Wheaton 2001 – 2003 CATALOG WHEATON COLLEGE Norton, Massachusetts www.wheatoncollege.edu/Catalog 2 College Calendar Fall Semester 2001–2002 New Student Orientation Sept. 1–Sept. 4, 2001 Labor Day September 3 Upperclasses Return September 3 Classes Begin September 5 October Break October 8–9 Mid-Semester October 24 Course Selection Nov. 5–14 Thanksgiving Recess Nov. 21–25 Classes End December 11 Review Period Dec. 12–13 Examination Period Dec. 14–19 Residence Halls Close (8:00 p.m.) December 19 Winter Break and Internship Period Dec. 20 – Jan. 27, 2002 Spring Semester Residence Halls Open (9:00 a.m.) January 27, 2002 Classes Begin January 28 Mid–Semester March 8 Spring Break March 11–15 Course Selection April 15–22 Classes End May 3 Review Period May 4–5 Examination Period May 6–10;13–14 Commencement May 18 First Semester Deadlines, 2001–2002 Course registration concludes September 13 Last day to declare pass/fail registration September 27 Mid-semester grades for freshmen due (Registrar’s Office) October 24 Last day to drop course without record November 2 January study scholarship application (Advising Center) November 2 Registration deadline for spring courses (Registrar’s Office) November 14 Spring Semester Deadlines, 2001–2002 Application deadline for 11 College Exchange (Advising Center) February 1 Course registration concludes (Registrar’s Office) February 5 Last day to declare pass/fail registration February 22 Mid-semester grades for freshmen due (Registrar’s Office) March 8 Last day to drop a course without record March 22 Application deadlines for off-campus study—fall and 2002-03 programs; Wheaton graduate scholarships/fellowships and summer school scholarships (Advising Center) April 1* Registration deadline for fall courses, 2002 (Registrar’s Office) April 22 *Check with the Filene Center for individual JYA or domestic study programs which may vary. A current College Calendar is available on-line at: www.wheatoncollege.edu/Catalog 3 Contents Learning for Life 5 Wheaton College Mission Statement 6 A Tradition of Innovation 7 Academic Resources and Programs 13 The Wheaton Community 25 Curriculum and Academic Standards 29 Admission 37 Student Aid and Costs 41 Courses of Instruction 51 Selected Endowed and Other Named Funds 175 Trustees, Faculty, Officers, and Staff 189 Alumnae/i Association 203 Index 205 Where To Write 208 4 5 Learning for Life heaton College provides an excellent community that values equally the contribu- W liberal arts education in a residen- tions of men and women. tial, coeducational community, enabling The college, in turn, takes students students to develop the knowledge and seriously as important contributors to its skills to define and reach their academic, intellectual life. The Wheaton Foundation professional and personal goals. fosters student scholarship through grants As members of a vigorous educational for independent research. Other funds community, Wheaton’s students are support collaborative faculty-student committed to the highest standards of research projects and field-based learning scholarship in all areas of the arts, experiences, which may lead to academic humanities, sciences and social sciences. credit. Wheaton students may enroll in And as intellectual activists, they are university courses thanks to a cross- encouraged to pursue learning in and registration program with Brown University beyond the classroom. Whether it be at and other regional institutions. our Boston-area campus or in another part Being a responsible citizen of a world of the world, students seek links between made smaller by technology and scarce their academic explorations and the real- resources means learning to appreciate world settings of workplace and commu- differences among people of other coun- nity. Reflecting Wheaton’s strong tries, within the U.S., and even on the commitment to learning for life, all college campus. To increase students’ students are required to participate in awareness of perspectives beyond their own, internships, research fellowships and field Wheaton has made the study of cultural experiences. With the support of the diversity and the non-Western world a Filene Center for Work and Learning, required part of its curriculum, through students undertake at least one outside- courses and experiential learning opportuni- the-classroom learning experience such as ties in the U.S. and abroad. In recent years, an internship, volunteer activity, work- Wheaton’s own international programs study job or campus leadership position. have allowed students to study at the These learning-for-life experiences appear University of Cordoba in Spain, at various as entries on an official second transcript institutes in the Russian Republic and called the Wheaton Work and Public universities throughout the former Soviet Service Record. In addition to providing Union, and at a research study center in students with an advantage when seeking Israel. They have also participated in jobs after graduation or competing for internship programs in London, Paris, admission to graduate schools, this Moscow, Haifa and Sidney, and in summer initiative is unique in higher education and fellowships at a language camp in Istanbul, builds on more than a decade of pioneer- Turkey. Likewise, special opportunities ing work in linking work and learning. exist for faculty to expand their overseas Wheaton’s high-quality education experience; many have gained new insights begins in the classroom, where collabora- through work and study in countries such as tions with professors challenge and Egypt, Israel, Korea, Thailand, and the transform students into lifelong learners, Seychelles. This commitment to equipped with the skills to participate in multiculturalism is also reflected on campus, shaping the multicultural world of which as the Wheaton community respects and they are a part. Wheaton teaches women values the diversity of each of its members. and men to live and work as equal partners Inside the classroom, Wheaton profes- by linking learning, work and service in a sors work to create a learning environment 6 LEARNING FOR LIFE that promotes discussion and collabora- women. It is this blend of tradition and tion—an environment that empowers and innovation that has distinguished Wheaton enriches every student. This approach is for more than 160 years, and continues to reflected in the composition of Wheaton’s guide the college in its mission. faculty, whose equal numbers of men and women make this college unique among coeducational schools. Many of these Wheaton College Mission professors were pioneers in creating the Statement college’s gender-balanced curriculum, in The mission of Wheaton College is to which courses include the scholarship and provide an excellent liberal arts educa- achievements of both sexes. Wheaton classrooms themselves have become tion in a small, residential, coeduca- important settings in which to explore how tional learning community, enabling the learning styles, expectations and students to understand and participate aspirations of men and women may differ. in shaping the multicultural, interde- A faculty-student ratio of 1-to-12 and pendent world of which they are a part. discussion classes numbering from eight to eighteen students further encourage Collaborations with faculty and staff intellectual discourse among professors challenge and transform students into and students. lifelong learners with skills to become Learning for life, serving a diverse problem solvers committed to justice community, aspiring to academic excel- and the global community. Wheaton lence and personal fulfillment: Wheaton teaches women and men to live and values these commitments as it prepares the next generation to contribute to a work as equal partners by linking learn- complex and rapidly changing world. ing, work and service in a community While characteristic of the contemporary which values equally the contributions Wheaton, these traits are rooted in the of men and women. college’s founding, in 1834, as one of the earliest models of higher education for 7 A Tradition of Innovation nstitutions, like individuals, are shaped oldest such organizations in the country, Iby the experiences, people and events the Wheaton Alumnae/i Association today that fill their past. The forces that sparked numbers more than 14,000 members the founding of Wheaton College began worldwide. more than 160 years ago, with a father’s wish to memorialize his recently deceased Educators of Vision and much-loved daughter. Rather than Lucy Larcom, who taught writing, erect a marble statue or another static literature, and history from 1854–1862, structure, Judge Laban Wheaton, at the may be the best known of Wheaton’s 19th- urging of his daughter-in-law, Eliza century faculty. She certainly characterized Baylies Chapin Wheaton, decided to the innovative teacher-scholars who would create a living monument. The Wheaton follow her as Wheaton faculty members. Female Seminary opened its doors on The founder of the student literary April 22, 1835, with three teachers and 50 magazine Rushlight (which still exists), Miss pupils. Larcom also was the catalyst behind the From its founding, Wheaton Seminary creation of “Psyche,” an intellectual was a pioneering institution, offering discussion group. In the classroom, she young women the means to pursue serious defied accepted methods of teaching study at a time when women’s educational history and English literature, eschewing options were few. In planning their school, recitation