Wilson College 2014-2015 CATALOG

WWW.WILSON.EDU 1

Wilson College Catalog The Wilson College Catalog contains current information regarding such items as the College calendar, admissions policies, fees, degree require- ments, course offerings, academic procedures and academic regulations. It is not intended to be and should not be relied upon as a statement of the College’s contractual undertakings. Wilson College reserves the right to make changes of any kind in its programs, fees, calendar, academic schedule, policies or regulations. Such changes may include alterations in course content, cancellations of scheduled courses or other academic activities, and requiring or affording alternatives in scheduled courses or other academic activities. When changes occur, notice will be given as reasonably practicable under the circumstances. Failure to read this publication does not excuse students from the requirements and regulations described herein or relieve them from knowledge of policy changes announced in updates to the Blue Book/Student Handbook or other college publications.

Affiliations and Accreditations of College and Research Libraries, Wilson College is accredited by the Middle Association of Presbyterian Colleges States Commission Higher Education, and Universities, American Council on 3624 Market St., Philadelphia, Pa. 19104-2680; Education, National Association of College 267-284-5000. Programs in education are and University Business Officers, College accredited by the Department Entrance Examination Board, Council of of Education. The Veterinary Medical Independent Colleges, National Association Technology program is accredited by the of Independent Colleges and Universities, American Veterinary Medical Association. Association of Independent Colleges and Universities of Pennsylvania, National The College adheres to all non-discrimination Center for Research on Women and Tuition and affirmative action policies required under Exchange Inc. Title IX of the Educational Amendments of 1972, and Title VII of the Civil Rights Act of 1964, as well as Section 504 of the Diversity Commitment Rehabilitation Act of 1973, as amended in 1977, Wilson College actively supports and cele- in student programs, policies and services and brates diversity on campus and is committed in employment practices. to fostering a positive working, living and Institutional memberships include the learning environment for all members of our American Association of Colleges and community. We welcome people of all nation- Universities, Association of Governing alities, ethnicities, races, religions, sexual Boards of Universities and Colleges, orientations and political affiliations to join us American Library Association, Association in this endeavor. UNDERGRADUATE COLLEGE 800-421-8402 | 717-262-2002 [email protected]

ADULT DEGREE PROGRAMS For men and women who are four full years beyond high school completion. 800-421-8402 | 717-262-2025 [email protected]

TEACHER INTERN PROGRAM Elementary and secondary certification for men and women with a bachelor’s degree. 717-262-2009 [email protected]

MASTER OF ACCOUNTING 717-264-4141, ext. 3258 [email protected]

MASTER OF EDUCATION 717-262-2045 [email protected]

MASTER OF 717-262,2712 [email protected]

GENERAL INFORMATION Wilson College 1015 Philadelphia Avenue, Chambersburg, PA 17201-1285 717-264-414 www.wilson.edu WWW.WILSON.EDU 3

CONTENTS Wilson College Overview Psychology...... 70 The Honor Principle...... 4 Sociology...... 71 History...... 4 Veterinary Medical Technology...... 72 Institutional Learning Goals...... 5 Minors and Other Programs...... 73 Pre-Professional Programs...... 76 Academic Overview Special Learning Opportunities...... 77 Program Offerings...... 7 Associate Degree Programs...... 79 Majors/Minors...... 7 Certificate Programs...... 82 Academic Program Assessment Testing...... 9 Baccalaureate Degree Requirements...... 10 Admissions Undergraduate Admissions...... 83 Major and Minor Requirements Adult Degree Program Admissions...... 86 Accounting...... 17 Teacher Intern Program Admissions...... 88 Animal Studies Program...... 21 Biology...... 22 Financial Information Biochemistry and Molecular Biology...... 23 Tuition and Fees...... 89 Business Management...... 24 Policies...... 90 Chemistry...... 26 Financial Aid...... 92 Education: Early Childhood (Pre-K-4) and other programs...... 26 Student Life Teacher Intern Program...... 30 Student Life Resources...... 106 Master of Education...... 35 Campus Housing...... 108 English and Communications Studies...... 37 Women with Children Program...... 110 Environmental Studies...... 40 Student Services and Programs...... 110 Equestrian Studies...... 43 Student Organizations...... 112 Equine Journalism...... 46 Alumnae Association...... 115 Financial Mathematics...... 47 Facilities...... 116 Fine Arts and Dance...... 48 Graphic Design...... 48 Academic Services ...... 51 and Procedures Foreign Language and Literature...... 53 Academic Resources and Global Studies Program...... 55 Support Services...... 117 Health and Physical Education for Academic Policies and Procedures...... 120 Teacher Certification...... 57 Honors and Graduation...... 144 Health Science...... 58 Course Descriptions...... 148 Master of Healthcare Management for Sustainability...... 59 Other Information History and Political Science...... 60 Directories...... 224 in Humanities...... 62 Index...... 232 Mathematics and Computer Science...... 65 Contact Information...... 2 Nursing Program...... 66 Academic Calendar...... IBC Philosophy and Religion...... 69 4 WILSON COLLEGE

WILSON COLLEGE OVERVIEW

HONOR PRINCIPLE Students, the Residence Regulations, and the Students enrolled at Wilson College live Academic and Administrative Regulations. under an Honor Principle and within a system “We undertake the responsibility for keeping of shared, community-based governance. The them just and relevant to the needs of the Honor Principle states that: present community.” “In order to provide an atmosphere conge- nial to the pursuit of a liberating education, HISTORY government at Wilson College rests on the Wilson College was founded in 1869 by assumption that every member of the commu- the Revs. Tryon Edwards and James W. nity will act with integrity in all aspects of life. Wightman—pastors of Presbyterian churches We trust each other to be mature and respon- in nearby Hagerstown, Md., and Greencastle, sible individuals. Pa. The two submitted plans for a women’s college to the Presbytery of Carlisle and “The cooperative effort of learning and received its endorsement in April 1868. The living in which we are all involved proceeds Pennsylvania Legislature granted the original most satisfactorily when the members of the charter on March 24, 1869. Sarah Wilson, a community acknowledge their responsibility resident of nearby St. Thomas, Pa., provided to strive to realize their common aim. The two generous donations used to secure prop- soundness of the community depends upon erty formerly owned by Col. A.K. McClure—a the concern for both individual freedom and close friend and adviser of President Abraham the rights and welfare of others; both call for Lincoln—in Chambersburg, Pa. for use as a the observance of certain regulations in order campus. In gratitude for Wilson’s gifts, the to promote this common aim. Trustees voted to name the new institution in “In this spirit, therefore, we have agreed her honor. Instruction at the new institution upon the Joint Regulations of the Faculty and began on Oct. 12, 1870. WWW.WILSON.EDU 5

Since its inception, the College has fostered INSTITUTIONAL LEARNING GOALS a rigorous liberal arts academic program that The Institutional Learning Goals* articulate features close faculty-student interactions. seven essential learning goals for students at Wilson has continued to build upon this foun- Wilson College and reflect the values in the dation by growing the curriculum, improving College’s mission. A specific set of learning research opportunities and bringing distin- outcomes follows each essential goal in order guished visitors and lecturers to campus. to help students, faculty and staff members In 1950, a chapter of Phi Beta —the develop a fuller, shared vocabulary for learning. nation’s oldest and most prestigious academic These goals and outcomes apply across the honorary society—was established at Wilson curriculum and co-curriculum; thus, students College, a measure of the institution’s intel- are provided multiple opportunities to develop lectual strength. relevant skills and knowledge through classes In the years since 1931, the College has recog- in the liberal arts curriculum, in their majors nized outstanding contributions to society by and during experiences beyond the classroom. awarding honorary degrees. Recipients have The goals and outcomes are stated broadly so included U.S. Rep. Margaret Chase Smith, that students, faculty and staff members may Supreme Court Justice Harry Blackmun, adapt them to a variety of learning contexts. anthropologist Margaret Mead, author and Overall, the learning goals represent the activist Rita Mae Brown, news correspondent common core skills and knowledge students Walter Cronkite, Vice Adm. Patricia A. Tracey will attain during their years at Wilson (U.S. Navy) and astronaut and physician Mae College. They are: Jemison. COMMUNICATION (W1): Students will Throughout its long history, Wilson has write and speak well in different contexts. responded to changing times while staying Outcomes: Communication skills are true to its liberal arts mission. In 1982, the demonstrated by the student’s ability to: College became one of the first in the region to offer a continuing studies program to meet • Use the writing process to deepen learning. the needs of a growing population of adults • Write effectively for a variety of purposes seeking a postsecondary education. In 1996, and audiences. the College was one of the first in the nation • Deliver effective oral presentations. to offer an on-campus residential educational • Achieve proficiency in a language other experience for single mothers with children. than English at the intermediate-low level Since the program’s inception, it has won or above. national attention and Wilson has established a National Center for Single Mothers in CRITICAL AND CREATIVE THINKING Higher Education. In January 2013, the Board (W2): Students will analyze, synthesize and of Trustees voted to admit men to Wilson’s interpret texts, images, experiences or other residential undergraduate program as of fall information. 2014, making the program fully coeducational. Outcomes: Critical and/or creative thinking Today, students of all ages and backgrounds skills are evidenced by the student’s ability to: study at Wilson, earning master’s, bachelor’s • Demonstrate quantitative literacy. and associate degrees and post-baccalaureate • Analyze and interpret texts, images or certificates. To make a Wilson education experiences with increasing facility and available to adults, many courses are offered innovation. not only during the day, but also in the evening and during the summer and January terms, • Gather evidence and analyze it to make a and at convenient off-campus sites. judgment or solve theoretical or practical problems. 6 WILSON COLLEGE

RESEARCH (W3): Students will conduct DISCIPLINARY AND research, collaboratively or independently, INTERDISCIPLINARY KNOWLEDGE using methods and tools that are appropriate (W6): Students will achieve depth of knowl- to their discipline. edge in at least one field of study and breadth of knowledge through study in the sciences Outcomes: Research skills are evidenced by the and mathematics, social sciences, humanities, student’s ability to: histories, languages and the arts. • Demonstrate information literacy. Outcomes: Depth and breadth of knowledge • Effectively implement the research process are evidenced by the student’s ability to: in the major. • Demonstrate proficiency in at least one ETHICAL AWARENESS (W4): Students will field of study through required coursework identify and analyze ethical issues in their in the major, including at least one capstone own lives and as they pertain to questions that experience, such as a senior thesis, art arise within their major. exhibit, senior-level course or portfolio of written work. Outcomes: Ethical awareness is demonstrated by the student’s ability to: • Learn across the Wilson College founda- tions and liberal arts curriculum. • Articulate the meaning and applicability of the Wilson College Honor Principle. INTEGRATION AND APPLICATION OF • Recognize and analyze ethical problems LEARNING (W7): Students will integrate from more than one perspective. learning in the major and across the Wilson • Work cooperatively and responsibly within College liberal arts curriculum to deepen a group. engagement with big questions, both contem- porary and enduring. ENGAGING DIVERSITY (W5): Students Outcomes: Integration of skills and knowledge will demonstrate awareness of their own is demonstrated by the student’s ability to: culture in comparison with other cultures and communities within the United States • Connect learning from multiple courses. and globally. Additionally, students will learn • Connect learning inside and outside the about the obstacles women and minorities classroom. face now and historically, and the contribu- • Extend ideas or ask new questions stem- tions they have made to cultures despite those ming from learning within or across the obstacles. disciplines. Outcomes: Engaging diversity is demonstrated * These goals and outcomes are modeled by the student’s ability to: on the Essential Learning Outcomes, as identified in a number of documents from • Analyze the implications of global interde- the Association of American Colleges pendence, including the impact of cultures, and Universities, including, “Greater worldviews, politics and economic and Expectations: A New Vision for Learning environmental policies on students’ as a Nation Goes to College” (2002) and personal and professional lives. others. The format and tone are modeled on • Formulate a well-reasoned response to the the Indiana University-Purdue University historical and/or contemporary position Indianapolis Principles of Undergraduate of women and minorities in the U.S. or in Learning. other cultures. WWW.WILSON.EDU 7

ACADEMIC PROGRAM OVERVIEW

PROGRAM OFFERINGS Wilson students may choose from among 29 majors, 19 areas of concentration and 45 minors. Six master’s degrees and five asso- ciate degrees are offered. Certificate programs in education, art, accounting, athletic coaching and entrepreneurship/small-busi- ness management are available as well. Pre-professional programs are offered in law, medicine, veterinary medicine and the health sciences. Cooperative programs and a variety of special academic opportunities are also available. Majors and areas of concentration are described in this section of the catalog; Graphic Design minors, programs of instruction and special Concentrations in Graphic Arts and academic opportunities are described in the Graphic Media following section. Health and Physical Education (for K-12) Health Sciences BACCALAUREATE MAJORS Accounting Concentrations in Exercise & Sport Science, Management, and Pre-Physical Animal Studies Therapy Concentrations in Biology/Psychology, History and Political Science English and Communications, and Environmental Science Concentrations in History and Political Science Biochemistry and Molecular Biology Mathematics Biology Nursing - RN-to-BSN Business Management Philosophy Chemistry Psychology Communications Religion Studies Early Childhood (Pre-K-4) Education Sociology English Spanish Concentrations in Literary Studies and Creative Writing Special Major (see page 126) Environmental Science Students are able to design a major that meets their educational/career needs. Environmental Sustainability Examples of special majors that students Equestrian Studies have taken in previous years include: Concentrations in Equine Management and computer science, dance performance, Equestrian Management dance education, environmental ecology, Equine-Facilitated Therapeutics international economics, law and Equine Journalism international studies, public administration Financial Mathematics and women’s studies. Global Studies Studio Art Concentrations in Cultural Studies, The Veterinary Medical Technology Francophone World, and The Concentrations in Veterinary Biology and World Veterinary Business Management 8 WILSON COLLEGE

BACCALAUREATE MINORS Theater Accounting Women’s Studies Animal Science Archaeology ASSOCIATE DEGREES Art History Accounting Athletic Coaching Communications Biology Early Childhood (Pre-K-4) Education Business Liberal Studies Chemistry Management Communications Computer Science MASTER’S DEGREES Dance Master of Accountancy (M.Acc.) Drawing/Painting Master of Education (M.Ed.) Economics Master of Arts in Humanities (M.A.Hum.) English Concentrations in Art and Culture, Critical Entrepreneurship and Small Business and Cultural Theory, English Language Management and Literature, Special Concentration, and Women Studies Environmental Studies Master of Fine Arts (M.Fa.) Equestrian Teaching Concentrations in Choreography and Visual Equestrian Training Arts Equine Management Master of Healthcare Sustainability Equine Reproduction Master of Science in Nursing (M.S.N.) Ethics Concentrations in Education and Leadership Exercise and Sport Science & Management Film Studies French Studies OTHER PROGRAMS Global Studies Pre-professional Programs Graphic Arts • Health Sciences Graphic Media • Law • Medicine History • Veterinary Medicine Latin Mathematics Special Learning Opportunities Music Exchanges: • Peace and Conflict Studies Philosophy • Shippensburg University Photography Foreign Study: Political Science • Aichi Shukutoku University (Japan) Printmaking • Bahrom International Program (South Korea) Psychology • Effat College Saudi( Arabia) Religion • Ewha Womans University (South Korea) Sociology • Sakae Institute of Study Abroad (Japan) Spanish • Seoul Women’s University (South Korea) Sport Management • CEA affiliation Studio Art WWW.WILSON.EDU 9

Other Opportunities ACADEMIC PROGRAM • Internships ASSESSMENT/PLACEMENT TESTING • January Term DEGREE-SEEKING UNDERGRADUATES • Public Leadership Education Network All degree-seeking students are required (PLEN) to complete assessment in reading, writing • The Washington Center and math. Once assessment is completed, students will be eligible to register for classes. Certificate Programs Depending on placement, students are Accounting required to enroll in courses in reading, Athletic Coaching writing and math, as outlined in the Reading, Entrepreneurship and Small Business Writing-Intensive and Mathematics Management Placement policies. Graphic Design First-time, full-time students are required to Proficiency Certificate in Drawing and enroll in courses in reading, writing and math, Painting as appropriate, in the first semester they Proficiency Certificate in Graphic Arts register for classes. Full-time students must Proficiency Certificate in Graphic Media complete the quantitative skills requirement Proficiency Certificate in Photography by the end of their first two semesters. Proficiency Certificate in Printmaking First-time, part-time students are required to enroll in a writing skills foundations course Education Certification Programs (ENG 101, ENG 104, ENG 108 or ENG 180) Offered through Teacher Intern Program and ENG 095, as appropriate, in the first (TIP) or bachelor’s degree. semester in which they register. Part-time students must complete the quantitative skills Secondary requirement prior to earning eight credits. Biology Chemistry Full-time transfer students are required to enroll English in the appropriate courses in reading, writing and math, as indicated by placement results, in Environmental Studies the first semester they register for classes. Mathematics Social Studies Depending on placement results, part-time transfer students are required to enroll in a Spanish writing skills foundations course (ENG 101, Middle Level ENG 104, ENG 108 or ENG 180) and ENG Language Arts and Reading 095 or an English 100-level writing-intensive Mathematics course and ENG 095, as appropriate, in the first semester in which they register. Transfer Science students who have not met the quantitative Social Studies skills requirement must enroll in the appro- priate course in their first semester at Wilson Early Childhood (Pre-K-4) Education (or the first semester the appropriate course Pre-K-4 is available). Dual Certification in Environmental Education Transfer students who have met Wilson’s transfer requirements for foundations writing skills but score 0 to 5 on the Compass Writing Test are required to enroll in a 100-level writing-intensive course in the English department during the first semester. 10 WILSON COLLEGE

Transfer students who bring in transfer READING PLACEMENT POLICY credits for mathematics but score below Students who score below 80 on the Compass the level of the courses transferred in on the Reading Test are required to enroll in ENG placement exam will be advised to retake 095 in the same semester in which they are certain transferred-in courses, depending enrolled in the foundations course in English on the need for such courses as prerequisites composition. and/or courses required in the major. Transfer students who score below 80 on the International exchange students will be assessed Compass Reading Test are required to enroll by the English language learners (ELL) in ENG 095 in the same semester in which instructor to determine the appropriate level they are enrolled in the foundations course of English composition. Students must enroll in English composition. Transfer students in English composition in the first semester who transfer in the English foundation in which they are registered. Students who requirement but receive a score below 80 on complete ENG 104 are required to enroll in the Compass Reading Test must enroll in a ENG 106 the next semester. 100-level English writing-intensive course and ENG 095, as appropriate, in the first Students will be required to complete the semester in which they register. math assessment only if math is prerequisite to a course the student would like to enroll in. WRITING INTENSIVE PLACEMENT POLICY ACCOMMODATIONS Students who score 0 to 5 on the Compass A request for accommodations as well as any Writing Test are required to enroll in ENG paperwork required for disability accommo- 101, ENG 104 or ENG 108 and, in their next dations must be submitted to the Academic semester, a 100-level writing-intensive course Support Center at least two weeks prior to the in the English department. testing date. Transfer students who have fulfilled the APPEALS English foundation requirement but receive An appeal to placement results must be a score of 0 to 5 on the Compass Writing Test submitted in writing and clearly explain the basis are required to enroll in a 100-level writing-in- for making the request. The English or math- tensive course in the English department ematics departments will review the request during their first semester. and make a determination as to whether the situation warrants that a student retake one or BACCALAUREATE DEGREE REQUIREMENTS more sections of the initial assessment. A minimum of 40 credits, including both departmental and general college require- MATHEMATICS PLACEMENT POLICY ments, must be successfully completed to Students will be placed in the appropriate earn a baccalaureate degree. At least 14 of the mathematics class based on their score on the credits and eight of the final 10 credits must be Compass Mathematics Test. completed at Wilson. At least 18 credits must Full-time students must complete the quanti- be completed outside of any single discipline. tative skills requirement by the end of their first A minimum grade-point average of 2.0 is two semesters. Part-time students must complete required in all courses that constitute the the quantitative skills requirement prior to major. (The education major requires a higher earning eight credits. Transfer students who have grade-point average.) Other requirements not met the quantitative skills requirement and regulations are published annually in the must enroll in the appropriate course in the first Academic Regulations. semester at Wilson (or the first semester the The course of study may lead to the Bachelor appropriate course is available). of Arts or the Bachelor of Science degree. The Bachelor of Arts degree is awarded for WWW.WILSON.EDU 11 majors in communications, business manage- B. Studies in Cultural Diversity: ment, early childhood (pre-K-4) education, Women’s Studies, Cultural Diversity Within English, environmental sustainability, equine the U.S., Non-Western Cultures journalism, global studies, graphic design, C. The Natural World: health and physical education (pre-K-12), Natural Sciences, Environmental Studies history, international studies, philosophy, political science, religion studies, Spanish D. Modes of Thought, Inquiry and Expression: and studio arts. The Bachelor of Science The Arts, Literature, Frontiers of Knowledge/ degree is awarded for majors in accounting, Human Beliefs, Formal Thought animal studies, biochemistry and molecular III. Major Area of Study biology, biology, chemistry, environmental A. Major science, equestrian studies, equine-facilitated B. Minor (optional) therapeutics, financial mathematics, health C. Synthesis of the Liberal Arts with the Major sciences, mathematics, nursing (RN-BSN), * This requirement does not apply to students and veterinary medical technology. Students enrolled in the Adult Degree Programs. majoring in psychology or sociology may select either a Bachelor of Arts or Bachelor of EXPLANATIONS Science degree. I. Foundations A. First-Year Seminar CURRICULUM Requirement: Required for all first-time The liberal arts curriculum reflects the students in the first semester of enrollment. distinctive mission of Wilson College. Waived for Adult Degree Program and most Through requirements that bridge the transfer students. sciences, humanities and social sciences, students develop effective written and oral The First-Year Seminar informs students communication skills, the power to reason about the College’s Honor Principle, tradi- critically and increased appreciation of tions, history and mission. FYS also promotes cultural differences within the U.S. and students’ identification of their academic between the U.S. and other countries. and personal strengths, interests and areas for potential growth. Assignments empha- LIBERAL ARTS CURRICULUM size the development of skills in writing, oral (OVERVIEW) communication, library and database research I. Foundations methods, study skills, time management and A. First-Year Seminar* critical thinking. Led by a faculty member B. Writing Skills and peer teacher, the course explores aspects C. Foreign Language of Wilson College life, examines issues that D. Computer Skills affect the transition to college and seeks to E. Quantitative Skills deepen the understanding of self. F. Physical Activity and Wellness* B. Writing Skills II. Liberal Studies Requirements Requirement: Students must complete one of Courses are required in the following the following: ENG 101, ENG 104, ENG 108 or categories: ENG 180. A. Western Cultures and Societies: Effective writing is an essential skill that Foundations of Western Cultures, History is necessary for academic success. For this of Western Cultures, Contemporary U.S. reason, full-time students must enroll in ENG Cultures and Institutions 101, ENG 104, ENG 108 or ENG 180 in their first semester. Those who enroll in but do not successfully complete the course must enroll in the course in the next semester it is offered 12 WILSON COLLEGE and must continue to enroll until the require- C. Foreign Language ment is completed. A writing enrichment Requirement: Two courses in one foreign seminar that focuses on skill development language or placement above the intermediate is required of some students, depending on level. placement results. Additional foreign language courses may be Transfer students who have not fulfilled the required by the major or recommended for writing skills credit must enroll in the appro- students interested in pursuing graduate or priate writing course until the requirement is professional studies. successfully completed. Part-time students Knowledge of and exposure to foreign must enroll in the appropriate writing course languages and cultures is an essential compo- prior to earning four credits. nent of a liberal education. Preparation for Students who complete ENG 101 or ENG 108 leadership and service in a global society is not continue to develop their writing skills by genuinely attainable without knowledge of the taking at least three additional writing-inten- language and culture of the people with whom sive courses. Students who complete ENG we interact, whether on an economic, political 180 will take a minimum of two additional or social basis. Study in a foreign language writing-intensive courses. Students who promotes more global understanding, provides receive a score of 4 or 5 on the Advanced insight into ethnic diversity within the U.S., Placement exam in English will take at least prepares students for work or study in a foreign one writing-intensive course. setting and develops skills that may be useful or All students who are placed in ENG 104: essential for certain careers or vocations. Writing at the College Level I are also required D. Computer Skills to complete ENG 106: Writing at the College Requirement: Any computer science course, Level II. typically CS 110, CS 150, COM 130 or FA 120. Note: Students in ENG 106 who are visiting Computer skills and knowledge have become Wilson for a year are also allowed to enroll in a widely assumed aspect of economic other 100- and 200-level English, communi- and social interaction. Students must be cations or writing-intensive courses. Three prepared throughout their lives and careers to 100-level courses would be considered on a continually learn and develop their under- case-by-case basis in consultation with the standing of and ability to use computing adviser and instructor. technologies. This requirement provides a Writing-intensive courses are designed foundation for understanding current and to improve writing skills through writing emerging computer technologies, uses, trends instruction and substantial writing require- and issues. Students develop knowledge of ments in the context of a course in English or computer terms, technical concepts and another discipline. Writing-intensive courses basic operations while learning how to use a promote student understanding of the process computer as a tool for practical applications. of writing and the integration of writing and Full-time students must complete the thinking. Students learn the importance of computer skills requirement no later than sustained evaluation and feedback from peers the fourth semester of enrollment. Part-time and instructors. Writing is also the means students must complete the computer science by which sophisticated ideas are developed, requirement prior to earning 10 credits. understood and communicated. Transfer students who have not successfully Students are encouraged to complete the writ- met the computer science requirement must ing-intensive requirement by the end of the enroll in the appropriate course in the first junior year. The writing-intensive courses may semester it is offered. concurrently satisfy requirements in liberal studies or in the major field of study. WWW.WILSON.EDU 13

If a student completes CS 150 to fulfill the Health and Wellness and the activity require- computer science requirement, the student ments are designed to help students develop may not subsequently enroll in CS 110 and lifelong strategies for overall wellness and then use CS 150 to fulfill the formal thought physical fitness. As a liberal arts institution, liberal studies category. Wilson College believes in the integration of mind, body and spirit. Opportunities for Students who enroll in but do not successfully students to strengthen their capacity for complete the foundations computer course physical, intellectual and creative pursuits are, must enroll in the appropriate course in the therefore, provided through activity course next semester it is offered and must continue offerings in dance, equitation and physical to enroll until the requirement is passed. education. E. Quantitative Skills Academic credit is assigned to activity courses Requirement: Successful completion of one at the rate of one-quarter or one-half credit quantitative skills course (PSY 115, MAT per semester. No more than two credits in 101, MAT 103, MAT 115 or above) based on activity courses – including the graduation placement. requirement in physical education (ESS Additional quantitative skills courses may be 281) – may be applied toward the 40 credits required by the major or recommended for required for graduation. However, students students interested in pursuing graduate or may take as many activity courses as they wish professional studies. for academic credit beyond the 40 credits required for graduation. It is vital for well-educated people to be comfortable with mathematics as a tool for Students with physical limitations may meet describing and analyzing their environment. the physical education activity requirement Wilson students are expected to demonstrate by arranging a special program of modified the ability to solve basic mathematical prob- activities (PE 100: Special Program). Physical lems. Students learn to interpret and present education activity courses may be taken on a numerical data in research settings or in credit/no-credit basis. everyday situations in which critical evalua- *This requirement does not apply to students tion is required. enrolled in the Adult Degree Program. Full-time students must complete the quantita- ACTIVITY COURSE OFFERINGS* tive skills requirement by the end of their first Dance (DNC) two semesters. Part-time students must complete 110 Ballet (0.5 credit) the quantitative skills requirement prior to earning eight credits. Transfer students who have 151, 462 D ance Techniques (any level; 1 not met the quantitative skills requirement credit each) must enroll in the appropriate course in the first Environmental Studies (ENV) semester at Wilson (or the first semester that the 120 Gar dening for Fitness and Pleasure appropriate course is available). (0.5 credit) Students who enroll in but do not complete Equitation (EQT) the requirement must enroll in the appro- 103, 104 Basic I, II (0.5 credit each) priate course in the next semester it is offered 113, 114 Novice I, II (0.5 credit each) and must continue to enroll in the appropriate 203, 204 Intermediate I, II (0.5 credit each) course until the requirement is completed. 205, 206 I ntermediate III, IV (0.5 credit each) F. Physical Activity and Wellness * 207, 208 Intermediate V, VI (0.5 credit each) Requirement: ESS 281 Health and Wellness and 0.5 credit of activity courses. 303, 304 Advanced I, II (0.5 credit each) 305, 306 Advanced III, IV (0.5 credit each) 14 WILSON COLLEGE

307, 308 Specialization I, II (0.5 credit each) A. Western Cultures and Societies 313, 314 Specialization III, IV (0.5 credit Requirement: Three courses, one in each of each) the following categories: 323, 324 Specialization V, VI (0.5 credit each) • Foundations of Western Cultures (FWC) • History of Western Cultures and Physical Education (PE) Institutions (HWC) 100 Special Program (0.5 credit) 101 I for Non-Swimmers • Contemporary U.S. Culture and (0.5 credit) Institutions (CC) 102 Swimming II (0.5 credit) In order to function capably in a globally interdependent society, students benefit 106 Lifeguard Training (American Red from an understanding of the institutions, Cross; 0.5 credit) histories and traditions of various cultures, 107 W ater Safety Instructor (American including our own. Some of the courses in this Red Cross WSI; 0.5 credit) category address the economic, political and 120 Aerobics (0.5 credit) social influences on U.S. culture and society, 128 Strength and Weight Training and promote student understanding of the (0.5 credit) ethnocentric nature and development of 130 Special Activity (0.5 credit) knowledge, ideas and experience. 131 Archery (0.25 credit) Pedagogical approaches encourage students 132 Bowling (0.25 credit) to think critically in analyzing economic, 133 Badminton (0.25 credit) social and political dimensions of contempo- 134 (0.25 credit) rary conflicts and issues. In addition, in-depth 136 Canoeing (0.25 credit) understanding of contemporary issues should 137 Self Defense (0.25 credit) provide a foundation for social and civic responsibility and action. 139 (0.25 credit) 140 Personal Fitness (0.5 credit) Certain courses in the classics, economics, 170 Lifetime Sports (0.5 credit) history, historical treatments of art, litera- ture, communications, philosophy, political 170 Disc Golf (0.5 credit) science, psychology, religion studies and * These courses are not required for students sociology satisfy these requirements. in the Adult Degree Program. B. Studies in Cultural Diversity II. Liberal Studies Requirements Requirement: Three courses, one in each of The general requirements for categories A-D the following categories: that follow are: • Women’s Studies (WS) • Courses must be taken in at least six different disciplines. • Cultural Diversity within the U.S. (CD) • At least four of the courses must be at the • Non-Western Cultures and Institutions 200 or 300 level. (NWC) • Each requirement must be satisfied by a Studies in cultural diversity at Wilson different course. College provide broad exposure to diversity, including different values and different ways • Courses required by the major that are of knowing. Students are exposed to perspec- outside the primary discipline may be used tives and voices of populations historically to satisfy these requirements. Courses in excluded from academic discourse, such as the major discipline may not be used to women, racial and ethnic minorities, lesbians satisfy liberal studies requirements. and gay men, the physically challenged and • Writing-intensive courses may be used to others who are disadvantaged and/or disem- satisfy these requirements. powered within our society. WWW.WILSON.EDU 15

Students also learn about the social construction of gender as it interacts with class, race, age, sexual orientation and nationality in a variety of settings, cultures and times. Students explore and analyze the experiences of racial, ethnic and cultural diversities found among people living in the United States and develop an understanding of groups of people whose culture, language, literature and history are significantly different from the Western tradition.

C. The Natural World Requirement: Three courses, at least one with a laboratory component* and at least one in each of the following categories: • Natural Sciences (NS) • Environmental Studies (ES) * The designation of a course as NSL or ESL indicates that it meets the requirement of a lab. Students explore the natural world with the aim of increasing scientific literacy. Students learn basic concepts and principles. They also achieve an understanding of the methods and limits of scientific discovery, and they are exposed to the history and philosophy of science. Relationships among science, technology and society are also considered. Courses are available in biology, chemistry, math, physics, behavioral sciences and exer- cise and sport science. and different ways of knowing. Students All students take at least one course in develop artistic expression through courses in environmental studies from among several dance, studio art, music and creative writing. academic disciplines, such as economics, Literature courses are available in the disci- environmental studies, biology, English, reli- plines of English, religion studies, French and gion studies or sociology. Spanish.

D. Modes of Thought, Inquiry and Expression Students explore the frontiers of knowledge Requirement: Three courses credits chosen and human beliefs through courses that from three of the following four categories: emphasize thinking in a disciplined and reasoned way about questions of meaning, • The Arts (ART) ethics and values. Courses that satisfy this • Literature (LIT) requirement are offered in the disciplines of • Frontiers of Knowledge and Human Beliefs philosophy, religion studies, environmental (ETH) studies, political science and communica- • Formal Thought (FT) tions. Appropriate courses that satisfy the formal thought requirement are available Consistent with Wilson College’s mission as in fields such as computer programming, a liberal arts college, these courses broaden English, higher-level mathematics, music students’ exposure to knowledge, values theory, philosophy and sociology. 16 WILSON COLLEGE

III. Major Area of Study Students confer with academic advisers for A. Major each major and meet the major require- Depth of knowledge in one of the student’s ments of both major fields of study. principal intellectual and professional inter- ests is sought through the selection of a major B. Minor (optional) in a single discipline or a major that combines Students may select one or more minors. The two or more disciplines. minors are designed to provide opportunities for in-depth study outside of the major field. • Single-discipline majors involve in-depth In selecting a minor, students are encouraged study in a specific academic discipline. to venture out into disciplines that are unre- Some include the option of a specific track lated to their major field of study. Courses within the major. required by the major that are outside the • Combined majors integrate two interre- primary discipline may be used to satisfy lated or complementary disciplines (e.g., requirements for the minor. history and political science). Within some majors, areas of concentration permit C. Synthesis of the Liberal Arts with the Major in-depth study within a specific field of Senior Experience knowledge. The supervision and implementation of a • Special majors cover topics not ordinarily senior experience resides within the major offered as a major at the College. Special area. Students in many majors at Wilson majors are individually designed inter- complete a senior thesis, senior seminar or disciplinary majors composed of two or internship. These experiences bring together more related fields of knowledge. Students the student’s accomplishments and learning design special majors in consultation from within and outside the major. The with faculty members from appropriate senior experience may also be designed to disciplines. The proposed major is subject assist students with the transition from the to approval by the Committee on Academic undergraduate experience to graduate school, Policy and Procedure. professional school or a career. • Double majors may be pursued under some circumstances, although they may take longer than four years to complete. WWW.WILSON.EDU 17

MAJOR AND MINOR REQUIREMENTS Accounting ECO 102 Introduction to Chair: James F. Hay, MBA, CPA, CGMA, Microeconomics Associate Professor of Accounting and ECO 303 International Economics Business or A Bachelor of Science degree in accounting ECO 315 Comparative Economic and presents an opportunity to acquire managerial Political Systems and accounting knowledge while developing MAT 115 Introductory Statistics analytical abilities and critical-thinking skills PHI 226 Business Ethics necessary for careers in management and the or accounting profession. RLS 207 Private Values and Public Policy The accounting major incorporates the full Students enrolled in the Adult Degree body of knowledge for both certified public Programs (ADP) may substitute a 300-level accountants (CPAs) and certified manage- accounting course in lieu of the internship if ment accountants (CMAs). approved by the department. Note: Students are advised that MAT 103 and MAT 115 or the Math Placement Test are MINOR IN ACCOUNTING prerequisites for certain courses within the Required courses: major. ACC 105 Financial Accounting Required courses: ACC 106 Managerial Accounting ACC 105 Financial Accounting ACC 205 Intermediate Accounting I ACC 106 Managerial Accounting ACC 206 Intermediate Accounting II ACC 205 Intermediate Accounting I ACC 220 Accounting Information ACC 206 Intermediate Accounting II Systems ACC 220 Accounting Information ACC 307 Cost Accounting Systems ACC 321 Taxes I ACC 307 Cost Accounting ACC 321 Taxes I MASTER OF ACCOUNTANCY ACC 322 Taxes II Chair: James F. Hay, MBA, CPA, CGMA, ACC 355 Internship Associate Professor of Accounting and One additional accounting course at the Business 300 level The Master of Accountancy program is BUS 124 Introduction to Management designed to provide students with greater BUS 225 Business Law knowledge in accounting and related subjects BUS 240 Corporate Finance than they may have received in their under- Fundamentals graduate programs. It is also designed to One of the following three: produce graduates who will be successful regardless of their career paths and who BUS 321 Labor and Employee Relations are prepared to assume managerial posi- BUS 322 Organizational Behavior tions within their employer organizations. BUS 326 Human Resource Management Graduates of the program will be more valu- ACC 499 Senior Thesis/Project able to their employers because they bring or strategic and executive leadership perspec- BUS 413 Strategic Management tives to their clients. ECO 101 Introduction to The program provides students with suffi- Macroeconomics cient college credits in accounting and related 18 WILSON COLLEGE subjects and in total to qualify educationally • Two letters of recommendation from to become CPAs. Many accounting firms have educators or employers. Letters should be announced that they will not hire staff accoun- sent directly to the Office of Admissions. tants who do have 150 college credit hours, • Official transcripts from all undergraduate with at least 36 credit hours in accounting and and graduate colleges and universities related subjects. Students who successfully attended must be sent directly to the Office complete this program will meet these require- of Admissions. ments and hold a master’s degree. • Resume. The Master of Accountancy is a 10-course • Personal interview with the director of the program that can be completed on a full- or Master of Accountancy program, which part-time basis while the student continues to may be accomplished by telephone. work. Wilson College has more than 30 years Wilson College students who success- of experience in educating the part-time adult fully complete the Bachelor of Science in student. Accounting degree with a GPA of at least 3.0 Wilson’s program is different from many in their major may enroll in the Master of others because it provides students with flex- Accountancy program by simply completing ibility to select most of the courses they need the application. to earn the degree, allowing students to target subject areas they need more knowledge in Enrollment of Non-Degree Students in Master to pass the CPA exam, or to focus on areas of of Accountancy Courses knowledge they would like to specialize in. Undergraduate students, students working toward the Post-Baccalaureate Certificate Students who want to earn the Master of in Accounting and nondegree students may Accountancy degree in one year would enroll in any Master of Accountancy course generally take five courses per semester – for which they have the necessary prerequi- the maximum number of courses a student sites with approval of the program director. in this program can take in one semester. It is strongly recommended, however, that Provisional Status students employed full time take no more Provisional status allows a student to enroll than two courses per semester. in classes in order to qualify for admission to the degree program. A student may be granted Admission to the Master of Accountancy provisional status after a written plan of Program action that will assist the student in meeting Degree program admission is based on the the prerequisites or entrance requirements following criteria: of the program has been approved by the • Completion of the baccalaureate degree program director. from a regionally accredited institution If granted provisional status, the student must of higher education. (The 3 + 1 option complete the approved plan of action with described below is the one exception to this a GPA of 3.0 or higher before being officially requirement.) admitted to the program. • Successful completion of the prerequisite courses or their equivalents. Provisional Transfer Credits status may be granted to those students Courses taken toward another degree cannot who meet all the admission requirements be transferred to the program, although except for successful completion of the courses at the graduate level taken in another prerequisite courses or their equivalents. degree program that are in addition to those • Completion of an application for admission necessary to meet the other degree’s require- to the Master of Accountancy program. ments can be transferred to the program. No more than three courses may be transferred WWW.WILSON.EDU 19 from other institutions. Courses at the 500 level taken toward the Post-Baccalaureate Certificate in Accounting at Wilson College can be transferred to the program.

3 + 1 Option Wilson College offers a 3 + 1 option leading to the student earning both the Bachelor of Science in Accounting and Master of Accountancy degrees in four years. Some summer classes are generally necessary. In order to qualify for this option, students must Master of Accountancy Degree Requirements have an overall GPA, as well as a GPA in at Students must satisfactorily complete least four accounting courses, of at least 3.75 10 courses in order to earn the Master of by the end of their sophomore year or at least Accountancy degree. 3.5 by the end of their junior year. Required courses: Prerequisite Courses ACC 535 I nterpersonal Dynamics and Candidates for the Master of Accountancy Covert Behavior program must have successfully completed ACC 540 Business Law for Accountants the following courses or their equivalents ACC 580 Enterprise Risk Management with a grade of at least 2.0 on a 4.0-point scale: ACC 582 The Chief Financial Officer and ACC 105 Financial Accounting Executive Leadership ACC 106 Managerial Accounting Six courses from the following: ACC 205 Intermediate Accounting I ACC 507 Advanced Managerial ACC 206 Intermediate Accounting II Accounting ACC 220 Accounting Information ACC 509 Government and Not-for-Profit Systems Accounting ACC 301 Auditing ACC 511 Advanced Accounting ACC 307 Cost Accounting ACC 513 International Accounting ACC 321 Taxes I ACC 526 Tax Planning ACC 322 Taxes II ACC 531 Advanced Auditing and Assurance Services BUS 225 Business Law ACC 537 Forensic Accounting BUS 240 Corporate Finance Fundamentals ACC 539 Fraud Examinations A candidate for the Master of Accountancy ACC 563 Business Valuation program who has not successfully completed ACC/BUS 533 Data Mining one or more of these courses or their equiva- ACC/BUS 565 Business Consulting lents prior to entry into the program needs to Any of the above courses or their equivalents successfully complete those course(s); they that the student may have taken to meet the do not count toward the 10 courses for the requirements for another degree may not master’s degree. Students also must satisfy be taken to meet the requirements for their prerequisites for any of these courses or their Master of Accountancy degree. equivalents. Any of the above courses taken toward the Post-Baccalaureate Certificate in Accounting at Wilson College may be included to meet the requirements for the Master of Accountancy degree. 20 WILSON COLLEGE

Academic Probation and Dismissal from the Graduation Requirements Master of Accountancy Program The successful degree candidate will complete Graduate students must maintain a 3.0 10 courses after meeting the prerequisites grade-point average. If a student’s GPA falls for the program, including all of the required below 3.0 or the student receives a fourth final courses, while maintaining a grade-point course grade below B-, the student will be average of 3.0 or higher. placed on academic probation. A student will Graduate credit will be awarded only when the be involuntarily dismissed for poor scholar- student has earned a final course grade of C ship from the program at the end of any term or better. in which they receive a fifth final course grade below B-. A student must complete and submit a graduation application to the registrar prior Once a student is placed on probation, she or to the last semester before the anticipated he stays on probation until graduation. graduation date. A fee will be assessed for late A student who has been dismissed for poor applications. Any student failing to submit a scholarship is ineligible to enroll for the graduation application will not be eligible for next term. After that next term, the student graduation. may petition for readmission. If the depart- Spring graduates completing their degree ment and the dean’s office both approve the requirements during the following summer: petition, the student will be re-admitted on probation and may be dismissed again with • Will have their degree conferred on the first any additional final course grade below B−. day of the fall semester. All students in the Master of Accountancy • Will participate in and receive their program are subject to the Wilson College diploma covers at the preceding May Honor Principle and the college’s academic Commencement and will be considered and administrative regulations and judicial part of May’s graduating class as long as process. they submitted their graduation application prior to the start of the spring semester. Time to Complete Degree • Will receive their diplomas in late All coursework and degree requirements September. must be completed within six years of taking • Must petition the Committee on Academic the first class in the Master of Accountancy Procedures by the last day to withdraw program at Wilson College. Courses taken to from classes for the spring semester to meet the prerequisites for full admission to participate in the May Commencement if the program do not count toward this six-year more than one course requirement remains completion requirement until the student has to be met. embarked on her/his second course toward • Must submit a written plan to the regis- the 10 courses required to earn the degree. trar and the program director outlining Appeals for extension of the six-year limit how the requirements will be met before must be submitted in writing to the program the end of the summer following May director. Commencement. This plan must be approved and signed by the program Leave of Absence director. The written plan must be A leave of absence for a graduate student submitted by the last day of classes for the may not exceed one year. See the complete spring semester. description regarding applying for a leave of absence and termination of a leave of absence in the Academic Policies and Procedures section of this catalog. WWW.WILSON.EDU 21

POST-BACCALAUREATE CERTIFICATE IN ACCOUNTING The Master of Accountancy should not be confused with the Post-Baccalaureate Certificate in Accounting. They are two distinct educational programs for two distinct student populations. The Master of Accountancy is designed for those who have a baccalaureate degree in accounting or some other business field who already have most, if not all, of the prerequi- ANIMAL STUDIES PROGRAM site courses listed above and who wish to earn Chairs: Ann O’Shallie, M.Ed., Professor of another 30 college credits – some of which are Equestrian Studies and Equine-Facilitated in accounting and related courses. Therapeutics; and Freya Burnett, M.S., C.V.T., The Post-Baccalaureate Certificate in Professor of Veterinary Medical Technology Accounting is appropriate for those individ- A Bachelor of Science Animal Studies is uals with a baccalaureate degree in another an interdisciplinary liberal arts major that major, who have taken few, if any, accounting prepares graduates for sustainable employ- and related courses and who need to not ment in animal-related fields or for entrance only earn another 30 credits, but 36 credits to graduate school. in accounting and related subjects. Someone who earns the Post-Baccalaureate Certificate The animal studies courses in the major in Accounting might continue on to complete emphasize critical and creative thinking in the the Master of Accountancy degree. areas of: animal behavior, the animal-human bond, animal-human interactions, animals in This certificate program provides individuals service, ethical standards of practice, ethical with the courses necessary to sit for the CPA treatment, environmental impact, training exam. and handling methods, and current events, as Required courses (at least half of which these topics relate to canines, equines, farm must be taken at Wilson College): animals, felines and exotics, and wildlife. ACC 105 Financial Accounting Breadth of knowledge is critical in the animal ACC 106 Managerial Accounting studies major. This breadth is achieved ACC 205 Intermediate Accounting I through the student’s choice of an interdisci- plinary concentration in one of the following: ACC 206 Intermediate Accounting II biology/psychology, English/communications ACC 220 Accounting Information or environmental science. The concentrations Systems are designed to focus and develop additional ACC 301 Auditing and Other Assurance occupational skills and prepare for gradu- Services ate-level coursework, while enhancing the ACC 307 Cost Accounting core curriculum. ACC 321 Taxes I Students will demonstrate depth of under- ACC 322 Taxes II standing in the advanced seminar and senior ACC 509 Government and Not-for-Profit thesis in animal studies. Through experiential Accounting learning, observation, internships or research, BUS 225 Business Law students will identify specific areas of interest One elective from the following courses: that will prepare them for employment or ACC 511 Advanced Accounting graduate school. The student’s capstone experience will culminate with the submis- ACC 526 Tax Planning sion of a thesis or oral presentation. 22 WILSON COLLEGE

Required Courses MINOR IN ANIMAL STUDIES PSY 110 Introduction to Psychology A minor in animal studies will introduce ANS 101 Introduction to Animal Studies students to the field of animal studies ANS 201 Animal Studies - Equines and allow them to focus on three of the ANS 202 Animal Studies - Canines species-specific courses. ANS 203 Animal Studies – Felines and BIO 110 Contemporary Biology Exotics OR ANS204 Animal Studies - Wildlife BIO 101/102 General Biology I and II ANS 205 Animal Studies - Farm Animals (prerequisite) ANS 380 Advanced Seminar ANS 101 Introduction to Animal Studies ANS 499 Capstone – Senior Thesis And choose three of the following five courses: In addition, the student must fulfill the requirements for one of the following ANS 201 Animal Studies – Equines concentrations: ANS 202 Animal Studies – Canines ANS 203 Animal Studies – Felines and Concentration in English and Exotics Communications ANS 204 Animal Studies – Wildlife BIO 110 Contemporary Biology ANS 205 Animal Studies – Farm Animals or BIO 101/102 General Biology I and II ENG 185 Literature and the Environment Biology ENG 212 Technical Writing Chair of Physical and Life Sciences: Laura COM 201 Journalism II Altfeld, Ph.D., Associate Professor of Biology ENG 355 Internship The curriculum in biology provides thor- ough and intensive coursework in both Concentration in Environmental Science theoretical and applied aspects of biological BIO 110 Contemporary Biology science. Active participation by the students or in laboratory and field courses is required BIO 101/102 General Biology I and II and direct experience with living organisms ENV 110 Intro to Environmental Science and scientific instrumentation is a central ENV 217 Environmental Stewardship focus of the program. The science of biology BIO 230 Conservation Biology is taught within the larger context of a liberal ENV 316 Agroecology arts education and every effort is made to encourage interdisciplinary connections Concentration in Biology/Psychology with the social sciences and the humanities. BIO 101 General Biology I Courses strongly emphasize writing and BIO 102 General Biology II speaking skills and avoid reducing science to the accumulation of factual knowledge. BIO 220 Animal Behavior Majors are encouraged to pursue summer PSY 218 Biological Foundations of internships in field and laboratory settings. Behavior PSY 335 Evolutionary Psychology An undergraduate degree in biology offers a variety of career options, including technical BIO 314 Ecology positions in business and medicine. Many graduates earn advanced degrees in medical and veterinary schools or complete graduate research in fields such as biochemistry and WWW.WILSON.EDU 23 ecology. Students with expertise in genetics, BIO 310 Molecular Cell Biology I physiology and environmental science are BIO 317 Basic Techniques of Electron increasingly in demand in business and Microscopy government. Undergraduate work in the sciences provides the student with skills BIOCHEMISTRY AND PHYSIOLOGY in research and the clarity of thought and BIO 205 Comparative Anatomy of communication skills essential for success in Vertebrates the contemporary world. BIO 207 Vertebrate Physiology BIO 209 Nutrition Note: A secondary education certification BIO 304 Histology in biology is available – see the education BIO 312 Molecular and Cell Biology II curriculum. CHM 310 Biochemistry Required courses: BIO 101 General Biology I ECOLOGY AND EVOLUTIONARY BIOLOGY BIO 102 General Biology II BIO 206 Invertebrate Zoology CHM 101, 102 General Chemistry I, II BIO 230 Conservation Biology or BIO 309 Evolution CHM 103 Fundamentals of General BIO 314 Ecology Chemistry CHM 201, 202 Organic Chemistry I, II MINOR IN BIOLOGY or Four courses in biology above the 100 level, CHM 104 Fundamentals of Organic except BIO 215. Chemistry MAT 130 Calculus and Analytic Biochemistry and Geometry I Molecular Biology MAT 140 Calculus and Analytic Geometry II Chair of Physical and Life Sciences: Laura BIO 398 Design and Methods of Altfeld, Ph.D., Associate Professor of Biology Scientific Research The biochemistry and molecular biology BIO 400, 402 Senior Research Seminar I, II major is interdisciplinary in nature, focusing or on the interface between biology and chem- EDU 433 Student Teaching-Secondary istry. Biochemistry examines specifically the Six credits at the 200 or 300 level, at least composition, structure, properties and reactions two of which are at the 300 level, EXCEPT of biologically relevant molecules. Said another Bio 215-Anatomy and Physiology I and way, biochemistry uses the viewpoint of chem- 216-Anatomy and Physiology II. istry to at biological molecules, processes and problems. Students draw from information The student may choose a special emphasis by learned in biology courses and apply detailed selecting courses from one of the following groups: chemical analysis to explain how and why biological molecules interact; why chemically GENERAL certain signals are chosen in a protein or a cell; BIO 208 Genetics how DNA, protein and/or ligand binding work at BIO 210 Introductory Botany the chemical level; the chemical details of how a BIO 211 Microbiology protein is degraded or targeted for degradation; BIO 270, 370 Topics in Biology and what happens chemically to “turn on” a gene BIO 302 Developmental Biology or “knock it out.” BIO 306 Immunology 24 WILSON COLLEGE

The Biochemistry I and II course sequence CHM 205 Analytical Chemistry provides the synthesis of information learned CHM 318 Biochemistry I in foundations biology and chemistry courses CHM 320 Biochemistry ll and shows how the synthesis of the two fields CHM 398 Design and Methods of enables a student to understand, critically Scientific Research analyze and potentially solve complex biological CHM 400 Senior Research Seminar I problems. The biology and chemistry faculty collaborate in the delivery of an advanced labora- CHM 402 Senior Research Seminar II tory techniques course that informs and equips MAT 130 Calculus and Analytical students to develop and implement quality Geometry I independent research projects that examine MAT 140 Calculus and Analytical biological molecules, processes and problems Geometry ll from the perspective of chemistry. Students completing this program of study have a wide variety of career options. Graduate Business Management and professional programs in biochemistry, Chair: James F. Hay, MBA, CPA, CGMA, molecular biology and the biomedical sciences Associate Professor of Accounting and are expanding to meet the needs of a rapidly Business growing biotechnology industry. Graduate degree options include the M.S., Ph.D. and Business enterprises are increasingly seeking Ph.D./M.D. degrees. For students interested in liberal arts graduates with sound educa- pre-professional programs, Physics I and II are tional preparation in business and a broad also recommended. knowledge of related disciplines, including economics and other social sciences. A biochemistry and molecular biology major would be well-prepared to transfer to a bache- The business management major is inten- lor’s degree in a nursing program. tionally interdisciplinary, designed to develop students’ analytical and decision-making A biochemistry and molecular biology major abilities, as well as the understanding of the without aspirations of graduate school domestic and international environments in would be well-trained for a career in the which today’s organizations must function. pharmaceutical industry, biotech companies, While most courses are drawn from the areas environmental or forensic testing labora- of economics and business, the student will tories, academic research laboratories and also study aspects of mathematics, computer government or military laboratories. systems, political science and psychology. Required courses: The business management major prepares BIO 101 General Biology I students for employment in corporate func- BIO 102 General Biology ll tions such as production, purchasing, sales, BIO 208 Genetics public relations and financial and human BIO 310 Molecular Cell Biology resource management, as well as for opportu- BIO 312 Molecular Genetics nities in financial, government and nonprofit BIO 315 Advanced Molecular Biology organizations. and Biochemistry Lab A minor or certificate in entrepreneurship and Techniques small business management provides knowl- CHM 101 General Chemistry I edge and skills for the student who wishes to CHM 102 General Chemistry II work in a small business or as an independent CHM 201 Organic Chemistry I entrepreneur. CHM 202 Organic Chemistry II Students frequently express the desire to pursue a graduate degree in business, WWW.WILSON.EDU 25 government, economics or law. Faculty SPECIAL CONCENTRATION advisers seek to assist students in tailoring A special concentration may be designed in academic programs to requirements of the consultation with an academic adviser. No graduate-level studies they wish to pursue. more than two courses may be from the busi- ness management major and at least two must Note: Students are advised that MAT 103 or be at the 300 level. placement above MAT 103 is a prerequisite for certain courses within the major. Required courses: MINORS ACC 105 Financial Accounting MINOR IN BUSINESS ACC 106 Managerial Accounting Required courses: BUS 124 Introduction to Management Five courses to be chosen in consultation with BUS 223 Marketing Management the department adviser, one of which must be BUS 225 Business Law at the 300 level BUS 240 Corporate Finance Fundamentals MINOR IN COMPUTER SCIENCE BUS 311 Business Environment and See mathematics and computer science Public Policy curriculum. BUS 340 Advanced Financial Management MINOR AND CERTIFICATE IN Two of the following three: ENTREPRENEURSHIP AND SMALL BUS 321 Labor and Employee Relations BUSINESS MANAGEMENT BUS 322 Organizational Behavior Required courses: BUS 326 Human Resource Management ACC 105 Financial Accounting BUS 328 International Business BUS 124 Introduction to Management BUS 355 Internship* BUS 220/320 Entrepreneurship and Small- BUS 499 Senior Thesis/Project Business Management or BUS 223 Marketing Management BUS 413 Strategic Management PS 120 American Government ECO 101 Introduction to or Macroeconomics PS 202 State and Local Government ECO 102 Introduction to Microeconomics MINOR IN ECONOMICS ECO 303 International Economics Required courses: or ECO 101 Introduction to ECO 315 Comparative Economic and Macroeconomic Political Systems ECO 102 Introduction to MAT 115 Introductory Statistics Microeconomics PHI 226 Business Ethics ECO 201 Intermediate Macroeconomics or ECO 202 Intermediate Microeconomics RLS 207 Private Values and Public Policy Two additional 300-level courses in * Students enrolled in the Adult Degree economics Programs may substitute a 300-level business course in lieu of the internship, as approved by the department. 26 WILSON COLLEGE

Chemistry MAT 140 Calculus and Analytic Geometry ll Chair of Physical and Life Sciences: Laura PHY 101 Physics I Altfeld, Ph.D., Associate Professor of Biology PHY 102 Physics ll Courses in the chemistry curriculum focus on CHM 398 Design and Methods of the connections between theory and appli- Scientific Research cation of chemical principles. Independent CHM 400, 402 Senior Research Seminar I, II laboratory work under collaborative super- vision of faculty is required of all students. or Written and oral communication of scientific EDU 326 Student Teaching-Secondary knowledge is emphasized. In keeping with the tradition of a liberal arts education, the MINOR IN CHEMISTRY program has been designed with sufficient Four courses in chemistry above the 100 level flexibility to allow students to explore areas within the social sciences and humanities. Students are strongly encouraged to partici- Early Childhood (Pre-K-4) pate in summer internship programs. Education and Other Because of the extensive hands-on experi- Education Programs ence afforded at Wilson, students possess a Director: Lynn Newman, Ph.D., Associate decisive advantage in gaining employment or Professor of Education in continuing their education. The chemistry faculty aims to prepare students for graduate The College offers a major in pre-K-4 educa- work in specialized areas of chemistry and tion; secondary education certification biochemistry; the application of chemistry in programs in biology, chemistry, English, medicine, biology and environmental science; environmental education, mathematics, social positions in industry or government services; studies and Spanish; and a Teacher Intern or secondary education certification. Program. A major in pre-K-4 leads to the Bachelor of Arts degree. Secondary education Biochemistry I and II (CHM 318 and 320) certification is awarded in addition to the are recommended for students interested in bachelor’s degree in the appropriate subject medicine or veterinary medicine. area. The Teacher Intern Program, for students Secondary education certification in chemistry who already hold a baccalaureate degree, leads is also available; see the education curriculum. to early childhood, middle level, secondary or Required courses: K-12 certification. CHM 101 General Chemistry I Successful completion of state-approved CHM 102 General Chemistry ll teacher education programs qualifies students CHM 201 Organic Chemistry I to apply to the Commonwealth of Pennsylvania for Instructional Level I certification. CHM 202 Organic Chemistry ll Graduates holding pre-K-4 certification are CHM 205 Analytical Chemistry eligible for employment in Pennsylvania CHM 301 Physical Chemistry I schools at all levels from pre-K through CHM 302 Physical Chemistry ll 4th grade. Graduates holding middle level CHM 333 Physical/Instrumental Analysis certification are eligible for employment in One of the following three: state-approved schools, grades 4-8. Graduates CHM 303 Inorganic Chemistry holding secondary certification are eligible CHM 310 Fundamentals of Biochemistry for employment in the area of certification in state-approved schools, grades 7-13. CHM 318 Biochemistry I MAT 130 Calculus and Analytic Geometry I WWW.WILSON.EDU 27

The programs are designed to develop • A cumulative grade-point average (GPA) professional competence through integra- of 3.0. tion of theory, observation, practice and • A GPA of 3.0 in education courses clinical experience. Pre-K-4 majors choose (a minimum grade of B in each course). courses across a wide range of disciplines that • Students in the education department provide the broad knowledge base required may repeat education courses only one for early childhood classroom teaching. A time (i.e., a course may be taken for credit minor is recommended in one of the required a maximum of two times). This includes disciplines (i.e., biology, chemistry, English, the pre-practicum and student teaching history, fine arts, mathematics, psychology, practicum. sociology or Spanish). A minor in Spanish is • English composition, literature and two recommended for eligibility as a teacher of mathematics courses. English as a Second Language (ESL). • A passing score on Entrance Exams (PAPA, For certification in secondary education or CORE or SAT). K-12, students fulfill: • Students must also complete an applica- • Course requirements for the major in the tion file that contains: An application form chosen area of secondary certification. (obtained from the education department • Any additional required courses in the web page). subject area that are required for certifica- • Two letters of recommendation, at least tion (see the Required Courses for Second one from a faculty member at Wilson Education Certification in this catalog). College. • The required professional education 3. Students must maintain a 3.0 cumulative courses. GPA for certification. POLICIES AND PROCEDURES CERTIFICATION Policies, procedures, requirements and Candidates for certification must pass all other information about the education required Pennsylvania PRAXIS/PECT tests. programs (four-year degree, TIP and associate The Pennsylvania certificate is also valid in degree) listed in this catalog are contained the 46 states with interstate agreements. An in the Academic Regulations and Education Instructional Level I certificate is valid for Program handbooks available in the education six years of service, during which time the department office. These are updated annu- following requirements must be completed: ally and amended as needed to reflect state an approved induction program; 24 credit requirements and other changes. hours of post-baccalaureate coursework from ADMISSION TO THE EDUCATION PROGRAM a state-approved, four-year, degree-granting Students considering a major in pre-K-4 institution; and three years of satisfactory full- education or one of the secondary education time service under contract in Pennsylvania. certification programs must apply for admis- Completing these requirements leads to sion to the education program before the end of qualification for Level II certification. Once the spring semester of their sophomore year. a student has attained initial certification, she/he must adhere to Pennsylvania’s Act 48, Admission Procedures which requires all teachers to complete six 1. Students seeking admission to the educa- credit hours or 180 clock hours of profes- tion program must make an appointment sional development every five years in order with one of the education faculty to discuss to retain a valid certificate. This applies to the program and application process. both Instructional I and Instructional II 2. Students must have achieved the following: certificates. 28 WILSON COLLEGE

REQUIRED PRE-SERVICE FIELD EXPERIENCES EDU 337 Teaching Science in Pre-K-4 On enrolling in the teacher education Classroom curriculum, a student begins a program of EDU 338 Pre-K-4 Reading, Writing and field experiences designed to integrate theory Assessment Methods and practice. The first component, executed EDU 339 Teaching Mathematics in through education course requirements, is a Pre-K-4 Classroom sequence of structured classroom observa- EDU 341 Educational Assessment tions in local schools. EDU 348 Pre-Practicum The second component is a supervised, EDU 430 Special Needs Seminar full-time, 180-hour pre-practicum in a local EDU 436 Practicum: Pre-K-4 school. Typically, the pre-practicum is HIS 124 American History to 1865 completed one day per week over 14 weeks MAT 101 Intermediate Algebra during the spring semester of the junior year or the fall semester of the senior year. or Students must plan for transportation to MAT 103 College Algebra and from the practicum site. The culmi- MAT 115 Introductory Statistics nating component is a full-time, off-campus, or semester-long student teaching practicum, PSY 115 Understanding Statistics which occurs in the senior year. This clinical PS 120 American Government experience approximates an actual teaching PSY 110 Introduction to Psychology position and provides a thorough test of professional readiness for classroom teaching. One fine arts elective All education courses must be completed One course in biology or physical science prior to the student teaching practicum. One course in economics The practicum and attendant special needs One course in literature (ENG 213 or ENG 214 seminar constitute a full load. Students may recommended) not schedule additional courses during this One course in sociology semester. Placements are made within the Art, physical education, music and technology Wilson College service area and are super- workshops vised by Wilson faculty. EARLY CHILDHOOD (PRE-K-4) EARLY CHILDHOOD (PRE-K-4) EDUCATION CERTIFICATION IN EDUCATION ENVIRONMENTAL EDUCATION Required courses: In addition to the above:* EDU140: Geography for Educators BIO 101 General Biology I EDU 204 Child Development, Cognition BIO 230 Conservation Biology and Learning ENV 110 Introduction to Environmental EDU 206 Educational Psychology Science EDU 215 Education for Students with ENV 203 Science, Technology and Special Needs Society EDU 238 Pre-K-4 Language and Literacy ENV 204 Environmental Policy Development ENV 217 Environmental Stewardship EDU 312 Teaching English Language or Learners PS 216 Public Policy EDU 336 Teaching Social Studies in RLS 220 Environmental Ethics Pre-K-4 Classroom * An environmental education component as part of EDU 436 is desirable. WWW.WILSON.EDU 29

SECONDARY EDUCATION Secondary Certification in English Required courses for secondary education A major in English, which is fulfilled by taking certification (all majors): the following required courses: EDU 206 Educational Psychology ENG 210 Advanced Exposition EDU 207 Adolescent Development, ENG 224 Literature for Adolescents Cognition and Learning ENG 230 Film Analysis and History EDU 312 Teaching English Language ENG 290 Shakespeare’s Tragedies and Learners Romances EDU 215 Education for Students with ENG 311 History and Structure of the Special Needs English Language EDU 341 Educational Assessment ENG 345 Shakespeare’s Comedies and EDU 332 Teaching in Secondary Schools Histories EDU 348 Pre-Practicum COM 105 Introduction to Media EDU 430 Special Needs Seminar Communication EDU 431 Practicum: Secondary English COM 110 Effective Speaking or Six electives: Must include a minimum of four EDU 432 Practicum: Foreign Language courses in literature: two in American, one in or British and one in European translation. Two of the electives may be writing courses. At EDU 433 Practicum: Secondary Science least two electives must be at the 300 level. or EDU 434 Practicum: Secondary Certification in Environmental or Studies* EDU 435 Practicum: Mathematics Required courses: PSY 110 Introduction to Psychology BIO 101 General Biology I One course in English literature BIO 102 General Biology II (ENG 213 or ENG 214 recommended) BIO 230 Conservation Biology One mathematics course BIO 314 Ecology One statistics course CHM 103 Fundamentals of General Chemistry I SECONDARY CERTIFICATION AREAS CHM 104 Fundamentals of General In addition to completing the courses above, Chemistry II each student must fulfill the requirements ENG 185 Literature of the Natural World for one of the following subject areas of ENV 110 Introduction to Environmental secondary certification: Science Secondary Certification in Biology ENV 203 Science, Technology and A major in biology, which must include: Society BIO 208 Genetics ENV 204 Environmental Policy CHM 310 Biochemistry ENV 217 Environmental Stewardship BIO 314 Ecology PS 216 Public Policy or RLS 220 Environmental Ethics ENV 204 Environmental Policy *Normally sought as a second area of certifi- cation. These requirements do not complete a Secondary Certification in Chemistry major in environmental studies. A major in chemistry 30 WILSON COLLEGE

Secondary Certification in Mathematics Teacher Intern Program Required courses: Director: Beth A. Byers, M.Ed. A major in mathematics MAT 306 Geometry In 1985, the Pennsylvania Department of Education approved the Wilson College Teacher MAT 308 Introduction to Abstract Intern Program (TIP). Intern certification is an Algebra alternative route to the first-level Instructional I Secondary Certification in Social Studies Certificate for people who hold a baccalaureate A major with a concentration in history, polit- degree from a regionally accredited college or ical science, or business management that university. The Intern Teaching Certificate must include the following. is a temporary, nonrenewable professional certificate valid for three calendar years. Wilson Required courses: offers intern certification in early childhood ECO 101 Introduction to (Pre-K-4) education; in language arts and Macroeconomics reading, mathematics, science and social studies ECO 102 Introduction to at the middle level; in English, environmental Microeconomics education, biology, chemistry, mathematics, EDU140: Geography for Educators social studies and Spanish at the secondary HIS 112 Modern European History level; and K-12 Spanish. Intern teachers must be HIS 124 American History to 1865 employed full-time in accredited, PDE approved HIS 125 American History 1865 to 1945 schools while completing the requirements for PS 110 Introduction to Political the Instructional I Certificate. Science TIP ADMISSION PS 120 American Government To be considered for TIP admission, students PS 225 Politics in Comparative must hold a baccalaureate degree from a Perspective regionally accredited college or university. SOC 110 Introduction to Sociology Provisional acceptance will be granted based on SOC 225 Social Problems and an application process that includes: a review of Inequalities the candidate’s application packet (transcripts, reference letters, essay, resume) and a successful K-12 Certification in Spanish interview with the director of the Teacher Intern A major in Spanish that must include: Program. Successful candidates will be those SPN 209 Spanish Conversation and who have acquired work and life experience Phonetics transferable to classroom teaching, and who SPN 210 Advanced Spanish Grammar reflect potential for success in an early child- and Composition hood (pre-K-4) or secondary classroom. SPN 220 Culture and Civilization of Official acceptance will be granted when the Spain student has earned a 3.0 in the courses listed SPN 221 Culture and Civilization of below: Spanish-America ENG 311 History and Structure of the • Two introductory education courses: English Language EDU 206 Educational Psychology and EDU 204 Child Development or EDU 207 Adolescent Development • One English composition course Note: The English and one statistics course may be accepted from the undergraduate transcript if the GPA requirement is met. Otherwise, the courses need to be retaken. WWW.WILSON.EDU 31

TIP ENROLLMENT EDU 436 Early Childhood (Pre-K-4) • Students are expected to be continuously Practicum enrolled and to maintain the required GPA or of 3.0. EDU 428 Intern Teaching Practicum I • Grades of B or above are required in all EDU 429 Intern Teaching Practicum II education courses. Four noncredit workshops: Physical Students in the education department may Education, Art, Music and Technology repeat education courses only one time (i.e., a course may be taken for credit a maximum of TIP MIDDLE-LEVEL (4-8) two times). This includes pre-practicum and CERTIFICATION student teaching practicum. The following courses are required for The number of required courses for each students seeking certification in any area: student is based on a transcript evaluation of EDU 204 Child Development, Cognition all completed baccalaureate and post-bacca- and Learning laureate coursework. EDU 206 Educational Psychology Required Courses for TIP EDU 312/512 Teaching English Language Learners Early Childhood (Pre-K-4) Education Certification EDU 215 Education for Students with Special Needs One course in each of the following seven EDU 341/541 Educational Assessment areas: American government, early American EDU 345 4-8 Reading, Writing and history, English composition, economics, Assessment psychology, science and sociology EDU 343 Middle Level Teaching One college-level mathematics course Methods One statistics course EDU 348 Pre-Practicum or Field EDU140 Geography for Educators Experience Portfolio EDU 204 Child Development, Cognition EDU 430 Special Needs Seminar and Learning EDU 428 Intern Teaching Practicum I EDU 206 Educational Psychology and EDU 215 Education for Students with EDU 429 Intern Teaching Practicum II Special Needs EDU 441 Middle Level (4-8) English EDU 238 Pre-K-4 Language and Literacy Practicum Development or EDU 312/512 Teaching English Language EDU 443 Middle Level (4-8) Science Learners Practicum EDU 336 Teaching Social Studies in or Pre-K-4 Classrooms EDU 444 Middle Level (4-8) Social EDU 337 Teaching Science in Pre-K-4 Studies Practicum Classrooms or EDU 338 Pre-K-4 Reading, Writing and EDU 445 Middle Level (4-8) Assessment Methods Mathematics Practicum EDU 339/539 Teaching Mathematics in or Pre-K-4 Classrooms MAT 115 Introductory Statistics EDU 341/541 Educational Assessment or EDU 348 Pre-Practicum PSY 115: Understanding Statistics EDU 430 Special Needs Seminar PSY 110: Introduction to Psychology 32 WILSON COLLEGE

One course in composition/writing PHY 110 Contemporary Physical Science Technology Education Workshop One of the following: In addition, each student must fulfill the BIO 2XX/3XX Elective requirements of one of the subject areas of ENV 220/320 Stewardship or Watershed middle-level certification. Ecosystems ENV 305 Environmental Education MIDDLE-LEVEL ENGLISH/LANGUAGE ARTS AND READING CERTIFICATION MIDDLE-LEVEL SOCIAL STUDIES Required Courses CERTIFICATION COM 105 Introduction to Mass ECO 101 Macroeconomics Communications or or ECO 105 Consumer Economics COM 120 Interpersonal Communications ECO 315 Comparative Economics and ENG 108 College Writing Political Systems ENG 213 American Literature I EDU 140 Geography for Educators ENG 214 American Literature II GEO XXX Elective ENG 224 Literature for Adolescents HIS 124 American History to 1865 ENG 311/511 History and Structure of the HIS 125 American History from 1865 to English Language 1945 ENG 2XX Elective World History I ENG 3XX Elective World History II EDU 345 4-8 Reading, Writing and PS 120 American Government Assessment PS 203 International Relations

MIDDLE-LEVEL MATHEMATICS TIP SECONDARY CERTIFICATION CERTIFICATION The following courses are required for MAT 103 College Algebra students seeking certification in any area: MAT 110 Pre-calculus Mathematics EDU 206 Educational Psychology MAT 115 Introductory Statistics EDU 207 Adolescent Development, MAT 130 Calculus and Analytical Cognition and Learning Geometry I EDU 215 Education for Students with MAT 140 Calculus and Analytical Special Needs Geometry II EDU 312/512 Teaching English Language MAT 205 Discrete Mathematics Learners MAT 306 Geometry EDU 332/522 Teaching in Secondary Schools PSY 110 Introduction to Psychology MIDDLE-LEVEL SCIENCE One course in English composition CERTIFICATION One course credit in statistics BIO 101 General Biology I EDU 341/541 Educational Assessment BIO 102 General Biology II EDU 348 Pre-Practicum BIO 2XX/3XX Elective EDU 430 Special Needs Seminar CHM 101 General Chemistry EDU 431 Practicum: Secondary English CHM 102 General Chemistry II or ENV 110 Introduction to Environmental EDU 432 Practicum: Foreign Language Science or WWW.WILSON.EDU 33

EDU 433 Practicum: Science seven M.Ed. courses to earn the master’s or degree in education after completion of their EDU 434 Practicum: Social Science TIP certification program. or The program allows the following master’s- EDU 435 Practicum: Mathematics level courses to be taken as part of the TIP or certificate program: EDU 428 Intern Teaching Practicum I EDU 312/512 Teaching English Language EDU 429 Intern Teaching Practicum II Learners One noncredit workshop in technology. EDU 339/539 Teaching Mathematics and In addition, each student must fulfill the require- Computer Use in Elementary ments for one of the subject areas of secondary Schools certification as noted on pages 29-30. EDU 341/541 Assessment (new course) Students would take seven courses after DUAL CERTIFICATION IN certification to earn the M.Ed. degree. ENVIRONMENTAL EDUCATION M.Ed. courses taken after certification: Since 2003, the Pennsylvania Department EDU 533 Differentiated Instruction of Education has allowed individuals who EDU 548 Reading in the Content Areas already hold an Instructional I certificate to EDU 551 Inclusive Education for add a second certification (in most secondary Students with Special Needs areas) by passing the appropriate content- EDU 552 Best Practices and Effective area PRAXIS test. Students are no longer Teaching required to complete a full dual-certification One of the following: program through a college or university. EDU 531 Contemporary Issues in If a student is interested in adding environ- Education mental education to their first certificate, EDU 532 Education Perspectives in a Wilson College recommends the following Diverse Society courses in order to prepare for the PRAXIS test EDU 535 Standards Aligned Systems and for classroom teaching responsibilities; EDU 553 Technology Integration for the BIO 101 General Biology I Classroom BIO 102 General Biology II EDU 554 Formal and Informal BIO 230 Conservation Biology Classroom Assessment CHM 103 Fundamentals of General EDU 598 Educational Research Chemistry EDU 599 Master’s Project ENV 110 Introduction to Environmental Science Enrollment Procedures for Early Childhood ENV 204 Environmental Policy (Pre-K-4) TIP Students PS 216 Public Policy Initial entrance into TIP with current enroll- ment procedures through the director of the RLS 220 Environmental Ethics Teacher Intern Program.

EARLY CHILDHOOD (PRE-K-4) Students may choose either a TIP track or EDUCATION CERTIFICATION PLUS master’s plus certification track. Options will MASTER OF EDUCATION be presented at the initial entrance meeting, Early childhood (Pre-K-4) TIP students may but students may opt into the master’s choose to take three of their 10 required plus certification track at any point prior undergraduate credits as master’s-level to enrolling in EDU 312 Teaching English courses. They would then take the remaining Language Learners. 34 WILSON COLLEGE

Prior to enrolling in EDU 312/512 Teaching EDU 552 Best Practices and Effective English Language Learners, EDU 339/539 Teaching Teaching Mathematics and Computer Use in EDU 598 Educational Research Elementary Schools or EDU 341/541 Assessment, EDU 599 Master’s Project students must schedule an appointment with One of the following: the director of the M.Ed. program. Students EDU 531 Contemporary Issues in must then decide if they are enrolling in the Education master of education plus certification program. EDU 532 Education Perspectives in a 1. Complete the M.Ed. application. The Diverse Society application fee will be waived because the EDU 535 Standards Aligned Systems student will have paid a TIP application EDU 553 Technology Integration for the fee. At this point, students will be consid- Classroom ered provisionally accepted into the M.Ed. program via a letter from the director. EDU 554 Formal and Informal Classroom Assessment 2. Enroll in the three appropriate 500-level courses. 3. On completion of the student’s TIP certi- Enrollment Procedures for Secondary fication requirements, the student will be TIP Students formally accepted into the M.Ed. program. Initial entrance into TIP with current enroll- ment procedures through the director of Teacher Intern Program. SECONDARY CERTIFICATION PLUS MASTER OF EDUCATION Students may choose either a TIP track or Secondary TIP students enrolled in a certi- master’s-plus-certification track. Options fication area (biology, chemistry, English, will be presented at the initial entrance mathematics, social studies and Spanish) meeting, but students may opt into the may choose to take three of their 10 required master’s-plus-certification track at any point undergraduate credits as master’s-level prior to enrolling in EDU 312. courses. They would then take the remaining Prior to enrolling in EDU 312/512, EDU 332/532 seven Master of Education courses to earn or EDU 341/541, students must schedule an the M.Ed. degree after completion of the TIP appointment with the director of the M.Ed. certification program. program. Students must then decide if they The program allows the following master’s- are enrolling in the master of education plus level courses to be taken as part of the TIP certification program. certificate program: 4. 1. Complete the M.Ed. application. The EDU 312/512 Teaching English Language application fee will be waived because the Learners student will have paid a TIP application fee. At this point, students will be consid- EDU 332/552 Teaching in Secondary Schools ered provisionally accepted into the M.Ed. EDU 341/541 Assessment program via a letter from the director. Students would take seven courses after certi- fication to earn the M.Ed. degree. 5. 2. Enroll in the three appropriate 500-level courses. On completion of the student’s M.Ed. courses taken after certification: TIP certification requirements, the student EDU 533 Differentiated Instruction will be formally accepted into the M.Ed. EDU 548 Reading in the Content Areas program. EDU 551 Inclusive Education for Students with Special Needs WWW.WILSON.EDU 35

Master of Education • Completion of an application for admission to the M.Ed. program. Director: Eric C. Michael, Ed.D., Assistant Professor of Education • Two letters of recommendation from educators or employers. (Note: One letter The Master of Education degree has been should be from your current principal creatively designed to actively engage certified or supervisor. Letters should be mailed elementary and secondary teachers in the crit- directly to the director of the M.Ed. ical analysis of best practices. The program is program.) based on the premise that successful teachers • A current certification for eligibility to will need a strong liberal arts education, teach in grades K-12. in-depth knowledge of pedagogy and mastery of current theory, practice and technology to • Foundations in statistics and technology, as become teacher-leaders. A significant goal of approved by the program director. the program is to prepare candidates to genu- • Official transcripts from all undergraduate inely understand the key issues and theories and graduate colleges and universities in the courses, so these teachers can imme- attended must be sent directly to the diately integrate and apply the theories in program director. their classrooms. These elementary teachers • Resume. with a commitment to improving their • Personal interview with director of the craft will hone their teaching skills through M.Ed. program. research and classroom practices, thereby fostering teaching excellence. Pennsylvania Instructional I-certified candidates, on Enrollment of Non-Degree Students in successful completion of the M.Ed., will be M.Ed. Courses eligible for a Pennsylvania Instructional II Nondegree students may enroll in any M.Ed. Certificate. courses they have the necessary prerequisites for if they have the approval of the director of The typical full-time course load is three classes the M.Ed. program. Students must be formally per term or semester. It is recommended, admitted to the M.Ed. program prior to however, that candidates employed full-time enrolling in their fourth course in order for the take no more than two classes per semester. prior coursework to count toward their degree. A maximum of three classes may be taken during any fall or spring semesters, and either Provisional Status of the two summer sessions. Candidates Provisional status allows a student to enroll in wishing to attempt more than the maximum graduate classes in order to qualify for admis- load should seek permission from the director sion to the degree program. A student may of the M.Ed. program. be granted provisional status by the program Admission to the M.Ed. Program director after a plan of action is written that will assist the student to meet the entrance Admission is competitive and space is limited. requirements of the program. Thus, interested students should apply early. Degree program admission is based on the If students are granted provisional status, following criteria: they must first satisfactorily complete the educational plan approved by the program • Completion of the baccalaureate degree director with a GPA of 3.0 or higher before from a regionally accredited institution of being officially admitted to the program. higher education. • A 3.0 or higher GPA and passing test scores on all five Praxis tests. 36 WILSON COLLEGE

permission from the M.Ed. program director) EDU 555 M.Ed. Internship* EDU 570 Topics in Education* (generally for secondary teachers) COMPLETION-LEVEL COURSES EDU 598 Educational Research and Design EDU 599 Master’s Project * Optional courses.

Exit Assessments Transfer Credits • Comprehensive examination or defense of At the discretion of the program director, no master’s project. more than two courses may be transferred into the M.Ed. program. In order for a course • Electronic portfolio. to transfer into the M.Ed. program, the grade in the course must be 3.0 or higher on a Academic Probation and Dismissal from the 4.0-point scale and the goals, outcomes and M.Ed. Program assessment results must be similar to that Graduate students must maintain a 3.0 of the M.Ed. course being fulfilled through grade-point average. If the GPA falls below 3.0 transfer credit. or a grade of C is received in any course, the student will be placed on academic probation. M.Ed. Required Courses A student may be dismissed from the program M.Ed. candidates will plan their course of if an academic probation extends beyond studies with their academic adviser, choosing the completion of three additional credits or from evening fall and spring semesters and the student receives two course grades of C day/evening summer terms. or lower or one course grade of F at any time during their graduate studies at Wilson. All MASTER’S-LEVEL COURSES students in the M.Ed. program are subject to EDU 531 Contemporary Issues in the Wilson College Honor Principle, academic Education and administrative regulations and the Wilson EDU 532 Educational Perspectives in a College judicial process. Diverse Society EDU 533 Differentiated Instruction Time Limit to Complete Degree EDU 535 Standard Aligned Systems* All coursework and degree requirements must EDU 548 Reading in the Content Areas be completed within six years of taking the first class in M.Ed. program at Wilson College. EDU 551 Inclusive Education for Appeals for extension of the six-year limit Students with Special Needs must be submitted in writing to the director of EDU 552 Best Practices in Elementary the M.Ed. program. Education (for elementary teachers) Leave of Absence EDU 553 Technology Integration for the A leave of absence for a graduate student may Classroom not exceed one year. See complete descrip- EDU 554 Formal and Informal tion regarding applying for a leave of absence Classroom Assessment and termination of a leave of absence in the (prerequisite: foundation in Academic Policies and Procedures section of statistics: MAT 115, PSY 115 or this catalog. WWW.WILSON.EDU 37

Graduation Requirements English and Communications The successful degree candidate will complete Studies 10 courses, including a master’s project, while maintaining a cumulative grade-point average Chair: Michael G. Cornelius, Ph.D., Associate of 3.0 or higher. Graduate credit will be Professor of English awarded only for earned grades of C or better. Students who major in either English or Students must complete and submit a gradua- communications learn to better understand tion application to the registrar two semesters and write about the world in which they live. before the anticipated graduation date. A fee The major in English is designed for students will be assessed for late applications. Students who have an abiding interest in one of two who fail to officially submit a graduation appli- areas: literary studies or creative writing. The cation will not be eligible for graduation. major in communications is intended for students who wish to focus on media studies For spring graduates completing require- or professional writing. All majors in the ments during summer: department complete assessment portfolios. • Students who completed their degree requirements during the summer will have COMMUNICATIONS their degree conferred on the first day of the Students majoring in communications will fall semester. take courses in the major that emphasize • Students will participate in and receive critical thinking, speaking and writing in their diploma covers at the preceding May the liberal arts, in keeping with the Wilson Commencement and be considered part of College Mission and Strategic Plan. These May’s graduating class. capacities will then be applied to media • Diplomas will be released to the students in analysis and practice, whether in journalism, late September. strategic communication or digital design, in both the for-profit and not-for-profit sectors. • Students who have not completed all The suggested concentrations demonstrate requirements for graduation must petition the efficacy of developing an identifiable the Committee on Academic Procedures expertise in a body of knowledge, along with a by the last day to withdraw from classes to generalists’ understanding of media practices. participate in spring Commencement if A foundation in the liberal arts provides rigor more than one course requirement remains sufficient for graduate study. to be met. • Regardless of the number of courses MAJOR IN COMMUNICATIONS remaining to be completed, students Course requirements: must submit a written plan to the registrar COM 105 Introduction to Media and M. Ed. program director outlining Communication how the requirements will be met before COM 130 Digital Communication and the end of the summer following spring Design I Commencement. This plan must be COM 201 Journalism signed and approved by the director of the master’s program. The written plan must be COM 230 Digital Communication and submitted by the last day of classes for the Design II spring semester. COM 233 Integrated Marketing and For further information, contact the director Advertising of the M.Ed. program at 717-262-2045 or COM 303 Media Law in a Digital Age [email protected]. COM 304 Media Theory COM 355 Internship COM 400 Assessment Portfolio (0.5 credit) 38 WILSON COLLEGE

COM BB Print/Online Journalism developing their talent as novelists, short Practicum (for 1.0 credit total) fiction or creative nonfiction writers, poets Four additional courses from among the and dramatists while still emphasizing a strong following: background in literary studies and general BUS 223 Marketing Management (COM writing skills. Students in the concentration 233 can be used as a prerequisite are prepared for lives as writers, which includes for BUS 223) both career and graduate school preparation. CS 150 Programming and Design I By the end of the program, students will have completed a full-length manuscript and have CS 152 Programming and Design II the necessary skills to submit their work. ENG 212 Technical Writing Students will also be prepared for graduate FA 118 Introduction to Photography study in M.A., M.F.A. and Ph.D. programs FA 120 Graphic Design I emphasizing creative writing. The depart- FA 221 Graphic Design II ment’s emphasis on general writing skills and FA 330 Graphic Design III career preparedness also ensures that students will be ready to enter the world of work, whether in publishing, freelance writing or Students may substitute a relevant topics numerous other writing-related fields. class with permission of their academic adviser and the program director. Both English concentrations lead to a knowledge of literature, heightened awareness of language, Note: Students must complete courses in at appreciation of cultural differences and an under- least two of the four disciplines above. At least standing of human relations over time. two of the four courses must be completed at the 200-level or higher. Note: Secondary certification in English is available; see the education curriculum.

MINOR IN COMMUNICATIONS Required courses: CONCENTRATION IN LITERARY STUDIES COM 105 Introduction to Media Required courses: Communication ENG 290 Shakespeare’s Tragedies and Four additional courses, with at least one at Romances the 300 level or ENG 345 Shakespeare’s Histories and ENGLISH Comedies Students choosing to concentrate in literary ENG 311 History and Structure of the studies will read contemporary writers, as English Language well as works of literature and philosophy that ENG 380 Literary and Cultural have stood the test of time. Simultaneously, Interpretation students will learn to interpret what they ENG 400 Assessment Portfolio (0.5 credit) have read by studying new developments in At least eight additional literature courses. Of critical theory. Broadly integrative in design, a these, at least three must be taken at the 300 concentration in literary studies emphasizes level and one must be in each of the following the shaping authority of cultural texts. It thus areas: British literature, American litera- prepares students for careers in teaching ture, European literature, literature written (including in higher education or journalism), before 1700 and literature written after 1900. public service and other jobs that require Students may choose ENG 220 as one of the analytical ability. eight courses provided that the above criteria The concentration in creative writing is for are met. No 100-level English courses count students who have an abiding interest in toward completion of the concentration. WWW.WILSON.EDU 39

CONCENTRATION IN Coursework is supplemented each semester CREATIVE WRITING with seminars in genres, markets and master Required courses: classes conducted by visiting writers. ENG 210 Advanced Exposition ENG 212 Technical Writing MINOR IN ENGLISH or Required courses: COM 201 Journalism I Five courses in English above the 100 level, ENG 220 Creative Writing including one in writing (either ENG 210, 212, ENG 290 Shakespeare’s Tragedies and 220, 311, 321 or 345) and one at the 300 level Romances or MINOR IN FILM STUDIES ENG 345 Shakespeare’s Histories and Courses in the film studies minor explore the Comedies production, reception, history and business ENG 311 Structure of the English of film. Language Required courses: ENG 321 Advanced Creative Writing: Four courses from among the following: Poetry ENG 230 Film Analysis and History or ENG 335 Film Genres and Genders ENG 323 Advanced Creative Writing: ENG 380 Literary and Cultural Fiction Interpretation ENG 499 Thesis in Creative Writing COM 304 Media Theory or COM 370 Topics ENG 459, 460 Honors Thesis ENG 355 Internship in Writing MINOR IN THEATER ENG 400 Assessment Portfolio The Wilson College theater minor combines (0.5 credit) the academic study of theater – the critical Three additional courses from the offerings study of drama and dramatic writing – and in literature in English. At least two of the the study of theater performance, including four literature courses (which includes the introductory acting techniques, playwriting student’s Shakespeare course) must be at the and directing. The minor allows students with 300 level. No 100-level English courses count an interest in the theater to combine courses toward the completion of the concentration. over several disciplines into a concentrated At least four courses from a subject area minor. other than English, which is satisfied by (1) The theater minor not only teaches students constructing a coherent subject area from a the rudiments of these skills, but also teaches single department or from multiple depart- them how to think critically about dramatic ments with approval from student’s adviser, text and performance, speak clearly and ably (2) earning a formal Wilson College minor in a public forum and express creative and or (3) declaring a double major in another critical thoughts in writing. Students also subject area. complete a significant independent project Students who choose this route may wish to in theater in which they must demonstrate declare the creative writing concentration in their ability to conceive and organize a large English as a second major. The primary major directing, writing or academic project. will then satisfy their coherent subject area requirement, and the English second major can be used to satisfy the liberal studies and writing-intensive requirements. 40 WILSON COLLEGE

Environmental Studies Chair: Edward Wells, Ph.D., Professor of Environmental Studies Environmental studies majors and minors plan their programs in close collaboration with faculty advisers. Because many careers require intensive preparation in a traditional major, some students may find it advisable to consider a double major or minor in a related discipline. Students with special interests may develop individual programs of study in collaboration with advisers from appropriate disciplines. Graduates of the environmental studies program may choose to pursue grad- uate work in ecology, environmental science, Required Courses: environmental policy or environmental law, ENG 290 Shakespeare’s Tragedies and or they may find employment with govern- Romances ment or nongovernmental organizations. or ENG 345 Shakespeare’s Histories and MAJOR IN ENVIRONMENTAL SCIENCE Comedies The major in environmental science leads to a THE 100 Techniques of Acting I Bachelor of Science degree and is designed to (0.5 credits) achieve a broad understanding of the social, THE 200 Techniques of Acting II ethical and scientific aspects of environ- (0.5 credit) mental problems, with a strong grounding THE 340 Independent Project in Theater in the natural sciences and an orientation in Three courses from the following: experiential learning. DNC 151 Dance Technique Features of this major include: DNC ORC Orchesis (two semesters for 1 • A rigorous multidisciplinary education in total credit) the sciences. ENG 220 Creative Writing (includes • An orientation toward service learning and playwriting) experiential learning. ENG 236/336 British Literature 1200-1700 • An internship (or study-abroad) experience ENG 325/525 Advanced Creative Writing: with coursework that is interdisciplinary Drama and project-oriented. ENG 232 Modern Drama Core courses provide a survey of environ- ENG 340 Independent Project in mental issues; a grounding in basic principles Creative Writing (must focus of environmental science, ecology, chem- on playwriting) istry and statistics; and field experience in COM 110 Effective Speaking both natural and human environments. In MUS 116 Introduction to Music upper-level work, students use science and THE 355 Internship the technical skills they have acquired to Note: Only two courses from ENG 220, ENG examine community, regional and global 320, and ENG 340 may be applied toward the issues. An internship in the student’s minor. Students who major in English and selected area of focus is required so students minor in theater may only count two English gain practical experience in their field of courses toward the minor. interest. Opportunities are also provided for WWW.WILSON.EDU 41 independent study in specialized areas of ENV 224 Environmental Law research. MAT 115 Introductory Statistics Goals and objectives of the major are to: or MAT 130 Calculus and Analytical • Develop effective writing, speaking, Geometry reading, information gathering and listening skills. ENV 401 Ecological Perspectives in the Sciences and Humanities • Develop skills in -solving and crit- ical thinking (i.e., analysis, synthesis and PHI 121 Ethics evaluation of information and argument). or • Develop skills in creative thinking and RLS/PHI 220 Environmental Ethics expression. Three of the following, at least one of which • Develop a basis for broad scientific literacy. is at the 300 level: BIO 206 Invertebrate Zoology • Develop the ability to formulate indepen- dent judgments that reflect awareness of BIO 210 Introductory Botany environmental, ethical, social and interper- BIO 223 Marine Biology sonal implications. BIO 309 Evolution • Promote a personal understanding of one’s CHM 205 Analytical Chemistry connection with and responsibilities to ENV 203 Science, Technology and serving the community and society. Society • Promote understanding of ways in which ENV 216 Agroecology social forces influence the development of ENV 220/320 Stewardship of Watershed knowledge, ideas and experiences through Ecosystems the comparative exploration of beliefs and ENV 304 Environmental Policy cultures. ENV 305 Environmental Education • Encourage students to connect theory to ENV 355 Internship application and experience. Note: While not a requirement, students are BIO 101 General Biology l encouraged to take ENG 185 to fulfill their BIO 102 General Biology II literature liberal studies requirement. BIO 230 Conservation Biology Special topics courses are offered on a regular BIO 314 Ecology basis at the 170, 270, 370 and occasionally CHM 101, 102 General Chemistry I, II 570 (graduate) level. Some of these courses or are: Stewardship of Watershed Ecosystems, CHM 103 Fundamentals of General Sustainable Architecture, Sustainable Energy Chemistry and Permaculture. CHM 201, 202 Organic Chemistry I, II or MAJOR IN ENVIRONMENTAL CHM 104 Fundamentals of Organic SUSTAINABILITY Chemistry in Biological The Bachelor of Arts in Environmental Systems Sustainability is distinguished by a sustain- ENV 110 Introduction to Environmental ability framework for resolving environmental Science problems. Students will apply both scientific ENV 107 Environmental Geology and nonscientific knowledge to analyze perva- or sive environmental problems. ENV/HIS 210/310 Features of this major include: Environmental History • An orientation toward service learning and 42 WILSON COLLEGE

experiential learning. ENV 224 Environmental Law • An internship (or study-abroad) experience ENV 304 Environmental Policy with coursework that is interdisciplinary ENV 355 Internship and project-oriented. ENV 401 Ecological Perspectives in the • A curriculum that is both multidisciplinary Science and Humanities and interdisciplinary. MAT 115 Statistics • Goals and objectives of the major are to: PHI 121 Ethics • Promote institutional and systemic or thinking that uses the systems approach to PHI/RLS 220 Environmental Ethics finding solutions to local to global environ- PS 216 Public Policy mental problems. or • Develop social leaders who are adept in SOC 227/327 Environmental Sociology community organizing, service learning, organization and management. *With the permission of adviser, students may substitute ENV 270 or ENV 370 for any course • Educate students about environmental except ENV 110 or ENV 204. policy issues and foster in them an ability to understand and solve complex environ- To further strengthen the major, students will mental problems. be required to complete either: • Cultivate an appreciation of environ- Option A: A second coordinating major or mental challenges through a framework of Option B: A minor that supports the study of sustainability. environmental sustainability. • Use a cross-disciplinary research in the natural and social sciences and humanities Special topics courses are offered on a regular to develop a holistic approach to these basis at the 170, 270, 370 and occasionally environmental challenges. 570 (graduate) level. Some of these courses are: Stewardship of Watershed Ecosystems, Further, students complete a series of core Sustainable Architecture, Sustainable Energy courses that develop a broad base in the and Permaculture. natural and social sciences, as well as the humanities, in order to cultivate a foundation for analyzing the complex environmental ENVIRONMENTAL EDUCATION problems that challenge our species. The core In addition to the above, K-12 teacher certifi- courses provide a solid foundation across cation in environmental education is offered. disciplines. Since 2003, the Pennsylvania Department Required courses: of Education has allowed individuals who ENV 105 Foundations of Environmental already hold an Instructional I certificate to Sustainability add a second certification (in most secondary areas) by passing the appropriate content area ENV 110 Introduction to Environmental PRAXIS test. Students are no longer required Science to complete a full dual-certification program Choose two of four: through a college or university. See the list ENV 107 Environmental Geology of recommended courses in the section on ENV 220/320 Stewardship of Watershed elementary education and other education Ecosystems Programs under dual certification in environ- ENV 203 Science, Technology and mental education. Society or ENV 210 Environmental History WWW.WILSON.EDU 43

THE RICHARD ALSINA FULTON The equestrian management concentration CENTER FOR SUSTAINABLE LIVING also requires an education course and the The curriculum in environmental studies equine management concentration requires works in conjunction with the Richard Alsina two business-related courses. All students Fulton Center for Sustainable Living (also, see who wish to ride are evaluated and classified page 101). A central aspect of the FCSL is the as beginner, novice, intermediate or advanced, Fulton Farm, located adjacent to the campus according to their demonstrated skills. on a 100-acre historic farm and woodland. A Students are grouped with riders of compa- variety of habitats provide a background for rable skills in small classes. Equitation is restorative and sustainable land-use proj- considered a physical education activity and, ects, as well as for field studies in the natural as such, earns 0.5 credit. All students, regard- sciences. Through classes, research opportu- less of major, may take as many equitation nities, workshops and conferences, the FCSL courses as their schedules can accommodate. highlights a variety of models for environmen- The student in the equestrian management tally sound practices in agriculture, home, track may apply a maximum of 3.5 equitation ecology and spiritual and community life. credits (seven semesters) toward graduation requirements. Other majors and students concentrating in equine management may MINOR IN ENVIRONMENTAL STUDIES apply no more than 1.5 credits (three semes- Required courses: ters) of equitation courses toward graduation ENV 110 Introduction to Environmental requirements. Science ENV 224 Environmental Law Three additional ENV courses at the 200, 300, CONCENTRATION IN EQUINE or 400 level MANAGEMENT Required courses: BUS 124 Introduction to Management One of the following six courses: Equestrian Studies ACC 105 Financial Accounting Director: Ann O’Shallie, M.Ed., Professor of BUS 220/320 Entrepreneurship and Small Equestrian Studies and Equine-Facilitated Business Management Therapeutics BUS 223 Marketing Management BUS 225 Business Law Wilson offers two concentrations within the equestrian studies major: equine manage- ECO 101 Introduction to ment and equestrian management. Students Macroeconomics interested primarily in the management of ECO 102 Introduction to a barn will select the equine management Microeconomics concentration. This program directs the BIO 101 General Biology I student’s interests to the mechanics of or running a stable and the handling of horses, BIO 110 Contemporary Biology including practical stable management. The EQS 110 Introduction to Equine equestrian management concentration is for Management the student primarily interested in riding and EQS 116 Equine Anatomy and the teaching of riding. The program improves Physiology skills in riding and provides an education EQS 125 Equine Breeding Management focused on teaching. In addition to equestrian courses, both concentrations include courses EQS 220 Management of Equine Events in biology and psychology. EQS 225 Equine Health Management 44 WILSON COLLEGE

EQS 230 Introduction to Training the EQT XXX Six equitation courses, the Horse levels of which are based on the EQS 240 Introduction to Teaching rider’s skill Horsemanship ESS 145 First Aid and CPR/AED EQS 310 Equine Facility Management PSY 110 Introduction to Psychology EQS 315 Equine Performance Students must graduate with active first aid Management and CPR/AED certifications. Students who One additional major-related course at the take ESS 145 as a first-year or sophomore 200 or 300 level, chosen in consultation with student must repeat it during their junior the student’s academic adviser. or senior year in order to fulfill graduation PSY 110 Introduction to Psychology requirements. Noncredit first aid and CPR/ ESS 145 First Aid and CPR/AED AED certifications will not be accepted as completion of the major requirement. A student must graduate with active first aid and CPR/AED certifications. Students who take ESS 145 as a first-year or sophomore student MINORS must repeat it during their junior or senior year in order to fulfill graduation requirements. The equestrian minors are designed for Noncredit first aid and CPR/AED certifications students who may wish to enhance their will not be accepted as completion of the major marketability or further their personal requirement. interests by adding equine studies to their primary major. While concentrating in fields such as business, the sciences, liberal CONCENTRATION IN EQUESTRIAN arts or pre-health professions, the minor MANAGEMENT prepares the student in important concepts Required courses: and terminology unique to the equine BIO 101 General Biology I industry. Students may pursue occupations or in equine-related businesses, laboratories BIO 110 Contemporary Biology and pharmaceutical and feed companies or continue further educational opportunities in EDU 207 Adolescent Development graduate and/or professional degrees such as Cognition and Learning veterinary medicine. EQS 110 Introduction to Equine Management Four minors are offered: equine reproduction, EQS 116 Equine Anatomy and equine management, equestrian training, Physiology equestrian teaching. EQS 220 Management of Equine Events EQS 230 Introduction to Training the MINOR IN EQUINE REPRODUCTION Horse Required courses: EQS 235 Applied Horse Training BIO 101 General Biology I Techniques I or EQS 240 Introduction to Teaching BIO 110 Contemporary Biology Horsemanship EQS 110 Introduction to Equine EQS 326, 327 Methods of Teaching and Management Training I, II EQS 116 Equine Anatomy and EQS 328, 329 Principles and Practices of Physiology Equestrian Management I, II EQS 125 Equine Breeding Management One additional major-related course at the EQS 225 Equine Health Management 200 or 300 level, chosen in consultation with EQS 355 Internship the student’s academic adviser. WWW.WILSON.EDU 45

MINOR IN EQUINE MANAGEMENT EQS 327 Methods of Teaching and Required courses: Training II BIO 101 General Biology I Note: VMT 216 may be substituted for EQS or 116. Any student may challenge out of EQS BIO 110 Contemporary Biology 110 (by examination), shortening the time to EQS 110 Introduction to Equine complete the minor. Management EQS 116 Equine Anatomy and DUAL MINORS Physiology Although it is unlikely that a student will EQS 220 Management of Equine Events have time to complete a major and two of the EQS 225 Equine Health Management minors listed above, the core courses of BIO EQS 310 Equine Facility Management 101 (or BIO 110), EQS 110, EQS 116 and EQS 225 may be applied to more than one minor EQS 315 Equine Performance from this department. For example, this Management would allow a student to indicate an educa- tion in equine reproduction and equestrian MINOR IN EQUESTRIAN TRAINING teaching to strengthening her or his applica- Required courses: tion to a future employer or career choice. BIO 101 General Biology I or MINORING WITHIN THE EQUESTRIAN BIO 110 Contemporary Biology STUDIES MAJOR EQS 110 Introduction to Equine Students majoring in equestrian studies will Management not be eligible to have a minor within the EQS 116 Equine Anatomy and department. Students who want to show a Physiology broad educational background in equestrian EQS 220 Management of Equine Events studies should complete both the equine EQS 225 Equine Health Management management and equestrian management EQS 235 Applied Horse Training concentrations. Techniques I EQS 315 Equine Performance EQUINE-FACILITATED Management THERAPEUTICS The equine-facilitated therapeutics (EFT) MINOR IN EQUESTRIAN TEACHING major combines the student’s knowledge Required courses: of the horse with an in-depth study of the BIO 101 General Biology I use of the horse as a therapeutic partner. or Students pursuing this major will graduate with a thorough working knowledge of human BIO 110 Contemporary Biology disabilities, biomechanics and kinesiology of EQS 110 Introduction to Equine the horse; evaluation techniques; training the Management therapy horse; and methods of teaching riders EQS 116 Equine Anatomy and with disabilities (also known as equine-as- Physiology sisted activities or therapeutic riding). Classes EQS 230 Introduction to Training the combine traditional lecture periods, struc- Horse tured hands-on laboratories and simulated, as EQS 240 Introduction to Teaching well as actual, student teaching. Horsemanship EQS 326 Methods of Teaching and Training I 46 WILSON COLLEGE

Required courses: Equine Journalism BIO 101, 102 General Biology I, II Program Coordinator: Michael G. Cornelius, or Ph.D., Associate Professor of English BIO 110 Contemporary Biology The Bachelor of Arts in equine journalism BUS 124 Introduction to Management provides in-depth knowledge of equestrian BUS 220 Entrepreneurship and Small- studies in conjunction with the foundations Business Management of journalism. Courses in equestrian studies EFT 201, 202 Equine-Facilitated offer comprehension of equine anatomy, Therapeutics I, II horsemanship and horse-related industries. EFT 213 Ground Training the Horse Courses in journalism and writing teach the EFT 215 Equine Biomechanics and basics of Associated Press style, conventions Kinesiology of journalism, public relations, feature- EFT 331, 332 Teaching I, II writing and media ethics and practices. EQS 110 Introduction to Equine Students apply this learning in courses that Management prepare them for careers as professional writers. EQS 116 Equine Anatomy and All equine journalism majors complete an Physiology internship in the field, selected in consulta- EQS 230 Introduction to Training the tion with the student’s academic adviser and Horse the director of career services, and positions on the campus newspaper are open to all EQS 240 Introduction to Teaching students. Students in any major may try Horsemanship out for equestrian teams and volunteer at EQT XXX Minimum of one semester; college-sponsored equestrian events. must ride to the EQT 204 level ESS 145 First Aid and CPR/AED Graduates in equine journalism can write for media organizations that report on equestrian PSY 110 Introduction to Psychology events – everything from local newspapers, A student must graduate with active first aid where equestrian activities are popular, to and CPR/AED certifications. Students who national news and media outlets that cover choose to take ESS 145 as a first-year or sopho- such activities. more student must repeat it during her junior In addition to writing for print and online or senior year in order to fulfill graduation publications, graduates will be prepared to requirements. Noncredit first aid and CPR/ work in public relations and corporate commu- AED certifications will not be accepted as nications for large companies in the field. The completion of the major requirement. major also prepares graduates for careers Required supplemental courses: directly in the equestrian industry, in creating Choose one of the following concentrations: marketing, sales and technical writing for phar- 2 courses at the 200/300 level in Education maceutical companies, horse barns, breeders and manufacturers of tack and apparel. or 2 courses at the 200/300 level in Psychology Students completing the major will also appeal or very strongly to associations, foundations and nonprofit organizations related to the horse/ 2 courses at the 200/300 level in Business equestrian industry, as well as to the public relations/communications departments of schools/universities where equestrian studies is an important part of the program. WWW.WILSON.EDU 47

As they pursue their liberal arts education, EFT 213 Training the Therapy Horse students in equine journalism are encouraged EFT 215 Equine Biomechanics and to include coursework in fields such as busi- Kinesiology ness, fine arts, ethics, media studies, English, EQS 125 Breeding Management biology or environmental studies. EQS 220 Management of Equine Events Required courses: EQS 315 Equine Performance BIO 101 General Biology I Management or EQT XXX Equitation (for a total of 1.0 BIO 110 Contemporary Biology credit) COM 130 Digital Communication and or Design I Relevant EQS topics course (per academic COM 230 Digital Communication and adviser’s approval) Design ll COM 201 Journalism COM 355 Internship Financial Mathematics COM 400 Assessment Portfolio (0.5 credit) Chair: James Hay, MBA, CPA, Associate ENG 210 Advanced Exposition Professor of Accounting and Business or With the dynamic development of global ENG 212 Technical Writing financial markets, corporations place a EQS 110 Intro to Equine Management premium on graduates with strong quantita- EQS 116 Equine Anatomy and tive skills for solving problems in the world Physiology of finance. A Bachelor of Science in financial mathematics is an interdisciplinary degree EQS 225 Equine Health Management integrating business finance, economics and EQS 230 Intro to Training the Horse mathematics in preparation for careers in EQS 240 Intro to Teaching banking, investment management, insurance Horsemanship and risk management. EQS 310 Equine Facility Management Required courses: One of the following courses (chosen in ACC 105 Financial Accounting consultation with academic adviser): ACC 106 Managerial Accounting ENG 220 Creative Writing BUS 240 Corporate Finance FA 118 Introduction to Photography Fundamentals FA 120 Introduction to Computer BUS 305 Quantitative Methods in Graphics Business COM 233 Integrated Marketing and BUS 327 International Finance Design BUS 340 Investments COM 303 Media Law in a Digital Age BUS 355 Internship COM BB Billboard (for total of 1.0 credit) ECO 101 Introduction to or Macroeconomics Relevant communications topics course, per ECO 102 Introduction to academic adviser’s approval. Microeconomics One of the following courses, chosen in ECO 204 Money and Banking consultation with academic adviser: MAT 115 Introductory Statistics EFT 201 Equine-Facilitated Therapeutics I MAT 130 Calculus I MAT 140 Calculus II 48 WILSON COLLEGE

MAT 205 Discrete Math MAJOR IN GRAPHIC DESIGN MAT 320 Ordinary Differential GRAPHIC ARTS CONCENTRATION Equations Required courses: MAT 325 Mathematical Statistics FA 114 Drawing I DNC 147 Movement as Culture FA 242 2D Design Fine Arts and Dance FA 120 Graphic Design l FA 221 Graphic Design II Chair: Robert Dickson, M.F.A., Associate FA 330 Graphic Design III Professor of Fine Arts FA 355 Internship The fine arts program introduces students FA 420 Senior Seminar I to a complex and important area of human FA 422 Senior Seminar II culture. In art history courses, they learn to One art history course evaluate works aesthetically and to compre- hend and recognize influences of contributing WS 370 Feminist Theory: Visual forces (physical, political, intellectual and Culture spiritual) on artists and the viewing public. In addition, all graphic design majors must In graphic design and visual arts courses, the complete a proficiency certificate in one of creative experience is emphasized along with the following secondary arts areas: painting/ concerns of artistic activity. drawing, photography or printmaking. Majors are offered in graphic design (with concentrations in graphic arts or graphic GRAPHIC MEDIA CONCENTRATION media) or studio art (with concentrations Required courses: in drawing/painting, photography or print- FA 114 Drawing I making). In addition, students may earn FA 120 Graphic Design I either academic or proficiency certificates FA 221 Graphic Design II in any of the concentrations. Minors are FA 330 Graphic Design III offered in visual arts, history and dance. All COM 130 Digital Communication and students should plan their program of study in Design I consultation with the fine arts program chair. COM 230 Digital Communication and Courses include field trips to museums and Design II galleries in nearby cities. COM 233 Integrated Marketing and Internships are encouraged for all students Advertising in the major (required for graphic design) or FA 355 Internship minor, especially those planning careers in FA 420 Senior Seminar I museums, galleries, educational or cultural institutions, commercial art or arts admin- FA 422 Senior Seminar II istration. The program benefits from several WS 370 Feminist Theory: Visual campus resources, including the Bogigian Art Culture Gallery and the Barron Blewett Hunnicutt In addition, all graphic media majors must Classics Gallery. An artist-in-residence complete a proficiency certificate in one of program helps to expose students to visual the following secondary arts areas: painting/ and performing artists. These resources are drawing, photography, printmaking. described under the section on academic resources. WWW.WILSON.EDU 49

MAJOR IN STUDIO ART FA 246 Printmaking II Required courses: FA 316 Printmaking III DNC 147 Movement as Culture FA 114 Drawing I Proficiency Certificate in Photography Required courses: FA 242 2D Design FA 114 Drawing l WS 370 Feminist Theory: Visual Culture FA 118 Photography I One of the following three: FA 218 Photography II FA 118 Photography I FA 318 Photography III FA 218 Photography II Proficiency Certificate in Graphic Arts FA 318 Photography III Required courses: or FA 114 Drawing I FA216 Printmaking I FA 242 2D Design FA 246 Printmaking II FA 120 Graphic Design l FA 316 Printmaking III FA 221 Graphic Design II or FA 330 Graphic Design III FA 116 Painting I FA 214 Drawing/Painting II Proficiency Certificate in Graphic Media FA 314 Drawing/Painting III Required courses: FA 420 Senior Seminar I FA 120 Graphic Design I FA 422 Senior Seminar II FA 221 Graphic Design II Two art history courses FA 330 Graphic Design III In addition, all studio art majors must COM 130 Digital Communication and complete a proficiency certificate in a Design I secondary arts area (painting/drawing, COM 230 Digital Communication and photography, printmaking, graphic arts or Design II graphic media) different from the concentra- Students wishing to complete a minor in any tion they have selected. of the proficiency certificate areas simply take Proficiency Certificate Curriculum the curriculum in the certificate plus one addi- Proficiency certificates in graphic design and tional course in art history. (Note: This would visual art give the student a foundation in include WS 320, as well as classes in art and both the conceptual and technical aspects of dance history and culture.) On completion of various media. They serve as elements in the the minor, the student will have also earned fine art majors and as an end in themselves for the proficiency certificate. career preparation or enrichment. Academic Certificate in Graphic Design Proficiency Certificate in Drawing/Painting The academic certificate in graphic design is Required courses: designed to prepare the student for a career FA 114 Drawing I in the related subject area. Coursework is FA 116 Painting I entirely within the discipline and is designed FA 214 Painting/Drawing II to allow completion in two years. FA 314 Painting/Drawing III Required courses: English foundations course (ENG 101, 104, Proficiency Certificate in Printmaking 108 or 180) Required courses: FA 114 Drawing I FA 114 Drawing I FA 118 Photography I FA 216 Printmaking II 50 WILSON COLLEGE

FA 242 2D Design use of the dance medium. Dance composition FA 120 Graphic Design I and choreography are emphasized as students FA 221 Graphic Design II are guided and encouraged to develop their FA 330 Graphic Design III own creative and performing abilities. COM 130 Digital Communication and Contemporary and modern styles of dancing Design I are taught because they allow greater adapt- COM 230 Digital Communication and ability in choreography for students with Design ll varying degrees of previous dance experience. COM 233 Integrated Marketing and Independent study projects are encouraged Advertising and are designed to meet the specific interests and needs of students. FA 420 Senior Seminar l in Graphic Arts (portfolio) Required courses: Two semesters of Modern Dance Technique MINORS at the 200 level or above Three additional dance courses (excluding MINOR IN ARCHAEOLOGY DNC 151 and 152) selected in consultation Required courses: with the dance faculty CLS/FA 222/322 Greek Archaeology and Art or MINOR IN MUSIC CLS/FA 224/324 Roman Archaeology and The minor is intended for students interested Art in combining music appreciation with music FA 128 I ntroduction to theory, history of music and applied music. Archaeology Courses in music theory enhance analytical Three courses chosen in consultation with the skills and knowledge of the structure of archaeology adviser. musical composition. Music history courses deepen understanding of the influence MINOR IN ART HISTORY of music in both shaping and reflecting Required courses: the societies and cultures of the period in Four courses in art history which the music was created. Applied music (performance) provides an outlet for students One studio art course to express themselves creatively while also acquiring the discipline that is necessary to MINOR IN STUDIO ART perform competently. Music appreciation Required courses: provides a lifelong skill that can enhance the FA 114 Drawing I student’s quality of life. One art history course The Cumberland Valley School of Music is Three studio art courses a resource located on the Wilson College campus. CVSM is accredited by the National MINOR IN DANCE Guild of Community Schools of Arts. The curriculum in dance endeavors to Approximately 55 faculty members offer introduce the student to the broadest oppor- applied music lessons open to Wilson College tunities possible for active participation in students for 0.5 credit. the various forms of dance. The curriculum Wilson College also has its own choral is enhanced by Orchesis, a co-curricular ensemble that performs at college and organization in which students engage in community events. Course credit is available performance and dance-related activities. for participation in the choir as a class. Central to the study of dance is the creative WWW.WILSON.EDU 51

Required courses: while simultaneously allowing them to gain MUS 101 Basic Music Theory I further experience as artists in their respec- MUS 116 Introduction to Music tive fields. MUS 370 Topics in Music A minimum of one credit* of applied music, PROGRAM choir or Orchesis (modern dance group) The MFA program is a two-year, 20-course Two additional music courses credits (60 semester hours) terminal degree *A total of two credits of applied music or designed for professionals or experienced choir may be applied toward the music minor. artists already working in their respective fields. This is a low-residency program, requiring only two four-week residency Description of Applied Music Courses (Pri- periods during two consecutive summers and vate Music Lessons) one on-campus defense of thesis work. Cumberland Valley School of Music, located in Thomson Hall on the Wilson College The summer intensives consist of indi- campus, offers the opportunity for Wilson vidual studio time with faculty mentoring College students to take individual, private and critique, as well as seminars addressing music lessons for credit. These courses can major concerns in the discipline. The be used to partially satisfy fine arts gradu- seminars are conducted with participants ation requirements, as well as to provide from both concentrations in order to foster credit toward the music minor. Students can more in-depth exploration. Each student is choose a band or orchestral instrument, voice, responsible for substantial preparation as piano, organ, guitar or drum set lessons. One determined with the instructor before the half-credit (0.5) requires 14 hours of instruc- residency in order to make most effective use tion. Students are expected to practice five of the residency period. During the non-res- times per week for the same length as their idence periods, students work in their home lessons and are encouraged to participate in studios in regular contact with local faculty a recital, subject to the recommendation of mentors (nominated by the student and the instructor. Students should have or rent approved by the Wilson faculty and academic the instrument (with the exception of piano). dean) and the Wilson program faculty. Each Practice studios are available in Thomson Hall semester at home includes a distance/hybrid through arrangements with the CVSM office. seminar among members of the program learning community. The program ends with a thesis exhibition/ performance, portfolio review and oral MASTER OF FINE ARTS defense. Details of the program curriculum, rotations and structure may be found on page 52. LOW-RESIDENCY MASTER OF FINE ARTS The Master of Fine Arts at Wilson College ADMISSIONS AND ACADEMIC is a terminal degree program designed for PROCEDURES working professionals or experienced artists Admissions and academic procedures for the in choreography or visual art. This program program will follow standard Wilson College is designed specifically with these individuals graduate admissions policies as described in mind, and is constructed with structural, for the Master of Arts in Humanities at www. curricular, and financial appeal for this demo- wilson.edu/MFA-adm with the substitution of graphic. The goal is to allow these individuals, a portfolio review for the writing sample. If it in either the choreography or visual arts is more practical, interviews may be done over concentration, to reach the next level in their the Internet. professional field, furthering their education 52 WILSON COLLEGE

The M.F.A. program is designed as an intense, MASTER OF FINE ARTS (M.F.A.) WITH 24-month program, with students proceeding CONCENTRATIONS IN CHOREOGRA- as a cohort. However, individual circum- PHY AND VISUAL ART. stances may prevent students from First Summer Residency Intensive completing the program in this fashion. The DNC/FA 501 Summer Residency Studio I program must be completed within five years DNC/FA 502 Summer Residency Studio of matriculation; however, a student may take Seminar I a one-semester (summer residency intensive or academic year semester) leave of absence DNC/FA 503 Summer Residency by submitting a letter to the director. A full Contemporary Arts Practice I academic year leave of absence requires DNC/FA 504 Summer Residency approval from the director. A leave of absence Interdisciplinary Seminar I beyond one full year, or two missed summer DNC/FA 505 Summer Residency Media Art residency intensives, will be considered a Seminar I withdrawal and will require the student to reapply to the program. Credit for completed First fall academic semester (student at coursework will be honored as long as the home-studio) five-year completion deadline is met. Partial DNC/FA 511 Independent Studio Work I attendance of the summer residency intensive FA 510 Art History Theory and is strongly discouraged but may be permitted Methods by the director. First spring academic semester (student at Incompletes for the summer residency home-studio) intensives will be arranged with the director DNC/FA 521 Independent Studio Work II and registrar. Withdrawal and incompletes for individual classes will be granted as allowed DNC/FA 523 Contemporary Arts Seminar under standard Wilson academic procedures. or PHI 535 Aesthetics A limited number of work-study positions or may be made available as future revenues permit. WS 520 Feminist Theory: Visual Culture

COURSE SEQUENCE Second Summer Residency Intensive The M.F.A. program is designed for students DNC/FA 532 Summer Residency Studio II to matriculate at summer-residency inten- DNC/FA 532 Summer Residency Studio sive. In rare circumstances it may be more Seminar II practical for students to begin their course DNC/FA 533 Summer Residency sequence during the fall or spring semesters Contemporary Arts Practice II of the academic year. In that case the student DNC/FA 534 Summer Residency and the director will make appropriate Interdisciplinary Seminar II arrangements. DNC/FA 535 Summer Residency Media Art Seminar II

Second Fall academic semester (student at home studio) DNC/FA 598 Thesis Exhibition/Performance I WWW.WILSON.EDU 53

Second Spring academic semester historical processes, social and political (student at home studio) institutions, traditions, customs and intel- DNC/FA 599 Thesis Exhibition/Performance II lectual and artistic achievements generally considered as essential and distinctive elements of their cultural identity. Foreign Language and • Literature courses at the intermediate and advanced levels are aimed at majors or Literature minors in language and literature but are Chair: Melanie E. Gregg, Ph.D., Associate open to anyone with the ability to work in Professor of French the given language. Often, literature and culture courses are taught in a dual-lan- The foreign language and literature program guage format to accommodate interested at Wilson College offers courses in French, students who have not studied the language Latin and Spanish and a major in Spanish. Its in question. Students enrolling in sections primary objective is to expand and enhance a taught in translation must have completed student’s liberal arts backgrounds by enabling the English foundation requirement and her or him to enter into another culture one course at the 200 level in any discipline. directly through mastery of its language and Both introductory and advanced courses in especially, through the study of its literature literature share the intention of enlarging – one of the most significant expressions of a the literacy and enhancing the analytical culture. Exposure to other peoples’ languages, skills of students, at the same time that cultures and literature is an enriching expe- they present – at the introductory level – rience that is open and available to every general overviews of the most important student, regardless of professional interests works, authors and trends that make up a or fields of specialization. particular cultural and literary tradition. To accomplish our aims, we offer the The advanced level is a more focused and following sequence of courses: concentrated study of particular topics or • Language courses at the introductory, themes. intermediate and advanced levels in which the study of grammar is accompanied by SPANISH MAJOR discussion of cultural and literary readings, The Spanish major provides instruction in the and by constant oral practice, both in class language, literatures and cultures of Spain and and out. Placement tests may be used to Hispanic America (including South America, determine the class level of the students, Central America, Mexico, the Caribbean and although decisions regarding placement for the United States). Intermediate courses students with previous experience in the offer panoramic overviews of linguistic, language can often be made after consulta- literary and cultural developments. Advanced tion with advisers and/or professors in the courses in literature and culture take a department. Students with three or more thematic approach to major literary and years of high school language (with no gap cultural developments in the Hispanic world. between high school and college) whose In these courses representative texts are previous instructors taught in the target studied both as artistic and cultural expres- language (except for Latin) are usually sions within a socio-historical context. prepared for continued study at the inter- Advanced courses in language address mediate level. practical language applications in the areas of • Courses on the cultures and civilizations of service, translation, business and medicine. French- and Spanish-speaking countries, as Secondary certification in Spanish is also well as those of ancient Greece and Rome, available (see Education). provide comprehensive overviews of those 54 WILSON COLLEGE

Required Courses: understanding of French and Francophone SPN 205 Intermediate Spanish literatures and cultures. Four of the six SPN 209 Intermediate Spanish required credits must be taken in courses that Conversation are taught in the target language. Study abroad SPN 240 Advanced Spanish Grammar in a French-speaking country is strongly and Composition encouraged. SPN 242 Advanced Spanish Requirements for a minor in french studies: Conversation and Phonetics FRN 205 Intermediate French SPN 223 Hispanic Literatures FRN 209 Intermediate French SPN 224 Hispanic Cultures Conversation Three additional Spanish courses at the 300 FRN 230 Advanced French Grammar and level Composition SPN 499 Senior Thesis (capstone FRN 260 Literatures and Cultures of the experience) French-Speaking World Note: Students who major in Spanish should Two courses at the 300 level attain a reasonable knowledge of both Spanish Courses taught in French and Hispanic American worlds. In addition, FRN 205 Intermediate French it is highly recommended that students in FRN 209 Intermediate French this major spend time working or studying Conversation in a country where Spanish is the primary FRN 230 Advanced French Grammar and language. Composition FRN 260 Literatures and Cultures of the SPANISH MINOR French-Speaking World Required courses: FRN 360 French Cinema and Society SPN 205 Intermediate Spanish (Advanced Conversation) SPN 209 Intermediate Spanish Courses taught in English Conversation (Students may choose up to two of the SPN 240 Advanced Spanish Grammar following to complete the minor, although and Composition they are strongly encouraged to enroll in FRN SPN 242 Advanced Spanish 360 to fill one of the 300-level requirements) Conversation and Phonetics FRN 341/541 Francophone Women Writers SPN 223 Hispanic Literatures of Africa/Caribbean or FRN 340/540 Autobiography and Exile: SPN 227 Business Spanish Subjectivity in Francophone Literature or FRN 342/542 Reimagining Childhood in the SPN 228 Medical Spanish Francophone World SPN 224 Hispanic Cultures or MINOR IN LATIN SPN 227 Business Spanish The minor in Latin extends the student’s or knowledge of Roman culture and the SPN 228 Medical Spanish language, which has been a major source of the alphabet, vocabulary and structure of MINOR IN FRENCH STUDIES most European languages and English. Latin Students who minor in French studies are and Roman civilization have been a source expected to achieve proficiency in oral and of inspiration for European cultures and, written French and demonstrate a general through them, Anglo-American culture. WWW.WILSON.EDU 55

Required courses: Equivalent credit in another foreign language LAT 204 Augustan Poetry FRN 209 Intermediate French LAT 206 Roman Epic Poetry Conversation LAT 370 Topics in Latin Literature or One of the following: SPN 209 Intermediate Spanish CLS 215 Women in Antiquity Conversation CLS 224/324 Roman Archaeology and Art or CLS 270/370 Topics in Classical Civilization Equivalent credit in another foreign language GS 212 Cultural Geography GS 206 Comparative Contemporary Cultures GLOBAL STUDIES PROGRAM PS 225 Politics in Comparative Chair: Melanie E. Gregg, Ph.D., Associate Perspective Professor of French PS 203 International Relations The global studies major is an interdis- ECO 315 Comparative Economic and ciplinary academic program designed to Political Systems develop proficiencies in communicating SOC 345 Gender in Global Society across cultural difference and thinking GS 410 Global Studies Advanced critically about our interconnected world. Seminar Students take core courses in language, culture, politics, economics and gender Study-Abroad or Immersion Internship studies, as well as introductory and capstone Experience courses that broaden and deepen their Each global studies major will take part in a capacity to be engaged global citizens. Service study-abroad experience or, alternatively, an learning and media literacy are integrated immersion internship experience, GS 355. throughout a student’s course of study. While students are highly encouraged to Area of Specialization study abroad, those who are unable to do so Each global studies major will also take four will still partake in an immersion internship additional courses in one of the three below experience within the United States. Finally, areas of specialization, at least two of which while research skills are built into the core must be at the 300 level and only one of which curriculum, particularly the capstone course, may be at the 100 level. interested students may also elect to conduct significant research within the major as a senior thesis project. AREA STUDIES – THE HISPANIC WORLD (AT LEAST TWO OF THE FOUR COURSES WILL BE TAKEN IN SPANISH.) MAJOR SPN 224 Hispanic Cultures (14 courses plus a study-abroad or immersion SPN 223 Hispanic Literatures internship experience in the United States) SPN 321 Spanish Service Learning Core Courses: Each Global Studies major will SPN 322 Spanish Translation take the following 10 courses. SPN 320 Hispanic Film Studies GS 100 Introduction to Global Studies SPN 323 Coloniality in the Hispanic FRN 205 Intermediate French World or SPN 324 Hispanic Women Writers SPN 205 Intermediate Spanish) SPN 325 Hispanic Nation in Narration or GS 220 Translation and Global Cultures 56 WILSON COLLEGE

AREA STUDIES – THE FRANCOPHONE Area of specialization WORLD (AT LEAST TWO OF THE FOUR Each minor will also take three additional COURSES WILL BE TAKEN IN FRENCH.) courses in one of the three above areas of FRN 230 Advanced French Grammar and specialization, at least one of which must be at Composition the 300 level and only one of which may be at FRN 260 Literatures and Cultures of the the 100 level. French-Speaking World Note: If a student is majoring or minoring in FRN 360 French Cinema and Society an adjacent field to the global studies core FRN 341 Francophone Women Writers curriculum (including French, Spanish, of Africa/Caribbean political science or sociology) and also seeks FRN 340 Autobiography and Exile to earn a double major in global studies, she FRN 342 Reimagining Childhood in the or he may count overlapping core courses Francophone World towards both majors. In political science GS 220 Translation and Global and sociology, a maximum of one course will Cultures necessarily overlap (PS 225 or SOC 215/315). In French and Spanish, a maximum of two courses will necessarily overlap (FRN/SPN CULTURAL STUDIES 205 and FRN/SPN 209). (For example, if a DNC 235/335 Feminist Perspectives through Spanish major decides to double major in Cultural Choreographies global studies, the two courses in language GS 220 Translation and Global (SPN 205/209) will count toward both Cultures majors.) GS 210 Explorations in Global Culture Note: If a student is majoring or minoring in FA 226/326 Medieval and Islamic Art an adjacent field to the global studies areas FA 238 Women Artists and Women in of specialization (including French, Spanish, Art sociology, history, political science, English, HIS 216 Race Relations in Early North philosophy and religion, fine arts and dance, America or women’s studies) and also seeks to earn a PHI 120 World Philosophy double major or minor in Global Studies, she RLS 108 Religions of the World or he may count a maximum of two over- SOC 242/342 Food, Culture and Society lapping courses from her/his other major or minor towards an area of specialization for WS 320 Feminist Theory: Visual the major or minor in Global Studies. (For Culture example, if a Spanish major decides to double major in global studies with a specialization in MINOR (SIX COURSES) area studies: the Hispanic world, a maximum Core Courses of two courses in the area of specialization Each minor will take the following three can simultaneously count towards both major courses. programs.) GS 100 Introduction to Global Studies Note: Due to the interdisciplinary nature of GS 212 Cultural Geography the global studies major, students may count GS 410 Global Studies Advanced major coursework toward the College’s liberal Seminar studies requirements. WWW.WILSON.EDU 57

Health and Physical Education ESS 231 Teaching Strategies in Health for Teacher Certification and Physical Education ESS 281 Health and Wellness C0-Chairs: Lori Frey, Associate Professor of Physical Education; Lynn Newman, Associate ESS 240 Kinesiology and Applied Professor of Education Anatomy ESS 223 Physiological Foundations of The Bachelor of Arts degree in health and Training physical education for teacher certification or will prepare students to teach health and/or physical education in the public schools of ESS 245 Physiology of Exercise Pennsylvania. The program benefits individ- ESS 320 Administrative Aspects of uals interested in studying contemporary Exercise and Sport Science trends in teacher education; developing ESS 330 Psychosocial Aspects of Sport a knowledge base in health and physical Physical Activity (4 credits required) education; and forming skills as educators (0.5) Swimming: P.E. 101, 102, 106 or 107 with updated teaching methods. In this (select one) program, students will be provided with (0.5) Fitness: P.E. 120, 130 (Couch to 5K) a strong content base about exercise and or 140 (select one) health and the opportunity to observe, teach (0.5) Strength: P.E. 128 and obtain real classroom experience. Upon graduation and certification, students in this (1) Dance: DNC 151, 152, 231, 232 or 234 field may obtain jobs in public and private (0.5) Sport: ATH 241 or PE 130 (team sports) school settings, as well as within colleges and (0.5) Leisure: P.E. 170 (lifetime sport 0.5) or universities. PE 131, 132, 133, 134, 137 or 139 (0.25 - select two) (0.5)Choice: any untaken P.E. courses Physical Education Requirements EDU 204 Child Development, Cognition and Learning Official Acceptance to Education: EDU 206 Educational Psychology EDU 204 Child Development, Cognition and Learning EDU 215 Education for Students with Special Needs EDU 206 Educational Psychology EDU 312 Teaching English Language 2 English/literature courses Learners 2 Math courses (Foundations and Statistics) EDU 341 Educational Assessment GPA requirement of 3.0 or above EDU 348 Pre-Practicum Passing of PAPA exams EDU 420 Special-Needs Practicum *Grades of B or above are required in all Seminar education courses. EDU 426 Student-Teaching Practicum *Students must maintain a 3.0 cumulative (3 credits) GPA for certification. PSY110 Introduction to Psychology The students majoring in health and phys- SOC120 Introduction to Sociology ical education will be required to follow all of the education guidelines set forth by the ESS 145 First Aid and CPR/AED Pennsylvania Department of Education in or order to obtain certification. This information ESS 215 Care and Prevention of Athletic is also noted in the course catalog under the Injuries pre-K-4 and secondary certifications. ESS 220 Exercise Testing and Prescription ESS 230 Adaptive Physical Education 58 WILSON COLLEGE

HEALTH SCIENCE • Assists students in creating a healthcare Director and Chair: Carolyn Hart, Ph.D., RN, framework that is ethical and holistic, CNE placing emphasis on the biological, psycho- logical, social and spiritual elements of A health science degree focuses on health human development. prevention, health promotion, population • Provides students with the knowledge, health or health behavior change. This degree attitudes and skills necessary for health meets a growing demand for professi0onals promotion among diverse populations in such areas as personal health and wellness, and to assume a leadership role in a rapidly occupational health and safety, community changing healthcare environment. health and environmental health. Career options are available in the government • Prepares students with the knowledge and setting, nonprofit organizations, community values to function within a collaborative health centers, wellness companies and health environment that facilitates patient safety, promotion organizations. Because of an aging innovation and accountability. population, healthcare is recognized as one • Allows students the opportunity to engage of the largest and fastest-growing industries in broad learning environments that foster within the U.S., with the Bureau of Labor growth and understanding of an interdis- Statistics projecting 20-28% job growth over ciplinary practice and the need for lifelong the next 10 years. Over the next five years, learning. 28% of all new jobs are anticipated to be in the Required courses healthcare industry. BIO 101 General Biology I A health science degree can also be used for BIO 102 General Biology II those students who would like to enter a grad- BIO 215 Human Anatomy and uate program, such as public health, social Physiology I work or healthcare administration. The health BIO 216 Human Anatomy and science program is designed to take advan- Physiology II tage of Wilson’s strong offerings in liberal BIO 111 or 211 Microbiology studies and sciences. A block of five course MAT 115 Introductory Statistics (May credits is used to create a concentration, need additional MAT course satisfies requirements for a minor and allows based on placement test) the student to meet career or graduate study PHI 205 Bioethics requirements. PSY 110 Introduction to Psychology A degree in in health science: PSY 331 Health Psychology • Prepares students to effectively commu- SOC 120 Introduction to Sociology nicate within a legal, ethical and political SOC 225/235 Social Problems and framework to become active participants in Inequalities or Race, Class and the delivery of healthcare. Gender • Empowers graduates to assume a leader- NUR 280 Healthcare Informatics (meets ship role that uses critical thinking and foundation CS requirement) problem-solving in planning, managing and NUR 380 Research and Evidence-Based evaluating healthcare to improve patient Practice and community outcomes. HSC 330 Health Promotion and Program • Prepares students to evaluate care from Development an evidence-based approach that encom- HSC 420 Public Health and Clinical passes research and theory to promote Epidemiology improved patient outcomes through an HSC 430 Health Care Systems, Policy understanding of healthcare diversity and and Regulation critical inquiry. WWW.WILSON.EDU 59

BUSINESS (STUDENT WILL OBTAIN A Master of Healthcare Manage- MINOR IN BUSINESS.) ment for Sustainability ACC 105 Financial Accounting Chair: James F. Hay, MBA, CPA, CGMA, ACC 106 Managerial Accounting Associate Professor of Accounting and BUS 124 Introduction to Management Business BUS 223 Marketing Management The objective of the Master of Healthcare BUS 326 Human Resource Management Sustainability program is to produce gradu- BUS 355 Internship ates who will be successful managers of their CS 110 Introduction to Computer- healthcare organizations, particularly in the Based Systems context of regulatory reform including the PSY 2/3XX Upper-level psychology elective requirements of the Patient Protection and Affordable Care Act of 2010 (PPACA). ESS TRACK (STUDENT WILL OBTAIN The Master of Healthcare Management A MINOR IN EXERCISE AND SPORT for Sustainability is a degree in healthcare SCIENCE.) management or administration with a strong BIO 209 Nutrition focus on preparing organizations to survive CHM 103 Fundamentals of General the requirements of Healthcare Reform, Chemistry particularly the Patient Protection and CHM 104 Fundamentals of Organic Affordable Care Act. Chemistry Wilson’s program differs from traditional ESS 215 Care and Prevention of Athletic healthcare management or healthcare Injuries administration programs offered by other ESS 220 Exercise Testing and institutions because of: Our focus on sustain- Prescription ability under PPACA; our ability to be nimble ESS 222 Exercise Management for in keeping our courses current with the ever- Special Populations changing regulatory environment; and the ESS 240 Kinesiology and Applied development of a curriculum centered around Anatomy a core group of courses with various tracks ESS 245 Exercise Physiology that students can pursue based on their varied undergraduate and work experiences. ESS 330 Psychosocial Aspects of Sport Students are required to take 10 courses. Courses taken toward a student’s undergrad- PRE-PHYSICAL THERAPY (STUDENT uate degree would not be included, although CAN OBTAIN A MINOR IN BIOLOGY.*) courses at the 500 level taken as an under- BIO 208 Genetics graduate - in addition to their undergraduate BIO 209 Nutrition degree requirements - could be included. CHM 101 General Chemistry I The prerequisite for the Master of Healthcare CHM 102 General Chemistry II Management for Sustainability program is a PSY 202 Life-Span Development baccalaureate degree from a regionally-ac- MAT 110 Pre-Calculus credited college or university. PHY 101 Physics I PHY 102 Physics II HSC 355 Internship *To obtain minor in biology, BIO 211 must be completed instead of BIO 111. 60 WILSON COLLEGE

Degree Requirements History and Political Science Students must satisfactorily complete 10 Chair: Kay E. Ackerman, Ph.D., Associate course credits in order to earn the Master of Professor of History Healthcare Management for Sustainability. History and political science is an inter- Required courses disciplinary liberal arts major. The BUS 505 Healthcare Economics interdisciplinary emphasis deepens under- BUS 542 Legal Issues in Healthcare standing of the nature and development of BUS 551 History of Healthcare Reform human institutions and behavior. In partic- in the U. S. and Universal ular, students gain a historical perspective Healthcare Models that is vital to a comprehensive understanding BUS 552 Patient Protection and of contemporary social and political issues. Affordable Care Act of 2010 Courses in the major also increase the BUS 558 Innovative Management student’s awareness of strategies available Models for dealing effectively with these issues. The BUS 567 Process Reengineering program emphasizes development of skills useful in various occupations, as well as in graduate school. Coursework stresses devel- In addition, students must complete four opment of verbal and written communication course credits from the following courses: skills and analytical thinking. Small class BUS 533 Data Mining sizes allow faculty members to frequently BUS 548 The Political Process, use innovative teaching methods, including Communications and simulations and collaborative learning. Managing Regulatory Change in While breadth of knowledge in the major Healthcare is emphasized, students also concentrate BUS 554 Assessing the Quality of in an area of their choice. Concentrations Healthcare Services are offered in these areas: history, political BUS 556 Analysis and Reporting of science and thematic. Healthcare Data Note: A certificate for secondary teaching BUS 583 Executive Leadership in social studies is also available; see educa- BUS 585 Clinical Decision- tion curriculum for secondary teacher Making certification. BUS 586 Managerial Decision-Making The study of history and political science BUS 587 Public Sector Leadership is an excellent introduction to the study of Models law. Virtually all Wilson alumnae/i who have Note: Any of the above courses or their equiv- applied to law schools have been accepted. alents the student may have taken to meet the Career choices include politics or govern- requirements for an undergraduate degree ment service, social service, publishing, can not be taken to meet the requirements librarianship, teaching, museum work, for the Master of Healthcare Management for journalism, business or criminal justice. Sustainability degree. Some careers require graduate study. Wilson has an excellent record in graduate school placements. Students are assisted in planning their academic programs to meet the needs of advanced degree programs. WWW.WILSON.EDU 61

MAJORS IN HISTORY AND substitute two courses in classics, art history, POLITICAL SCIENCE music history, literature, philosophy or reli- Required courses: gion studies for SOC 120 and ECO 101 or 102. ECO 101 Introduction to Macroeconomics CONCENTRATION IN POLITICAL or SCIENCE ECO 102 Introduction to Required courses: Microeconomics* Five courses in political science, to include One of the following three: work in American government and inter- HIS 110 Ancient and Mediterranean national politics, with at least three of the World five courses taken at the 300 level, and two HIS 111 Medieval and Early Modern additional courses in history. Europe HIS 112 Modern European History THEMATIC CONCENTRATION One of the following three: This option is available for students who wish HIS 124 American History to 1865 to design their own program in area studies, HIS 125 American History 1865 to 1945 such as European studies or American studies, HIS 126 American History Since 1945 or in a policy area of particular interest. The HIS/PS 399 Senior Thesis program is designed with a department PS 110 Introduction to Political adviser and includes seven additional courses, Science at least two of which are taken at the 300 level. PS 120 American Government SOC 120 Introduction to Sociology* MINORS Optional Courses: MINOR IN HISTORIC PRESERVATION All majors are encouraged to take the following Required courses: courses. HIS 124 American History to 1865 HIS/PS 355 Internship HIS 316 American Material Culture SOC 380 Qualitative Methods and Social or Research FA 237 American and 20th Century Art *Note: For the history concentration, the requirements in economics (ECO 101 or 102) HIS 355 Internship and sociology (SOC 120) may be replaced with One course in art history or archaeology two humanities courses for those who seek a Two additional courses in consultation with the humanities-oriented major. minor adviser, which may be selected from art history, archaeology, communications, business management, political science or history. CONCENTRATIONS In addition to the requirements above, one of the following concentrations will be MINOR IN HISTORY completed: Five courses in history, one at the 200 level or above and one at the 300 level

CONCENTRATION IN HISTORY Required courses: MINOR IN POLITICAL SCIENCE Five courses in history, two of which must be Five courses in political science, including PS at the 300 level, and two additional courses in 110, 120 and at least one at the 300 level political science. Students fulfilling a human- Students majoring in history and political ities focus in the history concentration may science and concentrating in history may not 62 WILSON COLLEGE minor in political science. Students majoring in Graduate study in the humanities can history and political science and concentrating prepare students for careers in teaching and in political science may not minor in history. education, publishing and communications, nonprofit work, government work, arts and arts management and many other fields. The Master of Arts in Humanities skills and knowledge gained though this degree Director: Michael G. Cornelius, Ph.D., – combined with Wilson College’s traditional Associate Professor of English hands-on investment in students and their education – will only aid in making their educa- The Master of Arts in Humanities has been tion the experience they hope it to be. designed to actively engage working profes- sionals and serious students in humanities fields in order to continue and accelerate their M.A. IN HUMANITIES understanding of the critical interrogations, Candidates for the Master of Arts in processes and investigations that mark the Humanities program will plan their course of field. The program is built on the best and studies with their academic adviser prior to most current practices found within the enrolling in the degree. humanities division and focuses students on Required courses: learning to articulate their own expression of HUM 510 Methods and Materials of original ideas based on rigorous theoretical, Research in the Humanities critical and historical study of the humanities field. HUM 598 Master’s Thesis I HUM 599 Master’s Thesis II A significant goal of the program is to prepare (HUM 510 should be completed during the students to genuinely enjoy engaging their first fall semester in which the degree candi- intellect in a variety of humanities subject areas date is enrolled. Students will be required to while also focusing the student in an in-depth publicly defend their thesis.) study of a topic that will become that student’s area of expertise. Ultimately, students will learn to conceptualize and write critically on a CONCENTRATIONS variety of areas within the humanities before All candidates for the master’s degree in pursuing a particular subject area in which they humanities are required to select one of the can achieve expertise. five areas of concentration offered. Students enter the program from a wide Students then complete five courses within variety of backgrounds. Many will be their given concentration. Two additional professionals returning to college to pursue elective courses are also required. graduate study. Others may come into the program directly from their undergraduate work. Local educators and teachers may also CONCENTRATION IN ENGLISH LAN- pursue this degree to deepen their knowledge GUAGE AND LITERATURE of their own subject areas and expand and Students choosing the concentration in refine their pedagogical expertise. Some may English language and literature focus their be embarking on a new career, while others studies on critical, sociocultural and histor- may be seeking further opportunities where ical understandings and interpretations they work now. Some students merely wish to of written media and its influence on and pursue the degree for their own intellectual interrelationship with the larger cultures that curiosity and to satisfy the personal goal of create, sustain and define it. This concen- achieving their graduate degree. tration focuses on how the broadly defined Regardless of students’ motivation, this constructs of text and media operate within degree will aid in achieving their goals. culture, as well as how they transform it. WWW.WILSON.EDU 63

Students study critical, theoretical, historical of the creative process; the formulation of and sociocultural ways of understanding critical, theoretical and intercultural insights literature and literary history, film, drama, into artistic creativity and representation; and narrative, linguistics and other media. the diverse human experiences that lead to Students gain insight into the textual process; the generation of visual media. The concen- the formulation of critical, theoretical and tration in art and culture ultimately prepares intercultural responses to written media; and students for a range of careers or further the diverse human experiences that lead to graduate study, including work in media, the generation of that media. The concen- museums, teaching, public relations, the tration in English language and literature nonprofit sector, public history and the arts. ultimately prepares students for a range of Students selecting this concentration must careers or further graduate study, including take five courses in the arts and culture teaching, media work, public relations, human concentration. Among those five courses, they resources, technical or corporate communi- must choose two of the following: cations, the nonprofit sector, public history, publishing and the arts. Required courses: HUM 572 Topics in Arts and Culture Required courses: FA 510 Art History Theory and Five courses in the English language and Methods literature concentration, including two of the following: ENG 535 Film Genres and Genders ENG 511 History and Structure of the PHI 535 Aesthetics English Language Three additional courses may be selected from ENG 518 Chaucer any coursework listed as arts and culture (AC). ENG 580 Literary and Cultural Interpretation THE CONCENTRATION IN CRITICAL/ ENG 545 Shakespeare’s Histories and CULTURAL THEORY Comedies Students choosing the concentration in critical/ HUM 570 Topics in Language and cultural theory will focus their studies on critical, Literature philosophical and conceptual understandings and interpretations of humanities subject The remaining three courses may be selected matter. This concentration focuses on the from any coursework listed as language and methodologies humanists may use to interpret literature (LL). and understand the narrative texts and visual objects they study as well as the larger world and CONCENTRATION IN ART culture around them. Students gain insight into AND CULTURE the interpretation of culture, the formulation of Students choosing the concentration in art critical, theoretical and conceptual responses and culture focus their studies on critical to written, visual and performative media, and sociocultural and historical understandings the diverse human experiences that lead to the and interpretations of visual media and its generation of that media. influence on and interrelationship with the The concentration in critical/cultural theory larger cultures that create, sustain and define is ultimately designed to prepare students for it. This concentration focuses on how the further graduate study at the doctoral level, broadly defined fields of art and media operate especially in the fields of literary studies, within culture, as well as how they transform philosophy, semiotics, comparative litera- it. Students study formal, aesthetic, histor- tures, and critical/cultural theory. ical and sociocultural ways of understanding visual art and art history, film, theater and Students selecting this concentration must other media. Students gain an understanding complete five courses from the following in 64 WILSON COLLEGE the critical/cultural theory concentration: WS 521 Feminist Theory: Literary Analysis COM 504 Media Theory Plus three courses from the following in the ENG 580 Literary and Cultural Women’s Studies concentration: Interpretation ENG 535 Film Genres and Genders PHI 535 Aesthetics ENG 570 Environmental (In)Justice in RLS 548 Theory of Religion American Literature HUM 520 Feminist Theory: Visual ENG 570 19th Culture -Century Women Writers WS 521 Feminist Theory: Literary FRN 541 Francophone Women Writers Analysis of Africa/Caribbean SPN 524 Hispanic Women Writers Relevant topics courses in theoretical fields may be substituted with the approval of the Relevant topics courses in humanities fields program director. may be substituted with the approval of the program director. Students then take two elective courses from the available M.A. in Humanities curriculum. Students then take two elective courses from the available M.A. in Humanities curriculum.

THE CONCENTRATION IN WOMEN’S STUDIES THE SPECIAL M.A. IN HUMANITIES Students choosing the concentration in CONCENTRATION women’s studies will focus their studies Students choosing the special concentration on the critical, philosophical and cultural in the M.A. in Humanities program will have understandings and interpretations of the the opportunity to both design and name role of women and gender in the development their own course of study. For this concen- of history, culture, text and visual media. This tration area, students work with the M.A. in concentration focuses on how the method- Humanities program director to select five ologies humanists may use to interpret and courses from among the graduate curriculum understand how women have shaped our offered at Wilson and use those five courses historical and cultural notions of gender, and as the basis of their M.A. degree. The student also how women have been vitally contrib- must then both name the concentration uting to this debate for millennia. Students and pen a description of the degree’s goals, gain insight into not only into how women as well as apply to the College’s Committee have been both celebrated and marginalized on Academic Procedures for approval. If by dominant cultures, but will continue the approved, the student’s M. A. in Humanities work of rediscovering and re-conceptualizing degree will bear the name of the concentra- the role that women have long played in soci- tion that the student has created. This process ety’s development. must be finalized prior to the completion of the student’s third course in the program. The concentration in women’s studies is designed to prepare students for further Students will pair their five-course concentra- graduate study at the doctoral level, for work tion with HUM 510 and the M.A. in Humanities in the non-profit sector, in higher education two-semester thesis sequence. Students will or in other fields where the critical history of also take two elective courses from the avail- women is significant. able M.A. in Humanities curriculum. Students selecting this concentration must complete these two courses: GRADUATION REQUIREMENTS WS 520 Feminist Theory: Visual The successful master’s candidate will Culture complete 10 credits, including two credits of master’s thesis, while maintaining a cumulative WWW.WILSON.EDU 65 grade-point average of 3.0 or higher. Graduate BIO 101, 102 General Biology I, ll credit will be awarded only for earned grades of CHM 101, 102 General Chemistry I, ll C (2.0 on a 4.0-point scale) or better. CS 152, 235 Programming and Design All coursework and degree requirements must II, Data Structures and File be completed within six years of taking the Processing first class in the master’s program. Appeals PHY 101, 102 General Physics I, ll for extension of the six-year limit must be CS 150 Programming and Design I submitted in writing to the program director. MAT 115 Introductory Statistics MAT 130 Calculus and Analytic Geometry I Mathematics and MAT 140 Calculus and Analytic Computer Science Geometry II Chair: Justin Lawrence, Ph.D., Assistant MAT 205 Discrete Mathematics Professor of Mathematics and Physics MAT 207 Introduction to Linear Algebra With the increased emphasis in science-re- MAT 242 Calculus and Analytic lated fields on more precise modeling Geometry III of real-world situations, the need for MAT 308 Introduction to Abstract well-trained computer scientists and mathe- Algebra maticians is also increasing. The mathematics MAT 321 Advanced Calculus and computer science curriculum emphasizes MAT 410 Senior Research Seminar the theory and application of mathematical and computer science principles. Obtaining a Three additional 300-level courses in degree in mathematics within the framework mathematics of a liberal arts curriculum strengthens the * Students who take CHM 101 and 102, BIO 101 student’s understanding of the interrelation- and 102, or CS 152 and 235 for requirements ship between the sciences, social sciences and are strongly advised to take PHY 101 and 102 the humanities. Some common choices for as electives. mathematics and computer science gradu- ates are graduate study and/or research in MINORS mathematics or computer science; teaching; or employment in the fields of business (actu- MINOR IN COMPUTER SCIENCE arial science, economics, numerical analysis, Required courses: programming), government (statistics, cryp- CS 150 Programming and Design I (C++) tology, operations research) and medicine CS 235 Data Structures and File (optometry, research medicine). Processing (C++) Note: Secondary certification in math is avail- CS 310 Computer Organization and able; see the education curriculum. Programming CS 348 Operating Systems A major is offered in mathematics, as well as MAT 205 Discrete Mathematics minors in both mathematics and computer science. A major in financial mathematics is One additional 300-level course offered jointly with the business department; see financial mathematics curriculum. MINOR IN MATHEMATICS Required courses: Four courses in mathematics above 130 MAJOR IN MATHEMATICS Required courses: Two courses from biology, chemistry, physics or computer science from offerings below:* 66 WILSON COLLEGE

Nursing Program professional nursing is accountability for Director and Chair: Carolyn Hart, Ph.D., RN, professional growth and practice, demon- CNE stration of leadership and commitment to the development and application of nursing DEPARTMENT OF NURSING MISSION theory and research. Lifelong learning leads The Department of Nursing actively engages to the optimal development of both the in transforming lives through the promo- individual practitioner and the discipline of tion of health and in increasing the quality nursing. of health care, particularly for underserved and vulnerable populations. We will culti- Wilson College believes that the education of vate a multicultural community of faculty nurses must support and encourage critical and students to create innovative models thinking and promote awareness of social of education and practice, foster well-being and cultural diversity among individuals. The and a collegial spirit that employs an inter- core of the Wilson experience is the strong disciplinary approach to nursing education. connection between student and professor To accomplish these goals, we embrace the that encourages students to take an active following values: role in the learning process. The collabora- tive, student-focused nature of the academic • Diversity and respect program creates an individualized education • Collaboration and excellence within a that motivates students to push the bound- culture of safety aries of personal expectations. Professional • Stewardship of personal and environmental knowledge and clinical competence occur as resources a result of engaged student involvement and faculty mentoring. PHILOSOPHY The central purpose of the Department of RN-TO-BSN PROGRAM Nursing is to increase the quality of healthcare The RN-to-BSN online completion program by graduating nurses who excel in meeting offers a bridge for registered nurses with a the healthcare needs of individuals and the diploma or associate degree and targets those community in a rapidly changing environ- nurses who are already working and wish to ment. The department provides an education advance their education. All courses within that is interdisciplinary in nature and this program are offered online, but students designed to meet the ongoing challenges of a have the option of completing selected changing world. Nursing education at Wilson courses on campus College is holistic in nature and supports The program offers students 34 credits for the belief that nursing practice is based on nursing studies, as evidenced by a valid providing those we serve with the tools and nursing license, and 27 to 48 credits for information necessary to sustain growth and coursework completed as part of pre-li- promote self-care. censure studies. In keeping with national Expert nursing care addresses patient and standards, students will complete 39 to 60 family advocacy, promotion of health and credits at Wilson for a total of 120 credits. wellness, prevention of illness or injury, and A sound liberal arts foundation is part of the relationship of physical and emotional accrediting standards, and must encourage well-being to the environment. In collabora- nurses to develop a collaborative practice tion with other disciplines, nurses promote while furthering an understanding of the optimal healthcare and the comfort of reasoning behind policies and standards. individuals and the community through the Topics of importance to nurses, as identified systematic application of knowledge. by the American Association of Colleges of Nursing, as a profession, is an art and Nursing include diverse family and commu- a science. Implicit in the practice of nity structures, global interdependence, and WWW.WILSON.EDU 67 economic and political changes within the All students in the MSN program will United States. complete the following core requirements, as well as the courses listed for their selected Course Requirements: track: BIO 208 Genetics BIO 209 Nutrition NUR 501 Concepts and Roles of MAT 115 Introductory Statistics Advanced Practice or NUR 520 Theory for Advanced Practice PSY 115 Understanding Statistics NUR 525 Informatics for Advanced Practice PSY 331 Health Psychology NUR 523 Ethics and Healthcare NUR 280 Health Care Informatics Regulations NUR 301 Role Transitions NUR 588 Research and Statistical NUR 310 Pathophysiology Methods for Nurses NUR 330 Health Assessment NUR 599 Master’s Project NUR 380 Research and Evidence-Based Practice MSN EDUCATION TRACK NUR 401 Community and Health Within the U.S., nursing faculty shortages are Promotion viewed as an emerging crisis. Reasons for this Transfer Credits based on Pre-Licensure include budget constraints, an aging faculty studies: and increasing job competition from clinical BIO 211 Microbiology sites. National faculty vacancy rates may be as COM 110 Effective Speaking high as 8 percent. Job opportunities also exist ENG 108 College Writing in staff education or community outreach PSY 110 Introduction to Psychology programs. SOC 120 Introduction to Sociology Education Track Requirements: MAT 103 College Algebra NUR 530 Health Assessment for BIO 215/216 Anatomy and Physiology I, II Advanced Practice NUR 533 Advanced Pharmacology MSN PROGRAM NUR 535 Advanced Pathophysiology In order for nurses to advance in their career, NUR 536 Foundations of Nursing a graduate degree is often needed. The Master Education and Curriculum of Science in Nursing program is designed NUT 537 Outcomes and Program to provide the necessary education to excel Evaluation as nurses. Courses are offered online to help NUR 538 Teaching Practices meet the needs of working adults. Two tracks would be offered: nursing educa- NURSING LEADERSHIP AND tion and nursing leadership and management. MANAGEMENT The education track would prepare the As the healthcare environment becomes student to work as a clinical instructor of increasingly complex and costly, the need for nursing faculty member, or in a staff education highly skilled nurse leaders also increases. role. This track may also be used by students Health care managers and executives require who intend to pursue a Doctor of Nursing clinical expertise coupled with strong Practice (DNP) degree or Ph.D., as the curric- communication skills, business acumen, and ulum is appropriate for direct care providers. detailed knowledge of personnel and financial Students in the leadership track, as indirect management. National initiatives and certi- care providers, would be prepared to assume a fications call for advanced education on the leadership role or to pursue a Ph.D. part of nurse leaders. 68 WILSON COLLEGE

Leadership Track Requirements: ENTRY REQUIREMENTS FOR THE BSN NUR 540 Healthcare Systems PROGRAM: NUR 543 Human Resource Management • Active RN license in the state in which the NUR 545 Healthcare Finance I student practices NUR 546 Healthcare Finance II • Transcripts from all universities NUT 547 Quality and Safety in • GPA of at least 2.7 (A lower GPA may be Healthcare accepted upon interview and conditions set NUR 548 Leadership in Nursing at the discretion of the program director.) • Upon acceptance into the BSN program, additional paperwork may be required. RN-TO-MSN OPTION The RN-to-MSN program is intended for those nurses who have a diploma or associate ENTRY REQUIREMENTS FOR THE MSN degree in nursing, along with at least three PROGRAM: years of experience. Students do not obtain • Active RN license in the state in which the a baccalaureate degree and so need careful student practices advising to ensure that this plan of study is • Interview with the program director appropriate for their career goals. In this • GPA of 3.0 (A lower GPA may be accepted program, students complete three semes- upon interview and conditions set at the ters (one year) of bridge courses designed discretion of the program director.) to prepare them for success in a graduate • Resume or curriculum vita and a one- to program. After successful completion of the two-page essay regarding career goals bridge, students enter the MSN program. • Upon acceptance into the MSN or RN-MSN Bridge Requirements: program, additional paperwork may be PHI 205 Bioethics required. PSY 331 Health Psychology NUR 280 Healthcare Informatics TRACK-SPECIFIC REQUIREMENTS NUR 480 RN-to-MSN Bridge Direct entry into the MSN education track MAT 115 Introductory Statistics requires a baccalaureate degree in nursing. or Direct entry into the MSN nursing leadership PSY 115 Understanding Statistics track requires an RN license and a baccalau- NUR 401 Community and Health reate degree in any major. Promotion The RN-to-MSN option requires a minimum of three years of nursing experience or a ADMISSION REQUIREMENTS: baccalaureate degree in any major, and an Students interested in any of the nursing example of scholarly writing. programs will apply directly to the Department of Nursing. The nursing application may be found www.wilson.edu/ nursing. Each state has different registration and approval regulations for online degree programs offered within their state. Wilson College is not approved to offer online degree programs in all states. Students may call the nursing department to verify the status of her or his state’s regulations. WWW.WILSON.EDU 69

Philosophy and Religion PHI 224 Ancient and Medieval Philosophy Chair: David True, Ph.D., Associate Professor PHI 225 Modern Philosophy of Religion Studies PHI 240 Feminist Philosophy The primary mission of the Department of Three additional 200- or 300-level courses in Philosophy and Religion is to deepen under- philosophy, at least two at the 300 level. standing of those philosophical and religious PHI 415 Advanced Seminar traditions most often associated with Western culture and values – Christianity and Western philosophy. The program also strives to MAJOR IN RELIGION STUDIES acquaint students with the study of minority Required courses: and non-Western philosophies and religions. RLS 108 Religions of the World Students may elect to major or minor in either RLS 215 Christianity philosophy or religion studies or to pursue an RLS 240 Bible interdisciplinary minor in ethics. RLS 217 Religion in America Courses in philosophy and religion studies RLS 328 Comparative Religious Ethics examine fundamental issues of human exis- RLS Elective tence, such as good vs. evil, the meaning of life and faith in God. Students also consider RLS Elective practical issues of the moral life, such as RLS/PHI 347 Humanity 2.0 animal rights and the role of religion in public RLS 348 Theory of Religion life. Simply put, the department is devoted RLS 415 Advanced Seminar to helping students excel in philosophy and or religious studies within the context of a RLS 499 Senior Thesis student-centered community of learning, as stated in the College’s mission. The primary method of learning is dialogue with other MINORS students and professors about outstanding MINOR IN PHILOSOPHY works in philosophy and religion studies. Required courses: PHI 224 Ancient and Medieval Philosophy CAREER OPPORTUNITIES Students majoring in either philosophy or PHI 225 Modern Philosophy religion studies are well-equipped for posi- Three additional courses in philosophy, at tions that call for perceptive and insightful least one at the 300 level. thinking. Alumnae/i have elected to pursue professional and graduate degrees in such MINOR IN RELIGION fields as ministry, law, counseling and social Required courses: work. Others have opted to pursue employ- RLS 108 Religions of the World ment opportunities in teaching, human Four additional courses in religion, at least resources and youth ministry. one at the 300 level.

MAJOR IN PHILOSOPHY MINOR IN ETHICS Required courses: Required courses: PHI 120 World Philosophy Three of the following: or PHI 121 Ethics PHI 121 Ethics PHI/RLS 205 Bioethics PHI 222 Logic PHI/RLS 207 Private Values and Public Policy 70 WILSON COLLEGE

PHI/RLS 209 Ethical Issues Today The psychology major focuses primarily on PHI/RLS 220 Environmental Ethics understanding principles of human behaviors PHI/RLS 226 Business Ethics from a variety of perspectives: neurological, RLS 250/350 Independent Study cognitive, social and emotional. From the devel- opment of the self through the aging process, RLS 355 Internship the complex interaction of the individual with Two related courses, chosen in consultation internal and environmental forces is critically with the adviser, that serve the student’s goals. examined. The psychology program is designed These two courses may be in other fields. to familiarize the student with essential scien- tific methods and concepts as applied to the analysis of psychological research. Psychology In addition to the psychology major, a minor is Chair: Carl F. Larson, Ph.D., Associate available for students wishing to supplement Professor of Psychology their education in this widely applicable area. Psychology adopts a rigorous, scientific approach to understanding behavior – an MAJOR IN PSYCHOLOGY approach that provides the solid founda- Required courses: tion necessary for admission to graduate PSY 110 Introduction to Psychology programs and/or for immediate employment PSY 115 Understanding Statistics in a myriad of service-based occupations. While the department’s faculty members PSY 218 Biopsychology agree with psychologist Kurt Lewin that PSY 217 Social Psychology there’s nothing as useful as a good theory, the PSY 341 Experimental Methods in major in psychology also requires skills-based Psychology courses in statistics and the use of computer PSY 468 and Systems in Psychology software programs to help the student master PSY 498 Senior Thesis I basic research methods. Students have the PSY 499 Senior Thesis II opportunity to participate in laboratory and/ BIO 101 General Biology I or fieldwork because human behavior can or often be studied best outside of the classroom and because research projects, internships BIO 110 Contemporary Biology and other types of practical experiences are SOC 120 Introduction to Sociology important preparation for a career in the Four additional Psychology courses, at least behavioral sciences. two at the 300 level, selected in consultation with the adviser As practical as it is popular, a major in psychology readily translates into careers in teaching, coun- Select one course from the following: seling, research, social work, health sciences, BUS 124 Introduction to Management advertising, marketing, human resources CS 150 Programming and Design I management, conflict mediation and forensics. ECO 102 Introduction to Many careers require only the baccalaureate Microeconomics degree, while others require graduate or profes- MAT 103 College Alegbra sional training. In both, Wilson students have MAT 110 Pre-calculus Mathematics an excellent record in obtaining placements. MAT 130 Calculus and Analytical Faculty members assist in designing programs Geometry I of study that meet admissions requirements for PS 110 Introduction to Political graduate school and can often suggest educa- Science tional institutions for further study, based on a student’s career objectives. PHI 121 Ethics

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PHI 222 Logic PHI 224 Ancient and Medieval Philosophy PHI 225 Modern Philosophy RLS 205 Bioethics RLS 207 Private Values and Public Policy RLS 209 Ethical Issues Today

MINOR IN PSYCHOLOGY Required courses: PSY 110 Introduction to Psychology Five additional courses in psychology, at least one at the 300 level

Sociology Program Coordinator: Julie Raulli, Ph.D., Associate Professor of Sociology The sociology major is directed toward the exploration of theories that help to explain SOC 380 Qualitative Methods and Social the order, meaning and coherence of human Research social life. Courses in sociology emphasize the SOC 410 Advanced Seminar - principles of social organization and conflict; a comparative analysis of societies and social FOUR additional Sociology courses, at least institutions; the role of culture in shaping one at the 300 level, from the following human behavior; and principles of social courses: interaction. Students develop a fundamental SOC 202 Sociology of the Family understanding of sociological theories and SOC 225 Social Problems and research methods, as well as breadth in Inequalities substantive areas of the discipline. SOC 227/327 Environmental Sociology At Wilson, the sociology major pays particular SOC 230 Deviance and Criminal Justice attention to social inequalities and the myriad SOC 234 Conflict esolutionR ways that social life is structured by social SOC 235 Race, Class and Gender class, race and ethnicity, gender and sexuality. SOC 240/340 Social Movements Students are required to complete an internship SOC 242/342 Food, Culture and Society and an advanced seminar that strengthen their SOC 245/345 Gender in Global Society ability to understand and analyze social life. SOC 270/370 Topics in Sociology

MAJOR IN SOCIOLOGY Required courses: MINOR IN SOCIOLOGY SOC 120 Introduction to Sociology Required courses: PSY 115 Statistics SOC 120 Introduction to Sociology SOC 315 Sociological Theory Five additional courses in sociology, at least one at the 300 level. SOC 355 Internship 72 WILSON COLLEGE

who plans to work in private veterinary practice. The graduate will be able to function as a supervisor or hospital manager, as well as a veterinary technician. Since many of the requirements are met through this concen- tration, students may also wish to pursue a minor and certificate in entrepreneurship and small-business management. The VMT program is accredited by the AVMA.

MAJOR IN VETERINARY MEDICAL TECHNOLOGY Students must obtain at least a grade of C (2.0 on a 4.0-point scale) in each VMT course prior to taking another sequenced VMT course. Animal care will be required of all students in courses utilizing animals. A VMT hand- book (available through the Wilson College bookstore) is required by all students enrolled in the major. Required courses: Veterinary Medical Technology COM 110 Effective Speaking or Director and Chair: Freya Burnett, M.S., COM 120 Interpersonal Communications C.V.T., Professor of Veterinary Medical VMT 115 Introduction to Animal Technology Management The Bachelor of Science in veterinary medical VMT 210 Parasitology technology provides the student with skills VMT 213 Clinical Practices I in surgical nursing, anesthesia, clinical VMT 216 Anatomy and Physiology of laboratory, animal handling and radiology. Domestic Animals All clinical tasks required by the American VMT 218 Animal Diseases and Nutrition Veterinary Medical Association are performed by the student in laboratory and clinical situ- VMT 220 Clinical Practices II ations. Graduates are eligible for the National VMT 312 Laboratory Techniques Veterinary Technician Examination and VMT 318 Pharmacology individual state licensure. VMT 320 Laboratory Animal Science Two concentrations for the Bachelor of VMT 355 Veterinary Internship Science degree are offered: veterinary biology VMT 415 Clinical Experience and veterinary business management. The veterinary biology concentration prepares the CONCENTRATIONS student for opportunities in clinical practice, In addition to the required courses listed education, research or industry. Although the above, choose a concentration. concentration provides good preparation for entry to veterinary school, additional course- CONCENTRATION IN VETERINARY work is necessary to fulfill the prerequisites BIOLOGY required for entrance. An academic adviser Required courses: will assist students with course planning. BIO 101 General Biology I The second concentration in veterinary busi- BIO 102 General Biology II ness management is intended for the student BIO 211 Microbiology WWW.WILSON.EDU 73

CHM 101 General Chemistry I Minors and Other Programs CHM 102 General Chemistry II MINOR/CERTIFICATE IN ATHLETIC COACHING CHM 201 Organic Chemistry I The athletic coaching program is designed for CHM 202 Organic Chemistry II students interested in coaching athletes. The MAT 103 College Algebra program can be completed as a minor within Two of the following: the four-year baccalaureate program or as a Any 200- or 300-level biology course special certificate program. CHM 310 Biochemistry Required courses: CHM 318 Biochemistry I ATH 241 Coaching and Officiating CHM 320 Biochemistry II ATH 243 Leadership in Sport VMT 270/370 Topics in VMT ATH 355 Coaching Internship BIO 101, 102 General Biology I, II CONCENTRATION IN VETERINARY or BUSINESS MANAGEMENT BIO 110 Contemporary Biology Required courses: ESS 215 Care and Prevention of Athletic ACC 105 Financial Accounting Injuries BIO 101, 102 General Biology I, II ESS 223 Physiological Foundations of or Training BIO 110 Contemporary Biology or BIO 111 Clinical Aspects of ESS 245 Physiology of Exercise Microbiology ESS 240 Kinesiology and Applied BUS 124 Introduction to Management Anatomy BUS 220 Entrepreneurship and Small- ESS 330 Psychosocial Aspects of Sport Business Management CHM 103 Fundamentals of General MINOR IN EXERCISE AND Chemistry SPORT SCIENCE CHM 104 Fundamentals of Organic This minor is designed for students who are Chemistry interested in expanding employment opportu- MAT 103 College Algebra nities in the field of exercise and sport science. PS 120 American Government Students completing the minor will be able to implement preventative health programs in or private, corporate, commercial and community PS 202 State and Local Government settings. The minor also helps prepare students One of the following: for graduate work in exercise physiology, BUS 223 Marketing Management* exercise science, sports medicine, kinesi- BUS 326 Human Resource Management ology, occupational therapy, physical therapy * Selection of BUS 223 will complete the minor or athletic training using knowledge, skills and the certificate in entrepreneurship and and abilities recommended by the American small business management. College of Sports Medicine (ACSM). BIO 101/102 General Biology I, II BIO 209 Nutrition CHM 103 Fundamentals of General Chemistry CHM 104 Fundamentals of Organic Chemistry 74 WILSON COLLEGE

ESS 215 Care and Prevention of Athletic In addition, in consultation with their major Injuries adviser and the coordinator of the peace and ESS 220 Exercise Testing and conflict studies minor, the student will select Prescription three additional courses from the following list: ESS 222 Exercise Management for Three additional courses chosen in consul- Special Populations tation, with the major adviser and the ESS 240 Kinesiology and Applied coordinator of the peace and conflict studies Anatomy major, from the following courses: ESS 245 Exercise Physiology ECO 362 Problems of Developing ESS 330 Psychosocial Aspects of Sport Countries ENV 110 Introduction to Environmental Science* MINOR IN PEACE AND CONFLICT ENV 204 Environmental Policy* STUDIES A minor in peace studies offers a multidisci- HIS 219 America in the ‘50s and ‘60s plinary approach to studying the alternatives IS 203 Culture of Southeast Europe to violence and conflict from interpersonal IS 205 Culture and Politics of the to international settings. The goal of peace Middle East studies is to focus on issues of global concerns IS 206 Comparative Contemporary such as war, roots of violence, social move- Cultures ments and nonviolent alternatives in a PS 221/321 Women in Global Perspective mindset that looks beyond the nation-state PS 310 Law and Social Change: Women system. A related field, conflict analysis and and Minorities resolution, has grown from the search for RLS 207 Private Values and Public Policy alternatives to violent solutions to interper- SOC 240/340 Social Movements sonal, group and international conflict. The minor brings together the strength of the SOC 310 Environmental Sustainable academic and non-state orientation of peace Communities studies and the applied orientation of conflict WS 222 Introduction to Feminist resolution. Studies Students may also petition the program coor- Students in the minor study the foundations dinator to have relevant topics courses at the of the field through three required courses. 200 or 300 levels counted toward the minor. As an interdisciplinary minor, students are encouraged to select additional courses *Students may choose either ENV 110 or ENV from the approved list, based on what best 204 as one of their three additional courses, extends their own interests or major area of but not both. study. A minor in peace and conflict studies prepares students widely for employment MINOR IN SPORT MANAGEMENT in the nonprofit sector, human services, Sport management is an interdisciplinary international service or mediation centers in program that examines sport business and communities or state programs. It also serves provides professional preparation for jobs as preparation for graduate school in the in one of the nation’s largest industries. This humanities and social sciences or law school. program enhances the liberal arts curric- Required courses: ulum by combining business, economics, ECO 315 Comparative Economic and philosophy, English, accounting, mass Political Systems communications and sport management-re- PCS 101 Introduction to Peace and lated courses in exercise and sport science. Conflict Studies Students successfully completing the SOC 234 Conflict esolutionR requirements of this minor will be prepared WWW.WILSON.EDU 75 for careers in profit and nonprofit sport and graduate school and for careers in areas that recreation organizations, including indus- affect women’s lives, such as counseling; tries such as youth sports, professional and teaching; and work with civil/environmental semi-professional sports, and sports in educa- rights organizations, fundraising organiza- tional settings. Job opportunities exist within tions, political action groups, publications, the sport management profession in such reproductive services and women’s centers. positions as: athletic director, sports informa- Required courses: tion director, intramural director, community WS 222 Feminist Theories and recreation manager, sales person, media Perspectives relations director, sports entrepreneurship, sports club manager, ticket operations, and SOC 215 Women in Society sales and promotions, among many others. or Students would also be prepared for graduate PS 221/321 Women in Global Perspective studies in sports management or athletic Four electives chosen in consultation with administration. the major adviser and the coordinator of the Course Requirements women’s studies program, at least one of which must be a 300-level course other than ESS 114 Foundations of Sport an internship. Management ESS 225 Women in Sport ESS 320 Administrative Aspects of OTHER MINORS Exercise and Sport Science The following minors and their requirements ATH 243 Leadership in Sport are listed under programs related to the Bus 124 Introduction to Management minors (see index): Two courses in business management Archaeology or Art history One course in business management Athletic coaching ESS 355 Internship Biology Business MINOR IN WOMEN’S STUDIES Chemistry The women’s studies program represents Communications an interdisciplinary approach to the integra- Computer science tion of feminist scholarship into established Dance academic programs and addresses the Drawing/painting following objectives: Economics • Provide opportunities to examine the English traditional images of women, explore Entrepreneurship and small business misconceptions and envision new management possibilities. Environmental studies • Provide opportunities to learn about the Equestrian teaching social construction of gender as it interacts with class, race, age, ethnicity, nationality Equestrian training and sexual identity in a variety of settings, Equine management cultures and times. Equine reproduction Increase the range of career options by Ethics providing skills and pre-professional educa- Film studies tion in a liberal arts framework. Women’s French studies offers excellent preparation for Graphic arts 76 WILSON COLLEGE

Graphic media analytical thinking, written and verbal expres- Historic preservation sion, reading comprehension and knowledge History of government and economics. Latin Courses in areas such as political science, Mathematics philosophy, accounting, writing and litera- Music ture, mathematics, sociology and economics Peace and conflict studies are particularly useful. The pre-law adviser is available for help in selecting appropriate Philosophy undergraduate courses and to offer advice Photography about preparation for the LSAT exam and Political science applying to law schools. Printmaking Psychology MEDICINE Religion Medical schools prefer students who have Sociology a broad background in the humanities and Spanish social sciences, as well as completion of Studio art certain specified courses in the sciences. Theater Many pre-medical students elect a major in biology or chemistry, but a major in any PRE-PROFESSIONAL PROGRAMS field is acceptable. Results show that liberal Wilson prepares students for entrance to arts majors attain the highest scores on the graduate programs in law, medicine, veterinary Medical College Admissions Test. medicine and the health sciences. In general, Medical school admission is based on: under- professional schools require a strong liberal graduate cumulative grade-point average, arts background and a firm grounding in those results of the MCAT and/or Graduate Record disciplines in the sciences, social sciences or Exam, evaluations from faculty, a personal humanities most closely related to the profes- interview (if requested) and off-campus sion. A high percentage of Wilson graduates experience in community service or activities who apply to professional schools are accepted. relating to the medical profession. Students interested in studying medicine LAW should take courses that stress logical In its statement on pre-legal education, the and analytical thinking, written and oral Association of American Law Schools has expression, reading comprehension and the expressed the view that there is no “pre-law relationships among science, technology and major.” Because law is created and applied society. The science requirements of most within a political, social and economic medical schools can be met at Wilson by context, law school applicants should acquire completing the following courses: BIO 101 and a broad liberal arts education to help them 102; CHM 101, 102, 201 and 202; MAT 130 and understand the place of law in our society. 140; and PHY 101 and 102. These minimum Law school admission is primarily based requirements should be completed by the end on: undergraduate cumulative grade-point of the junior year. average, results of the Law School Admissions Interested students should contact the asso- Test and evaluations from faculty. In addition, ciate dean for academic advising. Students a personal interview (if requested) and partic- are referred to one of the pre-professional ipation in community and college activities advisers, who help students select appropriate may be considered by some law schools. undergraduate courses and provide advice Students interested in attending law school about preparing for the MCAT exam and should take courses that stress logical and applying to medical schools. WWW.WILSON.EDU 77

VETERINARY MEDICINE INTERNSHIPS Students interested in veterinary medicine Internships afford an opportunity for are expected to have sound training in the students to explore various career possi- sciences. Most students elect a major in bilities while still in college, enabling them biology or chemistry. Some may elect a major to make better career choices. Internships in veterinary medical technology, although may be completed in January term (J-term), additional courses are required to meet summer and during the regular academic year. prerequisites for veterinary school. Veterinary Internships are available in most disciplines school admission is based on: undergraduate and must have a strong academic component cumulative grade-point average, results of in order to be approved for credit. No more the Veterinary College Admissions Test and/ than two internships may be counted toward or Graduate Record Exam, letters of recom- graduation. Other internships are designated mendation from faculty and other personal as exploratory experiences and may be taken references, a personal interview (if requested) for either 1.0 or 0.5 credit, but will not fulfill and off-campus experience in community graduation requirements. service or the veterinary field. Students who wish to pursue an internship Requirements for entrance to veterinary should obtain an internship application schools vary considerably. Most schools (paperwork needed for the student to obtain require at least two semesters of biology, academic credit for the internship) from general/inorganic chemistry, organic chem- the Office of Career Services. Students must istry, physics and calculus. Some schools also attend one of the “All about Internships” require biochemistry, genetics, microbiology, workshops led by the director of career molecular cell biology, statistics, English services. Students must obtain permission composition and literature and electives in from their academic adviser and the dean of the humanities and social sciences. Interested the faculty. Regulations governing intern- students should consult with one of the ships for credit are stated in the academic pre-professional advisers who help students regulations. select appropriate undergraduate courses and offer advice about preparing for the VCAT exam and applying to veterinary schools. SHIPPENSBURG UNIVERSITY EXCHANGE Through a cooperative agreement between HEALTH SCIENCES Wilson College and Shippensburg University, Other pre-professional options in the health qualified full-time students may schedule sciences include, but are not limited to: courses on each other’s campuses on a dentistry, nursing, optometry, pharmacy and space-available basis. The course credit, physical therapy. Students interested in these along with the grade earned, appears as or other health professions should contact regular credit – not as transfer credit – on the the associate dean for academic advising student’s official record. Students register and for referral to one of the pre-professional pay tuition at the college at which they have advisers. matriculated. Most course offerings at each college are open SPECIAL LEARNING OPPORTUNITIES to those students at the other college who have the necessary prerequisites. However, Internships, foreign study, off-campus study students may not schedule a course available and other special opportunities are available on their own campus at the alternate college. to qualified students. The student’s academic record and objectives will be taken into A student’s course load, including the account in considering the proposed program. course(s) scheduled at the other college, 78 WILSON COLLEGE should not exceed the maximum load for the PUBLIC LEADERSHIP EDUCATION home college. NETWORK Wilson College is a Public Leadership Education Network member institution. GETTYSBURG COLLEGE PLEN offers women students the opportunity By special arrangement through the Office of to attend seminars in the nation’s capital, the Registrar, a Wilson student may enroll in where they are introduced to role models, courses at Gettysburg College. career paths and skills training. Students meet with and learn from women leaders in STUDY ABROAD diverse fields, build their resumes and gain Students who wish to develop their skills in a networking opportunities through the PLEN foreign language are encouraged to study for seminars. Past programs include Women a summer, semester or year at an appropriate in Science/Technology Policy; Women and institution abroad. Study abroad may be Public Policy; Women and International useful for the experience of living in another Policy; and Women, Law and Public Policy. culture and learning within a different More information is available at www.plen.org academic environment. and from the Office of the Academic Dean. Interested students should consult with their advisers and meet with the director of THE WASHINGTON CENTER the Wilson College Study-Abroad Program Wilson College is affiliated with the at least nine months in advance of the time Washington Center. The center provides they intend to apply to programs abroad. students from any major with an opportunity Additional information about global to live, study and complete an internship education and international volunteer oppor- in the nation’s capital. Students should be tunities is available through the director of the at least second-semester students with a study-abroad program. minimum 2.75 GPA. The program is available in the summer, as BAHROM INTERNATIONAL PROGRAM well as fall and spring terms. More informa- The Bahrom International Program provides tion is available at www.twc.edu and from the the opportunity for Wilson College students, academic dean’s office. faculty and staff to experience the rich culture of South Korea in an intensive and rewarding THE WILSON COLLEGE SCHOLARS four-week course of study. Each year, Seoul PROGRAM Women’s University invites participants to The Wilson College Scholars Program was learn about the language, art, history, political established in 2005 to offer a supportive and system and economic structure of South Korea challenging program for highly motivated and by providing an exciting and varied curriculum. academically talented students. The program Courses include hands-on learning activities, focuses on the first and second years of a lectures, sightseeing, group study sessions and student’s education, during which students field trips. American scholars are paired with take a broad range of liberal arts courses. Korean counterparts to enhance the exchange Students interested in the program should of cultures and help form lifelong friendships. contact the director of the Wilson College Additional information is available from the Scholars Program. director of the study abroad program. WWW.WILSON.EDU 79

JANUARY TERM Societies; Studies in Cultural Diversity; and During the month of January, students Modes of Thought, Inquiry and Expression. have the opportunity to engage in on- and off-campus activities, including courses, Option B – General requirements: internships, study abroad, guided study and Foundations requirements: independent study. • English • Computer science SUMMER STUDY • Math Students should obtain permission in advance • Foreign language (two courses) to receive credit for work satisfactorily • Writing intensive (one course) completed at summer sessions of regionally Liberal studies requirements: accredited colleges and universities in the U.S. • Two courses, one from two of the main and abroad, or through approved travel study categories: Natural World; Western tours. Summer courses are also offered on the Cultures and Societies; Studies in Cultural Wilson College campus or in an online format. Diversity; and Modes of Thought, Inquiry and Expression. ASSOCIATE DEGREE PROGRAMS ASSOCIATE DEGREE REQUIREMENTS ASSOCIATE OF SCIENCE IN The successful completion of a minimum of 18 ACCOUNTING credits is required for the associate degree. At The Associate of Science in Accounting least nine credits must be completed at Wilson develops competencies that enable profes- College. All degree candidates must achieve sionals to perform accounting functions within a minimum cumulative grade-point average business organizations or as qualified service of 2.0 for graduation — higher if required for practitioners. the particular associate degree. A minimum The associate degree may be regarded as grade-point average of 2.0 is required in all either an educational entity or as an intro- the courses that constitute the major. Other duction to a more inclusive baccalaureate requirements and regulations are published program. The associate degree provides the annually in the academic regulations. basic segment of an appropriate business The Associate of Arts degree is awarded for curriculum for those wishing to earn a bacca- elementary education, liberal studies, manage- laureate degree or to pursue certification in ment and mass communications. The Associate the accounting field. of Science degree is awarded for accounting. Required courses: For each associate degree program, students ACC 105 Financial Accounting have a choice of completing Option A or ACC 106 Managerial Accounting Option B to fulfill the liberal arts component ACC 205 Intermediate Accounting I of the degree. ACC 206 Intermediate Accounting II Option A – General requirements: ACC 220 Accounting Information Foundations requirements: Systems • English ACC 307 Managerial/Cost Accounting • Computer science ACC 321 Taxes I • Math ACC 322 Taxes II • Writing intensive (one course) BUS 124 Introduction to Management Liberal studies requirements: BUS 225 Business Law • Four courses, one from each main category: BUS 240 Corporate Finance Natural World; Western Cultures and Fundamentals 80 WILSON COLLEGE

CS 110 Introduction to Computer- One additional course in communications Based Systems at the 200 level or higher of the student’s ECO 101 Introduction to choosing. Macroeconomics One of the following: ECO 102 Introduction to PSY 110 Introduction to Psychology Microeconomics PS 110 Introduction to Political MAT 103 College Algebra Science MAT 115 Introductory Statistics SOC 120 Introduction to Sociology PHI 226 Business Ethics Three elective courses, chosen in consultation or with adviser. RLS 207 Private Values and Public Policy One of the following options: English foundations course Option A: One liberal studies elective in the (ENG 101, 108 or 180) Natural World, one liberal studies elective One of the following options: in Western Cultures and Societies, one liberal studies elective in Studies in Cultural Option A: One liberal studies elective in Diversity, and one liberal studies elective in Studies in Cultural Diversity and one liberal Modes of Thought, Inquiry and Expression. studies elective in Modes of Thought, Inquiry and Expression. Option B: Two courses in foreign language and two liberal studies electives: one course Option B: Two courses in the same foreign from two of the main categories: Natural language World, Western Cultures and Societies, Studies in Cultural Diversity, and Modes of ASSOCIATE OF ARTS DEGREE IN Thought, Inquiry and Expression. COMMUNICATIONS The Associate of Arts in communications ASSOCIATE OF ARTS IN EARLY enables the student to develop as an oral, CHILDHOOD (PRE-K-4) EDUCATION written, visual and technological communicator The Associate of Arts in early childhood in a liberal arts context. This degree serves (Pre-K-4) education is designed to prepare students who are pursuing careers in business, students to work as teaching aids in the early advertising, public relations or mass media. childhood education setting. The program Required courses: is designed so that the majority of courses CS 110 Introduction to Computer- completed are transferable toward the bacca- Based Systems laureate degree in early childhood (Pre-K-4) English foundations course education, including teacher certification at (ENG 101, 108 or 180) Wilson College or another college. One additional course in English The following requirements must be fulfilled MAT 101 Math for Liberal Studies for admission into this program: COM 105 Introduction to Media • Completion of foundation math and Communications English requirements. COM 110 Effective Speaking • Maintain a grade-point average of 3.0 in all COM 130 Digital Communication and courses. Design I Students who wish to pursue a four-year COM 201 Journalism degree in early childhood (Pre-K-4) or COM 230 Digital Communication and secondary education after completing the Design II associate degree should be aware that the Pennsylvania Department of Education WWW.WILSON.EDU 81 requires a cumulative GPA of 3.0; this GPA experience in a local elementary school. requirement also applies to all education Requires observing, aiding, tutoring, teaching courses. and maintaining a portfolio. Supervised by college faculty. Required courses: CS 110 Introduction to Computer- Based Systems ASSOCIATE OF ARTS IN EDU 204 Child Development, Cognition LIBERAL STUDIES and Learning The Associate of Arts in liberal studies is EDU 206 Educational Psychology designed as a transfer program to a baccalau- EDU 238 Pre-K-4 Language and Literacy reate degree at Wilson or elsewhere. Students Development matriculating in this program will receive a solid background in general education EDU 215 Education for Students with courses. They will also have the opportunity, in Special Needs consultation with an adviser, to elect courses EDU 312 Teaching English Language of unique benefit to them as they contemplate Learners their baccalaureate degree major. EDU 338 Pre-K-4 Reading, Writing and Assessment Methods Foundations requirements: EDU 339 Teaching Mathematics in • Writing skills: Students must complete one Pre-K-4 Classrooms of the following - ENG 101, 104, 108 or 180 EDU 341 Educational Assessment • Foreign language: Two courses in one EDU 418 Professional Practicum* (1.0 foreign language or placement above the credit) intermediate level; students who place COM 120 Interpersonal Communications above the intermediate level must complete PSY 110 General Psychology two additional free electives SOC 120 Introduction to Sociology • Computer skills: Any computer science English foundations course course, typically CS 110 or CS 150. (ENG 101, 108 or 180) • Quantitative skills: Successful completion One of the following four math courses: of one quantitative skills course (PSY 115, MAT 101, 103, 115 or above) based on MAT 101 Mathematics for Liberal placement. Studies MAT 103 College Algebra Liberal studies requirements* (at least one must be a writing-intensive [WI] course): MAT 115 Introductory Statistics PSY 115 Understanding Statistics Eight courses (one in each of the following One of the following options: categories): Option A: Three liberal studies electives, one Foundations of Western Culture (FWC) or from the Natural World and one from Modes History of Western Culture (HWC) of Thought, Inquiry and Expression; the third Natural Science with a Lab (NSL) or can be from any main category. Environmental Studies with a Lab (ESL) Option B: Two courses in the same foreign Contemporary U.S. Culture and Institutions language and one writing-intensive course. (CC) Three noncredit workshops: Teaching Women’s Studies (WS) Physical Education in the Elementary School, Cultural Diversity in the U.S. (CD) or Teaching Art in the Elementary School and Non-Western Cultures and Institutions Teaching Music in the Elementary School. (NWC) * EDU 418 is a three-week, full-time clinical The Arts (ART) 82 WILSON COLLEGE

Literature (LIT) English foundations course (ENG 101, 108 or 180) Frontiers of Knowledge and Human Beliefs (ETH) MAT 103 College Algebra MAT 115 Introductory Statistics Five additional free electives PHI 226 Business Ethics * Courses must be taken in at least four or different disciplines with at least three RLS 207 Private Values and Public Policy courses at the 200 or 300 level. Three additional electives One of the following options: ASSOCIATE OF ARTS DEGREE Option A: One liberal studies elective in IN MANAGEMENT Studies in Cultural Diversity and one liberal The Associate of Arts in management studies elective in Modes of Thought, Inquiry prepares students to serve as managers and and Expression, one of which must be writing supervisors in various enterprises, such as intensive. small businesses; corporations; and financial, governmental and nonprofit organizations. Option B: Two courses in the same foreign language. Required courses: ACC 105 Financial Accounting ACC 106 Managerial Accounting CERTIFICATE PROGRAMS BUS 124 Introduction to Management Wilson College offers certificate programs in: BUS 223 Marketing Management • Accounting (see Accounting) BUS 225 Business Law • Athletic Coaching (see Minors) BUS 240 Corporate Finance • Entrepreneurship and Small Business Fundamentals Management (see Business Management) CS 110 Introduction to Computer- These programs are designed for the Based Systems bachelor’s degree candidate who wishes to ECO 101 Introduction to augment the major with a more specialized, Macroeconomics career-oriented program. The requirements ECO 102 Introduction to for a certificate program must be satisfied in Microeconomics addition to the requirements for the degree. These certificate programs are also designed for the person who does not wish to receive a degree but wants specialized training. On completion of a program, the student receives a certificate from Wilson College. WWW.WILSON.EDU 83

ADMISSIONS UNDERGRADUATE ADMISSIONS Wilson College seeks students who have a solid foundation of successful college preparatory coursework that will allow them to handle the challenges of the College’s rigorous academic programs. Students applying to Wilson should want to be active participants in a college community where values and perspectives are tested, new talents are discovered and lifelong friendships are established. As a private college, Wilson selects those students who demonstrate solid citizenship throughout their lives and who will benefit from and contribute to the Wilson community. In an effort to gain a comprehen- sive impression of an applicant’s personal and academic qualifications, each applicant receives individual consideration. on our website or the Universal College Application. Wilson reserves the right to request addi- tional information from an applicant, as • A recommendation completed by a guid- necessary, to acquire a comprehensive view ance counselor or an 11th- or 12th-grade of the student. The College follows a rolling teacher of a college preparatory subject that admissions policy that, under normal circum- addresses the student’s ability to handle stances, enables the Office of Admissions to college-level coursework. advise an applicant of the admissions decision • An official secondary school anscripttr within 10 days of receipt of a completed appli- showing courses and grades completed cation. (Note: Applications for the following through 11th grade with a list of courses in fall semester are not processed until Sept. 15. progress in 12th grade. Thereafter, applications are processed on a • A graded English paper written in 11th or rolling basis.) 12th grade. • Results of the SAT or ACT if the student FIRST-YEAR STUDENT ADMISSION has a cumulative unweighted average of Applications from students completing less than 3.0 on a 4.0 scale, or has not been secondary school are accepted for fall and enrolled in a complete college preparatory spring semester enrollment. Wilson College curriculum. Wilson is test-optional for seeks students who have been enrolled in a students demonstrating an unweighted college preparatory curriculum that mini- cumulative GPA of 3.0 or higher in a mally includes four years of English; four complete college preparatory curriculum. years of history/social studies; Algebra I, II and geometry; two years of natural science that HOME-SCHOOLED STUDENTS includes laboratory work; and two years of the Wilson College welcomes applications from same foreign language. home-schooled students. The educational To apply for admission, students must submit background of home-schooled students is the following: distinctive. The evaluative documentation mandated by the applicant’s state of residence • A completed application for admission. must be submitted, along with a transcript or Options include Wilson’s form located detailed profile of all coursework studied at 84 WILSON COLLEGE the secondary level and verification of high including the first-year seminar experience. school completion. Standardized test scores Students admitted provisionally may attend are required of all home-schooled applicants. as full-time or part-time students. Students Contact the Office of Admissions for details. may not enroll in more than 4.5 course credits per semester while provisionally admitted. At the conclusion of the fall semester or her/ INTERNATIONAL STUDENT his fourth course, the provisionally admitted ADMISSION student must have a cumulative GPA of 2.0 to Wilson encourages international students be fully admitted and continue at Wilson. Any who have the English language skills necessary student who does not attain this standard will for college-level work to apply for admission. not be permitted to remain enrolled. The following should be mailed to the Office of Admissions with a nonrefundable $35 application fee: EARLY ADMISSION PROGRAM • Completed application with essay. OVERVIEW Students with demonstrated academic • Official secondary school transcript with a who are currently enrolled certified English translation. in high school may be permitted to attend • An English language test such as TOEFL Wilson College during their senior year. or IELTS is required for students whose first language is not English. (Wilson’s minimum TOEFL requirement is 500 or ADMISSION CRITERIA FOR higher or 61 on the Internet-based test. The MATRICULATION minimum IELTS score that Wilson accepts • Cumulative GPA of B (3.0 on a 4.0 scale) or is 5.0.) above in an academic or college preparatory • A recommendation from a teacher or program. counselor. • A written recommendation from the high • SAT score (recommended). school counselor or principal addressing the student’s ability to be successful in To aid in the financial aid process we will also a collegiate environment; this includes need: the academic environment and the social co-curricular environment. • A copy of the photo page from your passport. • A completed statement of finances form. APPLICATION PROCESS International students may submit the online 1. Submit all application materials required application for international students found for first-year students to the admissions on the Wilson College website, the Common office. Application or the Universal College 2. Submit a letter of recommendation and Application approval from the high school counselor or principal addressing the student’s ability to be successful at Wilson College and any PROVISIONAL ADMISSION FOR remaining requirements the student must UNDERGRADUATE STUDENTS meet in order to graduate with her or his Students who do not meet the College’s high school class. admissions criteria may be eligible for provisional admission. Provisional admis- 3. Visit the campus and meet with an admis- sion is available for the fall semester only sions counselor (required). so all new students can fully participate in 4. Apply by May 1 for fall semester and Dec. 1 orientation and all transitional activities, for spring semester admission. WWW.WILSON.EDU 85

5. Students interested in residing on campus Transfer applicants must submit the must meet with a representative of the following to complete the application office of the dean of students. Students process: matriculated through the early admission • Completed application for admission. program are eligible to apply for federal, This can be Wilson’s form or the Universal state and institutional financial aid. College Application. The College will admit those students who • Official college transcript from all colleges demonstrate the academic background and attended. College catalogs from all colleges maturity necessary for successful completion attended or course descriptions of the of college-level academic work. courses taken at these colleges facilitate the transfer credit evaluation process. • A graded English paper if the applicant has DUAL ENROLLMENT FOR HIGH SCHOOL not successfully completed a transferable STUDENTS course that is comparable to our required Wilson College welcomes qualified area high course in college writing, ENG 108. school students to take one or two courses per our academic year during their junior and Applicants who have successfully completed senior year through the Dual Enrollment/ five college courses need not submit standard- Early-to-College Program. Following the ized test results or a high school transcript. guidelines of the dual enrollment program However, a final high school transcript previously subsidized by the state, high school demonstrating high school graduation will be students are limited to those courses defined required after admission is granted because it under No Child Left Behind. Students must must be on record at Wilson College. be in a college preparatory curriculum and endorsed by their guidance counselor or WOMEN WITH CHILDREN PROGRAM principal as being capable of handling college- APPLICATION PROCESS level work. A special application form for this Students interested in being considered for program is provided. Students should contact the Women with Children Program must first the Office of Admissions at 717-262-2002 or apply for admission to the College under the 800-421-8402 to discuss the program and guidelines previously described in this section receive the application form. A special tuition for first-year or transfer students, per the rate exists for students participating in this applicant’s circumstances. Students who are program. All costs are the responsibility of the admitted to the College are sent additional student. information about applying for the Women with Children Program. TRANSFER APPLICANT ADMISSION A student who has enrolled in college ADVANCED PLACEMENT courses following the completion of high Wilson College gives credit for advanced school requirements is considered a transfer placement to students with demonstrated applicant. Wilson accepts applications from academic achievement through: transfer applicants for both the fall and spring semesters. Previous academic work • Advanced Placement (AP) test scores of 4 completed with a grade of C or better from and 5. a regionally accredited institution will be • International baccalaureate (IB) considered for transfer. The College may examinations. accept up to 22 courses toward a Wilson • A-level examinations. degree. Under the credit system at Wilson, a • College Level Examination Program (CLEP). three- to five-semester-hour course is equiva- lent to one Wilson course credit. 86 WILSON COLLEGE

day, Monday through Friday. To schedule a tour and/or an interview, contact the Office of Admissions at 717-262-2002 or 800-421-8402 or via email at [email protected]. Office hours are 8:30 a.m. to 5 p.m., Monday through Friday. Saturday visits may be arranged on request and at least two weeks in advance.

ADULT DEGREE PROGRAM ADMISSIONS Wilson College is friendly to adult students. The Adult Degree Program (ADP) offers the opportunity for women and men who are four full years beyond high school completion to earn a college degree at the associate or bacca- laureate level. Prospective students to the ADP are encouraged to visit Wilson College. During the visit, students have the opportu- nity to speak with an admissions counselor, tour the campus, meet with a financial aid officer and visit with a professor from the applicant’s major area of interest. Visits are arranged by calling 717-262-2025 or 800-421- 8402 or via email at [email protected]. The ENROLLMENT DEPOSIT ADP office, located In Norland Hall, is open All students who have been accepted for Monday through Friday, 8:30 a.m. to 5 p.m. admission must submit a $400 enrollment Meetings occurring outside normal business deposit as confirmation of their intent to hours can be arranged in advance. enroll; the deposit secures their place at Adult Degree Program students may enroll Wilson. Receipt of the enrollment deposit in courses held during the day, evenings or allows the Office of Admissions to inform all weekends. Five majors may be completed other offices of the student’s intent to enroll. exclusively during evening hours. To complete The enrollment deposit for students who will other majors, students may be required to enroll in the fall semester is not due until May attend some courses offered during the day. 1; the spring semester enrollment deposit is due on Jan. 2. Enrollment deposits are not refundable. ADP APPLICATION PROCESS Individuals intending to pursue an under- graduate degree apply for admission through ADMISSIONS VISITS AND INTERVIEWS the Adult Degree Program office, where they Interviews are not usually required; will work with an admissions counselor. however, a visit to the campus gives prospec- The following materials are required to be tive students and their families a clearer submitted: understanding of the academic and social • Completed and signed application. environment at Wilson. Staff members in • Five-hundred-word essay. the Office of Admissions, located in Norland Hall, will be happy to arrange a campus tour, • Official high school or GED transcript. an interview with an admissions counselor, • Official college transcripts from each classroom visits or meetings with professors. college or university attended prior to Campus tours are offered throughout the Wilson College, if applicable. WWW.WILSON.EDU 87

Note: A personal interview with an admis- ADP TRANSFER CREDIT sions counselor is strongly recommended. The associate dean for academic advising evaluates transfer credit prior to admission, with Applications are accepted on a rolling basis final approval granted by the college registrar. and should be received no later than 10 days The college may accept up to 22 credits toward a before the semester in which the appli- bachelor’s degree and up to nine courses toward cant plans to enroll. Students interested in an associate degree. A minimum of 14 credits applying for financial aid should submit a Free must be completed at Wilson for the student to Application for Federal Student Aid (FAFSA) be awarded a bachelor’s degree and a minimum when they apply to the College. of nine credits for an associate degree. Note: Under the credit system at Wilson, a ADP MATRICULATION course with three to five semester hours is Students who are fully accepted as associate equivalent to one Wilson course credit. or bachelor’s degree candidates are automat- ically matriculated at the College, regardless of full- or part-time status. All academic ADP SECOND BACHELOR’S AND policies and procedures apply, including, but ASSOCIATE DEGREES not limited to transfer work, off-campus study Second Bachelor’s Degree and registration priority. Students who hold a bachelor’s degree from another regionally accredited institution may earn a second bachelor’s degree from Wilson ADP DECLARATION OF MAJOR/ College through the Adult Degree Program. PROGRAM Students seeking to enroll in a degree program Students must complete at least nine credits must first be accepted to the College and as a degree candidate at Wilson and must then to the major of choice. Baccalaureate meet the degree requirements of the major. degree candidates should declare an intended The foundations and liberal studies course major no later than the semester in which 16 requirements will be waived. The registrar credits will be completed; associate degree will determine how many course credits must students should declare a major no later than be earned for the second degree based on the the semester in which nine credits will be evaluation of the transcripts from previous completed. Acceptance to the College does institutions attended. not guarantee acceptance to the intended Course requirements cannot be met by major. Students complete a Declaration non-traditional means such as Credit by of Major/Program Form, which includes Examination, CLEP or Non-Collegiate signatures of the director of the major area or Learning. Contact the Adult Degree Program program and the student’s current academic office for more information. adviser. Forms are available online or in the registrar’s office. Second Associate Degree Students who hold a bachelor’s degree from another regionally accredited institution may ADP HONORS earn an associate degree from Wilson College Baccalaureate degree candidates must through the Adult Degree Program. complete a minimum of 18 credits at Wilson to be considered for Latin honors at graduation. Students must complete at least five addi- Distinction may be awarded for high academic tional credits at Wilson College and must achievement for students completing fewer meet all the degree requirements for the than 18 credits at Wilson. major. The foundations and liberal studies course requirements will be waived. The regis- trar will determine how many course credits must be earned for the second degree based 88 WILSON COLLEGE on the evaluation of the transcripts from middle level, secondary or K-12 education. all previous institutions attended. Course When the student is provisionally accepted as requirements cannot be met by non-tradi- a certification candidate, she/he is automati- tional means such as Credit by Examination, cally matriculated at the College, regardless of CLEP or Non-Collegiate Learning. Contact full- or part-time status. When admitted and the Adult Degree Program office for more matriculated to the College, all academic poli- information. cies and procedures related to the particular certificate program apply, including, but not limited to, transfer work, off-campus study ADP COMPLETION OF ADDITIONAL and minimum academic standards. MAJORS FOR STUDENTS WITH WILSON COLLEGE ASSOCIATE OR For a more complete description of the BACHELOR’S DEGREES program (including eligibility requirements, Students who hold an associate or bachelor’s elementary and secondary certifica- degree from Wilson College may complete tion requirements and dual certification additional majors through the Adult Degree programs) see the Early Childhood (pre-K-4) Program. Students must complete all the Education and Other Education Programs degree requirements of the major under the section of this catalog. current curriculum. The foundations and liberal studies course requirements will be CERTIFICATE PROGRAMS waived. A determination of how many course Anyone interested in earning a certificate credits must be earned for the additional at Wilson should contact the Adult Degree major is made by the registrar, based on an Program office for an application and the evaluation of the student’s Wilson College current certificate requirements. When transcripts. Contact the Adult Degree admitted and matriculated to the College, Program office for more information. all academic policies and procedures related Course requirements cannot be met by to the particular certificate program apply, transfer credit or non-traditional means, including, but not limited to, transfer work, such as Credit by Examination, CLEP or off-campus study and minimum academic Non-Collegiate Learning. Only one diploma standards. For more information on specific will be granted at the completion of the certificate programs, see Certificate Programs baccalaureate degree. Additional majors will in the Major and Minor Requirements section be reflected on the transcript and noted with of this catalog. the completion date. Students completing additional majors are not candidates for participation in Commencement. NON-DEGREE ENROLLMENT Individuals may enroll as a non-degree TEACHER INTERN PROGRAM student on a space-available basis. Course prerequisites must be satisfied. Applications The Teacher Intern Program is a non-de- are available through the Adult Degree gree certification-only program for persons Program office. with a bachelor’s degree from a regionally accredited institution. The program leads to instructional certification in early childhood, WWW.WILSON.EDU 89

FINANCIAL Residential parking fee (annual). . . . .$165 Commuter parking fee (annual) . . . . . $75 INFORMATION Lab fee (per course)...... $95 Payment for the fall semester is due the last Credit by exam (per course) ...... $500 week of July. Payment for the spring semester Non-collegiate learning portfolio. . . . $520 is due the first week of January. Some financial aid may be available (see the Financial Aid Payment plan fee...... $65 section of this catalog). Late payment fee...... $65 Horse board (per semester)...... $2,575 2014-15 Tuition and Fees Equitation activity fee...... $895 TRADITIONAL UNDERGRADUATE STUDENTS Art studio fee (per course)...... $70 Note: Fees are subject to change. Instrumental/vocal music lessons TUITION: (per semester, one hour per week). . . .$630 Full-time...... $23,745 Graduation fee (senior year)...... $105 Part-time or overload per Transcript fee...... $5 course credit...... $2,375 Rush transcript fee...... $15 Part-time per one-half Summer housing fees (per month). . . .$536 course credit...... $1,188 J-term...... $950 ADULT DEGREE PROGRAMS ROOM: Registration fee (per semester)...... $20 Double room...... $5,390 Late registration fee (per semester). . . .$35 Single room...... $5,906 TUITION: Double room as a single...... $6,336 Part-time (per course)...... $950 Room J-term...... $265 Part-time (per lab course)...... $1,335 BOARD: Full-time (per semester)...... $12,228.50 Phoenix Meal Plan (19 meals/week). . $5,310 TIP (per course)...... $1,230 Gold Meal Plan (14 meals/week) . . . .$4,456 TIP professional semester ...... $5,850 Silver Meal Plan (10 meals/week) . . . $3,761 Bachelor’s degree student Bronze Commuter Meal Plan ...... $600 teaching semester...... $6,300 EDU 348 Pre-practicum...... $950 FEES: EDU 401 Advanced professional Technology fee...... $370 practicum...... $1,950 College government fee...... $265 M.Ed./Ma.Hum. graduate courses. . . $1,360 MAcc. graduate courses...... $1,590 TOTAL ANNUAL COMPREHENSIVE FEE (excluding J-term and summer terms)...... $40, 080 FEES: Auditing fee (per course)...... $340 Part-time technology fee (per course). . . . $55 ADDITIONAL FEES AS APPLICABLE Full-time technology fee Admissions application fee (teacher (per semester)...... $185 intern and graduate degree programs). . $35 Student activities fee (per semester). . . $36 New student orientation fee ...... $285 TIP course transfer fee...... $110 Enrollment deposit...... $400 90 WILSON COLLEGE

ALUMNI OR SENIOR CITIZEN AGE 60+ Period of Withdrawal Tuition (one course for personal Refund Charge enrichment only)...... $125 First week of semester 80% 20% Tuition with lab (one course for Second week of semester 60% 40% personal enrichment only)...... $150 Third week of semester 40% 60% Fourth week of semester 20% 80% Policies Fifth week of semester 0% 100% PAYMENT INFORMATION Note: All requests for withdrawal must be in The College will bill the fees for the fall writing. semester in July and for the spring semester in December. Payment is due on or before the • The date of withdrawal is considered to be published date for the applicable semester. the day on which the College approves the Students may need to participate in a tuition withdrawal. payment plan in order to meet financial • Students enrolled in the traditional obligations associated with their education. undergraduate and Adult Degree Programs Students should contact the business office to withdraw through the Office of the obtain information about the payment plan. Registrar. Payment plan payments begin in the fall • The student’s meal plan will be prorated semester for a 12-month period. The payment through the last day on the Wilson College plan covers both fall and spring semes- campus. ters, beginning July 20 and ending June 20. The following charges are not refundable if a Payments made in the fall semester will be student leaves the College during a semester: credited to spring semester, allowing student bookstore charges, registration fees, lab accounts to be paid in full by the end of the fees, art studio fees, parking fees, equitation spring semester. activity fee and any other special charges. Room charges are not refundable after the first day of occupancy. NON-PAYMENT OF CHARGES A percentage of financial aid funds may Students are not permitted to register for be returned to the granting programs, and classes in any new semester if their account outstanding charges are deducted before for the previous semester has not been paid. making a refund to the student or parents. Grades, academic transcripts, certificate of Institutional financial aid may also be prorated. withdrawal and the diploma will not be issued unless all financial obligations to Wilson College have been met. WITHDRAWAL AND FINANCIAL AID POLICY Withdrawal during a payment period of enrollment may be subject to federal regula- WITHDRAWAL AND REFUNDS POLICY tory requirements. Students receiving federal Refunds for withdrawal from full-semester financial aid, such as a Stafford Loan or Pell classes are based on the following schedule for Grant, are also subject to a federal refund the fall and spring semesters, although regula- policy as well as Wilson’s refund policy. tions governing federal financial aid programs may mandate a refund later in the semester. • Any student who withdraws from all classes Other semesters are based on comparable during the semester before the end of 60 periods. percent of the enrollment period (approx- imately the end of the ninth week) must have financial aid prorated. WWW.WILSON.EDU 91

• Any student who stops attending all classes will be considered for financial aid purposes as an unofficial withdrawal. For example, if a student completed 30 percent of the payment period or period of enrollment, the student has earned 30 percent of the assistance she/he was originally scheduled to receive. Once the student has completed more than 60 percent of the payment period or period of enrollment, the student has earned all of her/his assistance. • If the student received (or Wilson College received on the student’s behalf) less assis- tance than the amount that the student earned, the student will be able to receive those additional funds. • If a student received more assistance than she/he earned, the excess funds must be returned to the federal aid programs. The unearned portion of financial aid will be prepaid first from the aid used to pay institu- tional charges in the following order: 1. Unsubsidized Federal Direct Loans. 2. Subsidized Federal Direct Loans. 3. Federal Perkins Loans. 4. Federal Direct PLUS Loans. 5. Federal Pell Grants. The student or parent (for Direct PLUS 6. Federal Supplemental Educational Loan only) must repay any unearned portion Opportunity Grants (FSEOG). of federal aid that cannot be repaid by the College. Any loan funds that a student or 7. Other federal aid programs. parent must return are repaid in accordance Students who have received money from with the terms of the promissory note. That financial aid refunds for living expenses is, the student or parent makes scheduled may be required to repay some of the money payments to the holder of the loan over a disbursed to them. Repayments will be period of time. applied in the following order: If a student is responsible for returning grant 1. Unsubsidized Federal Direct Loans. funds, the student will not have to return the full amount. The law provides that the student 2. Subsidized Federal Direct Loans. is only required to return 50 percent of the 3. Federal Perkins Loans. grant assistance that has been received. 4. Federal Direct PLUS Loans. Students who fail all courses during the term 5. Federal Pell Grants. will have the last date of attendance identified for each course to determine whether this 6. FSEOGs. refund policy will apply and their financial aid 7. Other federal, state, private or institutional reduced or cancelled. sources of aid. 92 WILSON COLLEGE

Financial Aid AWARD PROCESS Wilson’s financial aid program is designed 1. The financial aid office sends an award to supplement the family’s or student’s best letter to the student that may include efforts to fund the student’s education. The grants, scholarships, work-study and loans. College strives to meet financial need through • All newly accepted traditional undergrad- a combination of grants, loans and work on uate students who file an FAFSA will receive campus. Scholarships may be awarded based an estimated financial aid package. on student attributes (e.g., academic or extra- • Continuing students and new adult curricular ability), while grants are provided students will receive financial aid packages based on financial need. More than 95 percent in the order in which the FAFSA was filed of Wilson students receive financial aid. All and verification completed. students are encouraged to apply. Financial • The award package cannot exceed the total aid office staff will meet with any prospective cost of education. student to discuss the various financial aid programs and options available. Families with 1. Students may accept or decline any portion extenuating circumstances are also encour- of the aid package offered. For example, aged to discuss their concerns. a student or parent may reduce or cancel a loan and may instead use the College’s monthly payment plan. To reduce or FINANCIAL AID APPLICATION PROCESS decline any portion of the financial aid 1. Complete the Free Application for Federal package, please provide written instruc- Student Aid (FAFSA) annually. This form is tions to the financial aid office. available from Wilson’s financial aid office, from any high school guidance office or 2. Financial aid will be credited to the online at www.fafsa.ed.gov. student’s account after the end of the drop/add period. Any excess aid, after 2. Submit FAFSA after Jan. 1 for the next institutional charges are deducted, will be academic year. Students who complete the refunded to the student. FAFSA and submit all requested docu- ments to the financial aid office prior to • Aid may be reduced if the student drops April 30 will be considered for maximum courses before financial aid is disbursed. aid eligibility, including Wilson College Any student receiving federal or institu- scholarships. Supporting documentation tional financial aid who withdraws from may include, but is not limited to, correc- all classes (or stops attending all classes) tion forms, FAFSA worksheets, federal before the end of 60 percent of the enroll- Income tax data and documentation of ment period (approximately the ninth citizenship status. Students completing the week) is subject to a federally mandated FAFSA or their financial aid application files refund policy. (See Withdrawal and Refund after April 30 will receive consideration for Policy.) federal Pell Grants, loans and other aid on a • Students should report all enrollment funds-available basis. changes to the financial aid office. 3. Complete the verification process. • Students must maintain enrollment and Occasionally, the federal processor or the make satisfactory academic progress (see financial aid office may require that verifica- below) to receive the awarded aid. tion be completed. The IRS tax transcript • Students must be enrolled at least half-time form or other documents may be requested. (two full-credit courses) to receive most Award packages are not finalized until the types of financial aid except the federal Pell verification process is completed. The Grant. priority deadline to complete the verifica- tion process for maximum consideration of financial aid assistance is April 30. WWW.WILSON.EDU 93

SATISFACTORY ACADEMIC PROGRESS FOR Note: Students who are provisionally FINANCIAL AID admitted into the Adult Degree Program must Students who receive federal or institutional meet the academic standards set forth in their financial aid must be making satisfactory admission letter. academic progress (SAP) toward comple- tion of their academic program. The Higher Education Act of 1965 (34 CFR 668.16[e]), QUANTITATIVE STANDARDS Students must also successfully complete as amended, requires Wilson College to at least 75 percent of all courses that are establish a policy with reasonable qualitative attempted. All courses that are part of the and quantitative standards that students student’s record after the drop/add period must meet to be eligible for financial aid. will be considered attempted credits. Grades All students receiving financial aid will be of W, F and NCR are credits attempted but evaluated for SAP at the end of each semester. are not considered successful completions; a Institutional aid includes all need-based grade of IN will be excluded from the credits Wilson aid, work-study, and tuition remission/ attempted. Repeated courses will impact the exchange for college employees. GPA and credits attempted but not neces- Students with merit scholarships or state sarily the credits earned. Audited courses do grants have different progress requirements not count as credits attempted. that must be met for renewals of those awards. All TIP and master’s degree students must pass at least 80 percent of the credit hours QUALITATIVE STANDARDS attempted. Satisfactory academic progress is evaluated at the end of each semester for continuing students. Students must earn the minimum TRANSFER STUDENTS Transfer students will be considered to be grade-point average as required by the making satisfactory academic progress at the College’s Academic Probation Policy. Some time of admission. The credits accepted toward merit scholarships require a higher GPA. a Wilson degree will count toward the total Credits Minimum hours attempted and earned. Any credits the Program Attempted GPA student earns while enrolled in high school will not impact the credit limits. Only the Wilson Associate 0-3.99 0 degree College GPA will be considered for SAP. 4-8.99 1.70 9-13.99 1.85 MAXIMUM LENGTH OF STUDY Students may receive aid up to 150 percent of 14+ 2.00 the published time frame for an undergraduate Bachelor’s degree. Students enrolled in associate degree 0-3.99 0 degree programs, which require 18 credits and four 4-7.99 1.70 semesters (if full time), would be limited to 27 credits and the equivalent of six full-time semes- 8-15.99 1.80 ters. Students enrolled in bachelor’s degree 16-25.99 1.90 programs, which require 36 credits for gradu- ation and eight full-time semesters, would be 26+ 2.00 limited to 54 credits and 12 full-time semesters. Teacher Intern Part-time students would have an equivalent 3.00 Program limit. Students who first receive federal aid Master’s after July 1, 2009, will not be able to appeal the 3.00 degree maximum time frame per federal law. 94 WILSON COLLEGE

Students enrolled in the TIP or master’s progress. The student will be on financial programs may receive aid for a maximum aid probation and must successfully follow of six full-time semesters or the part-time the academic plan that is outlined by the equivalent. committee. Should the committee deny the appeal, the student is not eligible for any further financial AID SUSPENSION, PROBATION AND APPEAL aid from Wilson College until such time that PROCESS the student becomes compliant with the SAP Students who do not meet the qualitative policy. Neither paying for classes nor sitting and quantitative standards at the end of their out a semester will automatically reinstate a first semester or prior to their first receipt of student’s financial aid eligibility. financial aid at Wilson College will be notified by the financial aid office that they are not making satisfactory academic progress for VETERANS PROGRAMS federal and most institutional aid programs. Military veterans, active-duty personnel The receipt of future institutional and federal and their dependents, National Guard and financial aid will be suspended. Reservists may receive educational bene- fits at Wilson College. Federal Veterans Students who do not meet either the qual- Administration education benefits as well as itative or quantitative standard at the end state grant programs are available to part- of the fall, spring or summer semesters will time and full-time students. The Post-9/11 be placed on financial aid warning for one GI Bill (chapter 33) educational benefits may semester. Students will be eligible to have fully pay for a student’s tuition and fees. The their aid continue if they are able to success- Veterans Administration approved Wilson’s fully complete at least 75 percent of their participation in the Yellow Ribbon Program. credits attempted and earn a minimum GPA Students should contact the financial aid according to the table in the Qualitative office for more information about the appli- Standards section. Students who are unable to cation procedure. Wilson College students maintain this requirement will have their aid may participate in the Army ROTC program eligibility suspended. through nearby Shippensburg University. Students who have had their aid suspended ROTC scholarships have been awarded to have the right of appeal to the Academic Wilson students. Procedures Committee of the College. Students should complete the Appeal Form and submit a letter to the financial aid office TYPES OF AID AVAILABLE with an explanation of any extenuating GRANTS circumstances that prevented successful Federal Pell Grant – Federal grants awarded completion of courses. Supporting docu- to lower income students. Students enrolled mentation is also helpful for the committee’s less than half-time may qualify for assistance consideration. Students should also explain from this program. Awards range from $602 to what steps, if any, need to be taken to assure $5,730 for full-time enrollment during 2014- future academic success. The committee will 15. To apply, complete the Free Application for make a decision about aid eligibility and the Federal Student Aid (FAFSA). Recipients may dean of financial aid or a designee will send a receive the federal Pell Grant for the equiva- letter to the student about the outcome of the lent of six years of full-time enrollment at all appeal. Institutions. The committee may reinstate aid eligibility for Federal Supplemental Educational one semester for those students who do not Opportunity Grant (FSEOG) – Federal meet the standards for satisfactory academic grant program assisting exceptionally needy WWW.WILSON.EDU 95 students with a preference given to federal Federal Direct PLUS loans are available Pell Grant recipients. Awards range from $200 through the federal government and require to $2,000. To apply, complete the FAFSA by a credit check. If a parent is denied a Direct April 30. PLUS Loan, the dependent student may borrow an additional $4,000 from the unsub- State grants – Some states offer grant sidized Federal Direct Loan. Federal Direct assistance to their students studying PLUS borrowers may borrow the difference in Pennsylvania. Currently, these between the student’s cost of education and include Connecticut, Delaware, Maine, any financial aid already awarded. The interest Massachusetts, Ohio, Rhode Island, Vermont, rate is fixed at 7.21 percent, effective July 1, West Virginia and the District of Columbia. 2014. The interest rate is reset annually. residents may receive a state grant if they enroll in a program at Wilson not offered Repayment begins within 60 days after the in Maryland. Because each state varies in final loan disbursement for the loan term. application procedure and deadline, students However, parents may arrange deferred are advised to check with the financial aid payment through their lender. Wilson office or their high school guidance counselor College is required to notify student or parent for additional information. borrowers in writing whenever it credits the student’s account (via electronic funds Students who do not apply for their home transfer or EFT) with Perkins, Stafford or state’s grant program will not receive the full PLUS Loan funds. This notification will be amount of assistance for which they qualify: sent to borrowers no sooner than 30 days Their financial aid package will contain a gap before and no later than 30 days after the equal to the amount of state grant assistance College credits the student’s account. Student they would have received if they had applied or parent borrowers have the right to cancel on time. Students must file the FAFSA form all or a portion of the loan by informing annually for state grant consideration. Wilson College’s financial aid office of their Pennsylvania state grants are awarded based wishes, in writing, within 30 days after the on need to Pennsylvania residents seeking date of the College’s loan disclosure notice. their first undergraduate degree who are enrolled at least half-time. Awards for 2014-15 Federal Perkins Loans – Federal program range from $500 to $4,020. Students should providing loans to exceptionally needy file the FAFSA according to the printed students at a 5 percent interest rate. Students deadlines. may borrow up to $5,500 for each year of undergraduate study. Repayment and Wilson grants – Awarded to students with interest accrual begins nine months after the financial need who are enrolled on a full-time student graduates, withdraws or drops below basis. Funds are made available through the half-time enrollment status. Loans must be College’s endowment and special gifts. A list repaid within 10 years. To apply, complete of endowed scholarship funds appears later the FAFSA, institutional aid application and in this catalog and online at www.wilson.edu/ all supporting documentation as requested finaid. To apply, complete the FAFSA and all by the financial aid office by April 30. Federal supporting documentation as requested by Perkins Loan entrance counseling and a the financial aid office by April 30. Master Promissory Note is required by all first-time borrowers and will be completed LOANS online. Federal Direct Parent Loans for Subsidized Federal Direct Loan – Federal Undergraduate Students (PLUS) – Federal need-based student loans available through loans designed to help parents meet educa- the federal government for undergraduate tional expenses not already covered by students. The federal government pays financial aid. Like Federal Direct loans, the interest while the student is enrolled. 96 WILSON COLLEGE

Generally, loans are repaid over a period of application process is the same as for the up to 10 years, although other repayment Federal Direct Loan Program described above. options are available. Interest begins accruing The interest rate as of July 1, 2014, is fixed at during the grace period. Repayment begins six 4.66 percent and will be reset annually. months after the student graduates, with- draws or drops below half-time enrollment status. To apply, complete the FAFSA and the ON-CAMPUS WORK OPPORTUNITIES financial aid supplemental form. The Federal Wilson College provides part-time employ- Direct Loan Master Promissory Note can ment opportunities for students during the be completed online at www.studentloans. academic year in many different positions. gov. First-time borrowers must complete Worksites may be related to a student’s major, entrance counseling. Starting July 1, 2013, new such as in the fitness center, chemistry lab subsidized Federal Direct Loan borrowers or equestrian center. Other students may are limited to three years of eligibility for an work in the library, tutor students or provide associate degree and six years for a bachelor’s literary programs within the community. degree of full-time enrollment or the equiva- Students work eight to 10 hours per week. lent as a part-time student. The interest rate The work schedule is often flexible and can is fixed at 4.66 percent, effective July 1, 2014. be arranged around the student’s classes. The pay rate increases each year the student TASC (The Alumnae-Student Contract) is enrolled and is employed at the same – Well-qualified traditional students who worksite. Students must complete the FAFSA otherwise may not be able to attend Wilson annually and indicate on the form that there is can receive loans from a fund subsidized by an interest in participating in the work-study alumnae, foundations and other friends of the program. All student workers will attend a College. session just before classes begin to receive Awards are based on potential for leadership, information about all available worksites. The academic merit and character. Students priority deadline for consideration is April 30. selected as TASC Scholars receive $1,500 Federal Work-Study (FWS) – Federally per academic year and, after graduation, funded on-campus work program for students repay $300 (interest-free) for each year they who demonstrate financial need. Students received TASC assistance. TASC Scholars who who prefer not to work through the FWS do not graduate from Wilson repay all TASC program, or who wish to work fewer than money received. The TASC program is open to 10 hours per week, may be able to borrow currently enrolled students in the Traditional additional money through one of the loan Undergraduate College as well as to Wilson programs. degree candidates who are enrolled full time in the Adult Degree Program. Incoming students Institutional Work-Study (IWS) – in the Traditional Undergraduate College On-campus jobs provided to students not receive first preference for TASC awards. eligible to work under the FWS program, such as international students and those who do Unsubsidized Federal Direct Loan – Federal not qualify for need-based aid. loans not based on financial need are available to students enrolled at least half-time. These State Work-Study Program (SWSP) – Full- loans are the same as subsidized Federal time students from Pennsylvania who receive Direct Loans except that the student is a PHEAA grant may be eligible for campus responsible for paying interest charges while employment through the SWSP in a position in school and during the period of deferment. related to her or his major. Summer employ- The student borrower may let the interest ment opportunities may also be available for accumulate until repayment begins. The students. WWW.WILSON.EDU 97

SCHOLARSHIPS $4,000 to $7,500, depending on the amount Merit Scholarships of eligibility from need-based work-study and Merit scholarships are awarded to incoming student loans. Curran Scholars complete a undergraduate students and are based 260-hour volunteer service requirement each on outstanding academic achievement in academic year and take two classes in religion secondary school or college, if a transfer and/or philosophy while at Wilson College. student. Scholarships are renewable for up to Recipients must maintain at least a 2.0 cumu- four years for full-time students who maintain lative grade-point average after their first a specific cumulative grade-point average. year and at least a 2.5 cumulative grade-point Merit scholarships may include: average every year thereafter. Applications, due no later than March 1, are available from Academic Merit Scholarships – Based on the admissions office. unweighted, cumulative grade-point average, renewable (see chart). First-Year Student Merit Scholarships – At

Merit Scholarship Award Eligibility Renewal Presidential $12,000 3.75 cumulative unweighted GPA 3.4 GPA annually in college prep curriculum. at Wilson Dean’s $9,000 3.4 cumulative unweighted GPA 3.25 GPA at in college prep curriculum. Wilson Leadership $3,000 3.00 cumulative unweighted 3.0 GPA at Wilson - $6,000 GPA in college-prep curriculum. Demonstrated leadership or service.

Hagop Bogigian Scholarships – Established the point of admission to Wilson College, from the estate of Hagop Bogigian, two full-tu- first-year students who meet all academic ition scholarships are awarded to students of requirements for merit scholarship eligibility Armenian descent with a preference for citi- are offered one of these awards. Eligibility zens of Armenia. These awards are renewable is based on being enrolled in a college for up to four years. preparatory curriculum that demonstrates Class of 1952 Scholarship – Recognizes an a minimum of 15 units that include (1) four outstanding incoming student who plans to units of English; (2) four units of social major in education or one of the liberal arts studies/history; (3) algebra I, algebra II and and sciences. This competitive scholarship geometry; (4) two laboratory sciences and (5) is for one year. Scholarship applications, two years of a foreign language. The secondary available from the admissions office, are due school attended must be regionally accred- March 1. ited. These scholarships are renewed for a maximum of four years provided the student Curran Scholarships – Established in 1936 continues to enroll full-time and maintains as a trust under the will of the late William the required cumulative grade-point average Curran, M.D., and supplemented by gifts for the level of merit scholarship. from former Curran Scholarship recipients. Preference is given to new students admitted Note: Transfer students who transfer in at as traditional undergraduate students with least four college courses completed after a proven history of service to community graduating from high school are eligible for and/or church. First-year students receive a merit scholarship based on college cumu- $4,000 and upper-class students receive lative GPA. Students must have a cumulative GPA of at least 3.0 from a regionally accredited 98 WILSON COLLEGE institution. Phi Theta Kappa members auto- scholarship. The student’s Camp Fire leader matically will be eligible for the Presidential or council must provide documentation that Merit Scholarship. Students who transfer in the student has received this award. fewer than four courses will be considered Franklin County Scholarship – Residents of for the First-Year Merit Scholarship. Students Franklin County, Pa., may receive a scholar- must maintain the required cumulative GPA ship each year they attend Wilson. In the case for scholarship renewal for the level of merit of dependent students, eligibility is based scholarship. on parents’ residence. Students who move to Franklin County for purposes of enrolling Affiliation Scholarships at Wilson College are not eligible for this Full-time traditional students or admitted scholarship. undergraduate students in the Adult Degree Programs being charged the full-time tuition Girl Scout Gold Award – Students who rate may receive one of the following schol- have achieved the Gold Award and who have arships. Those receiving a merit scholarship at least a 3.0 high school GPA in a college receive an additional $1,000 for one of the preparatory curriculum will be eligible for this affiliation scholarships. Affiliation scholar- scholarship. The student’s Girl Scout leaders ships are not based on financial need and, or council must provide a letter that the therefore, require no financial aid application. student has received this award. Recipients are welcome, however, to apply for Pony Club – Pony Clubbers with a rating of additional forms of assistance. C-3 or higher who have a high school GPA of Note: Students who are eligible for more than 3.0 or better in a college preparatory curric- one of these scholarships may receive only ulum and the recommendation of their one of the scholarships listed in this section. district commissioner will be eligible for this Affiliation scholarships are not offered for award. study during the summer or to students who Presbyterian Student Scholarship – Active already hold a baccalaureate degree. Students members of the Presbyterian Church (USA) must maintain satisfactory academic progress may receive a scholarship each year they (see the Standard Academic Progress for attend Wilson. A letter from the student’s Financial Aid section) to receive the award minister, on church letterhead, will be each year. required to document eligibility. Alumna Daughter/Son Scholarship – Transfer Student Scholarship – Wilson Children and grandchildren of Wilson, Penn College has articulation agreements with Hall Junior College and alumnae several colleges. Students who graduate may receive a scholarship. Qualifying students with an associate degree with a cumulative may receive the award each year they attend GPA of 2.50-2.99 from one of the following Wilson. institutions may receive a scholarship each Boy Scout Eagle Scout Award – Students year they attend Wilson College: Harrisburg who have achieved the rank of Eagle Scout and Area Community College, Hagerstown have at least a 3.0 high school GPA in a college Community College, Central Penn College, preparatory curriculum will be eligible for this Cottey College, Frederick Community scholarship. The student’s Boy Scout leader or College, , council must provide documentation that the Luzerne County Community College, Lehigh- student has received this award. Carbon Community College and Harcum College. Students must maintain at least a 2.5 Camp Fire Wohelo Award – Students who cumulative GPA at Wilson College each year have achieved the WoheloAward and have for renewal. at least a 3.0 high school GPA in a college preparatory curriculum will be eligible for this WWW.WILSON.EDU 99

Specialty Scholarships Military Survivors Scholarship – Wilson College recognizes that many men and women have made the ultimate sacrifice during the operations in Iraq and Afghanistan in Operation Enduring Freedom and Operation Iraqi Freedom. Wilson will provide tuition scholarships to two full-time children or spouses of these soldiers (active duty, Guard or Reserve). The recipients of these scholarships must reside on campus and must meet the admissions requirements necessary for acceptance into the traditional undergrad- uate program. These awards will cover the full cost of tuition that is not otherwise met by any other educational benefits. National Scholarships – Awards made to superior students who enroll as full-time first-year students in one of the participating colleges related to the Presbyterian Church (USA), such as Wilson. Applicants must be members of the Presbyterian Church (USA), high school seniors and U.S. citizens or permanent residents, and they must take the SAT/ACT Twins and Triplets Scholarship – Wilson exam no later than Dec. 15 of their senior College offers a scholarship to one set of year in high school and demonstrate finan- twins and one set of triplets annually. The cial need. Awards range from $500 to $1,500 scholarship is 45 percent of tuition for each per academic year and are renewable. To student; students need to enroll full-time apply for this national scholarship, obtain an every semester. These scholarships cannot application from Wilson’s financial aid office. be combined with other merit or affiliation The application must be filed by Jan. 31 of the scholarships awarded by the College, with the student’s senior year in high school. exception of the Disert Award. Students may receive this scholarship for a maximum of four Twin Towers/Pentagon/Flight 93 Tuition years as long as they maintain satisfactory Scholarship – A maximum of two, full-time academic progress as defined in the college tuition scholarships will be awarded each year catalog. Priority will be given to students who to the children of those lost or permanently will reside on campus. Awards are made on a disabled in the Sept. 11, 2001, terrorist attacks, first-come, first-served basis. including children of police, fire safety or medical personnel who were killed or suffered Note: The combined total of merit, affiliation debilitating injuries in their attempt to rescue and specialty scholarships will not exceed those who were victims of the attacks. The tuition. recipients of these scholarships must reside on campus and must meet the admissions Endowed Scholarships (Need-Based) requirements necessary for acceptance as Students do not need to complete a separate traditional undergraduate students. The application for the endowed scholarships. scholarships will continue to be awarded Students who annually file the FAFSA and through the 2018-19 academic year, pending meet the scholarship criteria will automati- eligible applicants. cally be considered for these scholarships. 100 WILSON COLLEGE

Education Elizabeth and Lawrence Dunlap Scholarship Carrie Westfall McCormick Scholarship (pref- (* and preference given to students applying from erence given to students preparing to teach) Lancaster Day School) Class of 1952 Scholarship in Liberal Arts, Elizabeth Karns-Lennox Scholarship Sciences and Education (for first-time or Ella May Coover Logan 1876 Scholarship* transfer student pursuing teacher certification in these fields) Ella B. Everitt Scholarship Suzanne Hodgson Gottling ’56 Scholarship The Ester L. Saanum and Julian E. Jensen Endowment Memorial Scholarship* Carrie Westfall McCormick Scholarship Eunice Abbie Dickinson ’19 Scholarship (preference given to students preparing to teach) Fannie W. and W. Stanford Hilton Scholarship* Class of 1952 Scholarship in Liberal Arts, Sciences and Education (for first-time or Lennox Endowed Scholarship transfer student pursuing teacher certification in Louise Lindsay McKnight Scholarship these fields) Louise Howell ’38 Memorial Scholarship Suzanne Hodgson Gottling ’56 Scholarship Endowment Endowment The Madame Helena Rubenstein Scholarship Margaret and Martha Jamison Scholarship Financial Need Marguerite McGregor ’51 Scholarship (* Student must be in good academic standing) Endowment* Abraham and Mary Cohen Jacobs Mary E. Moore ’31 Scholarship Scholarship* Mary I. Stephens ’50 Scholarship Allfirst Bank Scholarship* (now M&T Bank) Miriam C. Matthews ’17 and Miriam M. Anna F Welles Scholarship Haddad ’47 Scholarship Anna Louise Sybrandt Scholarship Olga Bozzan Bastin ’26 Scholarship Anne Petralito Scholarship Peter and Sara Jo Mazur Scholarship* Arline E. Shannon Scholarship Endowment* Sarah Cocharan Coppes Scholarship A.K. Wright Scholarship* Surdna Foundation Scholarship AICUP Scholarship - UPS* Veronica Storey Rollka Memorial Scholarship* Carrie Westfall McCormick Scholarship (* and (* denotes student must be of good academic preference given to students preparing to teach) achievement) Class of 1954 Memorial Scholarship* Abraham and Mary Cohen Jacobs Class of 1905 in memory of Mabel Gallagher Scholarship* Wilson* Allfirst Bank Scholarship* (now M&T Bank) Class of 1950 Scholarship Endowment* Arline E. Shannon Scholarship Endowment* Dr. Carl E. Seifert Memorial Scholarship (* and A.K. Wright Scholarship* preference for women students who have interest in French or Latin) AICUP Scholarship - UPS* Edwin T. and Mary Niemyer Hollinger Carrie Westfall McCormick Scholarship (* and Scholarship preference given to students preparing to teach) WWW.WILSON.EDU 101

Class of 1954 Memorial Scholarship* Emily Ritner Alter Werkheiser ’24 and Isabel McFarlane Alter Hill ’18 Scholarship Class of 1905 in memory of Mabel Gallagher Wilson* Julia Dunn Howells ’37 Scholarship Class of 1950 Scholarship Endowment* The Sarah Anderson Memorial Scholarship Dr. Carl E. Seifert Memorial Scholarship (* and Verna Parker Scholarship preference for women students who have interest I. Davison ’63 History Scholarship in French or Latin) Dorothy E. and Leroy Straight Scholarship Elizabeth and Lawrence Dunlap Scholarship (* and preference given to students applying from Julia Dunn Howells ’37 Scholarship Lancaster Day School) Science Scholarships <5> Ella May Cover Logan Scholarship* Eleanor Lowe Leaman and William G. Leaman The Ester L. Saanum and Julian E. Jensen Jr., M.D., Scholarship Memorial Scholarship* The Janet Hess Garis ’48 Scholarship for Fannie W. and W. Stanford Hilton Science Scholarship* Joseph Roszkowski Memorial Environmental Marguerite McGregor ’51 Scholarship Scholarship Endowment* Peggy Hurst ’46 Memorial Scholarship Peter and Sara Jo Mazur Scholarship* (preference for student in sophomore or junior year majoring in chemistry, physics, biology or Veronica Storey Rollka Memorial Scholarship* mathematics) Viola Ohler ’35 and William H. Phillips Foreign Languages Scholarship Endowment (preference given to The Marjorie Adair ’48 and Richard H. Parsons full-time residential students majoring in mathe- Scholarship Endowment (preference given to a matics or chemistry) U.S. citizen/student taking languages) Van Looy Scholarship for VMT students Mary Belle McElwain – Class of The Howard R. Tate and Agnes Helen Holden 1898-Scholarship Tate ’15 Scholarship Nancy Jane Criswell – Class of Eleanor Lowe Leaman and William G. Leaman 1889-Scholarship Jr., M.D., Scholarship The Marjorie Adair ’48 and Richard H. Parsons The Janet Hess Garis ’48 Scholarship for Scholarship Endowment (preference given to a Science U.S. citizen/student taking languages) Peggy Hurst ’46 Memorial Scholarship Mary Belle McElwain – Class of (preference for student in sophomore or junior 1898-Scholarship year majoring in chemistry, physics, biology or Nancy Jane Criswell – Class of mathematics) 1889-Scholarship Scholarship to Enhance Biology and Chemistry Learning and Research Social Sciences (SEBCLAR) Ann M. Ewing, Ph.D., Memorial Scholarship Viola Ohler ’35 and William H. Phillips (psychology or sociology) Scholarship Endowment (preference given to full-time residential students majoring in mathe- Charlotte I. Davison ’63 History Scholarship matics or chemistry) Dorothy E. and Leroy Straight Scholarship 102 WILSON COLLEGE

Study Abroad - Global Citizenship Initiative - Elizabeth Titzel Scholarship International Students Global Scholarship Endowment The Brenda Ashton Aiken ’57 and Robert McCutchen Aiken Study Abroad Scholarship Global Student Exchange Scholarship for study in by art majors The Hagop Bogigian Scholarship (women of Charlotte Klein Swaim Scholarship Armenian descent are eligible) Endowment Howard and Elizabeth Guest Endowment for CV Starr Scholarship Endowment Cross Cultural Understanding Elizabeth Swain Havens Scholarship Helen L. and Edmund B. Redington and Mary Redington Galbraith Scholarship Elizabeth Clugston Titzel ’27 Scholarship International Scholarships Global Scholarship Endowment Lucy A. Bremmer ’51 Global Citizenship Global Student Exchange Scholarship Service Learning Award Endowment The Hagop Bogigian Scholarship (for women of Patricia W. Telkins ’63 and Stephen Telkins Armenian descent) Int’l Scholarship (preference for international Howard and Elizabeth Guest Endowment for students or students with interest in international Cross-Cultural Understanding affairs) Helen L. and Edmund B. Redington and Mary Mary McKnight Richards – Class of Redington Galbraith Scholarship 1897-Memorial Fund Thomas and Peggy Kauffman Hyde The Varter Bogigian Derarian Scholarship Endowment

Mathematics International Scholarships Charlotte I. Davison ’47 Mathematics Jean Dill Scholarship Scholarship Endowment Lucy A. Bremmer ’51 Global Citizenship Service Learning Award Endowment Fine Arts and Music Patricia W. Telkins ’63 and Stephen Telkins Belle Snyder Criswell Scholarship Int’l Scholarship (preference for international Eydth Thompson Voice Memorial Scholarship students or students with interest in international affairs) Louise Collier Musical Scholarship Endowment Margaret Sieber Trimmer ’35 International Travel Grant Margaret Wilson Philips Scholarship Mary McKnight Richards – Class of Mabel I. Bashore Scholarship 1897-Memorial Fund Porter Kier Scholarship Thomas and Peggy Kauffman Hyde Belle Snyder Criswell Scholarship Scholarship for Spanish study abroad Eydth Thompson Voice Memorial Scholarship The Varter Bogigian Derarian Scholarship Louise Collier Musical Scholarship Charlotte Klein Swaim Scholarship Endowment Endowment Margaret Wilson Philips Scholarship CV Starr Scholarship Endowment Mabel I. Bashore Scholarship Elizabeth Swain Havens Scholarship WWW.WILSON.EDU 103

Women with Children Scholarships The Baker Family Women with Children Scholarship Endowment Elizabeth Patterson Weitzel ’10 Scholarship Endowment Elizabeth Van Blarcom Shirk ’49 Scholarship Endowment Gretchen Conn Carbaugh Scholarship Endowment Guild Daycare Scholarship The Harry A. Blackmun Endowment Jane Troutman Ensminger ’52 and Richard Ensminger Scholarship Endowment The Mary Elizabeth Hicks and John Temple Evans Memorial Scholarship Suzanne Hodgson Gottling ’56 Scholarship Endowment The Catherine Henry Dimmick Memorial Scholarship (preference given to full-time resi- The Sylvia Scalera Davison ’44 and Mary dential students who are single mothers) Meinecke Dee ’44 Scholarship The Sylvia Scalera Davison ’44 and Mary Thomas F. and Kathleen W. Kimes ’52 Women Meinecke Dee ’44 Scholarship with Children Scholarship Thomas F. and Kathleen W. Kimes ’52 Women with Children Scholarship Endowments to Fund Daycare for Women with Elizabeth Patterson Weitzel ’10 Scholarship Children Participants Endowment Anne Du Daycare Scholarship Elizabeth Van Blarcom Shirk ’49 Scholarship Christian Jessen Daycare Scholarship (prefer- Endowment ence given to children of single mothers who are full-time students and whose children attend W.C. Gretchen Conn Carbaugh Scholarship Day Care Center) Endowment Dorothy L. Stabler Daycare Scholarship Guild Daycare Scholarship Endowment (preference given to children of The Harry A. Blackmun Endowment single mothers who are full-time students and whose children attend W.C. Day Care Center) Jane Troutman Ensminger ’52 and Richard Ensminger Scholarship Endowment Edith McKinny and Willard P. Graham Daycare Scholarship Endowment (preference The Mary Elizabeth Hicks and John Temple given to children of single mothers who are full- Evans Memorial Scholarship time students and whose children attend W.C. Suzanne Hodgson Gottling ’56 Scholarship Day Care Center) Endowment Joan Mitchell ’63 and Daniel E. Wiley Child The Catherine Henry Dimmick Memorial Care Scholarship (for child care for children of Scholarship (preference given to full-time resi- single mothers enrolled as full-time residential dential students who are single mothers) students) 104 WILSON COLLEGE

Anne Du Daycare Scholarship Scholarship Program* (a loan program for students showing potential for leadership, Christian Jessen Daycare Scholarship (prefer- academic merit and character) ence given to children of single mothers who are full-time students and whose children attend W.C. Curran Scholarship Endowment Day Care Center) Filomena Massa Memorial Service Dorothy L. Stabler Daycare Scholarship Scholarship Endowment (preference given to children of Marilyn Houser ‘48 Scholarship Endowment single mothers who are full-time students and whose children attend W.C. Day Care Center) Edith McKinny and Willard P. Graham Unrestricted Scholarships Daycare Scholarship Endowment (preference Abraham & Mary Cohen Jacobs Scholarship given to children of single mothers who are full- Adelaide Hunt Rowe ’14 Scholarship time students and whose children attend W.C. Day Care Center) AK Wright Scholarship Joan Mitchell ’63 and Daniel E. Wiley Child Anne Morgan Horner Scholarship Care Scholarship (for child care for children of Belle McLellan Pomeroy Scholarship single mothers enrolled as full-time residential Bernice Cole Prentis Scholarship students) Betsy Coen Trapuzzano Scholarship Endowment Community Service/Leadership/Activities Business Partner Endowed Scholarship Alice McDannell ’57 and Ray Drum Scholarship Caroline P. Bair Scholarship The Alumnae-Student Contract (TASC) Charlotte Gemmill ’20 Restricted Scholarship Scholarship Program* (a scholarship/loan Charity Packer Buchanan Scholarship program for students showing potential for lead- ership, academic merit and character) Clair Wheeler Shepler Scholarship Curran Scholarship Endowment Class of 1919 Centennial Scholarship Filomena Massa Memorial Service Class of 1923 Scholarship Scholarship Cora Elizabeth Lutz Scholarship Marilyn Houser ‘48 Scholarship Endowment Col. Thomas A. Scott Memorial Scholarship Monticello Scholarship – In Memory of Esther The Charles S. Coen and Mary Coen Anne Wright Keller Foundation Scholarship Endowment The Margaret Criswell Disert ’20 Honors Adult Students Scholarship Endowment Franklin Financial F&M Scholarship Dorcas Thomas Memorial Scholarship Marion Elbell McAtee Memorial Scholarship Dorothy E. G. Teckmeyer Scholarship Fund in Newcombe Foundation Scholarship Honor of the Class of 1930 James Allen Lee Shover Memorial Scholarship The Warren N. Nevius Scholarship Endowment Sprint/Newcombe Scholarship Eleanor Martin Allen Scholarship Endowment Florence C Strousse/Newcombe Scholarship Eleanor F. Rodisch ’40 Scholarship Gail Scott Kurtz Scholarship Endowment Eleanor S. Hall-Class of 1909 – Scholarship The Alumnae-Student Contract (TASC) WWW.WILSON.EDU 105

Elizabeth C. Gallagher Scholarship Mary Salome Billmeyer Baker Ethelbert Warfield Scholarship Mernie Turrell Howorth Memorial Scholarship Eleanor Stuart Fulton Restricted Scholarship Mary Keeny Eberly ’25 Scholarship Elizabeth S. Baird Scholarship Endowment Elizabeth McGeorge Sullivan Education Mary Margaret Forney ’37 Scholarship Scholarship Endowment Elizabeth Robb Endowed Scholarship Mary Wheeler King ’23 Trust Endowment Scholarships Nancy Foster Craig and Nancy Pearl Craig Dorothy L. Gettinger and Fern M. Gettinger Scholarship ’24 Memorial Scholarship Nellie McIlvaine Hoopes Scholarship George Hosfeld Scholarship Norman O. Huber Scholarship Helen Ininger Scholarship Endowment Mrs. N. Milton Woods Scholarship Helen V. Martin – Class of 1908 – Scholarship Mr. N. Milton Woods Scholarship Henry and Cecelia M. Coope Mrs. William T. Scheide Memorial Scholarship Judith C. Hellfach ’52 Scholarship Endowment Paula Hoch Highman Scholarship H.E.R. Scholarship Endowment J. G. Reaser Memorial Scholarship Phyllis King Smith ’43 Scholarship J. K. Russell Scholarship Pomeroy Family Scholarship Jane R. Ross Scholarship Ruth Fagley Codington ’37 Memorial Jean Stapleton Scholarship Endowment Scholarship John C. and Emilie K. McDowell Scholarship S. Elizabeth Yaukey ’31 and Charles A. Bikle Scholarship Endowment Joseph Clark Scholarship Sarah Elizabeth Burns Scholarship Katie E. Hershey Memorial Scholarship Scholarship Fund Restricted Lillia Babbitt Hyde Scholarship The Barron Blewett Hunnicutt Memorial The M. Kathryn Glick Scholarship Scholarship Endowment The Donald B. and Dorothy L. Stabler Marjorie Faix Brown Bletcher ’42 Memorial Scholarship Fund Scholarship Fund The Edwards Scholarship Mary E. Diamond ’34 Scholarship Theodore B. Westgate Scholarship Mary Louise Tinkler ’45 Scholarship Wilson College Club of Pittsburgh Mary McCleary Lupfer Scholarship Scholarship 106 WILSON COLLEGE

STUDENT LIFE • Bigs and Littles THE HONOR PRINCIPLE AND TRADITIONS • Sophomore Buddies In 1905, the College adopted a social and academic Honor Principle that rests on the STUDENT DEVELOPMENT assumption that every member of the College The mission of the Office of Student will act with integrity in all aspects of life. Development at Wilson is to create and model Students grow into a fuller understanding a student-centered environment that fosters of the Honor Principle as they become more the holistic well-being of the individual and engaged in college life. The Honor Principle is community, while equipping all for meaningful apparent in the interactions among students, engagement within and beyond Wilson College. in the expectation of respect for common spaces and resources, and by the trust shown The office aspires to: in students during the administration of • Empower and recognize student exams (i.e., unproctored and self-sched- leadership. uled exams). Wilson’s mission states that • Model and provide opportunities for shared the College prepares students for “ethical responsibility in active exploration and leadership and humane stewardship of our understanding of experiences outside one’s communities and our world.” That prepara- own. tion begins here, in our own community. • Increase meaningful student engage- The main pillars of the Honor Principle are to: ment on campus and within the broader • Demonstrate personal integrity. community. • Respect the dignity of all persons. • Encourage the understanding and develop- ment of identity within a larger context. • Respect the rights and property of others. • Promote well-being through the integration • Respect diversity in people, ideas and of mind, body and spirit. opinions. • Find meaningful ways to collaborate with • Demonstrate concern for others, their feel- all campus constituents to the benefit of all ings and their needs for conditions which students. support their work and development. Traditions are central to the Wilson expe- STUDENT ACTIVITIES rience, binding together generations of Wilsonians. They welcome and support The student activities office plans, promotes and our students and make them part of an coordinates both fun and educational activities encouraging, connected community. From for students outside of the classroom. Offerings convocation to commencement, traditions include performances, film series, off-campus are an important part of the Wilson experi- trips, shuttle service, as well as college traditions ence. Traditions include: such as Thanksgiving Dinner, White Dinner, Spring Fling and the Valentine’s Day Dinner. • Sarah Wilson Week Events and programs are designed and created • Senior Night based on the contribution and effort of students • Thanksgiving Dinner and the Campus Activities Board. • White Dinner (formal Christmas Dinner) • Spring Fling STUDENT GOVERNMENT • Christmas Vespers The Wilson College Government Association • Odd/Even contests offers all students an opportunity to • Baccalaureate participate in campus governance. See the organizations section that follows for more • Class events information about the WCGA. WWW.WILSON.EDU 107

As WCGA officers, students are able to learn must be submitted through the online portal and develop competence and confidence in (instructions sent in the welcome packet their own leadership. Students are an integral deposited students receive). Special authori- part of college governance. Student repre- zation to live outside the 50-mile limit must sentatives serve as voting members of most be obtained from the dean of students. Any faculty committees and as advisory represen- student wishing to change their residen- tatives to most Board of Trustee committees. tial status must complete the Off-Campus WCGA officer positions and participation Request Form (available online). Exemptions in student clubs/organizations sponsored from the residency requirement will only be by WCGA monies are open to all full-time granted if the student meets at least one of the enrolled students. following exceptions: Each year, WCGA publishes the Wilson • Commuters living with parents or adult College Bluebook/Student Handbook, relatives within a 50-mile driving distance which includes the statement of the Honor from campus. Principle, as well as academic and adminis- • Married students. trative regulations and policies governing • Students 21 years of age or older who campus community life. The Bluebook also currently have senior standing as defined by contains information about WCGA, adminis- the college registrar. trative offices and campus organizations. The • Students participating in approved Bluebook can be found online at www.wilson. academic experiences such as guest semes- edu and is available in print through WCGA. ters, semesters abroad, U.N. semesters, etc. • Student teachers with special location ORIENTATION needs. All new students participate in orientation to Off-Campus Request Forms must be reviewed introduce them to student life and provide by the financial aid office before submission academic advising and placement in classes. to the director of residence life for review. This comprehensive program also familiarizes Permission to live off campus for reasons students with campus resources, including other than those falling within the policy facilities, faculty, staff and administration. guidelines will be granted due to extreme or Orientation for first-year students (students extraordinary circumstances only. Students who have not previously attended college), who seek exemption should submit a petition new Women with Children program students describing the circumstances that justify and international students occurs over the an exemption, along with the Off-Campus summer and just before the start of classes. Request Form. Approval determination will rest with the dean of students. All petitions for off-campus housing need to be reviewed RESIDENCE LIFE by the financial aid office and submitted to UNDERGRADUATE COLLEGE the director of residence life no later than STUDENTS April 15 for the coming fall semester and Nov. In an effort to develop and support the entire 15 for the coming spring semester. Requests student, both academically and socially, all from new students to live off campus must Undergraduate College students are required be submitted via the Commuting Request to live on campus. Students must be full Form (online) and received by the director time, matriculated and degree-seeking. UC of residence life no later than 30 days prior students who would like to commute from to the start of the semester in which they home are required to live with parents or adult are entering. Please note that applications relatives within a 50-mile driving distance received after the deadline may be denied of the College. Further distance may impede outright or may be deferred for consideration the learning process. Requests to commute 108 WILSON COLLEGE until the following semester. Applicants who lounge and bathroom. Part-time ADP housing miss the deadline should consult with the is pet-free. Full-time ADP residents are residence life director. required to purchase a meal plan (board). All residential students in the Undergraduate College are required to purchase a meal plan CAMPUS HOUSING (board). First-year students must be on the CAMPUS HOUSING EXPECTATIONS Phoenix Meal Plan. A high standard of conduct is expected of Housing is only provided for the student; no residents at all times. Living together in a other family or friends are permitted to reside common space is an experience in community with the student. Students are provided with a living; therefore, residents must respect the twin bed, desk, desk chair, dresser and closet. rights of one another. Policies and regula- Some halls offer private en suite bathrooms. tions are established for the health, safety Students share a common kitchen, laundry, and welfare of all residents. The student is lounge, bathroom and computer lab. Students expected to observe the rules and regulations have the option to have a double room with stated in the Wilson College Handbook (the a roommate, a single room or a double room Bluebook) as well as published or posted without a roommate. These options are billed residence life policies and the community at different rates and are available to all resi- standards decided on by the community. dents, space permitting. Each student is required to sign a room agree- ment before being issued a key for their room. WOMEN WITH CHILDREN PROGRAM This agreement is a binding contract and will STUDENTS be treated as such. The student is responsible In order to develop and support the whole for fully reading, understanding and abiding student both academically and socially, all by all stipulations within the agreement each Women with Children program participants year. A deposit is required of every resident are required to live in on-campus Women with before a key will be issued; once made, this Children housing. All Women with Children deposit will be kept in program students are required to purchase a meal plan (board). Housing is only provided a noninterest-bearing account separate from for the student and her children; students may their student account for the duration of their not increase the number of family members time at the College. Following graduation or during their on-campus residency. Students departure from the College, the deposit will are provided with a two-room suite with be available for refund, subject to any deduc- a private bath, twin bed, desk, desk chair, tions for charged owed to the College dresser and closet. Students share a common Failure to maintain full-time enrollment may kitchen, laundry, lounge, playroom and result in cancellation of a housing contract. computer lab. Wilson reserves the right to refuse housing privileges to any person at any time. The ADULT DEGREE PROGRAM STUDENTS College has the right to conduct a criminal Adult Degree Program (including grad- background check on any resident at any time, uate and TIP) students have the option of either prior to room assignment or during residing on campus on a full- or part-time the term of their agreement. The College basis, depending on their enrollment status. reserves the right to deny or refuse housing or This housing option is only for the student; immediately remove a student from college partners, children and other family members housing, based on criminal history or conduct. or friends are not permitted to reside with This provision does not require the College to the student. Students are provided with a perform a criminal background check on any twin bed, desk, desk chair, dresser and closet. student. Students share a common kitchen, laundry, WWW.WILSON.EDU 109

Students assume full responsibility and INTERSESSION HOUSING liability for the behavior and actions of their All hall opening and closing dates are posted guests, whether the guests are Wilson College online, advertised on campus and emailed students or not. Full residence hall policies to students. Students must make sure their are available online. travel plans coincide with the dates advertised because no early arrivals or late departures Students with special housing needs must will be permitted. The residence halls are make their request through the ADA accom- closed during the Thanksgiving and modations process at least one month prior breaks, January-term, spring break and to arrival on campus or by posted deadlines summer vacation period. J-term and summer (depending on their student type). Requests housing may be offered for students engaged must be supported by documentation in college-related activities during those break from the treating medical professional. periods. Students who wish to make arrange- Documentation must be updated prior to ments for break housing, if offered, must room selection for the following year. (All submit the online request form at least one medical documentation received is kept month in advance of the break period (by the confidential.) date advertised). Break housing is not guaran- Rooms are provided with connections for teed and may carry additional fees. Students Ethernet, phone and cable. Rooms also have may be asked to live in a different residence wireless Internet access, which is provided hall for the duration of the break, with limited free of charge. Students who want cable televi- access to the residence room they normally sion or landline phone service in their rooms occupy during regular session. No hall access are required to set up individual contracts for is provided during any break period. Students service with the local providers. Cable TV and are required to follow all break closing wireless and landline phone service are avail- procedures as advertised by residence life able in the residence hall public spaces. and may be subject to fines for failing to do so. Within the residence halls, student staff The College reserves the right to require key members are selected and trained to serve return and/or to limit what can be left in the for the academic year as resident assistants. room at each break closing. No food service is RAs carry out a broad range of responsibili- available to students staying in residence halls ties in the areas of peer counseling, conflict during break periods. resolution, mediation, community-based programming, policy enforcement, crisis RESIDENCE HALL OPENINGS/ management and community development. CLOSINGS They make appropriate referrals when All hall opening and closing dates are posted necessary and act as resources for residential online, advertised on campus and emailed students. to students. Students must make sure their A hall senator represents each residential travel plans coincide with the dates advertised unit in the Student Senate. Senators provide as no early arrivals or late departures will be one of several channels for students to voice permitted. The residence halls are closed opinions and make suggestions to the Wilson during the Thanksgiving and winter breaks, College Government Association (see list of January-term, spring break and summer vaca- organizations that follows). Hall senators also tion period. J-term and summer housing may serve on residence council to address commu- be offered for students engaged in college-re- nity concerns and communicate information lated activities during those break periods. If to residents. Residence hall rules and regu- a student wishes to make arrangements for lations are evaluated regularly by residence break housing, if offered, they must submit council and residence life staff members. the online request form at least one month in advance of the break period (by the date 110 WILSON COLLEGE advertised). Break housing is not guaranteed housing, the student has 24 hours to vacate and may carry additional fees. Students may housing after receiving notice of removal. If be required to live in another residence hall the student is disruptive in any way during for the duration of the break, with limited that period, she/he will be required to vacate access to the residence room she/he normally immediately. If the student fails to vacate occupies during regular session. For safety within 24 hours, the College reserves the right and continuity, the core locks to the resi- to remove the student’s belongings, change dence halls will be changed. No food service the locks at the student’s expense and/or treat is available to students staying in residence the student as a trespasser. during break periods. However, kitchen and lounge space within the designated break housing will be available. Students staying for WOMEN WITH CHILDREN PROGRAM any part of summer housing will be required In 1996, Wilson College began the Women to sign a summer housing lease. During the with Children program, which allows single break period, visitation by off campus guests mothers the opportunity to pursue a degree or students not registered for break housing as a full-time student and experience a must be approved in advance by the director residential college setting. The women partic- of residence life. It is important that the ipating in the program – and their children College be aware of guests present on college – are an integral part of the Wilson College property for security purposes and in case of community. emergency circumstances. However, unless Wilson’s Women with Children program is individual extenuating circumstances exist, designed for academically qualified single there is no reason to believe that such visita- mothers of all ages. The program can accom- tion would be denied. While the College is not modate up to 30 families in campus housing. in regular session, students living on campus Interested students must first apply to the will still abide by the rules defined in the College. Once accepted, students are invited Bluebook/ Student Handbook and will uphold to apply for the WWC program. the Honor Principle. While living on campus, students and their The student agrees to vacate the residence families are encouraged to actively partic- hall: (a) within 24 hours after the student’s ipate in the life of the community. Women last examination or within 24 hours after the participating in the program follow all college termination of the room and board agree- guidelines and have access to all college ment, unless an extension is granted by the services and programs while living on campus. director of residence life; or, (b) on or before Members of the program have participated the date and time specified by residence life as in activities such as athletics, residence life, hall closing for end of the semester, year or at student government, organizations and breaks unless an extension is granted. At hall club activities. Additional activities specifi- closings, residents must follow all adver- cally designed for program participants are tised closing procedures including, but not required. limited to, room and public space prepara- tion, checkout and key return as appropriate. Failure to do so will result in fines. Failure to STUDENT SERVICES AND PROGRAMS leave by the designated hall closing time or CAREER DEVELOPMENT CENTER time indicated by student room agreement The career development office assists will result in fines. The student’s right of occu- students throughout their college experiences pancy does not include any period that the in identifying career interests, selecting a student is not enrolled with the College or any college major, developing meaningful intern- period in which the student has been removed ship experiences and establishing individually from housing for any reason. If removed from appropriate career and life goals. WWW.WILSON.EDU 111

Resources and services provided by the Counseling services also integrate the career development office are designed to philosophy of the Honor Principle into encourage Wilson College students to be programming, individual sessions and proactive in their own career planning and support groups, reinforcing the need for to enhance their educational experiences. students to be assertive by being honest with Through self-assessment, career exploration themselves and others. With this in mind, the and career/life counseling, students have the counselor’s goal is to empower students so opportunities to become more self-aware and they can have a healthy awareness of their own to develop skills that enable them to become mental health and well-being. The director productive, responsible individuals prepared of the counseling center is a Pennsylvania to meet their future career and life challenges. Licensed Professional Counselor. All students are urged to consult with career development from their first year through HEALTH SERVICES graduation. The Health Services Center is staffed by a nurse who is available for limited routine WELLNESS CENTER services. A local medical practice offers Wilson College intentionally approaches non-emergency care to resident students by education in a holistic manner. The Wellness self-initiation or arrangement through the Center encompasses counseling, health and college nurse. In case of serious illness or chaplaincy services to foster the integration of emergency, appropriate medical personnel mind, body and spirit. are consulted. All resident students are required to submit a certificate of medical COUNSELING SERVICES examination and proof of immunizations Individual counseling, life skills counseling prior to enrollment. and support groups are available and free to all currently enrolled Wilson students who are RELIGIOUS AND SPIRITUAL LIFE pursuing a degree. Medication management At its best, a college community is a place of is also available with a contracted psychiatrist both academic and spiritual growth. The chap- who works collaboratively with the counselor laincy program at Wilson College seeks to to provide continuity of care. Wilson College foster spiritual exploration and engagement Counseling Services Center staff also works for all members of the campus community. collaboratively with a variety of community We accompany one another on our spiritual resources. The counselor’s primary focus is on journeys, ever open and responsive to the insight-oriented counseling through a self-re- presence of God in our lives and our world. ferral system. All counseling and medication Wilson College is affiliated with the management services are held in the strictest Presbyterian Church (USA) and supports of confidence. diverse faith traditions and religious expres- The counselor addresses issues on a regular sion. The College has a full-time, ordained basis through workshops, special programs chaplain who works with students, staff and and teaching, and works in collaboration with faculty members. Services include weekly health, career, chaplaincy, athletics and resi- worship, Bible study, prayer ministry, pastoral dence life services to develop awareness and care and mission and retreat events. The empowerment programs. Issues addressed chaplain also coordinates volunteer and include – but are not limited to – transition community service opportunities in the to college life, depression, sexual assault greater Chambersburg area. The chaplain awareness, sexual identity, healthy eating and works with student groups, faculty and staff nutrition, body image, relationship concerns, members to provide a variety of services drug and alcohol issues, anxiety, living with within the community, encompassing bipolar disorder and diversity. hospitality, inclusivity, compassion, rela- tionship-building, creativity and community 112 WILSON COLLEGE spirit. More information on the Office of the with NCAA regulations and acceptance of Chaplain can be found at www.wilson.edu/ department policies. student-life/religious-life-and-volunteerism/ index.aspx and on the Facebook page for the INTERNATIONAL STUDENT AND Wilson College Chaplaincy Program. SCHOLAR SERVICES OFFICE International students have the services of DINING SERVICES an office that can help with travel needs and Located in Lenfest Commons, Jensen Dining provide support regarding visas, employment, Hall offers regularly scheduled meals to the cultural adjustment, F-1 regulations and other campus through SAGE Dining Services. Meal issues. Monthly trips and activities are offered plans are available to all students, faculty for international students through this office. and staff members. Residential students are Further, the Friendly Families/Host Homes required to purchase a meal plan. Commuter program partners international students students, staff, faculty members and guests with volunteer families and friends in the may pay as they go for meals. Special dietary Chambersburg area. concerns are accommodated on an individual basis when needed, with vegetarian fare along with gluten-free and allergen-free options STUDENT ORGANIZATIONS offered at every meal. Menus and offerings WILSON COLLEGE GOVERNMENT are based on feedback from students via ASSOCIATION comment cards, food forums and emails. WCGA is Wilson’s student-run government organization, which oversees the activities INTERCOLLEGIATE ATHLETICS of all other student clubs and organizations Wilson College’s athletic program is on campus, in addition to carrying out many considered an integral part of the education other responsibilities. Through WCGA, environment. This experience offers students students have a chance to make their voices an opportunity to participate in a quality heard. There are many opportunities to program that contributes to the development become involved through various activities of strong leadership skills, while emphasizing held throughout the year. teamwork, fair play and personal develop- ment. Nearly a quarter of students play at least For a complete listing of all student organiza- one intercollegiate sport and many compete tions, please visit www.wilson.edu/wcga. in more than one. ALLIES Wilson College is a Division III member of Allies is a club that supports gay, lesbian, the National Collegiate Athletic Association. bisexual, transgender and questioning Wilson is also a member of the North Eastern (GLBTQ) students and allies. Allies seeks to Athletic Conference and the Eastern College educate the community, promoting awareness Athletic Conference, offering varsity teams of diverse attitudes, ideas and beliefs. in field hockey, , men’s and women’s , women’s soccer, men’s and ASIA CLUB women’s cross country, and men’s golf. By Asia Club exists to raise awareness of Asian 2015, men’s and men’s soccer will culture on campus and provide education also be offered. to Wilson College community about Asian All students participating in intercollegiate countries that currently have student repre- athletics must have proof of medical insur- sentatives on campus. ance. In addition, a physical examination ATHLETIC ASSOCIATION by the college physician is required prior to On entering Wilson, all students become participation in any intercollegiate athletics members of the Wilson College Athletic activity. Eligibility is based on compliance Association and are welcome to participate WWW.WILSON.EDU 113 in its various programs. The purpose of the BOTTOM SHELF REVIEW organization is to maintain an interest in Wilson’s literary review was created to athletics and to promote sportsmanship and gather students to share literary interests school spirit. Students are encouraged to take and promote the expression of literary talent part in the athletic association’s interclass, within our community. The group holds open intercollegiate, inter-residence hall and facul- poetry readings to discuss community contri- ty-student sports competitions. Traditionally, butions and publishes a select collection of the association sponsors Odd/Even field day, poems and prose annually. color wars and banner-stealing. CAMPUS ACTIVITY BOARD The athletic association holds an end-of-year The Campus Activity Board is a student-cen- awards ceremony for student-athletes, during tered organization that assists the activities whichh awards in the various sports are given director with planning, organizing, imple- on the basis of participation and skill level. menting and evaluating student activities, The pentathlon honor is the highest award including the selection of films for the film that can be achieved. Such an award is given series, bands and other entertainers, as well not only for excellence in sports, but also for as trips off campus. CAB also plans the two exhibiting an outstanding attitude and spirit annual semiformal dances: White Dinner and of cooperation in all phases of life, including Spring Fling. athletic competition. CHEER JOCKS BEHAVIORAL SCIENCE Membership in Cheer Jocks is for any student The Behavioral Science Club’s purpose is to (athletes and non-athletes) who would like enhance psychology and sociology education to show support and encouragement for the through involvement in educational activi- various athletic teams and athletes. They ties such as lectures, conferences, research organize attendance at games, plan surprises projects and more. for athletes and more.

BILLBOARD NEWSPAPER CHOIR Published triweekly throughout the year, The choir functions as a chapel and concert Wilson’s Billboard aims to present and group performing on and off campus. discuss news and information pertinent to Whenever possible, the choir sings in joint the members of the college community and concerts with other colleges and organiza- its outside subscribers. For readers, it is a tions. All students, staff and faculty members succinct summary of and sounding board for are eligible to try out for choir. Auditions are campus events; for contributors, it is an exer- held at the beginning of each semester. cise in creativity and technique. Each edition brings controversial editorials, feature stories, CONOCOCHEAGUE YEARBOOK photographs and sports articles designed to Wilson is fortunate to have two keep the readers interested and informed. Conococheagues: the stream that runs through campus and the college yearbook. The yearbook BLACK STUDENT UNION staff works together to produce photography The purpose of this organization is to and page layouts to ensure the best possible encourage black awareness, enhance the memories for Wilson students. Sections – each quality of life for members of the Black of which has one or more editors – include Student Union, conduct activities involving student life, sports, classes, clubs/organizations, community outreach and foster greater faculty/staff, senior pages and graduation. understanding of African-American culture and related issues. All students are welcome DRESSAGE TEAM to join. Members of the Wilson College Dressage Team ride weekly to practice flatwork and 114 WILSON COLLEGE dressage tests. They represent Wilson in EXERCISE AND SPORT SCIENCE CLUB interscholastic dressage competitions and The purpose of the Wilson College Exercise intramural dressage shows. and Sport Science Club is to promote health, fitness and wellness to the students, faculty MOUNTED DRILL TEAM members and staff in the Wilson community The Wilson College Mounted Drill Team through educational programs and activities consists of eight to 16 horses and riders that that emphasize the importance of exercise put on several musical performances for and good nutrition. special events throughout the year. The drill team allows riders of varying levels of ability FENCING CLUB to demonstrate their skills acquired through The Wilson College Fencing Club teaches practice with the team. The team serves as and promotes the art and sport of fencing. representatives of the equestrian department Members practice weekly to develop skill in and Wilson College as a whole. swordplay and spar in friendly bouts. Most members join as beginners, so all students EDUCATION CLUB are welcomed. This is a three-weapon club – The Wilson College Education Club is for students compete in foil, epee and saber. Near people who are interested in education and the end of the fall semester, club members are in promoting educational activities within ready to compete in tournaments with other Wilson and the surrounding community. area colleges and clubs. The club is open to all traditional students, whether or not they are majoring in education. HUNT SEAT EQUITATION TEAM The Wilson College Hunt Seat Equitation ENVIRONMENTAL CLUB Team allows students to participate in The purpose of the Wilson College intercollegiate shows and helps them develop Environmental Club is to create awareness riding skills through coaching and compe- of environmental issues such as conserva- tition. It is a year-round sport at Wilson, tion, preservation and restoration, with an beginning with tryouts in September and emphasis on education. The club promotes continuing until the Intercollegiate Horse an increased awareness and understanding of Show Association national competition in environmental issues as they relate to the role May. Wilson competes in Zone 3, Region 1, of of the individual. Any interested member of the IHSA circuit. The Penn Hall Equestrian the Wilson community – student, faculty or Center includes two indoor arenas, an staff member – is encouraged to join. outdoor , three barns and 20 acres of paddocks and pasture. EQUINE-FACILITATED THERAPEUTICS CLUB KITTOCHTINNY PLAYERS Wilson College’s Equine-Facilitated Wilson’s drama club, Kittochtinny Players, Therapeutics Club aims to educate students encourages the dramatic side of all Wilson about the benefits of equine therapies and students to come to life. Students write and provide a support system for families with perform most of their own work. children with special needs. MUHIBBAH INTERNATIONAL CLUB EVENTING TEAM Muhibbah, a Malaysian word meaning “unity The Wilson College Eventing Team’s goals are among nations,” best describes this interna- to educate students about the equine sport of tional, intercultural group that is by no means eventing and to promote learning and safety confined to international students. Diverse while actively pursuing the sport, as well as to populations of students from more than a involve students in constructing and main- dozen countries come together to host an taining cross-country jumps at the Penn Hall annual international dinner and performance, Equestrian Center. cultural evenings and other activities to WWW.WILSON.EDU 115 promote cultural awareness. for success beyond academia.

ORCHESIS DISCLOSURE OF STUDENT DIRECTORY Orchesis is a modern dance ensemble for any INFORMATION student interested and/or skilled in technique Wilson College may release, without the and creative interpretation. All students are consent of students, the following infor- welcome to participate. Orchesis focuses on mation identified as public or directory perfection of performance and technique, as information for students who are currently well as fun. Activities include a performance enrolled: held each semester to showcase what students have accomplished. • Name. • Address. SPANISH CLUB • Email address. The Wilson College Spanish Club was created with the purpose of increasing student aware- • Dates of attendance. ness and participation in activities concerning • Classification. Hispanic people. It offers an opportunity • Program of study. to explore a different side of the world, the • Previous institutions attended. Americas and our community. • Awards and honors. VETERINARY MEDICAL TECHNOLOGY • Degrees. CLUB • Participation in recognized activities, orga- The Wilson College Veterinary Medical nizations and sports, including the weight Technology Club promotes the progressive and height of members of athletic teams. and humane medical care of animals and is Unless the student requests to the contrary, open to all students who have an interest in any or all of the above public or directory the health and well-being of animals, great information may be publicized by Wilson and small. College as appropriate. Students who are WESTERN RIDING TEAM unwilling to have this information released Members of the Wilson College Western should notify the registrar in writing within Riding Team practice weekly with a coach two weeks of the start of the academic year. to improve equitation and horsemanship and reining patterns. Tryouts are held at the ANNUAL NOTICE TO STUDENTS beginning of the fall semester. Riders range in Annually, Wilson College informs students of skill level from walk/go to open horsemanship the Family Educational Rights and Privacy Act and reining. of 1974, as amended. FERPA, with which the institution complies, is designated to protect ALUMNAE ASSOCIATION the privacy of education records, establish the The Alumnae Association of Wilson College right of students to inspect and review their was organized in 1879 and incorporated in education records, and provide guidelines for October 1917 for the purpose of “advancing the correction of inaccurate or misleading the interests of the College by assisting in data through informal and formal hearings. recruitment and fundraising, promoting Students also have the right to file complaints alumnae involvement in academic and with the FERPA office concerning alleged student affairs, and participating in college failures by the institution to comply with the policy development.” Wilson College grad- act. Questions concerning the FERPA may be uates are visible in the everyday life of the referred to the registrar’s office, which is the campus, including through mentoring rela- official FERPA reporting agent. tionships that afford students opportunities 116 WILSON COLLEGE

24-hour computer lab, post office, student center, Jensen Dining Hall and the following Facilities on the Wilson offices: student development (ID services), College Campus campus safety, dean of students, assistant Alumnae House – Office of Institutional dean of students, Wilson College Government Advancement, which includes development, Association, career development, wellness alumnae/i relations, grants and the Wilson center (chaplain, counselor and college Fund. nurse), residence life, international scholar Art Annex – Printmaking and ceramic services, yearbook and Wilson Billboard. studios. John Stewart Memorial Library – Library Athletic Fields/Tennis Courts resources, computers, technology classroom (under construction). Helen M. Beach ’24 Veterinary Medical Technology Building – Clinical suites and Lortz Hall – Classrooms, faculty offices, animal care laboratory facilities. find arts department, Fulton Center for Sustainable Living and Robyn Van En Center Davison Hall – Residence hall, faculty offices, offices and Bogigian Gallery. Buchanan-Appenzellar Dance Studio. Alan McKee Physical Plant Building – Disert Hall – Women with Children and Maintenance and housekeeping staff. undergraduate residence hall. Magill House – Office of Marketing and Edgar Hall – Office of the vice president for Communications. academic affairs, registrar, business office, human resources, financial aid, president’s Norland Hall – Office of Admissions and office and information technology. parlors. Fulton Center for Sustainable Living Old Gymnasium – Fitness center. – Historic farmstead, barn, greenhouse, Penn Hall Equestrian Center – Two indoor composting facility, organic gardens, commu- riding arenas, outdoor riding arena, stables, nity-supported agriculture. paddocks. Frank E. Gannett Memorial Field House – Prentis Hall – Women with Children program Gymnasium, bowling alley, faculty/coaching residences, child care center. offices, sports medicine facility and archery Residence halls – Davison Hall, Disert Hall, range. McElwain Hall, Prentis Hall, Riddle Hall, Hankey Center – C. Elizabeth Boyd ’33 Rosenkrans Hall, South Hall. Archives and Barron Blewett Hunnicutt Sharpe House – President’s residence. Classics Gallery. Thomson Hall – Academic Support Center, Harmony Cottage – Staff residence. Sage dining and conferences office, Alumnae Harry R. Brooks Complex for Science, Chapel, classrooms (basement level), music Mathematics and Technology – Classrooms, classrooms and practice rooms. teaching laboratories, faculty offices, institu- Warfield Hall – Classrooms, Eleanor Martin tional research and assessment, research labs, Allen Auditorium, faculty offices, computer lab. instrumentation rooms, student resource rooms, seminar/conference rooms, animal- holding facility, aquatics room, greenhouse and a museum of natural history. Laird Hall – Patterson board room, lounge, stage and assembly room. Lenfest Commons –Bookstore, library, WWW.WILSON.EDU 117

ACADEMIC SERVICES AND PROCEDURES Academic Resources and ACADEMIC SUPPORT CENTER Support Services The Academic Support Center, located on the first floor of Thomson Hall, offers a ACADEMIC ADVISING variety of learning support services to Wilson Academic advising is an important resource College students. These services include: available to all students and a joint responsi- writing lab assistance with written assign- bility between student and adviser. Entering ments; Returning to Learning workshops for first-year students in the undergraduate incoming Adult Degree Programs students; college are assigned a first-year/sophomore in-class and supplemental workshops on adviser from among the faculty. Recognizing study skills, note-taking, time management, that academic interests may change, advisers test-taking and research paper documen- are not always assigned based on intended tation; and resource materials on academic major. writing and study skills, college success, etc. Students are encouraged to talk with any Disability support and peer tutoring services faculty member to learn about academic and are also coordinated through the ASC center. career opportunities in her or his discipline. ARTISTS-IN-RESIDENCY PROGRAM First-year/sophomore advisers guide students Each summer, Wilson College invites a in course selection during the first two years number of visual and performing artists to at the College, encourage the exploration of participate in a residency program lasting a variety of disciplines and inform students one to two weeks. The artists are offered of appropriate educational opportunities free housing and free studio space and are and resources that will foster their academic expected to engage our students in critique growth and career development. and studio practice. While here, artists have Students typically declare a major during the ample private studio time and the opportu- second semester of their sophomore year. At nity to engage in dialog with other artists and that time, a faculty adviser in the major area is exhibit or perform their work. At the end of assigned. Major area advisers assist students the residency, the visual artists are asked to in selecting appropriate upper-level courses donate one work of art produced during their in the major that are congruent with their residency to Wilson College’s permanent educational goals. They also assist students collection. in selecting internships and offer advice regarding entrance to graduate school, profes- BARRON BLEWETT HUNNICUTT sional school or the workforce. GALLERY (IN HANKEY CENTER) The Barron Blewett Hunnicutt Gallery is named Faculty advisers are available for matriculated in memory of Barron Blewett Hunnicutt, art students in associate degree programs, adult historian and member of the Department bachelor’s degree programs and the Teacher of Fine Arts faculty of Wilson College from Intern Program. 1980 to 1983. In her teaching and scholarship, An advising handbook is distributed to Hunnicutt specialized in the art of the Roman, students during orientation or on matric- early Christian and Medieval periods. Ancient ulation. The handbook includes a checklist Egyptian, Greek and Roman objects from the for graduation requirements, student and Wilson College Classics Collection are on adviser responsibilities, academic policies permanent display in the Hunnicutt Gallery, and procedures and sample forms. Questions while others form a study collection that plays concerning advising should be directed to the an important role in the study and interpreta- associate dean for academic advising. tion of the ancient world in archeology, classics, fine arts and history classes. 118 WILSON COLLEGE

BOGIGIAN GALLERY Three intermediate-advanced classes are The Bogigian Gallery is a showplace for offered each year for academic credit, along students and the community to experience with a variety of noncredit evening classes. the offerings of the visual arts at Wilson Classes focus on all areas of language skills, College. The gallery is a crucial teaching tool including reading, writing, listening, speaking for the fine arts program and mission, with a and culture. Discussions, lectures, guest commitment to excellence and profession- speakers and student projects are supple- alism in each exhibition. mented by area field trips.

The Bogigian Gallery is named in honor of THE HANKEY CENTER – C. ELIZABETH Hagop Bogigian, a benefactor of Wilson BOYD ’33 ARCHIVES College. Bogigian came to America from The Hankey Center was made possible through Armenia in 1876 and became a successful the generosity of the Hankey family, including businessperson and activist against human retired Capt. Joan R. Hankey ’59, U.S. Navy, injustice. The gallery exhibits a variety of media and Susan Hankey Cribbs ’69. The center was and artists, focusing on local, regional and dedicated on June 7, 2003, and today houses national talents. There are two exhibitions each the C. Elizabeth Boyd ’33 Archives (the college semester, with an annual student exhibition, archives) and the Barron Blewett Hunnicutt biannual faculty/staff exhibition and annual Classics Gallery. It also is home to the offices exhibition for summer artists-in-residence. of the Hankey Center director. The archives, named for registrar emerita and former college CHILD CARE CENTER archivist C. Elizabeth Boyd, preserves the insti- The Wilson College Child Care Center, tutional memory of the College through official licensed by the Pennsylvania Department of college records, personal papers and memo- Public Welfare, opened in August 1985. The rabilia and is thus a rich source of information center, housed in Prentis Hall, serves as an regarding the history, traditions and culture of excellent experiential learning environment Wilson College. for Wilson College students interested in child development and/or early childhood The Hankey Center provides spaces appro- education. priate for researchers, classroom instruction, presentations and exhibits of archival COMPUTING FACILITIES materials and the classics collection. A Wilson College has three computer labs, as climate-controlled storage facility helps ensure well as computers, in each residence hall preservation of Wilson’s history. Staffed by a and the library that are available for student professional archivist, the center works closely use. All computers have access to email and with the teaching faculty to provide primary the Internet. In addition, each residence hall sources necessary for student research. room is equipped with Internet and network access for student-owned computers. Most HELEN M. BEACH ’24 VETERINARY campus buildings, including residence halls, MEDICAL CENTER also have wireless Internet access. The Helen M. Beach ’24 Veterinary Medical Center provides a clinical education resource ENGLISH FOR ACADEMIC PURPOSES for students pursuing a career in veterinary INSTRUCTION medical technology. The building houses a Students who do not speak English as their variety of clinical equipment and workspaces, native language are invited to join Wilson’s including a small animal surgery suite, four English for Academic Purposes program. EAP anesthesia machines, an electrocardio- placement will be determined during interna- graph, anesthesia monitoring equipment, tional student orientation through portfolio treatment and surgical preparatory rooms, analysis, a short placement exam and TOEFL recovery room, isolation room and clinical scores. skills laboratory. The facility also contains WWW.WILSON.EDU 119

USDA-approved housing for dogs, cats and student boarders is offered on a space-avail- laboratory animal species. able basis.

JOHN STEWART MEMORIAL LIBRARY HONOR SOCIETY The library building was closed in 2011 and The purpose of Phi Beta Kappa is to recognize work is under way on the renovation of the and encourage scholarship, friendship and historic building and the addition of a new cultural interests and to support excellence learning commons. In the meantime, library and integrity in the pursuit of the arts and staff and services are available in Sarah’s sciences. Coffeehouse, including a computer lab open Students may be inducted into the society 24 hours a day, seven days a week, and on-de- in their junior or senior year. Members are mand retrieval and circulation of books from chosen by a committee of the local chapter, the library collection. Nu of Pennsylvania, based on a combination On the library’s website, more than 90,000 of the following criteria: academic e-books are also available to Wilson • Grade-point average (3.25 seniors, 3.75 students, faculty and staff, as well as access juniors). to more than 75 online databases containing full-text books and articles from newspapers, • At least three-quarters of the coursework magazines and scholarly journals. completed in courses designated as liberal arts or sciences by the committee. Applied, In addition to traditional reference services, technical and pre-professional courses do the library conducts the “Your Personal not count toward the minimum require- Librarian” program, linking entering ment. A list of courses designated as liberal freshmen with a librarian who remains avail- arts is available in the library. able to that student for individual research • A college-level math course excluding PSY assistance for their entire time at the college. 115 (MAT 096 and MAT 098 are not consid- The library’s professional staff also conducts ered college level). group information literacy workshops and • Completion of the equivalent of a college- seminars for students and faculty. level intermediate course sequence in a Wilson College holds memberships in (the foreign language. Online Computer Library Center, LYRASIS, • Completion of the equivalent of at least and Associated College Libraries of Central two years of coursework while enrolled at Pennsylvania, all of which assure students Wilson. Nominations can be made in the and faculty ready access to periodicals and third semester (equivalent of third full- books held by other libraries and vendors time semester). throughout the region and the country. • A breadth of coursework across the liberal Interlibrary loans are provided free of charge. arts and sciences with a variety of courses PENN HALL EQUESTRIAN CENTER taken outside the major. Students inter- The equestrian center, located within a five- ested in membership in Phi Beta Kappa minute walk from the center of the campus, is honor society should discuss their interest equipped with two indoor riding arenas: the with their freshman/sophomore adviser to Hawthorne Arena and the Olive Delp Overly plan coursework accordingly. Cook arena (100 by 300 feet and 76 by 204 THE RICHARD ALSINA FULTON feet, respectively), which feature shadowless CENTER FOR SUSTAINABLE LIVING lighting and sand/sawdust footing. The center In 1994, Wilson’s Center for Sustainable also houses the outdoor Kitts Arena with race- Living was established in conjunction with track/sand footing, three stables with 71 stalls, the academic program in environmental 20 acres of fenced paddocks and pastures and studies (see environmental studies program ample space for riding outdoors. Stabling for description). Generously endowed in 1999 120 WILSON COLLEGE in memory of Richard Alsina Fulton, a Academic Policies and devoted environmentalist and farmer, by his Procedures wife, Susan Breakefield Fulton ’61, the main In addition to the academic policies and purpose of the Fulton Center for Sustainable procedures listed in this catalog, students are Living is to create programs that contribute to advised that academic life at Wilson College is the development of a more just and sustain- governed by the academic regulations found able society by furthering the understanding in the official Wilson College “Bluebook/ of the relationships between humans and the Student Handbook.” Students should be natural environment. thoroughly familiar with the content of both The FCSL cooperates with the environmental of these documents and should consult the studies department and other academic Office of the Dean of the Faculty/registrar with departments to provide hands-on learning questions about interpretation. opportunities related to sustainability issues. * Note: Any policy that is prefaced with an Areas of interest include food production, asterisk applies to graduate and under- alternative energy, recycling, composting, graduate students. ecological stewardship and community building. Facilities available for student and public use consist of a historic barn, passive STUDENT SCHEDULES AND REGISTRATION solar greenhouses, solar electric demonstra- tion units, interpretive wetland and nature *ADDING OR DROPPING COURSES trail and organic gardens – all located on the Any change in a student’s planned program certified-organic, 100-acre college farm. must be approved by the adviser. Each change should be submitted to the registrar’s The FCSL supports and promotes sustainable office on a form provided by that office and agriculture through a model community-sup- approved by the Committee on Academic ported agriculture (CSA) program in which Policy and Procedures. community members pay the farmer an annual membership fee in return for a weekly *ADMINISTRATIVE DROP share of produce during the growing season. If a student registers but does not attend Additional components of the FCSL include the first class of the semester, the Office of the Robyn Van En Center, which serves as a the Registrar will administratively drop the national clearinghouse of CSA information, student from the course(s). For billing and and a campus composting project wherein financial aid purposes, an administrative drop food, animal and yard wastes are combined to will be recorded as a dropped course effective produce fertile soil amendments. the first day of the semester, and the student will not be responsible for charges for the On campus, the FCSL regularly hosts work- course(s). shops and events to stimulate discussion of sustainability among the entire college However, it is still the student’s responsibility community. to complete the process by submitting a Drop/ Add Form to the registrar’s office. Failure to do so may result in a grade of F for the course(s).

*ADMITTING STUDENTS INTO A COURSE Admission of a student into a class without the prerequisite or after the first week of classes is at the discretion of the instructor. WWW.WILSON.EDU 121

*APPROVAL OF STUDENT SCHEDULES faculty, no member of the faculty should omit Each student is responsible for consulting or change from the scheduled hour, or dismiss with and obtaining approval of the academic early the last session in any course before or adviser for planning a program. the first session in any course after the stated vacations. *AUDITING COURSES • An auditor is defined as a student who CLASSIFICATION attends a course regularly without being For classification as a sophomore, a student required to take part in recitation, written will have satisfactorily completed at least work or final examination, and without eight courses; as a junior, at least 16 courses; as receiving credit for the course. a senior, at least 26 courses. • Students requesting permission to audit a course must receive prior approval from *CATALOG POLICY FOR the appropriate faculty member. MATRICULATED STUDENTS Degree-seeking students must complete • The request to audit a course must be requirements as outlined in the College submitted to the Office of the Registrar catalog for the year in which they matriculate no later than the last day of the add/drop into a degree program. If there are curricular period. changes (general education, major or minor), • Students who audit courses are required to a student may choose to meet the require- pay all additional or established fees asso- ments as outlined in the new catalog. The ciated with the class. A student receiving student must provide a statement in writing financial aid should contact the financial to the Office of the Registrar that she or he aid office to determine what impact, if any, intends to complete the new curriculum. enrolling in a course for audit will have on Should a student decide to change her/his the student’s aid. degree, major or minor, the student may be • Courses taught one-on-one, by virtue of required to follow the most current require- their participatory nature do not qualify as ments as determined in consultation with the classes that may be audited. These courses registrar. include, but are not limited to, independent studies, guided studies and applied music. COURSE LOAD • A student who has audited a course may A student normally takes 10 credits per not request permission to receive Credit academic year. A student should carry four-six by Examination based on the audit alone. course credits in each semester to be consid- The fact of the student’s attendance in a ered full-time and a minimum of two credits course as an auditor will be noted on the in each semester to be considered half-time. student’s permanent academic record if, in COURSE OVERLOAD the opinion of the instructor concerned, the A student may enroll in up to 7.0 course student’s regularity of attendance merits credits in any semester provided that he or such a notation. The instructor will indicate she: (a) has a 3.3 grade-point average in the this fact by the letters “P.R.” (permanent preceding semester or a 3.3 cumulative grade- record). point average; (b) was enrolled as a full-time CANCELING CLASSES PRIOR TO student in the preceding semester and, (c) has VACATION the approval of their adviser. Classes are to be held as scheduled at the first and last scheduled session of each course CROSS-REGISTRATION and in the periods immediately preceding Wilson College has arrangements with and following designated vacation periods. Shippensburg University and Gettysburg Except with the approval of the dean of the College that allow Wilson College students to take courses on the two campuses that are not 122 WILSON COLLEGE offered at Wilson. See the registrar for specific DEFINITIONS details and procedures. A. Online Course - An online course provides all instruction in an asynchronous manner DECLARATION OF MAJOR and has no required on-campus components, Baccalaureate (bachelor’s) degree candi- with the exception of a possible orientation dates should declare an intended major and proctored assignments when applicable. during the semester in which 16 credits will Synchronous chatroom activities may be used be completed. Associate degree candidates when appropriate. should declare an intended program during B. Hybrid Course - A hybrid course provides the semester in which nine credits will be f1exible learning formats to enhance student completed. The student must obtain written learning. It includes an in-class component, approval from the department chair of the but the format may differ from a traditional major area or program and her/his current course by using flexible class meeting times, adviser and submit the form to the registrar online components and/or other delivery when registering for the following semester. methods (such as video, interactive video, DECLARATION OF A MINOR cable media, etc.). Baccalaureate (bachelor’s) degree candidates C. Traditional Course - A traditional course may declare a minor in order to enhance their conducts all class sessions on campus in a academic programs. A form is available in the synchronous manner. Traditional courses may registrar’s office that requires the student use Web resources such as class notes, quizzes to list all courses the student plans to take and other class resources. Web assignments in order to fulfill the minor. The student’s for traditional courses may be asynchronous. adviser and the department chair of the program in which the minor is offered must sign the form. STUDENT INFORMATION ELIGIBILITY TO ENROLL IN *DISMISSAL FROM A COURSE ONLINE COURSES An instructor may, based on a disregard for Distance education is valuable for those the stated policy for a course, request that students who find it inconvenient to travel to the the Committee on Academic Policy and college campus as a result of competing respon- Procedures dismiss a student from a course sibilities and/or distance from the campus. with the designation of W entered on the Online courses offer the greatest convenience records. Conditions for readmission to the for those students who live off campus and must course will be granted only by the Committee travel considerable distance to the college; who on Academic Policy and Procedures. have work schedules that prevent attending DISTANCE LEARNING POLICIES classes at a regular time; and who can work inde- (ONLINE COURSES) pendently, have certain minimum technological The difference between online and hybrid access and possess the ability to use technology. courses is that online courses are taught While online courses will be made available almost exclusively online, while hybrid to traditional undergraduate students in courses are taught offering a significant some circumstances, the best interactive portion of the course online (with no more experience with peers and faculty will occur than 50 percent taught online) and the in the traditional classroom. Students are remainder during face-to-face class time. encouraged to enroll in online courses during the summer and January Term when they are away from the campus. There may also be occasions when the student’s only option is to take an online format course. WWW.WILSON.EDU 123

ONLINE COURSE ENROLLMENT • Students are expected to meet the dead- DURING THE FALL AND SPRING SE- lines outlined in the syllabus, including MESTERS reading and writing assignments, projects, Traditional residential undergraduate tests/quizzes, etc. students will be permitted to enroll in one • Students are expected to practice online course each during the fall and spring “Netiquette:” semesters. If a student must enroll in more • Be respectful of others in all than one online course, she or he must communications. complete the online course request form, • Use proper grammar and correct spelling. which must include the online courses, reason to complete the courses in this format, and the • Be vigilant regarding the tone of your signatures of both the student and academic communications. As it is difficult to inter- adviser. pret tone in written communications, avoid common mistakes such as capitalizing all ONLINE COURSE ENROLLMENT letters. Carefully check your responses DURING THE JANUARY TERM AND before sending them. SUMMER TERMS • All online students should expect to have Online course enrollment is not limited for access to both online and on-site College any student during J-term and the summer resources. These include: terms. Students must follow the course load • Online Library Databases limitations outlined for each term (J-term: • Online Writing Lab one course credit and summer terms [in any combination]: four course credits). • Academic Support Center • Career Development ONLINE ORIENTATION THROUGH LEARNING HOUSE KEYS TO SUCCESS The registrar will apprise students of the • Online courses are not easier or less time technology and software required to complete consuming than on-site classes. Here are the course, along with the level of technolog- some keys to success: ical skill needed for success in the course. A • Set aside a specific time of the day for the webpage that contains resources for students course – whatever best fits your schedule. taking and faculty instructing online courses • Don’t procrastinate. Be sure to post regu- will be maintained on the Wilson College larly and engage in class discussions. website. • Communicate frequently if you have ques- ONLINE COURSE EXPECTATIONS tions or need clarification. As with any course, regardless of the format, INSTRUCTOR EXPECTATIONS the syllabus will state specific requirements Faculty will include all instructional policies and expectations for the course. The following on the course syllabus (academic honesty, are general guidelines: Academic Support Center, office hours, etc.). • Students should expect to devote at least 12 Faculty will: to 18 hours per week for each course. • Ensure that the course meets all Section • Some courses may contain online group 504 standards for access. work and projects. • Provide learning objectives for the course • Students should check the course home- and for each individual lesson. page and related pages, as well as their • Establish clear grading criteria on the email several times per week. syllabus and for each assignment. • Since class participation is critical, students • Return graded work within a week of are expected to regularly participate in submission. discussion forums. 124 WILSON COLLEGE

• Provide contact information (phone requirements. The student must complete and email). the off-campus study form available in the • Be expected to be available to students registrar’s office. either by virtual office hours or by Students may take a leave of absence, provided appointment. they complete a leave of absence form that • Respond to email within 24 hours. includes all the appropriate signatures and • Read discussion forums and check online return it to the registrar’s office by the last day content at least daily. of class in the semester. Students who complete this process will receive a “W” for each course EXCEPTIONS TO MAJOR that semester. After this date, students may take REQUIREMENTS a leave of absence without academic penalty Any exception to a requirement in a major only for reasons of illness, family crisis or other area must have the approval of the depart- problems outside of the student’s control and ment chair of the major area, who will submit only with prior approval of the Committee on the approval in writing to the registrar. Academic Policy and Procedures. The official date of the leave of absence will *LEAVES OF ABSENCE be the date the completed form is returned to A leave of absence is a period of time approved the College, not the date the student stopped by the College during which the student is not attending classes. Students who stop attending in attendance but is considered a student of classes and fail to officially take a leave of record. absence or withdraw from their course(s) A leave of absence may be granted to a matric- will be assigned the grade of F (failure) for all ulated Wilson College student on completion courses in which they were registered. of the leave of absence form available in Regulations for financial aid may differ the registrar’s office. A leave of absence for Note: from academic regulations. A student should an undergraduate student may not exceed meet with a financial aid counselor to deter- two years. A leave of absence for a graduate mine the impact of a leave of absence. student may not exceed one year. When a student returns from a leave of absence, the *SHORT-TERM STUDENT ABSENCES student returns under the catalog she/he Policies relating to short-term student followed before leaving. absences (i.e. funerals, illnesses, medical A leave of absence is terminated in one of the treatments, pregnancies, etc.) will be deter- following ways: mined by individual faculty members.

• Return to the College – The student must STUDENT-ATHLETES: MISSED WORK notify the registrar’s office to register for The college has a strong commitment to our courses. NCAA-affiliated athletic program. While • Withdrawal from the College – The student academics must take precedence over must notify the College of the intent to athletics, we recognize the importance of withdraw. After two years, the student is athletics in the education of Wilson students. automatically withdrawn from the College and will need to reapply in order to return. Generally, an absence for scheduled athletic events will be considered an excused absence, A leave of absence is not granted for the permitting the student to make up the work. purpose of taking a course for transfer credit However, for appropriate academic reasons, from another institution. A student, working a faculty member may refuse to grant an with an academic adviser, must get prior excused absence. As mandated by the NCAA, approval from the academic dean for any the College must have a faculty athletics course from another institution if it is to representative whose duties are listed in this apply toward Wilson College’s graduation section. WWW.WILSON.EDU 125

Responsibilities of the athletic director and/ • If conflicts exist, the student must resolve or the assistant athletic director/academic the differences with the faculty member. support staff in athletics: • Make up all work due to athletics-related • Inform the faculty, the student-athlete and absences. the associate dean of academic advising of • Recognize that academics take priority over the athletic schedules as soon as they are athletics. available so that scheduling conflicts can be addressed as soon as possible. Description and responsibilities of the faculty • Provide the faculty with team rosters as athletics representative: soon as they are available. The position of faculty athletics representa- • Provide the registrar, faculty athletics tive is a requirement for membership in the representative and the associate dean NCAA. As stated by the NCAA, the primary of academic advising with team rosters duties of the faculty athletics representative to confirm the academic standing of are to: student-athletes. • Maintain the academic integrity of the • Monitor attendance of student-athletes athletics program. during their sport’s season. • Monitor performance of student-athletes in • Monitor study hours of freshman athletes conjunction with the registrar. and athletes on academic probation. • Monitor and facilitate the delivery of • Meet weekly with athletes on academic academic services to student-athletes. probation and with any athlete appearing • Serve as an ombudsman in the resolution of to have academic difficulties until no longer conflicts relevant to the academic affairs of deemed necessary by the athletic director the student-athlete. or assistant athletic director. Responsibilities of the faculty: SUMMER COURSEWORK • Grant excused absences to student-athletes Courses taken over the summer must be for dates of competition whenever possible. approved by the student’s academic adviser. No more than four courses may be taken over • Inform the student of any dates where the summer months (end of spring semester attendance is mandatory before the final to beginning of fall semester). withdrawal date for the course. Ideally, these dates should appear on the Course *WAITLIST POLICY DURING PRIORITY Synopsis Form or on the course syllabus. REGISTRATION/OPEN REGISTRATION • Attempt to resolve any conflict without PERIOD imposing an academic penalty on the During the priority registration period, student. students who are interested in taking a closed • Communicate student-athlete attendance class should place themselves on the course concerns with the athletic director or waitlist. The computer automatically ranks the assistant athletic director/academic waitlisted students in the order they are added support staff in athletics. to the waitlist. When priority registration closes, the regis- Responsibilities of the student-athlete: trar and the vice president for academic affairs • Attend all classes regularly and complete all will review all closed courses with waitlists. assignments in a timely manner. When appropriate, and with faculty consul- • Provide faculty with the Academic Conflict tation, waitlisted students may be added to Form to inform them of absences necessi- existing courses or additional sections may be tated by scheduled athletic events as soon added. as possible to avert any conflicts. 126 WILSON COLLEGE

If it is not possible or reasonable to make *WITHDRAWAL FROM THE COLLEGE accommodations for waitlisted students, the A student who withdraws from the College students will remain on the waitlist until the plans to leave the College and does not intend first day of class. If there are drops in a wait- to return. If a student is contemplating listed course, students will be accommodated withdrawing from the College, an appoint- in order of their standing on the waitlist. ment should be made with the registrar for advice concerning procedures to be followed. In cases of extreme circumstances – those Because such a decision has numerous and circumstances completely beyond a student’s broad implications for the student, she/he control (e.g., severe illness, hospitalization, is advised to discuss the matter with her/his death in the immediate family, etc.) – the academic adviser, family and the appropriate registrar or the vice president for academic faculty and staff members. affairs may accommodate a student who is a junior or senior, regardless of her/his priority Students may officially withdraw from the on the waitlist. Please note that failure to College provided they complete a Withdrawal register during the appropriate priority Form that includes all the appropriate signa- period or procrastination does not constitute tures and return it to the registrar’s office by extreme circumstances. the last day of class in the semester. Students who complete this process will receive a W *WAITLIST POLICY DURING ADD/DROP for each course that semester. After this date, PERIOD students may withdraw from the College During the add/drop period, each faculty without academic penalty only for reasons member will determine who will be added of illness, family crises or other problems to her/his courses. Priority ranking on the outside of the student’s control, and only with waitlist does not apply during the add/drop prior approval of the Committee on Academic period. Students who had been waitlisted for a Procedures. course should contact the instructor directly The official date of the withdrawal will be to inquire about adding the course. the date the completed form is returned *WITHDRAWAL FROM A COURSE to the College, not the date the student Withdrawal from a course requires approval stopped attending classes. Students who by the adviser and the instructor. Students stop attending classes and fail to officially may withdraw from a course through the withdraw from the College will be assigned 10th week of the semester with the desig- the grade of F (failure) for all courses in which nation of W (withdrawn). It is the student’s they were registered. responsibility to officially withdraw from In order to re-enroll in the College, a student any course scheduled, whether or not they must reapply and follow all the appropriate have ever attended. If the student does not admissions procedures. When a student is attend and does not withdraw, the name will readmitted to the College, she/he must follow remain on the class list and a grade of F will be the current catalog. recorded for the course. A student who wishes Note: Regulations for financial aid may to receive the designation of W for medical differ from academic regulations. A student reasons must submit such evidence to the should meet with a financial aid counselor to dean of the College. determine the impact of withdrawing from the College. WWW.WILSON.EDU 127

EVALUATION OF ACADEMIC WORK academic standards, propose a plan for future academic improvement and / or ACADEMIC STANDING include a copy of the learning contract (see I. Academic Probation Section E) if one was required, and include A. Definition – A student who has failed to other supporting documentation, where meet academic standards for semester and/ relevant. The appeal should be directed to or cumulative grade-point averages will be the Committee on Academic Procedures placed on academic probation. The student and submitted through the registrar’s is not permitted to participate in extracur- office. ricular activities. E. Learning Contracts – A learning contract B. R eview Process and Timeline – The student details the agreed upon expectations whose academic performance results in regarding the retention of a student placed placement on academic probation will on academic probation. All students be notified of the probationary status in who are retained on academic probation writing. The notification may contain addi- because of cumulative grade point average tional decisions relating to the student’s will enter into a learning contract. All full- performance. time and some part-time students who are C. Standards

COURSE CREDITS ACADEMIC PROBATION MINIMUM GPA ATTEMPTED Cumulative GPA For Bachelor’s 4.00 to 7.99 1.70 Degree Candidates 8.00 to 15.99 1.80 16.00 to 25.99 1.90 26.00 and above 2.00 Cumulative GPA For Associate 4.00 to 8.99 1.70 Degree Candidates 9.00 to 13.99 1.85 14.00 and above 2.00

Required Semester GPA For Any 0.5 and above 1.60 Student

Note: The financial aid standards for retained on academic probation because satisfactory academic progress are different of semester grade-point average will enter from this policy on academic standing. See the into a learning contract. The student will Financial Aid section of the catalog. contact the academic dean’s office to set up a meeting at which a learning contract will D. Appeals – The student may not appeal be established. Students who do not abide probationary status but may appeal to the by the terms of the learning contract may be Committee on Academic Procedures to subject to academic dismissal. participate in extracurricular activities. The appeal must be in writing. The appeal should state the reasons for not meeting 128 WILSON COLLEGE

II. Academic Dismissal Course credits Cumulative A. Definition: Academic dismissal can occur attempted grade-point average when the student has failed to make satisfactory academic progress and / or 36 Less than 1.90 has ceased to function as a student, for example, by not attending classes or 31 Less than 1.90 completing academic work. Students on 26 Less than 1.80 academic probation who fail to improve their records over successive terms may 21 Less than 1.70 also be subject to academic dismissal. A student can be dismissed from the College 16 Less than 1.60 at any time during the semester based on Committee’s academic performance. discretion. See Less than 16 B. R eview Process and Timeline: The standards noted Committee on Academic Procedures above. reviews the performance of students on D. F inancial Aid: Students with financial aid academic probation and those with low who are academically dismissed from all grades at midterm and the end of the courses before the end of 60 percent of the semester. However, the committee can term or semester are subject to a different review student performance any time refund policy. Financial aid may be reduced during the semester. Should academic and students may owe a balance to the dismissal be warranted, the student will College. See the Financial Aid section of the be notified of the committee’s decision in catalog for more information. writing. E. R eadmission: A student who has been C. Standar ds: The Committee on Academic academically dismissed can only be read- Procedures may consider the following mitted to the College by petitioning the factors in making the decision whether Committee on Academic Procedures. or not to academically dismiss a student: F. Appeal: A student who has been academ- consecutive or repeated semesters on ically dismissed has a right to appeal that academic probation; cumulative and dismissal, but such appeals should be semester grade-point averages; demon- initiated with an awareness that a review strated history of academic achievement; has already occurred and the record did academic potential; fulfillment of academic not appear to warrant retention. The responsibilities; compliance with the appeal must be in writing. The appeal learning contract, where applicable; should state the reasons for not meeting feasibility of graduating; overall pattern of academic standards and propose a plan academic progression and improvement. for future academic improvement. The In conjunction with the aforementioned appeal should include relevant supporting criteria, the committee will use the following documentation, such as statements or chart as a guideline in determining whether recommendations from advisors, instruc- a student may be academically dismissed. tors, academic support staff, athletic The cumulative GPAs indicated in the chart directors, counselors, and medical below designate the points at which, based on professionals. The documentation should credits remaining until graduation, a student specify the dates during which student will not likely be able to meet the grade-point performance may have been affected. The average required to graduate. appeal should be directed to the Committee on Academic Procedures and submitted through the registrar’s office at least two WWW.WILSON.EDU 129

weeks prior to the beginning of the semester *FINAL EXAMINATIONS in which the student plans to re-enroll. Types of Exams Final examinations are end-of-semester ADMINISTRATIVE WITHDRAWAL examinations of student work, typically • Definition – A full-time, degree-seeking summative or comprehensive in coverage student who does not register for courses and representative of a significant part of or who registers but does not attend any a student’s grade for a course. The College classes before the end of the add/drop recognizes three final examination types: period will be administratively withdrawn scheduled, self-scheduled and take-home. from the College. This does not apply to • Scheduled final exams are taken during the students who have notified the College of published final exam period at the regis- a leave of absence. Those students should trar’s scheduled exam time for a course. consult the corresponding section of the academic regulations. • Self-scheduled final exams are taken during the published exam period, but scheduled • Financial aid – Depending on individual individually or in small groups with the circumstances, a student may owe a finan- instructor during one of the registrar’s cial obligation to the College. scheduled exam times. • Re-admission – A student can be re-ad- • Take-home final exams are exams or proj- mitted to the College by reapplying through ects assigned by an instructor in advance admissions. If a student is administratively of the published final exam period but that withdrawn while on academic probation, have instructor-scheduled deadlines during the student will retain probationary status the published final exam period. if readmitted. Scheduling of Final Exams ATTENDANCE • The final examination schedule will be Students are responsible for attending classes published in the week following the add/ and all other meetings required for the course, drop deadline for each regular semester. as well as for making whatever arrangements The final exam period will begin at 6:15 p.m. are necessary for missed work. An instructor on reading day of each regular semester. may establish special attendance policies Reading day is designated for study and that are essential because of the nature of the preparation for final exams. Final examina- course. In the case of a medical absence or for tions of any sort will not occur or be due on similarly unavoidable reasons, an instructor reading day. Similarly, the last week of the will provide assistance, as possible, in making academic semester is a time for final class- up the work if a student requests it. A member room work of all kinds. However, faculty of the faculty may designate in advance should be conscious of student workload certain important class meetings at which and preparations in this last week, as well attendance is required. Announcement of as the need to the integrity of the such a requirement will be made at least one 15-week academic semester. Final examina- week in advance. Students should not expect tions of any sort will not occur or be due in to receive permission for exceptions to this the last week of the regular semester. regulation. • Scheduled final exams for day courses will *COURSE SYLLABI be arranged (day and time) by the regis- Early in the semester, instructors will trar during the published exam period. distribute the general work requirements and Scheduled final exams for night courses grading policies of the course. These include will be arranged on the regular night of the statements, as appropriate, concerning atten- course during the published exam period. dance, participation in class, quizzes, papers Scheduled final exams for weekend courses and an examination. will be arranged by the registrar’s office on 130 WILSON COLLEGE

the regular weekend day of the course, as • Travel away from campus prior to the end of appropriate. Scheduled final exam times the scheduled exam period will not count as may not be altered without the registrar’s a hardship and will not qualify the student approval. for adjustment of the exam schedule. • Self-scheduled exams should be arranged Performance of Final Examinations by the student and instructor during the • Faculty and student work in the perfor- published final exam period. Faculty must mance of exams of any sort will be guided make available every regularly scheduled by the Wilson College Honor Principle. daytime final exam slot (7:30 a.m., 11 a.m. and 2:30 p.m.) to students for self-sched- • For scheduled final exams, faculty members uling. It is not recommended that students report to the classroom designated in the schedule more than two exams on a given published final examination schedule at day in the final exam period. Students the arranged day and time and provide self-scheduling exams on a given day do not students with the full three-hour period to qualify for the academic hardship excep- complete the examination. Students report tions below. for self-scheduled exams at the arranged day and time and remain in the examina- • Take-home final exams or projects tion room until they complete their exams, should have deadlines no earlier than the except to go to the restroom. published final exam time for a course and no later than the last day of the published • For self-scheduled final exams, faculty exam period. Take-home final exams may members will report for the self-scheduled be distributed at the instructor’s discretion, exam at the arranged day and time and though with sensitivity to the time required provide students with the full three-hour for the work to be done well and the protec- period to complete the examination. tions on reading day and the last week of the Students will report for self-scheduled academic semester mentioned above. exams at the arranged day and time and remain in the examination room until they Academic Hardships complete their exams, except to go to the • Students are not expected to take more restroom. than two final exams in a given day. If a • For take-home final exams, faculty will student has more than two finals sched- provide students with sufficient time to uled on the same day, the student should complete the examination. Students must contact the Office of the Registrar and the meet arranged deadlines for take-home appropriate faculty members to request an final exams or projects. adjustment to the exam schedule. • Students are not expected to take two final *GRADE APPEAL POLICY exams for upper-level or intensive major Informal Process courses back-to-back on the same day. If a Any student who would like to appeal a grade student has two upper-level or intensive should attempt to resolve the situation major course exams scheduled back-to- directly with the instructor. The student back on the same day, the student should should first informally discuss the grade petition the registrar and the appropriate appeal with the instructor. Most appeals will faculty members to adjust the exam be resolved through this informal process. schedule. • Any student with a documented learning Formal Process disability whose exam schedule creates an • Level 1: Written Appeal to Instructor academic hardship must make appropriate If the student is not satisfied with the arrangements through her/his instructors response and would like to formally appeal the and the Section 504 coordinator. grade, she/he must submit a formal appeal in WWW.WILSON.EDU 131 writing to the instructor. This written appeal *GRADING SYSTEM AND REPORTS should be completed as soon as possible, The Office of the Registrar will report but no later than the last day of the add/drop semester and mid-semester grades to the period of the next semester of the regular students. If applicable, individual instruc- academic year (fall or spring) or two weeks tors may, at their discretion, report grades to after grades are sent to the student, whichever students; however, the grades reported by the date is later. The instructor must respond to registrar’s office will constitute the official this appeal in writing. college record. • Level 2: Written Appeal to Department Grades used in reporting achievement in If, after formally appealing to the instructor, courses will have the following significance: the student feels that the situation is still A, A- Excellent unresolved, she/he should appeal the grade B+, B, B- Good to the appropriate department chair. If the C+, C, C- Satisfactory instructor serves as the department chair, D+, D, D- Minimal Passing the appeal should go to the division . A F Failing copy of the initial appeal letter and response CR/NCR Credit/No Credit should be forwarded to the department chair. IN Incomplete The student may choose to write an additional W Withdrawn letter directly to the department chair. The In computing academic averages, the assigned department chair should attempt mediation values will be: between the student and the instructor. The A = 4.0, A- = 3.7 department chair must respond to this appeal B+ = 3.3, B = 3.0, B- = 2.7 in writing. C+ = 2.3, C = 2.0, C- = 1.7 • Level 3: Written Appeal to the Committee D+ = 1.3, D = 1.0, D- = 0.7 on Academic Policy and Procedures F = 0 Should the appeal not be resolved after MIDTERM GRADES reaching the departmental level, the student Midterm grades shall be reported to the Office may petition the Committee on Academic of the Registrar for all registered students. In Policy and Procedures. The student must addition, faculty must complete a low-grade petition the Committee on Academic Policy form for each student, having a low midterm and Procedures in writing no later than the grade (below a C). The form should include withdrawal date for the semester in which the the reason for the low grade, recommendation appeal process began. The committee should for completion of the course or possible with- receive copies of the original appeal letter drawal, and total number of absences. and all related correspondence. At any level of the appeal process, the instructor will be *INCOMPLETES informed of and will be invited to participate The grade of Incomplete (IN) can be given to a in the meetings. student who is doing passing work in a course If the student believes that any step of the but who, for reasons beyond the student’s appeal is not proceeding in a timely manner, control, is not able to complete a small the student should contact the Office of the portion of the work for the course by the dead- Dean of the Faculty for assistance in expe- line for submitting grades. An Incomplete is diting the process. not given in the case of negligence or procras- tination on the part of the student. An Incomplete must be requested by the student and approved by both the instructor and the student’s academic adviser. Request for incomplete forms are available in the 132 WILSON COLLEGE

registrar’s office. The deadline for requesting eligibility. It is the student’s responsibility to an Incomplete grade is the last day of classes. understand the consequences of repeating courses. Students with questions regarding In cases involving unusual circumstances, the impact of course repeats on student such as illness or injury, the dean of students financial aid should consult with the financial may request an Incomplete on the student’s aid office. behalf. Unless the Committee on Academic Policy and Procedures extends the time limit, This policy took effect Jan. 1, 2004. Any course an Incomplete automatically becomes an F taken since Jan. 1, 2004, replaces the grade if the work is not completed within six weeks earned in any previous semester. from the last day of class in the term in which it was incurred. WORKLOAD GUIDELINES The instructor will be guided by the sugges- *REPEAT COURSE POLICY tion that an average student will spend Students are permitted to retake any course approximately nine hours per week per except FYS 100 First-Year Seminar. Credits course, including all preparation and time and grade points for the first grade will be spent in the class, laboratory and/or studio. deleted from the cumulative record, while the The distribution will depend on the nature of grade itself will remain on the transcript. The the course. course information will be listed in the usual manner the second time it appears on the ACADEMIC STANDARDS transcript. *ACADEMIC EXPECTATIONS AND DIS- The most recent grade counts toward the HONEST WORK student’s cumulative grade-point average, Membership in a community of scholars regardless of which grade was higher. requires that students take responsibility It is recommended that the course be for meeting the obligations involved in repeated in the first semester that it is subse- completing their academic work. Living quently offered. However, any course may be under the Honor Principle also requires that repeated at any time prior to graduation. students be honest with the Wilson commu- Students may repeat a course for credit a nity about how this work was accomplished. maximum of two times (i.e., a course may The most frequent tests of this requirement be taken for credit a maximum of three come in the form of academic dishonesty and times). Please note that a course from which plagiarism (defined below), ranging from a student has withdrawn (earned a grade of cheating on an exam to improper documenta- W) will count as an attempt. Students in the tion of material taken from other sources and education department may repeat education used in a student’s research. courses only one time (i.e., a course may be It is the responsibility of the academic taken for credit a maximum of two times). community to make newcomers aware of This includes pre-practicum and student their obligations as scholars and to assist in teaching practicum. educating them as to what these obligations Students may not repeat a course using the entail. Instructors should explain the proper credit/no credit option to replace a grade. conduct for taking and completing exams. However, a student who has failed a course It is the instructor’s responsibility to make using the CR/NC option may elect to retake clear to students what her/his expectations the course for either a grade or a CR/NC are regarding proper methods of documen- option. tation in coursework; it is the students’ responsibility to inquire about and familiarize Repetition of coursework for which credit themselves with these methods. A student has been granted may jeopardize financial aid may not present substantially the same paper WWW.WILSON.EDU 133

for credit in two or more courses unless that academic dishonesty has not occurred, she/he has written permission from each no further action needs to be taken. instructor. If the instructor believes that academic dishonesty has occurred, she or he can resolve DEFINITION the matter with the student, provided the Academic dishonesty is defined as those student agrees to the findings and with the actions by which a student fulfills her/his fairness of the sanction(s). The instructor obligation to an assignment by unethical or must then complete an Academic Dishonesty prohibited means, such as – but not limited to Report within one week of discovering the – cheating on a test or consulting with others incident, submit it to the vice president for about how to answer questions on a take- academic affairs/dean of the faculty and home exam. send a copy to the student. On this report, Plagiarism is a form of academic dishonesty the faculty member will indicate the name of that involves the presentation – willful or the student, the course number and title, a unwitting – of someone else’s work as one’s description of the events that led to the charge own. This includes the use of direct quota- of academic dishonesty and the action taken tions and paraphrasing, as well as excessive after discussing the matter with the student. borrowing of the organizational pattern of a A good faith effort should be made to obtain given source. Such sources include, but are the student’s signature before the report is not limited to, visual and printed materials, forwarded to the dean. In cases when the manuscripts, other students’ work and class- student is unavailable, the dean will inform room lectures. the student of the allegation. Avoiding academic dishonesty and plagiarism If the instructor thinks that academic dishon- is a learning process for all scholars, and this esty has occurred but is unable to reach an should be taken into consideration when agreement with the student regarding the dealing with violations. In the case of minor merits of the charges, the student can either or first offenses, an informal resolution – in accept the sanctions or request that the which the faculty member would resolve the matter be brought before the Joint Honor matter directly with the student – may be Council. If the matter is brought before warranted. In the case of serious or repeated the Joint Honor Council, the Academic offenses or if an informal resolution was unac- Dishonesty Report would not be filed unless ceptable to either of the parties involved, the the student is found guilty of academic procedures for reporting academic violations dishonesty. If a student is issued a failing will be followed. These are found in Section B grade for the work or the course or if the case of the “Bluebook,” which describes the judicial is sent to Joint Honor Council, the student system. may not withdraw from the course until the issue is resolved. In addition, the instruc- *REPORTING ACADEMIC DISHONESTY tor’s permission is required to withdraw, if Faculty and students are expected to work permitted, after the matter is resolved. together to resolve matters of academic dishonesty. The faculty member or the The vice president for academic affairs/dean student may request that the matter be sent of the faculty will review these reports and to the Joint Honor Council at any time during keep them on file until a student graduates or this process. five years after the last course has been taken. Repeated incidents will result in further Instructors suspecting an incident of student action, which may include submitting the academic dishonesty must confront the student to Joint Honor Council. student(s) regarding the allegation. If, after the confrontation, the instructor determines 134 WILSON COLLEGE

ACADEMIC CREDIT determine if a student is eligible to apply for credit by examination. ADVANCED PLACEMENT CREDIT Wilson College may accept advanced place- 2. The student and the faculty member will ment credit for students who earn a score of complete an application for credit by 4 or 5 on the placement examinations. The examination. registrar’s office will complete an official 3. The application, with the nonrefundable transfer evaluation on receipt of the advanced fee, must be submitted to the registrar at placement credit report. least two weeks prior to the date of the Advanced placement courses are calculated examination. Following review by the dean, as part of the total number of transfer credits the registrar’s office will notify the faculty (not to exceed 22 credits for a bachelor’s member and the student. degree or nine credits for an associate degree). 4. The faculty member is responsible for assessing the work and assigning the grade COLLEGE LEVEL EXAMINATION – not for providing either instruction or PROGRAM instructional materials. Acceptable-level CLEP scores for the five general exams may be counted as equivalent 5. The faculty member must report the grade to nine credits. CLEP scores of an acceptable to the registrar’s office no later than two level for the subject matter examinations weeks from the date of the examination. may be offered toward the minimum degree requirements by degree candidates. CREDIT FOR LIFE WORK EXPERIENCE/ GENERAL CRITERIA FOR NON-COLLE- DEFENSE ACTIVITY FOR NON-TRADI- GIATE LEARNING TIONAL EDUCATION SUPPORT Matriculated students who can demonstrate Defense Activity for Non-Traditional prior learning may apply for exemptions from Education Support (DANTES) subject stan- college requirements and earn academic dardized test scores of an acceptable level as credit. Their learning may be job-related, due recommended by the American Council on to personal enrichment or derived from study Education may be counted as equivalent to in other educational programs (e.g., those course credits and minimum degree require- offered by private industry, nonprofit organi- ments by degree candidates. zations, the U.S. Armed Services, government or non-regionally accredited institutions). CREDIT BY EXAMINATION Decided on a case-by-case basis, applications Credit will be granted for a grade of C or for non-collegiate learning may earn students: better. A grade of either credit or no credit (CR or NC) will appear on the student’s tran- • Exemptions from prerequisites. scripts. A student may not apply to earn credit • Exemptions from course requirements for by examination for any courses in which she/ the major or the degree. he has been enrolled at Wilson College. • Academic credit. No more than four credits may be earned by • Credit awarded will be limited to: credit by examination, with no more than two • No more than five credits may be earned of these credits earned in any one discipline. through credit by portfolio. Following are the steps required for students • No more than nine credits may be earned to apply for credit by examination. through the College Level Examination 1. A student seeking credit by examination Program (CLEP). must consult with the appropriate faculty • No more than nine credits may be earned member to discuss her/his prior learning. through the Defense Activity for Non- At the meeting, the faculty member will Traditional Education Support (DANTES). WWW.WILSON.EDU 135

• A maximum of nine credits may be earned 7. Credit will be granted for a grade of C or through a combination of Credit by better. A grade of either credit or no credit Portfolio, the College Level Examination will appear on the student’s transcript. Program and/or the Defense Activity for 8. The portfolio and its narrative evaluation Non-Traditional Education Support. will be placed in the student’s permanent CREDIT BY PORTFOLIO file in the registrar’s office. The procedure for seeking credit by portfolio is as follows: CREDIT/NO CREDIT A student who has completed the sophomore 1. A student seeking credit by portfolio will be year may take one course on a credit/no credit referred to a faculty member. (CR/NC) basis each semester or January 2. The student will meet with the appro- Term. No more than four such courses – in priate faculty member to discuss her/his addition to required physical education prior learning. At the meeting, the faculty activity courses taken CR/NC – may be member will determine if a student is included in the number of courses required eligible to apply for credit by portfolio. for graduation. Courses taken CR/NC must be outside the major area and general education 3. The student and the faculty member will requirements except for internships and phys- complete a credit by portfolio application, ical education activity courses. Independent which will list specific criteria that the study courses cannot be taken on a CR/NC student may meet to earn course credit. basis. 4. The application, including the nonrefund- A change from a CR/NC to a graded basis or able fee, will be forwarded to the registrar’s from a graded to a CR/NC basis will be allowed office. If approved by the dean of the up to the published date for withdrawal from faculty, the student may begin compiling classes. The change must be approved by the a portfolio that addresses the application student’s adviser and submitted to the Office criteria. of the Registrar. 5. The portfolio will document the type of Except for internships, an instructor will learning done by the student, including report a letter grade for a student taking evidence of theoretical knowledge, when a course on a credit/no credit basis. The and where the learning occurred and under registrar will record NC (no credit) on the whose supervision. Such documentation student’s permanent record if the letter may include samples of work, annotative grade is an F; otherwise, CR (credit) will be bibliographies, certificates earned and recorded. These course credits will not be the results of interviews with a student’s included in the calculation of the grade-point supervisors. The portfolio will also include average. a comparison of the prior learning and the course(s) for which credit is to be earned. INTERNATIONAL BACCALAUREATE Course descriptions may be found in the Wilson College recognizes the quality of Wilson College catalog and in the college the International Baccalaureate (IB) in the catalogs of other regionally accredited admissions process. In addition, the College institutions. awards one credit in each subject area for 6. The student will submit the completed standard-level examination scores of 5 or portfolio to the faculty member for a narra- better, except for lab courses, which must be tive evaluation. The faculty member will evaluated on an individual basis. The College report the evaluation results to the registrar awards two credits in each subject area for no later than two weeks from the due date higher-level examination scores of 5 or better. of the portfolio. Credit for a higher-level score of 4 will be at the discretion of the department. Credit 136 WILSON COLLEGE

is awarded only on receipt of the official IB an evaluation of the syllabus, coursework transcript. Students may be awarded up to and textbooks, as well as an evaluation of the nine credits toward an undergraduate degree instructor’s credentials. at Wilson College. Transfer credit for students seeking admis- sion with advanced standing is determined LIMITATION ON THE NUMBER OF by the Office of the Registrar in consultation COURSES TRANSFERRED INTO THE with the appropriate departmental faculty and MAJOR the associate dean of academic advising. For a In order to ensure that Wilson graduates baccalaureate degree candidate, a maximum have taken sufficient work within their major of 22 combined transfer and off-campus study here, the College requires transfer students to course equivalents that count toward degree complete at least four of the courses required requirements may be transferred. Eight of the within the major at Wilson. The specific final 10 credits must be completed at Wilson courses that are completed must be approved College. by the department chair. For an associate degree candidate, a maximum LIMITATION ON THE NUMBER OF of nine combined transfer and off-campus COURSES ALLOWED TO TRANSFER study course equivalents that count toward TOWARD A MINOR the degree requirements may be transferred. No more than one-half of the course credits Four of the final six credits must be completed that apply to a minor may be transfer credits. at Wilson College. These courses will be determined in consulta- tion with the minor area director. OFF-CAMPUS STUDY Off-campus study is defined as college courses taken at other accredited institutions TRANSFER AND OFF-CAMPUS STUDY CREDIT after matriculating at Wilson. Credit for TRANSFER CREDIT off-campus study may be granted for courses Transfer credit is defined as college courses taken under the following formats: taken at other accredited institutions prior to • Formal programs under the sponsorship matriculating at Wilson. Transfer credit may of other institutions such as Junior Year- be accepted for academic work completed Abroad programs. with a grade equivalent of a C (2.0 on a 4-point • Semester-Abroad programs. scale) or higher at an accredited institution • Special semester programs on other before the student’s matriculation at Wilson. campuses (Note: A grade of C- is not transferable.) • Guest student for a semester or a year at All transfer documents must be submitted another institution. with the application for admission. It is the • Summer school courses taken at other student’s responsibility to ensure that she/ institutions during the fall, January or he has adequate prerequisite knowledge to be spring semesters. successful in her/his program of study. It is in this spirit that limits to the age of the credit(s) Evaluation of transfer credit will be completed do not apply. Consultation with the appro- by the Office of the Registrar in consultation priate major area adviser is, therefore, strongly with the appropriate departmental faculty and recommended. Technical, vocational and the associate dean of academic advising. career development courses will not transfer. Transfer and/or off-campus study credit for a Transfer credit for a course taken at a course taken at a regionally accredited insti- non-regionally accredited institution with tution with appropriate credit granted will be appropriate credit granted will be deter- determined based on course content rather mined based on course content, including than on mode of delivery. WWW.WILSON.EDU 137

PROCESS FOR TRANSFER AND these channels, the student still feels that the OFF-CAMPUS STUDY situation is unresolved, she/he should meet • Credit must be authorized prior to with the vice president for academic affairs enrollment in any courses taken at other and the dean of the faculty. At any level of the institutions. Approval must be granted by appeal process, the instructor may be invited the appropriate departmental faculty, the to participate in the meetings. student’s academic adviser, the registrar and the dean of the faculty. The student is *EXCEPTIONS TO REGULATIONS responsible for providing any background A student or faculty member may petition information required to evaluate the course the Committee on Academic Policy and to be transferred. Procedures for an exception to any academic • Transfer credit (TR) will be recorded for regulation. The petition must give a complete academic work completed with a grade rationale for an exception. The committee equivalent of a C (2.0 on a 4-point scale) or may consult with appropriate faculty and higher at a regionally accredited institu- the student before ruling on the petition. tion. (Note: C- is not transferable.) No Exceptions will be granted only for extraordi- letter grade will be recorded on the Wilson nary circumstances. transcript or calculated into the Wilson MEDICAL LEAVE OF ABSENCE grade-point average. A medical leave may be granted or required • Please refer to the General Honors Policy for mental and/or physical conditions that in the Honors and Graduation section of interfere with a student’s ability to partici- the academic regulations to determine how pate in campus life, including her/his ability off-campus study work will affect gradua- to complete or make satisfactory progress tion honors. toward academic goals or live in a residential • If a student fails a course at Wilson and is setting. Medical leave is granted or required permitted to repeat the course through with the assistance of the director of coun- off-campus study, the F will remain on her/ seling and/or director of the health center his record and in the grade-point average and requires appropriate medical docu- calculation. Transfer credit will be recorded mentation. The dean of students makes the for academic work completed with a grade final decision in supporting or denying the equivalent of a C or higher. request or requirement for a medical leave in consultation with the appropriate staff member and medical documentation. Medical SPECIAL SITUATIONS leave is not intended to shield a student from *ACADEMIC APPEAL PROCESS unsatisfactory progress or any other academic Any student who has a conflict with an irregularity, nor does medical leave release instructor should attempt to resolve the a student from accountability to the Honor situation directly with the faculty member. Principle or the regulations of the College. However, in cases of alleged harassment, see the “Bluebook/Student Handbook,” faculty STUDENT-INITIATED MEDICAL LEAVE by-laws and the Human Resources Manual. OF ABSENCE If, after discussing the situation with the A student experiencing mental or physical instructor, the student feels that the situation conditions that interfere with her/his ability to is still unresolved, she/he should discuss the function and to meet academic requirements situation with the appropriate department may apply for a medical leave of absence in chair. If, after this meeting, the student feels order to obtain the medical or psychological that the situation is still unresolved, she/ treatment that will allow her/him to return to he should discuss the situation with the full-time study at Wilson. appropriate division head. If, after exhausting 138 WILSON COLLEGE

• A student may apply for a medical leave • To return to the College, a student must of absence at any point in the semester meet the requirements set forth in the through the last day of classes. Before medical leave agreement that was written applying for a medical leave, the student at the time leave was taken. Requirements must meet with either the director of coun- may include but are not limited to (1) seling or the director of the health center evaluation of treatment protocol, (2) to secure a recommendation for a medical medication, (3) diagnosis, (4) follow-up leave. The College reserves the right to ask treatment and (5) a readiness-to-re- for further documentation (including but turn-to-college assessment provided by not limited to diagnoses, treatment plans the treating professional(s) who worked and program notes) from non-college with the student during the medical leave. providers. Confidential medical information will be • Following recommendation from the provided to either the director of coun- director of counseling or the director of seling or the director of the health center, the health center, the dean of students whichever office recommended the leave. will make the final decision for approval In addition, students may be required to of the medical leave of absence. In some meet with the director of counseling or instances, the dean of students may meet the director of the health center prior to with the student to review the terms and readmission. requirements set forth in the medical leave • The director of counseling or the director agreement. of the health center will submit in writing • When a medical leave is taken at Wilson, to the dean of students a final recommen- the grade of W (withdrawal) for each course dation regarding the student’s readmission. will be recorded by the registrar. In certain The dean of students will notify the student circumstances, students may be eligible for in writing of her/his readmission to Wilson. an INC (incomplete) and will be subject to • A student who extends her/his medical the policy outlined in the current academic leave beyond two academic years must regulations for the College. reapply to the College through the Office of • Normal policies for refunds and deposits Admissions. apply as stated. It is the responsibility of COLLEGE-INITIATED MEDICAL LEAVE the student and/or her/his parents to check OF ABSENCE with the financial aid office regarding the Wilson College reserves the right to place terms of the financial aid policy in relation students on a college-initiated medical leave to the medical leave. of absence when it becomes evident through • A student who is on medical leave of observed behavior or by report(s) from absence may not be in residence and must faculty, staff or students that a leave from request permission from the dean of the College may be in the best interest of a students to visit on campus. student and the College. The dean of students • A student preparing to return to Wilson will engage in a determination on a case-by- from medical leave of absence must notify case basis and will apply the direct threat in writing the dean of students and the analysis, taking into consideration the nature, director of the counseling center or the duration and severity of the risk and likeli- director of the health center (whichever hood, imminence and nature of the future office recommended the medical leave). harmful conduct, either to the student or to Notice of intent to return should be made others in the college community. to both offices as soon as reasonable with proper documentation and no later than 30 days prior to the start of the new semester. WWW.WILSON.EDU 139

Note: A full description of the direct threat will notify the student of the decision. This analysis process from the U.S. Department of decision is final. Education follows and includes the provision 4. When a medical leave is taken at Wilson, for interim removal from campus pending the grade of W (withdrawal) for each course case review and final appeal. will be recorded by the registrar. In certain These procedures will be followed when the circumstances, students may be eligible College initiates a medical leave of absence. for an Incomplete and will be subject to the policy outlined in the current academic 1. The dean of students (and/or designee) will regulations for the College. notify the student that a college-initiated medical leave is under consideration and 5. Normal policies for refunds and deposits will arrange to meet with the student. The apply as stated. It is the responsibility of dean may require the student to undergo an the student and/or her/his parents to check evaluation by a licensed health care profes- with the financial aid office regarding the sional. The results of the evaluation, along terms of the financial aid policy in relation with recommendations, will be forwarded to the medical leave. to the director of counseling or the director 6. A student who is on college-initiated of the health center. Any such recommen- medical leave of absence may not be in resi- dations are not binding on the College. dence and must request permission from 2. A review committee convened by the assis- the dean of students to visit on campus. tant dean of students and consisting of the 7. A student preparing to return to Wilson director of counseling (or designee), the from college-initiated medical leave of director of the health center (or designee) and the dean of the faculty (or designee) absence must notify in writing the dean of will meet to review all information related students and the director of counseling to the case – including any evaluations or or the director of the health center. Notice treatment plans for the student – and will of intent to return should be made to both make a decision regarding the student’s offices as soon as reasonable with proper status. Information provided to the review documentation and no later than 30 days committee will be reviewed “blind” to prior to the start of the new semester. ensure the privacy and confidentiality of 8. To return to full-time status, a student the student is maintained. The student will must meet the requirements set forth in the be notified in writing of the review commit- medical leave agreement that was written tee’s decision regarding a medical leave. at the time leave was taken. Requirements 3. Within five days of receiving the notice may include – but are not limited to (1) of college-initiated medical leave, the evaluation of treatment protocol, (2) student may appeal the decision by medication, (3) diagnosis, (4) follow-up sending a written request to the dean of treatment and (5) a readiness-to-re- students stating why the student believes turn-to-college assessment provided by the medical leave is unwarranted. At the the treating professional(s) who worked discretion of the dean of students, the leave with the student during the medical leave. may remain in effect during the period of Confidential medical information will be the appeal. The dean of students will review provided to either the director of coun- the request; may consult with the student, seling or the director of the health center, the assistant dean and/or the review whichever office recommended the leave. committee; and may review the informa- In addition, students may be required to tion considered by the review committee. meet with the director of counseling or The dean of students will make a decision the director of the health center prior to within five days of receiving the appeal and readmission. 140 WILSON COLLEGE

9. The director of counseling or the director opportunity to be heard, and a full of the health center will submit in writing opportunity to be heard and appeal rights to the dean of students a final recom- are offered later. mendation regarding the student’s readmission. The dean of students will notify the student in writing of her/his POLICIES FOR SPECIAL ACADEMIC OPTIONS readmission to Wilson. *GUIDED STUDY 10. A student who extends her/his medical Courses that are part of the regular curric- leave beyond two academic years must ulum may be offered through a guided study. reapply to the College through the Office Occasionally, it may be necessary for a guided of Admissions. study to be arranged by the registrar’s office – in consultation with the department and/ 11. According to the U.S. Department of or faculty member teaching the course – to Education’s Office of Civil Rights, the meet a course scheduling need. In this event, following steps should be taken in a the procedure below is waived. A guided study “direct threat” situation: may not be offered in the same semester that 12. The College needs to make an individu- the course is scheduled. alized and objective assessment of the Requirements student’s ability to safely participate in the • The student must have completed at least College’s program, based on a reasonable four course credits at Wilson College and medical judgment relying on the most have sophomore standing (at least eight current medical knowledge or best avail- course credits earned). able objective evidence. • The student must have a cumulative grade- 13. There must be a high probability of point average of at least a 2.0. substantial harm and not just a slightly • The student must be in good academic increased, speculative or remote risk. standing (not on academic probation for 14. The assessment must determine the semester average). nature, duration and severity of the • The student must have demonstrated the risk; the probability that the potentially ability to work independently. threatening injury will actually occur; and whether reasonable modifications Procedure of policies, practices or procedures will 1. Typically, the student arranges for a guided sufficiently mitigate the risk. study course. The student then prepares a proposal in consultation with a faculty 15. A student’s observed conduct, actions member from the appropriate discipline. and statements should be considered, not The proposal and appropriate form, mere knowledge or belief that the student approved by the student’s adviser, must be is an individual with a disability. filed with the registrar by the first day of the 16. Procedures should be followed to ensure semester. that a student with a disability is not 2. The faculty member is responsible for subjected to an adverse action based ensuring that the proposal is submitted on unfounded fears, prejudice and to the registrar in compliance with the stereotypes. academic regulations and is further respon- Where safety is of immediate concern, a sible for the academic integrity of the college may remove a student from the guided study. campus pending a final decision against the student, as long as the student has had said notice of the removal and an initial WWW.WILSON.EDU 141

3. The proposal should include a statement of Procedure agreement on: 1. Typically, the student arranges for an independent study course. The student • Topic. prepares a proposal in consultation with • Tentative schedule. a faculty member from the appropriate • Basis for evaluation. discipline. The proposal and the appro- 4. The proposal must be approved by the priate form, approved by the student’s academic dean. adviser, must be filed by the first day of the semester.

*INDEPENDENT STUDY 2. The faculty member is responsible for Courses completed as independent study ensuring that the proposal is submitted are courses that are not part of the regular to the registrar in compliance with the curriculum and are not courses of record in academic regulations, and is further the catalog. responsible for the academic integrity of the independent study. Three types of independent study may be offered by any discipline: 3. The proposal should include a statement of agreement on: • 250 – Independent investigation at an intermediate level of a topic chosen by • Topic. the student in consultation with a faculty • Tentative schedule. member. • Basis for evaluation. • 350 – Independent investigation at an 4. The proposal must be approved by the advanced level of a topic chosen by the academic dean. student in consultation with a faculty member. • 550 – Independent investigation at the INTERNSHIPS graduate level of a topic chosen by the An internship for academic credit appli- student in consultation with a faculty cable toward a Wilson degree involves an member. off-campus work experience with significant academic content that has an appropriate, Requirements complementary role within the student’s • The student must have completed at least academic program. four course credits at Wilson College and Internships are offered at two levels: have sophomore standing (at least eight course credits earned). • 255 – Open to students who have completed • The student must have a cumulative grade- their freshman year (or eight credits) point average of at least a 3.0. through first semester of their junior year (or 20 credits). Students must be in good • The student must be in good academic academic standing (not on academic proba- standing (not on academic probation for tion) to take this course. semester average). Students taking the course for one-half are • The student must have demonstrated the expected to complete at least 60 hours at the ability to work independently. internship site. Students taking the course for Limitations one credit must complete at least 120 hours. No more than three independent study The goal of this internship is to provide courses may be counted toward the minimum students with the opportunity to explore how degree requirements, no more than two of a student’s area of interest operates in the them at the 200 level. workplace. Observation and interview tech- niques are employed, as well as other kinds 142 WILSON COLLEGE

of assignments that give the student a deeper Limitations awareness of the knowledge, experience, • Students may take up to two internship standards and practices required to pursue courses in any combination for credit this line of work. toward graduation. • 355 – Open to students who have completed • All credit-bearing internships are evaluated their sophomore year (or 16 credits). on a credit/no credit basis and are subject to Students must be in good academic the existing limitations for CR/NC courses. standing (not on academic probation) to Procedure take this course. 1. The student must apply in advance for an The 355 internship is for one credit, and internship for academic credit. The student students complete at least 120 hours at the prepares a proposal in consultation with internship site. a faculty member from the appropriate discipline who agrees to act as director of The goal of this internship is for students to the internship and who will be responsible apply the knowledge they have learned in their for the final evaluation. The proposal must area of study by demonstrating their ability to be approved by the student’s academic practice it in the workplace. Rigorous docu- adviser. The proposal is then reviewed by mentation, analysis and assessment of this the director of career services. The student experience are employed to show evidence then files the proposal with the registrar by of successful application of academic the date published by the registrar. Final knowledge. approval of the proposal is made by the dean of the faculty. SPECIALIZED INTERNSHIPS 2. The faculty member is responsible for • VMT 355 – Students majoring in veteri- ensuring that the proposal is forwarded nary medical technology (VMT) complete to the registrar in compliance with the a practical, full-time work experience in academic regulations. The director of the a veterinary practice or facility approved internship is further responsible that the by the program director. Students must student carries out the work specified in the complete a minimum of 240 hours for one proposal and for the academic integrity of credit. This internship should be taken near the internship. the completion of all other VMT courses. 3. The internship proposal takes the form of • Washington Semester – The Washington a contract between the student and faculty Center provides students from any major director, including a clear statement of with an opportunity to live and study/ agreement on each of the following: complete an internship in the nation’s capital. Students should be at least • Purpose – Shows that this internship relates second-semester students with a minimum meaningfully to the student’s academic 2.75 GPA. Students receive three credits goals and is integral to her or his total for this internship during the fall or spring program. semesters, as well as additional credits for • Time schedule to be followed – Shows how courses. the internship provides the equivalent of The program is available in the summer as the work now accepted for one credit. well as the fall and spring terms. • Means for competent supervision of the internship while in progress. • EDU 555 – M.Ed. internships follow the course requirements as outlined in the • Basis on which credit will be awarded – M.Ed. internship application. Students Stipulates what the student contracts to enrolling in EDU 555 earn a letter grade for do, including any research, reports, public the internship. performances or the like that are to be done WWW.WILSON.EDU 143

in addition to the intern’s practical work experience. • Means for evaluation of the work done.

SPECIAL MAJORS Process 1. In order to pursue a special major, a student should petition the Committee on Academic Procedure no later than the spring semester of her or his sophomore year, thereby providing adequate time to pursue advanced work in the selected area(s). 2. An interested student must consult with her or his academic adviser and with faculty members appropriate to the discipline involved in the proposed special major program. A full-time faculty member must agree to serve as the faculty director of the special major. The faculty director will counsel the student throughout the comple- tion of the special major and supervise the student’s capstone experience. 1. An interdisciplinary focus – The courses 3. A letter from the faculty director must selected must ensure that the program of accompany the petition and should offer study includes courses from fields related some evaluation of the student’s ability to the subject of the special major. and motivation to complete the program and should speak to the soundness of the 2. Sequencing – A two-year tentative schedule proposed program. must be outlined – in consultation with the appropriate major area director(s) – 4. O nce the special major requirements that demonstrates how the courses will be have been approved by the Committee on completed. Academic Procedure, no changes can be made without the committee’s approval. 3. Rigor – At least 13 credits must be listed. However, in many cases, the number of 5. Exceptions to any standard outlined in the course credits required will be higher. At special majors policy must be justified in least six credits must be at the 200-level writing to the Committee on Academic and at least three credits at the 300-level. Procedure and approved by the committee. At least four credits must be in the same Requirements discipline. No more than 50 percent of the Requests to pursue a special major must course credits selected for the special major include: may be taken outside the institution. • A statement regarding the specific educa- 4. Capstone experience – The special tional goals to be achieved in which the major must include a culminating senior special major better satisfies these objec- experience, chosen in consultation with tives than existing majors do. the faculty director of the special major. • An outline of the program in terms of Examples can include, but are not limited courses of instruction. These courses must to, a thesis, internship, creative project or reflect four components: portfolio. 144 WILSON COLLEGE

HONORS AND GRADUATION • “Distinction” will be granted to students in the associate degree program who have DEAN’S LIST POLICY FOR FULL-TIME attained a cumulative grade-point average STUDENTS of at least 3.5. A transfer student in the The Dean’s List contains the names of those associate degree program may be consid- students whose grade-point average for the ered for distinction if she/he has satisfied work of the semester has been 3.5 or higher the requirement in a Wilson College and who have completed at least four credits program with a minimum of nine Wilson for the semester, at least three of which were College course credits and approval of graded. Developmental or remedial courses the Committee on Academic Policy and cannot be factored into the GPA for Dean’s Procedures. Transfer students must meet List. the grade-point average requirement for courses completed at Wilson and for the DEAN’S LIST POLICY FOR PART-TIME overall academic record (Wilson courses STUDENTS and transfer courses). Part-time students may be placed on the • Distinction is granted to students in the Dean’s List, provided they meet the following bachelor’s degree program who have criteria: completed fewer than 18 credits at Wilson • They are matriculated for a degree (asso- if their cumulative GPA is 3.5 or higher. ciate or bachelor’s). Transfer students must meet the grade- point average requirement for courses • They take a minimum of four credits per completed at Wilson and for the overall year (fall semester through Summer II). academic record (Wilson courses and • Three of the credits they take are for letter transfer courses). grades and none of the courses is remedial or developmental NOTATION OF GENERAL HONORS IN • They achieve a 3.5 GPA or higher. COMMENCEMENT PROGRAM GENERAL HONORS For notation in the commencement program, • General honors will be granted to students honors will be calculated using grade infor- in the bachelor’s degree program based mation through the previous January Term. on cumulative average. For cum laude, Students who have the required GPA will be students must have attained a cumulative noted in the program. After senior grades GPA of 3.5; for magna cum laude, 3.7; and are posted, official honors calculations will for summa cum laude, 3.9. The distinction be completed by the registrar. These official of summa cum laude is conferred only by honors will be noted on the student record special vote of the faculty. and transcript. • A transfer student in the bachelor’s degree Only students who complete their graduate program may be considered for general requirements in the fall have honors offi- honors if she/he has satisfied the require- cially calculated before commencement. ments in a Wilson College program with Students who complete requirements in May a minimum of 18 Wilson College course and summer have honors designated in the credits and approval of the Committee on program based on the criteria stated above. Academic Policy and Procedures. Transfer students must meet the grade-point average requirement for courses completed at Wilson and for the overall academic record (Wilson courses and transfer courses). WWW.WILSON.EDU 145

HONORS IN THE MAJOR: COURSES 459, is submitted to the registrar’s office by the 460 SENIOR ADVANCED STUDY AND end of the add/drop period in the spring RESEARCH semester of the student’s junior year. Honors in the Major is the highest achieve- 2. Cr eate the proposal – In coordination with ment Wilson students can attain in their the faculty director, the student should major. Honors in the Major is awarded by spend the early part of the spring semester faculty members to students who, at the invi- developing a proposal for an honors project. tation of faculty, have successfully proposed Though precise expectations for the honors and completed an honors thesis or honors proposal may vary across major areas, capstone project. Honors in the Major is honors proposals typically possess (1) a different from college honors (e.g., summa clear and informed explanation of the thesis cum laude, magna cum laude, etc.) and the or capstone work, (2) an outline of the parts honors program (i.e., the Wilson Scholars of the project and/or a discussion of the Program). While invitation to Honors in the means of analysis or the creative process Major is a condition of participation in the and (3) a bibliography appropriate to the Disert Scholarship competition, students may project, including resources the student will earn Honors in the Major without competing use in completing the project and a tenta- for the Disert Scholarship. tive plan for conducting relevant research Eligibility or creative preparations (e.g., practicing Students who, in their junior year, have a technique in dance or photography). completed at least 14 Wilson College credits Samples of successful honors project and have shown a high degree of scholarly proposals are on file in the college library. interest and/or creative achievement in their 3. Appr oval of the proposal – A complete academic work may be invited by a faculty proposal should be submitted to the member in their major to propose an honors student’s Honors Project Committee in project. Individual major areas may develop time for committee members to evaluate more specific criteria for eligibility as well it, request revisions and approve changes, (e.g., GPA, aptitude for independent work, a if necessary. Approved proposals should faculty interview, etc.). A student from any be submitted to the registrar’s office with discipline may be invited to seek Honors in the committee members’ signatures by the the Major. It is not restricted to major areas deadline for withdrawal from courses in the that require a senior thesis or capstone spring semester of the student’s junior year. project. Students whose proposals are not approved Proposal and Project Completion Process by the Honors Project Committee are not The proposal and completion of the honors eligible for Honors in the Major. project follow the schedule below. Note: The withdrawal date is also the 1. I nvitation, Honors Project Committee deadline for Disert Scholarship consid- formation and statement of intent eration. Students who hope to have their – A faculty member invites a student to honors project proposals compete for the propose an honors project by late fall or Disert Scholarship must submit their signed early spring of the student’s junior year. proposals with an accompanying faculty letter If the invitation is accepted, the student of recommendation. and the faculty director form an Honors 4. The senior year – Students whose proposals Project Committee, composed of the are approved complete 50 to 60 hours faculty director and two faculty readers – at of reading, study and/or preparation for least one of whom must be outside of the Honors 459 (fall) and 460 (spring) in the student’s major area. A statement of intent senior year. Students enrolled in Honors 459 to propose an honors project, including a list will – under guidance of the faculty director of the Honors Project Committee members, – complete research and/or creative work 146 WILSON COLLEGE

appropriate to their honors projects. Early POLICIES FOR ALL GRADUATES drafts or presentations of work may be • A bachelor’s degree candidate must expected in this semester as well. Students complete and submit a liberal studies (LS) who do not make adequate progress in audit by registration check-in day three Honors 459 will not be allowed to enroll semesters before the anticipated graduation in Honors 460: a grade of B or higher is date. Failure to submit the LS audit by the required to continue. (Note: Students who required deadline will result in a registration fail to meet this requirement may still be hold being placed on the student’s record. required to complete a senior thesis or • Students must complete and submit a capstone project in order to fulfill their graduation application to the registrar by major requirements.) Students advancing registration check-in day two semesters to Honors 460 will continue the research, before the anticipated graduation date. A writing and/or creative processes neces- fee will be assessed for late applications. If a sary to the production of a quality honors student fails to officially submit a gradua- project. Students should present their work tion application, she/he will not be eligible to the Honors Project Committee in time for graduation. for committee members to evaluate it, • Student must officially declare all minors request revisions and approve changes, if by the last day of classes in the semester necessary. Students may be asked to present in which she/he intends to graduate. If a their honors projects to the larger college student fails to officially declare a minor, community as well. it will not be reflected on her/his official 5. Earning Honors in the Major – Being record and transcript. enrolled in (or earning a passing grade for) Honors 459 and 460 does not guarantee SPECIAL SITUATIONS Honors in the Major. In order to earn Honors in the Major, student work must DECEMBER GRADUATES be judged honors-worthy by members of A student who completes her/his degree the Honors Project Committee. Worthy requirements at the end of the fall semester projects must display thorough research will have her/his degree conferred on the first and/or preparation and thoughtful analysis day of the January Term. This date will be and/or creativity at a level approaching that noted on the official transcript. of graduate or early professional work in the December graduates will participate in and student’s major area. Student work meriting receive their diplomas at the following May Honors in the Major will be signed (or commencement and be considered part of otherwise indicated) by the Honors Project May’s graduating class. Committee Members and submitted to the registrar’s office by the last class day of the student’s senior year. Honors in the Major SUMMER GRADUATES will then be indicated on the student’s final A student who completes degree require- transcript. If student work merits Honors in ments during the summer will have her/his the Major, a copy of the initial proposal and degree conferred on the first day of the fall final project will also be filed in the library. semester. Summer graduates will participate in and receive their diploma covers at the preceding May’s commencement and will be considered part of the May graduating class. Diplomas will be released to the students in late September. WWW.WILSON.EDU 147

A student who has not completed all require- the graduate rate, respectively, for any ments for graduation must petition the combination of courses short of a total of Committee on Academic Procedures by the last four credits. day to withdraw from classes in order to partici- • Undergraduate students taking graduate pate in spring commencement if more than two courses should consult with the financial course requirements remain to be met. aid office about policies affecting financial Regardless of the number of courses aid for this situation. remaining to be completed, the student • Undergraduate students who are permitted must submit a written plan to the registrar to register for any graduate course in any of outlining how the requirements will be met the January Terms or summer sessions pay before the end of the summer following spring at the graduate rate. commencement. This plan must be signed and approved by the student’s academic adviser. POLICIES SPECIFIC TO GRADUATE STUDENTS The written plan must be submitted by the last day of classes for the spring semester. ACADEMIC LOAD The typical full-time load is three credits per In the event a student fails one or more degree semester. It is recommended that students requirements during spring semester of her/ employed full-time take no more than two his graduation year, the student must submit a credits per semester. A maximum of three written plan to the registrar outlining how the credits may be taken during any fall, spring, or requirement(s) will be met before the end of summer term. Students wishing to attempt the summer following spring commencement. more than the maximum load should seek This plan must be signed and approved by the permission from the program director. student’s adviser and must be submitted to the registrar by June 1. ACADEMIC PROBATION Graduate students must maintain a 3.0 UNDERGRADUATE ENROLLMENT IN grade-point average. If the GPA falls below 3.0 GRADUATE COURSES or a grade of C is received in any course, the To be eligible to take a graduate course and student will be placed on academic probation. receive graduate credit, Wilson College A student may be dismissed from the program undergraduate students must: if an academic probation extends beyond • Have earned at least 21 or more credits. the completion of three additional credits or • Have a cumulative 3.0 GPA. the student receives two course grades of C • Complete a petition, verified by the regis- or lower or one course grade of F at any time trar and approved by the graduate program during their graduate studies at Wilson. director and the academic adviser. All students in the graduate education • Credit will not apply toward the 36 credits program are subject to the Wilson College required for the undergraduate degree. Honor Principle, the academic and adminis- • No additional fees will be charged to a full- trative regulations, and the Wilson College time undergraduate student taking a mix of judicial process. graduate and undergraduate courses within the full-time load of six credits. GRADUATION REQUIREMENTS • Students will not be allowed to enroll in The successful graduate degree candidate more than a total of six undergraduate and will complete 10 credits, including a master’s graduate credits. project, while maintaining a cumulative • Part-time undergraduate students taking grade-point average of 3.0 or higher. Graduate a mix of undergraduate and graduate course credit will be awarded only for earned courses pay at the undergraduate rate and grades of C or better. 148 WILSON COLLEGE

ENROLLMENT OF NON-DEGREE Course Descriptions STUDENTS IN GRADUATE COURSES Not all courses described in the catalog are Non-degree students may enroll in any offered each year. graduate course for which they have the necessary prerequisites with the approval of the program director. COURSE LEVELS Courses are offered at the following levels: TRANSFER COURSE LIMIT FOR THE • 100 level: Introductory courses with no GRADUATE DEGREE PROGRAMS prerequisites; designed primarily for first- At the discretion of the director of the year students and sophomores but open to graduate program, no more than two courses all students. may be transferred into a graduate degree • 200 level: Intermediate courses, with or program. For a course to transfer into a grad- without specific prerequisites; or intro- uate program, the grade in the course must be ductory courses designed for students who 3.0 or higher on a 4-point scale and the goals, have had at least a semester of college-level outcomes and assessment results must be academic experience. Intended primarily similar to that of the graduate course being for students with sophomore or junior fulfilled through transfer credit. standing but open to first-year students in their second semester and seniors. TIME LIMIT TO COMPLETE DEGREE • 300 level: Advanced courses that either All coursework and degree requirements have specific prerequisites or are designed must be completed within six years of taking for students who have had more than a the first class at Wilson College. Appeals year of college-level experience; intended for extension of the six-year limit must be primarily for students with junior or senior submitted in writing to the director of the standing but open to sophomores with graduate education program. permission. • 400 level: Courses intended for advanced undergraduates, including those who are preparing for graduate study. • 500 level: Graduate-level courses. The prerequisite for all graduate-level courses is the permission of the program director. • Courses offered at more than one level: A course may be offered to students at more than one level. Special requirements for students taking it at a higher level will introduce greater complexity and depth in exploring the subject, and require greater independence by the student. The special requirements will be pervasive throughout the work in the course – not represented solely by an extra assignment. A student who has taken a course at one level may not take the same course at another level. Prerequisites may be waived with the permis- sion of the instructor. WWW.WILSON.EDU 149

CURRENT WILSON COLLEGE CREDIT SYSTEM career interests. May be arranged through 1 course credit is equivalent to 3 semester the director of career services with permis- hours. sion of the student’s adviser for one-half or full credit. Does not fulfill graduation 1.34 course credit is equivalent to 4 semester requirements. hours. 350 Independent Study 0.50 course credit is equivalent to 2 semester hours. Independent investigation at the advanced level of a topic selected by the student in 0.25 course credit is equivalent to 1 semester consultation with a faculty member. hour. 352 Collaborative Research Research conducted with a member of the COURSE FORMATS faculty that involves student participation in A. Traditional Course - A traditional course all aspects of the research project. conducts all class sessions on campus in a 355 Internship synchronous manner. Traditional courses Work experience with significant academic may use Web resources such as class notes, content, having an appropriate, comple- quizzes and other class resources. Web mentary role within the student’s academic assignments for traditional courses may be program. Approval of the academic dean is asynchronous. required. B. Online Course - An online course provides 459, 460 Senior Advanced Study and all instruction in an asynchronous manner Research and has no required on-campus compo- nents, with the exception of a possible Independent, advanced study and research for orientation and proctored assignments the senior-level student in a specific phase of when applicable. Synchronous chat room the major. Distinguished achievement in these activities may be used when appropriate. courses provides a basis for the awarding of Honors in the Major. Academic policy states: C. H ybrid Course - A hybrid course will have flexible learning formats to enhance “Students who have completed at least 14 Wilson student learning. It will include an in-class College courses and have shown a high degree component, but the format may differ from of scholarly interest and achievement their a traditional course by using flexible class academic work may be invited by the appropriate meeting times, online components and/or major area director to apply to the Committee on other delivery modalities (such as video, Academic Policy and Procedures for permission interactive video, cable media, etc.). to seek Honors in the Major by taking courses 459, 460. The application describing the project to be carried out under the direction of a faculty COMPLEMENTARY MODES OF LEARNING member must have the approval of the faculty OFFERED ACROSS ALL DISCIPLINES director and the student’s adviser and must be The following courses are offered by all submitted no later than the date designated by disciplines as faculty availability and student the registrar for mid-semester grades in the third interest allows. semester before the student expects to complete work for the degree.” 250 Independent Study Independent investigation at the interme- Approval of the Committee on Academic diate level of a topic chosen by the student in Policy and Procedures is required. consultation with a faculty member. 452 Collaborative Research 255 Introductory Internship Advanced research conducted with a faculty Work experience relevant to the student’s member that involves student participation 150 WILSON COLLEGE

in all aspects of the research project. ETH F rontiers of Knowledge and Prerequisite: 352 or appropriate research Beliefs experience as determined by the faculty. FT Formal Thought Capstone FWC Foundations of Western Culture The capstone is offered as a culminating experience for seniors in many of the disci- HWC History of Western Culture plines that offer bachelor’s degrees through LIT Literature the Adult Learning Program (ALP). Students NS Natural Science enrolled in the capstone work with a faculty director to plan a major paper, equivalent to a NSL Natural Science with a Lab senior thesis, or to complete a project related NWC Non-Western Culture to the major. Additional papers or require- ments may also be assigned. In some majors, WS Women’s Studies the capstone substitutes for another require- WI Writing Intensive ment, such as an internship, if completion of the internship is impractical or unnecessary (for example, for adults who are already employed full-time in the workforce). Course Descriptions Listed Guided Study Alphabetically By Discipline Courses that are part of the regular curric- ulum may be offered through a guided study. Working under the guidance of a faculty ACCOUNTING (ACC) member, students enrolled in these courses ACC 105 Financial Accounting do a substantial amount of reading and This course emphasizes the provision of writing independently to achieve the learning relevant and reliable information used in objectives of the course. Meetings are sched- making financial and business decisions. uled periodically between students and the Areas of emphasis include the basic concepts faculty member to review assignments and and principles of financial accounting; the discuss the material. accounting cycle from the analysis of business Topics Course (170, 270, 370, 570) transactions and their systematic recording through the preparation of the basic financial A course offered as needed to cover topics of statements – balance sheet, income statement interest to students and faculty that are not and statement of cash flows; the basic theory covered in depth in the regular curriculum. and practice for recognition, measurement and classification of assets, liabilities, equity, KEY TO CODES FOR LIBERAL STUDIES revenues and expenses; and the interpre- DESIGNATIONS tation of accounting data, income and cash Courses that have one or more of the abbrevi- flow analysis. Alternative forms of business ations below in the course description satisfy organization, internal control and interrela- liberal studies or writing-intensive (WI) tionships of accounting data and the ethical requirements: implications of accounting are also covered. ART The Arts Co-requisites: MAT 103 or Mathematics Placement Exam results, CS 110. CC Contemporary U.S. Culture CD Cultural Diversity ACC 106 Managerial Accounting Managers in all organizations are confronted ES Environmental Studies daily with the need to make decisions ESL Environmental Studies with a Lab and solve problems. They need infor- mation for making informed judgments, WWW.WILSON.EDU 151

solving problems and managerial control. accounting procedures and the necessary and Information is a valuable resource to an orga- appropriate disclosures within the body of the nization, and the management accounting financial statements and related accounting system is the primary source for much of schedules and notes. Prerequisite: ACC 106. the information managers need and receive. Areas of emphasis include cost concepts, cost ACC 206 Intermediate Accounting II management and behavior; standard costing This course is a continuation of Intermediate and variance analysis; cost-volume-profit Accounting I. Includes an analysis and review analysis; budgetary controls; and respon- of investments, current and long-term liabil- sibility accounting. Understanding the use ities, contingencies and equity. The review of of financial and managerial accounting for each category includes conceptual consider- pricing, product costing and operational, ations, technical accounting procedures and investment and capital-budgeting decisions the necessary and appropriate disclosures – as well as the ethical implications of mana- within the body of the financial statements gerial accounting decisions – are also covered. and the related accounting schedules and Prerequisite: ACC 105. Co-requisite: MAT 115. notes. Topics include dilutive securities and basic and fully diluted earnings per share, ACC 109 Fundamentals of Financial accounting for leases, income taxes, executive Reporting compensation, retirement and postretire- This course provides a basic knowledge of the ment benefit plans and accounting changes. accounting process, including the creation The course concludes with a comprehensive and interpretation of the basic financial review of financial statement analysis and statements, such as the income or profit/ interpretation and full disclosure in financial loss statement, balance sheet, statement of reporting. Prerequisite: ACC 205. retained earnings and cash flow statement and the components of the budgetary process. ACC 220 Accounting Information Students are introduced to and develop a Systems competency in some of the major software The course helps students understand packages in financial reporting, such as tax concepts of accounting information systems and accounting software. Students also learn so they can effectively use software and the fundamentals of the time value of money. system processes to affect and evaluate Prerequisite: MAT 098/100 or higher. systems of internal control, know how accounting information systems gather and ACC 205 Intermediate Accounting I transform data into useful information and A rigorous study of current accounting theory understand the interrelationships among and practice, this course builds on the funda- systems. Using flowcharting techniques, mental concepts covered in the introductory students appreciate how transactions affect financial and managerial accounting courses an organization and recognize when manage- and develops a more professional level of ment or ethical issues need to be addressed. accounting knowledge and analysis. Coverage Audit procedures and risks in a computer includes the conceptual framework of finan- environment are also covered. Prerequisite: cial accounting, development of accounting ACC 106. standards, the accounting process, financial statements and the time value of money. ACC 301 Auditing and Other Includes an analysis and review of cash and Assurance Services receivables, inventories and cost of goods This course is an analysis and appraisal of sold, fixed assets and depreciation, intangibles audit theory and practice, focusing on issues and amortization and revenue recogni- relevant to the public accounting profession tion. The review of each group of accounts and to internal auditors and managers in includes conceptual considerations, technical private and governmental organizations. It introduces students to the role of auditors and 152 WILSON COLLEGE

audit standards and emphasizes the concept transactions and capital gains and losses, as of risk. Topics include auditing principles well as business expenses, depreciation, cost and procedures involving staff organization, recovery, amortization and depletion and professional ethics, legal responsibility of the the determination of the regular tax and the accountant, various forms of audit reports, alternative minimum tax. Tax research and internal control, fraud detection and preven- the practical compliance aspects of individual tion procedures, audit programs, working tax return preparation are covered. While the papers, original record examination, the focus is on federal taxes, state tax implications nature of evidential matter and an introduc- are also studied, including multistate tax tion to audit-related statistical applications. situations. Prerequisite: ACC 105. The content, meaning and impact of the Sarbanes-Oxley Act are covered. Students ACC 322 Taxes II gain an understanding of audit risk and learn A study of tax compliance for corporations, the fundamentals of auditing, from planning partnerships and fiduciaries, as well as for to obtaining and documenting sufficient not-for-profit organizations, including tax evidence for expression of an audit opinion. accounting for formation, reorganization, They gain an understanding of the attest func- distribution and liquidation of organizations. tion and other assurance services and their The study of transfer taxes and the prepa- applicability to various entities, operations ration of the related federal tax forms are audits, compliance audits and the require- included. Students are required to identify ments for an integrated audit. Prerequisites: and resolve tax issues through the utiliza- ACC 206, ACC 220. tion of various sources, including applicable tax law and regulations, administrative and ACC 307 Cost Accounting judicial opinions, interpretative texts and Cost accounting furnishes management with published procedures. In addition to tax the necessary accounting tools for planning research, the practical compliance aspects of and controlling activities and for making many tax return preparation are covered. While the business decisions. Specifically, the collection, focus is on federal taxes, state tax implications presentation and analysis of cost data helps are also studied, including multistate tax situ- management as it deals with the areas of cost- ations. Prerequisites: ACC 106, ACC 321. volume-profit analysis; job-order and process cost systems; standard, differential and activ- ACC 499 Senior Thesis/Project ity-based cost systems; variance analysis; and In conjunction with a faculty adviser, the static and flexible budgeting. By focusing on student will design and implement a major basic concepts, analyses, uses and procedures research project. Prerequisite: ACC 206 and instead of procedures alone, the course shows senior standing with permission of adviser. cost accounting as a tool for business strategy and implementation. The role of the accoun- MASTER OF ACCOUNTANCY tant as both decision-maker and data provider is considered. Prerequisite: ACC 106. ACC 507 Advanced Managerial Accounting ACC 321 Taxes I Managerial accounting furnishes manage- This course introduces the fundamentals of ment with the necessary accounting tools taxation, types of taxes, structure of the tax for planning and controlling activities and system and how taxes are applied to various making many business decisions. This course entities. It is an in-depth study of the income looks at management accounting from a stra- taxation of individuals and the provisions tegic perspective – specifically, the collection, applicable to all tax return filers. Topics presentation and analysis of cost data to help include gross income, exclusions, deduc- management deal with strategic, tactical tions, losses, adjustments, credits, property and operating issues and decision-making. WWW.WILSON.EDU 153

By focusing on concepts, analyses, uses and ACC 526 Tax Planning procedures instead of procedures alone, the This course considers the application of course shows the strategic role of managerial taxes as a component of decision-making for accounting as a tool for business strategy, individuals and businesses. The importance implementation and performance evalua- of management’s consideration of tax laws in tion. The role of the accountant as both data decision-making and examination of the tax provider and decision-maker is considered. consequences of prospective business deci- sions and responsive strategies are stressed. ACC 509 Government and Not-for- Focus on federal taxes, but state tax implica- Profit Accounting tions are also studied, including multistate tax This course focuses on the most important planning. Prerequisites: ACC 206, ACC 322. concepts, standards and procedures of accounting, financial and budgetary reporting ACC 531 Advanced Auditing/ applicable to (1) state and local governments, Assurance including counties, cities, townships, school Advanced study of auditing theory, standards districts, other special districts and public and practice, as well as the theory, standards authorities; (2) not-for-profit organiza- and practice associated with other assurance tions; (3) not-for-profit and governmental services. This course includes the stan- universities and hospitals; and (4) the dard-setting process, statistical sampling, federal government. Financial management information system auditing, internal/opera- evaluation procedures and accountability tional audits, government compliance audits considerations peculiar to government and and international auditing standards. not-for-profit organizations are emphasized, and distinctive aspects of auditing govern- ACC/BUS 533 Data Mining ment and not-for-profit organizations are Businesses, governments and individuals discussed. Prerequisite: ACC 206. create massive collections of data as a result of their activity. Decision-makers and systems ACC 511 Advanced Accounting rely on intelligent technology to analyze data A comprehensive analysis and review of systematically to improve decision-making. advanced accounting topics related to various This course examines how data analysis levels of intercompany corporate investments. technologies can be used to improve deci- Includes accounting related to acquisitions, sion-making and discusses the fundamental mergers and consolidations and the applicable principles and techniques of data mining. By financial reporting required for domestic, examining real-world examples and working international and multinational corporations. hands-on with data-mining software, students Additional topics include partnership forma- learn to place data-mining techniques in tion and dissolution, admission and retirement context and develop data-driven analytic of partners and their partnership interests and thinking. financial reporting regulations of the Securities and Exchange Commission. Prerequisites: ACC 535 Dynamics/Covert Behavior ACC 206, ACC 322. The course provides students with a greater understanding of interpersonal communi- ACC 513 International Accounting cations in a data-gathering setting. Presents Examines the basic concepts and issues in tools to conduct more effective interviews and international accounting. It covers accounting obtain information that can assist in detecting in a multinational environment, including the covert behavior and preventing fraud. internationalization of accounting standards, Students learn to assess verbal and nonverbal currency translation, transfer pricing and behavior and become more effective at comparative practices in financial reporting. obtaining information through individual Focuses on International Financial Reporting interviews and interactions. Instruction Standards. covers non-confrontational interview 154 WILSON COLLEGE

techniques, fraud indicators, methods to development of discount/capitalization rates, assess fraud vulnerability, common fraud application of appropriate premium and schemes and how to elicit potential fraud discount adjustments to the calculated value, leads. Techniques for conflict resolution and and the basics of providing expert testimony negotiation become integral parts of these are covered. activities. ACC/BUS 565 Business Consulting ACC 537 Forensic Accounting Examines the major practice areas in manage- This course provides students with a frame- ment consulting and the role of a successful work for understanding forensic accounting. consultant. Course content covers the Topics include investigative accounting tech- consulting process from initial client meeting niques and methods, consulting and litigation to execution of solutions. Students are support activities undertaken in forensic introduced to a variety of diagnostic tools and accounting engagements. their applications. Managing client relation- ships, proposal writing and ethics are covered ACC 539 Fraud Examinations within the context of the service and solution This course familiarizes students with fraud business. auditing issues, presenting the traditional areas of fraud: fraudulent financial reporting ACC 580 Enterprise Risk and misappropriation of assets. It also covers Management (cross-listed cybercrime, money laundering, Foreign as BUS 580) Corrupt Practices Act violations, securities Introduces the main areas of enterprise fraud and identity theft. Emphasizes preven- risk management. Industry-accepted risks tion, deterrence and detection of fraud and discussed in detail include market, credit and internal controls and provides an overview of operational risks. Risk management processes the investigation and prosecution of fraud. and strategies are also covered. Case studies from different business areas and real-life ACC 540 Business Law for issues illustrate the increasing importance Accountants of enterprise risk management in today’s This course provides students with a greater business world. understanding of the law as it relates to the activities of accountants. Topics include: a ACC 582 CFO and Executive general overview of the Uniform Commercial Leadership Code and contracts, real and personal prop- This course provides students with a greater erty and security, financial instruments and understanding of the role of the chief financial securities law, business and other organiza- officer and executive leadership in running tions, agency and suretyship, bankruptcy, the enterprise. Students learn to differentiate insurance, wills and decedents’ estates and the leadership role of a manager and the CFO, trusts, accountant’s legal liability and practice who is a manager of managers. Topics include: before the Internal Revenue Service. leading strategic and systemic change; managing power, politics and organizational ACC 563 Business Valuation complexity; developing your team and Providing the basis and framework of business organizational competencies. Also focuses valuation theory and practice, this course on personal career planning and building centers on the elements of valuation, from leadership capabilities in order to potentially financial and operational analysis through assume the executive role. the methods found in the three approaches to valuation – asset, income and market. The WWW.WILSON.EDU 155

ANIMAL STUDIES (ANS) Additional topics include: ethical treatment ANS 101 Introduction to Animal and current issues and topics. Prerequisite: Studies ANS 101, BIO 110 or BIO 102. Through discussion, survey and observation, ANS 204 Animal Studies – Wildlife students will – within the culture of animal- An exploration of wildlife within the frame- human interactions – develop the ability to work of normal and abnormal behavior think critically and ethically; review related relative to evolving predator/prey roles, civi- international, national and state laws and lization’s effects on traditional food sources, the associated regulatory agencies; develop increasing human contact (encroachment, impartial observation skills; and define zoos and tourism) and the training of wildlife employment-related skill sets. for entertainment. Emphasis will be placed ANS 202 Animal Studies – Canines on animal-human interaction outcomes. An exploration of canines within the frame- Additional topics include: ethical conservancy work of evolution, normal and abnormal and current issues and topics. Prerequisite: behavior, domestication and comparative ANS 101, BIO 110 or BIO 102. training techniques. Emphasis will be placed ANS 380 Animal Studies – Advanced on the animal-human bond and cooperative Seminar service. Additional topics include: ethical Through research, experiential learning, treatment in service and current issues and observations, internship and interviews, topics. Prerequisite: ANS 101, BIO 110 or BIO 102. students will identify specific areas of interest ANS 201 Animal Studies – Equines that would prepare them for employment or An exploration of the equine within the graduate school. Prerequisite: ANS 201, ANS framework of evolution, normal and abnormal 202, ANS 203, ANS 204, ANS 205 and PSY 110. behavior, domestication and comparative ANS 499 Senior Thesis training techniques. Emphasis will be placed The culminating course for the animal studies on the animal-human bond and cooperative major, the senior thesis will be a project or area service. Additional topics include: ethical of study, defined through coursework in the treatment in service and current issues and 200-levelcourses and the advanced seminar topics. Prerequisite: ANS 101, BIO 110 or BIO 102. that culminates in the preparation of a thesis or ANS 205 Animal Studies – Farm oral presentation. Prerequisite: ANS 380. Animals An exploration of farm animals within the ATHLETICS (ATH) framework of normal and abnormal behaviors relative to family structure (herd, flock, drove, ATH 240 Principles of Coaching and etc.), production (meat, milk, wool, eggs, Officiating/Judging etc.), housing and transport. Emphasis will be As part of the athletic coaching minor, this placed on stewardship and ethical treatment. course focuses on the foundations and prin- Current issues and topics will be discussed. ciples of coaching, sport skill development, Prerequisite: ANS 101, BIO 110 or BIO 102. training and officiating/judging the sport. A lab component allows students to concentrate ANS 203 Animal Studies – Felines on the sport of their choice (basketball, field and Exotics hockey, gymnastics, soccer, softball, tennis, An exploration of felines and exotic animals volleyball, etc.). Students may sit for judging within the framework of evolution, normal or officiating exams and may receive coaching and abnormal behavior, domestication, certifications applicable to the sport. The laboratory use and comparative training articulation and development of a coaching techniques. Emphasis will be placed on the philosophy and seasonal coaching unit are animal-human bond and cooperative service. part of the course. 156 WILSON COLLEGE

ATH 241 Coaching and Officiating BIO 102 General Biology II As part of the athletic coaching minor, this lab Introduction to biochemistry, molecular cell focuses on the principles of coaching, sport biology and cell energetics. Genetics covered skill development, training and officiating/ in relation to molecular mechanisms, popula- judging a sport. Students select the sport tion biology and evolutionary theory. Survey of their choice and can attempt to receive of botany, including anatomy and physiology coaching and/or judging certifications of plants. Introduction to ecological prin- applicable to their sport. Students develop a ciples, including ecosystem organization, seasonal coaching plan, observe competitions interaction of biotic and abiotic factors and and study sport-specific strategies. the biosphere. Three hours lecture; three hours lab. Prerequisite: BIO 101. NSL ATH 243 Leadership in Sport Whether pursuing a career in coaching or as BIO 110 Contemporary Biology a manager in sport, this course introduces A survey of relevant biological principles and students to the basic principles and founda- processes designed as an introduction to the tions of leadership. Case studies illustrate life sciences for the non-science major. Topics fundamental aspects of leadership, such as include human biology (cellular and physio- creating a vision and overcoming obstacles. logical processes), evolution of biodiversity Students learn leadership theory, apply and ecology. Three hours lecture; three hours leadership concepts and participate in prac- lab. NSL tical strategies for becoming better leaders/ coaches. BIO 111 Clinical Aspects of Microbiology ATH 270/370 Topics in Athletic Coaching A general overview of microbiology with Courses offered on an occasional basis to emphasis on pathological mechanisms of enhance the curriculum and address student infectious disease and precautions necessary and faculty interests. for the prevention and treatment of infec- tious disease in clinical settings. Students ATH 355 Coaching Internship are exposed to the fundamental principles of Each student, in consultation with the phys- microbial structure, growth and metabolism. ical education program director, arranges Special attention is placed on localization and a coaching internship. Options include identification of pathological microorgan- assisting as coach at a local public school isms. Topics of disinfection, sterilization and or YMCA, coaching at a summer sports immunity with respect to clinical settings are camp, organizing and running a competitive emphasized. Three hours lecture; three hours community program or teaching at a private lab. Prerequisite: BIO 102 or BIO 110. NSL sports school. BIO 205 Comparative Anatomy of Vertebrates BIOLOGY (BIO) Major anatomical changes undergone by BIO 101 General Biology I vertebrates during their evolutionary history, Introduction to cell anatomy and organ- from invertebrate ancestors to present-day ismal biology. The five kingdoms of life are forms. Emphasis on morphological adap- surveyed, emphasizing distinguishing features tations and evolutionary significance of and lifestyles. In-depth study of major organ anatomical features, as well as on major systems of multicellular animals. Emphasis paleontological events. Laboratory study of on principles underlying living organisms, representative types. Three hours lecture; problems they face and solutions that have three hours lab. Prerequisite: BIO 102. NSL evolved. Designed as the first of two semes- ters of a general survey. Three hours lecture; three hours lab. NSL WWW.WILSON.EDU 157

BIO 206 Invertebrate Zoology BIO 215 Human Anatomy and Study of the major groups of invertebrates Physiology I with consideration of morphology, evolution, This laboratory course is the first of a physiology and ecology. Three hours lecture; two-semester sequence designed to provide three hours lab. Prerequisite: BIO 102. NSL. a systemic background in human anatomy and physiology for students entering health, BIO 207 Vertebrate Physiology medicine or nursing professions. Using an Analysis of the physiological mechanisms of integrated approach involving lecture and the vertebrate organism from the cellular to laboratory, this first semester of two courses the organismic level. All major organ systems studies cellular structure and function, and are studied with emphasis on normal func- the following organ systems of the body: tions and their controls. Laboratory study integumentary, skeletal, muscular and and demonstrations of basic physiological nervous. Prerequisite: BIO 102. parameters. Three hours lecture; three hours lab. Prerequisite: BIO 102. NSL BIO 216 Human Anatomy and Physiology II BIO 208 Genetics This laboratory course is the second of a Mendelian genetics and principles of heredity, two-semester sequence designed to provide introductory molecular genetics and evolu- a systemic background in human anatomy tionary genetics are covered. Three hours and physiology for students entering health, lecture; three hours lab. Prerequisite: BIO 102. medicine or nursing professions. Using an NSL integrated approach involving lecture and laboratory, this second semester of two BIO 209 Nutrition courses studies the following organ systems A detailed study of nutrition and health of the body: endocrine, cardiovascular, with emphasis on metabolic pathways and lymphatic, immune, respiratory, digestive relationships between nutritional intake urinary, and reproductive. Additionally, the and normal and pathological changes in processes of metabolism, electrolytes and the human organism. Recommended for fluids, and acid-base balance will be discussed. students interested in the health professions. Prerequisite: BIO 215. Prerequisite: BIO 102. NS BIO 220 Animal Behavior BIO 210 Introductory Botany An exploration of animal interactions within Survey of the plant kingdom, emphasizing the framework of evolution and natural classification, evolution, structure and func- selection. Emphasis on social behavior and tion. Emphasis on botanical, horticultural and communication between and among species. economic aspects of plants used as sources of Other topics include antipredator behavior, food, fibers and pharmaceuticals. Three hours mating displays, navigation, learning and lecture; three hours lab. Prerequisite: BIO 102. memory. Laboratories will include both obser- NSL vational and experimental studies of behavior. BIO 211 Microbiology Prerequisite: BIO 102 or BIO 110. NSL Study of the morphology, physiology and BIO 230 Conservation Biology genetics of microorganisms with emphasis on The science of preserving biodiversity and bacteria and bacteriological techniques. Three sustaining the Earth, this course draws on hours lecture; three hours lab. Prerequisites: many disciplines and findings of theoretical BIO 102, CHM 201. NSL biology in an attempt to develop strategies for preserving people, populations, species, biological communities and ecosystems. Uses case studies to survey the possibilities and problems of applying conservation principles 158 WILSON COLLEGE

in the real world. Students identify and find associations; generation of immune responses solutions to conservation problems in the and immune effector mechanisms; and local area. Prerequisite: BIO 102 or BIO 110. the immune system in health and disease. NSL, ESL Interactive sessions reinforce current theory. A field trip to an immunology research labora- BIO 223 Marine Biology tory informs students about current trends in A survey of the major marine habitats – the the field. Three hours lecture. Prerequisites: fauna, environmental characteristics and BIO 102 and permission of instructor. the processes involved in their formation. Emphasis placed on the evolutionary adap- BIO 309 Evolution tations of organisms in these environments A study of the history of life on Earth and and the impact of humans on the ocean. A examination of principles of organic evolution weekend field trip is a required component of in plants and animals. Current topics in evolu- the course. Prerequisite: BIO 102 or 110. NS, ES tionary theory. Prerequisites: BIO 102, BIO 208 and a quantitative skills course. NS, WI BIO 270/370 Topics in Biology A seminar course offered as needed to cover BIO 310 Molecular Cell Biology I topics of interest to students and faculty that A rigorous, detailed study of cellular structure are not covered in the regular curriculum. and function at the molecular level. Topics Prerequisite: Permission of instructor. include general organization of metabolic processes in plants and animals, evolution of BIO 302 Developmental Biology cellular organization, synthesis and function Descriptive and experimental analysis of the of proteins and selected topics in molecular development of multicellular organisms. genetics. Prerequisites: BIO 102 and two upper- A variety of vertebrate and invertebrate level courses in biology or chemistry. NS animal systems are studied. Early embryonic development is emphasized; well-studied BIO 312 Molecular Cell Biology II systems are chosen from vertebrate embryos An exploration of the principles of molecular for analysis of later organogenesis and cell genetics with emphasis on control of cellular differentiation. Laboratories include study activities and molecular structure, function of vertebrate and invertebrate embryonic and regulation of genes. Topics include gene development using both living and preserved technology, genetic analysis in cell biology, specimens. Three hours lecture; three hours regulation of the cell cycle, cell-to-cell lab. Prerequisite: BIO 102. NSL signaling, gene control in development and cancer. Designed as writing intensive, the BIO 304 Histology course includes substantial writing assign- Microscopic structure of principal vertebrate ments, including a major scientific research tissues correlated with their function and paper (multiple drafts), portfolio and essay interrelations with other tissues. Emphasis exams. Prerequisite: BIO 208. WI on cellular details, ultrastructure and the relationship between tissue structure and BIO 314 Ecology function. Three hours lecture; three hours lab. Introduction to the principles of ecology. Prerequisite: BIO 102; BIO 205 advisable. NSL Study of factors governing distribution and abundance of plants and animals in natural BIO 306 Immunology and disturbed ecosystems. Three hours A lecture/discussion course for junior-/senior- lecture; three hours lab. Prerequisites: BIO level students interested in immunology. 102 and MAT 103. NSL, ESL, WI Explores the vertebrate immune system at the organismic, cellular and molecular levels. Topics include evolution of host defense mechanisms; structural and functional WWW.WILSON.EDU 159

BIO 315 Advanced Molecular BIO 402 Senior Research Seminar II Biological and Biochemical The third course in the three-semester sequence Laboratory Techniques for biology and chemistry majors with the A laboratory course for junior-/senior-level focus on analysis of research results, research students interested in research methods paper and a poster presentation. (0.5 credit.) in molecular biology and biochemistry. Completion of this course fulfills one writing-in- Experimental topics include enzyme kinetics; tensive credit. Prerequisite: BIO 400. WI protein isolation, purification and analysis by electrophoresis and immunofluorescence; cell culture techniques; and advanced molec- BUSINESS (BUS) ular genetics. Three hours lab. (0.5 credit.) BUS 124 Introduction to Prerequisite: BIO 310, CHM 310 or concurrent Management registration in BIO 310 or CHM 310. Study of management from a general perspec- tive. Major functional areas of internal and BIO 317 Basic Techniques of external activities of an organization, the deci- Electron Microscopy sion-making process and the computer’s place The study of transmission electron micros- in contemporary management. Emphasis on copy, including theory, techniques of formulation and implementation of policy in preparation and practical experience in keeping with an organization’s goals. producing, developing and interpreting micrographs. Students are expected to BUS 220/320 Entrepreneurship perform basic maintenance and alignment of and Small-Business the microscope and carry out an individual Management research project. Two hours lecture; four Consideration of the problems of startup, hours lab. Preference to junior- and senior- survival, profit and growth of new or ongoing level biology majors; others by permission. ventures. Examines small-business opera- Prerequisite: BIO 102. tions, including business plans, finance, legal aspects, government regulation, record- BIO 398 Design and Methods of keeping, marketing and human resources Scientific Research issues. Prerequisite: BUS 124. Students learn to explore primary scientific literature, develop a research project and BUS 223 Marketing Management – depending on student and faculty interest – Analytical systems approach to marketing learn advanced laboratory skills. The course, decision-making. Examines consumer which is usually followed by BIO 400 and 402, behavior, marketing research, pricing, product results in a research proposal. (0.5 credit.) and promotion strategy, distribution channels Prerequisite: At least four courses at or above and why marketing activities develop in an the 200 level in biology. industrial economy. Analyzes social and ethical issues. Prerequisite: BUS 124. BIO 400 Senior Research Seminar I The second course in the three-semester BUS 225 Business Law research sequence for biology and chemistry Study of contract, agency, debtor credit, majors, focusing on research and oral presen- trusts and estates, property, corporation and tations. Seminar based on original research partnership law; Uniform Commercial Code; and/or recent scientific literature following areas of governmental regulation, including the proposal developed in BIO 398. Seminar antitrust, securities and employment law; presentations and a draft research paper are work papers, privileged communications and required. Specific research topics selected confidentiality. Prerequisite: BUS 124. CC based on interests and background of faculty and students. (1 credit.) Prerequisite: BIO 398. 160 WILSON COLLEGE

BUS 240 Corporate Finance relations, including fair treatment, employ- Fundamentals ment-at-will, employee health, safety, An introduction to the theoretical concepts of workplace participation and collective corporate finance. Focuses on management bargaining. Prerequisite: BUS 124. CC of working capital, cost of capital, capital budgeting and capital structure planning. Also BUS 322 Organizational Behavior provides an overview of money and capital Multidisciplinary approach to the business markets. Prerequisites: ACC 105 and MAT 103. organization as a complex system. Concepts and theories related to structure and function BUS 260 Business Leadership and of organizations, comprehensive study of Service strategy formulation and organizational Covers the latest research in business sustain- implementation, analytical focus on internal ability, leadership and project management operation and structure and external posture; principles as students deliver on a service- from that, alternatives are developed and learning project in the local community. Critical policies proposed. Prerequisite: BUS 124. skills in teamwork, project management, problem-solving and self-directed learning are BUS 326 Human Resource gained as teams apply business principles while Management working through challenging and real projects. System elements required to recruit, select, Prerequisites: BUS 124, junior-level major in train and maintain a workforce in business. accounting, business or economics. Emphasis on management development, wage and salary administration and personnel BUS 270/370 Topics in Business planning. Prerequisite: BUS 124. A course offered as needed to cover topics of interest to students and faculty that are not BUS 327 International Finance covered in the regular curriculum. Introduction to principles, practices and institutions involved in acquisition, transfer BUS 305 Quantitative Methods for and administration of funds in the interna- Business tional financial environment. Covers financial An introduction to quantitative methods used markets for international operations, uses in business decision-making. Topics include of the foreign exchange market, business probability and statistics, linear regression, implications of exchange rate changes and the linear programming, project scheduling, future of the international monetary system. transportation and inventory models. Prerequisites: ACC 106 and ECO 204. Prerequisites: BUS 124 and MAT 103 or MAT 115 and junior-level status. BUS 328 International Business Introduction to international business envi- BUS 311 Business Environment and ronments and how they affect international Public Policy enterprises. Topics include international risk, Examines the impact of public policy on market entry strategies, ownership policies, business through exploration and analysis functional areas and organizational planning of political, social, regulatory and techno- and control. Prerequisites: BUS 124, ECO 101, logical variables that influence managerial ECO 102. decision-making in domestic and global envi- ronments. Prerequisites: BUS 124 and ECO BUS 329 International Marketing 101 and ECO 102. Analysis of problems of marketing across national boundaries and within different BUS 321 Labor and Employee national markets from the vantage point of Relations the exporter and the international enterprise. Covers government regulations and industry The impact of cultural influences on diverse practices guiding employer-employee strategies required to meet challenges of WWW.WILSON.EDU 161

international product policy, pricing, promo- strategy, implementation and performance tion and distribution. Prerequisite: BUS 223. evaluation. Prerequisite: Admission to the program. BUS 335 Operations Management for Sustainability BUS 542 Legal Issues in Healthcare The study of the supply chain and innovations Provides an opportunity for students to that improve efficiencies while benefiting the study the legal aspects of certificate of need environment. Focus is on work-flow designs, regulations, tort law, medical malpractice, productivity, quality, forecasting, process confidentiality of patient medical records, as innovations, procurement management and well as workers’ compensation, OSHA, DEP, other value-added strategies that lead to the EPA, DEA, and other regulatory agencies. promotion of a sustainable business opera- Prerequisite: Admission to the program. tion. Prerequisites: MAT 115 and BUS 240. BUS 548 The Political Process, BUS 340 Investments Communications and An in-depth analysis of investment planning Managing Regulatory of individuals and institutions with analysis Change in Healthcare of securities, functions and operation of The proactive ability of an organization to securities markets. Includes an overview of understand the external impact of federal regulations and the role of the government in and state political processes is essential for securities markets. Prerequisite: BUS 240. future sustainability in the healthcare market. Regulation and compliance alters the basic BUS 413 Strategic Management business model providers and insurers have Uses the case study method and the systems been operating under since the inception approach to integrate various perspectives of the fee-for-service model. Prerequisite: and expertise in managerial problem-solving Admission to the program. and decision-making. Knowledge and skills acquired through studies in the major are BUS 551 The History of Healthcare employed as students collaborate to apply a Reform in the U.S. and holistic approach to organizational planning Universal Healthcare and decision-making. Prerequisite: Limited to Models senior-level students. Introduces students to the legislative successes, failures and fragmented approach BUS 499 Senior Thesis/Project to healthcare legislation over the past In conjunction with a faculty adviser, the century. Students are introduced to universal student designs and implements a major healthcare initiatives in selected countries. research project. Prerequisite: Admission to the program.

BUS 505 Healthcare Economics BUS 552 Patriot Protector and An understanding of healthcare economics Affordable Care Act of 2010 furnishes management with the necessary Examines the Patient Protection and tools for planning and controlling activities Affordable Care Act of 2010 and related regu- and for making many business decisions. lations in order to provide a basis for creating Specifically, the collection, presentation and effective strategies to optimally respond to analysis of cost data helps management as it the requirements and maintain an organiza- deals with strategic, tactical and operating tion’s financial sustainability. Prerequisite: issues and decision-making. By focusing Admission to the program. on concepts, analyses, uses and procedures instead of procedures alone, the course shows the strategic role of these tools for business 162 WILSON COLLEGE

BUS 554 Assessing the Quality of increased customer satisfaction. Prerequisite: Healthcare Services Admission to the program. Provides students with an understanding of the performance metrics imposed by BUS 573 DMAIC Six Sigma PPACA and the underlying quantitative and Management qualitative variables that are essential when DMAIC Six Sigma is one of three disciplines assessing the quality of the healthcare delivery in the Six Sigma Management philosophy that system. Prerequisites: Admission to the concentrates on developing a data-driven program. improvement cycle used to improve, optimize and create stability in business processes. BUS 556 Analysis and Reporting of DMAIC Six Sigma uses the Define, Measure, Healthcare Data Analyze, Improve and Control approach, Addresses the difference between data and which leads to a continuous improve- information; and prepares students to identify ment culture in business and industry. what data is relevant to management deci- Prerequisite: Admission to the program. sion-making to effectively and accurately communicate data and information, and to BUS 574 DFSS Six Sigma understand the information and security issues Management related to information management systems. DFSS Six Sigma is one of three disciplines Prerequisite: Admission to the program. in the Six Sigma Management philosophy that concentrates on determining the needs BUS 558 Innovative Management of customers and designing out defects in Models products and processes rather than correcting Traditional approaches to the delivery of the process or product after initial application healthcare services in the U.S. will no longer or production. DFSS Six Sigma incorporates allow an organization to be financially sustain- systems architecture, quality function deploy- able. Explores various innovative models ment, axiomatic design, TRIZ and design that will allow management to optimize its of experiments into a continuous improve- outcomes in the evolving regulatory envi- ment culture in business and industries. ronment created by PPACA. Prerequisite: Prerequisite: Admission to the program. Admission to the program. BUS 580 Enterprise Risk BUS 567 Process Reengineering Management (cross-listed Process reengineering is a management as ACC 580) strategy focusing on the analysis and design of Introduces the main areas of enterprise risk workflows and processes within an organi- management. Industry-accepted risks discussed zation. Process reengineering is used to help in detail include market, credit and operational organizations fundamentally rethink how risks. Risk management processes and strategies they do their work in order to dramatically are also covered. Case studies from different improve customer service and cut operational business areas and real-life issues illustrate costs. Prerequisite: Admission to the program. the increasing importance of enterprise risk management in today’s business world. BUS 572 Lean Six Sigma Management BUS 583 Executive Leadership Lean Six Sigma is one of three disciplines in Evolutionary change occurring in the the Six Sigma Management philosophy that healthcare industry requires unconven- concentrates on the reduction of the eight tional leadership models to ensure future types of waste commonly found in manufac- sustainability. This course reviews the turing and service-based industries. Waste concepts of quality management, allocation elimination leads to fewer quality deficien- of scarce resources and strategic planning. cies, increased revenue, increased profit and Prerequisite: Admission to the program. WWW.WILSON.EDU 163

BUS 585 Clinical Decision-making CHM 103 Fundamentals of General Provides clinical managers with techniques Chemistry to constructively respond to outcome-based Designed to meet a one-semester general assessments within applicable fiscal and chemistry requirement. Provides an overview managerial constraints. (0.5 course credit.) of atomic structure and bonding, stoichiom- Prerequisite: Admission to the program. etry, energy and acid-base chemistry, redox chemistry, equilibrium kinetics and hydro- BUS 586 Managerial carbons. Laboratory work reinforces lecture Decision-making topics. Three hours lecture; three hours lab. Reviews the concepts of quality manage- Prerequisite: MAT 098/100 or equivalent. NSL ment, allocation of scarce resources and tactical planning. In addition, students will CHM 104 Fundamentals of Organic examine various techniques used in managing Chemistry in Biological managers. (0.5 course credit.) Prerequisite: Systems Admission to the program. Designed to meet a one-semester requirement in organic chemistry of biological systems. BUS 587 Public Sector Leadership Provides an overview of nomenclature, func- Models tional groups and reactions, with an emphasis Emerging healthcare delivery systems are on structure and reactions in biological forcing public sector managers to expand systems, including proteins, lipids, carbo- their traditional roles. This course addresses hydrates, nucleic acids and enzymes. Three the formation of alliances, coalitions and hours lecture; three hours lab. Prerequisite: other linkages with public sector agencies. CHM 103. NSL Prerequisite: Admission to the program. CHM 201 Organic Chemistry I The first course of a two-semester sequence CHEMISTRY (CHM) that introduces structure, bonding and reac- CHM 101 General Chemistry I tivity of organic (carbon-based) compounds. The first semester of a two-semester Lecture focuses on properties and reac- sequence intended for students majoring in tivity of alkanes, alkenes, alkynes, alcohols, the sciences. Focuses on the study of atomic aldehydes and ketones, with an emphasis on structure, nomenclature, stoichiometry, reaction mechanisms and stereochemistry. energy, bonding and coordination chem- Laboratory introduces basic purification and istry. Laboratory work reinforces lecture synthetic techniques and analytical methods topics. Three hours lecture; three hours lab. including polarimetry, infrared (IR) and Prerequisite: Concurrent enrollment in MAT nuclear magnetic resonance (NMR) spectros- 103 or placement above MAT 103. High school copy. Three hours lecture; three hours lab. chemistry or an introductory chemistry Prerequisite: CHM 102. NSL course is strongly recommended. NSL CHM 202 Organic Chemistry II CHM 102 General Chemistry II A continuation of CHM 201 with an added The continuation of General Chemistry I with emphasis on molecules with biological emphasis on solutions, kinetics, equilibrium, importance. Includes a discussion of carbox- acid-base chemistry, thermodynamics and ylic acids and their derivatives, enolates, electrochemistry. Laboratory work rein- aromatics, amines, lipids, carbohydrates and forces lecture topics and includes qualitative amino acids. Laboratory work includes more analysis. Three hours lecture; three hours lab. advanced synthetic methods and an indepen- Prerequisites: CHM 101, MAT 103. NSL dent research project. Three hours lecture, three hours lab. Prerequisite: CHM 201. NSL 164 WILSON COLLEGE

CHM 205 Analytical Chemistry CHM 310 Fundamentals of A study of the fundamental principles of Biochemistry statistical analysis of data, theory and quan- Introduction to the major classes of biomol- titative methods of spectrophotometry and ecules: proteins, lipids, nucleic acids and analytic separations. Laboratory work inte- carbohydrates. Study of select biochemical grates classical and instrumental techniques processes with a focus on enzyme-con- in the analysis of real-life samples. Three trolled reactions. Topics include amino acid hours lecture; three hours lab. Prerequisite: chemistry, protein structure and function, CHM 102. NSL enzymatic mechanisms, kinetics and regu- lation, membrane structure and function, CHM 233/333 Physical/Instrumental biochemical basis of transcription and Analysis translation, bioenergetics, glycolysis, citric Focuses on instrumental techniques including acid cycle, electron transport and oxida- ultraviolet-visible (UV-Vis) and fluores- tive phosphorylation. Three hours lecture. cence spectrophotometry, nuclear magnetic Prerequisite: CHM 202. NS resonance spectrometry, high-performance liquid chromatography and gas chromatogra- CHM 318 Biochemistry I phy-mass spectrometry. The instrumentation Introduces students to the major classes of is used to examine experimental aspects of biomolecules: proteins, carbohydrates, lipids thermodynamics, equilibrium, spectroscopy and nucleic acids. Emphasizes the chemistry and kinetics. Prerequisite: CHM 205 for CHM that dictates structure and functions of biolog- 233 and CHM 205 and CHM 301 for CHM 333. ical molecules. Also involves detailed study Co-requisite: CHM 302 for CHM 333. of proteinaceous enzymes, models of enzyme activity and enzymatic regulation; covers CHM 301 Physical Chemistry I nucleic acid enzymes and current topics in Introduction to kinetics and quantum chem- nucleic acid biochemistry. Discussion includes istry. Topics include quantum mechanics, the combination of the major classes of biolog- molecular spectroscopy and reaction rates. ical molecules to form biological membranes Prerequisites: CHM 205 or concurrent enroll- and the transport through such complex struc- ment, MAT 140 and PHY 102. NS tures. Three hours lecture. Prerequisite: CHM 202 and BIO 102 or BIO 110. CHM 302 Physical Chemistry II Introduction to thermodynamics and CHM 320 Biochemistry II equilibrium. Topics include the laws of A continuation of the Biochemistry I course thermodynamics, ideal equilibrium, ideal and beyond an introduction to the major classes of non-ideal solutions, electrochemistry and biomolecules. The course involves a detailed surface chemistry. Laboratory work reinforces study of biomolecule metabolism (biochem- lecture topics and emphasizes physical-an- ical thermodynamics, glycolysis, tricarboxylic alytical methods. Prerequisite: CHM 301; acid cycle, electron transport, oxidative co-requisite: CHM 333. NS phosphorylation, gluconeogenesis, fatty acid catabolism, amino acid metabolism, nucleic CHM 303 Inorganic Chemistry acid metabolism, glycogen metabolism) and Chemistry of inorganic and organometallic DNA processing into RNA and protein (repli- complexes with a focus on structure, bonding, cation, transcription, translation, protein molecular orbital theory and spectroscopic folding, protein processing and protein degra- properties. Laboratory focuses on synthesis dation). Three hours lecture. Prerequisite: of inorganic and organometallic complexes, CHM 318. emphasizing inert atmosphere techniques and spectroscopy. Three hours lecture; three hours lab. Prerequisite: CHM 202. NSL WWW.WILSON.EDU 165

CHM 370 Topics in Advanced presentation. (0.5 credit.) Completion of this Chemistry course fulfills one writing-intensive credit. Topics in the field, such as organic chemistry, Prerequisite: CHM 400. WI analytical chemistry, organometallic chemistry, spectroscopy, etc. Offered on an irregular basis in response to student and faculty interest. CLASSICS (CLS) Prerequisite: Permission of instructor. CLS 105 Medical and Scientific Terminology from Greek CHM 370 Topics in Chemistry − and Latin Roots Advanced Analytical Introduction to the elements of Greek and Methods Latin terminology used in the medical and Students use classical and instrumental tech- scientific fields. Students become familiar niques in tandem to analyze real-life samples. with the meaning of new terms and learn Techniques in spectrophotometric analysis, how to analyze an unfamiliar word in order to nuclear magnetic resonance spectroscopy discover its meaning without using a medical and chromatography, among others, are dictionary. FWC used. Projects that present students with the challenges of analysis in industry or research CLS 120 Classical Mythology – using equipment that is accessible to them Study of primarily Greek and Roman myths and – are developed. Students attend the Eastern their lasting influence on modern culture. An Analytical Symposium in November. Four introduction to the major figures and cycles of hours lab. Prerequisite: CHM 205. stories as seen in ancient literature and art and their role in human society. FWC, LIT CHM 398 Design and Methods of Scientific Research CLS 128 Introduction to Students learn to explore primary scientific Archaeology (cross-listed as literature, develop a research project and – FA 128) depending on student and faculty interest Designed to introduce students to the devel- – learn advanced laboratory skills. Usually opment of human culture and the discipline of followed by CHM 400 and 402, the course archaeology as it is practiced today. Units on results in a research proposal. (0.5 credit.) great discoveries of the past, archaeological Prerequisite: At least four courses above the theory and method and the study and inter- 200 level in chemistry. pretation of artifacts. NWC, FWC

CHM 400 Senior Research Seminar I CLS 215 Women in Antiquity The second course in the three-semester The role and status of women in ancient research sequence for biology and chemistry cultures (primarily those of Greece and majors focuses on research and oral presen- Rome) from historical and archaeological tations. Seminar based on original research sources as well as from myth, literature and and/or recent scientific literature following art. Comparisons with roles and stereotypes the proposal developed in CHM 398. Seminar of women in contemporary society and the presentations and a draft research paper are idea of goddess and matriarchy in modern required. Specific research topics selected based feminism. Prerequisite: Foundations course on interests and background of faculty and in English. FWC, WS, WI students. (1 credit.) Prerequisite: CHM 398. CLS 222/322 Greek Archaeology and Art CHM 402 Senior Research Seminar II (cross-listed as FA 222/324) The third course in the three-semester Introduction to methods of archaeology sequence for biology and chemistry majors through study of artifacts and sites of the with the focus on the analysis of research Greek world, from prehistory to the Roman results, the research paper and a poster period. FWC, ART 166 WILSON COLLEGE

CLS 224/324 Roman Archaeology and Art COM 130 Digital Communication and (cross-listed as FA224/324) Design I Study of the origins and development of Introduction to graphic design for desktop the material culture of the Roman Empire and electronic publishing in communica- through analysis of selected excavations and tion using Adobe InDesign and Photoshop. artifacts. FWC, ART Students create a comprehensive media project including a one-year editorial CLS 270/370 Topics in Classical calendar, media kit and audience analysis. Civilization This course can be counted for the computer Study of a particular aspect of the civilizations science foundations requirement. of Greece and Rome using the approaches of various disciplines. COM 201 Journalism Development of skills required for newspaper writing and production, including principles COMMUNICATIONS (COM) of interviewing, reporting, editing and design. Completion of an English foundations course Introduces feature writing and investigative (ENG 101, ENG 106, ENG 108, ENG 180 or journalism, in particular. WI equivalent) is required as a prerequisite for any 200-level course in communica- COM 210/310 Women in the Media tions. Completion of a 200-level English or Investigates class, race and other relevant communications course or the instructor’s social and cultural aspects of media audiences permission is required as a prerequisite for and impact, as well as current trends in femi- any 300-level course in communications nist theory and criticism that come to bear on unless otherwise noted. the production of popular culture in society. A service-learning component is required. CC, COM 105 Introduction to Media WS, WI Communication Development and contributions of various COM 230 Digital Communication and media to contemporary society. Historical Design II analysis of publishing, newspapers, film, radio, Introduction to Web communications, television, advertising, public relations, cable including podcasting, blogging and e-jour- and new technologies. Includes communica- nalism. Course covers Basic HTML code, tion theories and research methods. CC content management systems, cascading style sheets and file conversion for electronic COM 110 Effective Speaking publishing. Prerequisite: COM 130. FT Development and practice of public speaking skills and rhetorical strategies. Focuses on COM 233 Integrated Marketing and informative and persuasive speaking skills Advertising with an emphasis on speech research, organi- Examination of integrated communications zation and delivery. ETH practices, including blending traditional and electronic public relations and advertising COM 120 Interpersonal practices and social media. Course also Communication explores integrated communication case Survey of psychological, environmental, studies and theory and creative practices cultural and socioeconomic variables that in advertising, including brand concept, influence communication. Defines competent audience analysis and design theory. A communicators in a variety of situations; service-learning component is required. explores appropriate tools to alter communi- Prerequisite: COM 201 or BUS 223 or permis- cation behavior. sion of instructor. CC WWW.WILSON.EDU 167

COM 270/370 Topics in Communications expanding the circulation of the campus A seminar course offered as needed to cover newspaper, the Wilson Billboard. (0.5 or 1 topics of interest to students and faculty that credit.) Students taking course for one credit are not treated in the regular curriculum. are required to attend a lecture component as Prerequisite: Permission of instructor. well. Prerequisite: COM 201 or permission of instructor. COM 303/503 Media Law in the Digital Age Legal and ethics-based study of court rulings and other issues that concern media practi- COMPUTER SCIENCE (CS) tioners, especially with respect to censorship, CS 110 Introduction to Computer- obscenity, libel, copyright, privacy and First Based Systems Amendment rights and responsibilities. ETH, Survey of traditional and contemporary HWC, WI concepts associated with computer tech- nology. Understanding the function of COM 304/504 Media Theory personal computers and how computer tech- Examines the influence of traditional forms nology is applied in Western society. Software of media, as well as new media technologies used includes standard business applications and the cultural conditions they establish. to solve problems as well as elementary Explores the history and theories of print programming (C++) and HTML webpage media, communications and digital tech- construction. nology and their impact on and implications for contemporary society and intercultural CS 115 Business Software and dialogue. CC, WI Tools Develops skills in the use of application COM 322 Science Writing and software typically used within a business envi- Communication ronment. The integration of word processing, Broadens a student’s ability to effectively database, graphics and spreadsheet software communicate science in both written and oral is used to solve problems and implement formats. Emphasis placed on the composition business solutions. Students learn to create of journal-style articles (both primary data documents, develop spreadsheets to perform and review formats), properly addressing “what if” analyses and create databases to reviewer’s comments post-peer review, and manage information. Students are also intro- oral communications in a professional setting. duced to telecommunications and electronic Prerequisite: Three 200-level courses or mail. Managing disk storage and functioning higher from among the following: ANS, BIO, in a Windows environment are covered. CHM, EQS, PHY, VMT, ENG 212. WI Prerequisite: CS 110. COM 400 Assessment Portfolio CS 150 Programming and Design I A study in writing and reflection that imparts An introduction to software development. advanced rhetorical skills that enable Language-independent skills for program students to assemble an assessment portfolio design, implementation, testing and docu- and demonstrate mastery of the department’s mentation are developed. Problem-solving assessment criteria. Departmental goals are and algorithm development are introduced, assessed. Prerequisite: senior standing in with activities including developing, coding communications or permission of instructor. and debugging programs using a high-level COM BB Billboard language. Other topics include procedures, The practicum experience provides a functions, I/O routines, control structures simulation of the actual environment of and elementary data structures. FT a working newspaper. Students will write and edit copy, sell advertising and work on 168 WILSON COLLEGE

CS 152 Programming and Design II Boolean algebra with Venn diagrams and Advanced programming topics are presented Karnaugh mapping, logic gates, memory and applied with programming projects and elements, sequential logic, muliplexors and exercises. Topics surveyed include searching a beginning study of microprocessor design. and sorting routines, introductory algorithm Prerequisite: A programming course. FT analysis, modular software design, abstract data types, recursion, I/O operations and file CS 270/370 Topics in Computer Science handling. Students also become familiar with A focused study of topics on the leading edge modular and object-oriented programming of computer technology and information techniques. Introduces development and main- science. Topics such as reduced instruction tenance of software libraries along with various set computing (RISC), expert systems, data software life cycles. Prerequisite: CS 150. FT communications and advances in supercom- puter technology. Prerequisites: CS 110 and a CS 210 Management of Computer- programming course. Based Information Systems For the student already familiar with funda- CS 310 Computer Organization mental computer concepts, this course and Programming examines the major applications of computer An intermediate-level study of the internal technology in education, government, busi- organization and structure of a computer, the ness and research. Emphasizes techniques for course also involves assembly-level program- the design, development and management ming. Machine representation of numbers, of computer-based information systems. character, instruction codes and assembly Prerequisite: CS 110 or CS 150. systems. Other topics include processor orga- nization, information flow, instruction types, CS 225 Business Programming addressing and structure of different machine Using COBOL levels. Prerequisite: CS 110 or CS 150. Uses programming techniques to design and implement business applications. The CS 344 Database Management COBOL language, program design, debug- Concepts, structures and techniques for ging and documentation are major topics. design and implementation of a database Principles for performing complex operations system. The emphasis will be on data include file handling, data processing and modeling, logical design and physical imple- decision support. mentation. Prerequisite: CS 110 or CS 150.

CS 235 Data Structures and File CS 345 Data Communications and Processing Networking Issues concerning static and dynamic An examination of basic terminology and manipulations of data and storage structures concepts in data communications followed examined through experimentation. Graph by a study of the available hardware, soft- and tree manipulations, searching, sorting, ware and data transmission resources. merging, dynamic memory allocation, Methodologies for network design and algorithm analysis, classical data structures, systems management. Emphasis on software recursion and abstract data types are covered. protocols and network security. Prerequisite: Advanced programming topics presented and CS 110 or CS 150. applied. Prerequisite: CS 150. FT CS 347 Computer Graphics CS 240 Computer Hardware Presents the principles and techniques under- Engineering lying computer graphics, computer animation Introduction to Boolean algebra binary and graphics I/O devices. Topics include systems, digital logic and digital electronics. points and lines, 2D and 3D transformations, Topics include base numbering systems, object representations, shading and lighting, WWW.WILSON.EDU 169

clipping and windowing and geometric complexity or status, and some dances simply modeling. Graphics software, applications expressions of social behavior or religious and routines will be used and developed. belief. This course responds to these debates/ Prerequisites: CS 152, CS 235. ideas through a conscious framing of dance/ movement across categories that have histor- CS 348 Operating Systems ically signaled racist distinctions between The components, operating characteris- ethnic, folk and theatrical dance. tics, services and limitations of executive systems. Typical operating systems for single DNC 151/152, and multi-user microcomputers, minicom- 231/232 Dance Technique puters and mainframes are discussed. The For the beginning student, emphasis is emphasis is on using an operating system on the development of basic skill, energy, and understanding how it handles processes. strength, control and rhythmic awareness. Also covers job control languages and library Intermediate and advanced students study maintenance if time permits. Prerequisite: CS more complex movement combinations, 110 or CS 150. explore movement problems and construct original forms. Classes are designed progres- CS 349 Systems Analysis and sively to prepare, strengthen, discipline and Design advance the student in modern and ballet Overview of the system development life dance forms. Prerequisite: DNC 152, DNC 231 cycle. Emphasis on system documentation and DNC 232 require permission of instructor. through the use of classical and structural tools ART and techniques for describing process flows, data flows and data structures. Discussion of DNC 170 Ballet information gathering and reporting activities Development of natural alignment and and the transition from analysis to design. efficient use of the body in motion through Prerequisite: CS 110 or CS 150. barre and center floor work. Emphasis on the harmonious, perfected order and geometry of absolute bodylines, as well as the need for DANCE (DNC) FOR M.F.A. COURSES IN DANCE, precise positions of head, body, arms, feet and SEE FINE ARTS. spatial directions. (1 credit.) ART DNC 145 Historical Perspective on Dance DNC 234/334 Performance Projects An introductory examination of the art of Students study and learn the repertory dance designed for students with little or of other choreographers, in addition to no previous knowledge of the field. Covers producing collaborative works through historical aspects of dance and dance style. methods of advanced improvisation. They Through readings, discussions and viewing are also responsible for lighting, design, performances and files, the course explores costuming and performance. Students may the kinetic and conceptual components of repeat the course because the choreographers dance. HWC and works studied change periodically. ART

DNC 147 Movement as Culture DNC 235/335 Feminist Perspectives Dance historians traditionally represented Through Cultural dance history in surveys limited to the history Choreographies of Western theatrical dance, setting apart Examines issues of dance and feminist anal- “ethnic” or folk dance forms into sections ysis, the female dancing body, the changing labeled, not as history, but as anthropology. body image and body politics. The works of Presenting some dance forms as history and Martha Graham, George Balanchine, Ruth St. others as anthropology creates a sense that Denis and others are examined through read- some dances are art, and perhaps of higher ings and analysis of specific dances, as well as 170 WILSON COLLEGE

viewing works on film. Looks at a broad range ECONOMICS (ECO) of dancing forms, from the classical romantic ECO 101 Introduction to ballets to strip dancing, social dances and Macroeconomics dances with political messages. WS, ART, WI Institutions and functioning of capitalism, DNC 270/370 Topics in Dance national income and its determination, mone- Courses offered on an occasional basis to tary and fiscal policy, international economics enhance the curriculum with subjects of and problems of growth and development. CC special interest. ART ECO 102 Introduction to DNC 361/362 Advanced Techniques I, II Microeconomics Students study increasingly complex move- The mechanisms by which resources are ment combinations, explore movement allocated in a market system and study of problems and construct original forms. The modifications to account for imperfections sequence of courses is designed progressively in the system. Topics include demand, to prepare, strengthen, discipline and advance production and cost, theories of business and the student in modern and ballet dance forms. consumer behavior, market performance in Prerequisite: Permission of instructor. ART the U.S. economy and comparative economic systems. CC DNC 461/462 Advanced Techniques III, IV Advanced dance students study increasingly ECO 105 Consumer Economics complex movement combinations, explore Examines market economic principles, the movement problems and construct original role of financial institutions and how this forms. Designed progressively to prepare, affects individuals as consumers, producers strengthen, discipline and advance the and citizens. Students investigate consumer student in modern and ballet dance forms. practices and responsibilities, which includes Prerequisite: Permission of instructor. planning for financial security. This course is for nonbusiness, non-accounting and DNC ORC non-economics majors. CC Individual choreographic projects are designed and directed by students who share ECO 110 Economics of Sports a special interest and/or experience in dance Examines public policy questions about performance and composition. Project professional and college sports using directors and faculty meet weekly in the economic models of sports industries. Topics seminar to view works in progress and discuss include theory of the firm; the organization of relevant artistic and practical problems. sports and entertainment industries; effects Project directors gain experience in lighting, of Title IX on sports funding allocations and design, stagecraft for dance, costume design, gender equality; public financing of sports improvisation and composition. Student facilities; determining the true costs of involvement ranges from participant to more athletic programs at the college level; sports advanced choreographer. (0.5 or 1 credit.) labor markets; racial discrimination; and Note: No more than two credits may count pricing schemes specific to sports markets. toward graduation in a combination of choir, Prerequisite: MAT 098/100 or higher. Orchesis and print journalism practicum. ECO 201 Intermediate Prerequisite: Taking the course for one credit Macroeconomics requires permission of instructor. ART An introduction to national income accounting, determination of national income and employment, multiplier and accelerator, determinants of investment, causes of infla- tion and unemployment and monetary and fiscal policy. Prerequisite: ECO 101. WWW.WILSON.EDU 171

ECO 202 Intermediate ECO 303 International Economics Microeconomics Discusses international trade, foreign Analysis of supply and demand, theory of exchange, international capital movements, firms, market situations, distribution of tariffs and restrictive trade practices, trade income, general equilibrium theory and agreements and international monetary agen- welfare economics. Prerequisite: ECO 102. cies. Prerequisites: ECO 101 and ECO 102.

ECO 204 Money and Banking ECO 308 Public Finance Covers money, commercial banking, the Includes taxation and government expen- Federal Reserve System, unemployment, ditures and their effects, fiscal policy inflation, growth, monetary policy and inter- and management of government debt. national monetary problems. Prerequisite: Prerequisites: ECO 101 and ECO 102. ECO 101. ECO 310 Political Economy of the ECO 206 Gender in Economic Middle East Analysis The study of problems and trends of The impact of the economic role of men economic development and technological and women in society at various stages of change in the Middle East and the region’s economic development. Using the theoret- interdependence on international economic ical framework and tools developed for more systems. Topics include strategies adopted conventional economic analyses, theories for economic development, demographic and empirical tests of human behavior are changes, immigration, migration, strategies analyzed in the context of perceived and for urban development, resource base of the actual gender differences. Particular attention Middle East and the developmental uses and is paid to analyzing structure of the house- impact on oil. Prerequisite: ECO 101. NWC hold, labor force and the economy as a whole, with emphasis on international comparisons ECO 315 Comparative Economic and and policy implications. Prerequisites: ECO Political Systems (cross- 101 and ECO 102. WS listed as PS 315) Study of major international economic and ECO 208 Environmental and political systems and the role each plays in Resource Economics influencing global economics and politics. Examines a broad range of environmental Prerequisite: ECO 101, ECO 102, PS 110 or PS and natural resource issues. Topics include 120. NWC economic theory of externalities, public goods and depletion of resources, valuation of ECO 362 Problems of Developing nonmarket benefits and costs, theoretical and Countries applied cost-benefit analysis, advantages and A seminar in the economic, political, quality of the environment and importance of social and educational problems of devel- environmental quality and policy in deter- oping nations. Prerequisite: Permission of mining the distribution of income. Numerous instructor. NWC case studies and practical examples may ECO 399 Senior Thesis be used, including air and water pollution, In conjunction with a faculty adviser, the mineral and energy resources extraction, student will design and implement a major wilderness preservation and recycling. research project. Prerequisite: Permission of Prerequisites: ECO 101 and ECO 102. ES adviser. ECO 270/370 Topics in Economics Courses offered periodically in response to student interests. 172 WILSON COLLEGE

EDUCATION (EDU) Analyzes teacher behaviors and their implica- EDU 140 Geography for Educators tions for classroom management. Examines Provides an introduction to geography for the characteristics of unique individuals pre-service education students in pre-K-4 and and their relationship to learning situations. 4-8 and secondary social studies. The focal Identifies principles of educational program- points addressed include: basic geography ming for students with exceptional needs, literacy and tools, physical and human including collaborative models for use of characteristics of places and regions, and the support staff. Requires classroom observa- interactions between people and places. tions in local schools. Prerequisite: EDU 206.

EDU 204 Child Development, EDU 238 Pre-K-4 Language and Cognition and Learning Literacy Development For pre-K through middle-level education Provides students with theory and instruc- majors. Focuses on the social, emotional, tional methods for creating effective and physical and cognitive development of chil- engaging pre-K-4 classrooms. The impor- dren from early childhood to the middle-level tance of the five building blocks, children’s school years. Requires observations in local literature and emergent literacy are stressed. schools and child care facilities, including Prerequisite: EDU 206. facilities with special needs and English EDU 312/512 Teaching English Language Language Learners (ELL) populations. Learners Prerequisite: PSY 110. Addresses methods and materials to prepare EDU 206 Educational Psychology English language learners to enter and A pragmatically oriented study of learning succeed in elementary and secondary main- processes, factors and theoretical compo- stream classrooms. Prerequisite: EDU 206. nents that stimulate and impede those EDU 341/541 Educational Assessment processes. Focuses on classroom manage- This course provides pre-service educators ment skills and techniques of interpersonal with theory and practice of commonly used relations, special needs of learners with assessment tools including, but not limited to, exceptionalities, and racial and ethnic minori- formal, informal, authentic and benchmark ties. Observations in local schools and other assessments. Content focuses on how to institutions. Prerequisite: PSY 110. effectively interpret data and how to translate EDU 207 Adolescent Development, data into academic achievement. Prerequisite: Cognition and Learning EDU 206. Focuses on development of youth from EDU 370/570 Topics: Conflict Resolution pre-adolescence to late adolescence and Education in the Classroom emerging adulthood. Examines the interre- Designed for current and future K-12 lationship of physical, social and emotional educators, this course develops the idea development with cognition and learning. that alternatives to violence can be learned, Implications for pedagogical approaches and and the classroom provides a supportive varied curriculum components are evaluated. community where students and teachers can Valuable for in-service teachers, caseworkers, learn new behavioral strategies for construc- youth ministers and other adults who interact tively resolving conflict. The goal is to teach with teenagers. Prerequisite: PSY 110. educators how to use conflict-resolution and EDU 215 Education for Students diversity-training curricula in their class- with Special Needs rooms and to promote classroom and school Addresses the organizational skills and community-building. alternative strategies needed to manage the diversity within America’s classrooms. WWW.WILSON.EDU 173

Teaching Courses EDU 345 Middle Level (4-8) Reading, Each course prepares the certification candi- Writing and Assessment date with the working knowledge required to Designed to prepare 4-8 educators to enter become an effective teacher in the designated into classrooms understanding literacy discipline. Examines the scope and sequence development. Current theory, research and of the curricula. Provides developmentally best practices will be integrated with reading, appropriate instructional strategies, tech- writing and assessment practices. Pre-service niques for individualizing instruction and educators will develop a literacy philosophy assessing achievement, classroom manage- that encompasses major components of ment skills and use of media. Develops reading instruction to ensure success for all competencies in lesson and unit planning and students. Prerequisites: EDU 204, EDU 206 instructional delivery. Informs about profes- and admission to the education program. sional development opportunities relative to the various disciplines. Requires peer teaching EDU 348 Pre-Practicum and observations of school classrooms. A full-time clinical experience in a local school Prerequisites: EDU 206 and admission to the during the student’s junior year. Requires education program. observing, aiding, tutoring, teaching and maintaining a portfolio. Preparation for the EDU 332/522 Teaching in Secondary senior-year student teaching practicum. Schools Supervised by college faculty. Prerequisites: EDU 336 Teaching Social Studies EDU 205, EDU 215 and admission to the Pre-K-4 Classrooms education program. EDU 337 Teaching Science in Pre-K-4 EDU 370/470 Special Topics in Education Classrooms Courses designed to accommodate the needs EDU 338 Pre-K-4 Reading, Writing of special interest groups, such as caretakers, and Assessment Methods nursery school teachers or early childhood educators. EDU 339/539 Teaching Mathematics in Pre-K-4 Classrooms EDU 305/505 Environmental Education EDU 343 Middle Level Teaching Introduces students to fundamental Methods approaches, processes and goals of environ- Intended for middle-level teacher certi- mental education (EE). Much of the course is fication candidates, this course provides fieldwork and students learn EE curriculum a foundation in proven, research-based recognized and adopted on a national or teaching strategies. Students will use strate- statewide basis. Guest speakers, experiential gies to develop and teach lessons during the learning and field trips to EE centers are inte- course. They will become knowledgeable gral parts of class content. Uses a variety of EE about the Pennsylvania Standards Aligned instructional methods for classroom and field System in order to plan effective lessons. use. The Fulton Farm provides an excellent Other topics include classroom management, setting for many of the studies. Students differentiation, multiple intelligences, assess- learn about standards the Pennsylvania ment, understanding poverty, and literacy Department of Education requires in EE skills across the curriculum. Prerequisites: curriculum, how to evaluate lesson programs EDU 204, EDU 206 and admission to the and how to best deliver material in an education program. engaging fashion. Prerequisite: Permission of instructor. ES 174 WILSON COLLEGE

Practicum Seminars requirement for student or intern teachers. A field-based seminar for the specific area Prerequisite: Permission of program director. of certification is conducted in conjunction with EDU 426, EDU 427 or EDU 428. Provides EDU 430 Special Needs Seminar a forum for reflection on the continuum of This course has been designed to facilitate special needs in the education environment. a practical application of the pre-service Addresses special needs Issues as well as student’s ability to: recognize type, identifica- relevant pedagogical and behavioral accom- tion and characteristics of various disabilities, modations and/or considerations. Relates as well as effective, evidenced-based instruc- theory and practical application to classroom tional practices and adaptations for students instruction. Evaluates modes of teaching with special needs; understand legal rights and relevant media, develops multiple and responsibilities of the teacher related to assessment tools, identifies alternative a special education referral and evaluation, classroom management strategies, investi- and the rights and procedural safeguards that gates resources for professional development students are guaranteed; and identify possible and researches current topics. Prerequisite: causes and implications of overrepresenta- All professional coursework, permission of tions of minorities in special education to adviser. avoid misinterpretation of behaviors that represent cultural, linguistic difference as EDU 401 Advanced Professional indicative of learning problems. Practicum A period of guided teaching designed for EDU 431 Secondary English experienced certified teachers who seek addi- Practicum tional instructional certification. Duration EDU 432 Secondary Foreign and specifications depend on previous Language Practicum teaching experience and areas of certifica- EDU 433 Secondary Science tion. Supervised by a college supervisor and Practicum a master teacher in an accredited public or private school. Prerequisites: Pennsylvania EDU 434 Secondary Social Studies Instructional I or II certification and permis- Practicum sion of adviser. EDU 435 Secondary Mathematics Practicum EDU 410 Educational Research Designed for the advanced student in educa- EDU 436 Early Childhood (Pre-K-4) tion or a student planning to enter graduate Practicum school. Complete a literature search and write EDU 441 Middle-Level (4-8) English a research paper on an approved topic in the Practicum area of education. Prerequisites: EDU 320, EDU 443 Middle Level (4-8) Science EDU 326 and permission of the education Practicum department. EDU 444 Middle Level (4-8) Social EDU 418 Professional Practicum Studies Practicum This course consists of full-time placement EDU 445 Middle Level (4-8) in the appropriate classroom for a period of Mathematics Practicum three weeks, performing as a teacher’s aide A 14-week clinical experience in local schools under the direct supervision of a certified for students who pursue instructional certi- teacher and college supervisor. Restricted fication for early childhood (pre-K-4) or a to candidates for the associate of arts in specific discipline at the middle, secondary or early childhood (pre-K-4) education degree. K-12 level. Student observes school calendar, This course does not substitute for, nor not college calendar. Supplemented with the will it contribute to, the student teaching WWW.WILSON.EDU 175

appropriate practicum seminar. Three credits. education, adopt a philosophical position, Prerequisites: All professional coursework design and implement effective teaching and permission of adviser. strategies that reflect ethnic and cultural diversity and prepare sound guidelines for EDU 428 Intern Teaching Practicum I multicultural programs and practices. Uses A nine-month clinical experience for “diversity” to mean all ways in that people post-baccalaureate certification candidates differ, including socioeconomic status, in the Teacher Intern Program who are ethnicity, sexual orientation, religious prac- employed in an accredited public or private tices and other differences. school. Two Credits Prerequisites: intern certification, adviser approval. (Two course EDU 533 Differentiated Instruction credits) Explores the principles and elements of differentiated instruction through study of EDU 429 Intern Teaching Practicum II current and promising practices, as well as A nine-month clinical experience for relevant research. Graduate students study post-baccalaureate certification candidates instructional and management strategies that in the Teacher Intern Program who are address individual learning needs, strengths, employed in an accredited public or private styles and preferences of students within the school. Supplemented with the one credit classroom. EDU-430: Special Needs Seminar. Upon completion of EDU-429: Intern Teaching EDU 535 Standards Aligned Systems Practicum II, a student will receive a letter Standards Aligned Systems provides a grade which will be applied to both EDU-428 comprehensive approach to support student and EDU-429.Prerequisites: EDU-428, intern achievement across the Commonwealth of certification, adviser approval. (Two course Pennsylvania. SAS involves the understanding credits). and integrated use of six areas, including Pennsylvania and Common Core standards, fair assessment, curriculum framework, MASTER OF EDUCATION COURSES aligned instruction, materials and resources, EDU 531 Contemporary Issues in and interventions. Education Explores current and relevant educational EDU 540 Reading Instruction for issues that interconnect with politics, history, Elementary Educators ideology, curriculum and social practice. A study of the best practices in elementary Focuses on examining the major opposing reading instruction to accommodate the viewpoints on today’s issues in American needs of varied learners, including practices schools. Through the integration of knowl- related to literacy development and explora- edge, the course prepares educators to tion of the implications of knowledge about critically examine various schools of philo- the reading/writing process for effective sophical thought and political issues related instruction. Topics include research knowl- to education, analyze existing programs to edge about literacy processes, early literacy improve school effectiveness and review experiences, the five building blocks in research-based best practices for effective reading instruction, instructional materials, educational outcomes. classroom organization for effective literacy instruction and strategies for instruction/ EDU 532 Education Perspectives in a assessment in reading. Diverse Society Prepares students to deal with conceptual, EDU 548 Reading in the Content Area theoretical, political and philosophical Provides in-service educators with an issues in multicultural education. Course is understanding of the essentials of reading designed to clarify issues related to pluralistic processes necessary for pre-K-12 students 176 WILSON COLLEGE

to become effective and active readers in all EDU 554 Formal and Informal content areas. Teaches the most promising Classroom Assessment elements of effective reading comprehension Examines philosophical conceptions of and instruction based in research and/or curriculum, educational assessment and professional opinion. Application of elements principles of planning instruction. Students to a variety of texts and genres helps students construct assessment tools for evaluation derive greater comprehension of material. of student progress, teaching effectiveness and curriculum alignment. Additionally, EDU 551 Inclusive Education for students investigate state testing and Students with Special Needs interpretation and meaningful reporting of Examines educational strategies and practices results. Prerequisite: Foundation in statistics, helpful in meeting the needs of students MAT 115, PSY 115 or permission from M.Ed. with special needs in the regular education program director. classroom setting. Helps teachers read and understand IEPs (Pa. Chapter 14), Section 504 EDU 555 M.Ed. Internship plans (Pa. Chapter 15), as well as gifted (Pa. The candidate must have successfully Chapter 16) requirements and implementa- completed three M.Ed. courses with a grade of tion in inclusive settings. Also helps teachers B or better and must be formally admitted to build relationships with and among students, the M.Ed. program. Because each internship teach social skills and provide positive is designed to meet the needs of the individual behavior supports. Covers co-teaching strate- candidate, the course description inten- gies with special education teachers in regular tionally lacks specificity. Refer to the M.Ed. education classrooms. internship application. On recommendation and approval of director, may substitute for a EDU 552 Best Practices and Effective master’s-level course. Teaching Examines the qualities of effective teachers, EDU 570 Topics in Education research-based instructional strategies and Courses that consider recent research and research-based programs for elementary and pedagogy in an area of secondary teacher secondary educators. Independent proj- certification. ects accommodate specific disciplines and academic needs. Secondary teachers focus on EDU 598 Educational Research and the curricular area in which they are certified; Design elementary teachers focus on a curricular area Examines exemplary literature and research of interest. projects that represent examples of the systematic collection, evaluation, presen- EDU 553 Technology Integration for tation and interpretation of research data the Classroom in education. Various research designs and This productive, hands-on course enables methodologies are explored, emphasizing students to develop strategies for effective action research done in educational contexts. integration of computer and multimedia Student research projects reflect a specific technologies in classrooms. Emphasis on educational research style, such as exper- basic understanding and practical uses of imental, correlational, survey, grounded major software applications and emerging theory, ethnography, narrative or mixed computer and multimedia technologies. methods. Students are guided in the selection Students develop various projects that use of an appropriate master’s project topic and computer and multimedia technologies for a review and critique of relevant literature. A curriculum enhancement, communication comprehensive design proposal for a major and record-keeping. research project is developed. WWW.WILSON.EDU 177

EDU 599 Master’s Project single literary period in works of various The final stage in the completion of a master’s genres and by a variety of authors. Preparation project. Students work closely with a research of academic research papers. Prerequisite: adviser to implement a major educational English Placement Exam. research project. ENGLISH FOR ACADEMIC (EAP) ENGLISH (ENG) COURSES (FOR NON-NATIVE Completion of an English foundations course SPEAKERS ONLY) (ENG 101, ENG 106, ENG 108, ENG 180 or ENG 103 EAP: Communication and equivalent) is required as a prerequisite for Combined Language Skills any 200-level course in English. Completion Designed for international students who of a 200-level English or mass communica- wish to work on multiple aspects of language tions course or the instructor’s permission is and culture while living in the United States. required as a prerequisite for any 300-level Covers listening, speaking, reading, writing, course in English. Students cannot receive academic skills and American culture. Offered credit for more than one English foundations fall semester. CC course. ENG 104 EAP: English Composition FOUNDATIONS COURSES in an Academic Foundations Courses (for native speakers) Environment Designed for non-native English-speaking ENG 095 Literacy Enrichment students, the course explores English for Seminar academic purposes, with particular attention to Emphasis on reading strategies for academic the complexity of contrasting argumentation texts, relationship between reading and styles found in comparative rhetoric. Students writing and reflection on the student’s own focus on the micro and macro elements of learning process. Taken in the same semester academic writing aimed at a native-speaking as the foundations in writing requirement. audience. These elements include – but are Co-requisite: ENG 101, ENG 104 or ENG 108. not limited to – syntax, semantics, organiza- ENG 101 Written Communication tion, rhetoric and argumentation. To ensure Study of essentials of English usage and that students know how to use their academic sentence and paragraph structure. A prob- writing for research purposes, the course intro- lem-solving approach through the student’s duces related skills, such as drafting articles/ writing of paragraphs, short essays and literature reviews, research skills, paper orga- a research report. Prerequisite: English nization, outlining, note-taking, summarizing, Placement Exam. paraphrasing and citation. Normally taken concurrently with ENG 103. Students who ENG 108 College Writing complete ENG 104 must also complete ENG Emphasizes principles and practice of 106 the following spring semester. Prerequisite: effective writing, reflection on composition English Placement Exam. as a process, thinking and organizational skills at the college level, and preparation ENG 106 EAP: Academic Research for academic research papers. Prerequisite: Writing English Placement Exam. A research and composition course designed for non-native English speaking students. ENG 180 Writing and Literature Emphasizes distinct areas of planning, Development of writing skills through papers conducting and writing an independent based on critical reading of works discussed research project, including topic selection, in class. Focuses on common themes or a thesis generation, research skills, primary 178 WILSON COLLEGE

and secondary source selection, validation of ENG 185 Writing about Literature sources, draft and detailed outlining, literature and the Environment reviews, interviewing techniques, question- Writing-intensive approach to nature writing. naire generation, introductory and concluding Emphasizes composition, critical thinking, sections, effective use of work by other authors literary analysis and reflection on the natural and researchers, organized presentation of world. Representative authors include: findings and well-supported argumentation Thoreau, Jewett, Abbey, Wordsworth and and analysis. Offered spring semester. WI Smiley. Prerequisite: Foundations course in English. ES, LIT, WI ENG 111 Tutorial in Writing Offers one-on-one instruction for students ENG 210 Advanced Exposition who need to improve their academic writing Development of expository writing skills at an skills. Individualized course content decided advanced level across academic curriculum after consultation with the student, the and/or disciplines. Applications of advanced student’s adviser and/or previous instruc- rhetorical techniques to several expository tors. With approval of the other instructors genres. WI involved, writing to be completed for other classes taken during the semester will be ENG 212 Technical Writing used as a basis for some tutorial coursework Examination of and practice in technical and assignments. Enrollment is limited to writing. Emphasis on developing effective three students per semester. This course style after analysis of purpose and audience. does not appear on the semester course Analyses and assignments in formulating defi- listings and it does not fulfill any liberal nitions, mechanical and process descriptions, studies or writing-intensive requirements. reports, proposals and technical presenta- Students interested in enrolling must contact tions. WI the instructor. (0.5 credit.) Prerequisite: ENG 220 Creative Writing Permission of instructor. Introduces students to techniques and skills in writing the four major genres of creative WRITING AND LANGUAGE writing: poetry, fiction, drama and creative nonfiction. Class consists of craft exercises, ENG 112 Business Writing critical renderings of the work of others, Students write in a variety of business formats, self-reflective analysis and completion of four ranging from letters requesting product distinct projects in portfolio format. ART information to memos and technical reports. Discussion topics include business culture and ENG 311/511 Structure of the English the use of emergent technologies. Prerequisite: Language Foundations course in English. WI Linguistic analysis of phonemic, morphemic and syntactic structure of English. ENG 115 Writing about Literary Comparison of traditional and nontraditional Genres methods of grammatical analysis. Study of Writing-intensive introduction to the histo- significant language change from Old English ries, conventions, methods and pleasures of through the modern period. Projects involve particular literary genres. Focus varies from field research. Graduate-level course includes year to year but could include poetry, drama, additional work in secondary language acqui- fiction, autobiography, popular literature and sition and development. Graduate course has combinations thereof. The course demon- four lecture hours. Prerequisite: Permission strates the interdependency of writing, for ENG 511. FT learning and interpretation. Prerequisite: Foundations course in English. LIT, WI WWW.WILSON.EDU 179

ENG 321/521 Advanced Creative Writing: between the early 1600s and the mid-1800s Poetry and culminating in distinctive American liter- Intensive study and practice in the creation ature. HWC, LIT, WI of poetic writing, including detailed craft and skill-building instruction, written and ENG 214 American Literature II oral peer-critiquing, self-reflective analysis, The development of American literature regular examination of contemporary theo- from the later 19th century through 1945. retical trends in creative writing poetry and Emphasizes the intellectual, social and the completion of several significant projects. aesthetic concerns that have shaped American Prerequisite: ENG 220 for ENG 321. ART fiction, poetry and drama. HWC, LIT, WI

ENG 323/523 Advanced Creative Writing: ENG 215 Major Writings of the Fiction European Tradition I Intensive study and practice in the creation Students read authors whose works have of prose fiction, including detailed craft strongly influenced Western culture, e.g., and skill-building instruction, written and Sappho, Homer, Sophocles, Plato, Aristotle, oral peer-critiquing, self-reflective analysis, Dante, Boccaccio and Voltaire. Discussion regular examination of contemporary theo- topics include the history of ideas, the retical trends in creative writing fiction, and construction/critique of a canonical tradition the completion of several significant projects. and the self in society. FWC, LIT, WI Prerequisite: ENG 220 for ENG 323. ART ENG 216 Major Writings of the ENG 325/525 Topics in Creative Writing European Tradition II Intensive study and practice in the creation Students read authors whose works of specific genres of creative writing, have strongly influenced modernity, including detailed craft and skill-building e.g., Wollstonecraft, Austen, Flaubert, instruction, written and oral peer-critiquing, Dostoyevsky, Kafka, Woolf and Freud. self-reflective analysis, regular examina- Discussion topics include the romanticism-re- tion of contemporary theoretical trends in alism conflict, the critique of patriarchy and the specific creative writing field and the the emergence of the unconscious. HWC, LIT, completion of several significant projects. WI Prerequisite: ENG 220 for ENG 325. ART ENG 224 Literature for Adolescents ENG 499 Thesis in Creative Writing Survey of current literature written for Completion of a significant project in creative students of junior and senior high school writing: a manuscript of poems, short stories, age. Critical reading of classic works with fiction, creative non-fiction or drama. emphasis on those frequently included in Prerequisite: ENG 321, ENG 323 or ENG 325. secondary school curricula. Selected works of criticism. LIT

LITERATURE ENG 230 Film Analysis and History Students analyze film using the elements of ENG 204 Women Writers mise en scène. Technical discussions of film Examines themes, techniques, goals and production and reception are supported by historical contexts of women’s literary in-class screening of movies by such directors production. WS, LIT, WI as Keaton, Welles, Hawks, Ford, Hitchcock, De ENG 213 American Literature I Sica, Kazan, Lee and Scott. Discussion topics The intellectual and cultural milieu of the include film history, genres and criticism. American “New World” as revealed in the ART, WI prose and poetry – including that of Native Americans and African-Americans – produced 180 WILSON COLLEGE

ENG 232 Modern Drama the development of genres, new approaches Students study drama and modernity using in genre criticism and the historical bases of a history-of-ideas approach. Works by Ibsen, literary production and reception. Individual Shaw, Chekhov, Pirandello, Hellman, Glaspell, genres studied vary over time but may include Williams, O’Neill, Brecht, Beckett and Breuer poetry, drama, melodrama, autobiography, illustrate developments in dramatic history gothic fiction and popular literature, as well from 19th-century realism to the Theater of as representation of such literature in film. the Absurd and postmodernism. Technical Courses previously offered under this 270/370 discussions focus on genre and stagecraft. rubric include African-American Literature, ART, LIT, WI Asian-American Literature and Gay/Lesbian Literature. LIT, WI ENG 234 The English Novel The genre is examined through critical ENG 270/370 Topics: Major Authors/ reading of novels from the 19th and 20th Figures centuries, including works by Austen, Intensive, historical study of a major author or Dickens, Stevenson, Ford, Conrad and Woolf. writer. Representative authors could include LIT, HWC, WI Chaucer, Shakespeare, Milton, Austen, Dickens, Darwin, Freud, James, Cather, Joyce, ENG 236 British Literature 1200-1700 Woolf and Morrison. Courses previously An intense examination of the literature offered under this 270/370 rubric include and especially changes in the forms of Robert Burns, Charles Dickens, Willa Cather national literature of Britain from 1200 to and Arthurian literature and film. LIT, WI 1700. Authors read may include the Gawain- poet, William Langland, Julian of Norwich, ENG 290 Shakespeare’s Tragedies Christopher Marlowe, Mary Wroth, John and Romances Donne, Ben Jonson and Aphra Behn. LIT, Critical reading of representative tragedies, FWC, WI romances and genres, including a thorough introduction to Shakespeare and his sonnets. Note: English Topics courses (ENG 270/370) Prerequisite: 200-level ENG or COM course. are divided into three categories: literary LIT, WI studies and writing, advanced genre study and advanced major authors/figures. All ENG ENG 317 American Literature Since 270/370 courses have the liberal arts designa- 1945 tors of LIT and WI. Additional liberal studies New directions in poetry, drama, fiction and designations will be listed in the semester literary innovations in the context of interna- course bulletins. tional conflict, feminism, environmentalism, civil rights and gay rights. CD, LIT, WI ENG 270/370 Topics: Literary Studies and Writing ENG 318/518 Chaucer In-depth study of a limited body of literature Detailed analysis and study of The Canterbury unified by author, theme or historical period. Tales. Includes close, critical readings of the Emphasis on the relationship of literature to original Middle English text and examination social and cultural history. Courses previously of the social, political and cultural climate in offered under this 270/370 rubric include: which Chaucer composed. FWC, LIT Asian-American Literature, Shakespeare’s Histories and 17th-Century Literature. LIT, WI ENG 319 American Minority Writers Study of Asian-American, African-American, ENG 270/370 Topics: Advanced Genre Chicano and Native American writers. Study Authors may include Momaday, Erdrich, Writing-intensive study of classical, modern Anaya, Kingston, Okada, Baldwin and and postmodern literary genres. Emphasis on Hurston. CC, CD, LIT, WI WWW.WILSON.EDU 181

ENG 335/535 Film Genres and Genders take an active role in the course by instructing Historical study of Hollywood film genres students and demonstrating sustainability and their relation to dichotomous gender. projects on campus. ES Emphasis on genres of screwball comedy, maternal melodrama and film noir. Advanced ENV 107 Environmental Geology readings in gender analysis and film studies An introduction to how geology affects the scholarship. Representative directors include human-built environment and how human Pabst, Hawks, Sturgess, Rapper, Dmytryk, Ray, activities alter the geologic environment. Hitchcock and Aldrich. ART, WS, WI Environmental geology is applied geology. Prospective content of the course includes the ENG 345/545 Shakespeare’s Histories and following topics: fundamental concepts, earth Comedies materials and processes, river flooding, land- Critical reading of representative histories slides and related phenomena, earthquakes and comedies including a strong theoret- and seismicity, volcanism, rock cycle, coastal ical approach to the texts. Prerequisite: hazards, hydrology, waste disposal, mineral Permission of instructor for ENG 545. LIT, resources, energy and the environment, and HWC, WI landscape evolution. ES

ENG 380/580 Literary and Cultural ENV 110 Introduction to Interpretation Environmental Science In-depth study of developments in the history Examines the interrelationship of causes of interpretation. Representative methods of environmental issues that confront the include hermeneutics, feminism, psychoanal- human species: pollution, resource consump- ysis and semiotics. FT, HWC, LIT tion and human population. To thoroughly understand the root causes of these problems ENG 400 English Assessment and discover acceptable, equitable solutions, Portfolio an interdisciplinary approach is taken. The A study in writing and reflection, the English course combines ideas and information from Assessment Portfolio will impart the the natural sciences, social sciences and ethics advanced rhetorical skills that will enable a to examine how the natural world operates student to assemble an assessment portfolio and is connected. Includes a lab component. and demonstrate mastery of the department’s ESL assessment criteria. (0.5 credit.) Prerequisite: Senior standing in English or permission of ENV 120 Gardening for Fitness and instructor. Pleasure Provides hands-on skills for the small-scale gardener/agriculturist while exploring the ENVIRONMENTAL STUDIES (ENV) physical, scientific, artistic, spiritual and ENV 105 Foundations of aesthetic dimensions of gardening. Basic Sustainability gardening skills to be covered include This course for non-majors offers an intro- composting and use of household refuse; duction to what students need to know as soil management; seed storage, seeding responsible citizens to become more environ- and seedling management; integrated pest mentally literate and ecologically conscious. management; postharvest handling of The course examines the way people are perishable produce; organic gardening and damaging the Earth and, in the process, their other sustainable gardening practices. Weekly own bodies and minds. It then presents fieldwork supplemented with assigned read- essential tools necessary for both planetary ings and projects to enhance the student’s and personal transformation. The Fulton enjoyment of gardening and the outdoors. Center for Sustainable Living and its staff Two hours. (0.5 credit.) PE activity credit. 182 WILSON COLLEGE

ENV 170/270/370 Topics in and senior high school teachers and graduate Environmental Studies and undergraduate students from colleges Seminar course offered on an occasional basis. in southcentral Pennsylvania in theory Possible topics include: low-input sustainable and techniques of responsible ecological agriculture, sustainable energy, stewardship management at the watershed level. Methods of watershed ecosystems (lab), sustainable addressed include technology, scientific architecture and permaculture design (lab). research and hands-on activity. Experiential learning will be complemented with lectures ENV 203 Science, Technology and provided by professionals and activists in the Society field of ecological management. Not open to A study of the relationships between tech- freshman students. Prerequisites: English nology and humans, ranging from traditional foundations course for ENV 220; ENV 110 for societies to the modern industrial and post-in- ENV 320. ESL dustrial West. Issues include the relationship of science and technology, technology and ENV 224 Environmental Law culture and the effect of tools and machines An introduction to the American legal system on human experience. ES, ETH and the sources of environmental law; the litigation process and other tools to resolve ENV 210/310 Environmental History environmental disputes; and the impact (cross-listed as HIS 210/310) of administrative law on the environment. A dynamic of how the natural environment Concludes with an introduction to some of impacts cultural development and how the major environmental statutes in the U.S. cultural perceptions impact nature. Primary Prerequisite: English foundations course. ES, components include the evolution of how ETH humans have viewed themselves in relation to the American environment. With the assump- ENV 304 Environmental Policy tion that wilderness was a basic ingredient Investigates environmental statutes and of American culture, the course examines how these laws protect the natural environ- the changing attitudes toward wilderness in ment and human health from pollution and the country’s cultural development and how resource use. The course will cover laws that these attitudes translated into environmental protect air, water, and other natural resources impacts. The experiential component of the as well as statues that regulate the disposal course requires students to learn how to write of solid and hazardous chemicals and waste. local environmental history and solve the It will look at energy law and conclude with mysteries involved in researching the environ- a study of international environmental law. mental components of local history. ES Prerequisite: Environmental Law. ES, CC, WI

ENV 216 Agroecology ENV 305/505 Environmental Education Basic principles of ecology as they apply to An introduction to fundamental approaches, agricultural systems. Comparison of industri- processes and goals of environmental alized and sustainable agriculture. Survey of education (EE). Much of the course involves practical agricultural practices in global and fieldwork, including at the Fulton Farm; guest historical context. Field work and/or service speakers, experiential learning and field learning in association with the Fulton Center trips in which students learn EE curricula for Sustainable Living. Prerequisite: ENV 110 recognized and adopted on a national or or BIO 102. ES statewide basis. Students learn Pennsylvania Department of Education standards and ENV 220/320 Stewardship of Watershed how to evaluate and deliver lessons in an Ecosystems engaging fashion. Prerequisite: Permission of The purpose of this workshop is to educate instructor. ES professional naturalists, elementary, junior WWW.WILSON.EDU 183

ENV 355 Internship EQT 113, 114, 115 Work experience with a significant academic Novice Equitation I, II, III component. Students complete a portfolio Balanced seat riding courses designed to that exhibits both a visual and written display provide the novice rider with a solid founda- of learning, including evidence of theoret- tion in balanced seat riding. Knowledge of ical knowledge and experiential learning. concepts is incorporated with practice riding The portfolio may be used as a record of elementary school figures, simple jumping the student’s work for graduate school or and gymnastic exercise to solidify the rider’s employment. A presentation to the college seat and use of the aids. Novice riders focus on community is also required. Prerequisite: gaining confidence riding a variety of horses; Second-semester junior or senior if used to work in sitting trot and canter and two-point fulfill capstone requirement. ( jumping) positions. (0.5 credit each.) Prerequisite: EQT 104 or permission of the ENV 401 Ecological Perspectives director of equestrian studies (for EQT 113). in the Sciences and Humanities EQS 116 Equine Anatomy and A senior capstone seminar that integrates Physiology student coursework, internships and other A study of the musculoskeletal, respiratory, educational experiences. Examines current cardiovascular, digestive, urinary, nervous, theoretical topics in environmental and endocrine and reproductive systems of the ecological thought and will vary based on horse from anatomical and physiological faculty and student interest. As a writing-in- perspectives. Three hours lecture; two hours tensive course, detailed research and written lab. Prerequisite: BIO 101 or BIO 110. and oral presentations will accompany rigorous examination of primary literature. EQS 125 Equine Breeding Prerequisites: Senior standing in environ- Management mental studies or related program of study An introduction to all aspects of horse and permission of instructor. ES, ETH, WI breeding, including heredity, selection, the reproductive system of mares and stallions, live cover and artificial insemination, fetal EQUESTRIAN STUDIES (EQS/EQT) development, parturition, care and handling EQT 103, 104 Basic Equitation I, II of breeding stock and foals and breeding farm Balanced seat riding courses designed to provide design and management. Lectures, laboratory the rider with a correct basic seat and safe, effec- and visits to breeding farms. Experiential work tive techniques for riding basic exercises. For required at the stable. Prerequisite: EQT 116 or safety reasons, EQT 104 may be required for one permission of the director of equestrian studies. or two semesters. (0.5 credit each.) EQT 203, 204, 205, 206, 207, 208 EQS 110 Introduction to Equine Intermediate Equitation I, Management II, III, IV, V, VI The foundation course for equestrian studies Balanced seat riding courses emphasizing the addresses basic equine anatomy, breeds, knowledge and skills required to ride a variety colors, conformation, equipment, feeding, of horses through foundation schooling, and grooming, minor veterinary care, shoeing, jumping exercises designed to produce a soundness and stable management. Lecture, thinking, feeling rider with specific goals. (0.5 demonstration, discussion, practicum and credit each.) Prerequisite: EQT 114 or permis- experiential work required at the stable. sion of the director of equestrian studies. 184 WILSON COLLEGE

EQS 220 Management of Equine EQS 236 Applied Horse Training Events Techniques II Designed for show managers, riders, trainers An advanced practicum class that builds on and instructors, this course examines the the experience gained in EQS 235 in which operation of various shows, trials, events students take significant responsibility for the and competitions, including basics of course breaking, training and/or retraining of young, design. Reviews national and international green and/or problem horses. Coursework rules, governing bodies and organizations. includes lunging, long-lining, ground driving, Practicum experiences running college-spon- use of cavalletti systems and gymnastic sored events, lecture and discussion. jumping, backing and work under saddle. Practicum and experiential work requirement Does not satisfy PE activity requirement; (0.5 at the stable. Not open to first-year students. credit.) Prerequisites: EQS 235 and EQT 303. Weekend commitments to running horse shows and clinics required. EQS 240 Introduction to Teaching Horsemanship EQS 225 Equine Health Management A preparatory course for teaching the basics Examines the care of the horse, including of safe horsemanship, emphasizing theory symptoms, causes, care and prevention of of riding principles, methods of instruc- diseases and injuries; providing assistance to tion, safety, prevention of accidents and the farrier and veterinarian; basics of blood supervision of groups and individual riders. testing, immunizations, parasites and their Lecture, discussion, observation, practicum. control; and record keeping. Lecture, discus- Prerequisites: EQS 110 and EQS 230. sion, practicum, laboratory and experiential work required at the stable. Prerequisites: EQS 270/370 Topics in Equestrian EQT 110 and EQT 116. Studies Courses offered on an occasional basis to EQS 230 Introduction to Training broaden the curriculum with subjects of the Horse special interest. Presents the basic concepts of a variety of traditional and modern training methods EQT 271/371 Topics in Equitation and provides an understanding of the horse’s Riding courses offered on an occasional basis natural behavior, instincts and ability to learn. to augment the curriculum with riding disci- Students are taught the use of aids, tack, plines of special interest. Students required equipment, schooling exercises and training to provide discipline-specific equipment, if techniques – all designed to develop a calm, needed. (0.5 credit each.) obedient, forward-moving horse. Lecture, EQT 303, 304, 305, 306 discussion and practicum. Advanced Equitation EQS 235 Applied Horse Training I, II, III, IV Techniques I Balanced seat riding courses emphasizing the A practicum in which students work with rider’s responsibility to positively influence young, green or problem horses to break, train the way of going of a variety of horses in or retrain for use as riding horses. Coursework intermediate schooling and dressage move- includes lunging, long-lining, ground driving, ments, cross-country riding and jumping use of cavalletti systems and gymnastic over moderately difficult fences and courses. jumping, backing and work under saddle. Students in EQT 305 or EQT 306 may choose Does not satisfy PE activity requirement; (0.5 to concentrate on flatwork or dressage only, credit.) Prerequisite: EQS 230, EQT 203 or if scheduling permits. (0.5 credit each.) permission of instructor. Prerequisites: EQT 208 and permission of the director of equestrian studies. WWW.WILSON.EDU 185

EQT 307, 308, 313, 314, 323, 324 and style. Discussions include the ethics of the Specialization in Equitation industry and philosophical differences among I, II, III, IV, V, VI disciplines. Preparation of riders and horses Specialty riding courses designed for the rider for competitive riding, supervision of teaching who had demonstrated sufficient knowledge, staff and peer evaluations. Discussion, skills, and goal-setting ability to warrant presentations, supervised teaching practica, concentration in a particular field of English laboratory and experiential work require- equitation. Concentrations include hunters ments. Prerequisite: EQS 327 for EQS 328; and hunter seat, jumpers, dressage, eventing EDU 207 and EQS 328 for EQS 329. or training green horses. (0.5 credit each.) Prerequisites: EQT 306 and permission of the director of equestrian studies. EQUINE-FACILITATED THERAPEUTICS (EFT) EFT 201 Equine-Facilitated EQS 310 Equine Facility Therapeutics I Management Introductory course addressing therapeutic A study of the management, design and program development, program personnel and operation of stables and horse farms. Includes team-building, qualifications and training; over- managing employees; basics of raising crops view of disabilities commonly encountered in and pastures; designing buildings, arenas the therapeutic program; learning styles; record- and layout; transporting horses; insurance keeping and use of the horse in equine-assisted concerns; fire prevention and farm vehicle activities. Prerequisite: EQS 116. maintenance. Lecture, discussion, practicum, computer labs and site visits to local stable. EFT 202 Equine-Facilitated Includes an experiential work requirement at Therapeutics II the stables. Prerequisite: EQS 110. Theories learned in EFT 201 are put into practical application through development EQS 315 Equine Performance of evaluation and intake techniques; in-depth Management presentation of the physical, emotional Addresses the management of the equine and mental disabilities commonly seen in athlete, including nutrition, lameness therapeutic programs; goal setting and lesson and conditioning and modern techniques planning; appropriate horse use; the role of of prevention and treatment of injuries. the leader and sidewalkers during the mount, Lectures, discussion, laboratory, practicum lesson and dismount and safety procedures and experiential work requirement at the and techniques. Prerequisite: EFT 201. stable Prerequisite: EQS 225. EFT 213 Training the Horse EQS 326, 327 Methods of Teaching and Student trainers will assess their assigned Training I, II horses based on use intended and behavior, Designed to provide knowledge of riding and develop an individualized training plan and schooling principles, methods of instruction, use classical and modern ground training lesson planning, student assessment and methods to improve the performance of their lesson horse selection. Lecture, discussion, assigned horses in the areas of leading, behav- student teaching practicum and laboratory. iors, group dynamics, balance and movement, Prerequisite: EQS 240. obstacles, “bomb proofing” and acceptance of EQS 328, 329 Principles and Practices of equipment. Prerequisite: EQS 110. Equestrian Management I, II EFT 215 Equine Biomechanics and Capstone courses in teaching horsemanship. Kinesiology Emphasis is placed on building a repertoire of A study of equine movement. A thorough teaching techniques; and critical evaluation understanding of how a horse moves is used to of riders, horses, lesson plans, methodology 186 WILSON COLLEGE

improve the posture, balance and mobility of on current practices in the field of exercise both horse and rider. To gain an understanding science, physiology, medicine and physical of the horse’s movement in real time, students education. Three hours lecture, three hours lab. will complete a research project using video analysis, still photography and other media ESS 222 Exercise Management for applications. Prerequisite: EQS 116. Special Cases Principles of exercise prescription for EFT 331 Teaching I individuals with acute or chronic health Students will apply the skills and concepts problems. Includes discussion of exercise from EFT 201, EFT 202, EFT 213 and EFT 215 testing and prescription for individuals with in the intake and evaluation of riders; goal cardiac abnormalities or problems. Two hours setting, task analysis, skill progression and lecture, three hours lab. Prerequisite: ESS 220. lesson planning based on rider ability and age; assignment of appropriate horse and ESS 223 Physiologic Foundations equipment; training and oversight of the of Training team; differentiation between the therapeutic Focuses on underlying physiologic theo- riding instructor and medical or mental ries supporting proper diet and training health professionals; role play and mentored techniques for the athlete. Addresses the teaching of students with physical, emotional physiologic basis for the development of or mental disabilities. Prerequisites: EFT 202 muscular strength and endurance, cardio- and EQS 240. vascular endurance, flexibility, power and speed, along with cellular energy systems EFT 332 Teaching II used in training and performance. (0.5 credit.) Under the supervision of the professor, Prerequisite: BIO 110 or BIO 102. students teach riders with disabilities, perform the duties of alternative team ESS 224 Fitness for Life members and provide critical evaluations of Theory class that explores the relationship of their peers. Prerequisite: EFT 331. diet and exercise to physical fitness. Laboratory sessions allow students to assess their own fitness level, diet and exercise patterns. EXERCISE SPORT SCIENCE (ESS) Required for graduation. (0.5 credit.)

ESS 145 First Aid and CPR/AED ESS 225 Women in Sport Designed to prepare students to be certified An examination of women in sport through in first aid, cardiopulmonary resuscitation historical, physiological and sociological and automated external defibrillation. On perspectives with emphasis on the obsta- successful completion, students receive first cles faced by female athletes, the impact of aid, CPR and AED certification. (0.25 credit.) the media and the implications of federal mandates. WS, WI ESS 215 Care and Prevention of Athletic Injuries, First Aid ESS 230 Adaptive Physical Basic instruction in concepts and techniques Education in the prevention, diagnosis, treatment and This course provides the students with rehabilitation of athletic injuries. Students the competencies necessary to screen receive certification in CPR, first aid and AED. and evaluate the needs of individuals with Three hours lecture, three hours lab. various physical and/or mental disabilities. The students will develop appropriate goals ESS 220 Exercise Testing and and learning objectives in the area of motor Prescription fitness as well as adapting activities based on Assessment and development of the basic the needs of the individual are emphasized. components of physical fitness. Discussion of Students will complete a total of 4 observation the principles of exercise prescription based hours. Prerequisites: EDU206 WWW.WILSON.EDU 187

ESS 231 Teaching Strategies in lab component that requires students to visit Health and Physical several fitness or sport facilities. Education This course provides the students with the ESS 330 Psychosocial Aspects of application of best practices in instruction Sport and learning related to health and physical Understanding human behavior in sports education. The students will develop appro- situations. Psychological and sociological priate lesson planning strategies that relate principles as they relate to athletics, coaching to differentiated instruction, assessment, and and sport. Prerequisite: SOC 120 or permis- pedagogy. Students will complete a total of 5 sion of instructor. CC, WI observation hours. Prerequisites: Admission into the Education Program Fine Arts (FA) ESS 240 Kinesiology and Applied ART HISTORY Anatomy FA 115 Art Appreciation Study of anatomy, mechanics and human Study of the perception of visual forms as motion specific to motor performance. expressed in painting, sculpture and architec- Emphasis on the skeletal and muscular ture. Key works from a number of historical systems and the biomechanical principles periods examined in terms of differences in related to sports skills. Lecture and labora- style, technique and media. Emphasis on the tory. Prerequisite: BIO 102 or BIO 110. NSL classical style of Greek and Roman culture and ESS 245 Physiology of Exercise their configuration during the Renaissance Study of the function of the different body and in neoclassicism. FWC, ART, WI systems relative to exercise. Emphasis on FA 128 Introduction to scientific theories and principles underlying Archaeology (cross-listed as the development of strength, endurance, flex- CLS 128) ibility and cardiovascular endurance. Practical Designed to introduce students to the devel- application of course content in terms of opment of human culture and the discipline of conditioning and training. Lecture and labora- archaeology as it is practiced today. Units on tory. Prerequisites: BIO 101, 102 and 207; and great discoveries of the past, archaeological CHM 101, 102, 201 and 202; or permission of theory and method and the study and inter- instructor. NSL pretation of artifacts. FWC, NWC

ESS 281 Health and Wellness FA 130 World Art Theory class that provides a comprehensive Surveys of art from Asia, Oceania, Africa overview of health and wellness. Explores and the Americas examining the integration topics including nutrition, weight manage- of visual art, material culture and everyday ment, physical fitness, stress management, life in non-European cultures. Artifacts will substance abuse and disease prevention. be related to their original context and the (0.5 credit.) context of the Euro-American concept of art ESS 320 Administrative Aspects of history. Prerequisite: Foundations course in Exercise and Sport Science English. ART, NWC, WI This course closely examines standards FA 222/322 Greek Archaeology and and guidelines underlying operation of a Art (cross-listed as CLS fitness or sport facility. Topics may include 222/322) risk management; policy development; Introduction to methods of archaeology planning, organizing and evaluating facil- through study of the artifacts and sites of the ities; and marketing, budgeting and public Greek world from prehistory to the Roman relations in facilities. The course will have a period. FWC, ART 188 WILSON COLLEGE

FA 224/324 Roman Archaeology and FA 261 Western Art History: Art (cross-listed as CLS 1880-1980 224/324) Uses slide lectures, writing and field trip Study of the origins and development of experiences to examine the formal and the material culture of the Roman Empire contextual language of art from the late 18th through analysis of selected excavations and century through the 1970s, with a focus on the artifacts. FWC, ART Western tradition. Students apply feminist and other contemporary critiques to the FA 226/326 Medieval and Islamic Art discipline with an emphasis on understanding Study of the art and architecture of Medieval artists’ choices. Prerequisite: Foundations Europe, Byzantium and the Islamic cultures of course in English. ART, HWC, WI the Near East and North Africa, including the importance of contact between these cultures FA 270/370 Topics in Classical for the formation of artistic styles, especially Civilization (cross-listed as in religious art. ART, NWC, WI CLS 270/370) Study of a particular aspect of the civilizations FA 238/338 Women Artists and Women of Greece and Rome using the approaches of in Art various disciplines. A survey of women as creators, performers and subjects in the visual arts from ancient to FA 270/370 Topics in Art History contemporary times, including lectures and Courses offered on an occasional basis to discussion of the cultural and social context enhance the curriculum with subjects of in which women artists had to function. special interest. Includes field trips to museums. Prerequisite: Foundations course in English. HWC, ART, FA 272/372 Studies in the History of Art WS, WI Selected topics offered on an occasional basis to enhance the curriculum. Focus on specific FA 240 Art and Culture of East Asia areas or major artists allows for concentrated Uses slide lecture, writing and field trip and intensive study. experiences to examine art from ancient to contemporary times in China, Korea and FA 310 Art History Theory and Japan. Emphasis given to the development of Methods (cross-listed as FA bronzes and ceramics, as well as the essential 510) role of calligraphy in each of these cultures. An exploration of the history of art history and NWC, ART the development of theoretical framework and methods employed in contemporary FA 260 Western Art History: practice. Synthesis and application to case 1000-1800 studies is stressed, particularly at the graduate Uses slide lectures, writing and field trip expe- level. Prerequisite: Two art history or classics riences to examine the formal and contextual courses at the 200 level. WI language of art from medieval times through the 18th century with a focus on the Western FA 323 Contemporary Arts Seminar tradition. Students apply feminist and other (cross-listed as FA 523) contemporary critiques to the discipline Using interactive technology, analyzes the with an emphasis on understanding artists’ recent history of art (since approximately choices. Prerequisite: Foundations course in 1970) with extensive reading that allows English. ART, HWC, WI students to delve into specific applica- tion of theory and practice from previous courses. Major issues of post-modernism and post-post-modernism will be addressed. Prerequisite: FA 310. WWW.WILSON.EDU 189

FA 399 Senior Seminar FA 216 Printmaking I Advanced investigation or exploration of a Introduction to printmaking techniques, particular artist, movement or problem in art emphasizing aesthetic concepts. Media may history. Special attention to research methods include silkscreen and etching. Lectures and and the use of sources and documents in art exams on the history of printmaking. ART history. Prerequisite: Two art history courses. FA 217 Ceramics I Introduction to three-dimensional thinking STUDIO ART and studio techniques. Projects may include Note: Studio courses require an additional fee pottery and/or ceramic sculpture. Lectures and and students are expected to purchase their examinations on the history of ceramics. ART individual art supplies. FA 218 Photography II FA 114 Drawing I An in-depth exploration of a student’s Introduction to ideas and techniques in conceptual and technical development. drawing in a wide range of subject matter. Experimentation, historical research and Media may include pencil, ink, charcoal and demonstrations form the basis for students pastel. ART to deepen their understanding. Substantial self-direction is expected. Prerequisite: FA FA 116 Painting I 118. ART Introduction to traditional and experimental techniques using acrylic and/or oil paint. ART FA 221 Graphic Design II In this continuation of the Graphics Design FA 118 Photography I I course, students build on the basic prin- Introduction to basic skills of black and ciples and practices of computer graphic white still photography, including darkroom design using the higher-level functions of the techniques. Lectures and examinations on the graphics packages available to them for the history of photography. (Students must supply development of various projects in the areas their own single-lens reflex cameras.) ART of illustration, graphic design, business use, multimedia, desktop publishing and fine art. FA 120 Graphic Design I Participants also critique and explore existing Examines the basic types of computer design/art materials. Prerequisite: FA 120. ART graphics: pixel-, object- and vector-based. Participants will learn the basic computer FA 242 Two-Dimensional Design graphic tools, develop original graphics and Introduction of the basic elements and manipulate existing graphics using popular underlying principles vital to understanding graphics packages. Graphic layout for artistic, the organization of two-dimensional space. publication and multimedia purposes are Students explore design concepts while discussed and implemented, including the seeking individual solutions to a wide range of use of color, foreground, background, text and open-ended design problems. Introduces the images. Prerequisite: CS 110 or permission of computer as a design tool, though no previous instructor. ART computer experience is required. The course consists of a series of lectures in which FA 214 Drawing II/Painting II design principles, concepts and theories are Emphasis on combined techniques in drawing presented. Lectures are followed by studio and painting using a variety of materials. ART exercises in which students have an opportu- FA 215 Watercolor and nity to apply these principles in solving design Commercial Illustration problems. ART Introduction to traditional fine art trans- parent watercolor techniques and opaque paints for design and illustration. ART 190 WILSON COLLEGE

FA 245 Figure Drawing FA 314 Painting/Drawing III Examines the possibilities of the human figure Students refine their personal expression as the principal subject of study using male through a synthesis of conceptual and and female models, clothed as well as nude. technical challenges resulting in a coherent, There is a long and rich tradition that comes gallery-ready presentation of images. with the study of the figure in drawing. This In-depth exploration of concepts and course investigates a number of traditional contexts is demonstrated through written and approaches as well as more contemporary verbal presentations. Substantial self-direc- ideas. Concentrations will range from tion is expected. Prerequisite: FA 214. ART single-figured, quick-contour sketching to multi-figured, full-volume tonality with FA 315 History of Studio Practice particular attention given to proportion, mass An exploration of the history of media usage and modeling. Media includes graphite, ink and studio practice. Historical developments and charcoal. Prerequisite: Permission of in media are integrated with demonstra- instructor. ART tions and hands-on practice with techniques including oil paint, water media, printmaking, FA 246 Printmaking II modeling, carving, assemblage and photog- Emphasizes exploration of conceptual and raphy. Introduces new media such as various technical development within a specific print digital imaging systems. The emphasis is medium. Experimentation, historical research on understanding the personalities and and demonstrations allow the student to potentials of the media rather than acquiring deepen her/his understanding. Substantial proficiency. The course is intended for both self-direction is expected. May be repeated art historians and studio artists. Prerequisites: employing different print media, with permis- Minimum of junior-level status and at least sion of instructor. Prerequisite: FA 216. ART one art history or classics course at the 200 level and one studio course at the 200 level, or FA 247 Ceramics II permission of instructor. ART Students branch out into building more complex forms. Combining wheel-thrown FA 316 Printmaking III and hand-built elements, students learn to Requires the student to refine her/his personal create sets and complex forms with emphasis expression through a synthesis of concep- placed on decoration techniques. Students tual and technical challenges, resulting in learn basic clay and glaze formulation and a coherent, gallery-ready presentation of are exposed to multiple firing techniques. images. Substantial self-direction is required. Prerequisite: FA 217. ART May be repeated employing different print media, with permission of instructor. FA 270 Landscape Painting Prerequisite: FA 246. ART Landscape painting takes advantage of warm weather and long days in the sun to investigate FA 317 Ceramics III visual problems of nature. With the beautiful Students build increasingly complex forms setting of the Wilson College campus as the by combining and refining learned tech- backdrop, the course addresses such issues niques. Students learn advanced concepts of as natural light, space, time of day, perspec- clay and glaze formulation and are required tive, color and complex composition. All to create a new glaze and new glaze combi- aspects of completing a resolved painting nations. Requirements include a hands-on will be addressed and discussed in depth. approach to studio management, including Prerequisite: Permission of instructor. ART loading, unloading and firing the electric kiln. Prerequisite: FA 217. ART FA 273 Topics in Studio Art Selected topics offered on an occasional basis to enhance the curriculum. WWW.WILSON.EDU 191

FA 318 Photography III Students demonstrate a cohesive concep- Students refine their personal expression tual and technical approach to art-making. through a synthesis of conceptual and Prerequisite: Admission to the program. technical challenges resulting in a coherent, gallery-ready presentation of images. FA 502 Summer Residency Studio In-depth exploration of concepts and Seminar I contexts is demonstrated through written and Brings artists together across mediums to verbal presentations. Substantial self-direc- develop skills in critiquing one another’s work tion is expected. Prerequisite: FA 218. ART and exploring the context of academic dance and art training. Addresses complex issues FA 330 Graphic Design III in contemporary art and includes disci- (Web design) pline-specific breakout sessions. Students are Building on previous courses in graphic responsible for substantial advance prepara- design, this course presents concepts, issues tion. Prerequisite: Admission to the program. and techniques related to designing, devel- oping and deploying websites. Students learn FA 503 Summer Residency to critically evaluate website quality and Contemporary Arts create and maintain quality Web pages. Also Practice I covers Web design standards and why they are Brings choreo-dance and visual artists important. Prerequisite: FA 221. ART together to examine the practice of art beyond media boundaries and the tensions inherent FA 420 Senior Seminar I in making and presenting dance and art in the The first half of a two-semester sequence 21st century. Each student is responsible for capstone experience. Students develop substantial advance preparation. (0.5 credit.) their conceptual and practical skills through Prerequisite: Admission to the program. research and application of contemporary theory and technique in order to form a FA 504 Summer Residency personal creative statement. The result is the Interdisciplinary Seminar I initial body of work for the thesis exhibi- Students explore theoretical approaches to tion the following semester. Prerequisite: determining meaning in a variety of dance and Permission of adviser. art mediums. Substantial advance preparation is expected. Writing skills will be emphasized. FA 422 Senior Seminar II (0.5 credit.) Prerequisite: Admission to the This course is the second half of a two-se- program. mester sequence capstone experience. Students complete, curate, exhibit and defend FA 505 Summer Residency Media a body of original creative work as a capstone Art Seminar I experience. A portfolio of professional docu- Exposes students to technological mediation mentation will accompany the exhibition. in dance or art-making by the exploration of Prerequisite: Permission of adviser. electronic and other media. The application of technology to site-specific work will be emphasized. Substantial advance preparation MASTER OF FINE ARTS is expected. Prerequisite: Admission to the (All MFA courses cross-listed as both FA and DNC.) program.

FA 501 Summer Residency Studio I FA 510 Art History Theory and Involves intensive making of dance or art Methods (cross-listed as FA with close mentoring and weekly individual 310) critiques. Substantial advance preparation An exploration into the history of art is expected. Students explore content, form, history, the development of the theoretical and materials in their media specialization. framework, and the methods employed in 192 WILSON COLLEGE

contemporary practice. Synthesis and applica- a maturing conceptual and technical tion to case studies is stressed, particularly at approach to dance or art-making. (2 credits.) the graduate level. Prerequisite: Completion Prerequisite: Completion of all Summer of first Summer Residency Intensive course Residency I courses. or admission into Master of Humanities program. WI FA 532 Summer Residency Studio Seminar II FA 511 Independent Studio Work I Brings artists together across mediums to Each student must establish a strong home- expand skills in verbal and written critiques based studio practice during non-resident of one another’s work. Addresses complex periods in order to produce a semester issues in contemporary dance and art and portfolio following her/his personal dance includes discipline-specific breakout sessions. or art-making concerns. The student is Students are responsible for substantial expected to commit at least 25 hours per advance preparation. Writing is emphasized. week to art-making. Mentoring by local/ Prerequisite: Completion of all Summer regional onsite mentors and program Residency I courses. faculty is required. (2 credits.) Prerequisite: Completion of first summer residency. FA 533 Summer Residency Contemporary Arts FA 521 Independent Studio Work II Practice II Each student must continue to deepen Brings choreo-dance and visual artists their studio practice during non-resident together to further examine the practice of art periods in order to produce a semester beyond media boundaries and the tensions portfolio following her/his personal dance inherent in making and presenting art in the or art-making concerns. The student is 21st century. Each student is responsible for expected to commit at least 25 hours per substantial advance preparation. Writing week to art-making. Mentoring by local/ and articulate presentation are emphasized. regional onsite mentors and program faculty (0.5 credit.) Prerequisite: Completion of all is required. (2 course credits.) Prerequisite: Summer Residency I courses. Independent Studio Work I. FA 534 Summer Residency FA 523 Contemporary Arts Interdisciplinary Seminar II Seminar (cross-listed as Students extend exploration of theoret- FA 323) ical approaches to determine meaning in a Using interactive technology this seminar variety of art mediums. Substantial advance will analyze the recent history of dance and preparation is expected. Writing and presen- art (since approximately 1970) with extensive tation skills are emphasized. (0.5 credit.) reading that will allow students to delve into Prerequisite: Completion of all Summer specific application of theory and practice Residency I courses. from previous courses. Major issues of post-modernism and post-post-modernism FA 535 Summer Residency Media will be addressed. Prerequisites: FA 510. Art Seminar II Requires students to make use of techno- FA 531 Summer Residency Studio II logical mediation in collaborative dance and Continues intensive making of dance or art art-making. The suitability of this application with close mentoring and individual critiques. to individuals’ concepts and projects will Substantial advance preparation, including be addressed within the group. Substantial a thesis exhibition/performance proposal advance preparation is expected. Prerequisite: is expected. Students go deeper in explora- Completion of all Summer Residency I tions of content, form and materials in their courses. media specializations. Students demonstrate WWW.WILSON.EDU 193

FA 598 Thesis Performance/ grammar and syntax, this writing-intensive Exhibition I course is directed toward the improvement Using an approved thesis exhibition/ of stylistic skills and lexical expansion performance proposal, this semester will through translation exercises, literary analysis be devoted to the creation of an extensive (emphasis on explication de texte, resumé, body of work according to a rigorous project commentaire composé and dissertation) and contract. Frequent interaction with both the composition. Prerequisite: FRN 209. WI, FT onsite and faculty mentors is required. The student is expected to produce a substantial FRN 260 Literatures and Cultures of amount of exhibition-ready work. (2 credits.) the French-Speaking World Prerequisite: Completion of all requirements Critical analysis of French and Francophone except thesis. culture with emphasis on political, social, economic, intellectual and artistic currents FA 599 Thesis Performance/ through the reading and discussion of histor- Exhibition II ical and literary texts from the Middle Ages to The student will complete and present the present. Prerequisite: FRN 230. HWC, LIT the thesis exhibition/performance with appropriate documentation, as well as an FRN 270/370 Topics in French Language assessment portfolio. All materials must Courses offered on an occasional basis to demonstrate mastery of conception, inten- enhance the curriculum with subjects of tion and production. An oral defense of the special interest. Advanced study of the French thesis exhibition/performance is required. (2 language that enables students to perfect credits.) Prerequisite: FA 598. written and conversational skills. Possible topics include creative writing, stylistics, translation, argumentation and business FRENCH (FRN) French. FRN 101, 102 ELEMENTARY FRENCH Introduction to French grammar and culture FRN 271/371 Topics in French or with an emphasis on attaining proficiency in Francophone Literary basic conversational fluency. Five hours per History and Criticism week. Courses offered on an occasional basis to enhance the curriculum with subjects FRN 205 Intermediate French of special interest. In-depth analysis and Intensive study of French at the intermediate discussion of selected areas of French and level with emphasis on grammar, vocabulary, Francophone literature. Possible topics conversation, reading, writing and cultural include “The French Autobiography,” “The understanding. Prerequisite: FRN 102 or Body in French and Francophone Literature,” placement. “French Medieval Romances,” “Major French Philosophers: From Montaigne to Derrida” or FRN 209 Intermediate French a study of a particular writer, group or move- Conversation ment (e.g., existentialism, postmodernism, Development of listening and speaking compe- etc.). LIT tencies through extensive use of multimedia (text, audio and visual materials). Special FRN 272/372 Topics in French and attention is given to spoken French with a Francophone Women concentration on pronunciation, intonation, Writers rhythm and phrasing. Prerequisite: FRN 205. Courses offered on an occasional basis to enhance the curriculum. Readings from FRN 230 Advanced French Grammar important women writers from the Middle and Composition Ages to the present. Authors may include Focusing on special problems in French Marie de France, Christine de Pisan, 194 WILSON COLLEGE

Marguerite de Navarre, Louise Labé, Pernette FRN 360 French Cinema and Society du Guillet, Madame de Lafayette, Françoise (Advanced Conversation) de Grafigny, George Sand, Colette, Marguerite Develops advanced conversation skills and Yourcenar, Simone de Beauvoir, Marguerite explores French society and culture through Duras, Violette Leduc, Hélène Cixous, Anne the study and discussion of contemporary Hébert, Assia Djebar, Maryse Condé, Simone French film. Prerequisite: FRN 230 Schwarz-Bart and Mariama Bâ. Possible topics include: Women and Gender in the Early Modern World, French Feminist Theory, GEOGRAPHY (GEO) French Women Writers in Translation GEO 102 Cultural Geography or French and Francophone Women’s Examines how innovation-diffusion processes Autobiographies. WS, LIT, WI of major cultures affect the landscape. Focuses on non-environmental reasons for FRN 340/540 Autobiography and Exile the diverse ways human beings use the Earth. A study of contemporary autobiographical Students analyze cultural factors such as taste writings from around the Francophone world. preferences, systems of social organization Prerequisites: Foundations in English course and traditional systems and techniques of and one 200-level course in any discipline economic production. for FRN 340; permission of the Master of Humanities director for FRN 540. LIT, NWC, WI GEO 201 Physical Geography Students analyze the physical world and the FRN 341/541 Francophone Women spatial interrelationship between human Writers of Africa/Caribbean beings and their physical environment. in Translation Special attention given to exogenic and A study of works by women writers from endogenic forces of land formation, climate, Francophone Africa and the Caribbean. soil, vegetation and water resources in a Explores a variety of topics, including colo- regional framework. Considers the nature nialism, motherhood, oppression, exile and of geography as a discipline, its methods of the intersections between class and gender. analysis and the kinds of problems that the Texts will include works by Mariama Bâ, geographer investigates. Maryse Condé, Assia Djebar and Simone Schwartz-Bart. Prerequisites: Foundations in English course and one 200-level course in GERMAN (GER) any discipline for FRN 341; permission of the Note: GER 202 is prerequisite to all courses Master of Humanities director for FRN 541. numbered above 202; GER 203 and GER 207 WS, NWC, WI are prerequisites to all 300-level courses.

FRN 342/542 Reimagining Childhood in GER 101, 102 Elementary German the Francophone World Introduction to German grammar and culture Examines the representation of childhood with emphasis on attaining proficiency in basic in major literary works by Francophone conversational fluency. Five hours per week. authors such as Tahar Ben Jelloun, Patrick Chamoiseau, Assia Djebar and Natalie GER 201 Intermediate German I Sarraute. Explores the notions of memory Reading modern prose, oral and written and self-discovery, and the relationship of expression, grammar review. Prerequisite: the child to his or her sexuality, religion, GER 102 or equivalent. HWC family, society and nation. Prerequisites: Foundations in English course and one GER 202 Intermediate German II 200-level course in any discipline for FRN Reading modern prose, oral and written 342; permission of the Master of Humanities expression. Prerequisite: GER 201 or equiva- director for FRN 542. LIT, NWC, WI lent. HWC WWW.WILSON.EDU 195

GER 203 Introduction to German the ideas of leaders in nonviolent movements. Literature I HWC Comprehensive overview of major writers, works and trends in the history of German GS 220 Translation and Global literature from its origins through romanti- Culture cism. LIT Examines the role that language and transla- tion play in a global context, including in the GER 207 Introduction to German spreading of ideas and culture, protection of Literature II human rights, international business, world Overview of major writers, works and trends news, keeping the peace, and preventing in the history of German literature from disease, and how humans are dependent on romanticism to today. LIT and affected by translation. Prerequisite: Foundations in English course. GER 209 German Conversation and Phonetics GS 206 Comparative Intensive practice in conversation with Contemporary Cultures special attention placed on correct pronuncia- Explores the cultures of a region or several tion. Oral presentations required. regions of the modern world through study of social and political institutions, religion, the GER 210 Advanced German arts and the influence of contact with foreign Grammar and Composition cultures. Emphasis on Asia, Africa or Latin Intensive practice in the techniques of America. NWC expository writing. Emphasis on textual commentary and stylistics. FT GS 210 Explorations in Global Culture GER 216 Business German A general overview of selected topics and Intensive training in the commercial language issues relating to global culture. Particular of the German-speaking business world. emphasis on the examining how cultures Study of models of commercial documents. intersect with other cultures; effects of Oral and written reports. intercultural exchange; clash of values, ideas and practices; and especially the impact of strong countries on the local processes and GLOBAL STUDIES (GS) structures of weaker ones. Topics range from GS 100 Introduction to Global defining culture and civilization to construc- Studies tion of identity around nationalism and Interdisciplinary introduction to global ethnicity, the nature and function of interna- studies and current theories related to the tional organization and cultural dimensions processes of globalization, with an emphasis of imperialism to globalization – a not-so-new on social change and conflict. Students will idea but very central in the discourse of our study major cultural, social, political and times. NWC economic concepts and theories. NWC GS 212 Cultural Geography GS 101 Introduction to Peace An introduction to human geography and a Studies study of diverse human populations and the An introduction to the field of peace studies role of culture in shaping how people relate to and peace research. Two primary subject areas the spaces and natural environments in which are covered: the impact of war and violence they live. Prerequisite: Foundations in English on society, and nonviolence in theory and as a course. NWC practice for social change. Covers issues such as disarmament, institutional violence and 196 WILSON COLLEGE

GS 355 Internship HEALTH SCIENCES (HSC) A cross-cultural immersive internship HSC 330 Health Promotion and experience for those students who are not able Program Development to study abroad that fosters greater under- Provides a foundation for examining factors standing of cultural diversity within the United that influence the health of communities and States. Actual internship experiences will cater populations locally, nationally and globally. to the student’s interest within the field of Health promotion and health maintenance global studies. Prerequisites: GS 212. CD are emphasized, including Healthy People GS 370 Topics: International 2020 initiatives. Students explore models of Law and International health promotion and challenges in creating a Organizations healthy society. Prerequisite: PSY 331. A study of the historical development, sources HSC 420 Public Health and Clinical and codification of international law, laws Epidemiology of treaties and laws of diplomatic relations. Presents the principles and practice of epidemi- Attention is given to the role of international ology and its application in controlling health and regional organizations in promoting the problems. By applying the concepts learned to welfare of the global community, human rights, population health problems and issues, students peace and security. Prerequisite: PS 110. relate the practice of epidemiology to public GS 370 Topics: Contemporary health and develop an appreciation of public International Problems health programs and policies. Prerequisite: NUR An approach to globalization that focuses on 380 or concurrent enrollment. issues and problems that affect both devel- HSC 430 Health Care Systems, Policy oping and Western nations. Topics include and Regulations global inequality, trade, terrorism, health, Examines the health policy world from the population and migration and the environ- perspective of building healthier communi- ment. Prerequisites: Sophomore standing and ties. Students gain an appreciation for the a previous course in international studies, political, ethical, financial and regulatory business, economics, history or political processes involved in the provision of health- science. NWC care. Emphasis is placed on understanding GS 410 Global Studies Advanced health disparities with the United States and Seminar globally. Prerequisite: NUR 280. A thematic approach to a culminating expe- rience for global studies majors and minors, HISTORY (HIS) encouraging a synthesis of skills, knowledge and experience from global perspectives. HIS 110 The Ancient and Students engage in service learning outside of Mediterranean World the classroom and design a research project History and culture of the ancient world as tailored to their post-baccalaureate profes- known from literature, art and thought of sional development. Prerequisites: GS 212. WI civilizations in the Near East, Greece, the Roman Empire and lands surrounding the GS 499 Senior Thesis Mediterranean. Geographical and chronolog- In conjunction with a faculty adviser, the ical focus may vary. FWC student designs and completes a major research paper or project. Prerequisite: HIS 111 Medieval and Early Modern Senior-level major. Europe Social, cultural and political history of Western Europe from the fall of the Roman Empire to the Enlightenment. FWC WWW.WILSON.EDU 197

HIS 112 Modern European History write environmental history. Students learn to Social, cultural, economic and political history solve the mysteries involved in researching the of Western Europe from the background of environmental components of local history. ES the Old Regime and the French Revolution to present times. HWC HIS 212 Women in Medieval Civilization HIS 124 American History to 1865 The lives and experiences of women in the From the European expansion to the Civil medieval period of Western Europe, including War, this course includes the colonizing expe- their positions in the Catholic church, the rience; interaction and conflict of African, various feudal and monarchical states and in Native American and European cultures; society. Examines women’s roles, from saints to development of colonial society, economy, heretics, queens to peasants, and town to village government and politics; the Revolution; and dwellers. Prerequisite: HIS 111. FWC, WS establishment of a republic, its growth in the 19th century and conflicts leading to the Civil HIS 213 Europe in the 19th Century War. HWC, CD (cross-listed as PS 213) Institutions and values from 1815 to 1914, with HIS 125 American History from 1865 emphasis on the development of liberalism, to 1945 nationalism and international relations. Covers period from Reconstruction to World Prerequisite: HIS 112. War II, including the rise of big business and organized labor, the immigrant experience, HIS 214 Europe in the attempts at reform and the impact of the Contemporary World and two world wars on (cross-listed as PS 214) American society. HWC Problems and policies from 1900 to the present, with emphasis on the collapse of the HIS 126 American History Since 19th-century international system and the 1945 effects of the rise of the United States and Major developments since World War II, Russia as superpowers. Prerequisite: HIS 112. including the Cold War; the civil rights, women’s and other movements; Watergate; HIS 215 Colonial America the “Reagan Revolution;” the American presi- The colonial experience from the era of dency and the legacy of the “rights revolution” European expansion to the end of the and cultural debates in recent decades. CC American Revolution, 1655 to 1783. The trans- plantation and interaction of African, Native HIS 210/310 Environmental History American and European cultures, institu- (cross-listed as ENV tions and ideas, and the factors that shaped 210/310) the struggle for American independence. A dynamic of how the natural environment Prerequisite: HIS 124. HWC, CD, WI has affected cultural development and how cultural perceptions have affected nature. HIS 219 America in the ’50s and ’60s Primary components include: (1) The evolu- (cross-listed as PS 219) tion of how humans have viewed themselves Covers major events and movements of the in relation to the American environment. period, including McCarthyism; the Cold War; With the assumption that wilderness was the space race; Korean and Vietnam wars; a basic ingredient of American culture, it the presidency from Truman to Nixon; the examines changing attitudes toward wilder- growing impact of mass media on politics; ness in the country’s cultural development the civil rights, feminist and environmental and how these attitudes translated into movements; and other economic, social, polit- environmental impacts. (2) The experiential ical and cultural trends. Prerequisite: HIS 125 component of the class requires students to or HIS 126. CC, CD 198 WILSON COLLEGE

HIS 216 Race Relations in Early to the study of the witch stereotype are also North America discussed. Prerequisite: HIS 111 or HIS 212. WS The history of encounters between peoples from Europe, Africa and North America HIS 308 Civil War and Society primarily in the English seaboard colonies, A social history of the American Civil War. from first contact to the end of the 18th The focus is on the experiences of everyday century. Specific focus on how these encoun- Americans in this most terrible of conflicts. ters shaped cultural interaction and exchange, War as a “gendering activity” is also explored. survival and conflict among these groups. Particular attention given to the impact of the Prerequisite: HIS 124. HWC, CD war on women, African-Americans and the common soldier. Prerequisite: HIS 124. HWC, HIS 270/370 Topics in History WI Courses offered periodically to broaden the curriculum with subjects of special interest. HIS 316 American Material Culture Prerequisite: Permission of instructor. The study of material life in America from the colonial to the Civil War period. Focus on use HIS 270 Women at Work in America and interpretation of artifacts as historical A survey of women as involved in the documents. Introduction to methods and dynamics of the American economy from application in historical archaeology and how colonial times to the present. The course high- artifacts are presented to the public through lights the analysis of the economic, social and museums, the media, etc. Special emphasis political impacts of women on the American on using the college archives in projects and economic system. Comparisons and contrasts assignments. Prerequisite: HIS 124. HWC with other societies are drawn. WS HIS 318 American Constitutional HIS 270 Black Women in 19th- Law in Historical Century America Perspective (cross-listed as Examines the experiences of black women PS 318) from the post-revolutionary to the progres- Analysis of the Supreme Court as a polit- sive eras. Particular focus on women’s roles ical institution and its role in defining and in slave and free black communities, their interpreting the extent and limits of govern- involvement in the movements for abolition mental power. Emphasis on the various roles and women’s suffrage, the impact of eman- the court has assumed historically in relation cipation, Reconstruction and black women’s to the other branches of government. Case efforts to end racial violence and discrimi- method is used. Prerequisite: PS 120. HWC, nation. Particular focus on the intersection ETH, WI of race and gender in how black women saw themselves and their experience as HIS 320 Women in Early Modern Americans. Prerequisite: HIS 124. HWC, WS England Explores the lives of English women between HIS 306 The European Witch Craze the medieval and modern periods. Includes An examination of the belief in and perse- the impact of gender ideology on women’s cution of witches in Europe from the late identity through the family; their economic medieval to the early modern period. position, social status and religious experi- Particular emphasis on why women were ences; women’s response to the Reformation overwhelmingly identified with, and accused and the Civil War and what impact these of practicing harmful magic; and how atti- crises had on their position in society and tudes about sexuality and gender roles – as how they saw themselves; the intersection of well as the impact of religious, economic and rank and gender; the degree to which women political changes – shaped the anatomy of the developed, in this period, a unique voice or a witch hunts. Interdisciplinary approaches separate female culture. HWC, WS WWW.WILSON.EDU 199

HIS 340 The American Revolution MATHEMATICS (MAT) The study of the Revolution as a political, MAT 096 Basic Mathematics social and military struggle. Examines the Developmental course to prepare students relationship of the colonies to the British for MAT 098. Topics include: operations Empire, the legacy of England’s own revo- of decimal numbers; fractions and signed lutionary struggles and the events and numbers; conversion between fractions, arguments that led from resistance to decimal numbers and percentages; conver- rebellion – in particular, their impact on sion of units; powers roots, signed numbers those traditionally excluded from political and beginning algebra. Credit does not apply action and identity. Also looks at constitu- toward graduation, but the course grade is tion-making, the development of a national calculated into the cumulative GPA. government, the emergence of a national culture and ways the Revolution has been MAT 098 Intermediate Algebra perceived by later generations. Prerequisite: Topics include real number system and its HIS 124. HWC laws, linear equations and inequalities, direct and inverse variations, properties of expo- HIS 399 Senior Thesis nents, scientific notations, solving quadratic In conjunction with a faculty adviser, the equations by using factoring and quadratic student designs and completes a major formulas, graphing linear equations, system of research project and compiles a portfolio. linear equations and linear inequalities, linear Prerequisite: Senior-level major. programming and logarithms. Credit does not apply toward graduation, but the course LATIN (LAT) grade is calculated into the cumulative GPA. Prerequisite: MAT 096/099 or math place- LAT 101, 102 Elementary Latin ment exam results. Introduction to Latin grammar with emphasis on reading. Includes lectures on Roman civi- MAT 101 Mathematics for Liberal lization and study of English derivatives. Five Studies hours per week. An introduction to mathematical structures and applications designed to help students LAT 204 Augustan Poetry understand the historical and contemporary Reading and discussion of selections from role of mathematics in everyday life. The prose and poetry with grammar and vocabu- course includes topics from management lary review. Prerequisite: LAT 102. FWC, LIT science, probability and statistics, social choice, LAT 206 Roman Epic Poetry geometry and measurement and computer Reading and discussion of Virgil’s “Aeneid,” sciences, along with a substantial review of including metrics and reading of secondary algebraic concepts. This course fulfills the sources. Prerequisite: LAT 204. FWC, LIT foundations requirement for graduation. Not intended for students who will continue to take LAT 370 Topics in Latin Literature mathematics. Prerequisite: MAT 096/099 or Courses in Latin at the advanced level, offered math placement exam results. periodically. Readings in selected authors and genres of Latin literature. LIT MAT 103 College Algebra Introduction to basic concepts of functions, including linear, quadratic, polynomial, rational, exponential and logarithmic functions; matrices and linear systems; intro- duction to probability concepts. Prerequisite: MAT 098/100 or math placement exam results. NS 200 WILSON COLLEGE

MAT 104 Mathematics for MAT 205 Discrete Mathematics Elementary Teachers An introduction to basic techniques and Provides mathematical topics for prospective modes of reasoning for discrete prob- elementary teachers. Topics include basic lem-solving. Topics include set theory, concepts of logic, sets, counting numbers, mathematical logic, mathematical induc- numeration systems, integers, rational tion, number theory, recurrence relations, numbers, measurement of geometric figures, counting, graphs and lattices. Prerequisite: the metric system and an introduction to MAT 103 or math placement exam results. FT probability. Prerequisites: MAT 098/100 or math placement exam results and sophomore MAT 207 Introduction to Linear standing. Algebra Covers vector spaces, matrices, linear MAT 110 Pre-calculus Mathematics transformations, characteristic values and Introduction to basic concepts of trigono- quadratic forms. Prerequisite: MAT 205. NS, metric and inverse trigonometric functions, FT analytic trigonometry, polar coordinates and vectors, conics, and sequences and series. MAT 242 Calculus and Analytic Prerequisite: MAT 103 or math placement Geometry III exam results. NS Continuation of MAT 140 and introduction to multivariable calculus. Prerequisite: MAT MAT 115 Introductory Statistics 140. NS, FT A course in basic statistical concepts and tech- niques for the non-mathematics major. Topics MAT 306 Geometry include descriptive statistics, measures of A study of the theoretical and historical devel- central tendency and dispersion, probability opment of geometry, including the tools of theory, standardized probability distribu- geometry. Topics include axiomatic systems, tions, correlation and regression, inferential Euclidean geometry, non-Euclidean geome- statistics, confidence intervals, hypothesis tries and applications of these geometries to testing and analysis of variance. Prerequisite: other fields of study. Prerequisite: MAT 205. 098/100 or math placement exam results. NS FT, NS

MAT 130 Calculus and Analytic MAT 308 Introduction to Abstract Geometry I Algebra Review of functions and introduction to Topics in concepts and methods of abstract the concepts of limits, differentiation and algebra include groups, rings, integral integration. Use of the derivative and analytic domains and fields. An emphasis placed on geometry for sophisticated graphing of the relationships among numbers and number functions and relations. Application of the systems, the relevance of algebraic proper- derivative and definite integral to the study of ties in the number systems and operations. problem-solving techniques in the physical Prerequisite: MAT 205. NS, FT sciences. Prerequisite: MAT 110 or math MAT 318 Introduction to the Theory placement exam results. NS of Functions of a Complex MAT 140 Calculus and Analytic Variable Geometry II Discussion of the algebraic properties of Continuation of the study of the derivative the complex number field; study of the and definite integral for problem-solving elementary properties of analytic func- involving more challenging functions. Topics tions; introduction to complex integration. include techniques of integration, improper Prerequisite: MAT 242. NS, FT integrals, numerical approximation tech- niques, conics, sequences and series and polar coordinates. Prerequisite: MAT 130. NS WWW.WILSON.EDU 201

MAT 320 Ordinary Differential MAT 410 Senior Research Seminar Equations Students explore primary scientific literature, Introduction to ordinary differential equa- develop a research project and conduct math- tions, existence and uniqueness theorems; ematical research or exploration. A substantial methods of solving first-order equations and research paper and seminar presentation is second-order linear equations. Prerequisite: required. Prerequisite: Open to seniors, juniors MAT 140. NS, FT by permission of instructor. WI

MAT 321 Introduction to Real Analysis MUSIC (MUS) Covers metric spaces, limits and continuity, MUS 101 Basic Music Theory I differentiation and integration, sequences and An introduction to materials and structures series of functions. Prerequisites: MAT 205 of music. Written and analytical exercises and MAT 242. NS, FT in harmony, sight singing and dictation. Prerequisite: Ability to read music. FT, ART MAT 325 Mathematical Statistics I Study of probability theory and introduction MUS 102 Basic Music Theory II to mathematical statistics. Topics include A continuation of skills and techniques intro- random variables, central-limit theorem, duced in MUS 101, including composition. hypothesis-testing, regression, analysis Prerequisite: MUS 101. FT, ART of variance and analysis of covariance. Prerequisites: MAT 115 and MAT 140. NS, FT MUS 116 Introduction to Music Designed to assist the development of MAT 326 Mathematical Statistics II listening skills and an aesthetic sensitivity to Topics include introduction to limiting music through study of musical forms and the distributions, hypothesis-testing, analysis great compositions that make up the Western of variance and nonparametric models. musical tradition. Folk, ethnic and pop music Prerequisite: MAT 325. NS, FT also included. ART

MAT 330 Advanced Statistical MUS 215 Music of the Baroque Methods A survey of the great composers and formal The study, application and interpretation structures of the European Baroque, including of information from the natural, physical, comprehensive studies of the lives and life and social sciences using advanced and compositions of Monteverdi, Vivaldi, J.S. Bach multivariate statistical techniques. Methods and Handel. An introduction to the formation include factorial and multivariate analysis of the opera and the impact of the first public of variance, covariance, multiple regression, performances of organized ensemble music is path analysis, factor and discriminant analysis presented, especially emphasizing the public and logistic regression. Students apply these influence on the development of the virtuoso advanced methods to interpret the results of performer and the enlargement and extension research studies. Access to SPSS is required. of instrumental techniques. ART, HWC Prerequisite: MAT 115 or PSY 115. MUS 216 Music of the Romantic Era MAT 370 Topics in Advanced A historical survey of the composers and Mathematics musical philosophies of the Romantic period Topics in advanced mathematics that are not (1820 to 1910). Emphasis is placed on the covered in the regular curriculum, including, personal biographies and compositions of but not limited to, mathematical modeling, such composers as Berlioz, Liszt, Wagner, numerical analysis and partial differential Brahms, Mahler and Sibelius and the musical equations. forms they created. ART, HWC 202 WILSON COLLEGE

MUS 217 Music of the Classical Choir Period Emphasis on developing a fine choral A historical study of the lives of the great ensemble through instruction in proper classical composers such as Haydn, Mozart, singing technique, including exercises in Schubert and Beethoven, with an introduction correct posture, diaphragmatic breathing, to their most inspiring and influential compo- phonation and resonance. Also included sitions. Includes an extensive survey of the is work toward expressive singing through development of the standardized forms of the development of choral blend, fine intonation, sonata, symphony and concerto. ART, HWC clear diction, uniformity of vowel sounds and dynamic variety and control. Three hours per MUS 218 Music of the 20th Century week, six to 12 hours of performance time per A listening survey course that emphasizes the semester. (0.5 credit.) Note: No more than major composers and stylistic movements two credits may count toward graduation in of both the early 20th century and current a combination of choir, Orchesis and a print contemporary music. Serialism, impres- journalism practicum. Prerequisite: Audition. sionism, nationalism, the avant-garde and ART minimalism will be presented in historical context, with musical examples illustrating the philosophies of the major composers. NURSING (NUR) Composers such as Stravinsky, Schoenberg, NUR 301 Role Transitions Debussy, Shostokovich, Cage and Adams are Focuses on the leadership roles of profes- studied through their writings, as well as their sional nurses, including the impact of health music. ART, CC policy, healthcare financing, and legislative and regulatory authority on nursing prac- MUS 370 Topics in Music tice and the healthcare delivery system. Topics may include, but are not limited to, Collaborative practice is examined, with ethnomusicology, women in music, music for emphasis on professional values, account- the dance and opera. ability, role transition and collegiality. Applied Music Prerequisite: Admission to the RN-to-BSN Cumberland Valley School of Music, located program. in Thomson Hall on the Wilson campus, offers NUR 310 Pathophysiology the opportunity for Wilson College students Provides an introduction to basic concepts of to take individual, private music lessons for pathophysiology. Students examine disrup- credit. These credits can be used to partially tive mechanisms that impact normal cell satisfy fine arts graduation requirements, as function and the physiological responses to well as be applied toward the music minor. the disease process. Discusses risk factors and Students can choose a band or orchestral disease prevention to provide a foundation for instrument, voice, piano, organ, guitar or health promotion, risk reduction and disease drum-set lessons. One half-credit requires 14 management. Prerequisite: Admission to the hours of instruction. Students are expected RN-to-BSN program. to practice five times per week for the same length of time as their lessons and are encour- NUR 280 Healthcare Informatics aged to participate in a recital, subject to the Introduces perspectives and concepts of the recommendation of the instructor. Students flow of healthcare information, technologies should own or rent the instrument (with the and their applications to patient care, and the exception of piano). Practice studios are avail- electronic health record in its many forms. able in Thomson Hall through arrangements Also includes institutional policies important with the CVSM office. (0.5 credit.) ART to communication and documentation of healthcare interventions with an emphasis WWW.WILSON.EDU 203 on privacy, confidentiality and security. Prerequisite: Admission to the RN-to-MSN Prerequisite: Admission to the RN-to-BSN program. program. NUR 501 Concepts and Roles of NUR 330 Health Assessment Leadership in Advanced Provides students with the knowledge and Practice skills necessary for the assessment phase of Focuses on socialization of nurses into the nursing process including interviewing, advanced practice through an investigation of history-taking and physical assessment, which nursing history and advanced practice roles. includes assessment of individual health as Emphasizes role development and regulatory a multi-dimensional, balanced expression and economic policies that affect practice of bio-psycho-social-cultural well-being in today’s healthcare system, along with throughout the lifespan, across cultures development of skills in leadership to plan, and within the environment. Prerequisite: manage and implement change. Prerequisite: Admission to the RN-to-BSN program. Admission to the MSN program.

NUR 380 Research and Evidence- NUR 520 Theory for Advanced Based Practice Practice Designed to introduce students to evidence- Addresses nursing theory and its evolution in based practice, root cause analysis and using the use of models/theories in advanced prac- evidence to create a culture of patient safety. tice. Emphasis is on the analytic processes Emphasis is placed on critically reading and basic to determining the adequacy of selected reviewing research articles with an eye toward models/theories, as well as development of implementing evidence-based practices. an understanding of leadership and change Prerequisite: MAT 115 or PSY 115, Admission theory and their applications to practice. to the RN-to-BSN program. Prerequisite: Admission to the MSN program.

NUR 401 Community and Health NUR 523 Ethics and Healthcare Promotion Regulations Provides a foundation for students to examine Provides an examination of the healthcare factors that influence the health of commu- policy processes and issues at organizational, nities and populations locally, nationally governmental and global levels, as well as and globally. Emphasizes health promotion, critical analysis of ethical principles, ethical health maintenance and prevention of disease. theories and contemporary healthcare ethical Discusses epidemiological principles and data issues relating to individuals and society. collection relating to clinical decision-making Emphasis is on developing an interdisciplinary and public policy. Prerequisite: Admission to framework to solving ethical dilemmas. the RN-to-BSN program, completion of NUR Prerequisite: Admission to the MSN program. 310, NUR 330 and MAT 115. Co-requisite: NUR 380. NUR 525 Informatics for Advanced Practice NUR 480 RN-to-MSN Bridge Course Students apply concepts learned to the ethical Focuses on the leadership roles of profes- use of data, information and knowledge sional nurses, including the impact of health in clinical practice and research, as well as policy, healthcare financing, and legislative explore the ways in which information and and regulatory authority on nursing practice technology influence practice and deci- and the healthcare delivery system. Examines sion-making in various aspects of nursing collaborative practice with emphasis on practice. Students also analyze the critical professional values, accountability, role elements in the life cycle of information, transition and collegiality; as well as the role patient care technology systems and the legal, of theory and research in nursing practice. ethical, cultural, economic and social factors 204 WILSON COLLEGE affecting healthcare information technology. NUR 536 Foundations of Nursing Prerequisite: Admission to the MSN program. Education and Curriculum Provides in-depth examination of major NUR 588 Research and Statistics for philosophies of education and their relation Nursing to teaching practice, methods, curriculum Provides students with the knowledge and educational administration. The course and skills to use, interpret and evaluate provides opportunity for examination of the statistical analysis techniques that are factors that influence curriculum develop- frequently encountered in the clinical liter- ment and implementation. Prerequisite: ature of nursing, medicine, psychology and Completion of core courses of MSN program. epidemiology. Includes an understanding of descriptive statistics, probability, linear NUR 538 Teaching Practices regression and epidemiological concepts. Focuses on the role of the nurse as educator Prerequisite: MAT 115 or PSY 115, Admission within clinical, classroom, laboratory, simu- to the MSN program. lation and patient environments. Provides the opportunity to implement evidence- NUR 530 Health Assessment for the based adult teaching practices, philosophical Advanced Practice Nurse perspectives and professional standards in Explores the process through which the areas of academia, staff development and/or advanced practitioner uses comprehensive patient education. Prerequisite: Completion physical, psychosocial and cultural assess- of core courses of MSN program. ment across the lifespan to gather specific data relevant to common health problems. NUR 537 Outcomes and Program Within a holistic framework, students learn Evaluation how to systematically collect, analyze, Provides an introduction to theories and synthesize and document their findings. strategies of measurement and evaluation Prerequisite: Admission to the MSN program. in nursing education. Experiential exercises increase proficiency in the development, use NUR 533 Advanced Pharmacology and critique of measurement and evaluation Provides the opportunity to acquire advanced methods to classroom and clinical learning knowledge and systematic skills in the situations. Includes steps in problem analysis therapeutic use of pharmacologic agents and needs assessment, logistics of program and explores the pharmacologic treatment evaluation and quality improvement. of major health problems encountered in Prerequisite: Completion of core courses of the primary setting. Principles of altered MSN program. pharmacodynamics will be discussed relative to age, race and ethnic groups. Prerequisite: NUR 540 Healthcare Systems Admission to the MSN program. Examines the settings and organizations where healthcare is delivered, focusing on NUR 535 Advanced Pathophysiology the impact of the setting on patient, delivery Focuses on pathophysiological processes models and personnel providing care. across the lifespan and development of clin- Emphasizes the role and structure of care in ical reasoning skills in understanding system various settings. Prerequisite: Admission into alterations produced by disease. Emphasis is the MSN program. on the etiology, pathogenesis, developmental and environmental influences, and clinical NUR 543 Human Resource manifestations of major health problems. Management in Healthcare Explores regulatory and compensatory mech- Organizations anisms that aim at maintaining and restoring Examines the complexities and multiple homeostasis. Prerequisite: Admission to the issues involved in human resources manage- MSN program. ment in healthcare organizations. Explores WWW.WILSON.EDU 205 such issues as recruitment, retention, provides exposure to national and global performance management, organizational implications of quality and safety initia- development and employee relations. tives in the healthcare arena. Prerequisite: Emphasizes federal, state and professional Completion of core courses of MSN program. regulatory requirements specific to health- care. Prerequisite: Admission into the MSN NUR 599 Master’s Project program. A capstone course designed to demonstrate student learning and attainment of program NUR 548 Leadership in Nursing outcomes. Students complete a project Focuses on organization theory, manage- developed with their adviser that successfully ment theory and their applications to critical integrates learning from the core courses, as nursing administrative leadership issues. well as within the specialty track. This course Standards and frameworks of competen- is pass/fail. Prerequisite: Completion of two cies in nursing administration are reviewed track courses, NUR 520 and NUR 588. as guidelines for career development. Explores evidence-based management and promotion of a culture of safety as a basis PHILOSOPHY (PHI) for health-related organizational develop- PHI 120 World Philosophy ment. Prerequisite: Admission into the MSN An introduction to philosophy, focusing on program. figures and texts of global origin and signif- icance. Drawing from both Western and NUR 545 Healthcare Finance I non-Western sources, the course explores In the first of two courses designed to provide enduring contributions to thinking about the the nurse leader with an understanding human condition. NWC, HWC of financial management techniques, the student will explore the unique problems PHI 121 Ethics facing healthcare in the financial relationships Classical and contemporary theories of ethics among hospitals and other providers. Budget, and values with applications to practical prob- auditing, cost analysis, capital investment, lems and a brief introduction to metaethics. and equity and debt financing decisions are ETH included. Prerequisite: Admission into the MSN program. PHI 205 Bioethics (cross-listed as RLS 205) NUR 546 Healthcare Finance II Ethical issues in the biological sciences and The second of two courses offered in finance, medical technology: human experimenta- this course continues the learning from tion, euthanasia, abortion, reproductive Healthcare Finance I and emphasizes appli- technology, genetic engineering, cloning and cation of knowledge gained in the first course. stem-cell research. ETH, WI Particular emphasis is placed on acquiring the necessary skills needed for fiscal manage- PHI 206 Philosophy of Religion ment and budget development and oversight. (cross-listed as RLS 206) Prerequisite: NUR 545. Systematic study of issues arising from religion: the existence of God, relationship NUR 547 Quality and Safety in between reason and faith, logic of religious Healthcare discourse and the evaluation of claims to This course introduces the fundamentals religious knowledge. Examines the thought of of patient safety, evaluation of quality and Anselm, Kierkegaard, James and Hartshorne quality measures, and principles of quality in some detail. Prerequisite: One course in improvement. Challenges students to think philosophy or religious studies. FWC, FT in an interdisciplinary manner when prob- lem-solving for quality improvement and 206 WILSON COLLEGE

PHI 207 Private Values and Public examination of the thought of Descartes, Policy (cross-listed as RLS Hume, Kant and Hegel. HWC, WI 207) Interplay between private persons, their PHI 226 Business Ethics (cross- beliefs and values and the larger community listed as RLS 226) with its customs and laws. Covers such topics Study of ethical issues that arise in business as: individualistic versus community values; and the professions. Covers rational methods influences of individuals on public policy; that can be devised for adjudicating disputes strategies of resistance, nonviolence, civil concerning such issues as corporate rights, disobedience and political activism; ethical responsibilities, environmental impact, and legal issues in regulating variant behavior, consumer rights and the moral status of high-risk activities and victimless crimes; corporations. ETH privacy, civil rights, civic responsibilities and PHI 240 Feminist Philosophy related issues; minority protections; church- A survey of recent feminist philosophy, state relations; and the role of personal beliefs focusing especially on feminist contribu- in the public arena and in schools. CC, CD, ETH tions to the areas of epistemology, ethics and PHI 209 Ethical Issues Today (cross- philosophy of science. Special attention given listed as RLS 209) to how feminist philosophy has challenged Focused study of pressing ethical issues of traditional philosophical methodology. our day. Topics may include sex, and Authors may include Annette Baier, Lorraine friendship; war and peace; computers and Code, Mary Daly, Allison Jaggar, Evelyn Fox technology; affluence and poverty and global- Keller, Joyce Trebilcot and Nancy Tuana. WS ization. CC, ETH, WI PHI 245/345 Existentialism PHI 220 Environmental Ethics An advanced exploration of important figures (cross-listed as RLS 220) and works in the existentialist tradition, Reflects on ecological issues in ethical and including Kierkegaard, Nietzsche, Heidegger, belief-based perspectives. Students examine Camus, Beauvoir and Sartre. HWC, ETH selected problems related to our use and PHI 270/370 Topics in the Study of abuse of the natural environment and come Philosophy to terms with the values, motives and other Courses offered occasionally to enhance the forces that shape decisions. ES, ETH, WI offerings available to students. PHI 222 Logic PHI 335/535 Aesthetics Introductory course stressing “informal” Advanced survey of classical and contempo- methods of validating arguments and the rary theories of the meaning and function of formal proof procedures of symbolic logic. FT art (including visual art, literature, music, PHI 224 Ancient and Medieval dance and other art forms), beauty and Philosophy aesthetic value and the interpretive process. Explores major philosophical issues that have Prerequisite: One 200-level humanities left a lasting imprint on Western cultural heri- course or permission of instructor. ART tage, including detailed examination of the philosophies of Plato, Aristotle, St. Augustine and St. Thomas Aquinas. FWC, WI

PHI 225 Modern Philosophy Explores major philosophical issues that have left a lasting impression on the Western cultural heritage, including detailed WWW.WILSON.EDU 207

PHYSICAL EDUCATION (PE) designed and monitored personal weight PE 100 Special Program training program. (0.5 credit.) This course option may be selected by PE 130 Special Activity students with physical limitations who wish Activity classes not otherwise offered through to meet their physical education requirement the physical education curriculum that through an individually designed personal are designed to meet special student and program. (0.5 credit.) faculty interests, such as skiing, squash, cross PE 101 Swimming I for country, orienteering, bicycling, water aero- Non-swimmers bics and synchronized swimming. (0.5 credit.) Basic swimming course. Includes instruction PE 131 Archery in basic water skills such as treading water and Introduces students to the history of archery, survival floating, entries, safety skills and the equipment selection, terminology, shooting five basic strokes. (0.5 credit.) skills, scoring and rules for competition. PE 102 Swimming II Offered alternate years. (0.25 credit.) Intermediate-/advanced-level swimming PE 132 Bowling course. The five basic strokes are refined: the Covers the history of bowling, equipment butterfly, overarm, side, inverted breast and selection, terminology, bowling skills, scoring trudgen strokes are taught, along with addi- and rules for competition. Offered alternate tional advanced safety and swimmer skills. years. (0.25 credit.) (0.5 credit.) PE133 Badminton PE 106 Lifeguard Training Covers the history of badminton, equipment (American Red Cross) selection, terminology, badminton skills, Follows guidelines of the American Red Cross scoring, game strategies and rules for compe- and, on successful completion, carries Red tition. Offered alternate years. (0.25 credit.) Cross certification. (0.5 credit.) Prerequisite: Swimming test. PE 134 Tennis Includes the history of tennis, various strokes, PE 107 Water Safety Instructor game rules and strategies and etiquette. (American Red Cross) Offered alternate years. (0.25 credit.) Methods course in which students learn to teach all Red Cross swimming and community PE 136 Canoeing water safety courses. (0.5 credit.) Open to Follows the format recommended by the students who are advanced swimmers and American Red Cross for basic canoeing. wish to teach swimming. Introduces the history of canoeing, basic safety skills, strokes and terminology. A PE 120 Aerobics day-long canoeing trip is part of the program. Exercise class designed to improve student Offered alternate years. (0.25 credit.) levels of physical fitness. Fitness tests admin- istered before and after the course to monitor PE 137 Self-Defense improvement. Students read various mate- Basic self-defense techniques, including rials relating to diet and exercise. (0.5 credit.) kicks, pushes, distractions and falling tech- niques, along with practical applications for PE 128 Strength and Weight defending oneself in a variety of situations. Training Offered alternate years. (0.25 credit.) Designed to improve students’ current levels of physical fitness relative to muscular PE 139 Golf strength, muscular endurance, flexibility Instruction progresses from the full swing with and body composition through a carefully short irons to long irons and woods. Game 208 WILSON COLLEGE etiquette, rules and game play are included. on the practical application of these prin- Offered alternate years. (0.25 credit.) ciples. Three hours lecture; two hours lab. Prerequisite: MAT 098/100 or equivalent. NSL PE 140 Personal Fitness Designed to help students develop a fitness PHY 112 Contemporary Physical and program based on personal goals such Earth Science as improving diet, losing weight, gaining Introduction to the principles of physical and strength and improving muscular and/or earth fcience for education students. Topics cardiovascular endurance. Assesses current investigated include physics (including forces levels of fitness and prescribes a program and motion, and physical properties of matter, based on individual goals and personal assess- light, sound, heat, electricity and magnetism) ments. (0.5 credit.) and earth and space sciences (including struc- ture, function and cycles of earth systems, PE 143 Pilates weather and climate, and astronomy). An exercise class designed to improve the Prerequisite: MAT 098/100 or equivalent. NS current level of physical fitness through participating in a variety of Pilates exercises. (0.5 credit.) POLITICAL SCIENCE (PS) PS 110 Introduction to Political PE 170 Topics in Physical Science Education Content and methods of political science; Courses offered on an occasional basis to political philosophy and ideology; compara- enhance the curriculum. (0.5 credit.) tive and world politics; political judgment and public policy. ETH, WI PHYSICS (PHY) PS 120 American Government PHY 101 Physics I Survey of the U.S. federal government, partic- The first course of a two-semester, alge- ularly Congress, the Supreme Court and the bra-based sequence designed primarily for presidency. Attention is also given to political students pursuing a premedical or science parties, elections, interest groups and analysis program. Topics include mechanics, fluids, of contemporary issues. CC sound and thermodynamics, with an emphasis on problem-solving and medical applications PS 201 The Citizen and of physics. Laboratory experiments supple- Government ment and reinforce lecture topics. Three Citizen participation most often occurs hours lecture; three hours lab. Prerequisite: through institutions that link them with MAT 110 or equivalent. NSL government, such as political parties, interest groups and elections. Examines each linkage PHY 102 Physics II institution separately and explores the A continuation of PHY 101, covering the general relationships among them. Examines the role topics of electricity magnetism, optics and of mass media in elections and as a primary atomic/nuclear physics. Three hours lecture; source of the political information citizens three hours lab. Prerequisite: PHY 101. NSL receive. Prerequisite: PS 110 or PS 120. CC

PHY 110 Contemporary Physical PS 202 State and Local Science Government Introduction to the principles of physics and Focus on organization, operation and inter- chemistry for the nonscience major. Topics relationship of state and local governments. include motion, thermodynamics, electricity, Emphasizes comparative state practices light, atomic structure and bonding; and and innovations in executive, legislative and acid-base and redox chemistry. Emphasis judicial branches. WWW.WILSON.EDU 209

PS 203 International Relations PS 216 Public Policy Examines the forces influencing relations of Examines the methods and substance of nations, as well as gencies, organizations and public policy analysis. Where possible, the procedures devised to carry on such relations. policy focus will be interdisciplinary. Possible Prerequisite: PS 110. NWC topics include environmental policy, human reproductive technology and public policy, PS 204 Introduction to Law economic policy and criminal justice policy. An introduction to udicial and legal processes, Resources in surrounding areas used as appro- including decision-making by juries and priate. CC, ETH judges; the role of judicial review and policy- making in democracy; judicial and legal ethics; PS 219 America in the ’50s and ’60s structures and processes of state and federal (cross-listed as HIS 219) courts; and the role and treatment of women Covers major events and movements of the in the judicial system. CC, ETH, WI period, including McCarthyism; the Cold War; space race; Korean and Vietnam wars; the PS 207 Women in American presidency from Truman to Nixon; growing Government and Business impact of mass media on politics; the civil Examines the changing role of women in rights, feminist and environmental move- the contemporary American political and ments; and other economic, social, political business environments, with emphasis on and cultural trends. Prerequisite: PS 125 or PS obstacles and opportunities for women today. 126. CC, CD Prerequisite: PS 110, PS 120 or BUS 124. WS, WI PS 225 Politics in Comparative Perspective PS 213 Europe in the 19th Century Examines U.S. political systems in relation to (cross-listed as HIS 213) other political systems: modern and transi- Examines institutions and values from 1815 tional, eastern and western, democratic and to 1914, with emphasis on the development nondemocratic. Also explores fundamental of liberalism, nationalism and international political problems: internal and interna- relations. Prerequisite: HIS 112. tional order, the establishment of authority, resolution of conflict, violence and politics, PS 214 Europe in the political socialization and capacity for change. Contemporary World Prerequisite: Foundations in English course. (cross-listed as HIS 214) Examines problems and policies from 1900 PS 270/370 Topics in Political Science to the present, with emphasis on the collapse A course offered as needed to cover topics of of the 19th-century international system and interest to students and faculty that are not the effects of the rise of the United States and covered in depth in the regular curriculum. Russia as superpowers. Prerequisite: HIS 112. PS 310 Law and Social Change: PS 215 Congress and the Women and Minorities Presidency Examines the role of court systems, as well as Covers the role of Congress and the president other branches of government, in making law in the policymaking process. Also explores and resolving disputes. Analysis of court cases relationships with such external publics dealing with slavery and racial discrimination, as constituents, the bureaucracy, interest as well as women’s rights. WS, CD groups, media and staff, as well as the extent and limits of each institution’s powers. PS 315 Comparative Economic and Discusses case studies involving foreign or Political Systems (cross- domestic policies. Prerequisites: PS 110 or PS listed as ECO 315) 120. CC Study of major international economic and 210 WILSON COLLEGE political systems and the role each plays in PS 370 Topics: Women and the influencing global economics and politics. American Presidency Prerequisite: PS 110, PS 120, ECO 101 or ECO Examines the role of women in the modern 102. NWC U.S. presidency. Topics include the prospect of a female president, women on the White PS 317 Political Theory House staff and Cabinet, and the first lady- Explores the works of a variety of political ship. CC, WS theorists from ancient to modern times. Attention also given to non-western political thought. ETH, HWC PSYCHOLOGY (PSY) PSY 110 Introduction to Psychology PS 318 American Constitutional Introduction to the science of behavior. Law in Historical Topics include the biological foundations of Perspective (cross-listed as behavior, sensation and perception, learning HIS 318) and memory, motivation and emotion, Analysis of the Supreme Court as a political development, personality and adjustment and institution and its role in defining and inter- social behavior. CC preting the extent and limits of governmental power. Emphasizes the various roles the court PSY 115 Understanding Statistics has assumed historically in relation to the Introduction to statistical procedures and other branches of government. Case method their application to research in the behav- is used. Prerequisite: PS 120. HWC, ETH, WI ioral sciences. Topics include descriptive and inferential statistics, measures of central PS 399 Senior Thesis tendency, variation, standardized distribu- In conjunction with a faculty adviser, the tions, correlation, regression and prediction student will design and complete a major and hypothesis testing, including one- and research project and compile a portfolio. two-way analyses of variance. Prerequisite: Prerequisite: Senior major. MAT 096/099 or math placement exam. NS Courses offered periodically to enhance the curriculum with subjects of special interest. PSY 202 Life Span Development Explores human development from concep- PS 270 Topics: Politics and Film tion to death. Topics include philosophical Uses film as a vehicle for enhancing our and scientific views of the life cycle and understanding of politics. Topics include civil biological, cognitive, social, emotional and rights, electoral politics, foreign affairs, the personality themes of development during media and political institutions. CC childhood, adolescence and adulthood. Prerequisite: PSY 110. CC PS 270/370 Topics: Electing a President Topics course offered on an occasional basis. PSY 204/304 Theories of Personality Considers, from a historical and critical Examines the development of modern perspective, various aspects of presidential approaches to the understanding of person- campaigns. Examples include the nomination ality. Detailed comparisons of the major process, campaign financing, the role of polit- theoretical systems proposed to explain ical consultants and political parties, impacts personality structure and dynamics. of the mass media and the Internet, the use Prerequisite: PSY 110. HWC and abuse of polls, presidential debates, voter decision-making and the Electoral College. PSY 207 Learning Principles and Possible election reforms are evaluated. Applications The process of transition to a new president Examines the principles governing learning is examined. Students will participate in a and conditioning, including acquisition, debate over issues and candidates. CC extinction, stimulus generalization and WWW.WILSON.EDU 211 discrimination, schedule effects, avoidance PSY 223 Psychology of Human and punishment, biological influences, Sexuality and the systematic application of learning Psychological perspectives on the processes principles in the modification of behavior. of sexual development and differentiation Prerequisite: PSY 110. NS and the link between sex/sexuality and gender role identity. A bio-psychosocial approach PSY 208 Perception and the Senses will be used to explore theory and research Covers human information-processing on sexuality and sexual expressions across approach to human perception. Anatomical the lifespan, socially, and cross-culturally. and physiological bases of perceptual Prerequisite: PSY 110 or SOC 120. CD, WS experience. Relationships between psycho- logical and physical reality are formalized. PSY 225 Psychology of Gender Prerequisite: PSY 110. NS Examines the development and maintenance of gender role identities across the lifespan. PSY 209 Abnormal Psychology Analyzes the “nature vs .nurture” literature Overview of the psychosocial and biological regarding identity development as female models of mental disorders in adults and and male and how this identity influences how such disorders are defined, understood behavior. Considers the influences of biology, and studied. Includes coverage of anxiety social and cultural expectations on the devel- and mood disorders, schizophrenia and opment and expression of masculine and adjustment and personality disorders, among feminine traits. Prerequisite: PSY 110 or SOC others. Special attention is paid to the interac- 120. CD, WS tion of sociocultural variables such as poverty, race, age, ethnicity, class, subcultural and PSY 270/370 Topics in Psychology gender role expectations with the incidence, Examines subject areas within the discipline labeling and treatment of neuroses and of psychology. Offered on an occasional basis psychopathological conditions. Prerequisite: to enhance the curriculum. Prerequisites: PSY PSY 110. CD 110 and permission of instructor.

PSY 217 Social Psychology PSY 302 Tests and Measurements Examines ways in which social stimuli affect Study of the major types of tests used by the thoughts, motivations and behaviors psychologists and educators: personality, of individuals. Topics include self-per- intelligence, aptitude, interest inventories ception, impression management, social and attitude. Focuses on construction, power and influence, attitude formation and administration, evaluation, interpretation change and interpersonal relations. Current and application. Prerequisites: PSY 115 and at research, applications and methodologies are least one 200-level course in psychology or stressed. Three hours lecture; two hours lab. EDU 206. Prerequisites: PSY 110, PSY 115. CC, WI PSY 329 Drugs and Behavior PSY 218 Biopsychology Designed to provide the student with a basic A general survey of the relationship between understanding of the psychological and biolog- biological structure/function and behavior. ical aspects of commonly used natural and Topics include behavioral genetics, neuro- synthetic drugs. Prerequisites: PSY 110, PSY 218. anatomy and neurophysiology, sensory and motor systems, learning and memory, PSY 333 Psychology of Aging reproduction, social behavior and higher Uses the bio-psychosocial model to examine cognitive functions and dysfunctions. Three historical and cross-cultural perspectives hours lecture; three hours lab. Prerequisite: on aging and how the construct of aging has PSY 110. NSL developed over time and varies based on demographic markers such as class, gender, 212 WILSON COLLEGE race/ethnicity, and sexual orientation. PSY 380 Cognitive Psychology Health, family, life-course experiences and Explores biological and psychological public policy are some of the issues explored. processes involved in the acquisition and Prerequisites: PSY 202, PSY 218 or PSY 217. application of information, especially in relationship to perception, learning, memory, PSY 331 Health Psychology problem-solving and decision-making. Incorporates a bio-psychosocial approach Prerequisites: PSY 218. to understanding human wellness and health-promoting and health-compromising PSY 465 Risk and Resilience behaviors. Theories used by health psycholo- Seminar course focuses on theories and gists are used to explore topics such as stress, research of risk and resilience /stress and chronic illness/disease, pain and lifestyle coping. Discussions are framed by a variety of behaviors, and are applied to the promotion psychology subdomains, including cognitive, and maintenance of health and the prevention neuroscience, health and clinical, and are and treatment of illness. Prerequisites: PSY applied to a variety of fields such as public 110. NS, CD health, nursing, industry and family contexts. Prerequisite: PSY 331 and at least three PSY 335 Evolutionary Psychology psychology or health sciences courses at or The examination of basic mechanisms of above the 200-level. natural selection and their influence upon the development of basic behavioral and cognitive PSY 466 Living with Chronic Illness adaptations. Topics include perception, Seminar course focusing on the psychological learning and memory, mating and parenting responses associated with diagnosis, treat- strategies, competition and aggression, coop- ment, adjustment and recovery. A significant eration and altruism, cognition and emotion, portion of this course focuses on personal kinship and social behavior, and cognitive and identity and the changes people report (posi- behavioral abnormalities. Prerequisites: PSY tive and negative) associated with living with 207, PSY 208 or PSY 218. NS a chronic or life-threatening disease, as well as end-of-life factors. The roles of caregivers will PSY 341 Experimental Methods in also be discussed. Prerequisite: PSY 331 and Psychology at least three psychology or health sciences Combines theory and practical application courses at or above the 200-level. of the principles of experimental design, hypothesis-testing and statistical inference, PSY 468 History and Systems of including correlational and quasi-ex- Psychology perimental techniques. Incorporates an Psychology in historical perspective. introduction to the use of SPSS computer Examines the growth of both theory and software for statistical analyses. Three hours science in psychology as exemplified in the lecture; two hours laboratory. Prerequisites: works of the great philosophers/psychologists PSY 115 and at least two classes at or above the from Plato to the present. Prerequisites: PSY 200 level, or permission of instructor. 110, permission of instructor.

PSY 367 Clinical and Counseling PSY 498 Senior Thesis I Psychology First of two-semester sequence for Treatment of the individual experiencing psychology majors. This sequence of courses psychological distress. Topics include theories will focus on the application of principles of of psychotherapy and counseling, ethics, research design culminating in an empirical individual and group work and basic counseling research study. In this course, students will skills. Prerequisites: PSY 110 and PSY 209. polish their research proposal started in PSY 431 through oral and written presentations and begin data collection. (0.5 credits.) Prerequisite: PSY 341. WWW.WILSON.EDU 213

PSY 499 Senior Thesis II three largest branches of Christianity: Eastern Second of two-semester sequence. This Orthodox, Catholicism and Protestantism. sequence of courses will focus on the They also conduct field research in which application of principles of research design they observe communities from each branch. culminating in an empirical research study. Prerequisite: One foundation English course. In this course, students will analyze data FWC, HWC and present their empirically based findings through oral and written presentations. RLS 201 Cultures of India and South Completion of this sequence will fulfill one and Southeast Asia (cross- WI credit. (0.5 credits.) Prerequisite: PSY 498. listed as IS 201) Examines primitive, archetypal and indige- nous religious patterns. Major attention given RELIGION STUDIES (RLS) to the contemporary varieties of Hinduism. Completion of an English foundations course Readings in ancient and modern literature. (ENG 101, ENG 106, ENG 108, ENG 180 or NWC equivalent) is required as a prerequisite for any 200-level course in English. Completion RLS 205 Bioethics (cross-listed as of a 200-level English or mass communica- PHI 205) tions course or the instructor’s permission is Ethical issues in the biological sciences and required as a prerequisite for any 300-level medical technology: human experimenta- course in English. Students cannot receive tion, euthanasia, abortion, reproductive credit for more than one English foundations technology, genetic engineering, cloning and course. stem-cell research. ETH, WI

RLS 108 Religions of the World RLS 206 Philosophy of Religion Introduction to major beliefs that have (cross-listed as PHI 206) shaped the world in which we live. Seeks to Systematic study of issues arising from reli- understand differences of viewpoint that gion: the existence of God, the relationship fuel misunderstanding and tensions today. between reason and faith, the logic of religious Highlights symbols of major religions and discourse and the evaluation of claims to their origins, especially those affecting religious knowledge. Examines the thinking of Middle Eastern hot spots (Islam, Judaism Anselm, Kierkegaard, James and Hartshorne and Christianity) in comparison with Asian in some detail. Prerequisite: One course in traditions (Hindu, Buddhist, Taoist, Shinto). philosophy or religion studies. FWC, FT Addresses possibilities for interfaith under- RLS 207 Private Values and Public standing. NWC Policy (cross-listed as PHI RLS 215 Christianity 207) An introduction to the academic study of Interplay between private persons, their religion in general and the Christian reli- beliefs and values and the larger community gion in particular, this course is largely a with its customs and laws. Topics include historical study that traces the emergence of individualistic versus community values; the Christianity from its beginnings as a minority influences of individuals on public policy; sect within first-century Judaism to its strategies of resistance, nonviolence, civil contemporary form as a global faith. Crucial disobedience and political activism; ethical moments to be examined include the Early and legal issues in regulating variant behavior, Church, Medieval Church and the Protestant high-risk activities and victimless crimes; Reformation, along with modern challenges privacy, civil rights, civic responsibilities and to Christianity. The course is also a contem- related issues; minority protections; church- porary cultural study. Students read primary state relations; role of personal beliefs in the and secondary materials from each of the public arena and schools. CC, CD, ETH 214 WILSON COLLEGE

RLS 209 Ethical Issues Today (cross- explore the diversity of Islamic practices and listed as PHI 209) beliefs. NWC Focused study of pressing ethical issues of our day. Topics may include sex, love and RLS 220 Environmental Ethics friendship; war and peace; computers and (cross-listed as PHI 220) technology; and affluence, poverty and global- Reflection on ecological issues in ethical and ization. CC, ETH, WI belief-based perspectives. Students examine selected problems related to our use and RLS 210/310 Science and Religion abuse of the natural environment and come Explores the impact of scientific method on to terms with the values, motives and other religious thought and examines confronta- forces that shape decisions. ES, ETH, WI tion of ancient themes and scientific world views. Current discussions on newer science RLS 221 New Testament and Related (big-bang cosmology) and religious beliefs Literature in Greek (creation); religious sources and ecological Readings in Koine Greek: translation, exegesis values; ways of knowing and believing; theo- and interpretation. Includes tools for using ries of revelation, encounter, inspiration and ancient manuscripts. LIT symbol; and relationships of beliefs to factual RLS 222 Religion and Nature knowledge. HWC, FT A comparative study of religious perspectives RLS 216 Women and Religious on the meaning and significance of the natural Traditions world and the relationship of human beings Examines feminine aspects of Western to the natural. Students make use of theories traditions and beliefs, including women’s of religion to interpret the symbolic import roles in cult and culture of the Old and New of “the natural” in indigenous, regional and Testaments; the emerging Western church global religions and analyze the conceptual and rival movements; feminine images for limits and resources these religions offer to God from the earliest times; contemporary our understanding of, and relation to, the archetypal theories; women’s roles in recent natural world. Prerequisite: RLS 108. ES religious thought; and religious aspects of the RLS 226 Business Ethics (cross- contemporary women’s movement. FWC, WS listed as PHI 226) RLS 217 Religion in America Study of ethical issues that arise in business Introduction to the background and character and the professions. Rational methods that of diverse religions and sects in America exam- can be devised for adjudicating disputes ines the impact of their beliefs on the formation concerning such issues as corporate rights, of American society, values and politics. Covers responsibilities, environmental impact, themes and problems in American religious consumer rights and the moral status of movements with their European roots; denom- corporations. ETH inational heritages of Catholics, Protestants RLS 233/333 The Protestant and Jews; the African-American church. Also Reformation explores lines of development from the Great Introduction to the driving concerns of Awakening, frontier revivalism and utopianism Protestantism and modern Catholicism through fundamentalism and the social gospel. at their sources in one of the great turning HWC, CC, CD points of history. Examines keys to the life and RLS 218 Islam work of Luther, Calvin and other 16th-cen- Introduces students to the religion of Islam tury reformers and their background in the from its origins on the Arabian Peninsula to its Renaissance and humanist movements. Also emergence as a global religion. In attempting covers continuing reformation and liberation to understand Muslim identity, students movements today. HWC, WI WWW.WILSON.EDU 215

RLS 240 The Bible in informing the moral reasoning of religious An introduction to the academic study of adherents. NWC, ETH the Bible. Examines the history of the Bible’s formulation, interpretation and influence. RLS 260 Buddhism Also introduces students to the field of Explores the many spiritual and philosoph- biblical studies, including debates within ical faces of Buddhism. Students will read contemporary biblical studies. Students Buddhist scripture, study Buddhist ethics and survey the literature of the Hebrew Bible and examine Buddhist spirituality. The course the New Testament, as well as scholarship on will examine Buddhism in its Indian context these ancient texts. FWC, LIT and also in the Buddhist Diaspora. Traditions studied include Theravada and Vipassana, as RLS 243/343 The New Testament well as Zen, Pure Land, Nichiren, Tibetan and Introduction to the writings of the New the blossoming of the tradition in the U.S. Testament as they originated in their Greco- The course also draws comparisons between Roman milieu. Emphasizes the distinctive Buddhism and theistic traditions like Judaism, purposes and main content of each writing Christianity and Islam. NWC and demonstrates use of source, form and redaction criticism as tools for the academic RLS 262 Taoism study of the New Testament. Prerequisites: Introduces the history and development Foundations in English course for RLS 243, of Taoism in China, Korea and Japan. RLS 240 or RLS 245/345 for RLS 343. FWC, LIT Emphasizes understanding the diversity of Taoisms that have appeared in East Asia RLS 245/345 Hebrew Bible/Old and the religious, philosophical, ritualistic Testament and sociopolitical impact they have had in This course provides an introduction to the the three countries surveyed. The course is Hebrew Bible, known to Jews as the Tanakh designed to explore the many spiritual and and to Christians as the Old Testament. Using philosophical faces of Taoism. Students will methods of modern biblical scholarship, examine the richness of the Taoist tradi- students examine the Hebrew Bible in its tion, including works by Laozi and Zuangzi, original ancient Near-Eastern context to learn Taoist medicine, the Taoist body, gymnastics about the major phases in the history and and diet, Shamanism, immortality, ecstatic religion of ancient Israel; consider the diverse excursions, alchemy, ritual and monasticism. genres and theological themes found in the The course also draws comparisons between Hebrew Bible; and read Jewish and Christian Taoism and theistic traditions like Judaism, interpretations of the text in order to under- Christianity and Islam. NWC stand the complex process by which the text was formulated, transmitted and interpreted RLS 263/363 The Qur’an by subsequent religious communities. Introduces the academic study of the Qur’an. Prerequisites: RLS 245 requires foundations in Students will read and interpret the Qur’an in English; RLS 345 requires RLS 240. LIT, FWC conversation with classical and contemporary commentaries, as well as popular interpreta- RLS 247/347 Contemporary Religious tions. Students will also examine the status Ethics and function of the Qur’an in Muslim history Examines select moral issues from the and contemporary life, examples of which standpoint of diverse religious identities, will include Muslim communities in the both western and non-western. Issues to United States. Prerequisites: For RLS 263, be considered include such areas as family, foundations course in English; for RLS 363, sexuality, war and peace, and work. Attention any 200-level course in religion or philosophy. paid to the role traditional authorities such as LIT, NWC the Bible and the words of the Buddha playing 216 WILSON COLLEGE

RLS 270/370 Topics in Religious Studies of investigation include both descriptive Courses on current topics in religious studies arguments and normative proposals regarding are offered on an occasional rather than each tradition’s understanding of democ- regular basis. Recent courses have included: racy. A basic concern of the course will be the Religion and Democracy, Christian Mysticism, debate surrounding each tradition’s ability to New Religious Movements and Women and nurture and sustain democratic government. the Bible. Of particular interest are the competing Christian interpretations of democratic RLS 301 Advanced Readings in the politics, e.g., Pat Robertson vs. Martin Luther Literature of Asia (cross- King Jr. Also examines the impact of demo- listed as IS 301) cratic politics on Christianity and Islam. Examines selected Asian writings designed Prerequisites: For RLS 335, one 200-level to meet the needs of students who have some course in religion studies or philosophy; for familiarity with Asian cultures. Prerequisite: RLS 535, permission of instructor. ETH, WI Permission of instructor. NWC RLS 336 The Gospel of John RLS 304 Jesus of Nazareth An entrance to the Christian New Testament Introduction to Jesus’ life and teachings in through its most richly symbolic Gospel and the New Testament; his religious and ethical related writings. Features women’s roles as revolution and empowerment of women; the first believers and apostles. Analysis and and his parables, poetry, great deeds and interpretation of its nonlinear media: poetic humor. Diverse images of Jesus in history. imagery, signs and parable. Joy, festivity, Formation and meaning of the Gospel sources celebration and other themes of the fourth of the Christian faith within their histor- Gospel with their present vitality. The related ical and cultural background. Prerequisite: Letters and Book of Revelation. Prerequisite: RLS 245/345 or RLS 240 or permission of RLS 240. LIT instructor. FWC, WI RLS 347/547 Humanity 2.0 RLS 314 Development of Explores human nature, the human-an- Christianity in the Ancient imal-world relationship and the role of World technology in altering/enhancing/degrading Explores religions, philosophies, cults of the human life. With sources ranging from Hellenistic world and their confrontation with ancient myth to modern literature and Christianity. Includes readings and discussion science, this course challenges participants to of later books of New Testament, mystery critically and constructively reimagine what it religions, Gnosticism and church fathers. means to be human. ETH. WI. Prerequisites: Prerequisites: RLS 115 and RLS 243/343. FWC Foundations in English and at least one PHI/ RLS course at the 200-level for RLS 347; RLS 315/415 Advanced Seminar permission for RLS 547. Advanced study of selected figures or topics in philosophy and religious studies. RLS 348/548 Theory of Religion Prerequisites: For RLS 315, one 200-level The course examines nineteenth and twen- course in religion studies or philosophy; tieth century theoretical approaches to the for RLS 415, one 300-level course in reli- study of religion, as well as some contempo- gion studies or philosophy or permission of rary methods of interpretation. Prerequisites: instructor. ETH, HWC, WI Foundations in English and at least one PHI/ RLS course at the 200-level for RLS 347; RLS 335/535 Religion and Democracy Permission for RLS 548. Examines the relationship between religion and democracy, with particular emphasis on the Christian and Islamic traditions. Areas WWW.WILSON.EDU 217

SOCIOLOGY (SOC) environmental regulations; social impact SOC 110 Introduction to assessment and community response to toxic Anthropology hazards; global trends in population growth, Survey of major branches: physical resource development and environmental anthropology, ethnology and prehistoric degradation; alternative environmental archaeology. Discussion of human evolution, futures and sustainable development. racial variation, primate behavior, primitive Prerequisite: SOC 120. ES societies, archaeological method and theory SOC 230 Deviance and Criminal and anthropological linguistics. NWC Justice SOC 120 Introduction to Sociology Explores traditional sociological theories A general introduction to the discipline of and critical perspectives (including feminist sociology, that provides a broad overview of analysis) on deviance and criminal behavior. the field, its areas of study, methods of inquiry Considers informal and formal methods of and conceptions of society. The central objec- social control including stigma, incarceration, tive of the course is to encourage students to institutionalization and alternative methods think sociologically. CC, CD of prevention, adjudication and rehabilitation. Critically analyzes the impact of social institu- SOC 202 Sociology of the Family tions and inequalities at local to global levels Examines the changing nature of the family on the development of individual, govern- in American society. A variety of theoretical mental and corporate crime and deviance. and empirical perspectives will be incorpo- Prerequisite: SOC 120. CC rated to facilitate an understanding of the transitions taking place in the areas of gender SOC 234 Conflict Resolution roles, coupling and parent-child relationships, Presents practical strategies for identifying as well as variations in lifestyle and minority and resolving sources of conflict. Students group status. This course will take a multicul- receive practical training in mediation and the tural approach and will include historical and process consultation model. Skills training cross-cultural comparisons of family forms. is placed in the wider context of academic Prerequisite: SOC 120. CC research on mediation, conflict resolution and group processes. Explores major debates over SOC 225 Social Problems and neutrality, intervention and the use of medi- Inequalities ation vs. adjudication. Prerequisite: SOC 120, Applies theories of inequality and stratifi- PSY 110 or permission of instructor. FT cation to the analysis of the structural basis of social problems. Combines macro-level SOC 235 Race, Class and Gender economic and social analysis with practical Analyzes the ways in which social categories examples of problems faced by communities such as race, ethnicity, sexuality, socioeco- locally, nationally and globally. Explores nomic class and gender intersect and organize the relationship between social inequali- social relations. Using comparative and ties and problems such as poverty, crime, historical perspectives on group formation, environmental crises and the impact of immigration and conflict, social phenomena post-industrialization on work and unemploy- such as assimilation, ethnocentrism, racism ment. Prerequisite: SOC 120. CC and multiculturalism are examined. Explores the role of power and privilege in protecting SOC 227/327 Environmental Sociology inequality and explores awareness for social Explores sociological and social scientific change. Prerequisite: SOC 120. CD approaches to the study of reciprocal inter- actions between the physical environment SOC 240/340 Social Movements and human societies. Topics include political Surveys the theoretical literature (collec- and economic dynamics of pollution and tive behavior, identity politics, resource 218 WILSON COLLEGE mobilization and new social movements) on SOC 380 Qualitative Methods and social movement analysis within the context Social Research of studying specific social movements. Introduces students to basic research Addresses questions such as why people start, procedures for collecting qualitative data in join and leave movements, along with discus- the social sciences. Students learn skills for sions of movement strategies for attracting participant observation and ethnography, adherents and for achieving social change. interviewing, content analysis, and proce- Movements across the political spectrum dures for qualitative data analysis. Considers and throughout the globe are considered. theoretical underpinnings of qualitative Prerequisite: SOC 120. CD research with special attention to research ethics and project design. Introduces students SOC 242/342 Food, Culture and Society to computer-based qualitative analysis. Explores the symbolic nature of food in Prerequisite: SOC 120 and any 200-level society, and the social significance of indus- course in a social science discipline. WI trialized food production, particularly in the United States. Students critically examine our SOC 401 Sociology Advanced globalized food system and alternatives that Seminar have emerged as a response to it. Service- The advanced seminar serves as a culminating learning experiences on Wilson’s Fulton Farm experience for sociology majors, encouraging and in local community organizations are a synthesis of sociological knowledge, further required. Prerequisite: Foundations in English development of research skills, and fostering course. CC, CD, WI professional socialization. Students analyze and respond to foundational sociological SOC 245/345 Gender in Global Society texts, engage in designing a research project, Examines how gender as a social construct and explore academic and professional structures the life chances of women and men futures. Prerequisite: SOC 380. WI in our global society. Analyzes how gender intersects with other forms of structured SOC 499 Senior Thesis inequality based on race, ethnicity, class, sexu- ality, and nationality. Students also consider strategies to bring about social change. SPANISH (SPN) Prerequisite: SOC 120. WS, NWC SPN 101, 102 Elementary Spanish Designed to meet the needs of beginners who SOC 270/370 Topics in Sociology wish to master basic structures and vocabu- Courses offered on an occasional basis to lary and become generally acquainted with the enhance the curriculum, with subjects of culture and civilization of the Hispanic world. special interest (e.g., Sociology of Religion). Attention paid to understanding, speaking, Prerequisite: SOC 120. reading and writing skills. Five hours per week. SOC 315 Sociological Theory Survey of theoretical perspectives that have SPN 205 Intermediate Spanish guided sociological thought and inquiry. Intensive study of Spanish at the intermediate Considers both classical social theorists (e.g., level, including conversation, listening, vocab- Marx, Weber, Durkheim) and contemporary ulary, reading and cultural understanding theoretical perspectives (e.g., feminist, post- with an emphasis on grammar and writing. modernist). Prerequisite: SOC 120 and at least Prerequisite: SPN 102 or placement. one 200-level sociology course. HWC SPN 209 Intermediate Spanish Conversation Develops listening and speaking competen- cies through extensive use of multimedia WWW.WILSON.EDU 219

(text, audio and visual materials). Special successfully communicate in Spanish in the attention given to spoken Spanish with a medical field. Prerequisite: SPN 209 for SPN concentration on pronunciation and fluency 228; SPN 240 or SPN 242 for SPN 328. CD in order to achieve intermediate-level linguistic proficiency. Prerequisite: SPN SPN 321/521 Service Learning in Spanish 202/205. Focuses on linguistic fluency, while at the same time centers on service to the Hispanic SPN 242 Advanced Spanish community in Chambersburg (i.e., ESL Conversation and tutoring, migrant student mentorship, inter- Phonetics pretation services). Prerequisite: SPN 240 or Intensive practice in conversational Spanish SPN 242 for SPN 321; permission of instructor with a special emphasis on the phonetic for SPN 521. CD aspects of the language, including pronunci- ation, intonation, rhythm and phraseology. SPN 322/522 Spanish Translation Prerequisite: SPN 209. FT Focuses on English-Spanish and Spanish- English translation of a variety of types of SPN 240 Advanced Spanish texts, thus refining students’ linguistic profi- Grammar and Composition ciency and cultivating understanding of the Uses short texts in a variety of modes (expos- cultural nuances of translation. Prerequisite: itory, narrative, descriptive, persuasive, etc.) SPN 240 or SPN 242 for SPN 322; permission as models for weekly compositions, including of instructor for SPN 522. CD personal essays, journals and letters, creative compositions, business correspondence, etc. SPN 370/570 Topics in Hispanic There will also be intensive practice in trans- Literatures lation from English to Spanish. This course Courses offered on an occasional basis in aims for correctness of expression, vocabulary response to student interest in topics in acquisition and some basic stylistic sophisti- Hispanic literatures, including the literatures cation. Prerequisite: SPN 202/209. FT of Spain, Latin America and the U.S.

SPN 223 Hispanic Literatures SPN 371/571 Topics in Hispanic Cultures Serves as an introduction to the literatures Courses offered on an occasional basis in of the Hispanic world (Spain, South America, response to student interests in Hispanic Central America, Mexico, the Caribbean and cultures, including the cultures of Spain, Latin the U.S.). Prerequisite: SPN 209. LIT America and the U.S.

SPN 224 Hispanic Cultures SPN 372 Topics in Spanish Language Serves as an introduction to the cultures of Courses offered on an occasional basis in the Hispanic world (Spain, South America, response to student interest in topics in Central America, Mexico, the Caribbean and Spanish language. the U.S.). Prerequisite: SPN 209. HWC, NWC SPN 499 Senior Thesis SPN 227/327 Business Spanish Students will design and implement a major Familiarizes students with the professional research project in conjunction with a faculty vocabulary and cultural nuances necessary to adviser. Prerequisite: Permission of adviser. successfully communicate in Spanish in the (Note: The following courses are offered in business world. Prerequisite: SPN 209 for SPN both Spanish and translation.) 227; SPN 240 or SPN 242 for SPN 327. CD SPN 320/520 Hispanic Film Studies SPN 228/328 Medical Spanish Focuses on cultural appreciation and under- Familiarizes students with the professional standing of the Hispanic world through the vocabulary and cultural nuances necessary to lens of film and the analysis of Hispanic films 220 WILSON COLLEGE in light of film theories. Representative direc- THEATER (THE) tors covered in the course include Almodóvar, THE 100 Techniques of Acting I Buñuel, Mañá, Iñárritu, Cuarón, Amenábar, Focuses on introductory acting techniques Tabío, Llosa and Bielinsky. Prerequisite: and the development of monologues and SPN 240 or SPN 242 for SPN 320; English small scenes with classmates. Students will Foundations course and 200-level course in be expected to deliver three monologues/ any discipline for SPN 320T; permission of scenes for evaluation and perform in a public instructor for SPN 520 or SPN 520T. ART showcase at the end of the semester, as well as SPN 323/523 Coloniality in the Hispanic maintain a journal about their experience in World the class. (0.5 credit each.) ART Focuses on the various forms of colonialism THE 200 Techniques of Acting II (imperial, racial, ethnic and gendered) perpe- A continuation of THE 100, this course trated and perpetuated in the Hispanic world resumes the development of students’ acting (Spain and the Americas) through analysis of skills. In addition to material covered in THE theoretical formulation and cultural construc- 100, students will complete a project on acting tions, such as literature, art, philosophy, techniques and respond directly to other politics and economics. Prerequisite: SPN 240 actors in class. Prerequisite: THE 100. ART or SPN 242 for SPN 323; English Foundations course and 200-level course in any discipline THE 340 Independent Project in for SPN 323T; permission of instructor for Theater SPN 523 or SPN 523T. HWC, NWC An independent study course required for all theater minors, this course is to be completed SPN 324/524 Hispanic Women Writers by advanced theater minors only ( juniors Focuses theoretically and practically on how or seniors). It involves the completion of a women writers were able to open up spaces significant project in theater, organization for their own artistic creation within the and direction of the spring production, traditional, patriarchal boundaries erected completion of a full-length dramatic script, by masculine authority/authorship in the completion of a large academic study in Hispanic world. Prerequisite: SPN 240 or SPN theater, or completion of another project 242 for SPN 324; English Foundations course approved by the faculty theater director. and 200-level course in any discipline for SPN Prerequisite: THE 200. 324T; permission of instructor for SPN 524 or SPN 524T. WS, LIT, WI THE 355 Internship Offers real-life work experience with local SPN 325/525 Hispanic Nation in theater groups or in other settings. Narration Addresses the relationship between the creation THE Kittochtinny Players: of the modern western nation-state and Acting Practicum narrative in the Hispanic world. Delves into how Students gain and apply acting technique national identities, and thus nations, are written in actual dramatic productions produced into existence, exploring literature, literary onstage. Practical experience allows students theory and political ideologies. Prerequisite: to gain familiarity with and a greater under- SPN 240 or SPN 242 for SPN 325; English stating of the craft of acting and apply Foundations course and 200-level course in any learned techniques to a working theatrical discipline for SPN 325T; permission of instructor experience. Students study technical and for SPN 525 or SPN 525T. HWC, LIT, WI production aspects of stagecraft as well, including lighting, set design, publicity and house management. (0.5 credit.) Prerequisite: Audition and permission of instructor. ART WWW.WILSON.EDU 221

VETERINARY MEDICAL TECHNOLOGY (VMT) class. Three hours lecture; three hours lab. VMT 115 Introduction to Animal Prerequisites: VMT 213 and VMT 216. Management VMT 270/370 Topics in Veterinary Overview of the field of veterinary medicine, Medical Technology including ethical jurisprudence and medical Upper-level courses in areas of veterinary terminology. Topics include: breeds, repro- science offered on an occasional basis, such as duction, genetics, nutrition and management VMT 370: Clinical Animal Behavior. of dogs, cats, horses and livestock species. Kennel assignments and animal care outside VMT 312 Laboratory Techniques of class are mandatory. Three hours lecture; Study of principles and practices of clinical two hours lab. pathology as they relate to responsibilities of veterinary medical technicians. Includes VMT 210 Parasitology hematological techniques, fecal and urine Study of various life cycles of animal parasites examination, blood chemistries, serologic as they apply to an understanding of clinical testing, vaginal smears and semen evalua- parasitic control. Prerequisite: BIO 101 or BIO tion. Three hours lecture; three hours lab. 110. Prerequisite: VMT 213.

VMT 213 Clinical Practices I VMT 318 Pharmacology Designed to acquaint the student with the Study of drugs and their effects on animals, essential clinical tasks related to handling, including principles of drug action; drug care and treatment of small animals and forms; usage, dosage and solution problems; laboratory animals. Kennel assignments toxicity; dispensing procedures; and legal and animal care outside of class are manda- considerations. Anesthetic drugs and princi- tory. Three hours lecture; three hours lab. ples of anesthesiology will be emphasized in Prerequisite: VMT 115. the laboratory. Mandatory animal care outside VMT 216 Veterinary Anatomy and of class. Three hours lecture, three hours lab. Physiology Prerequisites: VMT 213, VMT 216, concurrent Study of the normal structures and func- enrollment in VMT 312, MAT 103 and BIO 101 tions of the animal body. Species studied will or BIO 110 and CHM 101 or CHM 103. include the dog, cat, horse, cow, sheep, goat VMT 320 Laboratory Animal Science and pig. Four hours lecture; two hours lab. Introduction to laboratory animals most Prerequisites: BIO 101 or BIO 110 and CHM commonly used in research labs and drug 101 or CHM 103. companies, including laboratory animal care, VMT 218 Animal Diseases and identification procedures, housing, sanitation, Nutrition diseases and parasites of laboratory animals. Study of animal diseases with emphasis on Mandatory laboratory animal care outside disease control, zoonoses, client education of class. Three hours lecture; two hours lab. and nutritional support of diseased animals. Prerequisites: VMT 213, VMT 216 and VMT Prerequisite: VMT 216. 312.

VMT 220 Clinical Practices II VMT 355 Veterinary Internship The essential clinical tasks related to Practical full-time work experience in a handling, care and treatment of large animals veterinary practice or facility approved by the and radiographic examination of both large program director. 240 hours required. The and small animals, with emphasis on radiation internship should be taken near the comple- safety and methods of obtaining high-quality tion of all other VMT courses. diagnostic radiographs. Mandatory barn assignments and animal care outside of 222 WILSON COLLEGE

VMT 415 Clinical Experience discipline for WS 320; permission of Master of Planned clinical experience to help upgrade Humanities director for WS 520. WS, ART, WI technical competence. Emphasizes surgical nursing and anesthesia skills. Mandatory WS 321/521 Feminist Theory: Literary surgical assignments and nursing care outside Analysis of class are mandatory. One four-hour session A study of feminist theory that explores how per week. Prerequisites: VMT 210, VMT 213, women have been able to actively author texts VMT 216, VMT 220, VMT 312 and VMT 318. despite being considered passive objects by patriarchal authority, thus analyzing how creative literary expression has enabled these WOMEN’S STUDIES (WS) women to literally write their subjectivity into WS 222 Feminist Theories and existence. Prerequisites: English Foundations Perspectives course and one 200-level course in any Examines recent studies of women’s expe- discipline for WS 321; permission of Master of riences that have questioned traditional Humanities director for WS 521. WS, LIT, WI understanding of human nature, sexuality, Other courses in women’s studies include: social change, psychological development, political behavior, the family and creativity. CLS 215 Women in Antiquity Explores topics in various disciplines from a COM 210/310 Women and the Media women-centered perspective, emphasizing DNC 235/335 Feminist Perspectives recent feminist debates in anthropology, through Cultural psychology, law, history, literature, medicine Choreographies and health and politics. WS, CD ECO 206 Gender in Economic WS 225 Women in Science Analysis Explores the role of women in scientific ENG 204 Women Writers research and their contributions to scientific innovations; the struggle and lack of recog- ENG 235 Film Genres and Genders nition of women; the movement toward ESS 225 Women in Sports acceptance in the scientific world; and the FA 238 Women Artists and Women careers of women scientists. Students are in Art required to research a woman scientist and present their findings in written and oral FRN 272/372 Topics in French and presentations. WS, WI Francophone Women Writers WS 270/370 Topics in Women’s Studies FRN 341/541 Francophone Women Exmphasizes feminist scholarship, this course Writers of Africa/Carribean is offered on an irregular basis to meet student in Translation interests and needs. HIS 212 Women in Medieval WS 320/520 Feminist Theory: Visual Civilization Culture HIS 320 Women in Early Modern A study of feminist theory that explores the England mutually constructive relationship between HIS 306 The European Witch Craze gender identities and visual cultures; analyzes the way in which feminist insights drive many PHI 240 Feminist Philosophy modes of understanding visual culture; and PS 207 Women in American recognizes that visual experience is one of Business and Government the key modes by which gender is culturally PS 310 Law and Social Change: inscribed. Prerequisites: English Foundations Women and Minorities course and one 200-level course in any WWW.WILSON.EDU 223

PSY 223 Psychology of Human Sexuality PSY 225 Psychology of Gender RLS 216 Women and Religious Traditions SOC 245/345 Gender in Global Society SPN 324/524 Hispanic Women Writers 224 WILSON COLLEGE

Wilson of Sheldon Goettel Trustees 2014-15 Principal and Partner Perfido Weiskopf Wagstaff + Goettel Architects and Planners OFFICERS Pittsburgh, Pa. Barbara L. Tenney ’67 Chair R. Charles Grant Associate Pastor for Senior Adults and Susanna N. Duke ’71 Pastoral Care Vice Chair Bryn Mawr Presbyterian Church Judith R. Stewart ’73 Bryn Mawr, Pa. Secretary Richard C. Grove James A. Smeltzer Mooresville, N.C. Treasurer Barbara K. Mistick J. Samuel Houser President of the College, ex officio Vice President for Strategic Initiatives Franklin & Marshall College Lancaster, Pa. MEMBERS Robert M. Baker Edgar H. Howells Jr. Ijamsville, Md. Pacific Palisades, Calif.

Jennifer N. Banzhof ’94 Pamela Francis Kiehl ’66 BHA Consulting LLC Mountville, Pa. Suwanee, Ga. Tracy C. Leskey ’90 Patricia W. Bennett ’68 Research Entomologist trishbennettjournalism.com U.S. Department of Agriculture Bryn Mawr, Pa. Shepherdstown, W.Va.

Robin J. Bernstein, Esq. Heather E. Long Pittsburgh, Pa. Markets & Investing Editor CNNMoney Mary F. Cramer ’91 , N.Y. Chambersburg, Pa. Lisbeth S. Luka ’69 Susanna N. Duke ’71 Chambersburg, Pa. Portland, Ore. Mary Jo Maydew Leslie L. Durgin ’69 South Hadley, Mass. Director of Government Affairs Heizer Paul LLP Barbara K. Mistick Denver, Colo. President Wilson College John W. Gibb Managing Director Jill A. Roberts ’88 Jones Lang LaSalle Americas Inc. Community Development Project Manager Washington, D.C. St. Elizabeth’s Community Center Project H.O.M.E. Philadelphia, Pa. WWW.WILSON.EDU 225

James A. Smeltzer TRUSTEES EMERITI President Eleanor Martin Allen ’49 SF & Company Camp Hill, Pa. Wormleysburg, Pa. J. Edward Beck Jr., Esq. Phoebe H. Stevenson Keller, Keller & Beck LLC Administrative Dean and Chief of Operations Waynesboro, Pa. Graduate School of Education and Human Development Nancy Adams Besch ’48 George Washington University Camp Hill, Pa. Washington, D.C. Beatrice F. Blackadar ’42 Judith R. Stewart ’73 State College, Pa. Senior Vice President and Treasurer Elisabeth H. Clarkson ’47 Spirit International Buffalo, N.Y. Carrollton, Tex. Elizabeth F. Eberts ’64 Barbara L. Tenney, M.D. ’67 Waynesboro, Pa. Milton, Del. Joan F. Edwards ’58 Betty Lou L. Thompson ’60 St. Thomas, Pa. Ardmore, Pa. Mary R. Galbraith ’60 Dorothy M. Van Brakle ’09 Ventura, Calif. Letterkenny Army Depot Chief Logistics Division Cynthia D. Grove ’63 Chambersburg, Pa. Mooresville, N.C.

Nancy D. Washington Carol S. Heppner ’64 Pittsburgh, Pa. Pittsburgh, Pa. Peter Mazur Oak Ridge, Tenn.

Jane E. Murray ’67 Enola, Pa.

Candace L. Straight ’69 Bloomfield, N.J.

Carleton O. Strouss, Esq. K & L Gates LLP Harrisburg, Pa.

Charles S. Tidball, M.D. Washington, D.C.

Mary Lou K. Wells ’65 Brooklyn, N.Y. 226 WILSON COLLEGE

Administration LIBRARY OFFICE OF THE PRESIDENT Kathleen Murphy, M.S.L.S., M.B.A., Director Barbara K. Mistick, D.M., President of the Library Melissa Imes, B.A., Chief of Staff Andrew Frank, M.L.I.S., Public Service Librarian ACADEMIC AFFAIRS Kelly Spiese, M.L.I.S., Cataloger/Reference Elissa Heil, Ph.D., Vice President for Academic Librarian Affairs/Dean of the Faculty Jonathan Clark, B.A., Library Technician Elizabeth Anderson, Ed.D., Associate Dean for Institutional Research and Academic MASTER OF EDUCATION PROGRAM Assessment Eric C. Michael, D.Ed., Director of the Master Angella Dagenhart ’13, B.A., Faculty Assistant of Education Program to the Liberal Arts and Sciences Norma Snider, M.Ed., Administrative Roxanne Henry, Faculty Assistant to the Assistant Liberal Arts and Sciences NURSING PROGRAM Katie Maurice, M.S., Lab Manager Carolyn Hart, Ph.D., R.N., CNE, Program Director ASSOCIATE DEAN Deborah S. Austin, Ph.D., Associate Dean of Elizabeth Thorpe, B.A., Administrative Academic Advising Assistant

ASSISTANT DEANS/DIVISION HEADS REGISTRAR M. Dana Harriger, Ph.D., Assistant Dean Jean Hoover, B.A., Registrar John Elia, Ph.D., Head, Division of Humanities Ellen Ott, Assistant Registrar Don Kelley, M.S., M.Ed. Head, Division of Darlene Coover, Assistant to the Registrar Sciences TEACHER INTERN PROGRAM Julie Raulli, Ph.D., Head, Division of Social Beth Byers, M.Ed., Director of the Teacher Sciences Intern Program Larry Shillock, Ph.D., Assistant Dean Marian Strait, M.S., Office Manager, Education Department ACADEMIC SUPPORT CENTER Vicki Locke, M.A., Director of the Academic INSTITUTIONAL ADVANCEMENT Support Center Camilla Rawleigh, B.A., Vice President for Heather Diritto, M.A., Academic Success Institutional Advancement Coordinator Linda Raimo, A.A., Assistant to the Vice President for Institutional Advancement FULTON CENTER FOR SUSTAINABLE LIVING Christine Mayer, M.Ed., Program Manager Denise McDowell, B.S., Senior Director of Advancement Services, Stewardship, and Sarah Bay, B.S., Fulton Farm Manager The Wilson Fund HANKEY CENTER Rebecca R. Goodhart ’06, B.A., Advancement Amy Ensley, B.S., M.S., Director of the Hankey Services Associate Center Holly Junkin, B.A., Advancement Services Leigh Rupinski, M.S.I., College Archivist Associate WWW.WILSON.EDU 227

DEVELOPMENT FINANCIAL AID John Ross, B.A., Director of Major Gifts Heather Ellerbrock, B.A., Financial Aid Counselor Carolyn Woods, M.B.A., Director of the Wilson Fund Christina A. Knouse, A.A., Financial Aid Coordinator ALUMNAE/I RELATIONS Laura Peiffer, Assistant Financial Aid Marybeth Famulare, M.S., Director of Counselor Alumnae/i Relations Dianna Heim, B.A., Prospect Researcher FINANCE AND ADMINISTRATION Brian Ecker, M.B.A., Vice President for GRANTS Finance and Administration Margaret Light, M.S., Director of Corporate Lori Tosten ’01, M.B.A., Associate Vice and Foundation Relations President for Finance and Administration ENROLLMENT Robin J. Herring ’07, B.A., Administrative Mary Ann Naso, B.A., Vice President for Assistant Enrollment BUSINESS OFFICE Linda Brittain, M.Ed., (A.B.D.), Dean of Deborah Burke, C.P.A., Controller Financial Aid/Senior Enrollment Associate Kathy Clough, B.A., Accountant II ADMISSIONS Tina Freeman, A.A., Accounts Manager Patricia Beidel ’82, B.S., Director of Undergraduate Admissions Rose Gates, Accounting Clerk Kathy Baker, M.S., Associate Director of Anita Newman, B.S., Accountant Undergraduate Admissions HUMAN RESOURCES Beverly Evans, M.H.R., Director of Adult Debra Hargrove, M.A., SPHR, Director of Degree Programs Admissions Human Resources Michael Eaton, B.A., Undergraduate Elizabeth Hay, A.A., HR Coordinator Admissions Counselor Miles Smith Jr., B.A., Undergraduate BOOKSTORE Admissions Counselor Deb Gaynor, A.S., College Bookstore Manager Stephanie Wise, B.S., Undergraduate COMPUTER SERVICES Admissions Counselor Kevin C. Gallagher ’03, A.S., Director of Annette Huber, A.A., Coordinator of Computer Services Admissions Operations Alan Shoop, Computer Services Technician Nancy Myers, Admissions Administrator Thomas DeShong, Systems Administrator Donna Werling, Administrative Assistant for the Adult Degree Program CONFERENCES AND SPECIAL EVENTS Tim Dawe, General Manager Joel Pagliaro, B.S., Director of Conferences and Special Events Stephanie Bloom, Administrative Assistant 228 WILSON COLLEGE

PHYSICAL PLANT Brett Cline, B.S., Head Coach, Herb Bradley, General Manager (Sodexo) Women’s Softball Jack Kelly, Director of Facilities Management Jameson Wallace, B.A., PGA, Head Coach, Golf Lori Heinbaugh, Director of Housekeeping Caleb Davis, M.S., Head Coach, Men’s Soccer Pam Seibert, Administrative Assistant (Sodexo) Sam Burmeister, M.A., Athletics Communication/Sports POST OFFICE Information Director Lisa Kinley, Post Office Supervisor CAREER DEVELOPMENT MARKETING AND COMMUNICATIONS vacant, Director of Career Development Brian Speer, B.F.A., Vice President for Marketing and Communications CHAPLAIN Rosie Magee, M.Div., Helen Carnell Cathy Mentzer, Manager of Media Relations/ Eden Chaplain College Editor James Butts, B.S., Associate Director of Online CHILD CARE CENTER Marketing and Analytics Karen Zakin, M.S., Director of Child Care Center Kendra Tidd, B.S., Graphic Designer Courtney Wolfe ’12, B.A., Administrative COUNSELING Assistant Cindy Shoemaker, M.S., L.P.C., Director of Counseling STUDENT DEVELOPMENT Mary Beth Williams, Ph.D., Vice President for FOOD SERVICES Student Development/Dean of Students Timothy Dawe, General Manager

Katie Kough, M.Ed., Assistant Dean of HEALTH SERVICES Students/Director of Women with Children Ellen Mayhugh, R.N., College Nurse Program Lorie S. Helman, Office Manager INTERNATIONAL Paul Miller, B.A., Director of International ATHLETICS Student and Scholar Services Lori Frey, M.Ed., Director of Athletics RESIDENCE LIFE Shelly Novak, M.B.A., Associate Athletic Sherri Ihle Sadowski, M.S., Director of Director/Athletic Recruiting Coordinator/ Residence Life Compliance Officer/Head Coach, Field Hockey CAMPUS SAFETY Tracy Randall, B.S., Head Athletic Trainer Samuel Woodring, Head Safety and Security Officer (US Security) Beth Weixel, M.B.A., Head Coach, Women’s Soccer/Director of Student Athlete Services Jared Trulear, B.S., Head Coach, Women’s Basketball Miles Smith, Jr., B. A., Head Coach, Men’s Basketball Rick Meyers, B.S., Head Coach, Cross Country WWW.WILSON.EDU 229

Faculty John Elia (2006) Note: The year in parentheses indicates when Associate Professor of Philosophy, B.A., the faculty member joined Wilson College. Carson-Newman College; M.A., Ph.D., University of Texas-Austin Kay E. Ackerman (1990) Associate Professor of History, B.A., Bradley E. Engle (1987) Longwood College; M.A., Ph.D., Vanderbilt Associate Professor of Biology, B.S., University; Ph.D., School of Medicine Laura Altfeld (2008) Associate Professor of Biology, B.S., Eckerd Lori Frey (1988) College; M.S., Ph.D., University of South Associate Professor of Physical Education, Florida B.S., Pennsylvania State University; M.Ed., Slippery Rock University Deborah S. Austin (1989) Professor of Chemistry, B.S., Clarion State Melanie E. Gregg (1999) College; Ph.D., Iowa State University Associate Professor of French, B.A., M.A., Ph.D., Washington University George Bates (2000) Associate Professor of Veterinary Medical Dana Harriger (1996) Technology, B.S., Kansas State University; Professor of Biology, B.S., ; M.S., Colorado State University; D.V.M., M.S., Ph.D., Wright State University Kansas State University Carolyn Hart (2013) Laura Biesecker (2008) Assistant Professor and Director of the RN ESL Instructor, B.A., University of to BSN program, B.S.N. Chamberlin College Pennsylvania; M.A., American University of Nursing; M.S.N., South University; Ph.D., University of Missouri Freya Burnett (1989) Professor of Veterinary Medical Technology, James F. Hay, C.P.A. (2009) A.S., Wilson College; B.S., Edinboro State Associate Professor of Accounting and University; M.S., Shippensburg University Business, B.S., M.B.A., Lehigh University

Nicolaos Catsis (2014) Elissa Heil (2014) Visiting Assistant Professor of Global Studies, Professor of Language and Literature, B.A., B.A., M.A., Ph.D., Temple University ; M.Phil., Ph.D., New York University Michael G. Cornelius (2002) Associate Professor of English, B.A., St. John Theresa M. Hoover (2013) Fisher College; M.A., Marshall University; Assistant Professor of Education, B.S., Ph.D., University of Rhode Island Franciscan University of Steubenville; M.S., Western Maryland College; Ph.D., Robert Dickson (2003) Pennsylvania State University Associate Professor of Fine Arts, B.S., Pennsylvania State University; M.F.A., Jill Abraham Hummer (2007) Wichita State University Associate Professor of Political Science, B.A., ; M.A., Ph.D., University of Tammy Ege (2008) Virginia Assistant Professor of Veterinary Medical Technology, B.S., Wilson College 230 WILSON COLLEGE

Kathleen L. Kaminski (2002) Barbara K. Mistick (2011) Associate Professor of Education, B.S., East Professor of Business, B.S., Carlow College; Stroudsburg State University; M.Ed., Western M.B.A., ’s Joseph M. Maryland College; Ph.D., University of Katz Graduate School of Business; D.M., Case Maryland Western Reserve University’s Weatherhead School of Business Donald Kelley (1999) Associate Professor of Computer Science, Alexander Munson (2013) B.S., Indiana University of Pennsylvania; Assistant Professor of Mathematics, M.S.Ed., Salisbury State University; M.S., B.A., Goucher College; M.S., Texas A&M Monmouth University University; Ph.D., Columbia University

Paula C. Kellinger (1989) Kathleen Murphy (1999) Professor of Dance, B.F.A., ; Associate Professor and Director of the M.F.A., Library, B.A., York College; M.S.L.S., Clarion University; M.B.A., Mount St. Mary’s Carl F. Larson (1987) University Associate Professor of Psychology, B.S., Virginia Polytechnic Institute and State Lynn Newman (2005) University; M.S., New Mexico Highlands Associate Professor of Education, B.S., University; Ph.D., Memphis State University Kutztown University; M.Ed., Shippensburg University; Ph.D., University of Maryland Justin Lawrence (2012) Assistant Professor of Mathematics and Ann O’Shallie (1998) Physics, B.Sc., University of Dublin; M.Phil., Professor of Equestrian Studies and Equine- Dublin Institute of Technology; Ph.D., Facilitated Therapeutics, B.S., University University of St Andrews of Maryland; M.Ed., Pennsylvania State University Philip Lindsey (2000) Associate Professor of Fine Arts, B.S., M.A., Julie Raulli (2005) Western Carolina University; M.F.A., Mount Associate Professor of Sociology, B.A., Royal Graduate School of Art, Maryland Hamline University; M.A., Ph.D., Colorado Institute State University

Jonathan Z. Long (2013) Tina Roles (2000) Assistant Professor of Communications, B.A., Instructor in Veterinary Medical Technology, Virginia ; M.A., Bowling B.S., M.Ed., Wilson College Green State University; Ph.D., George Mason University Steven Schmidt (2013) Assistant Professor of Psychology, A.S., Amanda McMenamin (2009) Manchester Community College; B.S., Assistant Professor of Spanish, B.A., Trinity College; M.A., Ph.D., University of University of Delaware; Ph.D., Johns Hopkins Connecticut University Larry Shillock (1996) Eric C. Michael (2013) Professor of English, B.A., M.A., Ph.D., Assistant Professor of Education and University of Minnesota Director of the M.Ed. Program, B.S., M.Ed., Shippensburg University; D.Ed., University of Rebecca Smith (2013) Pittsburgh Assistant Professor of Chemistry, B.S., Cedar Crest College; Ph.D., State University of New York-Upstate Medical University WWW.WILSON.EDU 231

Wendell Smith (2014) Calvin H. Blair, A.M. Associate Professor of Spanish, B.A., Associate Professor Emeritus of Economics Vanderbilt University; M.A., University of Texas; Ph.D., University of Texas Donald F. Bletz, Ph.D. Professor Emeritus of Business and David True (2003) Government Associate Professor of Religion Studies, B.B.A., Georgia State University; M.Div., Naomi Boretz, M.F.A. Baptist Theological Seminary; Th.M., Ph.D., Associate Professor Emerita of Fine Arts Union Theological Seminary Alice Martin Brumbaugh, A.M. Xiangjing Wei (2010) Associate Professor Emerita of Sociology Assistant Professor of Business and Vern C. Buckles, Ph.D. Economics, B.S., University of International Associate Professor Emeritus of German Business and Economics, China; M.S., Graduate School of People’s Bank of China; Jose A. Diaz, Ph.D. M.A., Ph.D., Georgia State University Professor Emeritus of Spanish

Edward Wells (1997) Joyce E. Donatelli, M.S. Professor of Environmental Studies, B.A., Professor Emerita of Physical Education Slippery Rock University; M.A., Ph.D., Bowling Green State University Harry Fine Garner, Ed.D. Professor Emeritus of Education Lisa Woolley (1993) Professor of English, B.A., Augustana College; Godfrey Leonard Gattiker, Ph.D. M.A., Ph.D., University of Minnesota Professor Emeritus of English

Alice Leighty Registrar Emerita

FACULTY EMERITI Louise C. Monack, Ph.D. Gunlog Anderson, Ph.D. Professor Emerita of Chemistry Professor Emerita of Fine Arts Walter O. Portmann, Ph.D. Raymond Kemp Anderson, Th.D. Professor Emeritus of Mathematics Professor Emeritus of Religion Studies Nancy Yarnall, A.M. Virginia Anderson-Stojanovic, Ph.D. Associate Professor Emerita of English and Professor Emerita of Fine Arts and Classics Fine Arts

Beverly Ayers-Nachamkin, Ph.D. Professor Emerita of Psychology

Abdolreza Banan, Ph.D. Professor Emeritus of Business and Economics 232 WILSON COLLEGE

INDEX

3 + 1 Option...... 19 Certificate Programs...... 9, 21, 26, 30 Academic Advising...... 117 Chemistry ...... 26, 163 Academic Appeals...... 137 Child Care Center ...... 118 Academic Calendar ...... IBC Choir ...... 113, 202 Academic Dismissal ...... 128 Class Attendance...... 129 Academic Placement Testing...... 9 Class Cancellation...... 121 Academic Policies and Procedures...... 117 Classics Gallery ...... 117 Academic Probation...... 125, 127, 147 Classics ...... 165 Academic Programs ...... 7 College Government...... 106, 112 Academic Support Services/Resources...... 117 Communications ...... 37, 166 Academic Standing...... 127 Computer Science ...... 65, 167 Accounting...... 17, 150 Computer Skills Requirement ...... 12 Accreditations ...... 1 Computing Facilities...... 118 ACT Tests, Admissions...... 83 Continuing Education. . . (See Admissions, Adult Degree) Add/Drop...... 120 Counseling Services...... 111 Administration/Professional Staff ...... 226 Course Descriptions ...... 148, 150 Admissions, Adult Degree Programs (ADP) ...... 86 Course Load/Overload ...... 121 Admissions, International Students ...... 84 Creative Writing...... 39 Admissions, Provisional ...... 84 Cultural Diversity, Studies in...... 14 Admissions, Undergraduate College ...... 83 Cultural Studies...... 56 Advanced Placement (AP) ...... 85, 134 Curran Scholarship...... 97 Advising...... 117 Curriculum...... 11 Alumnae Association ...... 115 Dance...... 50, 169 Animal Studies ...... 21, 155 Dean’s List ...... 144 Annual Notice to Students ...... 115 Declaration of Major...... 122 Archives (Hankey Center)...... 118 Deposit, Enrollment...... 86 Art Gallery, Bogigian...... 118 Dining Services...... 112 Art History ...... 50, 187 Dismissal from Course...... 122 Artists-in-Residency...... 117 Diversity Statement...... 1 Associate Degree Programs ...... 79 Early Admission Program...... 84 Athletes, Class Attendance...... 124 Education...... 26, 172 Athletic Coaching Certificate ...... 73 Education, Early Childhood...... 26, 28 Athletics ...... 112, 155 Education, Secondary...... 26, 29 Attendance, Class ...... 129 Economics...... 170 Auditing Courses...... 121 Education, Programs...... 26 Baccalaureate Degree Requirements ...... 10 Education, Secondary Certification...... 26, 29 Bahrom International Program...... 78 Emeriti, Faculty...... 231 Biochemistry and Molecular Biology...... 23 English...... 37, 177 Biology...... 22, 156 Enrollment Deposit...... 86 Board of Trustees...... 224 Entrepreneurship and Small Business Management . 25, 82 Bogigian Art Gallery...... 118 Environmental Education...... 42 Business...... 24, 159 Environmental Studies...... 40, 181 Business Management ...... 24 Environmental Sustainability ...... 41 Calendar, Academic ...... IBC Equestrian Center, Penn Hall...... 116, 119 Campus Life...... 106 Equestrian Management...... 44 Career Development...... 110 Equestrian Studies ...... 43, 183 Center for Sustainable Living (Fulton CSL). . 43, 116, 119 Equestrian Teaching...... 45 WWW.WILSON.EDU 233

Equestrian Training...... 45 Honors...... 144 Equine-Facilitated Therapeutics...... 44, 185 Honors in the Major...... 145 Equine Journalism...... 46 Housing...... 107 Equine Management...... 43, 45 Incompletes, Policy...... 131 Equine Reproduction...... 44 Independent Study...... 141 Exams, Final...... 129 Institutional Learning Goals...... 5 Exceptions to Regulations...... 137 Intercollegiate Athletics...... 112 Exercise and Sport Science...... 59, 73, 186 International Baccalaureate...... 135 Facilities...... 116 International Student Admissions...... 84 Faculty ...... 229 International Student Services ...... 112 Fees and Charges ...... 89, 90 Internships...... 77, 110, 141, 142 FERPA...... 115 January Term...... 79 Film Studies...... 39 Latin...... 54, 199 Financial Aid ...... 90, 92 Learning Resources (Academic Support Center). . . .117 Financial Aid Policies...... 93, 94 Leaves of Absence. . .20, 36, 52, 124, 129, 137, 138, 139 Financial Aid, Types of...... 94 Lenfest Commons...... 116 Financial Information...... 89, 90 Liberal Arts Curriculum...... 11 Financial Mathematics...... 47 Liberal Studies, Associates...... 81 Fine Arts...... 48, 187 Library, John Stewart...... 116, 119 Fine Arts and Dance ...... 48 Literary Studies...... 38 First Year Seminar...... 11 Loans...... 95 Foreign Language and Literature...... 52 Major Areas of Study...... 7, 16 Foreign Language Skills Requirement...... 12 Management, Associates...... 81 Foreign Study...... 8, 136 Master of Accountancy...... 8, 17, 152 Fulton Center for Sustainable Living. . . . . 43, 116, 119 Master of Arts in Humanities...... 8, 62 French...... 54, 55, 93 Master of Education...... 8, 34, 175 Geography...... 194 Master of Fine Arts ...... 8, 51, 191 German...... 194 Master of Healthcare Management for Sustainability. .8, 59 Gettysburg College Exchange...... 78, 121 Master of Science in Nursing...... 8, 67 Global Studies...... 55, 195 Mathematics...... 65, 199 Grade Appeal Process...... 130 Medical Leave of Absences...... 137, 138 Grading System...... 131 Minors ...... 8, 16, 73 Graduate Student Policies...... 147 Modes of Thought, Inquiry and Expresssion...... 15 Graduation Policies...... 146 Music ...... 50, 201 Grant Aid, Types...... 94 Natural World, Requirement...... 15 Graphic Arts...... 48 Non-degree Enrollment...... 88 Graphic Design...... 48 Non-payment of Charges...... 90 Graphic Media...... 48 Nursing...... 66, 202 Guided Studies...... 140, 150 Off-campus Study...... 136, 137 Hankey Center...... 116, 118 Online Courses ...... 122, 123 Health and Physical Education ...... 57, 207 Orientation...... 107 Health Science ...... 58, 77, 196 Peace and Conflict Studies...... 74 Health Services...... 111 Penn Hall Equestrian Center...... 116, 119 Hispanic Studies...... 55 Phi Beta Kappa ...... 119 History ...... 60, 196 Philosophy...... 69, 205 Historic Preservation...... 61 Philosophy and Religion...... 69, 205, 213 History and Political Science...... 60, 196, 208 Physical Activity Requirement...... 13 Home-schooled Students...... 83 Physical Education ...... 57, 207 Honor Principle ...... 4, 106 Physics...... 208 234 WILSON COLLEGE

Political Science...... 60, 208 Tuition...... 89 Pre-Law...... 76 Undergraduate, Admissions ...... 83 Pre-Medicine...... 76 Veterinary Biology...... 72 Pre-Physical Therapy...... 59 Veterinary Business Management ...... 73 Pre-Professional Programs...... 8, 76 Veterinary Medical Technology...... 73, 221 Pre-Veterinary Medicine...... 77 Veterinary Medicine...... 77 Psychology...... 70, 210 Waitlist Policy...... 125 Public Leadership Education Network (PLEN). . . . . 78 Washington Center Program...... 78 Quantitative Skills Requirement...... 13 Western Cultures and Societies...... 14 Refund Policy...... 90 Wilson College Government Assoc...... 106 Registration...... 120 Wilson College, Accreditations ...... 1 Religion Studies ...... 69, 213 Wilson College, Affiliations ...... 1 Religious and Spiritual Life...... 111 Wilson College, Goals...... 5 Repeat Course Policy...... 132 Wilson College, History ...... 4 Residence Halls...... 116 Wilson Scholars Program...... 78 Residence Life...... 107 Withdrawal, College...... 90, 129 Room and Board Fees...... 89 Withdrawal, Course...... 126 Scholastic Aptitude Test (SAT)...... 83 Women’s Studies...... 75, 222 Scholar’s Program...... 78 Women with Children Program...... 85, 108, 110 Scholarships...... 97 Writing Intensive Courses...... 10, 11 Senior Experience...... 16 Writing Skills Requirement...... 11 Shippensburg University Exchange...... 77 Sociology...... 71, 217 Spanish...... 30, 53, 55, 218 Special Learning Opportunities...... 77 Special Major(s)...... 143 Spiritual Life...... 111 Sport Management...... 74 Staff, Administration/Professional...... 226 Student Activities...... 106 Student Clubs...... 112 Student Directory, Disclosure...... 115 Student Employment...... 96 Student Government ...... 106 Student Housing...... 108, 109 Student Life...... 106 Student Organizations...... 112 Student Schedules...... 120 Studio Art...... 49, 50, 189 Study Abroad...... 78 Summer Graduates...... 146 Summer Study...... 79, 125 Teacher Certification...... 27, 30 Teacher Intern Program ...... 30 Theater...... 39, 220 Traditions...... 106 Transfer Student Admission...... 85 Transfer Credit...... 136 Trustees...... 224 WILSON COLLEGE ACADEMIC CALENDAR 2014-2015 FALL Registration Check-in...... Monday, August 25 Classes Begin...... Monday, August 25, 8:00 a.m. Last Day to Add/Drop...... Monday, September 8 Convocation...... Tuesday, September 9 Fall Recess...... Monday - Tuesday, October 13 - 14 Mid-term Grades Due...... Wednesday, October 15 Last Day to Withdraw...... Monday, November 3 Thanksgiving Break...... Wednesday - Friday, November 26 - 28 Classes End...... Friday, December 5 Final Exam Period...... Monday - Friday, December 8 - 12 Final Grades Due...... Tuesday, December 16

JANUARY TERM...... JANUARY 2 - 25 Final Grades Due...... Friday, February 6

SPRING Registration Check-in...... Monday, January 26 Classes Begin...... Monday, January 26, 8:00 a.m. Convocation...... Tuesday, February 3 Last day to Drop/Add...... Monday, February 9 Mid-Term Grades Due...... Friday, March 13 Spring Break...... Monday - Friday, March 16 - 20 Last day to Withdrawal...... Monday, April 6 Good Friday Holiday...... Friday, April 3 Academic Awards Banquet...... TBA Classes End...... Friday, May 8 Final Exam Period...... Monday - Thursday, May 11 - 14 Commencement...... Sunday, May 17 Final Grades Due...... Friday, May 22

SUMMER I...... MAY 18 - JULY 1 Memorial Day Holiday...... Monday, May 25 Last Day to Add/Drop...... Tuesday, May 26 Last Day to Withdraw...... Friday, June 19 Final Grades Due...... Monday, July 13

SUMMER I (ALL SUMMER)...... MAY 18 - AUGUST 21 Last Day to Add/Drop...... Monday, June 1 Last Day to Withdraw...... Friday, July 24 Final Grades Due...... Friday, August 28

SUMMER VACATION...... JULY 2 - 3

SUMMER II...... JULY 6 - AUGUST 21 Last Day to Add/Drop...... Monday, July 13 Last Day to Withdraw...... Friday, August 7 Final Grades Due...... Friday, August 28 Please note that summer evening courses will meet from 6:00 p.m. to 9:15 p.m. 1015 Philadelphia Ave. Chambersburg, PA 17201 www.wilson.edu