student’s recreation and the rehabilitation, treatment and education interest, a first-hand understanding will be gained of how of individuals with disabilities. The course focuses on basic principles of sport, tourism, and recreation management terminology, treatment techniques and procedures utilized may be effectively utilized. Students combine experience by certified Therapeutic Recreation Specialists. Prerequisite: “in the field” with traditional classroom instruction to max- REC 201 or consent. Corequisite: REC 319. Offered spring imize understanding and skill mastery. Prerequisites: REC of even-numbered years. 101, 204. 144 RELIGIOUS STUDIES

336 Commercial Recreation (3) Analyzes the principles of organizing commercial recre- RELIGIOUS STUDIES ation agencies and the factors affecting their success. Emphasis is placed upon actual agencies through field MR. JONATHAN DAUBER evaluation and case studies. Offered spring of odd-num- DR. THEODORE M. VIAL, JR. bered years. DR. CRAIG S. WANSINK, Program Coordinator

337 Travel and Tourism (3) Religious Studies in the Curriculum Introduction to the principles of travel and tourism as Without a knowledge of religions, it is difficult to an element of leisure service delivery. Covers tourism devel- understand daily newspapers, modern history, and many of opment and promotion from both the public and private the behavior patterns in which we ourselves are regularly sectors. Along with investigating various socioeconomic engaged. Within the college, the Department of Religious factors of travel and tourism, students have the opportunity Studies represents a point of intersection, where methods to visit various travel and tourism agencies. Prerequisite: and interests of the humanities, social sciences, and natural sophomore status. Offered each spring. sciences converge. Religious studies examines the role of religion in history, literature, and science; in human experi- 369 Group Facilitation Methods (3) ence and diversity; and in culture, politics, and society. The department provides students with (1) a basic understand- Designed to address the methods necessary to facilitate ing of one historical religious tradition (i.e., Christianity), groups so that they may achieve their goals. Through (2) exposure to other traditions, and (3) familiarity with coverage of the factors connected to initial group processes, more than one approach to the study of religion. Because conflict, goal deliberation, and the role of the facilitator, these courses involve analysis, comparison, and interpreta- this course provides “hands-on” activities enabling the tion, because they require sensitivity to the perspectives and student to experience the responsibilities necessary in practices of others, the study of religion is an important becoming a useful group facilitator. Prerequisite: sopho- preparation for individuals pursuing careers in education, more status. Offered each fall. business, law, politics, diplomacy, counseling, public 401 Seminar in Recreation & service, and ministry. Leisure Studies (3) (I) Major Requirements Exploration and discussion of current trends and inno- vations in recreation/leisure studies as identified by COURSE NUMBER AND TITLE SEM. students. Seniors are provided the opportunity of deter- HRS. mining course content in conjunction with the instructor. RELST 116 4 One scheduled topic is leisure education. Prerequisite: World Religions senior recreation major. Offered each spring, summer on RELST 217 request. 4 The Old Testament World 403 Internship in Recreation & RELST 218 Leisure Studies (12) W 4 The New Testament World Field placement in an approved recreation or thera- RELST 303 peutic recreation setting. Students intern under a trained 4 recreation professional participating in all phases of agency Saints and Heretics: Christian History I operation. Prerequisite: REC 303. Offered each spring, RELST 304 summer on request. 4 Damned and Saved: Christian History II 432 Management of Recreation & RELST 361 4 Leisure Studies II (3) W Thinkers/Topic in Religion Understanding of administrative practices including: RELST 340 legal aspects of recreation services; principles of planning Ritual Studies OR and operation of recreation areas and facilities; financial 4 RELST 345 and business procedures; public relations; principles of Nothing Sacred organization and coordination of services; personnel prac- tices; evaluation. The purpose of this competency is to One other 300-level course in 3-4 provide a foundation on which future depth of administra- religious studies tive competency can build. Offered spring of even- numbered years. TOTAL 31-32 RELIGIOUS STUDIES 145

Minor Requirements real and cannot be represented, and numerous attempts to represent God, even in starkly anthropomorphic terms. COURSE NUMBER AND TITLE SEM. Students also question the role that cataclysmic events, (See p. 27 for general minor requirements) HRS. most importantly the European holocaust, have had in RELST 116 reshaping Jewish images of God. Offered each fall. 4 World Religions 140 Religion in American Culture (4) (V) RELST 217 Focuses on religion as practiced by both mainstream The Old Testament World OR 4 and minority groups in America. It examines how religion RELST 218 shapes, and is shaped by, such things as American views on The New Testament World ethnicity, ethics, literature, business, and politics. Offered RELST 303 each fall. Saints and Heretics: Christian History I OR 4 157 Bible in American Culture/Life (4) (V) RELST 304 Focuses not on the content of the Bible but on the func- Damned and Saved: Christian History II tion of the Bible in American culture, politics, and society. Students examine such persons as Elizabeth Cady Stanton At least two other religious studies courses and Thomas Jefferson and focus on distinctively American at the 300/400 level 6-8 types of biblical interpretation. Issues such as slavery, pro- hibition, and the Scopes trial are studied and highlight how TOTAL 18-20 the Bible has been used and abused in arguments on social policies. By examining issues related to publishing and translating the Bible, some of the most intense theological RELIGIOUS STUDIES COURSES debates in American life are highlighted. Students also focus (RELST) on how American laws shape the influence of the Bible in American life by highlighting contemporary public educa- 113 Introduction to Religious Studies (4) (V) tional contexts. Offered fall of even-numbered years. What is religion? Why should we study it? How should we study it? This course is an introduction to the academic 207/307 Love, Longing, and the study of religion. Students gain familiarity with: a wide German Romantics (3) (V) W range of religious traditions, ways in which religions shape Focuses on the history, society, religious beliefs, and the society, culture and world affairs, and scholarly tools for culture of Germany during the German Romantic coming to terms with the wide variety of sometimes Movement in the late 18th and early 19th centuries. In strange, always interesting phenomena. Offered each addition to showing links between these two fields, it will semester. touch on the wider social/epistemological/political/artistic ramifications of this important movement. Identical to 116/316 World Religions (4) (V) GER 207/307. Offered on demand. A survey of various religions of the world, their beliefs, practices, and ethical concerns. Focusing primarily on 217 The Old Testament World (4) (V) W Judaism, Christianity, Islam, Hinduism, and Buddhism, The ancient Israelites wrote stories of their past. They students in this course examine the history, literature, struc- preserved laws. They wrote prophecies, biographies, com- tures, and manifestations of each of these religions. We mon-sense advice, love poetry, and apocalypses. This course examine how such disciplines as psychology, sociology, the- is an introduction to some of these writings; specifically, the ology, art and ethics shape, and are shaped by, particular writings preserved in the Old Testament (and in the religious world views. The course ends with a specific exam- Apocrypha). Thus, this course looks both at the history of ination of some of the key conflicts/disagreements between the Hebrews and Israelites and—more specifically—at the two of these religious traditions. Offered each semester. literature which they used to express and communicate their faith. Prerequisite: at least three semester hours in one 130 God Talk:Introducing Judaism (4) (V) or more of the following: English, history, philosophy, Examines what prominent Jewish thinkers have had to religious studies, general studies. Offered in the fall of say about God and how those beliefs shape—and have odd-numbered years. shaped—Jewish teachings, rituals, ethics, and worship. Representative works of some of the most influential 218 The New Testament World (4) (V) W schools of Jewish thought are examined. An overview of the The first Christians wrote letters to each other, they way in which Jews have imagined God from antiquity to wrote tales about Jesus, they wrote sermons and apoca- the present is provided. A special concern is an examination lypses. This course is an introduction to some of those of the way in which various images of God have shaped the writings preserved in the New Testament, but also those way Jews worship. An important theme is the tension that apocryphal and non-canonical works which shaped how the exists in Judaism between the notion that God is incorpo- New Testament was remembered and how Christianity 146 RELIGIOUS STUDIES

developed. Thus, this course looks both at the earliest pendently. Prerequisite: at least three semester hours in one Christians (from a historical perspective) and—more or more of the following: English, history, philosophy, reli- specifically—at the literature which they used to create gious studies. Offered in the spring of odd-numbered years. communities and to express and communicate their faith. Prerequisite: at least three semester hours in one or more of 313 Women and Judaism (3) (V) the following: English, history, philosophy, religious stud- Examines classical Jewish perspectives on women, draw- ies. Offered each spring. ing mainly on biblical and rabbinic material; covering narratives, legal texts and ethical/wisdom traditions. 251/351 Religion and Literature (3) (V) Students also study the contemporary feminist reinterpreta- Works selected from the fiction, non-fiction, biography tion of those classical perspectives, and evaluate the and mythology of the world’s literature, both classic and influence of feminist thought on Jewish life in the 21st modern, academic and popular, and discussed from the century. Prerequisite: At least three semester hours in one of point of view of belief, unbelief, values and spiritual orien- the following: English, history, philosophy, or religious tation. Prerequisites: 251, none; 351, junior status or studies. Offered fall of odd-numbered years. consent. 319 Christian Ethics (4) (V) 265 Extreme Religion:The Body, Pain, Focuses both on the distinctiveness of “Christian ethics” Sex and Martyrdom in over against other ethical theories (e.g., ethical egoism, util- Religious Experience (3) (V) W itarianism, etc.) and on the different ways in which For the sake of their soul and their faith, religious indi- Christians themselves use biblical texts within theological viduals engage in a variety of actions which—in other ethics. Prerequisite: at least three semester hours in one or contexts—would be considered extreme: self-mutilation, more of the following: English, history, philosophy, reli- snake-handling, fasting, celibacy, tantric sex, polygamy, sui- gious studies. Offered in the spring of even-numbered cide, martyrdom, etc. This course focuses on the role of reli- years. gious experience; particularly on ecstatic or extreme religious expressions in world religions today. After examin- 320 Science and Religion (4) (V) W ing the roles and functions of “experience” within religion, Centers around two main questions: What has been the this course focuses on specific examples (or case studies) of impact of science on theology, and are science and religion “extreme” religious practices, seeking to understand their incompatible? The first question is primarily historical. We meaning and significance for the practitioners of the reli- examine key advances in the history of science (the helio- gions themselves. Prerequisite: three semester hours in one centric theory of the universe and evolution, for example) of the following: history, English, philosophy, or religious and theological responses to them. The second question is studies. Offered in selected Winter Sessions. primarily philosophical. In each case, discussions take their departure from the issues raised in important primary texts. 303 Saints and Heretics: Prerequisite: at least one course in the natural Christian History I (4) (H) W sciences. Offered fall of even-numbered years. Through lecture and discussion of key primary texts, this course traces the “plot” of the development of Christian 330 Christian Theology (4) (V) W thought about questions of fundamental human impor- After briefly examining the historical development of tance from the formation of the medieval world to the Christian theology from the first century to the present, this Reformation. We examine the mutual dependence of theol- course presents and evaluates the sources used, and the ogy and wider culture with special attention to developing methods by which they have been used, in the construction strategies for reading the Bible. May be taken in conjunc- of various Christian theologies. The majority of the course tion with RELST 304 or independently. Prerequisite: at then focuses on the main themes of systematic Christian least three semester hours in one or more of the following: theology (e.g., God, revelation, theodicy, eschatology, the English, history, philosophy, religious studies. Offered in trinity, salvation, sin, etc.). Prerequisite: junior status or the fall of even-numbered years. consent.

304 Damned and Saved: 331 Rationalism and Mysticism Christian History II (4) (H) W in Religion (3) (V) Through lecture and discussion of key primary texts, Rationalism and mysticism are radically different ways of this course continues the “plot” of the development of comprehending the world, and yet many of the world’s Christian thought. We trace the creation of our own mod- major religions feature both rationalist and mystical forms. ern world view from the wake of the Reformation through First, this course examines rationalism and mysticism as the Enlightenment and into the 19th and 20th centuries. comprehensive and competing religious paradigms; second, The focus is on the development of strategies for reading surveys manifestations of religious rationalism and mysti- the Bible. As in RELST 303, we examine the interrelation cism in the monotheistic religions, and third, examines in of theology and its cultural context at each step of the way. detail the oscillation of rationalism and mysticism in May be taken in conjunction with RELST 303 or inde- Judaism from Late Antiquity until the 20th century. Prerequisite: at least three semester hours in one or more of the following: English, history, philosophy, religious studies. SOCIAL SCIENCES 147

332 Jewish Ethics (3) (V) understanding of the Jewish experience. Prerequisite: at Focuses on how Judaism helps people meet the chal- least three semester hours in one of more of the following: lenges of contemporary life. What do classic sources and English, history, philosophy, religious studies, or consent. contemporary thinkers say about animal experimentation, Offered fall of even-numbered years. child custody, duties to others, hazardous waste disposal, and medical ethics? These and other pressing concerns are 355 Law and Religion in America (4) (V) treated in this course through careful attention to classic Explores the various ways in which law and religion biblical and rabbinic texts. Prerequisites: at least three interact with and impact upon each other in American life. semester hours in one or more of the following: English, The approach is contextual and case-driven, meaning that history, philosophy, religious studies. Offered spring of we will get at the larger, philosophical issues through the even-numbered years. medium of specific legal cases and public debates from our past and present. Through these case studies, we reach the 336 Sociology of Religion (3) (S) broader concerns: the legitimacy of law (“Where the law Identical to SOC 336. comes from”), the experience of free exercise of religion in American history, the legal enforcement of morality, and 340 Ritual Studies (4) (V) W the establishment clause limits on the power of the major- ity. Prerequisites: at least six, preferably nine, semester hours Examines one of the most common aspects of religious in one or more of the following: religious studies, history, systems and human behavior in general. What are rituals, philosophy, political science. and why do we do them? Through observation of rituals and reading leading theorists of ritual, both classic and 361/461*Thinkers/Topics in Religion (4) (V) W more recent, students develop sophistication in under- standing how ritual operates, the functions it fulfills, how Offers the opportunity for focused, in depth study of and why it has meaning, and why people do it. Prerequisite: one important religious thinker (or thinker about religion), at least three semester hours in one or more of the follow- or a narrowly defined topic of current importance in reli- ing: English, history, philosophy, religious studies. Offered gious studies. May be repeated for credit with the instruc- in the fall of odd-numbered years. tor’s permission. *RELST 461: (I) W. Prerequisite: junior/senior status, or consent. Offered fall and spring of 345 Nothing Sacred (4) (E) odd-numbered years. Traces the development of a tradition in the study of 483, 484 Senior Thesis I, II (3, 3) religions that attempts to account for religion not on theo- logical, but on “naturalistic” grounds. It poses the question Independent research under the direction of a member whether a scientific explanation of religion is possible. In of the department leading to the preparation and writing of addressing this question, we consider the criteria of good a senior essay or thesis. Open to religious studies majors and definition, classification, and theoretical reduction. In other to humanities divisional majors with a religious studies words, what is a science, and does the tradition examined concentration. Prerequisite: consent. Offered on demand. constitute one? Prerequisite: at least three semester hours in one or more of the following: English, history, philosophy, religious studies. Offered in the spring of even-numbered years. SCIENCE

350 Gender and Judaism (3) (V) W (See Earth and Environmental Sciences) Presents a broad survey of the construction of gender in Jewish tradition from the rabbinic to the modern periods. Through a close reading of primary sources, students study SPANISH both the nexus between gender construction and social organization, and the nexus between gender construction (See Foreign Languages and Literatures) and intellectual production. How did views of gender serve to create a hierarchal system that favored Jewish males over Jewish females? To what extent were these views stable over SOCIAL SCIENCES time? Can we identify counter views and trends in the avail- able literature that challenge the dominant positions? DR. ROBERT B. ALBERTSON, Program Coordinator Students employ gender as a category of analysis in reading In the context of the liberal arts tradition, social scien- kabbalistic, philosophic, literary, and other religious texts. tists study behavior and social institutions, both past and To what extent do views of gender shape Jewish thought, present. From the individual to the global levels, we apply a and to what extent are views of gender shaped by Jewish scientific approach to knowledge about ourselves and our thought? Throughout the course students compare Jewish world to improve life for all humankind. conceptions of gender to the conceptions of non-Jews in The requirements for a major in the social sciences are the surrounding cultures. Students discover ways in which listed under “Major Programs.” an appreciation of gender construction is crucial to an 148 SOCIOLOGY/CRIMINAL JUSTICE

SOCIAL SCIENCES COURSES Four of the following: (SOSCI) HIST 305 Survey of Modern Europe 345 Theoretical Foundations of Sociology (3) W HIST 313 Identical to SOC 345. 19th-Century America HIST 316 351 Research Methods for the A Survey of Medieval History Social Sciences (3) HIST 317 12 Offers the student an overview of data collection meth- History of Virginia ods as well as basic analysis procedures within the context HIST 319 of the social sciences. Both positivistic and naturalistic par- Early Modern Europe 1300–1789 adigms are examined, and the ethical framework as well as HIST 412 the methodological procedures involved in designing and America Since 1920: Issues conducting research with human subjects are explored. HIST 420 Prerequisite: sophomore status. Offered fall of odd- Colonial & Revolutionary America: Issues numbered years. ONE COURSE FROM EACH OF THE 481 Ethical Issues & FOLLOWING GROUPS, AT LEAST Behavioral Science (3) (I) W 6 HOURS AT THE 300/400 LEVEL An interdisciplinary exploration of ethical dimensions POLS 101/301, 105, 111, 201, 221 3 inherent in the research and practice of the behavioral sci- POLS 235/335, 207/307, 231/431, 3 ences. Special attention will be given to such cases as 237/337, 239/439 “Project Camelot,” Milgram’s studies on obedience, and POLS 211/311, 215/315, 216/316, various participant observation projects. Professional ethics 3 statements will be examined. Prerequisite: senior status. 217/317, 218/318, 228/328, 229/329 Offered on demand. POLS 103, 210, 440, 441 3 GEOG 111 3 SOCIAL STUDIES Physical Geography GEOG 112 DR. CLAYTON J. DREES, Program Coordinator 3 Cultural Geography The social studies major is a broadly-based liberal arts MBE 201 program focusing on the history and structure of diverse 3 peoples, regions and institutions. Areas of study include Introduction to Macroeconomics history, government, civics, international studies, geo- MBE 202 3 graphy, and economics. While many social studies majors Introduction to Microeconomics pursue careers in law, government, foreign service, or museum work, others choose the major to acquire the core TOTAL 48 competencies required by the Commonwealth of Virginia for secondary education certification in social studies. In addition to the above requirements, a 2.5 grade-point Major Requirements average must be maintained in the major for graduation.

COURSE NUMBER AND TITLE SEM. HRS. SOCIOLOGY/ HIST 111 3 CRIMINAL JUSTICE World History to A.D. 1600 HIST 112 DR. THOMAS LOPEZ, Program Coordinator 3 World History: The Modern Era DR. NEIL P. R AMSEY HIST 113 The Sociology Program 3 History of U.S. to 1877 The primary purpose of the Sociology Program is to HIST 114 provide concrete occasions and intellectual resources that 3 History of U.S. Since 1877 can help students understand the social and cultural dimen- sions of human behavior. By focusing on the concepts, theories and techniques of inquiry employed by sociolo- gists, we hope to foster the sociological perspective. The SOCIOLOGY/CRIMINAL JUSTICE 149

department provides a great number of support courses Criminal Justice which are designed to serve other major programs, and Criminal justice is a wide-ranging field that is primarily every course we offer is intended to serve the general goals concerned with understanding the origins, nature and con- of liberal arts education. sequences of criminal behavior and of societal reactions to crime. As a profession it focuses on careers directly related Major Requirements to social institutions of law, law enforcement, and the legal system. Students will find that the criminal justice program COURSE NUMBER AND TITLE SEM. HRS. offers a core of basic and allied courses which will provide a practical liberal arts perspective of this growing field. SOC 100 Introduction to Sociology OR Major Requirements 3 SOC 188 Sociology Through the Cinema COURSE NUMBER AND TITLE SEM. HRS. SOC 345 Theoretical Foundations CJ 200 of Sociology OR 3 Criminology SOC 422 CJ 348 Contemporary Sociological Theory Delinquency and Juvenile Justice CJ 350 15 SOC 350 3 Introduction to Social Research 387 Introduction to Social Research Criminal Law CJ 489 SOC 480 Senior Integrative Assessment Social Research Project OR SOC 484 3 One of the following: Internship in Sociology and CJ 480 Criminal Justice Social Research Project OR 3-9 CJ 484 SOC 482 Internship in Sociology and Criminal Justice Senior Seminar OR 3 INST 491 Additional hours in criminal justice Ethical Issues and Behavioral Sciences (total hours in criminal justice: 6-12 a minimum of 24) Additional sociology courses at the 9 300/400 level See continuation of choices next page Additional sociology courses at any level 12

TOTAL 36

Minor Requirements COURSE NUMBER AND TITLE SEM. (See p. 27 for general minor requirements) HRS. SOC 100 Introduction to Sociology OR 3 SOC 188 Sociology Through the Cinema SOC 345 3 Theoretical Foundations of Sociology SOC 350 3 Introduction to Social Research Additional hours in sociology 9

TOTAL 18

Please check with the department coordinator regarding other regulations and procedures. 150 SOCIOLOGY/CRIMINAL JUSTICE

Chart continued from previous page Minor Requirements

15 semester hours from the following:* COURSE NUMBER AND TITLE SEM. From the Social Sciences (See p. 27 for general minor requirements) HRS. HHS 384 CJ 200 Drugs of Abuse Criminology HHS 385 CJ 205 Substance Abuse and Chemical Dependency Issues in Criminal Justice MBE 203 CJ 348 15 Accounting I Delinquency & Juvenile Justice MBE 294 CJ 387 Accounting II Criminal Law MBE 306 CJ 385 Business Law Applied Criminology PE 116 One allied course e.g., ENG 340, MBE 306, Body Conditioning and Weight Training 3 PE 120 POLS 371, 372, PSY 466, SOC 335 Aerobics POLS 371 TOTAL 18 Constitutional Law I POLS 372 Students should be aware of any prerequisites for course Constitutional Law II work from other departments. Please see the coordinator PSY 466 regarding course selection for the minor and other rules Abnormal Psychology and regulations. SOC 314 War, Peace, and Society SOC/PSY 327 15 CRIMINAL JUSTICE COURSES (CJ) Social Psychology 200 Criminology (3) SOC 335 A sociological view of crime and criminality. Socio- Deviant Behavior and Social Control economic, cultural, and biosocial processes are considered, From the Humanities as well as the criminal products of society. Topics include: ART 225 theories about the causation of crime, crime typologies, and Introduction to Photography patterns of crime and social injury. Offered each spring. COMM 222 Speech 205 Issues in Criminal Justice (3) (S) ENG 240 Encourages students to develop a critical analysis of the Advanced Composition criminal justice system in America. Emphasis is placed on ENG 242 an investigation of social order and the notion of ‘justice’ as Writing for Business and Organizations examined by the various forms of social institutions. The PHIL 212 significance of law, state and property relations, and the Types of Ethical Theory administration of justice is explored. An overview of police, SPAN 305 the courts, and corrections is also examined. Offered each Advanced Conversation & Composition I fall. From Natural Sciences/Mathematics BIO 115 210 Corrections (3) Human Genetics Provides an appreciation of the processes and structures BIO 221 of corrections within an American and international frame- Anatomy and Physiology work. Specifically, we examine historical, legal, economic MATH 106 and sociological issues in maintaining control and order Statistics over those defined as criminal. The course provides a criti- cal examination of the concepts of punishment, deterrence, TOTAL 39 and rehabilitation. Prerequisite: CJ 200 or 205. Offered each fall.

*This list is merely suggestive and is updated regularly. 240 Forensic Science (3) (E) W Students should consult their adviser and choose their allied courses based on their individual academic and Identical to CHEM 240. career interests. SOCIOLOGY/CRIMINAL JUSTICE 151

270/370 The Constitution and punish socially harmful behavior. It carries with it the moral Criminal Procedure (3) (S) W condemnation of the entire community. The course reviews Identical to POLS 270/370. the nature of criminal law, classification of crimes and criminal liability, punishment, and more. Prerequisite: 300 Law Enforcement (3) (H) senior/junior status. Offered each fall. Law enforcement from an historical, sociological and 389 Criminal Investigation (3) legal perspective. Students will gain a critical appreciation of law enforcement. Race, social class, sexual orientation, Critical analysis is the centerpiece of this course. While and gender identities are considered in the context of occu- covering the general processes of criminal investigation, the pational roles and community issues. Attention will be student is required to implement a great deal of logical and given to viable problem-solving strategies for issues in law intuitive thinking in understanding why and how crimes enforcement. Prerequisite: CJ 200 or 205. Offered each are perpetrated against persons and property. The student spring. will acquire an understanding of basic investigation tech- niques and responsibilities. This course is another in the 346 Law and Society (3) (S) forensics offering of the department. Prerequisite: 6 hrs. of criminal justice. The study of the evolution, function, and justification of social control; forms of legal thought; the social dynam- 393 Technical Reporting in ics of legal discourse; and the dysfunctions that accompany Law Enforcement (3) the legal system. Prerequisite: CJ 200 or 205. Offered fall of odd-numbered years. The importance of good report writing cannot be over- stated. Almost everything an officer does may be reduced to 348 Delinquency & Juvenile Justice (3) the report. Students focus on the special needs of the crim- inal justice system with regard to technical report writing. An examination of the nature and scope of delinquency Using police-oriented language and scenarios, students and factors contributing to delinquent behavior. The role of learn how to correctly structure reports for use in criminal social agents and agencies in prevention and treatment are investigations and in court. Prerequisite: CJ 389 or consent; also examined. Prerequisite: CJ 200 or 205. Offered each CJ 387 helpful. Offered spring of even-numbered years. spring. 400 Topics in Criminal Justice (3) 350 Introduction to Social Research (3) (E) W Advanced seminars on various announced topics and Identical to SOC 350. issues in criminal justice. Topics include, but are not limited 373 Conflict Management (3) W to: criminal justice administration; critical issues in crimi- nal justice and law enforcement; introduction to forensics; Identical to POLS 373. and criminal law. May be repeated for credit as designated topics change. Prerequisite: junior/senior status or consent. 374 Conflict Management II (3) Offered as topics become available. Explores professional, ethical, and theoretical issues that mediators commonly address in public, court, and personal 460 Readings in Sociology and venues. The focus is upon theories and research which Criminal Justice (1-3) explain and predict behavior within the mediation context, Identical to SOC 460. with an emphasis upon family mediation and court desig- nated mediation. Prerequisite: POLS/MBE 373. Identical 480 Social Research Project (3) (E) W to POLS 374. Offered each spring. Identical to SOC 480. 385 Applied Criminology (3) 484 Internship in Sociology and Criminal behavior is a complex phenomenon. This Criminal Justice (9) (E) W course moves beyond the abstract interpretation and sug- Identical to SOC 484. Only credit for one three-semes- gestions of criminalogical theory into the real-life processes ter hour writing course will be offered. of criminal behavior. The course examines and profiles the offender, victim, and situational elements surrounding the 489 Senior Integrative Assessment (3) (I) major forms of crime. Attention is given to the precipitat- ing, attracting, and predisposing factors of criminal behav- Criminal justice students draw upon their four years of ior and their levels of importance for respective cases. study to focus on the integration and synthesis of their Prerequisite: CJ 200 plus 6 semester hours of CJ. Offered knowledge, skills, and abilities. Students assess and analyze each spring. the connectedness of their academic learning in light of their future goals. Contemporary topics take a holistic and 387 Criminal Law (3) systematic perspective focusing on a variety of issues such as justice, ethics, and community needs. Prerequisite: Criminal law consists of the power and limits of junior/senior status. Students must register for this course government authority to define, prohibit, grade, and in the spring semester of the year in which they intend to 152 SOCIOLOGY/CRIMINAL JUSTICE

graduate. Juniors will need consent from the instructor. 270 Social Problems (3) (S) (Note: juniors may be eligible if there is an anticipated A critical investigation of selected current social prob- scheduling problem because of their internship.) Offered lems—their issues, causes, development, and alternative each spring. solutions. Offered each spring.

SOCIOLOGY COURSES (SOC) 303 Small Groups (3) 100 Introduction to Sociology (3) An experiential course in which sociological theories An introduction to sociology as a behavioral science and and methods are used to analyze the structure and processes way of viewing the world. Students are introduced to basic of small social groups. Prerequisite: any 200-level sociology concepts of sociological investigation and interpretation course. Offered each fall. and to critical thinking. In the study of society, students not only see how individual behavior is shaped by group life but 305 Complex Organizations (3) (S) how group life is affected by individuals. Students learn to A review of the structural and contextual dimensions of apply a “sociological imagination” to examining social organizations as open systems. Special attention is given to issues. Common-sense notions are replaced by a critical the dynamics of organizational patterns and processes; analysis of social issues. Offered each semester. information, communication, control and decision mak- ing; intergroup relations and conflict. Prerequisite: SOC 110 Cultural Anthropology (3) (S) 100 or 188 and junior/senior status. Offered each spring. Study of the nature of culture; comparative analysis of social, religious, economic, and political institutions in spe- 311 The Family (3) (S) cific preliterate and modern cultures; the cultural dimen- Although the focus of this course is on the contempo- sions of behavior. Offered each fall. rary American family, the history, the forms and functions of families in other times and other cultures is also exam- 188 Sociology Through the Cinema (3) (S) W ined. Special attention is given to the family as a social insti- A survey of basic concepts of sociology as they are tution, its relationship with other institutions, forces of portrayed in selected popular motion pictures. The course social and cultural change, and the future of the family. can serve either as an introduction to sociology or as a Prerequisite: any 200-level sociology course; SOC 345 rec- systematic application and review. Offered each fall. ommended. Offered each fall.

222 Social Institutions (3) (S) 312 Marriage & Family Interaction (3) Examination of the enduring patterns of social action An examination of the nature and dynamics of marriage that center around basic societal needs and values such as: and family relationships from the perspective of social religion, education, family, governance, and economics. psychology. The focus is on current empirical research and Inquiry will concern the nature of institutions and the analysis at the microsocial level. Prerequisite: SOC 100 or forces that create and change them. Offered each fall. 188; SOC 311 recommended. Offered each spring.

224 Social & Cultural Change (3) (S) 314 War, Peace and Society (3) (H) A social history of the United States with special empha- War is a social phenomenon. War, though devastating, sis on values, life styles, class, race, and ethnic relations. helps to shape society. With the aid of sociological concepts, Examines processes and consequences of change in com- theory, and methods, we will analyze the causes and effects munities and societies; problems of planned change; visions of war and peace, the practices of armed forces as a social of the future. Prerequisite: any 100-level sociology course. institution, and the relationships between war, peace and Offered each fall. the development of society. War and peace will be viewed as global and historical occurrences. We will also examine the 230 Understanding Other Cultures (3) (S) events, policies, and people related to various wars. A study of traditional culture patterns, religious beliefs Prerequisite: six semester hours of sociology or history. and practices, political and economic behavior, and art Offered each spring. forms of a selected ethnic group or geographic area. 327 Social Psychology (3) (C) Prerequisite: any 100-level sociology course. Offered each spring. An exploration of how individuals are influenced by the social environment. Topics may include: affiliation, 240 Community (3) W conformity, aggressive and helpful behavior, communica- Examination of urban and rural communities as forms tion, persuasion, social influence, consequences of group of social life. Theory and research regarding interaction membership, social ecology. Identical with PSY 327. patterns, social systems, change and community action. Prerequisites: SOC 100 or 188, plus any 200-level sociology Prerequisites: SOC 100 or 188. Offered intermittently. or psychology course. Offered each fall. THEATER 153

334 Sociology of Inequality (3) 422 Contemporary Sociological Theory (3) W An examination of the social structure and social Examination of sociological theorists and theoretical processes of inequality in contemporary society. Emphasis is perspectives since 1980. Prerequisite: junior/senior status or placed on patterns and consequences of discrimination and consent. May be taken in lieu of SOC 345. Offered oppression through the analysis of gender, race/ethnicity intermittently. and class relations. Prerequisites: SOC 100 or 188. Offered fall of odd-numbered years. 460 Readings in Sociology and Criminal Justice (1-3) 335 Deviant Behavior & Social Control (3) W Students select a topic concerning sociological theory or Sociological studies of various unconventional groups research, survey the relevant literature, and discuss their and individuals and the forms of social control they findings with their major professor. (One or three credits encounter. Topics may include: theories of deviance and depending on the scope of the project.) May be repeated for conformity; typical reactions to deviance; control agents credit. Prerequisites: prior consent of the project adviser. and agencies; how deviants cope with conventional society. Offered each semester. Prerequisite: any 200-level sociology course. Offered each spring. 480 Social Research Project (3) (E) W Students will conduct a sociological research project of 336 Sociology of Religion (3) (S) their own design, present the results in appropriate written Examination of the origin and development of religion form, and defend the effort in an oral examination. as a social institution: theories concerning its nature and Research problems may focus on theoretical or empirical function, sociocultural dimensions of religious beliefs, topics. Relevant methods may range from bibliographic values, and conduct; contemporary denominations, sects search to field observation. Prerequisites: SOC 350, and cults in the United States; the relationship between junior/senior status and prior approval of a written religion and other social institutions. Prerequisite: any proposal. Identical to CJ 480. Offered intermittently. 200-level sociology course. Identical to RELST 336. Offered intermittently. 482 Senior Seminar (3) (I) W A senior integrative experience designed to help gradu- 345 Theoretical Foundations of Sociology (3) W ating majors to relate the discipline and practice of An examination of major theorists, and perspectives sociology and criminal justice to their own lives. Work may contributing to the sociological tradition; historic and cur- include concrete exercises in applying the sociological imag- rent issues regarding sociology and its relationship to other ination to their own past, exploring immediate vocational academic disciplines. A foundation course required of all choices, assessing their educational career—especially the majors. Prerequisite: SOC 100 or 188. Offered each spring. impact of the college experience. Required of all majors. Prerequisites: SOC 350 and junior/senior status. Offered 350 Introduction to Social Research (3) (E) W each spring. An examination of the logic, the strategies and the methods of sociological inquiry; an analysis of classical and 484 Internship in Sociology and contemporary models of research. A foundation course Criminal Justice (9) (E) W required for all majors. Prerequisite: SOC 345 (for Practiced, supervised experience in direct student learn- sociology students only) and junior/senior status. Offered ing in applied social settings. Students learn how sociologi- each fall. cal knowledge and research writing skills can be applied to the workplace. Practical and applied learning through 352 Social Psychology of Stress & Crisis (3) W student performance in the applied setting gives the student An interdisciplinary study of the nature and conse- a “competitive edge” for future community/workplace con- quences of social stress. Specific cases of individuals, tribution. Prerequisites: 18 hours of sociology or criminal families, communities and organizations in crisis, and cop- justice and students must contact the department faculty to ing strategies are examined. Identical with PSY 352. review full eligibility for this course. Offered each spring. Prerequisite: SOC 100 or 188 or any 200-level psychology course. THEATER 365 Seminar (3) W Advanced seminars on various announced topics and MR. BENTLEY B. ANDERSON issues such as: social conflict, sport and leisure, popular DR. SALLY H. SHEDD, Program Coordinator culture, etc. May be repeated for credit as designated topics The theater program at Virginia Wesleyan College change. Prerequisite: any 200-level sociology or criminal provides students with both the experiential knowledge justice course or consent. Offered intermittently. necessary for future employment in theater, and the theoretical knowledge necessary for advanced academic pursuits. Students leave the program with a basic 154 THEATER

knowledge of the dramatic literature and historical context ENG/TH 311 3 of theater from the Ancient Greeks to Postmodernism; Theory and Criticism experiential knowledge in acting, technical theater, and directing; and an introduction to a variety of theoretical ENG 314 and critical perspectives. History and Development of the English Language OR 3 Major Requirements:Theater ENG 321 Introduction to Linguistics COURSE NUMBER AND TITLE SEM. HRS. ENG/TH 346 Shakespeare I OR COMM 222 3 3 ENG 347 Speech Shakespeare II COMM 322 3 American Literature: choose one: Speech Skills ENG 310 TH 201 Distinctive Voices in 3 Acting I Contemporary American Poetry ENG 361 TH 220 3 American Women Writers Technical Theater ENG 371 3 TH 411 Southern Literature Seminar: Playwrights OR ENG 378 3 TH 412 The American Novel Seminar: Production ENG 385 American Protest Literature PE 118 ENG 442 3 Creative Movement Topics in American Literature ENG/TH 311 British Literature: choose one: 3 Theory & Criticism Eng 327 The British Novel ENG 346 ENG 336 Shakespeare I OR 3 Milton and Spenser ENG 347 ENG 350 Shakespeare II Renaissance Drama Exclusive TH 301 of Shakespeare 3 Theater History I ENG 355 3 From Restoration to Revolution: TH 302 3 British Literature, 1660-1789 Theater History II ENG 357 TH 407 British Romanticism: 1784-1832 3 20th-Century Theater ENG 440 Topics in Earlier British Literature Additional theater hours at ENG 441 9 the 300/400 level Topics in Later British Literature

TOTAL 40 TH 301 Theater History I TH 302 9 Major Requirements:Theater and English Theater History II TH 407 COURSE NUMBER AND TITLE SEM. 20th-Century Theater HRS. One additional TH course 3 ENG 280 3 Early British Literature TOTAL 36 ENG 281 3 Later British Literature ENG 284 3 American Literature THEATER 155

Minor Requirements 270 Theater Seminar (1-3) COURSE NUMBER AND TITLE SEM. Course organized any given semester to study particular (See p. 27 for general minor requirements) HRS. subject matter or to take advantage of special competence by faculty member. Topics and credit hours change as needs COMM 222 3 and resources develop. May be repeated for academic credit Speech when topics change. Previous topics include musical theater and improvisation. Prerequisite: varies according to the TH 210 3 topic of the seminar. Offered intermittently. Acting I TH 220 301 Theater History I (3) (H) W 3 Technical Theater A study of the literature, architecture, performance styles, design, and cultural impact of theater from the TH 230 3 Ancient Greeks to Shakespeare. Offered fall of even-num- Rehearsal and Performance bered years. Two of the following: TH 301 302 Theater History II (3) (H) W Theater History I A study of the literature, architecture, performance TH 302 6 styles, and cultural impact of theater beginning with the Theater History II Neoclassical period and continuing through the late 19th TH 407 Century. Offered spring of odd-numbered years. 20th-Century Theater 303 Fundamentals of Set Design Two additional theater courses 6 & Lighting (3) (A) at the 300/400 level A study of the theory and technique of stage lighting TOTAL 24 and design including both traditional concepts and new multi-media experiments. Prerequisites: consent. Offered intermittently. THEATER COURSES (TH) 310 Advanced Acting (3) (A) 201 The Theater (3) (A) An advanced study of acting in a workshop setting. An introduction to the art and history of the theatre. Period style featured. Prerequisite: TH 210. Offered inter- Offered intermittently. mittently.

210 Acting (3) (A) 311 Theory and Criticism (3) W An introduction to basic principles of acting in a work- Identical with ENG 311. shop setting. Offered each fall. 320 Children’s Theater (3) (A) 220 Technical Theater (3) (A) Producing, acting, and touring one hour of live theater An introduction to working safely, effectively, and coop- to local elementary schools. Offered intermittently. eratively backstage in theater production. Activities include use of hand tools and power tools, scene construction, 346, 347 Shakespeare I and II (3, 3) W painting, properties, costuming, lighting, sound, computer Identical to ENG 346/347. drafting, and building a wood shop project. Offered each semester. 370 Advanced Seminar (1-3) 224/324 Theater Practicum (1-3) Course organized any given semester to study particular subject matter or to take advantage of special competence Students gain experiential knowledge in a chosen pro- by faculty member. Topics change as needs and resources duction area. Practicum areas include (but are not limited develop. May be repeated for academic credit when topic to) stage management, box office and house management, changes. Previous topics include musical theater. publicity and promotion, dramaturgy, and design. Prerequisite: varies according to the topic of the seminar. Interested students should contact a theater faculty member Offered intermittently. to propose a practicum in their particular field of interest. Prerequisite: consent. Offered each semester. 375 Images of Women in Theater & Film (3) (A) W 230 Rehearsal and Performance (1-3) (A)* Working from the assertion that all representation is Performing in a main stage play or studio play directed ideological, students explore depictions of women in by a faculty director. Students selected by audition. *Three theater and film over the past sixty years in an effort to semester hours must be completed to fulfill a general studies requirement. 156 WOMEN’S AND GENDER STUDIES

facilitate an understanding and awareness of these media as powerful societal forces for the dissemination of gender WOMEN’S AND ideology. Students learn to apply feminist/gender theories GENDER STUDIES and criticism to theatrical performance, dramatic literature and films. Offered fall of odd-numbered years. (Interdisciplinary)

380 Theater of Diversity (3) (A) W DR. SALLY SHEDD, Program Coordinator Students become familiar with a variety of marginalized Women’s and Gender Studies is an interdisciplinary aca- experiences as represented in dramatic literature over the demic discipline. A Women’s and Gender Studies major past sixty years. Playwrights of Black, Latin-American, and minor present students with diverse perspectives for Asian, and Native-American background will be featured. understanding and interpreting the historical and contem- Theories dealing with identity politics are introduced. porary experiences of women and men in the United States Offered fall of even-numbered years. and throughout the world. Students will become familiar with numerous feminist and gender theories and utilize 407 20th-Century Theater (3) (A) them in understanding and contextualizing past, current, A study of the dramatic texts, performance styles, audi- and future cultural interaction. While illuminating the ence reception, theater architecture and cultural impact of impact of gender in daily life, the multiple, diverse perspec- theater in the 20th-century. Major artistic movements such tives encompassed by Women’s and Gender Studies courses as Realism, Expressionism, and Postmodernism will be fea- prepare students for the multi-faceted, complex viewpoints tured. Prerequisite: junior status. Offered fall of odd-num- they will encounter in graduate study and the workplace. bered years. Major Requirements: 408 The Theater Today (3) W An in-depth study of dramatic literature, theater artists, COURSE NUMBER AND TITLE SEM. and performance styles of the past ten years. Prerequisite: HRS. junior status. Offered spring of even-numbered years. WGS 220 Women in Culture and Society 3 411 Seminar: Playwrights (3) (I) W (Formerly INST 220) An in-depth study of the complete works of one or WGS 3xx two playwrights. Prerequisite: junior status. Offered Feminist and Gender Theory (to be approved) 3 intermittently. (Formerly ENG 472) 412 Seminar: Production (3) WGS 430 An introduction to practical and theoretical aspects of Women’s and Gender Studies Seminar 3 directing. Working closely with the instructor, students (Formerly INST 430) oversee all facets of a one-act production. Prerequisite: jun- DIVISIONAL REQUIREMENTS ior status and consent. Offered spring of odd-numbered years. Natural Science/Mathematics One of the following: 485 Theater Internship (3-6) BIO 221 Anatomy and Physiology I Provides upper-level students the opportunity to receive 3-4 instruction and to gain experience in off-campus, profes- BIO 311 sional theater settings. Internships are arranged with quali- Genetics fied professionals at area Equity houses (Virginia Stage BIO 410 Company, Virginia Opera Association), dinner theater, and Evolution city recreation departments. Students have a minimum of Humanities 10 contact hours per week with supervisors and confer reg- One of the following: ularly with a VWC faculty member. Students receive evalu- ENG 250 ations from supervisors and keep a journal of the internship Studies in Literature: Masculinity/ experience. Prerequisite: junior/senior status and consent. Femininity in Literature Offered each semester. 3 (Only when stated topic) ENG 265 Love, Sex, & Marriage in Western Literature TH 375 Images of Women in Theater & Film Social Sciences HHS 361 3 Contemporary Issues in Human Sexuality WOMEN’S AND GENDER STUDIES 157

POLS 204 Minor Requirements 3 Introduction to Feminist Political Thought COURSE NUMBER AND TITLE SEM. Two of the following: (See p. 27 for general minor requirements) HRS. CLAS/HIST 350 INST 220 3 Women in the Ancient World Women in Culture & Society HIST 351 INST 430 U.S. Women’s History to 1865 3 HIST 352 6 Women’s Studies/General Studies Seminar U.S. Women’s History Since 1865 Three additional courses from among HIST 353 offerings emphasizing women and/or gender History of Women in Europe Since 1700 including* HIST 426 ENG 261/361, 265, HIST 251/351, Heresy and Witchcraft 252/352, PSY 374, RELST 361/461, 9 ELECTIVES TH 375. *At least three semester hours must be in Three of the following:* social sciences, three in humanities, and (One at the 300/400 level is required.) three hours at the 30/400 level. ENG 261/361 American Women Writers An interdisciplinary independent study course approved by the coordinator by the ENG 318 3 Adolescent Literature end of the first week of the semester in ENG 385 which the work is undertaken. American Protest Literature ENG 346 TOTAL 18 Shakespeare I HHS 402 Women on the Brink 9 WOMEN’S AND GENDER STUDIES REC 268 COURSES (WGS) Women and Leisure RELST 313 220 Women in Culture and Society (3) (S) W Women and Judaism Students examine conflicting definitions of gender in PSY 337 contemporary U.S., analyzing general patterns and the Advanced Developmental Psychology impact of gender definitions on their own lives. Differences SOC 334 in the definitions of womanhood and manhood are dis- Sociology of Inequality cussed along with the variety of women’s experiences and SPAN 350 perspectives. Ideas about gender are contrasted with real life Hispanic American Women Writers situations of women and men in our society. Particular TH 380 attention is paid to the opportunities and difficulties that Theater of Diversity women of differing races and classes encounter in today’s society. Offered each fall. Courses listed under divisional requirements, but not taken to fulfill divisional requirements, may be taken 430 Women’s Studies/ under the heading of “Electives.” Gender Studies Seminar (3) (I) W *Other courses may apply Introduces students to the latest feminist theories and methodologies as well as the most recent research on gender TOTAL 36-37 in relation to a topic chosen by the instructor. Topics vary. Recent topics include “Violence, Non-Violence, and the Body” and “Gender Troubles.” Students give presentations and complete research projects relevant to their major dis- ciplines. Prerequisite: senior status or consent. Offered spring of odd-numbered years.

Campus Life—College Beyond Books 160 CAMPUS LIFE

CAMPUS LIFE— COLLEGE BEYOND BOOKS

necessary complement to education in any col- Galleria. Included in the campus dining center facility are Alege classroom is growth through campus life. On the college post office and business office. any given day at Virginia Wesleyan you may find The college requires all students to live in the college members of our diverse student body organizing to voice residential housing facilities. Exceptions are granted to concerns, participating in athletics, singing with the choir, those students who (1) elect to live at home with one or practicing for a play, planning for an art show, gathering both of their parents; (2) are married students; (3) are news for the student newspaper, leading prayer and Bible carrying less than a full course load (less than 12 semester study, partaking in an aerobics or rock climbing session, hours); (4) petition the college and are granted permission and engaging in social activities in the Jane P. Batten to live off campus. Students who have been residents of the Student Center. Hampton Roads area of Virginia for the year prior to their At Virginia Wesleyan students have always been special, initial application for admission to the college are consid- and our student life program strives to uphold that motto. ered commuter students and have the option of commuting Although the college exists on firm principles of residential from their local residence or residing in the college’s life, its student programming incorporates the input of all residence hall facilities. Moreover, students who are under students and strives to meet the needs of commuters and the age of 18 or who are 24 years of age must request adult students as well as traditional residential students. permission to live in the college’s residential facilities and Guided by the vice president for student affairs and unless granted special permission, a student who is dean of student’s staff, Virginia Wesleyan’s student life pregnant may not occupy a room in the college residential program and services encourage all students to grow outside housing facilities. the classroom. Since the apartment-style and rowhouse new residences will not be completed before late December 2004, the col- Residential Living: The college campus is patterned lege anticipates that there may not be sufficient space on- closely after Thomas Jefferson’s adaptation of the Oxford- campus or in the Lake Wright Hotel for all continuing and Cambridge plan. Residence halls at Virginia Wesleyan are new students who wish to reside in college housing for the designed to foster a sense of community. It is in the 2004 fall semester. Therefore, a housing process has been residence halls that you will encounter a variety of interest- created for the 2004 fall semester to (1) maximize the ing people and experiences. Additionally, you will find number of spaces “on-campus” for incoming first-year many opportunities for cultural, educational, social and students; (2) to accommodate students involved in the recreational enrichment. college’s PORTfolio and Honors and Scholars Programs, The Virginia Wesleyan campus is structured into residents of the Global Hall, students in Greek housing and academic villages. An academic village includes classrooms, students with validated physical disabilities; (3) to provide faculty offices, a commons and student residences with the maximum number of spaces available to those con- lounge areas. Within Bray Village there are two tinuing students whose permanent address (billing address) academic buildings and four residence halls connected by a is outside the Hampton Roads community; and (4) based lounge and a student commons. Academic Village II also on the availability of space, to provide college housing contains two academic buildings and four residence halls. for those students from within the Hampton Roads Village III has three residence halls. The rooms in all vil- community. lages are designed for single and double occupancy—and The Office of Residence Life is responsible for selecting for personalized living. Rooms are furnished with beds, and training the residence hall staff, coordinating hall night tables, full-length wardrobes, desks and chairs. You policies and developing cultural, educational, social and are encouraged to personalize your room according to your recreational activities. The social and recreational activities, tastes as well as the taste of your roommate. By providing including the annual “Seafood Party in the Dell,” are your own rugs, lamps, curtains and other items, you can complemented by a number of interesting educational and transform your room into a comfortable home. Laundry cultural events. facilities are available on each residence hall floor and a telephone is located in each room. Commuting: Along with campus residents, commuter Beginning with the 2005 spring semester, a fourth resi- students are a vital part of the Wesleyan community. It is dence hall will open in Village III offering apartments and the goal of the student life program to integrate the resident rowhouses. These new facilities will provide 124 beds and commuter populations in an effort to enhance campus within an apartment-style and rowhouse setting. Each of activities for everyone. these units will consist of four bedrooms, two bathrooms, Theme parties, student publications, campus intra- living area and kitchen. Additionally, the campus dining murals, sorority and fraternity functions, worship services, center includes a 500-seat central dining facility, private athletic contests, Lake Taylor Music Festival and Spring dining areas, kitchen, food preparation areas and alumni Fling are just some of the activities and opportunities afforded our commuter and resident students. CAMPUS LIFE 161

Through the help of the Commuter Service Office, Faces Concert Series. Here, artists connect with audiences commuter students are kept informed, provided special in a special way. The intimate and informal setting of the assistance and encouraged to take full advantage of campus Edward D. Hofheimer Theater in the Fine Arts building resources and the co-curricular activities of the college. brings a drawing-room atmosphere to every concert, and even back-row patrons enjoy a close connection with the Jane P. Batten Student Center: For both the resident performer. With 10-12 free concerts offered each year, stu- and commuter student the Jane P. Batten Student Center is dents have ample opportunities to enjoy vocal and instru- full of exciting activities. The $18.6 million center is home mental music in the styles of jazz, classical, folk, and to a spacious fitness center featuring dozens of weight bluegrass without ever leaving the campus. machines, bikes, Stairmasters and other equipment; an eight lane swimming pool complemented by a ten person Other Cultural Opportunities: Annually, the Special jacuzzi and saunas; three racquetball courses; an indoor ele- Events Committee brings to the campus speakers of vated jogging track; a convocation center/gymnasium; a regional, national and international acclaim. practice gymnasium; a rock climbing wall; the Marlin The College’s drama department presents major pro- restaurant; and the Scribner Bookstore. ductions in the fall and spring semesters. Several student productions are presented each spring. The Community Council: The College’s commitment Hampton Roads, the metropolitan area in which the to the building of a vital community finds expression in college is located, provides a rich offering of musical con- Virginia Wesleyan’s structure of campus governance. The certs, drama productions and art exhibits. Colonial Student Government Association, the Faculty Assembly Williamsburg and other pre-Revolution sites are less than and the Administrative Council meet regularly to make one hour’s drive from the campus. Furthermore, the policy regarding the respective spheres of concern. At least Virginia Wesleyan campus is close to other Norfolk/ three times annually, faculty, staff and student representa- Virginia Beach attractions, such as Waterside—a festival tives come together for meetings of the Community marketplace located on Norfolk’s waterfront; Nauticus—an Council, a body which provides a forum for sharing infor- educational and exciting interactive science center with a mation and for discussion of common concerns. Students maritime theme featuring more than 150 exhibits including are also represented on other vital committees of the computer and video interactives, films on a giant screen, college, giving them a distinctive voice in the making of exotic aquaria, touch pools, shark petting and the battleship college policies. Wisconsin; Virginia Marine Science Museum—offers sea- Student Association: Virginia Wesleyan College stu- sonal boat trips for dolphin and whale watching, a six-story dents are organized as the Student Government IMAX theater, aquarium and intriguing new animals and Association. This association consists of the Executive creative exhibits; MacArthur Center—Hampton Roads’ Council, president and vice-president, and 16 student newest mall hosting 140 stores located in downtown senators. The association makes every effort to be a respon- Norfolk; and miles of world-famous beaches within 20 sive voice of student concerns and to promote the general minutes of campus. welfare of students and campus organizations. Moreover, Campus Communications: Virginia Wesleyan’s student- through work on many college committees, involvement in run radio station, WVAW, provides opportunities for numerous social activities, sponsorship of open forums, students to gain firsthand experience in radio communica- participation in Community Council and special programs tion, broadcasting and station management. that foster informal student faculty dialogue, the Student VWC offers hands-on experience in communications Association contributes in many ways to the quality of through The Marlin Chronicle (student newspaper), the campus life. Sandpiper (yearbook), and The Outlet (literary magazine). The Center for Sacred Music: As part of the College’s The Marlin Chronicle seeks to disseminate news and com- music department, the Center for Sacred Music offers ments of interest to the campus community. The Sandpiper performance opportunities and educational programs serves as a record of the year’s activities for the college and designed to foster understanding and encourage an appre- for members of the college community. Lastly, The Outlet ciation of diversity and excellence in the sacred arts. provides students with the opportunity to publish their Throughout the academic year, a variety of seminars are own literary and artistic work and to gain experience in offered with topics such as “Sacred Sounds from Many managing and publishing a literary magazine. Cultures” and “The Four Streams of American Hymnody.” Counseling Services: To provide confidential personal Each July, the Center offers a Sacred Music Summer counseling to individuals and groups, the college has a Conference bringing internationally known experts to cam- Student Counseling Center staffed by two licensed clinical pus for study, music-making, and worship. A Church social workers. Students may be referred by members of Music Certificate program provides students with an the faculty or staff, or they may refer themselves for opportunity to develop skills needed to serve as church counseling. This service is available to both residential and musicians. commuter students and includes short-term counseling on The Familiar Faces Concert Series: Crafted from a campus as well as referral to professionals off campus. The deep commitment to develop liberally educated students college Chaplain is also available to students seeking with breadth of understanding and insight, VWC offers individual counseling. outstanding live musical performances through the Familiar 162 CAMPUS LIFE

One member of the staff is a specialist in the area of sub- The Chaplain’s Office is located in the Jane P. Batten stance abuse. He offers education and confidential counsel- Student Center. Spiritual life materials, devotional books, ing for students who have concerns about their own drug or seminary catalogs and information concerning religious life alcohol use or that of another individual. communities in the Hampton Roads area are available. Health Services: All Virginia Wesleyan students are Intercollegiate Athletics: Athletics at Virginia Wesleyan entitled to the benefits of the Health Services Office. Minor are an integral part of campus life. Men participate in first aid and health care are provided by a registered nurse intercollegiate soccer, basketball, golf, tennis, lacrosse, during weekday business hours at no cost. A physician is baseball, and cross-country. The women’s intercollegiate available on campus one day a week for consultation. If program includes basketball, softball, tennis, soccer, field necessary, students may also be referred to the physician’s hockey, lacrosse, cross-country and volleyball. Additionally, office seven days a week. Students are responsible for all Virginia Wesleyan offers cheerleading and dance team their own medical expenses. When needed, transportation programs. will be provided by the college. Virginia Wesleyan is a member of the National Students must submit a completed Health Evaluation Collegiate Athletic Association—Division III, as well as the Form before enrolling at Virginia Wesleyan. This form con- Old Dominion Athletic Conference. tains important information in case of an emergency. All Students who participate in intercollegiate athletics are immunizations must be up to date. required to be enrolled full-time and must be making satis- Health Services sponsors programs on campus relating factory progress toward graduation. to current health issues. The Blue Marlin is the mascot for Virginia Wesleyan athletic teams. School colors are navy blue and silver. Religious Life: The Chaplain’s Office and the campus spiritual life communities offer a variety of opportunities Campus Recreation Program: The Campus Rec- for worship, fellowship, and ecumenical faith reflection. reation Program at Virginia Wesleyan College strives to Programs affiliated with the Chaplain’s Office include provide quality recreational opportunities to the campus Catholic Mass, Fellowship of Christian Students, Holy Fire, community regardless of skill or experience. Our primary Holy Roller Bowling, Sacred Shooters, The Listening Post, mission is to promote personal growth, social fellowship, The Spiritual Life Council, and the Wesleyan Lectures. and healthy lifestyle choices through participation in Information regarding scripture studies and weekend challenging and fun activities. All of our programs empha- spiritual life retreats are available in the Chaplain’s office. size student involvement and leadership to determine the Monumental Chapel is open and accessible for individuals direction of our yearly goals. Students may get involved seeking prayer and meditation. Reservations for Chapel use through working as an Intramural Official, becoming a are made through the Chaplain’s Office. certified outdoor trip leader, developing a club sport or Respecting the diversity of faith traditions represented volunteering for the Recreational Advisory Board. For more on campus, the Chaplain of the college serves as an detailed information about any of our programs, our ecumenical pastor to the entire community. The Chaplain policies, or for general rules please stop by the Campus is available for confidential individual counseling, pastoral Recreation Office. care, hospital visitations and marriage services. CAMPUS LIFE 163

Clubs and Organizations: You may select from more SERVICE ORGANIZATIONS than 60 clubs and organizations at Virginia Wesleyan Campus Kaleidoscope College. The organizations include national honor societies; Circle K religious and political associations; local departmental Epsilon Sigma Alpha organizations; national fraternities and sororities; student Habitat for Humanity publications; and special interest groups. Imagine Relay for Life LEADERSHIP GROUPS Student Environmental Awareness League First Year Leadership Council SPECIAL INTEREST GROUPS Honors and Scholars Asian American Society Leadership Council Black Student Union Student Government Association College Republicans Wesleyan Activities Council Cultural Arts Society MAJORS Electronic Music Society/Traditional Music Association Drama Club Fencing Club French, German, Spanish Club Gay, Lesbian, Bisexual Alliance Friends of Psi Chi Holy Fire Math/Computer Science Club IMAGEnation Political Science Association International Student Organization Recreation Majors Club Marlin Wrestling Club Science Club Model United Nations SVEA/NEA Remote Control Car Club The Link SALSA Sandpiper NATIONAL FRATERNITIES AND SORORITIES Shalom Alpha Sigma Alpha Shooting Club Greek Presidents Student Alliance for Greater Empathy Kappa Alpha Order Swim Club National Panhellenic Council The Marlin Chronicle Phi Kappa Tau The Outlet Phi Sigma Sigma Volleyball Club Sigma Sigma Sigma Volunteer Babysitting Service NATIONAL HONOR SOCIETIES VWC Rowing Club Alpha Kappa Delta VWC Surf Club Alpha Phi Sigma WVAW-AM Radio 640 Alpha Sigma Lambda Wesleyan Anime Club Delta Phi Alpha Wesleyan Ambassadors Lambda Phi Eta Wesleyan Bee Keepers Association Lambda Pi Eta Wesleyan Students for Conservation Issues Omicron Delta Kappa Women’s Resource Center Phi Alpha Theta Young Democrats Phi Eta Sigma Pi Delta Phi Pi Sigma Alpha Psi Chi Rho Phi Lambda Sigma Beta Delta Sigma Delta Pi Sigma Tau Delta Society for Collegiate Journalists Theta Alpha Kappa

Directory—Who’s Who at VWC 166 DIRECTORY

DIRECTORY— WHO’S WHO AT VWC

2004–2005 Board of Trustees

Officers:

CHAIRMAN Joan P. Brock

VICE CHAIRMAN Vincent J. Mastracco, Jr.

SECRETARY John A. Trinder

TREASURER Richard D. Roberts

Jane P. Batten Lemuel L. Lewis David L. Bernd John E. Lingo, Jr. George Y. Birdsong Frederick V. Martin S. Frank Blocker, Jr. Vincent J. Mastracco, Jr. Gary D. Bonnewell ’79 Charles McFadden Robert F. Boyd E. George Middleton, Jr. Joan P. Brock Emily S. Miles Thomas C. Broyles Robin D. Ray Robert Collenburg, II ’90 Richard D. Roberts B. Minette Cooper Jeanne P. Ross John M. Cox George A. Ryder Robert H. DeFord, Jr. Joseph G. Savinsky, Ex officio O.L. Everett Anne B. Shumadine Wendall C. Franklin Vincent J. Thomas William T. Greer, Jr., Ex officio Susan A. Torma ’72 James W. Griffiths Mark Towe Charles E. Harris John A. Trinder Myrtle Frances Hatcher, Ex officio D. Henry Watts Ernest T. Herndon, Jr., Ex officio Benjamine J. Willis, Jr. James A. Hewitt III, Ex officio Marshall D. Wings

Trustees Emeriti William J. Fanney Helen C. Hoffman Henry Clay Hofheimer III H. P. McNeal Kenneth R. Perry Ralph G. Roop Mary Wright Thrasher DIRECTORY 167

Robert Howard Cass (1990, 1976) FACULTY Professor of Management/Business/Economics B.A., University of the South The first date in parentheses indicates the year when present rank was M.B.A., University of Connecticut attained; the second date, the year when the individual was first appointed to the instructional staff. Patricia H. Clark (2001, 2001) Instructor of Library Science Barbara S. Adams (1989, 1989) B.A., University of California, Los Angeles Instructor of Operations Management M.S.L.S., Catholic University of America B.S., Carson-Newman College M.S., University of Arkansas R. David Clayton (1983, 1972) Professor of Music Robert B. Albertson (1997, 1979) B.M., Union University Professor of Management/Business/Economics and M.M., George Peabody College Chairperson, Division of Social Sciences D.M., Florida State University B.A., M.B.A., Ph.D., Old Dominion University Catharine Cookson (1998, 1998) Assistant Professor of Religious Studies Martha Alexander (2004, 2000) B.A., Mundeline College Assistant Professor of English M.A., University of Virginia B.A., Beloit College J.D., Rutgers University School of Law (Newark) M.A., Ph.D., Indiana University Ph.D., Indiana University Bentley B. Anderson (1994, 1972) Jonathan Dauber (2004, 2004) Professor of Theater/Communications Gloria and David Furman Assistant Professor of Judaic Studies B.F.A., Carnegie-Mellon University B.A., Brandeis University M.A., Wake Forest University ABD, New York University M.F.A., Virginia Commonwealth University Elaine E. Dessouki (1990, 1990) Sharon Beachum (2001, 2001) Assistant Professor of Management/Business/Economics Assistant Professor of Art B.S., M.A.S., M.B.A., Northern Illinois University B.F.A., University of Oklahoma C.P.A., C.M.A., C.I.A. M.F.A., Old Dominion University and Norfolk State University Benjamin D. Dobrin (2001, 1995) Associate Professor of Health and Human Services Connie Bellamy (2001, 1992) B.A., College of William and Mary Professor of English M.S.W., University of Pennsylvania B.A., Antioch College Ph.D., University of South Florida M.A., Pennsylvania State University System, Mansfield Ph.D., McGill University Kimberly S. Drake (2002, 1997) Associate Professor of English Benjamin D. Berry (1994, 1994) B.A., Ph.D., University of California, Berkeley Professor of American Studies and History B.A., Morehouse College Clayton J. Drees (2003, 1992) S.T.B., Harvard Divinity School Batten Professor of History Ph.D., Case-Western Reserve University B.S., University of Santa Clara M.A., California State University Evelyn K. Blachman (1991, 1976) Ph.D., Claremont Graduate School Assistant Professor of English B.A., Northern Illinois University Joyce Blair Easter (2004, 2000) M.A., University of Arkansas Associate Professor of Chemistry B.S., Cornell University Karen A. Bosch (2003, 1993) Ph.D., Duke University Batten Professor of Education B.A., Michigan State University Steven M. Emmanuel (1998, 1992) M.A., Indiana University of Pennsylvania Batten Professor of Philosophy Ph.D., Old Dominion University B.A., Boston University M.A. and Ph.D., Brown University John R. Braley III (1985, 1978) Associate Professor of Recreation/Leisure Studies Thomas R. Fanney (2002, 1989) B.A., University of South Florida Professor of Mathematics and Chairperson, M.Ed., Springfield College Division of Natural Sciences and Mathematics M.S., University of Maine B.A., Virginia Wesleyan College M.S., Colorado State University David E. Buckingham (1982, 1982) Ph.D., Virginia Polytechnic Institute and State University Instructor of History B.S., Campbell College Linda A. Ferguson (1996, 1987) M.A., Old Dominion University Professor of Management/Business/Economics B.S., M.Ed., Shippensburg University Lisa P. Carstens (2003, 1997) Ed.D., College of William and Mary Associate Professor of English A.B., Occidental College Ginger L. Ferris (1993, 1986) M.A., Ph.D., University of California, Irvine Assistant Professor of Education B.A., Old Dominion University M.S., University of Virginia 168 DIRECTORY

Rita E. Frank (2004, 1990) Cheul W. Kang (1985, 1985) Professor of Psychology Professor of Management/Business/Economics B.A., George Washington University B.A., King College M.A., Temple University and University of Maryland M.S., Ph.D., University of Wisconsin-Madison Ph.D., University of Maryland Douglas A. Kennedy (1998, 1988) Alain Gabon (1999, 1999) Professor of Recreation/Leisure Studies Assistant Professor of French B.S., University of Delaware Licence d’anglais, Université de Dijon-Bourgogne M.S.Ed., Southern Illinois University M.A., Miami University, Oxford, Ohio Ed.D., Temple University Ph.D., University of Iowa Laura K. Landolt (2004, 2004) David G. Garraty (1992, 1979) Assistant Professor of Political Science Professor of Management/Business/Economics B.S., M.A., University of Texas, El Paso B.S., St. Joseph’s College J. Patrick Lang (1993, 1980) M.A., Temple University Professor of Mathematics William A. Gibson (1993, 1987) B.S., University of Washington Professor of Political Science M.S., Ph.D., Florida State University B.A., Arizona State University Kelly Lennon (2003-2003) M.A., Ph.D., Claremont Graduate School Instructor of Library Science Patrick A. Goold (2002, 1994) B.A., University of Delaware Associate Professor of Philosophy M.L.I.S., Long Island University - CW Post B.A., Saint John’s College D. Barry Lipscomb (1979, 1968) M.Litt., Saint Andrews University Professor of Psychology Ph.D., Brown University B.S., Georgia Institute of Technology Philip Guilfoyle (2003, 1999) Ph.D., Duke University Associate Professor of Art B. Malcolm Lively (2000, 2000) B.S., Berry College Assistant Professor of Education M.A., Kean College of New Jersey B.S., University of Miami M.F.A., University of Delaware M.A., Jacksonville University J. Christopher Haley (2003, 1997) Ph.D., University of Georgia Associate Professor of Earth Science Thomas S. Lopez (2001, 1989) B.Sc., Washington and Lee University Professor of Sociology Ph.D., The Johns Hopkins University B.S., Geneva College J. Michael Hall (1993, 1980) M.Ps.Sc., Ph.D., Pennsylvania State University Lambuth M. Clarke Professor of English Katherine M. Loring (1996, 1996) B.A., Louisiana Tech University Assistant Professor of English M.A., University of Arkansas B.A., Hiram College Ph.D., University of Illinois M.A., Ph.D., University of Michigan Joyce B. Howell (1999, 1984) Elizabeth G. Malcolm (2004, 2004) Professor of Art History and Curator of Exhibitions Assistant Professor of Ocean and Atmospheric Sciences B.A., M.A., Ph.D., University of Virginia B.A., Earlham College Lawrence D. Hultgren (1981, 1969) M.S., Ph.D., University of Michigan Professor of Philosophy Stephen S. Mansfield (1980, 1968) B.A., Grinnell College Professor of History M.A., Ph.D., Vanderbilt University A.B., College of William and Mary Kathy Merlock Jackson (1995, 1984) M.A., Ph.D., University of Virginia Batten Professor of Communications Daniel S. Margolies (2000, 2000) B.A., West Virginia University Assistant Professor of History M.A., Ohio State University B.A., Hampshire College Ph.D., Bowling Green State University M.A., Ph.D., University of Wisconsin-Madison Carol V. Johnson (1995, 1985) Stuart C. Minnis (2001, 2001) Associate Professor of English Assistant Professor of Communications B.A., M.A., Eastern Illinois University B.S., M.S., Texas Christian University D.A., Illinois State University Ph.D., University of Kansas William M. Jones (1989, 1979) Nancy D. Montgomery (1988, 1988) Batten Professor of Political Science Instructor of Recreation/Leisure Studies B.A., Rhodes College B.S., Longwood College M.A., University of South Carolina M.A., Brigham Young University Ph.D., Duke University Garry E. Noe (1994, 1988) Lee Jordan-Anders (2001, 1986) Associate Professor of Physics Professor of Music, Artist-in-Residence and B.S., M.S., Ph.D., University of California, Riverside Chairperson, Division of Humanities B.M., M.M., Northwestern University Deborah E. Otis (2000, 1988) Professor of Chemistry B.A., Gettysburg College Ph.D., Virginia Polytechnic Institute and State University DIRECTORY 169

Jan S. Pace (1992, 1992) Lynn-Anne S. Seltzer (2000, 2000) Instructor of Library Science Instructor, Director of Education Field Experiences B.A., Northern Arizona University B.S., Southern Connecticut State College M.S.L.S., University of Pittsburgh M.Ed., Rhode Island College Ed.S., The George Washington University Sharon L. Payne (2004, 1999) Associate Professor of Health and Human Services Sara A. Sewell (2002, 2002) B.S., Ursinus College Assistant Professor of History M.S.W., Smith College School for Social Work B.A., University of Wisconsin-Madison L.C.S.W., C.S.A.C. M.A., Marquette University M.A., Ph.D., University of Wisconsin-Madison Fayne C. Pearson (1995, 1985) Instructor of Education Barclay Sheaks (1970, 1969) B.A., University of North Carolina at Greensboro Associate Professor of Art and Distinguished Resident Artist M.A., University of Richmond B.F.A., Virginia Commonwealth University M.Ed., University of North Carolina at Chapel Hill Sally H. Shedd (2004, 1999) Stanford C. Pearson (1981, 1981) Associate Professor of Theater Instructor of Mathematics B.A., Arkansas Tech University B.A., Amherst College M.A., University of Arkansas M.S., Florida State University Ph.D., University of Kansas Wayne M. Pollock (2000, 2000) Jayne E. Sullivan (2001, 2001) Instructor of Recreation/Leisure Studies Assistant Professor of Education B.S., West Chester University B.S., University of Maryland M.S., University of North Carolina at Chapel Hill M.Ed., Loyola College in Baltimore M.Ed., Bowie State University Neil Phillip Ramsey (1984, 1974) Ph.D., University of Maryland Professor of Sociology A.B., William Jewell College Vivian E. Teter (1999, 1987) M.Div., Colgate-Rochester Associate Professor of English M.A., University of Denver B.A., Hollins College Ph.D., University of Wisconsin-Madison M.F.A., University of Arizona Margaret Reese (2004, 2004) Jeffrey W. Timmons (2001, 2001) Assistant Professor of Mathematics Assistant Professor of English B.A., Converse College B.S., B.A., M.A., Portland State University M.A., Ph.D., University of South Carolina Ph.D., Arizona State University Paul M. Resslar (1996, 1983) Victor R. Townsend, Jr. (2000, 2000) Batten Professor of Biology Assistant Professor of Biology B.S., West Virginia Wesleyan College B.S., Old Dominion University M.S., Ph.D., North Carolina State University M.S., Ph.D., University of Louisiana Diana E. Risk (2001, 2001) Mavel Z. Velasco (2000, 1987) Assistant Professor of Spanish Professor of Spanish B.A., M.A., University of Northern Iowa B.A., M.A., Ph.D., Rutgers University Ph.D., University of Iowa Theodore M. Vial, Jr. (2003, 1997) Philip Rock (2004, 2000) Batten Associate Professor of Religious Studies Associate Professor of Biology B.S., Brown University B.S., Nasson College M.A., Ph.D., University of Chicago Ph.D., Rutgers University John Jeffrey Waller (2000, 2000) William J. Ruehlmann (1998, 1993) Instructor of Math Professor of Communications B.A., Virginia Wesleyan College B.A., American University M.S., Old Dominion University M.A., University of Arizona Zizhong (John) Wang (2000, 2000) Ph.D., University of Cincinnati Assistant Professor of Computer Science Ehsan S. Salek (1997, 1993) B.S., Taiyuan University of Technology Professor of Management/Business/Economics M.S., National Harbin Institute of Technology B.S., National University of Iran Ph.D., University of Southern Mississippi M.S., University of Missouri Craig Wansink (2003, 1993) M.B.A., Oklahoma City University Batten Professor of Religious Studies D.B.A., Nova University B.S., Morningside College Lynn Mitchel Sawlivich (2003, 2003) M.Div, McCormick Seminary Assistant Professor of Classics M.A., Ph.D., Yale University B.A., M.A., Ph.D., Harvard University Susan M. Wansink (2001, 1991) Maynard H. Schaus (2004, 1998) Professor of German Associate Professor of Biology B.A., M.A., Ph.D., Purdue University B.S., California Lutheran University Frederick B. Weiss (1997, 1984) Ph.D., Miami University (Ohio) Assistant Professor of Management/Business/Economics B.S., Temple University M.A., American Graduate School of International Management C.P.A. 170 DIRECTORY

Denise Pocta Wilkinson (2003, 1987) Verne M. Keefer (1969–1998) Associate Professor of Mathematics Professor of Biology Emeritus B.S., M.S., Middle Tennessee State University B.A., Virginia Military Institute Education Specialist, Appalachian State University Ph.D., University of Colorado Donald Garrett Wolfgang (1983, 1972) Charles L. Kessler (1971–1993) Professor of Psychology Professor of Religious Studies Emeritus B.A., The Colorado College B.A., Northwestern University M.A., Ph.D., University of Missouri M.Div., Garrett Theological Seminary Ph.D., Northwestern University Althia V. Woodson-Robinson (1991, 1980) Assistant Professor of Education Gordon A. Magnuson (1971–1997) B.S., Hampton University Professor of English Emeritus M.Ed., St. Lawrence University B.S., Bemidji State College C.A.G.S., Virginia Polytechnic Institute and State University M.A., Ph.D., University of Arkansas Margaret C. Zimmerman (1996, 1982) L. Anderson Orr (1968–1999) Professor of Psychology Lambuth M. Clarke Professor of English Emeritus B.A., University of Western Ontario B.Mus., B.A., Southwestern at Memphis M.S., Ph.D., Old Dominion University B.D., Seabury-Western Theological Seminary M.A., Ph.D., University of Virginia FACULTY EMERITI Isabelle L. Shannon (1979–1998) Professor of Education Emeritus The first date in parentheses indicates the year of appointment to the B.A., Wheaton College instructional staff; the second date indicates the year of retirement. M.A., Boston University Ph.D., Michigan State University Lambuth M. Clarke (1966–1992) William R. Shealy (1968–1997) President Emeritus Professor of Religious Studies Emeritus B.A., Randolph-Macon College Ph.B., University of Chicago M.A., The Johns Hopkins University B.D., Garrett Theological Seminary L.L.D., Randolph-Macon College S.T.M., Union Theological Seminary, New York L.H.D., Virginia Wesleyan College Ph.D., Drew University Victor I. Culver (1977–1999) William A. Sturm (1972–1994) Professor of Education Emeritus Professor of Philosophy Emeritus A.B., Statue University of New York at Buffalo B.S., Stanford University Ph.D., University of Missouri at Kansas City B.D., Berkeley Divinity School Dora H. Dobrin (1975–1999) D.Phil., Oxford University Professor of Sociology Emeritus Patricia R. Sullivan (1972–1999) B.S., Florida State University Professor of French Emeritus M.S., School of Social Welfare, Florida State University B.S., Georgetown University Daniel W. Graf (1970-2002) M.A., Ph.D., University of Virginia Professor of History Emeritus B.S., Wisconsin State University-La Crosse M.A., Ph.D., University of Nebraska ADJUNCT FACULTY Joseph H. Harkey (1966–1996) The date in parentheses indicates the year of appointment to the Professor of English Emeritus instructional staff. B.S., University of South Carolina M.A., Ph.D., University of Tennessee Kathy R. Ames (1984) Instructor of Mathematics/Computer Science Betty Jefferson Harris (1975–2000) B.S., James Madison University Professor of Biology and Chemistry Emeritus M.S., College of William and Mary B.A., Longwood College M.T.S., College of William and Mary Carla B. Bergdoll (1992) Ph.D., Virginia Polytechnic Institute and State University ACT Coordinator/Special Programs Adjunct Assistant Professor of Education James F. Harris (1986–2000) B.A., Virginia Wesleyan College Professor of Chemistry Emeritus M.A., Hampton University B.S., Western Carolina University Ed.S., The George Washington University M.T.S., College of William and Mary Ed.D., The George Washington University Ph.D., Virginia Polytechnic Institute and State University Jerome S. Blackman (1991) H. Rick Hite (1969–1999) Adjunct Professor of Psychology Professor of Theater/Communications Emeritus M.D., Tulane Medical School A.B., Dartmouth College M.A., The Johns Hopkins University Dwight Bolling (1988) Ph.D., Michigan State University Adjunct Associate Professor of Sociology B.S., M.S., Florida State University Kenneth R. Bowen (1987) Adjunct Instructor of Art B.A., Lynchburg College DIRECTORY 171

Edward E. Brickell (2003) Maria F. Still (1994) Adjunct Assistant Professor of English Adjunct Instructor of Education B.A., College of William and Mary B.A., De Paul University M.A., University of Chicago M.A., The College of William and Mary Ed.D., L.H.D., College of William and Mary Lisa A. Walker (1991) Lisa L. Crutchfield (1999) Adjunct Instructor of English Adjunct Instructor of History B.A., University of Rhode Island B.A., James Madison University M.A., The Pennsylvania State University M.A., University of Georgia David L. Winters (1988) Thomas R. Farley (1987) Adjunct Associate Professor of Chemistry Adjunct Instructor of Geography B.S., West Virginia State College B.A., Virginia Polytechnic Institute and State University M.S., West Virginia University M.S.Ed., Old Dominion University Robert L. Hawkins (1983) Adjunct Assistant Professor of Communications ADMINISTRATIVE STAFF B.A., Fairmont State College M.A., West Virginia University The date in parentheses indicates the year when the individual was Ed.D., Virginia Polytechnic Institute and State University hired. Sharon L. Hill (1995) Adjunct Instructor of Art Education President’s Office B.A., Ohio State University M.A., Arizona State University William Thomas Greer, Jr. (1992) President Jan E. Kreidler (1995) B.S., Valdosta State College Visiting Assistant Professor of English M.Div., Drew University A.A., Seminole Community College Th.D., Emory University B.A., College of Charleston Ph.D., Georgia State University M.A., Stetson University Ph.D., Indiana University of Pennsylvania Katherine M. Loring (1996) Vice President for Administration and Thomas S. Liverman (2003) Special Assistant to the President Adjunct Instructor of Criminal Justice B.A., Hirman College B.A., Saint Leo College M.A., Ph.D., University of Michigan J.D., Regent University Judy F. Coltrane (1994) Thomas A. Pasquale (1987) Executive Secretary to the President Adjunct Assistant Professor of Psychology B.S., Fordham University Linda A. Ferguson (1987) M.A., Ph.D., Syracuse University Director of Strategic Planning and Marketing B.S., M.Ed., Shippensburg University Rene Perez-Lopez (1986) Ed.D., College of William and Mary Adjunct Professor of Political Science B.A., M.L.S., State University of New York at Albany Diane E. Hickey Hotaling (1985) M.A., Case Western Reserve University Director of Community Service B.S., Utica College of Syracuse University Annabel L. Sacks (1982) Adjunct Professor of Education The Rev. H. Hasbrouck Hughes, Jr. (1997) B.A., Brooklyn College Bishop in Residence M.S.Ed., Old Dominion College B.A., Randolph-Macon College B.D., Duke Divinity School Marybeth K. Saunders (1986) Adjunct Assistant Professor of Management/Business/Economics Dennis Ridley (1999) B.S., Old Dominion University Director of Institutional Research M.Ed., University of Georgia A.B., Amherst College C.A.S., The College of William and Mary M.A., Ph.D., University of California, Santa Barbara Ph.D., Georgia State University John Jeffrey Waller (2000) Lynn Seltzer (2002) Assistant to the Director of Institutional Research Director of Field Experiences B.A., Virginia Wesleyan College B.S., Southern Connecticut State College M.S., Old Dominion University Ed.S., The George Washington University M.Ed., Rhode Island College College Communications Ray Shackelford (1987) Gail B. Kent (2002) Adjunct Instructor of Physical Education Director of College Communications B.S., Old Dominion University B.A., University of North Carolina at Chapel Hill Jo-Anna Smelser (1983) Rebecca L. Desjardins (2003) Adjunct Instructor of Dance Publications Manager B.A., Virginia Wesleyan College B.A., Virginia Wesleyan College 172 DIRECTORY

Academic Affairs Center for Sacred Music Stephen S. Mansfield (1968) Sandra Billy (1995) Vice President for Academic Affairs and Director of the Center for Sacred Music Kenneth R. Perry Dean of the College & Coordinator Familiar Faces Concert Series A.B., The College of William and Mary B.S., Old Dominion University M.A., Ph.D., University of Virginia B.S., M.S., LaSalle University Tamela Dhority (1999) Theater Manager The Center for the B.S., Northern Arizona University Study of Religious Freedom Kelly T. Jackson (1998) Catherine C. Hartman (1981) Assistant to the Director of the Faculty Secretary Center for the Study of Religious Freedom Barbara M. Hodges (1993) B.A., Virginia Wesleyan College Faculty Secretary A.S., Norwalk Community College Hofheimer Library Lawrence D. Hultgren (1969) Jan S. Pace (1991) Associate Dean of the College Director of Library B.A., Grinnell College B.A., Northern Arizona University M.A., Ph.D., Vanderbilt University M.S.L.S., University of Pittsburgh Fayne C. Pearson (1987) Sandra S. Brooks (1973) Assistant to the Dean of the College Director of Library and Technical Services B.A., University of North Carolina at Greensboro B.A., Alma College M.A., University of Richmond M.A., University of Virginia M.Ed., University of North Carolina at Chapel Hill Patricia H. Clark (2001) Lynn Seltzer (2002) Reference Librarian Director of Education Field Experiences B.A., University of California, Los Angeles B.S., Southern Connecticut State College M.L.S., Catholic University of America Ed.S., The George Washington University M.Ed., Rhode Island College Karen Devereaux (1992) Circulation Supervisor Judith H. Tinsley (1990) B.S., Old Dominion University Administrative Assistant to the Vice President for Academic Affairs and Kenneth R.Perry Dean of the College Kelly Lennon (2003) Reference Librarian B.A., University of Delaware Adult Studies Program M.L.I.S., Long Island University - CW Post Dr. Richard E. Hoehlein (2004) Karen Long (1988) Director, Adult Studies Program Assistant, Audio Visual Department B.A., M.A., Ed.S., Michigan State University Ed.D., Nova University Trina Stockes (2003) Library Assistant Carla B. Bergdoll (1992) B.A., Virginia Wesleyan College ACT Coordinator/Special Programs B.A., Virginia Wesleyan College Carolyn Wood (2000) M.A., Hampton University Acquisitions and Cataloguing Assistant Ed.S., The George Washington University B.S., M.A., Appalachian State University Ed.D., The George Washington University Lena Johnson-Brown (2003) Institutional Technology Outreach Coordinator Robin A. Takacs (1996) B.A., Virginia Wesleyan College Coordinator of Institutional Technology Patricia Colthurst (2000) B.A., Russell Sage College Evening Secretary M.A., Fairfield University B.A., Virginia Wesleyan College Judy Kuhns (1994) International and Intercultural Programs Academic Adviser B.A., M.A., University of Georgia Learning Center Elizabeth McQueston (2004) Carol V. Johnson (1985) Secretary Director of Writing Center B.A.,University of Virginia B.A., M.A., Eastern Illinois University Pamela C. Paramore (1993) D.A., Illinois State University Office Manager Anne Fansher (2003) B.A., Virginia Wesleyan College Assistant to the Director of the Writing Center, Tutoring Coordinator B.A., M.A., Columbia International University DIRECTORY 173

Fayne C. Pearson (1987) Business Affairs Assistant to the Dean of the College, Director of the Learning Center and Disabilities Services William T. Joseph (1966) B.A., University of North Carolina at Greensboro Vice President for Business Affairs M.A., University of Richmond A.B., East Carolina University M.Ed., University of North Carolina at Chapel Hill M.B.A., Old Dominion University Linda Sykes (1996) Elaine Aird (1988) Learning Center Assistant Assistant Director of Business Operations B.A. Campbell College B.A., Virginia Wesleyan College M.A., Norfolk State University John Jeffrey Waller (2000) Assistant Coordinator of the Learning Center Amy Dudley (1999) B.A., Virginia Wesleyan College Secretary M.S., Old Dominion University Audrey Gluck (1984) Althia V. Woodson-Robinson (1980) Payroll Manager Director of Academic Skills Program Oreleah Hemingway (1998) B.A., Hampton University Student Loan Coordinator M.Ed., St. Lawrence University Ruthanne Mullin (1984) Accounts Payable Bookkeeper Programs B.A., Virginia Wesleyan College Steven M. Emmanuel (1992) Teresa C. Rhyne (1992) Director of Freshman Seminar Accounting Manager B.A., Boston College B.A., Virginia Wesleyan College M.A. and Ph.D., Brown University Ronda L. Rothwell (2003) Theodore M. Vial, Jr. (1997) Business Office Cashier Director of Honors and Scholars Program B.S., Brown University Lindsay A. Sands (2001) M.A., Ph.D., University of Chicago Student Accounts and Communications Coordinator Clayton J. Drees (1992) Cary A. Sawyer (1994) Director of General Studies Program Assistant Vice President for Finance B.S., University of Santa Clara B.S., Virginia Polytechnic Institute and State University M.A., California State University C.P.A. Ph.D., Claremont Graduate School Bruce F. Vaughan (1999) Thomas R. Fanney (1989) Director of Business Operations Director of PORTfolio Program B.S., University of Maryland B.A., Virginia Wesleyan College M.A., Central Michigan University M.S., Colorado State University Ph.D., Virginia Polytechnic Institute and State University Human Resources Lisa P. Carstens (1997) Director of Winter Session Barbara K. Fried (1995) A.B., Occidental College Director of Human Resources M.A., Ph.D., University of California, Irvine B.S., Miami University (Ohio) SPHR Registrar Auxiliary and Customer Services Barbara S. Adams (1989) Registrar Renate Thurman (1980) B.S., Carson-Newman College Manager, Scribner Bookstore M.S., University of Arkansas B.A., Virginia Wesleyan College Thomas A. Blackburn (1999) Kimberly Brown (2000) Administrative Assistant Mail Services B.A., Virginia Wesleyan College Helena Dodson (2003) Julie A. Houghton (2002) Switchboard Operator/Receptionist Administrative Assistant Mary Moody (2001) Sharon L. Wilson (1980) Cashier, Scribner Bookstore Assistant Registrar B.A., Mary Washington College B.A., Virginia Wesleyan College Thelma Muhlenbruch (1990) Mail Services Women’s Resource Center Diana Myers (1989) Sharon L. Payne (1993) Switchboard Operator/Receptionist Director of Women’s Resource Center Anita Soderberg (1981) B.S., Ursinus College Assistant Manager, Scribner Bookstore M.S.W., Smith College School for Social Work L.C.S.W., C.S.A.C. Tia Whitehurst (2002) Copy Center Specialist Midge Zimmerman (1999) Mail and Copy Center Manager 174 DIRECTORY

Computer Services Department Grounds Ryan Altman (2003) Christopher Lodce (2002) Jack Dmoch (1999) Charles Carter (2002) Michael Sullivan (2000) Director of Technology James Everett (1995) Robert Taylor ((1998) B.S., Virginia Polytechnic Institute and State University Supervisor John D. Aird (1997) Housekeeping Senior Technologies Specialist Lolita Anderson (2002) Shirley Pitchford (1991) James Baker (1999) Bernice Bledsoe (1992) Rebecca Robertson (1983) Computer Services Help Desk Coordinator Maria Clemons (2002) Sheila Rouson (1987) B.S., University of Central Oklahoma Anthony Daniels (1996) Daniel Ruffin (1998) Viola Evans (1984) Supervisor Gregory Baptiste (2001) Gail Felder (2004) Marian Schad (2003) Computer Programmer Deborah Mack (2004) Rosetta Snead (2001) B.S., Old Dominion University Tina Martin (1991) Portia Spence (2001) M. Scott Clevenger (2003) Mary McKennelly (1988) Deborah Ware (1991) Web Designer Brenda Moore (1992) Malasia Williams (1999) B.S., Emerson College Margie Murray (2000) Joyce Young (1990) Nancy Napper (1987) Terry Critser (2003) Technologies Technician Maintenance ECPI Kent Algire (1991) Michael Garner (1993) Millard Bridgers (1996) Kevin Hafner (2003) Bruce Eldridge (2000) Alan Brown (1997) William Huber (2003) Manager of Administrative Computing Systems Gale Carter (1989) Chris James (1990) B.S., B.S.C.S., Old Dominion University Secretary/Work Center Steven Sparks (1998) M.A., The George Washington University Coordinator Andrew Weaver (2002) Donald Stauffer (1997) Timmy Flemming (1998) Frank White (1998) Computer Programmer B.S., M.B.A., Ohio State University Chaplain’s Office Marcia J. Williams (1997) Network Manager Robert M. Chapman (1997) B.A., Saint Leo College Chaplain of the College M.P.A., Troy State University B.A., Virginia Wesleyan College M.Div., Wesley Theological Seminary Test Center M.Ed., Lynchburg College Jane B. Kiefer (1996) Test Center Manager College Advancement Tai Z. Brown (2003) Jack Sims (2004) Test Center Assistant Vice President for College Advancement B.A., Morehead State University Streett Coale (2003) M.P.S., Western Kentucky University Test Center Assistant Theresa L. Barker (1986) Benefactor Coordinator Food Services A.S., Indiana University of Pennsylvania Timothy Lockett Christopher M. Dagley (2004) Director of Dining Services Assistant Director of Annual Giving Vincent LaMonte B.A., Christopher Newport University Executive Chef Jesse H. Fanshaw III (1978) Vicki Kassick Associate Director of Development for Planned Giving Director of Catering B.A., Virginia Wesleyan College Associate in Culinary Arts, International Culinary Academy Phyllis Fedele (2004) Development Assistant for Gifts Physical Plant A.A.S., Commonwealth College Tricia Hudson-Childers (2004) David Hopper Director of Annual Giving Director of the Physical Plant B.A., George Mason University Michael A. Rigby Sherry McDonald (2003) Director of Housekeeping and Grounds Director of Prospect Research B.S., Pennsylvania State University B.A., College of William and Mary M.S., Edinborough State University Louise Nolff (1998) Virginia Videll, (1998) Development Assistant for Data Assistant Director for Conferences and Special Events B.A., Virginia Wesleyan College Phillip E. Perdue (2004) Associate Vice President for College Advancement B.A., Indiana University M.D.A., Virginia Commonwealth University DIRECTORY 175

Joanne M. Renn (1994) Student Affairs Athletic Fundraising B.S., Old Dominion University David E. Buckingham (1982) M.S., Troy State University Vice President for Student Affairs and Dean of Students B.S., Campbell College Judi A. Sands (1999) M.A., Old Dominion University Administrative Assistant to the Vice President for College Advancement Michele A. Obenour (1988) Administrative Assistant to the Dawn Winters (1999) Vice President for Student Affairs and Dean of Students Manager, Budget/Personnel A.S., Edinboro University B.A., Virginia Wesleyan College Alumni Office Kristen L. Whalen (2000) Amy Cobb (2004) Assistant Dean of Students for Student Activities Director of Alumni Relations B.S., M.Ed., Virginia Polytechnic Institute B.S., James Madison University and State University Julia E. Green (2004) Assistant Director of Alumni Relations Athletic Department B.A., Virginia Wesleyan College Sonny A. Travis (1989) Director of Athletics and Men’s Soccer Coach Church Relations B.S., Slippery Rock University Ann P. Shappell (1980) M.A., University of North Carolina-Chapel Hill Director of Church Relations C. Nick Boothe (1986) B.A., Virginia Wesleyan College Baseball Coach Enrollment Management B.S., Old Dominion University Jeffrey Bowers (2000) Richard T. Hinshaw (1997) Women’s Soccer Coach and Women’s Tennis Coach Vice President for Enrollment Management and Dean of Admissions Stephanie S. Dunmyer (2003) B.A., Mars Hill College Women’s Basketball Coach B.A., Kenyon College Charlene Bess (2000) M.Ed., Ashland University Records Manager David M. Macedo (1998) Judy Coyne (1997) Men’s Tennis Coach and Men’s Basketball Coach Records Manager B.A., M.S., Wilkes University Brandon Elliott (2003) Christian M. Francis (2002) Admissions Counselor Assistant Baseball Coach B.A., Virginia Wesleyan College B.S., Ithaca College Bladen Finch (2003) Aaron Lujan (2003) Admissions Counselor Assistant Soccer Coach B.A., Virginia Wesleyan College B.A., Colorado College Sara E. Gastler (1997) Jeremy Marks (2000) Director of Admissions Golf Coach and Assistant Men’s Basketball Coach B.A., Virginia Wesleyan College B.A., Hartwick College Angie Hawkins (2001) M.Ed., Lynchburg College Assistant Director of Financial Aid Ryan Malloy (2000) B.S., Hampton University Assistant Men’s Soccer Coach Eugenia F. Hickman (1981) B.A., Virginia Wesleyan College Director of Financial Aid Kim-Michael Mertes (2002) B.A., Virginia Wesleyan College Field Hockey and Women’s Lacrosse Coach Mary L. Holland (1996) B.S. Westfield State College Financial Aid Secretary M.Ed., Springfield College Delicia F. Johnson (1995) Conrad Parker (1997) Office Manager Women’s Softball Coach B.A., Panama University B.S., Guilford College M.S., University of North Carolina, Chapel Hill Carole Labbe (1996) Receptionist Nancy H. Probert (1985) Administrative Assistant Brian O’Neil (2000) Assistant Director of Admissions Joanne M. Renn (1994) B.A., Virginia Wesleyan College Associate Athletic Director/Athletic Development, Sr. Woman’s Administrator Jennifer Valli (2003) B.S., Old Dominion University Records Manager M.S., Troy State University Tanya Williams (2000) Joshua P. Stewart (2002) Assistant Director of Admissions Head Men’s Lacrosse Coach B.A., James Madison University B.A. Hampden-Sydney College 176 DIRECTORY

Annamarie Tool (2004) Counseling Services Women’s Volleyball Coach James W. Brown (1999) B.A., University of Minnesota-Morris Director of Counseling Services M.S., South Dakota State University B.A., Transylvania University Joseph Wasiluk (2001) M.S.W., University of North Carolina Sports Information Director Molly R. Bochenek (1999) Assistant Director of Counseling Services Campus Center B.A., Virginia Wesleyan College Lina H. Green (1988) M.S.W., Norfolk State University Associate Dean of Students and Director of Batten Center B.S., M.Ed., Western Carolina University Health Services William Harrell (2001) Mary A. Cureton, R.N. (1993) Assistant Director of Batten Center, Aquatics & Fitness Director of Health Services B.A., Virginia Wesleyan College Beth Israel School of Nursing Cynthia G. Smith (2001) Melissa K. Patterson, R.N. (2002) Assistant Director of Batten Center, Director of Intramurals Staff Nurse B.A., Eckerd College M.A., Appalachian State University Residence Life Keith Moore (1999) Campus Security Director of Residence Life and Assistant Dean of Students Leo R. Therrien (2001) B.A., Curry College Director of Security M.Ed., University of Massachusetts A.A., Merritt College Ed., D., Nova Southeastern University B.A., St. Leo College Seth Brady (2004) M.S. Golden State University Assistant Dean of Students for Residence Life Donna Broeders (2001) and Community Development Administrative Assistant B.A., Virginia Wesleyan College M.A., Virginia Polytechnic Institute and State University D. Edward Gregory, Jr. (2003) Administrative Supervisor Cynthia Dixon (2001) Virginia Beach Police Academy Office Manager Virginia Beach Sheriff’s Academy B.A., Virginia Wesleyan College

Security Patrol Officers Moses Alston (1984) Michael Jones (2004) Patrick Annetta (2004) Ronald McFarland (2003) STAFF EMERITUS Bruce Carlton (2002) Darron Muney (2002) The first date in parentheses indicates the year of appointment to the Donald Freeman (2004) Terry Robertson (1995) instructional staff; the second date indicates the year of retirement. Marvin Freeman (1999) Harmoniest Simmons-Busby (2003) Franklin Green (2001) Brandy Speller (2003) James R. Bergdoll (1966-1998) Mark Harris (2004) Donnell Walkins (2004) Vice President for College Relations and Development Ronnie Hawkins ((1982) Marti Worden (2003) B.A., Randolph-Macon College Abraham Holman (2003) Emmanuel White (1999) M.A., American University Thomas Hoster ((2002) Treavor Zilar (2003)

Career Services Deborah L. Hicks (1989) Associate Dean of Students and Director of Career Services B.S., Longwood College M.Ed., University of Virginia Lisa Fentress (2002) Assistant Director of Career Services B.A., Elmira College M.A., West Virginia University Karen J. Halman (1993) Associate Director of Career Services B.S., M.S.Ed., Old Dominion University Leslie J. Hines (1985) Secretary Index—What’s Where 178 INDEX

INDEX— WHAT’S WHERE

Classical Studies ...... 58 A Classics ...... 58 Academic Probation ...... 39 Classification of Students ...... 35 Academic Regulations ...... 35 Class Schedules ...... 35 Academic Resources ...... 31 Clubs ...... 163 Academic Skills Development ...... 46 College Level Examination Program (CLEP) . . . 12, 35 Academic Standing ...... 39 College Profile ...... 6 Academic Suspension ...... 39 Communications ...... 60 Accommodations for Communications/Journalism ...... 60 Students with Special Needs ...... 31 Community Council ...... 161 Administrative Staff ...... 171 Commuting ...... 160 Admission ...... 10 Computer Literacy ...... 28 Adult Studies Program ...... 34 Computer Science ...... 114 Advanced Placement ...... 12 Contents ...... 3 Advisory System ...... 6, 35 Counseling Services ...... 161 Aid Programs ...... 15 Course Descriptions ...... 46 Alternate Certification Course Abbreviations ...... 46 Program for Teachers ...... 34, 71 Course Hours ...... 27 American Studies ...... 46 Course Load ...... 36 Application for Admission ...... 10 Course Limitations ...... 36 Application for Degree ...... 27 Course Repeat ...... 37 Applied Music ...... 120 Course Withdrawal ...... 38 Art ...... 46 Creative Writing ...... 78 Art History ...... 46 Credit for Prior Learning (CPL) ...... 32, 35 Athletics ...... 162 Criminal Justice ...... 148 Attendance ...... 36 Cross Registration ...... 31 Auditing ...... 35 Cultural Opportunities ...... 161

B D Biology ...... 51 Dean’s List ...... 36 Board of Trustees ...... 166 Directory ...... 166 Business ...... 109 Directory Information ...... 6 Dismissal ...... 39 C Divisional Structure ...... 18 Calendar ...... Inside Back Cover Campus Life ...... 160 E Campus Communications ...... 161 Earth and Environmental Sciences ...... 64 Career Services Center ...... 42 Early Admission ...... 11 Catalog of Entry ...... 35 Economics ...... 109 Center for the Study of Religious Freedom ...... 33, 54 Education/Special Education ...... 66 Chapel ...... 162 Educational Program ...... 18 Chemistry ...... 55 English ...... 19, 75 INDEX 179

Environmental Studies ...... 83 Honors ...... 36 Examinations ...... 36 Honors and Scholars Program ...... 33 Experiential Learning ...... 30 Humanities ...... 18, 29 Experimental Courses ...... 32 Externships ...... 30 I Incomplete (Grade) ...... 37 F Independent Research ...... 31 Faculty ...... 167 Individualized Major ...... 29 Faculty Emeriti ...... 170 Information Systems ...... 111 Familiar Faces ...... 161 Information Technology Program (VWC) . . . . . 33 Family Educational Rights and Internships ...... 30 Privacy Act (FERPA) ...... 6 International Baccalaureate ...... 12 Fees ...... 14 Intramurals ...... 162 Financial Information ...... 14 Interdisciplinary Studies ...... 104 Financial Aid ...... 15, 34 Interdivisional ...... 29 Financing ...... 14 International Students ...... 11 Foreign Language ...... 20, 86 International Studies ...... 107 Foreign Language Proficiency ...... 27 Foreign Languages and Literatures ...... 86 J Foreign Study ...... 33, 89 Frames of Reference ...... 20, 21 Jane P. Batten Student Center ...... 161 French ...... 86 Japanese ...... 92 Freshman Seminar ...... 27 Journalism ...... 60 Junior Semester Abroad ...... 89 G K General Studies Program ...... 18 General Studies Checklist ...... 21 Geography ...... 94 German ...... 86 L Grade Change ...... 38 Language Studies ...... 89 Grade of H ...... 38 Late Registration ...... 36 Grade Point Average ...... 27, 38 Latin ...... 92 Grade Reports ...... 36 Latin Honors ...... 37 Grading System ...... 36 Leisure Studies ...... 138 Graduation Requirements ...... 19, 27 Liberal Arts Management Program (LAMP) . . . . 34, 109 Graduation Exercises ...... 28 Liberal Studies Program ...... 34, 109 Guided Study ...... 31 Library ...... 7 Gymnasium ...... 8, 161 Limitation on Course Credits ...... 28

H M Health Education ...... 140 Major ...... 27 Health and Human Services ...... 94 Major, Departmental ...... 28 Health Services ...... 162 Major, Divisional ...... 28 History ...... 98 Major, Individualized ...... 29 Home School ...... 10 Major, Interdisciplinary ...... 29 Honor Code ...... 6 Major, Interdivisional ...... 29 Major Programs ...... 28 180 INDEX

Majors Minors American Studies ...... 46 Art (see Studio Art) ...... 46 Art ...... 46 Art History ...... 46 Art Education ...... 47 Biology ...... 51 Biology ...... 51 Business ...... 109 Chemistry ...... 55 Chemistry ...... 55 Classical Studies ...... 58 Classical Studies ...... 58 Communications ...... 60 Computer Science ...... 114 Computer Science ...... 114 Criminal Justice ...... 148 Criminal Justice ...... 34, 148 Earth & Environmental Sciences ...... 64 Earth & Environmental Sciences ...... 64 English ...... 75 English ...... 75 Environmental Studies ...... 83 Environmental Studies ...... 83 French ...... 86 Foreign Languages and Literatures ...... 86 German ...... 86 French ...... 86 History ...... 98 German ...... 86 Journalism ...... 60 Health and Human Services ...... 94 Mathematics ...... 114 History ...... 98 Media Studies ...... 61 Humanities ...... 29 Music ...... 120 Individualized ...... 29 Philosophy ...... 123 Interdisciplinary ...... 29 Political Science ...... 127 Interdivisional ...... 29 Psychology ...... 133 International Studies ...... 107 Religious Studies ...... 144 Liberal Arts Management Program ...... 109 Sociology ...... 148 Liberal Studies ...... 34, 109 Spanish ...... 86 Mathematics ...... 114 Studio Art ...... 46 Music ...... 120 Theater ...... 153 Natural Sciences and Mathematics ...... 29 Women’s and Gender Studies ...... 156 Philosophy ...... 123 Mission Statement ...... 6 Political Science ...... 127 Music ...... 120 Psychology ...... 133 Recreation and Leisure Studies ...... 138 N Religious Studies ...... 144 Natural Sciences and Mathematics ...... 18, 29 Social Sciences ...... 18, 29, 147 Non-Discrimination Policy ...... Inside Front Cover Social Studies ...... 148 Non-Resident Credit ...... 38 Sociology ...... 148 Spanish ...... 86 Theater ...... 153 O Theater and English ...... 76, 154 Oral Communication Proficiency ...... 27 Women’s and Gender Studies ...... 156 Organizations ...... 163 Management/Business/Economics ...... 109 Marlins ...... 162 P Mathematics ...... 20, 114 Part-time Faculty ...... 170 Military Credit ...... 35 Pass/Fail Grades ...... 38 Minor ...... 27 Payment ...... 14 Philosophy ...... 123 INDEX 181

Physical Education ...... 140 Student Association ...... 161 Physical Facilities ...... 7 Student Center ...... 161 Physical Science ...... 126 Studio Art ...... 46 Physics ...... 126 Study Abroad ...... 33, 89 Plan of Study ...... 18 Summer Session ...... 35 Political Science ...... 127 Support Services ...... 31 Pre-professional Information ...... 42 Suspension ...... 39 PORTfolio Program ...... 30, 132 Professional Education Programs ...... 66 T Program Enhancement ...... 30 Teaching Certification ...... 34, 71 Psychology ...... 133 Theater ...... 153 Therapeutic Recreation Q (see Recreation and Leisure Studies) ...... 138 Transcripts ...... 7 R Transfer Credit ...... 11 Transfer Students ...... 11, 34 Readmission ...... 39 Transient Registration ...... 31 Recreation and Leisure Studies ...... 138 Trustees, Board of ...... 166 Refund Policy ...... 14 Tuition ...... 14 Registration ...... 36 Tutorial ...... 31 Registration, Change ...... 36 Registration, Cross ...... 31 Registration, Late ...... 36 U Religious Freedom, Center for the Study of ...... 33, 54 V Religious Life ...... 162 Veterans ...... 11 Religious Studies ...... 144 Virginia Tidewater Consortium ...... 31 Repeating a Course ...... 37 Visits ...... 12 Residence Requirement ...... 27 VWC Information Technology Program ...... 33 Residential Living Requirements ...... 160 Rights and Responsibilities ...... 6 ROTC ...... 33 W Wesleyan Scholars ...... 33 S Winter Session ...... 32 Withdrawal from College ...... 14, 39 Satisfactory Academic Progress ...... 16 Withdrawal from Course ...... 38 Science (Earth and Environmental Sciences) . . . . 64 Women’s & Gender Studies ...... 156 Selective Retention Policy ...... 39 Writing Center ...... 31 Senior Integrative Experience ...... 21 Writing Courses ...... 24, 21 Six-Hour Rule ...... 28 Writing Proficiency ...... 27 Social Sciences ...... 18, 29, 147 Social Studies ...... 148 Sociology ...... 148 X Spanish ...... 86 Special Education ...... 66, 74 Y Special Students ...... 12 Staff ...... 171 Staff Emeritus ...... 176 Z Notes Notes Notes CALENDAR 2004–2005 WHAT’S WHEN AT WESLEYAN

2004 2005 JANUARY APRIL JULY OCTOBER JANUARY APRIL JULY OCTOBER S MTWTFS SMTWTFS SMTWTFS SMTWTFS S MTWTFS SMTWTFS SMTWTFS SMTWTFS 123 123 123 12 112121 45678910 45678910 45678910 3456789 2345678 3456789 3456789 2345678 11 12 13 14 15 16 17 11 12 13 14 15 16 17 11 12 13 14 15 16 17 10 11 12 13 14 15 16 9101112131415 10111213141516 10111213141516 9101112131415 18 19 20 21 22 23 24 18 19 20 21 22 23 24 18 19 20 21 22 23 24 17 18 19 20 21 22 23 16 17 18 19 20 21 22 17 18 19 20 21 22 23 17 18 19 20 21 22 23 16 17 18 19 20 21 22 25 26 27 28 29 30 31 25 26 27 28 29 30 25 26 27 28 29 30 31 24 25 26 27 28 29 30 23 24 25 26 27 28 29 24 25 26 27 28 29 30 24 25 26 27 28 29 30 23 24 25 26 27 28 29 31 30 31 31 30 31 FEBRUARY MAY AUGUST NOVEMBER FEBRUARY MAY AUGUST NOVEMBER S MTWTFS SMTWTFS SMTWTFS SMTWTFS S MTWTFS SMTWTFS SMTWTFS SMTWTFS 1234567 1 1234567 123456 12345 1234567 123456 12345 891011121314 2345678 891011121314 78910111213 6789101112 891011121314 78910111213 6789101112 15161718192021 9101112131415 15161718192021 14151617181920 13 14 15 16 17 18 19 15 16 17 18 19 20 21 14 15 16 17 18 19 20 13 14 15 16 17 18 19 22 23 24 25 26 27 28 16 17 18 19 20 21 22 22 23 24 25 26 27 28 21 22 23 24 25 26 27 20 21 22 23 24 25 26 22 23 24 25 26 27 28 21 22 23 24 25 26 27 20 21 22 23 24 25 26 29 23 24 25 26 27 28 29 29 30 31 28 29 30 27 28 29 30 31 28 29 30 31 27 28 29 30 30 31 MARCH JUNE SEPTEMBER DECEMBER MARCH JUNE SEPTEMBER DECEMBER S MTWTFS SMTWTFS SMTWTFS SMTWTFS S MTWTFS SMTWTFS SMTWTFS SMTWTFS 123456 12345 1234 1234 12345 1234 123 123 78910111213 6789101112 567891011 567891011 6789101112 567891011 45678910 45678910 14 15 16 17 18 19 20 13 14 15 16 17 18 19 12 13 14 15 16 17 18 12 13 14 15 16 17 18 13 14 15 16 17 18 19 12 13 14 15 16 17 18 11 12 13 14 15 16 17 11 12 13 14 15 16 17 21 22 23 24 25 26 27 20 21 22 23 24 25 26 19 20 21 22 23 24 25 19 20 21 22 23 24 25 20 21 22 23 24 25 26 19 20 21 22 23 24 25 18 19 20 21 22 23 24 18 19 20 21 22 23 24 28 29 30 31 27 28 29 30 26 27 28 29 30 26 27 28 29 30 31 27 28 29 30 31 26 27 28 29 30 25 26 27 28 29 30 25 26 27 28 29 30 31

Fall Semester, 2004 Spring Semester, 2005 July Orientation for Freshmen ______July 9-10 Faculty Workshop ______TBA July 16-17 Winter Session ______Jan. 3-21 Faculty Workshop ______Aug. 25-26 New students arrive ______Jan. 20 New students arrive ______Aug. 26 New Student Orientation______Jan. 20-21 New Student Orientation______Aug. 26-28 Residence Halls open for Residence Halls open for returning students, 10:00 a.m. ______Jan. 23 returning students, 10:00 a.m. ______Aug. 29 Classes begin ______Jan. 24 Day and ASP classes begin ______Aug. 30 ASP weekend classes begin ______Jan. 28-29 Labor Day holiday (no classes) ______Sept. 6 VWC Day ______Jan. 29 ASP weekend classes begin ______Sept. 10-11 Scholarship Days ______Feb. 10, 12, Monday laboratories meet ______Sept. 10 16, 25 Homecoming ______Oct. 1-2 Progress Reports available (MARSIS) _____Mar. 14 Family Weekend______Oct. 8-9 Spring holiday begins at 1:20 p.m.______Mar. 18 Fall break ______Oct. 15 Spring holiday ______Mar 19-27 Progress Reports available (MARSIS) _____Oct. 18 Residence Halls open for Last day to drop courses without returning students______Mar. 28 an automatic “WF”______Oct. 29 Easter Monday ______Mar. 28 VWC Day ______Nov. 13 Classes resume ______Mar. 29 *Thanksgiving holiday ______Nov. 24-26 Last day to drop courses Classes resume ______Nov. 29 without automatic “WF” ______Apr. 1 Laboratories end______Dec. 3 VWC Day ______Apr. 9 Day classes end______Dec. 9 Spring Honors Convocation______Apr. 29 Reading Day ______Dec. 10 Laboratories end______Apr. 29 Final examinations ______Dec. 13-16 Classes end______May 4 ASP final examinations ______Dec. 10-16 Reading Day ______May 5 December Graduate Reception ______Dec. 12 Final examinations ______May 6-7, 9-10 Semester ends after last exam ______Dec. 16 ASP final examinations ______May 5-10 Commencement______May 14 Summer Session begins ______May 23 Summer Session ends ______Aug. 5

*Laboratories do not meet Monday or Tuesday of this week. Only Monday ASP classes meet this week. 757-455-3208 • 1-800-737-8684 1584 Wesleyan Drive, Norfolk/Virginia Beach, Virginia www.vwc.edu

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