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1999-2000 Catalog

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1999-2000 Catalog The purpose of this catalogue is to provide prospective students with a general descriptioll of Furman University along with detailed information regarding the curricula offered by Furman. Because the educatioilal process changes, the i~lformatio~land educational requirements contained herein represent the flexible program which may be altered at any time by Furman University. The provisions of this catalogue do not constitute an offer for a contract which may be accepted by students through the process of registration and enrollment at Furinan. FURMAN UNIVERSITY RESERVES THE RIGHT TO CHANGE, WITHOUT NOTICE, ANY FEE, PROVISION, POLICY, PROCEDURE, OFFERING, OR REQUIREMENT IN THIS CATALOGUE AND TO DETERMINE WHETHER A STUDENT HAS SATISFACTORILY MET FURMAN'S REQUIREMENTS FOR ADMISSION OR GRADUATION. In compliance with the Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973, Furinan University is committed to providing equal access to university programs and facilities to otherwise qualified students and to providiixg equal opportunity for all employees and applicants for employment regardless of disability. Furman University offers equal opportunity in its employment, admissions, and educatioilal activities, in compliance wit11 Title IX and other civil rights laws. The Furman University Catalogue/Greeilville, S.C. (Inaugurated January 1912) N.S.Vol. XLVI/No. 3 Contents Introducing Furman / 4 History / 5 Mission and Scope / 5 Purpose and Aspirations / 6 Approach / 7 Expected Educational Outcomes / 7 Accreditation / 7 Assets / 8 Campus and Buildings / 8 Academic Program / 9 Student Life / 17 Admissions / 26 Financial Information / 30 Expenses 1999-2000 / 31 Student Aid / 35 Academic Regulations / 40 Degree Requirements / 41 General Academic Regulations / 44 Special Academic Regulations / 50 Courses of Instruction / 52 Graduate Studies / 136 General Information / 144 Medals and Awards / 145 Enrollment Information / 150 Degrees Conferred 1998 / 151 Directory / 158 Board of Trustees / 159 Advisory Council / 159 Alumni Board of Directors / 160 Officers of Administration / 161 Faculty / 161 Administrative and Staff Personnel 1 175 Correspondence Directory / 179 Calendar / 180 Index / 181 Introducing Fu INTRODUCING FURMAN 5 urman University is an indepen- 1854 the Greenville Baptist Female dent, coeducational, liberal arts College opened on the campus of the college located on a 750-acre Greenville Academy. It was governed by suburban campus on the outskirts of Furman's board of trustees until 1908, Greenville, South Carolina. Founded by when it acquired its own board. In 1916 it South Carolina Baptists in 1826, the became the Greenville Womans College. university is an old institution; yet its Furman was accredited in 1924 by the facilities are modern, all the buildings on Southern Association of Colleges and the present campus having been con- Schools, and that same year the university structed since the late 1950s. Most of became a beneficiary of The Duke Endow- Furman's 2,500 undergraduates are from ment established by James Buchanan the South Atlantic region, but more than Duke. In 1933 Furman and the Greenville 40 states and 15 foreign countries are Woman's College were coordinated under represented in the student population. a single president and board. Working with the Furman students are a Furrnan broke ground for a new campus faculty and staff whose primary concern is five miles north of Greenville in 1953, to enhance student learning. Over 90 and five years later held its first classes on percent of the faculty hold doctoral the present site. Furman received a degrees in their academic disciplines. chapter of Phi Beta Kappa in 1973. In 1992 formal ties with the South Carolina History Baptist Convention ended, and the college became independent. Today Furman University is named for Richard Furman ranks among the leading liberal Furman (1755-1825), a prominent pastor arts colleges in the nation. in Charleston, South Carolina, who was president of the nation's first Baptist Mission and Scope Convention and a leader in Baptist higher education. The primary mission of Furman as a liberal The university traces its roots to two arts college is to provide a distinctive academies established in the early nine- undergraduate education encompassing teenth century: the Greenville Female humanities, fine arts, social sciences, Academy, a part of the Greenville Acad- mathematics and the natural sciences, emy, was chartered in 1820; the Furman and selected professional disciplines. Academy and Theological Institution for In addition to its primary emphasis on men was founded in 1826 by the South undergraduate education, Furman offers Carolina Baptist Convention in Edgefield, master's degree programs in education, South Carolina. health and exercise science, and During its early decades, the Furman chemistry. The university also provides Academy moved first to Stateburg, then a continuing education program for the to Winnsboro, South Carolina. In 1850 larger Greenville community. the school was chartered as the Furman At the heart of the undergraduate University and moved to Greenville. course of study is the general education Eight years later its theological depart- program. Its purpose is to ensure that all ment became the Southern Baptist undergraduates will be introduced to the Theological Seminary, which eventually major methods of inquiry that characterize moved to Louisville, Kentucky. Between liberal study. Twenty-four academic 1920 and 1932 the university included a departments at Furman offer 36 majors. In law school, but for most of its history addition, there are opportunities for Furman has been a liberal arts college. In interdisciplinary study and for developing 6 INTRODUCING FURMAN individualized majors. In accordance with respect for the ethical and spiritual the traditional assu~nptionsof liberal di~nensionsof human experience in many education, both out-of-class and in-class ways. Within the curriculum, these programs are designed to develop the di~nensionsare often integral to academic whole person - intellectually, physically, disciplines and form the basis for class- socially, einotionally, and spiritually. rooin discussions. Outside the classroom, Furman seelcs highly motivated students the ethical and spiritual dimensions are with inquisitive minds, varied perspec- expressed in the chapel that stands across tives, a sense of personal integrity and from the library, an active chaplaincy and moral responsibility, and the potential to a program in church-related vocations, an be leaders and to ~nalcefuture contribu- array of vital student religious organiza- tions to society. The preponderance of tions, and a nationally recognized commu- Furman students plan to enter professions nity service program. such as education, law, and medicine; Furman aspires to be a diverse commu- about 40 percent of the graduating class go nity of women and inen of different races, directly into graduate or professional religions, geographic origins, socioeco- schools. noinic backgrounds, personal characteris- tics, and interests. This diversity reflects Purpose and Aspirations values the university hopes to embody: openness, honesty, tolerance and mutual Founded by Baptists and grounded in respect, civic responsibility, global aware- Judeo-Christian values, Furman challenges ness, and bold intellectual inquiry. These students, faculty, and staff to grow both in values foster a critical examination of knowledge and in faith. The university inherited assumptions, even as they values excellent teaching and close protect freedom of expression and the student-faculty relationships. Small open exchange of ideas. classes, individual instruction, empathetic In sum, Furman University aspires to be advising, and personal attention promote a diverse community of learning, harinoni- active learning and cultivate intellectual ous in its differences, just and comnpassion- curiosity. ate in its transactions, and steadfast in its The university encourages its students co~nmitinentto an educational program of to engage ethical issues and to explore the highest quality. spiritual concerns. Furinan manifests its INTRODUCING FURMAN 7 An Engaged Approach graduates grounded in tlze traditional to Liberal Learning sources of ltnowledge yet capable of devising new solutions to problems in In recent years Furinan University has their chosen fields. Every Furinan graduate been evolving into a new type of liberal should have: arts college tlzat offers students more @ the ability to read and listen with opportunities to learn by doing. While co~nprehensionaizd to write and speak grounding its curriculum in tlze huinani- with clarity and precision ties, fine arts, and sciences, Furinan offers @ a sense of the context - physical, biolog- courses in fields that are inore professiolz- ical, historical, social, ethical, and ally oriented: business administration, spiritual - within which life proceeds accounting, education, health aizd exer- an understanding of the central tlzemes cise science, and inusic performance. In and ideas of Western civilizatioiz and an addition, Furinan emphasizes education appreciation of cultures outside the outside the traditional classroom, provid- Western tradition ing opportunities for students to put into the ability to make informed moral practice the theories and methods learned judgments and to appreciate the from texts or lectures. For example, ambiguities tlzat enliven all action and F~~rinanhas
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