Gettysburg, Pennsylvania }le of Contents
GETTYSBURG COLLEGE—THE COMMUNITY
ADMISSION
Admission Evaluation, Campus Visit, Admission with Advanced Credit and Placement, International Student Admission, Statistical Summary
EXPENSES/SERVICES
Comprehensive Fee Plan, VA Benefits, Payment Plans, Insurance
FINANCIAL AID
Student Financial Aid, Presidential Scholars Program, Grants, Loans
STUDENT SERVICES
Residence Life, Intercultural Advancement, Dining, Health Center, Counseling, Career Planning
COLLEGE LIFE
Student Conduct, Honor Code, College Union, Student Government, Programs and Activities, Campus Media, Greek Organizations, Chapel Programs, Center for Public Service, Athletics, Campus Recreation
FACILITIES
ACADEMIC POLICIES AND PROGRAMS
Academic Purposes, Degree Requirements, Special Major, Academic Advising, Senior Scholars' Seminar, Academic Internships, The Gettysburg Review, OffCampus Study, Dual-Degree Programs, Preprofessional Studies
ACADEMIC REGULATIONS
Registration, Grading, Residence Requirements, Transcripts, Withdrawal
The provisions of this catalogue are not ACADEMIC ACHIEVEMENT to be regarded as an irrevocable contract
Graduation Honors, Dean's List, Phi Beta between the College and the student. The Kappa, Alpha Lambda Delta College reserves the right to change any provision or requirement at any time.
COURSES OF STUDY This right to change provisions and
requirements includes, but is not limited PRIZES AND AWARDS ANNUAL to, the right to reduce or eliminate course
offerings in academicfields and to add ENDOWMENT FUNDS requirements for graduation.
REGISTER
Trustees, Faculty, Administration GETTYSBURG
Gettysburg College Catalogue 1999-2000
Gettysburg, Pennsylvania Gettysburg College—The Community
A HERITAGE OF EXCELLENCE
loe approach the twenty-first century, higher education faces a new world of change and Aschallenge. Reoolutionary advances in technology, unprecedented access to information, a rich diversity ofperspectives, and frequent calls to social action will demand morefrom a liberal
arts education than ever before. Leading colleges must respond with innovative programs, appropriate
resources, and exceptional teaching. At Gettysburg College, we are committed to preparing our students for the opportunities of this changing loorld. Ourfounding principles embrace a rigorous liberal arts education that fosters a global perspective, a spirit of collaboration, a dedication to public service, and
an enriching campus life. We believe that this approach to education instills in Ciettysburg Colkge
students a life-long desirefor learning, a drivefm- discovery and contribution, and a compassionate respect for otheis and our world.
Dedicated to Success in the sciences, the social sciences, and the The history of Gettysburg College has humanities with a highly personal atmosphere intersected with events of political, social, and of challenge and support. The curricular and global significance. Chartered in 1832, Gettysburg co-curricular opportunides are carefully designed College was born in an era of dramatic change. to stimulate logical thinking, encourage public Our young nation faced political and economic ser%dce, and instill a global perspective in our challenges, pioneers pushed into new frontiers, students. and academic institutions were established that At Gettysburg College, nearly 2,200 young would become today's finest colleges and women and men learn, explore, discover, and universities. create with the challenge and support of 150 In 1863, Union and Confederate soldiers full-time faculty members. Over ninety-five clashed on the fields of Gettysburg, Pennsylvania. percent of the teaching faculty hold the
Pennsylvania Hall, the first building on campus, doctorate or the highest earned degree in their served as a temporary hospital for the wounded field.
from both sides. Today, its name appears on the As devoted as they are to their chosen fields of National Register of Historic Places. On study, Gettysburg College faculty are equally November 19, 1863, Gettysburg College students dedicated to the success of their students. witnessed the legendary address of Abraham Small classes averaging twenty students and a Lincoln, which to this day links our country's student/ faculty ratio of 12:1 foster an open and sixteenth president with Gettysburg in the informal exchange of ideas, a sense of minds of Americans. communit)' and collaboration, and endless
Years later. President Dwight D. Eisenhower opportunities for accomplishment. arrived at Gettysburg, sharing his experience As part of Gettysburg College's balanced and insights as a national leader. Following his undergraduate program in the liberal arts and term, Eisenhower returned to Gettysburg to sciences, students may choose from thirty-four write his memoirs in what is now Eisenhower majors, pursue interdisciplinary and self- House, the college admissions office. Visits by designed majors, or complete one of several Elie Wiesel, General Colin Powell, and leaders cooperative and dual-degree programs. The from the American Civil Liberties Union, the college also provides a certification in civil rights movement, and the Peace Corps elementary and secondary education, and continue to demonstrate Gettysburg College's preparation for professional schools in law, dedication to issues of global importance. medicine, and the allied health sciences. Today, Gettysburg College continues to Study abroad, internship, and student/ faculty champion independent thinking and public research opportunities are plentiful and action by providing students with the abilities to encouraged. reason and commimicate, and the incentive to We welcome your interest in Gettysburg College. make a difference in our world. A Gettysburg College education blends a rigorous foundation GETTYSBURG-AT-A-GLANCE state-of-the-art science facilities, including two electron microscopes (transmission and Type of College: Four-year, coeducational college scanning units), Fourier Tran.sform Infrared liberal arts and sciences founded in 1832. of and NMR Spectrometers, greenhouse, Enrollment: Nearly 2,200 students (approximately planetarium, observatory, and optics and one-half are men and one-half are women), plasma physics laboratories; the Child Study representing 40 states and 25 foreign coimtries. Center; extensive facilities for the fine arts, Approximately 90% of the students live on music, and drama; writing center; campus in over eighteen residence halls, comprehensive phvsical education complex; N including theme halls, the Residential College, health center and counseling serrices; career and special interest houses. planning and advising office; College Union Building, student activides center; center for Location: Beautiful 200-acre campus with over public service. 60 buildings. The College is adjacent to the Gett)'sburg Nadonal Park. Gett)'sburg, Student Activities: Student Senate; Student
Pennsylvania is 36 miles from Harrisburg, Activities Council (SAC); FM radio stadon; 55 miles from Baldmore, 80 miles from yearbook; newspaper; literary magazine; full Washington, D.C., 117 miles from Philadelphia, range of musical groups, including two choirs, and 212 miles from New York City. marching, symphonic, and jazz bands, college/community orchestra, and numerous Academic Information: Thirty-four majors, ensembles; black student union; international special majors, double majors, minors, and an student club; theatre groups; special interest extensive area studies program. Student/facult)' groups; more than 60 clubs and communit)' ratio of 12:1 with an average class size of 20 ser\ice organizadons; more than 600 leadership students. More than 150 full-time facultvwith positions. over 95% of the permanent faculty holding the doctorate or highest earned degree in their Athletics: Division III level within the Centennial fields. One of only 19 chapters of Phi Beta Conference. Ten sports for men, ten sports for Kappa in Pennsylvania. Honorary or women, and two coeducational sports. A wide professional societies in 16 academic areas. array of intramural activities to satisfy various .\cademic Honor Code in effect since 1957. interests and levels of skill.
Special Programs: Extensive study abroad Religious Life: Lutheran related. Programs for programs; internships; Washington Semester students of all faiths coordinated through the (government and politics, economic policy, College Chapel, including Newman Association ethical issues and public affairs, foreign policy, and Hillel. public administration, justice, urban studies, School Colors: Orange and blue. journalism, art and architecture, arts and humanities); United Nations Semester; dual- degree programs in engineering, nursing, optometry, and forestry and environmental studies; cooperative program in marine biology; certification in elementary and secondary education; premedical and prelaw cotmseling. Cooperative college consortium with Dickinson and Franklin & Marshall Colleges.
Exceptional Facilities: Musselman Library;
computing environment, including full net^vork
capabilities in all campus buildings and each residence hall room, high speed, access to the Internet and the World Wide Web, microcomputer laboratories and workstations; Admission
ADMISSION
Gettysburg College students conie from a luide variety of backgrounds and secondary school programs. The College encourages applications from students of differing ethnic, religious,
racial, economic, and geographic backgrounds. The admission staff encourages applications from students who have demonstrated a capacity for academic achievement, responsiveness to intellectual
chalUmge, eagerness to contribute their special talents to the College community, and an awareness of social responsibility. Such persons give promise ofpossessing the ability and the motivation that loill
enable them to profit from the many opportunities that the College offers.
Campus Information Evidence ofpersonal qualities. A wide variet)' of information about Gettysburg There is high interest in individuals of character College can be found in the College's various who will contribute in positive ways to the College publications. communit)'. Such contributions should be appropriate to the talents of each student, whether Prospective students may request College these be leadership in campus programs, publications and material by contacting: involvement in the welfare of others, expression Director of Admission of artistic creativity, or the quiet pursuit of Eisenhower House scholarly excellence. In estimating such qualities, Gettysburg College the College relies on what students say about Gettysburg, PA 17325 themselves; the confidential statements from secondary school principals, headmasters, and 717-337-6100; 800-431-0803 guidance counselors; and on personal appraisals (Fax) 717-337-6145 by its alumni and friends. Essentially, any evidence [email protected] of in-depth involvement in secondary school http://www.gettysburg.edu activities and/or participation in community
Admission Evaluation affairs (especially volunteer services) is favorably
Since the competition for admission is highly considered in the admission process. competitive, the admission staff gives careful The Campus Visit consideration to each application. Its decisions Personal interviews, group sessions, and campus are based on three categories of evidence tours are strongly recommended: they give described below. prospective students a personal look at the
Evidence of high academic achievement as indicated opportunities and varietv' offered in the
Irs the secondary school record. academic and extracurricular program. The College considers grades in academic Gettysburg students give generously of their courses, quality and distribution of subjects, and time and talents to the College and surrounding rank in class as highly significant parts of the communitv', and are pleased to share their applicant's credentials. Participation in experiences with visiting students. accelerated, enriched, and advanced placement Prospective students are welcome to visit the courses is highly desirable. The College regards campus for a tour and/or a group session at any superior facility in the use of the English time. Interviews may be scheduled between language and an understanding of fundamental April 1 of the junior year and March 1 of the mathematical processes as essential to a senior year. Students considering a major in art successful college experience. It also assumes or music should make their interest known when graduation from an approved secondary .school. requesting an interview, so that arrangements
Evidence of ability to do high ciuality college xuork as can be made for an appointment with a indicated by aptitude and achievement lest results. member of the department concerned.
The Sx\T 1 of the College Board or the test Students can arrange an interview, group results of the .\merican College Testing (ACT) session, or campus tour by calling the Office of program are required of all candidates. Admissions at 717-337-6100 or 800-431-0803. During the academic year, the admissions office
is open from 9:00 to 5:00 on weekdays and from 9:00 to 12:00 on Saturdays; summer hours are between 8:00 and 4:30 weekdays. Admission Process Admission with Advanced Credit and Placement Enrb) Decision. Students who have taken advanced, placemenl
Students for whom Gettysburg (k)llege is a first courses in secondary school and wish to be choice are strongly encouraged to apply for considered for advanced credit or placement Early Decision admission. The application will must take advanced placement tests of the be considered betAveen November 15 and College Board. All entering students who submit
February 1 of the senior year; a non-refundable a score of four or five on these tests shall receive fee of $35 must be sent with the application. one or two course credits for each tested area Those students accepted imder this admission toward the 35-course graduation requirement. plan are obligated to enroll at Gettvsbing Students submitting a score of three may College and to withdraw applications submitted receive, at the discretion of the appropriate to other institutions. Nodfication of the decision department, credit or advanced placement. on admission will be made between December Course credit for advanced placement will be 15 and February 15. Payment of a nonrefundable lost if a student takes the equivalent course at advance fee of $200 is required to validate this Gettysburg. Students who have completed
offer of acceptance . advanced-level or honors courses may be considered for advanced placement. Although the Early Decision applicant should take the SAT 1 or the ACT in the junior year, Those high school students who have taken scores from the October/November testing date regular courses at the college level in regionally- of the senior year will also be considered. Those approved junior or four-year colleges may students submitting applications for Early receive credit for these courses if there has been Decision who are not offered acceptance at that no duplication of high school imits and college time will automatically be considered for credits. This credit must be approved by the Regular Decision admission upon receipt of chairperson of die academic departinent involved. subsequent semester grades and test scores froin Gettysburg College recognizes the quality of the the senior year. International Baccalaureate (IB) Diploma in the Regular Decision. admission process. In addition, the College Students applying as a Regular Decision awards two course credits in each subject area candidate to Gettysburg College should submit for Higher Level examination scores of five or an application during the fall of their senior higher. Credit for a Higher Level score of four year and by February 15; a nonrefundable fee of will be given at the discretion of the department. $35 must be sent wth the application. Most For students who plan to complete their offers of acceptance will be mailed by early- graduation requirements in less than four full April, after the receipt of November, December, years, see the section on residence requirements or January SAT 1 results and senior year first and schedule limitations for information about semester grades. Results for the SAT 1 or ACT planning of the academic program. taken prior to the senior year may be used to satisfy test requirements. International Student Admission The College welcomes applications from Pa)anent of a nonrefundable advance fee of international students who can read, write, $200 is required to validate the offer of speak, and imderstand the English language acceptance. Since Gettysburg College subscribes with considerable proficiency. International to the principle of the Candidate's Reply Date, applicants should send the completed students have until May 1 to make their decision application form with official secondary school and pay the advance fee. transcripts, and an explanation of grading Students offered acceptance under either procedures; the SAT of the College Board or Early Decision or Regular Decision admission the test results of the American College Testing are expected to maintain their academic record, (ACT) program; the Test of English as a Foreign pass all their senior courses, and earn a Language (TOEFL) results; the application secondary school diploma. essay; the $35 application fee, which is required to process the application; and the certification of the Finances Form. International students
applying for financial aid must also file the Foreign Student Financial .\id Form Transfer Student Admission a candidate for a degree must submit an application (lettysburg welcomes applications from students under regular admission procedures. Special interested in transferring to the College. Transfer students have the same classroom duties and students applying for the spring semester should privileges as regular full-time students, but no
is in advance that the special submit their application by December 1 , and [Momise made students applying for the fall semester should student will be admitted as a candidate for degree. apply by February 15; transfers applying after those preferred dates should do so as soon as possible. STATISTICAL SUMMARY
Reactivating the application. Students in college Students who have previously applied to 1997 Full-Time Enrollment Gettysburg College and now wish to reactivate Fall Semester their application should send a letter requesting M W Total a reactivation. In order to update and complete Senior 238 252 490 the application, send the final secondary school Junior 248 287 535 transcript, SAT and/or ACT results, college Sophomore 284 304 588 transcripts (s), the Dean's Recommendation First Year 3()2_ 337_ ^39^ Form, and the financial aid transcript. 1072 1180 2252
Applyingfor thefirst time. The above enrollment includes 172 students Tran.sfer students should submit an application who were studying off campus. In addition, 13 for admission, the final secondary school students are enrolled part-time for a degree. transcript, SAT and/or ACT results, college Geographic Distribution Matriculated Students transcript(s), die Dean's Transfer Recommendation 1998 Fall Semester Form, and the financial aid transcript. Number Transfer of credits. of Transfer credits are granted provisionally for Students Percent individual courses passed with a C or better at Pennsylvania 627 27.7 approved insfitiUions, provided that these New Jersey 416 18.4 courses fit reasonably well into the Gettysburg New York 329 14.5 College curriculum. During the first semester, Maryland 213 9.4 transfer students must re\iew the graduation Connectictit 177 7.8 requirements with their academic adviser or Massachusetts 151 6.7 the registrar. Transfers are required to earn all Virginia 44 1 .9 addifional credit at Gett)'sburg College or New Hampshire 36 16 through a regular College-approved program Maine 31 1.4 of off-campus study. In order to complete the 32 Other Suies or territories 197 8.7 transfer of course credits, transfer students are International (25 countries) 43 1-9 required to complete one year of satisfactory 2264 100.0 work at Gett)'sburg College. All transfer students
must safi.sfy the course requirements in their STUDENT RETENTION major area of interest. Of the students who entered Gettysburg College Admission as a Special Student as first-year students in September 1994, 70.7% A high school graduate, not a candidate for a received their degree within four years; an degree, may apply for admission as a additional 4.6% of the class were confinuing at nonmatriculated student. Normally, such a Gettysburg. Thirty-one students (5.1% of the student may enroll in a maximum of two class) were required to withdraw from the courses. Permission to take more than two College. Of the students who entered Gettysburg courses must be secured from the provost. College as first-year students in September 1992, 78.3% received their degree within six years. Taking courses as a special student requires permission of the instructors of the courses involved, as well as filing an application for special student status with the admissions office. A special student who may later wish to become Expenses/Services
COMPREHENSIVE FEE PUN
Gettysburg College charges each student, on a semester by semester basis, a comprehensive Not included in this fee, which covers tuition, health servicefee, board, and room. fee are books and supplies, telephone charges, telecommunications fee, some private lessons in music, optional off-campus courses, and optional health insurance coverage.
The comprehensive fee appUes to each full-time number of seniors who have applied through a student. A full-time student is one registering procedure administered by the director of for at least three courses per semester. Part-time Residential Life. Students who have withdrawn matriculating students will be charged $2,658 from the College and are approved for per course. readmission or who are returning from off- campus study are expected to occupy any vacancy 1999-2000 FEES that mav exist in a College residence hall.
Academic Fee (Tuition) $ 23,922 Telecommunications Fee Health Service Fee $ 110 All students living in College residence halls or fraternities are required to pay an annual $100 Board telecommunicafions fee. Long distance charges College Dining Hall 20 meals $ 2,632 are billed separately each month per week (Rates for reduced
meal plans of 7, 10, and 14 meals Payment of Bills per week and flex plan are available Checks should be made payable to Gettysburg from the Office of Financial Services) College and sent to the Office of Financial Services, Gettysburg College, Gett)'sburg, PA Room Rents 17325-1483 by the dates oudined below. Regular Room $ 3,012 Single room or Apartment $ 3,762 The College operates on a two-semester calendar. An itemized statement of charges for each
semester is mailed approximately one month Special Student Fees before the pa)Tnent due date. First semester
Any student who is not a candidate for a degree charges are due on August 1; second semester will be charged at the rate of $1,329 per course charges are due on January 3. The College has or $333 per quarter course. an opdonal monthly payment plan, which runs
fromjime 1 to March 1. (See Paymenl Plans.) Board Policy
First-vear students must participate in the full Delinquent accounts will be subject to a late payment the fall board plan (20 meals per week) during charge at the rate of 1 % per month. This late charge semester; they may select their meal plan for the will be waived for Saident Loan amounts processed spring semester. All students living in the by the College prior to due dates for payments. College residence halls are required to Students and parents are responsible for participate in at least the seven-meals-per-week collecUon costs on any accounts placed for plan. collection.
The following exceptions apply: Reserve Deposit • Those living in apartment-style residence halls. The advance payment of $200 made under • Those living off-campus or at home. either the early or regular acceptance plans is • Those who are roommates of residence credited to a reserve deposit account. While the
coordinators. student is enrolled, this noninterest-bearing account remains inactive. The reserve deposit is Housing Policy activated after the student graduates or All students are expected to live in the College's withdraws from school. At that time reserve residence halls. Fraternity housing is available to deposit funds are transferred to the student's students following their first year. When the residence halls have been filled, permission for off-campus housing may be granted to a limited account to satisfy any unpaid bills, including Reduction of financial aid obligations and
i ooni damage, fines, lost library books, NSF advances will receive priority in the payment of checks, unpaid phone bills, unpaid College refunds. Any unused reserve deposit balance store charges, etc. After applying the reserve will be refunded approximately six weeks after deposit to the student's account, tlie College the student's graduation or withdrawal. will refund any credit balance that exists. College Store
Preregistration Fee The College Store is operated on a cash, Master > Kvery continuing student in the College is Card/Visa, or College charge basis. Students required to pay $300 by March 1, which will be may charge books, supplies, and miscellaneous applied toward the student's fall semester items. A student's balance may not exceed $500. College bill. No refunds of this fee will be made College charges must be paid within 20 days. .ifter the date of Spring registration. Unpaid College Store charges will be added to the student's account and be subject to a 1% Veterans' Administration Benefits late payment charge. C.ettysburg College has made the necessary arrangements whereby eligible veterans, Accident Insurance dependents, and members of the military may Upon payment of the comprehensive fee, each
1 eceive monthly payments from the Veterans' student receives coverage under an accident \dministration in accordance with the insurance policy. Information concerning the
appropriate laws and regulations. Students coverage provided by this insurance is made
1 equiring any forms to be completed by the available at the time of registration or in
( iollege concerning these benefits should advance if requested. contact the Office of the Registrar. Health Insurance
Payment Plans The College requires all students to have The College has an optional monthly pa\Tnent adequate health insurance coverage. This
plan for those who wish to make installment coverage is optional for those who already have payments over a ten-month period. The first an existing health plan. The College will waive installment is due June 1. There is a $40 non- the charge for those with an existing health plan refundable fee for enrollment in this plan. Contact upon receipt of proof of health insurance. the Office of Financial Services for details. Personal Property Insurance Refund Policy The College does not carry insurance on
The comprehensive academic fee, as well as the personal property of students and is not room, board, and health charges, are refunded responsible for the loss or damage of such upon withdrawal on a pro-rata basis through property. Students are encouraged to provide 60% of the semester, after which there is no their own personal property insurance. refund of these charges.
The date of withdrawal will be the date the student has filed the completed withdrawal form with the Office of Academic Advising.
Optional insurance is available through A.W.G. Dewar, Inc., which supplements the College's refund for a student who withdraws as a result of a serious illness or accident.
Required Withdraiualfor Disciplinary Reasons
A student who is required to withdraw for
disciplinary reasons will forfeit all fees which he or she has paid. . Financial Aid
Although charges made by colleges and universities have risen sharply in recent years, tliefact remains that at most institutions thefees paid by a student or a student 's parents cover only a portion of the total cost of a student's education. In private institutions the remainder comes from endowment income and gifts from various sources, such as alumni, businesses, foundations, and churches. Ckttysburg College recognizes the primary responsibility of the student and his oi- her parents
to provide as much as possible toward the total cost of the student's college education. Since an education
is an investment which should yield lifelong dividends, a student should be prepared to contribute to it from his or her own earnings, both before entering and while in college.
Gettysburg College has a program of financial complete these forms. The renewal application aid for worthy and promising students who are packet should be completed, with the FAFSA unable to finance their education from personal and PROFILE being forwarded by March 15
and/or family resources. Access to such aid is and the other forms being forwarded to the considered a privilege, not a right. The Office of Financial Aid by May 1 qualifications for assistance, in addition to need, The Gettysburg College federal code number are academic ability, academic achievement, and for the FAFSA is 003268 and the PROFILE code promise of contribution as a student and citizen. number is 2275. The amount of aid in any particular case is based upon the financial need of the student. Financial aid is awarded in the form of grants, loans, work-study, or a combination of these. All The College participates in the College financial aid awards are made for one year only. Scholarship Serxice (CSS) and requires all The director of financial aid will consider a applicants to file the Financial Aid PROFILE request for renewal and will act on the basis of and the Free Application for Federal Student the applicant's record as a student and campus Aid (FAFSA) to receive full consideration for citizen, as well as his or her continuing financial aid. Each form should be sent to the financial need. appropriate, separate mailing address in the
preaddressed envelope that is provided with Satisfactory Progress Guidelines the form. for Renewal of Financial Aid
A student is expected to maintain an academic The College also requires that enrolled students record that will enable him or her to complete submit notarized copies of the parents' and the requirements for graduation in the normal student's most recent U.S. Individual Income eight semesters. Any student who falls below the Tax Returns (Form 1040) directly to the Office 2.00 minimum accumulative average needed for of Financial Aid to verif)' income data. Applicants graduation will be warned, placed on academic for admission must submit tax forms when the probation, placed on dismissal alert, or dismissed. admissions deposit is paid, or by May 1. Additionally, it is expected that each student A prospective student seeking financial aid will continue to make normal or satisfactory should mail the completed PROFILE and progress toward the completion of degree
FAFSA as soon as possible after January 1 and requirements. The student who falls below the
before February 15. Both forms should be following minimum standard is considered to
completed in their entirety (including not be making satisfactory progress and is Gett)'sburg College in the colleges to receive normally advised or required to withdraw: results) and forwarded in the envelopes For first-year students: 1.50 GPA and 6 courses provided. There is no for the Free Federal fee completed Application (which determines eligibility for Pell Grant and other federal programs of For sophomores: 1.80 GPA and 15 courses
student financial assistance), but there is a completed processing fee for the PROFILE. For juniors: 1.90 GPA and 25 courses A student already enrolled who has previously completed. had some form of aid should secure a renewal application from the Office of Financial Aid and should request his or her parents to help In addition to these minimum standards, a Students selected for the Presidential
student on probation must show significant Scholarship will be awarded an amount that is improvement during the following semester in not based upon financial need. Eligible
1 )rder to remain at the College. Normally, a applicants applying for need-based financial aid student may not remain at the College with as listed below could receive additional financial ihree consecutive semester averages below 2.00. aid without jeopardizing the Presidential Scholarship amount. The Academic Standing Committee interprets and applies these standards on a case-by-case Need-Based Financial Aid
iiasis at the end of each semester. Following the Applications from all students who apply for decision of that committee, the Office of financial aid and demonstrate financial need
i inancial Aid may be required to review the ^vi\\ automntically be reviewed to determine student's progress as it relates to the renewal of eligibility for the following forms of assistance financial assistance for subsequent terms. available from Gettysburg College.
Students who are not maintaining satisfactory Gettysburg College Grant: Awarded to students academic progress will be required to resume who, in addition to financial need, show normal progress before additional financial aid evidence of good academic ability and academic can be awarded. That may require completion achievement. These grants are renewable as of coursework without the benefit of financial long as the recipient continues to demonstrate aid. Any appeals regarding satisfactory progress need, and maintains a sound academic record. must be filed through the Academic Standing Normally, such grants are combined with loans Committee. and/or student employment in order to meet the student's financial need. The recipients of Federal Stafford Loans and other programs of financial assistance through hi cases of students who demonstrate exceptional
federally subsidized Title TV Programs are also talent, skills, and abilities, need may be satisfied subject to minimum progress standards. In entirely with grant funds. addition, students who are recipients of grant Federal Supplemental Educational Opportunity funds from their home states are typically Grant: A grant program funded by the Federal required to successfully complete a minimum Government and administered by the College. of 24 credits per year to maintain continued The program is designed to assist students from eligibility for those grants. Conditions of those low-income families. grants are included in the notice to the student. Gettysburg College Loan: A loan program made The Presidential Scholars Program available by Gettysburg College. Gettysburg College believes that intelligent, highly-motivated and high-achieving secondary Federal Perkins Loan: A loan program funded by school students should be recognized for their the Federal Government and administered by accomplishments. With this in mind, the the College. Presidential Scholars Program was established Federal Work-Study Program: Employment program to reward prospective students for academic funded by the Federal Government and the excellence. College.
The Presidential Scholars selection process is Grants need not be repaid, but the College a competitive one: benchmark qualifications hopes that recipients will recognize that they include SAT scores that fall within the top ten have incurred an obligation and will therefore percentile nationally and a class rank within the subsequently contribute as they can to help top ten percent of the high school graduating insure that the benefits which they enjoyed will class. All selections are made (without any be available to others. special application on the part of those students selected) as the Admissions Staff reads the
application forms of all applicants for an
incoming first-year class. Approximately fifty percent of Gettysburg minus other aid that the student has received. College students receive financial assistance in Repayment begins within 60 days of loan funds some form from the College. About sixty percent being advanced and the maximum repa)'ment of the Gettysburg College student body receives period is 10 years. Interest rates will be set on aid from the College or other sources. July 1 on the basis of Treasury bills plus 3.10%, but not to exceed 9%. Applications for the Rules governing all t)pes of financial aid are PLUS Loan are made through any participating stated in the Financial Aid Agreement that is bank or other lending agency. The interest rate enclosed with the Notificadon of Financial Aid. until July 1, of 1999 is 8.26%. PLUS Loans are State and Federal Grant Programs disbiused on a co-payable basis to the borrower Students must apply for the following grants and and the College. loans through the Free Application for Federal Other student/ parent loan plans for education Student Aid (FAFSA). Further information may are also available. One such option is EXCEL be acquired from die secondary school guidance through Nellie Mae and the Education office. Resources Institute. EXCEL offers loans of up to
Federal Pell Grant: A federal grant program to $20,000 per year, with a maximum twenty-year enable students to attend colleges and universities; repayment period. and is available to students with the highest A similar plan is offered through TERI Loans. levels of need. Both programs are based in Massachusetts, but Pennsylvania Higher Education Grant: .\n award are national in scope. More information is given to students who are residents of available through the Office of Financial Aid. Pennsyh-ania, selected on the basis of financial Financial Aid for Off-Campus Study need. Financial aid is available for programs of off-
Other states also have scholarships and/or grant campus study (both domestic and study abroad) programs. The states that have most recently which are approved by the Academic Standing made grant awards to students attending Committee. College Grant and Loan funds will Gettysburg College are Connecticut, Delaware, normally be awarded for a maximum of two Maine, Maryland, Massachusetts, Ohio, Rhode semesters of off-campus study through College- Island, Vermont, West Virginia, and the District affiliated programs only. of Columbia. International students may have College-funded State and Federal Loan Programs financial aid applied to off-campus study Federal Stafford Loan: .Allows a student to borrow programs on a case-by-case basis. Written direcdy from a bank, sa\ings and loan association application must be made to the President, or other participating lender. First-year students explaining the program's relevance to the may borrow $2,625; that increases to $3,500 individual's academic program as a whole. during the second year, and third- and fourth- year students are eligible to borrow up to $5,500; maximum total borrowing for all
undergraduate study is $23,000. The rate of
interest for these loans is set at the bank equivalent rate for 91-day Treasury bills plus
3.10%. New rates will be announced each July 1 for the entire year, and rates of interest cannot
exceed 8.25%. The rate of interest until July 1,
1999 is 7.46%.
Federal Parent Loan for Undeigraduate Study: Parents of dependent undergraduate students may borrow through the PLUS Loan Program to help finance educational costs. Maximum
loan per year is limited to the cost of education Student Services
ettysburg College offers a wide variety ofservices to assist students inside and outside the classroom. Faculty, deans, and staff members are readily available to talk with individuals or G groups. Tlmrgoal is to help students make the best use of the College's resources and opportunities. ^w RESIDENCE LIFE Another living opportunity exists in the area of Special Interest Housing. This option is for Residence Life at Gettysburg College is a major students \vho wish to live together in a group of influence on the total development of the 4 to 20 residents and work on a project of mutual student. The residential environment (persons, interest throughout the academic year. policies, and facilities) promotes the formation
of a community and encourages a style of life Also included as an optional living environment
that is conducive to the development of respect is the opportimity for sophomore, junior, and for the individual and the society in which one senior men to live in a fraternity house on or
lives. During a student's experience at Gettysburg near the campus. (jollege, decisions are made concerning personal Student cumulative grade point averages are \alues, occupational choices, one's identity, considered as part of the upperclass lottery personal responsibility, and a philosophy of life. system utilized to obtain housing during the The residential program attempts to provide spring semester for the following academic year. opportimities for examining these areas of concern. Most of the student rooms are double occupancy; however, a few single rooms are available and Recognizing the influence of the environment some rooms are large enough for three or four on development, Gett)'sburg College requires all people. (There is some cost difference between regular students (unless married or residing with their and apartment-style housing.) Each student is (amilies) to live on campus. Exemptions from provided with a single bed and mattress, a dresser, this requirement are granted only by the director and a desk and chair. Students provide their of Residence Life. own pillows, bedding, spreads, study lamps, and Area coordinators of Residence Life are window curtains. Card-operated washers and professional, live-in staff members who directly dryers are available on the campus for student
select and supervise the student staff of residence use. Each student room in residence halls is coordinators and resident assistants. Student equipped with a telephone and cable TV service.
staff members participate in an ongoing training The use of refrigeration units is permitted in program that enables them to help other student rooms; those units may have a capacit)' students adjust to the college environment. of not more than three cubic feet. Microfridge The residence hall staff provide a variety of combination microwave refrigerators are available educational and social programs that enhance for rent from Campus Vending Services.
the educational and social development of all Because of its particular energy efficiency, this is residence hall students. Residence hall the only microwave permitted in the regular governments exist to provide residents with the residence halls. opportunity to work with members of the administration in shaping policies that apply to all College residences and establish an environment that supports student needs.
Gettysburg College offers a variety of options in living environments. Upperclass students may
choose to live in one of eleven residence halls, varying in occupancy from 35 students to 219 students. There are coeducational and a small number of single sex options. INTERCULTURAL ADVANCEMENT AM; Continental Breakfast, 10: L5 AM-11:00 AM; Lunch, 11:15 AM-2:00 PM; Dinner, 4:30 The Office of Intercultural Advancement, PM-7:I5 PM. The Bullet Hole (College snack located in the Intercultural Resource Center, is bar) offers a cash equivalency program daily committed to supporting and promoting the from 7:30 AM to 9:00 PM for students who value of a diverse and culturally enlightened prefer that alternative. (Hours subject to community based on mutual respect and change.) Initiated members of fraternities living understanding. The staff is dedicated to raising in nonapartment-stvie College residence halls awareness and committed to celebrating cultural must enroll in at least the minimimi dining pkualism and diversity. plan. Off-campus students can also purchase a The Office provides a warm affirming meal plan to accommodate their schedule. atmosphere for people of diverse cultural backgrounds. We particularly focus on the HEALTH CENTER needs and concerns of students of color The Gettysburg College Health Center is (African American, Latino, Asian American, and dedicated to the delivery of personalized primary American Indian). The staff provides academic health care. The health center contains both and personal enrichment services for students health and coimseling services in order to by offering educational and cultiual programs, maintain both physical and emotional well-being. activities, workshops, and events that inspire and inform students. In addition, the Office sponsors The health center maintains a strict policy of and cosponsors programs, lectures, and events confidentiality. Only with the patient's written on campus and beyond, which enrich our consent can any health record or health-related understanding and appreciation of cultures information be shared outside of the health and peoples. center. The contents of the health/counseling record are not incorporated into the official Located in the Onter are a library/conference college record. room, study area, lounge,and small computer lab. In the Center, we celebrate and value the Gettysburg College has an HFV/AIDS policy, the rich mosaic of different cultiues, which purpose of which is to support the confidential continue to contribute to the advancement of needs of individuals with HFV/AIDS, as well as world civilization. All are welcome to share in maintain the safety of the campus commimitv'.
this supportive, intercultural environment. Health Services The student health services component of the DINING ACCOMMODATIONS health center offers a variety of illness, wellness, The Gettysburg College Dining Service offers and health educational services for students. a variety of dining options for every student. The professional staff includes nurse Students can select from five plans: 20 meals per practitioners, family physicians, registered week, any 14 meals per week, any 10 meals per nurses, medical assistants, and an administrative week, or any 7 meals per week. The College also assistant. All of these individuals specialize in offers a declining-point plan for those wanting college health-related issues. fiexibility in meals. All first-year students are A limited number of in-house laboratory required to enroll in the 20-meal plan for their evaluations can be performed during a health first semester. Transfer students may enroll in visit. The cost of the visit to the health services any of the five meal plans. ,\11 students living on for evaluation and some lab work is covered by campus in nonapartment-styie residence halls are the health service fee. Any additional lab work, required to enroll in at least the minimum immunizations, x-rays, medications, ER visits, or dining plan each semester (any 7 meals per physician referrals are the financial
week) . Cooking is not allowed in the residence responsibilitv' of the student. .All students are hall rooms, so students are urged to select a plan required to have health insiuance cov'erage. that enables them to eat the majority of their (Further information regarding insiuance may be meals in the dining hall. Dining hall hours of obtained from the Office ofHuman Resources.) service are as follows: Breakfast, 7:15 AM-I0:I5 Health history and physical examination forms Counseling services also offers a number of are required for each new student prior to topic-oriented group experiences, which are registration. All students must have the designed to help students with adjustment issues following immimizations: 1) tetanus and to assist them when they move beyond immimization within 10 years; 2) tuberculin Gettysburg College. skin test within one year; 3) measles, mumps, Counseling Service activities are free, and rubella (MMR) at 15 months and second confidential, and available to all Gettysburg booster after age 5 years or documented College student.s. It is the desire of counseling immune dtre. Hepatitis B immunization is staff members that their services complement recommended. the College academic program.
.'Ml patients are seen in the health service by appointment only. Walk-in services are for CAREER PLANNING AND ADVISING minor emergencies. For after-hours health care The Office of Career Planning and Advising at emergencies, students may go directly to the Gettysburg College helps Gettv'sburg students Gettysburg Hospital Emergency Department, and alumni make informed career decisions, located one mile from campus. and then act effecdvely with regard to those Counseling Services decisions. The Counseling Service's professional staff The process of developing a career during the works with individual students in a confidential college years is implemented through several relationship, exploring personal issues and activities, each essential to the uldmate success possible resolutions. Some areas of concern that of the individual. These essential activities are students talk to counselors about are: feelings of self-assessment, career exploration, experiencing anxiety and/or depression, relationships issues, career alternadves, and die actual implementation drug and alcohol related issues, self-esteem of the job or graduate school search. Ideally, issues, problems with family, friends, or initial discovery and expansion of interests and roommates, goals and plans, values, skills occurs during the first year, when exposure performance pressures, sexuality concerns, to the many facets of college life begins. More difficulties at home, and how to reach their full focused self-assessment might begin as students potential. WTiile much of counseling involves contemplate the career implications of their specific problem solving experiences, the focus choice of an academic major during the is often simply helping a student to better sophomore year. During the junior year and the understand himself or herself. summers immediately before and after, students The College, through coiuiseling services, may develop a more precise knowledge of and provides the campus commimit}- with a program interest in a particular career field, perhaps of alcohol and drug education that includes through a summer job, internship, or volunteer prevention programming, help for problem experience. Plans for the actual job or graduate users, various support groups, and awareness school search, which can take place throughout presentations. Campus health education is also senior year, may begin to be made at this time. provided by student peer educators through Individual career counseling for students is CHEERS (College Healthy Environment always available with our professionally-trained
Education for Responsible Students) . The drug staff. Our Career Library is stocked with books, education coordinator is available to the monographs, and directories diat provide students campus community to develop and maintain v\ith up-to-date information on possibilities appropriate educational programs and to within the world of work. A special resource at counsel with individuals. the College is the Gettysburg Alumni Information personnel assistant, social worker, and assistant Network (GAIN), a group ofalunmi who have editor. Graduates also pursue advanced study in vokmteered to pro\ade our students with career fields such as physical therapy, athletic training, information, and who are readily accessible to law, medicine, religion, psychologv', genetics, our students. Career Coffee Hours, which bring college administration, international affairs, and alumni of various academic majors back to campus politics. Examples of organizations where to talk with students, are hosted throughout the graduates obtained employment were Arthiu' year. We also host a Graduate School Day during Andersen & Co., Federal Government, which students meet with representatives from a Americorp, AT&T, Sports Medicine Association, variety of professional and graduate programs, U.S. House of Representatives, Prudential, and a Helping Professions Job & Internship Fair Merck & Co., Dun & Bradstreet, and Corcoran for students interested in careers in those areas. Gallery of Ait. Examples of educational institutions attended include Yale University, To help students conducting a serious graduate Tufts University, Georgetown University, school or job search, the Office of Career Pennsylvania State University, Dickinson School Planning and Advising offers workshops on of Law, Johns Hopkins University, and Rutgers "Resume Writing," "Effective Interxdewing," University. "Summer Jobs," and "Graduate School Search Techniques." We also have an active on-campus Career planning and advising is a lifetime recruiting program, as well as a large off-camgus service to graduates of Gettysburg College.
job fair.
Over the past several years, our students have pursued a wide range of postcollege occupations, including accountant, teacher, management trainee, research technician, marketing representative, account executive, budget analyst, financial planner, congressional aide, College Life
important element of the education at Gettysburg College is the opportunity to exchange ideas Anand share interests outside the classroom. Wlien students live together in a residential setting, these opportunities are greatly enhanced, not only by daily contacts in living quarters and the
dining center, but also by ready access to campus activities. After becoming accustomed to the rigorous demands of their academic schedules, most students decide to become involved in other aspects of campus
life. With entertainment, cultural events, and a constant calendar of student activities available on
campus, students can soon choose to fill their time to whatever extent they luish.
The Office of the Dean of the College, an Before a student decides to apply for entrance administrative division within the College, into Gettysburg College, he or she should be
has as its central purpose the provision of an aware of the rules governing student conduct. environment, programs, and services that A complete copy of the rules and regulations enhance the students' education. The diverse may be obtained bv writing to the Dean of the interests and needs of Gettysburg College College. students are reflected in the wide-ranging and continuously evolving selection of activities. THE HONOR CODE
An academic honor system was instituted at STUDENT CONDUCT Gettysburg College in 1957 and was strongly
Gettysburg College seeks to establish and reaffirmed in 1976 and 1992. It is based upon maintain an environment that provides for the the belief that imdergraduates are mature development of the young adult as a whole enough to act honorably in academic matters person with an emphasis on inquiry, integrity', without faculty surveillance and that they should and mutual respect. be encouraged to conduct themselves accordingly. At the same time the College clearly recognizes The College expects its students to conduct the obligation placed upon each student to themselves in all places and at all times in such assist in maintaining the atmosphere required a manner as to show respect for order, moralit)', for an honor system to succeed. personal honor, and the rights of others as demanded of good citizens. The Gettysburg The Honor Pledge, reaffirmed on all academic College commimity fosters respect for the work submitted, states that the student has
rights and dignitv' of all residents, including neither given nor received unauthorized aid members of both majorit)^ and minoritv' groups. and that he or she has vsitnessed no such Membership in the Gettysburg College violation. The preservation of the atmosphere
community is a privilege that may be rescinded of trust and freedom promoted by the Honor
with cause. Code is the responsibility of the community as a whole. Students must comply with the Honor Believing that it is sensible and proper for all Code both in presenting their own work and in students to be fully aware of their obligations reporting violations by others. Faculty will not and opportunities as Gettysburg College students, evaluate students' academic work unless they the College publishes a statement entitled "The have signed the Pledge. Students who would Studentjudicial System." This document is the sign the Pledge with reservation should not result of discussions and conclusions reached by apply for admission. the student-facult^'-administrative committee. It deals with such questions as the academic, Alleged violations of the Honor Code are citizenship, and governance rights and handled by an Honor Commission elected by
responsibilities of students. It is published the students. biannually in the Student Handbook. FIRST-YEAR RESIDENTIAL COLLEGE determining when and how special assistance is provided, the dean works closely with the faculty The First-Year Residential College Program advisers of first-year students and other offers students the opportunity to learn and members of the College Life Division. The work with faculty, peer tutors, upperclass dean's office is located on the second floor of student teaching associates and other first year the College Union. students on common educational interests and goals. The program provides an opportunity COLLEGE UNION for students with similar intellectual interests to experience an especially powerful tirst-year The College Union is the community center of educational program. Academic courses are the college, serving students, faculty, staff, coordinated with housing assignments in the alumni, and guests. Through a myriad of First-Year Residence Halls. The program services and activities, the Office of Student deliberately fosters connections that support Activities/ College Union supports many
first-year transition and learning. opportunities for students to become involved in planning and participating in student- Extending the classroom into residence halls initiated campus activities and campus provides a natural channel for combining traditions, as well as assisting students with the formal teaching, informal learning, and development of interpersonal and leadership personal support, which complements the skills. They provide support to students and the academic curriculum and promotes both an general campus community in offering a well- active exchange of views and an exciting li\ang balanced program of cultural, educational, and learning environment. Seminar rooms are recreational, and social activities. The College available in many residence halls for seminar Union hiformation center is among the many and study group meetings. The program is services provided by the professional and flexible and living arrangements are organized sttident staff. to support the first year curriculum. The number of halls participating in the program The Plank Center is an informal gathering place varies from year to year. for students to meet with their student organizations. A games room, with billiards, Small course sections provide an opportunity ping pong, electronic games, and a large screen for conversation and discussion, centered on TV, billiards, and electronic games, is located course themes, for the development of ideas here. and lively debate on issues raised both in and outside the classroom. Working in small groups, Hours of Operation students are encouraged to engage in exploring College Union the rich interconnections among the disciplines Monday-Friday and to explore the various aspects of a specific 8:00 a.m.-midnight discipline. Saturday 9:00 a.m.-midnight DEAN OF FIRST-YEAR STUDENTS Sunday noon-midnight Gettysburg College has a number of programs to help students have a successful first year. The Junction Among these are special preorientation Monday-Thursday programs held prior to the formal orientation 8:00 a.m.-midnight program, an orientation program before the Friday beginning of the first year, the First-Year 8:00 a.m.-2:00 a.m. Seminar, the Wellness course taken by all first- Saturday year students, and the Residential College 9:00 a.m.-2:00 a.m. Program. The dean of first-year students works Sunday with these various programs and offers general noon-midnight academic advice and other assistance to first- Plank Center (Games Room) year students. The dean monitors the academic Monday-Friday performance of first-year students to determine 11:00 a.m.-ll :45 p.m. when special assistance is desirable. In Saturday-Sunday noon-ll:45 p.m. STUDENT GOVERNMENT students, aided by case investigators, eight faculty advisers, and four advisers from the Students participate in College governance by College administration. Its function is to serving on various College, class, and faculty promote and enforce the Honor Code at committees; as well as in the Student Senate, Gettysburg College, to secure the cooperation of residence hall associations, and Greek organizations. students and faculty' to these ends, and to
Student Senate adjudicate allegations of Honor Code violations. The Gettysburg College Student Senate works in Interfraternity Council cooperation with the trustees, administration, The Interfraternity Council (IFC)is responsible and faculty to bring to the campus community a for governing fraternities at Gettysburg College. well organized, democratic form of student It is composed of an executive board, the government. It represents the student view in president, and a representative from each social formulating policies, while working to promote fraternity. The Coimcil formulates and administers cooperation among all constituencies of the general regulatory policies by which fraternities College. must abide.
The Student Senate is composed of four executive Panhellenic Council officers, tvvent}' class senators, residence hall Important responsibility for governing the senators, and many dedicated committee sorority system at Gettysburg College is members. The standing committees of the assumed by the Panhellenic Council, to which Senate are Academic Policy, Budget each sorority elects a delegate. This Council Management, Public Relations, Student establishes and enforces the Panhellenic "rush" Concerns, Spirit, Safety' and Securit)', and regulations and functions as a policy-making Education. Students can also serve on various body in matters involving sororities and faculty and trustee committees. intersorority relations.
Student Life Council Student Activities and Organizations The Student Life Council is an organization The Plank Center serves as the primary location composed of members of the student body, for the offices of many student organizations faculty, and College administration. This Council have offices—i.e.. Student Senate, Student has responsibility for studying matters and Activities Council, Black Student Union, developing policies pertaining to student life Panhellenic and Interfraternity Council, GECO, and student conduct. Business may be brought Hillel, Circle K, International Club, Gettysburgian, to the Council or legislation proposed by any Spectrutn, and WZBT Radio). The games area, member of the College community. Major issues student lounges, and meeting spaces are also are debated in Student Senate and in faculty available. meetings before resolution by the Council. The Council makes recommendations to the President, PROGRAMS AND ACTIVITIES who accepts, rejects, or refers them to the Board of Trustees prior to implementation. The Office of Student Activities/ College Union serves as the primary resource for student Inter-Residence Association activities programs and student organizations. Since life outside the classroom is a vital part They offer support for program advising, of a student's education, the Inter-Residence technical consultations, committee Association has been established to address participation, and student involvement. related issues and concerns of Gettysburg College students. The Inter-Residence Association Programs encourages leadership development, greater Student Activities Council (SAC): The Student student involvement, recognition of student Activities Council is a student-run programming leaders, and growth through change in order board, which provides leadership for organizing to optimize the college environment. cultural, educational, recreational, and social activities that complement the curriculum at The Honor Commission Gettysburg College. SAC also helps organize The Honor Commission is a student organization concerts and major traditions. authorized by the constitution of the Honor
Code. The Commission is composed of sixteen a —
The Commo7i Hour Program: A regularly scheduled Stuckenberg Lecture: A bequest from Mary G. time during the academic year when the campus Stuckenberg in memory of her husband, the enables the College community can come together for information, Rev. J. H. W. Stuckenberg, of community to sponsor a lecture in the area of social ethics. discussion, and reflection on issues j, importance. Bell Lecture: A fund from the estate of the Rev. Challenge Course: The Challenge Course— Peter G. Bell (Class of 1860) established a vmique structure of cables, pulleys, and ropes lectureship on the claims of the gospel ministry "to is used to assist groups with development and on college men. The fund strives keep cohesion. Course workshops enable groups to before the students of the College the demand gain insight on leadership, followership, for men of the Christian ministry and the communication and trust. condition of the age qualifying that demand."
GRAB: The Gett)'sburg Recreational Adventure Norman E. Richardson Memorial Lectureship Fund: Board (GRAB) offers outdoor-based activities to A fund established to commemorate the all members of the College community to outstanding contributions made to the College participate in hiking, backpacking, rock climbing, by Norman E. Richardson, professor of caving, biking, skiing, and Whitewater adventures. philosophy, from 1945 to 1979, supports each For the novice, as well as the experienced year an event that stimulates reflection on inter- participant. disciplinary studies, world civilization, the philosophy of religion, values, and culture. Leadership Development: Each year, two leadership programs, Project Lead and the Sophomore Henry M. Scharf Lecture on Current AJjairs: A fund Leadership Series, provide opportunities for provided by Dr. F. William Sunderman (Class of student leaders to discuss common issues and to 1919) in memory of Henry M. Scharf, alumnus help prepare them to develop a more active role and member of the College's Board of Trustees on campus. from 1969 to 1975, is used to bring a recognized authority or scholar to the campus each year to Student Organizations speak on a subject of timely interest. There are approximately 100 student organiza- tions on campus. They provide opportunities for Performing Arts students to pursue their special interests in Performing Arts Committee: Each year recognized campus clubs, special-interest organizations, professional groups and individuals present to Greek-affiliations, club sports, honorary the campus performances of dance and drama, societies, and professional or departmental as well as vocal and instrumental music. affiliated associations. Many of the student The Gettysburg College Choir: Appears at special organizations are recognized and funded by services and concerts on campus. Each year it Student Senate, the student governing board. makes a concert tour, presenting concerts in The Office of Student Activifies/College Union churches and schools. Choir members are registers all student organizations, maintains an selected on the basis of ability, interest, and updated list of student organizations, and choral balance. provides general support to them. Chapel Choir: Performs during the year at chapel Lectures services, special services, and concerts. Members Robert Fortenbaugh Memorial Lectures: An are selected on the basis of ability and willingness endowment provided by Clyde E. (Class of to meet the rehearsal and service requirements. 1913) and Sara A. Gerberich supports a series of lectures and other programs in the Department Bands: The "Bullet" Marching Band begins its of History. season with a band camp in preparation for performances at football games, festivals, and Musselman Visiting Scientist: A fund provided by parades. At the conclusion of the marching the Musselman Foundation in honor of band season, the College Symphonic Band Dr. John B. Zinn, former chair of the chemistry begins its rehearsals, hi addition to home department, supports an annual three-day visit concerts, there is an annual tour through by a renowned scientist to the chemistry Pennsylvania and neighboring states. department. Small Ensembles: A vital segment of the overall The Gettysburgian: The College newspaper is instrumental program. Clarinet choir, brass staffed completely by students who are responsible ensemble, jazz ensemble and others are open for editing, feature writing, news writing, layout, for membership to band members. personnel management, subscription management, and circulation. Gettysburg College/Community Chamber Orchestra: Performs concerts throughout the academic The Mercury: Poems, short stories, and illustrations year. Membership is open to all students who published in The Mercury are contributed by have the necessary proficiency. Auditions are students. held at the beginning of each school year. The Spectrum: A pictorial essay of life on campus
Sunderman Chamber Music Concerts: The is featured in the College yearbook. Staffed by Sunderman Chamber Music Foundation, students, the yearbook offers the opportunity established by Dr. F. William Sunderman (Class for creativity in design, layout, photography, and of 1919) to "stimulate and further the interest writing. of chamber music at Gettysburg College," each WZBT: The College radio station (91.1 megacycles) year sponsors important campus performances has been the voice of the campus for many by distinguished and internationally recognized years. WZBT operates as a noncommercial, chamber music groups. educational FM radio station over the public Owl & Nightingale' Players: Each year this airwaves and imder FCC regulations. The distinguished group of performers stage three station is student staffed and broadcasts a variety major productions under the leadership of the of programs from its fully-equipped studio.
College's theatre faculty'. The program is a varied, and all productions are offered in the GREEK ORGANIZATIONS handsome 245-seat Kline Theatre, which features Greek organizations have a long and rich a thrust stage. tradition at Gettysburg College. The first national Laboratory Theatre: Lab Theatre produces a organization was formed for men on campus in dozen one-act plays each year, many of which 1852. National sororities were first formed on are new and some of which are the work of campus in 1937. Currently, there are ten social campus playwrights. fraternities and five social sororities.
Otherstage: Troupe performs short plays on The fraternities, which have individual houses campus and in the community. Their work either on or near the campus, offer an alternative encompasses lunchtime theatre, street theatre, living option to their members. The sororities and children's theatre. do not have houses, but each has a chapter room in the Ice House Complex that serves as a Artist-in-Residence: During the year, the College meeting and socializing place for the group. invites professional performing artists to the campus for one-month residencies. In addition to providing a social outlet for their members, Gettysburg College's fraternities and CAMPUS MEDIA sororities serve the campus and community with philanthropic activities. Every community needs to keep its members in contact with each other and with the rest of the The goals of the Greek .system are to instill in its world. On the Gettysburg College campus, individual members the qualities of good student communication media not only inform citizenship, scholarship, service, and respect for the members of the community, but also afford oneself and others. Any student interested in students an opportunit)' to express their ideas joining a fraternity is required by the College to effectively and to learn the practical necessities have a 2.0 GPA; students joining a sororit)' must of producing newspapers, radio broadcasts, have a 2.2 GPA. Some Greek organizations magazines, and yearbooks. require a higher GPA. RELIGIOUS SPIRITUAL LIFE CENTER FOR PUBLIC SERVICE
We protect time and space for worship at The Center for Public Service promotes, Gettysburg College so that this community may organizes, and supports pubHc and community integrate the deep resources of faith, wisdom, ser\ice by members of the Gettysburg College and reason with the ever-expanding knowledge community and seeks to develop in students the
gained in the classroom, laboratory, and life. knowledge, skills, and commitment for a lifetime
Our mission is to assist this communit)' of of engagement with social issues. Seventeen learning in exercising and contemplating life student coordinators administer the program. with God. More than 1 ,000 members of the Gettysburg Every Sunday morning (when classes are in College campus communit)' participate in some session) we celebrate Holy Communion. As an form of communit)' action sponsored by the institution of the Evangelical Lutheran Church Center. The Center maintains relations with in America (ELCA), we practice eucharistic more than 35 local agencies. hospitality. All baptized Christians are welcome Each year the Center also organizes up to 20 to receive Holy Communion at the 11:00 a.m. service learning immersion projects between Sunday morning worship. semesters and during Spring break. Recent trips
Once each month guest preachers are inxited to have included t\vo Native American sites, two address the College communit)' so that our with AIDS populations, one with the homeless, students, facult)-, and staff may become more two with the African American community in familiar with the heart of contemporary the South, and one each in Jamaica, Peru,
religious thought. Highlighted each spring is Mexico, Russia, the Dominican Republic, and the celebration of Religious Emphasis Week. Nicaragua. During this week, we strive to involve the entire (>ollege community in dialogue aimed at ATHLETICS knowledge of the traditions of their own faith, The College has an extensive program of as well as increased understanding, respect, and intercollegiate and intramural athletics for men tolerance of other major world religions. A key and women. It is possible for all students to component of this week is an Interfaith participate in some supervised sport; for those Dialogue, led by informed representatives of the with particular athletic skills and interests, a full world's major religions. array of varsit)' teams are available. Gett)sbiug Students exercise leadership in the campus College maintains membership in the National communit)' through the Interfaith Council. Collegiate Athletic Association, the Eastern Comprised of at least one representative from Collegiate Athletic Conference, and the each registered student religious group, this Centennial Conference, which includes Bryn Council promotes religious freedom for all by Mawr College, Dickinson College, Franklin & advocating religious tolerance, understanding, Marshall College, Haverford College, Johns and respect. The Council assists in planning and Hopkins University, Muhlenberg College, programming Religious Emphasis Week and Swarthmore College, Ursinus College, assists the Chaplain in monitoring and Washington College, and Western Maryland nurturing religious and spiritual life on campus. College.
In addition to the Chaplain of the College (who
is an ordained ELCA pastor) , ministry is provided to the College through a Roman C^atholic priest and a Catholic laywoman campus minister. Quaker ser\ices are held every Sunday morning in Glatfelter Lodge. Hillel schedules shabbat meals and Holy Day remembrances and is available to advise and counsel Jewish students. Gettysburg College teams consistently win 4x4 volleyball, wiffle ball, Schick Super Hoops athletic contests at the conference, regional, 3-on-3 basketball, and ultimate frisbee. Fitness and national levels. In 1998, the College activities are the fastest grov\ing portion of the finished 25th nationally in the Sears Cup campus recreation program. Aerobics classes standings and won the Centennial Conference held daily are designed to meet the needs of all all-sports trophy for the fifth year in a row. students by offering high impact and low impact classes. Tone and stretch classes, aqua aerobics, The intercollegiate program includes teams for and step aerobics are also offered. men, teams for women, and one athletic team for which men and women are eligible. The sport club program is another growing Gettysburg also has a varsity cheerleading squad, segment of the campus recreation program. in which both men and women are eligible to These clubs are designed so that anyone of any participate. The various teams are: skill level may participate. Sport clubs currently active on campus include tae kwon do, cuong Men Women Coed nhu, men's volleyball, men and women's rugby, Country Cross Country Cheerleading FaU Cross and equestrian. Football Field Hockey Soccer Soccer The campus recreation office provides time for Volleyball informal recreation. Activity areas include a swimming pool, basketball courts, tennis courts, Winter Basketball Basketball Cheerleading Swimming Swimming weight room with Nautilus and free weights, a Wrestling Indoor Track fitness room with stationary bikes, stairclimbers, Indoor Track treadmills, rowers and Nautiltis, and a multi- purpose area within the Bream/Wright/Hauser Spring Baseball Lacrosse Golf Athletic Complex for a variety of recreational Lacro.s.se Softball Tennis Tennis activities. Track and Track and Field Field
CAMPUS RECREATION
The Office of Campus Recreation is dedicated to complementing the academic goals of Gettysburg College by providing a vaiiet)' of
recreational activities for all students, faculty,
administrators, and staff. Programs include intramural sports, aerobics/fitness, sports clubs, and informal recreation.
Intramural sports include a wide range of team, individtial, and dual sports. Team sports include Softball, flag football, basketball, floor hockey, indoor soccer, outdoor soccer, and volleyball. Special events include tennis, table tennis, wrestling, golf, billiards, bench press. Facilities
amidst the s(yuthem Pennsylvania countryside, the Gettysburg campus is exceptionally beautiful.
SetMany of the 60 buildings enjoy a rich history. Although most buildings have been restored to include advanced technology, their exteriors maintain their architecture charm and historical
integrity. Gettysburg is a ''walk-around" campus and lohile cars are permitted, they are not necessary.
You can easily get anyiohere on campus or walk into town in minutes.
In the center of Gettysburg College's campus is an observatory, the Child Study Center, and Musselman Library, housed in an architectural psychology laboratories equipped with award-winning building constructed in 1981. observation desks. The library, which contains more than 303,000 Student life facilities include a College Union volumes, microforms, recordings, audiovisual Building, Student Activities Center, well- media, archival materials, and selected maintained and varied residence hall space government documents, is the hub of research including special interest houses, a center for activity on campus. A computerized library public service, a women's center, the Intercultural catalog is accessible through fully networked Resource Center, a health center, the Chapel, public access terminals, offering access to and a career planning and advising office. thousands of databases and full-text journal and newspaper articles on-line. Electronically For students with an interest in theatre, Brua delivered course reserve readings are available Hall features the Kline Theatre, a 250-seat through the College's Curriculum Navigation playhouse with a thrust stage and state-of-the-art
network. The library is open 24-hours a day sound and lighting; and the Stevens Laboratory and reference librarians are on-hand to assist Theatre, a studio/classroom with TV recording students with research papers and other and monitoring equipment. assignments. Individual and group study spaces, Schmucker Hall supports the music and art a theatre, a media production center, an departments with interactive lecture rooms, electronic classroom and computer laboratory music practice rooms, the 196-seat Paul Recital are all located in the library. Hall, art studios, a metals coating foundry, and Gettysburg College has exceptional computing the College's art gallery.
power. Every building is fully networked, ,\n extensive program of intercollegiate and including each residence hall room. This allows intramural athletics encourages students of all each student access to electronic mail, the abilities to extend their education to the plaving Internet, and Gettysburg's sophisticated College field. Gettv'sburg views athletics and recreation Navigation System. Gettysburg's micro- as important components of a well-rounded environment includes over 1300 microcomputers undergraduate experience. and a complex system of Sun workstations and laboratories. Facilities in biologv', chemistry, and The Bream-Wright-Hauser Athletic Complex physics include large departmental laboratories, and the Eddie Plank Student Activities Center microcomputer laboratories, student/facility house the College's impressive indoor sports research areas, and extensive departmental facilities. These include four indoor tennis libraries. Students and faculty use outstanding courts, an indoor track, a first class weight room, instrumentation to enhance instruction and state-of-the-art training equipment, and a 3,000- research on a daily basis. As a result, Gettysburg seat basketball, wrestling, and volleyball arena.
students enjoy "hand-on" use of adv anced A six-lane, 25 yard pool is located in the College science equipment that most institutions reserve Union Building. Outdoor facilities include a for graduate students. This includes a Zeiss EM 6,176-seat stadium for football, lacrosse, and 109 transmission electron microscope (TEM), track and field; 14 tennis courts; baseball and JOEL TS20 scanning electron microscope (SEM), Softball diamonds; and plaving fields for soccer, a Fourier Nuclear Magnetic Resonance lacrosse, and field hockey. A challenging cross Spectrometer, a herbarium, a plasma physics country course extends over the campus and laboratory, an optics laboratory, a planetarium, throughout the adjacent National Park. .
Academic Policies and Programs
ACADEMIC PURPOSES OF GETTYSBURG COLLEGE Thefaculty of Gettysburg College has adopted thefollomng statement of the College's academic purposes. Gettysburg College believes that liberal education liberates the human mind from
many of the constraints and limitations of its finiteness. In order to accomplish its liberating
function, Gettysburg College believes that it owes its students a coherent curriculum that emphasizes the follovnng elements:
1 Logical, precise thinking and clear use of This necessary emphasis of the College's
language, both spoken and written. These curriculum is liberadng in that it frees students
inseparable abilities are essential to all the from narrow provincialism and allows them to
liberal arts. They are not only the practical skills experience the joys and benefits of conscious on which liberal education depends but also, in intellectual strength and creativity. their fullest possible development, the liberating Liberal education should free students from goals toward which liberal education is directed. gross and unsophisticated blunders of thought.
2. Broad, diverse subject matter The curriculum Once exposed to the diversity of reality and of the liberal arts college should acquaint the complexity and arduousness of disciplined students vAth the range and diversity' of human modes of inquiry, students will be less likely customs, pursuits, ideas, values, and longings. than before to engage in rash generalization, This broad range of subject matter must be dogmatic assertion, and intolerant condemnation carefully planned to include emphasis on those of the strange, the new, and the foreign. landmarks of human achievement which have Students will tend to have a sense of human shaped the intellectual life of the present. limitations, for no human mind can be a match for the world's immensity. Promoters of 3. Rigorous introduction to the assumptions imiversal panaceas will be suspected as the gap and methods of a representative variety of the bet\veen human professions and human academic disciplines in the sciences, the social performance becomes apparent. Students will sciences, and the humanities. The curriculum tend less than before to enshrine the values and must encourage students to recognize that the customs of their own day as necessarily the disciplines are traditions of systematic inquiry, finest fruits of human progress or to lament each not only addressing itself to a particular the failings of their time as the world's most area of subject matter but also embodying an intolerable evils. explicit set of assumptions about the world and employing particular methods of investigation. But wise skepticism and a sense of human Students should recognize that the disciplines fallibility are not the only liberating effects of are best seen as sets of carefully constructed the liberal arts. With effort and, in all likelihood, questions, continually interacting with each some pain, students master difficult skills and other, rather than as stable bodies of truth. broad areas of knowledge. They acquire, The questions that most preoccupy academic perhaps with unexpected joy, new interests and disciplines involve interpretation and evaluadon orientations. In short, they experience change
more often than fact. Students should learn that and growth. Perhaps this experience is the most interpretation and evaluation are different from basic way the liberal arts liberate: through willful and arbitrary opinion while at the same providing the experience of change and growth, time recognizing that inteipretations and they prepare students for lives of effective evaluations of the same body of facts may differ management of new situations and demands. drastically given different assumptions, methods, The liberal arts provide a basis for creative work. and purposes for inquiry. Human thought is not Creativity is rarely if ever the work of a mind often capable of reaching universal certitude. imfamiliar with past achievements. Instead,
creativity is almost always the reformulation of,
or conscious addition to, past achievement with
which the creative mind is profoundly familiar. )
B) encouraging students to become responsibly REQUIREMENTS FOR THE DEGREE and articulately concerned with existing human The College confers three undergraduate achievement and existing means for extending degrees: Bachelor of Arts (BA), Bachelor of and deepening human awareness, Gettysburg Science (BS), and Bachelor of Science in Music College believes that it can best ensure the Education (BSME). The general graduation persistence of creativity. requirements are tlie samefor all degree programs: The intellectual liberation made possible 1 35 course units in some combination of through liberal education, though immensely 1 1/4, full- or 1/2-unit courses, or up to 4 desirable, not in itself guarantee the < does 1/4-unit credits in music ensemble. The 35 development of humane values and is therefore course vmit requirement must include a not the final purpose of a liberal education. If minimum of 32 full-unit courses (or transfer permitted to become an end in itself, it may equivalent). indeed become destructive. A major responsibility of those committed to liberal 2) One half-unit course in Wellness, and one education, therefore, is to help students quarter-unit course in Health and Exercise appreciate our common humanity in terms of Sciences. such positive values as open-mindedness, Please note: The half-unit course in Wellness and personal responsibility, mutual respect, quarter course credits do not count toward the 35 empathic understanding, aesthetic sensibility, course unit graduation requirement. and playfulness. Through the expanding and diverse intellectual activities offered in liberal 3) Minimum accimiulative GPA of 2.00 and a education, students may develop greater GPA of 2.00 in the major field freedom of choice among attitudes based on a 4A) Distribution Requirements fuller appreciation of otir common humanit)', For students who entered as new students prior to the and based on clearer recognition of our fall of 1997. immersion in a vast, enigmatic enterprise. See the listing at the beginning of the Courses of
CREDIT SYSTEM Study section for the specific courses that fulfill each
requirement. Aiiy requirement may be satisfied, with or The coinse unit is the basic measure of without course credit, b\ students who can qualify for academic credit. For transfer of credit to other exemption. (See Exemption from Degree institutions, the College recommends equating Requirements.) one course tniit with 3.5 semester hours. Because of the extra contact hours involved, • First-Year Seminar some laboratory science courses earn 11/4 • English Composition units of credit. These courses, identified Avith the symbol "LL" (Lecture/Lab) on the course • Foreign Language: One to four courses to title line, equate to 4.0 semester hours. Half unit prove proficiency through the intermediate
courses equate to 2.0 semester hours. The level. Proficiency is usually demonstrated by College uses the 3.5 conversion factor to convert completing the 202 course in German, Greek, semester hours to Gettxsburg course imits for Japanese, Latin, Portuguese, or Spanish; the 201- those students presenting transfer credit for 202 course sequence in French; or other evaluation at the time of admission or designated intermediate-level language courses. readmission. The College offers a small number • The Arts: One course in art history or theory, of quarter course units in music and health & music, creative writing, or theater arts. exercise sciences. These courses may not be accumulated to qualify as course units for • History/Philosophy: One course in history, graduation. Quarter course tmits equate to philosophy, or culture/civilization in languages 1.0 semester hour. or interdepartmental studies.
• Literature: One course in literature in the original language or in English translation. • Natural Science: Two courses in astronomy, • Natural Science: Two courses in the Division biology, chemistry, or physics. The courses must of Natinal Sciences. be in the same department and must include a • Social Sciences: Two courses in the Division of laboratory. Social Sciences. • Religion: One course on the 100- or 200-level • Foreign Language: Attainment of competency in religion. through the intermediate level (equivalent of • Social Science: One course in anthropology', 202). economics, political science, psychology, or • Quantitative Reasoning: One course with sociology'. major emphasis on mathematical problem- • Non-Western Culture: One course to satisfy solving and the presentation and interpretation the distribution requirements listed above, of quantitative information. which gives primary emphasis to African or • English Composition: One course, to be taken Asian cultures, or to the non-European culture in the first year of enrollment. of the Americas. A student may take a non- Western course that happens not to satisfy any • Non-Western Culture: One course with of the other distribution requirements. primary emphasis on African, Asian, or non- European American cultures. This may be one 4B) Liberal Arts Core Requirements that also fulfills one of the other Liberal Arts For students who enter as new students in or after the Core requirements. fall of 1997. 5) Concentration requirement in a See the listing at the beginning of the Courses of major field of study Study section for the specific courses that fulfill the (See Major Requirements following this section.) Liberal Arts Core. Any requirement may be satisfied,
with or without course credit, by students who can 6) Minimum of the last year of academic work as
qualify for exemption. f5e? Exemption from Degree a full-time student in residence at Gettysburg Requirements.) College or in an approved College program
The Liberal Arts Core is comprised of courses 7) Discharge of all financial obligations to the which the faculty has deemed central to a liberal College education. The Core consists of courses in each No course used to obtain a bachelor's degree at of the four College divisions—arts, humanities, another institution may be counted toward the social sciences, and natural sciences—and requirements for a Gettysburg College degree. courses that enable students to strive for greater
proficiency in writing, quantitative reasoning, Each student is responsible for being sure that and foreign language. graduation requirements are fulfilled by the anticipated date of graduation. The College The Liberal Arts Core prepares students in two normally requires students to complete degree complementary ways. By taking courses in each requirements in effect at the time of their College division, students encounter the original enrollment and the major requirements perspectives and modes of inquiry and analysis in effect at the time that students declare the that characterize academic disciplines. Because major at the end of the first year or during the a liberally educated person should be able to sophomore year. reason and communicate effectively, students must successfully complete courses in writing, Students in the Classes of 1999 and 2000 will
quantitative reasoning, and foreign language. fulfill the Distribution Requirements (4A) Together, the Gettysburg College core courses unless they declare to the Registrar by the provide the solid foundation of a liberal beginning of their senior year their intent to education. follow the new Liberal Arts Core program (4B).
Goals of the Liberal Arts Core are met in the following way:
• The Arts: One course in the Division of Arts.
• Humanities: Three courses in the Division of Humanities. Writing Policy: Since the ability to express oneself Bachelor of Science:
dearly, correctly, and responsibly is essentialfor an Biolog)' educated person, the College cannot graduate a Biochemistry 8c Molecular Biology student whose nnting abilities are deficient. Chemistry Instructors may reduce grades on poorly written Mathematics papers, regardless of the course, and in extreme cases, Physics may assign a failing grade for this reason. Bachelor of Science in Music Education: Music Education MAJOR REQUIREMENTS A student must file a declaration of major with Each student must successfully complete the the Registrar before registering for the junior requirements in a major field of study. Most year. A student may declare a second major as majors consist of eight to twelve courses and late as the beginning of the senior year. may include specific courses from one or more departments and/or programs. No more than Optional Minor: Students may declare a minor twelve courses may be required from a single concentration in an academic department or subject area, with the exception of the B.S. area that has an established minor program. degree in Music Education. (Requirements of Not all departments offer minor programs. A the various majors are listed in the department minor shall consist of six courses, no more than and program introductions in the Courses of two of which shall be 100-level courses. Because Study section. of the language required, an exception to the tvvo 100-level course limitation may occiu' in The following are major fields of study at Classical Studies. Students must maintain a 2.00 GettN'sburg College: average in the minor field of study. Although a Bachelor of Arts: certain number of courses constitute a minor Art History field of study, all courses in the minor field will Art Studio be considered in determining the minor average. Biology Chemistry SPECIAL MAJOR Classical Studies As an alternative to the major fields of study, Computer Science students may declare a special major by Economics designing an interdepartmental concentration English of courses focusing on particular problems or En\aronmental Studies areas of investigation which, though not French adequately included within a single department German or discipline, are worthy of concentrated study. Greek Health and Exercise Sciences Students intending to ptusue a special major History must submit a proposal for their individual plan Latin of study to the Committee on Interdepartmental Management Studies. The proposed program must be an Mathematics integrated plan of study that incorporates Music course work from a minimum of two Philosophy departments or fields. A special major must Physics include a total of ten to twelve courses, no fewer Political Science than eight of which must be above the 100-level; Psych olog)' three or more courses at the 300-level or above; Religion and a 400-level indi\ndualized study course
Sociology which is normally taken dining the senior year. An th ropology/ Sociology Individualized study allows students to pursue Spanish independent work in their areas of interest as Theater Arts Women's Studies defined by the proposal and should result in a Sophomores may continue their advising senior thesis demonstrating the interrelationships relationship with their first-year advisors, or they among the fields comprising the special major. may select another faculty member in a field of study they anticipate as their major. WTien Mter consulting with and obtaining an application students choose a major field of study, which from the interdepartmental studies chairperson must be done no later than the beginning of the and meeting several times with two prospective junior year, a member of the major department sponsors/adNisers, students should submit their becomes their ad\isor and performs functions proposals during the sophomore year. The latest similar to those of the first-year advisor, including students may submit a proposal is midterm of the approval of all course schedules. the first semester of their junior year. It is often possible to build into a special major a The College also encourages students to prepare significant component of off-campus study. for graduate study, which has become a necessity in an increasing number of career fields. It is Normally, to be accepted as a special major, a important for such students to become familiar student should have a 2.3 overall GPA. Students with the requirements of the graduate programs should be aware that a special major program in which they are interested, as well as the may require some departmental methods or qualifications for fellowships and assistantships theory courses particular to each of the fields within these programs, well in advance of their within the program. graduation from Gettysburg College. A student may graduate with honors from the Students may confer at any time with their special major program. Honors designation advisor, an associate dean of Academic Advising, requires a 3.5 GPA in the special major, the Career Planning and Advising, or facult)' recommendation of the student's sponsors, the members as they consider their options for a satisfactory completion of an interdisciplinary major, weigh their career objectives, choose indi\idualized study, and the public presentation graduate or professional schools, or search for of its results in some academic forum. emplovnient after graduation.
ACADEMIC ADVISING POLICY ON ACCOMMODATION OF The Office of Academic Advising, located on PHYSICAL AND LEARNING DISABILITIES the second floor of the College Union, offers Gettysburg College provides equal opportunities support in many areas of academic life. Working to students with disabilities admitted through in conjunction with the individual student's the regular admissions process. The College advisor, associate deans a.ssist students in making promotes self-disclosure and self-advocacy for educational plans and solving academic students with disabilities, recognizing that problems. In addition, the first-year student students with disabilities have the legal right faculty advising program is coordinated by this and responsibility to present requests for office. Deans' Lists, academic deficiencies, reasonable accommodation directly to facult)' withdrawals and readmissions, and petitions to and administrators. For students with physical the Academic Standing Committee are proces.sed disabilities, the College provides accessibility by this office. Peer tutoring and learning within its facilities and programs and will, within disabilities counseling is also available here. the spirit of reasonable accommodation, adapt The College believes that one of the most or modify those facilities and programs to meet valuable services it can render to its students individual needs.
is careful counseling. Each first-year student is For students with learning disabilities, the assigned a faculty achisor to assist in dealing College acconnnodates on a case-by-case basis, wth academic questions, in explaining college provided the accommodation requested is regulations, in setting goals, and in making the consistent with the recommendations contained transition from secondary school to college as in documentation that meets the College's smooth as possible. Faculty adxisers are assigned standards and is reviewed by the College's own a small number of first-year students (usually consultant. Reasonable accommodation for six), so that they can develop strong one-on-one students with learning disabilities may involve relationships with their ad\isees. some curricular modifications without substantially altering course content or waiving requirements essential to the academic program. Authorities of national stature are invited to Some examples of reasonable accommodation serve as resource persons for the Senior Scholars' are: Seminar. Experts who have visited past seminars include John Sununu, Colin Powell, David a) extended time on exams and assignments; Broder, Stuart Udall, David Freeman, Thomas b) use of auxiliary equipment (tape recorders, Szasz, Daniel Ellsberg, Jonathan Schell, Daniel lap top computers, calculators); Bell, James Gould, and Elie Wiesel. Student participants in the seminar present a final c) modified examination formats and/or oral report based on their findings and examination. recommendations. An associate dean of Academic Advising will The issues explored in the seminar are always assist students with disabilities with their interdisciplinary in scope, and the students reqixests for accommodation. selected for this seminar represent a wide variety
of majors. The seminar is team-taught by two INDIVIDUALIZED STUDY AND SEMINARS professors of different departments. There are opportiuiities in most departments Early in the second term of the junior year, for students to engage in seminars and qualified students are invited to apply for individualized tutorials, research or internships. admission to the course. After the members of These opportunities are primarily for seniors, the class have been selected through a process but other students frequently are eligible, hi of interviews, they begin to plan the course with some departments participation in this t)'pe of two faculty directors and become active activity is part of the required program of study; participants in the entire academic process. in others it is optional. Most of these courses are The Senior Scholars' Seminar is assigned one numbered in the 400s under Courses of Study. course credit.
STUDENT ORIGINATED STUDIES (SOS) ACADEMIC INTERNSHIPS SOS courses are student initiated and run courses, Through the Center for Internships and with students having the primary responsibilit)' Prelaw/Premed Advising, students at Gettysburg for the content, readings, assignments, and College have the opportunity to participate in conduct of the course. A facultv' member assists several internships during their four years of in the development of the proposal, advises the study. All students who wish to participate in an students throughout the semester, attends internship should register with the Internship course meetings as appropriate, and assigns the Office, which is the repository for all internship final grade. Each SOS course provides a half information on campus. The Internship Office course unit of credit toward the 35 courses maintains information on thousands of graduation requirement and is graded S/U. internship sites located in both the U.S. and abroad. The Internship Office staff will also SENIOR SCHOLARS' SEMINAR assist students in looking for an internship site The College offers a unique and valuable close to a student's home. Internships taken for opportunity for its outstanding senior students. academic credit are carefully designed to Senior Scholars' Seminar, composed of selected provide a program with a substantial academic seniors, undertakes a study of a contemporary component, as well as practical value. These issue that affects the future of humanity. The internships are generally advised by a facult)' issues are always timely and often controversial. member within a student's major field of study.
Past topics have included genetic engineering, Academic credit is awarded by the appropriate conflict resoludon, global disparities, computer department once the student completes the and human commimication, aging and the requirements of the department. Internships aged, dissent and nonconformity, the concept of provide students with a valuable opportunit)' to the hero, the media and presidendal campaigns, apply academic theory to the daily task of creative leadership in groups, the impact of business, nonprofit, and government settings. television on conscience and consciousness, and This experience also helps students identify immigration in America. career interests and gain valuable work experience. Students are encouraged to begin the process of finding an internship early in their sophomore year. THE CIVIL WAR INSTITUTE OFF-CAMPUS STUDY
College Affiliated Programs The Civil War Institute provides opportunities In order to supplement and enhance the for students to assist programs under the regular courses at the College, the faculty direction of Gabor Boritt, Fluhrer Professor of designates certain off-campus programs of study Civil War Studies. Activities range from an as College affiliated programs. As such, these internationally known summer session programs are recognized as worthy of credit to coinciding with the anniversary of the Battle of be applied toward the Gettvsburg College Gettysburg, to sponsoring battlefield tours, degree. In affiliated programs, both grades and visiting lecturers (from PBS's Ken Burns and credits shall be accepted as if the)' were grades Princeton's James McPherson to Nobel and credits earned at Gettysburg College. Laureate Robert Fogel and bestselling novelist Currently, any student with sophomore status Jeff Shaara), dramatic and musical who is in good social and academic standing performances (the opera The Death of Lincoln), may apply for permission to study off-campus in film {Geltysburgheiore its public release), and any program approved by the College. An exhibits ("Free at Last: The Abolition of Slavery interested student should petition through the in America"). The CWI cosponsors the Office of Off-Campus Studies. The Academic commemoration of the anniversary of the Standing Committee approves a student's Gettysburg Address, with speakers such as participation in a program and establishes Justice Sandra Day O'Connor and Colin Powell. regulations and standards for the acceptance of It oversees the annual $50,000 Lincoln Prize, credits. supported by Richard Gilder and Le\\is Lehrman and awarded for the best work on the Consortium Exchange Program Civil era. University' history of the War Oxford The program is enriched by the College's Press publishes the CWI lectures, four of which membership in the Central Pennsylvania have been selections of the History Book Club Consortium (CPC), consisting of Dickinson, and three of the Book-of-the-Month Club. Franklin and Marshall, and Gettysburg Colleges. Students assist in creating these books that are The Consortium provides opportunities for used in Civil War classes at colleges and exchanges by students and faculty, and for off- universities all over the United States. The CWI campus study. Students may take a single course offers scholarships to high school juniors and or enroll at a Consortium College for a high school teachers for its simimer program. semester, or a full year. A course taken at any
Consortium College is considered as in- THE GETTYSBURG REVIEW residence credit. Interested students should consult the registrar. The Gettysburg Review, published by Gettysburg College and edited by English Professor Peter Lutheran Theological Seminary Exchange
Stitt, is a quarterly journal with a strong national Gett)'sburg College students are eligible to take following. Among its advisory and contributing up to four courses at the Lutheran Theological editors are author and humorist Garrison Seminary, also located in Gettysburg. The Keillor; poets Richard Wilbur, Donald Hall and Seminary offers coursework in biblical studies, Rita Dove; and novelist Ann Beattie. The historical theological studies, and studies in Gettysburg Review has received many ministry. Interested students should consult distinguished awards, including regular the Registrar
reprinting of .some of its materials in Harper's Wilson College Exchange magazine and in the anthologies Best American Gettysburg College offers an exchange opportunit)' Fiction, Best American Poetry, and Best American with Wilson College, an area college for women, Essay. In 1993, Stitt was selected as the first with course offeiings tliat supplement Gettv'sburg's winner of the prestigious Nora Magid Award offerings in communications, women's studies, from the international organization PEN (Poets, dance, and other creative arts. Students may
Essayists, and Novelists) . Students serve the take a single course or enroll as a guest student journal in a number of ways through for a semester or a full year. internships, work-study, and volunteerism. Lutheran College Washington Semester International Environment and Development Gettysburg College, in partnership with other focuses on the global policy issues of our time colleges related to the Lutheran C^hurch and in the areas of environmental preservation and the Luther Institute in Washington, D.C-., runs sustainable development, and offers a field full academic programs during the fall and experience in either Kenya or Costa Rica. spring semesters of each academic year, and a Journalism provides for the study and practice of two-month internship program during the journalism in the "news capital of the world." summer. During regular semesters students earn fovu" course credits by taking a two-credit Justice examines the nature and sources of crime internship (in their area of interest) and two and violence, the conflicting theories and seminars. One of the seminars is entitled beliefs about justice, and the impact of national "Ethical Issues and Public Affairs" and the other policy making on social and criminal justice. is a special topics seminar created each year from Museum Studies and the Arts offers an exploration issues of national interest. Additionally, there are of the worlds of art and architecture. a variety of field trips to important polidcal, cultural, social, and religious organizations. Peace and Conflict Resolution examines conflict Service learning projects are also part of the resolution theory, history, methodologies, and experience. The Lutheran College Washington skill development and forces that move in the
Semester is recommended for juniors, but directions of conflict or peace. sophomores and seniors may apply. Information Economic Policy examines economic policy may be obtained from Rebecca Bergren, Office making from theoretical, practical, domestic, of Off-Campus Studies and International and international points of view. During the Student .Affairs. semester, students are brought into direct Washington Semester contact with people who are involved in the Gettysburg College joins with American formation of economic policy. Students wishing University in Washington, D.C., in a cooperative to apply for this program should have completed arrangement known as the Washington Semester Economics 103-104, 24L 243, and 245. Typically, students participate in seminars (two Application procedure for the Economic Policy course credits), undertake a major research program can be obtained from Dr. William F. project (one course credit), and serve an Railing, Department of Economics, and for the internship (one course credit). other programs from Dr. Kenneth Mott, The Washington Semester may be taken either Department of Political Science or the Office of semester of the junior year or the fall semester Off-Campus Studies. of the senior year. To qualify, a student must The United Nations Semester have a minimum accumulative average of 2.5 Students qualifying for this program spend a and a clearly demonstrated ability to work on his semester at Drew University in Madison, New or her own initiative. This program is dixaded Jersey. On Tuesdays and Thursdays these into several distinctive areas. students commute to the United Nations for a American Politics: National Government focuses on survey course in international organization, important national institutions and the which consists in part of briefings and addresses interrelationships of the various actors in the by individuals involved in United Nations political process. activities. A research seminar also uses the facilities of the United Nations Headquarters. American Politics: Public Lciw is designed for Other courses to complete a full semester's work prelaw- students and examines the major are taken at the Drew Campus. insdtutions and principal actors that determine federal judicial policy for the nation. The United Nations program is offered during
fall semesters. Students from any academic Foreign Policy examines the formulation, area who have taken an introductory course in implementadon, and consequences of the political science and who have maintained a foreign policy of the United States. respectable grade point average may apply to Interyiational Business and Trade offers an this program in the junior or senior year. opportunity to study in a city that contains offices of seventy-five percent of all multinational corporations, and over two hundred foreign-owned companies. Marine Biology the fall semester of their senior year, or dining The Department of Biology offers two the summer session. Courses offered include programs for students interested in pursuing language, Spanish literature, history, culture, studies in marine biology. These programs are art, and more. Credits as well as grades will be in cooperation with Duke University and the transferred to the student's college transcript. Bermuda Biological Station for Research. Financial aid may be applied to participation in the program during the regular academic year. The Bermuda Biological Station (St. George's Interested students should contact the West, Bermuda) offers courses in biological, Department of Spanish. chemical, and physical oceanography during the summer. Both credits and grades will be The Foreign Student Study Center, transferred, provided prior approval is granted The University of Guadalajara, Mexico by the Department of Biology. Students who have completed Spanish 301 or
its equivalent may study for one or two semesters Gettysburg College is one of a limited nuinber of their sophomore or junior year or the fall of undergraduate institutions affiliated with the semester of their senior year at the Universitv' Duke University Marine Science Consortium. of Guadalajara's Foreign Student Study Center. The program, offered at the Duke University Courses offered include language, Mexican Marine Laboratory (Beaufort, North Carolina), literature, history, culture, art, and political is a semester of courses, seminars, and science. Both credits and grades will be independent investigations. Studies include the transferred. Financial aid may be applied to physical, chemical, geological, and biological participation in the program during the regular aspects of the marine environment, with academic year. Interested students should emphasis on the ecology of marine organisms. contact the Department of Spanish.
This program is appropriate for jimiors or Instituto Universitario de Sevilla, Seville, Spain; students who have had three to four courses in Universal Language Institute, Cuernavaca, Mexico biology. Students receive credit for the Students who have completed at least Spanish equivalent of five courses, two of which may be 104 or its equivalent, but have not completed used toward the minimum eight required for Spanish 301, may complete their language the biology major. The remaining courses will distribution requirement and literature apply toward graduation requirements. distribution requirement while studying for
Marine Biological Laboratory Semester in one semester in Spain or Mexico (offered in Environmental Science alternate years). A Gettysburg College Spanish Gettysburg College encourages students to department professor accompanies the group. participate in this semester program for Credits and grades will be transferred, and students of environmental science located in financial aid may be applied to participation in Woods Hole, Massachusetts. The full semester the program. Interested students should contact curriculum emphasizes inquiry-based learning the Department of Spanish. through student participation in laboratory and Center for Global Education research projects. Two core laboratory coinses The College is affiliated with two programs (Aquatic Ecosystems and Terrestrial of the .A.ugsburg College Center for Global Ecosystem) are required, and students choose Education. These two programs are based in from a variety of other elective subjects. Cuernavaca, Mexico. Each program involves Students also complete an independent four courses over a semester, including an research project, participate in a Science Writers intensive Spanish course. Students in the two Seminar, and attend weekly seminars by programs have the opportunity to participate prominent outside speakers. Further in a study tour to one or two Central American information can be obtained by contacting Dr. countries. For more information, students John Commito, Environmental Studies Program should contact the Gettysburg College Coordinator, or the Office of Off-Campus Coordinator of Global Studies or the Off- Studies. Campus Studies Office.
Instituto Universitario de Sevilla, Seville, Spain Students who have completed Spanish .SOI may, with permission of the Academic Standing Committee, study at the Instituto for one or two semesters of their sophomore or jiuiior year. Interdisciplinary Study Abroad Program either the fall or spring semesters by enrolling in
in England the Aix program. Along with their course work This program offers a fall semester abroad for in French, students in both programs may fifteen juniors and seniors who would like to choose from approved classes in art, management, pursue interdisciplinary studies in the humanities education, political science, history, philosophy, and social sciences, moving between London psychology and literature given in English. Both and Colchester. The program gives students the credits and grades will transfer. Financial aid opportunity' to experience two sides of British may be applied to participation in the program. culture: the urban and the provincial. The Interested students should contact the program begins in September wth a four-week Department of French. intensive interdisciplinary seminar in London. Kansai University of Foreign Studies This seminar is taught each year by the The College has a cooperative agreement with program's resident director, a Gettysburg Kansai University of Foreign Studies in Hirakata College faculty member who accompanies the City, Osaka, Japan. students throughout the entire program. At the beginning of October, the students move on to Students may study for a semester or a year at the University of Essex in Colchester, where they the University in a program that combines a are enrolled as \isiting students for the ten-week rigorous Japanese language program with fall term. Students take a full course load lecture courses (conducted in English) in the (normally four courses), are taught by British humanities, social sciences, and business. Both faculty, and be housed with British and other credits and grades will be transferred. Financial international students. Students receive one aid may be applied to this particular program. Gettysburg College credit for the September Interested students should contact Dr. Katsuyuki seminar in London and three course credits for Niiro in the Department of Economics or the the four ten-week courses taken at the University Office of Off-Campus Studies. of Essex. The entire program earns each Fail Semester in Cologne, Germany student four Gettysburg College course credits. Sophomores through first-semester seniors with Both grades and credits will be transferred. a minimum of one year of college German or Financial aid may be applied to the program. the equivalent are eligible to participate in the Interested students should visit the Office of fall semester program in Cologne, Germany. A Off-Campus Studies. student may satisf)' the distribution requirement Avignon, France: Centre d'Etudes Fran9aises in language in one semester and will take Juniors and first-semester seniors who have additional courses taught in English from other
completed French 301 or its equivalent may liberal arts areas (some of which also satisfy
study for a semester or entire year in the different distribution requirements). Program is histitute for American Universities program at cosponsored by the Pennsylvania Colleges in the Centre d'Etudes Frangaises in Avignon. Cologne Consortium. Both credits and grades Both credits and grades will be transferred. are transferred. Financial aid may be applied to Financial aid may be applied to participation in participation in the program. Interested the program. Interested students should contact students should contact the Department of the Department of French. German.
Institute for American Universities Programs College Year in Athens, Greece
in Aix-en-Provence The program is open to sophomores, juniors, Gett)'sburg offers two different programs of and seniors (although the majorit)' of students
study intended for non-majors. 1) Students who are ofjunior level) majoring in humanities or have completed 101-102 or 103-104 at social sciences; approximately one third of the
Gettysburg may fulfill the language distribution students at College Year are classics majors. The
requirement during the fall semester only by language of instruction is English. The offerings enrolling in the Intermediate Program in Aix- are organized in two tracks. Ancient Greek en-Provence. 2) In addition, students who have Civilization and Mediterranean Studies. Students already satisfied the language requirement and choose one track, but may take a course from are contemplating a minor in French or those the other one when appropriate to their academic who simply wish to enrich their college experience objectives. Greek Art and Archaeology and by studying abroad may take courses in French language, literature, and civilization during Modern Greek language are open to all students. plan to study abroad should discuss with their Courses in the Greek Civilization track include advisers the relationship of their proposed history, literature, art and archaeology, religion, course of study to their total academic program. philosophy, and classical Greek and Latin An outline of the program and a list of specific languages. In the Mediterranean Studies track cotirses with appropriate departmental approval courses are offered on ethnography, modern must be submitted to the Academic Standing history of Greece, the Balkans, and the Middle Committee, which gives final approval on all East, ecology, economics, politics, gender roles, requests to study abroad. Approval must be and Byzantine topics. Applications from students given before an application can be sent. To who plan to attend College Year for an academic qualify, a student must be in good social and year or for one semester will be considered. academic standing. Study abroad programs are
College Year is incorporated under American not limited to language majors; students in any law as a nonprofit, educational institution managed major field may apply. Further information may by a Board of Trustees. Both credits and grades be obtained from the Office of Off-Campus will be transferred. Financial aid may be applied Studies. to participation in the program. SPECIAL INTEREST PROGRAMS Fall Semester In Florence, Italy Gettysburg College joins with Syracuse Students may petition the Academic Standing University to offer Studio Art and Art History Committee for permission to take courses at majors or minors the opportunity to study in another college, university or study site that
Florence, Italy. Language of instruction is offers a program in a special interest area not English. All students take Italian language, then fully developed at Gettysburg College. Examples choose from a variety of studio arts, art history, of special interest areas are urban studies, Asian and humanities courses. Program is open to studies, studio arts, and African American juniors and seniors. studies. Interested students should consult the Office of the Registrar. Intercollegiate Center for Classical Studies in Rome, Italy DUAL-DEGREE PROGRAMS The Center is open to students majoring in classics, classical history, archaeology, or art Engineering history with a concentration in classical art. The This program is offered joindy with Columbia
program lasts one semester and is offered both Universit)', Rensselaer Polytechnic Institute
fall and spring. The Center provides (RPI), and Washington University in St. Louis. undergraduate students with an opportimit)' to Students spend three years at Gettysburg study Greek and Latin literature, ancient history College, followed by two years at one of these and archaeology, and ancient art in Rome. A universities. Upon successful completion of this Managing Committee, elected by the member program, the student is awarded the bachelor of institutions, has arranged with Duke University to arts degree from Gettysburg and the bachelor of
administer the Rome Center. The faculty is science degree in an engineering discipline chosen from persons teaching in imiversities from one of the three affiliated universities. and colleges in the United States and Canada. Each of these universities offers an opportunity
The language of instruction is English. Both for a master's degree through this affiliation. credits and grades will be transferred. Financial Gettysburg College students, on their own aid may be applied to participation in the initiative, have also completed dual-degree program. programs at non-affiliated universities. Students who qualify for financial aid at Gettysburg ADDITIONAL STUDY ABROAD OPPORTUNITIES College will usually be eligible for similar aid at the engineering affiliate universities. Qualified students may study abroad during one or two semesters of their junior year or the fall Candidates for this program have an adviser in semester of their senior year. The Office of Off- the physics department. Normally, a student Campus Studies maintains an information file of will be recommended to Columbia, RPI, or suggested programs and stands ready to assist Washington University during the fall semester
students with their unique study plans. It is of the junior year. Students must have a important to begin the planning process early. minimum of a 3.0 grade point average in order
During the first year, or at least by the first semester of the sophomore year, students who to be recommended, except for students Forestry and Environmental Studies interested in electrical engineering, who are In addition to its own prcjgram in required to have a 3.3 average for environmental studies, the College offers a recommendation. dual-degree program with Duke University leading to graduate study in natural resources The specific courses required for admission by and the environment. Students earn a bachelor's each affiliated institution vary and students and master's degree in five years, spending should schedule courses in close cooperation three years at Gettysburg College and two years with the Engineering Adviser at Gettysburg. In at Duke University's School of the Environment. general, dual-degree engineering students can Students must fulfill all distribution expect to take Physics 111,112, 213, 255, 319, requirements by the end of the junior year. 330; Mathematics 111, 112, 211, 212, 363; The first year's work at Duke will complete the Chemistry 111, 112, and a computer science undergraduate degree requirements and the course. All dual-degree engineering students B.A. will be awarded by Gettysbiug College at must complete the distribution requirements of the end of the first year at Duke. Duke will Gett\'sbiirg while in residence at the College. award the professional degree of master of Because of the limited flexibilit)' of the dual- forestry or master of environmental degree engineering curriculimi, students are management to qualified candidates at the urged to identify their interests in this program end of the second year. at the earliest possible time. Candidates for the program should indicate to Nursing the Admissions Office that they wish to apply for The College has a five-year program under the forestry and environmental studies which students spend three years at Gettysburg curriculum and plan their three-year course and two at Johns Hopkins University School of schedule with their advisor. During the first Nursing in Baltimore. At the end of the fourth semester of the junior year at Gettysburg year of study, students complete requirements College, the student must notif)' the for a B.A. degree from Gettysburg College; at Environmental Studies Coordinator and file the end of the fifth year, students receive a with the Registrar a petition for off-campus B.S.N, degree from Johns Hopkins University. study during the senior year. All applicants are Students interested in this program should urged to take the verbal and quantitative contact the Coordinator of Advising for Medicine aptitude tests of the Graduate Record and the Allied Health Professions. Examination in October or December of their Optometry junior year. The student should apply to Duke's Pennsylvania College of Optometry (PCO) and School of the Environment and upon the State University of New York (SUNY) acceptance send the Environmental Studies College of Optometry offer admission into the Committee a written request for permission to program leading to the Doctor of Optometry to substitute the Duke courses for the student's students from Gett>sbing at the end of the remaining requirements.
junior year, provided that all prerequisites are The major program emphases at Duke are met. At the conclusion of the first year at PCO 1) ecotoxicology and environmental chemistry; or SUNY, students receive the baccalaureate 2) resource ecology; 3) water and air resources; degree from Gettysburg College and, after seven and 4) resource economics and policy. years of undergraduate and professional study, Programs, however, can be tailored with other the Doctor of Optometry from the Pennsylvania individual emphases. An undergraduate major College of Optometry or the State University of in one of the natural or social sciences, New York College of Optometry. Students who management, or preengineering is good qualify for early admission to one of these preparation for the programs at Duke, but programs will be recommended by the Medicine students with other undergraduate and Allied Health Professions Committee at concentrations will be considered for admission. Gettysburg College and will be required to All students contemplating this cooperative interview at the Pennsylvania College of program should take at least one year of courses Optometry or the State Universit)' of New York in each of the following: biologv; mathematics College of Optometry during the spring term of (including calculus), economics, statistics, and the junior vear. c omputer science. In addition, organic chemistry several allied health schools. Students is a prerequisite for the ecotoxicology program considering a career in one of these fields are and ecology for the resource ecology program. advised to schedule their courses carefully, not
Please note that this is a competitive program only to meet the admission requirements for the and students are expected to have good professional schools, but also to provide for quantitative analysis and writing skills. other career options in the event that their original choices are altered. The following Students begin the program at Duke in late courses will meet the minimal entrance August and must complete a total of 48 units, requirements for most medical, dental, or including a master's degree project, which veterinary schools: Biology 111, 112; Chemistry generally takes four semesters. 111, 112; Chemistry 203, 204; Physics 103, 104; Some students may prefer to complete the or Physics 111-112. Most schools require or bachelor's degree before undertaking graduate strongly recommend courses in mathematics study at Duke. The master's degree requirements (calculus, stadstics, and/or computer science) for these students are the same as those for and English (composition and literature), but students entering after the jimior year. All credit few specify course sequences. Since completion reductions are determined individually and of these courses will also give the student consider both the student's educational minimum preparation for taking the national backgroimd and objectives. admissions examinations for entrance to medical,
dental, or veterinary school, it is essential to PREPROFESSIONAL STUDIES have completed or be enrolled in these courses by the spring of the year when the tests are Prelaw Preparation taken. While most students who seek Students planning a career in law should recommendation for admission to health develop the ability to think logically, analyze professions schools major in biology, chemistry, critically, and to express verbal and written ideas or biochemistry and molecular biology, the clearly. In addition, the prospective law student requirements can be met by majors in most needs a wide range of critical understanding of other subjects with careful planning of a human institutions. These qualities are not student's program. Students are encouraged to found exclusively in any one field of study. They choose solid electives in the humanities and can be developed in a broad variety of academic social sciences and to plan their programs in majors. It should be noted that a strong academic consultation with their major advisers or a record is required for admission to law school. member of the Medicine and Allied Health Students are encouraged to contact the College Professions Committee. Prelaw advisor, Professor Kenneth Mott, and to Recommendations for admission to health \isit the Internship and Prelaw Center located profession schools are made by the Medicine on the second floor of Penn Hall. The Center and Allied Health Professions Committee. For maintains a library of resources, including LSAT students planning to enter medical school and prep course materials, compiUerized immediately after graduation from college, this programs, videos, and law school catalogues. occurs in the spring of the junior year. Students Further, the College maintains a Prelaw Web seeking admission to these professional schools Page with much halpful information and links must also take one of the following national to additional resources. A brochure that admissions examinations: MCAT (medical), describes prelaw preparation at Gettysburg DAT (dental), VMAY or GRE (veterinary) or College is also available in the Center and in the OAT (optometry). The Medicine and the Allied Office of Admissions. Students interested in Health Professions is composed of five faculty planning a career in law are encouraged to members with the Coordinator of Advising for obtain a copy of this brochure and to take Medicine and the Allied Health professions advantage of the materials and advising process. acting as chairperson. Admission to medical
Preparation for Health Professions school is very competitive and is based on The Gettysburg College ciuriculum provides several criteria: cumulative grade point average, the opportvmity, within a liberal arts framework, scores on standardized tests, demonstrated for students to complete the requirements for leadership skills, evidence of a willingness to admission to professional schools of medicine, dentistry, and veterinary medicine, as well as help others, work or volunteer experience in a about admissions requirements, guidebooks on medical setting, the letter of recommendation preparing for national admissions examinations, from the committee, and an interview at the catalogues from many health professions medical school. schools, and reference materials on fields such as medicine, dentistry, veterinary science, If a student chooses not to attend medical optometry, pharmacy, podiatry, physical therapy, school immediately after college or is not public health, and health care administration. accepted to medical school on first try, it is not uncommon to apply successfully a few years Teacher Education Programs after graduation. These intervening years must, Getrs'sburg College has education programs in however, be spent in meaningful activity — work secondary school subjects, elementary in a hospital, additional course work, or the education, music education, and health and Peace Corps, for example — in order to retain physical education. All are competency based or improve one's competitive standing. and have received accreditation from the Pennsylvania Department of Education. (See ,\lleghenv University's Graduate School of Education under the Courses of Studies listings.) Physical Therapy offers early acceptance to The education department also maintains a students from Gettysbiug College who meet the Teacher Placement Bureau to assist seniors and criteria for admission into the Entry-Level graduates in securing positions and to aid Masters Degree Program. Students may major in school officials in locating qualified teachers. Al\ any department, although a major in biology or communications should be addressed to the health and exercise sciences is most common. Director of the Teacher Placement Bureau. Regardless of major, eight science coiuses in three different departments (biologv', chemistry Employment prospects in teaching continue to and physics) , two courses in psycholog)-, one be good, and the projected annual demand for course in statistics and five courses in the hiring of all teachers is expected to rise. humanities and social sciences are required. According to the National Center for Education .Also required are a minimum cumulative grade Statistics, the number of secondary school point average, a minimum score on the teachers is projected to increase at a greater rate Graduate Record Exam, and significant work or than the number of elementary teachers. volunteer experience in physical therapy. Between 1997 and 2007, an increase of 5% is Students who are eligible for early admission to projected at the elementary level, while an the program will be recommended by the Pre- increase of 14% is projected at the secondary Health Professions Committee at Gettysburg level, a rise from 1.2 million to 1.4 million College and are required to interview at teachers. Of the reporting 1997 certified Allegheny University prior to acceptance. Gettysburg College graduates who sought teaching positions in elementary education, See also information about the College's 90% were teaching or in education-related Cooperative Programs in Nursing with the Johns occupations during the following academic year. Hopkins Universit)' and in Optometry with Of the reporting certified secondary educadon Pennsylvania College of Optometry and the graduates, 98% were so employed. The reported State University of New York College of average salary for those certified through the Optometry. program at Gettv'sburg College was $27,000. The Medicine and Allied Health Professions Committee holds periodic meetings to explain requirements for admission to health professions schools, to bring representatives of these schools to campus to talk to students, and to explore issues of interest to the medical professions, hi the office of the Coordinator of Advising for Medicine and the Allied Health
Professions is a collection of materials about the health professions. It includes information Academic Regulations
REGISTRATION
Students must be registered officially for a course in order to earn academic credit. The registrar announces the time and place offormal registration. Byfornmlly completing re^stration, the student pledges to abide by College regulations. Students may also enroll in a coursefor credit
during thefirst twelve days after the beginning of the semester by submitting the change to the registrar
on an official course change slip signed by the instructor involved and the student 's adviser. Students
may not enroll in a course after the twelve-day enrollment period.
Many departments establish limits to class The College offers a satisfactory/unsatisfactory enrollments in particular courses to insure the grading option. This option is intended to greatest opportunity for students to interact encourage students to be adventurous with their instructors and other students. As a intellectually in courses with subject matter or result, students cannot be assured of enrollment approaches substantially different from their
in all of their first choice courses within a given prior academic experience or attainment. An S semester. signifies satisfactory work, and is given if a student performs at the C- level or higher; a U The College may withdraw a student from classes signifies unsatisfactory work, and is given for and withhold transcripts and diplomas for work below the C- level. Courses graded S/U do failure to pay college charges. The College may not affect a student's quality point average, but deny future enrollments for a student with a a course completed with an S grade will count delinquent account. toward the total number of courses needed for graduation. A student may elect to take a total THE GRADING SYSTEM of six courses on an S/U basis during his or her
Courses are normally graded A through F, with foiu" years at Gettysburg College; however, no these grades having the following significance: more than two S/U courses may be taken in A (excellent); B (good); C (fair); D (poor); and any one year. This grading option may not be F (failing). Instructors may modify their letter selected for distribution or Liberal Arts Core grades with plus and minus signs. requirements for graduation, or for courses taken in a student's major field. Exceptions may In successfully completing a course imder this be made with regard to the major in cases where grading system, a student earns a number of a department specifies that a particular course is quality points according to the following scale. available imder the S/U grading system only, A+ 4 1/3 C and in cases where the student declares the major after taking the course. A student must A 4 C- 1 2/3 choose the S/U grading option during the first
A- 3 2/3 D+ 1 1/3 twelve class days of the semester.
B+ 3 1/3 D 1 The basic skill courses in health and exercise sciences (all of which are graded S/U) shall not B 3 D- 2/3 count in determining the maximum number of B- 2 2/3 F S/U courses a student may take. Students who enroll in Education 476: Student Teaching may C+ 2 1/3 take an additional course under the S/U option
A student's accumulative average is computed during the senior year, provided that their total by siumning his or her quality points and number of S/U courses does not exceed six. dividing by the number of course units taken. When a student registers for and completes a course The average is roimded to the third decimal which he or she has already taken at Gettyslmrg place. College, both the credit and the grade previously earned
The College reserves the right to make changes are canceled, Imt they are not removedfrom the and adjustments in the grading system even permanent record. The credit and grade earned in after a student enrolls. repeating the course are coimted toward the student's requirements. A grade of I (Incomplete) is issued through the Students may satisfy the foreign language Academic Advising Office when emergency requirement in a language not regularly offered situations, such as illness, prevent a student at Gettysburg College by demonstrating from completing the course requirements on achievement at the intermediate-level through time. The missing work must be completed transfer credit, by examination, through within the first six weeks of the semester independent study with a Gettysburg College following the one in which the incomplete was faculty member, or through an approved incurred, unless an earlier date is agreed upon exchange program with the Central Pennsylvania by both the student and the instructor as stated Consortium. International students who have in the letter authorizing the incomplete. learned English as a second language may satisfy' the requirement \Nith their primary language. A student may withdraw from a course only with the knowledge and advice of the instructor and ACADEMIC STANDING his or her adviser. A student who withdraws officially from a course after the twelve-day Students are expected to maintain an academic add/drop period, but within the first eleven record that will enable them to complete the weeks of the term, receives a W (withdrew) grade. requirements for graduation in the normal If a student withdraws from a course during the eight semesters. To be in good academic last five weeks of the semester, he or she will standing a student must have at least a 2.00 receive an F (failure) in the course. A student accumulative average, a 2.00 average for the who withdraws officially for medical reasons semester, a 2.00 average in the major field of receives a W regardless of the time of withdrawal. study by the end of the junior year and during
The W grade is not used in computing averages. the senior year, and be making appropriate progress in acquiring the credits and TRANSFER CREDIT completing the various requirements for graduation. Students who do not meet these After enrolling at Gettysburg College, students standards will be given a warning, placed on may use a maximimi of three course credits academic probation, placed on dismissal alert, toward the degree for work taken at other or be dismissed from the College. colleges if such courses have first been approved by the registrar. Course credit, but not the The student who falls below the following grade, transfers to Gettysburg College if the minimum standard is considered to be making grade earned is a C- or better. This transfer unsatisfactory progress and is either placed on option is not available to those who receive three dismissal alert or is dismissed. For first-year or more transfer course credits at the time of students— 1.50 GPA and six courses completed; admission or readmission to the College. for sophomores— 1.80 GPA and fifteen courses completed; for juniors— 1.90 GPA and twenty- This course credit limitation does not apply to five courses completed. First-year students may Central Pennsylvania Consortium courses or be dismissed after one .semester if their GPA is off-campus study programs approved by the 1.0 or below. Academic Standing Committee. In addition to these minimum standards, a EXEMPTION FROM DEGREE REQUIREMENTS student on probation must show significant improvement during the following semester in The College may recognize work on the college- order to remain at the College. Normally, a level completed elsewhere by a student. This student may not remain at the College with recognition may take the form of exemption three consecutive semester averages below 2.00. from degree requirements and may carry academic credit. Students should present their Students receiving some forms of financial aid requests for exemption to the registrar. They must maintain minimum progress toward should be prepared to demonstrate their achieving a degree in order to remain eligible competence on the basis of their academic for such aid. (See the Financial Aid section of record. Advanced Placement Examination this catalogue for a more complete discussion of results of the College Board, or examinations appropriate progress.) administered by the department concerned. Decisions on exemption and credit rest with the department and the registrar. Smdents on Academic Probation or Dismissal Alert The required courses in health and exercise
are permitted to participate in extracurricular sciences, generally taken during the first year, I activities at the College. Students in academic are in addition to the full course load in each difficulty, however, are reminded that their first semester. These courses do not count toward priority is the academic program and that they the 35-course graduation requirement. must therefore give careful consideration to Majors and minors in music and majors in lime commitments and responsibilities associated health and exercise sciences must take quarter with extracurricular activities. Students on courses, in addition to the normal course load. academic Probation or Dismissal Alert are urged Other students may take quarter courses in to consult with their faculty achdsors and the applied music, with the approval of the music deans of Academic Advising about curricular department at an additional charge. and extracurricular choices. A student may audit informally any College RESIDENCE REQUIREMENTS AND course with the permission of the instructor. No SCHEDULE LIMITATIONS charge will be made for such an audit and no record of auditing will be recorded on the The normal program consists of nine courses student's transcript. per year, with five courses in one semester and four in the other. (Thus, a student will complete The College offers a limited opportunity for
graduation requirements in four years of full- students to register for and complete a course of time academic work in the September-through- study during the summer. Primarily these are May academic year.) The last full year of individualized study or internship courses and academic work must be in residence at are arranged through academic departments. Gett)'sburg College or in an approved College program. Unless given approval, students may TRANSCRIPTS not complete requirements as part-time The College supports students in their students during their last semester of residence. candidacy for graduate or professional school
Students proposing to complete graduation admission or in their search for appropriate
requirements in less than four full years must employment by providing a responsive transcript have their programs approved by the Academic service. Requests for transcripts must be in Standing Committee through the Office of the writing and should be directed to the Office of Registrar. Such approval should be sought at the Registrar. This office prepares transcripts least a year before the proposed completion of twice a week on Tuesdays and Fridays. There is requirements. no charge for this service unless the request requires special handling. The College reserves A full-time student for academic purposes is one the right to deny a student's request for a carrying a minimum of three courses during a transcript when there is a debt or obligation semester. No student who is a candidate for a owed to the College or when there is an degree may take fewer courses than this without unresolved disciplinary or honor code action permission of the Academic Standing pending against the student. Committee.
Students may not enroll in the equivalent of six WITHDRAWAL AND READMISSION or more full unit courses per semester without The Academic Standing Committee and the the approval of the Academic Standing Committee. Committee on Readmission review applications In granting approval to take six courses, the for readmission from students who have Committee requires evidence that the student is withdrawn from Gettysburg College. Readmission in good academic standing and will be able to for students who withdraw from the College is perform at an above average academic level not automatic. The procedure for seeking during the semester of heavy enrollment. For readmission depends on the student's academic the purpose of determining an extra course status at the time of withdrawal, the length of load, 11/4 unit courses count only as a full time that has elapsed since withdrawal, and the course. reason for withdrawal, as described in the sections that follow. Normally, the Academic Standing Committee re\'iews all applications for interview may be required. The Academic readmission by the second week of November Standing Committee will review the student's and the second week of April; all supporting application, recommendations from an employer materials should be submitted to the Office of and three Gettysburg College faculty members, Academic Advising by the beginning of activities since leaving college, and prospects for November or the beginning of April. future academic success at the College. To be eligible for readmission, a dismissed student Voluntary Withdrawal must also have completed at least one course at A student who is in good academic standing at an accredited institution and have earned a the time of withdrawal and seeks readmission grade of B- or higher. within one academic year after withdrawing must file with the Academic Standing A student who is suspended for disciplinary Committee an application for readmission that reasons must follow this same procedure for provides an account of his or her activities readmission, except that he or she is not during the absence from the College. This required to take course work elsewhere. A application is available through the Office of student in this category is eligible to apply for Academic Advising and should be submitted by readmission at the end of the time period
November 1 or April 1. Any student who seeks designated for the suspension. readmission after one year has elapsed must Medical Withdrawal submit a more detailed application for A student whose physical or mental health is readmission. This application is also available too impaired to complete all courses during a through the Office of Academic Advising. Any semester may be granted a partial or full student who desires to be considered eligible for medical withdrawal. Such a withdrawal requires financial aid upon return must complete all the recommendation of the College's health financial aid applications by the normal financial care providers. Students should confer with the aid deadlines and notify the Office of Financial Office of Academic Advising for assistance in .\id of his or her intention to return. developing a request for a medical withdrawal. A student who withdraws voluntarily should If granted, an associate dean of Academic arrange for an exit interview with a member of Advising may authorize grades of W for some or the Academic Advising staff prior to leaving the all courses in which the student is currently
College. A readmission interview is desirable, enrolled. A student in good academic standing and in some cases required, depending on the who has been granted a medical withdrawal circumstances surrounding the student's must submit an application for readmission to withdrawal. the Academic Standing Committee at least three weeks prior to the beginning of the semester A student who withdraws voluntarily and is on that matriculation is desired. A letter from an academic probation at the time of withdrawal attending physician, psychiatrist, or psychologist must submit an application for readmission to which certifies that the student will be ready to the Academic Standing Committee, through the resume a full academic program by a designated Office of Academic Advising. The Academic time must be sent to the Counseling Center or Standing Committee will review the student's Health Services. If, based on medical application, previous record at Gettysburg consideradons, there is reason to limit the College, acdvities since leaving college, and student's course load or physical activity, a prospects for the successful completion of his or recommendation for such should be noted in her undergraduate studies. this letter. A personal interview with a member Dismissal of the Counseling Center or Health Services
A student who is dismissed from the College staff may also be required. Decisions regarding for academic reasons normally is not eligible readmission are the responsibilitv' of the Academic for readmission until one academic year has Standing Committee. Students who have elapsed. Students who have been dismissed withdrawn for medical reasons and who intend from the College for academic reasons for a to return are subject to the same procedures for second time are not eligible for readmission. financial aid as are matriculated students; it is An application for readmission must be submitted imperative to be in touch with the Financial Aid to tlie Academic Standing Committee. A personal Office during absence from campus. Academic Achievement
GRADUATION HONORS AND COMMENCEMENT
he College aivards the following honors to members of the graduating class. These senior honors are intended for students with four years of residence at Gettysburg College; grade point aveiage T computations are based on four years' performance.
• Valedictorian — to the senior with the highest 3.599 are placed on the Deans' Commendation accumulative average. List. To be eligible for these honors, students must take a full course load of at least four • Salutatorian — to the senior with the second courses, with no more than one course taken highest accumulative average. under the S/U grading option during that • Summa Cum Laude — to those seniors who semester (except for students taking the have an accumulative average of 3.750 or Education Term who may take two courses higher. S/U). First-year students who attain an average of 3.000 to 3.299 are placed on a First-Year • Magna Cum Laude — to those seniors who Recognition List for commendable academic have an accumulative average of 3.500 through performance in their first or second semester. :^.749.
• Cum Laude — to those seniors who ha\'e an PHI BETA KAPPA accumulative average of 3.300 through 3.499. Phi Beta Kappa, founded in 1776, is the oldest The Academic Standing Committee may grant Greek-letter society in America and exists to the above honors to students with transfer promote liberal learning, to recognize academic credit if they have satisfied the conditions of the excellence, and to support and encourage honor during at least two years in residence at scholars in their work. The Gettysburg College
Gettysburg College and have presented excellent chapter was chartered in 1923 and is today one transfer grades. To arrive at a decision, the of 255 Phi Beta Kappa chapters in American
Committee vnll factor in all grades earned at colleges and universities, nventy of which are in other institutions and during off-campus study Pennsylvania. The Gettysburg College chapter programs. elects to membership about five to ten percent of the senior class who have distinguished In addition to the above, departments may academic records and exhibit high moral award Departmental Honors for graduating character and intellectual curiosit\'. Election to seniors based upon their academic performance Phi Beta Kappa is perhaps the most widely in a major field of study. Departmental Honors recognized academic distinction in American are awarded to transfer students on the same higher education. terms as to other students, as computation for this award is not necessarily based on four years ALPHA LAMBDA DELTA in residence at Gettysburg College.
Alpha Lambda Delta is a national society that Participation in the May Commencement honors academic excellence during a student's exercises shall be limited to those students who first year in college. It has 214 chapters have completed all graduation requirements by throughout the nation. The purposes of .\lpha that Commencement ceremony. Lambda Delta are to encourage superior academic achievement among students in their DEANS' LISTS first year in college, to promote intelligent living The names of those students who attain an and a continued high standard of learning, and average of 3.600 or higher for the semester are to assist women and men in recognizing and placed on the Deans' Honor List in recognition developing meaningful goals for their roles in of their academic achievements. Also, those societ)'. Alpha Lambda Delta membership is students who attain an average from 3.300 to open to Gett\'sburg College students who attain a grade point average of 3.50 or higher during
their first year. OTHER ACADEMIC HONORARY SOCIETIES Pi Sigma Alpha: Honorary societs' for majors in political science with a major average of 3.0 or The College promotes excellence in the better. academic program by supporting the following honorary societies for students with outstanding Psi Chi: Honorary societ)' in psychology that academic records in a particular major or area serves to advance the science of psychology; for of study. students who have completed a minimum of three courses and are enrolled in their fourth Alpha Kappa Delta: International sociolog)' and who have achieved an average of at least honor society, open to majors who have taken at 3.0 in the major and overall. least four courses in the department and have a GPA of 3.0 or better in the major. Sigma Alpha lota: International societv' for women in music, advocating and encouraging Alpha PsI Omega: Honorary societ)' in theater. excellence in scholarship, advancement of the Delta Phi Alpha: National honorary society that ideals and aims of the Alma Mater, and adhering recognizes excellence in the study of German, to the highest standards of citizenship and provides incentives to higher scholarship, and democracy. promotes the study of the German language, literature, and civilization.
Eta Sigma Phi: Classics honorary societ)' for students who have taken at least two courses in the classic department with a B or better average and who are enrolled in an additional classics course.
Omecron Delta Epsilon: Honorary society for majors in economics with proven intellectual curiosity and integrity, enthusiasm for the discipline, and with a minimum of four courses in economics vsith an average of at least 3.0 in the major and overall.
Phi Alpha Theta: Honorary society that recognizes academic achievement in history and that actively carries on dialogue about history related issues outside the classroom.
Phi Sigma iota: Romance Languages honorary society, for juniors and senior majors in French and/or Spanish with at least a B average in the major and overall.
Pi Lambda Sigma: National honorary society for majors in management, economics, and political science with at least five courses in their major with a GPA of 3.1 or better. Courses of Study
Each year the registrar's office issues a listing of The Arts
courses to be taught during the fall and spring English 205, 207, 300-306, ; IDS 267; Music semesters and the times they will be taught. 101-111, 141, 244, 313, 314 or four semesters of Students should consult this announcement of applied music instruction with departmental courses to obtain the most current information permission; Theatre Arts, all courses exceptThA about course offerings, as the College does not 214, 328, 329); Visual Arts, all courses except offer every course listed in the following pages history and theory. each year. Health and Exercise Sciences Courses ntimbered 100-199 are usually at a HES 107 and any HES quarter course. beginning level. Intermediate courses are numbered 200-299. Courses numbered 300-399 History/ Philosophy are at an upperclass level. Courses numbered History, all courses except Hist 300; Philosophy, 400 and above are advanced seminars, all courses; Classics 121, 122, 237, 251, 252; internships, and individualized study. French 211; German 311, 312; IDS 211, 227,
Courses with two numbers, e.g., Art 111,112, 228; Latin American Studies 140, 261; Spanish span two semesters. For courses separated by a 310,311. hyphen, the first numbered course must be Literature taken as a prerequisite for the second. Wliere African American Studies the t^vo numbers are separated by a comma, 217; Classics 262, 264, either of the semesters of the course may be 266; English, all courses exc^ptEng. 101, 201, 203, taken independently of the other 205, 207, 300-307; French, German. Greek, Latin, and Spanish Literature, but wo? language Distribution or Liberal AiLs Core requirements or ci\ilization courses; IDS 103, 104, 235, 237, for the B.A. and B.S. are degrees listed in the 238, 241, 246, 247, 249, 273; Latin American section, Academic RegiUations. Requirements for a Studies 220-229; Theatre Arts 214, 328, 329; B.S. in Music Education are given under the Women's Studies 216, 217, 219, 221, 251. Department of Music. Courses to meet Natural distribution Liberal Arts Core requirements are Science offered in various departments. Biology 101, 102 or 111, 112; Chemistry 101, 102 or 111, 112; Astronomy 101, 102; Physics DISTRIBUTION REQUIREMENTS 103, 104, 101, 102 (or 111), or 111, 112.
For students who entered as neiv students prior to the B£ligion fall of 1997. S
the specific courses which fulfill certain Latin American Studies 262, 267; Political requirements. Science 101, 102, 103, 104; Psychology 101;
Sociology, all courses except Sociology 302, 303; Requirements and Courses That Fulfill Women's Studies 222, 226. the Requirement Non-Western Culture Writing Proficiency African American Studies English 101 130, 230, 233, 331; Anthropology, 103, 220, 228, 232, 234-237; First-Year Colloquy/Seminar Economics 212, 213, 250, 253; French 331;
First-Year Colloquy (FClOO), or First-Year History 104, 221- 224, 271, 272, 324; IDS 227, Seminar (FVS 100-199); topic seminars taught 228, 235, 237, 238, 268, 312; Japanese 140; by professors from various departments. Music 102; Political Science 270, 271, 362, 363; Religion 108, 248, 249, 250, 256; Visual Arts 227, Foreign Language 228, 247, 248; WVjmen's Studies 219, 226. French 201-202, 205; German 202; Greek 202; Japanese 202; Latin 202 or 203; Spanish 202, 205. LIBERAL ARTS CORE REQUIREMENTS Foreign Language
For students who enter as new students in or after the French 202; German 202, 204; Greek 202; fall of 1997. 5e^ Requirements for the Degree. Italian 202; Japanese 202; Latin 202; Spanish 202, 204. Following is a listing of the courses that satisfy each of the Liberal Aits Core requirements that Qiiantitative Reasoning become effective with the Class of 2001. The Biology 260; Computer Science 103, 104; College will add more courses to this hst as HES 332; Mathematics, all courses; Philosophy departments react to the new liberal arts core 211; Political Science 215; Psychology 205; plan. Sociology 303.
Requirements and Courses That Fulfill Writing Proficiency the Requirement English 101. The A rts Non-Western Culture African American Studies 247; English 20.5, 207, 300-304, 306; IDS 267; Japanese 140; Mu,sic African American Studies 130, 2.30, 233, 331; 101-111, 141, 244, 313, 314, or, with Anthropology, 103, 220, 228, 232, 234-237; departmental permission, four semesters of Economics 212, 213, 250, 253; French 331; applied music instruction with a capstone History 104, 221, 222, 224, 225, 271, 272, 324;
research project or paper. Theatre Arts, all IDS 227, 228, 235, 237, 238, 268, 312; Japanese
courses, except 214, 328, 329; Visual Ails, all Studies 140; Music 102; Political Science 270, courses; Women's Studies, 212 271, 362, 363; Religion 108, 248, 249, 250, 256; Visual Arts 227, 228, 247, 248; Women's Studies Humanities 219, 226. African American Studies 130, 217, 224, 230, Health Cir' Exercise Sciences 233, 331; Classics, all 100- 8c 200-level courses;
all French, German, Japanese, and Spanish HES 107 and any HES quarter course.
literature and civilization courses. English, all courses, exceptEng 101, 201, 203, 205-207, 299,
300-307; History, all courses; IDS 103, 104, 161, 211, 215, 227, 228, 235, 237, 238, 241, 243, 244, 246, 247, 249, 260, 272, 273, 312; Latin American Studies 140, 147, 220-229, 261;
Philosophy, all courses except Phil 103 and 211; Religion, all courses; Theatre Arts 214, 328, 329; Women's Studies 216, 217, 219, 220, 221, 251
Natural Sciences
All 100- 8c 200-level courses in Astronomy, Biology, Chemistry, and Physics; Environmental Studies 121.
Social Sciences
African American Studies 245, 265, 266;
Anthropology, all courses, except 300-level methods coiuse; Economics 103, 104; Environmental Studies 314; Latin American
Studies 262, 267; Political Science, all courses,
except ?o\ 215; Psychology, all 100- & 200-level
courses, except Psych 205; Sociology, all courses at the 100- or 200-level; Spanish 303, 351; Women's Studies 222, 226. FIRST-YEAR SEMINARS The African American Studies Program emphasizes the social sciences and humanities, First-Year Seminars are an array of specially and may include a range of courses, as well as designed courses offered only to first-year opportunities for independent and off-campus students. Participation in these seminars is not study in Africa. required, nor is enrollment in them guaranteed. All seminars have small enrollment, focus on a Requirements and Recommendations special or narrow topic, emphasize active and Special Major in African American Studies collaborative learning, and are usually conducted Students intending to pursue a special major in in a residential college setting. They may fulfill a African American Studies must submit a general education requirement; serve as an proposal for their individual plan of study to alternative introduction to the methods and African American Studies and the Committee problems of a discipline and count toward a on Interdepartmental Studies. The proposed major; or be an interdisciplinary elective. WTiile program must be an integrated plan of study the focus of each seminar is different, all that incorporates course work from a minimum seminars require students to analyze and discuss of two departments or fields. A special major course content. must include a total often to twelve courses, no fewer than eight of which must be above the histructors from a wide variety of disciplines 100-level; three or more courses at the 300-level teach First-Year Seminars in sections of no more or above; and a 400-level individualized study than 16 students each. Students take a First-Year course, which is normally taken during the Seminar in either the fall or spring term of their senior year. first year. Distribution/Liberal Arts Requirements AFRICAN AMERICAN STUDIES A.A.S 217 satisfies the distribution requirement in literature. AAS 224 fulfills the distribution Cecil Gray, Coordinator requirement in religion. Overview AAS 130, 217, 224, 230, 233, and 331 fulfill the African American Studies is the systematic study liberal arts requirement in humanities. AAS 247 of African life — both diasporan and continental. satisfies the liberal arts requirement in arts. AAS As a structured discipline, African American 245, 265, and 266 fulfill the liberal arts Studies focuses on the myriad expressions of requirement in social sciences. African cultures, incorporating several fundamental paradigms and methodological AAS 130, 230, 233, and 331 fulfill the approaches that inform its inquiry into the non-Western culture requirement. history and contemporary dimensions of African African American Studies Minor traditions. Students wishing l(j minor in the program are The objective of the African American Studies required to complete six courses: AAS 130, Program is to contribute to the intellectual AAS 331, and AAS 401, plus three other courses depth and breadth of a well-rounded liberal arts from core-affiliated courses. Students v\ishing to education. It endeavors to pro\ide a solid minor in African American Studies should grounding in alternative philosophical traditions consult with Mr. Gray — an essential orientation in an increasingly CORE COURSES globalized world. The African American Studies
1 30 introduction to African American Studies Program seeks to familiarize students with Consideration of African Americans within the alternative epistemological approaches, theories, broader context of the African diaspora. and paradigms that better conceptualize, explain, Students are introduced to a broad range of and incorporate the contemporary interests and themes in their historical context, from the concerns of the majority of the world's peoples African origin of world civilization to the and their societies. African American Studies formation of African American societies and provides a more profound understanding of the cultures. Other themes include the enslavement social realities, experiences, and continuing of Africans, rise and fall of slavocracy. Civil contributions to human civilization of the Rights and Black Power struggles, and the peoples of African descent and heritage. emergence of African-centered scholarship and praxis.
Mr. Chiteji, Ms. Glascoe, Mr. Gray 2 1 7 Slavery and the Literary imagination Study responses to slave status, unique burdens of the of various forms of discoiuse on .\merican female slaves, and institutional structures of the chattel slavery—emancipatory narratives written slave community. Course examines several by ex-slaves; slave narratives recorded by WPA major controversies invohing historical writers; socio-historical essays; neo-slave interpretation and plantation realit)', as well as narrative written by contemporary novelists; economic cost and benefits of the emancipation poetry, ballads, spirituals and folklore. Students to the African Americans. examine the experiences of the middle passage, Mr Chiteji chattel slavery, and emancipation, as described 247 African American Traditional Music Study by African American writers. of the history of African American musical AIs. Barnes traditions. Course begins with a brief survey of 224 Religions of African Americans Examination African antecedents and covers both spirituals of the religious traditions of black Americans and secular music of the slavery period, work from "slave religion" to the present. Course songs, ballads, blues, ragtime and jazz, gospel focuses on the religious beliefs of African music, rhythm and blues, and beginnings of
Americans and the ways those beliefs have been rock 'n roll. Primary focus is on musical used to develop strategies to achieve freedom elements of these traditions, their meaning in a and justice. Subjects covered include the cultural context, the ways in which this music influence of African religion, African American differs from white music and reflects an religious nationalism, Pentecostalism, spirituals Afrocentric consciousness, and the influence and gospel music, and the Civil Rights this music has had on American music. movement. Offered in alternate years. Previous musical knowledge is not required. st^ff Mr. Winans
230 Introduction to Africa Study of the various 250-260 Topics in African American Studies regions and cultures of Africa, with emphasis on Rigorous, detailed examination of the the historical and cultural forces diat have shaped philosophical and intellectual traditions that modern Africa. Course examines African kinship shape a common social heritage shared by systems, African religious and philosophical Africans and African .Ajnericans. Course assumes beliefs, political U"aditions, agricultural production a cultural perspective toward human organization and trade, and the effects of powerful external to understand the social dimensions of the forces on African societies. historical and contemporary ordering and
governance of African life by systems of religiotjs, economic, and educational thought. 233 Southern African: History, Conflict, and Staff Change Introduction to a dynamic, yet conflict- ridden part of the African continent. Course 252 The Civil Rights Movement Course focuses focuses on characteristics of the precolonial on the Civil Rights Movement in the South. sociedes and the nature of their early contact Social and historical origins of the movement with the European settlers in the seventeenth are reviewed. Topics of interest include the century, the triumph of the white immigrants philosophy of non-violence, the role of students over indigenous Africans, the emergence of and young people, the ideological differences of
South Africa as a regional economic power, and the major civil rights organizations, and the the social contradictions that have come to contributions of local leaders and community characterize what is now called the Republic of people. Significance of the civil rights
South Africa. A subject of special attention will movement is considered in the context of its be the internal and external opposition to racial relevance to the contemporary situadon of oppression. African Americans. Mr. Chiteji Ms. Glascoe
245 Slavery in the Southern United States 253 West Africa to Southeastern US Study of Study of slavery in the U.S. South, both as a historical, linguistic, social and cultural sociocultural and an economic institution. connections that exist between the Mano River
Focus is on the origins of slavery and racism, Tri-Union States of Sierra Leone, Guinea, and mechanisms of enslavement, African American Liberia, and West Africa and African Americans who inhabit the Southeastern region of the —
United States, particularly the sea islands and of the National Association for the Advance- coastal plains regions of South Carolina and ment of Colored People. DuBois' work in Georgia. Course examines linkages that exist history, sociology, creative writing, and between West African languages and the Gullah- journalism are reviewed, as well as his efforts to Geechee language patterns of Georgia and give leadership to the struggles of African and South Carolina as well as West-African family African American people. Attention will be and folk traditions still in practice in this area. given to the leadership role DuBois assumed in Ms. Glasroe African American education, along with his work for Pan Africanism and world peace. 265 African American Social Movements Study Ms. Glasroe of political movements that have developed within African American communities of the 401 African American Studies Seminar U.S., and, in some instances, spread throughout Topics vary each year. the African diaspora. Students examine such Mr. Ghileji, Mr Gray movements from the colonial era through the Independent Study hidividual tutorial, research twentieth century in an effort to trace both project, or internship. Requires permission of change and continuities in thought and an instructor who will supervise the project. methods of action. Instructor can supply a copy of a statement of Mr. CMteji departmental policy regarding grading and 266 The Sociology of African Americans Critical major credit for different types of projects. introduction to the study of the organization Either semester. and functioning of African American society Staff its development, the endogenous structiues that Cross-Listed Course compose and define it, and its relationship and (See appropriate departmental listings for interaction with the people and social forces descriptions of the following courses.) external to it. Course takes a sociological approach to the epistemological orientation of Eng 252 African American Literature Since 1955 concepts, methodologies, and theories basic to Eng 254 African American Literature understanding African American reality. Course Before 1955 is organized primarily as a seminar and devotes Eng 349 Contemporary African American considerable time to discussions of various Women Writers issues and problems raised by the readings. Hist 238 African American History: A Survey
Staff Hist 27 1 African History and Society to the 1800s 331 African and African American Intellectual Hist 272 African History and Society from History Exploration of thought and action over the 1800s millennia, and how the same have shaped Rel 225 Religion in the Civil Rights Movement African people. Course considers noteworthy Rel 256 Introduction to African Religion thought systems, documents, thinkers and theories, practitioners and products; examines Affiliated Courses such ancient contributions as The Book of Econ 250 Economic Development Ptahhotep; and identifies sources of Greek Econ 253 hitroduction to Political Economy philosophy, contributions to Jewish-Christian- and the African Diaspora Islamic philosophies, and medieval sources. Fren 331 LaFrancophonie Students also examine the contributions of Hist 236 Urbanism in American History Maria Stewart, Anna Cooper, Douglass, Delany, IDS 235 Introduction to African Literature DuBois, Locke, Garvey, Cesaire, Margaret IDS 312 Ancient Egypt: Language, Literature, Walker, Diop, Wright, Malcolm, Baldwin, King, Art, and History Fannie Lou Hamer, Neal, Sanchez, Morrison, Mus 102 World Music Survey West, Tupac Shakur, and others. No prerequisite. Mus 1 10 Survey ofJazz Mr Gray Pol Sci 263 Politics of the Development Areas
332 Seminar: Focus on W.E.B. DuBois Course Pol Sci 252 North-South dialogue surveys life and writings of William Edward Burghardt DuBois, the foremost African American intellectual of his time and cofounder BIOCHEMISTRY AND MOLECULAR BIOLOGY necessary for graduate study in biologv', forestry, medicine, veterinary medicine, dentistry, Sherman Hendrix and William Parke), Coordinators optometry, and other professional fields. Most
Biochemistry and molecular biology is an courses in the department include laboratory interdisciplinary program that studies the biology work. chemistry of the structures and chemical and Requirements and Recommendations reactions within cells by using contemporary The biologN department offers both a Bachelor methods of biochemical analysis, recombinant of Arts (B.A.) and a Bachelor of Science (B.S.) technology, and molecular biologv'. DNA degree for the major.
Students may earn a B.S. degree in biochemistry B.A. requirements: A. minimum of eight biology the and molecular biology by completing courses, including Biology 111, 112, 309, and following courses: 310, are required of all majors. Internships are excluded. Beyond these four, no specific biology Biology 1 1 1 Introductory Biolog)' courses are required. Every program must Biology 1 1 2 Form and Function in Living include at least one course from each of two Organisms areas: plant biology (Biology 202, 204, 217, 218, Biology 309 Cell Biology or 300) and animal biology (Biolog>' 201, 220, Biology 310 Genetics 223, 224, 227, 325 or 340). No single course may Biology 35! Molecular Genetics satisfy more than one area. Biology 111, (or
Chemistry 1 1 1 Fundamentals of Chemistry 101) and 112 are prerequisites for all upper-
1 1 2 Fundamentals of Chemistry Chemistry level biology courses. Enrollment in Biolog)' 112 Chemistry 203 Organic Chemistry requires a grade of B or better in Biology 101, or Chemistry 204 Organic Chemistry a grade of C or better in Biology 111. Chemistry 305 Physical Chemistry Continuation in the biology major requires a Chemistry 317 Instrumental Analysis grade of C or better in Biology 112.
Chemistry 333 Biochemistry Chemistry 111, 112 is required of all majors. It is Chemistry (or Biology) 334 Biochemistry strongly suggested, but not mandatory, that
Mathematics 1 1 1 Calculus I Chemistry 111, 1 12 be taken in the first year.
Mathematics 1 1 2 Calculus II Physics 103, 104 (or Physics 111, 112), and Math
Physics 1 1 1 Mechanics and Heat 111 (or Math 105, 106) are also required.
Physics 1 1 2 Waves, Electricitv', and Magnetism B.S. requirements: In addition to the courses noted Biology 460 or Chemistry 460 Individualized above, the B.S. degree requires Individualized Study/Research Study (Biology 460 or 461) and Chemistry
The program is directed by a Biochemistry and 203-204. Molecular Biology Committee (BMBC), consisting A minor in biology includes Biology 111 (or
, courses in the of biology and chemistry faculty members. 101 ) 112, and any other four Individualized Study projects (Biology 460, department (provided that all prerequisites are Biology 461, Chemistry 460, or Chemistry 465) met) that would count toward the major. may be directed by any member of the BMBC. All courses taken to sadsfy the requirements for Otherwise, the project requires the approval of the B.A. or B.S. degree or for the minor must be the BMBC. taken using the A-F grading svstem.
BIOLOGY Distribution/Liberal Arts Requirements The distribution requirement in natural science Professors Cavaliere, Commito, Hendrix (Chairperson), may be satisfied by Biolog)' 101 (or 111) and Mikesell, and Sorensen Biology 102 (or 112). Associate Professors Delesalle, Etheridge, Hiraizumi, Special Facilities James, and J. Winkelmann Assistant Professor Fong Greenhouse, herbarium, environmental
Laboratory Instructo7s Hulsether, Price, Reese, chambers, animal quarters, aquarium room, H. Winkelmann, and Zeman electron microscopy laboratory housing both scanning and transmission electron microscopes, Overview research laboratories, and computing facilit)'. Courses in the department are designed to provide a foundation in basic biological concepts and principles, and the background 1
Special Programs 202 Structural Plant Development .Anatomical Dual-dt'gree piograms in forestry and approach to the study of higher plant structures. environmental studies with Duke University, The origin and differentiation of tissues and nursing with the Johns Hopkins University, and organs, environmental aspects of development, optometry with Pennsylvania College of and plant anomalies are studied. Six hours in Optometry. Cooperative programs in marine class-laboratory work. biology with Duke University and the Bermuda Mr. Mikesell Biological Station for Research. 204 Biology of Flowering Plants Identification, 101 General Biology General coverage of the classification, structural diversit)', ecology, and fields of cell biology and genetics with a focus evolutionary relationships of the angiosperms. on important topical issues. Laboratory Course includes field work for collection and emphasizes the experimental nature of identification of local flora. Three class hours biological investigation. Designed (along with and laboratory-field work. Alternate years. Biolog)' 102) for completion of the distribution Ms. Delesalle requirement in laboratory science. Course does 1 1 5 Electron Microscopy Introduction to basic not count toward the biology, environmental theory and practice of transmission and studies, health and exercise science, or scanning electron microscopy, techniques of biochemistry and molecular biology majors. tissue preparation, and introduction to Three class hours and laboratory. interpretation of animal and plant Staff ultrastructure. Each student is required to
102 Contemporary Topics in Biology Designed complete an independent project. Six hours in for nonscience majors. Course covers selected class-laboratory work. Laboratory fee: $50.00. biological topics and focuses on contemporary Prerequisite: Permission of instructor. problems and their possible solutions. Three Mr Cavaliere and Mr Hendrix class hours and laboratory. Prerequisite: Biology 101. 2 1 7 An Evolutionary Survey of the Plant Staff Kingdom .Synopsis of embryo-producing plants, ferns, 1 1 Introductory Biology Designed to introduce primarily liverworts, mosses, fern allies, students to general biological principles, with a and seed plants. Emphasis is on comparative focus on ecology and evolution. Topics include morphologv, adaptive diversity, and phylogeny. adaptation, nutrient cycling and energy flow, Six hours in class-laboratory work. population growth and species interactions, Mr. Mikesell Mendelian and population genetics, speciation, 1 1 8 Biology of Algae and Fungi Study of algae and the history of life. Laboratory emphasizes (phycolog)') and fimgi (mycology) in aquatic and the experimental nature of biological terrestrial ecosystems with emphasis on their investigation. Designed for science majors with a role in primary production and decomposition. high school background in biolog)', chemistry, Topics include identification, morphology, and mathematics. Three class hours and reproduction, ecologv', and phylogeny of these laboratory, plus one hour discusssion. organisms. Culture techniques and principles of Staff plant patholog)' and medical mycology are also work. 1 12 Form and Function in Living Organisms considered. Six hours in class-laboratory Designed for science majors. Functional design Mr. Cavaliere of plants and animals is emphasized. Aspects of 220 Animal Embryology .Survey of the phenomena evolution, phylogeny, and ecology are also and principles of animal development. Major covered. Three class hours and laboratory. attention is given to embryonic development in Prerequisite: Biology 111 (or 101). multicellular animals. Vertebrates are emphasized Staff in the study of organ development. Three class 201 Vertebrate Morphology Detailed examination hours and laboratory. Alternate years. of the origins, structures, and functions of the Mr. Sorensen organ systems of vertebrates. Special attention 223 Parasitology Introduction to the general is given to the evolution of major vertebrate principles of parasitism, with emphasis on the adaptations. Three class hours and tvvo epidemiology', taxonomy, morphology, and laboratories. A student may not receive credit for physiology of the major groups of protozoan. both this course and HES 209. Alternate years. Mr Winkelmann —
helminth, and arthropod parasites of humans trips. Three class hours and laboratory-field and other animals. Three class hours and work. Credit cannot be received for both this laboratory. course and Environmental Studies 211. Mr. Heridnx Ms. Delesalle
124 Vertebrate Zoology hitroduction to 306 Marine Ecology Analysis of the ecolog)' of
systeniatics, distribution, reproduction, and marine systems. The open ocean, estuaries, salt
population dynamics of vertebrates. Field and marshes, beaches, mud and sand flats, seagrass laboratory emphasis on natural history, beds, rocky shores, coral reefs, and deep sea are collection, and identification. Optional trip to examined. Problems of pollution, beach North Carolina. Six hours in class, laboratory, erosion, and the management of declining
and field work. fisheries is also presented. Quantitative field
Mr. Winkelmnnn work in a variety of coastal habitats is conducted on a required field trip to Duke University 227 Invertebrate Zoology Biology of the major Marine Laboratory and the Outer Banks barrier metazoan invertebrate groups, with emphasis on island chain. Three class hours and laboratory- adaptive morphology' and physiology and on field work. Prerequisite: Environmental Studies evolution. Six hours in class-laboratory work. 211 or Biology 305. Alternate years. Mr. Fong Mr. Commito 230 Microbiology hitroduction to the biology of" 307 Limnology Study of the physical, chemical, viruses and bacteria. Topics include morphology, and biological characteristics of inland waters. metabolism, taxonomy, reproduction, and Topics include nutrient cycling, biological ecology. Isolation, culture, environmental interactions, and effects of human activities. influences, identification, and biochemical Course includes individual research projects characterization are emphasized in the and a number of field trips. Six hours in class, laboratory. Three class hours and laboratory. laboratory, and field work. Prerequisite: Mr. Hendrix Environmental Studies 21 1 or Biology 305 or 260 Biostatistics Designed for students in consent of instructor. biolog)' who plan to engage in individualized Mr. Fong study and/or research. Topics include the 309 Cell Biology Structure and function of nature of biological data and the statistical eukaryotic cells. Topics include cell membranes, procedures to analyze them. Special attention energy transduction, chromosomes and gene given to experimental design and hypothesis expression, the cell cycle, protein sorting, testing. Three class hours and one hour exocytosis and endocytosis, and selected discussion. Credit cannot be received for both specialized cell types. Three class hours and this course and Mathematics 107, Psychology laboratory. Prerequisite: Chemistry 112 and 205, Sociology 303, or Economics 241. Biology 310. Mr. Hiraiztimi Mr Sorensen 300 Physiology of Plant Adaptations Major 310 Genetics Overview of principles of genetics. structiual systems, physiological processes, and Topics include chemical nature of genes, adaptations of plants to their environment. Mendelian and non-Mendelian inheritance, Topics include growth regulatory substances, gene regulation, genetic engineering, molecular photoperiodic responses, water balance, evolution, and population genetics. Three class nutrition, plant defense mechanisms, and the hours and laboratory. Prerequisite: Chemistry 112. responses of plants to environmental changes. Ah: Hiraizumi Three hours lecture. Mr. Cavaliere 314 Evolution Study of the transformation and diversification of populations through time. 305 Ecology Principles of ecologv', with emphasis Topics include history of life, adaptation, on three levels of the biological hierarchy selection and population genetics, speciation organisms, populations, and communities—that and extinction, evolutionary innovations, and are needed to understand the factors that patterns of diversity'. Three class hours and one determine the abundance and distribution of hour discussion. Prerequisite: Biology 310. any species. Course includes a number of field Alternate years. Ms. Delesalle 325 Animal Behavior Study of animal behavior 460 Individualized Study: Research Independent through readings, discussions, and field and investigation of a topic of special interest, laboratory observations. A wide range of normally including both literature and phenomena are considered, from simple reflex laboratory research. Directed by a faculty responses to complex social organizations. Role member familiar with the general field of study. of behavioral adaptations in the biology of Results of investigation are presented to the
animal species is emphasized. Three class hours department. Open to juniors and seniors. A and laboratory. single Indi\'idualized Study may be used toward Mr. Winketmann one of the eight courses required for the B.A. degree. Prerequisite: Approval of both the 332 Immunobiology hitroducdon to the vertebrate directing faculty member and department. immune system at the molecular, cellular, and Staff organismal levels. Antibody structure, antigen- antibody interacUon, the genetics of antibody 473 Individualized Study: Internship diversity, the immune response, and the bases of Independent internship experience under the self/non-self discrimination are emphasized. direct supervision of professional personnel in a Three class hours. Prerequisites: Biology 309. variety of biology-related areas. Internship may Alternate years. be arranged by the department or the student. Mr. Sorensen Must combine practical work experience with an academic dimension. Library research paper 334 Biochemistry Detailed examination of on a subject related to the experience is required. primary and secondary metabolic pathways in Prerequisite: Approval of both supervisor and microbes, plants, and animals. Application to department. Contact internship office for metabolic disorders, infections, and medical application and further assistance. advances in the treatment of the above Mr Cavaliere conditions are incorporated into course. Laboratory work includes an independent CHEMISTRY research project. Prerequisite: Biology 309.
Coiuse is cross-listed as Chemistry 334. Professors Fmtnum, Grzybowski, Jameson, Ms. Holland Parker (Chairperson), and Rowland Associate Professor Holland 340 Comparative Animal Physiology Regtilation Laboratory Instructors BoyIan, Gregory, Jones, of basic physiological processes in animals. and Losch Unifying principles are studied using a comparative approach. Three class hours and laboratory. Overview Prerequisite: Biology 309. Credit cannot be Each course offered by the department provides received for both this course and HES 210. an opportimity for a concentrated study of the Ms. Etheridge various principles of contemporary chemical knowledge. From the introductory to the 35 1 Molecular Genetics Study of the basic advanced courses, application is made of basic mechanisms of information storage and theories and methods of chemical investigation. retrieval from DNA and RNA. Topics include Courses offered by the department utilize genome organization and the regulation of lectures, discussions, library work, on-line gene expression in prokaryotes and eukaryotes; computer literature searching, computer-assisted DNA replication and repair; molecular genetics instructional programs, videotapes/films, and of cancer and human-inherited disorders; and laboratory investigations in order to emphasize recombinant DNA technology. Three class hours the concepts that underlie the topics covered. and laboratory. Prerequisite: Biology 309, 310. Each course, as well as the major itself, is Mr James designed for the curious and interested student. 453 Individualized Study: Tutorial Independent The chemistry major is approved by the investigation of a topic of special interest, AiTierican Chemical Society, as is an additional directed by a faculty member familiar with the major in chemistry/biochemistry. Paths taken by general field of study. May be used as preparation majors after graduation are varied; many enter for enrollment in Biology 460. Prerequisite: graduate work in chemistry or biochemistry. Approval of directing faculty member. Graduates also enter medical and dental Stajf schools, industrial and government research laboratories, secondary school teaching, and other fields such as business and engineering. Requirements and Recommendations Special Facilities and Programs The eight basic courses recjuii eci tor the Breidenbaugh Hall, which houses chemistry and Bachelor of Arts degree are (Chemistry 111, 112, biochemistry classrooms and laboratories, was 203, 204, 221, 305, 306, and 317. Students who renovated in 1985. The department's major complete these eight basic courses along with instrumentation includes a Fourier Transform Chemistry 373, Research (Chemistry 460 or NMR Specuometer, a Fourier Transform 465), and one additional chemistry course may Infrared Spectrometer, a diode array UV-visible choose to receive a Bachelor of Science degree. Spectrometer, a Gas Chromatograph-Mass
An interdisciplinary major is offered in Spectrometer, a Waters HPLC with diode array Biochemistry and Molecular Biolog)'; the detector, and a high speed centrifuge.
complete description is listed imder that title. Chemistry majors receive significant hands-on Physics 111 and 112 and Mathematics through experience with all major instrumentation
211 are required of all chemistry majors. beginning in the sophomore year. The Additional courses in mathematics (212), department's library is at the disposal of all biology, and physics may be recommended for students. Numerous lectures and seminars are those contemplating graduate study in certain sponsored by the department and the chemistry areas. Junior and senior majors give seminars club. Sceptical Ch\TTiists. These involve resource that are designed to provide addidonal persons from universities, industries,
opportunities for student discussion of current . government agencies, and professional schools, developments in the field and of student and are designed to complement the curricular initiated research. acti\dties of the department. An annual
highlight is a three-day visit by an outstanding Appro\'ed safet)' goggles must be worn at all scholar in the field of chemistry. The program is times in all laboratories. Prescription glass may supported by The Musselman Endowment for be worn luider safety goggles. Visiting Scientists. Many qualified upperclass For the prospective secondary school teacher, students—chemistry majors and odiers—gain the deparmient cooperates in offering Education valuable experience from serving as laboratory 304, Techniques of Teaching, and Curriculum assistants and tutors.
of Secondary Chemistry. Introductory biolog)' is 1 1 General Chemistry Study of chemical required for certification. principles, with emphasis placed on providing Individualized study and independent laboratory an understanding of how these principles relate work are available in connection with some to the nonscientist, especially in the areas of courses. Dining the junior or senior year, majors industry, ecology, health, and philosophy. may elect Chemistry 460, a research course in Laboratory experiments are designed to offer a which a student can utilize his or her knowledge hands-on familiarity with the principles discussed
and creativity intensively. Summer research, in the lectures. Course is designed for students
Chemistry 465, is encouraged strongly and is planning to complete only two courses in elected by many majors. chemistry and who may have limited or no previous exposure to chemistry. Three lecture The optional minor shall consist of Chemistry hours and one laboratory afternoon. 111, 112, plus four other chemistry courses at Mr. Jameson the 200 level or above. Individualized Study courses may not be counted toward the optional 102 General Chemistry Review of principles studied
minor. in Chemistry 1 1 and application to problems of current and historical interest. Demonstrations Distribution/Liberal Arts Requirements and laboratory experiments are designed to The following combinations of chemistry illustrate and complement materials discussed courses may be used to satisfy the requirements in class. Prerequisite: Chemistry 101 or 111. Three in science: either 101 or 111, followed by 102 or lecture hours and one laboratory afternoon. 1 12. (Course credit will not be given for more Ms. Jones than two introductory chemistry courses. Credit
will not be given for both 1 1 1 and 101 or for 1 1 1 Fundamentals of Chemistry Study of atomic both 102 and 112.) structure, theories of bonding, stoichiometric relationships, properties of solutions and gases, and elementary thermodynamics. Laborator)- work covers quantitative relationships by employing titrimetric and gra\imetric techniques. Course is designed for biology, chemislry, and problems, discussions, and laboratory exercises. physics majors and others with a secondary Computers are used as a tool for solving school background in chemistry and elementary problems and for the reduction of experimental
mathematics. Course credit is not granted for data. Prerequisites: Chevai?,try 112, Physics 112, both Chemistry 101 and 111. Three lecture mathematics through calculus (usually Math hours and one laboratory afternoon. 211). Three lecture hours, one discussion hour,
Staff and one laboratory afternoon . Mr Fortnum 1 1 2 Fundamentals of Chemistry Study of kinetics and mechanisms of reactions, equilibriimi, 306 Physical Chemistry Introduction to theories electrochemistry, and coordination chemistry. of chemical kinetics, quantum mechanics, and Laboratory work includes kinetic and statistical thermodynamics and their applications
equilibrium studies. Course credit is not granted to chemical systems through the use of problems, for both Chemistry 102 and 112. Prerequisite: lectures, readings, discussions, laboratory Chemistry 111. Three lecture hours and one investigations, and projects. Computers are used laboratory afternoon. for modeling, simulations, and solving problems.
Staff Assignments are made so as to encourage the individual study of specific related physical 203 Organic Chemistry Study of the fundamental chemical phenomena. Prerequisite: Chemistry concepts of the chemistry of carbon compounds, 305. Three lecture hours, one discussion hour, with eiuphasis on molecular structure, reaction and one laboratory afternoon. mechanisms, stereochemistry, and the application Mr Fortnum of spectroscopy to problems of identification. Prerequisite: Chemistry 112. Three lecture hours, 317 Instrumental Analysis Study of chemical one lab discussion hour, and one laboratory analysis by use of modern instruments. Topics afternoon. include complex equilibria, electroanalytical Mr RoivUmd methods, quantitative spectroscopy, chromatography, and Fourier transform 204 Organic Chemistry Study of the various classes inethods. Analytical techniques will be studied of organic compounds, including substitutions from both a chemical and an instrumental point in the aromatic nucleus, cyclic compounds, of view. The laboratory stresses quantitative and natural products such as amino acids, analytical procedures and includes an carbohydrates and peptides. Prerequisite: independent project. Prerequisite: Chemistry 204. Chemistry 203. Three lecture hours, one lab Three lecture houre and one laboratory afternoon. discussion hour, and one laboratory afternoon. Mr Grzybowski Mr Roiidand 333 Biochemistry Detailed study of the structure 22 1 Chemical Applications of Spectroscopy and function of macromolecules as they pertain Study of the theories and applications of to living organisms. Emphasis on bioenergetics, ultraviolet, infrared, IH and 13C nuclear metabolic pathways, and current topics. magnetic resonance, and mass spectroscopy are Prerequisite: Chemistry 204. Three lecture hours discussed in relation to the importance of these and one laboratory afternoon. spectroscopic methods in the analysis of Ms. Holland chemical systems. Scope and limitations of each type of spectroscopy are covered. Course work 334 Biochemistry Detailed examination of includes lectures, discussions, student oral primary and .secondary metabolic pathways in presentations, and laboratory sessions. Lab microbes, plants, and animals. Application to periods involve use of spectrometers in the metabolic disorders, infections, and medical identification of organic compounds. Lecture advances are incorporated into course.
work is supplemented by films, videotapes, and Laboratory work includes an independent computer-assisted instructional programs. research project. Prerequisite: Chemistry 333 or Prerequisite: Chemistry 203. permission of instructor. Three lecture hours
Mr Rowland and one laboratory afternoon. Course is cross- listed as Biology 334. 305 Physical Chemistry Study of the principles of Ms. Holland thermodynamics and kinetic theory as applied to the states of matter, chemical reactions, 353 Advanced Organic Chemistry Study of equilibrium, the phase rule, and synthetic, mechanistic, and theoretical concepts
electrochemistry, using lectures, readings, in organic chemistry. Particular emphasis is on the study of methods used to determine organic CIVIL WAR ERA STUDIES reaction mechanisms, stereospecific reactions, Matt Gallman, Director pericycHc reactions, and the design of multistep syntheses of complex molecules. Prerequisites: Overview Chemistry 204 and 221. Three lecture hours. Supported bv a grant from the Henry R. Luce Mr. Jameson Foundation, Ci\il War Era Studies is devoted to the establishment and administration of 373 Advanced Inorganic Chemistry Study of interdisciplinary academic programs on the valence bond, crystal field, and molecular orbital Civil War Era. Two programs are currendy theories; boron chemistry; organometallic under development—The Civil War Era Studies compounds; structiual, kinetic, and mechanistic Minor and the Gettysburg Semester. studies of coordination compounds. Group theory and symmetry are applied to various systems. The Civil War Era Studies Mmor will be an Prerequisite: Chemistry 305. Three lecture hours. interdisciplinary program concentrating on Mr Parker mid-nineteenth century America and on the period's enduring iniportance for modern 390 Advanced Laboratory Techniques in America. All minors take an interdisciplinary Chemistry Designed to combiuc and expand gateway course. Introduction to the Civil War upon the laboratory skills learned in the Era, and a capstone seminar. Topics in the Civil fundamental courses of the first two years. War Era. In addition, students select electives Numerous projects are pursued in organic and from a range of disciplines. As of 1998-99, the inorganic chemistry, utilizing a combination of specific shape of this minor—and several of the library skills (e.g., on-line computer searching), elective courses—was still under development. advanced laboratory skills (e.g. inert atmosphere techniques, modern separation methods, and The Gettysburg Semester wiW be a semester-long advanced spectroscopic characterizations) . and immersion in Civil War Era Studies for visiting scientific writing skills. Course prepares students students from other campuses. Participants will for independent research in the senior year. attend an intensive seminar taught by Professor
Prerequisite: Chemistry 221. Gallman, take Gettysburg College courses on Mr Grzybowski the Civil War Era taught by faculty from various disciplines, attend numerous historic field trips 460 Individualized Study Research Independent and batdefield tours, and have the opportunity' inxestigation in an area of mutual interest to the to work on independent projects or internships. student and faculty director. Project normally This progiam is in the early stiiges of development. includes both a literature and a laboratory
study. .-Vn oral report to staff and students and a The current status of Civil War Era Studies may final written thesis are required. A student be accessed at www.gettysburg.edu/academics/ wishing to enroll in this course should consult civil_war_era_studies. with the faculty director at least two weeks 205 Introduction to the Civil War Era before the end of the semester preceding the Interdisciplinary introduction to the Civil War semester in which this course is to be taken. Era (roughly 1840-1880) in ,\merican history. Prerequisites: Chemistry 390 and/or permission Course focuses on the causes of the Civil War, of faculty director and approval by department. the war years themselves, both at home and on Open to junior and senior chemistry majors. the batdefield, and reconstruction. Also Offered both semesters. introduces students to a range of disciplinary Staff approaches to the Civil War Era. 465 Individualized Study Research Funded ten- Mr Gallman week independent investigation in an area of 400 Special Topics in the Civil War Era Topical mutual interest to the student and research seminar on some aspect of the Civil War Era, director. Project normally includes both a with links drawn between the Civil War Era and literature and a laboratory study. Oral reports to modern America. Specific focus shifts from year staff and students and a final written thesis are to year. Prerequisite: Permission of instructor, required. Students \vishing to enroll should with preference given to minors in Civil War Era consult with a chemistry department faculty Studies. member early in the spring semester Prerequisites: Mr Gallman Chemistry 390 and/or permission of research director and approval by department. CLASSICS 302, 303, 304, 306, and Classical Studies 262, 264, 266 may be used to fulfill the literature Associate Professors Cahoon, Snively, and distribution requirement. Classical Studies 121. Zabrowski (Chairperson) 122, 251, or 252 may be used to fulfill the Overview distribution requirement in history/philosophw Cxiurses offered are designed to acquaint the Classical Studies 251 and 252 may be counted student with the language, Uterature, history, toward a major in history; and Classical Studies and civihzation of Greece and Rome—societies 230 may be counted toward a major in religion: that present a microcosm of human experience. and Classical Studies 264, 266, and 270 may be Learning how the founders of Western counted toward a major in theatre arts. civihzation deaU with such conflicts as the aspirations of youth and the compromises of For prospective secondary school teachers the middle age, the claims of communit)' and department cooperates in offering Education individual rights, the ecstasy of love, and the 304, Techniques of Teaching and Curriculum despair of loss can help us understand our own of Secondary Latin. thoughts and emotions as we confront diese age- Special Programs old problems and pressures. Through a cooperative arrangement under the Requirements and Recommendations auspices of die Central Pennsylvania Consortium, The department offers majors in Greek, Latin, Gettv'sburg College shares membership in the and Classical Studies. Intercollegiate Center for Classical Studies in Rome, whose program has been approved as a Latin Major: Gettysburg College affiliated program. The Seven courses in Latin beyond Latin 102 (including department encourages majors to spend a Latin 312), and Classics 121, 122, 252, 400. semester at the Center in Rome. (For details, see Off-Campus Study.) Greek Major:
Seven courses in Greek beyond Greek 102, and College Year in Athens, Inc. has also been Clas.sics 121, 122,251,400. approved as a Gettysburg College affiliated program. Students interested in ancient, Major: Classical Studies Byzantine, or modern Greece and the Eleven courses (including Greek or Latin Mediterranean are encouraged to spend a through at least the 202-level), and Classics 121, semester or a year at College Year (For details, 122, and 400. see Off-Campus Study.)
In both Greek and Latin language courses, 201 Through the Central Pennsylvania Consortium, and 202, or their equivalents, are prerequisites Gettv'sburg College shares membership in the for all higher language courses. American School of Classical Studies in Athens.
Students are eligible to apply for its summer A minor in Classical Studies consists of six sessions. courses in the deparunent, including a minimum of two language courses. GREEK 101, 102 Elementary Greek Introducdon to the A minor in Latin consists of six courses in Latin alphabet, inflections, and svntax of Atdc Greek. above 102 or five courses in Latin above 102 and Mr Zabrowski Classics 122 or Classics 252. 201, 202 Intermediate Greek Designed to A minor in Greek consists of six courses in increase the students skill in reading texts. Greek above 102 or five courses in Greek above Selections from Thucydides, Xenophon, Plato, 102 and Classics 121 or Classics 251. and other authors are read, \vith an emphasis on Distribution /Liberals Arts Requirements grammar. Prerequisites: Greek 101, 102, or their Greek 202 or Latin 202 satisfy the foreign equivalent. language liberal arts requirement. All 100- and Mr Zabrowski 200-level classical studies courses count toward 203 Plato The Apology and C/ito, with selecdons the liberal arts requirement in humanities. from other dialogues. Latin 201, 202, or 203, and Greek 201, 202 may Mr. Zabiowski be used to meet the College's distribution requirement in language. Latin 203, 204, 303, 306, 308, 309, 311, 401, Greek 203, 204, 301, 1 1
204 New Testament Greek Introduction to Koine 303 Cicero Selected essays of Cicero, with Greek. Selections from the New Testament are supplemental reading from letters and orations. read with attention to language and content. Supplemental reading in English. Not offered Not offered every year. every year. ' Mr. Znl/rowski Staff
30 Homer Selections from the Iliad and Odyssey, 306 St. Augustine Selections from Confessions, with examination of s)iitax and st>'le. Not offered with attention to the differences between Late every year. Latin and Classical Latin. Not offered every year. Ms. Cahoon, Ms. Snively Ms. Cahoon <
302 Greek Historians Readings in the text of 308 Roman Satire Selections from Horace, Martial, Herodotus or Thucydides. Not offered every year. and Juvenal, with attention to the changes in language and style from the Classical to the Posl Classical period. Not offered every year. 303 Greek Comedy An introduction to Greek Ms. Snively drama. Selected comedies of Aristophanes are read with attention to style and metrics. Not 309 Roman Historians Selections from Livy and offered every year. Tacitus, with attention to their peculiarities of
Mr. ZabroiDski language and style. Not offered every year. Ms. Snively 304 Greek Tragedy Selected plays of Aeschylus, Sophocles, and Euripides. Various plays are also 31 Lucretius Extensive reading in On the Nature read in English. Oral reports required. Not Of Things, with attention to Lucretius' metrical offered every year. forms, science, and philosophy. Not offered every year. Ms. Cahoon 306 Greek Oratory Selected orations of Demosthenes and Lysias. Not offered every year. 312 Prose Composition Designed to increase the student's ability to translate from English to Latin; includes a thorough grammar review. Not Individualized Study offered every year. Mr Zabrowski LATIN 401 Vergil Study of Vergil's Aeneid, with emphasis 101, 102 Elementary Latin Introduction to Latin on syntax, metrics, rhetoric, and interpretation. grammar and syntax. Not offered every year. Ms. Cahoon, Ms. Snively Ms. Cahoon 201, 202 Intermediate Latin Designed to Individualized Study increase skill in reading texts. Selections from Staff Latin prose and poetry are read, with continuing grammatical review and analysis. Prerequisite: CLASSICAL STUDIES Two years of secondary school Latin or Latin 121 Survey of Greek Civilization Survey of 101, 102. primary texts in literature, history, and philosoph\ Ms. Cahoon, Ms. Snively from archaic Greece through classical Athens, with emphasis on concepts that influenced 203 Roman Prose Selections from Roman prose Western thought. writers and intensive review of grammar. Ms. Cahoon Prerequisite: Three or four years of secondary school Latin or Latin 201, 202. 1 22 Survey of Roman Civilization Survey of Ms. Snively history, literature, art, architecture, etc. of Rome
from its founding to the Council of Nicea, with 204 Roman Poetry Readings in such authors as emphasis on the mateiial culture of an empire ( latullus, Virgil, Horace, and Ovid. Prerequisite: encompassing the whole Mediterranean world. Three or four years of secondary school Latin or Ms. Snively Latin 201, 202. Ms. Cahoon 125 Introduction to Classical Archaeology Examination of the goals and methods of classical archaeology through a survey of Greek
and Roman sites, from the Bronze Age through 1 —
the Late Antique period. Course includes 400 Senior Seminar Content determined each discussion of techniques such as survey and year in consultation with the staff. Required of issues such as the antiquities market. Not all majors. offered every year. Staff Ms. S7uiiely Individualized Study
230 Classical Mythology Survey of classical Staff mytholog)', with attention to the process of myth-making and the development of religion. COMPUTER SCIENCE Ms. Snively, Mr. Zabrowski Professors: Fink (Chairperson) and Leinbach 25 Greek History Survey of Hellenic civilization Associate Professors: Bajnok, DeSilva, Flesner, Kellett, from the Bronze Age to the Hellenistic period. and Tosten Papers required. Alternate years. Offered 2000-01. Assistant Professor: McGuire
Mr. Zabrowski Adjunct Instructors: Cooper, Fulton, Leslie, Y. Niiro, and Wenk 252 Roman History History of the Republic and Empire. Papers required. Alternate years. Overview Offered 1999-2000. The computer science curriculum, offered by Ms. Snively the Department of Mathematics and Computer Science, enables a student to study systematic 262 Ancient Epic Study of Homer, Apollonius of approaches to problem sohing within the Rhodes, Vergil, and Ovid. Offered 1999-2000. en\ironment of hardware. In the course of this Ms. Cahoon study, the student develops the practice of clear 264 Ancient Tragedy Study of Aeschylus, Sophocles, thinking and logical reasoning, while learning Euripides, and Seneca. Class culminates in a to analyze information processing tools and public performance of a tragic play. Offered systems in areas of application. Within this study
2000-01. there is an emphasis on the human values Ms. Cahoon associated with computing in the modern world.
266 Ancient Comedy Study of .\ristophanes, The available courses cover a wide area of Plautus, and Terence. Offered 2001-02. Class computer science. In addition, upper-di\ision collaborates in the production of a public students may, in collaboration with faculty- performance of a comic play. members, be involved in on-going research Ms. Cahoon projects or study topics not covered by the regular course offerings. no Ancient Drama (Half Unit Course) Study, direction, and performance of an ancient Greek The major is designed to give students a broad or Roman play. Course includes the study of understanding of both the theoretical and several other plays by the same author (for application areas of the discipline. As such, it context and background) and of recent pertinent provides a firm foundation for those intending secondary material. Students interpret, cast, to do graduate work or to pursue a career in direct, choreograph, and rehearse the play. computer .science.
Final performance is presented to the entire Requirements and Recommendations campus community at the end of the semester. The Bachelor ofArts Program Ms. Cahoon Requirements for a B.A. in computer science
281 Ancient Greek Political Theory and Practice are nine courses in computer science at the Using Plato's Republic and Laws and .-\ristotles level of Computer Science 103 or above. One of
Politics as primary sources, course investigates these courses may be selected from a list of the nature of ancient Greek political theory and approved courses in other departments the nodon of the Ideal State, whether conceived Mathematics 351 and 366, Physics 240, Psychology of as timocratic, monarchical, or democratic. 315 or 316. The nine courses must include Greek city-state constitutions are examined, as Computer Science 216 and 221; Computer preserved in the wridngs of Aristode, Xenophon, Science 340, taken during the senior year; and and the Oxyrhyncus Historian. Not offered at least one of the following courses: Computer every year. Science 301 or Computer Science 311. A student Mr. Zabrowski will receive credit in the major for Computer Science 103, provided the course is taken prior
to receiving a grade for Computer Science 1 04. In addition to the above courses in Computer 103 Introduction to Computing Liberal arts Science, the student must take Mathematics 111 introduction to the disciphne of computer
(or its equivalent) and Mathematics 208. It is science and the use of computers in a variety
recommended that Mathematics 1 1 1 be taken of fields. Topics include a historical survey of
during the first year, and Mathematics 208 technology' and the use of computers, computer during the same year as Computer Science 216. application, soft\vare systems design, programming with scripts, compiuer hardware and logical The normal starting point for a student who design, and several implications of computing. has not had a backgroimd of computer science Course is laboratory-oriented and includes courses in secondary school is Computer several hands-on laboratory projects. Science 103. Students who have had a Staff backgroimd in computer science may, after consulting with the faculty, choose to take 104 Introduction to Computer Science Computer Science 104 as their starting point. Introduction to computer science, with an emphasis on problem solving, methodology, and Students intending to pursue graduate study algorithms. Further topics include computer in computer science are advised to take organization, data structures, and software Mathematics 112 (Calculus II), Mathematics 212 engineering. Student projects using the Java (Linear Algebra), Mathematics 351 (Statistics), programming language are an essential part Physics 240 (Electronics), and include both of this course. Prerequisite: Computer Science Computer Science 301 and 311 in their choice 103 or equivalent. of courses. Staff Department honors in computer science require 216 Data Structures Introduction to major data participation in the cocurricular activities of the structiues and some of their applications. Topics department, an overall grade point average of at include linear lists, sets, queues, stacks, linked least 3.0, and a computer .science grade point lists, string processing, trees, graphs, arrays, average of at least 3.5. tables, files, and dynamic memory management.
Minor in Computer Science Prerequisite: Computer Science 104. A minor in computer science consists of six Staff courses, including Computer Science 216 and 11 1 Computer Organization and Assembly Computer Science 221. Language Programming Programming at the Grade Requirements machine level, with emphasis on the logical All courses taken to satisfy the requirements for connection of the basic components of the the B.A. degree or for the minor must be taken computer and systems programs. Topics include using the A-F grading system. To advance to a machine and assembly language programming, course with prerequisites, a minimimi grade of basic computer operations, hardware
C- is required for each prerequisite course. organizadon, systems software, and compilers. Prerequisite: Computer Science 104. Liberal Arts Requirements Staff Computer Science 103 and 104 fulfill the quantitative reasoning requirement. 250 Introduction to Software Systems Application of computer science principles to Facilities the design of a large software system. In Information Resources and Computing maintain response to a perceived need for a solution to a a campus-wide computing network. Through problem that involves computing, students work this network, students can access several in teams, analyzing the problem, conducting programming languages and applications interviews, and preparing specifications for a packages. In addition, the Department of solution. Students then produce soft\vare that Mathematics and Computer Science has a meets these specifications. All projects require laboratory featuring Sun SPARC workstations an application of software design principles, as that are used for introductory computer science well as the general programming principles courses and upper-level electives such as learned in previous computer science courses. operating .systems and graphics. These machines Prerequisite: Computer Science 104. are connected to a SUN UltraSPARC server that Staff is used as a local file server and as a connection to the department's specialized parallel 301 Theory of Computation Study of the basic processing hardware. theoretical principles of the compiUational model. Topics include finite automata, regular implementations of each of these environments expressions, context-free grammars, Turing and explore their advantages and appropriate Machines, Church's Thesis, Godel numbering, uses. Prerequisite: Computer Science 216. the halting problem, unsolvability, computational Alternate years. Offered 1999-2000. complexity, and program verification. Staff Prerequisites: Mathematics 208, Computer 335 Software Engineering Introduction to Science 104. Alternate years. Offered 2000-01. principles used to analyze and specify software systems. Course covers concepts and issues
3 1 1 Design and Analysis of Algorithms Survey relating to initial stages of the software life cycle. of basic principles and techniques for the Course examines formal methods for analyzing development of good algorithms. Emphasis is and investigating environments requiring placed on indi%idual development of algorithms automation, then studies languages and CASE and an analysis of the results in terms of (Computer-Aided Software Engineering) tools. usefulness, efficiency, and organization. Topics Throughout the course students apply principles include design techniques, worst case and average that they study to situations outside the case analysis, searching, sorting, branch and department. Prerequisite: Computer Science 216. bound, spanning trees, reachability, combinatorial Staff methods, and NP-hard problems. Prerequisites: 340 Advanced Systems Design Formal approach Mathematics 208, Computer Science 216. to technic|iies of software design and development. Alternate years. Offered 1999-2000. Integral part of course is the involvement of Staff students, working as a team, in the development 322 Introduction to Computer Networks of a large software project. Implementation of
Introduction to principles used to analyze and the software project is in a high-level language build a network of computers. Course covers that supports modularity' and procediual and concepts and issues relating to low-level data abstraction. Topics include formal model communications and protocols of computer of structured programming, modular networking. Students study formal methods for decomposition, information hiding, formal integrating communication events into normal program specification techniques, software process cycles of the computer, then concentrate testing techniques, documentation, and user on a study of practices for defining and specifying interfaces. Prerequisites: Computer Science 216, a formal communications protocol. Throughout one Computer Science course at the 300 level, the course, students apply principles that they and permission of department. study to existing net^\'orks within the deparunent. Staff Prerequisite: Computer Science 216. Alternate 341 A Survey of Programming Languages Study years. Offered 2000-01. of fundamental concepts in the design of Staff programming languages. Concepts include 324 Principles of Operating Systems Study of variables, expressions typing, scope, procedures, fundamental concepts of operating systems. data types, exception handling, and concurrency. Topics include sequential processes, concurrent Particular programming languages are used as processes, processor management, memory examples of different ways for implemendng management, scheduling algorithms, and these concepts. Prerequisite: Computer Science computer security. Projects include writing of a 216. Alternate years. Offered 1999-2000. program to simulate major components of an Staff operating system. Prerequisite: Computer Science 360 Principles of Database Systems Study of 216. Alternate years. Offered 1999-2000. fundamental concepts of database systems. Staff Topics include physical organization of 327 Parallel Processing Introduction to databases, indexing techniques, and query techniques used to implement parallel processing processing. Particular models studied include concepts in computer environments. Course the Enfity-Reladonship, Relational, Network, investigates multitasking single processor and Hierarchical Models. Class projects stress systems, then studies SIMD (Single Instruction design and implementafion of a database. Multiple Data stream) environments. Final topic Prerequisite: Computer Science 216. Alternate
is an investigation of computing mthin MIMD years. Offered 2000-01. (Multiple Instructions Muldple Data stream) Staff environments. Students work with actual 371 Introduction to Artificial Intelligence Study 471 Internship in Computer Science Completion of the process by which machines mimic human of a significant project in computer science behavior. Topics include search heuristics, within an industrial setting, government knowledge representation, logic, natural language department, or research institute. Project must processing, rule-based systems, and robotics. receive prior authorization from a faculty member Appropriate programming languages are used and requires submission of a satisfactory written to implement projects. Prerequisite: Computer report upon completion. Prerequisites: Computer Science 216. Alternate years. Offered 1999-2000. Science 216 and permission of department.
Staff Staff
373 Computer Graphics Study of methods and EAST ASIAN STUDIES issues surrounding the construction of graphical images on the computer. Topics Fritz Gaenslen, Coordinator include windowing systems and user input, two- Gettysburg College students have the dimensional graphics packages, curve drawing opportunity to pursue an interdepartmental techniques, modeling in three dimensions, use minor in East Asian Studies, which is designed of lighting and shading techniques, and the to provide a coherent understanding and basic process of rendering images. Student work competence in the major Asian civilizations of consists both of using existing packages to create Japan and China. The minor may be pursued images and of implementing algorithms used in with a view to broadening the scope of any graphical systems. Prerequisite: Computer Science major, to acquiring a comparative perspective 216. Alternate years. Offered 2000-01. within any of the humanistic and social science disciplines, or as a basis for future graduate 374 Compilers Introduction to techniques used work or a career related to East Asia. to translate high level computer languages into For the minor, students take one core course machine code. Course discusses and evaluates (History 221 East Asian History to 1800, or current implementation techniques, including History 222 East Asian History 1800 to the the applicable theory. Topics include lexical Present), plus three coiuses in one's country of scanning, parsing, code generation, and specialization (either Japan or China). These optimization. Students complete a major project courses must come from three different involving the compilation of a particular disciplines, with at least one course from the computer language. Prerequisite: Computer humanities and one from die social sciences. Science 216. .\lternate years. Offered 2000-01.
Staff Among courses suitable for the Japan specialization are: 39 , 392 Selected Topics 1 Japanese 140 Traditional Japanese Theater Staff Japanese 240 Modern Japanese Literature in 450 Individualized Study: Tutorial Study Translation through individualized reading and projects of Religion 249 The Religions ofJapan an advanced area of computer science by well- Economics 213 Japanese Economic qualified students under the supervision of a Development faculty member. Possible areas of study are History 224 Modern Japan
software engineering, compiler design, expert Political Science 27 1 Government and Politics systems, parallel architecture, image processing, in Japan or topics in the current literature that are of Gettysburg College also maintains a cooperative mutual interest to the student and the supervising arrangement with Kansai Gaidai Universitv' in faculty member. Prerequisites: Computer Science Osaka, Japan. Kansai Gaidai offers a full range 216 and permission of department. of courses appropriate for the Japan Staff specialization. 460 Individualized Study: Research Intensive .AjTiong courses suitable for the China study of a selected topic in computer science or specialization are: a related area. Research project is completed in Religion 248 The Religions of China collaboration witli a faculty member. Prerequisites: History 223 Modern China Computer Science 216 and permission of Political Science 270 Government and Politics department. in China Staff Students specializing in Japan must take Basic The department's courses are designed to meet Japanese 101 and 102 (or their equivalent). the College's liberal arts objectives, while also Students specializing in China must take two serving students who intend to (1) pursue semesters (or their equivalent) of basic-level graduate study in economics; (2) enter graduate
Chinese. (Note: Because Chinese language is not yet professional schools in management offered at Gettysburg College, this requirement must be administrauon, law, and related areas; (3) fulfilled elsewhere.) pursue careers in business, non-profit private organizations, or government. In addition to the above requirements, students must complete one course that offers a Requirements and Recommendations comparative perspective within East Asia. This Economics majors must fulfill the following may be either a course, beyond the core, that is requirements: All core courses, comprising explicitly comparative or a course on the East Economics 103, 104, 241, 243, 245, 249, either Asian country not in one's area of Management 153 or Economics 350; at least specialization. four additional economics courses from those numbered 201 and above, of which at least one A final requirement is one elective, which is any must be from courses numbered 250 and above, course with a substantial East Asian focus. This at least two courses numbered 300 and above, may include additional language study (Japanese and at least one course numbered 400 and 201), Hinduism and Buddhism (Religion 250), above (excluding 460). A student may take
World Cidtures (Anthropology 220) , Cro.ss- Mathematics 351-352 in lieu of Economics 241; Cultural Perspectives on Gender and Sex Roles both semesters of the mathematics sequence (Anthropology 228), and World Music Survey must be completed for mathematical statisdcs to (Music 102). substitute for the departmental statisdcs
requirement. Much, though not all, of the ECONOMICS material covered in such applied statistics
Professors Fender, Gondwe (Chairperson), and Railing courses as Mathematics 107, Psychology 205,
Associate Professors Fletcher, Gemmill, and K. Niiro and Sociology 303 duplicates that in Economics
Assistant Professors Forstaler and Stillwaggon 241; therefore, credit will not be given for more than one of these courses. Research Overview methodology basic to economics is covered in A knowledge of economics has become Economics 241 and 350. Students taking an increasingly important for effective participation applied statistics course outside the economics in a complex society. The department's courses department before deciding to become present this knowledge in both historical and economics majors may be required to contemporary contexts, with a focus on developing demonstrate, \ia examination, proficiency in the the relevant economic theory and identifying, content of Economics 241 or may be required to understanding, analyzing, and solving social take Economics 350. problems. As a social science, economics studies how societies organize and make decisions for Mathematical modeling and statisdcal testing using scarce resources to produce and are extensively used as tools in economic distribute goods and services domestically and analysis, and majors in economics are required internationally. Economists examine both macro- to demonstrate achievement in mathematics. and microeconomic problems and consider the This requirement can be sadsfied by Mathematics
implications of alternative solutions for efficiency, 104, 105-106, 1 1 1 , or by exemption via fairness, and growth. Courses in the department examination. The department strongly stress the critical thinking skills of a liberally encourages students who have an interest in educated person: gathering of pertinent majoring or minoring in economics to complete information; analysis; synthesis; and ability to this mathematics requirement during the first perceive, create, and choose among alternatives. year, as .several 200-level courses have a math
However delightful the study of economics is for prerequisite. The department also strongly the sake of individual understanding, the advises students planning to pursue graduate department also stresses effecfive oral and study in economics to take Mathematics 1 1 1-112, written communication of the insights achieved Mathematics 211-212, Economics 351, and through study of the discipline. In addition to Economics 352. Regardless of plans upon courses in economics, the department offers graduation, all students will find more options courses in introductory and intermediate
applied statistics and in geography. open to them if they are familiar with the use of Internships invohing the application of computers in the manipulation of economic economics are available to qualified students information. We urge economics majors to take who provide an acceptable application at least a course or courses on the use of computers, in one month prior to the beginning of the addition to the departmental courses that internship. Persons desiring more information reqtiire computer work. should contact Dr. Railing. Gettysburg College also recognizes the Washington Economic The department offers a minor in economics, Policy Semester at American University, a which a student can complete by taking Economics program that involves both classroom study and 103, 104; two courses from among Economics an internship in Washington, D.C. (For more 241, 243, 245, 249, and 350 and two courses information, see Washington Semester \n this from among those numbered 201 or above, one catalog.) Interested students should contact Dr. of which must be from among those numbered Railing in the spring semester of their sophomore 250 and above. Additionally, a student minoring year. Several foreign study programs are in economics must demonstrate the same especially interesting for economics students; achievement in mathematics as required of information is available from the department majors, and must achieve a grade point average and from the international student coordinator. of 2.0 or higher in courses counted toward the minor. Distribution/Liberal Arts Requirements Economics 103, 104 fullfill both the distribution Economics 103, 104 are prerequisites for all and liberal arts requirement in social sciences. upper-level courses in the department. Under Economics 212, 213, 250, and 253 satisfy^ the special circumstances, a student may petition distribution and liberal arts requirement in the instructor of a course for a waiver of course non-Western Culture . prerequisites. 103, 104 Principles of Microeconomics, Principles The departmental brochure. Economics of Macroeconomics Courses provide general Department Handbook, contains additional understanding of economic systems and economic information about the department and about analysis, with emphasis on the operation of the the opportunities which the study of economics U.S. economy. Topics in 103 include the price provides. Copies are available in the department system, theory of consumer behavior, theory of office, Glatfelter 111, and from department production, theory of the firm, income facult)' members. distribution, welfare economics, and the micro Honors, Internships, Special Programs aspects of international trade. Topics in 104 The Department of Economics values intensive include national income accounting, employment, and independent work by its students, as well as inflation, monetary and fiscal policies, aggregate their interaction with peers and faculty demand and supply analysis, economic growth, members on collaborative economics projects. the monetary aspect of international economics, To encourage and recognize high quality work, and comparative economic systems. the department offers departmental honors to Staff students who satisfactorily complete one (1) 200 Personal Finance Course considers how course from among Economics 401, 402, and individuals might react to financial constraints 403; (2) earn an acceptable overall and in order to provide for their own material departmental grade point average; (3) complete securit)', dien develops insight into the important a senior project either in the seminar or via an social issues of a mixed economy. Topics include independent study (Economics 460) that may the meaning of financial security, both build upon the 400-level course, and is deemed individually and collectively, the development of of high qualit)' by the project supervisor; and financial goals and the use of personal budgets (5) present the project to the faculty of the to achieve goals, the proper use of credit, the department, who will make the final decision on nature and use of insurance for protection and the granting of the honors degree. Students saving, housing, income earning assets, and ineligible for or uninterested in formal estate planning. Current social issues are also departmental honors are encouraged considered. Prerequisites: Economics 103, 104. nonetheless to pursue individual projects. Mr. Railing 1
21 1-218 Regional Economic History, Growth, and 249 History of Economic Thought and Analysis Development Seminars Intensive examination of Study of the development of economic ideas one region, using the framework of economic and policies in relation to the evolution of analysis and political economy to consider economics as a discipline from its roots in economic history, growth, and development. philosophical discourse to its modern form. Economic theory provides the primary paradigm Schools of economic thought from Physiocrats within which these regions are studied, but to neoclassical economics are examined. consideration is also given to historical events Emphasis is placed on the ideas of major that conditioned the economic outcomes. Each contributors to economic thought from Plato to course reviews the pertinent theory and focuses Keynes. Prerequisites: Economics 103, 104. on application of that theory to specific historical Mr Gondwe events. Among the regions to be studied, one in 250 Economic Development Examination of each course, are Africa, the Caribbean, Japan, economic and noneconomic factors accounting Russia and Canada/U.S. Prerequisites: Economics for economic growth and development in less 103, 104. developed areas of the world. Various theories Ms.Fender, Mr Forstater, Mr Gondwe, Mr. Niiro of economic growth and development are analyzed 241 Introductory Economic and Business and major policy issues discussed. Primary focus
Statistics Topics include nomenclature of is on the study of the development experience in descriptive statistics; probabilities using the the Third World and the roles of international normal, binomial, and Poisson distributions; trade, aid, multinational corporations, as well as Chi-square; sampling; estimation of parameters; the World Bank and the International Monetary hypothesis testing; linear regression; and Fund, in the formation and application of Third correlation. Prerequisites: 'Economic?, 103,104, World strategies for economic development. and one of the following: Mathematics 105-106, Prerequisites: Economics 103, 104. Recommended: 104, 111, or the equivalent or permission of the Economics 243, 245. Satisfies distribution economics department. A student may not requirement in non-Western culture. receive credit for both this course and Mathematics Mr Gondwe, Ms. HtiUwaggon 107, Psychology 205, or Sociology 303. 25 international Economics Introduction to Ms. Fender, Ms. Fletcher, Mr Niiro the history and development of international
243 Intermediate Macroeconomic Theory commerce and its relation to the rise of the Examination of classical, neoclassical, capitalist system. Fundamentals of international Keynesian, monetarist, new classical, and post- trade and finance are also elaborated, and these Keynesian economics, with particular focus on tools are applied to such issues as international various theories and policies that relate to the business cycles, global competition and technical determination of national (aggregate) income change, balance of payments and trade deficits, and price level, the determination and role of and the international debt crisis. Prerequisites: interest rates, and the part played by monetary Economics 103, 104. Recommended: Economics and fiscal authorities in stabilizing the economy. 243, 245. Offered both semesters. Prerequisites: Economics Mr Forstater, Ms. Stillwaggon
103,104 and Mathematics 105-106 or 111 or its 252 Gender Issues in Economics Application of equivalent, or permission of instructor. microeconomic theory to gender issues in our Mr Forstater, Mr Gondwe economy. Course explores demographic issues 245 Intermediate Microeconomic Theory Course such as fertility and divorce, considers the effect uses the methodological tools of economics to of the tax structure and other public policies on examine consumer and producer behavior and gender differences in labor force participation economic behavior, both individual and over time, and examines economic paradigms collective, under different input and output for explaining gender discrimination in our market structures. Also analyzes implications of society. Prerequisites: Economics 103, 104. such behavior for general equilibrium and Recommended: Economics 245. economic welfare. Prerequisites: Economics 103, Ms. Fletcher 104 and Mathematics 105-106 or 111, or the 253 Introduction to Political Economy and the equivalent, or permission of instructor. African Diaspora Examination of the origins and Ms. Fender, Ms. Fletcher development of capitalism and the contribution of Third World peoples and minorities in the 1
U.S. to the process and continued growth of theories and policies, including those based on capitaHst development. Primary focus is on the externalities and social costs, property rights, contributions of Africa and people of African cost-benefit analysis, and discounting, are descent. Prerequisites: Economics 103, 104. studied in the light of these conditions. Problems ^K'^ Recommended: Economics 243, 245. and prospects of both market controls and Mr. Gondwe government regulation are considered. Special topics include population, appropriate technology, 301 Labor Economics Theoretical and empirical accounting for pollution and resource depletion study of the functioning of labor markets, \\ith in GDP statistics, and sustainable development. m emphasis on wage and employment Prerequisites: Economics 103, 104, and either determination. Topics include time allocation, Economics 245 or Environmental Studies 212. wage differences, discrimination, investment in Ah: Forstater education, mobility and migration, impact of legislation, unions and labor relations, and 342 Industrial Organization and Public Policy imperfect markets. Prerequisites: Economics 103, Application of microeconomic theory to the 104, and 245. Recommended: Economics 241. structure of industry. Course considers
Ms. Fletcher, traditional, as well as recent and interdisciplinary theories of firm and industry behavior, with 303 Money and Banking Course examines role particular focus on oligopoly and game theory. of money, credit, and financial institutions in Course also reviews the economic history of U.S. the determination of price and income levels. antitrust and regulatory policies and examines Coverage includes the commercial banking the effect of greater global interdependence. system, the Federal Reserve System, monetary Students evaluate alternative policies for static theory, and the art of monetary policy. economic efficiency, technological change, and Emphasis is placed upon evaluation of current equity. Prerequisite: Economics 245 or permission theory and practice in the American economy of instructor. in the context of increased internationalization Ms. Fender of financial activity. Prerequisites: Economics 103, 104, 243. 350 Introduction to Quantitative Methods in Mr Gemmill Economics Advanced statistical theory and the use of computers in data analysis. Topics include 305 Public Finance Introducdon to principles, some applications of mathematics to economics, techniques, and effects of government hypothesis testing and model specification, obtaining and spending funds and managing multiple regression and the determination of government debt. Nature, growth, and amount model acceptability. Prerequisites: Economics 241, of expenditures of all levels of government in 243, 245. the U.S. are considered, along with numerous Ms. Fletcher types of taxes employed by various levels of government to finance their activides. Domestic 35 Application of Mathematics to Economics and international implications of government and Business Introduction to the application of debt are also considered. Prerequisites: calculus and matrix algebra to economics and Economics 103,104, 245. business. Numerous illustrations of mathematically Mr. Railing formulated economic models are used to integrate mathematical methods with economic 324 Comparative Economic Systems and business analysis. Prerequisites: Economics Comparative analysis of free enterprise 243, 245, 350 and Mathematics 111 or 105-106, economics, centrally planned economies, and or Mathematics 104 and permission of instructor. mixed economies. Primary attention is given to Mr Niiro the economic aspects and institutions of these economic systems, but political, philosophical, 352 Econometrics Study of the application of and historical aspects are also considered. mathematical economic theory and statistical Prerequisites: Economics 103, 104, 249. procedures to economic data. Coverage includes Mr Railing the development of appropriate techniques for measuring economic relationships specified by 341 Environmental Economics Investigation of economic models and testing of economic the reladonship between the economy and the theorems. Prerequisites: Economics 243, 245, 249, environment, leading to a derivation of biophysical and 350, plus one other 300-level course. conditions for a sustainable economy. Mainstream Mr Niiro 401 Seminar: Advanced Topics in History of EDUCATION Economic Thought and Alternative Paradigms of Professor Brough (Chairperson) Economic Analysis In\'estigation of different Associate Professors Hofman and Glascoe perspectives in economics. Close readings of Assistant Professor Pool classic primary texts are used to examine issues Director ofField Experiences and Adjunct Professor- Miller in the history of economics and alternative Adjunct Professors Bream, Curtis, Foreman, Fox, approaches to understanding the contemporary and Myers economy. Topics include competition, endogenous growth, technical change, effective demand, Overview money and credit, and economic policy. The purposes of the teacher education programs Prerequisites: Economics 241, 243, 245, 249, plus are to give students a thorough background in two 300-level courses. educational philosophy and theoretical concepts Staff of instruction, and to pro\ade an opportunit)' for student teaching and other field experiences. 402 Seminar: Advanced Topics in Theoretical and Applied Macro- and Monetary Economics Other departments work cooperatively with the Examination of advanced topics in education department in the preparation of macroeconomics and monetary theory and teachers in secondary education, elementary applications. Particular focus rotates, and education, music education, and health and includes such topics as the new neoclassical physical education. All education programs in theory, rational expectations and post-Keynesian secondary school subjects, elementary education, theory, monetary issues in international trade music education, and health and physical and economic development, econometric studies education are competency based and have of money, regulation, and banking safety. received accreditation from the Pennsylvania Prerequisites: Economics 241, 243, 245, 249, plus Department of Education. The liberal arts are two 300-level courses. Recommended: 303 as one central to the College's teacher education of the two 300-level courses. programs. Staff Requirements and Recommendations 403 Seminar: Advanced Topics in Theoretical and Students planning to teach must complete a Applied Microeconomics Examination of special major in an academic department of their topics in advanced microeconomic theory and choice and fulfill all the requirements for the applications. Partictilar focus varies, and includes bachelor of arts degree or the bachelor of such topics as new household economics, science degree. Upon completing a program in industrial organization and public policy, game teacher education, students are eligible for a theory, information costs-structure-beha\ior, Pennsylvania Certificate, Instructional I, production and cost functions, welfaie economics, enabling them to teach in the public schools of and micro aspects of international trade. the Commonwealth and other states with similar Prerequisites: Economics 241, 243, 245, 249, plus requirements. Students who pursue teacher two 300-level courses. certification are required to demonstrate Staff competence in oral and written communication
skills and computer literacy prior to certification. 460 Individualized Study Topics of an advanced A minimum of forty hours of observation and nature for well qualified students. Individual participation in schools is required during the reading and research, under the super\ision of sophomore and junior years prior to acceptance a faculty member. A student A\ishing to pursue into the Education Semester. Students who are independent study must present a proposal at seeking an Instrucfional I Certificate must have least one month before the end oi the semester successfully completed the Praxis Series of the preceding the semester in which the independent National Teachers' Exams (NTE) in the core study is to be undertaken. Prerequisites: battery (general knowledge, commimication Permission of supervising faculty member and skills, and principles of learning and teaching), department chairperson. Offered both semesters. and specialty area (elementary education or the Staff subject area for which candidates are seeking certification).
Students interested in preparing to teach academic subjects in the secondary schools must complete one of the following approved programs for secondary certification: biology, Education office and must be completed and chemistry, physics, general science, mathematics, submitted for approval by the Teacher English, German, Latin, French, Spanish, Education Committee by October 15 of the comprehensive social studies, health and academic year prior to student teaching. physical education (K-12), or music (K-r2). Students interested in teaching in states other Early planning beginning in the first year is than Pennsylvania will find that a number of essential for all of these programs. For secondary states certify teachers who have completed education, the Education Semester consists of baccalaureate programs in education at colleges Education 303, 304 and 476 (Student Teaching, approved by its own state department of worth 2 courses) . Only these courses may be education. Numerous states require specific taken during the Secondary Education Semester. scores on portions of the Praxis Exams. See the
The elementary education program is distinctive department for details. in gi\'ing students the opporttmity to A student seeking teacher certification may also concentrate on liberal arts studies and complete choose to minor in education. The minor in an academic major, thus qualifying for the secondary education consists of six courses: bachelor of arts degree. Students interested in Education 201, 209, 303, 304, and 476 (worth this program should consult with the education two courses). A minor in elementary education department no later than the fall semester of the consists of six courses. Education 201, 209, and first year. For elementary education, the 476 are required for the minor. The student Education Semester consists of Education 334, then designates three of the following five 306 or pre-arranged independent study, and 476 courses to complete the minor: Education 180, (Student Teaching, worth 2 courses). Education 306, 331, 370, or 334. Completion of all eight 334 includes an intensive school-based reading courses is required for teacher certification in internship. Only these courses may be taken elementary education. A student who elects to during the Elementary Education Semester. student teach during the Ninth Semester Option
Students, in consultation with their major is not eligible for a minor in education, but will department, will select either the fall or spring have a concentration in education. semester of the senior year as the Education 180 Methods and Concepts of Mathematics Semester. A Ninth Semester Option offers the Instruction Course includes teaching mathematics Education Semester the fall semester following based on recent research efforts that focus on graduation. This option, which includes only the such topics as early number, geometry, rational Education Semester, is provided at cost to these number, multiplication and division concepts; recent Gettysburg College graduates who have development of estimation strategies and been accepted into the program. (Cost for 1998: processes; influence of gender/minority-related $2,200, plus room, board, and certification fees.) variables on mathematics performance; impact Student teaching experiences are completed at a of calculators and computers; and children's school district in proximity to the College, or the dev elopment of mathematics concepts. Spring student may elect to apply to student teach semester only. Prerecjuisite: EducMion 201, 209, abroad, in an urban setting, or in other or permission of instructor. alternative sites. Ms. Hofman The admission of a student to the Education 20 1 Educational Psychology Study of psychological Semester depends upon the student's academic principles and theories of development, cognition achievement, demonstrated competence in and learning, motivation, classroom management, communication skills, and a recommendation instructional planning, assessment, and from the major department. Guidelines for reflective inquiry. Repeated spring semester. evaluating a student's academic achievement are Prerequisite: Vsycholo^ 101. a minimum accumulative grade point average of Ms. Pool 2.8 and a grade point average of 2.8 in the major. The successful applicant must have earned a C 209 Social Foundations of Education Study of grade or higher in all education courses. The professional aspects of teaching, historical and
student is also evaluated on such professional philosophical development of American traits as responsibility, integrit)', enthusiasm, education, and the relationship of schools to ethical behavior, timeliness, and communication society. Current issues affecting schools, such as skills. Applications for the Education Semester may be obtained in the Department of organization, reform, and national legislation, 334 Corrective Reading Study of the analysis and are examined. Repeated spring semester. correction of reading difficulties. Survey of
\/5. Brough, Ms. Glascoe diagnostic and motivational means and materials
is covered. Course includes a reading internship 303 Educational Purposes, Methods and in the public schools under the guidance of a Educational Media: Secondary Emphasis is placed reading teacher. Elementary education students on implementing methods, techniques, media, enroll in this course during the Education and technolog)' into the teaching-learning Semester. Prerequisites: Education 201, 209, 331, k process. Course includes an examination of and acceptance into the Education Semester. ciuriculum considerations, unit development, Repeated spring semester. reading in the content areas, accommodating Ms. Brough special needs, assessment, classroom management, and development of a professional 370 Elementary School Science: Purposes, |)ortfolio. Prerequisites: Education 201, 209, and Methods, and Instructional Media Course acceptance into the Education Semester. emphasizes science education process skills and Recommended: the subject methods course. the inquiry-based approach; child development
Repeated spring semester. and its relation to learning science concepts; Ms. Brough, Ms. Hofman, Ms. Pool examination of science programs; multidisciplinary science; evaluation techniques; individualization 304 Techniques of Teaching and Curriculum of (including issues related to gender, culture and Secondary Subject Secondary subjects, including special needs), and instructional media designed l)iolog\', chemistry, physics, English, French, for the prospective teacher. Prerequisite: Education Spanish, German, Latin, mathematics, health 201, 209, or permission of instructor. Fall and physical educadon, and social studies. Course semester only. IS taught by a staff member of the appropriate Ms. Hofman, Ms. McLaren academic department who has students in the
Education Semester. Prerequisites: Consent of 41 1 Internship in Teaching Composition Under the major department and acceptance into the the supervision of the instructor of a section of Education Semester. Repeated spring semester. English 101, the intern attends classes, prepares and teaches selected classes, counsels students on their written work, and gives students' papers 306 Educational Purposes, Methods, and a first reading and preliminary evaluation. All Instructional Media in Social Studies, Art, and interns meet regularly vsith a member of the Music Application of principles of learning and English department to discuss methods of teaching luunan development to teaching social studies composition and to analyze the classroom in the elementary school. Included is the experience. Required of all majors in English lorrelation of art and music with the teaching planning to enroll in the secondary education ( )f the social sciences. A major portion of the program. Students should register for c ourse is devoted to the development and Education 411 in the semester prior to their implementation of a social studies unit. Education Semester. Prerequisites: Educadon 201, 209, and 180 or 370, English Department Staff ( )r permission of instructor. Offered both semesters. 461 Individualized Study—Research .Mr. Miller, Ms. Hofman Offered both semesters.
33 1 Developmental Reading Instruction and the 471 Individualized Study—Internship Language Arts Introduction to theory, problems, Offered both semesters. .ind approaches to developmental reading 476 Student Teaching Student observation, instruction and the language arts. Current participation, and teaching under supervision
I rends relating to acquisition of language and of an experienced and certified teacher. Group reading and writing skills are studied. Young and individual conferences are held for adult and children's literature are explored in discussion of principles and problems. Student
1 elation to the learning process . Designed for spends the full day for 12 to 15 weeks in the teachers of all grade levels. Prerequisite: Education classroom. Weekly seminar is required. Course 201. Fall semester only. carries two coiuse credits. Prerequisites: All Ms. Brough required education courses and acceptance into the Education Semester. Repeated spring semester.
Mr. Miller, Ms. Brough ENGLISH • Suggests ways to make troublesome parts of a paper more effective; Professors Fredrickson, Myers, Stilt, and Winans • Shows ways to correct recurring grammatical Associate Professors Barnes, Berg, Larsen Cowan, errors. Johnson Flynn, Garnett, Goldberg, and Lambert (Chairperson) Requirements and Recommendations
Assistant Professors Bowles, Fee, Leebron, RJiett, Requirements for the major in literature are Ryan, and Wein twelve courses in English and American Adjunct Assistant Professors Love and Narveson language and literature, in addition to the first 4 Adjunct Instructors Altieri, Knight, Lane, Lindeman, semester of Literary Foundations of Western Roth, Saltzman, and Singley Culture (IDS 103). To obtain the desired distribution of courses, majors elect courses Overview from the following categories: Courses offered by the English department are designed to train students to express their I. Introductory Studies in Literature thoughts clearly and effectively through spoken (English 120-139). Students may count one and written language and to understand, introductory literature course toward the interpret, and assimilate the thoughts and major or a designated first-year seminar. experiences of the great writers of English and II. Historical Surveys (English 230-239).
American literature. English is excellent Students must take at least four historical preparation for careers in business, teaching, survey courses, but may not count more law, publishing, journalism, and government than five toward the major. service, and for graduate study leading to III. Critical Methods (English 299). Students advanced degrees in English, the ministry, and must take this course concurrently with or library science. Majors have also enrolled in prior to their first 300-level topics course. graduate programs in business, urban planning, rV. Topics in Literature (English 310-375). social work, public administration, and others. Students must take at least four topics courses. The department offers a major in English and V. Seminar (English 401-409). Students must American literature, a minor program in each take at least one seminar. field, and a creative writing minor. VI. Two additional electives. A well-balanced program for a major in English Of the 200- and 300-level courses, at least three and American literature should include: (1) must focus on a period of literature before knowledge of the literary history of England and 1800. Such courses are marked with an asterisk America; (2) training in the application of the (*) in the catalog. techniques of literary analysis and the different critical approaches to literature; (3) knowledge English 101 and courses in speech may not be of the characteristics and development of the used to fulfill the department's major major literary forms or genres; (4) study in requirements. One writing course (201, 205, depth of the work of one author of significance; 300-307) may count toward the major. and (5) some knowledge of the history of the Requirements for the minor in literature are six English language and of English as a system. courses. All minors must take two Historical The Writing Center Survey courses (English 230-239), and at least The Writing Center, staffed by several English two Topics in Literature courses (English department faculty members and specially 310-375). No more than one Introductory trained Gettysburg College students, is a Studies in Literature course (English 120-39) or valuable resource. The Writing Center is open designated first-year seminar may count toward six days a week, and there is no charge for this the minor. Writing courses, with the exception service. The Center's staff assists students with of English 101, may be used to fulfill the their writing in the following ways: department's minor requirements.
• Discusses an assignment in order to clarify' it Requirements for the creative Ji>riting mi7iorare or to plan a method of approach; six courses. These include Introduction to • Helps in organizing a paper or other piece of Creative Writing (English 205) and at least four writing, such as a letter of application; courses from the grouping, English 201, 300-304, 306, and 307. Students may also take an individualized Study in Writing or one- semester internship at the Gettysburg Review. The major for students enrolled in the accurate, and thoughtful English prose. Not dementary education program consists of ten limited to first-year students. Repeated spring
courses, in addition to the first term of Literary semester. Foundations of Western Culture (IDS 103). Slajf Working vsdth the chairperson of the English 201 Writing the Essay Intensive course in department, each elementary education student advanced rhetorical techniques, v\ith particular designs a major program that follows as closely emphasis on analysis of evidence, selection of as possible the department's distribution appropriate st)'le, and importance of revision. requirement for the major. Students planning to Mr. Ryan teach English in secondary schools are required to take English 209, either 365 or 366, Speech 205, 206 The Writing of Fiction, Poetry, and 101, IDS 104, and either Theatre Arts 328 or Drama Workshop in the writing of short stones, 329. The department cooperates in offering verse, and plays, with an analysis of models. Either
Education 304, Techniques of Teaching and course may be used to fulfill the distribution
Curriculum of Secondary English, and Educadon requirement in arts. 411, Internship in Teaching Composition. Staff Students planning to do graduate work in English 209 History of the English Language Course should develop proficiency in Latin, French, or provides a historical understanding of the German. vocabulary, forms, and sounds of the language English majors may take internships in a variety from the Anglo-Saxon or Old English period to of fields, such as journalism, law, public relations, the twentieth century. publishing, radio, and tele\ision. Theatre arts Mr. Fee majors may take internships in theatre, radio, 2 1 6 Images of Women in Literature Examinafion television, public relations, and arts administration. of various ways women have been imagined in Students who wish to apply for internships must literature, with consideration of how and why secure from their advisers a statement of the images of women and men and of their department's policy regarding application relationships to one another change, and how deadline, form of proposal, requirements, and these images affect us. Emphasis is placed on grading. developing the critical power to imagine Distribution/Liberal Arts Requirements ourselves differently. All courses offered by the department, except Ms. Berg English 101, 201, 203, 205, 207, 299, 300-309, *226 Introduction to Shakespeare Course and courses in speech fulfill the liberal arts endeavors to communicate an awareness of requirement in the humanities. English 205 Shakespeare's evolution as a dramatist and his fulfills the liberal arts requirement in arts. importance in the development of Western All courses, exceptEngUsh 101, 201, 203, 205, literature and thought. Designed for students
207, 299, 300-309, and courses in speech fulfill not majoring in English. the distribution requirement in literature. Mr. Myers
English 205, 207, 300-306 fulfill the distribution *230, *23l, 232 Survey of English Literature requirement in the arts. Historical survey of English literature from Senior Honors Program Beowulfthrough the twentieth century, with English majors who have shown special promise some attention to the social, political, and in English will be invited to complete a thesis intellectual backgrounds of the periods under during their senior year. Students taking the investigation. Selected works are discussed in
program will write a thesis during the fall class to familiarize students with various semester under the direction of a member of methods of literary analysis; students v\Tite the department. Only students selected for and several short critical papers each semester. successfully completing the program will be Staff eligible to receive honors in English. For details 233, 234 Survey of American Literature A of the program, consult the English department. chronological study of American writing from 101 English Composition Course develops colonial days through the present, with some students' ability to express themselves in clear. attention to the social, polidcal, and intellectual
backgrounds. Primary emphasis during the first
half of the sequence falls on the Puritans and American Romantics; the second half surveys perspectives. Course also considers a variety of writers from the Romantics forward, including theoretical approaches to literature and their such figures as Twain, Chopin, James, Williams, place within contemporary literary scholarship.
Stevens, Faulkner, Hughes, as well as selected Course is required of all English majors and must be contempoi ary writers. taken prior to or concurrently with a student 's first Staff 300-level course. Staff 235-260 Studies in Literature Intensive study of a single writer, group, movement, theme, or 300 Forms of Fiction Writing Beginning period. May be counted toward the major. workshop in the writing and reading of short
Fulfills distribution requirement in literature. stories. Aim is to understand and implement the Open to first-year students. various mechanics of short fiction, including sensory detail, dialogue, point of view, and plot. 252 African American Literature Since 1 955 Each student is expected to complete various Survev course encompasses a wide range of exercises and one short story (with revision), as African American literature, beginning with the well as written critiques. work ofJames Baldwin, hi contemporary texts Mr. Leebron by major African .American writers, students examine various African American social, political, 301 Writing Short Fiction Workshop in the and cultural practices and concerns; interrogate reading and writing of short stories. Aim is to the impact of race, class, and gender on African understand and implement various techniques American society; view American history from and strategies of short fiction, including the lens of the African Ainerican; and examine characterization, character development, intertextuallv specific and recurrent themes. variance of voice, transport, and resonance.
Staff Each student is to complete a number of exercises and two short stories (with both 254 African American Literature Before 1 955 revised), as well as written critiques. Prerequisites: Survey course examines African American English 101 (or equivalent) and English 205, or literature before integration. In fiction, poetry, permission of instructor. and prose by major Black writers, students explore the impact of race, class, and gender on Mr Leebron African American society; view American history 302 Writing of Poetry Study of theory, process, through the lens of the African American; craft, and practice of the wridng of poetry. examine intertextually specific and recurrent Course has a substantial writing component and themes; and idendfy a Black aesthetic. combines workshop methods with lecture, Ms. Barnes analysis of models, and discussion. Close
257 Huges, Wright, Baldwin: I, Too, Sing America attention is paid to rhythm, rhyme, image, Examination of the literary works of three major dicdon, syntax, open forms, and closed forms.
African American writers who critique and Students from all disciplines are welcome. explore the complexities of being both black Prerequisites: ILn^Wsh 101 (or equivalent) and and American before integration. In their English 205, or permission of instructor. poetry, prose, and fiction, Hughes, Wright, and Ms. Cowan Baldwin refute denigrating Anglo-American 303 The Writing of Screenplays and Stageplays stereotypes of African Americans, revise and Study of theory, process, craft, and practice of elevate African American's self-perceptions and sciiptwiiting for film and for the theatre. Course social perceptions, and conserve African has a substantial writing component and American ctiltural forms and social imperatives. combines workshop methods with lecture, Their rhetorical postures represent a broad analysis of models, discussion, and viewing of spectrum of African American responses to plays and films. Students from all disciplines are America's twentieth-century system of social, welcome. Prerequisites: ¥.n^\s\\ 101 (or equivalent) economic, and political apartheid. and English 205, or permission of instructor. Ms. Barnes Ms. Cowan 299 Critical Methods Course introduces students 304 Writing the Personal Essay Workshop in the to advanced literary study. Attention is placed personal essay. The personal essay presents an on close reading, using the library and idea from a personal point of view, requiring electronic resources and incorporating scholarly both persuasiveness and a disdncdve voice. Students develop a series of essays over the semester, andread a wide variety of published to women, what cultural role it played, and why essays for analysis and inspiration. Students are such argumentative poems are fun to read. expected to serve as peer critics, and to Students also look at how the devices of secular complete various exercises and rexdsions in love poetry are transformed when a writer order to write ambitious, compelling essays. addresses God instead of his mistress. Prerequisites: English 101 (or equivalent) and Ms. Narveson English 205, or permission of instructor. *320-*329 Topics in Seventeenth and Eighteenth Ms. Rhett Century Literature Study of a variety of authors, 306 Writing the Memoir Workshop in the themes, genres, and movements, ranging from reading and writing of memoir. Students Donne and Herbert through Johnson and develop narratives based on personal Boswell. Several sections, each vwth a different experience and address the question of how to subject, are offered every year. Courses in this transform memory into compelling writing category offered in 1997-98. through the analysis of appropriate models and *32l Restoration and Early Eighteenth-Century discussion of student work. Each student is Literature Course focuses on literature written expected to complete various exercises and between 1660 and 1743, and examines cridcal responses, as well as a substantial memoir dominant literary forms and modes, as well as project. PrCT-^<7M«5?to.- English 101 (or equivalent) such issues as the education of women and and English 205, or permission of instructor. marriage, changing social behavior, and Ms. Rhett growing consumerism. Through plays, prose *3IO-*3l9Topics in Medieval and Renaissance writings, diaries, and poetry, students sample Literature Study of a variety of authors, themes, the literary richness of the period. genres, and movements, ranging from Anglo- Ms. Lambert Saxon poetry and prose through Shakespeare's 330-339 Topics in Nineteenth and Twentieth works. Several sections, each with a different Century Literature Study of a variet)' of authors, subject, are offered every year. Courses in this themes, genres, and movements, ranging from category offered in 1997-98. Blake, Wordsworth, and Coleridge dirough 312 Medieval Drama Exploration ofconflicdng Yeats, Eliot, Woolf, and selected contemporary theories concerning the origin and writers. Several sections, each with a different development of medieval drama. Coiuse subject, are offered every year. Courses in this examines social roles, discusses issues of text category offered in 1997-98. and performance, and compares the relative 333 Victorian Aesthetics Exploration of the merits of "good literature" and "good drama." intersection between literature and the \isual Students read examples drawn from a variet)' of arts, with special attention paid to the Pre- genres of drama, and view performances of Raphaelite, Aesthetic, and Decadent movements, several plays on videotape. Class stages its own which affected all branches of art. production of the Noah story. Ms. Flynn Mr. Fee
335 Early Twentieth-Century British and 314 Golden Age of English Drama After some American Fiction Study of a representative attention to the beginnings of drama in the selection of British and American fiction, mostly Middle Ages, course studies such writers as novels but some short stories as well, written Marlowe, Jonson, and Chapman in order to between 1900 and 1939. Focus is on the assess the literary importance of Shakespeare's distinctive qualities of individual writers and contemporaries. their works, with attention also given to their Mr. Myers literary and historical context. Writers studied 318 The Definition of Love: Metaphysical Poetry include Conrad, Joyce, Lawrence, Waugh, Greene, Donne and the other metaphysical poets are Gather, Fitzgerald, Faulkner and Hemingu'ay. known as some of the greatest English poets of Mr. Garnett love and sex, and one of the main metaphysical 337 British Romanticism: First Wave modes is the carpe diem poem, arguing that a E.xamination of the early history of British woman should yield to the poet before it is too Romanticism at the turn of the nineteenth late. Class attempts to determine what makes century. After a brief review of some continental this poetry "metaphysical," what voice it allows poets and thinkers who influenced their British contemporaries, students read poems, plays and 355 Contemporary Literature of India Study of polemics by some of the better regarded English twenfieth-century South Asian prose and poetry figures of the period. Second half of the course written originally in English, as stimulated by focuses on Blake, Coleridge, and Wordsworth- the British educational legacy, traditional Indian three writers who have helped literary historians literature, Marxism, feminist movements, post define what is mean by romanticism. colonial thought, and magical realism. Criticism Mr. Goldberg by Indian scholars will supplement Western critical approaches. 340-349 Topics in American Literature Study of a Ms. Poiuers varietv' of authors, tliemes, genres, and movements, ranging from colonial writers through selected 356 Modern Irish Drama Exploration of the contemporary authors. Several sections, each evoliuion of modern Irish theatre within the with a different subject, are offered every year. matrix of the esthetic and political revolutions Courses in this category offered in 1997-98. that occurred, and continue to occur, in twentieth-century Ireland. Irish dramatists in
34 1 Nineteenth-Century American Novel this milieu have produced a body of literature Examination of novels written from the 1790s to remarkable for both its unparalleled artistic the 1880s by little known authors (though achievement and its acute political and social popular in their time), as well as well-known responsiveness. Major emphasis is accorded to "canonical" writers. Students study these novels W. B. Yeats, Lady Augusta Gregory, John M. as both cultural and aesthetic documents, Synge, Sean O'Casey, Samuel Beckett, and Brian seeing how they connect with the beliefs and Friel. Fulfills the literature requirement. attitudes of their contemporary readers. Mr Myers Mr. Winans *365, 366* Shakespeare Course seeks to 344 Contemporary American Poetry Study of communicate an understanding both of .\merican poetry written since World War 11. Shakespeare's relation to the received traditions Authors include Elizabeth Bishop, Stanley Kunitz, of his time and of his achievement as one of the James Wright, Charles Wright, Denise Levertov, most important figures in Western literature. and Sharon Olds. Some poets wll visit the class. Language, characterization, and structure in Mr. Stitt each of the numerous plays will be carefully 347 Contemporary American Fiction Coiuse analyzed. English 365 focuses on the early plays studies form, content, and diversity in American through Hamlet and Troilus and Cressida; English fiction since the 1940s, drawing on a selection of 366, on the later plays. novels and short stories by such writers as Updike, Mr Myers Nabokov, Carver, Bellow, Pynchon, and others. 401 Viking Studies Exploration of the genesis, Mr. Fredrirkson development, and dissemination of medieval 349 Major Contemporary African American Scandina\dan culture, focusing on the Viking Women Writers Course examines cultiual, social, Age of the eighth through the tenth centuries. and domestic concerns of African American Course is interdisciplinary and studies the women in the literature of Alice Walker, Toni history, literatiue, religion, and social structures Morrison, Gloria Naylor, Paule Marshall, Terry of these traders, scholars, raiders, farmers, McMillan, and Toni Cade Bambara. explorers, and mercenaries who first paralyzed, Ms. Barnes then conquered, then assimilated into much of
Britain and Europe. Course is interactive and 353 Discourses of Resistance Course examines incorporates multimedia technology. texts of African .\merican authority that map Mr Fee Black people's on-going rejection of mainstream cultural strategies for their disempowerment, 402 Growing up in the Eighteenth Century
circumscription, and dehumanization. Selected Growing up is a cultural process as well as a texts are ordered under the followng rubric: physical one. To learn how growing up in the abolitionism, emancipatory narratives, eighteenth century was experienced by those
accommodationism, and protest. Readings who were going through it, students read emphasize the evolution of African-centered journals and letters in which young people, such ontological dynamics. as James Boswell and Fanny Burney, recorded Ms. Barnes their experiences and reflected upon them. Ms. Lambert 403 Victorians and the Medieval Through poetry, agencies in the Pennsylvania state capital and novel, and prose, course focuses on the Washington, D.C. Participants in the Victorian fascination with medieval legends, Environmental Sttidies Program are actively architecture, and concepts of chivalry. Class involved in a wide variety of activities across the examines ways in which nineteenth-centtiry country, from working on economic development British authors re\aved and revised legends from issues with Native Americans in Arizona to England's past to suit their own personal, and collecting field data on the ecology of Maine's sometimes political, agenda. Authors include coastal zone. At the global level, students can Scott, Tennyson, Morris, D. Rossetti, C. Rossetti, utilize the College's extraordinary travel and Hardy. opportunities to investigate firsthand the Ms. Bowles environmental problems facing Africa, Asia, Europe, and Latin America. In the classroom or 404 The Poetry of James Wright Intensive study laboratory, on an internship site or service of Wright's poetry from the perspectives of how learning project, in the comfort of the library or it is constructed, what it says, and how it relates under demanding field conditions, students are to his life. Poems are discussed in detail, on the taught to approach environmental issues with basis of student reports and in light of the an open mind, to examine alternatives carefully, critical literature. and to write and speak effectively about their work. Mr. Stitt Distribution/Liberal Arts Requirements 464 Honors Thesis Individualized study project Environmental Studies 121 satisfies one involving the research of a topic and the semester of the Liberal Arts core requirement in preparation of a major paper imder the the Natural Sciences. direction of a member of the department.
Research and writing are done during the fall Requirements and Recommendations semester of the senior year. Prerequisites: By The Environmental Studies Program offers in\'itation of department only. three levels of involvement for students interested Staff in the environment. Students who want to learn about environmental issues but are not planning Individualized Study Individual tutorial, research a major or a minor in the discipline are project, or internship under the supervision of a encouraged to take Environmental Studies 121. member of the staff. Student must submit a Students with a stronger interest in environmental written proposal to the department well in studies may pursue the major or minor advance of registration. Prerequisite: Approval of department and of directing facult)- member. Major in Environmental Studies Offered each semester. Environmental Studies at Gett)sburg involves Staff an interdisciplinary approach that links environmental protection, economic development, ENVIRONMENTAL STUDIES and human rights issues on a global scale. There
is a strong foundation in the natural and social Profes.sors Commito (Coordinator), Cowan, and sciences, especially biology, chemistry, economics, Mikesell and political science, with an emphasis on Associate Professor Delesalle quantitative skills. Students engage in a senior Assistant Professor Nelson capstone experience; they are also encouraged Overview to pursue off-campus study, internships, and Emironmental Studies is an interdisciplinary research opportunities. program designed to provide students with the expertise necessary to analyze and resolve The Environmental Studies Program offers a with areas complex issues related to the environment. major two of concentration: Faculty from eleven departments on camptis Core Reqimetnents teach in the Environmental Studies Program, Bio 1 1 1 Introductory Biology making it one of the most comprehensive small- Bio 1 1 2 Form and Function of Living Organisms college environmental programs in the country. Econ 103 Principles of Microeconomics Although local terrestrial, freshwater, and Econ 104 Principles of Macroeconomics marine habitats are studied, the program is Econ 34 1 Environmental Economics national and international in scope. Students ES 21 1 Introduction to Environmental are encouraged to take advantage of Gettysburg's Science: Principles of Ecolog)' or proximity to scientific and policy-making Bio 305 Ecology ES 212 Intermediate Environmental Science: Bio 307 Limnology Environmental Problems Chem 203 Organic Chemistry ES 240 Energ)': Production, Use, and Chem 204 Organic Chemistry
Environmental Impact Chem 3 1 7 Instrumental Analysis ES 400 Environmental Studies Seminar or ES 225 Physical Geology ES 460 Individualized Study: Research ES 226 Structural Geology
Math 1 1 1 Calculus I or Math 105-106 Calculus ES 3 1 Physical and Human Geography
with Precalculus ES 3 1 6 Conservation Biology Phil 107 Environmental Ethics ES 350 Coastal Ecology of Maine 4 Phy 213 Relativity and Modern Physics Area of Concentration Phy 3 1 Atomic and Nuclear Physics Students choose one concentration, either Phy 352 Optics and Laser Physics policy or science. At least two electives must be above the 200-level. Seven courses are required Minor in Environmental Studies in a concentration. The minor requires two introductory courses, three electives, and a senior capstone Environmental Policy experience, including: Econ 241 Introductory Economics and
Business Statistics or Pol Sci 215 Political ES 21 1 Introduction to Environmental Science Research Methods or both Soc 302 Science: Principles of Ecology or Bio 305 Sociological Research Methods and Soc 303 Ecology Data Analysis and Statistics ES 212 Intermediate Environmental Science: Econ 245 Intermediate Microeconomics Environmental Problems
ES 3 1 Physical and Human Geography ES 400 Environmental Studies Seminar Pol Sci 101 American Government or Plus three electives from: Pol Sci 103 Introduction to International Bio 306 Marine Ecolog) Relations or Pol Sci 104 Introducdon to Econ 34 1 Environmental Economics Comparadve Politics ES 240 Energy: Production, Use, and Plus three electives from: Environmental Impact
Econ 250 Economic Development o ES/Soc 3 1 4 Comparative Study of Econ 251 International Economics Environmental Movements
Econ 305 Public Finance ES 3 1 6 Conservation Biology
ES/Soc 3 1 4 Comparative Study of ES 350 Coastal Ecology of Maine
Environmental Movements Phil 1 07 Environmental Ethics
Geog 3 1 2 Physical and Human Geography of Enrichment Courses Southern Africa Students are encouraged to take enrichment Pol Sci 252 North-South Dialogue courses to add depth and breadth to their Pol Sci 308 State Politics and Policy Environmental Studies major or minor. These Pol Sci 340 Models and Policy Analysis courses come from departments across campus Pol Sci 363 The Politics of Developing Areas and relate to the environment in a variety of Soc 203 World Population ways. In addition to courses listed as electives in Soc 306 Introduction to Sociological Theory the major and minor, enrichment courses Soc 313 Political Sociolog)' include, but are not limited to: Environmental Science VAH 217 History of Modern Architecture Chem 1 1 1 Fiuidamentals of Chemistry Art 227, 228 Arts of the First Nadons of North Chem 1 12 Fiuidamentals of Chemistry America Phy 103 Elementary Physics or Phy 111 Bio 2 1 8 .\lgae and Fungi Mechanics and Heat Bio 224 Vertebrate Zoology Phy 1 04 Elementary Physics or Phy 112 Waves Bio 227 Invertebrate Zoology and Electricity and Magnetism Bio 230 Microbiolog)' Plus three electives from: Econ 250 Economic Development Bio 260 Biostadstics or Phy 325 Advanced Econ 251 International Economics Physics Laboratory His 239 Architecture and Society in Bio 300 Physiology of Plant Adaptations Nineteenth-Century America Bio 306 Marine Ecology IDS 250 Science, Technology, and Nuclear Weapons 1
Phil 1 05 Contemporary Moral Issues food production, land use, and energ)' Phil 340 American Philosophy- lUilization. Coinse does not count toward the
Pol 1 1 American Government major or minor in environmental studies. Pol 263 The Politics of Developing Areas Staff
Special Programs 2 1 Introduction to Environmental Science: FaculU' members teaching in the Environmental Principles of Ecology Introduction to current Studies Program are active scholars who involve ideas in theoretical and empirical ecology. A
students in their projects as research assistants. quantitative approach is used to examine Research facilities include a computerized population dynamics, competition, predator- image analysis system, electron microscopes, prey interactions, life-history strategies, species environmental growth chambers, and a fleet of diversity patterns, communitv' structure, energy 15-passenger vans for field trips. flow, biogeochemical cycling, and the biosphere. Course provides a foundauon for further work Many of the College's off-campus affiliated in environmental studies. Three class hours and programs provide excellent opportunities to laboratory. Credit is not given for both study environmental issues in the U.S. and Environmental Studies 211 and Biology 305. abroad. Chief among these programs is the Prerequisite: One year of college science. American University Environmental Policy Mr. Commito Semester in Washington, D.C., which offers internships with government agencies and 212 Intermediate Environmental Science: private environmental organizations, as well as Environmental Problems Analysis of the major research projects in Costa Rica and Kenya. The environmental problems facing the U.S. and the
College is one of a select few to maintain world. Application of modern ecological theory
cooperative programs in marine science with to current environmental problems is emphasized. Duke University Marine Laboratory and the Perspectives from the natural sciences, social Bermuda Biological Station and in environmental sciences, and humanities are used to investigate science at the University of East Anglia in the population growth, agricultural practices, United Kingdom and the Ecosystems Center at pollution, energv', natural resource use, the Marine Biological Laboratory in Woods endangered species, and land-use patterns in the Hole, Massachusetts. In addition, the Duke industrialized and developing nations. Prerequisite: University School of the Environment has Environmental Studies 211 or Biology 305. entered into an agreement with the College that Ms. Nekon permits students to start work at Duke on a 225 Physical Geology Investigation of the earth's Master of Environmental Management or materials and processes that explain the physical Master of Forestry degree after three years at structures that make om^ planet unique. Topics Gettysburg. This cooperative agreement allows include the Earth's position in space, rock and students to earn the bachelor's and master's mineral tvpes, volcanism, glaciation, and seismic degrees in just five years. events influenced by tectonic activity. Formerly All across the nation, public and private schools titled Geomorphology. Alternate years. Offered have recognized the importance of environmental in 1996-97. Prerequisite: One year of college issues and are adding courses in environmental science. studies to their ciuricula. Students interested in Mr. Mikesell a teaching career who wish to combine training lib Structural Geology Investigadon of the in education and environmental studies are earth's varied topographical regions and the encouraged to contact the education department. processes that produce change. Topics include 12! Environmental Issues Introduction to tectonism, orogenesis, crustal deformation, and
national and global environmental issues. Students erosional agents such as wave action, wind, learn the basic concepts of ecology, including water, and mass wasting. Alternate years. population growth models, species interactions, Offered 1997-1998. Prerequisite: One year of and ecosystem and biosphere processes. college science. Building on this scientific base, students use an Mr. Mikesell interdisciplinary approach to analyze economic, 240 Energy: Production, Use, and Environmental ethical, poliUcal, and social aspects of environ- Impact Conventional and alternative energy mental issues. Topics include human population sources are examined with respect to supply, dynamics, air and water pollution, toxic wastes, price, technology, and environmental impact. U.S. consumption patterns are studied and the glaciated landscape. Relationships between potential of conservation is addressed. Topics environment and human activities in this rural include nuclear reactors, fossil fuel supply, area with its natural resource-based economy photovoltaics, air pollution, greenhouse effect, are explored. Prerequisite: Environmental Studies « and energy efficient architecture. Prerequisite: 211 or Biologv' 305. One college science class. Mr. Commito Mr. Cowan 400 Seminar Advanced study of an important
3 1 Physical and Human Geography Studies of national or global environmental issue. human activities in its locational context. Topics Interdisciplinary approach is used to analyze the include basic place name geography, weather problem from a variety of viewpoints in the and climate, population trends and humanities, social sciences, and natural sciences. characteristics, health and human development, Students are responsible for a major term paper culture and language, technology and economic involving independent research. Topics differ development, human ecolog)', and each semester. Prerequisite: Senior standing as a environmental problems. minor or major in environmental studies or
Staff permission of instructor. Staff 314 Comparative Study of National Environmental Movements Analysis of national 460 Individualized Study: Research Independent and international enxdronmental movements. investigation of an environmental topic of Application of rational choice theory, resomce interest to the student. In conjunction with a mobilization theory, and the emerging emphasis faculty member, the student writes a research on identity and culture to the analysis of proposal due the tenth week of the spring national environmental movements and semester of the junior year for a project to be organizations. Comparison of national and conducted in the senior year. Student usually international environmental movements in defines a research question and collects data to
Europe, Latin America, Africa, and Asia. test a hypothesis. Such work may be done in the Prerequisite: One Environmental Studies, laboratory or field or with a computer database.
Sociology, or Anthropology 200-level course. A substantial paper is written and presented Ms. Nelson orally. Studio, performance, and writing projects may also be appropriate individualized 316 Conservation Biology A discipline study activities. Prerequisite: Senior standing as a comprising pure and applied science, which major or minor in environmental studies and a focuses on die preservation of biological diversit)'. GPA of at least 2.8, or permission of instructor. Focus implicitly recognizes that preserving the Staff genetic and ecological features of a species requires preservation of that species' niche. FRENCH Topics include food web organization, spatial Professors Gregorio (Chairperson), Michelman, heterogeneity and disturbance, consequences of Richardson Viti, and Viti small population size and inbreeding, captive Associate Professors Arey, A. Tannenbaum propagation, demographics of population Instructor Benoist growth, and species reintroduction and management. Prerequisite: Environmental Studies Overview 211 or Biology 305. Alternate years. Offered Foreign language study not only teaches students 1996-97. much about their native tongue, but also Ms. Delesalle introduces them to another people's language, literature, and customs. This awareness of 350 Coastal Ecology of Maine Intensive two-week cultural and linguistic relativity is one of the field and laboratory experience to investigate hallmarks of a liberal arts education. marine and terrestrial environments in Maine. Students collect and analyze data, using Introductory French courses develop students' quantitative sampling techniques to test hypotheses skills in spoken and written French and acquaint on the ecology of major habitats. Field sites them with the literature and culture of the French- include rocky and soft-sediment shores, open speaking world. Language laboratory work is beaches, spruce-fir forests, blueberry barrens, mandatory for all beginning students. With and peat bogs. Emphasis is on the geological emphasis on oral/aural proficiency, it complements phenomena that created North America's classroom instruction in the language. )
Advanced language allows the student to reach 304 or by taking the equivalent courses in a the higher level of mastery in French required program of study abroad. in more specialized study and usage. In the Individualized study may be taken only once as more advanced literature and civilization courses, part of the minimum requirements for the students study French writing and culture in major. All majors must take at least one course greater depth, thereby gaining considerable within the department during their senior year. knowledge of and insight into France's past and These requirements may be waived in special present achievements in all fields of endeavor. cases at the discretion of the department. Students at all levels of French are encouraged to study abroad, either in the College-sponsored Requirements for a minor in French involve a programs at the Institute for American total of six courses. For students who begin in Universities in Aix-en-Provence or at the Centre the 101-102, 103-104, or 201-202 sequences, d'Etudes Frangaises in Avignon, or in another 202 will count toward the minor. In addition, approved program, as an inestimable students must take 205, 301, 302, and two enhancement to their understanding of the additional courses of their choice, above 205. country, its people, and its language. Wlien Students who begin in 205 must take, in addition, students choose the College-sponsored course 301, 302 and three othev courses above 205. of study in Aix or Avignon, both credits and grades are transferred and financial aid may be Students who begin on the 300 level must take applied to participation in the program. 301and 302, plus /our additional courses above 302. As with the major, courses taken abroad Students specializing in French will find that may be counted toward a minor, subject to the their major studies, in addition to their approval of the department chairperson. humanistic value, afford sound preparation for graduate study and for careers in teaching or Students contemplafing a minor in French interpreting. A knowledge of French will also be should register with the department chairperson invaluable to them in the fields of international and be assigned a minor adviser. business and government, as well as social work. French 307 is a prerequisite for majors and All courses offered in the department are conducted in minors for all literature andfilm courses above French. the 205 level (however, students may take 307
Requirements and Recommendations simultaneously with either 301 or 302 ). The French major curriculiuTi, which includes a Students who have completed the language minimum of ten courses above the 300-level, is requirement and who wish to continue in made up of two sequences: French, but do not contemplate either a major 1 A group of six required courses, five of which or minor, may take 205, 211, 301, 302, 307, 308, —French 301, 302, 307, 308, 309—should be or 309. Permission of the department chairperson taken first and in the order presented above is required for entry into all other courses. unless there is a valid basis for exception, (however, French 307 may be taken Distribution/Liberal Arts Requirements
simultaneously with 301 or 302 ); and French Prior to their first registration at the College,
400, which must be taken in the spring all students receive preregistration materials, semester of the senior year. which give detailed instructions on language 2) A set of/o(/relectives chosen from among the placement and fulfillment of the distribiuion/ other departmental offerings on the 300-level. liberal arts requirement in foreign languages.
All French majors are required to spend at least one The distribution/liberal arts requirement in semester studying abroad in a program approved by foreign languages may be fulfilled by successful the department. Beginning with the Class of 2003, completion of French 202. The equivalent of the number of courses taken abroad for credit intermediate achievement may be demonstrated toward the major is limited to three. by an advanced placement examination or the
Students planning on certification in secondary Departmental Placement Examination. No education must include both a history/ student may continue French unless he/she has taken geography/ civilization course, a phonetics the Departmental Placement Examination. course and a linguistic component in their The humanities requirement may be satisfied by program of study. These requirements can be successful completion of any literature or met by completing French 303 and Education civilization course in the French department — 205, 211, 307, 308, 309, 318, 321, 322, 326, 327, 201-202 Intermediate French Grammar review 328, 329, 331, 400, or any approved literature or and practice in oral French in the fall semester, civilization course completed abroad. French with stress on reading and written expression in
331 also fulfills the requirement in non-Western the spring. Contact with French culture is culture. maintained throughout. Enrollment limited to those who have previously studied French and Intermediate Program Abroad who have completed 101-102 or 103-104, or Students may complete the language who are enrolled according to achievement on distribution requirement in French by studying the DeparUuental Placement Examination. for a semester in Aix-en-Provence. The Successful completion of 201 is a prerequisite department's Intermediate Program is offered for entry into 202, unless student is placed there every fall semester and includes tvvo required according to the placement examination. courses in French language, plus three elective Staff courses from areas such as political science, history, art, psychology, etc., which may satisf)' 205 Readings in French Literature Two distribution and/or major/minor requirements objectives: skill in reading French prose for in those areas. Students are required to live with comprehension and reading a significant French families. amount of French literature of literary and cultural merit. This course differs from French Special Facilities 201, 202 in that it emphasizes reading for Language Laboratory in Musselman comprehension of content. Enrollment limited Library/Learning Resources Center. to those who have previously studied French Special Programs and who are enrolled according to achievement See Study Abroad, Institute For American Universities on the Departmental Placement Examination. Programs in Avignon and Aix-en-Provence. Staff
La Maison Franfaise (The French House) 1 1 1 French Civilization Introduction to aspects
When there is sufficient interest, students may of contemporary French society through a study elect to live in a separate residential unit staffed of French history. Offered every spring. by a native-speaking assistant. French is the Staff principal language spoken in the house and 301, 302 French Structure, Composition, and residents help plan and participate actively in Conversation Applied grammar and syntax at an various French cultural activities on campus. advanced level; exercises in directed and free Other Activities composition; group discussion and presentation The department and the French Teaching of individual oral work. Extensive use of film.
Assistant sponsor various activities and Offered every year. Required of all majors/minors. organizations, such as the weekly Table frangaise in the Dining Hall, the Cercle Frangais (French 303 Phonetics and Diction Phonetic theory, Club), French films, and lectures. practice, and transcription. Intensive training in 101-102 French for Beginners Elements of pronunciation and diction. Intended for majors/ speaking, reading, and wiiting French. Language minors prior to foreign study. Offered 1999-00. laboratory usage is required. Enrollment limited Ms. Tannenbaum to those who have not studied French pre\'iously. 304 Advanced Stylistics Intensive practice in the A student may not receive credit for both 101 refinement of writing skills directed toward a and 103; 102 and 104. sophisticated and idiomatic use of the language. Staff Components of course work include composition,
103-104 Elementary French Fundamentals of translation, comparative stylistics, French for use speaking, reading, and writing French. Language in commercial and other correspondence, and laboratory usage is required. Enrollment limited work in the spoken language. Prerequisites: French to those who have pre\iously studied French 301-302. Not offered every vear. and who are enrolled according to achievement Staff on the Departmental Placement Examination. A 307 Approaches to Literary Analysis Reading student may not receive credit for both 101 and and analysis, in their entirety, of representative 103; 102 and 104. selections of prose, poetry, and theatre. Course Staff aims to introduce students to interpretive 1
strategies, and to make them more aware of and 328 Contemporary French Novelists and Their competent in the art of reading. Prerequisite: Craft Study of representative works by major French 202 or equivalent. Required of all tweruieth-century French novelists from Gide, majors. Course is a prerequisite for all literature Proust, and Colette to Butor, Duras, and courses on the 300-level for both majors and Ernaux. Prerequisite: French 307 or equivalent. minors. Offered both semesters. Offered 2000-01.
Staff Als. Richardson Viti
308, 309 Masterpieces of French Literature: 329 French Film: New Wave to Present Study of Middle Ages to 1789; 1789 to Present Survey of select major French films from the New Wave French literature in two parts, through reading movement to recent cinema. Prerequisite: French and discussion of complete works of some of 307 or equivalent. Offered 1998-99. France's most outstanding authors. Major Ms. Arey
emphasis is placed on the study of these 331 La Francophonie Survey of imaginative masterpieces, but the broad outline of French literatures of such French-speaking countries literary history, styles, and movements is also and areas as Africa north and south of the covered. Prerequisite: French 307 or equivalent. Sahara, Canada, Vietnam, the West Indies, Required of all majors. French 308 is offered Louisiana, and others. In addition to their every fall; French 309, every spring. intrinsic literary worth, the selections afford a perception of the impact and adaptation of
3 1 8 Literature of the Middle Ages and the French language and culture among widely Renaissance Study of early French literary texts: diverse populations of the world. Alternate epic poems, lyric poetry, plays, and romances; years. Prerequisite: French 307 or equivalent. sixteenth-century prose and poetry. Prerequisite: Offered 1999-00. French 307 or equivalent. Not offered every year. Mr. Michebnan Staff 400 Seminar Intensive study of a particular 32 Seventeenth-Century Theatre French drama, aspect of French literature, civilization, or comedy, and tragedy of the classical period. culture to be determined by the instructor. Past Corneille, Moliere, Racine, and other pla\wrighLs. offerings include The Art of Emile Zola, The Prerequisite: French 307 or equivalent. Offered Image of Women in French Literature: A 1999-00. Feminist Perspective and The Gaze and Self-
Mr. Gregorio image in French Film, 1959-89. Course is for seniors (in the final semester) to complete 322 Eighteenth-Century French Literature undergraduate work in French. Prerequisites: Examination of the Age of Enlightenment Limited to seniors, except with permission of through lecture and discussion of representative instructor and approval of department works of fiction, non-fiction, and theatre by chairperson. Offered every spring. such authors as Voltaire, Diderot, Rousseau, and Staff Beaumarchais. Prerequisite: French 307 or equivalent. Offered 1998-99. Individualized Study Guided readings or Ms. Tannenbaum research under the supervision of a faculty member. Prerequisites: Permission of instructor 326 Nineteenth-Century Prose Fiction Reading and approval of department chairperson. and analysis, through lecture and discussion, of Staff nineteenth-century novels and short stories of such major authors as Constant, Hugo, Sand, GERMAN Stendhal, Balzac, Flaubert, Maupassant, and Zola. Prerequisite: French 307 or equivalent. Professor Crowner Offered 1999-00. Associate Professors Armster, McCardle (Chairperson), Mr Viti and Ritterson
327 Contemporary French Theatre Study of major Overview
trends in modern French drama: surrealism, Learning German is more than learning a existentialism, the absurd. Prerequisite: French language. It's also the study of a culture and its 307 or equivalent. Offered 1998-1999. history. The German program offers a wide Ms. Richardson Viti range of courses so that the student of German can become proficient in understanding German literature, history, art, and politics in the context of modern society. At all levels, we and listening comprehension of German, as encourage the partnership between the study of determined by the department's staff, will be Germany's historical and cultural development, assigned such additional work as considered of and the study of its language. necessary and appropriate to the attainment such competency by the end of the senior year. Courses are offered at all levels, from beginning to advanced, for majors and nonmajors. We Minor Requirements: For students beginning at encourage all of our students to study on our 202 or below, the German minor consists of 202 semester program in Cologne, Germany. On (or equivalent intermediate course work in this program, students live with German families, Cologne), 301 (or equivalent advanced course participate in weekly excursions, and study work in Cologne), and four additional courses. German language, art, political science, literature, For students beginning at the 301 level, the and history under the direction of a U.S. faculty minor consists of 301 (or equivalent advanced member and resident German faculty, hi addition, course work in Cologne) and five additional qualified students may study on a junior-year courses. No more than three courses taken in program at a German university. Cologne may count toward the minor.
A resident German assistant and various Distribution/Liberal Arts Requirements cocurricular activities—films, visiting lecturers, The competency requirement in foreign excursions to cultural centers in Washington language may be satisfied by complefion of and Baltimore, weekly German table, German German 202 or any 300-level course.
C^lub all foster a close working relationship — Any of the following courses may be used between students and faculty. German television toward fulfillment of the divisional requirement broadcasts are received by a campus-wide satellite in humanities: German 120, 305, 306, 311, 312, system, and in addition to library subscriptions 325,328,331,333,335,351. to important journals and newspapers, the department itself maintains subscriptions to German 311 or 312 may be used to fulfill the newspapers, magazines, and a collection of distribution requirement in the area of history/ source materials for use by students and faculty. philosophy. With the consent of the history department, German 311 or 312 may be Requirements and Recommendations counted toward a history major. German 202 or equivalent proficiency is considered a prerequisite to all higher-numbered SPECIAL PROGRAMS German courses, unless specified otherwise. Fall Semester in Cologne, Germany Every fall semester students are invited to Major Requirements: A major consists of a participate in the semester study abroad minimum of nine courses beyond the program cosponsored by the Pennsylvania intermediate language level, including 301 (or Colleges in Cologne Consortium (PCIC). This 303-304), 305, and 306; 311, 312, 400; and at program is open to all students, sophomore least two courses from those numbered 328, through first-semester senior, regardless of 331, 333, 335, or 325. Women's Studies/German major, who have completed a minimum of one 351 (Women in Nazism) also counts for major year of college German or the equivalent. credit with the approval of the instructor. Majors Students register for a normal course load (4-5 preparing to teach German in secondary schools courses). Two courses are German language must also take Education 304, Techniques of courses: Teaching, and Curriculum of Secondary German 203, 204 Intermediate German (does not count toward German major). No 214 Cologne: 2000 Years of History and Culture more than three courses taken in Cologne may 303, 304 Advanced German count toward the major. 325 German Literature since 1945 Majors must spend at least one semester The other courses (taught in English) are from studying in an approved program in a German- the areas of political science, history, art history, speaking country. Majors who take a study and literature and may sadsfy distribution abroad program may count no more than six of and/or major/minor requirements in those those courses toward the major and must take at areas. These include: least two German courses in their senior year. Art Hist. 2 1 5 German Art from the Middle Majors who, by the end of the junior year, have Ages to Today not demonstrated a satisfactory level of competency in the reading, writing, speaking. History 217 History of Germany from 1815 GERMAN CULTURE STUDIES to the Present 205 Understanding Cultural Differences
Pol. Sci. 273 Political Systems of Germany Intercultural workshop focusing on everyday-life situations in the German-speaking world. Credit for the two German courses is for the Comse highlights similarities and differences 200- or 300-level and constitutes the completion between Americans and Germans in order to oi the language requirement. Students live with improve students' understanding of other German families as regular members of the cultures and to train them to participate family. Regular Gettysburg College tuition, room, .successfully in intercultural communication. .uid board cover all but personal expenses. Readings are in German; course is conducted in Junior Year Abroad German. Prerequisite: German 201 or equivalent. Qualified students are encouraged to study Course receives half credit. abroad one or both semesters of their junior Staff year. Students can choose from programs 305 German Studies: An Introduction administered by American institutions at Introduction to the German major through the universities in Munich, Freiburg, Marburg, study of cultural, social, economic, and political Heidelberg, Bonn, and elsewhere. (See Study developments in postwar Germany from division Abroad). to the present. Extensive use of critical/analytical GERMAN LANGUAGE readings, memoirs, literature, film, newspapers/ lOi, 102 Elementary German Essentials of magazines, and German television via satellite. grammar, composition, pronunciation. Course Conducted in German, with additional language includes oral and written work, graded elementary practice integrated into the course. Oral reports reading, and use of audiovisual cultural materials and short papers. Prerequisite: German 202 or and correlative drill in the language laboratory. equivalent. Course is required of all German Prepares for German 201, 202. majors.
Staff
103, 104 Fundamental German Fundamentals of 31 i Survey of German Culture, Origins to 1790 understanding, speaking, reading, and writing Studv of Cleinian cultural history from its German. Course includes oral and written work, origins to the Age of Romanticism, including graded elementary reading, use of audiovisual such topics as Germanic tribes, medieval cultural materials, and correlative drill in the dynasties, romanesque, gothic and baroque
language laboratory. Enrollment is limited to styles, Reformation and Age of Absolutism. .-Mm those who have pre\aously studied German and is to deepen the student's understanding of and who are enrolled according to achievement on interest in the culture of the German-speaking the Departmental Qualifying Examination. peoples and their major contributions to the Students cannot receive credit for both 101 and world's cultural heritage. Conducted in German. 103; 102 and 104. Prerequisite: German 301 or equivalent, or Staff permission of instructor. Staff 201, 202 Intermediate German Continuation of the work of German 101, 102. Progressively 312 Survey of German Culture, 1790-1945 Study more difficult readings introduce the student to of the cultural history of the German people German literature and civilization. Course from the Age of Romanticism through the end includes use of audiovisual cultural materials of World War II, within the context of major and correlative drill in the language laboratory. social, political, and economic developments. Prerequisite: German 102 or equivalent. Goal is to understand the creative spirit in Staff nineteenth- and tvsentieth-century German- -speaking countries, and to appreciate their 301 Advanced German Designed for advanced major contribudons to the world's cultural work in language and intended for students who heritage. Conducted in German. Prerequisite: have successfully completed at least German German 301 or equivalent, or permission of 202, as well as for qualified incoming students. instructor. Intensive practice in developing oral Staff communication skills, listening comprehension, and written expression. Conducted in German. Staff GERMAN LITERATURE 335 German Drama Reading and critical analysis, 120 German Literature in Translation Critical through discussion and lecture, of representative analysis and appreciation ot form and content dramas from the eighteenth century to the of representative German literary masterpieces, present. Includes works by Lessing, Schiller, selected from the literary periods from the Goethe, Kleist, Biichner, Hebbel, Hauptmann, Middle Ages to the present, together with an Brecht, Diirrenmatt, Frisch, Braun, Hacks, or examination of the times and cultural others. Readings are in German; course is circumstances that produced these works. Does conducted in German. Prerequisite: German 306 not count toward a major in German. or permission of department. Staff Staff
306 Interpreting German Literature 351 Women and Nazism Examination of the Introduction to the development of German effects of Nazism on women, primarily (but not literature and how to read and comprehend exclusively) in Germany, beginning in the 1920s literary prose, poetry, and drama. Coiuse aims and extending to postwar times. Course focuses to develop a sense for the art of reading, on women's perspectives as exhibited in interpretive strategies for literary study, and a historical and literary documents. Fulfills valid basis for the appreciation and judgment of literature requirement. May be counted toward literature. Students read, discuss, and write the German major with approval from professor. about literary texts in various genres and from Ms. Armster various historical periods. Conducted in 400 Seminar Intensive study of selected aspects German Prerequisite: German 202 or equivalent. of German language, literature, and civilization Course is required of all German majors and is a through reading, discussion, and oral and prerequisite for all higher-numbered literature written reports. Topics are selected with a view courses. Offered every year. to affording students an opportunity to strengthen their knowledge in areas not covered 328 Goethe's Faust Intensive reading and analysis in their other course work in the department. oi Faust. Lectures and discussions highlight its Conducted in German. aesthetic, moral, and ethical values and Staff autobiographical significance. Modern cultural IN COLOGNE: implications are also examined. Outside reading 241 Cologne: 2000 Years of History and Culture and reports. Conducted in German. Prerequisite: Intermediate-level course for students enrolled German 306 or permission of instructor. in German Language and Culture I and II. Study of the development of the city of Cologne
33 1 Narrative Literature Course in German as an urban complex and as a mirror of German prose narrative, represented primarily in and European history. Course also builds writings from the early eighteenth century to vocabulary and further strengthens language the present. Works read reflect particularly the skills. Includes lectures, discussions, readings, development of German narrative since the field trips, essays, and group projects. emergence of the modern novel and Novelle. 325 German Short Fiction Study of the literature Readings are in German; course is conducted in of German-speaking countries from the end of German. Prerequisite: German 306 or permission World War II to the present. Course introduces of department. students to authors and genres representing Staff important literary currents and historical 333 Lyric Poetry Study of German lyric poetry developments of the postwar era. Conducted in from the earliest examples to the worLs of German. contemporary poets. Class discussions of the Individualized Study Guided reading or research readings concentrate on the interrelations of under the supervision of a faculty member. form, content, and idea. Course also considers Prerequisite: Permission of department. the historical place of works by major figures.
Readings are in German; course is conducted in German. Prerequisite: German 306 or permission of department. Staff HEALTH AND EXERCISE SCIENCES a) Allied Health Science Concentration: Each
student is required to take the following Professor Pahnos (Chairperson) courses: HES 101,102, HES, 310, 376, 449, Math Associate Professors Claiborne and Donolli 107 and Chemistry 101, 102 and/or Physics Assistant Professor Stuempfle 103, 104. Those students considering graduate Instructor D. Petrie and B. Streeter work in Physical Therapy should take Chemistry Adjunct Instructors M. Cantele, Cookerly, and 111, 112 (instead of Chemistry 101, 102) and Shoiuvalker (in consultation with the department Coaches: C. Cantele, Campo, Condon, Dell, Janczyk, chairperson) should consider taking HES 211, Kelly, Kirkpatrick, G. Petrie, Pfitzinger, Rawleigh BIO 309, and Chemistry 203, 204. For athletic (Aquatics Director), Schmid, B. Streeter (Assistant training students wanting NATA certification, Directoi- of Campus Recreation), Streeter, Winters HES 361, 362, and 363 are required, and either (Director of Intercollegiate Athletics), Wawrousek, C. HES 211 or HES 230. Wright (Director of Campus Recreation), D. Wright (Assistant Athletic Director). b) Teacher Education Concentration: For students graduating in the K-12 teacher certification Overview program (elementary and secondary teacher The department's philosophy is a holistic one. education), the following courses are required: We believe in the Greek ideal of "a sound mind HES 101, 102, 201, 202, 301, 302, HES 211, 230, in a sound body." The College stresses the 310, 332, Education 201, 209, and Psycholog)' individual need for total fitness for all students 101, 225. In order to complete teacher through our required courses. Our majors' certification Education 303, 304, and 476 must courses offer those students with a particular be completed. (See listings and requirements in the interest in health and exercise sciences a Department ofEducation and under Teacher rewarding and well rounded educational and Education Programs.) life experience. Faculty advisers are available to help in counseling, A major in health and exercise sciences (HES) but students have the sole responsibility for is an excellent preparation for specific areas, meeting all major requirements. It is important such as state-approved teaching certification in to declare the HES major early in the four-year health and physical education (K-12), curriculum; failure to do so often means an precertification in athletic training, and allied additional semester or two to complete the health careers. With proper course selection, program. students can qualify for post graduate work in allied health fields such as physical, occupational, The department strongly recommends that all and recreational therapy. The College has an HES majors complete an internship in order to agreement with Allegheny University Graduate gain practical experience and insights into a School for early acceptance of selective specified area of interest. Internships may be graduates who meet the criteria for admission taken during the summer months or during the into the entry-level Master's Degree Program in regular academic year. Applied experiences may Physical Therapy. be arranged in such settings as sports medicine, physical therapy, adult fitness, cardiac Requirements and Recommendations rehabilitation, sports administration, or sports Major Requirements: HES majors must satisfy all management. Grading is contracted between College distribution requirements. Psych. 101 is the student and the faculty sponsor on an A-F or the preferred social science course. Biology 101 S/U basis and is determined by the sponsor and and 102 are required for teacher education and the cooperating internship supervisor. should be taken during the first year. Biology
1 02 and 111 are required for students interested Minor Requirements: Students must meet the in Allied Health Sciences. prerequisite in the natural sciences by complefing Biology, 101, 102, or 112. The Majors required to complete seven core courses, following five courses are required: HES 209, plus courses in an area of concentration. The 210, 214, 218, and 309. The student may choose seven core courses are HES 112, 209, 210, 214, one course from the remaining to complete the 218, 309, and 320. In addition to taking the core minor: HES 2.30, 241, 310, 332, 361, 376, or 449. program, all majors select an area of concenti^ation and complete the courses specified. Distribution/Liberal Arts Requirements For nonmajors, the half credit course in wellness and one-quarter credit course in 1 1 1
fitness/recreational skills are required for 1 12 Foundations of Health, Physical Education, graduation. These courses are graded only on and Recreation Introducdon to the development an S/U basis. The wellness class must be taken of health, physical education, and recreation during the first term of enrollment. programs from historical, philosophical, and contemporary perspectives. Special emphasis is HES 332 fulfills the liberal arts quantitative placed on current controversial issues existing reasoning requirement. in physical education and athletics, as well as on HEALTH/WELLNESS the diversit)' of career options available within HES 107 Wellness Lifestyles Course examines allied health sciences. the individual from an emotional, intellectual, Ms. Pahnos occupational, physical, social, and spiritual 209 Human Anatomy Systems approach to study perspective. Emphasis is on self-responsibilit)' in the structure and function of the human body. living a wellness lifestyle. Emphasis is placed on the levels of organization FITNESS/RECREATIONAL SKILLS ACTIVITIES within the human body, and the anatomy and Activities for Children physiology of the integumentary, skeletal,
Aerobics muscular, and nervous systems. (The remaining ; Archery systems are covered in HES 210 Human Badminton Physiology.) Prerequisites: Biology 101, 102 or
Basketball Biology 102, 111. r
Beginner's Swim Ms. Stuempfle i Body Conditioning (Aerobics, Anaerobics, 210 Human Physiology Systems approach to Weight Training) study the structure and funcdon of the human Challenge Course body. Emphasis is placed on the anatomy and Fitness Swim physiology of the cardiovascular, lymphatic, Golf respiratory, urinary, digestive, reproductive, and Indoor Soccer endocrine systems of the human body. (The Indoor Lacrosse remaining systems are covered in HES 209 Lifeguarding** Human Anatomy.) Prerequisites: Biology 101, 102 Martial Aits** orBiologyl02, 111. Running & Jogging (Self-Paced) | Ms. Stuempfle Skiing**
Softball 2 1 Personal and Community Health Critical Tennis look at relevant health issues of this decade. Volleyball Careful inspection of data concerning drugs, Water Polo human sexualit)', marriage and family living, old
** Requires extra fee age, and pollution is included, along with an examination of the relationship of personal Students who are unable to participate due to health problems to the community at large. medical reasons in the regular programs should Prerequisites: HES 209, 210, or permission of enroll in HES 106, Adapted Physical Education, instructor. which can be substituted for courses in any skill Ms. Pahnos except HES 107.
214 Athletic Training I Preparation of the
1 1,1 02, 20 , 202, 30 , 302 Major Skills Skill prospective athletic trainer for the prevenUon development and methods and techniques of and care of injuries. Course includes instruction class organization and instruction for the about protective equipment, safety procedures, following physical education activities: lacrosse, and facilities, as well as preparafion of the field hockey, vvxestling, swimming, gvinnastics, athlete for competition, emergency procedures, folk-square-social dance, baseball, softball, post-injury care, and medical research related to tennis, aerobics, conditioning, weight-training training and athletics. Material in the official badminton, elementary school teaching, golf, Red Cross Standard First Aid courses is given, archery, soccer, elementaryjunior high-senior and certificates can be earned. Practical work high games and recreational activities, basketball, covered includes massage, taping, bandaging, v(jlleyball, and track and field. Course is for health and application of therapeutic techniques. and exercise sciences majors. 1/4 course each. Staff Staff 218 Kinesiology Examination of the interaction for individuals to allow more complete of the skeletal, muscular, and nervous systems personality and physical development through
that create movement. Areas of study include activit)'. A laboratory experience allows students the osteology, arthrolog)', myolog), and to gain first-hand experience in working with a neurology of the head, neck, trunk, and limbs. special needs person. Prerequisites: HES 209, 210, Various skills are analyzed to determine joint 218, or permission of instructor. motion, types of muscle contraction, and Staff involved muscles. Prerequisite: HES 209. 332 Measurement and Evaluation in Health and Ms. Steumpfl£ Physical Education Concentration on test 230 Nutrition and Performance Investigation of preparation in the cognitive, psychomotor, and human nutrition, focusing on the nutrients and affective domains; application of measurement factors that affect their utilization in the human and evaluation optics; analysis of data through body. Emphasis is placed on the effects of various the use of computers; and participation in field nutrients on fitness and athletic performance. experiences with standardized testing. Laboratory Topics include nutritional quackery, weight activities acquaint students with testing situations control, and pathogenic practices among athletes. and procedures in measuring the parameters of Prerequisite: Biolog)' 111. health and physical education.
Ms. Claiborne ^taff
240 Sport Psychology Study of the principles 342 Biomechanical Analysis of Sport Skills and concepts used in sports psychology. Topics Study of the science that investigates the of personality and the athlete, success strategies mechanics of the human body at rest or in of performance, and motivational theories are motion. Course covers basic mechanical covered in depth. History of sports psychology' principles of statics and dynamics and and the psycholog)' of play and competition are application of these in the analysis of sport also stressed. Prerequisite: ^syc\\o\o^ 101. actirities. Laboratory experiences include an Mr. Janczyk analysis of a selected sport skill. Mr D. Petrie 309 Exercise Physiology Study of integration of
the body systems in performance of exercise, 361 Athletic Training II Study of sports injury work, and sports activities. Both acute and assessment process. Primary assessment, first chronic stresses are considered. Performance of aid, CPR, and basic taping procedures are exercise activities by the body under assumed competencies. The NATA competencies environmental stress situations. Laboratory dealing with the cognitive and psychomotor experiences include the measurement of competencies of assessment and evaluadon of physiological parameters under exercise the upper and lower extremities are examined conditions. in depth. Professional interaction with doctors
Mr. Petrie and other allied health professionals is required.
Course is required for the NATA Certification 310 Principles and Techniques of Adult Fitness Exam. Prerequisites: HES 209, 210, 214. Provides an imderstanding of exercise ^taff prescription for healthy adults and those with coronary heart disease risk factors. Standard 362 Therapeutic Exercise Advanced course fitness testing techniques are demonstrated in concerning therapeutic exercise and supplemental laboratory sessions. All exercise rehabilitation/recondidoning of athletes. testing and prescription considerations are Intended for students majoring in Health and taught in accordance with guidelines Exercise Sciences with an emphasis in athletic established by the ACSM. Prerequisite: HES 309 or training. Course consists of lectures and permission of instructor. laboratory experiences that explain the theory Ms. Claiborne and application of therapeutic exercise and equipment used for rehabilitation and 320 Corrective and Adapted Physical Education recondiuoning athletes. Specific cognitive, Provides instruction, experiences, and psychomotor and affective domain learning observations of the school environment and of competencies are considered from the NATA school children. Specific abnormalities of Certificadon exam. Prerequisites: HES 209, 210, people are studied, and exercises are adapted 214. Staff 363 Therapeutic Modalities The study of HISTORY therapeutic modahties for the treatment and Professors Birkner (Chairperson) and Boritt rehabilitation of injuries. This course will Associate Professors Chiteji and Forness provide the necessary information for the Allied Assistant Professors Boivman, Greene, Sanchez, Health student to develop problem solving and and Shannon application skills of therapeutic modalities for Adjunct Assistant Professors Pijning, Pinsker, the treatment of injuries. Prerequisites: HES Qaimmaqami, and Waldkoenig 209,210,214, Adjunct Instructor LaFantasie Staff Overview 376 Advanced Exercise Physiology In-depth study The department aims to acquaint students with of various factors affecting human performance, the concept of history as an organized body of with emphasis on regulation of various bodily knowledge and interpretation that shapes "the functions at rest and during physical activity. memory of things said and done." Mastery Laboratory activities acquaint students with within this broad field provides an appreciation equipment and testing procedures used in of history as literature, an understanding of our measuring physiological parameters. heritage, and a perspective by which one may Prerequisite: HES 309. thoughtfully evaluate our own time. Through Staff classroom lectures and discussions, an 420 Senior Seminar in Athletic Training Special introduction to research, and seminars, the medical topics, pathology-related topics, department encourages the student to develop administration in the athletic training setting, as a liberally educated person. History courses and preparation for the National Athletic help prepare students for graduate study and Trainers Association (NATA) certification exam. for careers in teaching, law, the ministry, public Prerequisite: HES 361. service, business, and other fields. Staff Requirements and Recommendations 449 Introduction to Research Provides Requirements for a major are ten courses, theoretical basis for conducting, interpreting, including a 100-level history course. History 30 Ms. Claiborne restricted to history majors, for whom one is required. A selection from the list of seminars is 464 Honors Thesis Course allows selected senior offered each year. They provide students with an HES majors to conduct original research under opportunity to work in small groups with a the direction of a thesis committee. Upon faculty member in research upon a selected completion of a formal thesis, each student topic. Typically, participants are expected to orally presents the nature and results of the engage in reading, discussion, oral reports, study to the entire HES staff Successful writing of formal papers based on individual completion of the program entitles the student research, and critiques of each other's work. to receive credit for one course that can be The minor in history consists of six history applied toward the HES major. Prerequisites: HES courses, of which no more than two may be at 449 and invitation of the department. the 100 level and at least two must be at the 300 Staff level. One course may be among the courses of other departments listed below. No courses taken S/U may be included. Greek 251 (Greek History) and Latin 251 (Roman History) may be counted toward the ten-course requirement for the history major. A student who has declared a double major in history and a modern language may, with special permission from the chairperson of the 106 The Atlantic World, 1600-1850 Examination department of history, count one of the follo\\ing of the development of an Atlantic world system courses toward the ten-course requirement for that connects Europe, Africa, and the Americas. the history major (but not toward the 300-level Students study Atlantic communities in a requirement): French 211; German 311, 312; comparative context that emphasizes Spanish 310, 311. international trade and communication, encoimters bet^veen native and colonial Distribution/Liberal Arts Requirements peoples, the rise and fall of New World slavery, All courses except History 300 fulfill the and the development of new national identities. distribution requirement in history/philosophy. Mi: Shannon All courses fulfill the liberal arts humanities requirement. 1 1 The Twentieth-Century World Historical change in the global setting, from the The following courses meet the distribution ascendancy of the pre-First World War empires requirement in non-Western culture: 104, to the present. Topics include technological 221-224, 271, 272, 324. development, imperialism and decolonization, 103 Europe, Asia, and Africa: 1750-1930 world wars, political revolutions, social and Introduction to the history of the modern world economic forces, and the reshaping of thought (app. 1750-1930). Focus is on the comparative and the arts in the diverse cultures of hmnanity. global history of .-Xsia, Africa, and Europe Mr. Birkner, Mr. ChiUji, Ms. Greene, Ms. Qaimmaqami during this period. Course examines economic, 203, 204 History of the British Isles Survey of political, and cultural interactions between these British history from ancient times to the present. three continents, and includes some history of Includes Ireland, Scotland, and the overseas the Americas to round out the picture of world empire. Dividing point between the two courses history. Themes include global economics (slave is 1800. trade, industrial revolution (s), world markets), Mr. Shannon imperialism, nationalism, and world war. Course is intended as an introductory history class for 206 Spain and the New World Examination of all students and fulfills one of the Humanities the social, cultural, and political history of Spain requirements. Course also fulfills the global and the New World from 1 450 to 1 700. Special history requirement for majors. attention is given to the effects which the Mr. Bowman discovery of the New World had on Spain and Latin America and the manner in which Spain 104 History of the Islamic World to 1800 imparted its institutions, culture, and beliefs to Introduction to the Islamic world from the the peoples it conquered. origins of Islam to the decline of the Ottoman Ms. Sanchez Empire. Course examines the geographical spread of Islam, terms of encounter with 209 Women's History since 1 500 Survey of the regional populations, and resulting exchanges. history of women since 1500, with particular Students read the work of a Muslim historian attention given to women's participation in the and explore the role of Sufism in winning political, economic, cultural, and familial converts. realms. Focus is primarily on European women, Ms. Powers with occasional comparisons to the United States. 105 The Age of Discoveries, 1 300- 1 600 Course Ms. Sanchez focuses on cultural and economic interactions between Europe, Asia, the Muslim world, and 2 1 History of Early Modern France the Americas, and places great "discoveries" of Examination of major themes in French social, Western history-the new World, conquests, economic, and cultural history, from the reign the'Vebirth" of antiquit)', and the beginnings of of Francis I and the emergence of the modern science-within their context of cross- Renaissance state to the Revolution with its cultural exchange. Students consider literary, sweeping away of the order associated with that scientific, and religious influences on individual state. Course concentrates on the changing encounters, as well as historians' explanations social and economic structure of the period, as for long-term global realignments during a well as on the contemporaneous evolution of dynamic period in world history. "popular" and political culture. Ms. Sanchez Staff 1 216 Modem Russia and the Soviet Union 233 Mission, Destiny, and Dream in American Introduction to the history of modern Russia History Introduction to American history from and the Soviet Union. Course follows political, the seventeenth century to the present, focusing economic, cultural, and social developments in on intertwining themes of the American Russia from the time of Catherine the Great and people's belief in their imique mission and the French Revolution to the collapse of the destiny in the world and their dream of creating former Soviet Union. Topics include Tsarist an ideal societ)'. Students examine these themes Russia, Russia in World War I, the Russian through major events and movements in Revolution of 1917, Stalinism, the Cold War, the American social, economic, and cultural life, Post-1945 period, and Gorbachev and the end and in politics and diplomacy. of single-party rule. Course also addresses the Mr Forness role of women, minorities, and social classses in 236 Urbanism in American History Introduction the history of modern Russia. to American liistory from the perspective of Mr. Bowman urbanism. Beginning with the colonial town and 218 Modern Germany Introduction to the continuing to the megalopolis of the late history of modern Germany, addressing twendeth century, students invesdgate the political, economic, cultural, and social nature of urban life and its influence on the developments since 1800, with special attention course of American development. given to the Bismarckian and Wilhelminian era, Mr Forness World War I, the Weimar and Nazi periods, 238 African American History: A Survey Focus on World War II, the Holocaust, and the era of the aspects of the African American experience, two Germanys. Students may not receive credit for from the seventeenth century to the present. this course andHist-C218 taught in Cologne. Special attention is given to the slave experience, Mr Bowman emancipation and reconstruction, racial 22 , 222 History of East Asia Survey of East Asian attitudes, the northward migration of African civilizations to app. 1800 (in 221), and of East Americans in the twentieth century, and the Asian political, social, and intellectual develop- Civil Rights movement of the 1950s and 1960s. ments since the beginning of the Qing Dynasty. Mr Birkner Ms. Greene 239 Architecture and Society in Nineteenth- 223 Modern China Study of Chinese history since Century America Study of .American architecture, the beginning of the Qing Dynasty, with from the neoclassic developments of the late- emphasis on transformations of the nineteenth eighteenth century to the work of Frank Lloyd century and the Nationalist and Communist Wright and his contemporaries at the beginning revolutions. of the twentieth century. Course focuses on Ms. Greene relationships between architectural styles and the changing social, economic, and technological 224 Modern Japan Examination ofJapanese factors that influenced American culture. history and culture from the beginning of the Mr. Forness Tokugawa period (ca. 1600) to the present. Explores Japan's attempts at constructing a 245 Gender and the American Civil War Study of nation that would meet the challenges of the experiences of women and men during the modernity, while at the same time preserving Ciril War era (app. 1840-1 870s), with particular Japanese traditions. attention given to the following questions: How Ms. Greene did the public role of women evolve during these decades? How did the experiences of 230 The Native American - European Encounter women and men vary according to race, class, in North America Course focuses on encounlers condiuon of servitude and location? How did and adaptations betvveen native American and the war illuminate or challenge existing gender European peoples in North .\inerica from 1500 roles? How did the military experiences of the to the present. Topics include the demographic war shape notions of masculinity? con.sequences of contact; impact of European Mr Gallman trade, religion, and war on native societies; reladons between native Americans and the U.S. 271, 272 African History and Society Study of government; and the question of native African history from the pre-colonial era to the American idendty in the modern world. present. First semester covers traditional Mr. Shannon societies, state formations, Africa's relationship 3 67 to the world economy, and European exploration lawyers and artisans, clerics and women, soldiers and conquest. Second semester examines and philosophers whose world was transformed developments leading to the colonization of during the revolutionary decades. Students Africa, changes in African societies under colonial assess diverse interpretations of the revolution's rule, African responses to colonialism, African causes and its consequences for the nationalist movements, and post-colonial development of modern political culture. socioeconomic and political experiments. Staff Mr. Chiteji 3 1 Transformations in Nineteenth-Century 300 Historical Method Course introduces majors Europe In-depth analysis of the history of to the techniques of historical investigation, nineteenth-century Europe. Course follows considers the nature of history, and examines political, economic, cultural, and social the relation of history to other fields of study. developments in Europe beginning with the Prerequisite: Two courses in history. Ancien Regime and the French Revolution. Mr. Birkner Focus is on the transformations in the nineteenth century that brought Europe and 308 Women, Power, and Politics in Early Modern much of the world into the modern era. Topics Europe Study of women's access to political include the industrial revolution, Napoleon, power and their participation in politics in early political ideologies, the creation of new social modern and modern Europe. Consideration is classes, and scientific and medical revolutions. given to different ways women exercised Course emphasizes the differences between the authority and influence and how they expressed world before 1789 and the world in which we a political voice. Includes an analysis of live today. perceptions of politically powerful women. Mr. Bowman Ms. Sanchez 3 1 Europe 1 87 1 - 1 9 1 9 Period from the Paris 3 1 1 Medieval Europe Sinvey of the period from Commune of 1871 to the settlement of the the breakdown of Roman institutions in the Great War in 1919. Course explores West to the coming of the Black Death in 1347. transformations in European economies, states, Special emphasis is given to political, cultural, foreign relations, society, and thought that and social developments, including such topics formed the backdrop for the Great War. as the Germanic invasions, the reign of Mr. Bowman Charlemagne, the struggle between secular rulers and the papacy, the Crusades, and the 318 Europe and the Two World Wars Studies of twelfth-century renaissance. selected aspects of European history from the Mi. Sanchez outbreak of the First World War in 1914 to the end of the Second World War in 1945. 1 and Reformation Study of the 3 Renaissance Mr Bowman gradual transition from the medieval to the early modern world, from ca. 1350 to the end of 319 Europe since 1945 Perspectives on postwar the sixteenth century. Course covers the cultural, Europe: reconstruction, de-Nazification, de- political, economic, and religious changes and Stalinization, the end of the colonial empires, discusses such seminal figures as Petrarch, nationalism and European integration, and the Machiavelli, Luther, Calvin, and Loyola. role of the state and of religion, with the Ms. Sanchez reflection of these in culture and society. Mr Bowman 314 Age of Absolutism Course begins with the sixteenth-century wars of religion and continues 324 Japanese Imperialism, 1853-1945 with a study of the Habsburgs' attempts to Examination of the origines and evolution of dominate Europe, the emergence of France to Japaneses imperialism from the "opening" of predominance, and the development of the Japan to the end of World War II. Topics absolute state. The cultural and social impact of include the origins ofJapanese imperialism, the those political changes form a central part of process of colonizatin, the nature of colonial the class. rule, and the effects of imperialism ofJapan. Ms. Sanchez Prerequisite: History 222, 224, or permission of instructor. 315 Europe and the Age of Revolution Intensive Ms. Greene analysis of the origins and implications of the French Revolution. Course explores the differing aspirations of the nobles and peasants, 335, 336 American Social and Cultural History 373 History of Sub-Sahara Africa in the Twentieth Course traces Ajnerica's major social, religious, Century Study of the impact of European artistic, and philosophical movements and their colonial rule on African cultures, African immediate and long-range impact on Ainerican responses to colonialism, and the impact of the life and culture. Beginning with the American colonial experience on contemporary African Revolution, History 335 covers the period to the nations. Course also examine various methods of Civil War. History 336 condnues from that African resistance to colonial rule. period to the present. Offered alternate years. Mr Chiteji Mr. Forness SENIOR RESEARCH SEMINARS: 341 Colonial America Examination of the 408 The Reformation colonizadon of North American from ca. Ms. Sanchez 1500-1750, with emphasis on the European- 410 Abraham Lincoln Indian encounter, the origins of slavery, and Mr Boritt comparative analysis of family, gender, and labor relations. Students also study provincial American 412 Eisenhower and His Times culture from different regional perspectives and Mr Birkner within a wider Bridsh-Adandc world. 4 1 3 Decolonization in Africa Mr. Shannon Mr Chiteji 342 Revolutionary America Examinadon of the 414 The Far West before the Civil War origins, conduct, and results of the American Mr Forness Revoludon, from ca. 1750-1790. Emphasis is on the social and cultural transformation of 417 Meaning of Independence American life and the polidcal ideology of the Mr Shannon revolutionaries. War for Independence is 418 Nazism explored from the perspectives of soldiers, Mr Bowman civilians, women, African Americans, loyalists, and Indians. 419 Maoism Mr Shannon Ms. Greene 343 Jeffersonian-Jacksonian Era Course covers Individualized Study Individual tutorial, research the period from the 1790s to the Mexican War project, or internship, requiring the permission and explores currents of American national life of an instructor who supervises the project. and sectional interests under such influences as Instructor can supply a copy of the statement Jefferson's agrarian republicanism and the new of departmental policy regarding grading and democratic movements of thejacksonian period. major credit for different types of projects. Mr Forness Either semester. Staff 345 Civil War The trauma of America from the end of the Mexican War to Appomattox, moral INTERDEPARTMENTAL STUDIES judgments in history, political culture, economic interests, diplomacy, and war. Professor Winans (Chairperson) Mr Boritt, Mr Gallman Associate Professor Powers Adjunct Instructors Lindeman and Lane 348 Early-Twentieth-Century America Focus is LecturersJones and Nordvall primarily on the major political, economic, and Scholar-in-Residence Becker social developments in the U.S. from about 1900 to 1945. Some attention is given to the role The Committee on Interdepartmental Studies of the U.S. in the world during this period. offers courses and coordinates specialized Mr Birkner interdepartmental programs. These may include international programs and global/area studies. 349 The United States Since 1 945 Examinadon of major political, economic, and social developments Among other opportunities for Interdepartmental in the U.S. since 1945, including demands made Studies is the special major: a student, with the on the U.S. as a leading world power. consent of two supervising faculty members Mr Birkner from different departments, may design a coherent program of at least ten courses focusing on a particular issue or area not adequately included within a single department. It may be — based on any grouping of courses drawn from the present. Given the diversit)' of the any part of the curriculum so long as the proposed experience, students are encouraged to develop major is coherent, serves a carefully defined and articulate their own an.swers to the academic purpose, and includes no fewer than question: How have various historical, cultural, eight courses above the 100 level, three or more political, and economic contexts affected courses at the 300 level, and a 400-level Judaism and how has Judaism affected them in individualized study course. The Committee on turn. Students study historical materials, as well Interdepartmental Studies has final responsibility as religious, cultural, and political artifacts. ^ for approving special majors. (See "Special Major" Staff for a fuUei' description.) 205 Poverty and Welfare in American History By nature of their objectives and content, Survey of the history of povertv' and responses Interdepartmental Studies courses cross the to poverty in America, from the colonial period lines of departments and specialized disciplines. to the passage of recent welfare reforms. Class For example, some of these courses attempt to focuses on three interrelated clusters of provide the common body of knowledge questions. WTio were the poor and how have traditionally associated with a liberal education; they lived? What have Americans thought about others attempt to integrate the understanding poverty? And what have been the public and of different kinds of subject matter; and still private policy responses to poverty? Course has a others combine methodologies from diverse required service-learning component. departments and disciplines. Most notably, the Mr. Gallman Senior Scholars' Seminar challenges an invited 2 1 1 Perspectives on Death and Dying Study of group of seniors, representing as many academic death and dying from a variety of perspectives: departments as possible, to apply their skills to psychological, medical, economic, legal, and the investigation of a problem that crosses the theological. Dignity in dying, what happens after boundaries of, and demands the methods of, death, euthanasia, body disposal, AIDS, and several disciplines. (See "Senior Scholars' Seminar" other such problems are examined. May be for a fuller description.) counted in requirements for a religion major. In addition to the courses listed below, courses Prerequisite: permission of instructor. of an interdepartmental nature can be found in Mr. Moore this catalog under the African American Studies 2 1 5 Contemporary French Women Writers program, the Environmental Studies program, Investigation of the "myth of woman"—a male the Latin American Studies program, and the invention, as Simone de Beauvoir pointed out Women's Studies program. through various twentieth-century texts. Students 103, 104 Literary Foundations of Western read everything from a novel by this century's Culture Study of selected major literary works earliest and most notable French woman writer, of Western culture. Authors range from Colette, to the exposition of Luce Irigaray on Homer and Plato, St. Augustine and Dante, to Freud and Julia Kiisteva on the feminine in Shakespeare, Milton, and Goethe. Through language. All readings and discussions are in reading and discussion of complete works, the English. Not offered every year. student is introduced to those humanistic skills Als. Richardson Viti and critical methods that have traditionally 227, 228 Civilization of South Asia Stvidy of cultural distinguished the liberally educated person. encounters between the Indian subcontinent Fulfills distribution requirement in literature. and other world cultures. First course: Aryans, Mr. Lane, Ms. Lindernan Hinduism, Buddhism; Graeco-Roman, Chinese, 148 Imagined Cities: Novels in Italy Investigation and Southeast Asia exchanges. Second course: of tiie role of "place" in a number of American Muslim and British colonialism, independent and European novels set in Italian cities. Course India, contemporary movements for change. focases on the ways in which literary representations Fulfills the requirements in humanities and transmit and help shape common conceptions non-Western culture. Alternate years. Offered about the "meaning" of those cities. 1998-99. Mr. Melchor Ms. Powers 161 Introduction to Jewish Studies: The People of 235 Introduction to African Literature Survey the Book Introduction to the wide range of in English of modern sub-Saharan African Jewish experience from the biblical period to literature. After an introductory section on — background and the oral tradition, course treats of folk world-views, and guidance on doing tlie primary themes of this writing, many of folklore research. Emphasis next shifts to which bear the stamp of the colonial experience children's folklore, urban legends, Gettysburg and its aftermath. Representative novels, plays, ghost stories, gender-related folklore, African- and poetry are read and discussed for artistic American folklore in historical context, and a value and cultural insights. Fulfills distribution final section on folk song and folk music. Not requirements in literature and non-Western offered every year. culture. Alternate years. Mr Winans Mr: Michelman 246 Irish Quest for Identity: The Irish Literary 237, 238 Literature of South Asia Study of major Revival Study of the culture and history of South .Asian literary works in translation. First Ireland as reflected in its literature in English, c. course: Vedic h}inns, epics, Sanskrit drama, 1880-c. 1940. Course explores how Ireland, lyrics, devotional poetry. Second course: Islamic principally through her writers, succeeded in literature, contemporary novels and short stories. reviving and asserting her unique Gaelic identity Complete works read from an interdisciplinary during the decades immediately preceding and perspective, using criticism from Western and following the War of Independence (1916-1921). Indian sources. Fulfills the requirements in Authors studied include Augusta Gregory, W. B. humanities and non-Western culture. Alternate Yeats, J. M. Synge, Sean O'Casey, and James years. Offered 1999-2000. Joyce. Fulfills literature requirement. Not Ms. Poxuers offered every year. Mr.J.P Myersp. 239 Architecture and Society in Nineteenth- Century America (See listing under History 147 Maintaining Irish Identity: Modern Irish Department) Literature Survey of Irish literature since the 1940s. Course examines how poets, dramatists, 24 1 Modern Irish Drama Exploration of the and writers of fiction have responded to the evolution of modern Irish theatre within the problems of maintaining an Irish identity on a matrix of the esthetic and political revolutions partitioned island and in the contemporary that occurred, and continue to occur, in world. Special attention is given to the twentieth-century Ireland. Irish dramatists have interrelaUonship of Catholic and Protestant and produced a body of literature remarkable for rural and urban traditions. Authors studied both its unparalleled artistic achievement and include dramatists such as Samuel Beckett, poets its acute political and social responsiveness. such as Seamus Heaney, and fiction writers such Major emphasis is accorded W. B. Yeats, Lady as Sean O'Faolain. Fulfills literature Augusta Gregory, John M. Synge, Sean O'Casey, requirement. Not offered every year. Samuel Beckett, and Brian Friel. Fulfills Mr J. P. MyersJr literature requirement. Not offered every year. Mr. J. P. Myrrsjr. 249 Jewish Writing in the Modern World Introduction to a wide-ranging variety ofJewish 243 Anglo-American Folk Song Study of the writing from the past 100 years, including religious, Anglo-American tradition of folk song in the poHtical, philosophical and literary texts. U.S. After defining traditional folk song and Course explores such questions as: What makes looking at its place in the cultural history of this a text Jewish? How do writers express, repress, country, course briefly surveys the history of redefine the meanings ofJewishness/Judaism? folksong scholarship, then undertakes an in- What is Jewish self-hatred? Students examine depth study of three broad types of folk music different stages ofJewish immigrant life and ballads, lyrical songs, and instrumental music. ways that films (such as TheJazz Singer, Fiddler on Song types are examined from a thematic the Roof, and Goodbye, Columbus) are both a product perspective, based on the content of the lyrics. and a recorder of that experience. Fulfills Students engage in some musical analysis, but literature requirement. no prior musical knowledge is required. Ms. Berg, Mr Goldberg Mr. W'inans 250 Criminal Justice Overview of the criminal 244 Introduction to American Folklore C^ourse justice system in the U.S. and the role of police, begins with discussions of the nature of folklore attorneys, trials, and prisons. Primary goal is for and some .sense of the history of the discipline, students to make knowledgeable analysis of then focuses on materials on the folk group, the various public policies to deal with crime. Major folk process, the folk performance, the nature U.S. Supreme Court cases are read to illustrate the nature of legal reasoning and criminal 268 The Arts, Environment, and Religions of justice problems. Students may pursue a short Indonesia Study of the arts, cultural traditions, internships in local criminal justice agencies. environmental issues, and religious practices of Not offered every year. Offered in 1996-97. the people of Bali. Students live with local Mr. Nordvall families, where they experience the significance of the family structure in Balinese life, art, and 252, 253 Area Studies Seminar: Latin America religion. Students witness a vast assortment of Interdisciplinary study of contemporary issues art-based experiences, including theatrical and in Latin American societies, including the dance programs and participation in master environment, native peoples, race and identity, classes with painters, dancers, musicians, cultural movements, changes in gender roles, carvers, and actors. Offered annually, mid-May and challenges to democracy. General goal is to to mid-June. One class unit of credit. Prerequisite: gain appreciation for the diversity of human Permission of instructor. experiences in Latin America and understanding Mr. Hanson of the complexity of the problems it faces. Offered 1998-99. Taught by Mr. Becker. 272 Gods, Heroes, and Wagner Study of the Topic for 1999-2000 is Eastern Europe. artistic and philosophical thought of Richard Coiirseiuork includes visiting lecturers and films of Wagner as expressed in Der Ring des the Eastern Europe Area Studies Symposium. Nibelungen—^an adaptation of the myths and legends of the Germanic past used to dissect 255 Science, Technology, and Nuclear Weapons European reality in the nineteenth century. Study of the effect of technology- on the many Utilizing various approaches (biographical, issues related to nuclear weapons. Coverage mythological, literary, political/historical, aestlietic, includes nuclear weapons effects, strategic musical, psychological), course investigates arsenals, past and current attempts at arms Wagner's position in his own age, as well as his control, nuclear proliferation, and nuclear impact on succeeding generations, including disarmament. Special emphasis is given toward the ideolog)' of national socialism. Knowledge of understanding future technological trends in German or background in music not required. the post cold war climate. Mr. McCardle Mr. Pella 273 Four Centuries of Doctor Faust Study of 260 The Holocaust and the Third Reich Intensive selected treatments of the Faust theme in study of selected writings (poetry, prose, drama) literature, music, and art. Readings include that demonstrate possibilities of literary Marlowe's The Tragical History ofDoctor Faustus expressions in response to the Holocaust. and Goethe's Faust. Operas of Gounod and Students read \arious writings in English by Boito, as well as illustrations by artists such as German and non-German writers, including Delacroix supplement the readings. Recordings, Heinrich Boll, Ilona Karmel, Giinter Grass, and films, theatrical performances (subject to Elie Wiesel. Course also includes .such films as availability) are also used. All readings in English. The Tin Drum, The White Rose, and Night and Fog. Not offered every year. Knowledge of German is not required. Fulfills Mr. McCardle literature requirement. Not offered every year. Ms. Armster 3 1 2 Ancient Egypt: Its Language, Literature, Art, and History Study of ancient Eg)'pt"s culture, as 267 Theatre and Religion Investigation of the reflected in its language, literature, and art. theatre's role in \'arious Western and non-Western Study of the Egyptian language itself is confined religions. Students gain an understanding of to the script, vocabulary, and grammar of the and an appreciation for the function of Middle Kingdom (c. 2240-1570 B.C.E.), but performance and design in worship, liturgy, and Egypt's literature and art from 2900-1100 B.C.E. ritual. They also develop a critical sense of the is presented in historical context. Fulfills theatre's effectiveness as a teaching device distribution requirement in non-Western culture within a religious context. A significant effort is and may be covmted toward requirements for a made in assessing religion's impact on the religion major. Prerequisite: Permission of theatre's evolution in form, style, and purpose. instructor. Fulfills distribution requirement in fine arts and Mr. Moore religion. Prerequisite: Permission of instructor. Mr Hanson 320 Human Sexual Behavior Discussion of bio- Asian Studies sexual, sociosexual, and psychosexual development Gettysburg College offers a number of courses in a cultural-behavioral setting. Resources from for students wanting a sound introduction to a variety of disciplines are discussed as they Asian culture as part of their liberal arts relate to the present-day social-sexual milieu. curriculum. Each Asian Studies course fulfills a Seminar format. In-depth research investigation distribution requirement. These courses are required. Enrolls seven women and seven men. presented by members of various departments, Mr. Jones persons with interests and competence in Asian Studies. A student may minor in East Asian 325-L London Seminar: Trade, Technology, and Studies by completing the following: One core Time in Britain Examination of changing course, three courses in one's country of concepts of time that accompanied changing specialization (China or Japan), one year of technology in eighteenth- and nineteenth- Japanese or Chinese language, one course century England. Using the 1714 Longitude Act offering a comparative perspective within East as a focal point, the class examines the develop Asia, and one elective course. Students ment of new technologies that create or comple- interested in the minor in East Asian Studies ment evolving trade and industrial activity and should consult with Professors Gaenslen considers how social and cultiual attitudes (pohtical science), Sommer (Religion), toward time reflect and affect changing techno- Garofalo (Japanese), or Greene (history). A logical and economic conditions. Offered fall student may construct a special major with 1998 and taught by Ms. Fender. concentradon in Asian Studies. Students should The topicfor the London Seminar in the fall 1 999 seek assistance in planning an Asian Studies is England and the Sea: The Golden Age of Sail, special major from Professors Gaenslen, 1 750-1850, taught hi Mr. Pittrnav. Garofalo, Greene, Powers (IDS), or Sommer, or 401 Senior Scholars' Seminar: The Future of other faculty members who teach courses in this Humanity Seminar for selected senior students area, or from the Committee on Interdepart- addressing an important contemporary issue mental Studies. Course offerings suitable for affecting the future of humanity. Approach to special majors in Asian Studies are found under this issue is multidisciplinary. Authorities of many departmental lisdngs. national stature are invited to serve as resource Comparative Literature persons, and seminar participants present a Gettysburg College offers courses in many final report on the topics discussed. The topic literatures in the original languages (ancient for fall 1998 was The Holocaust and Modern Greek, Latin, Italian, Spanish, French, German, Memory. (See Senior Scholars' Seminar section English, and Japanese). In addition, a number for additional details.) of courses are offered in foreign literature in SPECIAL PROGRAMS translation (Classics, IDS). Students who work in American Studies more than one language (e.g., English and Gettysburg College offers a variety of courses Spanish) are encouraged to consider creating a analyzing American life and thought, which special major in Comparative Literature in provide students with many opportunities for consultation with faculty in the appropriate creating special majors in American Studies. departments. The study of comparative literature Such majors may emphasize behavioral analyses, enables students to emphasize a particular historical perspectives, literary and artistic period, theme, or genre across cultures, instead dimensions, or coherent combinations of such of the traditional focus on the chronological approaches as they are reflected in courses from study of a national literature. A particular several departments. For example, special majors theoretical approach can also be cultivated (such could be designed in the areas of early-American as feminist, reader-response, structuralist, Marxist, culture, modern American social stratification, and Freudian). Special courses, such as Art ethnicity, or the religious and economic values Song or Traditional Japanese Theater, may also of the American people. Students should seek coimt towards a special major in Comparative assistance in planning an American Studies Literature. Students who wish more information special major from Professors Birkner (History) are encouraged to consult with any of the or Winans (English), or other faculty members following advisors to the program: Professors who teach courses in these areas, or from the Gaboon and Zabrowski (classics); Melchor Committee on Interdepartmental Studies. (Italian); Fee (Old Norse; Middle German); Winans (IDS); Armster, McCardle, and Ritterson (German); Tannenbaum and R. Viti contact any of the following advisors to the (French); Garofalo (Japanese); and Gushing program: Professors Mott (political science), and Rolon (Spanish). Professor Powers (IDS; Portmess (philosophy), and Hinrichs hidian literature), Professor Michelman (French; (sociology), and Dean Nordvall (college life). African literature), and Professor Myers (English; Irish literature) are also advisors to the program, INTERNATIONAL AFFAIRS CONCENTRATION as are many members of the English and Theater Donald Al. Borock, Director departments. Overview Global Studies/Area Studies The International Affairs Concentration (lAC) Gettysburg College offers an array of courses in exposes students to factors and forces that have global studies through the course offerings of shaped the contemporary world. The program several departments and through its yearly Area promotes a multidisciplinary approach to the Studies program. Each year the College study of international relations by focusing on arranges a program of films, lectures, symposia, issues facing the international community and and special events focused on an area of critical the interactions of states and other actors as interest in the world. The program has dealt they attempt to achieve their foreign policies or with such topics as Central America, Vietnam goals. Students pursuing careers connected with Ten Years After, and Struggle in Southern international issues or interested in graduate Africa. Most recently. Area Studies has focused school should find this program attractive. on China in Revolution, Mexico, the Caribbean, Japan and South Asia. The current focus of the The program provides students v\ith an Area Studies program is on Social Movements in opporttmity to gain specialization in the Latin America. To enhance the academic multidisciplinary field of international relations, offerings in these areas of study, the College has while at the same time developing a disciplinary the privilege of scholars-in-residence from foundation within their major concentration. various areas of the world. Scholars-in-residence lAC primarily serves the departments and offer courses and guide individualized studies programs whose majors display an interest in for students in their areas of interest. Often international relations. These are economics, several specific courses are available that study environmental studies, French, German, history, the area focused on for the year. Students may management, political science, sociology, and enroll in IDS 252, 253, the Aiea Studies course, Spanish. Students majoring in other disciplines, in either or both semesters. These tutorial such as English and philosophy, may also courses require participation in the several participate in the LAC. Their specific programs aspects of the Area Studies program and a will be developed with the assistance of their special project under the supervision of a major adviser and LAC adviser. lAC students are member of the faculty'. also able to develop a specific regional track, such as Latin America, Europe, Africa, or Asia. Law, Ethics, and Society Gettysburg College offers several law-related Requirements and Recommendations courses which present students the opportunity The LAC consists of nine core courses drawn to explore fundamental aspects of the law as from the departments of economics, history, part of the liberal arts curriculum: civil rights and political science, as well as a series of and liberties, constitutional law, the criminal electives available from other departments. justice system, ethical issues and the law, legal Study of a langtiage beyond the College reasoning, business law, environmental law, and requirement and study abroad are not required, criminology. Through such interdisciplinary but are strongly encouraged. Students study, students explore the close interplay of interested in LAG should begin taking core law, ethics, and the society from which law courses in their first or second year. Application springs and which it serves. Special majors may for the program is made through the LAC be designed that emphasize the law within its director. Students should apply for the LAC social and historical context and that, combined between the second semester of their first year with internships, research opportunities or off- and the end of their sophomore year. To be campus study (such as oiu" affiliated program accepted into the program, students must have with American University), give students a rich a GPA of 2.0 or above overall and in their major. appreciation for the law in its many dimensions. To remain in the program, students must have a Students who v\ish more information may GPA of 2.0 or above in the major, the LAC courses, and other College courses. — All LAC students must take the following Core Class materials include excerpts from Italian Courses: newspapers and magazines, an annotated reader I with a selection of twentieth-centiuy Italian Economics 103 Principles of Microeconomics prose, and Italian video recordings. Access via Economics 104 Principles of Macroeconomics satellite to Italian television programming allows Economics 251 International Economics realistic discussion of contemporary events. History 1 10 Twentieth Century World Laboratory work required of all students. Select Concentration Elective in History (100-, Prerequisite: Italian 102 or equivalent score on 200-level course) departmental placement examination. . Select Concentration in History (200-, 300-level Mr. Melchor coiuse) Science 103 Introduction to Political JAPANESE STUDIES International Relations Political Science 242 U.S. Foreign Policy Instructors Fukushima and Tsuboi Garofalo Select Concentration Elective in Political The College offers a full four-year program in Science Japanese language, as well as courses in Japanese All core courses in a student's major history, literature, religion, political science, department shall count toward their major anthropology, theatre, art history, and economics, requirements only. Economics, history, and which provide students opportiuiities for political science majors will therefore complete considerable breadth and depth in the study of their nine course requirement by taking three Japan. Students may design a major or minor in Select Concentration Electives outside of their Japanese saidies based on their particular interests, major program in at least two different or they may focus their attention on Japan as disciplines. All other majors will take the seven part of the minor in East Asian studies. Students core courses and the Select Concentration may also choose to study at Kansai Gaidai 1 Electives in history and political science. A list University in Japan (see below). Academic work of electives is available from the director of lAC in Japanese studies on campus is enriched by and the lAC Web page. the activities of the Japan Club, which fosters interest in Japanese culture by sponsoring lectures ITALIAN STUDIES onJapanese topics, Japanese films, and odier events. For current information on Japanese studies, Instructor Melchor please consult the Japanese Studies Web page at Courses offered are designed to pro\ide the http://www.gett)'sburg.edu/homepage/ student with a basic understanding of spoken academics/gusource.html. and written Italian. No major or minor is Students who have completed at least one year currently offered in this area. Students may use ofJapanese language are strongly encouraged Italian (through the 202 level) to fulfill the to study at the College's affiliated program at language distribution requirement. The Kansai Gaidai University in Japan for one Committee on Interdepartmental Studies semester or a full academic year. Located in oversees the administration of the Italian Hirakata City, between the business and indiustrial language program. center of Osaka and the ancient capital city of 101, 102 Elementary Italian Fundamentals of Kyoto, Kansai Gaidai University offers instrucdon Italian grammar, composition, pronunciation. in Japanese language, as well as a full range of Emphasis on oral comprehension, verbal courses on Japanese topics taught in English communication, reading, and writing. including history, business, economics, art, Classroom interaction stresses aural-oral literature, religion, theatre, and political science. method of language learning. Regular The program at Kansai Gaidai also provides laboratory work reinforces grammar and writing many opportunities for students outside the skills and is required of all students. Course classroom: living with a Japanese host family, includes use of audio-\Tisual materials and field trips to cultural and historical sites, study of introduction to important aspects of Italian tradidonal arts, and visits to Japanese businesses, cultiue. and others. Credit for courses taken at Kansai Mr. Melchor Gaidai may be transferred to Gettvsburg College and counted toward major and/or minor and 201, 202 Intermediate Italian Review of distribution requirements. grammar, as well as further development of speaking, reading, and writing skills in Italian. Japanese Language Courses COURSES ON JAPAN Japanese language instruction is offered at all 140 Traditional Japanese Theatre Study of the levels, from beginning to advanced. Language historical backgroimd, staging and acting courses are designed to train students in the techniques, and scripts of the four major types skills of listening, speaking, reading, and ofJapanese traditional theatre: Noh, Kyogen, writing, and to develop the cultural knowledge Bimraku, and Kabuki. Students read scripts in and sensiti\it)' necessary to communicate English translation and discuss distinctions effectively in Japanese. The Japanese language among the various forms. Knowledge of emphasizes interaction for students with native Japanese is not required. speakers ofJapanese both in the classroom and Ms. Tsuboi Garofalo in informal settings outside class time. 252 Japanese Pop Culture: Study of Manga and Distribution/Liberal Arts Requirements Animation Study ofJapanese culture, focusing Japanese 202 fulfills the language requirements. on manga—comic books in magazine and book Japanese 140 satisfies the non-Western form—and animated manga (or animation). requirement in the arts. Course provides an overview of the historical development of manga as a prominent element 101, 102 Beginning Japanese Introduction to the ofJapanese cultural and aesthetic tradtion. fimdamentals of speaking, listening, reading, Ms. Fukushima and writing. Students develop a functional knowledge of the structures of spoken and written UTIN AMERICAN STUDIES Japanese, master the phonetic wridng system, and begin the study of Chinese characters as Emelio Betances, Coordinator they are used to write Japanese. Beginning Overview Japanese also acquaints students with patterns Gett)'sburg College offers a minor in Latin ofJapanese social custom and other cultural American Studies. The minor consists of a phenomena, as they pertain to the language use. variety of courses in several departments in the Ms. Fukushhna, Ms. Tsuboi Garofalo social sciences and in the humanities. Students 201, 202 Intermediate Japanese Builds on the who choose this minor are encouraged to study fundamentals covered in Beginning Japanese to abroad for a semester or a year. develop skills in spoken and written expression, The College pro\ides an intellectual environment comprehension of authentic materials, and for the study of Latin America. Program of knowledge ofJapanese culture. Course activities includes a lecuire series, panel discussions, emphasizes the acquisition of communication art exhibits, films, field trips, and service learning strategies effective in Japanese contexts. opportunities in Latin America, as well as in the Ms. Fiikushima, Ms. Tsuboi Garofalo local Latino community. In this environment 30 1 , 302 Advanced Japanese Development of students develop an understanding of Latin spoken language, as well as reading and writing America and the Caribbean and come closer to ability. Course refines and integrates skills an appreciation of our hemispheric neighbors. acquired in Intermediate Japanese to allow A year-long colloquium on Latin American students to handle more complex oral issues is offered for interested faculty and communications and comprehend more students. The Colloquium meets three to four advanced readings on Japanese society. times each semester to explore the different Ms. Fukushima, Ms. Tsuboi Garofalo cultural, historical, economic, and political 303, 304 Advanced Readings, Composition, and aspects of Latin America today. Each meeting Conversation in Japanese Integrates further the has a speaker, either from the college communit)' skills covered in Advanced Japanese. Course or from other institutions, who discusses his or emphasizes the refinement of comprehension her ovMi research on Latin .\merica. Students and expression skills in oral and written who have studied in Latin America or who have Japanese and expansion of knowledge of had service learning experience in Latin Japanese culture through reading, classroom America are encouraged to present reflections discussion, and analysis of works of literature, on their experiences. The Colloquium is newspapers, and magazine articles. Course intended to be a forum for lively discussion of prepares students to use Japanese effectively in contemporary Latin American realities. academic, business, and other settings. Off-campus programs in Mexico and Nicaragua, Ms. Fukushima, Ms. Tsuboi Garofalo offer students opportunities to broaden and deepen their knowledge of Latin America. Span 315 Introduction to Hispanic Students interested in a special major in Latin Cinema (in Spanish) American Studies may combine courses in the Span 320 L)Tic Poetry (in Spanish) minor with additional courses in political Span 324 Latin /\merica Contemporary Prose science, economics, sociology, anthropologv', (in Spanish) Spanish, history, management, and LAS 249 Brazilian Culture and Society environmental studies. LAS 147 Contemporary Latin American Cultiue Requirements and Recommendations LAS 220-229 Special Topics in Latin American For the minor, students must fulfill the language Literature and the Arts distribution requirement in Spanish or LAS 22 1 L'ndre.ssing Frontiers: Gender Issues Portuguese and take six courses from the list in Latin i\merican Literature below, distributed in the following manner: LAS 249 Brazilian Culture and Society Three courses from the Core; one course from ( iroup I; one course from Group II; and one Group III consists of coiuses offered abroad. ( ourse from Groups I, II, or III. 140 Introduction to Latin America Study of the Distribution/Liberal Arts Requirements peoples and civilization of pre-Columbian Latin American Studies 140, 261 fulfill the America, and of the institutions, economy, history/philosophy distribution requirement. history, and culture of Latin America and the LAS 220, 229 fulfill the literature distribution Caribbean, from the Spanish conquest to the requirement, and L^S 262, 267 fulfill the social present. Course reviews several case studies and .science distribution requirement. examines how modern Latin America responds to underdevelopment in its struggle for Latin American Studies 140, 147, 220-229, 261 political and cultural integration. fulfill the liberal arts humanities requirement, Mr. Betances and LAS 262, 267 fulfill the liberal arts social science requirement. 147 Contemporary Latin American Culture Study of contemporary Latin American culture The (x)re consists of the following courses: through the examination of its art literature, LAS 140 Introduction to Latin America — music, film, painting, photography—^viewed as LAS 261 (Colonial Latin America an expression of the permanent conflict between LAS/Soc 262 Social Development of Latin America the ardst and his/her social environment. Course focuses on the interrelationships between the Group I consists of the following courses in the social, political, and intellectual factors that Social Sciences: influenced the development of Latin American Anthro 232 Pre-Golumbian Civilizations of cultures and their unique artistic creations. Mesoamerica Emphasis is also placed on the predominant Anthro 237 African and Afro-Latino Cultures: view among Latin American intellectuals that Studies in Ritual and Power the artist has the power and the obligation to Anthro 250 The Inca and Other Pre- effect change and modify' society through art. Columbian Civilizations of South America Ms. Rolon Pol Sci 275 Latin American PoHtics 220-229 Special Topics in Latin American LAS/Soc 267 Politics and Society in Latin Literature and the Arts Study of Latin American .'\nierica: The (^ase of the Dominican Republic literature and related arts from varying LAS 270 Latin America and the International Commimity perspectives. Taught in English. LAS 461 Individualized Study Staff Soc 3 1 3 Polidcal Sociology 22 1 Undressing Frontiers: Gender Issues in Latin Econ 214 Latin American Economic History American Literature Examination of Latin and Development American narratives that question sexual Econ 250 Economic Development difference while engaging and representing sociohistorical contexts of crisis and change. Ciroup II consists of the following courses in Ms. the humanities: Ramos Span 3 1 1 Latin American C^ivilization 249 Brazilian Culture and Society Overview of (in Spanish) the diverse and complex culture and society Span 313 Hispanic Theater (in Spanish) of Brazil, South .America's largest coimtry. Approaches to the subject are historical, MANAGEMENT sociological, and anthropological. Course uses Professors Bobko, Pitts, Rosenbach, and Schein both current and historical materials. Associate Professors Redding and Walton Staff Assistant Professors Frey and Tejeda 261 Colonial Latin America History of Latin Overview America, from the arrival of Columbus to the The department provides a distinctive curriculum independence movement in the early decades designed to engender understanding of the role of the nineteenth centiuy. Coiuse explores the of management in a variety of organizational building of a colonial order as a unique experience settings: public, private, local, national, and of two different societies coming together. international. In order to develop the breadth Mr. Betances of imderstanding appropriate for a liberal arts 262 Contemporary Latin America Study of the education, the curriculum is integrative. The formation of Latin American republics, focusing curriculum incorporates the historical and on the interplay between internal processes and social contexts within which managerial decisions external influences. Students examine the Latin are made and brings into clear focus the moral Americans' struggle for political and cultural and ethical dimensions of such decisions. Students integration to overcome their colonial heritage are encouraged and equipped to become and to build nadon states. informed decision-makers, who employ carefully Mr. Betances considered values and the aesthetic and intuitive components of leadership, as well as the relevant 267 Society and Politics in Latin America: A Case analydc and technical skills. Most importantly, Study of the Dominican Republic Study of the the curricidum and the manner in which it is sociopolitical evolution of nineteenth- and taught foster the qualities of cridcal, creative twentieth-century Dominican Republic. Course thinking; the entrepreneurial disposiuon to be examine the tension between dictatorship and intellectually bold, independent, and innovadve; democracy, changing economic patterns of the zest for lifelong learning; and the values so Dominican life, and the influence of the U.S. important to vital and socially responsible military interventions of 1916-1924 and management in our public and private enterpri.ses. 1965-1967 on the modern Dominican state. Emphasis is placed on how the Dominican Requirements and Recommendations Republic mirrors contemporary Caribbean Majors in management are required to socio-political development. complete ten core courses, plus a minimum Mr. Betances of two electives and/or senior seminars. At least one of these two additional courses must be a 270 Latin America and the International senior seminar. The ten core courses are as Community Study of the domestic and follows: Madi 104 (or Math 105-106 or 111), international dynamics of recent Latin American Economics 103, 104, and 241, and Management political development. Emphasis is placed on 153, 266, 270, 365, 385, and 400. Students the structures and players in the political arena, anticipadng a management major are as well as policy decision-making and current encouraged to take Economics 103-104 in the issues. first year. Staff To qualify for departmental honors in ni Mexican Democracy and Development management, a student must 1 ) satisfactorily Examination of Mexico's historical, social, complete Management 400 during the senior year political and economic development. Course with a grade of B or better; 2) be recommended analyzes such contemporary issues as labor by his or her adviser; and 3) have earned a 3.3 migration, human rights, political democratization, departmental grade point average. environmental protection, economic development, and international relations. Course also Additional information regarding the department explores why Mexican history and culture are is contained in the Defjartment of Management different from those of the U.S. and how these Handbook. All majors and potential majors are differences have helped shape the country as it urged to obtain a copy of this pamphlet. is today. Taught from a Mexican point of view. 153 Financial Accounting Study of basic Staff principles, concepts, and problems in recording, summarizing, reporting, and analyzing financial (hiia. Emphasis is placed on reports used by forecasting/staffing, inventory control, and (1( ( ision-makers, both inside and outside the quality assessment and surveys operation strategies, firm. Prerequisite: Sophomore status. such as total qualit\' management (TQM) and Staff robotics. Focus is on business en\ironmenLs that favor inter-functional collaboration. Prerequisite: 154 Managerial Accounting Study of accoundng Management 266, Math 109, or permission of concepts for planning, control, motivation, instructor. Course will be offered on an reporting, and evaluation by management of irregular basis or may be phased out. the firm. Prerequisite: Management 153. Staff Staff 353 Cost Accounting Concepts of cost 247 Management Information Systems accumulation and cost analysis for decision- Introduction to information technology and making piuposes. Emphasis is on use of these management of information systems. Focus is concepts in manufacturing concerns and other on the management of change, computer organizations. Prerequisite: Management 154. applications, and information technology Course will be offered on an irregular basis or applications. Prerequisite: Management 266 or may be phased out. permission of instructor. Staff Staff 355 Auditing Introduction to the objectives, 253-254 Intermediate Accounting Continued concepts, analysis, and procedures imderhing and more intensixe study of principles, concepts, • the review of financial reports prepared by and theories prevalent in accoimting. Emphasis organizations. Emphasis is placed on the is on literature and pronouncements of analysis of internal control and the auditor's professional accoimdng groups and regulatory ethical and legal responsibility. Prerequisite: agencies. Prerequisite: Manngen^ent 153 or Management 254 or concurrent enrollment. permission of instructor. Coiuse wll be offered Course will be offered on an irregular basis or on an irregtUar basis or may be phased out. may be phased out. Staff Staff 266 Management and Organization Introduction 356 Federal Taxes Introduction to federal income to management ideas, processes and techniques tax, with focus on tax research and principles as used in both profit and not-for-profit organizations. they relate to tax preparation and tax policy. Focus is on the challenge of managing different Course will be offered on an irregular basis or organizations in contemporary society. may be phased out. Prerequisites: Sophomore status or higher. Staff 360 Organizational Ethics Exploration of the 161 Business Finance Introduction to principles relationship between law and ethics, of ethical and practices involved in the acquisition and factors and restraints, recognition of ethical administration of corporate funds. Emphasis is dilemmas affecting managerial decision-making, on financial planning, investment analysis, asset and policy in private and public sector management, and sources and costs of capital. organizations; examinafion of a variety of Prerequisites: Management 153 and 266, and ethical issues, such as those relevant to the Economics 241. Course will be offered on an environment, constmier protection, discrimination irregular basis or may be phased out. in the workplace, conflict of interest, global ^toff economy, social responsibility of organizations, 270 Organizational Behavior Theory of and professionalism; emphasis on case study behavioral science applied to the organization, method. Preiequisite: ]un\OY status or higher. with emphasis on the interaction of the Staff individual and the organization. Topics range 361 Marketing Management Study of the from individual attitudes and behavior to dynamic nature of contemporary marketing: the organizational change. Prerequisite: Management marketing concept, consumer buying behavior, 266 or permission of instructor. marketing research, the promotional mix, and Staff international marketing. Incorporates case 340 Production Management Study of production studies, current problems, and ethics of management from a decision area and decision marketing. Prerequisites: ^conom\c% 103, 104. technique framework. Examines principles of Statistics (Economics 241 or equivalent) firms, and institutions. Theories and techniques strongly recommended. Course will be offered for maximizing investment portfolio on an irregular basis or may be phased out. performance are studied. Emphasis is on analysis ^taff and selection of securities, portfolio management, and operation of securities markets. Prerequisite: 363 Business Law Legal environment of business Management 267 or permission of instructor. and how law affects managerial decision-making; Course will be offered on an irregular basis or introduction to law of torts, business crimes, may be phased out. contracts, sales, product liabilit)', consumer Staff protection, bankruptcy, leases, formation of corporations and partnerships, employer- 373 Advanced Accounting Advanced concepts employee rights, environmental regulation, and accounting problems in areas such as intellectual property. Uniform Commercial Code; nonprofit organizations, partnerships, and examination of court systems, legal process; international accounting, with emphasis on discussion of international business law, accounting for business consolidations. governmental regulation of business, constitutional Prerequisite: Management 254. Course will be issues relevant to business; use of case study offered on an irregular basis or may be phased method where appropriate. Prerequisite: out. Management 266 or permission of instructor. Staff Course will be offered on an irregular basis or 381 Small Business Management Study and may be phased out. critical anaUsis of principles and procedures for Staff establishing, developing, and managing a small 364 Advanced Business Law In-depth study of business. Relevant differences between large contemporary legal environment of business and small business management are examined. and how law affects managerial decision-making. Prerequisites: Management 153, 266, 267, and 361. Course examines Uniform Commercial Code, Course will be offered on an irregular basis or contracts, sales, partnerships, corporations, may be phased out. small business organizations, franchises, banking, Staff bankruptcy and reorganization, property, 385 International Management Examination of international transactions, and governmental problems and opportunities confronting business regulation of organizations. Class explores enterprises that operate across national borders, principles of tort, contract, and constitutional with emphasis on adaptadon to different cultural, law. Case study method is employed as appropriate. legal, political, and economic environments. Prerequisites: Management 266 and Management Prerequisites: Management 153 and 266. 363 or permission of instructor. Course will be Staff offered on an irregular basis or may be phased out. 400 Policy and Strategy Integrative capstone ^'«// course concerned with the role of senior executives in business enterprises. Course 365 Human Resources Management Major focuses on problems of strategy formulation, principles of human resoiuce management, organization design, and organization renewal. from the perspectives of both organizational Required of all seniors. Prerequisites: Senior demands and individual interests. Basic theoretical status plus completion of all core courses. and applied concepts are covered, including Staff recruitment, selection, performance appraisal, labor relations, compensation, training, and 410 Senior Seminar Investigation of productivity improvement. Focus is also on contemporary problems and special topics of relevant issues of the decade, such as the work/ current importance in the field of management. family interface, privacy, cultural diversity, Specific issues to be addressed are determined workplace discrimination, and legal issues. Project by instructor. Topics of senior seminars vary work with organizations required. Prerequisites: across the semesters. Possible topics include Management 266 and 270. leadership and followership, communication, Staff organizational structure, diversity in management, planning and information 368 Investment Management Investment systems, human resources accounting. Seminars practices, risks of investment, and selection of appropriate investment media for individuals, are integrative and build upon prior course for a career in a mathematically related field. work. Most include significant writing, Indeed, a major in mathematics provides a good presentation, and/or research components. background for virtually any career. Recent Prerequisite: Senior status. graduates have found careers in government, Stojf law, management, medicine, and quality control, as well as in more traditional areas of 460 individualized Study Topics of an advanced employment for mathematics graduates. No nature pursued by well qualified students through matter what the student's objectives, the indiridual reading and research, under the curriculum provides courses appropriate for the supervision of a faculty member. Students study of mathematics within the context of the wishing to pursue independent study must liberal arts. present a proposal at least one month before the end of the semester preceding the semester Requirements and Recommendations in which the independent study is to be The Department of Mathematics and Computer undertaken. Prerequisite: Permission of Science offers a choice of two degree programs, supervising faculty member. the Bachelor of Arts and the Bachelor of Science Please note that the department and College degrees. The Bachelor of Arts degree is have a policy for students interested in credit for designed for students who are interested in a their internship experience. Students interested broader application of mathematics. The in this option should obtain a copy of the Bachelor of Science degree is designed for procedures and must discuss the internship with students who are interested in exploring a faculty advisor prior to the internship applicadons of mathematics in the sciences. experience. The Bachelor ofArts Program. Staff Requirements for a B.A. in mathematics are: Core: Mathematics 111 (or 105-106), 112 (or MATHEMATICS exemption) Mathematics 211, 212 Professors: Fink (Chairperson) and Lein bach Mathematics 215 (by end ofjunior year) Associate Professors: Bajnok, DeSilva, Flesner, Kellett, Computer Science 103 or 104 (by end of and Tosten sophomore year) Assistant Professor: McGuire Plus: One of Mathematics 315, 321, or 331 Adjunct Instructors: Cooper, Fulton, Leslie, Y. Niiro, Plus: Four 300-level mathematics courses and Wenk The Bachelor of Science Program Overview Requirements for a B.S. in mathematics are: A knowledge of mathematics is an essential Core: See B.A. requirements part of what it means to be a liberally educated Plus: Mathematics 363, 364, and 366 person. Mathematics is both an art and a Plus: Two 300-level mathematics courses science. It possesses an inherent beauty and a Plus: One of the sequences: Physics 111-112 purity of expression not found to the same or Chemistry 111-112 degree in any other discipline. Plus: Two courses from one of the groups: Biology 309, 310, 341 Beyond its intrinsic value, mathematics is Chemistry 305, 306 indispensable in both the natural and social Computer Science 301, 311, 371 sciences. It occupies a position of increasing Physics 310, 319, 325, 330 importance in many other fields. The computer has played a major role in this mathematical Students considering graduate study in renaissance. Thus, it is essential that mathematics mathematics are advised to take both Mathemadcs majors, as well as other students who will apply 321 and Mathematics 331. Department honors mathematics, learn how to use the computer as in mathematics require participation in the a problem-solving tool. cocurricular activides of the department, an overall grade point average of at least 3.0, and a The mathematics curriculum, offered by the mathematics grade point average of at least 3.5. Department of Mathematics and Computer Science, provides a foundation for students who Minor in Mathematics specialize in mathematics or in fields that use A minor in mathematics consists of six mathematics mathematics. By a careful selection of courses, a courses numbered 1 1 1 or above. At least one of student can prepare for graduate study in these courses must be at the 300 level. mathematics, for secondary school teaching, or 1 Grade Retjuirements No prior experience with calculus is assumed. All courses taken to satisfy the requirements for Students who have received credit for the B.A. or B.S. degree or for the minor must be Mathematics 105-106 cannot also receive credit taken using the A-F grading system. To advance for Mathematics 111. These students may to a course with prerequisites, a minimum grade register for Mathematics 112. of C- is required for each prerequisite course. Staff Liberal Arts Requirements 208 Discrete Structures Study of mathematical .\ny course in Mathematics fulfills the structures essential to the study of discrete quantitative reasoning requirement. phenomena with an emphasis on an algorithmic approach to problem solving using these 103 Mathematical Reasoning Introduction to the structures. Topics include sets, truth tables, power and scope of mathematical reasoning by methods of proof (including inducfion), investigating a particular topic. Topics vary funcdons, relations, arithmetic in other bases, among sections and include basic mathematical graphs and trees, matrix algebra, elementary modeling, dynamic geometry, puzzles and combinatorics, probabilitv', and Markov chains. recreational mathematics, linear programming, Examples are chosen from a variet)' of game theory, voting power, legislative disciplines, with emphasis on .soludons that representation, and cryptolog)'. Course is are algorithmic and computational in nature. intended for students in the arts, humanities, Prerequisite: M^l\\em3^iic% 111 or 105-106. and social sciences who do not plan to take Staff calculus. No prerequisites. Staff 2 1 Multivariable Calculus Vectors, vector functions, functions of several variables, partial 104 Quantitative Methods Designed for students differentiation, optimization, multiple integration, in the social sciences. Topics include equations, transformation of coordinates, line and surface graphs and functions, systems of linear equations integrals, and Green's and Stokes' theorems. and inequalities, graphical solutions to linear Prerequisite: Mathematics 112. programming problems, and an introduction Staff to limits, continuity, and the derivative. No prerequisites. Students who have completed 212 Linear Algebra Systems of linear equations, Mathematics 105-106 or Mathematics 111 may algebra of matrices, determinants, abstract not enroll in Mathematics 104. vector spaces, linear transformations, eigenvalues, ^taff and quadratic forms. Prerequisite: Mathematics 112. 105-106 Calculus with Precalculus Study of Staff differential and integral calculus with precalculus. Topics include basic algebraic 215 Abstract Mathematics Introduction to concepts, equations and inequalities, functions, abstract mathematical thinking, emphasizing introduction to limits, continuit)', the derivative, mathematical reasoning and exposition. Students and the definite integral. No prerequisites. study elementary logic and basic set theory uith Staff rigorous definitions and proofs. This foundation is then used to explore one of several optional 107 Applied Statistics Designed for students in topics chosen by the instructor. Prerequisite: the biological and social sciences. Topics Mathematics 112. include descriptive statistics, fundamentals of Staff probability theory, hypothesis testing, correlation, regression, and analysis of variance. 315 Abstract Mathematics II Further development An important aspect of the course is the use of a of the skills of abstract mathematical reasoning statistical package on the computer. Credit is and writing proofs. Course is grotmded in a not granted for more than one of the following: particular subject area chosen by the instructor. Mathematics 107, Biology 260, Economics 241, Possible areas include topology, ninnber theory, Psychology 205, and Sociolog)' 303. and combinatorics. Prerequisite: Mathematics 215. Staff 111-112 Calculus I, II Differendal and integral 321 Real Analysis Rigorous treatment of concepts calculus of one real variable. Topics include studied in elementary calculiLS and an introduction introducfion to limits, continuity, the derivative, to more advanced topics in analysis. Topics the definite integral, and series. Applications include elements of logic and set theory, properties are drawn from the natural and social sciences. 1 of real numbers, elements of metric space and approximation, numerical differentiation topology, continuity, the derivative, the Riemann and integration, the eigenvalue problem, integral, sequences and series, and uniform numerical solutions of ordinary differential convergence. Prerequisites: Mathematics 315 or equations, and error analysis. Prerequisites: permission of instructor. Mathematics 212 and Computer Science 103 or Staff 104. Alternate years. Offered 1999-00. Staff 331 Abstract Algebra Study of basic structures of modern abstract algebra, including groups, 38 , 382 Selected Topics Study of an advanced rings, fields, and vector spaces. Prerequisite: phase of mathematics not otherwise in the Mathematics 315 or permission of instructor. curriculum. Subject matter and frequency of Staff offering depend on student interest. Possible areas for study are point .set topology, 343 Topics in Geometry Study of both synthetic combinatorics, graph theory, partial differential and analytic approaches to geometry. Topics equations, differential geometry, and number include axiomatic systems, Euclidean geometry, theory. Prerequisite: Permission of department. non-Euclidean geometries, projective geometry, Staff and subgeometries of projective geometry. Prerequisite: Mathematics 212 and 215. Alternate Individualized Study Pursuit of topics of an years. Offered 1998-99. advanced nature by qualified students through individual reading, research, or internship, under supervision of a faculty member. 351-352 Mathematical Probability and Statistics Prerequisite: Permission of department. I, II Probability theory, distribution theory, Staff estimation, sampling theory, hypothesis testing, confidence intervals, correlation, regression, MUSIC applications. Prerequisite: Mathematics 211. Staff Associate Professors Gratto, Matsinko (Chairperson), andJones 362 Operations Research Study of techniques Assistant Professors Kostet; Natter, and Robertson and tools used in mathematical models applied Adjunct Assistant Professors Bowers and Botterbusch to the biological and social sciences. Topics Adjunct Instructors Fahnestock, Flood, Freund, include optimization, linear and nonlinear Hamm, G.Jones, T.Jones, Light, Ryon, Wertz, programming, transportation problems, network Yoshikami, and Zeshonsky analysis, dynamic programming, and game theory. Prerequisite: Mathematics 212. Alternate Overview years. Offered 1999-00. The department endeavors to introduce Staff students to the historical significance of Western music and to the variety of world music so that 363 Differential Equations Analytical, numerical, they have an imderstanding of their musical and qualitative approaches to differential heritage and knowledge of ciurent musical equations. Topics include linear equations and trends. Familiarit)' with the basic elements of systems, series solutions, Laplace transform, music and discovery of their own abilities through Fourier series, nonlinear equations, phase plane direct contact with, and creative manipulation analysis, introduction to partial differential of materials is basic to the program. The music equations. Prerequisite: Mathematics 212. curriculum also involves the student in an Staff intensive study of applied music. This encompasses 364 Complex Analysis (Complex numbers, analytic individual and ensemble experience. In the functions, complex integration, Cauchy's practice room, studio, and recital hall the student Theorem, Taylor and Laurent series, contour has an opportunit)' to refine techniques for integrals, the residue theorem, and conformal musical performance. In the small and large mapping. Prerequisite: Mathematics 211. ensemble the individual must work within a Alternate vears. Offered 1998-99. greater social context to achieve a common Staff musical goal. The program aLso provides courses for the student who plans to enter the field of 366 Numerical Analysis Numerical techniques music education based on competencies for sohing mathematical problems. Topics prescribed by the Pennsylvania Department of include solutions of equations, solutions of Education. The music department offers simultaneous linear equations, interpolation programs leading to a Bachelor of Arts degree Requirements and Recommendations in music and a Bachelor of Science degree in Requirements for a major in music leading to a music education. Also available is a minor in Bachelor of Arts degree consist often full music, as well as a major in music within the courses (Music 141, 142, 205, 241, 242, 244, 342, elementary education certification program, 313, 314, and 456) plus quarter courses in the leading to a Bachelor of Arts degree. student's major applied area (7 quarter courses). The major must also participate for Bachelor of Science Program four years in an authorized departmental Prospective teachers of music in the elementary ensemble, and present a recital in the senior and secondary schools should complete the year. program for the degree of Bachelor of Science in music education. This requires successful Music majors in the elementary education completion of 35 courses, exclusive of courses in program must meet the same requirements as applied music and health and exercise sciences. the B.A. degree candidate, with the exception The half credit course, HES 107 (Wellness), and of courses 341 and 342. one other quarter course in fitness/recreational Requirements for a Minor in Music skill activities are required. A minor in music consists of Music 141, 142; The program includes twelve courses in music: Music 205; two courses selected from Music 244, Music Theory (141, 142, 241, 242, 341, and 342); 313, or 314; Music 241 or the remaining music Music History (244, 313, and 314); Conducting history course. Also required are four (205 and 206); and Applied Music (456). consecutive semesters of applied lessons and four consecutive semesters pardcipation in a In addition to the typical four or five full courses performance ensemble. per semester, students also carry several quarter- courses in applied music. As many as 19 quarter- Distribution/Liberal Arts Requirements courses may be taken during the four-year The distribution and liberal arts requirements program; however, they do not count toward the in the arts may be fulfilled by one of the 35 course graduation requirement. following: Music 101-111, 141, 244, 313, and 314. Music 102 fulfills the non-Western Applied music areas taken as quarter-courses requirement include: 121-129Q (major performance area: voice, piano, organ, guitar and wind, percussion, 101 Introduction to Music Listening or string orchestral instruments) and 150-156Q Consideration of the principal music forms (instruments of the band and orchestra). against the background of the other arts and in the content of historical events. Active listening Five units in music education are also required: is an essendal part of the course. Repeated Music 320, 321 (for two units) and 474 (for spring semester. three units), as well as one 1/4 course. Music 149. Four other courses are required for certification: Psychology 101 and Education 201, 102 World Music Survey Study of music found 209, and 303. in cultures around the world, including sub- Saharan Africa, the Middle-East, and Asia, as Participation for four years in an authorized well as selected ethnic cultures within the musical group and presentation of a recital in Americas. Related arts are examined in relation the senior year are required. to the cultural contexts in which they are found. The successful completion of the program Music making activides and small group projects leading to the Bachelor of Science degree in are part of the course. music education sadsfies the certification Ms. Gratto, Ms. Robertson requirements for teaching instrumental and 1 03 Music of the Classical Period Study of the vocal music in elementary and secondary major composers—Haydn, Mozart, and schools. Beethoven—and the significant genres of the Students interested in pursuing the Bachelor of late eighteenth and early nineteenth centuries. Science program should consult v\ith the music Musical achievements of this period are studied department as early as possible. within the social and economic milieu. Listening and analyzing musical compositions will be an integral part of the course. Staff 1 104 Opera Study of opera history and production Course is intended for non-majors with little through selected operatic works as examples of theory background and for minors in need of total music drama. Related genres of operetta, remedial help prior to beginning the regular musical, and oratorio are also included. music theory sequence. Extensive listening and vie\ving assignments are Mr Koster required. An opera field trip is usually planned. 141 Theory I Fundamentals of basic tlieory, Mi. Gmtlo notation, and nomenclature; introduction to 105 Introduction to Contemporary Music Study wridng skills; elementary analytic technique; of the major trends in twentieth-century art melodic analysis; correlated sight-singing (using music, with emphasis on the music of Debussy, a moveable DO Kodaly-based system) and aural Stra\insky, Schoenberg, Bartok, and the Avant perception skills. Prerequisite: ability to read Garde composers. Emphasis is placed on the music and permission of instructor. artistic and cultural milieu through extensive Ms. Gratto, Ms. Robertson listening and analysis of composers. 142 Theory II Continuation of Theory I wridng Ms. Robertson skills; focus on analysis and writing of chorales; 106 Art Song Study of the history, interpretation, correlated sight-singing and aural perception and style of the art song. Literature includes skills; keyboard harmony. Prerequisite: Grade of German, French, English, and American art C- or better in Theory I. songs. Extensive listening assignments are Ms Robertson, Ms. Gratto required. 149 Introduction to Music Education Mr. Matsinko Introductory stud)' of the field of music 107 Music of the Romantic Era Study of the educadon to prepare for K-12 certification to philosophical background for nineteenth- teach music. Focus is on current trends and century music and its st)'listic features. Extensive issues in the field, including advocacy, special listening is done in the areas of orchestral, learners, arts assessments, multicultural music, vocal, and chamber music. curriculum integration, copyright, standards, Staff and music technolog)'. Students observe instrumental, vocal, and general music classes in 108 Women in Music Study of women's the schools, both at the elementary and contribution to music from the Middle Ages to secondary level. the present. Extensive listening assignments Ms. Gratto, Mr Koster required. Ms. Light 205 Conducting Development of basic conducting technique, with an emphasis on 109 Mozart: The Man and His Music Study of choral music. Areas of study include basic Mozart's music, with a focus on his life, times, conducting techniques, interpretive and and musical analysis. Extensive listening rehearsal techniques, the choral program and assignments required. supplemental materials. A unit on basic Mr. Matsinko instrumental conducdng is included. instructor. 1 10 Survey of Jazz Study of America's Prerequisite: permission of indigenous musical art form from early blues Mr. Natter and Dixieland through current trends. A "live" 206 Conducting II Concentradon on advanced jazz quartet is an integral part of style analysis. conducdng skills, with an emphasis on Concert attendance and listening assignments instrumental score study. Aieas of study include are necessary to attain an understanding of the advanced conducting techniques, advanced genesis and development ofjazz. interpredve and rehearsal techniques, the Mr Jones instrumental program, and supplemental 1 1 Fundamentals of Music Study of the materials. A unit on basic insuumental fundamentals of music through reading, conducdng is included. Prerequisite: Music 205. writing, singing, listening, instrument playing, Alternate years. and computer technolog)'. Emphsis is on the Mr Jones development of skills and understanding related to a thorough knowledge of music notation. 241 Theory III Study of the common practice 321 Principles and Procedures of Teaching Music period; extensive written and analytic projects; in the Secondary School Study and evaluation of study of musical structure through small forms; methods, materials, and techniques of teaching correlated sight-singing and aural perception music in the secondary grades. A personal skills. philosophy of music education is developed, as Mr. Jones are competencies in selected cla.ssroom instruments. Alternate years. ^^^ 242 Theory IV Study of chromatic harmony from Ms. Gratto 1850 to the present. Analysis of standard forms and compositional techniques. Correlated sight- 34 1 Theory V (Orchestration) Study of singing, aural perception skills, and keyboard capabilities and limitations of the standard wind, harmony are included. string, and percussion instruments. Included is Mr. Jones score study, transposition, and emphasis on applied orchestration projects for laboratory 244 Introduction to Music Literature Study of performance and critique. Alternate years. major genres, st}'Ie periods, and composers of Mr Jones Western music. Extensive use of recorded materials is included, with emphasis on the 342 Theory VI (Seminar) Study of the structural development of aural recognition. organization of music. Included is the analysis Mr Matsinko, Staff of the larger forms of composition drawn from standard literature of the eighteenth to 303 Sixteenth-Century Counterpoint twentieth centuries. Introduction to contrapuntal technique of the Mr Jones sixteenth century through the study of plainsong and early motets. Composition in the small 474 Student Teaching Teaching in public schools forms is a part of course. Offered on demand. in cooperation with and under the supervision Staff of experienced teachers. Individual conferences and seminars with the College supervisor and 304 Eighteenth-Century Counterpoint supervising teacher are required. Offered Introduction to contrapuntal st)le of the spring semester only, l^hree Course Units eighteenth century and an analysis of the Ms. Gratto baroque forms, with attention to linear motion and fundamental harmonic progression. Individualized Study Prerequisite: Approval of Composition in the various forms is required. department and directing faculty member. Staff Staff 3 1 3 History of Medieval, Renaissance, and Applied Music and Performing Organizations Baroque Music Study of the major forms and The department offers instruction in voice, srvles of music and composers from the pre- piano, organ, guitar, and standard band and Christian era through the eighteenth century. orchestral instruments. The repertoire is Extensive use of musical examples and adapted to the student's ability. One-quarter recordings is included. course credit is given for one half-hour private Ms. Robertson lesson per week, per semester. Some piano and voice instruction may be in group classes. 314 Music in the Classic, Romantic, and Contemporary Periods Study of principal st)'listic Students majoring in music who are candidates tendencies from c. 1770 to the present. Extensive for the Bachelor of Arts degree are entided to listening to, and examinadon of, illustradve eight quarter-courses of private instruction, and materials is an essential part of course. those who are candidates for the degree of Ms. Robertson Bachelor of Science in Music Education are entitled to 12 quarter-courses of private 320 Principles and Procedures of Teaching Music instruction at no additional cost beyond the in the Elementary School Study and evaluation comprehensive fee. of methods, materials, and techniques of teaching music in the elementary grades. The department also sponsors various music Various approaches to guiding children to listen organizations, including the College Choir, to, understand, create, and perform music are Chapel Choir, Band, and Orchestra. All college included. Classroom instrument competencies are developed. Alternate years. Ms. Gratto students are eligible to audition for any of these, 128 Guitar Private instruction emphasizing skills either at the beginning of the school year or at of technique, interpretation, reading, and other times by appointment. fretboard knowledge. Classical and other styles are offered according to needs of students. Fee 121 Voice Private instruction in fundamentals of for one-half hour lesson per week per semester. voice production, with emphasis on breath ($514) control, resonance, tone quality, diction, 1/4 Course pronunciation, and an appreciation of the best Mr Flood works of the masters. Repeated spring semester. Fee for one half-hour lesson per week per 129 String Instrument Instruction Private semester. ($514) instruction, emphasizing both fundamentals of 1/4 Course string playing and repertory. Fee for one half- Staff hour lesson per week per semester. ($514) 1/4 Course 122 Voice Class Study of vocal techniques using Mr Bottniniscli, Staff class discussions and demonstrations. Course has a practical workshop atmosphere: practicing 131 College Choir Performs sacred and secular basic vocal production with emphasis on posture, choral literature. In addition to performing on breath control, diction, and vowel formation. campus and in nearby cities, the Choir makes an Fee for class lessons per semester. ($514) annual spring concert tour. Larger choral works 1/4 Course are presented in conjunction with other choral Staff ensembles. Three rehearsals weekly. May be taken for 1/4 course credit, with a maximum of 1 123 Piano Private instruction in the development course unit toward graduation. of the necessary techniques for facility in reading Staff and interpreting a musical score accurately at the keyboard. Literature includes representative 132 Chapel Choir Performs a variety of sacred compositions of various styles and periods. choral literature for the purpose of supporting Public performance is required of those majoring and assisting the campus ministry at Christ in this area of concentration. Fee for one half- Chapel. The Choir performs in concert in the hour lesson per week per semester. ($514) community', in nearby cities, and on a long 1/4 Course spring weekend tour. Larger choral works are Mr. Matsinko performed with the College Choir. Two regular rehearsals and one service weekly, with 124 Class Piano Emphasis on sight-reading, sectionals as needed. May be taken fen- 1/4 course ensemble playing, and harmonizing melodies credit, with a maximum of 1 course unit toward with various types of accompaniment, as well as graduation. playing some standard piano literature. Fee for Ms. Crratto class lessons per semester. ($514) 1/4 Course 1 33 Band "Bullet" Marching Band performs Mr. Matsinko a coi'ps style show at home football games. Symphonic Band performs a wide variety of 125 Organ Private instruction designed to wind literature, including reorchestrated include literature of various periods, sight- masterpieces and contemporary works. Symphonic reading, hymn-playing, chant and anthem Band and Wind Ensemble present campus accompaniment. Prerequisites: satisfactory concerts and a spring tour of Pennsylvania and performance of all major and minor scales (two neighboring states. Symphonic Band prerequisites: octaves) and a Bach Invention. Fee for one half- Membership in "Bullet" Marching Band and/or hour lesson per week per semester. ($514) permission of the conductor. Jazz Ensemble is 1/4 Course open (by audition) to members of the band Ms. Freund program. May be taken for 1/4 course credit, with a 1 27 Band Instrument Instruction Private maximum of 1 course unit toward graduation. instruction emphasizing fundamentals and Mr. Jones repertoire for the performance of woodwind, brass, and percussion instruments. Fee for one half- hour lesson per week per semester. ($514) 1/4 Course Ms. Bowers, Mr. Hamm, Mr. Jones, Mr. Mo&re, Ms. Rickert, Mr Ryan, Mr. Shook, Mr Wertz 1 35 Orchestra Study and performance of of public policy, law, and morality. The study of orchestral music of all areas. Membership is philosophy encourages the student to develop open to all students of qualifying ability. Wednesday the ability to analyze problems, understand evening rehearsal 7:00-9:30. May be taken for- 1/4 central issues, and develop alternative solutions. course credit, with a maximum of 1 course unit It challenges the student to reflect upon ^^v toward graduation. problems involving values, to examine problems Mr. Botterbusch in an interdisciplinary way, to examine alternative world views and forms of knowledge, 150-151 Woodwind instrument Class Instruction and to develop an awareness of intellectual in the technique of teaching and playing history and diverse philosophical traditions. woodwind instruments, using the clarinet as the Classes encourage discussion and writing. The basic instrument. study of philosophy is an integral part of an Two 1/4 Courses education in the liberal arts tradition. Staff A major in philosophy is excellent preparation 152-153 Brass Instrument Class Instruction in for graduate school or for professional schools the technique of teaching and playing brass in almost any field. It will also prove valuable in instruments. Trumpet or cornet is used as the any profession that demands clear thinking and basic brass instriunent. the ability to understand the points of view of Two 1/4 Courses other people. Individually, philosophy courses Staff are useful supplements to course work in other 154-155 Stringed Instrument Class Instruction areas. The department is interested in assisting and practice in the techniques of stringed and encouraging students to design special instruments and the organization of a string majors in which philosophy is an integral part. section. Requirements and Recommendations Two 1/4 Courses Philosophy 101, 103. 105, 107, and 21 1 have Mr. Botterbusch no prerequisites. Any 100-level course is 1 56 Percussion Class Organization of practical prerequisite for a 200- or 300-level course, and theoretical materials concerning all though the instructor may grant permission to percussion instruments, their performance enroll on an individual basis to equivalently techniques, and teaching procedures. prepared students. 1/4 Course A philosophy minor consists of any six courses Staff in the department, only two of which may be 456 Senior Recital Solo presentation of 100-level courses. A philosophy major consists of representative literature of various stylistic periods nine courses in philosophy, including 21 1 ; at of the student's major applied area, with emphasis least two out of 205, 206, 207, and 208; 400 on historical performance practice. (Senior Seminar) and 460 (Senior Thesis). No Staff more than two 100-level courses may be coimted toward the major, and the major must include PHILOSOPHY at least one 300-level course. Professor Walters Distribution/Liberal Arts Requirements Associate Professors Portmess (Chairperson) All philosophy courses except 103 and 21 1 fulfill Assistant Professors Bulhofand MacKendrick the liberal arts core humanities requirement. Adjunct Professors Carrick and Cimbel Philosophy 211 fulfills the liberal arts quantitative reasoning requirement. All other courses count Overview toward the liberal arts humanities requirement. Departmental objectives are to promote inquiry into perennial philosophical questions such as 101 Introduction to Philosophy Study of selected the nature ofjustice, happiness, knowledge, and philosophical texts, which deal with such freedom; to produce awareness of the answers themes as knowledge, happiness, justice, death, that have been proposed in response to these and the nature of reality. Goal is to develop an questions; to teach the tools for the analysis of ability to read about, reflect on, and comment the assumptions and values that underlie on philosophical issues. different intellectual disciplines; and to promote Staff the application of philosophical analysis to issues 103 Critical Thinking Informal logic course 208. Kant and Nineteenth Century Philosophy designed to help students reflect on and Study of the philosophy of hnmanuel Kant and enhance their ability to think analytically and selected nineteenth-century European creatively. Discussions and exercises focus on philosophers such as Hegel and Nietzsche. techniques characteristic of informal logic Ms. MacKendjick (classification of arguments, analysis and 21 1 Logic and Semantics Introduction to formal evaluation of arguments, identifying informal logic and a study of the formal uses of language, fallacies, etc.), as well as strategies for intuitive with particular reference to the nature of and creative thinking. inference from premises to conclusion; rules for Mr. Walters deductive inference; construction of formal 105 Contemporary Moral Issues Study of moral proofs in sentential and predicate logic; and the problems and larger philosophical questions nature of language. they raise about such issues as the defensible use Mr. Bulhof of violence, limits of freedom, extent of our 216 Philosophy and Human Nature Study of obligations to others and to nature, rightful different theories of human nature and the self, state authority, and the nature of duties and both historically and cross-culturally and in light obligations. Selected readings focus on moral of contemporary research in sociobiology, disputes as they arise in law and medicine, in artificial intelligence, psychology, and gender international affairs, and in private moral and cultural studies. reflection. Particular attention is given to ethical Ms. Portmess theories and to worldviews that shape positions on moral issues and guide moral decision-making. 230 Ethical Theory Study of major figures and A/5. Porltness schools in the Western ethical tradition. Attention is paid to selections from representative 107 Environmental Ethics Exploration of ethical philosophers, from Plato through Rawls. issues that arise regarding what responsibilities Specific issues examined include the nature of luunan beings have to the natural world. Specific rights and responsibilities, virtue, and moral issues such as population, land use, wilderness obligation. preservation, biodiversity, and our treatment of Mr. Bulhof animals are examined in light of larger philosophical questions regarding nature and 240 World Philosophy Study of selected writings human purpose, obligations to future generations, from the world's philosophical traditions. Such the aesthetic and religious value of nature, and themes as self and world, knowledge and its the po.ssibility of an en\ironmental ethic. limits, the meaning and purpose of life, the Ms. Portmess nature of reality and ideals of moral perfection are explored in diverse philosophical traditions. 205 Ancient Philosophy Study of philosophers Ms. Portmess and philosophies of ancient Greece and Rome. Emphasis is on the Pre-Socratics, Plato, 330 Language, Truth, and Reality Study of some Aristotle, Stoicism, and Skepticism. major contemporary efforts related to Mr. BuUwf traditional metaphysical issues. Topics include: Can philosophy tell us anything about the 206 Medieval and Renaissance Philosophy Study nature of our world? If so, how and what? To of leading thinkers in the western philosophical what extent is reality mind dependent? What is tradition, from the fifth to the fifteenth century. the relationship between language and reality? Special emphasis is on such figures as Mr. Bulhof Augustine, Bonaventure, Anselm, Thomas Aquinas, and Pico della Mirandola. 333 Philosophy and Science Studvof what Mr. Walters philosophy has to .say about science and what science has to say about philosophy. Course 107 Early Modern Philosophy Study of such examines such questions as: What is the major figures as Descartes, Locke, Berkeley, relationship between science and truth? Does Hume, and Kant in seventeenth- and truth extend beyond science? Is the purpose eighteenth- century European philosophy. of a scientific theory merely to predict, or to Mr. Bulhof explain? Do we live in a determined world or a chaotic one? WTiat are the philosophical 341 Contemporary Continental Philosophy Study implications of such theories as quantum of contemporary European and European- mechanics, evolution, and relativity? influenced philosophy. Course readings may Mr. Bulhof include works by Heidegger, Derrida, Foucault, the French Nietzscheans (Bataille, Blanchot, 334 Philosophy of Art Survey of important Klossowski, Haar, Deleuze), French feminists problems and issues in the history of philosophical (Kristeva, Irigaray, Cixous), and critical theorists aesthetics. Such issues as the nature and function (Adorno, Horkheimer). Course explores the of art, the social role of art, and the relationship interrelations between philosophy and of aesthetics to other branches of philosophy disciplines such as literature, psychoanalysis, are discussed. — political theory, and cultural criticism and the Ms. MarKendrick — ways in which contemporary continental 336 Rights and Revolution Study of the philosophers both take up and alter the historical philosophical foundations of political society traditions of philosophy. and the question of whether and when revolution Ms. MacKendrick is justifiable. Course explores through both 400 Senior Seminar Discussion of important historical and contemporary readings what the texts by twentieth-century philosophers who purpose of government is, what the proper represent major movements in analytic and limits of governmental power are, and what the continental philosophy. Recent seminars have proper reactions to governments overstepping focused on Wittgenstein, Heidegger, Foucault, those bounds should be. and Rorty. Particular attention is paid to the Mr. Bulhof question of what role philosophy plays in the 337 Philosophy of Religion Study of postmodern era. philoscjphical efforts to understand and justify- Mr Walters religious beliefs. Course examines writings of 460 Senior Thesis Individualized study project philosophers who have answered such questions involving the research of a topic and as: What is Religion? WTiat is the importance or preparation of a major paper. Normally done significance of specifically religious experiences? during fall or spring semester of the senior year. What account can we give of the meaning of Prerequisite: major or minor in philosophy. religious claims? How can we mediate bet\veen Staff apparently conflicting religious beliefs? Ms. MacKendrick PHYSICS 338 Philosophy of Law Study of enduring themes Professors Cowan, Marschall, and Pella (Chairperson) f)f legal philosophy, such as the nature of law, Associate Professors Aldinger and Good law and morality, liberty, responsibility, and Assistant Professors Stephenson and Craxiford justice, as well as such specific issues as civil Laboratory Instructors Cooper and Hayden disobedience, freedom of expression, privacy, compensation, and punishment. Emphasis is Overview placed on differing philosophical perspectives The physics curriculum introdtices students to that underlie disagreements about the law and concepts and techniques basic to our present on ethical questions that arise from the practice understanding of the physical universe. Diverse of law. courses emphasize theories and principles that Ms. Port mess give a broad, unifying description of nature and develop the analytical reasoning needed for 340 American Philosophy Study of major figures their use. Probing the interrelationships in colonial, early republic, nineteenth- and between matter and energ)', students and faculty twentieth-century U.S. philosophy. Detailed explore such fields as astronomy, attention is given to four primary schools of electromagnetism, optics, elementary particles, thought: deism, transcendentalism, pragmatism relativity, quantum mechanics, and atomic and and historicism. Important secondary movements nuclear physics. Laboratory training stresses the such as puritanism and evolutionism are also design of experiments, the techniques of precise considered. measurement, the interpretation of data, and Mr. Waiters written and oral communication. In advanced courses, students apply their skills through independent studies and research with faculty, in contrast to programs at larger institutions. Our physics faculty is dedicated to teaching, Physics 312, 319, 330, 341, and any two courses while remaining actively engaged in research. at the 200-level or above. Candidates for the B.S. Mentoring relationships between faculty and degree must also complete Mathematics 363. students are the norm. Minor requirements: A minor in physics consists of The physics major is flexible. The possibility of a Physics 111, 112, 213, 255, and two additional double major is limited only by interests, courses in physics at the 200-level or above. The dedication, and imagination. Gettysburg minor represents an appropriate complement College physics majors have succeeded in to a variety of majors, including mathematics diverse careers, including government, law, and and computer science. management, as well as engineering, particle Distribution/Liberal Arts Requirements physics, and molecular biology. Our majors who The liberal arts science requirement may be choose graduate study have been well prepared satisfied by any course listed under physics or for study in a wide range of fields, including astronomy. Prerequisites are meant only as astronomy; astrophysics; biophysics; business; guides. Any course is open to students who have geophysics; environmental, electrical, nuclear, permission of the department. and ocean engineering physics; and physiological psychology. The laboratory science distribution requirement may be satisfied by Physics 101 and either 102, Requirements and Recommendations 104, or 112; Physics 111 and either 104 or 112; The department offers both a Bachelor of Physics 103 and either 104 or 1 12; or Astonomy Science and Bachelor of Arts degree for the 101 and 102. Prerequisites are meant only as major. guides. B.A. requirements: A minimum of nine physics Special Facilities courses is required for the major. This includes In addition to well-equipped laboratories in the following six core courses: Physics 111, 112, nuclear physics, atomic physics, electronics, 213, 255, 310, 325, and three additional courses optics, and plasma physics, the facilities of the at the 200-level or higher, at least one of which department include a planetarium and an must be from: Physics 312, 319, 330, and 341. In 6" observatory. The observatory features a 1 addition, majors are required to complete Cassegrain telescope with a computer-controlled mathematics courses through Mathematics 212 drive, a UBV photometer, and a research-grade or its equivalent. This diverse, flexible major is CCD camera. well suited for a variety of post graduation careers, including secondary school physics Computational resources include microcomputer- teaching, industrial research, and graduate equipped laboratories, a microcomputer room, school in such fields as engineering, computer several Sun workstations, and terminals to access science, law, and medicine. the College mainframe computers. In addition, the department is networked to all other First-year students who are considering a major computing resources on campus, including should enroll in Physics 111, 112, and Internet. Mathematics 111 and 112 if possible. Those planning on attending graduate school in Support facilities in Masters Hall include the physics should plan to take the additional physics library, a machine shop, and an courses listed under the B.S. requirement below. electronics shop. Those considering graduate work in astronomy, Engineering engineering, or related fields are encouraged to The department administers the Dual-Degree augment their physics major with additional Engineering Program with Columbia University, courses in mathematics, computer science, and Washington University in St. Louis, and chemistry. Students are not permitted to take Rensselaer Polytechnic Institute. Students more than twelve courses in the department selecting this program graduate from Gettysburg without permission of the department, imless College with a major in physics upon successful the thirteenth course is Physics 462 (Independent completion of an engineering degree at Study). Columbia Universit)', Washington University in B.S. requirements: In addition to the six core St. Louis, or RPI. courses mentioned above, the B.S. degree requires Physics 462, at least three courses from More details regarding the physics and the Dual- 103-104 Elementary Physics I and 11 General Degree Engineering Program are described in coverage of the fields of classical and modern the Handbook for Students prepared by the physics. Course is structured for students in physics department. Majors and prospective biology, environmental science, the health majors should request a copy from the physics professions, etc. While particularly useful for department office or check the department's biology majors, the two-course sequence serves Web page. any student as an introduction to a wide range of topics in physics. Prerequisite: Facility in 1 1 Solar System Astronomy Overview of algebra and geometry. Three class hours and behavior and properties of planets, satellites, three laboratory hours. and minor members of the solar system. Staff Subjects include basic phenomena of the visible sky, gravitation and orbital mechanics, results of \ 1 1 Mechanics and Heat Introduction to telescopic and space research, and theories of classical mechanics and heat: laws of motion; the origin and evolution of the solar system. conservation of energy, linear momentum, and Course satisfies science distribution requirement angular momentum; laws of thermodynamics; for nonscience majors. Three cla.sses and a kinetic theory and ideal gas laws. Differendal laboratory. and integral calculus is introduced and used. Mr. Marschall Prerequisite: Mathematics 111, which may be taken concurrently. Four class hours and three 102 Stellar Astronomy Overview of current laboratory hours. knowledge about the imiverse beyond the solar Mr. Good system from a physical and evolutionary standpoint. Subjects include observational \ 12 Waves and Electricity and Magnetism properties of stars, methods of observation and Electrostatic fields, currents, magnetic fields, analysis of light, nature of stellar svstems and magnetic induction, and Maxwell's equations. interstellar material, principles of stellar Other topics include waves, light as a propagating structure and evolution, and overall structure electromagnetic disturbance, and optics. and development of the physical universe. Prerequisite: Physics 111. Four class hours and Course satisfies laboratory science distribution three laboratory hours. requirement for nonscience majors. Three Mr. Aldinger classes and a laboratory. 213 Relativity and Modern Physics Special Mr. Marschall theory of relativit)', including four-vector 101 Introduction to Contemporary Physics notation. Other topics include black body Overview of the fundamental principles of radiation, photoelectric and Compton effects, classical physics (including gravitation and Bohr theory, uncertainty principle, wave electromagnetism), the theory of relativitv, and packets, and introductions to nuclear physics quantum physics. Course includes a discussion of and particle physics. Prerequisite: Physics 112. the four fundamental forces of nature; nuclear Three cla.ss hours and three laboratory hoius. and atomic physics; elementary particles; grand Mr. Pella unified theories; and cosmolog)', including the 240 Electronics Principles of electronic devices origin and fate of the universe. Does not count and circuits using integrated circuits, both toward the major. Three class hours and three analog and digital, including amplifiers, laboratory hours. oscillators, and logic circuits. Prerequisite: Physics Mr. Aldingn 112. Two class hours and six laboratory hours. 102 Contemporary Physics Designed for Mr Good nonscience majors. Course concentrates on the 255 Mathematical Techniques for Physicists relationship between physical principles, Intermediate treatment of mathematical modern technology, and the world in which we methods used in physics. Topics include elements live. Topics include heat and thermodynamics, of vector calculus, complex variables, ordinary lasers and other optical instruments, electricity and partial differential equations, solution of and circuits, medical diagnostics, and radiation Laplace's equation, special functions, effects. Not appropriate for students taking determinants, and matrices. Prerequisites: Physics Math 112. Three class hours and three 112 and Mathematics 112. Three class hours. laboratory hours. No prerequisite. Mr Aldinger Mr. Crawford 310 Atomic and Nuclear Physics Iniioduction to 352 Optics and Laser Physics Intermediate quantum meclianics. Potential wells, barriers, treatment of physical optics and laser physics. one electron atoms, and multielectron atoms Topics include electromagnetic theory of light, are studied. Other topics include nuclear interference, diffraction, coherence, models, decay, and nuclear reactions. Three holography, Fourier optics, fundamentals of class hours and three laboratory hours. laser operations, laser spectroscopy, and fiber Prerequisite: Physics 213. optics. Three class hours and six laboratory Mr Pelln hours. Prerequisites: Physics 213 and Mathematics 211 or permission of instructor. 312 Thermodynamics and Statistical Physics Mr. Good Temperature, heat, first and second laws of thermodynamics, and introductory statistical 381 Special Topics in Physics Topics in physics mechanics of physical systems based on the not covered in the usual curriculum. Topics vary principle of maximum entropy. Topics include from year to year and may include relativit)'; the ideal gas, Fermi-Dirac and Bose-Einstein astrophysics; advanced topics in modern optics, "gases," electrons in metals, blackbody radiation, solid state physics and electromagnetism; low temperature physics, and elements of fundamental particles and nuclear structure; transport theory. Prerequisite: Physics 213. the physics of plasmas and various mathematical Three class hours. topics in physics (topolog)', special functions, Mr A [dinger fractals). Prerequisites: Upper division standing and approval by instructor. Three class hours. 319 Classical Mechanics Intermediate-level Staff course in mechanics for upperclass physics majors. Topics include chaos, nonlinear 452 Tutorials: Special Topics Designed to cover dynamics, central forces, oscillations, and the physics or physics-related topics not otherwise formalisms of Lagrange and Hamilton. available in the curriculum. Open to upperclass Prerequisites: Physics 213, 255, and Mathematics physics majors who arrange with a staff member 211. Three class hours. for supervision. Possible areas of study include Stajf advanced electronics, medical physics, astrophysics, acoustics, and optics. Prerequisite: Approval by 32S Advanced Physics Laboratory Laboratory department. course with experiments drawn from various Staff areas of physics, such as optics, electromagnetism, atomic physics, and nuclear physics, with particular 462 independent Study in Physics and Astronomy emphasis on contemporary methods. Error Experimental or theoretical investigation of a analysis, experimental techniques, and written research-level problem selected by a student in and oral communication are stressed. Prerequisite: consultation with a faculty member. Students Physics 310. should arrange for supervision by the end of Staff the junior year. Open only to second semester senior physics majors. Results of the investigation 330 Electricity and Magnetism Intermediate are reported in a departmental colloquium. course in electromagnetism, including vector Prerequisite: Approval by department. fields and vector calculus, electrostatic field Staff theory, dielectrics, magnetic phenomena, fields in matter, Maxwell's equations, Laplace's 474 Internship Research participation during equation and boundary value problems, and the summer at a recognized research laboratory electromagnetic waves. Prerequisites: Physics 112 such as Argonne National Labs, Department of and Physics 255. Three class hours. Energy Laboratories, or Oak Ridge. Individual Mi: Aldinger students are responsible for obtaining acceptance to these programs. In most ca.ses 34 1 Quantum Mechanics Introduction to the students will be required to describe their Schrodinger and Heisenberg formulations of participation in a departmental colloquium. quantum mechanics. Topics include free Prerequisite: Completion of sophomore year and particles, harmonic oscillator, angular departmental approval. momentum, hydrogen atom, matrix mechanics, Mr Pella spin wave functions, helium atom, and perturbation theory. Prerequisites: Physics 310 and 319, Mathematics 363. Three class hours. Staff POLITICAL SCIENCE Departmental honors in political science are awarded to graduating majors who have Professor Mott achieved an average of 3.5 in political science Associate Professors Borock, Gaenskn, courses and who have successfully completed a lannello (Chairperson) D. Tannenbaum, and significant research project in the senior year. Warshaw Students wishing to qualify for honors are Assistant Professors Bohrer; Dawes, and Hartzell responsible for choosing a facultv' member to direct the project. A second faculty member will Overview act as a reader of the completed work. Those The department aims at providing an who achieve honors are expected to present understanding of the study of politics, emphasizing their work in a public forum. the methods and approaches of political science and the workings of political systems in various Students interested in political science are domestic, foreign, and international settings. urged to take basic coiuses in history and economics during their first two years. In the The program provides balance betvveen the junior and senior years, majors are urged to needs of specialists who intend to pursue participate in departmental seminars, graduate or professional training and those who individualized study, and internships. do not. Courses offered in the department help prepare the student for careers in politics, Distribution/Liberal Arts Requirements federal, state, and local government, public and Ajiy of the following coiuses may be counted private interest groups, business, journalism, towards the College distribution/liberal arts law, and teaching. requirements in social sciences: 101, 102, 103, and 104. The following courses may be counted Requirements and Recommendations toward the requirement in non-Western culture: Major requirements: A minimum of eleven courses 265, 266, 270, 271, 362, and 363. in political science. Majors are required to take foiu" introductory courses: Political Science 101, Special Programs 102, 103, and 104. These courses are designed Qualified students may participate in off-campus to introduce students to the discipline and to programs, such as the Washington Semester, the types of issues that are important to political The United Nations Semester, and Study Abroad. scientists. The 100-level courses may be taken in INTRODUCTORY COURSES any order, and should be completed by the end 1 1 American Government Examinadon of of the sophomore year. All students must take the institutional structure and policy-making Political Science 215 (Political Science Research process of national government as reflections Methods) as sophomores or first-semester of assumptions of liberal democracy and the juniors. Among the six courses needed to complete American social and economic systems. In the major, students must take three courses in addition to the legi.slative, executive, andjudicial three different subfields at the 200 level, and branches of government, political parties, tvvo courses within two of those subfields at the interest groups, and elections are considered. 300-400 level. The remaining requirement may Mr Dawes, Ms. lannello, Mr Mott, Ms. Warshaw be satisfied wth any upper level course. 102 Introduction to Political Thought Analysis of Students are encouraged to take internships political philosophies relating to fundamental for academic course credit, but they are graded problems of political association, past and S/U and do not count toward the major present. Course examines concepts of power, requirements. Political science courses taken off authority, freedom, equality, social justice, and campus will satisfy' 200-level requirements only. order, as expressed in works of major political Minor requirements: Successful completion of any philosophers. two 100-level courses and any four upper-level Mr Tannenbaum courses that normally count toward the major, 103 Introduction to International Relations provided they do not all fall into tlie same subfield. Examination of the behavior of states and non- state actors in the international system. Topics include systems analysis, nationalism, power, foreign policy, international institutions. 1 interdependence and the world economy, conflict federalism and the separation of powers, and and cooperation, global environmental and determining the scope of personal and property ecological issues. rights. Prerequisites: Political Science 101 or Mr. Borock, Ms. Hartzell permission of instructor. Mr. Molt 104 Introduction to Comparative Politics Introduction to structures and processes of 322 Civil Rights and Liberties Study of selected political institutions in major t>pes of political problems involving interpretations of the Bill of systems, including parliamentary systems, Rights. Attention will be given to both the countries of the former Soviet Bloc system, and evolution and current standing of issues treated systems in developing countries. by the Supreme Court. Prerequisites: Political Mr. Bohrer, Mr Gamskn Science 101 and 225, or permission of instructor. Mr Mott METHODOLOGY in Politics 2 1 5 Political Science Research Methods 331 Political Parties American Introduction to quantitative research methods Examinatit)n of political parties, their role in and their application to the study of politics. democracy, and the nature of the party system Topics include empiricism, survey research and in relation to other social and political processes. polling, electoral behavior, and public opinion. Aspects of voting behavior and campaign Special attention is given to research design, techniques are considered. Prerequisites: Political data collection, data processing, and statistical Science 101 and 215, or permission of instructor. analysis. Prerequisites: Completion of three of the Mr Dawes following: Pohtical Science lOI, 102, 103, and INTERNATIONAL POLITICS 104, or permission of instructor. 242 United States Foreign Policy Examination of Mr. Bohrer, Mr. Dawes the sources, goals and patterns of foreign policy. AMERICAN GOVERNMENT Attention is given to the processes by which 220 Urban Politics Study of the changing policy is formulated and implemented and to patterns in American urban life. Particular the evaluation of the effectiveness of policy. attention is given to the governing of urban Topics include decision making, foreign economic America in the past, present, and future, and policy, deterrence, instruments of foreign policy, the structure of power that has affected urban regionalism, multilateralism, and the development policy decisions. Prerequisite: Political Science of post-Cold War objectives. Prerequisite: Political 101 or permission of instructor. Science 103 or permission of instructor. Stajf Mr Borock 223 U.S. Congress Study of tlie United States 25 Political Economy of Advanced Industrial Congress, focusing on theories of Societies Course explores scope and implications representation, nomination and electoral of interdependence among advanced industrial processes, internal organization of Congress, societies in the global system, as well as political influences on Congressional policy-making, determinants of international economic and Congressional interaction with other developments. Alternative theoretical perspectives participants in the policy process. Prerequisites: on international political economy are examined, Political Science 101 or permission of instructor. as well as the nature of the structure and Ms. Warshaw management of the international economic system that was created by the industrialized 224 The American Presidency Study of the countries after World War II. Prerequisite: Political presidency in the .American political system, Science 103 or permission of instructor. including presidential selection, presidential Ms. Hartzell leadership and decision-making, the president's advisors, and the role of the presidency in the 252 North-South Dialogue Course investigates policy-making process. Prerequisites: Political the political economy of North-South relations. Science 101 or permission of instructor. Examining the distribution of wealth between Ms. Warshaui the developed and developing coimtries of the world, course focuses on political and economic 225 American Constitutional Law Study of the factors that have made global inequalitv a judicial process in the U.S., with particular focus on the Supreme Court and its historical role in nation-building, establishing principles of 1 central characteristic of the relationship 265 African Politics Introduction to the politics between the North and South. Important issues of sub-Saharan Africa. The colonial legacy, of the contemporary period such as North- independence struggle, and political South trade, the debt crisis, foreign aid, and development of post-colonial African states are famine are investigated and the developmental prime areas of focus. Problem areas, such as prospects for the South are assessed. Prerequisite: underdevelopment, ethnic conflict, elite Political Science 103 or permission of instructor. corruption, and revolution, are explored, as Ms. Hartzell well as prospects for peace, development, and renewal. Course material is derived largely from 340 Models and Policy Analysis Examination individual country and regional case studies. of national/regional policy options and Prerequisite: Political Science 104 or permission consequences, using a global computer model of instructor. to develop scenarios that focus on present or Staff future international issues. Scenario topics include global warming, North-South disparities, 266 Comparative Middle East Political Systems environmental and ecological issues, economic Study of historical and contemporary political development and trade, arms racing, and events and conflicts in the modern Middle East. nuclear proliferation. Prere(/uisil.e: junior or Arab-Israeli conflict, role of the U.S. and former seniors status, or permission of instructor. Soviet Union, and the politics of oil and religion Mr. Borock are prime areas of interest. Implications of the rise of Islamic fundamentalism and the growing 344 U.S. National Security Policy Examinadon nuclear, biological, and chemical weapons of the domestic and foreign policies developed threats in the region are addidonal areas of by the U.S. to defend itself and its interests. focus, as will is the trend toward Arab-Israeli Attention is given to the structure wthin which peace. Prerequisite: Polidcal Science 104 or policy is formulated and implemented and the permission of instructor. transition to post-Cold War defense objectives Staff and strategies. Topics include decision making, defense spending, military intervention and 270 Government and Politics in China peacekeeping, regionalism, terrorism, nuclear Introduction to the domestic polidcs of China, proliferation, and war fighting strategies. particularly since 1949. Topics include the Prerequisite: Political Science 103 or permission historical legacy, ideolog)', political institutions, of instructor. Political Science 242 is elite-mass relations, policy process, recommended. developmental strategies, and efforts at reform. Mr. Borock Prerequisite: Polidcal Science 104 or permission of instructor. 346 Approaches to International Relations Air Gaenslen Examination of the study of international relations from the perspective of the realist/ 27 Government and Politics in Japan neorealist and liberal/neoliberal theoretical Introduction to post-World War 11 Japanese tradidons. Attention is also given to the theories' politics, involving comparison with political impact on policy making. Topics include power, patterns elsewhere in the industrialized world. war, peace, integradon, internadonal organization Topics include the historical legacy, political and law. Prerequisite: Political Science 103 or structures and processes, elite-mass reladons, permission of instructor. and the nature of the connecdon between Mr. Borock business and government. Prerequisite: Political Science 104 or permission of instructor. COMPARATIVE POLITICS Mr. Gaenslen 260 West European Politics Study of the government and politics of France, Germany, 275 Topics in Latin American Politics and Great Britain. Analysis of the development Introduction to Latin American polidcs. Focus of their political institutions, social and cultural is on political issues surrounding economic factors affecting their polidcal systems, development in the Latin Ainerican context: alignment of political forces, and structures and polidcal precondidons, policy choices of Ladn processes of decision making. Prerequisite: American regimes and leaders, and political Polidcal Science 104 or permission of instructor. consequences of development in general, and Mr Bohrer of those policy choices in particular. Course also Concept of ideology, historical development, compares the political systems and development and intersection and overlap of ideologies are trajectories of Latin American countries to other also considered, as is the influence of political coimtries in the world. Prerequisite: Political philosophy on ideologies and of ideologies on Science 104 or permission of instructor. political behavior. Prerequisite: Political Science Ms. Harlzell 102 or permission of instructor. Mr. Tannenbaum 361 European Union Examination of the development of interstate integration by 381 American Political Thought Study of the considering the processes of cultural, political, development of political thought in America and economic change taking place in the from the colonial period to the present. Course European Community. Course analyzes the examines individual writers and movements, historical development of the E.C. and examines and considers the relationship of the ideas detailed case studies of major policy questions examined both to current issues and politics currently being addressed by the various and to the broader tradition of political supranational organizations of the E.C. Prerequisite: philosophy. Prerequisite: VoWiicai Science 102 or Political Science 104 or permission of instructor. permission of instructor. Political Science 260 is recommended. Mr Tannenbaum Stciff 382 Feminist Theory in American Politics Course 362 Peasants, Politics, and Rebellion Peasants as examines the role of feminist political thought political actors, wth a focus on rural ecology in American politics. Topics include various and economy, peasant mentality and culture, strains of feminist theory, including liberal, and theories of rebellion and revolution. Marxist, radical, and anarchist theories, with Prerequisite: Political Science 104 or permission particular emphasis on kinds of feminist of instructor. political participation that emerge from liberal Mr. Gaenslen and anarchist political ideals. Course also provides a context in which key concepts such 363 The Politics of Developing Areas as politics and power may be reconceptualized Introduction to the study of political from an American feminist point of view. development and underdevelopment, including Prerequisite: Political Science 102 or permission approaches to Third World politics, nature of of instructor. traditional politics, disrupdons caused by Ms. lannello colonialism and imperialism, reformation of domestic politics, and contemporary political ADVANCED COURSES processes and problems. Prerequisite: Political 200, 300 Topics in Political Science Exploradon Science 104 or permission of instructor. of an announced topic chosen each year or Mr. Gaenslen every other year by the department. Among the Special Topics currendy offered are the following: 366 New Politics and Social Movements In recent years many new political movements have 308 State Politics and Policy Comparative become increasingly active in such concerns as analysis of politics in the fifty states. An empirical environmental protection, sexual equality, analysis of the operation and functions of state nuclear energy, as well as other "new" issues of political systems. Prerequisite: Political Science advanced industrial societies. Course examines 101 and 215 or permission of instructor. competing theories that attempt to explain the Mr. Dawes development of these new movements, and 400 Seminars Advanced study of domestic, attempts to determine whether or not these foreign, or world politics, or political theory. .\ movements are new political actors or just old common core of reading and written reports b\ interest groups with new issues. Prerequisite: each student is provided. Topics differ each Political Science 101 and 104. year, but several seminars are offered routinely ^tuff and are listed below. POLITICAL THEORY 401 Executive Policy Making Study of the 280 Modern Political Ideologies Study of the constraints in the presidential policy-making philosophical coiuent and the role of polidcal process. Included is an examination of the ideologies in the modern world, with emphasis bureaucratic, constituent, and congressional on liberalism, conservatism, socialism, feminism, anarchism, Marxism, communism, and fascism. impact on the development of policy options 4 1 2 Women and the Political Economy of in executive decision making. Students are Development Examination of the central role responsible for a major term paper, which that women in developing countries perform involves considerable independent research. in the development process, as well as of the Prerequisite: Political Science 101 and 224 or impact that development has on women. permission of instructor. Analysis of the role that women play in household ^^v Ms. Warshaiv production, in the care of their families and their participation in both the formal and 402 American Voting Behavior and Electoral informal economies. Perspectives ranging from Politics Survev of research on political economists' efforts to accurately measure women's participation and vote choice in the U.S. Also contributions to development, to political considered are various functions elections serve scientists' focus on the political power of in a democracy, as well as the relative merits of women, to feminist critiques of mainstream aggregate and individual level approaches to development theories are employed. Prerequisites: the study of the politics of the mass electorate. Political Science 103 or permission of instructor. Emphasizes contemporary American politics, Ms. Harttzell but also includes analysis of historical and comparative aspects of voting behavior. Prerequisite: Individualized Study Intensive research on an Political Science 101 or permission of instructor approN ed topic presented in oral or written Mr Dawes reports, luider the supervision of a facultv- member. 405 Executive-Legislative Relations Examination Staff of the complex institutional and political relationship between the Executive and Internship Minimum six weeks of on-site Legislative branches of the Federal government. participation in administration with a public or Prerequisite: Vo\lnc^\ Science 101 and 224. private organization under the supervision of a Ms. Warshaiv faculty member Available fall or spring semesters or the summer. 406 Politics of Poverty Consideration of the Staff definitions of povert)' and the location of the problem within the federal political system. Honors Opportunitv' for highly qualified Attention is given to competing students to participate in a program of original ideologies/ theories of the development of research under the supervision of a faculty poverty in urban areas and corresponding member. Each student completes a thesis and pioposals/solutions offered by each perspective. presents her or his research in a public forum. Prerequisite: Political Science 101 or permission Staff of instructor. Ms. lannello PSYCHOLOGY 409 Comparative Political Economy Introduction Professors: Bomstein, D Agostino, and Pittman to the workings of domestic economic systems Associate Professors: Arterberry, Cain, Fincher-Kiefer, and to some of the main analytical frameworks Riggs (Chairperson), and Siviy that political economy uses to examine these A ssista n t Professors: Johnson systems. Comparative focus on issues of political Overview economy is two-fold: Use is made of comparative The department emphasizes experimental methods, as well as of different theoretical psycholog)' in all of its course offerings. The approaches to understanding domestic political objective of the department is to promote economies. To that end course focuses on the knowledge of the causes of behavior, with emphasis relationship between political systems, regime on the formation of a scientific attitude toward types, ideology, and economic systems and the behavior and appreciation of the complexity of effects these have on certain public policy human personality. This objective is approached outcomes. Prerequisites: Political Science 103, with Political Science 251 or 252 recommended, or permission of instructor. Ms. Hartzell 5 by providing a representative array of courses in Requirements for Departmental Honors psychology, including seminars, special topics, Departmental Honors are awarded to graduatin>; independent reading, and independent research, majors who, in the combined judgement of the and by providing selected opportunities for field staff, have demonstrated academic excellence in work. Direct experience with the major methods, course-work in the major, and who have completed instruments, and theoretical tools of die discipline the individualized empirical research project, is emphasized throughout. honors research, or an honors thesis. Requirements and Recommendations Distribution/Liberal Arts Requirements Psychology 101 is a prerequisite for all other Psychology 101 and all 200-level courses (except u courses in the department. Requirements for a Psychology 205) may be used to fulfill the major include Psycholog)' 101, 20.5, 305, 341, distribution/liberal arts requirement in social two advanced psychology laboratory courses, sciences. Psychology 205, open only to majors, one from each of the following two groups: (a) may be used to satisfy the quantitative reasoning 314, 321, 327, 328 and (b) 315, 316, 317, 336; requirement. three additional courses in p.sychology, and two 101 General Psychology Introduction to basic laboratory courses taken in sequence within the scientific logic, facts, theories, and principles same department in the Division of Natural of psychology', including the study of human Sciences. Most psychology laboratory courses motivation, learning, emotion, perception, have a 200-level course as a prerequisite. Majors thought, intelligence, and personalitv'. Repeated must earn a grade of C or better in both spring semester. Fulfills distribution requirement Psychology 205 and 305. Majors are strongly in the social sciences. encouraged to take Computer Science 104. Staff An individualized study, as well as experience in 205 introduction to Statistics Introduction to the use of the computer and/or training in descriptive and inferential statistical methods. computer science, are highly recommended for Laboratory work involves the use of a compiuer those planning to go on to graduate work. software package that allows for the application Students should consult with their advisers for of statistical procedures. Credit may not be specific information on the prerequisites for granted for this course and Mathematics 107 or work at the graduate level in the specialized Economics 241. Offered each semester. Pierequisite: areas of psychology'. High school algebra. Required of all majors; Honors Research Program open only to declared majors. Three class hours This program provides outstanding students and three laboratory hours. with an intensive research experience. Invitations Ms. Arterberry, Ms. Cain, Mr. Siviy for participation may be extended to students 214 Social Psychology Review of current psycho- who have a GPA of 3.5 in Psychology 101, 205, logical theory and research in social psychology. and 305. These courses should be completed by Topics include attitude and behavior change, the end of the sophomore year. conformity, attraction, inteipersonal perception, Students in this program take two advanced and psychological aspects of social interaction. laboratory courses in the jimior year (priority Ms. Riggs, Mr. Pittman will be given at registration), and enroll in 2 1 Human Cognition Introduction to cognitive Psychology 464 (Honors Research) in their psychology. Topics covered include perception, senior year (an honors thesis may he substituted attention, memory, learning, forgetting, language for Psychology 464; see Honors Thesis course comprehension, reasoning, and problem solving. description below) . Results of these honors Theories are presented concerning cognitive research projects are presented at the Spring processes, and empirical evidence is considered Undergraduate Research Colloquium. Students that might challenge or support these theories. are also expected to attend departmental Ms. Fincher-Kiefer coUoquia and other departmental events. 5 2 1 6 Sensation and Perception Explores 305 Experimental Methods Introduction to phenomena of sensation and perception from scientific method and experimental design. the perspective of experimental psychology. Emphasis is on the logical development of Emphasis is on understanding the mechanisms new ideas, kinds and sources of error in and processes that underlie our experiences of experimentation, methods of control, design the material world. Small discussion groups and analysis of experiments, and scientific explore special topics and areas of current communication. Prerequisites: Psychologs' 1 01 research. Prerequisite: Psychology 101 or Biology and 205. Three class hours and three 101 or 111. laboratory hours. Mr. Johnson Ms. Riggs, Mr D Agostino, Mr Pittman, Ms. Fincher-Kiefer 221 Basic Dynamics of Personality Introduction to major approaches to personalit)', including 314 Experimental Social Psychology Study of psychodynamic, behavioral, humanistic, and specific content areas in social psychology. trait models. General issues and problems that Current theories and empirical data are used arise in the study of personality are considered, to illustrate experimental designs and relevant and the importance of empirical evidence is methodological considerations. Laboratory emphasized. work includes design, execution, and analysis Mr Bornstein of two original experiments. Prerequisites: Psychology 214 and 305. Three class hours and 225 Developmental Psychology: Infancy and the equivalent of three laboratory hours. Childhood Psychological development of the Ms. Riggs, Mr Pittman individual, from conception up to adolescence. Theory, methodology, and research are presented 3 1 Thinking and Cognition In-deptli examination in the areas of perception, learning, cognition, of the cognitive processes involved in memory, language, social, and moral development. May language comprehension, problem solving, and not be taken with Psychologv' 227 or 228. reasoning. Current research and existing theories Ms. Arterberry, Ms. Cain are surveyed. Research is conducted in one area of investigation. Prerequisites: Psycholog)' 215 and in Cognitive Development Psychological 305. Three class hours and three laboratory hours. development of the individual, from conception Ms. Fincher-Kiefer up to adolescence. Theory, methodologv', and research are presented in the area of perception, 316 Perception Investigation of current topics cognitive, and language development. in perception, with particular emphasis on high- Ms. Arterberry level vision. Examples include object and face recognition, visual mental imagery, visually- 228 Social and Personality Development guided reaching, and locomotion. These and Psychological development of the individual, other phenomena are analyzed, asking: What from infancy up to adolescence. Theory, problems do human perceptual systems solve? methodology, and research are presented in the How are these problems solved? How are these areas of emotional development, family and solutions carried out in the brain? Prerequisites: peer relationships, motivation, social cognition, Psychology 216 and 305. Three class hours and and moral development. Prerequisite: Psychology the equivalent of three laboratory hours. 227 or permission of instructor. Mr Johnson Ms. Cain 317 Memory and Social Cognition Introduction 236 Introduction to Brain and Behavior to human memory and social cognition. Focus Introduction to the anatomical, physiological, is on the cognitive structures and processes and biochemical bases of human behavior. involved in social judgment. Errors and biases in Topics include sleep and dreams, development, human judgment are also examined. Prerequisite: learning and memory, motivation and emotions, Psycholog)' 305. Three class hours and three language and other higher functions, and laboratory hours. psychopathology. Emphasis is on developing Mr D Agostino an ability to conceptualize psychological phenomena in biological terms. Mr. Siviy 32 1 Assessment of Personality, Psychopathology, 34 1 History of Experimental Psychology Review and Intelligence Introduction to methodological of the historical development of .scientific and conceptual issues involved in the psychology. Emphases are on early foundations construction and use of personality tests and of major conceptual issues and on the role of measures of psychopatholog)'. Survey of literature the reference experiment in setting the course on test development and validation is followed of modern psychological research. by in-depth study of selected topics in Ms. Cain personality, psychopathology, and intelligence. 400 Seminar Opportunity' to work on a selected Each student also designs, conducts, analyzes, 11 topic in a small group under the guidance of a and writes up an experiment evaluating some faculty member. Not offered every year. Topic aspect of a personality test or measure. for a given semester is announced in advance. Prerequisites: Psychology' 221 and 305. Three class Enrollment by permission of instructor. May hours and the equivalent of three laboratory be repeated. hours. Staff Mr. Bornstein 450 Individualized Study Tutorial opportunity' 326 Abnormal Psychology hitroduction to to do intensive and critical reading and to write psychopatholog)- and abnormal behavior, with a term paper on a topic of special interest. particular attention to conceptual, methodological, Student is expected to become thoroughly and ethical issues involved in the study of familiar with reference books, microfilms, and abnormal psychology. Models of psychopathology scientific journals available for library research and psychodiagnosis are discussed, with an in the field of psychology. Prerequisite: emphasis on the empiiical evidence for different Permission of instructor. May be repeated. models. Prerequisite: Psycholog)' 221. Staff Mr. Bornstein 460 Individualized Empirical Research Design "in Experimental Cognitive Development and execution of an empirical study involving Intensive study of one or more areas of the collection and analysis of data in relation to cognitive development. Emphasis is on the some psychological problem under the supervision unique characteristics of research with children. of a faculty member. Students are required to Laboratory work is conducted in a preschool or present an acceptable research proposal no day care center. Design, execution, and analysis later than four weeks following the beginning of a research project is required. Prerequisites: of the semester or to withdraw from the course. Psychology 225 or 227; Psychology 305. Three Research culminates in a paper. Prerequisite: class hours and three laboratory hours. Permission of instructor. May be repeated. Ms. Arterberry .Staff 328 Laboratory in Social Development Intensive 464 Honors Research Students in the Honors study of one or more areas of social and Research Program take this course in their personality development, utilizing observational senior year. Course has two components: (a) a and experimental methods. Emphasis is on the research project, similar to that described under unique characteristics of research with children. Individualized Empirical Research, in which Laboratory work is conducted in a preschool or each student designs and executes an empirical day care center and includes die design, execution, study under the supervision of a staff member; and analysis of a research project. Prerequisites: and (b) an honors seminar in which honors Psychology 225 or 228; Psychology 205 and 305. students present and discuss their research Three class hours and three laboratory hours. projects. Students may elect to do their research Ms. Cain project in either the fall or spring semester. 336 Behavioral Neuroscience Advanced discussion Seminar meets both semesters, and all students of topics included in Psychology' 236, as well as participate in all of the seminar meetings. One an in-depth treatment of brain development course credit is given in the spring semester. and the neurochemical basis of behavior. Prerequisites: Participation in the Honors Research Prerequisites: Psychology 236 and 305 or permission Program and completion of two advanced of the instructor. Three class hours and three laboratory courses. laboratory hours. Staff Mr. Siviy 466 Honors Thesis Designed to meet needs of Classics 230 Classical Mythology the clearly superior student. During the senior Greek 204 New Testament Creek year each participant engages in an original Hist. 3 1 1 Medieval Europe program of research imder the direction of a Hist. 3 1 3 Renaissance and Reformation thesis committee. In addition to completing a IDS 2 1 1 Perspectives on Death and Dying formal thesis, each student presents and IDS 227, 228 Civilization of India discusses his or her research before the entire IDS 237, 238 Literature of India staff. Successful completion of the program IDS 267 Theatre and Religion entitles the student to receive credit for two IDS 312 Ancient Egyptian Language, courses that can be applied towards a psychology Literatiue, Art, and History major. Prerequisite: By in\itation of the Latin 306 St. Augustine department only. Phil. 105 Contemporary Moral Issues Staff Phil. 205 .Ancient Philosophy Phil. 337 Philosophy of Religion 471 Internship A minimum of 160 hours of on- the-job e.xperience on a mental health, human The department's rationale for numbering resource, or research position. Students must be courses is as follows: sponsored by a faculty member, and receive 100-leiiel courses tend to be topical and thematic. approval by the internship coordinator. Available during the fall or spring semesters or during the 200-level courses are surveys that usually take a summer. Course does not count toward minimum historical approach. Neither 100 nor 200 courses requirements in a major or minor; graded S/U. have a prerequisite. 300-level courses are more narrowly focused or RELIGION specialized, often examining in greater detail an Professor Moore issue or area treated more generally in other Associate Professor C. Myers (Chairperson) courses. Assistant Professors Gray, Sommer, and Thompson Distribution/Liberal Arts Requirements Adjunct Professor Hammann All 100- or 2()()-level courses fulfill the one- Overview course distribuUon requirement in religion. The Essential to an understanding of the past and difference between a 1 00- and 200-level course the present is a study of the varied religious is a matter of emphasis rather than degree of experiences and traditions of humankind. difficulty. All religion courses can be counted The department offers courses in sacred texts, toward satisfying the three-course humanities historical traditions, and religious thought and requirement in the liberal arts. The following institutions, all of which investigate the complex courses meet the distribution/liberal arts phenomenon of religion. requirement in non-Western culture: 108, 248, 249, 250, 256. IDS 312 also meets that Requirements and Recommendations requiremerU. A major consists of ten courses. Two may be taken outside the department; two must be at 1 1 Introduction to Religion General introduction the 200-level; one must be a 300- or a second to different approaches in the study of religion: 400-level course. A major must also take at least philosophical, anthropological, historical, one of the following: Religion 460, 470, or 474. sociological, and artistic. Examples are taken The department encourages qualified students from the traditions of various world religions, to consider internships and/or overseas study, includingjudaism, Hinduism, Buddhism, including the junior year abroad. Taoism, Christianity', Islam, and Shinto. Staff A minor consists of six courses. One of the six may be outside the department, but not in a 105 The Bible and Modern Moral Issues student's major; at least one must be at the 200- Investigation of the relevance of the Bible for level and at least one must be at the 300- or 400- life in the twentieth century. Some issues studied level. from a biblical perspective include sex roles and sexual relations, economic inequities, and legal Any of the following courses, outside the injustices. Among topics to be covered are department may be counted toward either a marriage and divorce, homosexuality, women's major or minor. Other courses may be possible with the permission of the department. lights, poverty, war, and peace. Three class hours. 141 Religion and Culture in the U.S. Examination No prerequisites. Open to first-year students of religious and cultural diversit)' in our and sophomores only. Offered every year. changing society. Course explores American Mr. C. Myers struggles for identity formation along with representations of religious difference within 108 Wisdom Literature Comparative study of periods of migration, diaspora, and contact, Job, I'salms, Proverbs, Ecclesiastes, and the Song from the clash of the first missionaries with of Songs, with the wisdom literature of the Native Americans to recent efforts by Sumerians, Eg\'ptians, Babylonians, and other immigrants to forge new ways of maintaining contemporaries and predecessors of the Israelites. < their traditions on U.S. soil. Diverse religious Fulfills distribution requirement in non-Western experiences in the U.S., from the Amish to culture. Offered every year. Zen Buddhists, from CalvinisLs to Keralites, are Mr. Moore studied. 1 13 Women in the Ancient World Investigation Mr Thompson of the role(s) of woman as reflected in the 204 History, Literature, and Religion of the Old myths, legends, epics, law codes, customs, and Testament Study of the history, literature, and historical records of the Sumerians, Babylonians, religion of the Hebrews, from the time of Egyptians, Hebrews, Greeks, and Romans. Abraham to about 500 B.C.E. History and culture Relevance for contemporary roles and problems of Israel are related to those of surrounding is also examined. Offered every year. nations, with special emphasis on the relevanc\ Mr. Moore of archeological data. Offered every year. 1 17 Topics in Biblical Studies Intensive study of a Mr. Moore religious topic, problem, writer, or theme in the 205 History, Literature, and Religion of the New field of biblical studies. Offered at the discretion Testament Introduction to writings of the New of department. Testament as they originated in their Greco- Staff Roman milieu. Emphasis is on the disfinctive 127 Topics in History of Religions Intensive study purposes and main content of each writing. Use of a religious topic, problem, writer, or theme in of source, form, and redaction criticism as tools the field of the history of religions. Offered at for the academic study of the New Testament is discretion of department. demonstrated. Offered every year. Staff Mr C. Myers 1 29 Introduction to Judaism Overview of ancient 224 Religions of African Americans Same as and contemporary Jewish belief and practice AAS 224. (See African American Studies.) through an examination of sacred texts, theology, 225 Religion in the Civil Rights Movement and history. Special attention is given to Jewish Exploration of religion's function during the theology, holidays, and life-cycle. '' Civil Rights Movement. Course examines the Staff historical context that gave birth to the Ci\il 134 Religion in Cinema Study of films that Rights Movement and assesses the Church's portray themes and stories rooted in a variety of vacillation and religion's ability to bring religious traditions. Course compares cinematic constructive, humane change. Considerable representation with traditional versions of attention is given to the efforts of African stories. Such films as Little Buddha, The Message, American Christian women, Martin Luther King The Ten Commandments, Jesus of Montreal, The Last Jr., and Malcolm X. Intersection of Christianity, Temptation of Christ, The Gospel According to St. Judaism, Islam, Black Nationalism, agnosticism, Mattheu', The Robe, Ordet, and Wise Blood are and atheism is also discussed. viewed and analvzed. Not offered every year. Mr Gray Staff 248 Religions of China General introduction 137 Topics in Religious Thought Intensive study tcj major religious traditions of China through of a religious topic, problem, writer, or theme textual, historical, and social studies of in the field of religious thought. Offered at Confucianism, Taoism, and Buddhism. discretion of department. Attention is also given to an assessment of Staff their contemporary viability. Ms. Sommei' 1 249 The Religions of Japan Special emphasis on addressed by John's Gospel. The question of its understanding the religious thinking of the relationship to the Synoptic Gospels and the Japanese, ancient and modern, through textual, Epistles ofJohn is included. Prerequisite: Religion historical, and cultural study of religious 205 or permission of instructor. Not offered traditions: Shinto and folk beliefs. Buddhism, every year. Confucianism, and Taoism. Offered every year. Mr. C. Myers Ms. Sommer 314 The Apostle Paul Study of the life, letters, 250 Hinduism and Buddhism: An Introduction and legacy of the early Christian, Paul, through Introduction to Hinduism and Buddhism, with a careful consideration of primary and selected special emphasis on Early Hinduism and early secondary .sources. Particular attention is given stage of Buddhism through careful examination to understanding the Pauline literature in its of original texts in the best available English historical context. Ancient and modern translations. Historical, social, and artistic interpretations of Paul's life and work are also development is included, paving the way to a treated. Prerequisite: Religion 205 or permission deeper understanding of contemporary of instructor. Not offered every year. religious culture in all of Asia. Mr C. Myers Ms. Sommn 343 Mythology and Religion Mythology and 256 Introduction to African Religion Exploration religion have always been companions. Course of the history and practice of African religion, aims at understanding this friendship. Students from its origin in ancient Africa to manifestations familiarize themselves with certain mythological in Mrica and the Americas. Examines the Twa, artifacts, as well as current "surrogate myths." Ethiopia, Kemet, Moors, Dogon, Ifa, Voudvm, Primary focus is an appreciation of the process Candomble, religious belief and practice during of "mythmaking," which is approached from enslavement, Moorish Science Temple, Islam several critical viewpoints. Not offered everv vear among African Americans, African American Staff Christianity, and African Centered Spirituality. 350 Buddhist Ethics Critical study of Buddhist Philosophical content, myths, ritiuUs, consequential ethics for stiitlenls who have completed an personalities and movements, societal place, introductory study of Buddhism. Course examint s and music are considered. No prerequisite. individual ethical issues such as human rights, Mr. Gray natural resources, abortion, organ transplant, 301 Prophets of the Old Testament Historical gambling, and child-prostitution in contemporar\ and sociological study of the life and times of "Buddhist" societies, as well as the scriptural and Israel's prophets, as drawn from the Old theoretical foundadons of Buddhism. Testament and extra-Biblical sources, with Staff special emphasis given to both the importance 460 Individualized Study for Majors and Minors of prophetic intei-pretations for their own day Senior Project must be approved by department. and to their lasting effect upon Judeo-Christian Staff thought. Prerequisite: Religion 204 or 205, or permission of instructor. Not offered every year. 470 Individualized Study and Internships Mi: Moore Staff 3 1 jesus in the First Three Gospels Examination 474 Summer Internships of the Jesus tradition, as inteipreted in the Gospels ^^'«// of Matthew, Mark, and Luke, using techniques IDS 21 1 Perspectives on Death and Dying For of source, form, redaction, and literary criticism. course descripdon, see Interdeparunental Studies. Special attention is given to the distinctive Mr Moore perspecdve of each Gospel. Prerequisite: Religion 205 or permission of instructor. Not offered IDS 312 Ancient Egypt: Its Language, Literature, every year. Art, and History For course description, see Mr. C. Myers Interdepartmental Studies. Mr. Moore 312 The Gospel of John Exploration of the thought and content of the Fourth Gospel. Effort is made to determine the background pui-poses for writing, and the commimity SOCIOLOGY AND ANTHROPOLOGY majors serve as student representatives to department faculty meetings in order to provicU Emmons, Heiskr, and Hinrichs (Chairperson) Professors a means for students to voice their concerns. Associate Professors Betances, Gill, and Potuchek Assistant Professors Hendon, Harvard, and Rosenberg Requirements and Recommendations Adjunct Associate Professors Floge and Franke Major requirements: The department offers both a major in sociology and a combined major in Overview anthropology and sociology. Students who Studies in the department are directed toward major in sociology take a minimum of ten full- understanding social organization and social credit courses. Majors must earn a grade of C- action and the role of culture in shaping human or better in Sociology 101, 302, and 306. beha\ior Reflecting the diversit)' of perspectives Students majoring in sociolog)' must take in sociolog)' and anthropolog)', the courses Sociology 101, 302, 306, and 400. They must present a variety of approaches. Some perspectives also take one of the following inequality courses start with individuals in interaction with each Sociology 202, 209, 217, as well as a seminar in other and focus upon how they develop sociological theory, chosen from among the meaningful social relationships, groups, and following: Sociology 310, 311, 312, 313; and a institutions. Other approaches focus upon the second 300-level department course in methods molding of individuals by various institudons, such as Sociology 303. The remaining three groups, and cultures, or upon the functional or courses are electives chosen from among the conflict relationships among various classes and sociology course offerings, excluding 470s and subcultures. By emphasizing the scientific and normally excluding 450s, and may include one comparative study of social institutions and anthropology course. cultures, the department seeks to have students develop an understanding of social realides, and Students who select the combined major in to increase their competence in dealing critically anthropology and sociolog)- take a minimum ol and construcdvely with social problems and ten full-credit courses. Majors must earn a C^ or I programs for social change. better in Sociology 101, Anthropology 103 and 105, Sociology 302, and Sociology 306 or The department's goals are to contribute to the Anthropology 308. Students must take liberal arts education at Gettysburg College, to Anthropology 103 and 105; Sociology 101 and provide a solid academic foundadon in sociology 302; a second 300-level department course in and anthropology for students interested in methods, such as Sociology 303; either graduate study, to assist students in meeting Anthropolog)' 308 or Sociolog)' 306; and either their academic and career needs, and to acquaint Anthropolog)' 400 or Sociolog)' 400. Students all students who take our courses with sociological must also take three electives in anthropolog)' and anthropological perspectives. The courses and sociology course offerings, excluding 470s reflect the diversit)' of perspecdv'es in sociolog)' and normally excluding 450s. Students must as a discipline and cover the core subject matter have a minimum of four courses in each of the field. discipline. Majors are prepared for graduate educadon in Minor requirements: Six courses are required for sociology, urban planning, law, communication, the anthropology minor. Students must take criminal justice, social work, criminology, Anthropology 103 and 105; either Anthropolog)' anthropology, health care, theology, and library 308 or 400; and three electives from science, as well as for careers in teaching, business, anthropology course offerings (one of which and fields related to the graduate programs may be in the Anthropology 450s). cited. The department has a chapter of Alpha Kappa Delta, the Sociological Honor Society. Six courses are required for the minor in Also, the Gettysburg Anthropological Societ)' is sociolog)': Students must take Sociology 101, a club for those interested in anthropology. 302, and 306. The remaining three courses Majors are eligible for the Harry C. and must be chosen from among sociology course Catherine Noffsinger Hartzell Award, the Holly offerings, excluding 450s and 470s. Gabriel Award, the Department Prize, and Students with a major in sociology may minor in departmental honors. The department anthropology, but students with die combined emphasizes a commitment to experiendal major in anthropology/sociology may not education, field trips, and internships. Several minor in the department. Prerequisites interpret human genetic variation, the behavioi Sociology 101 is a prerequisite for most other of nonhuman primates, the evolution of fossils sociology courses, except as noted in course hominids, and major developments in technology descriptions; most upper level anthropology and material culture. No prerequisite. courses require either Anthropolog)' 103 or 105, Ms. Hendon except as noted in course descriptions. 220 World Cultures Study of various cultures in Sociology 302 is a prerequisite to other 300-level Asia, the Pacific, Africa, Europe, and the methods courses, and Sociology 306 is a Americas, viewing them through the distinctive prerequisite to other 300-level sociological lens of cultural anthropology. Discussion of theory courses and Sociology 400. Both selected case studies about cultural patterns and Sociology 302 and 306 are prerequisite to social practices in a diversity of societies. No Sociology 400. prerequisite. Individualized Study Staff In response to varying needs, interests, and 228 Cross-Cultural Perspectives on Gender and expertise of individual students and faculty Sex Roles Examination of the social roles of members, the department provides means for women and men, the dynamics of sexual students to pursue independent research and identity, and the ideologies of gender in various studies through Anthropology 450s and 460, societies. Course explores broad theoretical Sociology 450s and 460, field work application issues (such as biological vs. cultural determinants; or direct experience, and other opportunities to gender stratification and inequality; the effects expand specialized interests. Anthropology 460 of social, cultural, and economic variables), as or Sociology 460 is a requirement for depaitmental well as a range of specific societal studies. honors, and students who want to be considered Prerequisite: Anthropology 103. for honors should enroll in one of these courses. Ms. Hendon Students interested in pursuing honors should consult with a departmental faculty member in 232 Precolumbian Civilizations of Mesoamerica the junior year. Introduction to the organization and development of Native American civilizations in Distribution/Liberal Arts Requirements Mexico and Central America. Evidence from All full-credit departmental courses except archaeological and ethnographic research. Sociology 302, 303, and other 300-level methods Native texts and art, and Spanish Colonial courses may be used to fulfill the distribution/ writings is used to study religious beliefs, liberal arts requirement in social sciences. The sociopolitical organization, economic following courses in anthropology may be used relationships, and intellectual achievements of to meet the non-Western culture distribution such groups as the Olmec, Maya, and Aztecs. requirement: 103, 220, 228, 232, 234, 235, 236, Period prior to the sixteenth-century Spanish and 237. Sociology 303 satisfies the liberal arts conquest is empha.sized, but modern indigenous requirement in quantitative reasoning. cultures are also studied. No prerequisite. ANTHROPOLOGY Ms. Hendon 103 Introduction to Cultural Anthropology 234 Principles of Archaeology Study of the Comparative study of social practices and practice of archaeology—the combination of cultural systems, using a series of case studies of methods and theoretical concepts that together non-Western and Western cultures, including result in archaeological interpretations of past our own. Course gives overview of history of human behavior and society. Using a case study cultural anthropology, major questions and approach, students are introduced to the nature theoretical debates, fieldwork and research of archaeological interpretation. Prerequisite. methods, and the relevance of anthropology to Anthropology 103, 105, or one 200-level course. the modern world. No prerequisite. Ms. Hendon Ms. Howard 235 Early Civilizations in Cross-Cultural 105 World Prehistory and Human Evolution Perspective Study of the origins and Introduction to physical anthropology and development of the earliest urban societies. archaeology, the two subdisciplines of Compares and contrasts examples from anthropology that focus on the question of different parts of the world, including China, human biological and cultural change through time. Course examines how anthropologists Mesopotamia, Mesoamerica, Egypt, and South 250-270 Topics in Anthropology Exploration of Asia. Using archaeological data, written texts, a particular topic, chosen by a faculty member. art, and other sources, the course studies the 308 History of Anthropological Theory Analysis ol causes and consequences of the shift to more the rise of anthropology and development of its centralized political systems and more major theoretical models. Course traces the specialized economic organization. Course takes precursors of anthropology, the emergence of both cross-cultural and historical perspectives. the field of "anthropology" and its subdisciplines Integral to the coiuse is a discussion of how in the nineteenth century, the elaboration of civilization and the state have been defined. the culture concept and fieldwork methods in < Preiequisite. Anthropolog>- 103, 105, or consent the twentieth, and recent trends in post-colonial of instructor. anthropology. Prereqtiisite: Anthropology 103 oi Ms. Hendon 105. Sociology 302 is strongly recommended. 236 Precolumbian Civilizations of South America Offered every other year. Introduction to the organization and Ms. Hendon, Ms. Howard development of Native American civilizations in 309 Fieldwork Experience in Anthropology South America. Evidence from archaeological Practical learning experience in and ethnographic research, Native texts and art, anthropological fieldwork methods. Students and Spanish Colonial writings is used to study applv theoretical knowledge to the field and religious beliefs, sociopolitical organization, develop skills necessary for doing research in economic relationships, and intellectual one of the four sub-disciplines of anthropology. achievements of such groups as the Inka, Prerequisite: Anthropology 103 or 105, and Moche, and Chavin. Period prior to the Sociology 302. sixteenth-century Spanish conquest is Staff emphasized, but modern indigenous cultures are also studied. No prerequisite. 400 Anthropology Seminar Intensive culminating Ms. Hendon research experience for anthropology-sociolog) majors. Seminar is designed around a particular 237 African and Afro-Latino Cultures: Studies in topic or debate, which provides a unifying Power and Ritual. Cross-cultural comparisons of theme for students' individual research projects. politics, religion, and identity in Africa and the Course guides students as they consolidate their African diaspora of Latin America and the understanding of the anthropological Caribbean. Course explores case studies of perspective. Prerequisite: Anthropologs' 103, 105. religious rituals and spirit possession, slave and 308, or consent of instructor. Offered ever\ revolts and wars of independence, cultinal other year. movements and ethnic mobilization on both Ms. Hendon, Ms. Howard sides of the southern Atlantic. Prerequisite: Prior course in Anthropology, African .American 450s, 470s Individualized Study Independent Studies, or Latin American Studies. study in fields of special interest outside the Ms. Howard scope of regular course offerings. Prerequisite: Consent of faculty sponsor. 238 The Anthropology of Contemporary Cultural Staff Issues Exploration of how anthropologists analyze current issues in international affairs 460 Research Course Individual investigation and industrialized societies, including the of a research topic in anthropology under the United States. Case studies illustrate guidance of a faculty member. Topic must be anthropological perspectives on topics such as approved by department. Project culminates in nationalist movements and international written and oral presentations of a formal development, ethnic tourism and advertising, paper to the facult)'. Required for departmental immigration and multiculturalism, urban gangs honors. Students must submit a proposal a and changing gender roles, modern myths and minimum of two weeks before the end of the rituals. Course also discusses challenges of semester preceding the proposed study. conducting fieldwork in diversified societies and Prerequisite: Consent of department. Open to ethical dilemmas arising in politically sensitive juniors and seniors only. settings. No prerequisite. Staff Ms. Howard SOCIOLOGY of police, courts, and corrections. Theories of 101 Introduction to Sociology Study of basic crime causation, criminal behavior systems, and structures and dynamics of human societies, \ictimology are also examined. Prerequisite: focusing on the development of principles and Sociology 101. concepts used in sociological analysis and Mr. Hinrichs research. Topics include cultiue, socialization, 209 Racial and Ethnic Relations Comprehensive social institutions, stiatification, and social change. study of ethnic and minority relations. Topics No prerequisite. include immigration and assimilation, prejudice and discrimination, and the structure of the 202 Wealth, Power, and Prestige Examination of ethnic community. Study of African-American, distribution of valued resources and associated European-immigrant, and Asian-American social ranking and rating systems. Topics include communities is emphasized. Prerequisite: social classes, social mobility, economic and Sociology 101. political power, and informal prestige and fame. Ms. Heisler, Mr Emmons Prerequisite: Sociology 101. 212 Sociology of Deviance Examination of the Mr. Emmons, Ms. Heisler concept of de\'iance and exploration of various 203 World Population Examination of the sociological theories and perspectives for viewint; components of population composition (fertility, deviant phenomena. In-depth analysis of mortality, and migration) to understand how alcohol and drug use, variations in sexual they interact to produce particular population behavior, pornography, violence, child abuse, structures and population growth rates. Course and homelessness. Prereqrtisite: Socio\ogj' 101. emphasizes the study of relationships between Mr Hinrichs social and demographic variables, and the 217 Gender Inequality Examination of patterns consequences of different population structures of gender stratification in American social and population growth rates for societies as a structures. Course centers on various forms of whole and for various social groups. Special sexual inequality in today's world, examining attention is given to the relationship between the positions of women and men in families and population dynamics and public policy occupations. Topics include socialization, decisions. Prerequisite: Soc\o\o^ 101. images of women in the media, violence against Ms. Floge women, and possibilities for change. Prerequisite: 204 Sociology of Mass Media and Popular Culture Sociology 101. Analysis of broadcast and print media institutions. Ms. Gill Perspectives include the "production of 231 Self in Society Study of theories of social culture," cultural content analysis, socialization psychology, methods of social psychological effects, and media coverage. Various popular research, the self, socialization, social roles, culture genres, both mass and folk, are covered, social relationships, communication, and group with special emphasis on music. Prerequisite: behavior. Emphases include group dynamics Sociology 101. and differences in male/female perceptions and Mr. Emmons social behaviors. Readings include theoretical 206 Sociology of the Family Analysis of the works and emphasize classic and recent research family as a social institution. Course takes a in the field. Prerequisite: Sociology 101. comparative and sociohistorical approach to Ms. Rosertberg the study of American families, with a particular 233 Science, Knowledge and the New Age focus on the interaction between family and Exploration of science as a social institution. economy. Topics include intrafamily relations, History and ideology of science as an objective work-family links, and family policy. Prerequisite: method are examined, drawing from Merton, Sociolog)' 101. Kuhn and otliers. "Antiscience" and "New Ms. Potuchek Science" perspectives include postmodernist, 207 Criminology Introduction to the sociological feminist, and New Age views. UFO studies and study of crime. Course begins with a discussion other paranormal topics receive special of criminal law and the extent of crime, then attention as alternative knowledge .systems. continues with a comprehensive examination Prerequisite: Sociology 101 or Anthropology- 103 or consent of instructor. Mr. Emmons 1 262 Social Development of Latin America including survey, experiment, participant Formation of Latin American republics, focusing observadon, and evaluation research. Issues of on interplay between internal processes and sampling, measurement, causality, and validit)' external influences. Students examine Latin are considered. Prerequisite. Sociology 101. Americans' struggle for political and cultural Staff integration to overcome their colonial heritage 303 Data Analysis and Statistics Treatment of and to build nation states. Same as LAS 262. the analysis and reporting of quantitative data. No prerequisite. Logic of data analysis; selection, use, and Mr. Betances interpretations of statistical techniques; and use 267 Society and Politics in Latin America: A Case of the computer form basis of the course. Study of the Dominican Republic Study of the Includes laboratory. Prerequisite: C- or better in sociopolitical evolution of the nineteenth- and Sociology 302 or consent of instructor Fulfills twentieth-century Dominican Republic. Course liberal arts requirement in quantitative examines the tension between dictatorship and reasoning democracy, changing economic patterns of Af5. Gill, Ms. Rosenberg Dominican life, and influence of the U.S. military 306 introduction to Sociological Theory interventions of 1916-1924 and 1965-1967 on Exploration of the natiue of sociological theory the modern Dominican state. Same as LAS 267. and major theoretical orientations (paradigms). No prerequisite. Course examines the origins and creation of Mr. Betances these paradigms in the nineteenth and early 271 Gay and Lesbian Studies i Introductory twentieth century — the period of "classical examination of important issues underlying sociology" and their development, elaboration, gay and lesbian studies. Discussion focuses on and application in contemporary sociolog)'. homosexualit)' cross-culturally; the history of the Ms. Heisler gay rights movement in American societ)' and 310 Seminars in Sociological Theory Examination the historical events diat have shaped gay, lesbian, of a topic in sociology from a number of and bisexual identity; theories of sexuality; theoretical perspectives. Emphasis is on gaining religion and homosexuality; homophobia; an in-depth knowledge of the topic, while also structure of the gay and lesbian community, learning how theoretical perspectives shape including issues related to race and ethnicity; research and analysis. Prerequisite: Sociology 306 "coming out" process; and xdolence against gays or consent of instructor for nonmajors. and lesbians. No prerequisite. One-half credit Staff course. Mr Hinrichs 3 1 Theories of Community Study of commimities from a sociological perspective, ni Gay and Lesbian Studies II Further with major emphasis on urban areas. Theoretical examination of contemporary gay, lesbian, perspectives of Weber, Simmel, Spengler, Park, and bisexual life styles and the supporting social Wirdi, Redfield, Duncan, and others are examined movement. Discussion focuses on society's and used to understand the historical development response to the emergence of a more visible gay of cities, the ecology of cities, the development and lesbian community, the impact of AIDS on of suburbs, urbanism as a way of life, city planning, gays and lesbians, constitutional and legal issues, metropolitan dynamics, and contemporary gays and the military, gays as parents, current urban problems. Prerequisite: Sociology 306 or radical movements such as Queer Nation and consent of instructor for nonmajors. ACT UP, and the interacdon of feminist theories Mr Hinrichs and gay/lesbian/bisexual issues. No prerequisites. One-half credit course. 312 Theories of Social Change Applications of Mr. Hinrichs theories of social change to contemporary trends and changing norms, values, and 302 Research Methods Introduction to the logic expectations. Emphasis is on a critical of social science research. Goal is to develop examination of recent changes in the economy student's ability to review and evaluate cridcally and political structure of U.S. society and on the social research findings and to prepare for assessment of the efforts by social movements to planning and carr)ing out research. A variety' of direct social change. Prerequisite: Sociology 306 quahtadve and quandtadve designs are examined, or consent of instructor for nonmajors. Ms. Gill 3 3 1 Theories of Politics and Society Analysis of 460 Research Course Individual investigation of the role of power in social and political a research topic in sociology in the student's institutions. Course examines the bases, special area of interest under the guidance of a distribution, and exercise of power in faculty member. Topic must be approved by organizations, communities, and nations, as well department. Project culminates in written and as organized attempts to change existing power oral presentations of a formal paper to the relationships. Theoretical perspectives include departmental faculty. Required for departmental Marxism, Weberian theory, elitism and honors. Students must submit a proposal to the pluralism, resource mobilization, and new social department a minimum of two weeks before the movements theory. Prerequisite: Sociology 306 or end of tlie semester preceding the proposed study. consent of instructor for nonmajors. Prerequisite: Consent of department. Open to Ms. Heisler juniors and seniors only. Staff 314 Comparative Study of National Environmental Movements Analysis of national SPANISH and international environmental movements. Application of rational choice theory, resource Professors Thompson (Chairperson) and Burgess mobilization theory, and the emerging emphasis Associate Professors Olinger, Vinuela, and Yager on identity and culture to the analysis of Assistant Professors Cushing and Rolon national environmental movements and Instructors Canuelas, Flores-Ocampo, Marin, and organizations. Comparison of national and Ramos international environmental movements in Adjunct Instructors Balastegui, Gonzales- Europe, Latin America, Africa, and Asia. Chiaramonte, Eloiriaga, and Moore Prerequisite: at least one Environmental Studies, Teaching Assistant Rodriquez Sociology, or 200-level Anthropolog)' course. Overview Same as ES 314. The ability to speak and understand a language Ms. Nelson other than one's own, and to have insight into 323 Field Methods in Sociological Research the artistic and cultural heritage of other Research design, gathering, and analysis of data peoples of the world, is considered an integral from one or more types of field research such as part of a liberal arts education. The department, observation, participant observation, or through a strong core of basic courses, gives ethnographic interviewing. Includes definition students facilitv' in the use of spoken and written of research question, design of study, data Spanish and some knowledge of its literature collection, and interpretation of results. and cultural history. The oral-aural method of Prerequisite: C- or better in Sociology 302. modern language teaching is stressed in the Ms. Floge classroom. Laboratory facilities in the Library Learning Center and other audio-visual 400 Sociology Seminar Intensive culminating equipment complement classroom instruction. experience for sociolog)'-track majors. Under Regular laboratory work will be required of the direction of a faculty member, students work some students and advised for others. to integrate their major and their understanding of the sociological perspective. Prerequisite: Advanced-level courses in literature and Sociology 302 and 306 or Anthropology 308. civilization are designed to give students an The second 300-level course is strongly understanding and appreciation of the literature recommended for majors. and cultures of the Hispanic peoples. Students Staff are encouraged to study in a Spanish-speaking country, and opportunities are offered through 450s, 470s Individualized Study Independent study abroad programs with approved colleges study in fields of special interest, including and through cooperative agreements with the internships, outside the scope of regular course Instituto Universitario de Sevilla in Seville, offerings. Consent of facultv' sponsor. Spain, the Foreign Student Study Center at the Staff University of Guadalajara in Guadalajara, Mexico, and the Universal Language Institute in Cuernavaca, Mexico. Courses in the department provide sound may be demonstrated by an advanced placement preparation for graduate study, teaching, or examination or a departmental placement careers in government, business, or social work. examination given during orientation before The department works cooperatively with the the initial week of fall semester. education department in the preparation of The liberal arts foreign language requirement Spanish teachers. Since the largest minority may be satisfied by successful completion of group in the United States is Spanish speaking, Spanish 202 or 204. (Students may not repeat a the department feels that a knowledge of course in the sequence from 101 or 103 through Spanish and an understanding of the Hispanic 202 or 204 after they have passed a subsequent, cultures is of increasing importance. higher nimibered course.) All Spanish literature Requirements and Recommendations and civilization courses may be used to satisfy Requirements for a major in Spanish include the liberal arts humanities requirement, and ten courses above the 300-level. Course Spanish 303 and 351 may be used to satisfy the requirements are Spanish .SOI and 302 (except liberal arts social sciences requirement. for students who demonstrate an exceptional Intermediate Program Abroad command of the Spanish language and petition Students may complete the distribution the department to be exempted from this requirement in foreign languages (third and/or requirement), Spanish 304, three other 300- fourth semesters) by studying for a semester in level literature courses, Spanish 400, and one Seville, Spain, or in Cuernavaca, Mexico (in civilization course. Other courses for the major . alternate years; fall 1998 in Spain, fall 1999 in are elective. Spanish majors must spend one Mexico). The intermediate program includes a semester studying abroad in a program two-credit course in Spanish language at the approved by the department. (Students with appropriate level and a two-credit course that extensive previous experience living or studying integrates the study of Spanish or Mexican abroad may petition the department to be literature and civilization. This course satisfies exempted from this requirement.) the distribution requirement in literature. A Requirements for a minor in Spanish include professor from the department leads students six courses above the 202-level, and must include on an initial orientation tour of Spain or Mexico Spanish 301-302 (except for students who and teaches the literature/civilization class. demonstrate an exceptional command of the Students live with families. Spanish language and petition the department 203-204 Courses in Spanish Language for to be exempted from this requirement) , and no Intermediate-Level Students in Seville, Spain, or more than one course from 205 and 245. Students Cuernavaca, Mexico Practice in oral and written may include Spanish 202 for the minor if they expression, grammar review, readings, and have begun language study at the elementary or discussions of Hispanic culture, with an emphasis intermediate-level at Gettysburg College. No on present-day language usage and contemporary courses taken S/U may be included. Hispanic society. Offered every fall, alternating Distribution/Liberal Arts Requirements between Spain (1998) and Mexico (1997). For Prior to their first registration at the College, intermediate students studying in Cuernavaca, all students receive preregistration materials Mexico, or in Seville, Spain. Prerequisite: Spanish that give detailed instructions on language 104 or equivalent; concurrent enrollment in placement and fulfillment of the distribution Spanish 253-254. Fulfills language requirement. requirement in foreign languages. The One credit each. following courses may be counted toward the Staff distribution requirement in literature: Spanish 253-254 Courses in Spanish Civilization and 205, 304, 308, 313, 314, 315, 319, 320, 324, 325, Literature for Intermediate-Level Students in 326, 400. Spanish 310 and 311 fulfill the Seville, Spain or Cuernavaca, Mexico Integrated distribution requirement in history/ philosophy. approach to the study of Hispanic literature and The distribution requirement in foreign languages civilization. Courses provide an overview of the may be fulfilled by successful completion of evolution of Hispanic culture and examine the Spanish 202, 205, 245, or a course at the 300- origins of the most representative values of level or above. Achievement equivalent to 202 Hispanic cultine in art, literature, and contemporary life. Students visit museums and 205 Readings in Spanish and Spanish American historical sites and attend artistic events. Offered Literature Conducted in Spanish with the dual every fall, alternating between Spain (1998) and objective of comprehension of material and Mexico (1997). For intermediate students reading of Spanish and Ladn American literature studying in Cuernavaca, Mexico, or in Seville, of cultural and literary merit. Prerequisite: Grade Spain. Prerequisite: Spanish 104 or equivalent; of C or better in Spanish 202, or consent of concurrent enrollment in Spanish 203-204. Fulfills department. Counts toward the minor, but not literatiue requirement. One credit each. the major. Students whose native language is Spanish may not elect this course. Staff Study Abroad Advanced students who have completed Spanish 245 Spanish Conversation Conversadon course 301 may study at the Instituto Universitario de beyond the intermediate level, with emphasis Sevilla in Seville, Spain, or at the Foreign on everyday, applied usage of the language for Student Study Center at the University of nonliterary purposes. Prerequisite: Grade of C Guadalajara in Guadalajara, Mexico, both of or better in Spanish 202, or consent of the which offer a wide variety of courses in Spanish, department. Enrollment limited to twelve students. including literature, history, sociology, political Counts toward the minor, but not the major. science, management, and more. See Study Offered annually. Students whose native Abroad, Instituto Universitario de Sevilla; and Study language is Spanish may not elect this course. Abroad, Foreign Student Study Center, University of Staff Guadalajara, Guadalajara, Mexico. 301, 302 Spanish Composition and Conversation Language and Service Practicum Exercises in directed and free composition; in the Hispanic Community group discussion and presentation of individual Students have the opportimity for a cross- oral work; review of grammar and syntax at an cultural learning experience while serving the advanced level. Prerequisite: Grade of C or better local Hispanic community. Student projects may in Spanish 202, or consent of department. include tutoring, translating, and helping Grade of C or better in Spanish 301 is required families adjust to Anglo culture. Prerequisite: to advance to 302. Spanish 301. Grading option: S/U. Receives half Staff course credit. Can be repeated once for credit. 303 Spanish Phonology Introduction to Spanish 101-102 Elementary Spanish Elements of phonetic and phonemic theory and analysis, understanding, speaking, reading, and writing applied to improve pronunciation skills. Study Spanish. Use of language laboratory is required. of variation in pronunciation in Spain and Latin Enrollment limited to those who have never America. Three lecture hours and one laboratory. previously studied Spanish. Students cannot Prerequisite: Spanish 302 or 309 or approval of receive credit for both 101 and 103; 102 and 104. department. Offered 1999-2000. Staff Staff 103-104 Fundamental Spanish Fimdamentals of 304 Introduction to Literary Analysis understanding, speaking, reading, and writing Introduction to basic critical approaches to Spanish. Use of language laboratory is required. the reading of prose ficdon, poetry, and drama. Enrollment is limited to those who have previously Through the careful study of works in each studied Spanish and who are enrolled according genre, students acquire a knowledge of analytical to achievement on the Departmental Qualifying skills and critical terminology in Spanish. Offered Examination. Students cannot receive credit for annually. Prerequisite: Grade of C or better in both 101 and 103; 102 and 104. Spanish 301 and one other course, or consent Staff of department. Staff 201-202 Intermediate Spanish Practice in oral and wiitten expression, grammar re\iew, readings, and discussions of writing in Spanish. Prerequisite: Spanish 102 or 104 or consent of department. Staff 351 308 Literature of the Golden Age Masterpieces forms of artistic expression, and the historic ot different genres of the sixteenth through the development of Hispanic cinema. Prerequisite: seventeenth centuries. Emphasis is on major Spanish 304 or consent of department. writers of theater, short prose fiction, essay, and Offered 1999-2000. poetry. Prerequisite: Spanish 304 or consent of Staff department. Offered 1999-2000. 319 Nineteenth-Century Literature in Spain and Staff Latin America Study of nineteenth-century 309 Current Events in the Hispanic World literature in Spain and Latin America, Advanced composition and conversation course according to the cultural movements and based on current events in the Hispanic world, transformations of this century. Readings using articles from Hispanic periodicals and include narratives, essays and poetry. Facilitates Spanish language news programs. Can strategies for the interpretation of literature substitute for Spanish 302 in the requirements grounded on gender conflicts, creation of for the major and minor, or can be taken in political contexts, and social change. Prerequisite: addition to Spanish 302. Prerequisite: Grade of Spanish 304 or consent of department. Offered C or better in Spanish 301, or consent of 1999-2000. department. Offered annually. Staff Staff 320 Lyric Poetry Study of Spanish lyric poetry 310 Spanish Civilization Study of the history and through the ages. Course concentrates on the cultiue of Spain, from the earliest times to the interrelationship of form, content, and idea, present. Fulfills distribution requirement in noting major influences on the poetry of each history/philosophy. Prerequisite: Grade of C or period. Appreciation is considered a major goal, better in Spanish 202, or consent of department. and much poetry is read orally and discussed. Offered annually. Alternate years. Prerequisite: Spanish 304 or Staff consent of department. Offered 2000-01. Staff 3 1 Latin American Civilization Study of the history and culture of Latin Ainerica, from pre- 324 Latin American Contemporary Prose Columbian times to the present. Fulfills Emphasis on the novel of the "boom" in Latin distribution requirement in history/philosophy. America. Major writers such as Gabriel Garcia- Prerequisite: Grade of C or better in Spanish 202, Marquez, Carlos Fuentes, Julio Cortazar, Elena or consent of department. Offered annually. Poniatowska, Juan Rulfo, and Jorge Luis Borges are read. Prerequisite: Spanish 304 or consent of department. Offered 1999-2000. 3 1 Hispanic Theater Study of the drama of Staff Spain and Spanish America through the ages. Focus varies from semester to semester, based on 325 Generation of '98 and Pre-Civil War such aspects as literary period, common theme, Literature Studies in the essay, poetry, prose historical development, and dramatic theory. fiction, and drama of the major writers of the Prerequisite: Spanish 304 or consent of department. late-nineteenth and early-twentieth centuries in Offered 1999-2000. Spain. Prerequisite: Spanish 304 or consent of Staff department. Offered 2000-01. Staff 314 Cervantes Study of the mastei-piece, Don Qiiijote de la Mancha, as well as some Novelas 326 Post-Civil War Literature of Spain ejemplares and entremeses or one-act plays. Prerequisite: Study of major literary trends and works in Spanish 304 or consent of department. Spain, beginning with the resurgence of Spanish Offered 1999-2000. literature in the 1940s and continuing to the present day. Prerequisite: Spanish 304 or consent of department. Offered 2000-01. 3 1 Introduction to Hispanic Cinema Study of Staff Hispanic cinema from its inception, with emphasis on films made since the advent of revisionary 327 "Colonialism" and Latin America Study of the cinema around 1960. Course examines the textual productions resulting from tlie initial development and renovation of cinematography, centiuies of conquest and colonization of Latin the relationship bet^veen cinema and other America. Readings and discussions include the study of European preconceptions and the of both past and present playwrights. This is impact they had on representation of Latin accomplished through the students' work in the American "origins" in literature. Goals include theatre program's productions, which include the analysis of the varied discursive responses to mainstage offerings in Kline Theatre, as well as the process of colonization and how they studio presentadons in Stevens Theatre and pervade our ciurent understanding of Latin otherstage works-in-progress. The study of America. Prerequisite: Spanish 304 or consent of theatre arts prepares students for careers in the department. Offered 2000-01. theatre, art.s administration, teaching, and Staff business. 35 1 introduction to Spanish Linguistics A well-balanced program for a major in theatre Introduction to lingtiistic theories, methods, arts should include: (1) knowledge of the history and problems as applied to Spanish. Attention is of the theatre from primitive man to the also given to typical areas of investigation, such present; (2) training in and application of the as Spanish dialectology, sociolinguistics, and various performance areas of theatre; (3) bilingualism. Prerequisite: Spanish 302 or 309 or knowledge of the characteristics and approval of department. Offered 1998-99. development of the literary genre known as drama; and (4) the development of a play from the initial script to actual performance. 400 Senior Seminar Directed and specialized studies in Spanish and Ladn American literatures The theatre program also offers a minor in the from the medieval period to the present. Course field. is taken by seniors during the final semester in Requirements and Recommendations order to complete their undergraduate work in Majors in theatre arts must take Theatre Aits Hispanic literatures. Prerequisite: Limited to 105, 203, 204, and 214. They must also elect the .seniors, except with permission of department. specified number of courses from each of the Offered every spring. following categories: Staff I. Theatre Arts (3 coiuses): 1 course from each PORTUGUESE of the following groups: 101-102 Elementary Portuguese Elements of A. (Acdng and Dance) 120, 163, 220, 222, understanding, speaking, reading, and writing 307, 320, 377. Portuguese. Course includes oral and written B. (Design) 115, 215, 255, 311, 355, 381. work, graded elementary reading, and use of C. (Direcdng) 212, 282, 382. audio-visixal ctdtural materials and correlative II. Drama (3 coiuses): Students are required to drill in the language laboratory. take Theatre Arts 328 and 329, plus either Staff English 226, 365, 366, or 314. III.Electives (2 courses): Any theatre arts and 201-202 Intermediate Portuguese Practice in drama courses listed above and/or Theatre oral and written expressit)n, grammar review, Arts 222, 252; Classics 264, 266; EngUsh 303; readings, and discussions of Portuguese writing. French 321; German 335; IDS 241, 267,268; Prerequisite: Portuguese 102 or equivalent. Japanese 140; Religion 134; Spanish 313, 315. Staff Requirements for the minor in theatre arts are THEATRE ARTS six courses: Theatre Arts 105, Theatre Arts 203 or 204; one course in Drama (English 226, 365, Professor Schmidt (Director) 366, Theatre Arts 214, 328, 329); 2 studio Associate Professor Hanson (Chairperson) courses (Theatre Arts 115, 120, 163, 212, 215, Assistant Professor G. Muschamp and Russell 220, 255, 282, 307, 311, 320. 355, 377, 381, 382); Adjunct Assistant Professor Kellinger one course in theatre arts or any of the above Overview listed theatre arts or drama courses, plus Courses in the theatre arts department are Theatre Arts 252 or IDS 267, 268. designed to train students to conceive of the 105 Introduction to Theatre Arts Overview of theatrical event as a unit, joining its literary and theatre, including historical background, historical values with means of expression in literary works, technical aspects, and performance production and demonstrating the relationship techniques. The theatre of today is studied in of acting, directing, and design ^vith the efforts relation to its predecessors and in terms of its modern forms in cinema and television. Students . 5 read texts and analyze methods used in bringing Students are required to direct scenes in class those works into production. Field trips offer and a short play as part of the Laboratory opportunities to critique performances. Open Theatre Series. Prerequisite: Permission of to first- and second-year students only. instructor. Mr. Hanson, Ms. Russell Mr. Muschamp 1 15 Theatre Production Course provides an 2 1 4 Survey of Dramatic Literature Overview of extensive investigation of historical and dramatic literature from the Greeks to the present. contemporary trends and practices essential Play structure is analyzed, and comparisons made for theatre production. Students gain an between methods of executing plot, development understanding of theatre procedures and of character, and theme. Includes plays from the acquire a grasp of equipment necessary for the Greek and Roman periods, medieval, Elizabethan, execution of scenery, properties, sound, and and seventeenth through twentieth centuries. stage lighting. Course is a combination of Emphasis is placed on written analysis. Fulfills lecture and laboratory work and requires literature distribution requirement, but not the backstage participation in college productions. arts requirement. Mr. Hanson Ms. Russell 120 Fundamentals of Acting Study of the theory 2 1 Fundamentals of Stage Design Basic and technique of the art of acting; voice theories and technique of design for the stage. technique for the stage; the use of pantomime, The theory behind the design, and the including the study of gesture and movement. interrelationship of scene design, lighting, Emphasis is placed on the discipline and control costumes, and properties. How stage design of the body and the voice to best serve the actor. interprets themes and moods of a play is Improvisation is employed. In addition, students studied, as well as identification of period and are expected to perform in scenes for class place. Course follows a lecture-discussion format analysis. Prerequisite: Permission of instructor. and involves extensive studio work. Students Mr. Muschamp, Ms. Russell analyze, create, and execute basic designs for the Laboratory Theatre Series, in association 1 63 Introduction to Dance Overview of the with students in Theatre Arts 182. Prerequisite: history and development of modern dance, with Permission of instructor. emphasis on such pioneers as Dimcan, Denis- Mr. Hanson Shawn, Humphrey, Weidman, Hawkins, and Cunningham. Course develops an appreciation 220 Advanced Acting Further study in the of dance as an art form. Emphasis is placed on theory and techniques of the art of the actor, the discipline and control of the body to best the analysis and interpretation of acting roles, serve the dancer. and the building of characterization. Roles, A/5. Kellinger both comic and tragic, from Contemporary Restoration, Elizabethan, Commedia dell'Arte, 203, 204 History of the Theatre Survey of the and Greek theatre are analyzed and performed. theatre from the primitive to the present. Prerequisite: Theatre Arts 120 and/or permission Emphasis is placed on the relevance of theatre of the instructor. design, production techniques, and acting styles Mr. Muschamp to the plays of their periods. First semester covers Greek, Roman, Medieval, Elizabethan, 222 Oral Interpretation of Literature Analytical Oriental, and Italian Renaissance; second and structmal study of recognized prose, poetry, semester is devoted to French Neoclassical, the and dramatic selections that mil facilitate Restoration, and the eighteenth, nineteenth, individual rehearsal and performance of the and twentieth centuries. literature. Readings incorporate the Readers Ms. Russell Theatre format, vsith emphasis placed on developing an appreciation for the literary work 2 1 2 Fundamentals of Directing Study of the as a complete aesthetic unit. Students are theory and technique of the art of the director. challenged to recognize their potential for Cx)urse explores how a play is selected, play speaking and reading before an audience. Class analysis, tryouts and casting, and the purpose employs an ensemble approach and presents and technique of blocking, movement, and several public performances during the semester. stage business. Particular attention is given to Mr Hanson the preparation of the director's production promptbook and other written analysis. 252 Studies in Film Aesthetics Study of historically 307 Theatre Arts Practicum: Acting Dining a significant films, film theory, and criticism seven-week program, students perform in three children's theatre productions and participate hitended to develop an appreciadon for film as j an art form. Students keep ajoiunal of critical in three mainstage productions as part of the I responses to films, write short cridcal papers, Getts'sburg Theatre Festival's summer program. and become familiar with wridng about films. Students work alongside professional actors and Mr. Ryan under professional direction. Commedia dell'Arte improvisational techniques are employed in the 255 Advanced Stage Design Examinadon of > creation and rehearsals of children's theatre liistorical anfl contemporary theories of scene, offerings. A study of the works represented on lighdng, and costtmie design. Students consider the mainstage, as well as discussion sessions and design as the \isual manifestation of a workshops with professional actors and directors playwright's concepts. In addition to designing are included in class work. both a play for proscenium, arena, thrust, and Staff profile stages and a period play for a period a other than its own, students complete advanced 3 1 1 Theatre Arts Practicum: Technical During designs in scene, lighting, and costumes, and seven-week period, students participate in the create designs for the Laboratory Theatre Series varied technical aspects of mounting three in association with students in Theatre Arts 282. mainstage productions, as well as three Prerequisite: IheAtre Arts 155. productions offered by the Theatre for Children Mr. Hanson as part of the Gettysburg Theatre Festival's summer program. Hands-on experience is 167 Theatre and Religion Invesdgadon of the gained from the construction, paindng and theatre's role in various Western and non-Western placement of sets, hanging and running of stage religions. Students gain an understanding of lights, and the construcdon and gathering of and an appreciation for the function of properties and costumes. A study of the performance and design in worship, liturgy, and theatrical aspects of the works produced are ritual. They also develop a critical sense of the integral aspects of the course. theatre's effectiveness as a teaching device Staff within a religious context. A significant effort is made in assessing religion's impact on the 320 Problems in Acting Course for students who theatre's evolution in form, style, and purpose. have demonstrated the skill and talent to Fulfills distribudon requirement in fine arts and undertake further studies in acdng. Culminates religion. Prerequisite: Permission of instructor. in an independent study project. Prerequisite: Mr. Hanson Theatre Arts 120 and 220 and/or permission of instructor IDS 268 The Arts, Environment, and Religions of Staff Indonesia (See listing mider Interdepartmental Studies. Students live with families in Bali. 328, 329 Twentieth-Century Drama Study of Offered annually, mid-May to mid-June.) major dramatists from Ibsen to the present and Mr Hanson of dramatic movements such as realism, naturalism, expressionism, as well as Theatre of 282 Advanced Directing Further studies in the the Absurd. First semester includes Ibsen, theory and technique in the art of the director. Strindberg, Chekhov, Shaw, Pirandello, Odets, Students engage in directional analyses of plays O'Neill, and others; second semester begins representing different periods. Pardcular after World War II, and includes Williams, Miller, attention will be given to contemporary Osborne, Pinter, Beckett, lonesco. Genet, and methods of presentation, with special emphasis others. Fulfills literature requirement, but not on arena and thrust staging. In addition to the art requirement. directing scenes in class, students direct two Mr. Schmidt, Ms. Russell scenes and a one-act play for public presentadon, the latter as part of the Laboratory Theatre 355 Problems in Stage Design Course for Series. Prerequisites: Theatre: Arts 182 and/or students who have demonstrated the skill and permission of instructor talent to undertake further studies in design. Mr. Muschamp Culminates in an independent study project. Prerequisites: Theatre Arts 155 and 255. Mr. Hanson 377 Theatre Arts Practicum: Acting (Advanced) VISUAL ARTS For students who have demonstrated that their Professor Pauhon skills in performing before the public (both Associate Professors Agard and Trevelyan young and old) might be further developed. Assistant Professors Okediji and Small Students continue work begim in Theatre Arts Adjunct Professor Annis (Interim Chairperson) 307; they are expected to produce mature and Adjunct Assistant Professors Dorrill, Frankel, advanced work and undertake a broader range and Warivick of roles and more complex ones. Prerequisite: Adjunct Instructors Blair, Ramos, and Winship Theatre Arts 307. Staff Overview The visual arts department has the following 381 Theatre Arts Practicum: Technical (Advanced) major objectives: (1) to educate visual For students who have demonstrated that their sensibilities, beyond routine responses, toward skills in the technical aspects of theatre might an awareness of our vi.sual environment, as well be fiuther developed. Students continue work as to the cognition of works of art as the living begun in Theatre Aits 311 and are expected to past; (2) to study the historical cultural undertake more advanced assignments in set significance and aesthetic structure of construction, stage lighting, costumes, and architecture, painting, and sculpture, and the properties. Prerequisite: Theatre Arts 311. enduring dialogue between continuity and Staff change; (3) to teach the history of art and the 382 Problems in Directing Course for students practice of art as separate but interrelated who have demonstrated the skill and talent to disciplines; (4) to provide the interested major imdertake further studies in directing. with a curriculum which gives a foundation for Eliminate in an independent study project. graduate or professional study that can lead to a Prerequisites: 1Yie2itre Arts 182 and 282. career in high school or college teaching, to work as a graphic or industrial designer, or to a profession as a painter, sculptor, print maker, or Individualized Study Production of a major work, photographer. tutorial, or internship under supervision of a faculty member. Student must submit a written The department offers a flexible program of proposal to the department well in advance of study in interrelated studio and art history registration. Prerequisites: A^ppioxAl of courses, with potential majors in two areas, art department and directing facult)' member. histor)' and studio art. The departoient encourages students from disciplines other than art to select SPEECH from both types of courses. 101 Public Address Study of the basic principles Requirements and Recommendations ot public address. Emphasis is placed on To complete a major in Art History students are developing both a theoretical and practical required to complete the following courses: understanding of oral communication through 1) VAH 111, 112, 120, and 400, plus a minimum lecture and reading assignments, as well as of five additional courses in art history. These through practice in preparing, organizing, courses must include at least one course in delivering, and criticizing speeches in class. either the ancient or medieval fields, one in Mr Muschamp either the Renaissance or Baroque fields, one in 20 1 Advanced Public Address Analysis of public either the nineteenth century or modern fields, address as an art form and as an important and one in a non-Western field. Courses are civilizing force in Western society. Students have selected in consultation with the adviser in the opportunity to apply concepts and strategies order to meet projected needs and to construct they have learned in Speech 101. Prerequisite: a coherent program. Speech 101. 2) Two basic studio courses to foster an Mr. Hanson understanding of visual structure and studio processes. Students intending to major in Art History should take Art 111, 112, and 120 in the first year of college. To complete a major in Studio Art students are design, as well as CD-ROM capacit)', with a required to take the following courses: library of disks for student use. Regular trips to the museums of Washington, D.C., Baltimore, 1) VAS141,145, andl46. and Philadelphia, as well as art exhibits at the 2) At least one course each in painting, print College, make possible the necessary contact making, and sculpture. with original works of art. 3) Additional courses in at least two of the three The department has presses for relief, surface, disciplines listed in #2, or photography. and intaglio print making. For sculpture, it has both gas and electric welding equipment; air 4) Three courses in art theory and history: power tools for working in wood, stone, and VAH 120, 318, and an art history elective. plastic; two kilns for ceramic arts; a small 5) Participation in the senior studio seminar foimdry for bronze casting; and heav)' lifting and senior exhibition in the spring semester of beams and hoists. the senior year. The l,660-sq.-foot Schmucker Hall Art Gallery Students intending to major in Studio Art are presents as many as nine different exhibitions advised to take VAS 141, 145, 146 and VAH 120 each year. Included in the gallery calendar are in their first three semesters of college. VHS 318 works by professional artists, a faculty show, a is to be completed before taking the Senior student show, the senior art major show, and Studio Seminar. traveling exhibits, as well as selections from public and private collections. To complete a minor in Art History students are required to take the following courses. HISTORY AND THEORY OF ART Ml, 112 Ideas and Events Behind the Arts 1) VAH 120. introductory study of the visual arts from 2) Three art history and/or theory of art prehistoric times to the nineteenth century. courses. Course examines reasons for changes in the content, form, and function of two-dimensional 3) One 100-level studio course. and three-dimensional art. Exercises in visual 4) One 200-level studio course. analysis of individual works develop critical methods. Fulfills distribution requirement in To complete a minor in Studio Art students are the arts. Prerequisite: Juniors and seniors require required to take the following courses. permission of instructor. 1) Four studio courses. Ms. Small 2) VAH 120 and one art history elective. 120 Theory of the Visual Arts Course gives a basic approach to visual experience by examining Students minoring in either Art History or factors that relate to the making of art, functions Studio Art should note that no more than rsvo of art, and viewer relationships with art, including 1 00-level courses are acceptable to fulfill the methods of analysis. In addition to class lectures College's requirements for a minor. and discussions, hands-on sessions assist students Distribution/Liberal Arts Requirements in understanding the processes of making visual Any course in the areas of history, theory, or imagery. Fulfills distribution requirement in the studio art may be counted toward the liberal arts. Prereqidsile: Juniors and seniors require arts requirement in the arts. Any course in the permission of instructor. areas of history or theory may be counted Ms. Small toward the distribution requirement in the arts. 20 1 Arts of Ancient Greece and Rome Special Facilities Introduction to the painting, sculpture, and A collecdon of approximately 45,000 color architecture of the classical world, focusing on slides supports the teaching of art history and cultural and intellectual differences between the studio classes. The department also has video people of these two civilizations as reflected in equipment and a growing library of tapes to the arts of both. Fulfills distribution requirement support other teaching activities. We are also in the arts. Pre)equisite: Juniors and seniors equipped with powerful computers and require permission of instructor. appropriate software for computer assisted Ms. Trevelyan 202 Medieval Art Survey of the arts of the Middle theories of the 1970-80s and the works of Ages and their development from the Roman Graves, Gehry, and Isozaki in the 1990s. catacomb through the high Gothic cathedral. Prerequisite: YAH 111, 1 1 2, or permission of Analysis of art as a reflection of changing instructor. political and social conditions in Europe, with Staff particular emphasis on liturgical arts in the 11 1 Eighteenth- and Nineteenth-Century Middle Ages. Fulfills distribution requirement in Painting in the United States Survey of the arts. Recommended prior course: Art 111 or American painting from the Colonial Period to 201. 1900, studied in relationship to developments in Europe, and with emphasis on the response of 205 Arts of Northern Europe: A.D.I 350-1 575 art to the changing social and technological Analysis of artistic developments in Northern environment in America. Alternate years. Fulfills Europe from late Gothic times through the distribution requirement in the arts. turbulent period of the Reformation. Works of Ms. Small Jan Van Eyck, Glaus Sluter, Hieronymous Bosch, in Art of the First Nations of North America: Hans Holbein, Albrecht Durer, and others are Eastern Woodlands and Plains Survey of the arts explored to discover ways in which social, created by the original inhabitants of North political, and intellectual developments are America living in the Eastern Woodlands and mirrored in the art of that period. Fulfills Plains regions, with a focus on the cultural and distribution requirement in the arts. Prerequisite: religious traditions that formed the basis for Art 201, any 100-level art history course, or much of the art. Emphasis is on developing an permission of instructor. Alternate years. understanding of and appreciation for the Staff fundamental differences between the arts and 206 European Painting 1700-1900 Introduction cultures of Native North American peoples and to eighteenth-century painters in Italy, France, those of modern Western cultiues, as well as and England and their relationship to the aspects of similarity. Fulfills distribution Enlightenment. Major emphasis on the evolution requirement in the arts and non-Western culture. of painting in France during the nineteenth Ms. Trevelyan century in relation to the changing social, 228 Art of the First Nations of North America: political, and philosophical climate. Alternate The Far North and West Survey of die arts years. Fulfills disdibution requirement in the arts. created by the original inhabitants of North Preiequisite: Alt 111, 112, 120, or 201, or America li\ing in the Far North and the West, permission of instructor. with a focus on the cultural and religious Ms. Small traditions that formed the basis for much of the 2 1 Twentieth-Century European Painting Study art. Emphasis will be on developing an of the schools and critical writings surrounding understanding of and appreciation for the the major figures. Such movements as Art fundamental differences between the arts and Nouveau, Nabis, Fauvism, Gubism, Futurism, cultures of native North American peoples and German Expressionism, De Stijl, Dada, and those of modern Western cultures, as well as Surrealism are examined. Fulfills distribution aspects of similarity. Fulfills the distribufion requirement in the arts. Recommended prior requirements in the arts and non-Western culture. courses: Art 111, 112, or 120. Ms. Trevelyan Ms. Small 247/248 History of African Art Survey consisting 2 1 5 German Art from Middle Ages to Today of t\vo independent, but sequential courses that (See description for Fall Semester in Gologne, pertain to the early history and subsequent Germany under Department of German.) development of African art forms created for spiritual, aesthetic, and utilitarian purposes. The 217 History of Modern Architecture Examination major art-producing ethnic groups in Africa are of the evolutionary forms of the built environ- studied to examine the cultural contexts of art ment, beginning with the ascendancy of the production and the indigenous aesthetic machine aesthetic just prior to World War I systems that informed and supported the artist. and condnuing through the "post-modernist" Mr. Okediji 1 258 African Amercian Art Ai t historical survey, as 322 Painting in the United States Since 1900 well as a thematic exploration of the connections Survey of twentieth-centiuy painting. Course and differences between African American and concentrates on two basic themes: the changing .African art. Primary focus is an evaluation of the social role of painting as America's needs and contributions of African American artists to self-image change, and the on-going eclectic American artistic consciousness and visual process in which American painters extend and culture. Course also defines interrelationships deepen their familiarity with world art. Fulfills between European, American, and African distribution requirement in the arts. American art traditions and forms. Ms. Small Mr. Okediji 39 , 392 Special Topics in Visual Arts Resources 303 Painting, Sculpture, and Architecture in the Management (1/2 credit) Provides practical Italian Renaissance Survey of the visual arts experience and expertise in planning, during the centuries that, in many ways, mark installation, and presentation of visual materials the boundary between the ancient and modern for the educational and aesthetic benefit of the worlds. Course approaches the arts of the period general public and academic community. from this perspective. Many artists and monuments Experiences include art historical research, included are traditionally acknowledged to be contracts, and other legal requirements attached among the finest in the history of art, including to the operations of an art gallery, marketing the works of Michelangelo, Leonardo da Vinci, strategies, communications techniques, and Raphael, and Titian. Secondary focus is to design of exhibitions and associated publicit)'. question and explore reasons why the art of this Staff period is so acclaimed. Fulfills distribution 400 Seminar Advanced study of specific art requirement in the arts. Prerequisite: Art 111, 112 history issues and problems, with particular or 201 or permission of instructor. focus on the re\isionist art history of the last Staff twenty to thirty years. Students revisit the 307 Mannerist and Baroque Periods in European content and theoretical approaches of previous Art Study of painting, sculpture, and architecture courses in the context of the "new art history," in Europe, from the first decades after the as seen from the art historical dialogue. The Reformation through their transformation theoretical literature of Feminist art history under the impact of the Counter Reformation. provides the framework for this re-examination. Artistic developments in Italy are discussed, as Approach varies according to the specific topic, well as allied approaches in northern Europe but common denominators include a close and Spain. Works of some of the world's best examination and analysis of art objects and known artists are examined, including Bernini, thorough investigation of their historical and Caravaggio, Rubens, Rembrandt, Vermeer, El social context. Students develop skills in Greco, Velasquez, and Poussin. Fulfills distribution advanced verbal and visual research, written and requirement in the arts. Prerequisite: Art 201 or oral projects, and critiques Prerequisites: any 100-level art history course or permission of Minimum of three art history courses, at least instructor. Alternate years. one of which is a 300-level course, or permission Staff of instructors. Ms. Trevelyan, Ms. Small 318 Art After 1945 Criucal examination of the art forms and issues that identify the current STUDIO ART post-modern phase of twentieth-century art. Past Purpose of all studio courses is to sharpen the and current usages of the terms "modern" and sense of sight; coordinate mind, hand, and eye; "avant-garde" are explored in the context of develop an ability to organize visual material; contemporary modes of visual expression, art and to integrate the intuitive and rational into criticism, commimications technology, and creative acdvity. Lectures accompany basic cultural pluralism. Prerequisite: two courses in studio courses when necessary to relate theory art history and/or theory or permission of the and pracfice. The Lora Qually Hicks memorial instructor. fund, established by family and friends in honor Staff of Lora Qually Hicks '71, provides funds for the purchase of works created by Gettysburg College students. 141 Introduction to Drawing Drawing from 256 Printmaking Introductory course in models and controlled studio problems. experimental work, with a primary concentration Intended to promote coordination of the hand on lithography, seriography, and cameo and the eye to achieve a degree of technical techniques. Prerequisite: VAS 141. Recommended mastery over a variety of drawing tools. Emphasis course: VAS 145. is placed on line quality, techniques of shading, Mr Paulson negative-positive relationships, figure-ground 261 Introductory Sculpture Introduction to relationships, form, structure, and an awareness fundamentals of three-dimensional forms and of the total field. Offered fall semester only. modes of expression involving creative problems Prerequisite: First-year students and sophomores in the organization of space, mass, volume, line, only. and color. Correlated lectures and demonstrations Mr Agard are used to acquaint students with those aspects 145 Basic Design (two dimensional) Introductory of sculptural history and theory relevant to course to help students develop a capacity to studio projects. Course is intended for both think and work both conceptually and general students, and art majors. Prerequisite: perceptually. Course provides a basic discipline VAS 146 or permission of instructor. with which to organize a variety of materials into Recommended course: VAS 335. structural and expressive form. Prerequisite: First- Mr Paulson year students and sophomores only. 262 Sculpture Program of studio projects Mr. Agard, Ms. Hanley (arranged by instructor and student) concerned 146 Basic Design (three dimensional) ^\n with developing an indi\idual approach to introductory course extending the basic three-dimensional form, with concentration in disciplines of 141 into the third dimension. directly fabricating techniques involving a series Projects introduce materials such as clay, plaster, of experiments in spatial organization. wood, and metal. Intent is to assist students in Prerequisites: WAS 146 or permission of instructor, organizing three dimensional forms. Prerequisite: and VAS 261. First-year students and sophomores only. Mr. Paulson Mr. Agard, Mr Paulson 263 Ceramics Introduction to earth (clay), the 251 Introduction to Painting Development of a most basic of materials as a medium for personal .series of paintings according to a thematic three-dimensional expression. Material is image. Assigned problems are designed to approached in an intellecaial and poetic sculptural introduce a variet)' of conceptual, procedural, application rather than a utilitarian one. and experimental possibilities. Prerequisite: VAS Mr. Paulson 141 or permission of instructor. Recommended 265 Photography Introductory course with a course: VAH 322. concentration on camera usage, design theory, Mr Agard, Mr Wuiship and darkroom techniques in the black-and- 252 Intermediate Painting Development of white creative process. Additional emphasis on unique and experimental techniques, procedures, origins, evolution, and relationship of the images, presentations, and textural applications. photographic image to contemporary materials Series of paintings is developed. Alternative and methods. Prerequisite: VAS 141, 145, or concepts and methodology' are discussed. permission of instructor. Students are referred to works by artists who Mr Blair have related aesthetic interests. Prerequisites: VAS 341 Advanced Drawing Emphasis on individual 141, 251, or permission of instructor. concepts as developed in a series of interrelated Mr Agard drawing problems, materials, and techniques. 255 Introductory Printmaking Creative process Prerequisites: VAS 141 or permission of instructor, as conditioned and disciplined by intaglio and VAS 142. Offered spring semester only. techniques. Discussion of past and contemporar)' Mr Agard methods, and the study of original prints. Prerequisites: VAS 141 or permission of instructor. Mr Paulson 35 1 Advanced Painting Emphasis on advanced categories: a core course centers on women and painting concepts and the development of women's studies scholarship and has a WS individual student concerns in a series. Prerequisites: designation only; a cross-listed course centers on VAS 141 or permission of instructor, and VAS women and women's studies scholarship and 251, 252, VAH 322. Offered odd years only. has a departmental designation; an affiliated Mr. Agard course has a significant amount of women's studies content and is located in a department 355 Advanced Printmaking Experimental other than Women's Studies. Prospective majors l^rintmaking concentrating on personal and minors in women's studies are encouraged development of one method and exploration. to discuss their plans with a Women's Studies Prerequisites: VAS 141 or permission of instructor, facult)' member as soon as possible in their and VAS 255, 256. academic careers. Women's studies students are Mr. Paulson strongly advised to take Women's Studies 120 in first Women's 36 1 Advanced Sculpture Exploration of the or second year of study and individual three-dimensional concerns, with Studies 400 in the senior year. concentration in one media and technique. Requirements and Recommendations Prerequisites: VAS 146 or permission of instructor, Major Requirements: Ten courses are required for andVAS261,262. the major in women's studies, and all majors are Mr. Paulson required to take the following courses: Individualized Study WS 120: Introduction to Women's Studies Pro\'ides an opportunity for the well-qualified WS 300: Feminist Theories student to execute supervised projects in the WS 320: Practicum in Feminist Theory and area of his or her special interest, whether Collective Action studio or history. WS 400: Issues in Feminist Theory and Methods Staff In addition, students must take at least one core or cross-listed course above the 100 level that WOMEN'S STUDIES focuses on work by and about women of color Jean Potuchek, Coordinator or Third World women. Of the remaining five Visiting Professors Lengermann and Niebrugge- courses, at least one must be a core or cross- Brantley listed course in the social sciences and at least Associate Professor Powers one must be a core or cross-listed course in the arts or humanities. No more than two affiliated Overview courses may be counted toward die requirements The objective of women's studies is to encourage for the major. students to analyze the roles, perspectives, and contributions of women. Through the examination Students choosing a major in women's studies of women's past history, present condition, and must combine it with a minor (or a second future possibilities, students come to understand major) in an arts, humanities, science, or social gender as a culairal experience. In women's smdies science discipline. courses, students learn a niunber of methods for Minor Requirements: Six courses are required. examining, as well as strategies for modifying, Minors are required to take Women's Studies the conditions that affect all of our lives. 120, Women's Studies 300, and Women's Studies Women's studies emphasizes cross-cultural 400. One additional course must be from the list perspectives and analysis. Through an array of of core or cross-listed courses. The remaining interdisciplinary courses and of courses that two courses may be drawn from any of the focus on gender within particular disciplines, following: (1) core courses, (2) cross-listed women's studies seeks to integrate women and courses, (3) affiliated courses, and (4) approved feminist scholarship into all levels of the courses of individualized study in Women's curriculum. Studies. Women's studies is interdisciplinary and therefore draws on courses in other disciplines. In order to help students design their majors and minors, we have developed the following 67 1 Distribution/Liberal Arts Requirements 220 The Pleasures of Looking: Women in Film Women Studies 216, 217, 219, 220, 221, and Course explcjres various images of women as 251 may be used to fulfill the distribution constructed for the male and female spectator requirement in literature. in both dominant and independent film. Traditional ways in which women have been Women Studies 220, 221 satisfy the liberal arts represented in film are examined critically requirement in humanities. Women's Studies through the use of feminist theories. Course 222, 226 satisfy the liberal arts requirement in aims to examine how various feminist social science. Women Studies 219, 226 satisfy filmmakers challenge the traditional uses of the the non-Western requirements. female voice in their own films. Films from CORE COURSES other cultures than the U.S. are included. 120 Introduction to Women's Studies Study of Fulfills humanities requirement. perspectives, findings, and methodologies of Ms. Armster new scholarship on women in various disciplines. 22 Bridging the Borders: Latina and Latin Course introduces issues in feminist theory and American Women's Literature Study of selected examines the diversity of women's experiences, works in English by Latin American women and structural positions in .societies, and collective Latina women from the U.S. Course explores efforts for change. Taught by an interdisciplinary both connective links and dividing lines of team of instructors. women's lives in the context of a common Staff cultinal heritage that has evolved into multiple 210 Special Topics in Women's Studies Study of a variants as a result of geographical, historical, topic not normally covered in depth in the economic, ethnic, and racial factors. Fulfills regular curricuhmi of the Women's Studies humanities requirement. program. Offered irregularly. Staff Staff 222 Women's Movements in the United States 2 1 Images of Women in Literature Examination Study of women's activism and social movements of various ways women have been imagined in organized primarily by women. Through the literattue. Course looks at how and why images study of a broad range of women's activism, the of women and men and of their relationships to course places the development of feminism in one another change, and at how these images the U.S. in its larger socio-historical context. affect us. Emphasis is on developing the critical Staff power to imagine ourselves differently. Cross- 226 Feminism in Global Perspective Study of listed with Eng 216. women's activism to improve their lives arotmd Ms. Berg the world. Course analyzes similarities and 2 1 Famous French Femmes Fatales Women differences in the issues women activists address today are attempting to demystify the feminine in different parts of the world, the theories they condition, for, as the late Simone de Beauvoir develop to analyze tho.se issues, and the forms observed, the "mythe de la femme" is a male their activism takes, (bourse also considers the invention. Literary images of women have been possibilities for a global women's movement and a major focus of this investigation, and this provides theoretical tools for analyzing modern cotnse examines some famous French women, feminisms in their global context. from the Princess of Cleves to Emma Bovary, Staff and scrutinizes them from the perspective of 251 Women and Nazism Examination of the feminist criticism. effects of Nazism on women, primarily (but not A/5. Richardson Viti exclusively) in Germany beginning in the 1920s 219 Contemporary Women Writers: Cross- and extending to postwar times. Course focuses Cultural Perspectives Examination of novels on women's perspectives as exhibited in and short stories by women authors from diverse historical and literary documentation. .socio-cultural backgrounds in the U.S. and the Ms. Armster developing world. Particular attention is given to ways in which these writers represent imiversal aspects of women's experience. Course examines works written from 1970 to present. Fulfills non-Western requirement. Ms. Powers 300 Feminist Theories Exploration of various English 349 Contemporary African American leminist theories about women—about their Women Writers experiences, their representations, and their FYS 172 From Madame Marie Curie to Agent relative positions in diverse societies. Dana Scully: The Role of Gender in Science ( '.on temporary and earlier works are discussed and Technology 111 order to evaluate and synthesize multiple History 209 Women's History Since 1500 approaches to feminist theories. Prerequisite: History 245 Gender and the American Civil War Women's Studies 120. History 307 Gender and Sexuality in European Staff History, 1350-1900 History 308 Women, Power, and Politics in 320 Practicum in Feminist Theory and Collective Early Modern Europe Action Examination of the relationship between IDS 2 1 5 Contemporary French Women Writers feminist theory and collective action to improve IDS 325 L Mad Women, Fallen Women, and societal conditions for women. Course combines other Women seminar meetings with student internships in LAS 22 1 Undressing Frontiers: Transitions and community organizations. Readings from feminist Desires in Latin American Literature theory of organizations, collective action, and Philosphy 1 05 Contemporary Moral Issues: social policy are used as a basis for analysis of Feminism students' internship experiences. Prerequisites: Political Science 382 Feminist Theory in Women's Studies 120 and one other core or American Politics cross-listed women's studies course, or Political Science 412 Women and the Political permission of instructor. Economy of Development Staff Sociology 217 Gender Inequality 400 Issues in Feminist Theory and Methods YAH 400 Seminar in Ai t History: Women in Capstone course in women's studies. Course Art focuses on a variety of theories and methods in Affiliated Courses women's studies scholarship by examining a Classics 121 Survey of Greek Civilization particular issue from a number of different Classics 264 Ancient Tragedy feminist perspectives. Topic 1998-99: Women Classics 266 Ancient Comedy and Health: Body Politics. Prerequisit£s: Women % English 333 Victorian Aesthetics Studies 120, 300 and one additional core or English 343 American Realism and Naturalism cross-listed women's studies courses. Music 1 08 Women and Music Staff Political Science 406 Politics of Poverty FYS 170 "Only A Husband Away": Women, Religion 1 1 3 Women in the Ancient World Poverty, and Welfare Course considers questions Sociology 206 Sociology of Family aboiu why women, especially women without Spanish 320 Lyric Poetry husbands, are disproportionately poor and how YAH 227 Arts of the First Nations of North public policy addresses women's poverty. America: East and Plains Readings help students enter the world of poor YAH 228 Arts of the First Nations of North women and see it from their point of view. America: North and West Course also uses social science and historical perspectives to deepen our understanding of these women's lives and of the social policies that shape them. Ms Poluchek Cross-Listed Courses (See appropriate departmental listings for descriptions of the following courses.) Anthropology 228 Cross-Cultural Perspectives on Women, Sex Roles, and Gender Economics 302 Gender Issues in Economics English 323 British Women Writers, 1660-1800 English 334 Nineteenth-Century British Women Writers Annual Prizes and Awards Gettysl/urg Colkge has a long tradition of rerognizing students for outstanding scholarship and achievement. These awards, made possible by the generous gifts of alumni and friends, are presenled at a Fall Honors Program in October or a Spring Honors Convocation in May. Grades earned in required courses in exercise sciences are not considered in computations for prizes or awards. Transfer students are eligible for prizes and aiuards. ENDOWED ANNUAL PRIZES AND AWARDS who had the highest average in mathematics during his or her first year of college and who is Betty M. Barnes Memorial Aiuard in Biology: working to earn part of his or her college expenses. Established by Dr. & Mrs. Rodger W. Baier, to be awarded to a senior with high academic abiUty Margaret E. Fisher Memorial Scholarship Award: '18 preparing for a career in biolog\- or medicine. Created by Dr. Nelson F. Fisher in memory of his mother, to be awarded to a student who Baum Mathematical Prize: (treated by Dr. Charles excels in one or more major sports and who (1874), to be given to the student showing Baum achieves the highest academic average among the greatest proficiency in mathematics through winners of varsity letters. his or her sophomore year. Lena S. Fortenbaugh Memorial Prize: Established fohn Edgar Baublitz Pi Lambda Sigma Awards: by the children of Lena S. Fortenbaugh (M.A. Created by John Eberhardt Baublitz in honor 1925) and Robert Fortenbaugh '13, professor of of his father, John Edgar Baublitz '29, who was history at the College from 1923-1959. Awarded the first president of the Gamma Chapter of Pi to a senior with outstanding achievement in the Lambda Sigma. Awarded to a senior major in study of German language and culture. economics, a senior major in management, and a senior major in poHtical science. Holly Gabriel Memorial Aivard: Established by friends and classmates of Holly Gabriel '78, to Anna Marie Budde Award: Established by Anna be awarded to a senior sociology major who Marie Budde, instructor and assistant professor demonstrates superior academic achievement, of voice, 1953-1972, to be given to the concern for the welfare of others, and the intent outstanding sophomore voice student. to continue this service beyond graduation. Romeo M. Capozzi Athletic Training Room Award: Samuel Carver Creek Prize: Created by the Rev. Created by Ro.se Ann Capozzi in memory of her Ausdn S. Garver (1869) in memory of his father, late husband, Romeo M. Capozzi, to be given to to be awarded to the student who has made the the student who has demonstrated the greatest greatest progress in Greek during the first year degree of proficiency in athletic training room of college. techniques. Samuel Garver Latin Prize: Oeated by the Rev. Oscar W. Carbon Memorial Award: Created by the Ausdn S. Garver (1869) in memory of his father, family of Oscar W. Carlson '21, to be given to a to be awarded to the student who has made the senior who demonstrates excellent academic greatest progress in Latin during the first year achievement through his or her junior year in of college. three or more courses in the Department of Religion, including uvo courees above the lOO-level. GraeffEnglish Prize: Established in 1866, to be awarded to a senior who demonstrates outstanding M. Colestock Student Leadership Aiuard: fohn achievement in English. Created by family and friends, to be given to the senior whose optimism, enthusiasm, and strength David H. Greenlaw Memorial Prize: Created by Mr. of character have provided exceptional and Mrs. Ralph W. Greenlaw in memory of their leadership in student affairs. son, David H. Greenlaw '66, to be awarded to the student who has offered exceptional Malcolm R. Dougherty Malhetnatical Award: contributions to the College's theatre program. Established by the Columbian Cudery Company, Reading, Pennsvlvania, in memory of Malcolm R. Doughert)' '42, to be awarded to the student Edwin T. Greninger Aivard in History: Established Hassler Latin Prize: Established by Charles W. l)y Edwin T. Greninger '41, to be awarded on the Hassler, to be awarded to the best Latin student basis of the quality of a student's paper wiitten for in the junior class. any of the courses in the Department of History. John A. Hauser Meritorious Prize in Business: John Alfred Hamme Awards: Two awards, established Created by the family ofJohn A. Hauser, to bvjohn Alfred Hamme '18, to be given to the be awarded to an outstanding management two juniors who have demonstrated in the major who has achieved excellence in both liighest degree the qualities of loyalty, kindness, academic studies and campus leadership, while ( ourtesy, true democracy, and leadership. demonstrating good character and concern for high moral standards. Ih: Carl Arnold Hanson, President Emeritus, Leadeiship Award: Created by his wife, Anne Keet The Grace C. Kenney Award: Created to honor Hanson, friends and alumni, in honor of Dr. Grace C. Kenney, an educator for 39 years at Carl Arnold Hanson, President of Gettysburg Gettysburg College, to be given to a junior or College from 1961-1977. Awarded to a student senior. First preference is given to a student who who has achieved at least a 3.0 average in his or has participated in health and exercise sciences her major through the middle of the junior year studies, intramural and athletic programs, and and has demonstrated significant leadership has demonstrated the highest academic abilities in one or more areas of college life. accomplishments and leadership skills. Henry W. A. Hanson Scholarship Foundation Aiuard: Rev. George N. Lauffer (1899) and M. Naomi Created by College alumni in honor of Henry Lauffer (1898) Scholarship Aiuard: Given each year W. A. Hanson and in recognition of his leadership to a junior who has maintained high scholarship of and distinguished service to Gettysburg and who evidences outstanding ability and College and to the cause of education in the character. It is understood that the recipient will Lutheran Church and the nation. Awarded to a complete the senior year at Gettysburg College. senior who plans to enter graduate .school in /. Andrew Marsh Memorial Awards: Aw?Lrded each preparation for college teaching. year to the sophomore and junior students of Harry C. and Catherine Noffsinger Hartzell Award: Gettysburg College who best exemplify the Created by James Hamilton Hartzell '24 in "whole person" concept through positive memory of his parents, to be awarded to the attitude, exceptional spirit, high standards, and outstanding junior student in the Department notable achievement, both curricular and ( )f Sociology' and .\nthropology. extracurricular. lames Boyd Hartzell Memorial Award: Established Miller First Year Student Prize in Physics: Created Injames Hamilton Hartzell '24 and his \vife, by alumni and friends in memory of George R. Lucretia Irvine Boyd Hartzell, to be awarded to Miller '19, to be awarded to a sophomore for a junior student majoring in economics or in outstanding performance in physics as a first- management for outstanding scholarship and year student. promise in these fields. Miller Senior Prize in Physics: Created by alumni fames Hamilton and Lucretia Irvine Boyd Hartzell and friends in memory of George R. Miller '19, Award: Created by James Hamilton Hartzell '24 to be awarded to a senior for sustained and his wife, to be awarded to a sophomore outstanding performance in physics. student for outstanding scholarship and promise Franklin Moore Aiuard: Established by friends in the field of history. of Mr. Moore, to be given to the senior who, Mildred H. Hartzell Prize: Created by Mildred H. during his or her undergraduate years, has Hartzell '26, to be awarded to a student who shown the highest degree of good citizenship shows high quality in more than scholarship; and, by character, industry, enterprise, iniuative, preference is given to a member of Alpha Phi and activities, has contributed the most toward Omega, the national service fraternity, or other campus morale and the presdge of the College. organizations that may reflect similar quality and ideals. Muhlenbng First Year Student Prize: Created by Dr. Jeffrey Pierce Memorial Award: Established in Frederick A. Muhlenberg (1836), to be awarded honor ofJeffrey Pierce '71, to be awarded to a to the first-year student taking Greek or Latin senior who has reached the highest level of who attains the highest general quality point achievement in the field of history. average. Martha Ellen Sachs Prize: Created by John E. Haas Muhlenberg Goodwill Prize: Awarded to a senior in memory of his aunt, a lecturer at the College, "for growth during formative years at Gettysburg to be awarded to a student exhibiting excellence College in awareness of personal responsibilit)' in English composition, with consideration for the welfare of all peoples; for a degree of given to improvement made during the year. achievement in same during College years and The Captain Michael D. Scotton (1982) Award: in the hope of future accomplishment for Established by David R. and Sally R. Scotton, betterment of Commiuiit)', State and Nation." parents of Michael D. Scotton, to be awarded William F. Muhlenberg Aiuard: Awarded to two to a junior who demonstrates a high degree of juniors on the basis of character, scholarship, extracurricular activity and diligence to his or and proficiency in campus activities. her academic work. Scholarship Prize: Established the Class Nicholas Bible Prize: Created by the Rev. Dr. J. C. Senior by Nicholas (1894), to be awarded to the senior of 1996 and Mr. Robert Stockberger '33, to be who has done the best work in advanced courses presented annually to t^vo rising seniors who in religion. best exemplifj,' Gettysburg College through academics and serxice to the campus Clair B. Noerr Memorial Aimrd: Established by community. The Senior Scholarship Prize Fund Constance Noerr '58 in memory of her father, is augmented with future senior class gifts. to be awarded to a senior on the basis of proficiency in athletics, scholarship, and character. Stine Chemistry Prize: Created by Dr. Charles M. A. Stine '01, to be awarded to a senior chemistry Dr. John W. Ostrom Composition Awards: major on the basis of grades in chemistry, Established by Dr. John W. Ostrom '26, to be laboratory technique, personality, general awarded to the student who achieves excellence improvement in four years, and proficiency in and demonstrates the greatest improvement in chemistry at the time of selection. first-year composition (English 101) and to the student who achieves excellence and demonstrates Earl Kresge Stock Writing Prizes: Established by the greatest improvement in advanced Earl Kresge Stock '19, to be awarded to the composition (English 201). three students who write the classroom papers judged best in the areas of the humanities, the Drjohn W. Ostrom English Award: Created by sciences, and the social sciences. Dr. John W. Ostrom '26, to be awarded to the student who has written the best expository Samuel P. Weaver Scholarship Foundation Prizes: essay for an upper level English course. Established by Samuel P. Weaver '04, to be awarded to the two students writing the best Vivian Wickey Otto Award: Created by Vivian essays on an assigned topic in the field of Wickey Otto '46 through the Woman's General constitutional law and government. League of Gettysburg College, to be given to a student at the end of his or her junior year who Earl E. ZieglerJunior Mathematics Award: Created plans to enter full-time Christian service work. by Phi Delta Theta alumni, to be given in honor of Earl E. Ziegler, associate professor of Keith Paj)pas Memorial Award: Given as a mathematics at Gettysburg College from 1935- memorial to Keith Pappas '74, an honors graduate 1968. Awarded to the mathematics major who who made an extraordinary contribution to the has the highest average in mathematics through life of this College and its people. Awarded to a the junior year. current student who most significantly affects the College community through the quality of Earl E. Ziegler Senior Mathematics Award: Created his or her participation in its functions and by Earl E. Ziegler, associate professor of whose divergent contributions give form to what mathematics at Gettysburg College from 1935- is called Gettysburg College. 1968, to be awarded to the mathematics major who has achieved the highest average in mathematics through the senior year. Edwin and Leander M. Zimmerman Senior Prize: Chan L. Coulter Philosophy Award: Established Awarded to the senior whose character, by the Department of Philosophy in honor of influence on students, and scholarship have Chan L. Coulter, Professor of Philosophy from contributed most to the welfare of the College. 1958-1995, to be presented to a student whose achievements in philosophy display excellence John B. Zinn Chemistry Research Award: Created and creativity and exemplify the spirit of inquiry by Frances and John Zinn in honor ofJohn B. so essential to the examined life. Zinn '09, who was professor of chemistry at the College from 1924-1959. Awarded to the senior Delta Phi Alpha Prize: Awarded to the outstanding making the greatest contributions in his or her student for the year in the Department of own research in chemistry and to the research German. activities of the Department of Chemistry. Anthony di Palma Memorial Award: Established by the family of Anthony di Palma '56, to be UNENDOWED ANNUAL PRIZES AND AWARDS awarded to the junior having the highest marks Aiuardfor Excellence in Theory and Practice in in history. Other things being equal, preference Women 's Studies: Given to a senior in recognition is given to a member of Sigma Chi fraternity. of outstanding achievement in the study of Dwight D. Eisenhoiver Society/K M. Hoffman Family feminist theory and in social service on behalf Memorial Prize in Economics: Created by the R. M. of women and children. Hoffman Family Memorial Trust through the Charles W. Beachem. Athletic Award: Created in Dwight D. Eisenhower Society in memory of memory of Charles W. Beachem '25, the first Gettysburg businessman R. M. Hoffman. Awarded alumni secretary of the College, to be awarded to the student writing the best quantitative to a senior on the basis of character, paper or project (with public policy implications) scholarship, and athletic achievement. in economics. C. E. Bilheimer Award: Given to the senior major Dwight D. Eisenhower Society/R. M. Hoffman Faynily in health and exercise sciences with the highest Memorial Prize in Management: Created by the R. academic average. M. Hoffman Family Memorial Trust through the Dwight D. Eisenhower Society in memory of Esther Brandt Chemistry or Biolo^ Aivard: Created Gettysburg businessman R. M. Hoffman. Awarded by Mr. and Mrs. Walter Brandt and Ms. Loel to the outstanding senior in each of the Rosenberry in honor of Esther Brandt, to be management department's four concentrations. given to a junior or senior who has demonstrated academic excellence through the highest grade Julius Eno Physics Prize: Created by Julius Eno Jr., point average in the declared major of to be awarded to the outstandingjunior majoring chemistry or biology. in physics. Archie and Flo Butler English Award: Created by French Cultural Counselor's Award: Established by Mr. and Mrs. Walter Brandt and Ms. Loel the cultural counselor of the French Embassy, Rosenberry in honor of Archie and Flo Buder, to be awarded to a senior for outstanding to be given to a junior or senior with a declared achievement in French. English major who has demonstrated academic Cettysburg College Award in Athletics: Awarded to a excellence through the highest grade point student who excels in one or more major sports average in English. and who achieves the highest academic average Anna Julia Cooper, Cheikh Anta-Diop, W.E.B. among winners of varsity letters. DiiBois Aiuard far Academic Excellence in African Gettysburg College Award in History: Awarded to American Studies: A major African American the senior who has reached a high level of Studies book (signed by the author), a commem- achievement in the field of history. orative plaque, and an explicatory document are awarded to the best African American Gettysburg College Senior Prize: Awarded to a senior Studies minor. Award is based on a combination who exemplifies commitment to community of significant scholarship, at least a 3.1 average and concern for the welfare of others during in African American Studies, and service to the the student's years at Gettysburg College and college commtmity and the larger community. who shows promise of future accomplishment in support of community, state, and nation. Gettysburg College Student Leadership Award: Sigma Alpha Iota Honor Certificate: Awarded to Awarded to a senior whose enthusiasm, the graduating senior who holds the highest energy, and contributions in student affairs academic average among music majors. demonstrated outstanding leadership. Dr. George W. Stoner Aiuard: Awdirded to a worthy Frank H. Kramer Award: Given by Phi Delta Theta senior accepted by a recognized medical college. fraternit)', in memory of a former professor of Student Life Council Award: Awarded to a student education, to a senior for the excellence of his in recognition of the quiet influence he or she or her work in the Department of Education. has exerted for tiie improvement of the campus Maria Leonard Senior Book Axuard: (treated by the community. Gettysburg Chapter of Alpha Lambda Delta, the Wall Street Journal Student Achievement Award: national academic honorary society for first-year Awarded to a senior in the Department of students. Awarded to the graduating Alpha Economics and to a senior in the Department Lambda Delta member who has the highest of Management who have shown outstanding grade point average through the first semester academic achievement in the study of finance of the senior year. and economics. Toni Morrison-Wole Soyinka African American Charles R. Wolfe Memorial Aiuard: Awarded by Studies Essay Award: A monetary gift, a major Alpha Xi Delta to a graduating senior on the African American Studies book (signed by the basis of scholarly endeavor, warmth of author), a commemorative plaque, and an personality, and dedication to the College. explicatory document are awarded for the best essay written in an ,\f rican American Studies Womfn 's Studies Service Award: .\n award for class during the preceding year by a junior, excellence in Women's Studies, given to a senior sophomore, or first-year student. for outstanding service exemplifying feminist ideals. Pennsylvania Institute of Certified Public Accountants Award: Created by the Pennsylvania Marion ZulaufPoetry Prize: Established at The Institute of Certified Public Accountants, to be Academy of American Poets by Sander Zulauf presented to a senior who has demonstrated '68 in memory of his mother, to be awarded to excellence in the area of accounting and who, the student who writes the winning entry in a by participation in campus activities, shows poetry contest sponsored b>' the Department qualities of leadership. of English. Psi Chi Award: Awarded to a senior psvchology ENDOWED SCHOLARSHIPS (GRANTS-IN-AID) major who shows promise in the field of psychological endeavor. Other things being Student Aid equal, preference is given to a member of Psi Chi. All students who apply for financial assistance and are determined to have financial need will Psi ChiJunior Award: Awarded to a senior be considered for these scholarships (grants-in- psychology major who has displayed outstanding aid). Recipients are selected by the College. potential and inidative throughout his or her jiuiior year. Though the College administers scholarships restricted to members of a particular sex, the Emile O. Schmidt Aiuard: Established by students, discriminating effect of these awards has been friends, audience members, and colleagues of eliminated in the overall administration of the Emile Schmidt, Professor of English and financial aid program through use of other Theatre at Gettysburg College since 1962. funds made available by the College. Award is presented each year to a theatre student for scholarly excellence and distinguished George H. (1949) andJanet L. Allamong Scholarship service to the Gettysburg College theatre Fund: Established by George H. Allamong and program, as well as professional promise. Janet L. Allamong, to be awarded to one or more worthy and promising students. Sigina Alpha Iota College Honor Award: Created by Sigma Alpha Iota, an international music Frederic S. Almy, Sr Scholarship Fund: Created by fraternit)', to be awarded to a student in the the son of Mr. Almy, in memory of "a man who local chapter who has exemplified the highest did not have the opportunit)' to attend college," musical, scholastic, and ethical standards, to be awarded to a deserving and financially whatever the class standing. needv student. Anonymous Scholarship Fund: Awarded to one or Jesse E. Benner (1907) and Minerva B. Benner more worthy and promising students, with Scholarship Fund: Awarded to worthy students, preference given to students majoring in French, preferably preministerial students. music (B.A.) or psychology. Burton F Blough Scholarship Fund: Established by Ruth C. Apple Scholarship Fund: Established by a former trustee to aid needy and deserving members of the Apple family of Sunbury, students. Pennsylvania, to honor their mother. To be Jean Aument Bonebrake Presidential Scholarship awarded to promising but needy students, with a fMn«^.- EstabHshed by Roy Bonebrake (1928) in preference to those from Snyder, Union, or memory of his wife, to be awarded to promising Northumberland Counties in Pennsylvania, and worthy students in need of scholarship aid; especially those with skills and aspirations in the preference is given to students who possess performing arts. exceptional academic abilities and outstanding Richard A. Ar7ns Scholarship Fund: Created by the promise. Class of 1924 in memory of the chair of the Harry F. Borleis (1925) Scholarship Fund: AwAvded mathematics department (1920-1963), to be to needy and deserving students. awarded to a worthy student. Charles E. Bowman (1925) Scholarship Trust Fund: Dr. Joseph B. Baker (1901) and Rena L. Baker Awarded to needy and deserving students. Scholarship Fund: Established by the Woman's General League of Gettysburg College for a needy Elsie Paul Boyle (1912) Scholarship Fund: and deserving student in the music department. Established by Elsie Paul Boyle, to be awarded to a needy and worthy student, with preference William Balthaser (1925) Scholarship Fund: given to a Lutheran from Weatherly, located in Created from a bequest by William Balthaser, to Carbon County, Pennsylvania. be awarded to needy and promising students. He7iry T. Bream (1924) Scholarship Fund: Created Dr Ray Alfred Barnard (1915) Scholarship Fund: by alumni and friends of the College in honor Established by Dr. Barnard, to be awarded to a of Henry T. Bream, professor of health and male student from the Central Pennsylvania physical education, 1926-1969, to be awarded to Synod who is preparing for the Lutheran ministry. a needy and deserving male scholar-athlete. Fiev. Sydney E. Bateman (1887) Scholarship Fund: Lavern H. Brenneman (1936) Scholarship Fund: Awarded to a needy ministerial student. Established by Lavern H. Brenneman (1936), of the Admiral William W. Behrens, Jr. Scholarship Fund: former chair of the Board of Trustees Established by the family of Admiral William W^ College, and his \\ife, Miriam, in honor of their Behrens (Hon'74), to be awarded to one or son, James (1960); daughter-in-law, Mary Jane more worthy and promising students entering (1960); granddaughter, Kathleen (1984); and the final year of undergraduate study and grandson, Stephen (1987). Awarded annually to preparing for a career in public service. needy and deserving students. Henry S. Belber, II Scholarship Fund: Awarded to Randall Sammis Brush (1973) Memorial Scholarship a first-year student and may be continued up to Fund: Created by family and friends in memory four years; preference is given to individuals of Randall Sammis Brush, to be awarded to a who engage in extracurricular activities. needy and deserving student particularly proficient in the study of history. Bell Hess-Quay Scholarship Fund: Created by Effie E. Hess Belt (1898) in commemoration of Edxuard B. Bullrr (1923) Scholarship Fund: Created several relatives. First preference is given to a by the Lutheran Church of the Good Shepherd, member of Grace Lutheran Church, Westminster, Pearl River, New York, and friends in honor of Maryland; second preference to any other the Rev. Edward B. BuUer, to be awarded to a resident of Carroll County, Maryland who is deserving student; preference is given to a pursuing theological studies at the College; and student from Good Shepherd congregation. third preference is given to any deserving student. Cambridge Rubber Foundation Scholarship Fund: Helen A. and James B. Bender Scholarship Fund: Established by the Foundation, to be awarded to Awarded on the basis of need and ability; residents of Adams County, Pennsylvania, or preference is given to residents of Adams Carroll County, Maryland. County, Pennsylvania, majoring in economics and/or management. Dr. Anthony G. CiavarelU (1913) Scholarship Fund: Class of 1 993 Scholarship Fund: Preference is Established by Dr. Anthony G. CiavareUi, to be given to a student from the Gettysburg area. awarded annually to a student (or students) who Class of 1994 Scholarship Fund: Established as a demonstrates superior character, industry, tribute to the life of Paul Leary, a classmate serious academic purpose, and financial need. killed in the summer of 1993. Awarded to a Preference is given to a student preparing for current student who demonstrates financial the medical profession. need and self-initiative in meeting that need by Class of 1903, George S. Rentz Memorial Fund: working, preferably in a work-study program. Created to support the College scholarship Class of 1995 Scholarship Fund: Preference is program. given to students participating in service-learning Numerous classes have established scholarships to he projects. aiuarded to a needy and deserving student. They are: Bill Cosby Scholarship: Established by the Trustees Class of 1 913 Scholarship Fund of Gettysburg College to honor Dr. Bill Cosby, the 1997 Gettysburg College Commencement Class of 1915 Scholarship Fund speaker. Awarded with preference to students Class of 1916 Scholarship Fund from the greater Philadelphia area or those with a particular interest in becoming teachers. Class of 1 91 7 Schmucker-Breidenbaugh Memorial Scholarship Fund. Ernst M. and Agnes H. Cronlurul Memorial Scholarship Fund: Established in memory of Ernst Class of 1918 Scholarship Fund Magnus and Agnes Hoffsten Cronlund by their Class of 1 920 Scholarship Fund children Ernest and Shirley, Eleanor, Martin '29 and Rebecca, Raymond '33 and Lillian. Awarded Class of 1 921 Scholarship Fund to needy and promising students. Class of 1925 Scholarship Fund William C. and Helen H. Darrah Scholarship Fund: Class of 1927 Scholarship Fund Established by the Department of Biology in honor of William C. and Helen H. Darrah, to Class of 1933 Scholarship Fund: Preference is be awarded to a promising student majoring in given to students who, beyond academic and biology. personal qualifications, are descendants of members of the Class of 1933. Frank L. Daugherty (1922) Scholarship: Established by Frank L. Daughert)', to be awarded to a Class of 1 934 Scholarship Fund deserving York County resident who would Class of 1936 Scholarship Fund otherwise be unable to attend Gettysburg College. Recipient is selected by the College. Class of 1937 Scholarship Fund: Preference is given to students who intend to enter a field Anita Conner Derry and ThomasJames Faulkener of service focused on developing greater Memorial Scholarship Fund: Created by Ellis understanding between our nation and other Derry '39 and Peggy Derry, to be awarded to parts of the world and majoring in political one or more worthy and promising students. science, economics, or history. First preference is given to the family or descendants of Anita Conner Derry or Thomas Class of 1 938 Scholarship Fund James Faulkener, then to students majoring in Class of 1 939 Scholarship Fund: Established in mathematics, computer science, or physical honor of past President Dr. Henry W. A. Hanson sciences. and former Dean Dr. Wilbur E. Tilberg. W. K. Diehl (1886) Scholarship Fund: Created by Class of 1 943 Scholarship Fund Norman E. Diehl in memory of his father, W. K. Diehl, D.D., to be awarded to needy and Class of 1 944 Scholarship Fund: Dedicated to deserving students. classmates who lost their lives in World War II. Daniel G. Ebbert Family Scholarship Fund: Awarded Class of 1 945 Scholarship Fund to a first-year student, and may be continued up Class of 1971 Scholarship Fund: Preference is to four years. given to students who exemplify the qualities of sincere scholarship, extracurricular interests, and commitment to communit\- ser\ice. Chris Ebnt (1965) Memmial Fund: Established in H. Keith Fischer Scholarship Fund: Awarded to one memory of Chris Ebert by his father and or more worthy and promising students; mother. Awarded annually to a needy student. preference is given to premedical students or to First preference is given to a student pursuing a .social or natural sciences or mathematics majors. career in teaching or majoring in mathematics, H. Keith and Dorothy S. Fische)~ Scholarship Fund: and/or participating in intercollegiate wresding; Awarded to a first-year student, and may be second preference is given to a student studying continued up to foiu" years. Preference is given for the ministry. to premedical students or students majoring in Charles L. "Dutch" Eby (1933) Scholarship Fund: natural science. Established by the family and friends of Charles Wilbur H. Fleck (1902) Memorial Scholarship Fund: L. Eby, to be awarded to needy students. Awarded to a graduate cum laude of the Preference is given to students who, beyond Protestant faith of the Wyoming Seminary. academic and personal qualifications, are residents of south-central Pennsylvania and have Fourjay Foundation Scholarship Fund: Awarded to demonstrated leadership ability through active declared management majors or to students participation and excellent performance in who express a high degree of interest in extracurricular activities. management or related fields and demonstrate academic excellence, leadership, and need. Ehrharl Family Scholarship Fund: Established by Kenneth W. Ehrhart '46 in memory of his Donald D. Freedman, M.D. (1944) and Richard S. father, Rev. Kenneth Ehrhart '25 and in honor Freedman, D.V.M. (1973) Scholarship Fund: of those members of the Ehrhart family who Awarded to a junior or senior, with preference attended Gettysburg College, Rev. Carl Ehrhart given to students pursuing the study of '47, Rev. Richard Ehrhart '46, Sidney Ehrhart medicine, dentistry, or veterinary medicine '50, and David Ehrhart '62. Awarded to one or and participating in varsity athletics. more worthy and promising students. David Garbacz (1964) Scholarship Fund: Established Jacob C. Eisenhart and Rosa Bott Eisenhart Scholarship by Gerald G. Garbacz and his family, to be awarded to students beyond academic and personal Fund: Established by the J. C. Eisenhart Wall who, Paper Company, to be awarded to a deserving qualifications, pursue a major in economics. Lutheran preministerial student. Dr. Daniel F. Garland (1888) Scholarship Fund: Diuight D. Eisenhower Scholarship Fund: Awarded to a deserving ministerial student. Established by the Eisenhower Society in honor Richard W. Gaver (1 966) Memorial Scholarship of the thirty-fourth President of the United Fund: Created by Dr. and Mrs. Leo J. Gaver in States, a former resident of the community of memory of their son, to be awarded to a worthy Gettysburg and a friend and trustee of the student. Preference is given to a premedical College. Awarded to needy students who student. exemplify superior qualities of honesty, integrity, and leadership. Additional monies have been Gettysburg College Alumni Association Scholarship contributed to the fund through the R. M. Fund: Formerly the Gettysburg College Alumni Hoffman Memorial Scholarship Fund. Loan Program of 1933. The Gettysburg College Alumni Associadon Scholarship Fund was Eisenhower Leadership Scholarship Fund: Awarded established in 1984. Awarded annually; to class valedictorians and salutatorians, presidents preference is given to sons or daughters of of the student council, and other leaders. alumni in accordance with criteria established Clarence A. Eyler (1880) and Myrtle B. Eyler by Gettysburg College. Scholarship Fund: Awarded to a worthy Lutheran Lorna Gibb Scholarship Fund: Established by the preministerial student. Gibb Foundanon in memory of the Foundadon's Annie C. Felly Scholarship Fund: Awarded to a founder, to be awarded to needy students who needy and deserving student. have demonstrated good academic ability, as well as a willingness to contribute to the Gettysburg Alan S. Fischer (1929) Scholarship Fund: College campus community in other ways. Established by Marian Fischer Hammer '30 and Robert H. Fischer '39 in honor of their brother, to be awarded to one or more worthy and promising students; preference is given to mathematics or computer science majors. Millard E. Gladfeller (1925) Scholarship Fund: Robert W. Hemperly (1947) Memorial Scholarship Established by Millard E. Gladfelter, to be Fund: Established in memory of Dr. Hemperly awarded to first-year students and may be by Mr. and Mrs. G. M. Easley. Awarded to one continued up to four years; preference is given or more needy students of high academic to students from York County, Pennsylvania. ability and outstanding personal qualifications; preference is given to a student preparing for Dr and Mrs. James E. Glrrw Scholarship Fund: a career in medicine or dentistry. '23 in of Created by J. Donald Glenn memory his parents, to be awarded to a worthy student Milton S. Hershey Scholarship Fund: Established b\ preparing for the Christian ministry or the A.John Gabig (1957). Awarded to one or more medical profession. students who are graduates of Milton Hershey School or Hershey High School, Hershey, PA, Gordon-Danis Linen Supply Company Scholarship who show financial need and demonstrate good Fund: Awarded to a deserving student. character and leadership qualities. Windo7n Cook Gramley (1904) Scholarship Fund: Harvey A. Hesser (1923) and Dorothy M. Hesser Established by Theresa M. Gramley in memory Scholarship Fund: Awarded to a needy and worthy of Windom Cook Gramley, to be awarded to a student. worthy and promising student. Hicks Utterback Family Scholarship Fund: Grand Army of the Republic Living Memorial Established by Harry K. and Phyllis H. Utterback, Scholarship Fund: Created by the Daughters of to be awarded to a first-year student and may be Union Veterans, to be awarded to a needy and • continued up to four years. deserving student, preferably the descendant of a Union veteran. Rev. Clinton F. Hildebrandjr (1920) and Mrs. Clinton F. Hildebrandjr. Scholarship Fund: Dr H. Leonard Green Scholarship Fund: Established Awarded to aid worthy preministerial students. by the family and friends of Dr. H. Leonard Green, to be awarded to worthy and promising Edgar L. Hildebiand (1928) Scholarship Fund: students. Preference is given to students Established by Louis O. Hildebrand as a majoring in religion or philosophy. memorial to his son Edgar L. Hildebrand, to be awarded to worthy students. IdaE. Grover Scholarship F\ind: Awarded to a needy and deserving student. Pearl Hodgson Scholarship Fund: Established by the Woman's League of Gett\'sburg College in Merle B. and Mary M. Hafer Scholarship Fund: honor of Pearl Hodgson, to be awarded Established by Merle B. Hafer, to be awarded to annually to needy and deserving students. a deser\'ing student, preferably one preparing for the Christian ministry. Dean W. Hollabaugh Scholarship: Awarded to one or more students who merit financial assistance. John Alfred Hamme (1918) Scholarship Fund: Awarded to a deserving student. Houtz Family Scholarship Fund: Established by Kenneth H. Houtz, to be awarded to a first-year Mane H. Harshman Scholarship Fund: Created by student intending to major in the sciences; may Marie H. Harshman, to be awarded to a be continued up to four years. Lutheran student preparing for the ministry. Preference is given to a student who intends to Arthur D. Hunger Sr, M.D. (1910) Scholarship enroll at the Gettysburg Lutheran Seminary. Fund: Established by Arthur D. Hunger Jr. '39 and Josephine T. Hunger '40 in honor of Arthur Henry M. Hartmanjr. (1938) and Audrey Flarrison D. Hunger Sr. Awarded to a junior or senior Hartman (1940) Scholarship Fund: Established by who demonstrates academic excellence and Henry M. Hartmanjr. as a memorial in honor leadership and who is studying for a medical, of Audrey Harrison Hartman, to be awarded to dental, veterinary, or biological research a student majoring in chemistry or biochemistry. profession. Hartranft-Dean Scholarship Fund: Established by Dr. and Mrs. Leslie M. Kauffman Scholarship Fund: Mary Alice Hartranft-Dean, to be awarded to Created by Dr. Leslie M. (1890) and Nellie G. one or more worthy and promising students. Kauffman, to be awarded to a deserving student. Adam and Martha Hazlett Scholarship Fund: Preference is given to students from Franklin or Established by Mrs. Adam J. Hazlett, to be awarded County, Pennsylvania, or preministerial to one or more worthy and promising students. premedical students. Spurgeon M. Keeny and Norman S. Wolf Scholarship Rev. H.J. H. Lemcke (1860) Memorial Scholarship Fund: Established by Dr. Spurgeon M. Keeny '14 Fund: Established by Ruth Evangeline Lemcke and his son, Spurgeon M. Keeny Jr., in honor of in memory of her father, to be awarded to the Reverend Norman S. Wolf. Awarded to one worthy male students who are graduates of or more worthy students. Pennsylvania secondary schools. Hon. Hiram H. Keller (1901) Scholarship Fund: Rev. Justus H. Liesmann (1930) and Mardelle Created by Mr. Keller, a former trustee, to be Tipton Liesmann (1932) Scholarship Fund: awarded to needy and worthy students. Established by Mrs. Mardelle Liesmann, to be Preference is given to students from Bucks awarded to a first-year student and may be County, Pennsylvania. continued up to four years. Alvin Ray Kirschner Scholarship Fund: Established Frank M. Long (1936) Memorial Scholarship Fund: by Mr. and Mrs. C.J. Kirschner in memory of Created in memory of Frank M. Long, to be their son, who lost his life in World War I. Awarded awarded to worthy students. to two students; preference is given to applicants Kenneth C. Lundeen (1966) Scholarship Fund: from Hazleton, Pennsylvania, and vicinity. Established by James and Diana Topper in Klette Scholarship Fund: Established by honor of Kenneth Lundeen, to be awarded to Dr. Immanual Klette '39 and friends in honor of one or more deserving and promising students Mrs. Margaret Klette, to be awarded to a student who may be in a prelaw curriculum. (or students) whose activities evidence an The Lutheran Brotherhood Fund for Lutheran innovative accomplishment and potential in the Students: Established by The Lutheran promotion of human betterment. Brotherhood, to be awarded to one or more Kathleen M. and Samuel W. Knisely (1947) worthy and promising Lutheran students who Scholarship Fund: Established by Dr. and Mrs. demonstrate financial need. Samuel W. Knisely, to be awarded to students William H. MacCartney Memorial Scholarship Fund: majoring in, or intending to major in, biology Established by Michael Alan Berk and Kerry or chemistry who show promise for MacCartney Berk in tribute of Kerry M. Berk's contributions to their chosen field of study. parents' lifelong encouragement of scholarship, Rev. Frederick R. Knubel (1918) Memorial initiative and leadership. Awarded to one or Scholarship Fund: Created by John McCulIough more worthy and promising students. '18 in memory of his classmate, to be awarded James Eugene '16 and Ralph 22 Mahaffie to an outstanding senior ministerial student Scholarship Fund: Created by Ralph Mahaffie '22 with financial need. in honor of his brother James Eugene Mahaffie Charles L. Kopp (1 909) Scholarship Fund: Created '16, to be awarded to worthy and promising by Grace Shatzer Kopp, to be awarded to one or students. more worthy and promising students majoring Francis E. and Wilda P. Malcolm Family Scholarship in the humanities. Fund: Established by Ann B. Malcolm '71, to be Bernards. Lawyer (1912) Scholarship Fund: awarded to a first-year student and may be Awarded to needy and deserving students. continued up to four years. First preference is given to members or former Charles H. May (1904) Scholarship Fund: Created members of St. Mary's Evangelical Lutheran by Mr. May, to be awarded to deserving male Church, Silver Run, Maryland; second students from York County, Pennsylvania. preference is given to members or former members of Evangelical Lutheran Churches in Charles B. McCollough, Jr. Memorial Scholarship Maryland and Pennsylvania. Fund: Created by Charles B. McCollough '16 and Florence McCollough in memory of their Clarence Gordon andFlJie Leatherman Scholarship son, and by H. R. Earhart in memory of his Fund: Established by the Leathermans, to be grandnephew. Awarded to one or more worthy awarded to a deserving preministerial student. male students. Robert Scholarship Established McCoy Fund: by the Rev. William J. Miller (1903) Scholarship Fund: family and friends ot Robert Mc(k)y, to be Established by Mary Willing Miller, to be awarded awarded to one or more worthy and promising to worthy young persons. Preference is given to students. students preparing for the Lutheran ministry and especially to those from Tabernacle Evangelical William R. McElhiney (1936) Scholarship Fund: Lutheran Church, Philadelphia, Pennsylvania. Created by William R. and Pauline McElhiney, to be awarded to needy and deserving students M. Scott and Margaret A. Moorhead Scholarship who demonstrate an interest in the College Fund: Awarded to a student with a strong interest band and choir. in music; preference is given to a student with interest to continue piano or organ instruction. MichaelJ. McTighe Memorial Scholarship Fund: Established by his wife, Carolyn L. Carter, family Charles D. Moyer(1957) Scholarship Fund: The members and friends, to be awarded to a first- income from a fund contributed by Charles D. year student. Preference is given to first- Moyer, his family, and friends is awarded to generation college students and/or students worthy and promising students in need of whose enrollment at Gettysburg College would scholarship aid. Preference is given to students increase the racial and ethnic diversity of the who can contribute to the ethnic and student population. intercultural environment of the College. Dr. John E. Meisenhelder { 1 897) Scholarship Fund: JohnE. Mumper (1930) Memorial Scholarship Fund: Established by Dr. Meisenhelder, to be awarded- Awarded to a needy and worthy first-year to a deserving student. student, and may be continued up to four years. Jane S. Melber (1983) Memorial Scholarship Fund: Musselman Scholarship Fund: Established by the Established by Theodore W. and Lucile M. Musselman Foundation, to be awarded to a Melber in memory of their daughter, to be deserving student; preference is given to sons or awarded to worthy and promising students for daughters of employees of the Musselman Fruit the study of music in Great Britain. Product Division, Pet hicorporated. Forrest L. Mercer (1908) Scholarship Fund: Created Arthur B. Myers and Marion V. Myers Scholarship by Forrest L. Mercer, to be awarded to a Fund: Awarded to needy and deserving students deser\'ing and needy student. of good moral character. CarlF. and Dorothy Miller Scholarship Fund: Albert C. and Linda Neumann Endowment Fund: Established by the Carl F. and Dorothy Miller Established by Albert C. Neumann '64, to be Foundation, to be awarded to a student pursuing awarded to one or more wortliy and promising accounting or a science-related course of study. students. Preference is given to students with an interest in pursuing a career in the health / Elsie Miller (1 905) Scholarship Fund: Created by sciences. Mr. Miller, to be awarded to a preministerial student. John Spangler Nicholas (1916) Scholarship Fund: Created by John Spangler Nicholas, to be Robert H. Miller (1938) and Paul D. Miller (1940) awarded to a member of the junior or senior Brazilian Scholarship Fund: Awarded to one or class of sterling character and high intellectual more needy and worthy students. First reference ability in the field of biology, preferably zoology. is given to a student wishing to study in Brazil for a semester or a year; second preference is Henry B. Nightingale (1917) Scholarship Fund: given to a Brazilian student entering as a first- Awarded to worthy students who have successfully year student, who graduated from either the completed their first two years at the College. Escola Americana, Rio de Janeiro, the Escola Patrick F. Noonan (1965) Scholarship Fund: Graduada de Sao Paulo, or Pan American Established by Patrick and Nancy Noonan, to be Christian Academy. awarded to one or more needy and worthy Miller-Dewey Scholarship Fund: Created by the students. Preference is given to the student or Rev. Adam B. Miller (1873), to be awarded to a students who are majoring in management and deserving student. have demonstrated leadership ability through active participadon and excellent performance in extracurricular activities. Charlotte L. Noss Scholarship Fund: Established by Willard S. Paul Scholarship Fund: Established by Charlotte Noss, to be awarded to a needy and friends of the College on the occasion of President deserving woman student from York Count)', Paul's retirement. Awarded to a deserving student. Pennsylvania. Martin L. Peters (1913) and Martin F Peters (1937) EdivardJ. Nowicki,Jr. (1935) and Christhie M. Scholarship Fund: Created by Martin F. Peters, to Nowicki Scholarship Fund: Awarded to one or be awarded to one or more worthy and more worthy and promising students. promising students. John P. O'Leary ,Jr. (1969) and Pamela O'Leary Earl G. Ports (1923) Scholarship Fund: Establhhed (1969) Scholarship Fund: Awarded to a worthy by Horace G. Ports (1925) in memory of his and promising student. brother, to be awarded to a worthy student, preferably in the field of physics. PaulF. Olinger (1922) and Anna E. Olinger Scholarship Fund: Created by Gertrude Olinger, Dr and Mrs. Carl C. Rasmussen Scholarship Fund: to be awarded to one or more needy and worthy Created by the Reverend Carl C. '12 and Alma L students. Preference is given to students interested Rasmussen, to be awarded to a deserving in the ministerial or teaching professions. student. Preference is given to a student preparing for the ministry in the Lutheran Church. Nellie Oiler and Bernard Oiler Memorial Scholarship Fund: Created by Ida R. Gray in memory of David W. Raymond (1967) Endowed Scholarship: her daughter and son-in-law, to be awarded to Awarded to one or more worthy and promising a deserving student; preference is given to a students. Preference given to students who Lutheran applicant from Waynesboro, express an interest in attending law school or Pennsylvania. are majoring in history, political science, economics, management, English, sociology, or One in Mission Scholarship Fund: Established by psychology. the One in Mission Campaign of the Evangelical Lutheran Church in America, to be awarded to Rev. ClayE. Rice (1911) Scholarship Fund: worthy and deserving students; preference is Established by Minnie Catherine Rice in honor given to students who are Lutheran. of her husband, Rev. Clay E. Rice, to be awarded to a student preparing for the ministry. Lovina Openlander Scholarship Fund: Awarded to needy and deserving students. John S. and Luene Rice Scholarship Fund: Established by Ellen F. and Luene Rice, to be Thomas O. Oyler Scholarship Fund: Created by awarded to students of exceptional academic Thomas O. Oyler, Sn, and his wife, Janet B. ability and outstanding promise of contributions Oyler, in honor of their children, Thomas O. to the College. Oyler, Jr., Jane A. Oyler, Jerome P. Oyler, '77, T. '85, A. Rider Scholarship Fund: Established by William J. Oyler and Susan Oyler to James be awarded to a deserving Pennsylvania student James A. Rider, to be awarded to worthy and whose major is management or German, with deserving students in financial need. First elective courses in the other field of study. preference is given to dependents of active employees of Thermos Industries, Inc., of C. Eugene Painter Scholarship Fund: Established by Raleigh, North Carolina; second preference is C. Eugene Painter '33, to be awarded to one or given to sttidents who compete in intercollegiate more worthy and promising students; preference athletics; and third, to students who may be is given to students majoring in chemistry. orphans. Lillian M. and William H. Pa trick Jr. (1916) Stenen P. Riggs Music Scholarship Fund: Scholarship Fund: Created by William H. Patrick Established by Patricia C. Chamberlain, to be Jr., to be awarded on a competitive basis to awarded to one or more worthy and promising students with musical ability, who demonstrate students, preferably members of the Gettysburg financial need. College Choir. C. Gloria Paul Scholarship Fund: Awarded to graduates of Weatherly Area High School who have financial need. Laiorence E. Rosl (1917) Srholarsliip Fund: Senior Scholarship Prize: Established by the Class Established by Jeanne Preus Rest in memory of of 1996, to be awarded to one male and one her husband, Lawrence E. Rost, to be awarded female junior advancing to the senior year who to deserving students. First preference is given best exemplify the College through academics to descendants of Charles A. Rost, Red Lion, and service to the community. York Coimty, Pennsylvania. Ralph E. Sentz (1949) Scholarship Fund: Created by I'hilip P. Rudhart Scholarship Fund: Created by Ralph E. Sentz and his wife, Veronica, to be Emma Bennix in memory of her brother, to be awarded to needy and deserving students. awarded to deserving male students. Preference is given to those with disabilities. Mary Sachs Scholarship Fund: Established as a Samuel Shaulis (1 954) Memorial Scholarship Fund: memorial to Mary Sachs, to be awarded to a EstabUshed by Barry B. Wright '55 and other needy and deserving student; preference is friends and family of Samuel Shaulis, to be given to a student in management whose awarded to one or more worthy and promising interests are in retailing. students. Preference is given to students who, beyond other academic and personal Charles Samphjr Scholarship Fund: Established by qualifications, have a special interest in the friends and family of Charles Samph Jr., to extracurricular activities. be awarded to one or more worthy and promising students. Preference is given to students involved Joseph T. Simpson/Dwight D. Eisenhower Scholarship ill the campus Greek system and who major in - Fund: Established by the friends and colleagues mathematics. ofJoseph Simpson, to be awarded to needy and worthy students. Preference is given to those Andreiu C. Schaedler Foundation Scholarship: students with exceptional leadership ability. Established as a memorial to Andrew C. Schaedler, to be awarded to worthy and needy Edgar Fahs Smith (1874) Scholarship Fund: Created students from Central Pennsylvania who by Margie A. Smith in honor of her father, graduated from a high school located in Edgar Fahs Smith, to be awarded to a student Dauphin, Lebanon, Cumberland, York, recommended by the Department of Chemistry. Franklin, Lancaster, Perry, Mifflin, Adams, RonaldJames Smith (1972) and Diane (Werley) Northumberland, or Huntingdon Counties. Smith (1973) Endozued Scholarship Fund: AwMxled Jeffrey M. Schissler (1971) Scholarship Fund: to one or more worthy and promising students Established by Melvin and Greta Schissler, to be who are in need. awarded to a worthy and promising student. Albert E. Speck (1927) Scholarship Fund: Awarded First preference is given to a student majoring to a first-year student, and may be continued up in Theatre Arts; second preference, to a student to four years. majoring in English. Mary Ann Ocker Spital Scholarship Fund: Awarded Calvin L. Schlueter Scholarship Fund: Created by to a qualified male student. Calvin F. Schlueter, to be awarded to needy and promising students. EdwardJ. Stackpole Scholarship Fund: Created by the friends of General Stackpole, to be awarded Scholarship for Community Service Leadership: to a deserving student. Preference is given to a Established by Kenneth C. Limdeen, to be student in American history interested in the awarded to a first-year student and may be Civil War. continued up to four years. Preference is given to students who demonstrate an active interest Arthur Kistler Staymates Scholarship Fund: in voluntary community service. Established by Mildred C. Sdne, to be awarded to one or more needy and worthy students. First Brent Scowcroft Scholarship Fund: Awarded to a preference is given to students preparing for needy and deserving student. careers in the ministry or education; second Gregory Seckler (1965) Memoricd Scholarship Fund: preference, to students from Frederick Countv, Created by Mr. and Mrs. J. M. Arnold Sr. in Maryland. memory of Gregory Seckler, to be awarded to a deserving student. Preference is given to an English major. Tillitt Scholarship Reii. Milton H. Stine (1877) and Mary J. Sline Robert and Donna Fund: Memorial Scholarship Fund: Established by Dr. Established by Mr. and Mrs. Robert Tillitt, to be Charles M. A. Stine '01 in memory of his parents, awarded to one or more needy and deserving to be awarded to a preministerial student. students who have an interest in music. Earl K. Stock Scholarship Fund: Created by Earl K. Martin L. Valentine (1912) Scholarship Fund: Stock '19, to be awarded to one or more needy Created by Martin L. Valentine, to be awarded and deser\'ing students. to a needy and deserving student majoring in chemistry. Robert (1933) and Betty Stockberger Scholarship Fund: Awarded to needy and promising students. Lloyd Van Doren Scholarship Fund: Established by Tempie Van Doren, to be awarded to one or Strine-Manners Scholarship Fund: Established in more needy and deserving students. honor and memory of Howard H. Strine, M.D. '24, Virginia Manners Strine, Dana Wliitman John H. von der Lieth Memorial Musical Scholarship Manners, and Elizabeth Manners. Awarded to Fund: Established through a gift to the ELCA two or more worthy and promising students. Foundation of The Evangelical Lutheran Church in America, by Mrs. von der Lieth in F. Stroehmann Scholarship Fund: Established by the memory of her husband. To be awarded to family of F. Stroehmann, to be awarded to one needy and deserving students who are studying or more needy and deserving students. music. Preference given to those studying organ Dr.J.H.W. Stuckenberg Scholarship Fund: Created or piano. by Dr. Stuckenberg, to be awarded to a qualified Parker B. Wagnild Scholarship Fund: Created by student. alumni and friends of the Gettysburg College Surdna Foundation Scholarship Fund: Established Choir, to be awarded to needy and deserving by the Surdna Foundation, to be awarded to music students. students of exceptional academic ability and Parker B. and Helen D. Wagnild Music Scholarship outstanding promise of contributions to the Fund: Established by Helen D. Wagnild, to be College. awarded to worthy and promising music students. Rev. Viggo Swensen (1931) and Martha Swensen John G. Walborn (1937) Scholarship Fund: Created Scholarship Fund: Awarded to a first-year student, by John G. Walborn, to be awarded to needy and may be continued up to four years. and deserving students. Preference is given to Warren L. Swope (1 943) Scholarship Fund: Created students majoring in economics or management. by Warren L. Swope, a career diplomat, to be Clayton D. (1948) and Anne Ilgen Warman (1948) awarded to a qualified student. Preference is Endoiued Scholarship Fund: Awarded to one or given to students of American parentage who more worthy and promising students who are in have spent a significant portion of their need of scholarship funds. precollege years abroad. Stuart Warrenfeltz Memorial Scholarship Fund: Raymond A. Taylor (1937) Scholarship Fund: Established by Ethel Warrenfeltz McHenry in Established by Dr. and Mrs. Raymond A. Taylor, memory of her son Stuart Warrenfeltz, to be to be awarded to one or more worthy and awarded to a worthy young man. Preference is promising students. given to students from Fimkstown, Washington Thomas County, Maryland. William J. (1929) and Ruth Krug (1928) Scholarship Fund: Created by the Thomases in Dr. Rufus B. Weaver (1862) Scholarship Fund: gratitude for the contribution the College has Created by Dr. Weaver, to be awarded to made toward the enrichment of their lives, to be deserving students. awarded to worthy students, preferably English majors. Rev. David Sparks Weimer andJoseph Michael Weimer/Dwight D. Eisenhower Scholarship Fund: Colonel Walter K. Thrush Fund: Established by Created by Mrs. Ralph Michener, daughter Edna L. Thrush in memory of her husband, and sister of David and Joseph Weimer, to be Walter K, Thrush '19, to be awarded to a student awarded to needy and worthy students. who is a member of ATO Fraternity studying in the field of engineering. Senator George L. Wellinglon Scholarship Fund: John B. Zinn Scholarship Fund: Established by Established by Mr. Wellington, to be awarded to friends and former students of Professor John B. a deserving Lutheran preministerial student. Zinn, former chair of the chemistry department, to be awarded to needy and promising students. Paul B. and Mary E. Werner Scholarship Fund: Preference is given to students preparing for Created by Paul and Mary Werner, to be awarded fields associated with the healing arts. to a preministerial student; preference is given to students from Glen Rock, Pennsylvania, or Loan Funds York County, Pennsylvania. Edxvard Anderson (1955) and Patricia Anderson Loan Fund: Established by Edward and Patricia Richard C. Wetzel Scholarship Fund: Created by Anderson, to provide loans to Lutheran students Richard C. Wetzel, to be awarded to a deserving who have exhibited creative and entrepreneiuial and needy student. tendencies while in high school and through Stella Mayer Wible (1927) Scholarship Fund: their activities at Gettysburg College. Established by Helen A. Moyer, to be awarded Milton T. Nafey and Mary M. Nafey Student Loan to worthy and promising students with an Fund: Created by Mary M. Nafey, to provide a outstanding record of academic achievement. fund for student loans. Bertram M. Wilde Scholarship Fund: Established by Eva R. Rape Student Loan Fund: Established by members of the family of Bertram M. Wilde, to Eva R. Pape of Gettysburg, Pennsylvania, to be awarded to worthy and promising students. provide students of high promise with financial Preference is given to students who have assistance. demonstrated superior character and industry, as well as diverse interests and active participation David Forry Powers Loan Fund: Established by in extracurricular and academic affairs. Catherine N. Maurer in memory of her nephew, David Forry Powers '62, to provide loans to Jeremiah A. Winter and Annie C. Winter Memorial needy and worthy students. Scholarship Fund: Created by Amelia C. Winter in memory of her parents, to be awarded to a Other Scholarship Aid needy and deserving student. Aid Association for Lutherans Campus Scholarship: Makes available scholarship funds to assist needy Woman 's League Scholarship Fund: Established by students who hold membership with the the Woman's General League of Gettysburg Association. Selection of recipients is made by College, to be awarded to needy and promising the College. students. Frank D. Baker Scholarship: Aids worthy students Peter W. Wright Scholarship Fund: Established by in immediate need. Selection of recipients is LT COL Peter W. Wright, USAF (RET) , to be made by the (College. awarded to one or more worthy students. Preference is given to students who have an Robert Bloom Research Award: Supports seniors interest and involvement in extracurricular pursuing research in Senior Research Seminars activities and are members of Alpha Tau Omega in the Department of History. Fraternity. Center for Public Service Endowed Fund for' Volunteer John T. Ziegler, DDS, (1952) Pre-Dental Scholarship Service: Established by the Board of Fellows to Fund: Awarded to one or more worthy pre-dental support students participating in volunteer students. First preference is given to the junior programs of the Center for Public Service. Special or senior student who has achieved the highest consideration is given to students who demonstrate academic standing and who has applied to a a commitment to activism and public service. U.S. dental school to pursue a DDS or DMD Class of 1995 Service Learning Project: Awarded to degree. a student who needs financial aid to participate Dr. John B. Zinn Merit Scholarship in the Sciences: in a service-learning project. Established by the Class of 1941, to be awarded to talented students pursuing a science education. Clayt (1948) and Adele Dovey Scholarship Fund: Lutheran Brotherhood Members ' Scholarship Program: Established by Mr. and Mrs. Clayton C. Dovey Jr., Established to assist Lutheran Brotherhood to be awarded to one or more worthy and members attending accredited post-secondary promising students. Preference is given to a insdtutions. Information is available from needy and deserving scholar-athlete pursuing a Lutheran Brotherhood, 625 Fourth Avenue major field of study in biology or economics. South, Minneapolis, Minnesota 55415. Divight D. Eisenhower/Conrad N. Hilton Guy L. Moser Scholarship: Established Guy L. Scholarship: Created by the Conrad N. Hilton Moser, to support grants to students from Berks Foundation to support the tuition cost for a County, Pennsylvania who are majoring in history semester of study abroad. Scholarship is or political science and who rank in the upper awarded competitively to a student who shows, third of their cla.ss. Application should be made through career aspirations and corresponding directly to Ms. Kim M. McKeon, Hamilton Bank, curriculum choices, an appreciation of the role P.O. Box 141, Reading, Pennsylvania 19603. that travel, global trade, and cross-cultural Ernest D. Schiuartz (1916) Scholarship: Established exchange can play in fostering international in memory of Ernest D. Schwartz, to be awarded understanding. to a needy and worthy student. Recipient is W. Emerson Gentzler (1925) Scholarship: selected by the College. Established by W. Emerson Gentzler, to be Clare M. Stecher Scholarship: Established by Clare awarded to deserving students, with preference M. Stecher, to be awarded to needy students given to members in good standing of one of from Hummelstown, Pennsylvania. the 4-H Clubs of York County, Pennsylvania. Weaver-Bittinger Classical Scholarship: Created by Charles E. and Mary W Glassick Scholarship Fund: Rufus M. Weaver (1907), to be awarded to a needy Established by the Board of Trustees in honor of and deserving student(s) who has demonstrated former President and Mrs. Glassick, to be outstanding academic achievement. Recipients awarded to one or more worthy and promising are selected by the College. student-s. Weaver Classical-Natural Science-Religion William L. and Philip H. Glatfeller Memorial Scholarship: Created by Rufus M. Weaver (1907), Scholarship: Established by Elizabeth G. to be awarded to a deserving student piusuing a Rosenmiller, to be awarded to a first-year classical, natural science, or religion course of student. May be continued up to four years. instruction. Recipients are selected by the College. David Hair Endowed Fund for Volunteer Service: J. Rufus M. Weavei- Mathematical Scholarship: Established to support students participating in Created by Rufus M. Weaver (1907), to be volunteer programs of the Center for Public awarded to deserving students pursuing a Service. mathematical course of instruction. Recipients Julius Hlubb Athletic Endowment: Created to are selected by the College. support the College's athletic program. Yocum Family Scholarship: Established by James H. R. M. Hoffman Memorial Scholarship Fund: Yocum, to be awarded to one or more deserving Established by Margaret L. Hoffman in memory students. of her father, to be awarded annually as part of the Dwght D. Eisenhower Scholarship Program. Dean W. Hollabaugh Scholarship: Awarded to one or more students who merit financial assistance. Lutheran Brotherhood Lutheran Senior College Scholarship: Awarded to Lutheran students who will begin their first year of post-secondary study at Gettysburg College. Recipients are selected by Gettysburg College on the basis of scholastic achievement, religious leadership, and financial need. Endowment Funds Gettysburg College has benefitted over the years and continues to benefit fiom the income offunds contributed to the College's endoiument. Incomefrom unrestricted endowmentfunds may be used for the general purpose of the College orfor any special purposes; incomefrom restricted endoiumentfunds is used solely fin- the putpose specified by the donor The generous support of the donors listed below has been vital to the continuing success of the College. (Unrestricted) fames H. Gross Estate Allshouse Family EndoiL'ment Fund: In honor of William D. Hartshorne Estate William Craig .Allshouse (1981) and Mrs. George G Hatlei (1911) Catherine Reaser Allshouse (1924), and in Adam Hazlelt (1910) memory of William Kenneth Allshouse (1925) and Richard Reaser Allshouse (1950). f. Kermil Hereter Trust Ralph E. Heusner Estate Alumni Memorial Endowment Fund fosephH. Himes(1910) fiukson Andersan (1977) and Laurene Anderson (1977) Marion Huey E. W. Baker Estate KarlF Irwin Trust Frank D. Baker fohn E.facobsen Family Endowment Fund Robertf. Barkley Estate Bryan E. Keller Estate Charles Bender Trust Edmund Keller Estate Fay S. Benedict Memorial Fund Caroline C. Knox H. Melvin Binkley Estate William Knox (1910) Margarethe A. Brinkman Estate f Frank H. Kramer (1914) and Mrs. Kramer H. Brua Campbell Estate Harris Lee Estate Dr.fohn Chelenden Fund (1928): In honor of Ralph D. John B. Zinn (1909) Lindeman Memorial Fund The Richard Leiuis Lloyd Fund: In Class of 1919 Fund memory of Arthur C. Carty Class of 1926, 60th Reunion Fund Robert T McClarin Estate Louise Cuthbertson: In memory of Arthur Herring, Anna Wiener Herring and Ralph McCreary Estate Louise Cuthbertson. James MacFarlane Fund, Class of 1837 Charles W. Diehljr (1929) J. Clyde Market (1900) and Caroline O. Market Harold Sheely Diehl Estate Robert T . Marks Geo. iif Helen Eidam Trust Fred G. Masters (1904) Faculty and Staff Memorial Endowrnerd Furul Rcdph Mease Estate Rcdph C. Fischer Gertrude Maddock Trust Robert G. Fluhrer (1912) A.L. Mathias (1926) The Ford Foundation John H. Mickely (1928): In memory of his Walter B. Freed Estate brother William Blocher Mickely. Owen Fries Estate Alice Miller Robert Miller Richard V. Gardiner Memorial Fund H The Gorman Fund: A perpetual family memorial. Thomas Z. Minehart (1894) 7 he Gettysburg Times Ruth G. Moyer Estate: Professor's Endowment Fund Mamie Ragan Getty Fund Bernice Baker Musser Frank Gilbert Helen Overmiller MargantE. Giles Ralph and Katherine M. Gresh Ivy L. Palmer Bikle Endowment Fund: EsVdbVished in 1925 to Joseph Parment Company honor Dr. Philip Bikle (1866), dean of Gettysburg College, 1889-1925. Used to support debating. Floyd & Eva Peterson Andrew H. Phelps Joseph Bittinger: Chair of political science. C. Laxvrence Rebuck Lydia Bittinger: Chair of history. Mary Hart Rinn Joseph and Lydia Bittinger Memoricd Fund: Carroll W. Royston Estate Established to support the needs of the history Sarah Ellen Sanders and political science departments. Robert and Helene Schubaiier Estate Blavatt Family Lectureship: Created to establish AnnaD. Seaman the Blavatt Family Lecture Series in Political A. Richard Shay (1928) Science. PaulR. Sheffer(1918) Robert Bloom Fund: For Civil War Institute. Herbert Shimer (1896) Alerle S. Boyer Chair in Poetry: Established to Robert O. Sinclair create a faculty chair in poetry. Albert T. Smith Memorial Fund Mr & Mrs. Thomas Citron.- Established by Mr. & James Milton Smith Fund Mrs. Thomas Citron (1947) to endow insurance Anna K. and Harry L. Snyder on a 1934 oil painting by Minna Citron. Mary Heilman Spangler Class of 1911 Memorial Trust Fund: Established in Harvey W. Strayer 1961, on the fiftieth anniversary of the Class of Leah Tipton Taylor Estate 1911, to provide income for the purchase of Veronica K. Tollner Estate books for the College library. Romayne T. Uhler '23 Estate: For the memorial Thomas Y. Cooper Endowment: A bequest to of Rev. George I. Uhler, Class of 1895 Gettysburg College in support of its libraries: Edith Wachter Estate (a) for acquisitions in literature and American Vera and Paul Wagner Fund history, as a memorial to his parents, Dr. & Mrs. Moses Cooper; and (b) for the operating budget Walter G. Warner Memorial Fund: Given by of the library. Bergliot J. Wagner Leona S. df L. Ray Weaver Memorial Fund William C. Darrah Lectureship: Created for the to use for a Darrah Lecture Richard C. Wetzel biology department every t\vo or three years. JackLyter Williams (1951) Memorial Fund Alice D. Wrather William C. Darrah Prize: Created to support a yearly prize for students in the biology Romaine H. Yagel Trust department George L. Yocum Memorial Fund Fund: Created by fellow students John and Caroline Yordy Memorial Fund A. Bruce Denny in memory of A. Bruce Denny (1973), to purchase (Restricted) library books. Conrad Christian Arensberg Memorial Fund: Established to subsidize Established in 1948 by Francis Louis Arensberg Joe Derrig Memorial Fund: participation in a service-learning in memory of his father, a Union veteran, for student Also supports a yearly the purchase of Civil War books and materials. program related to AIDS. presentation on AIDS awareness. Robert Barnes Memorial Fund: Created to support Established for the use a combined dinner and lecture each spring Luther P. Eisenhart Fund: of former during the Biolog)' Awards Day. of emeriti faculty and widows members of the faculty in need of assistance. l^he Rev. Peter C. Bell Memorial Lectureship Fund: Eisenhoiver Leadership Created for the establishment of a lectureship Harold G. Evans Chair in educational on the claims of the gospel on college men. Studies: Established to foster an program in leadership. Clyde E. and. Sarah A Gerberich Endozvnient Fund: MNC Managemmt Cuniculum: Created by the Established in memory of Dr. Robert Fortenbaugh Maryland National Foundation to provide (1913) to support a series of lectures. Fund is financial support for the management program. also supported by a matching gift from the Dr. G. Boiuers and Louise Hook Mansdorfer Hewlett Foundation to support the Robert Distinguished Chair in Chemistry: Established to Fortenbaugh Memorial Lectiue. pro\ide an endowed chair in chemistry. Provides Gettyslntrg Review Fund: E%t3.h\ished to provide funds for faculty salaries, research needs, pa)'ment annual support for the Gettysburg Review. for research assistants, and travel for conferences. Russell P. Getz Memorial Fund: Established for Andrew Mellon Foundation Fund: Created to support of the music department. support interdisciplinary teaching and small group learning projects for workshops. Millard E. Gladfelter Prize: Created to support a student who has completed the junior year at Dr Amos S. and Barbara K. Musselman Art Gettysburg College with excellent scholarship in Endowment Fund: Created to support and the social sciences, and especially American advance knowledge and appreciation of art at history. To be used for research and a thesis Gettysburg College. report during the senior year. DrAmos S. and Barbara K. Musselman Chemistry Jean Landefeld Hanson Fund: Established in 1971 Endowment Fund: Created to support the chemistry by family and friends of the late wife of former program, primarily through the purchase of President C. Arnold Hanson, to support laboratory equipment and supplies. purposes related to the Chapel program. Musselman Endowment For Music Workshop: George Hatter Fund: Income from this restricted Established by the Musselman Foundation to endowment fund will be transferred to principal support workshops in music performance and for a period of 60 years. After 60 years, the fund seminars in music education. will be closed and transferred to Unrestricted Musselman Endowment For Theatre Arts: Created Endowment/Hatter Fund. by the Musselman Foundation to support visits TheJohn A. Hauser Executive-in-Residence Fund: to the campus by individuals with expertise in Established by family and friends ofJohn A. the technical aspects of the theatre. Hauser and Gettysburg College, to support a Musselman Endowmentfor Visiting Scientists: business or governmental executive-in-residence. Created by the Musselman Foundation to The Harry D. Holloway Memorial Fund: Created to support visits by scientists to the College. support purposes of keeping alive on campus NEH Fluhrer-Civil War Chair: Created by the the spirit of Abraham Lincoln. Robert Fluhrer estate to establish a Civil War Japan Program Fund: Created for use by the Chair in the history department. library department to purchase library and NEHFundfor Faculty and Curriculum Development instructional materials related to Japan. in the Humanities: Established by a Challenge Stanley G. and Frances P. Jean Endowed Fund: Grant from the National Endowment for the Created to support lectures and other programs Humanities to promote high quality work in of the Center for Public Service. the humanities through faculty and curriculimi development activity of particular merit. Fund Williarn R, Kenan, Jr. Endowment Fund for Teaching is part of the larger Institutional Fund for Self- Excellence: Established to support high quality Renewal. and effective teaching. NEH Senior Scholars' Seminar: Established by the Edwin T.Johnson and Cynthia ShearerJohnson National Endowment for the Humanities to Distinguished Teaching Chair: Established by support the Senior Scholars' Seminar. Edwin T. '51 and Cynthia Shearer '52 Johnson. Robert Nesto Biology Fund: (>reated to support Ralph D. Lindeman Memorial Fund: Established by travel to scientific meetings by biology students. family and friends in memory of Ralph D. Lindeman, to be used annually by the English Department for the piuchase of books. John p. O'LearyJr. and Pamela O'Leary Endowed Stoever Alcove Fund: Established by Laura M. Fund: Created for the management department Stoever for the support of the library. to be used for discretionary purposes. /. H. W. Stuckenberg Memorial Lectureship: One in a Mission Program Fund: Created by the Created by Mary G. Stuckenberg in memory of Central Pennsylvania Synod to provide her husband, to sponsor lectures in the general additional endowment funds to enhance the area of social ethics. church-related mission of the College. The Sunderman Chamber Music Foundation of EdredJ. and Ruth Pennell Trust Foundation: Gettysburg College: Established by F. William Created to purchase new materials in the fields Sunderman (1919) to stimulate and further the of political science, management, and economics. interest in chamber music at Gettysburg College through the sponsorship of chamber music Political Science Research/Deiielopment: Established concerts. by Elmer Plischke to assist faculty in the political science department in research activities. Waltemyer Seminar Room Fund: Established by Carroll W. Royston (1934) and the family and Paul II. RJioads Teaching and Professional friends of Dr William C. Waltemyer (1913), former Development Fund: Established by Paul H. Rhoads, head of the Bible department at the College, to Gettysburg College, and others to support provide furnishings for and to maintain the scholarly research, professional development, or library in a seminar room in his memory. the improvement of undergraduate instruction by the College's faculty. Steve Warner Trust Fund: Created for the purpose of expenditures for books, periodicals, microfilm, Norman F. Richardson Memorial Lectureship Fund: etc. in the area of Asian Studies for the Musselman Created to support an annual event that stimulates Library; to care for and maintain those purchased I reflection on interdisciplinary studies, world materials and the Stephen H. Warner papers civilization, the philosophy of religion, values, maintained in Musselman Library's Special and culture. Collection at the College; and to support Louis and Claudia Schatanojj Library Fund: publications derived from the Collection. Created to support the purchase of books and Donald K. Weiser Book Acquisition Fund: other publications for the chemistry library at Established in honor of Donald K. Weiser the College. (1924) for the purchase of library books in the Henry M. Scharf Lecture Fund: Created by Dr. F. field of insurance, management, and business William Sunderman (1919) in memory of administration. Henry M. Scharf, to establish a lectureship on Woman's League Fund for Upkeep and Repair of the current affairs. YMCA Building (Weidensall Hall): Created by Jack Shand Psychology Research Fund: Created to Louisa Paulus. provide financial support of seniors registered Dr and Mrs. Jeremiah Zimmn man Fund: for honors research in the psychology department. Established by Dr. Jeremiah Zimmerman (1873) James A. Singmaster (1898) Fund for Chemistry: to create an endowment in support of the Established by Mrs. James A. Singmaster in annual operating budget of the library. memory of her husband, to be used for the John B. Zinn Memorial Fund in Admissions: purchase of library materials in chemistry or Established in honor ofJohn B. Zinn by friends related areas. and former students, to support admissions Dr. Kenneth L. Smoke Memorial Trust Fund: Created efforts in fields associated with the healing arts. to honor the man who in 1946 established the John B. Zinn President Discretionary Institutional department of psychology at Gettysburg College and Faculty Institutional Development Fund: and served as its chair until his death in 1970. Established to provide support for research and Used in part by the College library to purchase professional development by Gettysburg College library resources in the field of psycholog)' and faculty and staff; to support new or experimental in part by the psychology' department for special academic programs; and to support professional departmental needs. development and research for professors in fields associated with the healing arts. Register/Trustees BOARD OF TRUSTEES H. Scott Higgins (1989), Chair of the Board, Alcona 1998-99 ACADEMIC YEAR Capital Advisors, Greenwich, Connecticut Callon Date in parentheses indicates year of election to W. Holloway Jr. (1997), Bishop, Southern Ohio the Board of Trustees. Synod-ELCA, Columijiis, Ohio David M. LeVan (1994), Chairperson, Formei' John F.Jaeger (1998), President, DANAC Corporation, Bethesda, President & Chair of the Board, Consolidated Rail Maryland Corfmrntion, Philadelphia, Pennsylvania Robert S.Jones Jr. (1988), General Manager, Jones/Sages Agency the Et/uitable, York, William T. Kirchhoff (1 988), Vice Chairperson, of New President, Cleiieland Brothers Ecjuipment Co., Inc., New York Harrisbiirg, Pennsylvania Robert H.Joseph Jr. (1998), Senior Vice President is? Chief Financial Officer, .Alliance Capital John P. O'Leary (1995), Secretary, President & Chief Management Corporation, York, Execuiixie Officer, Tuscarora, Inc., New Brighton, New New York Pennsylvania E. James Morton (1990), Director, Former Chair &" Executive Patricia C. Bacon (1991), Management Consultant, Chief Officer, John Hancock Mutual Life Satisalito, California Insurance Co.. Boston, Massachusetts Joseph A. RIpp (1998), ChiefFinancial Office); Time, Sherrin H. Baky ( 1 997), Former Executive Vice President, IBAH, Radnor, Pennsylvania Inc., New York, New York Paul R. Roedel (1987), Chair, Berks Business Henry S. Belber II (1989), President &' Chief Education Coalition. VVTomissing, Executive Officer, Trico Construction Co., Inc., Pennsylvania Devon, Pennsylvania Jean (Deimler) Seibert (1998), Attorney/Partner, Wion, Zulu Cf Seibert, Harrisburg, Pennsylvania Stephen G. Bishop (1992), Professor ^fsf Director of Microelectronics Laboratory, Univei^sity of Illinois, Arne Selbyg ( 1 998), Director, Colleges Cjf Universities, Urbana, Illinois Evangelical Lutheran Church in America, Chicago, Illinois Charles A. Burton (1996), President, Philadelphia Ventures. Philadelphia, Pennsylvania F. Barry Shaw (1997), President & ChiefExecutive Wenger's Feed Mill, Inc., Gwendoln Jordan Dungy (1997), Executive Director, Officer, Rheems, Pennsylvania National Association of Student Per.wnnel Adminislrator.s, Washington, D.C. Craig S. Sim (1997), Managing Director, Donaldson, Lufkin Csfjenrette, New York, New York D. David Eisenhower II (1990), Historian, Berwyn, Pennsylvania L. Seth Statler (1998), Assistant Commissioner, U.S. Customs Service, Washington, D.C. Arthur M. Feldman (1998), Professor of Medicine, University of Pittsburgh, Pittsburgh, Pennsylvania Gill M.Taylor-Tyree Sr., M.D. (1995), Diagnostic Radiologist, Gettysburg Hospital, Gettysbing, Fred F. Fielding (1998), Attorney/Senior Partner, Pennsylvania Wiln; Rein Cjf Fielding, Washington, D.C. Debra K. Wallet .Attorney, Daria (LoPresti) Foster (1998), Partner, Lord (1990), Camp Hill, Pennsylvania Ahbett Cjf Co., New York, New York I. Charles Widger A.John Gabig (1996), Attorney/Member, Miller &" (1997), Managing Partner and Chevalier, Chartered, Washington, D.C. Investment Management Consultant, Brinker Capital, Inc., Radnor, Pennsylvania Gerald G. Garbacz (1995), President Cjf Chief Kathryn F. Wolford President, Executive Officer, Nashua Corp., Nashua, (1995), Lutheran New Hampshire World Relief, New York, New York Ronald H. Yocum (1997), President Executive James F. Hargreaves (1990), Senicn- Vice & Chief Officer; American Plastics Council, Washington, President/Investment Officer, Wieat First Union, D.C. Johnstown, Pennsylvania Patricia W. Henry (1993), Senior Associate Athletic Director, Harvard Uniiiersity, Cambridge, Massachusetts Register/Faculty HONORARY LIFE TRUSTEES FACULTY (1998-1999 ACADEMIC YEAR) Dates in parentheses indicate years of serxice. Lavern H. Brenneman (1962-1974) (1976-1988), Emeriti Retired Chair &' President, York Shipley, Inc., York, Dates in parentheses indicate years of service. Pennsylvania Paul Baird (1951-1985), Professor ofEconomics, Ralph W. Cox (1972-1984), Retired Manager, Emeritus Connecticut General Life Insurance Co., Savannah, Georgia Guillermo Barriga (I95I-I98I), Professor ofRomance Languages, Emeritus F. William Sunderman, M.D. (1967-1979), Edward Baskerville (1956-1997), Professor Director & President, Institute for Clinical Science, J. of Philadelphia, Pennsylvania English, Emeritus Neil W. Beach (1960-1993), Professor of Biology, TRUSTEES EMERITI Emeritus Charles E.Anderson, Avon, Connecticut F. Eugene Belt (1966-1988). Professor of Music, James G. Apple, Lewisburg, Pennsylvania Emeiitus Margaret Blanchard Curtis, Gettysburg, A. Bruce Boenau (1957-1991), Professor of Political Pennsylvania Science, Emeritus Lois Bowers Coordinator Women's William S. Eisenhart Jr., York, Pennsylvania J. (1969-1992), of Athletics and Professor of Health and Physical Charles H. Falkler, York, Pennsylvania Education, Emeiita Henry W. Graybill Harrisburg, Pennsylvania Jr., Albert W. Butterfield (1958-1972), Professor of Angeline F. Haines, LutherNille, Maryland Mathematics. Emeritus Robert D. Hanson, Harrisburg, Pennsylvania John F.Clarke (1966-1989), Professor ofEnglish, Emeritus Edwin T. Johnson, Nexvtown, Pennsylvania Chan L. Coulter (1958-1995), William Bittinger Howard McCarney, Camp Hill, Pennsylvania J. Professor of Philosophy, Emeritus Paul M. Orso, Millersville, Maryland Harold A. Dunkelberger (1950-1983), Professor of James A. Perrott, Baltimore, Maryland Religion, Emeritus H. Fick (1967-1995), Professor History, Samuel A. Schreckengaust Jr., Lemoyne, George of Pennsylvania Emeiitus Lewis B. Frank (1957-1986), Professor Psychology, Donna I. Shavlik, Estes Park, Colorado of Emeritus Herman G. Stuempfle, Gettysburg, Pennsylvania Edwin D. Freed (1948-1951), (1953-1986), Professor James i.Tarman, State College, Pennsylvania of Religion, Emeritus James R. Thomas, Allendale, NewJersey Robert H. Fry ling (1947-1950), (1958-1987). Charles W. Wolf, Gettysburg, Pennsylvania Professor of Mathematics, Emeritus Irvin G. Zimmerman, Swarthmore, Pennsylvania Charles H. Glatfelter (1949-1989), Professor of History, Emeritus Gertrude G. Gobbel (1968-1989), Professor of Psychology, Emerita Professor Religion, Louis J. Hammann (1956-1997), of Emeiitus Professor Physics, J. Richard Haskins (1959-1988), of Emeritus John T. Held (1960-1988), Professor ofEducation, John R. Stemen (1961-1994), Professor of History, Emcriliis Emeritus Caroline M. Hendrickson (1959-1984), Professor of Mary Margaret Stewart (1959-1996), Grcuff Spanish. Emcrita Professor of English, Emerita Professor Robert H.Trone (\9Sb-\991), Professor Religion, Thomas J. Hendrickson (1960-1988), of of Physics, Emeritus Emeritus Leonard I. Holder (1964-1994), Professor of Janis Weaner (1957-1985), Professor of Spanish, Mathematics. Emeritus Eiru'tila Robert T. Hulton (1957-1989), Director of Dexter N. Weikel (1962-1988), Professor- of Music, Intercollegiate Athletics and Professor of Health and Emeritus Physical Education, Emeritus Robert F. Zellner (1968-1998), Professor of Music, R. Eugene Hummel (1957-1987), Coach and Emeritus Professor of Health and Physical Education, Emeritus CURRENT FACULTY Chester E.Jarvis (1950-1980), Professor of Political Science, Emeritus Date in parentheses indicates year of appointment to the faculty. Arthur L. Kurth (1962-1983), Professor ofErench. Emeritus James D. Agard (1982); Associate Professor of Visual Arts; B.S., The State University of New York at Jack S. Locher (1957-1987), Professor of English, New Paltz; M.F.A., Rutgers University Emeritus Randolph R. Aldinger ( 1 989); Associate Professor of Rowland E. Logan (1958-1988), Professor of Biology, Physics; B.S., Arizona State Universit)'; Ph.D., Emerita University of Texas at Austin Franklin 0. Loveland (1972-1998), Professor of Marie-Jose M.Arey (1988); Associate Professor of Sociology a)id Anthropology, Emeritus French; B.A., M.A., University' of Florida; Ph.D., Samuel A. Mudd (1958-64; 1965-1998), Professor of Duke University Psychology, Emeritus Charlotte E. S. Armster ( 1 984); Associate Professor of Norman K. Nunamaker (1963-1997), Professor of German; B.A., Eastern Michigan University; Music, Emeritus M.A., Middlebury College; Ph.D., Stanford University Ruth E. Pavlantos (1963-1988), Professor of Classics, Emerita Martha E. Arterberry ( 1 989); Associate Professor of Psychology; B.A., Pomona College; Ph.D., Ray R. Reider (1962-1998), Professor of Health and Universit)' of Minnesota Exercise Sciences, Emeritus Bela Bajnok ( 1 993); Associate Professor of Russell S. Rosenberger (1956-1981), Professor of Mathematics; M.Ed., Eotvos University Education, Emeritus (Hungary); M.S., Ph.D., Ohio State University Calvin E. Schildknecht (1959-1979), Professor of Deborah H. Barnes (1992); Associate Professor of Chemistry, Emeritus English; B.A., Tuskegee Insdtute; M.A., North W. Richard Schubart (1950-1981), Professor of Carolina Agriculture & Technical State Philosophy, Emeritus Universit)'; Ph.D., Howard University Physics, Marc Becker Visiting Assistant Professor Walter J. Scott (1959-1984), Professor of (1998); of Emeritus Global Studies; B.A., Bethel College; M.A., Ph.D., University of Kansas Jack Douglas Shand (1954-1984), Professor of 1 English; Psychology, Emeritus Temma F. Berg ( 985); Associate Professor of B.A., M.A., Ph.D., Temple University Howard Shoemaker (1957-1985), Professor of Health aiul Physical Education. Emeritus James F. Slaybaugh Jr. (1964-1989), Professor of Education, Emeritus 1 Emelio R. Betances (1991); Associate Professor of Kathleen M. Cain (1990); Associate Professor of Sociolugy and Latin Ainmcan Studies, Coordinator of Psychology; A.B., College of the Holy Cross; A.M., Latin American Studies; B.A., Adelphi University; Ph.D., University of Illinois at Urbana-Champaign M.A., Ph.D., Rutgers, The State University of Carlos M. Canuelas (1997); Instructor in Spanish; NewJersey B.A., Universidad de Puerto Rico; M.A., Ph.D., Professor Cornell University Michael J. Birkner (1978-79), (1989); of History, Department Chairperson: B.A., Getty'sburg A. Ralph Cavaliere ( 1 966); Charles H. GraffProfessor College; M.A., Ph.D., University of Virginia of Biology; B.S., M.S., Arizona State University; 1 Ph.D., University' Gareth V. Biser ( 9S9); Professor ofHealth and Duke Exercise Sciences; B.S., Gettysburg College; M.S., Frank M. Chiteji (\988); Associate Professor of Syracuse University History; B.A., University of San Francisco; M.A., Ph.D., State Philip Bobko ( 1 997); Professor ofManagement and Michigan University Psychology, Department Chairperson (Management); Janet M. Claiborne (1985); Associate Professor of B.S., Massachusetts Institute of Technology; Health and Exercise Sciences; B.S., East Carolina M.S., Bucknell University; Ph.D., Cornell University; M.S., Florida State University; Ed.D., University University of North Carolina at Greensboro Robert E. Bohrer II (1998); Assistant Professor of John A. Commito (1993); Professor ofEnvironmental Politiccd Science; B.S., University of Nebraska at Studies and Biology, Coordinator ofEnvironmental Kearney; Ph.D., Texas A&M University Studies; A.B., Cornell University"; Ph.D., Duke 1 University Gabor S. Boritt ( 98 ); Robert C. Fluhrer Professor of Civil War Studies; B.A., Yankton College; M.A., Physics; B.S., David J. Cowan^ (1965); Professor of University of South Dakota; Ph.D., Boston M.A., Ph.D., University of Texas University' Mary Deborah Cowan ( 1 989); Associate Professor Robert F. Bornstein (1986); Professor of Psychology; of English, M.S. Boyer Chair in Poetry; B.A., Amherst College; Ph.D., State University' of B.A., Mundelein College; M.A., Western New York at Buffalo Washington University- Donald M. Borock (1974); Associate Professor of Bret A. Crawford ( 1 998); Assistant Professor of Political Science; B.A., M.A., Ph.D., University of Physics; B.S., University of South CaroHna; M.S., Cincinnati University of Vermont; M.A., Ph.D., Duke Noelle K. Bowles {\997); Assistant Professor ofEnglish: University' B.F.A., M.A., Ph.D., University of Miami David L. Crowner (1967); Professor of German; B.A., William D. Bowman (1996); Assistant Professor of Pacific Lutheran University; M.A., Ph.D., History; B.A., University of San Francisco; M.A., Rutgers-The State University of New Jersey Ph.D., Johns Hopkins University Nancy K. Cushing-Daniels (1994); Assistant Professor Megan E. Bradley (1998); Instructor in Psychology; of Spanish; B.A., .\lfred University; M.A., State B.A., Shippensburg University of Pennsylvania; University of New York at Albany; Ph.D., M.A., Marshall University University of California, Berkeley Judith A. Brough (1989); Professor ofEducation, Paul R. D'Agostino (1969); Professor of Psychology; Department Chairperson; B.S., Ed.M., B.S., Fordham University; M.A., Ph.D., Shippensburg University of Pennsylvania; University' of Virginia Ed.D., State University' of New York at Buffalo Roy A. Dawes^ (1993); Associate Professor of Political Johannes Bulhof (1995); Assistant Professor of Science; B.A., University of New Orleans; M.S., Philosophy: B.A., University' of Texas; Ph.D., Ph.D., Florida State University University of Pennsylvania Veronique A. Delesalle (1993); Associate Professor of Ronald D. Burgess (1980); Professor of Spanish; H.A., Biology; B.Sc, M.Sc, McGill University; Ph.D., Washburn University of Topeka; M.A., Ph.D., University of Arizona University of Kansas Daniel R. DeNicola (1996); Provost and Professor of Leslie Cahoon (1988); Associnte Professor of Classics; Philosophy; A.B., Ohio University; M.Ed., Ed.D., A.B., M.A., Ph.D., University of California, Berkeley Harvard University' Carolyn M. DeSilva (1982); Associate Professor of Norman 0. Forness (1964); Associate Professor of Mathematics; B.A., Merrimack College; M.S., History; B.A., Pacific Lutheran University; M.A., Northern Arizona University; M.S., Ph.D., Washington State University; Ph.D., University of New Hampshire Pennsylvania State University Kathleen T. Doherty (1995-97; 1998); Assistant Mathew B. Forstater (1992); Assistant Professor of Professor of Psychology; B.A., Gett)'sburg College; Economics; B.A., Temple Universit)'; M.A., Ph.D., M.A., Ph.D., University of Maryland New School for Social Research Charles F. Emmons (1974); Professor of Sociology and Donald H. Fortnum (1965); Professor of Chemistry; Anthropology; B.A., Gannon College; M.A., Ph.D., B.S., Clarroll College (Wisconsin); Ph.D., Brown University of Illinois University Kay Etheridge' (1986); Associate Professor of Biology; Robert S. Fredrickson (1969); Professor ofEnglish; B.S., M.S., Auburn University; Ph.D., University B.A., DePauw University; M.A., University of of Florida Minnesota; Ph.D., University of North Carolina at Chapel Hill Christopher R. Fee (1997); Assistant Professor of English; B.A., Baldwin-Wallace College; M.A., Karen J. Frey (1993); Assistant Professor of Loyola University; M.A., Universit)' of Management; B.S., B.A., M.B.A., Shippensburg Connecticut; Ph.D., University of Glasgow University of Pennsylvania; Ph.D., University of (Scotland) Maryland Ann Harper Fender (1978); Professoi ofEconomics; Yoshiko Fukushima (1998); Instructor in Japanese; A.B., Randolph Macon Woman's College; Ph.D., B.A., L'ni\'ersity of the Sacred Heart, Tokyo; Johns Hopkins University M.A., Waseda University, Tokyo; Ed.M., Teachers College, Columbia University Rebecca H. Fincher-Kiefer (1988); Associate Professor Psychology; B.S., Washington College; M.S., Fritz R. Gaenslen 1 Associate of ( 99 1 ); Professor of Ph.D., University of Pittsburgh Political Science, B.A., Miami LTniversity (Ohio); M.A., Ph.D., Universitv of Michigan James P. Fink' (1992); Professor ofMathematics, Department Chairperson; B.S., Drexel University; J. Matthew Gallman (1998); Henry R. Luce Professor M.S., Ph.D., Stanford University of Civil War Era and Professor of History; B.A., Princeton Universit)'; Ph.D., Brandeis Universit)' Kermit H. Finstad (1970); Associate Professor of Music; B.A., St. Olaf College; M.M., The Catholic Robert R. Garnett ( 1 98 ); Associate Professor 1 of University of America English; B.A., Dartmouth College; M.A., Ph.D., Universit)' of Virginia David E. Flesner (1971); Associate Professor- of Mathematics; A.B., Wittenberg University; A.M., Noriko Tsuboi Garofalo ( 1 993); Instructor in Ph.D., University of Michigan Japanese; B.A., Dokkyo Universit)'; B.A., M.A., University of Oregon Jean W. Fletcher (1986); Associate Professor of Economics; B.S., University of Missouri; A.M., Robert M. Gemmill (1958); Associate Professor of Ph.D., Washington University' Economics; B.A., Gettysburg College; M.A., University of Pennsylvania Audias Flores-Ocampo (1996); Instructor in Spanish; Master's Equivalency, Escuela Normal Superior Sandra K. Gill (1984); Associate Professor of Sociology in Morelos and Anthropology; B.S., Auburn University; M.A., Universit)' of Alabama; Ph.D., University of Suzanne Johnson Flynn' Associate Professor (1990); of Oregon English; B.A., State University of New York at Stony Brook; M.A., Ph.D., University of Virginia Mwangi wa Githinji (1996); Assistant Professor of Economics; B.A., City College of New York; M.A., Peter P. Fong (1994); Assistant Professor of Biology; Ph.D., Lhiiversity of California-Riverside A.B., University of California, Berkeley; M.A., San Francisco State Universit)-; Ph.D., University Myrtle G. Glascoe (1997); Associate Professor of of California, Santa Cruz Education and African American Studies; B.S., Howard University; M.S.W., University of Pennsylvania School of Social Work; Ed.D., Harvard University 11 Leonard S. Goldberg ( 982); Associate Professor of Donald W. Hinrichs (1968); Professor of Sociology and Hnglish; B.A., University of Michigan; M.A., Anthropology, Department Chairperson; B.A., I'h.D., UniversiU' of Pennsylvania Western Maryland College; M.A., University of Maryland; Ph.D., Ohio State University- Derrick K. Gondwe' (1977); Professor ofEconomics, Department Chaiiperson; B.A., Lake Forest College; Kazuo Hiraizumi (1987); Associate Professor of M.A., University of Wisconsin; Ph.D., University Biology; B.S., Stanford University'; Ph.D., North of Manitoba Carolina State University Timothy N. Good (1990); Associate Professor of Helenmarie Hofman (1991); Associate Professor of Physics; B.S., Dickinson College; M.S., Ph.D., Education; B.S., M.Ed., Indiana University of University of California-h-\ine Pennsylvania; Ph.D., University of Minnesota Sharon Davis Gratto ( 992); Associate Professor of Koren A. Holland (1992); Associate Professor of Music; B.Mus., Oberlin College; M.A., American Chemistry; B..\., Skidmore College; Ph.D., University; M.Mus., State University of New York University of Maryland, College Park at Potsdam; D.M.A., The Catholic University of Catherine V. Howard (1998); Assistant Professor of America Sociology and Anthropology; B.A., Marlboro Cecil C. Gray (1996); Assistant Professor of Religion, College; M.A., Ph.D., University of Chicago (Coordinator ofAfrican American Studies; B.A., Kathleen P. lannello (1990); Associate Professor of University of Virginia; M.Div., Wesley Theological Political Science, Department Chairperson; B.A., Seminarv; Ph.D., Temple University University of Arizona; M.A. (2), Ph.D., Pennsylvania State University J. Megan Greene (1994); Assistant Professor of History;B.A., Cornell University; M.A., Steven W. James ( 1 992); Associate Professor of L^niversity of Chicago Biology; B.A., Gettysburg College; M.S., Ph.D., Laurence A. Gregorio (1983); Professor ofFrench, University of Minnesota Defmrtment Chairperson; B.A., Saint Joseph's Donald L.Jameson (1985); Professor of Chemistry; College; M.A., Ph.D., University of Pennsylvania B.S., Bucknell University; Ph.D., University- of G. Boweis Louise North Carolina at Chapel Hill Joseph J. Grzybowski' (1979); and Hook Mansdorfer Distinguished Professor of Chemistry; Scott Johnson ( 1 996); Assistant Professor of B.S., King's College; Ph.D., Case Western Reserve Psychology; B.A., Utica College of Syracuse University University; Ed.M., Harvard University; Ph.D., Gordon A. Haaland (1990); President and Professor of Cornell University l's\(holog\; A.B.. W'heaton College; Ph.D., State John W. Jones ( 1 989); Associate Professor ofMusic; University of New York at Buffalo B.S., Lebanon Yalley College; M.Ed., Towson Jerome 0. Hanson (1984); Associate Professor of State University; D.M.A., Temple University Theatre Arts, Department Chairperson; B.A., State John M. Kellett (1968); Associate Professor of University of New York at Fredonia; M.A., Mathematics; B.S., Worcester State College; M.S., Universit^' of Cincinnati Rutgers—The State University- of New Jersey; Caroline A. Hartzell (1993); Assistant Professor of Ph.D.. University of Florida Political Science; B.A., University of Puget Sound; Keith A. Koster (1998); Assistant Professor ofMusic; M.A., Ph.D., University of California, Da\is B.S., Quincy College; M.M., Indiana University 1 Music; Ph.D., University of Missouri- Barbara Schmitter Heisler ( 989); Professor of School of Sociology and Anthropology; B.G.S., Roosevelt Cx)lunibia University; M.A., Ph.D., University' of Chicago Elizabeth Riley Lambert (1984); Associate Professor Julia A. Hendon (1996); Assistant Professor of of English, Department Chairperson; B.A., Sociology and Anthropology; B.A., Uni\ersity of Duquesne University; M.A., George Mason Pennsylvania; A.M., Ph.D., Harvard University Universit\; Ph.D., University of Maryland Sherman S. Hendrix (1964); Professor of Biology, Bum-Yoal Lee (i998); Assistant Professor of Department Chairperson; B.A., Gettysburg College; Economics; B.A., Ron Kuk University, Korea; M.S., Florida State University; Ph.D., University M.A., Ph.D., University of Oregon of Marvland 1 Fred G. Leebron (1997); Assistant Professor of Kenneth F. Mott (1966); Professor of Political Science; Knglish; B.A., Princeton University; M.A., Johns A.B., Franklin and Marshall College; M.A., Hopkins Universit)'; M.F.A., University' of Iowa Lehigh University; Ph.D., Brown Universit)' L. Carl Leinbach^ ( 1 967); Professor ofMathematics George M. Muschamp Jr. (1997); Assistant Professor of and Computer Science; B.A., Lafayette College; Theatre Arts; B.A., Gettysburg College; M.A., Ph.D., M.A., University of Delaware; Ph.D., University University of Minnesota of Oregon Charles D. Myers, Jr. (1986); Associate Professor of Patricia M. Lengermann (1998); Visiting Professor of Religion, Department Chairpeison; B.A., Duke Women 's Studies; B.A., Oxford University; M.A., University; M.Div., Ph.D., Princeton Theological Ph.D., Cornell Universit)' Seminary Howard G. Ling (1997); Instructor in Management; James P. Myers, Jr. (1968); Professor ofEnglish; B.S., B.A., Davidson College; M.B.A., University of LeMoyne College; M.A., University of Arizona; North Carolina Ph.D., University of Massachusetts Karmen M. MacKendricIt (1994); Assistant Professor of Robert Natter (1998); Assistant Professor ofMusic Philosophy; B.A. (2), University of Colorado, and Director of Choral Activities; B.A., M.A., Boulder; M.A., Ph.D., State University of New University of California, Santa Cruz; D.M.A., York at Stony Brook University of Cincinnati College-Conservatory of Music Antonio Marin (1995); Instructor in Spanish; B.A., M.A., Universin of Se\i!la Kristin C. Nelson (1996); Assistant Professor of Environmental Studies; B.A., St. Olaf College; Laurence A. Marschall (1971); Professor of Physics; M.S., Ph.D., University of Michigan B.S., Cornell University; Ph.D., University of Chicago Margaret M.Nicholson (1998); Visiting Associate Professor of Management; B.A., LaSalle University; Michael E. Matsinko (1976); Associate Professor of M.A., Temple University; Ph.D., The WTiarton Music, Department Chairperson; B.S., M.M., West School, University of Penn.sylvania Chester University of Pennsylvania Jill Niebrugge-Brantley (1998); Visiting Professor of Daniel D. McCall (1998); Assistant Professor of Women's Studies; B.A., Pomona College; M.A., Psychology; B.A., M.S., Ph.D., University of Ph.D., University of Kansas Massachusetts at Aniherst Katsuyuki Niiro (\9H); Associate Professor of Arthur W. McCardle (1969); Associate Professor of Economics; B.A., M.A., University of Hawaii; M.A., German, Department Chairperson; B.A., M..\., Ph.D., University of Pittsburgh Ph.D., Columbia University Moyo Okediji (\997); Assistant Professor of Visual Linda E. McGuire ( 997); Assistant Professor of Arts; B.A., Obafemi Awolowo University, Nigeria; Mathematics and Computer Science; B.S., Seton M.F.A., University of Benin; Ph.D., University of Hall University; Ph.D., Stevens Institute of Wisconsin, Madison Technology Paula D. Olinger (1979); Associate Professor of Antonio Melchor (1998); Assistant Professor of Spanish; B.A., University of Wisconsin; M.A., Italian: B.A., University of California at Berkeley; Ph.D., Brandeis L'niversit)' M.A., Ph.D., Yale University David Ozag (1998); Instructor in Management; B.S., Fredric Michelman (1973); Professor ofFrench; Universit)' of Maryland, College Park; M.B.A., B.S.Ec, University of Pennsylvania; M.A., Mount Saint Mary's College; CPA Middlebury College: Ph.D., University of California, Los Angeles Markella L. Pahnos (1998); Professor of Health and Exercise Sciences, Department Chairperson; B.S., Jan E. Mikesell (1973); Professor of Biology;KS., M.Ed., Slippery Rock State University; M.Ed., M.S., Western Illinois Universit)'; Ph.D., Ohio Ph.D., University of Pittsburgh State L'niversity William E. Parker (1967); I'rofessor of Chemistry, Carey A. Moore (1955-56), (1959); Amanda Rupert Department Chairperson; B.A., Haverford College; Strong Professor of Religion; B.A., Gettysburg M.S., Ph.D., University of North Carolina at College; B.D., Lutheran Theological Seminary, Chapel Hill Gettysburg; Ph.D., Johns Hopkins University 1 1 Alan H. Paulson (1978); Professor of Visual Arts; Michael L. Ritterson (1968); Associate Professor of B.F.A., Philadelphia College of Art; M.F.A., German; \.?>., Franklin and Marshall College; University of Pennsylvania Ph.D., Harvard University Physics, Department Marta E. Robertson 1 997); Assistant Professm Peter J. Pella (1987); Professor of ( of Chairpeison; B.S., United States Military Music; B.Mus., University of Kansas; M.Mus., Academy; M.S., Rensselaer Polytechnic Institute; Ph.D., University of Michigan Ph.D., Kent State University Coral Roelas-Vega (1998); Instructor in Spanish; David F. Petrie (1997); Instructor in Health and Equivalent of M.A., University of Seville Exercise Sciences; B.A., Gett)'sburg College; M.S., Alicia Rolon (1994); Assistant Professor of Spanish; Universit)' of Delaware B.A., InstitiUo Superior del Profesorado "Victor University; Thane S. Pittman ( 1 972); Professor of Psychology; Mercante" (Argentina); M.A., Temple B.A., Kent State University; M.A., Ph.D., Ph.D., University of Colorado, Boulder University of Iowa William E. Rosenbach^ (1984); Harold G. Evans Robert A. Pitts (1986); Professor of Manageinent; Professor ofEisenhower Leadership Studies; B.S., B.A., Yale Universit)-; M.B.A., (Columbia University; B.B.A., Texas A & M Universit)'; M.B.A., Golden O.B.A., Harvard University Gate University; D.B.A., University of Colorado Jonelle E. Pool (1996); Assistant Professor of Pamela J. Rosenberg (1990-92, 1993-95, 1997); Education; B.A., Carroll College; M.A., Ph.D., Assistant Professor of Sociology and Anthropology; B.A., University' of Georgia Beloit College; M.A., University of New Hampshire; Ph.D., Cornell University Lisa Portmess' (1979); Associate Professor of Philosophy, Department Chairperson and Coordinator Alex T. Rowland ( 958); Ockershausen Professor of of Global Studies; B.A., Gett)'sburg College; M.A., Chemistry; B.A., Gett)sburg College; Ph.D., Ph.D., Queen's University Brown Universit)' Jean L. Potuchek (1988); Associate Professor of Susan Russell (1998); Assistant Professor of Theatre Sociology and Anthropology/Coordinator of Women's Arts; B.A., Hendrix College; M.A., University of Studies; A.B., Salve Regina College; A.M., Ph.D., Wisconsin; Ph.D., University of Washington Brown Universit\ John E. Ryan (1994); Assistant Professor ofEnglish; Janet M. Powers (1963-65; 1987-88; 1998); Associate A.A., Broome Community College; B.A., New Ph.D., Western Professor of Women 's Studies and Interdepartmental York University; M.A., Case Studies; B.A., Bucknell University; M.A., Reserve University University of Michigan; M.A., Ph.D., University Magdalena S. Sanchez (1994); Associate Professor of of Wisconsin History; B.A., Seton Hall University; M.A., Ph.D., William F. Railing (1964); Professor ofEconomics; Johns Hopkins University B.S., United States Merchant Marine Academy; Virginia E. Schein' (1986); Professor of Management; B.A., Johns Hopkins University'; Ph.D., Cornell B.A., Cornell University; Ph.D., New York Universit)' University Rosario Ramos ( 1 997); Assistant Professor of Emile O.Schmidt (1962); Professor of Theatre Arts; Spanish; B.A., University of Puerto Rico; M.A., A.B., Ursinus College; M.A., Columbia University of Maryland; M.A., Johns Hopkins University L'niversity; Ph.D., Johns Hopkins University 1 Assistant Professor Timothy J. Shannon ( 996); of Rodney R. Redding^ (1989); Associate Professor of History; B.A., Bro\\'n University; Ph.D., Management; E.S., M.S., Ph.D., Pennsylvania Northwestern Universit)' State Universit)'; CPA Stephen M. Siviy (1990); Associate Professor of Kathryn Rhett 1 997); Assistant Professor ofEnglish; ( Psychology; B.A., Washington and Jefferson B.A., M.A., Johns Hopkins University; M.F.A., College; M.S., Rensselaer Polytechnic Institute; Universit)' of Iowa Ph.D., Bowling Green State University- Janet Morgan Riggs 1 98 ); Associate Professor of ( Carol D. Small (1969); Assistant Professor of Visual Psychology, Department Chairperson; B.A., Gettysburg Arts; B. A., Jackson College of Tufts Universit)'; College; M.A., Ph.D., Princeton University M.A., Johns Hopkins University Carolyn S. Snivel/ (1982); Associate Professor of Rodney S. Tosten ( 1 990); Associate Professor of Classics; B.A., Michigan State University; M.A., Computer Science; B.A., Gettysburg College; M.S., Ph.D., Universit)' (if Texa.s at Austin West Virginia Universirv; Ph.D., George Mason University Deborah A. Sommer (1998); Assistant Professor of Religion; B.A., Case Western Reserve University; Amelia M.Trevelyan (1985); Associate Professor of M.A., M.P., Ph.D., Cohimbia University Msual Arts; B.A., .\1.A., University of Michigan; Ph.D., University of California, Los Angeles Ralph A. Sorensen (1977); Professor of Biology; B.A., University of Cahfornia, Riverside; Ph.D., Yale Miguel Vinuela (1988); Associate Professor of Spanish; University B.A., M.A., California State Universit)', Fresno; Ph.D., University of California, Los Angeles Sharon L. Stephenson (1997); Assistant Professor of Physics; B.S., Millsaps College; Ph.D., North Elizabeth Richardson Viti (1984); Professor ofFrench; Carolina State University B.A., Wake Forest University; M.A., Middlebury College; Ph.D., New York University Eileen M. Stillwaggon (1994); Assistant Professor of Economics; B.S., Edmund Walsh School of Foreign Robert M.Viti^ (1971); Professor ofFrench; B.A., St. Service, Georgetown University; Diploma in Peter's College; M.A., Ph.D., Duke Universit)' Economics, University of Cambridge, England; Kerry S. Walters^ (1985); Professor of Philosophy, M.A., Ph.D., The American Universit)' Edxuin T.Johnson and Cynthia ShearerJohnson Peter A. Stitt' (1986); Professor ofEnglish, Editor of Distinguished Teaching Professor in the Humanities; The Gettysburg Rii'iew; B.A., M.A., University of B.A., University of North Carcjlina at Charlotte; Minnesota; Ph.D., University of North Carolina M.A., Marquette University; Ph.D., University of at Chape] Hill Cincinnati H.Charles Walton Associate Professor Kristin J. Stuempfle (1997); Assistant Professor of (1989); of Health and Exercise Sciences; B.S., Ursinus College; Management; B.S., Auburn Universit)'; M.A., East Ph.D., The Pennsylvania State Universit)' Tennessee State Universit)'; Ph.D., Florida State College of Medicine Universit)'; CPA A. Associate Professor Amie Godman Tannenbaum ( 1 968); Associate Shirley Warshaw (1987); of Professor ofFrench; A.B., Hood College; M.A., Political Science; B.A., M.G.A., Universit)' of George Washington University; Ph.D., University Pennsylvania; Ph.D., Johns Hopkins University of Maryland 1 English; Toni Wein ( 994); Assistant Professor of Donald G. Tannenbaum (1966); Associate Professor of B.A., Brooklyn College; Ph.D., University of Political Science; B.B.A., M.A., Cit)' College of the California at Berkeley City Universit)' of New York; Ph.D., New York Robert B. Winans ( 1 987); Professor ofEnglish, Universit)' Chaitperson ofInterdepartmental Studies; B.A., Cornell Manuel J.Tejeda (1998); Assistant Professor of Universit)" M.A., Ph.D., New York University Management; B.A., M.S., Ph.D., University of John R. Winklemann {\ 963); Associate Professor of Miami Biology; B.A., Universit)' of Illinois; M.A., Ph.D., C. Kerr Thompson (1985); Professor of Spanish, University of Michigan Department Chairperson; B.A., Davidson College; Kent D.Yager^ (1986); Associate Professor of Spanish; M.A., Ph.D., Louisiana State Universit)' B.A., \LA., University of California, Santa Charles D.Thompson, Jr. (1998); Assistant Professor Barbara; Ph.D., University of New Mexico of Religion; B.A., Emory and Henry College; Charles J. Zabrowski (1987); Associate Professor of M.S., North Carolina A&T State University; Classics, Department Chairperson; A.R., Canisius M.A., Ph.D., Universit)' of North Carolina at College; M.A., Universit)' of Toronto; Ph.D., Chapel Hill Fordham University R. Bruce Thompson (1998); Assistant Professor of ' On leave. Fall semester 1999-2000 Psychology; M.A. (2), University of St. .\ndrews, Scotland; Ph.D., Universit)' of Edinburgh, ^ On leave. Spring semester 1999-2000 Scotland ' On leave. Academic Year 1999-2000 * Off campus. Study Abroad Program, Fall Semester, 1999-2000 OTHERS HOLDING FACULTY RANK Jeffrey R. Cooper; Adjunct Instructor in Mathematics (1998-99 ACADEMIC YEAR) and Computer Science; B.A., Gettysburg College; M.S., Johns Hopkins University Norman L. Annis; Adjunct Professor of Visual Arts, P. Richard Cooper; Laboratory IiUerim Departnient Chairperson; B.A., University of Instructor in Physics; Northern Iowa; M.F.A., University of Iowa B.A., Gettysburg College; M.Ed., Western Maryland College Steven M. Askin; Adjunct Instructor in Management; Cristina Hernandez Cordero; Spanish Teaching B.S., Lock Haven University; J. D., West Virginia Assistant; Equivalent of M.A., of University' College of Law University Seville Talia Balastegui-Baeza; Adjunct Instructor in Spanish; Robert E. Curtis; Bachelor's Equivalency, University of Seville Adjunct Professor ofEducation; B.S., Ed.M., University of Rochester; Ed.D., Gerald D. Baumgardner; Adjunct Assistant Professor Cornell University ofEconomics; B.A., Pennsylvania State University'; M.B.A., Shippensburg University of Brendan Cushing-Daniels; Adjunct Instructor in Pennsylvania; M.Ed., Pennsylvania State Economics; B.A., University of Notre Dame; M.P.I.A., Graduate University; Ed.D., George Mason University School of Public and International Affairs, University of Pittsburgh Gary R. Bennett; Adjunct Instructor in Management; Lisa K. Dorrill; Adjunct Instructor in Visual Arts; B.S., Purdue University; M.B.A., DePaul B.A., University of Virginia; M.A., Northwestern University' University; Ph.D., University of Kansas Claude Benoist; fr^nr/i Teaching Assistant; B.A., Jeffrey Fahnestock; Adjunct Instructor in Music; M.A., University of Rennes 2 B.M., M.M., Eastman School of Music, Brent C. Blair; Adjunct Instructor in Visual Arts; University of Rochester B.A., West Virginia University Robert E. Feir; Adjunct Assistant Professor of A. Botterbusch; Assistant Duane Adjunct Professor of Political Science; Yi.A., M.S., Bucknell University; Music; B.S., Mansfield University of Pennsylvania; M.A., State University' of New York at Albany; M.M., West Chester University of Pennsylvania Ph.D., Pennsylvania State University Teresa Bowers; Adjunct Assistant Professor Music; of Liliane P. Floge; Adjunct Associate Professor of B.M.E., Susquehanna University; M.M., Ohio Sociology and Anthropology; B.A., The City College State University of New York; M. Phil, Ph.D., Columbia University Instructor Christa Bruce; Adjunct in Health and A.James Flood; Adjunct Instructor in Music; B.M., Exercise Sciences; B.A., Getty'sburg College M.M., Peabody Conservatory ofJohns Hopkins University' Beth Bullard; Adjunct Assistant Professor ofMusic; B.A., Oberlin College; M.A., Harvard University; William K. Foreman; Adjunct Instructor in Ph.D., University of Pennsylvania; Ph.D., Education; B.S., Shippensburg University' of University of Maryland, Baltimore County Pennsylvania; M.Ed., Pennsylvania State University' Paul J. Carrick; Adjunct Professor ofPhilosophy; B.A., Michigan State University; M.A., University of Sara L. Frankel; Adjunct Assistant Professor of Visual Pennsylvania; Ph.D., Temple University Arts; B.F.A., University of Iowa; M.F.A., Yale University Pamela J. Castle; Adjunct Instructor in Biology; B.S., Oregon State University; M.S., Washington State Robert N. Fulton; Adjunct Instructor in Mathematics University' and Computer Science; B.S., M.Ed., Shippensburg L'niversity of Pennsyhania Florence Chartier; Adjunct Instructor in French; Licence d'Anglais, Universite de Haute Bretagne, Oscar Alfredo "Mempo" Giardinelli; Distinguished Rennes II; Licence, Francais langue etrangere, Visiting Scholar in Spanish; Recipient of the Universite de Haute Bretagne, Rennes II Romulo Gallegos (literary award), 1993 Holly Cookerly; Adjunct Instructor in Health and Lisa I. Gregory; Laboratory Instructor in Chemistry; Exercise Sciences; B.S., Pennsylvania State University B.A., Gettysburg College Lynn Hanley; Adjunct Instructor in Theatre Arts; B.F.A., Wayne State University Michael Hayden; Laboratory Instructor in Physics; Yukiko Niiro; Adjunct Instructor in Mathematics; B.S., University of Maryland, Collet^e Park B.B.A., M.B.A., Universit)' of Hawaii Barbara Hulsether; Laboratory Instructor in Biology; Phyllis Price; Laboratory Instructor in Biology; B.A., B.S., Utica College of Syracuse University Gelt)'sburg C^ollege Gail P. lones; Adjunct Instructor in Music; B.S., Linda Wills Qaimmaqami; Adjunct Assistant Professor Lebanon Valley College; M.Ed., Temple of History; B.A., University of Kentucky; M.A., University Ph.D., Texas A&M University Kathryn H. Jones; Laboratory Instructor in Chemistry; James G. Ramos; Adjunct Instructor in Visual Arts; B.S., University of Notre Dame; M.S., B.S., M.Ed., Pennsylvania State Universit}' Shippensburg University of Pennsylvania Alden H. Reese; Laboratory Instructor in Biology; Theodore S. Jones; Adjunct Instructor in Music; A.B., Hood College B.Mus., Peabody Conservatory of Music of Catharine E. Roth; Adjunct Instructor in English; Johns Hopkins University; M.Mus., Wichita B.A., Earlham College; M.A., University of North State University Carolina at Chapel Hill Paula C. Kellinger; Adjunct Assistant Professor of James Ryon; Adjunct Assistant Professor of Music; Theatre Arts; B.A., B.F.A., Adelphi University; B.Mus., East Carolina University; M.Mus., Peabody M.F.A., Sarah Lawrence College Institute; D.M.A., Catholic University of America Robert M. Knight; Adjunct Instructor in English; Charles Saltzman; Adjunct Instructor in English; B.S., University of Colorado; M.A., DePaul A.B., Harvard College; M.A.T., Harvard Lniversity Graduate School of Education Anne Krussel; German Teaching Assistant; Kumi Sato; Japanese Teaching Assistant; B.A., Equivalent of M.A.,John E Kennedy Institute Kansai Gaidai University for North American Studies at Eree University of Berlin Gregory P. Shook; Adjunct Instructor in Music; B.M., Universit)' of Maryland at College Park William H. Lane; Adjunct Instructor in English and Interdepartmental Studies; B.A., Gettysburg College Kathy L. Showvaker; Adjunct Instructor in Health and Exercise Sciences; B.A., M.A., Western William Leslie; Adjunct Instructor in Computer Maryland College Science; B.S., Indiana Universit)' of Pennsylvania; M.Ed., Shippensburg Universit)' of Pennsylvania Allison C. Singley; Adjunct Instructor in English; B.A., University of Pennsylvania; M.A., Leslie Light; Adjunct Instructor in Music; B.A., University' of Connecticut Dickinson College; M.M., Peabody Conservatory ofJohns Hopkins L'niversit)' Stephanie A. Slocum-Schaffer; Adjunct Assistant Professoj- of Political Science; B.A., Bucknell Lani LIndeman; Adjunct Instructor in English and University; Ph.D., The American Universit)', Interdepartmental Studies; B.A., Gettysburg College School of Public Affairs Taryn Losch; Laboratory Instructor in Chemistry; Charles G. Stangor; Adjunct Associate Professor of B.S., Gett)'sburg College Psychology; B.A., Beloit College; M.A., Ph.D., New Paul A. Love; Adjunct Assistant Professor ofEnglish; York University B.A., M.A., Ph.D., University of California, Barbara Streeter; Adjunct Instructor in Health and Los Angeles Exercise Sciences; B.A., Lebanon Valley College Clark A. Merrill; Adjunct Assistant Professor of Mark K. Warwick; Adjunct Assistant Professor of Political Science; B.A., Dartmouth College; M.A., VisucdArts; B.A., The Pohtechnic University of Kentucky; M.A., Ph.D., University Wolverhampton in England; M.E.A., New York of Maryland State College of Ceramics at Alfred University Dorothy C. Moore; Adjunct Instructor in Spanish; Emily C. Wenk; Adjunct Instructor in Mathematics B.A., M.A., California State Utiiversity-Fresno and Computer Science; B.S., Pennsylvania State Donald E. Myers; Adjunct Assistant Professor of University; M.S., Shippensbiug University of Education; B.A., Elizabethtown College; M.Ed., Pennsylvania Western Maryland College; Ed.D., Temple University Register/Administration Victor Wertz; Adjunct Instructor in Music; B.M., Cathy W. Staneck (1989); Assistant to the President; Susquehanna University; M.M., University of B.A., Gettysburg College North Texas Provost Laboratory Instructor in Helen J. Winkelmann; Daniel R. DeNicola (1996); Provost and Professor Biology and Adjunct Instructor in Health and of Philosophy; A.E., Ohio University; M.Ed., Ed.D., Exercise Sciences; B.A., Notre Dame College of Harvard University' Staten Island; M.S., University of Michigan Greg Anderson 1 994); Teacher Specialist, Biology John Winship; Adjunct Instructor iy^ Visual Arts; ( B.S., St. Bonaventiue University, Teacher B.A., Middlebury College Certification, Daemen College Miyuki Yoshikami; Adjunct Assistant Professor of Rebecca A. Bergren (1997); Coordinator Music; B.A., University of California at Los of Off- Campus Studies and International Student Angeles; M.A., Ph.D., University of Maryland, Affairs; B.A., M.PS., .\lfred University College Park G. Ronald Couchman (1967); Registrar; B.A., Jo Ann K. Zeman; Laboratory Instructor in Biology; Gettysburg College B.A., Western Maryland College Liliane Floge (1990); Associate Provost; B.A., Cit) Lori G. Zeshonsky; Adjunct Instructor in Music; College of New York; M. Phil., Ph.D., Columbia B..A., West Chester University University ADMINISTRATION Tina M. Grim (1980); Program Manager, Civil War (1998-1999 ACADEMIC YEAR) Institute Barbara Herman (1975); Executive Assistant to the Emeriti J. Provost Date in parentheses indicate years of service. Jack W. Sipe (1998); Teacher Specialist; B.S., Bursar, Emeritus Jay P. Brown (1947-1988), Millersville Lhiiversity; M.S., Shippensburg Universit)' Mary G. Burel (1970-1986), Librarian Emerita Ronald D. Miller (1993); Director Field Experiences; Roland E. Hansen (1973-1989), Business Manager, of Emeritus B.S., Shippensburg LJniversit)'; M.Ed., Penn State University Nancy C. Locher (1968-1989), Dean ofSludent Interim Assistant Provost; B. A., Advisement, Em.erita Will Lane (1999); Gettysburg College Edward F. McManness (1970-1988), Director of the Snyder 1 Research Associate/Programmer, College Union, Emeritus Glenn ( 992); Physics; B.S., Case Institute of Technology; James H. Richards, Jr. (1974-1983), Libmrian Ph.D., Case Western Reserve University Emeritus Deborah M. Wailes (1991); Directorfor the Center- of Student Frank B. Williams (1966-1993), Dean of Life Internships and Pre-Law/Pre-Med Advising; B.A., and. Educational Services, Emeritus Wilmington College; M.H.S., Lincoln University Richard K. Wood (1969-1990), Director ofAcademic Gettysburg Review Computing, Emeritus Peter Stitt (1986); Editor, Professor ofEnglish; B.A., Office of the President M.A., University of Minnesota; Ph.D., University of North Carolina-Chapel Hill Gordon A. Haaland (1990); President and Professor of Psychology; A.R., Wlieaton College; Ph.D., State Emily R.Clarke (1991); Managing Editor; E.A., University of New York at Buffalo University of North Carolina at Greensboro 1 Projects Delwin K. Gustafson ( 967); Special Mark S. Drew (1998); Assistant Editor; B.A., Consultant; B.A., Augustana College (Illinois); Kent College; M.F.A., University of Alabama J.D., University of Nebraska Law School Information Resources and Computing Suzanne Johnson Flynn (1990); Executive Assistant to Michael D. Martys (1990); Vice Provost Jor the President, Associate Professor ofEnglish; B.A., Computing; B.S.E.E., SUNY; M.A., Ph.D., University of Virginia Information Resources and M.S.E.E., Illinois In.stitute of Technology Dina Aiken (1999); MIS Prugrammn/Analyst; B.S., Anna Jane Moyer (1961); Reference/Instructional California State Universit)'; M.S., University of Librarian; A.R., Susquehanna University; M.S.L.S., California Drexel University Mark A. Albert (1998); Webmaster: B.A., Patricia Tully (1997); Head of Technological Services; Shippensbiirg L'niversity A.A., Cape Cod Community College; B.A., Williams College; M.I.L.S., University of John C. Baker (1998); MIS Progiammer/Analyst; Michigan B.A., Geneva College; M.S., Shippensburg Universit)' Janelle Wertzberger ( 1 997); Reference/Instructional Librarian; B.A., Southwestern University; M.A., Doreen Beaudreau (1998); MIS Pr'ogrammer/Analyst; Universit)' of Florida; M.L.I.S., University of B.B.A., M.B.A., Universit}' of Wisconsin Texas at Austin David M. Czar (1994); MIS Progrnmmer/Analyst; B.A., Drew University College Life Julie L. Ramsey (1981); Dean of the College; B.A., Richard J. Fawley (1995); Network Denison University; M.A., Indiana University Operator/Computer Lab Specialist Loretta W. Hylton (1989); Executive Assistant to the Charles Hannon (1998); Instructional Technologist; Dean B.A., James Madison University; M.A., University of Kent at Canterbur)'; Ph.D., West Virginia Thomas Mottola (1998); Director ofJudicial University Affairs/Community Development; B.A., Georgetown Universit)'; M.E.D., Harvard Universit)' Michael B. Hayden (1996); Director of Infrastructure and Operations; B.S.E.E., University of Maryland 1 Margaret-Ann Radford-Wedemeyer ( 986); Associate at College Park Dean of the College; B.A., Texas Women's University; M.A., Hood College Alice K. Huff (1989); MIS Progiammer/Analyst Donald L Kingston (1988); Director of Academic Advising Telecommunications; B.S., .American University' GailAnn Rickert {\997); Associate Dean ofAcademic Advising; B.A., Dickinson College; M.A., Stephan Lewis (\999); Director of NUS;^.^., Penn University of Oxford; Ph.D., Harvard University State University; M.S., Troy State University Anne B. Lane (1989); Dean ofAcademic Advising; Martha M. Myrlcks (1991); Director of Response; B.A., B.A., Elizabethtown College; M.A., University of San Francisco State L'niversit}' Iowa William P.Wilson (1979); Director of Instructional Robert C. Nordvall (1972); Dean First-Year Technology; B.A., Gettysburg College; M.A., of Students; B.A., DePauw Universit); Harvard Ph.D., Universit}' of Connecticut J.D., Law School; Ed.D., Indiana University Eric J. Yurick (1995); Internet Services Specialist; B.S., M.S., Shippensburg University Campus Recreation Cindy T. Wright (1991); Director, Campus Reneation; Musselman Library B.S., State Universit)' of New York at Cortland; Robin Wagner (1995); Head Librarian; B.A., M.S., Universit)' of Utah Dickinson College; M.L.S., University of Kentucky; M.A., Dartmouth College Career Planning and Advising Patrick D. Mullane (1995); Director of Career Sidney G. Dreese (1995); Referencc/Instnictionai Planning and Advising; B.B.A., St. Bonaventure Librarian; B.A., Clarion Universits'; M.S., Drexel University; M.S., San Diego State University University Kathleen L.Williams (1998); Assistant Director of David T. Hedrick (1972); Coordinator of Collections; Career Planning and Advising; B.A., Albion B.A., Emory and Henry College; M.A., College; M.A., Western Michigan University University of Denver Christine L.Cunningham (1999); Career Coimselm; Pamela A. Matthews (1998); Acquisitions Librarian; B.A.. SaHsbury State Universit)-; M.Ed., B.S., M.L.S.. University of Pittsburgh University of Maryland Robin B. Moskal (1999); Access Services Librarian; B.A., M.L.S., University of Kentucky 1 Center for Public Service Intercultural Advancement Karl J. Mattson (1977); Director; B.A., Augustana H. Pete Curry (1997); Dean of Intercultural College (Illinois); B.D., Augustana Theological Advcmcement; B.A., Baldwin Wallace College; Seminary; S.T.M., Yale Divinity School M.A., Bowling Green State University Gretchen Natter ( 1 998); Associate Directorfor the Yukiko K. Niiro (1986); Counselor, Intercultural Centerfor Fuhlic Service; B.S., Baldwin Wallace Resources Center; B.A., M.A., University of Hawaii Laurisa E. Palmer 1 997); Associate Dean Chaplain ( of Intercultural Advancement; B.A., Ramapo College Rev. Joseph A. Donnella II (1997); Chaplain; B.A., of New Jersey Duquesne University; M.Div., Lutheran School of Theology, Chicago Office of Greek Organizations Susan H. Collinge (1996); Catholic Campus Minister; Dennis K. Murphy (1990); Assistant Dean of the B.A., Michigan State University; M.A.Th., Mt. St. College and Director of Greek Organizations; B.A., Mary's College; M.Phil., Yale University Saint Francis College (Pennsylvania); M.S., Shippensburg University of Pennsylvania; Ed.D., Philip DeChIco (1998); Catholic Campus Minister; Indiana University M.Div., Pontifical College Josephinum John E. Regentin (1995); Assistant Director of Student Josephine Bailey Freund (1991); College Organist, Development; B.S., M.S., Radford University Adjunct Instructor in Music; B.S., John Hopkins University; B.Mus., M.Mus., Peabody Paul Hutchinson (1998); Program. Conservatory Coordinator/C.R.A.B; B.S., Gettysburg College William Gohl Jr. (1996); Assistant to the Chaplain; J. Residence Life B.A., Gettysburg College Timothy P. Rupe (1992); Director of Residence Life, Counseling Services Assistant Dean ofJudicial Affairs; E.S., Susquehanna University; M.S., Shippensburg University William H.Jones (1964); Coordinator of Counseling; B.A., Eastern Nazarene College; M.A., University Alison J. Black (1997); Area Coordinatorfor Residence of Wisconsin; Ed.D., Boston University Life; B.A., Kenyon College; M.Ed., Ohio University Shirley S.Armstrong (1995); Counselor; B.A., Gettysburg College; M.A., Shippensburg University Erin N. Lawson (1997); Area Coordinatorfor Residence Life; B.A., Gettysburg College Harriet Barriga Marritz (1989); Counselor, Drug Education Coordinator; B.A., Lafayette College; Thomas Segar ( 999); Assistant Director, Residence M.S., Millersville University of Pennsylvania Life; B.S., University of Maryland LaDonna B. Mullins (1995); Health Education Safety and Security Services Consultant; B.A., Augustana, Sioux Falls David T. Yohman (1998); Director of Safety and Frances F. Parker 1 ( 980); Associate Coordinator of Security Services; B.S., M.P.A., University of Counseling; B.A., M.A., University of Kentucky Baltimore Health Services Student Activities Frederick Kinsella Nurse Practitioner (1990); and Lynn Collins White Cloud {\992); Director of Student Director of Student Health Services; B.S., Wagner Activities and College Union; B.S., University of College; M.S., Wagner College; Post-Master's Vermont; M.A., Boston College Certificate, University of Virginia John Archer (1996); Night Activities Manager; B.A., Janice O'Nieal (1997); Nurse Practitioner; B.A., University of Hartford, Connecticut B.S.N., Jersey City State College; M.S.N., Seton Hall University Jacqulyn Geter-Hunter (1996); Associate Director of Student Activities and College Union; B.A., Constance A. Songer 1 986); Nurse Practitioner; ( University of North Carolina at Charlotte; R.N., Washington Hospital Center M.Ed., University of Maryland at College Park College Relations Public Relations Lex 0. McMillan, III (1993); Vice President for College Patricia A. Lawson (1999); Associate Vice President /xflalions; B.A., Washington 8c Lee University; for Communications and Public Relations; B.A., M.A., Georgia State University; Ph.D., Universit)' Eastern Connecticut State College; M.S., of Notre Dame Syracuse University Mark A. Stuart (1994); Assistant Vice President of Mary E. Dolheimer (1991); Assistant Director of Campaigns and Special Projects; B.A., Albion Public Relations; B.S., Indiana Universit)' of College; M.S., Western Maryland College Penn.sylvania John M. McAndrew Director Advancement Services (1992); of Communications; B.A., King's College Bonnie E. Lightcap (1994); Director of Advancement Services; B..-\., Susquelianna University Jerold Wikoff (1985); College Editor, Director of Publications; B.A., M.A., Ph.D., Stanford Alumni Relations University Jean S. LeGros (1978-1988), (1991); Director of Enrollment and Educational Services Alumni Relations; B.A., Gettysburg College David J. Covyan (1965); Dean ofEnrollment and Patricia A.Taylor (1997); Assistant Director of Educational Services; B.S., M.A., Ph.D., University Alumni Relations; B.A., Gett\'sburg College of Texas Jill K. Trott (1990); Associate Director ofAlumni Admissions Relations; B.S., College of William and Mary Gail Sweezey (1983); Director ofAdmissions; Annual Giving B.A., Allegheny College William P. Deptula (1997); Director ofAnnual Jaime M. Caryl (1998); Admissions Counselor; Giving; B.A., Gettysburg College; M.A., Bowling B..A.., Colgate Universit)' Green Universit\ John M. Corona (1994); Assistant Dean of Kristen Anderson (1997); Assistant Director of Admissions'. B.A.. Soiuhwestern University Annual Giving; B.A., Gettysburg College Daniel A. Dundon (1972); Senior Associate Dean of Susan E. Pyron 1 996); Associate Director ( of Admissions; B.A., State University of New York at Annual Giiiing; B.A., Gett\'sbin"g College Buffalo; M.A., Eastern Michigan University Capital Giving Darryl W.Jones (1985); Associate Dean of Admissions; B.A., Pennsylvania State University Thomas McNamee (1994); Associate Vice President; B.A., lona College; M.S., State North Adams Daniel W. Joo (1998); Admissions Counselor; B.A., College Gettysburg College Christine A. Research; Benecke (1992); Manager of Molly Leese (1997); Admissions Counselor; B.A., B.Hiim., Penn State University Gett)'sbiug College Donald R. Cooney Director (1995); of Planned Joseph C. Sharrah (1996); Admissions Counselor; Giving; B.A., Gettysburg College B.A., Gett)-sburg College; M.B.A., Shippensburg Universirv' Jeanne deBrun Duffy (1999); Director ofFoundation and Corporate Support; B.A., Gettysburg College; Christine M. Shott (1998); Admissions Counselor; Pii.D., Brown University B.A., Gettysburg College Brian H. Hargrove (1993); Associate Director of David E. Trott (1988); Associate Dean ofAdmissions; Capital Giving; B.A., Ciettysburg College; M.B.A., B.A.. GettNsbuig College Southwest Texas State Universit\' Institutional Analysis Robert D. Smith (1965); Associate Director of Capitol Giving; B.S.. Ciett^sbiug College; M.A., Penn Salvatore Ciolino (1971); Directorfor Institutional State University; M.S., Shippensburg University' Analysis; B.A., State University of New York at of Pennsvlvania Geneseo; M.S., State University of New York at Albany; Ed.D., Nova University Sports Michael E. Sanders (1994); Assistant Director, Sports Information, Assistant Director, Orange isf Blue Charles W. Winters (1989); Director ofIntercolk^ate Club; B.A., Penn State Universit)' Athletics; B.S., M.Ed., Bowling Green State University John F. Schmid (1990); Assistant Coach/Football Assistant Coach/Track and Field; B.S., Ursinus John W. Campo (1985); Head Coach/Baseball, College Assistant Coach/Football; B.S., University of Delaware; M.S., Queens College of the City David Sov/ers (1997); Graduate Assistant, Assistant Universit)' of New York Men's Basketball Coach; B.A., Gettysburg College Carol D. Cantele (1992); Head Coach/Field Hockey, Barb Streeter (1991); Assistant Director of Campus Coach/Women's Lacrosse; B.A., Gettysburg Head Recreati(m, Director of Women 's Athletics; B.A., College; M.A., Miami University at Oxford Lebanon Valley College Michael P. Cantele (1990); Assistant Athletic Trainer; Barry H. Streeter (1975); Head Coach/Football; B.A., B.A., Gettysburg College; M.S., Old Dominion Lebanon Valley College; M.S., University of University Delaware Robert T. Condon (1993); Head Coach/Men's and Kristen Stuckel (1997); Graduate Assistant, Field Women 's Cross Country, Head Coach/Track and Hockey/Lacrosse; B.A., Gettysburg College Field; B.A., Olivet College; M.Ed., Miami Todd D. Wawrousek 1 990); Head Coach/Women 's University at Oxford ( Soccer, Assistant Tennis Coach; B.S., Universit)' of Troy A. Dell ( 1 995); Head Wrestling Coach/Strength Pittsburgh; M.Ed., Alfred Universit)' & Conditioning Coach; B.A., Gettysburg College David W.Wright (1986); Associate Athletic Director, Emily Dembosky (1997); Graduate Assistant, Head Coach/Soccer, Head Coach/Tennis; B.S., State Women 's Basketball and Baseball; B.S., Indiana University of New York at Cortland; M.A., University of Penn.sylvania Brigham Young LTniversity Joseph D. Donolli (1971); Head Athletic Trainer; B.S., Athletics/Part-Time Coaches University of Delaware; M.Ed., Temple Ken Armacost 1 Part-time Assistant University ( 996); Coach/Volleyball; B.A., Indiana University of 1 's Laaosse; Henry Janczyk ( 987); Head Coach/Men Pennsylvania; M.S., Western Maryland College B.A., Hobart College; M.A., Albany State University Tom Bachman (1991); Part-time Assistant Kimberly A. Kelly (1992); Head Volleyball Coach/ Coach/Women's Soccer; B.S., West Chester State Assistant Softball Coach; B.S., Gettysburg College College Robert B. Director, Sports Kenworthy (1965); Christa Bruce (1998); Part-time Assistant Coach /Field Information Hockey: B.A., Gettysburg College Michael T. Kirkpatrick (1989); Head Coach/Women 's Kenneth Corbran (1998); Part-time Assistant Basketball, Head Coach/Softball; A.A., Commimity Coach/Men's Soccer; B.S., Rutgers Universit)'; M.S., College of Allegheny, Boyce Campus; B.S., Western Maryland College University of Pittsburgh at Johnstown 1 /Lacrosse David Cornell ( 997); Part-time Assistant Coach Stephen Perry (1997); Graduate Assistant, Football; B.A., Gett)sburg College B.A., Gettysbiug College Jason Dell (1998); Part-time Assistant Coach/Wrestling; R. Petrie 1 5 George ( 989); Head Coach/Men B.A., Gett)'sburg College Basketball, Co-Head Coach/Golf; B.A., Lebanon Sheila Fees Part-time Assistant Athletic Trainer; Valley College; M.Ed., University- of Utah (1997); B.A., Rowan College of Newjei-sey; M.A., University Michael K. Rawleigh (1985); Head Coach/Men's and of Delaware Women's Swimming, Aquatics Director; B.A., Clark Flohr (1998); Part-time Assistant Coach/Footbcdl; University of North Carolina at Chapel Hill; Messiah College M.S., Western Maryland College B.A., Scott Govern (\992)\ Part-time Assistant Coach/Football; Steven Reider (1997); Graduate Assistant/Football B.S., Lock Haven University; M.S., Western and Baseball; B.A., Dickinson College Marvland Timothy Hibbs (1997); Part-time Assistant Coach/ Karen A. Boyd (1998); Director of Campus Space Football; B.A., Temple University; M.S., Planning and Management; B.A., Smith College; Shippensburg University M.A.Rch., University of Virginia Darryl Jones (1985); Part-time Assistant Coach/Track James R. Biesecker (1983); Director of Conferences and Field; B.A., Penn.sylvania State University and Transportation Services; B.S., Mt. St. Mary's College Wayne Mickley (1994); Part-time Assistant Coach/Football; B.S., Shippensburg University' Gary C. Brautigam (1991); Fxecutive Chef; Culinary Certificate. American Culinary Federation Dave Neff (1998); Part-time Assistant Coach/ Wbmen 's Basketball Connie R. Bucher (1983); Manager of Housekeeping Seriiices Robert Ogle (1997); Part-time Coach/Football ; B.S., Siieppard College; M.S., West \'irginia State Christina L. Crotsley (1994); Assistant Director of University Financial Services; B.A., Western Maryland College William H. Pfitzinger (1988); Part-time Head Coach/Men's and Women's Tennis; B.A., Roanoke Larry Eighmy ( 1 998); Director ofFacilities Services College and Planning. B..\., Middleburg College Camilla Rawleigh (1989), Part-time Assistant Melissa A. Grimsley (1988); Assistant Director of Coach/Men 's and Women 's Sioimming; B.A., Financial Services University' of North Carolina at Chapel Hill Lisa Hartlaub (1998); MIS Specialist/Y2K Paul W. Redfern Jr. (1998); Part-time Caach Coordinator; B.S., Penn State University Lee Rentzel (\99\); Part-time Assistant Baseball Coach; Linda S. Krafft (1987); Ccdering Manager B.A., Penii Suite University; M.A., Western Maryland Timon K Linn {1979); Director of Environmental and College Safety Services; B.A., Mt. St. Mary's College Bryan Sentz (1998); Part-time Assktant Coach/Cross Charles W. Lovett (1988); Purchasing Manager; B.S., CmDitr'i. Track Csf Fielct;h.A., C^'ttysburg College St. Francis College of PA Aubrey Shenk (1984) Part-time Assistant Coach/Cross Katherine C. McGraw (1988); Associate Treasure}-for Chunlry Finance and Administration; A. A., Harrisburg Area Jamie Steele ( 1 996); Part-lime Assistant Community' College; A.B., Grove City College Coach/Men's Lacrosse; B.A., Gettysburg College Cheryl L. Miller (1994); Director ofFinancial Mark Zerbe (1997); Part-time Assistant Men's Planning and Budget; B.S., Dickinson College; Coach /Basketball ; B.A., Lebanon Valley College; M.A., Columbia University M.S., W'estern Maryland College Mark Miller (1998); Project Manage)-, Facilities Student Financial Aid Sovices; B.S.E.E., Lehigh University Ronald L. Shunk (1983); Directirr ofFinancial Aid; John V. Myers (1978); Director ofDining Serxiices; B.A., M.Ed., Pennsvhania State University B.S., L'ni\ersit) of Scranton John Z. Kelley (1992); Assistant Director ofFinancial Randall Nenninger (1997); Manager of Aid; B.S., Alfred University; M.S., Syracuse Groiuids/Landscaping; A.A., Penn State University University Clara L. Newell-Maxwell (1992); Dining Room Finance and Administration Manager Jennie L. Mingolelli (1993); Vice President for Finance Jane D. North (1992); Director of Hu))ian Resources and Administration /Treasurer; B.A., Stetson and Risk i\Ia)iage)nent; B.S., Miami University at University; M.A., Ph.D., Syracuse University Oxford Gary E. Adelman (1995); (Msh Opnations Manage)-; Peter C. North (1992); Assistant Director of B.S., Michigan State University Financial Planning and Budget; B.S., Slippery Rock L'niversity' Alicia C. Berry (1995); Director of Financicd Services; B.S., American University; M.S., University- of Jennifer T. Robertson ( 1 995); Associate Director of Tennessee Hu)nan Resources; li.S., James Madison University David M. Swisher, II (1970); Direclm- ofPhysical Plant 7 Index Academic Advising 28 Dean of First-Year Students 1 Academic Honors 42-43 Deans' Lists 42 Academic Internships 29-30 Degree Requirements 25-27 Academic Policies and Programs 24-37 Exemption From 39 Academic Regulations 38-41 Dental School, Preparation for 36-37 Academic Standing 39-40 Dining Accommodations 13 Administration 178-183 Distribution Requirements 44 Admission Policy and Procedure 4—6 Drama (See Theatre Arts) African-American Studies 46-48 Dramatics 20 Alcohol and Drug Education 14 Dual-Degree Programs Alpha Lambda Delta 42 (See Engineering, Forestry, Nursing, .American Studies 95 and Optometry) .\nnual Prizes and Awards 147-162 Early Decision 5 Anthropology 128-129 East Asian Studies 61-62 Area Studies 96 Economics 62-66 Art (See Visual Arts) Education 66-68 Art Gallery 140 Endowed Scholarships 151-161 Asian Studies 95 Endowment Funds 163-166 Astronomy (See Physics) Engineering Dual-Degree Programs Athletics 21-22 (See also Physics) 34-35, 113 Bands 19-20 English 69-74 Biochemistry and Molecular Biology 49 Environmental Studies 74-77 Biology 49-52 Environmental Studies and Forestry Board of Trustees 167-168 Dual-Degree Program 35-36 Business Administration Expenses/Services 7-8 (See Management) Facilities 23 Campus Media 20 Faculty 168-178 Campus Recreation 22 Fees 7-8 Career Planning and Ad\ising 14—15 Financial Aid 9-11 Career Opportunities First-Year Residential College 17 (See Departmental Course Introductions) First-Year Seminars 46 Center for Global Education 32 Foreign Study 32-34 Center for Public Service 21 Forestry and Environmental Studies Chapel Programs 21 Dual-Degree Program 35-36 Chemistry 52-55 Fraternities 20 Civil War Institute 30 French 77-80 Choirs 19 Geographical Distribution of Students 6 Civil War Era Studies 55 German 80-83 Classics 56-58 Gettysburg Reviexu 30 Clubs and Organizations 18-20 Global Studies 96 College Life 16-22 Government College Store 8 (See Political Science) College Union 17 Grading System 38-39 Comparative Literature 95-96 Graduation Computer Science 58-61 Requirements for 25-27 Consortium Exchange Program 30 With honors 42 Core Requirements 45 Greek 56-57 Costs 7-8 Greek Organizations 20 Counseling Services 14 Health Center 13-14 Course Requirements 25-27 Health and Exercise Science 84-87 Courses of Study 44-146 History 87-91 Credit System (Credit Hoius) 25 Honor Code 16 1 2 Honorary Societies 42-43 Psychology 120-124 Individualized Study 29 Readmission 40-41 Insurance 8 Recreation Programs 22 Intercultural Advancement 13 Refund Policy 8 Interdepartmental Studies 91-96 Registration 38 International Mfairs C-oncentration 97 ReHgion 124-126 Internships 29-30 Religious Life 21 (See also Department (bourse Listings) Residence Life 1 Intramural Sports 21-22 Residence Requirements 40 Italian Studies 97 SAT 5 Japanese Studies 97-98 Senior Scholars' Seminar 29 Junction, The 17 Sociology and Anthropology 127-132 Latin 57 Sororities 20 Ladn American Studies 98-100 Spanish 132-136 Law, Ethics, and Society 96 Special Major 27-28 Leadership Development Program 18-19 Speech 139 Loan Programs 1 Student Programs and Activities 18-21 Lutheran College Washington Semester 31 Student Conduct 16 Lutheran Theological Seminary Exchange 30 Student Government 18 Major Fields of Study 27 Student Newspaper ( Gettysburgian) 20 Management 100-103 Student Originated Studies 29 Marine Biology Cooperative Programs 32 Student Radio Stadon (WZBT) 20 Mathematics 103-105 Student Yearbook (The Spectrum) 20 Medical School, Preparation for 36-37 Study Abroad 32-34 Minority Affairs Teacher Education Programs 37 (See Intercultural Advancement) Teacher Placement 37 Music Acti\ides 19-20 Theatre Arts 136-139 Music 105-110 Transcripts 40 Music Education Transfer Credit 39 Bachelor of Science Degree 106 Transfer Students 6 Ninth Semester Education Program 66 United Nations Semester 31 Nmsing, Dual-Degree Program 35 Veterinary School Preparation 36 Off-Campus Study 30-34 Veterans' Administradon Benefits 8 Optometry, Dual-Degree Program 37 Visual Arts 139-144 Orchestra 20 Washington Semester 31 Overseas Programs 32-34 Wilson College Exchange 30 Owl & Nightingale Players 20 Withdrawal and Readmission 40-41 Performing Arts 19-20 Women's Studies 144-146 Phi Beta Kappa 42 Wridng Center 68-69 Philosophy 110-112 Physical and Learning Disabilities Policy on Accommodation of 28-29 Physics 112-115 Political Science 1 1 6-1 20 Portuguese 136 Preprofessional Studies Physical Therapy 37 Predental 36 Prelaw 36 Premedical 36 Presidential Scholars Program 10 Prizes and Awards 147-162 Listingfor Correspondence Mailing Address: Advisers and Coordinators of ( lettysbiirg College Special Programs at Gettysburg College SOO N. Washington St. ( iettysburg, Pennsylvania 17325 Adviser to Minority Students Peter Ciury, Dean of Intercultural Advancement Telephone: 717-337-6000 Affirmative Action/Title IX Suzanne Johnson Flynn, Executive Assistant to the Information Academic President Daniel DeNicola, Provost Co-Coordinators/Sexual Harassment Finance and Administration Jean Fletcher, Department ofEconomics Mingolelli, Vice President Finance Jennie L. for Jean Poiuchek, Women's Studies and Administration/Treasurer Contact Person for Continuing Education Admission G. Ronald Coachman, Registrar Ciail M. Svveezey, Director ofAdmissions Coordinator of Dual-Degree Program in Engineering Alumni Affairs Sharon L. Stephenson, Department of Physics Jean S. LeGros, Director ofAlumni Relations Coordinator of Dual-Degree Program in Forestry Athletics and Environmental Studies Charles W. Winters, Director of Intercollegiate Athletics Kristen C'. Nelson, Environmental Studies Career Planning Coordinator of Dual-Degree Program in Nursing Paliick D. Mullane, Director Career Planning of Ralph A. Sorensen, Department of Biology and Advising Coordinator of Dual-Degree Program in Optometry Church Relations Ralph A. Sorensen, Department of Biology Rev. Joseph A. Donnella II, Chaplain Coordinator of International Student Affairs College Relations Rebecca Bergren, Coordinator of OffCampus Lex O. McMillan III, Vice President College for Studies and International Student Affairs Relations Coordinator of Off-Campus Programs Counseling Services Rebecca Bergren, Coordinator of Off-Campus William Coordinator Counseling H.Jones, of Studies and International Student Affairs Services Coordinator of the Writing Center Enrollment and Educational Services John E. Ryan, Assistant Professor ofEnglish Dean Enrollment and David J. Cowan, of Educational Services Internship Coordinator Deborah M. Wailes, Director of Internships Financial Aid Ronald L. Shimk, Director ofFinancial Aid Prehealth Professions Adviser Ralph A. Sorensen, Department of Biology Financial Resources/Student Accounts Alicia C. Berry, Director ofFinancial Prelav/ Adviser Services/Comptroller Kenneth F. Mott, Department of Political Science General College Policy and Information Students and Employees with Disabilities Patricia A. Lawson, Associate Vice President for Coordinator of Access Policies Communications and Public Relations Jane H. North, Director ofHuman Resources Information Resources Michael D. Martys, Vice Provost for Information Resources and Director of Computing Musselman Library Robin Wagner, Director of Library Services Public Relations Patricia Lawson, Associate Vice President for Communications and Public Relations Records and Transcripts C. Ronald Coiichman, Registrar Student Affairs Julie L. Ramsey, Dean of the College Gettysburg College—Calendarfor 1999-2000 FALL SEMESTER, 1999 August 26-29, Thursday-Sunday Orientation August 29, Sunday Registration August 30, Monday Classes begin October 1-3, Friday-Sunday Alumni Homecoming October 11-12, Monday-Tuesday Reading days October 22, Friday Mid-semester reports October 22, Friday Fall Honors Day October 22-24, Friday-Sunday Family Weekend November 11, Thursday, 11:30 a.m. Fall Convocation November 23, Tuesday, 5:00 p.m. Thanksgiving recess begins November 29, Monday, 8:00 a.m. Thanksgiving recess ends December 10, Friday Last day of classes December 11—12, Saturday-Sunday Reading days December 12-18, Sunday-Saturday Final examinations December 20, Monday All grades due SPRING SEMESTER, 2000 January 3-15, Monday-Saturday Service Learning projects January 18, Tuesday Registration adjustments January 19, Wednesday Classes begin March 9, Thursday Mid-semester reports March 10, Friday, 5:00 p.m. Spring recess begins March 20, Monday, 8:00 a.m. Spring recess ends April 15, Saturday Get-Acquainted Day April 20, Thursday, 5:00 p.m. Easter recess begins April 25, Tuesday, 8:00 a.m. Easter recess ends May 3, Wednesday (Follow Monday schedule) May 4, Thursday Last day of classes (Follow Friday schedule) May 5, Friday Reading day May 6-12, Saturday-Friday Final examinations May 15, Monday All grades dvie May 20, Saturday Spring Honors Day May 21, Sunday Baccalaureate and Commencement June 1-4, Thursday-Sunday Alumni College and Reunion It is the policy of Gettysburg College not to discriminate improperly against any matriculated student, employee or prospective employee on account of age, race, color, religion, ethnic or national ori^n, gender, sexual orientation, or being differently abled. Such policy is in compliance with the requirements of Title VII of the Civil Rights Act of 1 964, Title IX of the Education Amendments of 1 972, the Rehabilitation Act of 1 973, and all other applicablefederal, state, and local statutes, ordinances, and regulations. Inquiries concerning the application of any of these laws may be directed to the Affirmative Action Officer at the College or to the Director of the Officefor Civil Rights, Department ofEducation, Washington, D. C. for laxus, such as Title DC of the Education Amendments of 1972 and the Rehabilitation Act of 1973, administered by that department. Gettysburg College is accredited by the Middle States Association of Colleges and Secondary Schools. bb < -H