Widener College May Obtain Information at the Telephone Exchange Located Inside the Front Entrance of Old Main (5)

Widener

Visitors to Widener College may obtain information at the telephone exchange located inside the front entrance of Old Main (5). Co\\eQe Campus tours and interviews are arranged in the Admissions Office located on the main CHESTE R • PE SYLVA \A • 19013 • 215-876-5551 floor of Old Main. Visitors are requested to u e the entrance to Old Main on 14th Street (opposite MacMorland Center) and to park on the marked spaces along the semi-circular driveway in front of Old Main. 10. Black Student Union 11 . Observatory The Center of Arts and Science, the Center of 12. Student park Management and Applied Economics and t~e 13. Webb Hall Evening Division are located 1n the Kapelskr 14. MacMorland Center (student union building) Learning Center (3). The vice-president and 15. Maintenance building academic dean 's office is in Kapelski. 16. Schwartz Physical Education Center Administrative offices including the president's, 17. Baseball diamond controller, office of student affairs, business office, 18. Soccer field admissions, registrar, development and alumnr are 19. Robert Levy Tennis Courts located in Old Main (5). Public relations is in the 20. Track & (ield area and practice field Alumni Auditorium (4) . Department of Military 21 . Stadium Science (ROTC) ground (/oor, Hanna Hall. Deans 22 . Armory ~ of Students are in Webb Hall (13). Parking Areas indicated by diagnal lines ~

GUIDE TO THE CAMPUS DORMITORIES A The Castle F Dorm 4 1. Wolfgram Memorial Library . . 8 Turrell Hall G Hanna Hall 2. Kirkbride Hall of Science and Engrneerrng C Howell Hall H Dorm 6 3. Louis Kapelski Learning Center D Cann Memorial Hall K Spang Hall complex 4. Alumni Auditorium E Proposed apartment M Sharples Hall S. Old Main (administration building) dormitories N Towers. 6. Infirmary 7. Reading Services Center (The Towers is located adjacent to the Crozer 8. Hyatt Hall Chester Medical Center 7/10th of a mile from 9. Arts Center the main campus). Widener College 197~-1975

Accredited by Middle Atlantic States Association of Colleges and Secondary Schools

All statements in thi s catalog are in force only for the academic year 1974-75 and subject to change by action of the governing body.

Widener College Bulletin

Series 113 Number 4 September, 1974

Published six times a year by Widener College, once each in June and Jul y, and twice each in September and October. Second class postage paid at Chester, Pennsylvan ia 19013.

2 Contents

Campus Map 1 For Information ...... 6 History of Widener College ...... 8 Profile: Widener Family ...... 12 Widener College Today ...... 18

Educational Facilities ...... ~ ...... 30 Campus Life ...... · 38 Admissions ...... 52 Financial Aid ...... 62 Financial Information 72 General Information 76 Academic Program 84 Courses of Instruction ...... 136 Board of Trustees ...... 185 Administration ...... 189 Faculty ...... 193 Index ...... 204 Directions to Widener College ...... 208

3 Calendar 1974-1975

September, 1974 2 Monday-Labor Day 4 Wednesday-Reporting date for all new students 5 Thursday-Registration for all entering freshmen 6 Friday-Registration for all transfer students 9 Monday- Registration for upperclassmen 10 Tuesday- First semester classes begin October, 1974 5 Saturday- Alumni Homecoming Day 19 Saturday-Parents' Day 25 Friday-Mid-semester marking period ends November, 1974 27 Wednesday- Thanksgiving recess begins after student's last class 28 Thursday- Thanksgiving December, 1974 2 Monday-Classes re sume 13, 14 Friday, Saturday- Independent Study (reading period for finals) 16 Monday- Final examinations begin 20 Friday- First semester ends 25 Wednesday-Christmas January, 1975 1 Wednesday-New Year's Day 6-31 january Program February, 1975 3 Monday-Registration for second semester for all students 4 Tuesday- Second semester classes begin March, 1975 14 Friday- Mid-semester marking period ends 21 Friday- Spring recess begins after student's last class 30 Easter 31 Friday- Classes resume May, 1975 9 Friday- Classes end 12 Monday-Final examinations begin 16 Friday- Final examinations end 23 Friday-President's Reception and Graduation Ball 24 Saturday- Commencement for Information

Policy DR. CLARENCE R. MOLL President Academic affairs DR. ARTHUR T. MURPHY Vice President and Dean of the College Business affairs MR . G. ROBERT BOWLBY Director, Office of Fisca l Affairs and Operations Admissions MR. VINCENT F. LINDSLEY Dean of Student Affairs Cultural affairs DR. SOPHOCLES M. SOPHOCLES Dean of Cultural Affairs Student fiscal affairs MR. G. ROBERT BOWLBY Director, Office of Fiscal Affairs and Operations Athletic affairs MR . GEORGE A. HANSELL, JR. Director of Athletics Development program MR . DONN H. BICHSEL Director of Development Student life, MR . VINCENT F. LINDSLEY counseling, religious Dean of Student Affairs and social affairs Public relations MISS PAMELA SHERIDAN Acting Director of Public Relations Evening division MR . RUDOLPH BLOOM, JR. Ass istant Dean for Continuing Education Alumni relations MR. THOMAS H. BOWN II Director of Alumni Relations Transcripts of record MRS . JAYNE GARRISON Registrar Library affairs MR . LEE C. BROWN Librarian Placement affairs MRS. EILEEN M. SHANAHAN Placement Supervisor Musical affairs MR . JOHN A. VANORE Acting Director of Music Office Hours : Monday through Friday-9 a.m. - 4:30p.m. Saturdays-9 a.m.-12 noon All other times by appointment Telephone: (215) 876-5551

10 On July 1, 1972, the College officially became Widener College, honor ing the nationally prominent Philadelphia family which has distinguished itself by numerous philanthropic activities. (A sketch of the Widener family follows). Founded in 1821 by John Bullock, a leading Quaker, the College began as a select school for boys in Wilmington, Delaware. In contrast to the pacifism of its founder's religious beliefs, his successors introduced military instruction in 1858 and four years later the school became known as Pennsylvania Military Academy. The early curriculum extended from preparatory through college. In 1892, following an earlier move to the present suburban Chester campus, the school became known as Pennsylvania Military College. The long tradition as an exclusively military college ended in 1946 with the admission of returning World War II veterans as non-cadet students. The even longer tradition as an exclusively male institution ended in 1967 with the admission of female students. To reflect this evolution into a co-educational, predominantly liberal arts college, the name was changed to PMC Colleges, with Penn Morton College being the designation for the non-military component and Pennsylvania Military College being retained as the name for the cadet corps. During 1970 the College acquired the College of Nursing of the Crozer Foundation, adding still another facet to the College's broadening spectrum of studies. In March 1972, when the Board ofT rustees approved the adoption of the name Widener College, they also voted to retain the enriched Option C ROTC program while discontinuing the corps of cadets. The colors of Pennsylvania Military College were retired with full honors. The College's future, as envisioned by the Task Force '80 committee of students, faculty and trustees, will be dedicated to a concept of higher education that places increasing stress on the development of values and enrichment of subject matter in order to help solve the problems that will be ours for the next three or four generations.

1 1 .I. Profile: Widener Family ~ 14 The Widener family, for whom the College has been named, is as famous for its philanthropy and collections of art and rare books as it is for its contributions to American business, finance, transportation and thoroughbred horse racing. The Wideners were among the first American families to exhibit a strong social consciousness and share their great wealth with society. They built and endowed the Widener Memorial School for Crippled Children, Philadelphia, created the Widener Memorial Library at Harvard University and donated their world-renowned art collection to help start the National Gallery of Art in Washington, D.C. They also gave their Philadelphia mansion to the Free Library of Philadelphia and their Newport, R. I. home to the Protestant Episcopal Dio cese of Rhode Island. Through the Widener Memorial Foundation in Aid of Handicapped Children, the family has continued its philanthropy by providing financial aid to the Child Development Center, Norristown, Pa.; St. Christopher's Hospital for Children, Shriner's Hospital for Crippled Children, and the Center for the Blind, all Philadelphia; and the Easter Seal Society of Pennsylvania, among others. A prominent Philadelphia family which dates back to pre-Revolutionary days, the Wideners became internationally known in the late 1800's and early 1900's under Peter A. B. Widener. He rose from a butcher's boy in his brother's meat shop on Spring Garden St. to become the owner of more miles of street railways than any other man in the world. He also helped to organize such industrial giants as the U. S. Steel Corporation and the American Tobacco Company and had substantial hold ings in the Standard Oil Company and the Pennsylvania Railroad Company.

15 At one time he and his associates owned street railway systems in Philadelphia, New York, Chicago, Pittsburgh, Baltimore and Washington, D.C. He is credited with consolidating highly fragmented street railway systems and is recognized as the leading force behind continued moderniza tion of mass transit. At the time, all street railways consisted of horse-drawn vehicles. In 1892 he introduced cable cars into operation on Market St. , Columbia Ave., 7th and 9th Sts . in Philadelphia. He continued to press for greater efficiency and later became a pioneer in the introduction of electric street cars, despite initial local opposition. Later, he organized gas and electric lighting companies in Philadelphia, Reading, Harrisburg, Atlanta, Savannah, Vicksburg, St. Augustine, Min neapolis, Kansas City and Des Moines. He served on the Philadelphia Board of Education, 1867-70, and was appointed city treasurer in 1873. As treasurer, Widener found the city unable to pay certain warrants that had come due. So, he personally paid them and agreed to wait until the city could repay him. He was also a candidate for mayor of Philadelphia in 1892 and in 1900 he sought a seat in the U.S. Senate. In 1902, he founded the Widener Memorial School in memory of his wife of 38 years, Josephine D., and his son, Harry K. The school provided free . medical treatment and therapy, as well as education in all grades, to handi capped children living in Philadelphia. The students lived at the school on a 30-acre wooded tract at Broad St. and Olney Ave., and continued their treatment and study during the hot summer in Longport, N.J . In 1941 , the Widener School joined with the Board of Education' s Martin Orthopedic School. Under the unique agreement, the Widener School came under the general supervision of a joint committee representing the Widener trustees and the Board of Education. The Longport home was sold and the proceeds were used for school improvements. The Widener trustees conti nu ously contribute $100,000 a year to the school's operating expenses. Widener's internationally famous art collection, which he kept in the palatial Lynnewood Hall estate in Elkins Park, was ranked as one of the finest in the U.S. At the time of his death in 1915, it was valued at more than $11 million. It included six VanDycks, four Rembrandts, two Titians and represen tative works of Raphael , Botticelli, El Greco, Velasquez and Monet, among others. He also collected rare bronzes, tapestries, statuary, chinaware and furniture. He paid $700,000 in 1914 for the famous " Cowper Madonna" by Raphael, which at the time was the most expensive and most valuable painting ever brought to America. The previous high was the $500,000 he paid for Rembrandt's " The Mill."

16 In 1940, the collection was given, in behalf of the entire Widener family, to the National Gallery of Art by his son, Joseph Early Widener, "to make it accessible to the greatest number of people." P. A. B. Widener was believed to have been among the richest men in Philadelphia at the time of his death. Harry Elkins Widener, Peter A. B. ' s grandson, achieved world renown for his rare book collection. He was returning from book-buying auctions in London in 1912 when the Titanic struck an iceberg. Together with his father, George, he chose to remain on the deck of the sinking ship as women, including his mother, Eleanor Elkins, pushed off in lifeboats. His mother created the Harry Elkins Widener Memorial Library at Har vard to house hi s famous rare book collection, and also erected an all-purpose building in hi s honor at The Hill School, Pottstown, Pa. George Dunton Widener, brother of Harry Elkins Widener, is credited with making noteworthy contributions to genetics through his research and development of sheep and thoroughbred horses. He maintained one of the fi nest raci ng stables in the nation at Lexington, Ky . and Erdenheim Farm, Whitemarsh, Pa. He died in December, 1971 .

Unlike most small colleges, Widener College finds that diversity of academic programs is her greatest strength. Students are provided with strong traditional majors as well as the opportunity for multi and interdisciplinary studies. The scope of these offerings gives them many of the choices of a university, while retaining the unifying elements and the close faculty-student relationships of a small institution. If diversity of academic programs is the College' s greatest strength, the direct day-to-day contact among students, faculty and heads of groups and centers is also of major importance. The students find that they are not an adjunct to but an integral part of the Widener College family. Further, while the faculty is a scholarly one, it is first and foremost a teaching faculty; research activity is never permitted to interfere with the primary mission of undergraduate education. Students gain individual attention as a result of generally small classes and a student/faculty ratio of approximately 12 to 1. The average class size is 27, although the enrollments in required subjects and some other classes are larger. Seminar courses are smaller. The College, located on an 87-acre campus in historic Delaware Valley below the City of Philadelphia, has introduced what we believe to be a truly innovative approach in higher education with the creation of modular core courses.These modules offer freshmen and sophomores a ta ste of three areas-Humanities, Social Science and Science/Technology- in study units lasting one-half semester each. Each module is taught through the ca se study rather than the " introduction to" method by professors for whom the field is a specialty. Further, each course deals with a specific, contemporary topic and is designed to illustrate how the principles of a field may be practically applied. All students must take eight modules. To assure that each entering student wi II effectively use the opportunities inherent in the modular course approach, and to further ass ist fre shmen in their particular needs, Widener College has established an Office of Fresh man Programs and appointed an Assi stant Dean for Freshmen to head that office. The Office of Freshman Programs was created for the purpose of aiding each freshman student to real ize maximum success in his or her transition from high school to college. 20 The Widener College freshman entering a particular academic center receives course instruction, academic counseling and guidance, career in formation, and other services from faculty members of that center (Liberal Arts, Engineering, Management & Applied Economics, or Nursing). Concur rent, however, with the freshman student's relationship with his or her academic center is the student's participation in the programs and services offered by the Office of Freshman Programs. A freshman who prefers not to declare a major initially will enter the Exploratory Studies Program which is described on page 91. The newest option for students is the individual or Open Major, a program designed specifically for the student who wishes to assemble a program of varied courses to achieve a specific objective not covered within a conventional major field. For example, a student might work out a program in urban studies which combines social science, business and engineering. Those selecting this option work with both their individual faculty advisers and with a committee of three faculty members. Most students prefer to earn their bachelor's degrees in no more than eight regular semesters of attendance with an increasing number doing so in a shorter time by taking advantage of programs such as the ~ollege Level Examination Program (CLEP), Advanced Placement (AP) and/or testing in specific areas such as modern languages at Widener. Some fields, notably engineering and science, have more rigid sequen tial patterns which must be followed from the first semester onward if the degree is to be earned within eight semesters of attendance unless added flexibility has been gained via CLEP credits, etc. Consequently, it is important that each student explore his or her goals thoroughly in discussions with faculty advisers before the programs for the first two semesters at the College are final. While it is true there is greater flexibility if the ultimate choice is to be liberal arts or business, it must be remembered that there are multiple possible paths which can be followed. The proper counseling relationship with faculty advisers and with the Office of Freshman Programs will enable students to explore the maximum number of paths reasonably possible before the final choice of major is made. In some cases this can mean that four full semesters were completed before the choice was made. The College is on the 4-1-4 calendar which means each student will take four courses (four units) each semester for eight semesters plus two semesters of physical education (freshman year). Modular courses constitute a minimum offour and a maximum of six of the 32 units taken. The " 1" in 4-1-4 refers to participation in a minimum of two january Interim Programs. Finally, all students will participate in a Senior Project of at least one semester's duration. Project teams, usually composed of approximately three students, work under the direction of one or more faculty advisers as they deal with a problem which is related to the world as it is today. Here, too, allowance is made for individual differences. A student can secure faculty

21 approval to be a "one-man-team" if the proposed project is deemed appro priate and meaningful. The unifying elements of the Widener experience are these: a strong societal orientation within a completely flexible and inter disciplinary academic program an individualized course of study for each student directly related to hi s interests and goals acceptance of the importance of actual work experience in the learning process leading to the introduction of a larger number of internship programs sophisticated counseling geared to better career selection, resulting in high student motivation and less attrition.

Widener believes it is one of the first small private colleges to unite these objectives into a total program. Our mission is to help students of all ages learn to think creatively. The potential is manifest for the College to become a real force for the solution of society's complex problems by sending forth competent, concerned citizens to grapple with them .

Faculty The full-time undergraduate faculty numbers 109, drawn from the lead ing national and international graduate schools. They received their academic training at colleges and universities in 28 states and 12 foreign countries. More than half of the school faculty holds Ph. D. degrees. The same professors, center, group, and department heads who teach in the graduate programs also teach undergraduate classes . Courses are not taught by graduate assistants.

Academic Structure Widener College is organized into four centers of learning because it was determined by a careful analysis that this structure would enable the College to most effectively provide the kind of innovative education expected at a small private college today. The centers are: Arts and Science, Engineering, Management and Ap plied Economics, and Nursing. CENTER OF ARTS AND SCIENCE. This center has three subdivisions known as groups: (1) Humanities, (2) Social Science, (3) Science. Humanities and Social Science . All the subjects popularly known as the liberal arts are found within the first two groups. Specific major fields availa ble include English, history, international affairs, modern languages, be havioral science (psychology and sociology) and political science. In each program there is emphasis on intellectual development, cultural appreciation and development of an awareness of the problems that face humanity and an ability to contribute to their solution. A bachelor of arts degree is granted.

22 Science. Majors are offered in biology, chemistry (accredited by the American Chemical Society), mathematics, physics and science education. Scientific study is balanced with studies in the humanities and social sciences in order to develop an awareness of the sociological and humanitarian implications of science. A bachelor of science degree is granted. CENTER OF ENGINEERING. A four-year interdisciplinary curriculum, accredited by the Engineers' Council for Professional Development, relates the various physical fields of engineering through mathematical and scientific fundamentals along with laboratory design experience. The student has an opportunity to undertake the conception, design and actual construction of engineering projects and systems. A speciality in the student's area of interest is developed during the senior year through elective courses. A degree of bachelor of science in engineering is granted. Graduate programs leading to the master of engineering degree in systems engineering and in engineering mechanics are also offered. The Center of Engineering also offers the Engineering Internship Pro gram, an optional cooperative program in which the student participates in a total of 12 months of industrial employment, while obtaining the bachelor's degree within the normal four-year period. CENTER OF MANAGEMENT AND APPLIED ECONOMICS. Three majors-accounting, economics and management- are offered. All em phasize fundamental principles, conceptual skills, and analytical tools that will prepare students for functional roles in business or other organizations where managerial or decision-making abilities are essential. A bachelor of science in business administration is granted. The graduate school grants a masters degree in business administration. CENTER OF NURSING. Widener College offers a four-year bac calaureate program in nursing accredited by the National League for Nursing. Nursing students live and study on the Widener College campus while receiving clinical education at the Crozer-Chester Medical Center, the Haver ford State Hospital, Fitzgerald-Mercy Medical Center, and the Community Nursing Service and Child Health Centers of Chester and Vicinity. A bachelor of science in nursing degree is granted. Direct Transfer. The Center of Nursing has entered into direct transfer agreements with selected colleges and junior colleges. Under this plan all students recommended by the sending institution as having satisfactorily completed the first two years of study are assured of enrollment in the junior year in the nursing program at Widener College. Institutions with which this agreement has been completed include: Bucks County Community College, Newtown, Pennsylvania; Elizabethtown College, Elizabethtown, Pennsylvania; Mercer College, Trenton, New Jersey; Wesley College, Dover, Delaware; Eastern College, St. Davids, Pennsyl vania; King's College, Wilkes-Barre, Penn sylvania; Cabrini College, Radnor, Pennsylvania; Thiel College, Greenville, Pennsylvania, and Sioux Falls Col lege, South Dakota. Army ROTC Program Widener College is one of 12 colleges in the nation offering Option C curriculum. The Basic Course Program is a combination of enrichment mod ule electives and courses which are team-taught by commissioned officers of the Department of Military Science and faculty members of the Humanities and Social Science Groups. The Option C curriculum offers two years of exposure to the program within a standard college curriculum, thereby allowing the student to judge the merits of the program before committing himself to participation in the advanced course. By application to the Professor of Military Science students may enroll in the Advanced Course Program which consists of military science courses presented by commissioned officers in the Department of Military Science during the junior and senior years and attendance at the ROTC advanced camp between the two years. Upon enrollment in the Advanced Course Program, each cadet receives $100.00 per month subsistence allowance during the entire school year and upon graduation is commissioned in the U.S. Army.

24 January Interim Program The January Interim Program, a flexible one-month period of in-depth research, provides both students and faculty with an unusually worthwhile intellectual experience that cannot be realized during the regular terms. During january, students and faculty are released from multiple class commitments and the distribution of effort over several courses. Grading is on a pass/fail basis. These departures make possible enriching variations on the learning process, and full-time investigation of a single topic provides a degree of individual involvement that is rarely attained during regular terms. The program involves a choice of independent study on campus, inde pendent study off campus, group projects off campus and courses offered on campus.

Senior Projects Every student at Widener College can look forward to participating in a Senior Project, an activity that should prove to be the capstone of his under graduate education. The project concept is in keeping with an educational philosophy strongly oriented toward finding solutions to some of the prob lems of the individual and modern society. It is an activity designed to enable the student to develop his ability not only to carry out various forms of research in the library, in the laboratory, or in the field, but also to think critically, creatively, and humanely. Students are encouraged to form their own teams and to select a chal lenging and significant project in which they can use their individual and combined abilities to best advantage. In some cases, students may wish to work with other students in their curriculum or center on a project closely related to their chosen profession . For example, a team majoring in engineer ing might work on a problem in aeromechanics; a team of English majors might join in studying and writing sonnets; or a team of political science majors might investigate a problem connected with municipal government. The team approach also provides an opportunity for students from different centers to work together on an inter or multidisciplinary problem. For exam ple, a project concerned with water pollution might best be dealt with by a team consisting of a social scienti st, a biologist, a chemist, and an engineer. Each would concentrate on his specialty but would contribute to the team's effort to solve the problem. In some case s, projects will be associated with, perhaps even sponsored by, outside institutions, such as industries, government agencies, and other educational institutions; expert consultants may al so be brought in to advise team s. Thus, for the student who is professionally oriented, participation in a project might be compared with an internship through which he is exposed to the kinds of situations that he might very well encounter after graduation. In addition to improving his ability to work closely with others, team projects afford the student an excellent opportunity to further develop and

25 polish his communication skills, both oral and written. First of all, he finds that he must communicate with his teammates on a day-to-day basis in designing and carrying out the project. Secondly, since the projects include a written report to faculty and other professionals and a final oral presentation to which the general public is invited, the student finds it necessary to communicate effectively at other levels. Most important, while projects usually allow students considerable free dom in their approach to the objectives set down early in the program and are structured to encourage creativity in every phase, from inspiration, through design, to final reports, great emphasis is placed on individual and team performance. For, along with social awareness, analytical ability, creativity, and the humanitarian spirit, it is the ability to perform that distinguishes the Widener graduate and enables him to carry out both hi s personal and profes sional responsibilities in today's society. Therefore, in addition to other requisites, every Widener student is required to successfully participate, usually along with two or three other students, in a Senior Project under the guidance of one or more advisers. The projects will be the equivalent of one course unit. They may, however, start in the fall and be continued into the second semester. Individual grades are awarded in keeping with the system used for the rest of the academic pro gram; but because of its importance, the course may not be taken on a pass/fai I basis.

Accreditation Widener College is accredited by the Middle States Association of Col leges and Secondary Schools. Engineering is accredited by the Engineers' Council for Professional Development, chemistry by the American Chemical Society and nursing by the Pennsylvania Board of Nurse Examiners and the National League for Nursing. Five national honor societies have established chapters at Widener College to recognize outstanding scholarship in their respective fields. The societies and their fields are : Alpha Chi, national scholarship honor soc iety; Alpha Psi Omega, dramatics; Alpha Sigma Lambda, national evening division honor society; Omicron Delta Epsilon, economics; Pi Gamma Mu, social science; Sigma Pi Sigma, physics; and Tau Beta Pi, engineering.

Overseas Learning Experiences In late Augl.Jst 1973, 160 Widener students embarked on the first of Widener's short term (approximately two weeks) overseas learning experi ences, conducted from The Queen's College of O xfo rd University in England. The thrust of that trip, and offuture ones now in the planning stages (the next will be a similar trip to England in Aug. 1975), was to give the student a maximum cultural and educational exposure to Great Britain and that nation's great university system.

26 About half the time in England was devoted to planned educational experiences away from The Queen's College-a tour of London, including the Houses of Parliament, Piccadilly, Westminster Abbey, and the British Museum; trips to Essex University, Colchester Castle, Woburn Abbey, the wild animal reserve, Stratford-on-Avon for a Shakespearean play, Coventry, Sulgrave Manor, Windsor Castle, Canterbury, Dover, Salisbury, Stonehenge and Bath; an Elizabethan banquet; dinner at a London pub; and an evening of London theater. The balance of the 12 days was devoted to lectures and seminars through which the students came into close contact with outstanding indi viduals from the professional and political life of Britain. There was also time for shopping and most evenings were free for recreation. Overseas learning experiences such as these trips to England may serve as the basis for fulfilling a january Program requirement and/or for setting the stage for a junior year abroad program in which a student might decide to participate. The College has also secured limited arrangements with the universities of Sussex and Keele in England and Marburg in West Germany to provide added opportunities for overseas study for interested and qualified upper classmen. It is anticipated that expansion of such programs in the future will be in direct proportion to student interest and accomplishment in existing ones. Through cooperative arrangements with other colleges, universities, and non-profit groups, Widener students can plan on a year of study abroad in Spain, France, Italy, and in Latin American countries. Project Prepare In 1969, Widener College launched another innovative program, Project Prepare, to help educationally and economically disadvantaged students prepare for college. The project features a seven-week summer tutorial and counseling program for ghetto high school seniors preparatory to enrollment in a regular schedule of courses in the fall. Continuing special counseling and tutorial services are available to the students as needed throughout their matriculation as regular students. A particular effort is being made to find and to encourage such students who evidence an interest in the fields of engineering and science because comparatively few students in this type of program in higher education are now preparing for careers in those fields. The Widener Way for Women The Widener Way for Women is a continuing education program for women over 21 years who would like to enter or return to the academic environment. Tailored for the mature woman who previously dropped out of college or postponed her education because of economic or family respon sibilities, the prograrr. is administered by a special office under the direction of a woman who is both wife and mother and a recent Widener graduate. Women enrolled in the program are offered a tuition-free course of introduction (or re-introduction) to college. This transitional course earns degree credit and may be taken alone or in conjunction with other under graduate courses. Students in The Widener Way for Women program pay tuition rates of a special student. (See Financial Information, Special Students.)

Evening Division For those interested in continuing their education on a part-time basis, 28 the Evening Division offers courses in liberal arts, business management, engineering and science. Supervisor training and other auxiliary services are offered for local industries. A catalog of courses offered is available at the Evening Division Office.

Summer Sessions The summer sessions at Widener College provide fully-accredited courses in the humanities, social sciences, engineering, physical sciences and economics and management. Specific course offerings are in accordance with student interest and demand. The 13 weeks of summer sessions include one pre-session of three weeks and two regular sessions of five weeks each. A student attending the pre session may earn one unit of credit; a student attending the five-week sessions may earn a maximum of two units of credit in each session. In addition to the regular courses, there are a variety of institutes, work shops and special programs. Fees and charges for special programs are arranged according to the project. Counseling services are available to all students throughout the summer sessions. All classes and laboratories are conducted in fully air-conditioned facilities. There are also opportunities for gymnastic exercises, swimming and outdoor sports, including tennis. Tuition, fees and room and board charges for summer sessions are I is ted in the separate summer school catalog published each spring. Paralegal Program As of summer 1974, a new, 13-week Paralegal Program was introduced covering corporate law, estate planning, real estate law and litigation. En dorsed by the local bar associations and taught by practicing attorneys, the program is unique in that it features general instruction in all four areas for the first 9 weeks and specialization thereafter. Those successfully completing the Paralegal Program are qualified to work as legal assistants, under the supervision of an attorney, dealing with the bulk of the law firm's daily activities which might include client interviews, witness interviews, drafting of legal documents, etc. Detailed information is available upon request from the Dean of the Center of Arts and Science. Graduate Studies Widener College offers graduate-level programs in business administra tion, systems engineering and engineerir)g mechanics. The degrees granted are the master of business administration (MBA) and the master of engineering (ME). Complete detai Is of the graduate program in engineering can be found in this catalog on page 133 under Center of Engineering. The MBA program is fully described in a separate catalog available from the College's Center of Management and Applied Economics.