CATALOG 2011-2012 - Ripon College

CATALOG2011-2012

Frequently Called Ripon Phone NumbersAdmission Office.............................................................1-800-947-4766Alumni Office...................................................................... 920-748-8126Art Events........................................................................... 920-748-8791Athletic Events.................................................................... 920-748-8770Athletic Office..................................................................... 920-748-8133Financial Aid Office............................................................. 920-748-8101Housing Office.................................................................... 920-748-8146Music Events...................................................................... 920-748-8791Theatre Events.................................................................... 920-748-8791Historically Ripon College has been committed to the principles of equal rights and equal opportunity andadheres to non-discriminatory policies in recruitment, enrollment, and counseling of students. Ripon providesequal enrollment and educational opportunities for all qualified students without regard to gender, sexual orientation,race, color, religion, age, national or ethnic origin, or disability.Information concerning the graduation or completion rate of certification for students is available in either theOffice of Admission or the Office of the Registrar.The information in this publication was accurate at the time of printing. Ripon College reserves the right to makechanges as educational and financial considerations require.

Table of ContentsThe College........................................................................................................1Mission Statement......................................................................................1Ripon’s Vision............................................................................................1Core Values.................................................................................................1Statement on Cultural, Ethnic, and Racial Diversity................................1History.........................................................................................................2Campus Buildings and Facilities................................................................6Special Facilities..........................................................................................9Information Technology Services........................................................9Library Resources................................................................................9Accreditation and Affiliation...................................................................10Governance...............................................................................................11The Ripon College Ethical Leadership Program ....................................11Admission.........................................................................................................13Minimum Admission................................................................................13Application Process...................................................................................13Enrollment Deposit..................................................................................14Deferred Admission..................................................................................14Advanced Placement.................................................................................15Financial Aid and Scholarships.......................................................................16Academic Scholarships.............................................................................16Recognition Tuition Awards.....................................................................16Performance Tuition Scholarships...........................................................17ROTC........................................................................................................18Need-Based Financial Aid.........................................................................18Academic Policies.............................................................................................19Graduation Requirements........................................................................19The Explore - Select - Connect Curriculum.............................................20Individualized Learning Plan....................................................................24Communicating Plus................................................................................24Majors.......................................................................................................26Minors.......................................................................................................27Academic Integrity Policy (Honor Code).................................................28Credit........................................................................................................28Off-Campus Credit...................................................................................30Independent Study: Internships...............................................................30Grading System.........................................................................................31Grade Reports and Transcripts.................................................................32Adding and Dropping Courses................................................................32Class Attendance......................................................................................33Academic Honors ....................................................................................33Phi Beta Kappa.........................................................................................34Academic Standing...................................................................................34

Maymester.................................................................................................35Three-Year Bachelor of Arts Degree..........................................................35Academic Advising....................................................................................36Eligibility for Extracurricular Activities....................................................36Withdrawal from the College...................................................................36Readmission..............................................................................................37Registration...............................................................................................37Transfer Students......................................................................................37A.B. Degree...............................................................................................37Courses of Study..............................................................................................38Anthropology............................................................................................38Art and Art History..................................................................................43Biology.......................................................................................................44Business Management..............................................................................56Chemistry..................................................................................................61Chemistry-Biology.....................................................................................65Classical Studies........................................................................................66Communication........................................................................................66Computer Science.....................................................................................71Economics.................................................................................................71Educational Studies..................................................................................76English......................................................................................................87Environmental Studies.............................................................................91Exercise Science........................................................................................93First-Year Studies Program......................................................................100Foreign Languages...................................................................................104French.....................................................................................................105German...................................................................................................105Global Studies.........................................................................................110Greek.......................................................................................................114Health......................................................................................................114History.....................................................................................................114Interdisciplinary Studies.........................................................................125Latin........................................................................................................127Latin American and Caribbean Studies.................................................127Law and Society......................................................................................130Leadership Studies..................................................................................130Linguistics...............................................................................................132Mathematics and Computer Science......................................................132Computer Science...........................................................................136Military Science......................................................................................139Museum Studies......................................................................................144Music.......................................................................................................144National Security Studies........................................................................150Philosophy...............................................................................................151Physical Science.......................................................................................156Physics.....................................................................................................157Politics and Government........................................................................161

Psychobiology..........................................................................................169Psychology...............................................................................................170Religion...................................................................................................176Romance and Classical Languages.........................................................181Classical Studies..............................................................................184French..............................................................................................185Greek...............................................................................................189Latin.................................................................................................190Portuguese........................................................................................190Spanish............................................................................................191Sociology.................................................................................................196Theatre....................................................................................................201Women’s and Gender Studies............................................................... 205Off-Campus Study..........................................................................................207Programs Abroad................................................................................... 208Programs in the U.S.A............................................................................216Other Off-Campus Programs................................................................. 220Preprofessional Studies...................................................................................221Student Life....................................................................................................231Awards and Honors....................................................................................... 238Expenses.........................................................................................................243Honorary Degree Recipients..........................................................................246Register of the College.................................................................................. 252Index...............................................................................................................274

College Calendar for 2011-2012First SemesterAugust 19, FridayAugust 20, SaturdayAugust 22, MondayAugust 23, TuesdayAugust 24, WednesdayAugust 30, TuesdaySeptember 2, FridaySeptember 16, FridaySeptember 16, FridaySeptember 17, SaturdaySeptember 17, SaturdaySeptember 30, FridayOctober 1, SaturdayOctober 14, FridayOctober 14, FridayOctober 14, FridayOctober 24, MondayOctober 24, MondayOctober 24, MondayOctober 24, MondayNovember 2, WednesdayNovember 2, WednesdayNovember 4, FridayNovember 24, ThursdayNovember 25, FridayNovember 29, TuesdayDecember 9, FridayDecember 12, MondayDecember 14, WednesdayDecember 14, WednesdayDecember 16, FridayFaculty/staff opening meeting, 10:30 a.m.Residence halls open for new students, 9:00 a.m.Residence halls open for returning students, 9:00 a.m.Registration.Classes begin, 8:00 a.m.Matriculation Convocation, 11:15 a.m.Half-semester course add/drop deadline (without asterisk).Last day for removing incompletes.Full-semester course add/drop deadline (without asterisk).Constitution and Citizenship Day.Family Weekend.Half-semester course withdrawal deadline (with asterisk).Homecoming.Fall vacation begins, 5:00 p.m.Midsemester D and F grade reports due.Last class day for half-semester courses.Classes resume, 8:00 a.m.Second half-semester courses begin.Registration begins for spring courses.Midsemester grade reports are distributed to students andadvisors.Second half-semester course add/drop deadline (withoutasterisk).Full-semester course withdrawal deadline (with asterisk),and election of Satisfactory-Unsatisfactory option deadline.Registration ends.Thanksgiving Day; classes suspended.Classes suspended; Commons and residence halls will beopen.Second half-semester course withdrawal deadline (withasterisk).Last day of classes.Final examinations begin.Reading Day.Final examinations resume in the evening.Last day of final examinations.*Students are expected to take their examinations at the scheduled times andwill not have their schedules changed because of transportation difficulties or job appointments.i

College Calendar for 2011-2012Second SemesterJanuary 15, SundayJanuary 16, MondayJanuary 17, TuesdayJanuary 27, FridayJanuary 31, TuesdayFebruary 10, FridayFebruary 10, FridayFebruary 21, TuesdayMarch 9, FridayMarch 9, FridayMarch 9, FridayMarch 19, MondayMarch 19, MondayMarch 19, MondayMarch 19, MondayMarch 28, WednesdayMarch 30, FridayMarch 30, FridayApril 18, WednesdayApril 24, TuesdayMay 1, TuesdayMay 2, WednesdayMay 3, ThursdayMay 9, WednesdayMay 13, SundayMay 14, MondayJune 1, FridayResidence halls open for all students, 12 noon.Registration.Classes begin, 8:00 a.m.Half-semester course add/drop deadline (without asterisk).Founders’ Day Celebration, 11:15 a.m.Last day for removing incompletes.Full-semester course add/drop deadline (without asterisk).Half-semester course withdrawal deadline (with asterisk).Midsemester D and F grade reports due.Last class day for half-semester courses.Spring vacation begins, 5:00 p.m.Classes resume, 8:00 a.m.Second half-semester classes begin.Registration begins for fall courses.Midsemester grade reports are distributed to students andadvisors.Second half-semester course add/drop deadline (withoutasterisk).Full-semester course withdrawal deadline (with asterisk),and election of Satisfactory-Unsatisfactory option deadline.Registration ends.Awards Convocation, 7:00 p.m.Second half-semester course withdrawal deadline (withasterisk).Last day of classes.Reading day.Final examinations begin.*Last day of final examinations.Commencement, 1:30 p.m.Maymester begins.Maymester ends.*Students are expected to take their examinations at the scheduled times andwill not have their schedules changed because of transportation difficulties or job appointments.The Pickard Commons will be closed during the fall, midwinter, and springvacations. Residence halls will be closed during midwinter vacation, but may remainopen during fall and spring breaks if there is sufficient demand.ii

College Calendar for 2012-2013First SemesterAugust 17, FridayAugust 18, SaturdayAugust 20, MondayAugust 21, TuesdayAugust 22, WednesdayAugust 28, TuesdaySeptember 15, SaturdaySeptember 17, MondaySeptember 29, SaturdayOctober 12, FridayOctober 22, MondayNovember 22, ThursdayNovember 23, FridayDecember 7, FridayDecember 10, MondayDecember 12, WednesdayDecember 14, FridaySecond SemesterJanuary 13, SundayJanuary 14, MondayJanuary 15, TuesdayJanuary 29, TuesdayMarch 8, FridayMarch 18, MondayApril 17, WednesdayApril 30, TuesdayMay 1, WednesdayMay 2, ThursdayMay 8, WednesdayMay 12, SundayMay 13, MondayMay 31, FridayFaculty/staff opening meeting, 10:30 a.m.Residence halls open for new students, 9:00 a.m.Residence halls open for returning students, 10:00 a.m.Registration.Classes begin.Matriculation Convocation, 11:15 a.m.Family Weekend.Constitution and Citizenship Day.Homecoming.Fall vacation begins, 5:00 p.m.Classes resume.Thanksgiving Day; classes suspended.Classes suspended; Commons and residence halls will beopen.Last day of classes.Final examinations begin.Reading day.Last day of final examinations.Residence halls open for all students, 12 noon.Registration.Classes begin.Founders’ Day Celebration, 11:15 a.m.Spring vacation begins, 5:00 p.m.Classes resume.Awards Convocation, 7:00 p.m.Last day of classes.Reading day.Final examinations begin.Last day of final examinations.Commencement.Maymester begins.Maymester ends.iii

Mission StatementRipon College prepares students ofdiverse interests for lives of productive,socially responsible citizenship. Ourliberal arts curriculum and residentialcampus create an intimate learning communityin which students experience arichly personalized education.VisionRipon envisions itself as a venerable,prosperous, and widely respected liberalarts college that is proud of its historyand confident about the future.An intense engagement with andconcern for the academic, artistic, andpersonal development of students havedefined Ripon since its founding on theWisconsin frontier and will always beenduring characteristics of the college.Vigorous and healthy growth will placeRipon in a distinctive class of intentionallysized, intellectually vibrant, andcivic-minded colleges. Ripon will attractstudents, faculty and staff of excellentcharacter, great potential and high quality,and the college will be increasingly appealingto its alumni. Ripon will interactconscientiously with the local communityand will extend its reach to the nationand the world at large.Ripon College will command broad interest,recognition, support, and respect.A burgeoning spirit of optimism and opportunity,accessibility and possibility willemanate from the college and will inspireit to imagine – and to do – great things.Core ValuesWe are committed to:Serious Intellectual InquiryA standard of academic excellencefosters scholarly and artistic achievementand promotes lifelong learning.The CollegeThe College 1IntegrityEthical conduct guides the college.Decisions and actions reflect the principlesof honesty, fairness, candor, respect,responsibility, trust, inclusiveness, andopenness.Diverse CommunityDifferences of perspective, experience,background, and heritage enrich the college.Relationships are sincere, friendly,welcoming and supportive.StewardshipRipon College is a responsible stewardof its mission, traditions, and resources.ServiceService within and beyond the campusenables effective governance, encouragescommunity engagement, and createsleadership opportunities.Statement on Cultural, Ethnic,and Racial DiversityCultural, ethnic, and racial di ver sity isvital to the liberal arts mission of RiponCollege.Thus, alongside our commitment tounderstand and appreciate the westernand Judeo-Christian tradi tions that oursociety has histori cally adhered to, wealso are com mitted to understanding andappre ciating the enriching differences ofother intellectual and cultural tradi tions.Understanding of particular differ encescan and should en hance ap preciationfor the essential kinship of the humanspirit which is particu larly important inan age of global interdependence wherepowerful technology is available forboth creative and destructive ends. Suchunderstanding also serves to make eachindividual aware of the partic ularities ofhis or her own cul ture. Thus, awarenessof and ap preciation for such diversityis crit ical and should be reflected in all

The College 3laying plans to attract re sponsible settlersto the area by founding a college on thehighest hill, Chase became a foundingfa ther.Legend claims that Mapes staked outthe College’s first build ing (now EastHall) in a gentle snowstorm on November23, 1850. Two of Ripon’s earliest settlershelped him: John Scott Horner, for mergovernor of the Territory of Michiganand owner of the land Mapes turnedinto a city; and Alvan Bovay, prominentabolitionist lawyer and later the guidingspirit behind the founding of the RepublicanParty. The state legislature granteda charter for the institution (then calledthe Ripon Lyceum) on January 29, 1851,and construction of East Hall started thatspring.The school could not become a fullfledgedcollege, however, until it hadprepared the young people of the areafor college-level work. Thus it opened asa preparatory school in June 1853, with16 young women in attendance and afaculty of one. The following September,66 young men brought the enroll mentup to 80 for the first year. In September1863, while most young men were fightingin the Civil War, the first real collegeclasses opened with a new president (theReverend Dr. William E. Merri man, agraduate of Williams Col lege and UnionTheological Semi nary), six new students,and a new name: Ripon College. The firstclass to go through Ripon College — fourwomen — graduated on schedule in June1867. In 1868, formal ties with the Congregationaland Presbyterian churches,estab lished 11 years earlier, were sev ered.During the 19th century, both thecurriculum and formal codes of conductreflected the mixture of rather sternfrontier morality and classical concepts ofcitizenship which motivated the College’sfounders and early leaders. Stu dents rosetogether at the sound of a morning bellat 5:30. Each was re quired to furnish hisor her own fire and to attend worshipservices twice on Sunday. The first formaldebate was held in 1857, when stu dentsconsidered a resolution that “a bad educationis worse than no education at all.”Resolutions for later de bates were to freeall slaves and to grant suffrage to women,but no one could be found to take thenegative of those questions. In 1873,tuition was $8 per term.Ripon’s first six presidents had clericalbackgrounds. Dr. Edward H. Merrell, agraduate of Oberlin Col lege and OberlinTheo logical Sem inary, became the College’ssecond president upon Mer riman’sretire ment in 1876 and served until 1891during a period of rapid expansion inthe physical plant and the stu dent body.Merrell’s affiliation with the College actuallydated from 1862, when he be cameprinci pal of the preparatory departmentand professor of lan guages.Dr. Rufus Cushman Flagg, a widelyrespected biblical scholar and Congregationalminister with a flair for financialmanagement, served from 1892-1901. Dr.Richard Cecil Hughes, a Presbyterian clergymanand teacher of psychology, servedfrom 1901-09 and was in strumental indesigning and imple menting a collegecurriculum at Ripon for the 20th century.During Hughes’ tenure, preparatoryclasses were greatly reduced and most ofthe subjects making up a modern liberalcurriculum were estab lished.Ripon’s fifth president, Dr. Silas Evans(Class of 1898), however, is generally consideredthe father of the modern RiponCollege. During his long period of service(1910-17 and 1921-43), Ripon entereda new era marked by the growth of thestudent body, the sharpening of academicstandards, the bolstering of the College’sfinancial position, and the addition ofnumerous ex tracurricular programs.In the early 20th century, per forminggroups and organizations, athletic teamsand conferences, and extracurricular pro-

4 The Collegegrams of various sorts became prominentfea tures of most American colleges. Riponwas one of the first of its kind in theMidwest to develop at tractive pro gramsof these sorts — in fact, the first studentnewspaper in Wisconsin (College Days)had al ready been established at Riponin 1868. In 1924, the College recog nizedboth social and academic Greek-lettersocieties. Ambitious programs were developedin debate and forensics (Pi KappaDelta, na tional recogni tion society inforen sics, originated from a local societyfounded at Ripon College in 1912, andone early member was Spencer Tracy’24; the National Forensics League wasfounded at the College in 1925 and isstill located in Ripon); music (the GleeClub con ducted a tour of 25 cities in 17days in 1924); dra matics (John Carra dineappeared as Mephistopheles in the 1951centen nial production of The TragicalHis tory of Dr. Faustus); and athletics (CarlDoehling’s foot ball team de feated AmosAlonzo Stagg’s Uni versity of Chicagoteam in 1928, and three Ripon track menparticipated in the 1924 Olympic trials).Dr. Evans’ two tenures were sep aratedby the presidency of Dr. Henry Coe Culbertson,formerly president of EmporiaCollege in Kansas. Culbertson, a brilliantpub lic speaker and student of law and divinity,was hampered by illness during hisfour-year term. Dr. Clark Kuebler, whosucceeded Evans after his second term,served from 1944-55 and strengthenedthe College’s national reputation by conductinglecture tours across the countryand by establishing a Ripon chapter ofPhi Beta Kappa, the most presti gious ofall academic honor soci eties.Dr. Frederick O. Pinkham, a graduateof Kalamazoo College and StanfordUniversity, presided over the expansionof Ripon’s physi cal plant during histenure from 1955-66. He also was instrumentalin es tablishing the AssociatedCol leges of the Midwest (a consortiumof 14 outstanding liberal arts col leges inWisconsin, Minnesota, Illi nois, Iowa, andColorado) of which Ripon is a member.From 1966-85, Ripon’s president wasDr. Bernard S. Adams, a grad uate ofPrinceton, Yale, and the University ofPittsburgh. Under his leadership, Riponexpanded and re vised its curriculum, addingnu mer ous individual courses, severaloverseas programs, and a depart ment ofanthropology and sociol ogy. Also duringthese years, the educa tional program becamemore flexible and the student bodymore diverse in terms of socioeconomicbackground. The physical plant was alsoenhanced through several large constructionprojects.From 1985 to 1995, Ripon’s 10th president,William R. Stott, Jr., a graduateof Georgetown and Columbia Universities,provided leadership for the College.Through means of two successfulcampaigns, President Stott oversaw therehabilitation of many residence halls,integrated student services into its ownnewly renovated facility, and reestablishedthe classics and reli gion as features ofRipon’s traditional liberal arts education.The endowment more than doubled duringhis tenure, from not quite $10 millionin 1985 to $21.7 million in 1995. Underhis leadership, a fine arts wing was addedto Rodman Center for the Arts and therehabilitation of Farr Hall of Science wasbegun.Paul Byers Ranslow, former executivevice president at Pitzer College inClaremont, California, served as Ripon’s11th president from 1995 to 2002. Bringingmore than 22 years of higher educationadminis trative experience and anEd.D. de gree from Harvard University,he directed an updated comprehensiveplanning process. During his tenure,Farr Hall of Science and Smith Hall wererenovated, new athletic fields were constructed,and significant improvements intechnology and computing resources were

The College 5made. In 2001 enrollment surpassed 900students for the first time in more than20 years.David K. Williams, Ripon’s vice presidentfor development from 1990-2002,served as interim president in 2002-03.Holding a B.A. from Beloit College anda M.A. in German from the University ofWisconsin-Madison, he was guided by aclear understanding of the mission andvision of Ripon as a liberal arts college.President Williams made it his goal to ensurea smooth transition, and he achievedthat goal by providing a firm hand andsteady leadership.The Rev. Dr. David C. Joyce, thenpresident of Union College in Kentucky,was named Ripon’s 12th president takingoffice in July of 2003. Dr. Joyce servedfor seven years as president of UnionCollege, an 850-student regional liberalarts college affiliated with the UnitedMethodist Church. Then Dr. Joyce, 50,brought decades of higher educationexperience to the Ripon presidency. Hehad been vice president for advancementat Otterbein College in Ohio and held asimilar position at Pfeiffer University, hisalma mater, where he also served as campusminister for four years in the early1980s. In his career, he had also beenassistant dean for development at TheDivinity School at Vanderbilt Universityin Tennessee, campaign director for theWestern North Carolina Conference ofthe United Methodist Church and assistantdean of students at Elon Universityin North Carolina.Dr. Joyce holds a bachelor’s degreein psychology from Pfieffer University,a master of divinity degree from YaleUniversity, a master’s degree in psychologyfrom North Carolina State University,and a doctorate in human resourcedevelopment from Vanderbilt.Since taking office, President Joycehas overseen significant campus improvements.The former Hughes House hasbeen completely renovated and nowhouses the Evans Welcome Center atHughes House. Great Hall has beenrestored to its original size and it, alongwith part of the first floor of HarwoodMemorial Union, the lower level ofPickard Commons, and classrooms inTodd Wehr Hall have been thoroughlyrenovated. The campus bookstore hasbeen moved into a newly designed spacein Pickard Commons, and a StarbucksCoffee outlet has been added in the lowerlobby of the Commons as well. The Terrace,a restaurant/coffeehouse, at BovayHall has been completed, an all-campusexercise facility has been built there aswell, and new apartment-style residenceshave been built. Portions of Elm andSeward Streets that bisected the campushave been closed and converted to awalkway and green space. Finally, the Collegehas acquired three other buildings indowntown Ripon forging a tighter linkwith the Ripon community.Such is the history of the Col lege andthe city of Ripon. Today, the communityis home for more than 7,000 citizens,several industries, and a modest businesscommunity. The College enrolls about1,000 stu dents each year, and its buildingsenhance a rolling, tree-cov ered campusof 250 acres. The sur rounding centralWis consin area is farmland and resortcountry domi nated by nearby GreenLake. Many of the signs of Ripon’s earlyhistory, however, are still prominent, andsome are still in use. A few of the signaloaks which guided pioneers through thearea a century ago can still be identifiedalong the roads leading into town. TheLong House of the Ceresco Phalanx stillstands, so does the Lit tle White Schoolhouse— now a national landmark — inwhich the Republican Party was foundedin 1854. The College’s three originalbrownstone buildings are still in use aswell, flanked by the architec ture of recentyears.

6 The CollegeCampus Buildings and FacilitiesAnderson Hall. One of the Quads, AndersonHall is a residence hall for upperclassmen and women. From 1958-2004it was called Smith Hall. This facility wasrenovated in 2001.Ashley Courts. Dedicated in September1996, Ashley Courts commemoratethe long and out standing service ofRobert P. Ash ley, Professor of English(1955-82), Dean of the College (1955-74),and men’s varsity tennis coach (1955-64).Bartlett Hall. Built in 1888, Bartletthad mostly served as a resi dence hallthroughout its history. During 1987-88the building was completely renovatedand is now part of the College Unionand houses student services and studentorganization offices. It is named for SumnerBartlett, husband of the principaldonor, Mrs. Lucy Bartlett of Oshkosh.Bovay Hall. One of the Quads, Bovaywas opened in 1965 and is a residencehall for upperclass men and women. Itis named for Alvan Bovay, one of thefounders of the College. The facility wasrenovated between 2003 and 2006.Brockway Hall. One of the Quads,Brockway was opened in 1958 and is aresidence hall for up perclass men. It isnamed for William S. Brockway, whoin 1851 pledged to buy the largest shareof stock in the College, and for whomthe College itself was named until 1864.Brockway was renovated in 2006.Campus Apartments/430 WoodsideAvenue. Built in 2006-07, this apartment-styleresidence hall offers upperclasshousing.Carnegie Library. Built in 1905, thisbuilding was made available to the Collegein 2006. Located in this buildingare the offices of the President, Dean ofFaculty, and the Creative Enterprise Center.This facility was partially renovated in2006.Ceresco Prairie Conservancy. TheConservancy is being restored to a naturalprairie ecosystem as part of a 20-yearcooperative cost-share agreement andrelated man agement plan with the WisconsinDepartment of Natural Resources.A 3.5 mile sys tem of public, recreationaltrails traverses the conservancy, whichalso includes the Patricia Under koflerKegel 1956 Environmental Classroomand the Stott Wetlands Trail.Collaborative Learning Center. In1999, a college-owned house was convertedfrom faculty housing into theCommunicating Plus Center. In 2006,the building was renamed the CollaborativeLearning Center. This center is stillthe home of the Communicating PlusCurricular Program. See page 24 of thisCatalog for more information on CommunicatingPlus.East Hall. The original campus building,East Hall was begun in 1851 butnot completed until 1863. It was alsothoroughly renovated in 1882 and in1980. For several years it was the onlybuilding on campus and has housed virtuallyevery aca demic and administrativefunction at one time or another. It nowhouses faculty offices, classrooms, andthe Kresge Little Theatre. In 1972 theState Historical Society placed an officialWisconsin Histor ical Soci ety Marker nearthe en trance to East in recognition of theCollege’s three original structures (East,Smith, and West halls). A plaque in thetheatre also com memorates the first debatespon sored by the National ForensicsLeague, which was held therein.Evans Hall. One of the Tri-Dorms,Evans was built in 1939 and is a residencehall for women. It is named for SilasEvans, president of the College from1911-17 and from 1921-43.Evans Welcome Center. Built duringWilliam E. Merriman’s presidency in1863, it changed hands when Merrimanleft in 1876. It was later acquired

The College 7by Ripon President Richard C. Hughesand served as the home of the presidentof the College from 1901-66. Renovatedin 2005, this building is now used as anadmissions welcome center.Farr Hall of Science. Built in 1961,Farr contains faculty offices, laboratories,a science library, an auditorium, andclassrooms. Renovation of Farr Hall, anda new addition were dedicated in the fallof 1997. It is named for Albert G. Farr,Ripon College trustee from 1897-1913.Francis Field. Dedicated in June 1995,by Ripon trustee Patricia Parker Francisand her husband Robert, Francis Fieldserves as the home of Ripon’s men’sintercolle giate baseball team.Harwood Memorial Union. Completedin 1944, Harwood for merlyhoused the dining hall and administrativeoffices in addition to many of its currentfunctions. Renovated in 2007, the Unionnow contains a lecture hall, the Pub,game rooms, lounges, the mail center, theradio station, the Office of CommunityEngagement, The Ethical LeadershipProgram offices, and student organizationoffices. It is named for Frank J. Harwood,member of the board of trustees from1916-40.Ingalls Field. Purchased in 1888 andsold in 1939, Ingalls still serves as theCollege’s field for football and track. It isnamed for John G. Ingalls, a member ofthe Class of 1876, who was instrumentalin ac quiring the property for the Col lege,and it is now owned by the Ripon PublicSchool District. Exten sive renovationof the track and field was completed in1986. Renovation of the facilities wascompleted in 2004, with field turf beinginstalled in 2008.Johnson Hall. Built in 1962 andexpanded in 1966, Johnson is a resi dencehall for upperclass women. It is namedfor H. F. Johnson and his wife, Irene.Mrs. Johnson was a trustee of the Collegefrom 1953-72.Patricia Kegel Environmental Classroom.Developed in 1996 as an integralpart of the West Cam pus Natural HabitatPreserve, this classroom provides spacefor envi ronmental study in the midst of arestored nature area. It is named for PatriciaUnderkofler Cochrane Kegel 1956, inhonor of her lifelong dedication to Riponand her love of nature.Kemper Hall. Built in 1966, Kemperserved as the College clinic until 1988.It now houses the College ComputerCenter. It is named for James S. Kemper,Chicago insurance executive and longtimemember of the board of trustees.Lane Library/Wehr Learning ResourcesCenter. Lane was built in 1930and named for the principal donor,Rollin B. Lane, member of the Class of1872. Wehr Learning Resources Centerwas added in 1974 and named for Milwaukeein dustrialist Todd C. FrederickWehr. Together, they house the College’sbook, periodical, and microfilm collections;reading and conference rooms; thearchives; and processing areas.Larson Courts. Serving as the College’soutdoor intercollegiate tennis courts,Larson Courts were dedicated in October1995, in honor of Charles L. Larson 1965Professor of Physical Education from1966-2005, and men’s and women’s varsitytennis coach. Coach Larson has beenRipon’s most successful tennis coach.Mapes Hall. One of the Quads, Mapeswas opened in 1961 and renovated in2003. This residence hall for upperclassmen and women is named for theCollege’s principal founder, David P.Mapes.Merriman House. Built around 1940this building is named after the firstPresident of the College, William E. Merriman.One Merriman Lane. Built in 1966,One Merriman Lane serves as the homeof the president of the College.

8 The CollegeS. N. Pickard Commons. Built in1962, Pickard Commons is the campusdining hall. It is named for Samuel N.Pickard, chairman of the Ripon CollegeBoard of Trustees for many years.Extensive renovations were completed in1997-98 with the assistance of MarriottEducational Services. In 2005, the Bookstorewas relocated to a renovated area inthis building, and a Starbucks Coffeeshopwas located in the lobby. A partial renovationwas completed in 2008.Physical Plant Building. Built in2007, this building houses the staff of themaintenance, grounds, and housekeepingdepartments. The vehicle fleet is alsomanaged out of this building.Prairie Fields. Constructed in 1992and further improved in 1996, this complexof fields contains a regulation soccerfield, the football practice field and TracyField, the women’s varsity softball field.The Quads. Mapes, Brockway, Anderson,and Bovay Halls; residence halls forupperclass students.C. J. Rodman Center for the Arts.Opened in 1972, Rodman housesBenstead Theatre, Demmer Recital Hall,a music library and resource center, amultimedia cen ter, practice and listeningrooms, a recording booth, art studios,re hearsal and dressing rooms, facultyoffices, and classrooms. It is named forOhio industrialist Clarence J. Rodman1913. The 10,000 square-foot Thomas E.Caestecker Wing for the Fine Arts wasadded in 1992. It in cludes art studios,faculty offices, an art gallery, and anoutdoor sculpture garden. It is named forThomas E. Caestecker, a member of theRipon College Board of Trustees from1988-2002.Howard Sadoff Field. Dedicated in1961, the field has been the home ofmany Ripon College champi onshipbaseball teams. It has been used for varsitysoccer games, and is now the site ofintramural contests.Marshall Scott Hall. Built in 1951 andexpanded in 1966, Scott is a residencehall for men and women. Scott Hallunderwent a complete renovation duringthe 1993-94 fall and spring semesters. Aspart of the construction process, a newwing containing 22 residence hall roomswas added. Enlarged rooms, suites, andincreased recre ational space were providedby the renovation and expansion. Itis named for Marshall Scott, a trustee ofthe College from 1932-1936.Shaler Hall. One of the Tri-Dorms,Shaler was built in 1939 and is a residencehall for fresh man women. It isnamed for C. A. Shaler, businessman andsculptor.Elisha D. Smith Hall. Completed in1857, the Elisha D. Smith Hall was destroyedby fire and rebuilt in 1931; from1903-1971 it was known as Smith Halland from 1971-2004 as Middle Hall. TheElisha D. Smith Hall was the College’sfirst resi dence hall, and it has also housedclass rooms, laboratories, and art studios.It is now used for administra tive of fices,faculty offices, classrooms, and the printshop. An offi cial Wisconsin HistoricalMarker near the en trance to East Hall recognizesthe Elisha D. Smith Hall as oneof the College’s three original structures.J. M. Storzer Physical Educa tionCenter. Opened in 1967, Storzer housestwo full-sized gym nasiums (Aylward Halland Wyman Gymnasium); indoor tenniscourts; handball and racquetball courts;practice areas for baseball, golf, andarchery; a weight room; an aerobics room;a dance studio; competition-sized swimmingpool; and several locker rooms. It isnamed for John Storzer, longtime Riponteacher, coach, and athletic director.Stott Trails. The wetland and woodlandtrails in the West Cam pus NaturalHabitat area were de veloped in thesummer of 1996 in honor of Bill andPeggy Stott. William R. Stott, Jr. served as

The College 9Ripon’s 10th president from 1985-1995.Bill and Peggy Stott are avid friends ofnature and wildlife.Tri-Dorms. Evans, Shaler, and WrightHalls; residence halls for first-year womenbuilt in 1939. These halls were completelyreno vated in 1986-87.Todd Wehr Hall. Built in 1969, Wehris the main classroom build ing on campus.It houses class rooms, faculty offices,seminar rooms, psy chology laboratories,several com puter laboratories, and alecture hall. First-floor expansion andrenovations in 2007 provided additionaland updated classrooms. It is named forMil waukee in dustrialist Todd C. FrederickWehr.West Hall. Completed in 1867, Westhas served as the library, res idence hall,dining hall, and gen eral meeting place atone time or another. It now houses facultyoffices, classrooms, seminar rooms,a faculty lounge and kitchen, ROTCheadquarters, and the Ripon CollegeMuseum. An official Wisconsin HistoricalMarker near the entrance to East Hallrecognizes West as one of the College’sthree original structures.Wright Hall. One of the Tri-Dorms,Wright was built in 1939 and is a residencehall for women. It is named forJohn W. Wright, a trustee of the Collegefrom 1910-1937.Special FacilitiesInformation Technology ServicesRipon College Information TechnologyServices (ITS) provides extensive facilitiesto support the technological needs ofstudents, faculty, and staff. Most notableare a very large file server, a MicrosoftExchange Messaging server, and a Webserver. Students can utilize these serversfrom locations throughout the campusincluding their residence hall rooms.Students are given 100 MB disk capacityon the file server, sufficient to storePowerPoint presentations and other largefiles. ITS also operates a new hardware/software “Campus System” to support theadministrative functions of the College.A fast-Ethernet (100 Mbps) networkconnects all academic buildings, administrativebuildings, and student residencehall rooms. This network is directlyconnected to the Internet via 10 Mbps.Ripon College is a charter member ofWiscNet, the non-profit associationcreated to provide Internet access to nonprofitinstitutions and organizations inWisconsin.Open-use computer resource centersare located across the campus. Videoprojection facilities are provided via fixedunits in several classrooms and via severalportable units, which can be scheduledfor instructional use by faculty. Scannersare provided at several campus locations.ITS supports various software suitesfor classroom instruction, open use labs,and for students’ academic interests.ITS staff and student assistants providetechnical support for students, faculty,and staff and management of the centraland open-use facilities.Library ResourcesLane Library was built in 1930 and expandedin 1974 with the addition of theWehr Learning Resources Center. Lanecurrently contains more than 300,000items, including books, governmentpublications, videos, microforms, and periodicals.A federal depository since 1982,the Library receives approximately 15percent of the materials published by theGovernment Printing Office, includingmany on-line titles. Lane Library becamea depository for Wisconsin documentsin 2002 and now receives around 1500state publications per year. In additionto print resources, the Library houses acomputer lab with a total of 21 worksta-

10 The Collegetions. The main floor of the library offerswireless internet access and an InformationCommons with additional workstations.Lane Library is a suitable locationfor many classes and group meetings, aswell as a great place for students to studyand socialize. The Library is open morethan 100 hours per week and librariansare available for personalized researchassistance 8:00 a.m. through 5:00 p.m.Monday through Friday.ROSLIN (Ripon’s Online System forLibrary Information) provides accessto the library’s collection and Internetaccess to other library catalogs - worldwide.The library also subscribes to manyonline databases, several of which providefull-text access to academic journals andmajor newspapers.Active membership in WiLS (WisconsinInterlibrary Services) and the FoxValley Library Council allow the RiponCollege community interlibrary andreciprocal on-site borrowing privileges at anumber of other area institutions.In addition to Lane Library, RiponCollege has two other resource centers oncampus. The Rodman Center containsmusic and art slide collections. A curriculumresource center with K-12 textbooks,periodicals, teaching materials and multiculturalcurriculum resources is availablein Todd Wehr Hall.Accreditation and AffiliationRipon College is accredited by theNorth Central Association of Collegesand Schools. Associations, agencies, orgovernmental bodies which accredit,approve, or license the institution and itsprograms should contact the office of thedean of faculty for review of relevant documentation.Its program in education isaccredited by the Wisconsin Departmentof Public Instruction. Ripon’s chapter inthe national scholastic honor soci ety PhiBeta Kappa was chartered in 1952.Ripon’s historical ties to the CongregationalChurch are repre sentedtoday in its affiliation with the suc cessorecclesiastical body, the United Church ofChrist. The College Church relationshipis more to the total Judeo-Christian traditionthan to a particular de nomination.Ripon’s membership on the Council ofHigher Education of the United Churchof Christ pro vides for coop erative andmutually non-subordi nate relationshipsthat enhance the programs of Collegeand Church alike. Other colleges in Wisconsinrelated to the United Church ofChrist are Beloit, Lake land, and Northland.Ripon College has established a formalexchange relationship with Fisk University,an Historically Black College locatedin Nashville, Tennessee. This agreementpro vides for exchanges of students,faculty, staff and administrators, as well ascultural, artistic, and ath letic pro grams.As a member of the Associated Collegesof the Midwest, Ripon of fers itsstudents opportunities for off-campusstudy and research at centers in theUnited States and abroad. The association,formed during the academic year1958-59, now includes Beloit, Lawrence,and Ripon in Wisconsin; Carleton,Macalester, and St. Olaf in Min nesota;Coe, Cornell, Grinnell and Luther inIowa; Knox, Lake Forest, and Monmouthin Illinois; and The Colorado College inColorado.Other important affiliations are withthe Council of Independant Colleges,American Association of Colleges forTeacher Education, the Associationof American Col leges, the AmericanCouncil on Education, the Council forthe Ad vancement and Support of Education,the College Entrance Exami nationBoard, and the Wisconsin Association ofIndependent Col leges and Univer sities.These are national and state membershipor ganizations that serve to sustain and

The College 11advance higher educa tion ei ther nationallyor regionally.GovernanceRipon College is incorporated in thestate of Wisconsin as an inde pendent,privately endowed college governed by aself-perpetuating board of trustees. Thefaculty is governed through an electedcommittee system and in monthly meetingsof the entire body. Ripon studentsparticipate in college governance by theirrepresentation on major com mittees,at faculty meetings, and on committeesof the board of trustees. A graduatingsenior is elected an nually by the studentbody to serve one year as a SpecialGraduate Trustee. The student senate isthe formal channel for general expressionof student attitudes and inter ests.Free interchange of ideas is fa cilitatedby Ripon’s small size and the accessibilityof faculty and ad ministration.The Ripon College EthicalLeadership ProgramThe Ripon College Ethical LeadershipProgram is an interdisciplinary andcross-campus program aimed at providingall students with the opportunityto examine ethical dilemmas, exploresolutions, and gain the knowledge andcourage to make decisions that reflectpersonal and professional values. Theprogram emphasizes empoweringstudents, faculty, staff and the communityto live with a purpose, trustingthemselves and respecting others whenfaced with difficult decisions while beingself-aware, engaging in holistic academiclearning and collaboration around ethicalquestions, demonstrating integrity atall times even during difficulty situations,asking compelling questions withtime for reflection, and serving thecommunity and the common good. TheELP Program includes the CertificationProgram, the Leadership Retreat, ELPsponsoredGolden Hours, Hot Topics inEthics, Case Studies Seminars, “EverydayEthics”: a biennial newsletter focusing onemerging ethical issues, Student SummerInternships, Faculty Grants, Ethics Bowlcompetitions, The Fisk University-RiponCollege Annual Exchange, and an annualsemester with an Ethical Leadership themeof national and international concern. Inaddition, a number of courses in the curriculuminclude components devoted toissues related to ethical leadership.The Ripon College Ethical LeadershipCertification ProgramThe Ethical Leadership CertificationProgram is intended to be a program thatcomplements the student’s learning atRipon College while accomplishing threedistinct concepts: a greater awareness ofwhat ethical leadership involves; possessionof a way of resolving ethical issuesthat seems to make sense to the individual;and increased confidence in the student’sability to be an ethical leader. In return,the Ethical Leadership Program promisesto deliver these concepts through academicand experiential ways that engage and challengethe student to think about ethicalissues in a new way. Students completingthe program requirements will be certifiedto the Dean of Faculty by the Director ofthe Ethical Leadership Program. This certificationwill be recognized by a certificateissued by Ripon College upon graduation.The Ethical Leadership Program intendsto be the catalyst toward the student’s individualdevelopment in ethical leadershipthat allows them to contribute to improvingthe ethical character of leadership inour society.The Program consists of three distinctcertification options. Students acceptedinto the Program may choose an EthicalLeadership Broad Based Certificate,usually completed in two years; an EthicalLeadership Broad Based Certificate with

12 The Collegea Specialization in their field of interest,usually completed in three years; and anEthical Leadership Program Certificatewith Specialization in their field of interestwith Special Recognition for FourYears of Excellence, completed in fouryears.Program requirements include anacademic component with the studentchoosing from approved ethics courses,participation in EL{ project teams focusingon ethics case studies, ethical decisionmaking facilitation and programming;group meetings and discussions, mentoring,service learning, a specializationproject and completion of a portfolio.For more information contact Ms.Lindsay Blumer, Executive Director ofThe Ripon College Ethical LeadershipProgram.

Ripon College enrolls students whowill contribute to and benefit from theacademic and residential programs weprovide. Ripon does not discriminate onthe basis of gender, sexual orientation,race, color, age, religion, national and ethnicorigin, or disability in the administrationof its educational policies, admissionpractices, scholarship and loan programs,athletic and other college-administeredprograms.The faculty committee on academicstandards establishes the criteria foradmission. Among the factors consideredare the student’s secondary schoolrecord, scores on standardized tests (SATor ACT), a personal statement, recommendationsfrom the applicant’s school,and extracurricular or community serviceactivities. The Ripon College admissionprocess reflects the personal attentionstudents can expect to receive duringtheir college experience, and applicantsare encouraged to provide any additionalinformation that they consider helpful.Minimum AdmissionRequirementsThe minimum requirements for admissionare: graduation from an accreditedsecondary school (or GED equivalent), acompleted application form, secondaryschool transcript, results of standardizedtests (SAT or ACT), an essay or personalstatement, and a $30 application fee.An applicant’s secondary school courseof study should be a well-rounded collegepreparatory program of at least 17 unitsincluding the following: English (4), math(3-4, including algebra, geometry andadvanced algebra), social studies (3-4),natural sciences (3-4), and additionalunits of study selected from foreign languages,the fine arts, or other programs ofAdmissionAdmission 13college preparation to bring the total to atleast 17.Preference is given to students whohave more than the minimum number ofunits.Application ProcessStudents applying for fall term considerationare strongly encouraged to applyas early as possible. Notification of fallterm admission will occur within twoweeks of the completion of the student’sapplication for admission, beginning September15. Students applying for springterm consideration should submit applicationsby December 15, and notificationwill occur shortly after the applicationbecomes complete.Ripon College application forms areavailable from the Office of Admission.Ripon, along with a select group of collegesin the United States, participatesin the Common Application. We arepleased to accept the on-line version or aphotocopy of the Common Applicationform in place of our own applicationform. Students using the Common Applicationare given equal considerationin Ripon’s admission review process asstudents using the Ripon applicationform. Common Applications are availablein many secondary school guidanceoffices or on-line at www.commonapp.org. This program and Ripon College’sown application can be accessed from ourwebsite at: www.ripon.eduEarly AdmissionToday, many high school students haveopportunities to accelerate their educationalprograms and many are enteringcollege after three years in secondaryschool.

14 AdmissionSuperior students who wish to enterRipon at the completion of three yearsof secondary school should write tothe dean of admission during the firstsemester of their junior year. They shouldpresent a minimum of 13 units of workconsisting of English (3), foreign language(2), science (2), social studies (2), algebra(1), geometry (1), and one other academicsubject (1).Transfer AdmissionRipon welcomes transfer studentsfrom both two- and four-year colleges anduniversities. Transfer applications arereviewed on a rolling admission basis.Students are encouraged to submit allrequired information to Ripon well in advanceof the beginning of each semester.It is to the candidates’ advantage to applyearly. An applicant should present anapplication form, transfer reference form,transcripts from their secondary schooland college, SAT or ACT results, anda $30 application fee. Students shouldhave a minimum cumulative grade pointaverage of 2.00 on a 4.00 scale and be ingood standing at their previous collegeor university. Applications from studentswho have been dismissed by another institutionwill not be considered until onesemester has passed since that dismissal.Transfer students must take a minimumof 32 credits of academic work atRipon, including at least half the creditsrequired for any major or minor, andmust meet all the requirements for a RiponCollege degree including the seniorresidence requirement. Credit for liberalarts and sciences work at accreditedinstitutions will be awarded for courses inwhich C- or better was earned. Grades forsuch courses are not included in computinga student’s average at Ripon. Somecredit granted by another accreditedinstitution for College Level ExaminationProgram (CLEP) examinations will beaccepted by Ripon College if 1) the creditwas earned before the student enteredRipon, and 2) the student also earned,in courses, transferable credit at thatinstitution. The number of CLEP creditsaccepted when a student transfers fromanother institution shall not exceed thenumber of credits earned in courses andaccepted by Ripon.Enrollment DepositTo confirm enrollment at Ripon, acceptedcandidates are required to submita $200 en rollment deposit, $100 is appliedto first semester expenses, and $100is the room deposit.We recommend that all accepted fallterm admission candidates who are notifiedof admission before April 20 submitthe enrollment deposit by the candidates’reply date of May 1. Fall term regular admissioncandidates who are accepted afterApril 20 should submit the enrollmentdeposit within 10 days of notification ofacceptance. The enrollment deposit forfall term is refundable until May 1st. Acceptedspring term regular admission candidateswill be notified of their depositdeadline in their letters of admission.Accepted transfer admission candidateswill also be notified of their deposit deadlinein their letters of admission.Deferred AdmissionStudents wishing to delay collegeentrance for a year or two after secondaryschool graduation should followthe normal application proceduresduring their senior year. In addition tothe required application information,students should submit a written deferralrequest explaining what they plan to doand why they plan to defer admission.All deferral requests are reviewed on anindividual basis and experiences such aswork, travel abroad, or independent studyare normally approved. Students are requiredto submit a $200 non-refundable

Admission 15enrollment deposit after a deferment hasbeen approved to reserve a place in theappropriate entering class.Advanced PlacementFirst-year students who have completedone or more College Examination BoardAdvanced Placement (AP) Examinationsand scored a four or above will receivecredit. Application for such credit mustbe made before registration. Placement incourse sequences and the applicability ofadvanced placement credit to distributionrequirements, or toward the major, aresubject to the approval of the appropriateRipon College academic department.Credit and placement are also givento entering students who have passedthe International Baccalaureate-NorthAmerica courses, high level, with a gradeof five or better. The amount of creditand placement are subject to approval bythe appropriate Ripon College academicdepartment.

16 Financial AidFinancial Aid and ScholarshipsRipon College administers a comprehensivearray of merit and need based financialaid programs that are designed toprovide qualified students with the opportunityto attend the College regardless oftheir family financial situation. Financialneed is not a factor in the Ripon Collegeadmission decision process.Ripon College scholarships recognizeand encourage academic potential andaccomplishment as well as special talentsand participation. These awards forexcellence are given to deserving studentsregardless of financial need. Scholarshipsare available in the following areas:Academic ScholarshipsAcademic scholarships supersede allother Ripon College scholarships. Astudent may receive one of the followingtuition scholarships:Pickard Scholarship - $15,000 per year orfull tuition. Candidates are invited tocampus for a competitive interviewprocess. Candidates typically areranked in the top 5% of their highschool class and have an ACT ≥ 30 orSAT ≥ 1340. (Interview required.)Knop Science Scholars Program - Fulltuition. Awarded to a student whodemonstrates a commitment to studyingthe natural sciences or mathematics.Candidates are typically enrolledin or have completed both four yearsof mathematics and four years ofnatural science, rank among the top5% of his or her school class, or havea cumulative GPA of 3.8 or better.(Interview and essay required).Gleason Presidential Scholarship -$52,000 ($13,000 per year). Theaverage GPA for recipients is 3.8on a 4.0 scale with an average ACTcomposite of 30/1340 SAT (CR+M).(Interview required.)Faculty Scholarship - $44,000 ($11,000per year). The average GPA forrecipients is 3.75 on a 4.0 scalewith an average ACT composite of29/1300 SAT (CR+M).Dean’s Scholarship - $36,000 ($9,000per year). The average GPA for recipientsis 3.5 on a 4.0 scale with anaverage ACT composite of 27/1220SAT (CR+M).Founder’s Scholarship - $32,000 ($8,000per year). The average GPA forrecipients is 3.36 on a 4.0 scalewith an average ACT composite of25/1140 SAT (CR+M).Honor Scholarship - $24,000 ($6,000per year). The average GPA forrecipients is 3.35 on a 4.0 scalewith an average ACT composite of24/1110 SAT (CR+M).Recognition Tuition AwardsAlumni Award - $8,000 ($2,000 peryear). Awarded to students who havedemonstrated strong leadershipskills in school and the community.(A Ripon College Alumna/us mustcomplete a separate nominationform.)Boy/Girl State Scholarship - up to$16,000 ($4,000 per year). Awardedto students who have participated ina Boy/Girl State Program.

Financial Aid 17Diversity Scholarship - up to $20,000($5,000 per year). Awarded to highachievingstudents each year whowill contribute to the cultural, ethnic,geographical and socioeconomicdiversity of Ripon’s student body.(Separate application form required.)Service Award - $20,000 ($5,000 peryear). Recognizes a student’s commitmentto studies, service to theirschool and community, and demonstratedleadership skills.Legacy Award - $8,000 ($2,000 per year).Awarded to siblings, children orgrandchildren of Ripon alum nae/alumni.Ripon College National Latin ExamScholarship - up to $8,000 ($2,000per year). Created to recognizeachievement in pre-collegiate Latin.Any admitted student who hasearned at least a Magna designationon the Level II or higher NationalLatin Exam will qualify for thisrenewable scholarship. Renewalrequirements include taking oneLatin, Greek, or Classics course thefirst year and maintaining satisfactoryprogress towards a degree in anymajor.Valedictorian Scholarship - $24,000($6,000 per year). Awarded tostudents who are ranked #1 in theirhigh school class.Performance TuitionScholarshipsThe audition and/or interview requirementsfor the performance tuition scholarshipsmust be completed by February15.Art Scholarship - up to $20,000 ($5,000per year) maximum award. Awardedto students who demonstrate abilityand/or potential in art. (Portfoliorequired.)Music Scholarship - up to $20,000($5,000 per year) maximum award.Awarded to students demonstratingtalent or potential in instrumentaland/or vocal abilities. Contingentupon continued participation in oneof Ripon’s music programs. (Auditionrequired.)Theatre Scholarship - up to $20,000($5,000 per year) maximum award.Awarded to students who demonstrateability and/or potential indrama. Contingent upon continuedparticipation in Ripon’s Theatreprogram. (Interview required.)Forensics Scholarship - up to $20,000($5,000 per year). Awarded tostudents who have been active inforensics and have distinguishedthemselves at the regional, state, ornational level. Contingent uponcontinued participation in Ripon’sforensics program. (Interviewrequired.)Perfornamce/Recognition and AcademicScholarships can be combinedto a maximum of $12,000 per year. Allscholarships are renewable on an annualbisis based on satisfactory academicprogress. Pickard Scholars must maintaina minimum grade point average (GPA)of 3.0. Knop Science Scholars mustmaintain a minimum brade point average(GPA) of 3.0 the first year, and a 3.25 atthe end of each following year, and makesatisfactory progress toward a major innatural science or mathematics. All otheracademic scholarships are renewed basedupon continued satisfactory progresstowards a degree. Art, Music, Theatre andForensics Scholarships are renewed basedupon continued satisfactory participationin these activities. The total of yourscholarships may not exceed the cost oftuition.

18 Financial AidRipon College reserves the right toexpand, discontinue, or adjust the selectioncriteria, eligibility requirements,and award amounts for these and otherscholarships in the future.ROTCRipon has a long tradition of ArmyROTC on campus. Special incentiveprograms enable Army ROTC scholarshiprecipients to attend Ripon andreceive additional scholarship assistance.Contact the Office of Admission fordetails. ROTC candidates must submit aFree Application for Federal Student Aid(FAFSA).Need-Based Financial AidFinancial need is the difference betweenthe annual Cost of Attendance atRipon and the amount a student, and hisor her family, are able to contribute towardthose costs. That ability is reflectedin the Expected Family Contribution(EFC) which is determined annuallybased on the information entered on theFree Application for Federal Student Aid(FAFSA). Students may file their FAFSAonline at www.fafsa.ed.gov. Continuingstudents will receive a Renewal FAFSAnotice directly from the Department ofEducation on an annual basis.New students must be admitted to RiponCollege before a financial aid awardcan be made. All students are encouragedto apply/reapply for financial aid eachyear as soon as possible after January 1.Late applications will be considered foravailable funding.Financial aid is renewed annually basedupon the Renewal FAFSA results andsatisfactory academic progress. Awardamounts may be adjusted to reflectchanges in demonstrated financial need,changes in student enrollment or housingplans, student’s year in school, and availablefunding.Student financial aid awards mayconsist of a combination of federal andstate-funded grant programs, Ripon Collegegrant and scholarship awards, othernon-institutional scholarships, on-campusstudent employment, and educationalloans. The amount of each award isdetermined by the Office of FinancialAid in accordance with federal, state andprogram regulations, and the availabilityof funds.A student must be enrolled in theregular program of the College and beregistered for a minimum of 12 semesterhours of credit (full-time) in order toqualify for receipt of aid funded by theCollege, and must be registered for atleast 6 semester hours of credit (halftime)to receive federal and state aid. Studentsmust consult the Office of Financial Aidif they are planning to carry fewer than 12credits because an adjustment may haveto be made in the aid award.One semester of Ripon Collegefinancial aid may be applied to affiliatedoff-campus study programs. Only federaland state financial aid is available fornon-affiliated off-campus study programs.For additional information aboutfinancial aid and scholarships, pleaseconsult the Ripon College financial aidaward guide, the admission application,or simply contact the admission or financialaid offices for assistance.

Graduation RequirementsGraduation requirements are 1)completion of the Explore-Select-Connectrequirements, 2) completion of a major,3) the accumulation of 124 credits, and 4)a cumulative grade point average of 2.00or better.First YearIn the first year each student isrequired to take a First-Year StudiesCourse, the First-Year Writing Course,and one Exercise Science activity course,as well as fulfill the first-year explorationsrequirement. In the event that schedulinglogistics prevent a student from fulfillingthese requirements in the first year, thestudent may, with the approval of theacademic advisor, postpone completionuntil the following year. In the case ofperformance music courses, for example,this may be the natural plan for completion.First-Year SeminarAny First Year Studies course may beused to satisfy the first-year explorationsrequirement, and if the course is offeredin a department or program that is notin a division, then it may be used towardcompletion of the breadth requirement.First-Year Writing CourseThe First-Year Writing Course is English110.Emphasis in English 110 is on reading,analyzing, and writing about texts.Close textual analysis is integrated withthe study of the writing process. Frequentwriting is required.Students will be introduced to andpractice the following:• Practice in writing as a process;• Developing basic skills of textualanalysis and evaluation;Academic PoliciesAcademic Policies 19• Formulating and supporting theirown interpretations.First-Year Explorations RequirementTo complete the first-year explorationsrequirement normally a student musttake at least three credits in the first yearin each of the four divisions (see belowfor the definition of divisions). Departmentswill designate courses that cannotbe used to satisfy this requirement.However, a student who participates ina performance group in music may completethe requirement in the second year.The same will apply to similar situationswhere an entry level course does not carrythree credits and the natural successorcourse cannot be taken in the same year.Any course used to complete the explorationsrequirement cannot also be usedto satisfy the breadth requirement or theglobal and cultural studies requirement.First-Year Explorations Learning GoalsBehavioral and Social SciencesThe social and behavioral sciencesstudy human beings in communities andas individuals through careful observationof behaviors, analysis and evaluationof data, and the drawing of reasonedconclusions. Therefore, the introductorycourses in the social and behavioral scienceshave the following learning goals:1. To explain fundamental concepts,theories, and vocabulary of onesocial or behavioral science;2. To develop proficiency in comprehending,analyzing, and applyingtexts and data to construct argumentson topics in a social or behavioralscience discipline;3. To explain how social scientists developconceptual categories throughthe application of evidence-basedinquiry;

20 Academic PoliciesThe Explore - Select - Connect CurriculumExploreFirst-Year ProgramSelectAcademic Development ProgramConnectSenior Year ProgramGlobal and Cultural StudiesOptions: (1) Approved Off-Campus Program, (2) Foreign Language Study, (3) two Global and Cultural Studies courses (one of which must be at the 200 level or higher).First-Year Interdisciplinary SeminarBreadth Requirement - course work selected from divisions outside the major.First-Year Writing Course(At least three credits)First-Year Explorations RequirementA course (at least three credits) from eachof the following divisions:Behavioral and Social SciencesFine ArtsHumanitiesNatural SciencesMajorsThere are different types:Discipline-based Major (e.g., English)Interdisciplinary Major (e.g., Global Studies)Broad Field Major (e.g., Physical Science)Self-Designed Major (e.g., Classical Studies)While all can lead to a variety of professional futures, some are especially recognizable as pre-professional,e.g.:Business AdministrationEducational StudiesExercise Science tracksWellnessOne Exercise Science activity courseMany majors fit well into available Pre-Professional Programs such asHealth ProfessionsPre-LawPre-EngineeringCommunicating PlusElectivesCapstone Experience in the Major

Academic Policies 214. To identify ethical concerns andsolutions in conducting and applyingresearch with humans and animals.Fine and Performing ArtsExpression in the fine and performingarts is intrinsic to the human experience.The ability to recognize and work with anart form’s formal structures and unifyingprinciples is fundamental to deeperunderstanding of other’s expressions inthe past and present and for effective personalexpression. Therefore, the introductorycourses in the fine and performingarts have one or more of the followinglearning goals:1. To use creatively the materials andprinciples of an art form for personalexpression;2. To recognize the formal structuresand unifying principles of artistic orrhetorical constructions created byothers;3. To recognize the formal structuresand unifying principles of artistic orrhetorical constructions through theages.HumanitiesThe humanities record our achievementsin history, language, philosophy,and religion. Studies in the humanitiesare designed to develop a sensitive understandingof cultural heritage, a criticalability to evaluate the products of mindand spirit, and a disciplined capacity toparticipate in the creation of new dimensionsand directions of human endeavor.Therefore, introductory humanitiescourses have the following learning goals:1. To develop a sensitive understandingof a cultural heritage;2. To develop a critical ability toevaluate and comprehend, throughanalysis and interpretation, productsof mind and spirit;3. To demonstrate an ability to assimilate,organize and evaluate argumentsand interpretations and to articulateconclusions.Natural SciencesThe natural sciences offer ways ofknowing, understanding and making testablepredictions about the natural world.Scientific studies involve cooperative andcreative endeavors that develop observational,analytical, quantitative, andcommunication skills. These studies arerooted in the scientific method involvinghypothesis formation and experimentation,followed by public presentationof findings. The study of the naturalsciences provides individuals with toolsto understand the natural world and thusinforms our lives as citizens and globalstewards. Therefore, the student learninggoals for introductory courses are:1. To describe and apply the scientificmethod, which includes:• applying observational skills tonatural phenomena,• posing questions that areanswerable by the scientificmethod,• employing analytical and quantitativeskills to interpret scientificevidence,• employing communication skillsto describe the results;2. To build a knowledge base of thefundamental concepts, theories, andvocabulary of one of the naturalsciences;3. To apply scientific concepts to naturalscience issues relevant to contemporarylife.DivisionsWe define the divisions as they haveinformally existed here at Ripon College.The following is the list of divisions andthe departments they comprise.

22 Academic PoliciesBehavioral and Social Sciences: Anthropology,Business Administration,Economics, Educational Studies,Politics and Government, Psychology,and SociologyFine Arts: Art, Communication, Music,and TheatreHumanities: English, Romance andClassical Languages, German, History,Philosophy, and ReligionNatural Sciences: Biology, Chemistry,and PhysicsThe following courses do not counttowards completion of the First-YearExplorations Requirements: Art 202;French 111, 112, and 211; German 111,112, and 211; Greek 111, 112, and 211;all Interdisciplinary Studies graded P/For S/U, 211, and 212; Latin 111, 112, and211; Music 102; Spanish 111, 112, and211; Theatre 200, 210.The following departments or programsare not members of divisions forthe purpose of completing the explorationsrequirement: EnvironmentalStudies, Exercise Science, Global Studies,Leadership Studies, Mathematics andComputer Science, Military Science,Women’s and Gender Studies.WellnessExercise science strives to develop skillsin physical activities and knowledge ofthe relationships among lifetime physicalactivity, physical fitness, and healthylifestyles. Therefore, courses fulfilling thewellness requirement have the followinglearning goals:1. To develop skill in physical activitiesfor lifetime health and recreation;2. To develop knowledge about physicalactivities for lifetime health andrecreation.Each student (unless presenting amedical excuse certified by the chair ofthe Exercise Science department) mustpass an activity course offered by thedepartment. A student who has a medicalexcuse for the entire first year will fulfillthe requirement as soon as possible afterthe excuse is no longer valid.Global and Cultural StudiesRequirementGlobal and Cultural Studies engagestudents in acquisition of knowledgeabout the larger world, its languages,and/or its cultures. In these pursuits,students analyze and reflect on connectionsbetween domestic and global issuesand understand how their own culturesinfluence their thinking and perspective.Students can fulfill the GCS requirementin one of three ways.Study AbroadComplete a Ripon College approvedinternational off-campus study program.The learning goals of courses that fulfillthe GCS requirement for study abroadare:1) To develop in students a sense ofthemselves as global individualsthrough cultural immersion andon-site classroom instruction;2) To develop appreciation of culturalidentities through every daypractice;3) To develop awareness of the interplayamong cultural identities andpolitical, social, and economicfactors;4) To reflect upon how diversity isdiscussed and debated in othercultures.Foreign LanguageEarn credit for the third semester (211)of college-level foreign language study oran approved course at a higher level. Thelearning goals of courses that fulfill theGCS requirement for foreign languageare:

Academic Policies 231) To develop understanding of andappreciation for the world throughthe study of foreign languages, literature,and cultural phenomena;2) To develop skills that enhance communicationwith native speakers;3) To develop informed perspectivesfrom which to evaluate globalissues.Approved CoursesThe following courses have been approved:Anthropology 110, 175*, 211,200, 222, 224, 226, 227, 230, 241, 300*,312, 313, 314, 318, 321, 323*, 330, 335;Art 370; Business Management 300*,330, 364; Classics 110/310, 120/320,130, 250/450, 300*; Economics 300*,364, 382; Educational Studies 300*, 327;English 260*, 300*, 340*; EnvironmentalStudies 300*; French 110, 112, 211, 222,300*, 332; German 112, 211/222, 321,344; Global Studies 111, 180, 300*, 321,370; Greek 112, 211; History 175, 200*,253, 254, 271, 272, 275, 276, 277, 279,281, 282, 300*, 353, 362, 375, 377, 381,382; Interdisciplinary Studies 110, 250,300*, 322; Latin 112, 211; Latin AmericanArea Studies 201; Music 112*, 330*;Philosophy 175*, 222, 342, 344; Politicsand Government 100, 111, 180, 300*,370*, 371, 372, 373, 375, 376, 378, 380,390; Religion 221, 222*, 242, 252, 300*,322, 332, 342; Spanish 110, 112, 211,222, 440; Theatre 231, 300*; Women’sand Gender Studies 204*, 300*, 340.*Some topics under this number maycount toward the Global and CulturalStudies requirement.No course may be counted towardcompletion of this requirement andeither the breadth requirement or thefirst-year explorations requirement.The Global and Cultural StudiesRequirement will be waived for internationalstudents and permanent residentimmigrants who have grown up in anothercountry or who have had a substantiveexperience in another country. Consultthe registrar for a waiver of the requirement.(vF; 3-3-04)Foreign Language Retroactive CreditStudents whose high school or otherbackground permits them to enroll ina language course above 111 will, aftercompleting the course with a grade ofB or above, receive credit for previouscourses in the sequence. The maximumcredit granted retroactively shall be 12credits for any one language; credit maybe earned for more than one language.The credits will not carry a grade, butcount towards the degree.MajorsEach student must have an approvedmajor in order to graduate. Coursestaken in a major or minor can also beused to satisfy any other requirement.Breadth RequirementEach student must earn 16 creditsin courses taken in departments fromdivisions outside the division of themajor. Courses taken to meet the breadthrequirement will typically be taken afterthe first year of study. Exceptions to thispractice may be made to accommodatestudents’ needs and circumstances, butstudents are encouraged to take coursesfor breadth throughout their collegecareers. With the exception of Music 103(Group Jazz Improvisation) and Music190 (Performance Organizations), allcourses used to satisfy this requirementmust be letter-graded courses. No morethan a total of four credits earned fromMusic 103 may be counted toward therequirement (or toward graduation). Nomore than a total of eight credits earnedfrom Music 190 may be counted towardthe requirement (or toward graduation).If a course has a listing in a department,then the course is treated as a course in

24 Academic Policiesthat department even if there are otherlistings. Courses in leadership studies willbe considered to be in the Behavioral andSocial Sciences division for the purposesof this requirement. Courses in mathematics,computer science, and exercisescience (excluding activity courses),Environmental Studies 120, and InterdisciplinaryStudies 211 and 212 will countas outside the division for all studentsmajoring in other areas. For this purpose,Global Studies 111 is a course in the divisionof Humanities and Global Studies112 is a course in the division of Behavioraland Social Sciences. Military sciencecourses do not count for breadth. Spanish,French, German, Latin, and Greek111, 112, and 211 may not count towardsthe breadth requirement. Students with amajor that crosses divisional lines (for examplesome interdisciplinary majors andsome business management majors) maycount the division with the most coursesas the home division. Courses (even inthe major) outside this division will counttoward completion of the breadth requirement.If the course does not have anylisting in a department, then it counts asbreadth for all students.Individualized Learning PlanEach student will design and maintainan individualized learning plan inconjunction with an academic advisor.Both the student and advisor will keepcopies of this document. The documentis to be used for planning purposes bothin regard to curricular and extracurricularmatters. Students should be encouragedto think about their entire experienceincluding course work, study off campus,internships, involvement in campus andcommunity life, etc. Furthermore, thisdocument will help students and advisorskeep track of graduation requirements.This is to be a fluid document that changesas students grow and change.Communicating PlusThe Communicating Plus Program isa curricular initiative designed to ensurethat Ripon College graduates will havehad many opportunities to practice anddevelop sophisticated commun icationand lifelong learning skills. The programis an area of special emphasis within theexisting liberal arts curriculum. Buildingon the long-term success of the College’sWriting Across the Curriculum Program,it emphasizes excellence in written andoral communication. This “communicating”thrust of the program is designedto help students learn to communicateeffectively and with aplomb in a varietyof life situations. The “plus” componentof the Commun icating Plus Programsupports curric ular efforts to engagestudents in meaningful critical thinkingand problem-solving activities. The RiponCollege faculty believes these skills are thebasis for successful lifelong learning thatwill enrich a wide range of work, leisure,and personal endeavors.As a curricular emphasis woventhroughout the liberal arts curriculum ofRipon College, the program is definedby a discrete set of student learning goals(see below). Academic departmentsand programs of study, in consultationwith the Communicating Plus director,deter mine how best to achieve the CommunicatingPlus student learning goalswithin the structures of their majors andminors. Departmental plans ensure thateach student will ex perience a coherent,consciously planned approach to developmentof the skills involved. Summariesof the departmental plans are publishedin each department or program’s sectionof the college catalog. In the advisingprocess, faculty and students may refer tothe departmental plan to build students’awareness of their progress toward masteryof the Communicating Plus studentlearning goals.

Academic Policies 25The Communicating Plus Program ishoused in the Collaborative LearningCenter located at 420 Thorne Street.Communicating Plus and the CollaborativeLearning Center provide a studentpeer mentoring program, study and computerfacilities, opportunities for facultydevelopment, consultation for grant development,and outreach programming.The Communicating Plus Programenriches the culture of the Ripon Collegecommunity as it supports effortsto engage students, faculty, staff, andothers connected to the college in livelyand disciplined discussions of the majorintellectual, social, and ethical issuesconfronting citizens of the 21st century.The program is a college-wide effort toclarify the connections between liberaleducation, effective communication, andlifelong learning for all who come intocontact with the intellectual life of thiscommunity.The Communicating PlusStudent Learning Goals:Specifically with regard to written communication,all students will be introducedto and practice:Close analysis of the uses of languagein a field of study.Critical analysis of the arguments andevidence in persuasive texts.Adaptation of reading skills to accomplishthorough comprehension of a variety oftypes of texts.Use of a multistage writing processto produce clearly organized, fluent, andsubstantive written texts.Development of thesis statements forargumentative or persuasive essays.Use of a standard writing hand book,style manual, and/or other aids as tools toedit final drafts for appropriate usage andgrammatical correctness.Analysis and response to the writtenwork of peers.Use of visual and technological aidsappropriate to each field of study to facilitatethe production or presentation of writtenwork: e.g. online databases, style guides,web pages, computer graphics programs.Specifically with regard to oral communication,all students will be introducedto and practice:Active and appropriate contribution togroup discussion of an idea, issue, text, topicor work of art.Active and critical listening in suchsituations as lectures, forum discussions,media presentations, and group discus sions.Research, preparation, and oralpresentation on a topic in the students’ fieldof study.Analysis and response to the oralpresentations of peers.Use of appropriate visual and technologicalaids to facilitate the preparationand/or delivery of an oral presentation.Specifically with regard to critical thinking,all students will be intro duced to andpractice:Analysis of underlying assumptions, biases,and appeals to emotion in arguments.Analysis and assessment of the reasoningused to support an argument.Conscious awareness of processes usedto learn and integrate new ideas.Consideration of issues and problemsfrom multiple perspectives with the recognitionthat not all points of view are valid.Critical evaluation of the credibility ofinformation resources.Specifically with regard to problem-solving,all students will be introduced to andpractice:Identification and analysis of problems.Articulation and application of theproblem-solving processes in a field of study.

26 Academic PoliciesInformation gathering using a varietyof strategies: e.g. observation, experimentation,interviewing, and library, database,and online research.Appropriate and substantial participationin collaborative problem-solvingprocesses.Recognition of the implications andnew problems arising from the proposedsolution to a problem.Individual department implementationplans can be found under the department’sheading in the Courses of Studysection of this catalog.The Collaborative Learning CenterThe Collaborative Learning Center isan adjunct of the Communicating PlusProgram. Located at 420 Thorne Street,the Collaborative Learning Center providesa student peer mentoring programunder faculty direction. The Center offersgroup study space, computer facilities,a public speaking laboratory, and videoviewing areas. The student mentors areavailable for essay and presentation critiquesand assistance with other course assignments.They also develop and presenta variety of workshops with faculty andstaff partners, with the goals of supportingthe Communicating Plus Programand addressing perceived student needs.Majors and MinorsMajorsA student’s major provides two importantelements of liberal educa tion:understanding of what mastery in a fieldentails, and expertise necessary for subsequentstudy or employment. Each majorprovides depth of analysis to complementthe breadth aimed at in the distributionrequirements.Four broad categories of majors areavailable at Ripon: discipline-based,interdisciplinary, broad field, and self-designed.Because of the problems of schedulingnecessary courses, it is advisable tomake the choice of a major no later thanthe end of the sophomore year.Because major requirements differ ineach field of study, students should referto “Courses of Study” for specific informationabout each major offered. Thetypical major consists of at least 24 creditsof upper-class courses in the major field.At least one-half of the credits countedtoward a major must be taken at Ripon.All courses required for a major,including required courses in departmentsother than the major depart ment,and all courses elected to count towardthe major must be passed with a gradeof C- or higher in order to count towardthat major. (This C- rule does not applyto courses needed as a prerequisite to a requiredmajor course except where noted.)A 2.00 average must be attained for allcourses pre sented for a major. No coursemay be substituted for a course requiredfor a major without the approval of thechair of the department and the associatedean of faculty.All students are expected to meet therequirements of their major departmentin effect at the time they declare theirmajor. If requirements change after theyhave declared a major, they may chooseeither the new or old set of requirements.In exten uating circumstances, studentsmay, with the written approval of theirmajor advisor, arrange a combination ofold and new requirements.Some students arrange their pro gramsso as to complete two depart mental orinterdepartmental majors.Interdisciplinary majors, establishedby the faculty, combine courses from twoor more fields when the courses havestrong interrelations, serve an emergingvocational objective, and constitute alegitimate and liberal area of study.

Academic Policies 27Self-designedSelf-designed majors are for the maturestudent with special interests and abilitiesand the motivation to design a uniquemajor not available through existingcollege programs. Self-designed majorsshould be struc tured out of coursesfrom different academic departments ordisciplines, supplemented in most casesby inde pendent study. The student’sacademic ability, motivation, justification,and coherence in planning will be consideredwhen a proposal for a self-de signedmajor is evaluated for approval.Proposals for self-designed majors areusually prepared during the soph omoreyear and must be submitted before fallbreak of the fifth semester and approvedby the end of the fifth semester. Thestudent chooses as an advisor a facultymember who will assist the student indesigning an individualized major with acoherent theme, oversee the work, advisethe student throughout the program,and supervise the completion of a senioressay or project which will integrate thecourses chosen for the major. Two to fourcredit hours will be given for the senioressay/project course.Under the guidance of the advisor, thestudent will write a detailed out line of theproposed major, describing its purposeand rationale and speci fying the coursesto be taken. The proposal must specifyhow coursework for the major addressesthe Communicating Plus goals of writtencommunication, oral communication,critical thinking, and problem solving.No self-designed major will be approvedwith out this material. This written proposalis then submitted to the associatedean of faculty for eval uation. If the proposalis approved, the student will thenbecome a “self-designed major” under thesupervision of the student’s chosen advisor.A student may do an independentstudy project in one of the academic departments(see Independent Study in thissection of the Catalog) or design an interdisciplinaryproject (see InterdisciplinaryCourses in the Courses of Study sectionof this Catalog). All students must submita writ ten evaluation of their self-designedmajor to the associate dean of faculty bythe last class day of their senior year.The self-designed major must notduplicate too closely existing collegeprograms and should be comparable inbreadth, depth, and intellectual con tentto such specific interdisciplinary majorsas Business Management, Chemistry-Biology, Latin American Area Studies,and Psychobiology. A minimum of eightcourses, amounting to at least 32 credits,with a reasonable distribution of coursesat the 200, 300, and 400 level, will berequired. Appli cation forms for self-designedmajors are available in the officeof the associate dean of faculty.Recently approved self-designed majorsinclude: “Science Fiction Writing,” “Politicsand Communica tion,” “Pre-Architecture,”and “Sports Medicine.”MinorsDepartments are authorized to requestapproval of minors totaling no fewerthan 18 and no more than 22 credits andmade up of a group of courses selected onthe basis of close integration of contentsand method ology. At least one-half of thecredits counted toward a minor must betaken at Ripon. For a student who completesthese courses with a 2.00 averageand no grade below C- and no S-U grade,the name of the minor will be recordedon the permanent record.A student who elects a major in acourse of study may not also elect aminor in the same course of study; onlyone minor in any course of study may beelected.No course may be counted towardboth a major and a minor or toward twominors. Where a given course is required

28 Academic Policiesfor both the major and the minor or fortwo minors, an additional course must beselected with the approval of the head ofthe appropri ate course of study.Academic Integrity PolicyRipon College’s vision and educationalmission statements are printed on page1 of this Catalog. In order to fulfill thecollege’s mission, a high degree of academicintegrity is required. The college isconcerned with developing in its membersthe ability to use responsible inquiry;effective communication; and the otherskills of analysis, understanding, andtransmittal. For that development tooccur, each individual must use his orher own resources; each must develop hisor her own talents in cooperation withothers; each must be honest with him orherself as well as with others in assessingand presenting the skills that have beendeveloped and the information that hasbeen accumulated. Only in this way willthe maximum growth in ability occur,and only in this way will a true communityof learning flourish.Practicing, condoning, or even ignoringacademic dishonesty must resultfrom a radical misunderstanding of ordisagreement with the very nature of theacademic community at Ripon College.Academic dishonesty frustrates thegrowth, undermines the development,mocks the community, and thwarts theadvancement of learning. Therefore, eachmember of the community has a responsibilityto one’s self and to others to do allpossible to maintain the highest possiblelevel of academic integrity on campus. Asmuch as possible, faculty members havethe responsibility to design courses andassignments within courses which requirethe development of skills of analysisand understanding and which limitopportunities for dishonest responses.Students have the responsibility to taketheir own development and achievementwith sufficient seriousness that they workfor honest growth rather than dishonestappearances. Members of the faculty, theadministration, and the student bodyhave the further responsibility to utilizeavailable opportunities to present theirconvictions about academic integrity, toencourage others to support academicintegrity, and to dissuade, by penalty ifnecessary, any and all instances of academicdishonesty.The Academic Honor CodeThe Academic Honor Code reflectsRipon College’s strong commitmentto academic integrity. Ripon Collegestudents have the right to live and studyin a community that upholds the higheststandards of academic honesty, and weexpect all members of this community toadhere to those standards.The expectations of the Honor Codeare that each student has the responsibilityto:1. Strive to maintain the highest possiblelevel of academic integrity.2. Encourage others to support academicintegrity and discourage actsof academic dishonesty.3. Understand and support theprotected nature of intellectualproperty.4. Present her or his own work on allassignments and examinations andproperly cite the work of others.If a student is in need of clarificationabout any aspect of the Honor Code, heor she is encouraged to consult with amember of the Joint Judiciary Committee.CreditCredits Earned at RiponOne-half of the credit hours requiredfor a major or a minor must be taken atRipon.

Academic Policies 29A maximum of 16 Military Sciencecredits can be counted towards thedegree. A maximum of four MUS 103(Group Jazz Improvisation), and a maximumof eight MUS 190 (PerformanceOrganizations) can be counted towardsthe degree.The senior year is to be completed atRipon College except under the followingconditions: students having a cumulativeaverage of 3.00 in at least 96 credit hourstaken at Ripon may petition to substituteone year of work in a professional schoolfor the senior year at Ripon. If the petitionis approved by the major advisor andthe associate dean of faculty, the studentwill, upon successful com pletion of theyear of professional study, receive an A.B.from Ripon.Students attending an institute oftechnology for study of engineering afterthree years at Ripon will receive the A.B.degree from Ripon College when theyhave finished the second year of professionalstudy and have received their engineeringdegree. Students who hope totake advantage of this arrangement mustfile petitions with the associate dean offaculty before May 1 of their junior year.Seniors who are within four credithours of graduation at the end of theirseventh semester, or within eight credithours of graduation at the end of theireighth semester, may, with the consentof their major advisor and the registrar,complete their work in absentia. Studentswho do not meet these stipulations maypetition the associate dean of faculty fora waiver of the senior residence rule.Normally, a petitioner should have acumulative average of at least 2.50, havecompleted 96 credit hours of work atRipon, be within eight credit hours ofhaving completed a major and the distributionrequirements, have the petitionapproved by the major advisor and thecourses to be taken elsewhere approvedby the departments concerned, andhave a compelling reason for wishing tocomplete degree requirements at anotherinstitution.Credit LoadsIn order to accumulate the 124 credithours required for graduation in eightsemesters, students must average 15.5credit hours per semester. Those enrollingin fewer than 12 credit hours are notconsidered to be full-time students andare classified as special students. Studentsmay enroll in no more than 24 credits inany one sem ester unless the request to doso is supported by the academic advisorand approved by the associate dean offaculty.AuditingStudents may, by agreement with theinstructor, register to audit a courseand in such cases are not necessarilyresponsible for writing papers or takingexaminations. The minimal requirementfor an audit is regular class attendance.Further requirements, such as participationin required activities and keeping upon assigned readings, may be establishedby the instructor of the course, throughprior arrangement with the student. Theinstructor may drop a student from auditingstatus in a course if convinced thatminimal or agreed requirements are notbeing met. An audited course, which isentered on a student’s permanent recordas such, fulfills no requirement and doesnot count toward graduation or a major.Because no grade is given, a student’scumulative average is not affected byauditing a course. Changing to or fromauditing status is a change in registration;therefore, the restrictions and deadlinesfor changes of registration apply.

30 Academic PoliciesOff-Campus CreditTransfer CreditAll courses taken elsewhere for transfercredit must be approved in advance inwriting by the advisor and the departmentconcern ed. Written approval willconstitute assurance that credit towardfulfill ment of course requirements forgraduation will be granted for any coursein which a student earns a grade of C- orbetter. Should a student earn a D in thefirst semester of a two-semester coursebut a C- or better in the second semester,both semesters will fulfill course requirementsalthough only the credits of C- orbetter will count toward graduation.Grades earned elsewhere are not consideredin computing a student’s Riponaverage. Students are reminded that onehalfof the credit hours re quired for theirmajor or minor must be taken at Ripon.No credit will be given for courses takenby correspon dence, telecourses, online, orweb-based courses except by permissionof the registrar.Summer School CreditRipon College will grant a maximumof one credit hour per full-time week ofsummer school; for instance, a studentattending a six-week summer session cantransfer to Ripon College no more thansix credit hours of work. That work mustbe in courses approved by an accreditedcollege or university. Course approvalforms for summer school are availablein the registrar’s office and should becompleted prior to the end of the springsemester. Regulations governing transfercredits, stated in the preceding section,also cover summer school credits.Independent Study: InternshipsThrough independent study, a studentmay choose a subject for research outsideof or beyond the content of any coursenormally offered at Ripon. Independentstudy projects require faculty approvaland super vision, but not regular teachingprocedures, class meetings, or assignments.Projects generally culminate in asubstantial paper or research report.Prerequisites for independent study arejunior or senior standing, consent of thedepartment chair, and at least 12 credithours of work counting toward a majorin the department. Except by permissionof the associate dean of faculty, a studentmay take no more than 12 credit hoursof independent study, and only eight ofthese may be in one department.A further dimension of independ entstudy is the internship option in whichthe student engages in directed workstudywith an approved employer oragency. All of the criteria for independentstudies apply for these more specializedprojects involving internships. Inaddition the following criteria must be appliedin directing an internship: no morethan five credit hours may be taken inany semester; frequent consultation mustbe held with the faculty director; final responsibilityfor evaluation and grade mustbe by the faculty director; the credit hourscount toward totals of independent studybut not toward self-designed off-campusstudy.All internships taken for credit atRipon College shall include, at theminimum, a paper written by the studentor a presentation by the student thatwill be evaluated by the member of theacademic department that approved theinternship. In the case of interdisciplinaryinternships, the faculty sponsor forthe internship will evaluate the paper orpresentation (vF, 04.02.03).Internships for more than five credithours during a semester must be establishedunder the guidelines for self-designedoff-campus study for credit involvinginternships.

Grading SystemRipon College uses a 12 point gradingscale from A to F; all grades on this scaleexcept F are passing grades. The gradeson this scale are:A B- D+A- C+ DB+ C D-B C- FOther symbols on permanent recordsare:I IncompleteP PassS SatisfactoryU UnsatisfactoryW Withdrew with permission* Course dropped after thirdweek of semester“Incomplete” is given only for workmissed because of illness or other validcause, and not because of failure to completework on time. If an “Incomplete” isnot altered by the deadline announced inthe calendar, the registrar will record an“F.”Any student who withdraws or isdismissed from the College later than thelast day for course with drawal will receivean “F” in any course which the studentis failing at the time of withdrawal. Inextenuating circumstances, the associatedean of faculty may authorize therecording of “W” rather than “F.” “W” isalso given in those courses from which astudent withdraws by permission of theassociate dean of faculty before the endof a semester. (See “Withdrawal from theCollege” in this section of the Catalog.)A student may repeat any Ripon courseat Ripon College at any time if it is stilloffered. If not offered, an acceptablesubstitute must be approved in advanceby the appropriate department chair orthe dean of faculty. A student may repeata course at any time. The first grade willbe retained on the transcript with a slashthrough it or parentheses around thecredit earned. The second grade (whetherAcademic Policies 31higher, lower, or the same) will be recorded,with an R following the course credit,in the semester in which the course isrepeated, and the student’s cumulativeaverage is re-computed to reflect the newgrade. Courses originally taken for regulargrades may not be retaken on an S-Ubasis.If a student fails in a course, credit forit can be gained only by repeating thecourse. In no case, however, is the originalgrade deleted from the permanentrecord.Pass-FailThe following courses are graded Pass-Fail: Art 250; Biology 310; Communication550; Educational Studies 320, 421,431, 435, 441, 451, 461, 471; Exercise Science111, 112; Global Studies 551, 552:Interdisciplinary Courses 113, 114, 150,170, 190, 225; Music 010; Applied Music050, 160, 190; and Theatre 200, 210.Such courses may carry credits but notgrade points. A grade of Pass indicateswork of A through D- quality. No coursesother than those mentioned above maybe graded Pass-Fail.Satisfactory-Unsatisfactory OptionThe purpose of this option is to encouragestudents to explore areas outsidetheir major fields and to elect courses inwhich they are interested but may havelittle previous training.All students who are not on academicprobation may elect courses on a Satisfactory-Unsatisfactorybasis. Students maynot take more than one such course ina single semester or more than four inall four years combined. Courses offeredonly on an S-U basis are not countedunder the S-U option.Students electing a course under thisoption will receive a grade of “S” for workof A through C- caliber and will receivecredits toward graduation. Studentsearning a grade of “U” for work of D+

32 Academic Policiesthrough F caliber will not receive credits.Neither grade will affect the student’ssemester or cumulative average and nocourse taken under the S-U option can becounted in the numerical total requiredfor a major or a minor. Courses taken tofulfill distribution requirements may notbe elected on an S-U basis. Courses forwhich a student has received a regulargrade may not be repeated under the S-Uoption. Students planning on graduatework are cautioned against taking on anS-U basis courses required for admissionto graduate school.At registration students will fill outa special form for any course they wishto take on an S-U basis. A student maychange to or from an S-U basis at anytime prior to the date listed on the Collegecalendar.S-U students will be treated like regularstudents in a course: they will be responsiblefor the same assignments, examinations,term papers, and so forth; will begraded by the same standards; will besubject to the same attendance regulations;and may be held to the same courseprerequisites.At the end of the semester, instructorswill submit the usual letter grades (A-F) tothe registrar and these will be convertedto “S” (for letter grades A through C-) or“U” (for letter grades D+ through F) forrecording on student permanent records.The original letter grades will be kept onfile in the registrar’s office, but will notbe made available to graduate schoolsor prospective employers. Students may,however, choose at any time beforegraduation to convert the “S” or “U” intothe regular letter grade assigned by theinstructor.Except by permission of the dean offaculty, no course may be offered solelyon an S-U basis. When the course is offeredsolely on an S-U basis, the instructorsubmits only an “S” or “U” grade, andthe restriction against counting towarda major or toward a graduation requirementdoes not apply.Grade Reports and TranscriptsGrades are recorded at the end of eachterm, and a grade report is sent to thestudent. Federal law sets some conditionsof further distribution. A student mayrequest additional grade reports fromthe office of the registrar. Transcripts ofgrades are not issued unless clearancehas been sent by the business office tothe registrar. Upon graduation, studentsare sent without charge one transcriptof their college record. Each additionaltranscript costs $4. Transcripts are withheldfor students who have outstandingfinancial obligations to the College.At midterm grading period, temporaryD and F grades are reported to theregistrar and distributed to advisors withnotices to the students.Adding and Dropping CoursesStudents may change their registrationin courses, with proper notification to theregistrar and their advisor, until the endof the first full week of classes. Studentsmay add courses up to the end of thethird full week of classes each term, exceptthat the instructor’s written approvalis required during the last two weeks ofthis period. Students may drop coursesup to one and one-half weeks after theregistrar’s issuing of mid-semester D andF grades.Courses dropped after the thirdfull week will appear on the student’stranscript with an asterisk in the gradecolumn. Changing from regular to auditstatus requires dropping the course forregular credit and adding it as an audit.For half-semester courses or courseswhich do not cover a full semester, thefollowing policies apply: students mayadd such courses up to 10 calendar daysinto the course, with the instructor’s

Academic Policies 33permission required in the last sevendays; students may drop such coursesup to the end of the fifth full week ofclass meetings; in no case may a studentwithdraw from a course after the coursehas terminated; drop/add deadlines forcourses lasting fewer than eight weeks willbe determined at the instructor’s discretion.In all cases the student should contactthe registrar to obtain the request formsand to ensure accu rate records. Requestsfor exceptions should be addressed to theassociate dean of faculty.Class Attendance1. The College expects students toattend all classes. However, illness andproblems requiring personal attentionmay interfere with a student’s best intentionsto fulfill this requirement. Studentswho miss classes, for any reason, areresponsible for the work missed. At theearliest possible time, students shall seekout their professors to obtain informationabout the assignment(s) they missed. Professorsare not required to duplicate classexperiences missed by absent students.2. Professors will establish individualattendance policies in consideration ofthe extent to which attendance itselfconstitutes a part of the learning experienceand contributes to the educationalintegrity of a particular course. Studentsmust be excused from classes for college-sanctionedactivities (e.g., so thatthey may participate in field trips fortheir other courses and athletic events).Students who will miss class due tocollege-sanctioned activities must notifytheir professors in advance to arrange formakeup work.3. Professors whose attendance policiesimpose penalties for absences must provideeach student with a written copy oftheir policies within the first week of thesemester. If an attendance policy providesfor assigning a grade of F or U for excessiveabsences, the professor must informthe student in writing, with a copy tothe registrar, at the point in the semesterwhen the failing grade is earned. A failinggrade based on excessive absences maynot be recorded by the registrar’s officeuntil after the last day for course withdrawals.Academic HonorsGraduation Honors: The designationssumma cum laude, magna cum laude, andcum laude are awarded to graduatingstudents who have completed at least 90credit hours at Ripon College. Transferstudents presenting for graduation between60 and 89 Ripon credit hours mustpresent among them a last full term ofundergraduate study at Ripon. To receivesumma cum laude, the student must havea cumulative average of 3.90; magna cumlaude, 3.70; cum laude, 3.40.Honors in the Major: Students whosegrades in all courses which can be countedtoward a specific major average 3.50 orbetter will, upon graduation, be awardedhonors in that major (e.g., “Honors in Biology,Honors in Business Management,Honors in Music”). In the determinationof honors in a major, all courses takenwhich can apply to that major will beincluded in computing honors. Exceptionsare prerequisite courses outsidethe major, courses which do not receiveconventional grades (A, B, C, etc.), andthose courses in the department or majorwhich do not count toward the major(e.g., 401 courses).Dean’s List: At the end of each semester,students who have earned a 3.40average or better are placed on the Dean’sList. In order to qualify for the Dean’sList, a student must complete 12 creditsof regular grade work (work graded A, B,C, etc.), and may have no U or I.

34 Academic PoliciesPhi Beta KappaPhi Beta Kappa is the nation’s oldestacademic honor society. It was foundedin 1776 at the College of William andMary in Williamsburg, Virginia, and asecond chapter was founded at Harvardthree years later. Phi Beta Kappa standsfor freedom of inquiry and expression,disciplinary rigor, breadth of intellectualperspective, wide knowledge, the cultivationof skills of deliberation and ethicalreflection, and the pursuit of wisdom.A liberal arts society at its core, Phi BetaKappa has granted charters for localchapters at less than ten percent of collegesand universities across the nation.Consistent with national criteria, theguidelines for initiation into Ripon Colleges’chapter include: a broad liberal artseducation within all of the divisions ofstudy (humanities, behavioral and socialsciences, natural sciences and mathematics,and the fine arts), a major in at leastone traditional liberal arts discipline(national guidelines prohibit vocationaland/or pre-professional programs ofstudy such as, but not necessarily limitedto: Nursing, Business Administration, ExerciseScience, Military Science, Telecommunications/Journalism,and Education),education in a foreign language to at leastthe intermediate (courses at or above 211)level, at least one course in college-levelmathematics, logic, or statistics, a minimumGPA of 3.5, diverse extra-curricularand/or community involvement, andstrong character. Membership in PhiBeta Kappa remains one of the mostprestigious undergraduate honors in thenation.Election to Phi Beta Kappa is made inthe spring of each year from members ofthe senior class who have demonstratedsuperior scholarship. The number electedis limited to a small fraction of the seniorclass.Academic StandingA student’s academic standing iscomputed by dividing cumulative credithours into honor points. A credit hournormally equals one hour of recitation orlecture or two to four hours of laboratoryper week per semester. Honor points aredetermined by the grade earned:A 4 honor points per credit hourA- 3.67 honor points per credit hourB+ 3.33 honor points per credit hourB 3 honor points per credit hourB- 2.67 honor points per credit hourC+ 2.33 honor points per credit hourC 2 honor points per credit hourC- 1.67 honor points per credit hourD+ 1.33 honor points per credit hourD 1 honor point per credit hourD- .67 honor points per credit hourF No honor points per credit hourThus, a student who carries 16 credithours in a semester and receives an A inevery course will earn 64 honor pointsand a 4.00 or straight A average for thesemester. A student’s cumulative averageis computed by dividing total credithours cumulated into total honor pointsearned. Both semester and cumulativeaverages are computed at the end of eachsemester. Courses in which a studentreceives I, P, S, U, or W do not affectsemester or cumulative averages.At the end of each semester, the associatedean of faculty will review the recordsof all students falling into the followingcategories:1. Failure to achieve the followingcumulative averages:End of one semester 1.70End of two semesters 1.80End of three semesters 1.90End of four or more semesters 2.002. For full-time students except firstterm,first-year students:a. failure to earn an average of 12credits per semester;

Academic Policies 35b. two consecutive semesters withfewer than 10 credits earned ineach;c. a semester grade point averageof 1.00 or less.Students in categories 1 or 2 will bedismissed from the College for unsatisfactoryperformance or placed on academicprobation for the next semester. Norestrictions are imposed on students whoare placed on academic probation. However,being placed on academic probationis formal notification that an improvementin performance must be achieved inorder to remain enrolled at Ripon.If a student is academically eligible toremain at Ripon College, he or she ismeeting satisfactory progress guidelinesfor financial aid.MaymesterIn addition to the two standard semesters,Ripon College has an intensive termof 15 days (including one day for finalexaminations) following Commencementat the end of the spring semester. TheMaymester is designed as a brief, flexibleperiod in which students may enroll forsingle, intensive courses including thosewhich have extended off-campus components.Other courses where immersion inthe material is essential may also use thisone-course-at-a-time format.There is no additional tuition chargedto students who have been enrolledfull-time for the preceding year. Studentswho have been enrolled only onesemester of the preceding year will becharged one-half of the normal per credittuition. Other students will be chargedthe per credit hour tuition charge for thepreceding year. In addition, there may bespecial fees charged for transportation orunusual expenses for all students.Registration for Maymester is doneat the same time as registration for thespring semester. There may be an applicationprocess for some Maymestercourses. Students may add (drop, switch)a Maymester course at January registrationor at spring registration for thefollowing fall semester. At that time billswill be delivered for room, board, and/orfees and payment required. Changes inregistration after that point will be treatedas withdrawal from Maymester with proratedrefunds.Three-Year Bachelor of ArtsDegreeThis program is designed for highlymotivated and able students who wish toaccelerate their undergraduate educationin order to enter graduate school or theircareer a year early. There are no specialentrance requirements for secondaryschool students, and the first-year studentacademic program is the same for boththree- and four-year degree candidates.But in their second and third years, threeyeardegree candidates must elect morecourses and achieve higher grade pointaverages.To qualify for a three-year A.B., a studentmust earn at least 112 credit hourswith a 2.75 average or higher, completethe Explore-Select-Connect requirements,and complete the requirements for amajor. All credit hours must be earnedon the Ripon College campus; transfercredits, retroactively granted credits inforeign languages, credits from off-campusprograms (such as ACM, Bonn, orRAYA), summer school credits, IBNAcredits, and CEEB Advanced PlacementExamination credits may not becounted in the 112 credit hours total, andtransfer or summer school credits maynot be used toward the satisfaction of anyrequirements.In order to enter and remain in theprogram, a student must have earned atleast 32 credit hours and a 2.50 averageor higher after two semesters, at least

36 Academic Policies52 credit hours and a 2.60 average afterthree semesters, at least 72 credit hoursand a 2.70 average after four semesters,and at least 92 credit hours and a 2.75average after five semesters. Any studentwho fails to meet these requirementsmust drop out of the program and cannotbe readmitted. Three-year degreecandidate students may not take morethan four courses under the S-U optionor more than one S-U course in a singlesemester. Students who wish to enroll inthe three-year program should indicatetheir tentative intention of doing so atthe time of preregistration for their thirdsemester. After second semester gradeshave been recorded and averages computed,students with a cumulative gradepoint average of less than 2.50 or fewerthan 32 credit hours will be declaredineligible. At final registration for thethird semester, all students who have acumulative two-semester average of 2.50or higher in at least 32 credit hours ofwork must declare their candidacy for thethree-year degree if they wish to participate.Academic AdvisingThe purpose of the advising system atRipon College is to support and enrichthe liberal arts educational experience ofstudents.The advising system is organizedunder the following general structure tointroduce students to Ripon College’sacademic opportunities and responsibilities.Incoming first-year students will be assignedto an academic advisor. Flexibilityis maintained for advisory groups to meetcooperatively and for necessary individualadjustments.Each student will be expected to decideon an area of major interest and obtaina major advisor by the spring semesterregistration period of the junior year.Students are reminded that for severalmajors offered at the College, entry laterthan the start of the sophomore yearis difficult; and all students should becontinuously aware of the educationalconcerns involved in the development oftheir academic program. Students musthave an academic advisor in the departmentof each declared major or minor.It is the obligation of all students toknow and observe all the regulationswhich apply to their program(s). Advisorsassist, but final responsibility rests withstudents.Additional Academic RegulationsEligibility for ExtracurricularActivitiesAll full-time students are eligible toparticipate in extracurricular activitiesand intercollegiate athletics, subject onlyto the resident regulations established forathletes by the Midwest Conference andthe National Collegiate Athletic AssociationDivision III.Withdrawal from the CollegeStudents withdrawing from the Collegefor any reason, including participationin off-campus programs, are required toreport to the associate dean of faculty forinstructions concerning proper withdrawalprocedure. If this is not done, norefund will be made of any portion ofsemester charges paid, and any amountunpaid for the semester will become duein full; furthermore, students may begiven failing grades in their courses. Theofficial date of withdrawal is the date onwhich the associate dean of faculty is notifiedin writing. The financial liabilities ofa withdrawing student are explained inthe “Expenses” section of this Catalog.

Academic Policies 37ReadmissionStudents who leave Ripon Collegefor any reason must have their returnapproved by the associate dean of faculty.Students who have been dismissed fromthe College will ordinarily not be consideredfor readmission until the lapse of atleast one semester.RegistrationApplication for advanced credit forwork taken before entering the Collegemust be made before registration for thefirst semester at Ripon.All students are expected to register atthe time designated. Course changes maynot be made after the deadline specifiedin the College calendar. No credit is givenfor any work for which the student is notregularly registered in advance.Students with double majors must havethe signatures of both major advisors onregistration and course change forms.Transfer StudentsTransfer students must complete aminimum of 32 credit hours at Ripon,including at least one-half the credithours required for any major or minor,and must meet all the requirements fora Ripon College degree, including thesenior residence requirement. Credit forwork done elsewhere is granted only forcourses in which a grade of C- or betterhas been earned. Whether courses atother institutions meet Ripon distributionrequirements is decided by theregistrar, in accord with guidance fromacademic departments. A “Pass” gradeis not transferable unless the originalcollege certifies that the student did workof C- or higher quality. Transfer gradesare not included in computing a student’saverage at Ripon.A.B. DegreeRipon College is one of the few collegesin the country which holds to theacademic tradition of awarding degreeswritten in Latin. For this reason theRipon College degree is referred to as anA.B. (artium baccalaureus), rather than asa B.A. (bachelor of arts) which is awardedat many other institutions.

38 Courses of StudyCourses of StudyCourse numbering: Courses numbered from 100 to 199 are primarily for firstyearstudents; courses 200-299, primarily for sophomores; courses 300-399, primarilyfor juniors; and courses 400-499, primarily for seniors. Courses 500-599 are usuallydepartmental seminars or individualized study.When course numbers are hyphenated (i.e., Psychology 211-212), the first semester(Psychology 211) is prerequisite to the second semester (Psychology 212).Course cancellation: A course in which fewer than six students enroll may be canceled.AnthropologyActing Chair Gerald SeamanAssociate Professor Emily M. Stovel (on leave);Assistant Professor Emily J. MargarettenVisiting Assistant Professor William T. WhiteheadDepartmental Mission Statement Anthropology studies the human experience ina broad framework of time, space, biology and culture. The global, comparative, andholistic approach equips the student with intellectual and practical tools for understandingthe past and contemporary world systems.Anthropology emphasizes the study of human biological and cultural evo lution anduses a holistic and comparative approach in the study of cultural diversity. Regardlessof your career goals, a demonstrated anthropological emphasis (in the form of a major,a double major in another department, or a minor) indicates a commitment to diversityand intercultural communication. Anthropology and archaeology offer excitingcareer opportunities for the student interested in travel, social justice and working withpeople. Anthropology courses are also fundamental to a well-rounded teaching degreein broad social studies certification. Please speak with the Education Department forfurther details.Communicating Plus: Anthropology. Students completing a major in Anthropologydevelop skills in the four Communicating Plus areas — written communication,oral communication, critical thinking and problem solving — in required and electivecourse work in the discipline. The Anthropology major is based on a sequenceof courses that emphasize the staged development of skills and abilities. As studentscomplete required course work in 100 and 200 level courses, they are developing skillsthat will be used for more sophisticated analysis, problem-solving, and presentation ofinformation and theoretical perspectives in 300 level elective courses and the seniorseminar research project. Graduates of this program will have had many and variedopportunities to present their ideas in written and oral forms. They will also have hadmany opportunities to engage in the kinds of discussions, debates, hands-on-learningactivities, data analysis, and research through which anthropologists attempt tointegrate humanistic, scientific and social scientific perspectives to address humanproblems.Requirements for a major in anthropology: Thirty-two credits. Required coursesare Anthropology 110, 213, 214, and 402. At least 12 credits must be at the 300 leveland above. No more than one course in independent study may be applied toward themajor.

AnthropologyRequirements for a minor in anthropology: Twenty credits in anthropology including110, 213, 214, and at least one course at the 300 level or above.39110. The Human Experience: StaffHow To Think AnthropologicallyFour credits.Introduction to cultures around the world and the principal methods and concepts used in theirstudy. Anthropology involves the holistic study of human life on earth, including economic,social, religious, political, and symbolic systems. Students will explore such diversity throughfilms, workshops, and ethnographies. May count toward the global and cultural studies requirement;refer to the Academic Policies: Global and Cultural Studies Requirement section for moreinformation.116. Practicum in Anthropology StaffOne to three credits.An opportunity for students to perform independent work on a topic of interest under thesupervision of a faculty member. Prerequisite: Consent of the department chair and the faculty tutor.213. Human Origins WhiteheadFour credits.The study of human evolution and the development of the capacity for culture. The coursecovers evolutionary principles, the fossil record of human evolution, primate behavior, humanvariation, and the question of race. Prerequisite: Anthropology 110 or consent of the instructor.214. Dust, Pots, and Empires: StaffHow to do ArchaeologyFour credits. Offered every spring.Students are introduced to the content and methods of modern archaeological analysis. Topicsinclude the development of cultural chronologies and archaeological cultures and thematicanalyses of the many material and cultural components of archaeological investigation. Studentswatch films, experience hands-on workshops in material culture analysis, and examine worldprehistory. Lectures and laboratory work. Prerequisite: Anthropology 110 or consent of the instructor.216. Archaeological Methods WhiteheadFour credits.A hands-on introduction to archaeological methods. Students will explore the concepts andtechniques of archaeological field and laboratory research. Topics covered will include mapping,surveying, excavation, artifact and material analysis, and model building. Prerequisite: Anthropology110 or consent of the instructor.217. Archaeological Laboratory Techniques StovelFour credits.A hands-on introduction to the cataloging, illustration, analysis, and conservation of archaeologicalartifacts in the laboratory. Artifacts excavated from local archaeological sites will be used asstudy material, so students will also gain some understanding of the material culture of ancientand historic North America. Prerequisite: Anthropology 110.

40 Courses of Study219. Archaeological Field School StaffThree or four credits. A Maymester course. Not offered in 2009.This is a three-week course designed to familiarize the student with basic survey and excavationprocedures. It includes attention to artifact identification, recording, cleaning, processing, labeling,cataloging, and description. Prerequisite: Anthropology 110 or consent of the instructor.222. Anthropology and Contemporary Global Issues MargarettenFour credits.An analysis of the impact of global changes on societies in Africa, Asia, Latin America, and thePacific Islands. The course will address the following issues: the spread of global capitalism, modernization,urbanization, poverty, detribalization, terrorism, disease, cultural survival, and immigration.May count toward the global and cultural studies requirement; refer to the AcademicPolicies: Global and Cultural Studies Requirement section for more information. Prerequisite:Anthropology 110 or consent of the instructor.224. Gender, Sex and Sexuality: Cross-Cultural Views MargarettenFour credits.An exploration of the socio-biological constructions of gender, sex and sexuality across a rangeof cultural and historical contexts. Draws upon anthropological case studies to investigaterelationships and ideologies of femininity, masculinity and androgyny - including that of heteronormativity,transgendered practices and identities, and same-sex relations. May count towardthe global and cultural studies requirement; refer to the Academic Policies: Global and CulturalStudies Requirement section for more information. Same as Women’s and Gender Studies 224.Prerequisite: Anthropology 110 or consent of the instructor.226. Indians of North America WhiteheadFour credits.A survey of the native peoples and cultures of North America from the time of European contact.The course considers environmental adaptations, political and economic systems, and theimpact of European ideas, policies, and technologies on native peoples of North America. Maycount toward the global and cultural studies requirement; refer to the Academic Policies: Globaland Cultural Studies Requirement section for more information. Prerequisite: Anthropology 110 orconsent of the instructor.230. Tombs, Temples and Llamas: Archaeology in Latin America StovelFour credits.An introduction to the archaeology of Latin America, including the Andes and Mesoamerica.Students will learn about the principal prehistoric cultures of the region and recent historicwork. The course will also consider the role of archaeology in various nation-building processes,the political uses of archaeology, and the use of the past in current indigenous and human rightsdebates. May count toward the global and cultural studies requirement; refer to the AcademicPolicies: Global and Cultural Studies Requirement section for more information. Prerequisite:Anthropology 110 or consent of the instructor.241. Societies of Africa MargarettenFour credits.An introduction to the diversity and complexity of social worlds in Africa with particular attentionto cultural and historical processes that shape everyday life. Topics include: the legacies ofcolonialism, post-colonial development, social organization, identity formations, and popularrepresentations of “Africa” in Western thought. May count toward the global and cultural

Anthropology41studies requirement; refer to the Academic Policies: Global and Cultural Studies Requirementsection for more information. Prerequisites: Anthropology 110 or consent of the instructor.300. Departmental Studies: StaffFour credits.Special subjects in anthropology not covered by regular courses. Topics are announced as coursesare offered. This course may be repeated for credit when topics change. Some topics may counttoward the global and cultural studies requirement; refer to the Academic Policies: Global andCultural Studies Requirement section for more information. Prerequisites: Anthropology 110 orconsent of the instructor.313. The Anthropology of Death StaffFour credits.An exploration of the diverse ways that cultures approach and commemorate death, dying,and the afterlife. The relationship between funerary practices and gender roles, economics,socio-political structure, and ideological concerns are emphasized. Topics discussed include thenotion of good and bad death, taboos surrounding the corpse, death as a rite of passage, and theassociation of mortality with fertility. May count toward the global and cultural studies requirement;refer to the Academic Policies: Global and Cultural Studies Requirement section for moreinformation. Prerequisite: Anthropology 110 or consent of the instructor.314. Religion, Magic, and Witchcraft MargarettenFour credits.The role of the sacred in cultural systems. Topics include: the relationship of belief systems andrituals to other aspects of culture; the differences and similarities between magic, religion, witchcraft,and mythology; the development of religious systems; religion as a form of symbolic communication;and cults in the modern world. May count toward the global and cultural studiesrequirement; refer to the Academic Policies: Global and Cultural Studies Requirement sectionfor more information. Prerequisite: Two courses in anthropology or consent of the instructor.316. The Nature of Culture StaffFour credits.The study of anthropological views of culture. The course includes the study of ethnographicand theoretical works representing the major approaches of contemporary anthropology. Prerequisite:Two courses in anthropology or consent of the instructor.318. Ecological Anthropology WhiteheadFour credits.An overview of anthropological approaches to human and cultural ecology, as well as the variedmeans by which human groups adapt to and modify their environments. Selected topics includethe adaptations of foraging groups, horticultural and agricultural peoples, and pastoralists; theproblems of defining nature (and what is ‘natural’); and the relationship between ideology andhuman adaptations. May count toward the global and cultural studies requirement; refer to theAcademic Policies: Global and Cultural Studies Requirement section for more information.Prerequisite: Anthropology 110 or consent of the instructor.321. Activist Anthropology StovelFour credits.This course explores the use of anthropology to respond to activist questions. Students will writean analytical paper that looks at a social issue from an anthropological perspective. The class

42 Courses of Studywill also discuss effective oral presentation methods and explore the ethical ramifications ofsocial science research. May count toward the global and cultural studies requirement; refer tothe Academic Policies: Global and Cultural Studies Requirement section for more information.Prerequisite: Anthropology 110 or on sent of the instructor.323. Topics in Archaeology StovelFour credits.Special subjects in archaeology not covered by regular courses. Topics are announced as coursesare offered. This course may be repeated for credit when topics change. May count toward theglobal and cultural studies requirement; refer to the Academic Policies: Global and CulturalStudies Requirement section for more information. Prerequisite: Anthropology 110 or consent of theinstructor.325. Advanced Museum Studies StovelFour credits.This course provides students with an advanced grounding in the theoretical, ethical, andpractical concerns of Museum Studies. In particular, it provides students with an introductionto conservation methods and the politics of display. Students will be asked to participate in theconservation and reorganization of various Ripon College archaeological and historical collections,write short research papers, and develop ideas for future displays on campus. There willbe an additional service learning option in the areas of education or public promotion of localhistory. Prerequisite: Sophomore standing or higher.330. Constructing Latin America: Identity and Society StovelFour credits.This course explores conflicting images of Latin America as represented in novels, news media,films, critical theory and the social sciences. It has two basic goals: 1) introduce students tocontemporary fiction from Latin America as a tool for critically evaluating North Americanrepresentations of other nations; and 2) consider themes such as identity, economic inequality,democratization and globalization in Latin America from literary sources. May count towardthe global and cultural studies requirement; refer to the Academic Policies: Global and CulturalStudies Requirement section for more information. Prerequisite: Anthropology 110 or consentof the instructor.335. Urban Anthropology MargarettenFour credits.An examination of cities as sites and subjects of anthropological inquiry. Case studies focus onthe relationship between spatial forms and social practices with particular attention to the powerdynamics of urban planning, commodity flows, and processes of local/global connectivity,including that of dis-connectivity. Required field trip. May count toward the global and culturalstudies requirement; refer to the Academic Policies: Global and Cultural Studies Requirementsection for more information. Prerequisite: Two courses in anthropology or consent of the instructor.402. Seminar in Anthropological Method and Theory StaffFour credits.Selected topics in anthropology. Emphasis is placed on method, theory, and inference. Studentswill prepare research papers related to specific problems considered each year. Required of allanthropology majors, this course may be repeated for credit when topics differ. Prerequisite: Opento junior and senior anthropology majors and minors. Other juniors and seniors may be admitted with theconsent of the instructor.

Anthropology541, 542. Independent Study StaffTwo to four credits each semester.Supervised investigation related to the student’s area of advanced concentration. The course isdesigned to promote independent scholarship. Prerequisite: Open to senior majors with consent of thedepartment chair.551, 552. Independent Study: Internship StaffOne to five credits each semester.Supervised field or laboratory work in an area of anthropology of special interest to the student.Participants are expected to produce a narrative or exhibit in which they reflect on their activities.Prerequisite: 12 credits of anthropology or permission of the supervisor.Art and Art HistoryAssistant Professors Rafael F. Salas (Chair),Travis E. Nygard, Mollie B. Oblinger;Adjunct Instructor Lizabeth WorthamDepartment Assistant Lee ShippeyDepartmental Mission Statement The Mission of the Art Department is toprovide an engaged and personalized learning environment that prepares students tolive in a diverse and complex visual world. The curriculum provides students with thefundamental concepts, skills, methods, history and contemporary practice of imagemakingthat result in an independent, senior capstone project.Art majors participate in the creative process as it is understood in the visual arts tothe point where they can assume a critical standpoint and interact with the art worldafter graduation. This can take the form of producing visual art, preparing for furthereducation, writing and research, working in arts institutions, art therapy or art education,or assuming a lifetime attitude of art appreciation.Communicating Plus: Art and Art History. Students completing a major in Artand Art History develop skills in the four Communicating Plus areas — written communication,oral communication, critical thinking and problem solving — in requiredand elective course work in the discipline. Most of the Communicating Plus studentlearninggoals are addressed in the required art history courses (all art courses with“7” in their number). The 270 art history course may place more emphasis on writtencommunication; the 370 course more on oral communication. All courses above 170use student-centered and active learning pedagogies. Studio courses (all courses withouta “7” in their number) foreground problem solving and emphasize student-centeredand active learning pedagogies. The major assessment occurs in Art 500: SeniorStudio Project for studio majors, and in Art 570: Senior Seminar for all majors (studiomajors are required to take both). The formal, oral presentations for Art History andStudio Art are evaluated by the department as a whole and by invited evaluators fromacross the disciplines.Requirements for a major in Studio Art: Forty-one credits.Art 120 (Drawing I) and Art 222 (Drawing II)and Art 190 (Sculpture I) and 292 (Sculpture II), or Art 180 (Ceramincs I) and 282(Ceramics II)43

44 Courses of StudyStudents are encouraged to take these courses early in their career. At least two, upto four credits of the one-credit course Art 250 (Figure Drawing Independent Study)which can be taken any time after Art 120.Either the sequence Art 230 and Art 340 (Painting I & II), or Art 253 and Art 354(Digital Art I & II).Art 171 and Art 172 (Survey of Art I & II), plus one 270- or 370-level art historycourse (containing the number “7”) of varying topics for three or four credits.Art 400, which can be repeated for credit, for advanced work. Usually taken in thejunior or fall of the senior year, in anticipation of the Senior Studio Project.Senior Capstone: Usually taken in the spring semester of the senior year:1) Art 500 (Senior Studio Project) for three credits, where senior studio majors arerequired to produce and exhibit a body of high quality work which, in the opinionof the art faculty, is both significant and substantial; and2) Art 570 (Senior Seminar) for two credits, where seniors present a thesis paper basedon research related to the student’s art production.It is the policy of the College and the department to select a representative sampleof each student’s work for the permanent collection to be used for documentation andresource purposes. The student will be compensated for the costs of the materials ofthe selected sample.Students are encouraged to participate in off-campus programs, but preferably in thejunior year.Requirements for an Art History Major: Thirty-eight credits.Art 171, 172 (Surveys of Western Art). Two courses from Art 273, 274; History 214.Two courses from Art 335, 372, 374, 375, 377, Classical Studies 250/450. Six creditsin studio courses, which must include one 2D and one 3D course.Art 570: a 4-credit capstone experience which involves thesis paper and oral presentationfor four credits.An internship for two to four credits is recommended but not required. Art Historymajors will be strongly advised, though not required, to study a language to the211-level and participate in an off-campus program.Requirements for PK-12/EC-A teacher licensure in art education: Students mustcomplete 1) general education requirements for licensure; 2) the requirements fora Studio Art major as defined above plus at least one course taken from remainingsequences (Painting or Digital Art) not completed within the major requirements, and3) an Educational Studies minor consisting of the following courses EDU 195, 242,250, 270, 311, 320, and 412. Students must work with an educational studies advisorto arrange to take art teaching methods coursework (ART 353 and ART 356) and clinicalexperiences (Sec. Ed. 366) through the University of Wisconsin-Oshkosh. Studentsmust also complete a semester of student teaching (EDU 471 and 491) at Ripon College.Please note that DPI content standards for art educators includes the requirementthat future teachers be exposed to specific forms of art not covered in all departmentalofferings. Please see your art advisor for assistance in course selection to meet theserequirements.Requirements for a minor in Studio Art: Twenty credits, including Art 171 and172, the rest a majority of studio courses.Requirements for a minor in Art History: Twenty credits, including Art 171 and172, plus four credits from a 370-level course, the rest a majority of art history courses.

Art and Art HistoryMajors consist of these requirements plus electives for a total of 38 or 41 credits.FYS 175, when offered by the art department, counts toward the major. Students whoopt to major in art history and minor in studio art, or vice versa, must accumulatefifty-eight credits in art courses. Students who intend to double major in studio artand art history must have their program approved by the chair of the department.All majors are encouraged to participate in off-campus programs. Art history majorsand minors are strongly encouraged to study a language to the 211-level and beyond.120. Drawing I SalasThree credits.Basic drawing is an introduction to line, tone, and composition. This course is intended tostrengthen drawing from observation, as well as foster a deeper understanding of form andvisual organization. Students are given traditional methods and materials that will be used inbuilding formal skills, which they will then use to create artworks of their own conception.Beyond copying appearances, students are also asked to consider the way things fit together, theway parts relate. They will be asked to enter into drawing situations that require not only closeobserva tion, but increasing selectivity, invention, and personal interpretation. In the process,they will acquire a basic understanding of some of the terms and is sues unique to visual study.Field trips may be required.171. Survey of Art I NygardFour credits.This course covers art, architecture, and visual culture from ancient times until the fifteenthcentury CE. Major works of secular and sacred art from Africa, the Americas, Asia, and Europeare treated critically by placing them within their original cultural contexts. The enduring importanceof these objects for later generations is also addressed. Topics discussed included Egyptianpyramids, Olmec heads, Spanish mosques, Greco-Roman statuary, Medieval churches, andAfghan goldwork. Foundational skills for analyzing art and thinking historically are provided.This course format includes interactive lectures, discussions, quizzes, and tests. The course canbe taken before or after Art 172. Field trips may be required.172. Survey of Art II NygardFour credits.This course continues ART 171 by covering art, architecture, and visual culture from thefifteenth century CE to the present. Major works of art from Africa, the Americas, Asia, andEurope are treated critically by placing them within their original cultural contexts. The enduringimportance of these objects for later generations is also addressed. Topics discussed includeAfrican sculpture, Renaissance masterpieces, Native American clothing, abstract imagery, andconceptual art. Foundational skills for analyzing art and thinking historically are provided. Thecourse format includes interactive lectures, discussions, quizzes, and tests. The course can betaken before or after ART 171. Field trips may be required.180. Ceramics I OblingerThree credits. Offered in 2011-12 and alternate years.An introduction to various hand building techniques for making sculptures in clay. Surfacetreatments and glaze application will be explored as emphasis is placed on both conceptual developmentof ideas and craft. Historical and contemporary ceramics are introduced in presentations.Field trips may be required.45

46 Courses of Study190. Sculpture I OblingerThree credits.This course is an introduction to the various technical, aesthetic, and conceptual issues ofsculpture. Traditional and contemporary processes will be explored in a wide range of media.Presentations and readings will address the history and recent development in the field of sculpture.Field trips may be required.222. Drawing II SalasThree credits.This course is a further investigation into the techniques and possibilities of drawing. A primaryfocus will be the integration of conceptual concerns with technical skills. The possibilities ofdrawing will be explored through a variety of approaches: approximately half the class time willbe spent working from the figure, and the rest on other assignments. Field trips may be required.Prerequisite: Art 120 or consent of the instructor.230. Painting I SalasThree credits.The purpose of this course is the investigation of the nature of paint and color, a variety ofpainting methods, formal problems, and the creative process in regards to ideas and content.Students will paint from observation as well as develop methods for making work from research(both external and internal). Color will be examined in the light of science as well as culturaland psychological sources. Field trips may be required.250. Figure-Drawing Independent Study ShippeyOne credit.Independent figure-drawing session for motivated students who seek additional drawing practice.Majors and minors as well as prospective majors and minors are encouraged to take andrepeat this course for up to four credits. Students will work independently. Their drawing will bereviewed and evaluated periodically in the course of the semester by art department faculty. Thiscourse does not count toward the Fine Arts graduation requirement. Field trips may be required.Prerequisite: Art 120 or consent of the instructor. Grading is Pass/Fail.253. Digital Art I StaffThree credits.This course is an investigation into the possibilities of computer-generated images. Industrystandard programs such as the Creative Suite which utilize photo manipulation as well as digitalcreation will be used. Students will gain facility with the technical aspects of computer imaging,but assignments will emphasize conceptual creativity as well as technical skill. Field trips may berequired. Prerequisite: Art 120, 190, and 230.273. Great Discoveries of Ancient Art NygardFour credits.This course covers major discoveries of ancient art across the world. We will look at the livesand motives of romantic explorers, academic archaeologists, and treasure hunters who foundobjects such as the Terra-cotta Army of Emperor Qin Shi Huang, the death mask of PharaohTutankhamen, and the sarcophagus of King K’inich Janaab’ Pakal. In doing so, we will criticallyexamine the concepts, values and biases behind discovery and the making of history. Ultimately,you will learn the importance of ancient art in the past and present. The format includes interactivelectures, discussions, papers, projects, and presentations. Field trips may be required. Noprerequisites.

Art and Art History274. Modern Art NygardFour credits.This course will address critical issues in modern art, architecture, and visual culture beginningwith the industrial revolution of the 19th century and ending with the 1970s. It will devotespecial attention to the work of Realists, Impressionists, Expressionists, Cubists, Surrealists,Abstract Expressionists, and Pop artists. Because this was an era of increasing globalization, thecourse will examine how art was used to exchange ideas world-wide. The course also providesstudents with strategies for thinking about art in terms of politics, gender, sexuality, class, race,and psychology. The course format includes interactive lectures, discussions, projects, presentations,and papers. Field trips may be required.282. Ceramics II OblingerThree credits.Further development of the skills and methods of Ceramics I. The course continues the focusof creating ceramic sculpture, but also introduces wheel throwing. Field trips may be required.Prerequisite: Art 180 or consent of the instructor.292. Sculpture II OblingerThree credits.Continuation of concepts and methods of Art 190 which may include welding sculpture,bronze-casting, or wood construction. A wider range of personal experimentation with form andcontent will be encouraged. Visual presentations, demonstrations, and readings. Field trips maybe required. Prerequisite: Art 190 or consent of the instructor.332. Glassworking KatahiraTwo credits.Instruction and practice in the elementary operations of glassblowing. An introduction to glassworking techniques for the construction of art objects. Studio emphasis on the expressive use ofglass. Lectures, demonstrations, field trips, and studio. See Chemistry 332. Prerequisite: Consent ofthe instructor.335. Renaissance Florence: Politics, Art, and Intellectual Life MockridgeFour credits.An in-depth study of the Italian Renaissance, focusing on the political, intellectual, and artisticachievements of the city that witnessed the flowering of the Renaissance: Florence, Italy. Amongthe topics examined will be the political power of the Medici family, key thinkers such as Dante,Petrarch, and Machiavelli, and important works of art such as the Michelangelo’s David. Centralto this course is the idea that intellectual endeavors and artistic works are a product of the timesand reflect the issues and concerns of their political milieu. In exploring these issues, this coursewill examine both the documents of the time (primary sources) as well as recent historical interpretations(secondary sources) of the period. Same as HIS 335.340. Painting II SalasThree credits.Painting II is a continuation of basic painting, with an emphasis on color theory, painting fromlife, and interpretation. Field trips may be required. Prerequisite: Art 230 or consent of the instructor.47

48 Courses of Study354. Digital Art II StaffThree credits.A continuation of Digital Art I, with continuing emphasis on design and composition, and afurther investigation of the conceptual possibilities inherent in the medium. Course combinesAdobe Illustrator, Photoshop, and other software. Field trips may be required. Prerequisite: Art253.370. Departmental Studies - Art History StaffThree to four credits.This course can be repeated for credit as topics change. It addresses topics not covered in othercourses. Some topics may count toward the global and cultural studies requirement; refer to theAcademic Policies: Global and Cultural Studies Requirement section for more information.372. Visual Studies NygardFour credits.Are our emotions, beliefs, and actions manipulated by the pictures that we look at? Many artistsand art historians believe so. In this course you will learn how vision shapes human experienceby examining imagery, the properties of light, the anatomy of eyes, and the experience of seeing.You will be exposed to the disciplines of art history, anthropology, biology, communication,film, psychology, philosophy, and physics. Case studies will include “high” arts of painting andsculpture, “low” arts of pop culture, and non-art such a diagrams and illusions. The formatincludes interactive lectures, discussions, papers, projects, and presentations. Field trips may berequired. No prerequisites.374. Art Now NygardThree or four credits.Artists working today have variously adopted new technologies, embraced identity politics,questioned what counts as art, struggled with censorship, and established themselves as culturalcommentators. Their subject matter ranges from the deeply personal to the highly political. Inthis course you will learn about this generation of creative people and the institutions that supportthem. You will think critically about the production, display, and reception of art, and youwill become familiar with approaches to art criticism. The format includes interactive lectures,discussions, papers, and oral presentations. Field trips may be required. No prerequisites.375. Art Fakes, Frauds, and Heists NygardFour credits.Making forgeries, misrepresenting art, and stealing masterpieces are three of the greatest taboosin the art world. This course will include case studies of the notorious people who have donethese things, along with analysis of works of art. We will discuss how experts scrutinize art usingvisual analysis, microscopy, ultraviolet fluorescence, x-rays, carbon dating, and dendrochronologyto reveal the true histories of objects. Ultimately, by focusing on instances of deviance,in this class you will learn how art is produced, controlled, and valued. The format includesinteractive lectures, discussions, papers, projects, and presentations. Field trips may be required.No prerequisites.377. Arts Management OblingerThree credits.This course is designed for students considering a career in arts management. Students havehands-on experience preparing art department exhibitions from “conception to reception.”Assignments vary according to the schedule of shows. Field trips may be required. Prerequisite:Consent of the chair.

Art and Art History400. Departmental Studies - Studio Art StaffThree credits. This course can be repeated for credit as topics change.This course is designed to explore aspects of art not covered in other courses. It is also an opportunityfor advanced students to participate in special projects and workshops with faculty andguest artists. Seniors are strongly urged to use this course as a means of concentrated preparationfor Art 500. Recent topics have been: Art as it relates to Freud’s description of The Uncanny,The Contemporary Portrait, Art and Archetype, and Minimal to Monumental. Field trips maybe required. Prerequisite: Major or minor status and consent of the instructor.500. Senior Studio Project Salas/OblingerThree credits.This course is taken the semester before the student plans to graduate. Students work in the areaand medium of their expertise and pursue a concentrated, narrow studio research activity whichis meaningfully related to their major area of interest in art. Students meet on a regular basis,receive critiques from the staff, and are expected to produce a significant body of work for thesenior show. Field trips may be required.541, 542. Independent Study in Art StaffOne to four credits.Exceptional majors may propose independent projects to be carried out according to a writtenproposal approved and supervised by an instructor in the course of the semester. Field trips maybe required.551, 552. Internship StaffTwo to four credits.A supervised internship in an arts-related institution, office, studio, or agency. Students write apaper describing and critically analyzing their experience, and make a public presentation. Theinternship must be arranged by the student and approved by the chair of the department inadvance. It may be repeated for up to eight credits, although no more than four can be countedtoward completion of the major and two toward the minor. Field trips may be required . Prerequisites:Major or minor standing and consent of the chair..570. Senior Seminar in Art NygardTwo to four credits.In the semester before graduation, studio majors write a research paper for two credits related totheir studio project of Art 500, while art and art history majors write an extensive research paperin the area of their interest for four credits. All students present their papers publicly at the endof the semester. Field trips may be required.BiologyProfessors Robert L. Wallace (on leave spring 2012), George H. Wittler (Chair);Associate Professor Mark S. Kainz;Assistant Professor Memuna Z. Khan, Barbara E. Sisson;Adjunct Professors S. Mark Bullard, Colleen A. Pomplun,Robin R. Roecker, Margaret E. Stevens;Biology Laboratory Coordinator Dana C. MoraccoBiology is a vast discipline that begins with an understanding of the richness of themolecules of life — nucleic acids, proteins, carbohydrates, lipids — and culminates withan examination of the enormity of interactions of life within the biosphere. While49

50 Courses of Studyprofessional biologists usually concentrate on a specific area within the broader field(e.g., human or veterinary medicine, molecular biology, forestry, or wildlife ecology),we believe that undergraduate biology students should begin by exploring as much ofthe subject as they can.With this philosophy in mind, Ripon students completing a major in biology willexplore the discipline by taking a variety of courses of their choosing. All biology majorstake two courses, a foundational introductory course, Biology 121, and capstonecourses Biology 501 and 502. Biology 121 introduces the central concepts of biology tomajors and non-majors. In Biology 501 and 502 students prepare a portfolio of theirpast work, read and analyze papers form the primary literature, and design, carry out,and report on original research projects. In between these two experiences, majorstake at least six subject specific courses in three different areas of biology. In all thesecourses, students develop skills as practicing scientists. That is, they learn firsthand bydoing the science of biology. In our labs and discussions students come to know thediscipline by posing problems that are meaningful to them, solving problems throughobservation and experimentation, and presenting their findings to their classmatesand professors.Communicating Plus: Biology In accordance with the college’s emphasis onenhancing our student’s ability to communicate what they have learned, all our biologycourses highlight the four skills embodied in the Communicating Plus program:written communication (esp. Biology 200), oral communication, critical thinking, andproblem solving. The biology curriculum has three levels at which the CommunicatingPlus skills are addressed. Important skills are introduced in Biology 121 and further developedin the subject specific courses. Finally, students have opportunities to perfectand demonstrate their mastery of discipline specific content and the CommunicatingPlus skills in Biology 501 and 502.Requirements for a major in biology: A total of thirty-five credits of biologyincluding the following courses: Biology 121; Biology 200, 501 and 502; one coursein cell and molecular biology (Biology 219, 314, 327, 328, 329); one course in zoology(Biology 206, 211, 215, 216); one course in botany (Biology 226, 227, 337); one coursein Ecology and Evolution (Biology 206, 215, 216, 227, 247, 339, 450). Courses fromthe semester in environmental science (SES) at Woods Hole Oceanographic Institutein Massachusetts automatically transfer as Ripon College credit and will count towardthe major; courses taken at other field stations must receive prior approval from thechair of the department. Students must complete at least two courses on the 300 level.(Students who have received a score of four or higher on the AP biology exam are notrequired to take Biology 121.)Mathematics 120 or Psychology 211 and Chemistry 111/112 are prerequisite to Biology501 and 502 and must be completed before the senior year. No more than fourcredits of independent study (Biology 541, 542, 551, 552) may be counted toward themajor. Biology 110, 310 and Biology 400 will not count towards any major or minor inbiology.Students planning on graduate work in biology or a health care delivery field shouldconsider additional courses in chemistry, one year of physics, mathematics throughcalculus, and computer science. For further information on preparing for a career inthe health professions consult Professor Margaret Stevens.Requirements for a minor in biology: Biology 121 plus 19 additional credits in biologycourses approved by the department.

BiologyRequirements for a minor in environmental biology: Environmental Studies 120,Biology 121 and 247, plus 11 additional credits in biology courses approved by thedepartment.Courses taken at the SES may be used to fulfill certain requirements for the majorand minor. For further information regarding the SES consult Professor Robert Wallace.Requirements for a teaching major in biology: Thirty-five credits of biology withthe following courses being required for a major: Biology 121, 200, 219, 226 or 227,247, 501, 502 and one course from each of the following areas: Zoology (215, 216);Physiology (211, 314, 327); Mathematics 120 and one year of college chemistry. Majorsmust elect a minimum of two courses at the 300 or 400 level. Biology 400 is requiredfor teacher licensure, but it will not count toward the major. Students planning to takethe Praxis II exam are advised that they will need knowledge of chemistry, physics andgeology. For further information consult Professor George Wittler.Requirements for a teaching minor in biology: Environmental Studies 120; Biology121, 211, 219, 226 or 227, 247, and either 215 or 216. Biology 400 is required forteacher licensure, but it will not count toward the minor. For further informationconsult Professor George Wittler.Requirements for a teaching minor in environmental biology: EnvironmentalStudies 120; Twenty-one credits of biology, with the following courses required for aminor: Biology 121, 247 and one course from each of the following groups: Biology226 or 227, Biology 215 or 216; and Biology 337, 338, or 450 (Marine Field Ecology).Semester in Environmental Science at Woods Hole Oceanographic Institution maysubstitute within the appropriate group above. Note that Biology 400 (The Teaching ofBiology) must be taken for teacher licensure but it will not count toward this minor.110. Topics in Biology StaffTwo-Four credits; may be offered as a half-semester course.Designed to acquaint the student with some of the historical and present-day biological topicsthat relate to humans and their environment. Topics will vary. Students can repeat the coursefor credit when the topics change. Lecture, reading, discussion, laboratory, required field tripsdepending on the nature of the topic.116. Advanced First-Year Tutorial StaffOne credit.A laboratory opportunity for highly motivated students to design and carry out an individualinvestigative project of their own choosing on some aspect of the life sciences. Registrants in thisprogram will choose a biology faculty member who will act as tutor for the study. Available byinvitation only, based on student performance during a semester in Biology 121. Prerequisites:Consent of the department chair and the designated tutor.121. Introductory Biology StaffFour credits. Offered in the Fall semesters.Three basic concepts of biology are explored, emphasizing laboratory work and exploration. Themajor topic areas of the course are cell biology, genetics, and evolution. Laboratory class size willbe small to facilitate discussion and analysis of laboratory work. Lecture, reading, discussion,laboratory, required field trips. This course is a prerequisite for all biology courses numbered200 and above.51

52 Courses of Study200. Scientific Writing and Communication StaffThree credits.The writing of scientific papers in a biological context. Consideration of the historic and modernrole of writing primarily for an audience of scientists is examined in a variety of ways. Properformat, data interpretation and presentation, writing style, and methods of literature review willbe covered. A review paper and a research paper will be written in a style acceptable for publicationin professional journals. Application of the use of computers in writing papers and visualpresentation of data in the form of tables and figures for both papers and poster presentationwill be covered. Formal papers written for biology courses will follow this style. Lecture, discussion.Prerequisites: Biology 121; English 110; sophomore standing; or consent of the instructor.206. Ornithology KhanFour credits.Study of the biology of birds including their evolution, unique morphology, physiological adaptations,migratory behavior and mating systems. Laboratories will include examining preservedspecimens, identifying local bird species by sight and sound and becoming acquainted withornithological field methods. Lecture, laboratory, required field trips. Prerequisite: Biology 121 orconsent of instructor.210. Human Form and Function: Pomplun/RoeckerSupport, Movement, and IntegrationFour credits.Introduction to the structure and function of the human body with an emphasis on the integumentary,skeletal, muscular, cardiovascular, and nervous systems. This course examines thesesystems on the organ and organismal levels. Correlations between structure and function isemphasized An integrated laboratory includes study of general physiology, muscle contraction,nerve transmission, the special senses, and gross anatomy of the skeletal, muscle and nervoussystems. Lecture, laboratory, discussion. Prerequisite: Biology 121. This course will not counttoward majors in biology, psychobiology, and chemistry-biology.211. Human Anatomy and Physiology I: BullardSupport, Movement, and IntegrationFour credits.Introduction to the structure and function of the human body with an emphasis on theintegumentary, skeletal, muscular, nervous, and endocrine systems. This course examines thesesystems from cellular to organismal levels, emphasizing correlations between structure and function.Anatomical and physiological changes occurring in diseased states also are discussed. Anintegrated laboratory includes study of general physiology, muscle contraction, nerve transmission,the special senses, and gross anatomy of relevant structures. Lecture, laboratory, discussion.Prerequisite: Biology 121.215. Invertebrate Zoology WallaceFour credits.Comprehensive study of the biology of invertebrate animals. Ecology and systematics of theinvertebrate fauna from local habitats are emphasized on field trips. Live, preserved, and fossilizedspecimens are studied in the laboratory; emphasis is given to parasitic forms and speciesof significant economic and ecological importance. A collection trip to fossil-bearing strata isconducted. Lecture, laboratory, discussion, required field trips. Prerequisite: Biology 121.

Biology216. Vertebrate Zoology KhanFour credits.Study of vertebrate diversity in morphology and physiology as a result of these organisms’ evolutionaryhistory, biogeography and ecology. This course will acquaint the student with anatomy,systematics, life history and adaptive strategies of the vertebrate groups. Laboratories include dissectionsof selected vertebrate groups and identification and field study of local species. Lecture,laboratory, discussion, required field trips. Prerequisite: Biology 121.219. Genetics KainzFour credits.Study of heredity, structure, and function of genes. Classical, molecular, and population geneticsare discussed in lecture. Modern recombinant DNA techniques are introduced. Laboratories includemapping of eukaryotic and bacterial genes, cytology of chromosomes, restriction digestionand electrophoretic analysis of bacterial DNA, and transformation of bacteria using a recombinantDNA molecule. Lecture, laboratory. Prerequisite: Biology 121. Chemistry 111 or AP Chemistry isrecommended.226. Plant Anatomy and Physiology WittlerFour credits.The anatomy of flowering plants as it relates to the physiological phenomena of nutrition, waterrelations, photosynthesis, development, and physiological ecology. Lecture, laboratory, discussion,and required field trips. Prerequisite: Biology 121.227. The Biology of Plants WittlerFour credits.A comprehensive study of the kingdom Plantae. Emphasis on the morphology, reproduction,and evolution of the algae, bryophytes, ferns, and seed plants. Lecture, laboratory, discussion,and required field trips. Prerequisite: Biology 121.247. General Ecology WallaceFour CreditsInteraction of aquatic and terrestrial plants and animals with their environment. Emphasis isplaced on community structure, energy flow, nutrient cycling, competition, niche development,population dynamics, and the concept of ecosystem services. Lecture, laboratory, discussion,required field trips. Prerequisite: Biology 121 or equivalent.300. Departmental Studies StaffTwo to four credits. Offered on demand.Special subjects in biology not covered by regular courses. Some topics have included: Biology ofCancer; Dinosaurs; Microtechnique; STDs and other plagues; Use of the Transmission ElectronMicroscope. This course may be repeated for credit when topics change. Prerequisites: Biology 121and consent of the instructor.304. Immunology StaffThree credits.Basic concepts of the vertebrate lymphoid system and immune response mechanisms. Topics includeimmunochemistry, inflammation, immunoglobulin structure, antigen-antibody reactions,complement, hypersensitivity, autoimmunity, and immuno/tissue transplant problems. Lecture,discussion. Prerequisites: Biology 121, Chemistry 111 and 112.53

54 Courses of Study305. The Biology of Cancer SissonThree credits.Study of the nature and causes of cancer from a biological viewpoint. Lectures and discussionwill examine what happens within cells to cause them to become cancerous and why the consequencesare so often disastrous, as well as how cancer can be prevented, detected, and treated. Astudent project is included, as are opportunities for service learning. Prerequisites: Biology 121 andone course in organismal or cell biology.310. Laboratory Assistant StaffOne credit.Participation as a laboratory assistant for the department of biology. Selection for positions willbe determined by the biology staff and will depend on prior performance in classes and/or as anassistant. Duties will vary depending on the semester and experience of the student. A limitednumber of credits may be counted toward graduation. Will not count toward fulfilling majorrequirements. Prerequisite: Consent of the department chair. Grading is Pass-Fail.312. Human Anatomy and Physiology II: BullardMaintenance and ContinuityFour credits.Introduction to the structure and function of the human body with an emphasis on the respiratory,digestive, cardiovascular, immune, urinary, and reproductive systems. This course examinesthese systems from cellular to organismal levels, emphasizing correlations between structure andfunction. Anatomical and physiological changes occurring in diseased states also are discussed.An integrated laboratory includes study of respiration, digestion, blood, circulation, the heart,metabolism, urine formation, and gross anatomy of relevant structures. Lecture, laboratory,discussion. Prerequisites: Biology 211 or Biology 332, and Chemistry 111. Prerequisite or corequisite:Chemistry 112.314. Microbiology KainzFour credits.Morphology and physiology of viruses, bacteria, and other microorganisms. Current researchon pathogenic forms involved in infectious diseases, recent advances in microbial genetics, andmicrobes of economic significance are stressed. Aseptic technique, safety, culture methods,microbial metabolism, and bacterial identification are emphasized in laboratory. Lecture, laboratory.Prerequisites: Biology 121 and Chemistry 111: Prerequisite or corequisite: Chemistry 112.327. Cell Physiology StaffFour credits.Study of the structure and function of cells, particularly of the cytoplasmic structures ofeukaryotic cells. Topics include enzymatic function, structure and function of membranes, motility,cell division, signaling, and cancer as a cellular disease. Laboratories introduce importanttechniques such as phase, interference contrast, and electron microscopy, spectrophotometry,protein electrophoresis, cell fractionation, cell culture, and immunocytology. Lecture, laboratory.Prerequisites: Biology 121, Chemistry 111.328. Molecular Biology and Bioinformatics KainzFour creditsStudy of the principles of molecular biology including the organization of genomes, DNAreplication, transcription, translation, and regulation of gene expression. Use of the primaryscientific literature and the critical evaluation of experiments and their results are emphasized

Biology55in lecture. Laboratories focus on the use of modern molecular techniques to address open questionsin molecular biology. Lecture, discussion, and laboratory. Prerequisite: Chemistry 111.329. Developmental Biology StaffFour credits. Offered in 2012-13 and alternate years.Study of biological systems that change in structure or function. Lectures include descriptiveaccounts of embryological development of plants and animals. Concepts of determination, differentiation,long term regulation of genes, and pattern formation are discussed as well as recentstudies on the effects of developmental processes on evolution. Laboratory exercises may includeexperimental manipulation of a variety of developing systems from the algae, fungi, vascularplants, invertebrates, and vertebrates. Lecture, laboratory and discussion. Prerequisites: Biology219, Chemistry 111 and 112.337. Terrestrial Ecology WittlerFour credits. Offered in 2012-13 and alternate years.Study of the ecology of the terrestrial ecosystems of central Wisconsin. Emphasis will be placedon the natural history of plant communities of the natural areas near Ripon. Field trips toprairies, savannas, woodlands, and forests will demonstrate firsthand the range of communitiesin this part of Wisconsin. Lecture, laboratory, required field trips. Prerequisite: Biology 247.338. Aquatic Ecology WallaceFour credits. Offered in 2011-12 and alternate years.Study of the ecology of aquatic ecosystems, both inland waters (lotic and lentic) and of theworld’s oceans and estuaries. Topics include the following: plate tectonics, basin origin andmorphology, properties of drainage systems, physical and chemical properties, flora and fauna,lake aging, cultural eutrophication, fisheries biology, aquaculture, abuse of the environment.Lecture, laboratory, required field trips. (This course is designed as a prerequisite to Biology 450(Marine Field Ecology) and must be taken prior to the Maymester field trip for that course.)Prerequisite: Biology 247; a college course covering inorganic chemistry is strongly encouraged.339. Behavioral Ecology KhanFour credits.Study of the reproductive and survival consequences of animal behavior. We will examine thediversity of behavioral tactics used by animals to improve their chances of survival and reproductionwithin the context of their ecology (where they live, what they eat, and what eats them). Lecturetopics include foraging behavior, predator-prey interactions, group living, mating systems,parental behavior, and cooperative behavior. Laboratories consist of conducting short field andlab experiments to illustrate principles covered in the text. Lecture, discussion, laboratory, andrequired field trips. Prerequisites: Biology 121 and 200.400. The Teaching of Biology StaffTwo credits. Offered on demand.Designed to acquaint the prospective teacher with special techniques, procedures, and resourcesuseful in teaching biology at the secondary level. Students interested in a biology major or minorfor teaching certification should consult the chair of the department. Lecture, discussion, laboratoryrotation, required field trips. Will not count towards the major or minor. Prerequisite orcorequisite: Education 344 and sophomore standing or higher. Prerequisite: Biology 121.

56 Courses of Study410. Advanced Seminar in Biology StaffTwo or three credits.Journal readings and discussions on issues of current interest in the biological sciences. Seminartopics will vary. Can be repeated for credit. Prerequisite: Biology 121, sophomore standing, consent ofthe instructor.450. Intensive Field Studies StaffVariable credit depending on topic.Offered on a rotational basis as a Maymester course. An extensive field trip off campus to oneof several study regions. Topics will vary from year to year, but may include the following: Desertand Montane Field Ecology: Field geology and physical geography of Wisconsin; Field ornithology;Marine Field Ecology; Plant Evolution and Systematics. The Maymester course is highlyselective; selection to participate is based, in part, on performance in other courses taken atRipon. Prerequisites: Variable depending on the topics, but always requiring consent of the instructors. It isalso recommended that courses in botany (226, 227), invertebrate zoology (215), vertebrate zoology (216), orecology (247) be taken prior to this one.501, 502. Senior Studies StaffTwo credits per semester.Will emphasize the importance of reading, writing, and oral communication in biologicalresearch. A senior thesis will be researched and written, then presented as a talk at a springsymposium. During the fall semester students will begin their research projects and work oncompleting their portfolio. Under certain circumstances students may register for Biology 501or 502 without the necessary prerequisites, but will not receive credit for either course until allprerequisite courses have been completed successfully. Prerequisites: 20 credits in Biology, Mathematics120 or Psychology 211, and Chemistry 111, 112.541, 542. Independent Study StaffOne to four credits each semester.Individual investigation of some aspect of biological science of special interest to the student.The study is carried on under the supervision of a staff member. Prerequisites: Junior or seniorstanding, consent of the department chair and a biology faculty advisor, and 12 credits toward the major.551, 552. Independent Study: Internship StaffOne to five credits each semester.Supervised field study combining scholarly achievement and practical experience with an industry,government agency, or other institution providing a specific direction that relates to a careerin the life sciences. A paper is required. Approval must be obtained from both the chair of thedepartment and the faculty member coordinating the internship. Prerequisites: Junior or seniorstanding, consent of the department chair and a biology faculty advisor, and 12 credits toward the major.Business ManagementAssociate Professor Mary Avery (Director);Assistant Professors Peng Huang, Dmytro Zhosan;Instructor Thomas M. Keuler;Visiting Instructor Jayne Rufener Rauch;Departmental Mission Statement The business administration program preparesstudents for socially responsible business leadership in careers and volunteer settings.The traditional liberal arts, combined with service learning, internship, and small

Business Management57group and community interactions produce creative, globally aware, articulate andethical managers.Communicating Plus: Business Management. Students completing a major inBusiness Management develop skills in the four Communicating Plus areas — writtencommunication, oral communication, critical thinking and problem solving — inrequired and elective course work in the discipline. The Communicating Plus StudentLearning Goals are laced through all of the core courses and elective courses in Economicsand Business. Since the Business Management program is an interdisciplinaryprogram, students are exposed to the communication techniques, analytic tools, andmodes of thinking of other fields of study. The Senior Seminar in Business Managementprovides students with an opportunity to integrate the skills they have developedthroughout their course work in the completion of a project that requires research,data analysis, critical thinking, and oral and written presentations of information andideas.Requirements for a major in Business Management: Mathematics 120, or Psychology211-212; Mathematics 123, 146, 201, 202 or another mathematics course approvedby the major advisor (students interested in graduate school are advised to take Calculus);Business Management 131, Economics 211, 212 and 350; Philosophy 202, 241, or245; Economics/Business Management 313; Business Management 452. IndividualFocus (Electives): Completion of an integrated set of at least four courses from at leasttwo departments totaling at least 12 credits.• No more than one of these courses may be at the 100 level, and no more than twomay be at the 200 level or below• No more than four credits of these courses may be from courses listed in BusinessManagement, and no more than four credits of these courses may be fromEconomics.• At least three of these courses must be taken after declaration of the major andapproval by the program director or other Business Management advisor of a proposalwritten by the student. The proposal explains how the courses selected servethe student’s business study goals and form a cohesive whole.• An appropriate semester of off-campus study may be counted as one of thesecourses (four credits).• Internships in areas of interest may be included, if the student’s internship proposalis approved by a supervising faculty member, and they are strongly encouraged.Foreign language study is also encouraged. In consultation with their advisor,students may choose their elective courses from any discipline. Students who want tofocus on a specific area of business (i.e. marketing, entrepreneurship, human resources,etc.), may choose courses appropriate for their interests. Students with more than onemajor may incorporate their interests in other disciplines into their business major.Suggested Course Sequence for Business Management Majors: (Courses listed as,for example, First Year Requirements, need not be taken in the first year. Rather, thelisting means that they are suitable for first-year students. Many other courses could beconsidered as electives.)First Year: Business Management 131; Mathematics 120; 100 level non-statisticalmath (required); Psychology 110; Communication 115; Sociology 110 or 115 (electives)

58 Courses of StudySecond Year: Economics 211 and 212 (required); Business Management 208 or 222;Philosophy 202; Psychology 225 or 226; Communication 223 (electives)Third Year: Economics/Business Management 313; Economics 350 (required);Business Management 300, 310, 315, 325, 330, or 345; Economics 354 or 311;Communication 352 (electives)Fourth Year: Business Management 452 (required); Economics/Business Management412; Business Management 413, Economics 471 (electives)Requirements for a Business Management Minor: Twenty Credits. Economics211‐212 and three additional Business Management courses. At least two of the coursesmust be numbered 300 or above. The following courses may be substituted for one ofthe 100 or 200-level Business Management courses: Philosophy 202, Psychology 225 or226, or Communication 223. Up to four credits of internship earned during the ACMBusiness and Society Program could also be used for this minor.Requirements for an Entrepreneurship Minor: Twenty Credits. Economics211-212, Business Management 413, and eight credits from any of the following:Philosophy 202; Psychology 110; Communication 115; Communication 223 or Communication352; Business Management 208; Business Management 315; or BusinessManagement 345. Up to four credits of internship earned during the ACM Businessand Society Program could also be used for this minor.Requirements for a Nonprofit Management Minor: Twenty Credits. Economics211-212, Business Management 310, and eight credits from the following: Philosophy202; Psychology 110; Sociology 110 or Sociology 115; Communication 115; Communication223 or Communication 352; Business Management 208; Business Management315; or Business Management 325. Up to four credits of internship earned during theACM Urban Studies Program could also be used for this minor.131. Financial Accounting Keulerwith Spreadsheet ApplicationsFour credits.This course introduces students to the accounting principles and requirements for measurement,recording and reporting of business transactions encompassed in the accounting cycles forenterprises in service and merchandising industries. The course emphasizes business terminologyused in developing financial information for analytical and decision-making for soleproprietorships and corporations through presentation in Excel worksheet applications; as wellas focusing on the interrelationships of component items on business financial statement. Opento first-year students.208. Introduction to Marketing RauchFour credits.An introduction to the study of marketing in business and other organizations. Topics include:the marketing environment, marketing strategies and decision-making, marketing ethics. Prerequisite:Mathematics 120 and Economics 212222. Managerial Accounting Keulerwith Spreadsheet ApplicationsFour credits.This course focuses on the accounting concepts utilized by decision-makers in planning,implementing and monitoring operations in various management and business environments.

Business Management59The course broadens the student’s understanding of the statement of cash flows and financialstatement analysis. Students are introduced to job costing and process costing of manufacturingenterprises. The course includes the use of Excel spreadsheets to explore the concepts ofdifferential analysis, capital investment analysis and activity-based costing. Prerequisite: BusinessManagement 131. Prerequisite or corequisite: Economics 212.300. Departmental Studies StaffOne to four credits.Special subjects in Business Management not covered by regular courses. This course may berepeated for credit when topics change. Prerequisite: Consent of the instructor.310. Nonprofit Organization Management AveryFour creditsA study of the world of philanthropy including history and current practices, an introductionto the world of nonprofit organizations (their purposes, opportunities and challenges), and theapplication of business and entrepreneurial models to community problems and the needs ofnonprofit organizations. Prerequisite: Junior standing or consent of the instructor.313. Corporation Finance HuangFour credits.Analysis of business financial policies and problems consistent with the objective of maximizingshareholders’ wealth in an individual corporation. This is the basic financial managementcourse introducing students to such essential financial concepts as the analysis of financial statements,the time value of money, stock and bond valuation, risk and return, capital budgetingand the cost of capital. Same as Economics 313. Prerequisite: Economics 211-212 and completion ofthe non-statistical mathematics requirement for the business management major. Prerequisite or corequisite:Business Management 131.315. Strategic Management RauchFour credits.An introduction to the study of management in business and other organizations. This coursewill cover the essential concepts in management which provides a sound foundation for understandingkey issues in today’s global economy. An emphasis will be placed on studying managementfrom the perspective of the top management of leading United States and global organizations.Prerequisite: Junior standing or consent of the instructor.325. Business and Society AveryFour credits.A review of business and its relationship to society as a whole. Corporate social responsibility includingcorporate philanthropy, employee relations, environmental responsibility, and businessethics will be the primary focus of the course. The role of government in its relationship to largecorporations will also be reviewed. Case studies will be used, and students will develop projectsthat will help to build ethical leadership skills.330. International Marketing RauchFour credits.An introduction to the marketing of goods and services in a multinational environment with anemphasis on cultural awareness. Topics to include marketing on a global stage, the global marketingenvironment, and global marketing strategy development. May count toward the globaland cultural studies requirement; refer to the Academic Policies: Global and Cultural StudiesRequirement section for more information. Prerequisite: Business Management 208.

60 Courses of Study345. Business Law StaffFour credits.Explores the relationship between business, government and labor. This course will examine thefoundation of business law contracts and the fundamental concept of the legal prerequisites ofthe business world including sales, agency, employment relations, government regulations, andrelated topics. Further, this course will evaluate the nature and limits of the legal system in theworld of business with special emphasis on ethics and the related moral principles of prudence,fortitude, temperance, charity, and justice. No prerequisites. Students who have taken BusinessManagement 300 (Departmental Studies: Business Law) for two credits may not take this course.364. Business Strategy and Economic Policy in Latin America HaugeThree credits. Offered in 2012-13 and alternate years.A survey of economic conditions and policies, social issues and historical trends shaping internationalbusiness strategies in Latin America. Topics include free trade agreements and changingexport and import opportunities; privatization, direct investment and outsourcing; dollarizationand portfolio investment; and immigrant workers and cultural diversity. We explore ethical decisionsregarding treatment of workers and the environment, government influence, corruptionand regulatory compliance. Students choose a country, an industry, and a form of internationalconnection for research. May count toward the global and cultural studies requirement; refer tothe Academic Policies: Global and Cultural Studies Requirement section for more information.Same as Economics 364. Prerequisite: Economics 211 or 212.412. Investment Analysis HuangFour credits.Analysis of investment and portfolio management. Topics include asset pricing theory, investmenttechniques, and analysis and management of common stocks, bonds, and financial derivatives.The course also focuses on the application of financial theory and investment techniquesto contemporary financial practice. Same as Economics 412. Prerequisite: Economics/BusinessManagement 313.413. Entrepreneurship and Small Business Management AveryFour credits.Introduction to the opportunities, risks, and rewards found in the ownership of a smallbusiness. Concentrates on the effective management of small firms to include: planning andorganizing the new company, financial and administrative controls, franchising, and purchasingan existing business. Reviews the role of small business in American society. Prerequisite: Seniorstanding or consent of the instructor.452. Senior Seminar Business Management ZhosanTwo to four credits.A capstone course intended to allow students to apply the knowledge developed in other classesand acquire more advanced economic and business research tools and techniques to analyze reallifeand simulated situations. A semester-long group project integrates knowledge from previouscourses across different aspects of a simulated business environment. In an individual writtenproject, students develop advanced methods and apply them to a topic approved by the instructor.The group project is presented orally in stages with group discussion; the individual projectculminates in a written report and a brief oral presentations. Credits depend on the extent towhich economic or business research methods are used in the individual project: if only businessmethods, 4 credits; if only economic methods, 2 credits; if a mixture of methods, 3 credits. Studentsconcurrently enrolled in Economics 502, with which this class may meet, complete extraweekly projects in Economics. Prerequisites: Senior standing and completion of or concurrent enrollmentin the courses required for the major.

Business Management541, 542. Independent Study AveryOne to four credits each semester.Supervised investigation of business management problems of special interest to the student.Prerequisites: Junior or senior standing and consent of the program director.551, 552. Independent Study: Internship AveryOne to four credits each semester.Supervised work off campus in an area of business management of special interest to thestudent. Prerequisites: Junior or senior standing, 12 credits of related classes, and consent of the programdirector.ChemistryProfessors Colleen M. Byron (on leave fall 2011); Dean A. Katahira (Chair);Assistant Professor Masanori Iimura (on leave spring 2012); Joseph D. Scanlon;Adjunct Scholar Thomas J. Oyster;Stockroom Supervisor Barbara JohnsonDepartmental Mission Statement Modern chemistry is the study of matter and itstransformations. Our department presents the theory, concepts, and laboratory experiencesof chemistry in an intimate environment that allows for the personal professionaldevelopment of students through both individual and team based approaches.The department’s program is framed within the liberal arts model where we considermultiple perspectives to enhance our understanding of phenomena. Throughout thechemistry curriculum, students advance in their problem solving, critical thinking,laboratory safety, communication, and ethical skills and become prepared for careersas productive scientists and for lives as responsible citizens.Communicating Plus: Chemistry. Students completing a major in Chemistrydevelop skills in the four Communicating Plus areas — written communication, oralcommunication, critical thinking and problem solving — in required and electivecourse work in the discipline. Numerical, graphical, visual, oral, and written modes ofcommunication are integral to Chemistry courses and to the discipline. Computersare used throughout the Chemistry curriculum as tools for communication and forthe analysis and interpretation of data. Laboratory reports in the 100 level courses area combination of observations, calculations, and explanations. As data analysis andproblem solving skills are developed in the 200 level courses, detailed documentationand oral and written reporting of laboratory work improve the student’s scientific communicationskills. In the 300 and 400 level and capstone courses, students are engagedin both individual and team oriented research projects and complete and report ona required senior research thesis. These culminating experiences allow students tofurther develop and demonstrate their mastery of disciplinary content and of theCommunicating Plus skills.Requirements for a major in chemistry: Chemistry 111, 112, 211, 214, 321, 333,334, 342, three semesters of 501 and one semester of 502, two semesters of physics(151-152 or 171-172), plus two semesters of calculus (201 and 202) or a higher calculuscourse. Chemistry 111, 112, 211 and 214 constitute an introductory core and should betaken in sequence.Majors must complete a research project which culminates in a substantial writtenthesis. Except in unusual circumstances, an experimental project is required. This61

62 Courses of Studythesis project can be initiated after the student’s exposure to the introductory core,but must be essentially complete at the end of the fall semester of the senior year. Adirected summer research project, either at Ripon, on another campus, or in an industriallaboratory, could also provide the basis for an acceptable thesis. It is expected thatthe project will be the equivalent of a minimum of four semester hours of credit.Students planning to pursue graduate work should select advanced courses andindependent study based on their post-graduation interests and should also considerseriously the potential value of linear algebra, differential equations, and advanced calculus.Students should discuss the possibilities with members of the department beforeregistration.Laboratory periods for Chemistry 100 and 175 are two hours per week. All otherlaboratories are four hours, unless otherwise noted.Requirements for a minor in chemistry: Chemistry 111, 112, 211, 214, and onecourse from Chemistry 321, 333, 334, 414, or 422.Requirements for a teaching major in chemistry: 111, 112, 211, 214, 321, 333, 334,342, 401, 501 (two credits); Physics 151 and 152 or 171 and 172; Mathematics 201-202;and Environmental Studies 120.Requirements for a teaching minor in chemistry: Chemistry 111, 112, 211, 214,and 401; either 321, 333, or 334; and Mathematics 201-202.100. Global Chemistry StaffFour credits.A course which explores the chemistry behind global environmental issues on a need-to-knowbasis. Air pollution, ozone depletion, global warming, acid rain, water pollution, energy, andnuclear energy issues are addressed from chemical and political points of view. Examples oflaboratory experiments include identifying drugs, exploring the effects of acid rain, silver-platingglass, and the synthesis of wintergreen. The course is intended for non-science majors with littleor no background in chemistry.111. Organic Chemistry I IimuraFive credits.Structure, nomenclature, and reactions of the principal functional classes of carbon compounds.Laboratory experiments emphasize methods of purification, preparation, and identification ofpure organic compounds. Prerequisite: High school chemistry or consent of the instructors.112. Structure and Reactivity KatahiraFive credits.An introduction to the basic principles of chemistry. The structural relationship betweenthe atom and the macroscopic properties of matter is studied through topics such as kineticmolecular theory, gases, quantum theory, molecular orbital theory, intermolecular forces, andthe solid state. Chemical reactivity is introduced through the study of stoichiometry, kinetics,chemical equilibrium, thermodynamics, and electrochemistry. The laboratory includes studiesin stoichiometry, qualitative analysis, gas laws, electrochemistry, acid-base equilibrium, kinetics,inorganic syntheses, and other topics. Prerequisite: Chemistry 111 or high school chemistry and consentof the instructor.

Chemistry201. Departmental Seminar ByronOne credit. Offered both semesters.Selected topics presented by students, faculty, or visiting lecturers, followed by discussion. Thiscourse option is open to first- and second-year students. Grading is S-U.211. Analytical Chemistry: Equilibrium Byronand Quantitative AnalysisFive credits.An introduction to analytical chemistry with special emphasis on equilibrium-based methodsfor quantitative determinations. Acid-base, complexation, precipitation, and oxidation-reductionequilibria are studied in the classroom and particular attention is paid to the roles of thesereactions in biochemical systems. Spectroscopic and chromatographic methods of analysis areintroduced in the laboratory. Other laboratory work stresses the development of quantitativetechniques, laboratory notebook protocol, the statistical evaluation of data, and the carrying outof a group designed analytical research project. Prerequisite: Chemistry 112.214. Organic Chemistry II IimuraFive credits.Organic synthesis and stereochemistry with emphasis on mechanism and on compounds containingmore than one functional group, including carbohydrates, amino acids, and peptides.Laboratory includes qualitative organic analysis. Prerequisite: Chemistry 111 and 112 or consent ofthe instructor.321. Descriptive Inorganic Chemistry KatahiraFour credits.The descriptive chemistry of the elements studied with respect to periodic trends. Atomic structure,ionic and covalent bonding, molecular structure, the solid state, solutions, coordinationcomplexes, organometallic chemistry, experimental methods, conductivity, and superconductivityin inorganic solids are topics typically studied. In addition, the origin, discovery, isolation,and chemistry of selected elements are examined. No laboratory. Prerequisite: Chemistry 214.332. Glass working KatahiraTwo or three credits.Instruction and practice in the elementary operations of glassblowing and their application tothe construction of scientific apparatus and art objects. An introduction to glass working in artand science is included. Studio emphasis may be either in scientific apparatus or art or a combination.Lectures, demonstrations, field trips, and studio. See Art 332. Does not fulfill the First YearExplorations Requirement in the Natural Sciences. Prerequisite: Consent of the instructor.333. Physical Chemistry: Quantum Mechanics, Spectroscopy, Scanlonand Statistical ThermodynamicsFive credits.An introduction to quantum mechanics with applications in spectroscopy. Bonding theory,atomic and molecular structure determinations, and quantum chemistry calculations are included.Laboratories are in the area of chemical quantum calculations, spectroscopy, and structuredetermination. Prerequisites: Math 201-202 and Physics 151-152 or 171-172 or consent of the instructor.63

64 Courses of Study334. Physical Chemistry: Chemical Thermodynamics Scanlonand KineticsFive credits.The study of chemical thermodynamics and its applications to chemistry and biochemistry.Kinetics of reactions, reaction mechanisms, and reaction rate theory are also covered. Laboratoriesillustrate and test established principles and provide basic experience with measurementsyielding quantitative results. Prerequisites: Math 201-202 and Physics 151-152 or 171-172 or consent ofthe instructor.342. Advanced Laboratory StaffFour credits.A study of the preparation, isolation, and characterization of compounds. Where possible, theemphasis is on the techniques involved and the range of their applicability to either inorganic ororganic systems. The quantitative aspects of separation and characterization will be emphasized.Includes discussions of the chemical literature and the effective written and oral communicationof experimental results. Two laboratories and two discussions per week. Prerequisites: Chemistry214 and 333 or 334 or consent of the instructor.352. Environmental Chemistry KatahiraThree credits. Offered upon sufficient demand.A study of the interaction between chemical species and the environment. The course is builtupon chemical principles introduced in previous courses and integrates these principles withinthe context relevant to environmental concerns. Topics include water pollution and treatment,atmospheric chemistry and pollution, geochemistry, soil chemistry, industrial impact on theenvironment, hazardous waste, and toxicological chemistry. No laboratory. Required field trips.Prerequisites: Chemistry 111, 211, and 214.401. The Teaching of Chemistry StaffTwo credits. Offered on demand.Methods of the teaching of chemistry in secondary schools. The development of the chemistrycurriculum, lectures, problem assignments, evaluation instruments, demonstrations, laboratories,and laboratory safety will be covered. Required for teaching certification in chemistry. Doesnot count for the major.413. Advanced Organic Chemistry IimuraThree credits.Advanced topics in organic chemistry with special emphasis on mechanism and theory, includingpolymers and other commercially important organic compounds. No laboratory. Prerequisites:Chemistry 214 and 333 or 334 or consent of the instructor.414. Chemical Instrumentation ByronFour credits.Designed to promote an understanding of instruments used for chemical and biochemical characterization.Atomic and molecular spectrophotometry, fluorometry, laser spectroscopy, massspectrometry, nuclear magnetic resonance, electrochemistry and chromatography are studied indetail. Flexible laboratory exercises explore instrument optimization and chemical characteristicsthat influence instrumental design. Prerequisite: Chemistry 211.

Chemistry415. Advanced Inorganic Chemistry KatahiraThree credits.Advanced topics in inorganic chemistry selected with reference to student backgrounds andinterests. Topics include introduction to symmetry and group theory; the structure, stability, andelectronic spectra of classical transition metal complexes; descriptive applications of molecularorbital theory; conductivity and superconductivity in solids; the metal-metal bond in transitionmetal clusters and multiple metal bonds; key reactions of organometallic compounds;experimental methods. No laboratory. Prerequisites: Chemistry 321 and 333 or 334 or consent of theinstructor.422. Biochemistry ByronFour credits.An introduction to biochemistry with an emphasis on the structures and properties of moleculesfound in living cells and on the energetics and dynamics of biochemical reactions. No laboratory.Prerequisite: Chemistry 214 or consent of the instructor.501, 502 Departmental Seminar ByronOne credit. Offered both semesters.Selected topics presented by students, faculty, or visiting lecturers, followed by discussion. Thiscourse is required of junior and senior chemistry majors. Grading is S-U for Section 501.521, 522. Departmental Studies StaffOne to five credits.Individual preparation in special phases of chemistry not covered in regular courses, with regulardiscussion periods. Prerequisite: Consent of the instructor.541, 542. Independent Study StaffOne to five credits each semester.Supervised investigation of special problems in chemistry either as a laboratory or libraryresearch problem. A paper summarizing the semester’s work is required. Prerequisites: Consent ofthe instructor.Chemistry-Biology(Co-Directors)Professors Colleen M. Byron, Robert L. WallaceThe chemistry-biology major is an interdisciplinary program designed for studentsinterested in the health sciences, molecular and cell biology, environmental disciplinessuch as toxicology, and any other field in which a good preparation in both chemistryand biology is needed. All chemistry-biology majors must take a basic core of coursesin science and math. Beyond this basic core, they must elect a course of study thatemphasizes either a molecular-biochemical or an environmental concentration. Studentswho elect the chemistry-biology major may not elect a major or minor in eitherchemistry or biology.Core requirements for a major in chemistry-biology: Biology 121, Chemistry 111,112, and 211, Physics 151-152 or 171-172, Math 201 or higher level calculus, and Biology501-502 or Chemistry 501-502 (one semester of each). A senior thesis is required.For students electing to take Biology 501-502, Mathematics 120 or Psychology 211 is aprerequisite.65

66 Courses of StudyMolecular-biochemical emphasis: Biology 219 and three courses in Biology selectedfrom the following: 211, 216, 226, 312, 314, 327, 328, and 329. Two of the followingcourses: Chemistry 214, 321, and 333 or 334. Students who plan to attend graduateschool in biochemistry are advised to take both Chemistry 333 and 334 and Chemistry422.Environmental emphasis: Environmental Studies 120, Biology 247 and two additionalcourses in Biology including one of the following: 314, 337, 338, 339 and 450.Two of the following courses: Chemistry 214, 321, and 333 or 334.Classical StudiesSee Romance and Classical LanguagesCommunicationProfessor Jody M. Roy (Chair);Assistant Professors Steven E. Martin (on leave fall 2011); Dean A. Pape (part-time);Post-Doctoral Fellow VaNatta S. FordAdjunct Instructor Adam JacobiDepartmental Mission Statement The Ripon College Communication Departmentempowers students to become agents of change within society. We developstudents’ critical thinking, problem-solving, and oral and written communication skillsby challenging them apply historical, theoretical, and critical approaches to publicdiscourse.Communicating Plus: Communication. Students majoring in communicationdevelop written communication, oral communication, problem solving, and criticalthinking skills as they progress through courses in the department. Students writeformally and give both formal and informal oral presentations in virtually all classesin the Communication Department. Additionally, students develop skills of criticalthinking and problem-solving as they learn to analyze, create, and support argumentsin such areas as policy-making, theory-building, and critical evaluation of communication.Requirements for a major in communication: Thirty-six credit hours in communication,including Communication 115, 200, 223, 326, 370, 392, 500, and 510, andtwelve credit hours from Communication 210, 212, 215, 228, 248, 310, 315, 323, 336,352, 401, 402, 410, 412, and 440.Requirements for a minor in communication: Twenty credit hours in communication,including Communication 115, 223, and 326.Requirements for a minor in communication and civic advocacy: Twenty creditsincluding Communication 115, 215, 315, 440 plus one of the following: Communication336, 352 or 370. Note: no more than four credits of 440 and one credit of 315may be counted toward the minor. Students majoring or minoring in communicationmay not also minor in communication and civic advocacy.Requirements for a teaching major in communication: Thirty-seven credits includingCommunication 115, 223, 248, 326, 401, 402, 500, 510 plus six credit hours fromthe following: 352, 370, 392.Requirements for a teaching minor in communication: Twenty-four credits includingCommunication 115, 326, 401, 402 plus six credit hours from the following: 223,248, 352, 370.

CommunicationCommunication majors are strongly encouraged to plan an internship in somearea of communication during their junior or senior year at the College. Some recentinternships have included the areas of advertising, sales, personnel management, newsbroadcasting, public relations, and journal editing.115. Public Speaking MartinThree credits.Principles and practice of formal, public communication. Attention will be paid to the roleof speakers and critical listeners. Emphasis will be placed on research, evidence, organization,motivation, and persuasion. Includes formal oral presentations and analysis of speeches as wellas consideration of communicator responsibility.200. Technical Writing For Communication Majors StaffOne credit.Open only to declared majors in communication. Attention will be given to writing conventionsin the field of communication, citation formats, and basic argument/evidence constructs. Communicationmajors must earn a grade of at least C- in Communication 200 prior to completionof the junior year. Prerequisite: English 110.210. Intermediate Communication Skills StaffTwo credits.Students develop particular communication skills both by learning theories relevant to the skillsand by participating in extensive practice. Classes are offered in a variety of skill areas, including:Listening Skills; Audience Analysis; and Speech Composition. Prerequisite: Some sections of Communication210 may require Communication 115 as a prerequisite.212. Issues in Communication StaffTwo credits.Consideration of significant issues in society as they intersect with the field of communication.Students will be exposed to basic concepts of communication analysis as they investigate suchtopics as: Freedom of Expression; Intercultural Communication; Gender and Communication;The Impact of New Technologies on Communication; and Communication and the Family.215. Advanced Public Speaking RoyFour credits.Students in Advanced Public Speaking refine their skills as public advocates by researchingcurrent issues of significance, constructing and evaluating arguments, and adapting style anddelivery techniques to the demands of actual community audiences, in both in-class and in-fieldpresentations. Students receive feedback from peers, the instructor, and community audiencemembers representing local organizations, businesses, government agencies, and other groupswith vested interest in the students’ topic areas. In addition to preparing for and engaging inpublic speeches, students will prepare formal, written self-assessments and audience-responseassessments. Prerequisite: Communication 115.223. Organizational and Business Communication RoyFour credits.Theory and practice of communication within organizations. Covers various topics includingcommunication channels, organizational structure, leadership as a function of communication,and interviewing. Students will participate in interviews, decision-making groups, and formalpresentations.67

68 Courses of Study228. Principles of Debate RoyFour credits.Theory and practice of debate. Students will encounter theories of burdens, stock issues,justification and warrants; rules of evidence; paradigm standards; etc. Theory will be put intointensive practice in a series of in-class debates.248. Persuasion and Mass Media PapeFour credits.Theories of persuasion in human interaction. Emphasis on the role of communication mediaand technologies in contemporary persuasion. Attention will be paid to the impact of media onspeech-making, advertising, and creating/maintaining ideology.310. Empirical Studies in Communication PapeFour credits.Students will research, design, and apply various methods of empirical analysis to actual communicationevents, in particular within interpersonal and small group environments. Students willexamine communication theory and methodology as they survey and review literature within avariety of topic areas, which may include mass media, gender, intercultural, and theories of thepublic. In addition, students will analyze and critique existing research theory and methods.315. Speech Practicum MartinOne credit.Students enrolled in Communication 315 work with the instructor to devise an individualizedlearning plan for the semester, including specific learning goals and a scheduled series of actualpublic speaking engagements through which those goals will be realized and assessed. Speakingforums and formats will vary for each student; some students may serve as informationalor special event speakers for local community organizations, others may advocate on behalfof nonprofit groups, and more advanced students may work as speech consultants/trainersfor representatives of community or educational groups. Note: In addition to work with localgroups, effective in the fall of 2006, students enrolled in Communication 315 may partner withThe Huntington’s Disease Society of America or The National Association of Students AgainstViolence Everywhere, both national nonprofit corporations. Prerequisite: Communication 115 and215.323. Argumentation Theory RoyFour credits.Theory and application of contemporary argumentation theory. Attention will be paid tohistorical development of argumentation theory and the concepts of justification, reasonability,evidence, fields of argument, argument and audience, and argument types. Students will applyvarious theories to historical and contemporary case studies.326. Historical Development of Rhetorical and RoyCommunication TheoryFour credits.Survey of the evolution of rhetorical and communication theory from the classical to the contemporaryperiod. Emphasis on traditional and current understandings of the field.

Communication336. The Rhetoric of Social Movements RoyFour credits.The role of rhetoric in the development, maintenance, and decline of social movements. Impactof social movements on American ideology. Taught through examination of extended case studiesof movements and counter-movements.352. Political Communication MartinFour credits.The role of communication in contemporary politics. Emphasis on social movement, politicaladvertising, political campaigns, political journalism, and presidential and congressionalrhetoric.370. American Public Address MartinFour credits.Analysis of significant American rhetors within the context of American history. Emphasis onthe role of rhetoric in the evolution of American historical and ideological development.392. Rhetorical Criticism MartinFour credits.Theories and methods of rhetorical criticism. Detailed critical analysis of historical and contemporaryrhetoric. Students will apply theory through written and oral projects. Writing Intensive.401. Teaching of Speech StaffTwo credits. Offered on demand.A theory and practice course for the classroom teacher. Philosophy of speech communicationeducation is stressed along with content and teaching skills, methods, and techniques. Studentsplanning to pursue graduate work in communication are strongly encouraged to enroll. Prerequisite:Consent of the instructor, to be taken concurrently with Communication 402.402. Directing Debate and Forensic Activities StaffTwo credits. Offered on demand.A theory and practice course involving organization and administration of competitive speechand debate programs at both the high school and college level. Focus on philosophies andmethods of coaching, tournament management, travel management, budgeting, recruiting, andprogram development. Prerequisite: Consent of the instructor, to be taken concurrently with Communication401.410. Topics in Communication Studies PapeFour credits.Exploration in depth of major interest areas in the field of communication studies. Topics willvary from year to year, but will include such issues as intercultural communication, gender andcommunication, and cognitive and attitudinal responses to persuasion. Prerequisite: Consent of theinstructor.412. Topics in Rhetorical Theory and Criticism RoyFour credits.Exploration in depth of major interest areas in the field of rhetorical theory and criticism. Topicswill vary from year to year, but will include such issues as rhetoric and ideology studies, nondiscursiverhetorical forms, European critical schools and rhetoric as epistemology. Prerequisite:Consent of the instructor.69

70 Courses of Study440. Applied Communication RoyFour credits.Student teams analyze communication problems in the local community and develop solutionstrategies. Students learn to evaluate competing solutions on grounds of feasibility, cost-benefitanalysis, and short-term/long-term implications. Students devise implementation plans and,where applicable, train community members to carry out implementation. May be repeated forcredit. Prerequisite: Consent of the instructor, major or minor standing, and at least 12 credits in Communicationcompleted.441. Communication Campaign Management RoyTwo credits.Communication Campaign Management is an intensive practicum in which individual studentsand/or small groups of students working as a team implement elements of an actual public communicationcampaign on behalf of a non-profit organization. Students apply theories of publicpersuasion to develop effective campaign strategies in service of a non-profit’s mission and goals;students then use written, oral, and organizational communication skills to implement (and, insome cases, supervise implementation of) the strategies as tactical elements within a public communicationcampaign. In addition to their work on the campaign projects, students will write apaper analyzing the campaign from various theoretical perspectives and will present the paper tothe department. Prerequisite: CMM 440.500. Senior Thesis RoyThree credits.Preparation of a significant individual research project which is critiqued by class members aswell as presented orally for the seminar and invited guests. Must be taken concurrently with Communication510.510. Senior Seminar RoyFour credits.The Senior Seminar in communication serves as a capstone experience, providing students withopportunities to apply skills and knowledge derived from all course work in the major in uniqueformats that help prepare students for their educational and work lives beyond the undergraduatelevel. Seminar participants sit for written and oral comprehensive exams of core contentareas of the field: American Public Address, Rhetorical Theory, and Rhetorical Criticism. Seminarparticipants plan and execute an educational conference for high school students on a greatspeech in American history. Finally, seminar participants regularly share their on-going researchwith their peers and faculty, culminating in formal final research presentations. Prerequisite: Atleast two of Communication 326, 370, 392; or consent of the instructor. Must be taken concurrently withCommunication 500.540. Independent Study StaffTwo to four credits each semester.A creative research or production project in the student’s chosen area of concentration. Studentscontemplating enrollment in independent study must submit a written proposal covering thework to be done to the chair of the department at least three weeks before the beginning of thesemester in which the work is to be done. Prerequisites: Junior or senior standing, consent of the departmentchair, and at least 12 credits toward the major.

Communication550. Independent Study: Internship StaffTwo or five credits each semester.Supervised field study, normally involving an aspect or aspects of communication within anorganization. The student will complete a project for the organization and write a paper describingand critically analyzing the field experience. The course may be repeated up to a total ofeight credits. A limited number of positions are available. Interested students should consult theinstructor well in advance of preregistration for detailed requirements. Prerequisites: Communicationmajors, junior or senior standing with at least 12 credits in communication courses. Internships aregraded Pass-Fail.71Computer ScienceSee Mathematics and Computer ScienceEconomicsProfessor Paul J. Schoofs (Chair, fall 2011);Associate Professor Soren Hauge (on leave fall 2011,Chair, spring 2012);Assistant Professors Peng Huang, Dmytro ZhosanDepartmental Mission Statement The Ripon College economics departmentengages and supports students in critically evaluating economic theories, data andpolicies and solving problems of resource use that arise in life, work, and citizenship athome and abroad.Communicating Plus: Economics. Students completing a major in economicsdevelop skills in the four Communicating Plus areas — written communication, oralcommunication, critical thinking and problem solving. All courses in the curriculumaddress the central issue of economics—the scarcity of resources relative to unlimitedmaterial wants. Critical thinking is essential as students consider the problems emanatingfrom the scarcity of resources. Students practice problem solving by workingthrough both quantitative and qualitative problems reflecting difficult choices amongoptions. Written and oral communication are also staples in the economics curriculum.Students encounter an array of writing assignments ranging from essay exams toformal research projects. Similarly, students engage in oral communication activitiessuch as small group discussions, dialogs with guest speakers, and more formal groupand individual presentations. Capstone courses require students to demonstrate theirdeepening understanding of the central concepts, frameworks, and analytic tools ofeconomics, as well as competence in the Communicating Plus skills areas.Requirements for a major in economics: Economics 211-212, 350, 311 or 352, and481 or 482; Mathematics 120; six more credits of Economics courses numbered above400; and seven more credits of Economics courses numbered 300 or above, not including313. Students may include either 361 or 461, but not both.Students anticipating graduate study for masters or doctoral degrees in economics,business, public policy, health administration, and many other professional fieldsshould take additional courses in statistics, calculus, and linear algebra.Requirements for a teaching major in economics: Business Management 131; Economics211-212, 311, 350, 352, 452, and 481; one of the following: 332, 341, 361, 412,461, 471, 482 or 502; and History 401.

72 Courses of StudyRequirements for an economics minor: 18-20 credits. Economics 211-212; 350 or352; seven additional credits of Economic courses numbered 300 or above, not including313.Requirements for a teaching minor in economics: Economics 211-212, and 14additional credit hours chosen from 311, 332, 341, 350, 352, 361, 412, 452, 461, 471,481, 482, or 502; and History 401.Broad Field Social Studies Teacher Licensure Options - Students seeking licensureat the Early Adolescence/Adolescence (Grades 6-12) levels in the social sciencedisciplines (Economics, History, Politics and Government, Psychology, and Sociology)may choose one of the options listed below to add endorsements in fields outside theirmajor. Students may complete a minor in a discipline outside the social sciences orthe broad field licensure program outlined below. Broad field licensure prepares teachersto teach in general social studies classes in grades 6-9. They will also be licensed toteach the specific discipline of their two concentrations at the high school level. Giventhe very difficult job market for social studies teachers, students should consider oneof these options to strengthen their employment options.Option 1 – Major/Minor Program - The first option open to student majoring in asocial studies discipline is to complete a minor in another social studies discipline ora subject outside the social sciences. Recent examples of programs designed on thismodel are a history major with an English minor and a politics and government majorwith an English minor. In this case, the student would student teach and be fullylicensed to teach both subjects.Option 2 – Social Studies Major with Broad Field Social Studies Licensure - As partof their program of study, students must complete the following:1. A major in a social science discipline,2. Concentrations, as defined in the chart below, in two other social science disciplines,only one of which may be in history,EconomicsECO 211 and 212One 300-level course otherthan 313Politics and GovernmentPOL 112, 220One 300-level courseUS History2 of the following 5 historyclasses: 241, 242, 262,263, or 264One 300-level coursePsychologyPSY 110Two 200-level topicscoursesWorld HistoryHIS 281 and 2822 area studies courses, oneat the 200 level, one at the300 level, selected with aHistory advisorSociologySOC 110One 200-level courseOne 300-level course3. At least one course in each of the following disciplines: Economics, History, Politicsand Government, Psychology, and Sociology.4. One of the courses that address geography as a factor that influences human interactionsand society from the following list: History 281, History 282, Economics 332 or361, or Politics and Government 112. This course may also count toward fulfillmentof criteria 1-3.Students are encouraged to extend the breadth of their social science backgroundby also taking courses in anthropology, global studies, Latin American and Caribbeanstudies, and religion.

EconomicsFor interdisciplinary courses cross-listed in Economics, the number of credits countingtoward an economics major or minor may be less than the total number of creditsfor the course, as announced in the course description.211-212. Principles of Economics StaffFour credits each semester.Fundamental economic principles and their application to public policy, business management,and personal decisions. Macroeconomics (Economics 211) addresses the economy as a whole:the growth and fluctuations of total production, employment and prices. Microeconomics (Economics212) addresses the decisions of individual households and businesses, and their interactionsthrough markets. The course sequence is normally taken in the sophomore year, thoughfirst-year students with strong academic backgrounds, especially in mathematics, may also enrollby permission of the department, preferably beginning in the spring semester. Economics 211is normally taken first, followed by Economics 212, since the overall introduction to economicswhich begins each course is extensive in Economics 211 and only briefly reviewed in Economics212.300. Departmental Studies StaffTwo, three, or four credits.Special subjects in economics not covered by regular courses. This course may be repeatedfor credit when topics change. Some topics may count toward the global and cultural studiesrequirement; refer to the Academic Policies: Global and Cultural Studies Requirement sectionfor more information. Prerequisite: Consent of the instructor.311. Money and Banking HuangFour credits.Financial markets and instruments. The role of money and depository financial institutions ineconomic activity. The Federal Reserve System, instruments and objectives of monetary policyand the implementation and evaluation of these policies. This course also covers monetarytheory. Prerequisite: Economics 211-212, or consent of the instructor.313. Corporation Finance HuangFour credits.Analysis of business financial policies and problems consistent with the objective of maximizingshareholders’ wealth in an individual corporation. This is the basic financial managementcourse introducing students to such essential financial concepts as the analysis of financial statements,the time value of money, stock and bond valuation, risk and return, capital budgetingand the cost of capital. Same as Business Management 313. Prerequisite: Economics 211-212 andcompletion of the non-statistical mathematics requirement for the business management major. Prerequisiteor corequisite: Business Management 131.321. Economics of Professional Sports SchoofsFour credits.An examination of key economic issues in the major professional team sports (baseball, football,basketball, and hockey). These include labor-management relations and the frequency of strikesand lockouts, salary cap agreements and other restrictions on player earnings, revenue and costanalysis of a typical team, how leagues function as monopolies, new stadium/arena constructionand governmental financing, expansions of leagues to new cities vs. creation of new leagues,competition vs. cooperation between teams. Prerequisite: Economics 212 or consent of the instructor.73

74 Courses of Study332. Resource and Environmental Economics HaugeFour credits. Offered in 2011-12 and alternate years.Theoretical framework for the analysis of environmental pollution and renewable and nonrenewableresource management. Topics include public goods and common-property resources;private cost, social cost, externalities, and market failure; designing and implementing environmentalpolicies; benefit-cost analysis; the global environment. Prerequisite: Economics 212 orconsent of the instructor.342. Introduction to Econometrics HaugeFour credits. Offered in 2012-13 and alternate years.An introduction to the statistical methods for empirically testing economic relations. Resultsare derived in an intuitive manner and applied to estimation problems in several areas ofeconomics. Topics include simple and multiple linear regression with cross-sectional data; use ofqualitative data; problems in selection of variables and functional forms, heteroskedasticity, andidentification; instrumental variables and two-stage least squares; and fundamentals of regressionwith time-series data. Prerequisite: Economics 211-212 and Mathematics 120 or consent of the instructor.346. Game Theory for Business and Economics ZhosanFour credits. Offered in 2012-13 and alternate years.Strategic interaction is a part of everyday life, and so are the situations that can be explainedusing Game Theory. Game Theory deals with decision problems in a competitive environmentwhere conflict, risk, and uncertainty are often involved and is a powerful tool for understandingindividual actions and social institutions in economics, business, and politics. The coursefocuses on the underlying theory, but applications to social economic, and political problemsabound. Topics include Nash equilibrium, subgame perfection, auctions, and incomplete information.In-class games are used to illustrate the concepts. Prior knowledge and understandingof basic probability theory is essential to success. Prerequisites: Economics 212 and Mathematics 120.350. Price Theory ZhosanFour credits.Theories of the behavior of individual economic units: consumers, businesses, and resourceowners. The processes of valuation, production, and distribution characteristic of a marketsystem are considered as well as implications for welfare and public policy. Concepts of gametheory and behavioral economics are introduced and used in the analysis in addition totraditional economic theory. Prerequisite: Economics 212 and either completion of the non-statisticalmathematics course requirement for the Business Management major or consent of the instructor.352. Intermediate Macroeconomic Theory HuangFour credits.Analysis of growth and fluctuation of total production and employment, as well as prices and interestrates, primarily with neoclassical and Keynesian theories. Effects of government monetary,fiscal and other policies on growth and stabilization. Draws on current events and debates, andmacroeconomic history, from the U.S. and abroad. Prerequisite: Economics 211.354. Managerial Economics SchoofsFour credits.Principles and cases of management decision making and policy formulation within the businessfirm, including applications in the areas of marketing and finance. Aspects of price theory areapplied to questions regarding risk and profitability, forecasting demand and costs, pricing strategies,capital budgeting and investment decisions, advertising and other non-price competition,employment practices, and inventory management. Prerequisite: Economics 350.

Economics75361. 461. Development Economics HaugeFour credits. Offered in 2012-13 and alternate years.Major analytical and policy issues facing the “less developed” nations — 3/4 of the world’speople. Global issues: defining development; its global patterns and historical process; theoriesof growth and underdevelopment; role of the state in industry, finance and trade; populationand migration. Applications to selected topics, such as: poverty and inequality; agriculture andenvironment; women and health; education and employment; multinational corporations andinternational institutions including the World Bank, IMF and WTO. Students select countriesfor research.361. Development Economics I HaugeFour credits. Offered in 2012-13 and alternate years.An interdisciplinary survey of the primary issues studied by development economists and facedby practitioners. Prerequisite: Economics 211 or consent of the instructor.364. Business Strategy and Economic Policy in Latin America HaugeThree credits. Offered in 2013-14 and alternate years.A survey of economic conditions and policies, social issues and historical trends shaping internationalbusiness strategies in Latin America. Topics include free trade agreements and changingexport and import opportunities; privatization, direct investment and outsourcing; dollarizationand portfolio investment; and immigrant workers and cultural diversity. We explore ethical decisionsregarding treatment of workers and the environment, government influence, corruptionand regulatory compliance. Students choose a country, an industry, and a form of internationalconnection for research. May count toward the global and cultural studies requirement; refer tothe Academic Policies: Global and Cultural Studies Requirement section for more information.Same as Business Management 364. Prerequisite: Economics 211 or 212.412. Investment Analysis HuangFour credits.Analysis of investment and portfolio management. Topics include asset pricing theory, investmenttechniques, and analysis and management of common stocks, bonds, and financial derivatives.The course also focuses on the application of financial theory and investment techniquesto contemporary financial practice. Same as Business Management 412. Prerequisites: Mathematics120 and Economics 313/Business Management 313.452. International Economics HaugeFour credits.International trade in goods and services, and its effects on national welfare and economicstructure. International flows of financial assets and their effects on total production, prices, andinterest rates. International and U.S. laws and systems shaping both. Fundamental theories appliedto policies regarding international trade, finance, economic integration, and related laborand environmental issues. Prerequisite: Economics 350 or consent of the instructor.461. Development Economics II HaugeFour credits. Offered in 2012-13 and alternate years.Theoretical foundations of development policy. Meets with 361 and for additional sessions. (SeeEconomics 361.) Prerequisite or corequisite: Economics 350.471. Industrial Organization Economics ZhosanFour credits. Offered in 2013-14 and alternate years.The course focuses mainly upon the theory of the firm and the industry, with significant emphasisupon oligopoly theory as well as empirical applications of the theory. The course focuses

76 Courses of Studyupon market structure, firm conduct, and economic performance of industries. Of specialinterest is firms’ strategic behavior in price and non-price competition. Game theory is used toanalyze oligopoly pricing and production, strategic entry deterrence, location strategies, productdifferentiation, advertising, and research and development. Prerequisite: Economics 350.481-482. History of Economic Thought SchoofsThree credits each semester.The development of economic inquiry up to the present, from the mercantilists through Smith,Ricardo, Mill, Marx, Marshall, Keynes, the Chicago School, and others. Prerequisite for 481:Economics 211-212. Prerequisite for 482: Economics 481.502. Senior Seminar ZhosanTwo to four credits.A capstone course intended to allow students to apply the knowledge developed in other classesand acquire more advanced economic research tools and techniques to analyze real-life andsimulated situations. A semester-long group project integrates knowledge from previous coursesacross different aspects of a simulated business environment. In an individual written project,students develop advanced methods and apply them to a topic approved by the instructor. Thegroup project is presented orally in stages with group discussion; the individual project culminatesin a written report and a brief oral presentation. Credits depend on the extent to whicheconomic or business research methods are used in the individual project: if only economicmethods, 4 credits; if only business methods, 2 credits; if a mixture of methods, 3 credits. Studentsconcurrently enrolled in Business Management 452, with which this class meets, completeextra weekly projects in Economics. Prerequisite: Senior standing or consent of the instructor.541, 542. Independent Study StaffOne to four credits each semester.Supervised investigation of problems in economics of special interest to the student. Prerequisites:Junior or senior standing, consent of the department chair, and 12 credits toward the major.551, 552. Independent Study: Internship StaffOne to four credits each semester.Supervised work off campus in an area of economics of special interest to the student. Prerequisites:Junior or senior standing, consent of the department chair and 12 credits toward the major.Educational StudiesProfessors Jeanne F. Williams (on leave fall 2011)Associate Professor Suzanne M. Katz (Chair);Assistant Professors Patricia Schulz, T. Hervé Somé,Visiting Instructor and Assessment Coordinator Jean Rigden;Cooperating Teachers in Area School Districts;Departmental Assistant Susan M. HillDepartmental Mission Statement The Educational Studies Department promotesthe disciplined study of education as a social institution that serves both collective andindividual aspirations and needs. The department is also dedicated to the preparationof knowledgeable, effective, and reflective teachers for PreK-12 classrooms in publicand private schools in the United States and around the globe.

Educational StudiesOverview of Departmental Programs Courses in the Educational Studies departmentare offered for students pursuing teaching licensure and students who have anacademic interest in education. The Educational Studies department offers studentsseveral options: course work to earn teacher licensure, an Educational Studies majoror minor, or a combination of licensure and a major or minor. Students may also takesome courses in Educational Studies to meet the College’s explorations or breadthrequirements or as electives. Student teaching and clinical block (Educational Studiesand Exercise Studies 320) are restricted to students who are completing licensureprograms.Communicating Plus: Educational Studies. The Communicating Plus Program atRipon College emphasizes students’ development of skills in four areas: written communication,oral communication, critical thinking and problem solving. The majorand minor in Educational Studies treat education as a social, political, and intellectualprocess. To varying degrees, all the courses in Educational Studies address the developmentof skills and abilities in written and oral communication, critical thinking, andproblem solving. However, the core set of courses taken by all students completing amajor or minor in Educational Studies include special emphases on instruction andassessment in these areas, and students document mastery of these skills in their ProfessionalDevelopment Portfolios. Departmental faculty regularly review this cluster ofcourses to insure that the Communicating Plus student learning goals are substantiallyaddressed in them.2009-10 Title II Report for Ripon College, submitted to the Wisconsin Departmentof Public Instruction during spring semester of 2011. During the academic year2009-2010, the Educational Studies Department at Ripon College had 53 studentsaccepted into its teacher licensure programs. During that year, 26 students successfullycompleted their student teaching in a variety of school districts. One studentcompleted student teaching but was not approved for licensure. Five students completedstudent teaching through the Teach Chicago! Program. Five students taughtbeyond the department’s supervision service area, and each was observed by qualifiedsupervisors from other colleges or universities. In addition, 32 students completed thesupervised practicum, pre-student teaching clinical block. Staffing at the level of .75FTE is devoted to supervision of clinical placements. Full-time faculty, adjunct faculty,and adjunct supervisors are all involved in the supervision of student teaching. RiponCollege supervisors usually conduct a minimum of six observations of each studentteacher; the state of Wisconsin requires four.Educational Studies Major or Minor. The Educational Studies department and theRipon College faculty have reasoned that education is a field of study independent ofother disciplines. However, because of the liberal arts emphasis of the College and thephilosophy of the department, it is argued that the social phenomenon of education isbest understood in its relationship to another discipline. Therefore, each departmentalprogram requires students to complete a major in a discipline outside education. It isnot necessary to have a student teaching experience to understand the social institutionof education; consequently, student teaching is not a requirement for the EducationalStudies major or minor.The Early Childhood Education Minor is designed for students who want to workin child care centers, preschool programs, and early childhood education programs.The minor, alone, does not qualify individuals for licensure through the WisconsinDepartment of Public Instruction (WI-DPI) or for teaching in most early childhoodprograms offered through public school districts.77

78 Courses of StudyTeacher Licensure. Ripon College offers programs leading to licensure at these levels:early childhood through middle childhood (EC/MC) (ages birth-11 years); middlechildhood through early adolescence (MC/EA) (ages 6-12/13); and early adolescencethrough late adolescence (EA/A) (ages 11-21). Programs leading to PK-12 licensure inArt, Foreign Language (French, German, and Spanish), Music, Physical Education,Physical Education and Health, and Theatre are also available. Students seeking licensurewill complete: 1) the College’s exploration and breadth requirements (includingspecific requirements for teacher lincensure); 2) a subject area major; 3) optional subjectarea minor and/or broad field program (Science and Social Studies only); and 4) asequence of educational studies courses and clinical experiences. Licensure programsat Ripon meet standards set by the WI-DPI. Students who complete the requirementsof a licensure program are eligible for an initial Wisconsin teaching license. Licensurerequirements vary from state to state, but students who complete WI-DPI-approvedprograms at Ripon are usually able to obtain a teaching license in another state withvery little difficulty.Professional Development Portfolio: All students licensing at Ripon College arerequired to develop and present an electronic professional development portfolio atspecific points in their programs. Portfolios include samples of classroom and clinicalwork chosen to demonstrate professional competence with respect to three sets ofstandards: 1) The Ripon College Program Perspectives; and 2) The 10 Wisconsin TeachingStandards. Course work in the department requires that students also develop abilitiesto plan instruction that addresses The Wisconsin K-12 Model Academic Standards and theCommon Core Standards for the subject area/s and level/s of licensure being sought.Praxis I and II Tests: Students must earn passing scores on the three subtests of thePraxis I Pre-Professional Skills Test and the appropriate Praxis II content area exam fortheir licensure level/s and subject/s. Information concerning the two exams is availablein Todd Wehr 305 and on-line at the Educational Testing Service web site (ets.org).Foreign Language Proficiency Tests: Students seeking licensure to teach foreignlanguages must earn passing scores on the Praxis I Pre-Professional Skills Test and theworld languages assessment approved by the Department of Public Instruction forinitial educators.Special Education: The Ripon College Educational Studies Department works incooperation with the Special Education Department of the University of Wisconsin-Oshkosh to provide opportunities for students to acquire licensure in special educationalong with their regular education licensure. Students should plan for a fifth yearof study to complete the two programs. Students interested in this program should seetheir educational studies advisor before the beginning of the junior year.Advising. With the exception of students seeking Physical Education licensure,students interested in teacher licensure must have two academic advisors - one in thedepartment of the academic major/minor and one in the Educational Studies Department.The departmental assistant, Mrs. Susan Hill, works with new students to assignthem to the appropriate educational studies advisor. Notices of advising assignmentsare sent out prior to the advising period each semester.Requirements for Admission to the Teacher Education Program. Formal admissionto the Educational Studies program is required of all certifiers and should becompleted prior to enrollment in Educational Studies 320/Exercise Science 320Pre-Student Teaching Clinical Block. To be approved for admission to the department,

Educational Studiesstudents must: 1) have a cumulative GPA of 2.5 or better; 2) earn passing scores onthe Praxis I Pre-Professional Skills Test (PPST); 3) have taken and earned a grade of Cor better in two of the department’s core courses (Educational Studies 195, 250, and270); 4) file a completed application for admission to the program; and 5) have earneda satisfactory initial review of their professional development portfolio.Requirements for Approval for Student Teaching. Approval for student teachingis based on the following factors: 1) previous admission to the teacher educationprogram; 2) a cumulative grade point average 2.75 or better; 3) passing scores on theappropriate Praxis II content area exam/s; 4) documentation of successful participationin 100 hours of clinical experiences, including the 30 hour Human Relationsclinical; and 5) satisfactory review of the professional development portfolio by facultyin the teaching major/minor and educational studies. In addition, a complete, signedapplication for student teaching must be filed with the Educational Studies Departmentby the Friday before midterm break of the semester prior to student teaching.Background Checks. Prior to their placement for the pre-student teaching clinicalblock course (Educational Studies/Exercise Science 320) and student teaching,students must give permission for the department to conduct a criminal backgroundcheck using state and federal law enforcement data bases. Some schools and preschoolprograms may request permission to do their own background checks and may alsorequire students to have a TB test prior to beginning a clinical or student teachingexperience.Requirements for Approval for a Teaching License. Upon successful completion ofstudent teaching, students may submit an application for licensure. Approval of theseapplications requires a full review of the student’s file, final review of the professionaldevelopment portfolio, and receipt of all forms documenting the successful completionof all student teaching placements.Teacher Education Handbooks. The standards and procedures for all programrequirements are detailed in the Teacher Education Handbook and the Student TeachingHandbook. These are available on the Educational Studies Department page of theRipon College Web site.Post-Baccalaureate Teacher Education Program. Individuals who hold a bachelor’sdegree from Ripon College or another institution may complete teacher licensure atRipon. Non-traditional students must submit a transcript for review by the chairs ofthe Educational Studies Department and the department of the teaching major. Basedon analysis of this transcript, a program of study leading to licensure will be developed.A GPA of 3.0 or above, two letters of recommendation, and passing scores on thePraxis I Pre-Professional Skills Test are requirements for entry into this program. Allrequirements specified above for approval for program entry, student teaching andlicensure also apply to non-traditional students.Student Teaching and Clinical Experiences. Each student enrolled in a licensureprogram at Ripon College will complete a minimum of 100 clock hours of approvedclinical experiences prior to student teaching. These hours will be completed in conjunctionwith courses in the licensure curriculum.Student teaching may be completed during the senior year or during a ninth semester.Student teaching is a full-day, full-semester experience following the semester calendarand daily schedule of the cooperating school district. Students enrolled in studentteaching may not enroll in other courses during that semester. All students must applyand be approved for student teaching before they can formally register for this course.See the Requirements section above for more information about this process.79

80 Courses of StudyInternational Student Teaching. Ripon College allows students to complete oneof their two student teaching placements in an international placement through theFoundation for International Education. Information about this program is availablefrom Professor Jeanne Williams.Student Teaching on the Navajo Reservation in Arizona, Utah, or Nevada. RiponCollege students may complete their student teaching on the Navajo Reservationthrough the Cultural Immersion Project at Indiana University. Information about thisprogram is available from Professor Jeanne Williams.Urban Student Teaching. Ripon College allows students to complete their studentteaching through the Teach Chicago! Program of the Chicago Center for Urban Life andCulture. Information about this program is available from any Educational Studiesfaculty member.Ninth Semester Student Teaching Program. Ripon College has established areduced tuition for students returning for a ninth (or later) semester to complete theirstudent teaching. The ninth semester program should be considered by students whowish to complete a double major, a teaching major and minor, or an off-campus semester.Students must complete four full-time semesters at Ripon immediately prior to thestudent teaching semester to be eligible for this program.Program Changes. The requirements for teacher licensure specified in this catalog,the Teacher Education Handbook, the Student Teaching Handbook and other College anddepartmental publications are subject to change in response to mandates from theWisconsin State Legislature or the Wisconsin DPI. Educational Studies Departmentfaculty members are able to advise students about the implications of such changes fortheir individual programs.Requirements for an Early Childhood minor (non-licensure). Each student mustcomplete Educational Studies courses 235, 250, 270, 308, 315, 425 and a 7-8 creditemphasis in a content area. Psychology 235 is recommended as a supporting course forthis minor.Requirements for an Educational Studies major (Early childhood through middlechildhood - EC/MC - ages birth-11): In addition to an approved major in a liberalarts discipline outside of educational studies and general education requirements forlicensure, each student must complete Educational Studies courses 195, 235, 242, 250,260, 270, 281, 315, 338, 341, 342, 346, 412; and Exercise Science 241. EDU 320 Pre-Student Teaching Clinical Block and student teaching (EDU 435, 441*, and 471) mustbe completed to qualify for teacher licensure. PSY 235 is recommended as a supportingcourse for this major.Requirements for an Educational Studies major (Middle childhood through earlyadolescence - MC/EA - ages 6-11/12): In addition to an approved major in a liberalarts discipline outside of educational studies and general education requirements forlicensure, each student must complete Educational Studies courses 195, 242, 250, 260,270, 281, 316, 338, 341, 342, 412; and Exercise Science 241. EDU 320 Pre-StudentTeaching Clinical Block and student teaching (EDU 441, 451*, and 471) must becompleted to qualify for teacher licensure. PSY 235 is recommended as a supportingcourse for this major.Requirements for an Educational Studies minor (Early adolescence through adolescence- EA/A - ages 12-21): In addition to an approved major and general educationrequirements for licensure, each student must complete Educational Studies courses195, 250, 260, 270, 311, 316, 344, 412; and the 401-402 course/s in their teaching

Educational Studiesmajor/s and minor/s. EDU 320 Pre-Student Teaching Clinical Block and studentteaching (EDU 451, 461*, and 471) must be completed to qualify for teacher licensure.PSY 242 is recommended as a supporting course for this major.Requirements for an Educational Studies minor (Early childhood through adolescenceEA/A) - Art In addition to an approved major and general education requirementsfor licensure, each student must complete Educational Studies courses 195, 242,250, 260, 270, 311, and 412. Additional requirements for teacher licensure are listedbelow. Either PSY 235 or 242 is recommended as a supporting course for this minor.Requirements for PK-12 licensure in art education (pending WI-DPI programapproval): Students must complete general education requirements for licensure, therequirements for a major in Art, and the following Educational Studies courses 195,242, 250, 260, 270, 311 or 341, 320, and 412. Students must work with the art advisorsto arrange to take teaching methods course work (Art 354 and 356) and clinical experiences(Sec. Ed. 366) through the University of Wisconsin-Oshkosh. In addition, eachstudent must qualify for and satisfactorily complete EDU 320 Pre-Student TeachingClinical Block and a semester of student teaching (491* and 471) at Ripon College.Requirements for PK-12 licensure in music education: Students must completegeneral education requirements for licensure, the requirements for a teaching majorin Music, and the following Educational Studies courses 195, 250, 260, 270, 311, 320,and 412. In addition, each student must qualify for and satisfactorily complete EDU320 Pre-Student Teaching Clinical Block and a semester of student teaching (EDU421* and 471).Requirements for PK-12 licensure in physical education and health (optional):Students must complete general education requirements for licensure, the requirementsfor a teaching major in Exercise Science and a teaching minor in health(optional), and the following Educational Studies courses 195, 250, 260, 270, 311(health certifiers only), and 412. In addition, each student must satisfactorily completeExercise Science 320 Pre-Teaching Clinical Block and a semester of student teaching(EDU 431* and 471).* Students may substitute EDU 481 International Student Teaching for 6 credits/nine weeks of their student teaching placement.Broad Field Programs in science and social studies are available for students certifyingat the early adolescence through adolescence level in a related field. The requirementsfor these programs are listed in the catalog section for each major.195. Introduction to the Social Foundations of Education SoméFive credits. Offered both semesters.This course will provide students with a comprehensive understanding of the social forces thataffect schools and communities. Students will critically examine and analyze historical, philosophical,sociological and political dimensions of public schooling with a consideration of theinfluence of global changes and diversity on schools and the processes of teaching and learning.Prerequisite: Completion of one semester of college coursework.235. Foundations of Early Childhood Education RigdenThree credits. Offered spring semester.An introduction to the field of early childhood education. The course examines differenttheories of child development and learning, historical approaches to the education of youngchildren, the development of early childhood education as a profession, and contemporary early81

82 Courses of Studychildhood education programs in the United States and other countries. Field trips to child carefacilities are a regular feature of this course.242. Integrated Arts for Elementary Teachers KatzFour credits.A study of the theory and practice of integrating music, art, theatre, and dance into early childhood,elementary and middle-level classrooms. Students will acquire basic skill sets required ofeach artistic discipline as well as compare various theories of imparting content in each area.Students will develop multiple lessons and projects that apply these concepts to teaching in curriculumareas such as reading, math, science, social studies and health.250. Psychological Foundations of Education SchulzThree credits. Offered both semesters.An examination of theories and principles of psychology as they apply to the teaching-learningprocess. Major course topics are human development, learning theory, classroom management,instructional techniques, and assessment. This course includes a clinical experience.260. Diversity in American Education Katz/SoméFour credits. Offered both semesters beginning spring 2012.An exploration of the significance of race, ethnicity, gender, socioeconomic status, language, andsexual preference in schooling in the United States. Students participate in exercises, presentations,and simulations to learn how responses to individual and group differences can shape theteaching-learning process. This course includes a clinical experience. Prerequisite EDU 195.270. Differentiated Instruction: SchulzApproaches for the Classroom TeacherThree credits.An introduction to special education, including students with disabilities and English languagelearners. Students will study the professionally defined categories of exceptional learners, discusspolicies and procedures for identifying and serving special needs children and youth, and practicestrategies for adapting instruction to meet the needs of diverse learners. This course includesa clinical experience. Prerequisites: EDU 250.281. EC/MC/EA Inquiry-Based Instruction Katzin Science and Social StudiesFour credits.A study of the theories behind and practice of inquiry-based instruction as it applies to both thesocial studies and sciences. Students will engage in an examination of current research related toinquiry-based instruction, develop lesson plans modeling this practice, and participate in bothteaching inquiry-based mini-lessons and critiquing their work and the work of others. Emphasiswill also be placed on the further development of content knowledge appropriate for instructionin the elementary and middle grades and the use of literature as a means to support contentarea knowledge acquisition in school settings. Prerequisites: EDU 250.300. Departmental Studies StaffOne to three credits.Special subjects in education not covered by regular courses. A topic has included: ExploringGlobal Issues in Primary Science, Math and Technology Education. Some topics may counttoward the global and cultural studies requirement; refer to the Academic Policies: Global and

Educational Studies83Cultural Studies Requirement section for more information. This course may be repeated forcredit when topics change. Prerequisite: Consent of the instructor.308. Children’s and Adolescent Literature WilliamsThree credits. Offered alternate spring semester beginning 2012.Survey and study of literature written for and read by children and young adolescents. Substantialreading in a variety of genres is required. Students will engage in critical evaluation of a widerange of texts. Prerequisite: Sophomore standing.311. Literacy Development in Middle/Secondary Schools WilliamsFour credits. Offered fall semester.A study of factors that influence adolescents’ literacy development. Students will read anddiscuss case studies of adolescent literacy. Instructional techniques to enhance middle/secondarystudents’ reading, thinking, and writing abilities will be reviewed. Reading and discussion ofliterature written for and read by adolescents is a significant component of the course. Prerequisite:EDU 270.314. Seminar on Classroom Management and Discipline StaffTwo credits.A seminar designed to engage students in investigation into a variety of classroom managementtheories and approaches. Students will discuss case studies of classroom management issues andreview scholarly articles and professional resource materials related to those cases. Members ofthe class will interview practicing teachers to learn about options available to classroom teachersto effectively create a climate conducive to learning for all students in an inclusive classroom.315. Curriculum and Methods for Early Childhood Education HokensonThree credits. Offered fall semester.Based on the concept of developmentally appropriate practice, this course examines the curriculaand methods used in child care settings and early childhood classrooms. Students developresource files, learning centers, and lesson plans. They complete a clinical experience and, basedon that experience, prepare entries for their professional development portfolio. Prerequisite:EDU 235 and 270.316. Middle School Education WilliamsTwo credits. Offered spring semester.A study of the distinguishing characteristics of education in a middle school setting. Majorcourse topics include: 1) the developmental characteristics of young adolescent learners, 2) thehistory and organization of the middle school, and 3) teaching methods for the middle schoolsetting. An instructional component that teaches conflict resolution and peer mediation strategiesis included in this course. Prerequisite: EDU 270.320. Pre-Student Teaching Clinical Block StaffTwo credits. Offered both semesters.Observe classroom instruction, review materials, methods, and planning for instruction and prepareand teach a variety of lessons. Students will spend four hours per week in an area classroomand one hour per week in an on-campus seminar. Campus supervisors will observe each studentteaching at least twice during the semester. Enrollment is limited to students seeking teacherlicensure. Prerequisites: Junior status. Admission to the teacher education program, successful review of theprofessional development portfolio, and criminal background check. Grading is Pass-Fail.

84 Courses of Study327. Education in Developing Countries StaffThree credits.This course surveys the global phenomenon of the expansion of mass formal education (publicschooling). The primary focus is on developing countries, with special emphases on Latin Americaand Africa. Topics include: competing theories of the causes, purpose and effects of schooling;the impact of global forces (globalization; Economic political and cultural) on educationsystems; varying models of schooling; and how factors of gender, race and class affect access toeducation. May count toward the global and cultural studies requirement; refer to the AcademicPolicies: Global and Cultural Studies Requirement section for more information. Prerequisite:EDU 190 and 260 or consent of the instructor.338. EC/MC Teaching: Mathematics RigdenThree credits. Offered spring semester.A review of the basic mathematical concepts and operations typically taught in the early childhoodand elementary classrooms. Students will hone their own mathematical knowledge andskills as they learn how the EC/MC mathematics curriculum is and can be organized. Studentswill review a variety of mathematics curricula, practice lesson and unit planning strategies,organize a resource file, and participate in micro-teaching experiences. This course includesclassroom observation and participation. Prerequisite: EDU 270.341. Language and Literacy Development: Reading WilliamsThree credits. Offered fall semester.A study of children’s oral and written language development with special emphasis on the developmentof reading skills and abilities during the preschool and elementary years. Students willexamine reading curricula for young children, review basic phonics concepts, practice lesson andunit planning strategies, and participate in a variety of teaching experiences. Assessment strategiesrelevant to reading will be addressed in this course. Prerequisite: EDU 270 and 308.342. Language and Literacy Development: Language Arts WilliamsFour credits. Offered spring semester.A continuation of the study begun in Educational Studies 341. This course emphasizes the developmentof writing, oral communication, and nonverbal communication during the preschooland elementary years. Students will examine language arts curricula, review basic grammaticalconcepts, and consider how reading and language arts instruction can be most effectively integrated.Assignment strategies relevant to all language arts areas will be addressed in this course.Prerequisite: EDU 341.344. Theory and Practice of Secondary School Teaching WilliamsThree credits. Offered spring semester.Study of general principles and procedures for classroom teaching in middle and secondaryschools. Topics include the history, curriculum, and functions of middle and secondary education;curriculum development; unit and lesson planning; basic teaching strategies; evaluationand assessment; and classroom organization and management. Prerequisite: EDU 270 and 311.

Educational Studies346. Administration and Assessment in Early Childhood Education StaffTwo credits. Offered spring semester.A clinically based course in which students investigate the procedures and policies that governearly childhood programs and methods of assessing both children’s learning and teacher/programeffectiveness. An instructional component that teaches conflict resolution and peer mediationstrategies is included in this course. Prerequisite: EDU 235 and 315.350. Seminar on Intercultural Teaching WilliamsTwo credits.This course is designed for students considering student teaching through the Teach Chicago!International or Navajo programs. Readings, discussions, simulations, and field trips will focuson development of the knowledge, skills, and understandings required to teach effectively acrosscultural boundaries. Students who intend to student teach through any of the intercultural studentteaching programs must take this course prior to their student teaching semester. Studentsinterested in teaching through alternative licensing or ESL programs may enroll in the coursewith the instructor’s permission. Prerequisite: Junior level standing and EDU 195 or permission of theinstructor.412. Philosophical and Social Issues in Education Katz/Somé/WilliamsFour credits.A capstone experience for the sequence of professional education courses. This seminar willengage participants in study and discussion of current concerns in elementary, middle, andsecondary education and how these can be understood from various philosophical perspectives.Students will complete a senior project and present their work to the Ripon College community.Seminars organized to address the following topics will be offered in rotation: Investigations inIntercultural Teaching; Investigations in Public School Policies and Practices; Investigations inthe Cognitive Dimensions of Teaching. Prerequisite: Senior standing or permission of the departmentchair.425. Teaching Practicum: Early Childhood Education WilliamsOne to six credits.A capstone experience for the early childhood minor. This course is a supervised clinical experiencein an early childhood educational setting. Working under the supervision of experiencedstaff, the student will assume responsibilities for teaching and program administration as agreedto by the agency and the supervising staff member at Ripon College. Prerequisite: Completion ofcourse work and clinical experiences in the early childhood minor and approval by the faculty of the EducationalStudies Department.ENROLLMENT IN STUDENT TEACHING IS LIMITED TO THOSE STUDENTSWHO HAVE BEEN APPROVED FOR STUDENT TEACHING BY THE FACULTYOF THE EDUCATIONAL STUDIES DEPARTMENT.85

86 Courses of Study421. Student Teaching: Music DietrichSix or twelve credits.431. Student Teaching: Physical Education/Health ErnstSix or twelve credits.435. Student Teaching: Early Childhood WilliamsSix credits.441. Student Teaching: Elementary WilliamsSix credits.451. Student Teaching: Middle School KatzSix credits.461. Student Teaching: Secondary SoméSix credits.481. Intercultural Student Teaching StaffSix credits. Prerequisite: EDU 350 Seminar on Intercultural Teaching.491. Student Teaching: Art KatzSix or twelve credits.Student teaching is a full-time, full-semester teaching experience that follows the daily timeschedule and semester calendar of the district or school in which the student is working. Allstudents must complete twelve credits of student teaching during the student teaching semester.Corequisite: Enrollment in EDU 471. Grading is Pass-Fail.471. Student Teaching Seminar Katz/StaffOne credit. Offered fall semester.A seminar devoted to discussion and analysis of student teaching experiences. The course alsoincludes discussion of issues such as school administration, governance and finance, guidanceservices, teacher organizations, education for employment, drug and alcohol abuse, and preparationfor a job search. Corequisite: Enrollment in student teaching. Grading is Pass-Fail.480. Research Presentation StaffOne or two credits.A self-designed research project that addresses a specific aspect of the teaching-learning processin the grade and/or subject level the student is preparing to teach. The student is responsible forthis project through all phases of its development to its presentation to the college community.Prerequisite: Approval of project topic and design by the faculty of the education department.540. Independent Study StaffOne to four credits.Individual investigation of a topic or problem in education. Students are encouraged to pursueresearch that bridges education and their academic major. This course requires regular consultationwith the instructor and the development of a research plan that includes the submission ofa formal paper at the culmination of the study. Prerequisite: Consent of the department chair.

EnglishProfessors David M. Graham (Chair), Robin Woods;Assistant Professor Ann Pleiss Morris;Visiting Assistant Professor Katherine Sontag;Adjunct Professors Douglas A. Northrop, Thomas C.M. TruesdellEnglish87Departmental Mission Statement The mission of the English Department is totrain students to become part of the larger critical conversation that takes place amongstudents, teachers, critics, and texts. We seek to enhance their critical understandingof the discipline, to help them express their own ideas and respond to those of others,and to help them to formulate and engage in critical argument.Communicating Plus: English. The Communicating Plus Program at Ripon Collegeemphasizes students’ development of skills in four areas: written communication,oral communication, critical thinking and problem solving. The English departmentfocuses each course and the department offerings overall on developing the student’sabilities to analyze critically, to respond sensitively, to understand broadly, and toexpress oneself effectively in oral and written forms. The regular or core courses forthe major or minor give extended attention to the development of these skills throughinstruction, practice, and assessment by self, peers, and faculty. Each graduating classreviews with the faculty their individual development and the strengths of the major inthe Senior Portfolio course.Requirements for a major in English: Thirty-three credits beyond English 110including: 230, 251, 340, 430, 500. One course outside the English Department, if approvedby the chair, may substitute for up to four credit hours of electives. Off-campusprograms (such as the Newberry Library, London-Florence, or Bonn Study Program)provide significant opportunities for work relevant to the English major. The chair ofthe English Department will determine how the off-campus courses will substitute inthe major. Grades earned in all English courses except 110 and 402 are counted incomputing departmental honors.Requirements for a minor in English: Twenty credits beyond English 110 including:230, 251, 340.Requirements for a teaching major in English: Thirty-seven credits including:English 230, 246, 251, 340 (Shakespeare), 430, 500; one of the following: English 211,213, 312; a course that includes a representative sample of world literature, includingwestern and non-western texts (students should consult with their English advisor inselecting this course).The following courses are required for teacher licensure but do not count towardsthe major: English 110 or equivalent, English 402 and one of the following: Communication115, 248, 326; Theatre 248.Requirements for a teaching minor in English: Twenty-four credits including English230, 246, 251, 340 (Shakespeare); one of the following: English 211, 213, 312, anda four-credit course that includes a representative sample of world literature, includingwestern and non-western texts (students should consult with their English advisor inselecting this course).The following courses are required for teacher licensure but do not count towardsthe minor: English 110 or equivalent, English 402.

88 Courses of StudyNote: Students completing licensure programs in Early Childhood/Middle Childhood(Ages 0-11; Birth - Grade 5) or Middle Childhood/Early Adolescence (Ages6-12/13; Grades 1-8) are exempt from English 402.110. Literature and Composition StaffFour credits.An introduction to literature and to college-level writing. An emphasis on reading and analyzingimaginative literature is integrated with the study of the writing process. Frequent writing isrequired. Enrollment limited to 20 students per section.200. Topics in Literature StaffFour credits.Different courses under this number may be repeated for credit. The study of a characteristictheme, genre, or period in literature. These courses are taught at the introductory level and areopen to all interested students. They offer students the opportunity to study literary topics notoffered in the regular curriculum.211. Creative Writing: Poetry Graham/SontagFour Credits. Offered in 2011-12 and alternate years.Introduction to the art and craft of poetry writing. Regular reading and writing assignments anda major project are required. Enrollment limited to 16 students.213. Creative Writing: Fiction Graham/SontagFour Credits. Offered in 2012-13 and in alternate years.Introduction to the art and craft of fiction writing, concentrating on the short story. Regularreading and writing assignments and a major project are required. Enrollment limited to 16students.220. Poetry Aloud GrahamFour credits.This course emphasizes poetry as part of a living oral tradition, along with some of poetry’smany connections to music. Numerous kinds of poetic expression are covered, including WilliamBlake’s “Songs of Innocence and Experience,“ Langston Hughes’ blues and jazz poems,Beat Generation performances, and more recent phenomena such as stand-up poetry, rap, andpoetry slams. Particular attention to the many contexts in which poetry is presented to an audience.Readings (on and off the page) supplemented by audio and video recordings and authorvisits.230. Literary Criticism StaffFour credits.Analysis of literary works from several critical perspectives. The course explores different criticalapproaches to literature in order to illustrate how the approach can change our understandingand appreciation of a literary text. Frequent writing develops the students’ analytical skills andwriting abilities.243. Women’s Literature Woods/SontagFour credits. Offered in 2012-13 and alternate years.Works in various genres by women writers. Attention to issues surrounding women’s writing,possibly including the following: how and why has women’s writing been marginalized? Is there

English89a style of writing that is essentially female? How do women’s texts handle the issue of oppression?To what extent is feminist criticism a useful tool for studying literature? For comparison,the course may include writings by men, but the main focus will be the work of women. Same asWomen’s and Gender Studies 243.246. The American Experience GrahamFour credits.An examination of what is characteristic of the American tradition. Three topics are of specialimportance: American nature, the relationship between the individual and the larger society,and the African American experience as different from the white European experience. Readingscover an historical range from Puritan to modern times, with an emphasis on texts writtenbefore 1900.251. Foundations of English Literature Woods/StaffFour credits.Major works from Beowulf to Paradise Lost. The course will give attention to the development oflyric poetry, the transition from romance to epic, and the emergence of drama. Works studiedwill be viewed in relation to the historical and social contexts, the major literary movementsthat characterize each age, and the development of the language from Old to Middle to ModernEnglish.260. Topics in Cultural Identity SontagFour credits.Different courses under this number may be repeated for credit. A slot to be filled by variouscourses which examine themes of cultural identity: the ways in which major cultural entitiesor currents within cultures define themselves or interact with other cultures in their literature.Some topics may count toward the global and cultural studies requirement; refer to the AcademicPolicies: Global and Cultural Studies Requirement section for more information.300. Departmental Studies StaffFour credits.Special subjects in English not covered by regular courses. Some topics have included: TheVictorian Period; From Page to Screen; and Tolkien. Some topics may count toward the globaland cultural studies requirement; refer to the Academic Policies: Global and Cultural StudiesRequirement section for more information. This course may be repeated for credit when topicschange.312. Creative Writing Workshop Graham/SontagFour credits. Offered in 2011-12 and alternate years.Continuing work in creative writing. Students will normally focus on a single genre of theirchoice, producing a term project in either fiction, poetry, or drama. Frequent writing and regularworkshop discussion of works in progress are required. Enrollment limited to 16 students.Prerequisite: English 211 or 213 or consent of the instructor.320. Period Studies: Contemporary Literature GrahamFour credits. Offered in 2012-13 and alternate years.Literature of the recent past. Genres covered may include drama, fiction, poetry, and the essay.A variety of authors will be presented. Attention paid to the ways in which the works read reflecttheir culture.

90 Courses of Study322. Period Studies: Romanticism WoodsFour credits. Offered in 2011-12 and alternate years.A study of the changes in literature that took place as Neoclassical ideas evolved to the Romanticviewpoint. Not necessarily an historical survey, but a study of change, its causes and effects.This course will be an attempt to come to terms with Romanticism both as an historical eventin literature and as an ongoing attitude. Authors and texts may vary, though there will be someattempt to: present Neoclassical texts as a contrast, convey the internationality of Romanticism,and ground the texts in their fullest historical contexts.340. Major Author StaffFour credits.Different courses under this number may be repeated for credit. A slot to be filled by variouscourses focusing on a single major author. Attention to the arc and scope of the whole career,the accompanying critical tradition, and the literary/historical context. Authors selected forcoverage will meet all or most of these requirements: they will have produced a substantial bodyof work; demonstrated ambition and range of imaginative scope; acted as a significant influenceupon other writers; attracted substantial critical attention; and be widely understood to be ofmajor significance. Offerings will vary, but Shakespeare will be offered each year. Some topicsmay count toward the global and cultural studies requirement; refer to the Academic Policies:Global and Cultural Studies Requirement section for more information.402. English Teaching Methods Sontag/TruesdellTwo credits.Study of the methods of teaching Language Arts in middle school and high school. The courseexamines things like curricular planning, modes of presentation, and teaching composition.Does not count toward a major. Prerequisite: Junior standing.430. Senior Seminar StaffFour credits. Offered each term.A sustained exploration of a literary topic such as a period or a genre. Students will undertakean independent research project and develop it into a major paper through a collaborativewriting process. Enrollment limited to 12 students per seminar. Prerequisites: Senior standing andpermission of the chair of the department.500. Senior Portfolio SontagOne credit. Offered each term.A course in which seniors review their careers as English majors, polish a piece of work, andpublish an anthology containing one piece of writing by each student. Prerequisite: Senior standing.Grading is S-U.541, 542. Independent Study StaffOne to four credits.Independent study involving substantial critical, scholarly, or creative writing. For exceptionalstudents. Prerequisites: Junior standing, permission of the chair of the department, and 12 credits towardthe major.

Engilsh551, 552. Independent Study: Internship StaffTwo to four credits each semester.Supervised field work in an area related to the study of literature or language of special interestto the student. A formal written proposal is required at the time of pre-registration. At theconclusion of the internship, participants are expected to produce a narrative in which theyreflect upon their experience. Prerequisites: Junior or senior standing, twelve hours toward the major,and consent of the supervisor.Environmental StudiesProfessors Karl A. Beres (Coordinator),Colleen M. Byron, Robert L. Wallace, George H. Wittler;Associate Professors Diane L. Beres, Soren Hauge (on leave fall 2011), Paul F. Jeffries;Adjunct Instructor Samara I. HamzéThe Environmental Studies major is an interdisciplinary program of study thattranscends traditional disciplinary boundaries. The core includes an introductorycourse and courses in chemistry, ecology, philosophy, and environmental economics.The program also requires the student to take a range of advanced courses in naturalscience and mathematics, social science, art, and humanities. Environmental Studiesmajors do a senior project, and either off-campus field work or an internship. The coreprovides the necessary scientific and economic background for environmental decision-making.The advanced courses provide exposure to methodologies and provide aknowledge base important to environmental studies.Requirements for a major in Environmental Studies: All students must takeEnvironmental Studies 120, 243, 247, 332, 500; Chemistry 100 or 111/112 or 175;Mathematics 120 (or Psychology 211), plus 11 elective credits. Besides EnvironmentalStudies courses, the following courses may be counted:I: Natural Science and Mathematics — Biology 337, 338, 450; Chemistry 211;Mathematics 146, 246;II: Social Sciences — Economics 361 or 461; Anthropology 222, 318; Psychology251/252III: Arts and Humanities — Philosophy 353, 355; Art 372.A minimum of 3 credits from each of two of these categories must be included inthe electives. The above lists are not exhaustive: departmental studies or special topicscourses that have an environmental component may also be counted in any of theseareas.Students must complete a capstone project. The student must write a substantialpaper on the project and, as a part of their enrollment in ENV 500, give a public presentationabout the project. The project can be done as independent study or be basedon some work done during the student’s off-campus experience, or on a project donefor some course outside the major. The project must be approved by the coordinatorand should normally be completed prior to enrollment in ENV 500.Students must develop a portfolio consisting of samples of their work from allcourses counted for the major. The portfolio will be refined and presented for approvalin ENV 500.Students must complete an internship (Environmental Studies 550) or an offcampusfield experience. Among the options available for the field experience areseveral programs offered by the ACM including the Costa Rica Tropical Field Research91

92 Courses of Studyand Studies in Latin American Culture and Society programs, the Oak Ridge ScienceSemester, the Brazil Semester Exchange Program, and the Tanzania Studies in HumanEvolution and Ecology program. Additional programs include the Semester inEnvironmental Science at the Marine Biology Laboratory at Woods Hole, MA andthe Laboratory at the SEA Semester at the Sea Education Association, also headquarteredat Woods Hole. Other programs are available; consult with the Coordinator ofEnvironmental Studies. Students may count an appropriate Maymester course as theiroff-campus experience; however, a Maymester course cannot count both as the offcampusexperience, however, a Maymester course cannot count both as the off-campusexperience and as one of the elective courses.Students wishing to pursue graduate work in Environmental Studies are encouragedto take additional courses in an area of specialty (e.g., biology, chemistry, economics,politics and government, sociology, anthropology).120. Environmental Studies StaffFour credits.Study of the interrelationships of ecological, ethical, political, legal, economic, social, and historicalaspects of the environment. Lecture, discussion, projects, required field trips.243. Philosophy and the Environment JeffriesFour credits. Offered in 2012-13 and alternate years.Exploration of the relationship of human beings to the natural world. Consideration of theconflicting claims about how we are interconnected with the rest of nature and also separatefrom it. An examination of such contested issues as what responsibilities, if any, do we have tothe rest of nature and how can we wisely weigh competing claims about natural resources. Sameas Philosophy 243.247. General Ecology WallaceFour creditsInteraction of aquatic and terrestrial plants and animals with their environment. Emphasis isplaced on community structure, energy flow, nutrient cycling, competition, niche development,and population dynamics. Lecture, laboratory, required field trips. Prerequisite: Biology 121 orequivalent. Same as Biology 247.300. Departmental Studies StaffTwo to four credits.Special subjects in environmental studies not covered by regular courses. Some recent topicshave included: Environmental Toxicology; Geographic Information Systems, Exploring Sustainabilityand Development in Costa Rica. This course may be repeated for credit when topicschange. Some topics may count toward the global and cultural studies requirement; refer to theAcademic Policies: Global and Cultural Studies Requirement section for more information.332. Resource and Environmental Economics HaugeFour credits. Offered in 2011-12 and alternate years.Theoretical framework for the analysis of environmental pollution and renewable and nonrenewableresource management. Topics include public goods and common-property resources;private cost, social cost, externalities, and market failure; designing and implementing environmentalpolicies; benefit-cost analysis; the global environment. Prerequisite: Economics 212 orconsent of the instructor. Same as Economics 332.

Environmental Studies500. Senior Studies StaffTwo credits Offered spring semesterA senior capstone experience. Students in the Senior Seminar will: 1) meet weekly for focuseddiscussion on topics of current environmental concern; 2) prepare their environmental studiesportfolio for approval; 3) prepare and present a public talk about their senior project. Theseminar will discuss current environmental issues, track the students’ progress in refining theirportfolios,, and prepare the students for the public presentation of their capstone project. Readings,short papers, oral reports and possible field trips. Normally, students will have completedtheir capstone project for Environmental Studies prior to enrolling in ENV 500. Prerequisites:senior standing and declared Environmental Studies major, or consent of the instructor or Coordinator ofEnvironmental Studies.540. Independent Study StaffOne to four credits.Individual investigation of some aspect of environmental studies of special interest to thestudent. The study is carried out under the supervision of a staff member. Prerequisites: Junior orsenior standing, consent of the Coordinator of Environmental Studies and a faculty advisor, and 12 creditstoward the major.550. Internship StaffTwo to four credits.Supervised field study combined with scholarly achievement and practical experience with an industry,government agency, or other institution. A paper is required. Approval must be obtainedfrom the Coordinator of the Environmental Studies program and the faculty member coordinatingthe internship. Prerequisites: Junior or senior standing, consent of Environmental Studies Coordinatorand faculty advisor, and 12 credits toward the major.Exercise ScienceProfessors Julie M. Johnson, Ronald Ernst;Associate Professors Richard H. Coles (Chair), Robert G. Gillespie;Assistant Professors Catherine E. Carrier, John P. Dinegan;Instructor Eric Cruise;Athletic Trainer Brian AzingerDepartmental Mission Statement The Exercise Science department developsstudents’ physical, social, personal, and intellectual capacities for application towardlifetime professional activities. The close interaction of faculty and students challengesthe development of a rich base of knowledge and skills that are ethically applied in avariety of practical settings.Communicating Plus: Exercise Science. The student learning goals of the CommunicatingPlus Program are emphasized across the classroom portion of the ExerciseScience major’s curriculum. However, two classes have been designed specificallyto begin and conclude the major with emphasis on the Communicating Plus skillsareas. All Exercise Science majors begin their course work with Exercise Science 201,Communication in Exercise Science, which emphasizes the skills of writing, speaking,critical thinking, and problem solving. Students conclude the major with ExerciseScience 500, Senior Studies, where they demonstrate their mastery of the Exercise Scienceeducation knowledge base and competence in the Communicating Plus studentlearning goals through completion of a semester long, faculty directed research project.93

94 Courses of StudyRequirements for a major in Exercise Science-School Based Physical EducationLicensure: Forty credits in the department, including Exercise Science 201, 211, 220,241, 251, 253, 260, 270, 271, 320, 333, 340, 426, 432, 450, and 500. Biology 210 or211 is a prerequisite for Exercise Science 333 and 432.The major, coupled with the proper Educational Studies sequence of courses, leadsto licensure in the State of Wisconsin for teaching at all grade levels from elementarythrough high school. Contact the Educational Studies Department for additionalteaching licensure requirements.Courses at the 100 level may be counted toward the major by prior consent from thedepartment chair.Community and Recreation Physical Education: Thirty-four credits including:Exercise Science 201, 211, 220, 281, 291, 333, 340, 432, 441, 450, 500; plus six creditsfrom the following: Exercise Science 232, 251, 253, 260, 270, 271, 321, 322, 324, 352;Philosophy 286. Biology 210 or 211 is a prerequisite for Exercise Science 333 and 432.Athletic Training: Forty-one credits including: Exercise Science 201, 211, 232, 333,361, 362, 412, 432, (2) 441 (2 different practicum courses), 451, 501; Biology 211, 312.In addition, a student majoring in Exercise Science with an emphasis in Athletic Trainingwould need to complete 800 hours of clinical work under the direct supervision ofa certified trainer. Applicants for the Athletic Training program should contact BrianAzinger at the Storzer Center.Sports Management: Thirty-seven credits including: Exercise Science 201, 220,281, 421, (2) 441 (2 different practicum courses), 450, 500; Economics 212, plus fourcourses from the following at least two of which must be from the 300 level or higher:Leadership Studies 100; Business Administration 131, 208, 310, 315, 413; Economics211, 321; Psychology 225.Requirements for a Health Minor: the following courses are required for a healthminor: Exercise Science 221, 231, 232, 342, 344, and Biology 210 or 211. In addition,one more course may be chosen from the following: Psychology 221, 235, 242; Sociology110 or 302. For a teaching minor, one additional course is necessary from theelective group.Requirements for a coaching emphasis: The following courses are required tocomplete a coaching emphasis: Exercise Science 211, 324, 333, 352, 432, 441, 450; andBiology 210 or 211.The wellness requirement for graduation may be fulfilled by one credit selected fromthe following courses: Exercise Science 111, 112, 113, and 114. No more than fourcredits in 111 and 112 may be counted toward graduation. No activity which has beenpassed may be repeated for credit.Students may become exempt from part or all of the physical wellness graduationrequirement by passing proficiency examinations. One semester of exemption will beallowed for each examination passed. If students fail a particular examination, theywill not be permitted to repeat it in the same semester. The proficiency level for anexemption is comparable to the C+ level of performance at the completion of a regularcourse in the activity. Students who wish to fulfill all or part of the wellness requirementby passing proficiency tests, must do so by the end of the junior year. Medicalexcuses used for exemption must be approved by the department chair.

Exercise ScienceExplore Curriculum Goals for Exercise Science Exercise Science strives to developskills in physical activities and knowledge of the relationships among lifetime physicalactivity, physical fitness, and healthy lifestyles. Therefore, courses fulfilling the wellnessrequirement have the following learning goals:1. engage in physical activities for lifetime health and recreation;2. acquire knowledge about physical activities, including rules and regulations, forlifetime health and recreation.111, 112. Wellness Activities StaffOne credit each semester.Activities include badminton, basketball, exercise programs, handball, golf, jogging, racquetball,swimming, tennis, volleyball, weight training, aerobic dance, and line dancing. Development ofskill and acquisition of related knowledge are basic objectives in each activity. No activity whichhas been passed may be repeated for credit. Grading is Pass-Fail. Please note that some activitiesclasses require the purchase of equipment at the student’s expense.113, 114. Adapted Physical Education StaffOne credit each semester.Restricted and modified activities for students who are physically unable to participate in theregular required program.201. Communication in Exercise Science DineganTwo credits. Offered fall semester.Emphasis on the development and improvement of oral and written communication, criticalthinking, and problem-solving skills. In addition, time will be spent on technological communicationskills and their role in physical education.211. Athletic Training AzingerThree credits. Offered fall semester.Introduction of sports medicine including the occurrence of injury and the process of healing.Special emphasis will be given to common injuries to the leg, foot, hip, shoulder and head. Assessmentand injury evaluation are also included. American Red Cross adult CPR certificationis included. Activity fee will be applied to the CPR section of the course.220. Foundations of Physical Education DineganThree credits. Offered spring semester.Survey of the historical, psychological, and sociological bases of modern physical education. Additionalemphasis is placed on career and professional opportunities.221. Drugs, Alcohol, and Tobacco CarrierTwo credits. Offered in fall of 2011-12 and 2012-13.Drugs, alcohol, and tobacco and their impact on the user as well as society as a whole. Emphasisis given to both the immediate as well as long-range effects of these drugs.231. Health and the Consumer CarrierTwo credits. Offered in 2011-12.Health services and products and their impact on the consumer. Emphasis is given to medicalcare, health insurance, quackery, and consumer protection.95

96 Courses of Study232. Personal and Community Health Problems CarrierFour credits. Offered in 2012-13.Major health problems in the community; personal hygiene and the means of promoting healthfulliving.241. Physical Education in the Elementary School DineganThree credits. Offered fall semester.Emphasis upon perceptual-motor activities, movement education, gymnastics, rhythms andgames, and the relationship of each to meaningful curriculum development.251. Fundamental Sports Skills I Gillespie/CruiseTwo credits. Offered in 2012-13 and alternate years.Analysis of the basic skill techniques used in basketball, baseball, softball, and track and field.Methods of presenting the various skills and drills for practicing them are included.252. Fundamental Sports Skills II ColesTwo credits. Offered in 2011-12.Analysis of the essential skills used in football and wrestling. Specific teaching techniques anddrills are included.253. Rhythms and Dance DineganTwo credits. Offered each spring semester.Consideration of a variety of types of dance including folk, social, modern, and aerobic. Emphasiswill be given to theory and technique development.260. Methods and Techniques in Soccer, GillespieBadminton, and TennisTwo credits. Offered in 2011-12 and alternate years.Study of teaching methods, skill techniques, and evaluation procedures for each activity.270. Methods and Techniques in Golf and Volleyball CarrierTwo credits. Offered in 2011-12 and alternate years.Consideration of the major aspects of both sports from the standpoints of the learner, theteacher, and the coach.271. Fundamental Skills in Gymnastics and Swimming StaffTwo credits. Offered in 2012-13 and alternate years.Study and application of the skill techniques, teaching methods, and scientific principles relatedto gymnastics, tumbling, swimming, and diving. One-half of the semester will be devoted togymnastics and tumbling and one-half to swimming and diving.281. Exercise Testing and Prescription CruiseTwo credits. Offered in 2012-13 and alternate years.Introduction to testing for physical fitness and programming. There is additional emphasis onappropriate fitness prescription for exercise and rehabilitation through individual assessment.

Exercise Science285. Selected Court Games StaffTwo credits.Introduction to handball, paddleball, paddle tennis, aerial tennis, and deck tennis. Techniques,drills, and methods of adapting the games to a variety of situations are included.291. Community Recreation CruiseTwo credits. Offered in 2011-12 and 2012-13.Theoretical framework for analysis of orderly and consistent planning of community park andrecreation services. The course examines techniques used to acquire, develop, and administerpark and recreation resources, facilities, and programs.300. Departmental Studies StaffTwo credits.Special subjects in exercise science not covered by regular courses. Some topics have included:Officiating; Women in Sports. This course may be repeated for credit when topics differ. Prerequisite:Six hours of credit in Exercise Science or consent of the instructor.315. Advanced Concepts of Personal Training CarrierTwo Credits. Offered spring semester 2012-13 and alternate years.The course successfully bridges the gap between exercise theory and practical hands-on instruction.Course subject matter includes: anatomy, physiology, nutrition and weight management,assessment, exercise programming components, working with special populations, and ethicsand professional behavior. The course prepares a student to take the National Council onStrength and Fitness certifying examination and also provides students with the skill set forcapable job performance in the expanding personal training market. A student could enter theworkforce as a qualified and competent nationally certified practitioner after passing the certificationexam. Prerequisite: Biology 210 or 211.320. Student Practicum in Teaching ErnstTwo credits. Offered spring semester.Observe classroom instruction, review materials, methods, and planning for instruction andprepare and teach a variety of lessons. Students will spend hours in an area classroom. Campussupervisors will observe each student teaching at least twice during the semester. Enrollment islimited to students seeking teacher licensure. Prerequisite: Junior status. Grading is Pass-Fail.321. The Coaching of Football and Wrestling StaffTwo credits. Offered in 2011-12 and alternate years.Comparative analysis of offensive and defensive systems in football and expansion of techniquesused in counter and combination wrestling. Prerequisite: Exercise Science 252 or consent of theinstructor.322. The Coaching of Basketball and Baseball GillespieTwo credits. Offered in 2011-12 and alternate years.Critical examination of offensive and defensive strategies and systems as they relate to variouscoaching situations. Prerequisite: Exercise Science 251 or consent of the instructor.97

98 Courses of Study323. The Coaching of Swimming and Track and Field StaffTwo credits. Offered in 2011-12 and alternate years.Specific techniques in the coaching of each sport. Detailed procedures for the development ofteams at various levels of competition are included. Prerequisites: Exercise Science 251 or consent ofthe instructor.324. Theories of Coaching CruiseTwo credits. Offered in 2012-13 and alternate years.Study of coaching theory including skill development, strategies, rules and regulations, conditioning,scouting, practice and game organization and management, safety, and evaluation ofprogram and personnel. Special emphasis will be given to the differences in coaching team andindividual sports.333. Physiology of Exercise ColesThree credits. Offered spring semester.The physiological changes which occur during physical activity. Analysis of systems commonlyused for the improvement of physical work capacity is included. Prerequisite: Biology 211.340. Adapted Physical Education StaffThree credits. Offered fall semester.The physical, mental, and emotional disabilities which affect the performance of children inpublic school programs. Implications for physical education programming are included. Off-campusexperience.342. School Health Program ErnstTwo credits. Offered fall semester 2012-13.The school health program and health education. Emphasis is given to the organization ofschool health education, curriculum, evaluation, and services.344. Health Education Methods and Materials ErnstTwo credits. Offered spring semester 2012-13.A study of the methods, instructional strategies, and materials used in the teaching of health.Corequisite: Exercise Science 342.352. Sports Psychology CarrierTwo credits. Offered in 2011-12 and alternate years.A study of the psychology of sport and coaching including the psychological characteristics ofboth athletes and coaches, psychological and physical performance enhancement, aggression andviolence, officiating, youth sports, and ethical issues.361. Therapeutic Modalities in Athletic Training StaffThree credits. Offered in spring 2011-12 and alternate years.Application of anatomy and physiology to the phenomenon of rehabilitation. Emphasis willbe given to the use of therapeutic modalities and physical agents in the healing and treatmentprocess of athletic injuries. Prerequisite: Exercise Science 211.

Exercise Science362. Therapeutic Rehabilitation in Athletic Training StaffThree credits. Offered in 2012-13 and alternate years.Application of anatomy and physiology to the phenomenon of rehabilitation. Emphasis will begiven to the use of therapeutic exercise in the healing, treatment and return to play of athleticinjuries. Prerequisite: Exercise Science 211 and Biology 211 or junior status.412. Advanced Athletic Training AzingerThree credits. Offered in 2011-12 and alternate years.A continuation of sports medicine with emphasis given to injuries occurring to the back,abdominal region, shoulder, arm, and head. Time is also spent discussing preventative as well asrehabilitative training techniques. Prerequisite: Exercise Science 211 and Biology 211 or junior status.421. Sports Law ErnstTwo credits. Offered in 2012-13 and alternate years.Introduction to law and its relationship to high school, college, and professional sports andsports business. Emphasis will be given to teams and their relationships to their governing bodies(conferences, NCAA, etc.).426. Motor Learning StaffTwo credits. Offered in 2012-13.The study of the process and factors related to motor skill acquisition and performance includingmotor learning (the relatively permanent change in performance of a motor skill resultingfrom experience and/or practice), motor development (the aspects of motor skill acquisitionand performance resulting from heredity), and motor control (the cognitive basis of motor skillacquisition and performance and the organization and application of these during controlled,skilled movement).432. Kinesiology ColesFour credits. Offered fall semester.Analysis of human motion; mechanical and neuromuscular aspects of movement. Prerequisite:Junior standing and Biology 210 or 211.441. Student Practicum ColesTwo credits. Offered both semesters.A minimum of 60 hours observing and assisting in a carefully supervised teaching, coaching, oradministrative situation connected with some aspect of the Ripon College exercise science program.Each student will present their experiences at an exercise science symposium at the end ofthe semester. Prerequisite: consent of the department chair. Repeatable for credit. Grading is S-U.450. Administration in Physical Education, ErnstAthletics, and RecreationTwo credits. Offered in 2011-12 and alternate years.Overview of problems in the administration of athletic, intramural, and physical educationprograms. Among topics included are budget, schedules, curriculum liability, evaluation, andgrading. Prerequisite: Junior status.99

100 Courses of Study451. Athletic Training Administration AzingerTwo credits. Offered in 2012-13 and alternate years.The study and discussion of management strategies specific to program administration in theathletic training setting. Emphasis to be given to budgeting and program development of anathletic training program.500. Senior Seminar in Exercise Science Coles/DineganTwo credits. Offered spring semester.Extensive study of research in physical education and sport. Each student will conduct a researchproject to be written and presented at an exercise science symposium at the end of the semester.This course is designed to enhance the students’ understanding of research and the researchprocess.501. Senior Seminar in Athletic Training Coles/DineganTwo credits. Offered spring semester.Extensive study of research in athletic training and physical therapy. Each student will conducta research project relating to athletic training to be written and presented at an Exercise Sciencesymposium at the end of the semester. This course is designed to enhance the students’understanding of research and the research process and its application to injury prevention andrehabilitation.540. Independent Study StaffOne to four credits.Extended study and research culminating in a substantial paper. Prerequisites: Junior or senior standing,consent of the department chair, and 12 credits toward the major.First-Year Studies ProgramRussell L. Blake (Coordinator)Participating Faculty for 2011-12:Professors Vance Cope-Kasten (Philosophy), Joe Hatcher (Psychology),Barbara A. McGowan (History), Diane L. Mockridge (History),George H. Wittler (Biology);Associate Professors Diane L. Beres (Mathematics and Computer Science),Paul F. Jeffries (Philosophy);Assistant Professors Sarah J. Desotell (Physics), Emily J. Margaretten (Anthropology);Visiting Professor Kate Sontag (English);Post-Doctoral Fellow Vincent E. Tomasso (Romance and Classical Languages)Adjunct Professors Michael R. Mahoney (History), Douglas A. Northrop (English),Thomas C.M. Truesdell (English)Goals: The First-Year Studies program (FYS) has two key educational goals. First,FYS will introduce students to the teaching/learning environment at Ripon College.Second, it will prepare students to succeed and thrive at Ripon. FYS emphasizes thenature and benefits of a liberal education, and so provides a firm foundation forstudents as they choose their majors and build their college careers. FYS will also helpstudents understand Ripon’s goals and expectations. Those goals include: introducingstudents to the concept of a liberal education in a concrete way; helping students see

First-Year Studies 101that a liberal education will prepare them to deal with the complexity of issues thatthey will meet throughout their lives; demonstrating to students that learning is notconfined to the classroom, and that they, as active learners, are ultimately responsiblefor the quality of their education; helping to establish student understanding of theexpectations faculty have for student performance; and allowing students to experiencethe community of scholarship and of scholars. All First-Year Study (FYS) courses willbe composed of two or more courses; these courses will periodically meet together toshare their findings, discoveries, and ideas. All FYS courses will be interdisciplinaryin order to help students see how their liberal education will bring different fields ofknowledge together.Grading and Credits: The FYS program offers a variety of four-credit, gradedcourses every fall semester. Every new, first-year student will enroll in an FYS course(e.g., Art 175, History 175). Completion of FYS will fulfill the first year explorationsrequirement in Fine Arts, Humanities, Natural Sciences, or Social and BehavioralSciences, as indicated in the course descriptions. Some courses will count toward otherrequirements (e.g., English 110 or Global and Cultural Studies), and those credits willalso be indicated in the course descriptions.Africa: Anthropological Perspectives175.01 Anthropology MargarettenFour credits.This seminar explores the rich diversity of life in Africa from an anthropological perspective. Itdraws on topics of identity and culture with critical attention to popular imaginings of the “Self”and “Other.” Considerations of “tradition,” “modernity,” and “development” will be addressedin class lectures as well as through class discussions, readings, films, field trips, and writingassignments. In effect, this course examines popular constructions of Africa while also highlightingthe lived experiences of those who consider Africa their home. Completes the Explorationsrequirement in the behavioral and social sciences. Seminar linkage with English 175.03, History175.02, and Mathematics 175.Africa: The Literatures of Colonists and Colonized175.03 English TruesdellFour credits.The European exploration and colonization of Africa in the 19th and 20th centuries serves asthe focus of this course. We will study a small sample of literature from pre-colonial Africancultures, followed by European and African literature created both during and after the colonialperiod. The central questions are, how did Europeans change African cultures and literaryexpressions and how did the African experience change Europeans and others? Authors mayinclude Shakespeare, Mandela, Camus, Burton, Achebe, Conrad and Gandhi and Coetzee.Completes the English 110 requirement. Seminar linkage with Anthropology 175, History175.02, and Mathematics 175.Africa: African Solutions for African Problems175.03 History MahoneyFour credits.This history course will examine the cultural, political, and economic development of Africa.Development here is defined as both what has happened in the past to bring us to this pointAND what goals and ideals Africans have pursued in the interest of a better future for them-

102 Courses of Studyselves. Ever since first contact with Europeans, the central question for Africans has been, howmuch of European culture should be adopted without endangering African culture? This coursewill emphasize just how diverse the answers to that question have been, and just how much thisissue has been debated throughout history and down to the present day. Completes the Explorationrequirement in humanities. Seminar linkage with Anthropology 175, English, 175.03, andMathematics 175.Africa: Mathematical Thinking and Writing in Africa:Maps, Models, Patterns, and Puzzles175.01 Mathematics D. BeresFour credits.An introduction to mathematics with special emphasis on the development of students’ problemsolving and communication skills. Topics, using African examples and applications, will includemaps, modeling, puzzles and games, and patterns. This course will count in place of Mathematics130. Seminar linkage with Anthropology 175, English 175.03, and History 175.02.Getting a Life: Defining Moments in Personal Identity175.02 English SontagFour credits.What does it mean to “get a life” in America, and how do we measure success or failure? Is itopen to interpretation or something we can all agree upon? This course will focus on authorswho raise such questions about self-definition and the quest for happiness, especially withinthe larger landscape of family, culture, and community. Through imaginative works of fiction,memoir, poetry, and film, we will explore the conflicts and epiphanies of human experience ascharacters attempt to find or construct meaning in their daily lives. Completes the English 110requirement. Seminar linkage with History 175.02.Getting a Life: Historical Perspectives on Growing Up, Finding Meaning,Overcoming Adversity175.02 History McGowanFour credits.Throughout American history, individuals and groups have struggled to construct meaningfullives and overcome natural and social barriers. This course will examine a number of differentAmericans caught up in different historical moments and analyze the ways in which they managedto “get a life” or failed to reach their goals. Among the individual and groups consideredwill be: Benjamin Franklin, Elizabeth Cady Stanton and Booker T. Washington; the boys whogrew up to become Presidents of the United States; and ordinary men and women during theGreat Depression. This course will use as sources: memoirs and autobiographies, oral histories,websites and journal articles, and feature films. Completes the Exploration requirement inhumanities. Seminar linkage with English 175.02.Identity: Heroes Then and Now175.01 Classics TomassoFour credits.In this course we will explore what it means to be a hero in ancient Greece and in the modernUnited States. Topics include how heroes are defined in war and peace, in a democracy, bymen and women, and how these ancient identities are relevant for understanding our modernidentities. Texts to be read include Homer’s Iliad and Odyssey, Sophocles’ Oedipus the Kingand Antigone, and Jonathan Shay’s Achilles in Vietnam. We will also analyze films and other

First-Year Studies 103modern media to demonstrate how and why our idea of the hero differs from the ancient conception.Completes the Exploration requirement in humanities. Seminar linkage with Philosophy175.02.Identity: Personal Identity: Self, Selves, and No-Self175.02 Philosophy Cope-KastenFour credits.An introduction to the activity of philosophy by considering how philosophers think about questionssuch as what it would mean to have a self, whether we really do have one, and how thesematters are relevant to how we should live. Completes the Exploration requirement in humanities.Seminar linkage with Classics 175.Love: Literary Love175.01 English NorthropFour credits.This seminar explores some of the literary traditions which have influenced our conceptionsand expectations about romantic love. We’ll begin by contrasting different portrayals of lovein different social classes and at different times. The class will then explore both the acceptanceand the rejection of literary traditions of love through Shakespeare and into modern expressions.Completes the English 110 requirement. Seminar linkage with History 175.01.Love: Love in the Western World175.01 History MockridgeFour credits.Love is a subject that has captured the imagination of many people from time immemorial. Thiscourse will examine this fascination with love, from ancient to modern times, in the WesternWorld. Key to the course will be a comparison of fictional and historical accounts of love,particularly in the medieval and early modern time periods. Among other sources, students willlook at medieval romances, early modern letter collections, and modern movies to help themunderstand changing ideas about love. Use of various types of historical methodologies willbe employed, including class and gender analysis. Completes the Explorations requirement inhumanities. Seminar linkage with English 175.01.Our Changing Universe: Plants in Space175.01 Biology* G. WittlerFour credits.This course will apply basic principles of plant ecology, plant physiology, and horticulture todiscussions about the cultivation of plants in permanent stations on other planets with specificreference to settlements on Mars. Topics include ecosystem structure and services; basic plantgrowth and development; plant cultivation and care; and terraforming. Field trips to Mars willnot be possible, so we will do field work in some of the ecosystems in and around the Riponarea. All students will cultivate plants in the Ripon College Greenhouse. Lecture, discussion,laboratory, field trips, research project. Completes the Exploration requirement in natural scienceand is intended for non-science majors. Seminar linkage with Physics 175.*This course is scheduled to meet four days a week at 11:15 -12:05 MWF and 1:05 to 4:00 onThursday. The 3-hour time on Thursdays is designed to handle field work. We will not meet3 hours every Thursday. When we do meet for 3 hours on Thursday, we will not have class onanother day.

104 Courses of StudyOur Changing Universe: Exploring Mars175.01 Physics DesotellFour creditsThis course focuses on past and future possibilities of life on Mars through studies of the environmenton Mars, space travel, and exploration. The climate of Mars will be compared to thatof Earth through concepts such as planetary orbits, sun exposure, and atmosphere. Studentswill evaluate evidence of past life and water on Mars and will be introduced to technologies ofspace travel, colonization strategies, and recent discoveries as humans explore the final frontier.The course includes a laboratory component. Completes the Exploration requirement in naturalscience. Seminar linkage with Biology 175.Vices and Virtues: On the Construction & Deconstruction of Characters175.01 Philosophy JeffriesFour credits.Explores the nature of vices and virtues, especially as they relate to the formation of character.Through a primarily philosophical analysis of the concepts surrounding vices and virtues, wewill examine their moral significance, how they have evolved over time, and how they manifestthemselves in a variety of settings, such as literature, film, philosophy, history, and everydaylife. Some topics covered include: defining vices and virtues, looking at historical typologies ofvice and virtue, can virtues be vice-like, can vices be virtues (e.g., can greed be good?). Readings,book/film responses, personal reflections, essays, and group projects on particular vices/virtuesare among the course requirements. Completes the Explorations requirement in the humanities.Seminar linkage with Psychology 175.01.Vices and Virtues: Vices, Virtues, and Other Extreme Behaviors175.01 Psychology HatcherFour creditsThis course explores the nature of extreme behaviors, including but not limited to those involvingvices and virtues. We will look at the psychological underpinnings of behaviors such asdedicating one’s life to world peace, climbing Mount Everest, solo sailing around the SouthernOcean, setting out to amass the largest fortune one can obtain, running 100 miles, and becominga serial criminal. Basic psychological principles will be taught in such a way that they canbe applied to these and similar phenomena. Completes the Explorations requirement in thebehavioral and social sciences. Seminar linkage with Philosophy 175.01.Foreign LanguagesThe Foreign Language Major enables a student to compare the structure and functionof three different languages. With a focus on a breadth of applied skills and linguisticanalysis, it differs from the traditional major in a single language where textualanalysis, literary history, and cultural contexts are studied in considerable depth.Requirements for a major in foreign languages: At the core are advanced courses intwo languages, and an intermediate proficiency in a third language. A minimum of 32credits is required.Two of the following eight-credit groupings of advanced courses must be selected for16 of the 32 required credits: French 307 and 308; German 314 and 315; Latin 320or higher (or Greek 320 or higher), taken for eight credits as course content changes;Spanish 320 and at least one course from the following offerings: 321, 322, 331, or332.

Foreign Languages 105The intermediate proficiency required for the third language is normally demonstratedby completing the fourth semester of the language, that is, the 212 or 222 courseoffered in the language sequence at Ripon. However, a student may request an equivalencyexamination approved both by the major advisor and by a language departmentchair with the two stipulations that the tested language be an instructed or acquiredlanguage other than the student’s home or heritage language and other than English.Successful completion of a fourth-semester course in the third language will providecredit hours for the major; passing an equivalency examination fulfills a requirementfor the major but offers no credits.Also required are Linguistics 332 and a three- or four-credit literature course in anyforeign language. Students are urged to complete this option in conjunction with asecond major.Electives to total at least 32 hours are approved by the student’s advisor in the major.They may consist of additional course work in foreign languages, independent studyand research on language or linguistics, or courses relevant to language study such asPhilosophy 308 or Classical Studies 260. Study abroad in an area relevant to one ofthe core languages is highly recommended. This major is not available to majors inFrench, German, Latin, or Spanish. For further information consult the chair of theDepartment of German or the chair of the Department of Romance and ClassicalLanguages.FrenchSee Romance and Classical LanguagesGermanAssociate Professor Lorna Sopcak (Chair);Adjunct Instructor Andrew R. PrellwitzLanguage Assistant Christina TimpeDepartmental Mission Statement The German Department develops students’understanding of and appreciation for the world through the study of Germanlanguage, literature, and culture within historical contexts. Students acquire linguisticskills enabling them to communicate with native speakers, learn theoretical andanalytical approaches to texts, and develop perspectives from which to interpret andevaluate global issues and cultural settings other than their own.Foreign Language Retroactive Credit: Students whose high school or other backgroundpermits them to enroll in a language course beyond 111 will, after completingthe course with a grade of B or above, receive credit for previous courses in thesequence. The maximum credit granted retroactively shall be 12 credits for any onelanguage; credit may be earned for more than one language. The credits will not carrya grade, but count towards the degree.Study Abroad: For information on Ripon College’s Bonn Program, see the program’sdescription in the Off-Campus Study section of this catalog.Communicating Plus: German. Students completing a major in German developskills in the four Communicating Plus skills areas—written communication, oral communication,critical thinking, and problem solving. The study of foreign language andculture necessarily centers on oral and written communication. To understand and be

106 Courses of Studyunderstood in a foreign language, students must develop awareness of how communicationtakes place and develop the ability to communicate effectively. This involvesacquisition of all four language skills (listening, speaking, reading, and writing) andan understanding of nonverbal cues, cultural differences, and other contextual factorsthat influence communication. Building on the comparative and analytical skills developedin the language courses, upper-level German courses offer opportunities to workdirectly on critical thinking and problem solving. In these courses, reading becomescentral as students analyze and discuss the problem of defining culture and how itshapes and is shaped by the people living within it. Students are challenged to engagewith more sophisticated texts and to examine the discourses that have shaped Germanculture and society.Requirements for a major in German: Thirty-two credits in German beyond German211 or its equivalent, including German 314, 315, and 400. The Senior Seminar(German 400) requires the completion of a research project in conjunction withanother 300- or 400-level course. At least one semester at Ripon’s Program at Bonn,Germany, or its approved equivalent is required. The department encourages its majorsto combine their work in German with a major in another field.Students seeking teacher certification must complete 32 credits in course workbeyond German 211 including German 314 and 315, 400 and Linguistics 332. Atleast one semester at Ripon’s Program at Bonn, Germany or its approved equivalent isrequired. German 402 is also required but no credit is given toward the major.Requirements for a minor in German: Twenty credits beyond German 211 or itsequivalent, including German 314 and 315. Though not required, at least one semesterat Ripon’s Program at Bonn, Germany, is strongly recommended.Students seeking teacher certification must complete 20 credits in course workbeyond German 211 including German 314 and 315 and Linguistics 332. An approvedstudy abroad program is required. German 402 is also required but no credit is giventoward the minor.111-112. Introductory German I/II PrellwitzFour credits each semester.Acquisition of the essentials needed to use the German language, including oral communication,reading, and writing. Since the 111-112 sequence is a yearlong course, it is highly inadvisableto continue into the 112 level without having received a C- or better in 111. German 112may count toward the global and cultural studies requirement; refer to the Academic Policies:Global and Cultural Studies Requirement section for more information.211-222. Intermediate German I/II SopcakFour credits each semesterInstruction is content- and task-based, focusing on contemporary politics, the environment,history, film, music, fine art, literature, and technology. Each chapter features a different cityin Germany, Austria or Switzerland. Authentic texts, video blogs and internet activities allowstudents to practice their skills by discussing cultural issues. Grammar is integrated and contextualized,sensitizing students to aspects of genre and style. Students learn to communicatein interpersonal, interpretive and presentational modes and are encouraged to compare andcontrast information, analyze structures and content, and predict outcomes. In German. Maycount toward the global and cultural studies requirement; refer to the Academic Policies: Globaland Cultural Studies Requirement section for more information. Prerequisite: German 112/211 orconsent of instructor.

German 107300. Departmental Studies Sopcak/StaffFour credits.Special subjects in German not covered by regular courses. Topics have included: German Youthand Children’s Literature; The German Novella; Minorities in German Literature and Culture.This course may be repeated for credit when topics change. Prerequisite: German 222 or consent ofinstructor.310. Bonn and Berlin: Cultural and Political Centers Sopcakof Germany, Past and PresentTwo-four variable credits. Maymester in Germany. Offered as registration permits.This course offers students an intense immersion experience in contemporary German cultureand language. Students meet during spring semester in Ripon for an introduction to the historyand culture of Bonn and Berlin through literature, film, discussion, and internet research.Students define a specific photo-essay project to conduct during the two-week stay in Germany.Possible projects include a study of regional art, architecture, monuments, music, theater,advertising, tourism, economy or environmental issues. Students also record their experiencesin a journal and complete a reflective essay upon their return to the United States. Prerequisite:Parallel enrollment in German 222 (4th semester) or higher or consent of instructor.314. Conversation and Composition SopcakFour credits. Offered fall semester.Students improve and refine their speaking and writing skills through the study of a variety ofwritten texts, discussion based on those readings, advanced grammar exercises, and systematicvocabulary building. The primary work of the course involves composing (in multiple drafts)texts that fall into diverse genre categories, including descriptive, argumentative and persuasiveessays. In preparation for upper-level literature and culture courses, this course pays specialattention to the style, language and techniques used in writing textual and cultural analysis forspecific audiences. Prerequisite: German 222 or consent of instructor.315. Reading Texts and Contexts SopcakFour credits.This course serves as a transition from the language sequence to courses in German literatureand culture. It stresses the central role literature plays in fostering an understanding of Germansociety, while it provides students with an introduction to the tools and theories of literary andcultural analysis. Because context is central to any “close reading,” texts are chosen from variousgenres but remain focused on a single theme. Focus is on class discussion and the practice ofcritical and comparative writing. Prerequisite: German 314 or consent of instructor.316. German Theater Workshop StaffOne or two credits.Introduction to the basics of acting through dramatic readings in German. Final project is thepreparation and performance of a German play. Prerequisite: German 315 or consent of instructor.318. German Theater Workshop StaffOne or two credits.Same as German 316 but designed for students wishing to repeat the theater experience. Prerequisite:German 316.

108 Courses of Study320. Culture of Business in Germany SopcakTwo credits.This course is designed for students wanting to combine their interest in German with thestudy of international business. Students learn about the culture of the German business worldthrough texts and class discussion which focus particularly on differences between German andAmerican business traditions and perspectives. The course also offers students an opportunity topractice the language skills needed to communicate effectively in German in a business setting.Prerequisite: German 315 or consent of instructor.344. Film in Germany SopcakFour credits.From the early days of silent film to contemporary works by some of the world’s most influentialdirectors, this course selects from nearly 80 years of filmmaking in Germany. Germans producedfilms with a wide range of aesthetic and political perspectives, ranging from expressionism toNazi propaganda and from escapist comedies to avant-garde art. Learning how to “read” Germanfilms critically equips students with the skills for critically viewing and “reading” today’s Hollywoodand independent movies. “Film in Germany” comprises a tour of German cultural andpolitical history through the medium of film. May count toward the global and cultural studiesrequirement; refer to the Academic Policies: Global and Cultural Studies Requirement sectionfor more information. Prerequisite: German 315 or consent of instructor.347. Fairy Tales: Critical Approaches SopcakFour credits.Did Disney get it wrong? After examining the cultural context that inspired Jakob and WilhelmGrimm to begin recording folk tales in the early 19th century, this course focuses on how theGrimm brothers’ fairy tales can be read and interpreted today. Through an exploration of variouscritical approaches to the texts, including historical, feminist, and psychoanalytic interpretations,students gain insight into the array of meanings that fairy tales still generate for modernaudiences. Prerequisite: German 315 or consent of instructor.354. The Holocaust in Literature SopcakFour credits.The course examines literary, artistic and musical representations of the Holocaust from theimmediate postwar period to the present day, focusing primarily on novels, plays and poemspublished in Germany and the United States. The starting point is a discussion of the difficulty- and necessity - of representing the Holocaust in literature. Other topics include the depictionof victims and oppressors, the role of the Holocaust in the narrative construction of Jewishidentity, and the impact of the Holocaust on postwar German culture. Prerequisite: German 315 orconsent of instructor.360. Studies in 18th- and 19th-Century SopcakLiterature and CultureFour credits.Germany’s tumultuous political history produced parallel developments in literature and culture.Important milestones include the secularization of society that culminated in the Enlightenment,the Romantic revolt against the philosophical and literary limits of rationalism, the riseof the novel as a quintessential bourgeois genre, the development of politically engaged literaryforms that coincided with the Revolution of 1848, and the struggle to define and practicerealistic representation, which foreshadowed literary modernism. Although topics vary, theyremain situated in the context of cultural and social change. Prerequisite: German 315 or consent ofinstructor.

German 109361. Studies in Early 20th-Century Literature Sopcakand Culture (1900-1944)Four credits.The course explores various cultural themes in the first half of the 20th century, most importantlythe impact of modernity on the German cultural imagination. Additional topics includeavant-garde artistic movements such as Expressionism and Dada, the Weimar Republic and therise of popular culture, and Nazi aesthetics. Prerequisite: German 315 or consent of instructor.362. Studies in Contemporary Literature Sopcakand Culture (1945-present)Four credits.The course centers around themes related to current cultural, economic, political and social issuesin Germany, Switzerland, and Austria, including art and politics in the 1950’s and 60’s, theliteratures of a divided Germany, the ongoing process of German unification, reckoning withthe Nazi past, the situation of women and minorities, and the European Union. Prerequisite:German 315 or consent of instructor.400. Senior Seminar SopcakOne credit.In conjunction with a 300- or 400-level course, the seminar serves as a capstone experience forgraduating German majors. Students undertake a research project and develop it into a majorpaper through a collaborative writing process. Prerequisite: German 315 or consent of instructor.402. The Teaching of Modern Languages StaffTwo to four credits. Offered spring 2013 and alternate years.Exploration of the most recent theories about foreign language methodology and acquisitionwith practical applications for use in the classroom. This course is designed for prospectiveteachers of French, German, or Spanish and does not count toward the major. Lectures, readings,and demonstration teaching. Open to second-semester juniors and seniors. Same as Spanish402 and French 402. Taught in English. Prerequisites or Corequisites: Education 250 and 344 orpermission of the instructor.424. “Woman” and Women Writers SopcakFour credits.This course examines changing gender roles in texts authored by both male and female writers.Using feminist literary theory as a point of departure, students examine selected works in termsof the images and myths of woman they either reflect or subvert. The study of the works ofwomen writers facilitates discussion of what constitutes “great” literature, how literary canonsare constructed, and whether or not “women’s writing” can or should exist as a literary genre.Prerequisite: German 315 or consent of instructor.434. The Devil’s Pact SopcakFour credits.Goethe’s Faust remains the centerpiece in this examination of the Faust legend, but the contextof Goethe’s masterpiece includes both his predecessors and more recent versions of the Fauststory in literature, music, and film. The course pays particular attention to the decade-longdevelopment of Goethe’s text and the place his Faust occupies in German culture. Prerequisite:German 315 or consent of instructor.

110 Courses of Study541, 542. Independent Study SopcakOne to four credits each semester.Supervised reading or research projects on selected aspects of German literature and culture.Prerequisite: Consent of the department.Global StudiesProfessor Martin Farrell (Coordinator)The interdisciplinary major in Global Studies provides an understanding and appreciationof the full breadth of challenges and opportunities offered by the acceleratinginterdependence of nations and peoples in today’s world. Students are encour agedto begin with the two-semester core course sequence in their first year at the Col lege.They gain depth of understanding through foreign language study, study abroad, thecompletion of a coherent concentration within the major, and the preparation anddefense of a senior thesis. Graduates will possess the knowledge and skills neededto function effectively in foreign lands as well as to serve as responsible and effectiveglobal citizens and as leaders in our increasingly interdependent world.Communicating Plus: Global Studies. Global Studies majors address many of theCommunicating Plus student learning goals through course work in other departments.Nevertheless, these goals have also been integrated into all Global Studiescourses. Close, critical analysis of global studies texts is a major part of every classroomcourse. A multistage writing process is emphasized, so that student essays—from shortpieces to a required senior thesis—are planned, written, and revised with instructorguidance. Students make use of on-line databases and other technological resources intheir research and writing. Oral communication skills are addressed through a varietyof active/critical listening activities, group discussions, and presentations. Throughoutthe program, students think critically about a wide variety of approaches andperspectives on globalization and consider the various types of problems that must beaddressed by the international community. Students work to define and consider solutionsto these problems in a variety of individual and group projects.Requirements for a major in Global Studies: Core Courses: Global Studies 111-112. Foreign Language: completed course work or demonstrated competence throughthe fifth semester of college work. Those studying a foreign language other than theirprimary foreign language as part of a study-abroad program may count that experienceas their fifth semester of foreign language work. Study Abroad: at least one semester ina study-abroad program endorsed by Ripon College or approved by the Coordinator ofGlobal Studies. Senior Seminar: Global Studies 501-502. Electives: completion of atleast four courses chosen from one of the following concentrations (note that some ofthese courses have departmental prerequisites):Cultures and CivilizationsAnthropology 213, Human OriginsAnthropology 214, Dust, Pots and Empires: How to Do ArchaeologyAnthropology 222, Anthropology and Contemporary Global IssuesAnthropology 224, Gender Roles in CultureAnthropology 226, Indians of North AmericaAnthropology 230, Tombs, Temples and Llamas: Archaeology in Latin AmericaAnthropology 241, Societies of AfricaAnthropology 313, Anthropology of Death

Global Studies 111Anthropology 314, Religion, Magic and WitchcraftAnthropology 316, The Nature of CultureAnthropology 330, Constructing Latin America; Identity and SocietyAnthropology 335, Urban AnthropologyArt: All Art History courses numbered 200 and aboveEducational Studies 327, Education in Developing CountriesEducational Studies 350, Seminar on Intercultural TeachingHistory 264, Immigration and Ethnicity in American HistoryHistory 271, Colonial Latin AmericaHistory 272, Modern Latin AmericaHistory 281, 282, World HistoryHistory 330, Women and Family in Medieval and Early Modern EuropeHistory 3334, Topics in Western SpiritualityHistory 335, The Renaissance in Western EuropeHistory 360, Topics in African American HistoryIDS 275, Art & Culture of Turn-of-the-Century ViennaMusic 112, Selected Topics in Music: World MusicMusic 331, History of Baroque and Classical Musical StylesMusic 332, History of Romantic Musical StylesMusic 333, History of 20th Century Musical StylesPhilosophy 222, Religion, Different Religions, and the TruthPhilosophy 241, EthicsPhilosophy 286, Sports, Religion and the ArtsPhilosophy 290, Reality and KnowledgePhilosophy 342, Chinese Philosophical TraditionsPhilosophy 344, Indian Philosophical TraditionsPhilosophy 442, The Problem of God in Comparative PerspectiveReligion 221, Comparative World ReligionsReligion 222.01, Introduction to IslamReligion 222.02, Introduction to Asian ReligionsReligion 240, Introduction to Judaism and the Jewish PeopleReligion 242, Unity and Diversity in HinduismReligion 332, Comparative Religious EthicsReligion 442, The Problem of God in Comparative PerspectiveLanguage and LiteratureClassical Studies: All Classical Studies courses numbered 200 and aboveEnglish 243, Women’s LiteratureEnglish 251, Foundations of English LiteratureEnglish 260, Topics in Cultural IdentityEnglish 320, Period Studies: Contemporary LiteratureFrench: All French literature courses numbered 300 and aboveGerman: All German literature courses numbered 300 and aboveGlobal Studies 180, Survey of World CinemaGlobal Studies 321/Politics and Government 390, Contemporary World CinemaHistory 276, Latin America at the Movies: History and FilmIDS 311, 312, Great Works of Western LiteratureSpanish: All Spanish literature courses numbered 300 and above

112 Courses of StudyGlobal Political EconomyAnthropology 222, Anthropology and Contemporary Global IssuesAnthropology 321, Activist AnthropologyBusiness Management 330, International MarketingEconomics 321, Economics of Professional SportsEconomics 361, Development Economics IEconomics 364, Business Strategy and Economic Policy in Latin AmericaEconomics 451, International EconomicsEconomics 461, Development Economics IIEconomics 481-482, History of Economic ThoughtPolitics and Government 372, Development and Change in Latin AmericaPolitics and Government 373, China in TransitionPolitics and Government 376, Politics of Contemporary EuropeWar, Peace and DiplomacyHistory 236, Twentieth Century EuropeHistory 262, American Race RelationsHistory 264, Immigration and Ethnicity in American HistoryHistory 271, Colonial Latin AmericaHistory 272, Modern Latin AmericaHistory 351, World War I: Causes, Conduct and ConsequencesHistory 354, Modern GermanyHistory 360, Topics in African American HistoryHistory 362, Modern Middle EastPhilosophy 353, Human RightsPolitics and Government 280, Introduction to International RelationsPolitics and Government 343, U.S. National Security PolicyPolitics and Government 373, China in TransitionPolitics and Government 380, Topics in International PoliticsPolitics and Government 381, United States Foreign PolicyPolitics and Government 385, Terrorism and IntelligencePolitics and Government 388, International LawReligion 321, Ethics and International AffairsReligion 322, Religion and Politics in Comparative PerspectiveScience, Technology and EnvironmentAnthropology 318, Ecological AnthropologyBiology 247, General EcologyBiology 314, MicrobiologyBiology 338, Aquatic EcologyBiology 339, Behavioral EcologyChemistry 100, Global ChemistryChemistry 352, Environmental ChemistryCommunications 248, Persuasion and Mass MediaEconomics 332, Resource and Environmental EconomicsEnvironmental Studies 120, Environmental StudiesEnvironmental Studies 243, Philosophy and the EnvironmentEnvironmental Studies 300, Departmental Studies: GIS/GPS**Mathematics 146, Computer Modeling*Mathematics 246, Mathematical Modeling*

Global Studies 113Please note that a student may not use the same study-abroad experience to satisfyrequirements for both the Global Studies major with a concentration in Science, Technologyand the Environment and the Environmental Studies major.*For credit toward the Global Studies major individual student projects in thesecourses must deal with global or trans-national phenomena, as determined by thecourse instructor in consultation with the Global Studies program Coordinator.**Other courses offered under this number may or may not count toward theGlobal Studies concentration, depending on the content of the course. The decisionwill be made by the Coordinator of the Global Studies program in consultation withthe Coordinator of the Environmental Studies program.111. Global Political Culture FarrellFour credits.First half of the required core course for the Global Studies major.Defines political culture and examines its dynamics at various levels in today’s world, from thelocal to the global. Specifically examines ways in which history, language, religion, literature,ethnicity, and tradition affect identity-formation and its correlates in today’s world. May counttoward the global and cultural studies requirement; refer to the Academic Policies: Global andCultural Studies Requirement section for more information. Same as Politics and Government111.112. Global Political Economy FarrellFour credits.Second half of the required core course for the Global Studies major.Defines political economy and examines its manifestations in today’s increasingly interdependentworld. Specific issues include population, resources, environmental protection, trade anddevelopment, trends toward democratization, human rights, and new and enduring sources ofconflict and cooperation. Same as Politics and Government 112.180. Survey of World Cinema Farrell/KatahiraTwo credits.An introduction to contemporary trends in international feature films. The craft of film criticismwill also be studied and practiced. Requirements include viewing all films in the InternationalFilm Series, attending weekly 50-minute discussion sessions, and writing a critique of eachfilm. May be repeated for credit. May count toward the global and cultural studies requirement;refer to the Academic Policies: Global and Cultural Studies Requirement section for more information.Same as Politics and Government 180.300. Departmental Studies StaffVariable credit.Special subjects in global studies not covered by regular courses. A topic has included: PeaceStudies and the Environment; Chinese Politics Through Film. This course may be repeatedfor credit when topics change. Some topics may count toward the global and cultural studiesrequirement; refer to the Academic Policies: Global and Cultural Studies Requirement sectionfor more information.

114 Courses of Study321. Contemporary Global Cinema FarrellFour credits.Uses recent and classic international films to explore a variety of political, social and culturalissues as well as the unique characteristics of film as a medium of expression and communication.Students produce film critiques after consulting professional film criticism. A majorindependent research project is also required. May count toward the global and cultural studiesrequirement; refer to the Academic Policies: Global and Cultural Studies Requirement sectionfor more information. Same as Politics and Government 390.501-502. Senior Seminar StaffThree credits each semester.A yearlong capstone seminar. Students will make presentations on readings and other materialsdesigned to integrate their work in global studies. They will also develop, research, write, andpresent orally a senior thesis on a con temporary issue in Global Studies chosen by them with theapproval of the in structor.541, 542. Independent Study StaffTwo to four credits each semesterSupervised investigation of global topics of particular interest to the student and not coveredin regular course offerings. Must be congruent with student’s chosen concentration(s) in theGlobal Studies major.551, 552. Independent Study: Internship StaffTwo to five credits each semester.Supervised field study combining scholarly research and participant-observation in a firm, office,or agency operating internationally. Grading is Pass-Fail.GreekSee Romance and Classical LanguagesHealthSee Exercise ScienceHistoryProfessors Russell L. Blake, Barbara A. McGowan,Diane L. Mockridge;Associate Professor Rebecca Berens Matzke (Chair);Assistant Professor Brian S. Bockelman;Adjunct Professor Michael R. MahoneyDepartmental Mission Statement The History Department seeks to developstudents’ abilities to analyze evidentiary material in a disciplined and methodicalmanner, to synthesize information gained from such analyses into larger structures ofknowledge, to understand various interpretations and conceptualizations of historicaldevelopment and to fit their own synthetic structures into such interpretations, and tocommunicate complex ideas both orally and in written form to both professional andlay audiences. At the same time, the department seeks to broaden students’ abilities tounderstand cultures and societies other than their own.

History 115Communicating Plus: History. Students completing a History major develop skillsin the four Communicating Plus skills areas—written communication, oral communication,critical thinking and problem solving—in required and elective course work inthe discipline. Most of the Communicating Plus student learning goals are addressedin all courses offered by the department. The History Department emphasizes criticalanalysis of significant aspects of the past (which entails solving important historicalproblems) using a variety of primary and secondary sources. Historical interpretationdoes not occur apart from communicating one’s ideas to others. Thus, teaching studentsto articulate and communicate their interpretations in written and oral forms iscentral to the teaching of History. During the senior seminar, assessment of students’growth toward mastery of the central concepts, interpretive frameworks, and analyticaltools of History as a discipline takes place, along with assessment of their competencewith respect to the Communicating Plus student learning goals.Requirements for a major in history: Thirty-two credits in history. At least eightcredits from courses numbered in the 300s and senior seminar (History 480 and 490)are required. (History 401 does not count toward the major.) History 101 is stronglyrecommended as an introduction to the major. A sophomore or junior beginning ahistory major should start with any 200 level course.Requirements for a minor in history: Twenty-two credits in history. At least eightcredits from courses numbered in the 300s. History 101 is strongly recommendedas an introduction to the minor. A sophomore or junior beginning a history minorshould start with any 200 level course.Requirements for students majoring in History and seeking teaching licensure inHistory for middle childhood through early adolescent or early adolescence throughadolescence level (“Teaching Major in History”): Thirty-two credits in history. At leasteight credits from courses numbered in the 300s and senior seminar (History 480 and490) are required. Among the courses counting toward the History major the followingare required: History 281, 282, and 490. In addition, students must take any two of thefollowing courses: History 241, 242, 262, 263, or 264. (Also required for licensure areEnvironmental Studies 120 and History 401; but those courses do not count towardthe 32 credits needed for a History major.)Requirements for students minoring in History and seeking teaching licensurein History for middle childhood through early adolescence or early adolescencethrough adolescence level (“Teaching Minor in History”): Twenty-four credit hoursincluding History 281 or 282 and any one of the following: History 241, 242, 262, 263,or 264; at least eight credits from courses numbering in the 300s. (History 101 or 175is recommended but not required.) (Environmental Studies 120 and History 401 arealso required but do not count toward the 24 credits for the minor.)Broad Field Social Studies Teacher Licensure Options - Students seeking licensureat the Early Adolescence/Adolescence (Grades 6-12) levels in the social sciencedisciplines (Economics, History, Politics and Government, Psychology, and Sociology)may choose one of the options listed below to add endorsements in fields outside theirmajor. Students may complete a minor in a discipline outside the social sciences orthe broad field licensure program outlined below. Broad field licensure prepares teachersto teach in general social studies classes in grades 6-9. They will also be licensed toteach the specific discipline of their two concentrations at the high school level. Giventhe very difficult job market for social studies teachers, students should consider oneof these options to strengthen their employment options.

116 Courses of StudyOption 1 – Major/Minor Program - The first option open to student majoring in asocial studies discipline is to complete a minor in another social studies discipline ora subject outside the social sciences. Recent examples of programs designed on thismodel are a history major with and English minor and a politics and government majorwith an English minor. In this case, the student would student teach and be fullylicensed to teach both subjects.Option 2 – Social Studies Major with Broad Field Social Studies Licensure - As partof their program of study, students must complete the following:1. A major in a social science discipline,2. Concentrations, as defined in the chart below, in two other social science disciplines,only one of which may be in history,EconomicsECO 211 and 212One 300-level course otherthan 313Politics and GovernmentPOL 112, 220One 300-level courseUS History2 of the following 5 historyclasses: 241, 242, 262,263, or 264One 300-level coursePsychologyPSY 110Two 200-level topicscoursesWorld HistoryHIS 281 and 2822 area studies courses, oneat the 200 level, one at the300 level, selected with aHistory advisorSociologySOC 110One 200-level courseOne 300-level course3. At least one course in each of the following disciplines: Economics, History , Politicsand Government, Psychology, and Sociology.4. One of the courses that address geography as a factor that influences human interactionsand society from the following list: History 281, History 282, Economics 332 or361, or Politics and Government 112. This course may also count toward fulfillmentof criteria 1-3.Students are encouraged to extend the breadth of their social science backgroundby also taking courses in anthropology, global studies, Latin American and Caribbeanstudies, and religion.Open to first-year students only.101. Introduction to the Study of History StaffFour credits.An introduction to the approaches and methods by which historians reach an appreciation andunderstanding of the past and its relevance to contemporary society. Special attention will begiven to history as a process of social and cultural change. Students will also be introduced tothe skills involved in the analysis of historical works (such as biography, essays, and texts) and ofhistorical sources (such as personal letters, contemporary fiction, political tracts, and film). History101 is open only to first-year students.

History 117Open to second-semester first-year students, sophomores, juniors, seniors:200. Departmental Studies StaffTwo to four credits each.Selected topics presented at an introductory level. Some topics may count toward the globaland cultural studies requirement; refer to the Academic Policies: Global and Cultural StudiesRequirement section for more information.201. History and Historians StaffFour credits.Why study the past? How do we know what happened? What counts as a historical event?Whose history should we tell? What does it mean to think historically? This course will introducestudents to the major debates about the study of history and the research methods historiansuse to investigate and reconstruct the past. While learning about the philosophy and politicsof historical thinking, the disagreements historians have about how to interpret the past, andthe wide variety of approaches to history as a field of inquiry, students will also gain practicalresearch and writing experiences through a series of hands-on assignments designed to highlightthe role of archives, primary sources, and historiography in the creation of historical knowledgePrerequisite: History 101 or one 200-level History course.214. Greek and Roman Society MockridgeFour credits. Normally offered every other year.A topical approach to ancient Greek and Roman society. Particular attention will be paid to classicalideals and institutions that have made a significant impact on the formation of Western societyand values. The course will be organized thematically, and topics include: ancient religions,classical philosophy and the idea of rationality, political and judicial systems, social classes, andthe role of women. Artifacts from the Ripon College Classical Antiquities Collection will beused in class projects.220. Nonconformity and Deviance in Medieval Mockridgeand Early Modern EuropeFour credits. Normally offered every other year.Participation in medieval and early modern European society was often mediated by membershipin a group — a town, a guild, a religious order. Those nonconformists who fell outsidethe dominant groups, whether by conviction, occupation, or circumstance, often constitutedcommunities of their own. This course explores the social and cultural dynamics of Europe inthe medieval and early modern period by examining the ways people perceived as deviants wereexcluded from power, and the consequences of that exclusion and marginalization. The coursewill also examine what kinds of groups and people were marginalized, and to what extent andhow those groups created and sustained their own communities. Some of the groups examinedinclude: lepers, prostitutes, transvestites, heretics, and witches.221. The Medieval World: MockridgeFaith, Power, OrderFour credits. Normally offered every other year.A topical introduction to the European Middle Ages. This course focuses on medieval societyand its key institutions and structures of power. In particular, emphasis will be placed on understandingthe role of religion, the military, and the hierarchical social class system in shapingthe medieval world. While exploring the importance of faith, power, and social order duringthis time period, this course will also look at the role that gender played in creating this uniquemedieval world view. The course will cover a range of texts including saints’ lives, twelfth-centuryromance, selections from Chaucer’s Canterbury Tales and films like Kingdom of Heaven.

118 Courses of Study222. The Uses of Arthurian Legend MockridgeFour credits. Normally offered every other year.A topical and chronological approach to the legends of King Arthur from the sixth to thetwenty-first century. This course will explore not just the legends of King Arthur, but the ways inwhich these legends reflect and articulate the changing historical values and ideas of the culturesthat have produced and continue to produce them. Why have these stories continued to appealto writers and audiences over the centuries? What does King Arthur mean to us, and what dowe use him to say? This course will cover a range of texts including twelfth-century romance,Malory’s Morte D’Arthur, Tennyson’s Idylls of the King, modern novels like White’s Once andFuture King, and films like Antoine Fuqua’s King Arthur and Edel’s Mists of Avalon.236. Twentieth Century Europe MatzkeFour credits.Introduction to the history of 20th Century Europe. We will examine Europe’s political, social,economic, and cultural institutions from the late 1800s to the present. The evolution and revolutionsin socio-economic forces, political ideologies and forms, and cultural movements thathave shaped modern Europe and our Western world will all receive attention. Topics coveredwill include imperialism and decolonization, classical liberalism and its critiques (includingsocialism, communism, and fascism) and evolution toward democracy; causes, conduct, andconsequences of the two World Wars and the Cold War; and nationalism in its many forms,among others. Emphasis on primary source readings for insight into different periods, events,and phenomena.241. The United States, 1776-1876 BlakeFour credits.Introduction to the historical analysis of American social and political developments from theRevolution through Reconstruction. Emphasis will be on the impact of social change; changes inpolitical and social values and institutions; and to competing ideas for how to solve the problemsthat diversity of geography, ideas and beliefs, and social position posed for the new nation.242. The United States, 1877-1980 McGowanFour credits.This course will center on political and social developments in American life from the GildedAge to the election of Ronald Reagan. Special attention will be paid to such topics as: the riseof corporate America and its impact on politics, family, and popular culture; the developmentof a Progressive tradition in politics and society; and the increasing involvement of America ininternational politics.261. Gender Roles in American History McGowanFour credits.This course looks at American history from the colonial era to the present from the perspectiveof gender roles. The expectations, tasks, and power assigned to both men and women in theworlds of home, work, and community throughout different periods will be assessed and evaluated.Special topics will include: the history of fatherhood; the significance of fraternal organizationsand female reform networks in the 19th century; the sex role and sexual revolutions of the20th century; the second wave of feminism since 1960 and its impact on work, family, politics.

History 119262. American Race Relations BlakeFour credits.An introduction to the study of the history of the relations between African Americans andEuropean Americans. This course will use primary documents and the work of other historiansto examine the main topics in race relation history: slavery; the era of legal segregation; and theCivil Rights movement. Some consideration will also be given to race relations in post-CivilRights era, including the meaning of the election of an African American president.263. Women in American History McGowanFour credits.The relationship between women and American history is one that has undergone manychanges, especially in the forty years since the sexual and gender revolution of the 1960s. Thiscourse will focus on both the history of women in America and the ways in which that historyhas been described, debated, and uncovered. To do this, the course will use both conventionaland unconventional sources and require students to work on an individual project.264. Immigration and Ethnicity in American History BlakeFour credits.A survey of some key topics in the history of the formation of America’s pluralistic society: theimmigration to the United States of peoples from Europe, Asia, and other American societiessince the 17th century; the experiences of immigrants and their descendants in the U.S.;changes in attitudes toward immigrants and changes in immigrant policy; and the impact ofimmigration and ethnicity on U.S. society and culture. Reading and discussion of both primaryand secondary historical sources.271. Colonial Latin America BockelmanFour credits.A survey of Latin American history from the expansion of the Aztec and Incan empires in thefifteenth century to the collapse of Spanish and Portuguese rule in the 1820’s. Major topics willinclude: the dynamics of conquest and colonization; the clash of European, native, and Africancultures in the New World; the impact of colonialism on economic and social life; the changingnature of colonial riots and rebellions; and the eventual movement toward independence. Maycount toward the global and cultural studies requirement; refer to the Academic Policies: Globaland Cultural Studies Requirement section for more information.272. Modern Latin America BockelmanFour credits.An introduction to modern Latin American history from 1800 to the present. We will look athow individual countries (e.g., Bolivia, Mexico, Brazil, Cuba) and Latin Americans of variousbackgrounds (women, men, natives, Africans, mestizos, workers, elites, soldiers, intellectuals)have sought to achieve independence, national integration, political stability, social justice, andcultural recognition despite lingering problems of inequality, discrimination, uneven development,and foreign intervention. May count toward the global and cultural studies requirement;refer to the Academic Policies: Global and Cultural Studies Requirement section for moreinformation.276. Latin America at the Movies: History and Film BockelmanFour credits.By exploring the relationship between history, film, and film history, this survey course willexamine major developments in Latin American politics, culture, and society, since 1492. Topics

120 Courses of Studywill vary, but could include: the conquest and its aftermath; the frontier in Latin American history;Catholicism and creole culture; Latin American revolutions since 1810; the origins of theLatin American film industry; Hollywood and Latin America; city, suburb, and slum in LatinAmerican film; the trauma of dictatorship and state violence; globalization and the new LatinAmerican cinema. Reading and writing intensive. May count toward the global and culturalstudies requirement; refer to the Academic Policies: Global and Cultural Studies Requirementsection for more information. No prerequisites.281, 282. World History StaffFour credits each semester.An eight-credit two-semester course that focuses on developing a global perspective and thecapacity to appreciate how different cultures have perceived similar historical phenomena. Thefirst semester will seek to understand the variety of cultures that coexisted and often interactedfrom the earliest civilizations until 1500. The second semester will look at some of the keythemes in world history during the past 500 years, such as world exploration and trade, nationbuilding, education, imperialism, and decolonization. Students seeking a history teaching majorwill be given preference in enrollment. May count toward the global and cultural studies requirement;refer to the Academic Policies: Global and Cultural Studies Requirement section for moreinformation.300. Advanced Departmental Studies StaffVariable credit.Selected subjects in history not covered by regular courses. This course may be repeated forcredit when topics change. Some topics may count toward the global and cultural studies requirement;refer to the Academic Policies: Global and Cultural Studies Requirement section formore information. Open only to sophomores, juniors and seniors.330. Women and Family in Medieval and MockridgeEarly Modern EuropeFour credits. Normally offered every other year.This course will focus on gender roles in European history, from the late Middle Ages throughthe Early Modern era. The course will explore the different roles women and men played withinthe family as that institution evolved during this time period. The course will also explore theopportunities and restrictions placed on women by the major religious, cultural, and social institutionsof the time. The course will examine the impact of class on women’s opportunities aswell. Different times and places will be highlighted, including 12th century France, 15th centuryVenice, 16th century Nuremberg, and 17th century Belgium. Same as Women’s and GenderStudies 330.334. Topics in Western Spirituality MockridgeFour credits.Focusing mainly on Christianity from its early days through the medieval period, this course willexplore various topics in western spirituality. Topics include various beliefs and practices, includingGnosticism, mysticism, asceticism, monasticism, pilgrimage, and eucharistic devotion. Thelives of various men and women will also be explored, including saints, heretics, anchorites andmendicants. The course has no prerequisites, but students will find it helpful to have had somebackground in medieval history and/or Christianity. Same as Religion 334.

History 121335. The Renaissance in Western Europe MockridgeFour credits.An in-depth study of the Italian Renaissance, focusing on the political, intellectual, and artisticachievements of the city that witnessed the flowering of the Renaissance: Florence, Italy. Amongthe topics examined will be the political power of the Medici family, key thinkers such as Dante,Petrarch, and Machiavelli, and important works of art such as the Michelangelo’s David. Centralto this course is the idea that intellectual endeavors and artistic works are a product of the timesand reflect the issues and concerns of their political milieu. In exploring these issues, this coursewill examine both the documents of the time (primary source) as well as recent historical interpretations(secondary sources) of the period.340. Ripon Local History BlakeFour credits.Research and analysis of topics in the history of Ripon College and the Ripon communitybased on primary source material found in the Ripon College archives and the Ripon HistoricalSociety. These archives offer a wealth of material about many aspects of the past, includingbut not limited to: the history of education, the history of college extracurricular and social life:economic, social, and family life in the Midwest, the Ceresco community, and the history ofRipon’s role in national political issues especially during the Civil War and World War I eras.There will be a wide opportunity for students to choose areas of study that interest them. Studentswill also learn firsthand about historical archives, how to work in them, the role archivistsplay in historical research, and the contributions local history can make to understanding thepast. Research will result in analytical papers and/or in editing historical documents. Open to allsophomores, juniors, and seniors.346. Settlement to Revolution: America, 1600-1783 BlakeFour credits.Topics in American Colonial and Revolutionary Period History. The course examines first, thesettlement of the colonies and development within them of economic, political, social, andreligious institutions and ideas; second, the development of resistance to British rule culminatingin the War for Independence. Lectures and discussion of primary source documents andinterpretative studies of early America. Open to all sophomores, juniors, and seniors.347. Slavery and Civil War BlakeFour credits.An in-depth look at slavery in 19th-century America and at the controversies over slavery whichled to the Civil War. We will also look at the Civil War experience itself, particularly as it reflectsa continuation of prewar social and political issues. We will use primary source documents aswell as the work of historians who have interpreted these issues. Open to all sophomores, juniors,and seniors.351. World War I: Causes, Conduct, and Consequences MatzkeFour credits.The First World War destroyed the 19th-century European world. This course examines thelong-term and immediate political, social, and cultural causes of World War I, the disastrousway in which it was carried out, and its revolutionary consequences. Themes to be investigatedinclude the building of nation-states, the shifting balance of power, the diplomatic and militarysystems of the 19th and 20th centuries, the development of mass mobilization and massviolence, and the global breadth of the war. The course is not confined to the war itself, but isdesigned to familiarize students with the broad sweep of European history in the late 19th and20th centuries and the historiography of the war - that is, the accumulated and various ways in

122 Courses of Studywhich scholars have examined the war. We will be considering not only military and political/diplomatic history, but cultural and social history as well, since all are necessary for understandingthe war. The course has no prerequisites, but students will find it helpful to have had someexperience with the basics of modern European history.353. British Empire After 1783 MatzkeFour credits. Usually offered spring semester.At the height of its power, Great Britain ruled one quarter of the world’s population, controlledone fifth of its dry land, and commanded all of its oceans. This course will consider Britishoverseas expansion in all its forms (territorial and otherwise) from the loss of the 13 Americancolonies through the twentieth century, when Britain “decolonized.” We will study the empireas a broad, trans-cultural phenomenon, investigating the history of both imperial Britain itselfand its many overseas possessions, looking at conquest, settlement, collaboration, resistance, andcultural exchange. We will also be attentive to the historiography of the empire, recognizing that“the British Empire” has had different meanings at different times, and using primary and secondarysources to think about the nature of imperialism, economic connections, culture, race,modernity, and “globalization.” There are no prerequisites for the course, but students will findit helpful to have taken some modern European or world history. May count toward the globaland cultural studies requirement; refer to the Academic Policies: Global and Cultural StudiesRequirement section for more information.354. Modern Germany MatzkeThree or four credits.This course examines Germany from its unification in 1871 to the present. It will explore theunification process and its consequences for the character of the new German state, and it willexamine Germany’s role in World War I. It will also discuss the consequences of the peace,including revolution, economic collapse, and the rise of National Socialism. The course willcover Germany in World War II and the Nazi perpetration of the Holocaust, and it will comparethe experiences of East and West Germany as they are created following the war. It will end byexploring the fall of communism in East Germany after 1989 and the continuing effects of thehurried reunification process. The class will tend to focus more on political and diplomatichistory, but cultural and social history will play a part as well. The course has no prerequisites,but students will find it helpful to have some experience with the basics of modern Europeanhistory. Knowledge of the German language is not necessary.360. Topics in African American History BlakeVariable credit.Intensive study of one aspect of the African American experience. Emphasis on reading, discussion,and analysis of key secondary and primary sources. Possible topics include: the urbanexperience, slavery, the intellectual and cultural tradition, the Civil Rights Movement. Studentsmay repeat course for credit when topics change.362. Modern Middle East MatzkeFour credits.This course will discuss topics in the modern Middle East since the beginning of the 19th century.It is designed to provide an understanding of the historical roots of many present concerns.Topics may include reform efforts to meet the European challenge; the Middle Eastern experiencewith colonialism and imperialism; the rise of Arab nationalism, Jewish Zionism, and nationbuilding; Iran’s place in the region and the Islamic Revolution there; development strategies ofsocialism and capitalism; the Israeli-Palestinian conflict; the impact of oil; modernism and traditionalsocieties; Islam and its forms; and Iraq. May count toward the global and cultural studies

History 123requirement; refer to the Academic Policies: Global and Cultural Studies Requirement sectionfor more information. First-year students with permission of instructor only.370. Topics in American Social McGowanand Cultural History: FilmFour credits.This course will employ a number of approaches to the subject of film and history. Some of themore important emphases will be: 1) history of film as an entertainment medium and culturalphenomenon; 2) exploration of the relationship between social realities and cinema messages;and 3) the significance of specific genres e.g. musical, Westerns, screwball comedies, film noir,war films. Throughout we will consider ways to view films, read about films and evaluate filmsfor content of interest to historians.371. American Lives: Biographical and McGowanAutobiographical Approaches to American HistoryFour credits.From the Puritan era to the present, Americans have been self-conscious about their own personalidentities and experiences and concerned about the relationship between individual livesand the national identity. This course will use autobiography, biography, literature, film, andjournalism to explore the connection between particular life stories and larger themes in Americanhistory such as: the definition and importance of success for Americans; the relative importanceof the public and private in American life; the role gender, race, ethnicity and region haveplayed in shaping individual stories and perceptions; and the mythic qualities often attributed tothe life stories of Presidents. This course carries a heaving reading list and is discussion-based.372. Topics in Twentieth Century American History McGowanFour credits.This course will focus intensively on a particular time period in twentieth century Americanhistory, for example, America between the Wars (1920-1940); the Progressive Era (1900-1920); orthe 1980s. We will use a variety of sources and approaches to examine the political, social, andcultural significance of the period. Students may repeat course for credit when topics change.375. United States and Latin America BockelmanFour creditsThe United States and its Latin American neighbors share much more than a common borderor hemisphere. Their histories have been intertwined for nearly four centuries, producingfrequent comparisons, contrasts, collaborations, and conflicts. This course will examine themany-sided relationship between Latin America and the U.S. from the late 18th century to thepresent, with a focus on three themes: how North Americans and Latin Americans have definedthemselves in relation to one another; how diverging paths of economic development havestimulated various forms of U.S. imperialism and Latin American nationalism; and how globalconcerns have shaped the history of diplomatic relations within the Western hemisphere. Maycount toward the global and cultural studies requirement; refer to the Academic Policies: Globaland Cultural Studies Requirement section for more information.377. Dirty Wars in Latin America BockelmanFour credits.This course will explore the origins, process, and aftermath of military rule in twentieth-centuryLatin America, with emphasis on events in Argentina, Brazil, and Chile during the 1970s and1980s. Topics to be discussed include: the role of the armed forces in modern Latin American

124 Courses of Studypolitics; guerrilla warfare and counterinsurgency operations; social life under the military; tortureand disappearances; the struggle for human rights; and the on-going political and culturaleffects of the “Dirty Wars” era. May count toward the global and cultural studies requirement;refer to the Academic Policies: Global and Cultural Studies Requirement section for moreinformation.401. The Teaching of the Social Studies StaffTwo credits.Methods of teaching courses in the social studies in the secondary schools. The course does notcount toward the major. Required for teacher licensure in history and the social studies.480. Preparation for Senior Seminar StaffOne credit. Fall term.A preparation for History 490. Students and instructors will: 1) open a discussion about the purposesand goals of historical study; 2) discuss goals for senior seminar; 3) select topics and mainsources for the senior seminar paper; 4) begin discussion of the larger historical and intellectualframework of seminar topics. There will be some meetings of the whole class, but much of thework will be done in individual meetings. This course is required for the History major. (Thisrequirement may be waived with permission of the department if a student is on an off-campusprogram when the course is offered.) Open only to senior history majors intending to take History 490the following semester.490. Senior Seminar: Historical Research and Writing StaffFour credits.Students will select and work on individual research projects and complete a paper by semester’send. Required of all history majors. Open only to senior majors.540. Independent Study in History StaffVariable credit.For exceptional students. Students with individual study and research interests may requestcredit for projects of their own design. They must first submit an outline of their program ofstudies to a member of the department faculty who will act as a guide. Approval of the projectmust be obtained prior to registration for the credit. Prerequisites: Twenty hours of study in historycompleted, agreement of a member of the department faculty to guide the program of research and study,and consent of the department chair.550. Internship StaffVariable credit. May be repeated for credit to a maximum of eight credits.Professionally supervised work with an organization engaged in historical research, the organizationof archives, or the preservation or restoration of artifacts. Students will work with a facultymember to find an appropriate organization and arrange for the internship and for its evaluation.Prerequisites: Twelve hours of history completed, agreement of a member of the department faculty tocoordinate and evaluate the program, and consent of the department chair.570. Classroom Presentation of Undergraduate Research StaffVariable credit.For exceptional students. The opportunity to prepare and present materials of study where appropriatein the regular courses of the department’s curriculum. This course is available only tothose students who have demonstrated exceptional achievement in their undergraduate studiesin history and are selected for eligibility by the department faculty at the end of the junior yearof study or after the first semester of the senior year.

History 125580. Classroom Leadership in the Discussion of History StaffVariable credit.For exceptional students. The opportunity to prepare and lead discussion of historical topics orthemes where appropriate in the regular courses of the department’s curriculum. This courseis available only to those students who have demonstrated a superior capacity for participatingin and directing discussion of significant historical materials in a mature manner and who areselected for eligibility by the department faculty at the end of the junior year of study or after thefirst semester of the senior year.Interdisciplinary Studies110. Topics in Interdisciplinary Studies StaffOne to four credits.Past courses have included “Religion, The Good Life and You:,” “Sex, Lies, and Stereotypesthrough Spanish Film,” and “ArcView GIS.” This course may be repeated as the topic changes.Some topics may count toward the global and cultural studies requirement; refer to the AcademicPolicies: Global and Cultural Studies Requirement section for more information..113. Introduction to Community Engagement PapeOne credit.This course surveys the essentials of community engagement through the lens of local andglobal social justice. Students will explore the process of engagement through identification ofcommunity need, asset mapping, and models of service through personal, social and communityconstructs. Students will participate in a community engagement project during the semester.Grading is Pass-Fail.114. Service Learning Theory and Practice PapeOne credit.This course introduces students to the theory and pedagogy of service-learning. Students studythe history of service-learning in secondary and post-secondary contexts, examine servicelearningmethods employed by educators in varied disciplines, and identify new approaches toadvance this form of academic community engagement. Students will complete a comprehensivewritten project which applies service-learning theory and pedagogy to a specific course at RiponCollege. Grading is Pass-Fail.150. Fisk: Race and Diversity in the 21st Century KatzOne credit.Through common readings, screenings, and discussions, this course will consider some of theproblems of race and diversity in the coming century. In particular, it aims to prepare studentsfor participation in the annual Fisk University-Ripon College Conference. Grading is Pass-Fail.170. Forensics PapeOne credit each semester. Offered on demand.Participation on Ripon College forensics team, including at least nine rounds of intercollegiatecompetition earned at two tournaments, or its equivalent, during the semester. A maximum ofeight credits of Interdisciplinary Studies 170 may count towards the degree. Grading is Pass-Fail.

126 Courses of Study200. Workshop in Natural Science and Mathematics Williams-NortonTwo credits. Offered on demand.Integrated study of science and mathematics through laboratory investigation, field trips, problem-solving,discussion, group work, and projects. Emphasis will be on “hands-on” investigationand observation. Activities will support concepts which are basic to all natural sciences anddemonstrate the interrelatedness of science and mathematics. Participants will do a variety ofexperiments using common, everyday materials and discuss how the underlying concepts can beused to explain everyday happenings. Participants and instructors will discuss how activities maybe adapted for use in elementary school classrooms, how performance in “hands-on” learningcan be evaluated, and what resources are available to support elementary science and math.Participants will become familiar with the use of a telecommunications network to support communicationamong teachers and access to math and science resources. Specifically designed forelementary teachers but open to others: administrators, students seeking elementary certification,other teachers.211. Journalism I StaffTwo credits.Students are introduced to the fundamentals of journalism, including interviewing, research,news writing, editing, features, columns, ethics, legal constraints, and criticism. The focus is onthe practice of journalism — students are graded on the quality of articles submitted.212. Journalism II StaffTwo creditsA continuation of Journalism I, with emphasis on advanced writing and editing, management,public policy, and political reporting.225. Mentorship TruesdellOne credit.Basic principles and practices for mentors at Communicating Plus. Grading is Pass-Fail.311, 312. Great Works of Western Literature Lowry/SmithFour credits each semester.A collective enterprise in which students read in translation books of major importance in theWestern tradition. These works are then discussed and written about with teachers drawn fromancient and modern languages, philosophy, politics and government, theatre, English, anthropology,physics, and religion. Students will learn to take intellectual risks, and to do so in acontext where they must qualify their opinions in the face of informed disagreement. Same asWorld Literature 311.321. Ethics and International Affairs SmithFour credits.The central question addressed in this course is whether or not ethically motivated action ininternational affairs is possible. Do the absence of global consensus on moral values and the lackof a world government to impose sanctions mean that nations and trans-national organizationswill engage in pursuit of political and economic interests without ethical restraints? The first partof the course will deal with contrasting arguments by political theorists on the role of morality ininternational relations. The second part focuses on specific issues in contemporary internationalrelations that have moral implications - 1) new forms of international warfare; 2) internationalintervention inside nation states to stop genocide; 3) the protection of human rights; 4) thelegitimacy of international tribunals to punish crimes against humanity; and 5) economic justice

Interdisciplinary Studies 127for developing countries. Prerequisites: Junior or senior standing, and Politics and Government160 or 280. Same as Religion 321 and Politics and Government 383.400. Senior Study Groups StaffOne credit.Topics vary each semester. Enrollment limited to 12 students.541, 542. Independent Study StaffTwo to four credits each semester.Independent study and research culminating in a substantial paper. Limited to students withself-designed majors approved by the associate dean for academic affairs. An outline of the projectmust be submitted in writing for approval by the dean and by the student’s advisor.551, 552. Independent Study: Internship StaffTwo to five credits each semester.Supervised internship in area not directly linked to a major field, e.g., media or human resourcedevelopment. The student will participate in a closely supervised internship experience and willwrite a paper describing and critically analyzing the internship experience. The course may berepeated up to a total of eight credits. The internship must be approved, overseen, and evaluatedby a faculty member in a field of study in which the student has already earned 12 credits. Thecredits for the internship may or may not count towards a major depending on the nature of theinternship. Interested students should consult the career development office to find out whereinternships are available. Prerequisites: At least 12 credits in a field of study from which thefaculty director will be drawn; junior or senior standing.LatinSee Romance and Classical LanguagesLatin American and Caribbean StudiesProfessors Linda M. Clemente, Martin F. Farrell, Brian H. Smith;Associate Professors Geoff Guevara Geer (on leave fall 2011),Soren Hauge (on leave fall 2011), Emily Stovel (on leave);Assistant Professor Brian S. Bockelman (Coordinator)The Latin American and Caribbean Studies program is designed to provide studentswith a broad, interdisciplinary knowledge of the region’s history, culture, andcontemporary affairs. This multifaceted focus emphasizes the diversity of peoples andcomplexity of issues, both past and present, that have given shape to the Americanexperience beyond the borders of Canada and the United States. The Latin Americanand Caribbean Studies program also trains students to develop their independent andcritical thinking skills as they tie together multiple intellectual trends and engage inhands-on research in the region.For majors and minors, this interdisciplinary program allows for a variety of research,professional, or academic specializations after graduation. The major in particularprepares students for careers in the non-profit sector, with government agencies, orwith private businesses that have interests in the region, as well as for continued studyat the graduate level. The minor allows students with a major in another disciplineto broaden their academic scope and demonstrate their varied interests and expertiseto the widest range of future employers. Students who seek to pursue advanced study

128 Courses of Studyand research in a Latin American or Caribbean field after Ripon may wish to complementtheir major or minor with another in a related subject area such as Anthropology,Economics, History, Religion, Romance and Classical Languages, or Politics andGovernment.Requirements for a major in Latin American and Caribbean Studies:1) Proficiency in a language spoken in Latin America or the Caribbean, excludingEnglish, is a prerequisite for the major. It can be demonstrated by the successfulcompletion of Spanish 320 (or higher), Portuguese 302, French 307 (or higher), oran approved study abroad program in the region. The language prerequisite neednot be met before declaring the major. Students interested in Portuguese, whichis not always offered on a regular basis, should develop a plan of language studywith the Coordinator.2) Latin American and Caribbean Studies 201.3) Six upper-division courses on Latin America and/or the Caribbean chosen fromthe list below or approved by the Coordinator, including no more than threecourses in any single department.4) Latin American and Caribbean Studies 401. An independent study projectapproved by the Coordinator and completed under the supervision of a facultymember who teaches in the program.Requirements for a minor in Latin American and Caribbean Studies:1) Knowledge of a language spoken in Latin America or the Caribbean, excludingEnglish, is a prerequisite for the minor. It can be demonstrated by the successfulcompletion of Spanish 222 (or higher), Portuguese 301, French 222 (or higher), oran approved study abroad program in the region. The language prerequisite neednot be met before declaring the minor. Students interested in Portuguese, whichis not always offered on a regular basis, should develop a plan of language studywith the Coordinator.2) Latin American and Caribbean Studies 201.3) Four upper-division courses on Latin America and/or the Caribbean chosenfrom the list below or approved by the Coordinator, including no more than twocourses in any single department.Off-Campus Study: Ripon College offers a variety of interesting study abroad opportunitiesin Central America, South America, and the Caribbean. Ranging fromMaymester courses to summer, semester, and year-long programs, these valuableresearch and study experiences are strongly recommended for students planning tomajor or minor in Latin American and Caribbean Studies. Current ACM programsinclude the Language, Society, & the Environment (Fall) and Field Research in theEnvironment, Humanities, & Social Sciences (Spring) programs in Costa Rica; twoSemester Exchange programs in Brazil, one in Environmental Studies and the otherin Liberal Studies; and the Service Learning and Language Immersion (Summer)program in Mexico. Students may also earn credit toward the Latin American and CaribbeanStudies major or minor through affiliated CCSC programs in Argentina andSpain. Previous Maymester courses and collaborative student-faculty summer researchtrips have been offered in Jamaica, Peru, Mexico, Guadeloupe, and Costa Rica.These and other study abroad options should be explored in close consultationwith the Coordinator in order to discuss how courses taken off campus can be usedto satisfy the requirements for the major or minor. In addition, students should seekout one of the many campus study abroad advisors to help them locate the programs

Latin American and Caribbean Studies 129that best match their academic goals. Lastly, to prepare themselves for the invaluableexperience of studying in a foreign country, students are advised to begin the appropriatelanguage courses in their first year at Ripon.201. Introduction to Latin American and Caribbean Studies StaffFour credits.An introduction to the many approaches scholars use to study the diverse peoples and culturesof Latin America and the Caribbean. Among other topics, students will learn about the precolonialand colonial roots of modern Latin America; the politics of race, gender, and religionin Latin American and Caribbean societies; the social conscience and aesthetic character of theregion’s art and literature; Latin American and Caribbean responses to the current “crisis” ofneo-liberal economics; and how new social movements are shaping the political direction ofthe re-emerging Latin American left. May count toward the global and cultural studies requirement;refer to the Academic Policies: Global and Cultural Studies Requirement section for moreinformation.401. Independent Study in Latin American and Caribbean Studies StaffFour credits.A significant interdisciplinary research project to be completed under the supervision of afaculty member who teaches in Latin American and Caribbean Studies and with the approval ofthe program Coordinator.Other Courses Counting Toward the Major or Minor in Latin American and CaribbeanStudies:Anthropology 230. Tombs, Temples and Llamas: Archaeology in Latin AmericaAnthropology 330. Constructing Latin America: Identity and SocietyEconomics 361. Development Economics IEconomics 364. Economic Policy and Business Strategy in Latin AmericaFrench 310. Research Project in GuadeloupeHistory 271. Colonial Latin America: Conquerors, Rebels, and SlavesHistory 272. Modern Latin America: The Struggle for ReformHistory 276. Latin America at the Movies: History & FilmHistory 375. United States and Latin America, 1776 to the PresentHistory 377. Dirty Wars in Latin AmericaPolitics and Government 372. Development and Change in Latin AmericaReligion 322. Religion and Politics in Comparative PerspectiveSpanish 331. Voces Latinoamericanas ISpanish 332. Voces Latinoamericanas IISpanish 410. El cuento hispanoamericanoSpanish 415. La ficción de García MárquezSpanish 420. El realismo mágico y otros realismos excéntricosSpanish 425. Cuba: Su revolución y sus artesAdditional topical courses and seminars related to Latin America and the Caribbeanare routinely offered by the program faculty. Check the departmental course listingseach semester for more information.

130 Courses of StudyLaw and SocietyCoordinator Steven SorensonThe minor in law and society provides a network of courses designed to focus thestudent’s attention on the role of law and legal structure in a human community. Lawis a primary means of ordering conduct and resolving social conflicts. The minor seeksto help the student understand the function, nature, and limits of law.The minor is not intended as a pre-professional curriculum for the student interestedin a career in law. Rather, it is designed for a wider audience interested in theentire question of the role of law and legal structures in a human community. Studentsinterested in pre-professional preparation for a career in law should see the prelaw advisor.Requirements for a minor in law and society: Politics and Government 312(Introduction to Law); 4 credits of Independent Study at the senior level in a topic inlaw and society in Philosophy, Politics and Government, Sociology, or other appropriatedepartment; and 12 credits selected from among the following courses (no morethan eight hours of elective courses from one department may be counted toward theminor):Economics 332: Resource and Environmental EconomicsEnvironmental Studies 120: Environmental StudiesGlobal Studies 112: Global Political EconomyHistory 262: American Race RelationsPhilosophy 241: EthicsPhilosophy 353: Human RightsPolitics and Government 220: American Politics and GovernmentPolitics and Government 412: Constitutional Law I: Landmark DecisionsPolitics and Government 413: Constitutional Law II: The Bill of RightsSociology 110: Introduction to the Sociological ImaginationSociology 306: Criminology, or other law-related courses, with the consent of theCoordinator.Leadership StudiesProfessor Jack M. Christ (Director)Departmental Mission Statement The Leadership Studies Program developsawareness of the reciprocal responsibilities of leaders and followers and developscritical skills for effective citizenship through readings, written assignments, dialogue,independent research, team-based activities, and reflection on shared experiences.Communicating Plus: Leadership Studies. Leadership is a reciprocal process ofproblem solving and innovation within a group, organization, or community. Effectiveleadership and productive followership both require critical thinking and the sharingof meaning through effective communication. Effective group behavior requiresattention to all aspects of the communication cycle (receiving, processing, and sendinginformation) and to all forms of expression (written, oral, and nonverbal). Becauseeffective leadership and followership depend so thoroughly on problem-solving, critical-thinking,and communication behaviors, the Leadership Studies Program and theCommunicating Plus Programs at Ripon College are mutually supportive. Students

Leadership Studies 131completing the Leadership Studies Program will encounter a variety of classroom activitiesand assignments designed to foster and assess their development of skills in thefour Communicating Plus skills areas—written communication, oral communication,critical thinking, and problem solving.Requirements for a minor in leadership studies: Twenty-one credits includingLeadership Studies 100, 251, 264, 372 or 383, two credits of 550, plus two othercourses from a list of courses that include a significant ethical leadership component,as approved by the Director.100. Introduction to Leadership Studies: ChristLeadership and the Human SpiritFour credits.Introduction to the study of leadership and followership behaviors with emphasis on thedevelopment and expression of human values, especially moral and ethical values. The courseoutlines the historical development of concepts of leadership and summarizes approaches toleadership study in a number of disciplines. Environmental factors, reciprocal roles, criticalthinkingskills, communication skills, and group problem-solving strategies are stressed. Thecourse culminates in consideration of historical case studies and in completion of team projects.Lectures, readings, discussions, papers, group projects. This course is intended for first- and secondyearstudents.251. Personal Mastery Workshop ChristThree credits.Introduction to concepts, practices, and exercises for developing effective habits of introspection,reflection, proprioception, and goal-oriented personal discipline. The course will considerthe nature of individual effectiveness over the long term as evidenced in selected examples fromhistory, literature, film, and current events. Some lecture, some reading, mostly discussion andgroup projects. Prerequisite: Leadership Studies 100 or consent of the instructor.264. Team Learning Workshop ChristThree credits.Introduction to concepts, practices, and exercises for developing effective habits of interpersonaland small-group interaction, brainstorming, problem-solving, and dialogue. The course willconsider questions about a group’s capacity to learn and enhance group performance in goal-orientedactivities. Some lecture, some reading, mostly discussion and group projects. Prerequisite:Leadership Studies 100 or consent of the instructor.372. Systems Thinking and Strategic Vision Workshop ChristThree credits.Introduction to systems analysis and strategic planning as they relate to effective leadership andfollowership behaviors. The course will consider the nature, functions, and integrity of livingsystems and their relationships to smaller subsystems and larger supersystems. Some attentionwill be paid to the practice of strategic planning. Some lecture, some reading, mostly discussionand group projects. Prerequisite: Leadership Studies 100 or consent of the instructor.383. Case Studies in Ethical Leadership ChristThree credits.Consideration of functional and dysfunctional behavior in leadership roles featuring case studiesfrom various walks of life drawn from history, current events, literature, and film. Special at-

132 Courses of Studytention will be paid to ethical and moral issues, though the course will start with the assumptionthat ethical and moral issues are prominent in all leadership behavior. Specific cases addressedwill change each time the course is offered. Some lecture, some reading, mostly discussion andgroup projects. Prerequisite: Leadership Studies 100 or consent of the instructor.550. Independent Study: Internship ChristOne to four credits.Supervised work off campus in an environment conducive to observation and study of leadershipbehavior and leadership processes. Prerequisite: Junior standing and consent of the instructor.Linguistics332. Introduction to Linguistics PonceletFour credits.A survey of the major aspects of theoretical and applied linguistics. Emphasis is placed on thestudy of language structure and patterns of language use. Recommended for students seekingteacher licensure in English. Required for students seeking teacher licensure in a foreignlanguage. Required for majors in Foreign Languages, French and Spanish. Prerequisite: Open tosophomores, juniors and seniors or permission of the instructor.Mathematics and Computer ScienceProfessor Karl A. Beres;Associate Professors Diane L. Beres, Kristine J. Peters,David W. Scott (Chair);Assistant Professors Timothy M. Hess (on leave),McKenzie R. Lamb, Andrea N. Young;Visiting Assistant Professor Marian F. Anton;Adjunct Professor Michele A. WittlerMathematicsCommunicating Plus: Mathematics. Students completing a Mathematics majorwill develop skills in the four Communicating Plus skills areas—written communication,oral communication, critical thinking, and problem solving. The introductorycourse, Mathematical Thinking and Writing, prepares students for the emphasis onmathematical thinking that distinguishes the study of Mathematics as a discipline atthe college level. Problem solving is central to the study of Mathematics, but it is notenough to solve problems; one must be able to explain one’s work. Consequently, criticalthinking about mathematical processes and communication are also central in theMathematics curriculum. The senior capstone experience requires groups of studentsto work together to learn something in Mathematics new to them. The group organizespresentations to teach the new concept to others in the seminar, and each individualprepares a paper addressing the same material in an expository manner. Thus, problemsolving and communication are at the heart of this capstone experience.Requirements for a major in mathematics: Mathematics 206, 224, 248, 500 andthree additional mathematics courses numbered above 206 (excluding 401), of whichat least one must be at the 400 level. Students intending to study mathematics ingraduate school should consult with their advisors about appropriate courses.

Mathematics and Computer Science 133Requirements for a minor in mathematics: Eighteen credits in mathematicscourses (excluding 401), including Mathematics 248, together with a capstone experience.A coherent program of courses must be designed in consultation with a memberof the department and approved by the department. The capstone experience couldbe a course in any department, an independent study course, or an internship. Thestudent will successfully present a talk based on the capstone experience to the seniorseminar.Students seeking secondary teaching licensure with a major in mathematics mustinclude: Mathematics 130, 261, either 120 or 220 or 432, 401, either 405 or 412 or422, and Computer Science 101.Students seeking secondary teaching licensure with a minor in mathematics mustinclude: Mathematics 130, 201-202, 224, either 261 or 422, 401; and Computer Science101.The department conducts a colloquium series. These meetings are open to all students;majors are expected to attend.The typical first course would be Mathematics 130, which is a prerequisite for mostof the higher-numbered courses in both mathematics and computer science. However,students with a particularly strong preparation in mathematics will be permitted tobegin with an appropriate course in the calculus sequence (201, 202, 206, 343) and, aslong as they earn grades of at least B-, will be permitted to continue in that sequence.Many courses are offered on an alternate-year basis. Consult with the department toascertain the current scheduling.Departmental assistants are available to help students taking mathematics courses.All prerequisites for mathematics courses must be passed with a grade of C- or better.120. Elementary StatisticsFour credits.Descriptive and inferential statistics. Topics include probability distributions and sampling distributions,regression and correlation, point estimates and confidence intervals, and hypothesistesting.123. Finite MathematicsFour credits.An introductory course in discrete mathematics. Topics selected from set theory, combinatorics,probability, matrices, linear programming, Markov chains, graph theory, and other applications.Applications to the life sciences, social sciences, and computer science.130. Mathematical Thinking and WritingFour credits.An introduction to mathematics through the study of the history of mathematics, with specialemphasis on the development of students’ problem solving and communication skills. Topicswill be determined by the instructor.143. Elementary ModelsFour credits.An exploration of polynomials, exponential and logarithmic functions, power functions, andtrigonometric functions, viewed as models of real phenomena. Fitting models to data. Applications.Prerequisite: Consent of the instructor.

134 Courses of Study146. Computer ModelingFour credits.An introduction to computer simulations and the use of computer models as an aid to decisionmaking.Examples will be drawn from a variety of disciplines. Students will explore and createmodels using various software, such as spreadsheets and GIS. Students will work on projectsboth individually and in small groups.201-202. Calculus I and IIFour credits each semester.Analysis of the elementary functions of a single variable including differentiation and integration,techniques of integration, theory of limits, infinite series, applications. Prerequisite forMathematics 201: Mathematics 130 or 143, or consent of the department. Prerequisite for Mathematics202: Mathematics 201 or the consent of the department.206. Multiple Variable CalculusFour credits.Calculus of functions of several variables; parametric equations; polar coordinates; applications.Prerequisites: Mathematics 130 and 202, or the consent of the department.220. Data AnalysisFour credits.An integrated treatment of statistical procedures as tools for building and testing models of data.Topics include regression, correlation, analysis of variance, and analysis of covariance. Prerequisite:Mathematics 120.224. Linear AlgebraFour credits.Matrices, vectors, determinants, vector spaces, linear transformations, and applications. Prerequisite:Mathematics 130 and 202, or consent of the department.246. Mathematical ModelingFour credits.An introduction to applied mathematics. Topics chosen by the instructor. With permission ofthe instructor, this course may be repeated for credit as 346 and 446. Prerequisites: Mathematics201.248. Discrete MathematicsFour credits.Topics chosen from set theory, combinatorics, recurrence relations, graph theory, Booleanalgebra, applications. Same as Computer Science 248. Prerequisite: Mathematics 130 or the consentof the department. Familiarity with a programming language is desirable.261. GeometryFour credits. Offered in 2009-10 and alternate years.Topics from modern Euclidean geometry, transformations, projective geometry, and non-Euclideangeometry. Prerequisite: Mathematics 130 or the consent of the department.

290. Modeling ClubMathematics and Computer Science 135Two credits.Continuous and discrete mathematical models are studied in preparation for the COMAPMathematical Contest in Modeling. May be counted only once towards major or minor requirements.Grading is S-U.300. Departmental StudiesOne to four credits.Special subjects in mathematics not covered by regular courses. Topics are announced as coursesare offered. This course may be repeated for credit when topics change. Prerequisite: Consent of thedepartment.303. Complex VariablesFour credits.Complex numbers, elementary functions, analytic functions, integrals, mappings. Prerequisite:Mathematics 206.323. Number TheoryFour credits.An introduction to classical number theory, with computer applications. Some experience inprogramming is helpful. Prerequisites: Mathematics 130 or the consent of the department.331. ProbabilityFour credits.Probability as a mathematical system, combinatorics, random variables and their distributions,limit theorems, and applications. Prerequisite: Mathematics 130 and 202, or the consent of the department.343. Differential EquationsFour credits. Offered in 2012-13 and alternate years.Ordinary differential equations, numerical solutions, and applications. Prerequisites: Mathematics130 and 202, or the consent of the department.401. Secondary Teaching MethodsTwo credits.Mathematics education methods, materials, and philosophies. Prerequisite: Consent of the department.405. Real AnalysisFour credits.The real numbers, metric concepts and continuity, differentiation and integration of real functions,infinite sequences and series of functions. Prerequisites: Mathematics 206 and one higher-numberedmathematics course.412. TopologyFour credits.An introduction to point-set topology. Prerequisite: Consent of the department.

136 Courses of Study422. Algebraic StructuresFour credits.Groups, homomorphisms, isomorphisms, factor groups, rings, fields, and polynomials. Prerequisites:Mathematics 224 and one higher-numbered mathematics course.432. Mathematical StatisticsFour credits.Correlation and regression, sampling and estimation theory, testing hypotheses, and applications.Prerequisites: Mathematics 206 and 331.500. Senior SeminarOne-year course. Two credits.Selected topics presented by students. Same as Computer Science 500. Required of senior majors;open to others by consent of the department. Prerequisite: senior standing and one course in thedepartment at the 300 level or higher, or consent of the department.540. Independent StudyOne to four credits.Supervised investigation of problems in mathematics of special interest to the student. Prerequisites:Junior or senior standing, 12 credits toward the major, and consent of the department.Computer ScienceCommunicating Plus: Computer Science. Students completing a Computer Sciencemajor will develop skills in the four Communicating Plus skills areas—writtencommunication, oral communication, critical thinking, and problem solving. Theintroductory sequence of courses helps students develop and improve their abilitiesto communicate both with the computer and with each other. As students progressthrough the curriculum they continue to develop communication skills and learn tosolve more complex problems as their understanding of computing deepens. Theyalso gain experience in thinking critically about technology and its applications and incommunicating with others about the workings of technology and its role in humanaffairs. The senior capstone experience requires groups of students to work together tolearn something in Computer Science new to them. The group organizes presentationsto teach the new concept to others in the seminar, and each individual prepares anexpository paper addressing the same material. Thus, problem solving and communicationare at the heart of this capstone experience.Requirements for a major in computer science: Thirty credits in Computer Sciencecourses numbered above 101 (excluding 292), including 211-212, 248, 313, 336, 452,and 500.Requirements for a minor in computer science: Eighteen credits (excluding 292)plus a capstone experience. The eighteen credits will include Computer Science 211,248; and two of 313, 336, and 452. The capstone experience can be a course in anydepartment, an independent study course, or an internship. It must be approved by anadvisor in the department, and the student will successfully present a talk based on thecapstone experience to the senior seminar.Students seeking secondary teaching licensure with a minor in computer sciencemust include: Twenty-two credits including Computer Science 212, 313, 336, and 452;and Educational Studies 540.

Mathematics and Computer Science 137Note that all majors and minors are required to take Computer Science 248, whichhas Mathematics 130 or consent of the department as a prerequisite.The department conducts a colloquium series. These meetings are open to all students;majors are expected to attend.Many courses are offered on an alternate-year basis, consult with the Department toascertain the current scheduling.Departmental assistants are available to help students taking computer sciencecourses.All prerequisites for computer science courses must be passed with a grade of C-or better.101. Introduction to ProgrammingFour credits.Development and implementation of algorithms; structured program design; array manipulation;searching and sorting algorithms; sequential files.211-212. Computer Science I and IIFour credits each semester.Overview of computer science; development and implementation of elementary data structures;linked lists, queues, stacks, trees; data abstraction; searching and sorting algorithms; algorithmcomplexity; object oriented programming; software development. Prerequisite: Computer Science101, or its equivalent.248. Discrete MathematicsFour credits.Topics chosen from set theory, combinatorics, recurrence relations, graph theory, Booleanalgebra, applications. Same as Mathematics 248. Familiarity with a programming language isdesirable. Prerequisite: Mathematics 130 or the consent of the department.251. Systems Analysis and DesignFour credits.Methods used in analyzing and designing information systems. Functional decomposition, datadictionary, process specification, structure chart, coupling, cohesion, transform analysis, transactionanalysis, objected-oriented techniques. Prerequisites: Computer Science 211 and 248.Programming LanguagesTwo credits.The programming languages courses will concentrate on those features of the language that differfrom C. With permission of the instructor, programming languages courses can be repeatedfor credit at the 300 and 400 levels. Prerequisite: Computer Science 211.281. Visual BASIC284. Java Prerequisite: Computer Science 212.285. FORTRAN286. Python287. LISP288. LOGO

138 Courses of Study292. Programming PracticumOne credit.Participation in a national or regional programming contest. Students must successfully solvea contest problem and present the solution at a departmental colloquium. This course may berepeated for a maximum of four credits towards graduation. Prerequisite: Consent of the department.Grading is Pass-Fail.300. Departmental StudiesOne to four credits.Special subjects in computer science not covered by regular courses. Topics are announced ascourses are offered. This course may be repeated for credit when topics change. Prerequisite:Consent of the department.313. Computer OrganizationFour credits.An introduction to machine organization, machine language, and assembly language programming.Prerequisites: Computer Science 211 and 248, or the consent of the department.336. Data Structures and AlgorithmsFour creditsStudy of algorithms and their complexity; advanced data structures such as trees, graphs, hashtables; recursion; searching and sorting algorithms; NP-completeness. Prerequisites: Computer Science212 and 248.353. File and Data Base SystemsFour credits.Techniques for organizing, storing, accessing, and processing data, ranging from simple filehandling to the use of complete data base management systems. Prerequisites: Computer Science211 and 248.371. Artificial IntelligenceFour credits.An introduction to the field of artificial intelligence, including discussion of such topics as gameplaying, automated reasoning, expert systems, and natural language. Prerequisites: Computer Science211 and 248.421. Principles of Programming LanguagesFour credits.Principles of design and implementation of contemporary programming languages. Languagesyntax (lexical properties, BNF, and parsing), processors (compilers and interpreters), representations(data structures, control structures, and binding), and styles (procedural, functionalprogramming, logic programming, modular programming). Prerequisite: Computer Science 336 orconsent of the department.436. AlgorithmsFour credits.Further study of algorithms with emphasis on creation, understanding, and analysis of algorithms,rather than on their implementation. Prerequisite: Computer Science 336.

452. Operating SystemsMathematics and Computer Science 139Four credits.An introduction to operating systems, emphasizing the interrelationships between the subsystemsthat manage system resources and the cooperative interactions between the operatingsystem and hardware. Prerequisite: Computer Science 313.500. Senior SeminarOne-year course. Two credits.Selected topics presented by students. Same as Mathematics 500. Required of senior majors;open to others by consent of the department. Prerequisite: senior standing and one course in thedepartment at the 300 level or higher, or consent of the department.540. Independent StudyOne to four credits.Supervised investigation of problems in computer science of special interest to the student.Prerequisites: Junior or senior standing, 12 credits toward the major, and consent of the department.550. Independent Study: InternshipOne to five credits.Supervised field work, normally involving part-time employment as a computer programmer.The employment must be arranged by the student. A paper or presentation is required. Prerequisites:two courses in the department at the 300 level or higher, or consent of the department.Military ScienceProfessor Lieutenant Colonel John HopkinsAssistant Professor Lieutenant Colonel Rus L. Kettner (Chair)Instructor Robert R. GraberThe Military Science program consists of two phases. The first phase is introductoryand consists of 100 and 200 level courses that are practical as well as being preparatoryfor the advanced phase. The first phase consists of Military Science 151, 152, 251, and252. All first-year and sophomore students are encouraged to take lower level MilitaryScience classes and acquaint themselves with military vocational opportunities withoutincurring a service obligation.The second phase is designed to qualify upper-level students for officer roles inthe Active Army, Army Reserve, or the Army National Guard. The advanced phaseconsists of Military Science 301, 302, 401, and 402. Enrollment in the advanced phaseis limited to those students who qualify physically and academically, and who havecompleted the introductory phase, Leader’s Training Course (LTC - a twenty-eightday, four-credit leadership camp attended between the sophomore and junior year),Basic Training and Advance Individual Training, or are currently in either the ArmyReserve or National Guard. Advanced phase and ROTC scholarship students are paid$350/400/450/500 (freshman through senior) each month of the school year andparticipate in leadership laboratories and activities to include a field training exerciseeach semester and the thirty-two day Leadership Development Assessment Course(LDAC) attended between the junior and senior year. All Scholarship Cadets receivefull tuition, book allowance, and Room and Board remittance once contracted. Benefitscontinue through graduation. In order to be commissioned as an Army officer at

140 Courses of Studygraduation, one must successfully complete both phases of the program and fulfill theprofessional education requirements that follow.Professional Education. Scholarship students are required to take one non-ROTCrelated course in military history. (Note: Each student schedules courses to satisfy theabove requirement with the assistance and approval of the department chair.)For specific information about ROTC scholarships, programs, camps, extracurricularactivities, and placement credit, contact the department.Students considering the ROTC program should be aware that only 16 hours ofcredit for courses taken in military science may be counted toward the 124 requiredfor graduation. Since more than 16 hours may be required for successful completionof this program, the total hours needed to graduate may accordingly rise above 124.Enrollment in lower level military science courses is limited. Priority will be given toROTC cadets and then to other students with instructor approval as space permits.Army ROTC scholarship financial assistance. Army ROTC scholarships are of feredfor four, three, and two years and are awarded on merit to the outstanding qualifiedstudents who apply.Four-year scholarships are awarded to students who will be entering college asfirst-year students. Three- and two-year scholarships are awarded to students already enrolledin college and to Army-enlisted personnel on active duty. Students who attendthe Leader’s Training Course (LTC) of the two-year program may compete for two-yearscholarships while at camp. Army Reservists may compete for a two-year GuaranteedReserve Forces Scholarship.Each scholarship pays for college tuition and educational fees which are required of allstudents and provides a fixed amount for textbooks, supplies, and equipment. Eachscholarship also includes a graduated allowance every year the scholarship is in effect.The total value of a scholarship will depend on the cost of the tuition and other educationalexpenses at the college or university attended.The Army gives special consideration for an Army ROTC scholarship to studentspursuing degrees in nursing, engineering, the physical sciences, and other technicalskills cur rently in demand. Students who receive a scholarship will be required to attainan undergraduate degree in the field in which the scholarship was awarded.Non-scholarship cadets in the Advanced Course also receive an allowance for eachof the two years as well as pay for attending the five-week LDAC. Students attendingthe Leadership Training Course prior to the two-year program also receive pay for thiscamp. All ROTC scholarship winners also receive an additional Ripon College scholarshipup to the amount of tuition, plus on-campus housing and double occupancyboard.Requirements for a minor in Military Leadership: Twenty-one credits includingMilitary Science 151, 152, 251 and 252, or for students who have completed basictraining or the Leaders Training Course, Military Science 301 and 302; Communication115; one of the following courses: History 242, History 282, History 347, History351, Military Science 304, Military Science 305, or another history course withdepartment approval; one of the following courses: Anthropology 110, Sociology 110,Economics 211, Global Studies 112, Politics and Government 280, Psychology 110, ora third semester foreign languages course; one of the following courses: History 362,Leadership Studies 372, Politics and Government 331, Politics and Government 343,or Politics and Government 385.

Military Science 141151. Leadership and Personal Development StaffTwo credits.Military Science 151 introduces students to the personal challenges and competencies that arecritical for effective leadership. Students will learn how the personal development of life skillssuch as goal setting, time management, physical fitness, and stress management relate to leadership,officership, and the Army profession. The focus is on developing basic knowledge andcomprehension of Army leadership dimensions while gaining a big picture understanding of theROTC program, its purpose in the Army, and its advantages for the student.The lab provides basic instruction on squad movement techniques and the six squad tacticalmissions of patrolling, attack, defense, ambush, reconnaissance, and squad battle drills. Additionally,students learn basic map reading, first aid, physical fitness and military formations toinclude basic marching techniques. The lab includes a weekend field trip.152. Introduction to Tactical Leadership StaffTwo credits.Military Science 152 overviews leadership fundamentals such as setting direction, problem-solving,listening, presenting briefs, providing feedback, and using effective writing skills. Studentswill explore dimensions of leadership values, attributes, skills, and actions in the context ofpractical, hands-on, and interactive exercises.The lab continues to provide basic instruction on squad movement techniques and the six squadtactical missions of patrolling, attack, defense, ambush, reconnaissance, and squad battle drills.Students are introduced to the operations order format. Additionally, students continue todevelop basic map reading, physical fitness and basic marching techniques. This lab includes aweekend field trip.251. Innovative Team Leadership StaffThree credits.Military Science 251 explores the dimensions of creative and innovative tactical leadership strategiesand styles by examining team dynamics and two historical leadership theories that form thebasis of the Army leadership framework. Aspects of personal motivation and team building arepracticed planning, executing and assessing team exercises and participating in leadership labs.The focus continues to build on developing knowledge of the leadership values and attributesthrough understanding Army rank, structure, and duties as well as broadening knowledge ofland navigation and squad tactics. Case studies will provide a tangible context for learning theSoldier’s Creed and Warrior Ethos as they apply in the contemporary operating environment.The lab applies basic leadership theory and decision making during practical exercises in a fieldenvironment. Students continue to develop basic map reading, physical fitness and basic marchingtechniques. This lab includes a weekend field trip. Prerequisite: Military Science 151.252. Foundations of Tactical Leadership StaffThree credits.Military Science 252 examines the challenges of leading tactical teams in the complex contemporaryoperating environment (COE). This course highlights dimensions of terrain analysis, patrolling,and operation orders. Continued study of the theoretical basis of the Army leadershipframework explores the dynamics of adaptive leadership in the context of military operations.Military Science 252 provides a smooth transition into Military Science 301. Cadets developgreater self awareness as they assess their own leadership styles and practice communication andteam building skills. COE case studies give insight into the importance and practice of teamworkand tactics in real-world scenarios.

142 Courses of StudyThe lab continues to apply basic leadership theory and decision making during practical exercisesin a field environment. Students continue basic map reading, physical fitness and basicmarching techniques. This lab includes a weekend field trip. Prerequisite: Military Science 152.301. Adaptive Team Leadership StaffFour credits.Students are challenged to study, practice, and evaluate adaptive team leadership skills asstudents are presented with the demands of the ROTC Leader Development and AssessmentCourse (LDAC). Challenging scenarios related to small unit tactical operations are used todevelop self awareness and critical thinking skills. Students will receive systematic and specificfeedback on their leadership abilities. The overall objective of this course is to integrate theprinciples and practices of effective leadership, military operations and personal developmentin order to adequately prepare students for the summer Leader Development and assessmentCourse (LDAC).The lab reinforces small-unit tactical training while employing the troop leading procedure to accomplishplanning and decision-making. Students continue to learn basic map reading, physicalfitness and marching techniques. This lab includes a weekend field trip. Prerequisite: Departmentconsent.302. Leadership in Changing Environments StaffFour credits.Students will be challenged to study, practice, and evaluate adaptive leadership skills as studentsare presented with the demands of the ROTC Leader Development Assessment Course (LDAC).Challenging scenarios related to small unit tactical operations are used to develop self awarenessand critical thinking skills. Students will receive systematic and specific feedback on their leadershipabilities. The overall objective of this course is to integrate the principles and practices of effectiveleadership, military operations and personal development in order to adequately preparefor the summer Leadership Development Advance Course (LDAC).The lab continues reinforcing small-unit tactical training while employing the troop leadingprocedure to accomplish planning and decision-making. Students also continue basic mapreading, physical fitness and basic marching techniques. This lab includes a weekend field trip.Prerequisite: Department consent.304. Military History of World War II (European Theatre) StaffThree credits.Study examines the Second World War from a global perspective, comparing the experiences ofeach of the major belligerents. It will cover the home front, Holocaust, and military campaignswhile considering the social, economic, political and technological factors that contributed tothe manner in which the belligerents waged war. In addition a case study of interrelationship ofsea, air and land forces and the complexities of combined operations on a global scale. Course isoffered during Maymester.305. U.S. Army Campaign History 1840 to Present StaffThree credits.Study provides instruction on U.S. Army campaign history of offensive and defensive operationsduring the American Civil War, Indian Wars, World War I, World War II, Desert Shield/Storm, and UN Operation Provide Hope (Somalia Police Action). Each of these events will beinvestigated and analyzed with consideration of the social, political and economic forces thatshaped them. In addition a study of the Arab/Israeli conflict and how its economical and politi-

Military Science 143cal effects shaped the U.S. foreign and military policy.401. Developing Adaptive Leaders Staff (UW-O)Four credits.Military Science 401 develops student proficiency in planning, executing, and assessing complexoperations, functioning as a member of a staff, and providing performance feedback to subordinates.Students are given situational opportunities to assess risk, make ethical decisions, andlead fellow ROTC cadets. Lessons on military justice and personnel processes prepare studentsto make the transition to becoming Army officers. Military Science 401 students will lead cadetsat lower levels. Students’ classroom and battalion leadership experiences are designed to preparestudents for their first unit of assignment. Students will identify responsibilities of key staff,coordinate staff roles, and use battalion operations situations to teach, train, and develop subordinates.The overall purpose of this course is to provide students guidance and opportunities inplanning, analyzing, evaluating, and leading ROTC battalion operations in order to develop asan adaptive leader.The lab sharpens the students’ leadership skills as they perform as cadet officers. Students developand possess the fundamental skills, attributes, and abilities to operate as competent leadersin a cadet battalion. They must confidently communicate to subordinate cadets their preparednessto shoulder the responsibilities entrusted to them. This lab includes a weekend field trip.Prerequisite: Department consent.402. Leadership in a Complex World Staff (UW-O)Four credits.Military Science 402 explores the dynamics of leading in the complex situations of currentmilitary operations in the contemporary operating environment (COE). Students will examinedifferences in customs and courtesies, military law, principles of war, and rules of engagementin the face of international terrorism. Students also explore aspects of interacting with non-governmentorganizations, civilians on the battlefield, and host nation support. The course placessignificant emphasis on preparing students for branch-specific officer training and their first unitof assignment. It uses case studies, scenarios, and “What Now, Lieutenant?” exercises to preparestudents to face the complex ethical and practical demands of leading as a commissioned officerin the United States Office.The lab continues to sharpen the students’ leadership skills. Students normally change leadershippositions to hone their skills, attributes, and abilities as leaders. Again, they must confidentlycommunicate to subordinate cadets their preparedness to shoulder the responsibilitiesentrusted to them. This lab includes a weekend field trip. Prerequisite: Department consent.541, 542. Independent Study StaffOne credit each semester.Study includes supervised research and application in military leadership. The student will assistthe department in instructing lower level students in military science and will be required toresearch and produce a paper on the practical application of leadership in the military. Prerequisites:Successful completion of Military Science 301, 302, 401 and 402.

144 Courses of StudyMuseum StudiesAssociate Professor Emily Stovel (Coordinator, on leave)The Museum Studies minor is an interdisciplinary field designed to provide studentswith a methods-focused plan of study that will provide training for any museumrelated field.Requirements for a minor in Museum Studies: 22 credits. Required (eight credits):ANT 115 (Introduction to Museum Studies-to be offered in alternate years) and BSA310 (Nonprofit Organization Management).One of the following (four credits): CMM 223 (Organizational and Business Communication),CMM 248 (Persuasion and Mass Media), or BSA 413 (Entrepreneurshipand Small Business Management).Two of the following (eight credits): ANT 323 (Topics in Archaeology: MuseumStudies), ANT 316 (The Nature of Culture), ART 377 (Arts Management) or HST 340(Ripon Local History).Two credits of internship, which must comprise a minimum of 90 hours and aresearch paper with a presentation component. Oversight of the internship will be bythe coordinator of the minor.Note: No course may count toward both the major and the minor.MusicProfessors Kurt R. Dietrich, Sarah Mahler Kraaz (Chair);Assistant Professor Kyle R. Szabo;Instructor Seong-Kyung Graham;Adjunct Instructors Cara S. Davis, Maria K. Dietrich, Adam Hardt,Matthew S. Miller, William Nelson, Sandra J. PolcynDepartmental Mission Statement The Ripon College Music Department workswith students as individuals and in groups to develop their performance skills andknowledge of music theory, history, and literature. Music students share a personalrelationship with faculty whose work as teachers, performers, and scholars keeps themand their students in touch with the realities of today’s musical world. As a result oftheir learning in classes, individual lessons, and ensembles, graduates of the programare well-prepared for graduate study in music, teaching in K-12 schools, or continuedavocational participation in music as members of ensembles or as individual performersCommunicating Plus: Music. Studies in music embrace many ways of learning andcommunicating. Music theory courses primarily are concerned with how music works.Students in these courses learn appropriate terminology and techniques and use themto analyze and compose music. Music history courses involve direct experience withthe music of different historical periods and styles. Also important to this study are thecomposers who created the music and the cultures in which they worked. Thus, in musichistory courses students write about and discuss the techniques, stylistic features,and historical contexts of Western music. In conducting courses students learn to communicateand interpret a composer’s musical ideas to performers and audiences. Thisis accomplished by means of gestures and verbal directions. Music education classesare concerned with how to teach music - performance, style, history and social aspects

Music 145- in public schools. Applied music, as taught individually in lessons or in ensemblesof a wide variety of sizes, teaches students to communicate directly through music in alanguage that is beyond either the written or spoken word. The multiplicity of learningand teaching strategies and experiences in music courses reflects the diverse nature ofmusic as an art and discipline.Requirements for a major in music: Forty-two credits in music, including Music121-122, 300 (Form and Analysis or Counterpoint), and three of the following (330,331, 332, 333), 440 (students who can demonstrate adequate proficiency in musictheory may be excused from Music 121); seven credits in performance (150 or 190);and additional credits (with no more than six in Music 250) from courses numbered200 or higher. All music majors must pass a proficiency examination in piano. The examinationmay be taken any time before the second semester of the senior year. If theexamination is not passed upon entrance into the program, the student will take eitherMusic 050, section 8, or Music 160 (at the discretion of the music department faculty),until the required proficiency is achieved. Music majors must pass five semesters ofMusic 010 as well. Students intending to major in music should complete Music 122by the end of the sophomore year.Students wishing to be licensed by the Wisconsin Department of Public Instructionto teach music in the public schools must have at least 50 credits in music, with anappropriate methods course (Music 302, 304, or 306) in place of Music 440. Coursesfor music education students must be carefully worked out with an advisor to ensurethat standards established by the Wisconsin Department of Public Instruction are met.Contact the Education Department for additional licensure requirements. The threebasic course outlines for music education licensure are the following:Instrumental licensure: Music 121-122, 300, 302, 334, 335, 336, three of the following:(330, 331, 332, 333), 150 (four credits minimum), 260 sections 1, 3, and 5, and190 sections 5, 6, and 7 (eight credits total).Choral licensure: Music 121-122, 300, 304, 334, 335, 336, three of the following:(330, 331, 332, 333), 190 sections 3 and 4 (six credits total), 260 sections 2 and 4, and150 sections 8 (two credits minimum) and 16 (four credits minimum).General music licensure: Music 121-122, 300, 306, 334, 335, 336, three of thefollowing: (330, 331, 332, 333), 150 sections 8 (two credits minimum) and 16 (fourcredits minimum), 190 sections 3, 4, and 7 (six credits total), and 260 sections 2 and 4.Requirements for a minor in music: Twenty-two credits in music, including eightcredits in Music Theory (Music 121-122), eight credits from Musical Styles courses(Music 330, 331, 332, 333), three credits in performance (Music 150 or 190), and threecredits freely chosen from Music 300, 304, 334, 335, 336, or a styles course not previouslytaken. Music minors must pass three semesters of Music 010.010. Performance Seminar StaffNo credit.Attendance as auditor at six music department concerts including one student recital. Duplicationsfor concert attendance required for certain courses will be granted with permission ofthe instructor. There will also be a performance class to attend two or three times during thesemester in which all will be required to perform at least once. This class may be in the formatof a masterclass or possibly just an opportunity to perform in front of peers. Five semesters withPass grade are required for the music major and three for the music minor. Grading is Pass-Fail.

146 Courses of Study103. Group Jazz Improvisation DietrichOne credit.Exploration of the traditional elements of improvising (chords, scales, rhythm, etc.) in variousjazz styles. The class will work on improvising in the context of standard jazz compositions andchord progressions, with a “live” rhythm section. Students must have some proficiency on aninstrument. Intended primarily for students in Music 190.05 (Jazz Ensemble). May be repeated,but only four credits may be counted toward graduation. Grading is S-U.111. Music For the Listener StaffThree credits.The basic elements of the musical experience through the development of listening skills appliedto a survey of the Western classical tradition. Designed for the non-major.112. Selected Topics in Music Dietrich/KraazTwo to four credits. May be repeated.Studies in music not covered by regular courses. Designed for the non-major. Music 111 or somemusical experience desirable. Includes World Music, Women in Music, Music of the UnitedStates, and Jazz History, Basic Musicianship. Some topics may count toward the global and culturalstudies requirement; refer to the Academic Policies: Global and Cultural Studies Requirementsection for more information.121-122. Music Theory I and II Dietrich/StaffFour credits.An introduction to the basic materials and structure of music as found in the standard literature.Melodic and harmonic elements are analyzed and practiced. Techniques of sight singing,dictation, keyboard harmony, and part writing are studied. Designed for prospective musicmajors and minors;300. Departmental Studies StaffOne to four credits.Special subjects in music not covered by regular courses. Some topics have included: Women inMusic; Form and Analysis; Counterpoint; Early Keyboard Instruments; Jazz History. This coursemay be repeated for credit when topics change. Designed for music majors and minors.2011-12 Topic: Form and Analysis SzaboFour credits.Form and Analysis investigates the ways composers manipulated compositional processes, atboth the micro and macro levels. Enables musicians to achieve a deeper understanding of acompositional style. Begins with the materials and structure of music as found in the standardliterature of the common practice period, mostly eighteenth century, explores how this practicewas modified at the hands of nineteenth-century composers, and concludes with the disruptionof common practice vocabularies by twentieth-century revolutionaries. Continues trainingwith melody, harmony, and large- and small-scale forms from the standpoint of musical analysis,with some attention to rhythm, texture, and timbre. The level of the course is set for musicmajors and minors and presumes a solid foundation in and understanding of the materials fromTheory II.

Music 147302. Instrumental Methods PolcynFour credits. Offered in 2012-13 and alternate years.Methods, administration, curriculum planning, marching band procedures, and instrumentrepair, grades K-12. Recommended for sophomore or junior year.304. Choral Methods StaffFour credits. Offered in 2012-13 and alternate years.Methods, administration, and curriculum planning for those who plan to teach choral music inthe public schools, grades 7-12. Recommended for sophomore or junior year.306. General Music Methods StaffFour credits. Offered in 2012-13 and alternate years.Materials, methods, and curriculum planning for those planning to teach general music in thepublic schools, grades K-12. Recommended for sophomore or junior year.330. History of Medieval and Renaissance Musical Styles StaffFour credits. Offered in 2012-13 and alternate years.The history of Western music from the early Christian era to 1600. May count toward the globaland cultural studies requirement; refer to the Academic Policies: Global and Cultural StudiesRequirement section for more information. Prerequisite: Music 121.331. History of Baroque and Classical Musical Styles KraazFour credits. Offered in 2011-12 and alternate years.The history of Western music from 1600 until 1827. Prerequisite: Music 121.332. History of Romantic Musical Styles DietrichFour credits. Offered in 2011-12 and alternate years.The history of Western music from the 1820s through the turn of the twentieth century. Prerequisite:Music 121.333. History of Twentieth-Century Musical Styles StaffFour credits. Offered in 2012-13 and alternate years.The history of Western art music from the end of romanticism through the present. Prerequisite:Music 121.334. Conducting I GrahamTwo credits. Offered in 2012-13 and alternate years.Basic baton technique, orientation to rehearsal techniques, and development of proficiency intypical public school-level music. Recommended for sophomore or junior year. Prerequisite: Music122.335. Conducting II GrahamTwo credits. Offered in 2011-12 and alternate years.Literature, score study, and advanced rehearsal techniques. Applied conducting with collegeinstrumental ensembles. Recommended for sophomore or junior year. Prerequisite: Music 334.

148 Courses of Study336. Orchestration GrahamTwo credits. Offered in 2011-12 and alternate years.Techniques of arranging music from a variety of sources for choral and instrumental ensembles.Prerequisite: Music 122.440. Senior Project StaffTwo credits.A culminating effort such as a full recital or research project for music majors only.540. Independent Study StaffThree credits.Supervised study and research culminating in a paper. Prerequisites: Junior or senior standing,consent of the departmental chair, and 12 credits toward the major.Applied MusicTutorial Instruction: Not all of the areas will be given in any semester. The offeringswill be dependent upon student interest and the availability of staff. Students may nottake more than two sections of private lessons simultaneously except by special permissionof the department chair.For students who are not music majors or minors, there is a fee of $260 per semesterfor a half-hour lesson weekly. Students who take private lessons without fee but donot complete the music major or minor at Ripon will be charged retroactively. Musicmajors or minors who drop private lessons will be billed for lessons at the same rate asnon-majors.The sections below are offered as Music 050, 150, or 250.050. Private LessonsNo credit.Weekly half-hour lessons for students without previous training in a given area. Students maynot take more than two semesters of the same section of Music 050. Grading is Pass-Fail.150. Private LessonsOne credit.Weekly half-hour lessons for students with previous training. Normally three years of earlier privatestudy will be sufficient to qualify a student for credit. Students registering for Music 150 forthe first time must audition before the music department faculty. Students who have previouslyreceived credit for a given section at Ripon College will register for the same section withoutaudition. Hearings are required at the end of each semester as described in the Music DepartmentHandbook. May be repeated.

250. Private LessonsMusic 149Two credits.Weekly hour lessons for music majors intending to present a senior recital as Music 440. Thesemester of the senior recital, students will register for Music 440 in place of Music 250. Maybe repeated. Prerequisites: Two semesters of Music 150 and a special audition before the musicdepartment faculty.Section1. Trumpet. Dietrich 12. Violin. Szabo2. French Horn. Dietrich 13. Viola. Szabo3. Trombone. Dietrich 14. Cello. Staff4. Euphonium. Dietrich 15. String Bass. Staff5. Tuba. Dietrich 16. Voice. Davis/Graham6. Guitar. Miller 17. Flute. Staff7. Improvisation.* Dietrich 18. Oboe. Polcyn8. Piano. M. Dietrich/Kraaz 19. Clarinet. Nelson9. Harpsichord. Kraaz 20. Saxophone. Nelson10 Organ.* Kraaz 21. Bassoon. Polcyn11. Percussion. Hardt 22. Composition.* Kraaz*May not be taken as Music 050. Improvisation prerequisite: Music 150 in anothersection. Organ prerequisite: Music 150, section 8 or audition.Class Instruction: Not all of the areas of instruction will be given in any semester.The offerings will be dependent upon student interest and the availability of staff.160. Keyboard Proficiency M. DietrichOne credit.For music majors who have not passed keyboard proficiency requirements. Instruction is basedon scales, arpeggios, melody harmonization, score reading, and sight reading at the keyboard.May be repeated. Grading is Pass-Fail.190. Performance OrganizationsOne credit.Membership in the following music organizations is open to all students on the basis of audition.Instruments are available on loan. May be repeated, but only eight credits may be countedtoward graduation. Grading is Pass-Fail.Section 1. Chamber Music Ensemble StaffSection 3. Choral Union GrahamSection 4. Collegium Musicum KraazSection 5. Jazz Ensemble DietrichSection 6. Orchestra SzaboSection 7. Symphonic Wind Ensemble Dietrich

150 Courses of Study260. TechniquesThree credits. Sections 1, 3, and 5. Two credits. Sections 2 and 4.Primarily for music majors seeking certification as public school music teachers. Some of thesecourses are required for the various types of certification.Section 1. Brass and Percussion Techniques DietrichSection 2. Guitar Techniques MillerSection 3. String Techniques StaffSection 4. Vocal Techniques StaffSection 5. Woodwind Techniques StaffNational Security StudiesAssistant Professor Lamont Colucci (Coordinator)The minor in national security studies provides focused study of national securityissues in an interdisciplinary context. It is designed for those students who wish topursue in–depth study of issues such as security policy, intelligence issues, energy securitypolicy, economic/trade security issues, terrorism, WMD and policy, and politicomilitaryaffairs. It will also be useful for students interested in professionally relatedcareers in governmental or non–governmental organizations.Requirements for a minor in National Security Studies: 22 credits chosen fromcourses listed below (12 credits required, 2 credits of capstone thesis and 8 creditselective). The 2 credits of capstone thesis will be in a topic concerning contemporarynational security conducted in an appropriate department such as Politics and Government,Philosophy, Religion, History or Economics. This project will normally consistof a twenty to twenty–five page paper and a 20-minute oral presentation approved bythe national security studies advisor. Students electing a major in politics and governmentmay count no more than eight credits hours from the Department of Politicsand Government toward a national security studies minor.Required Courses for all:Politics and Government 343, U.S. National Security Policy, 4 creditsPolitics and Government 550, National Security Capstone, 2 creditsRequired: 8 credits chosen from the following:Politics and Government 381, United States Foreign Policy, 4 creditsReligion 322, Religion and Politics in Comparative Perspective, 4 creditsPolitics and Government 385, Terrorism and Intelligence, 4 creditsElective: 8 credits chosen from the following:History 362, Modern Middle East, 4 creditsAnthropology 222, Anthropology and Contemporary Global Issues, 4 creditsReligion 383, Ethics in International Affairs, 4 creditsPolitics and Government 380, Topics in International Politics/International Relations,4 creditsHistory 351, World War I (additional offerings in history dealing with diplomacy, warand politics will also be considered).Politics and Government 372. Development and Change in Latin America, 4 creditsPhilosophy 353, Human Rights, 4 creditsPolitics and Government 373, China in Transition, 4 creditsHistory 282, World History- 1500 to Present, 4 credits

National Security Studies 151Politics and Government 376, Politics of Contemporary Europe, 4 creditsEconomics 481, International Economics, 4 creditsEconomics 361/461 Development Economics, (choose one) 4 creditsAny two Military Science courses depending on offering with consent of the NationalSecurity Studies Advisor and ROTC Commander. Courses must deal with militarypolicy, history, organization or roles. Examples of such courses are:Military Science 304, Military History, 3 creditsMilitary Science 305, U.S. Army Campaign History, 3 creditsOther courses related to national security and security studies as approved by theprogram coordinator.PhilosophyProfessor Vance Cope-Kasten;Associate Professor Paul F. Jeffries (Chair);Assistant Professor Joshua Filler;Adjunct Professor Robert V. Hannaford, David B. SeligmanDepartmental Mission Statement The Philosophy Department enables studentsto better pursue their own paths to wisdom. They will encounter the best that hasbeen thought and said about basic human concerns throughout civilization. Theywill be encouraged to see the relevance of these ideas and practices so that they engageconceptual and social concerns with greater coherence, perspective, and responsibility.Most importantly, students should be able to see the relevance of these ideas and usethe skills developed to respond to new problems that may emerge as they continue ontheir own lifelong pursuit of wisdom.Communicating Plus: Philosophy. Philosophy majors develop skills in the fourCommunicating Plus skills areas - written communication, oral communication, criticalthinking, and problem solving. The central activity of doing philosophy is solvingphilosophical problems - problems occurring when things don’t make sense becauseconflicting ideas seem equally reasonable. Developing an understanding of philosophyas a problem solving activity is the main thrust of the introductory course, with othercourses concentrating on particular domains of philosophical issues. Writing is givenmajor attention in all classes, because it is especially valuable for describing problemsand showing how creative ideas might be applied to solve them. Since the structure ofphilosophical problems is the same as a dialogue, participation in dialogues is reliedon and cultivated in the discussion format of virtually all classes. The philosophyprogram culminates in a capstone experience in which students develop their own philosophyand dialogue with others in a public presentation of part of that philosophy.Requirements for a major in philosophy: Philosophy 324 and 326; Philosophy 342or 344; Philosophy 491 and 492, and other courses for a total of 32 credits in philosophy.Requirements for a minor in philosophy: Philosophy 324 or 326; at least one additionalcourse in philosophy at the 300 level; and other courses for a total of 20 creditsin philosophy.

152 Courses of Study120. Introduction to Philosophy StaffFour credits.Topics may vary from section to section. Sample topics: contemporary moral problems; themeaning of life; philosophy and technology. Consideration of the nature of philosophical thinking,especially with respect to philosophical problems and the role of reasoning in identifyingand responding to such problems. The relationship of these problems to one’s ideas of reality,knowledge and value is approached with a view to developing one’s skills in reading and writingarguments.175. Introduction to Philosophy: Variable Topics StaffFour credits.A slightly abridged version of Philosophy 120 when taught as part of the First-Year Studiesprogram. Topics and instructors for 2011-2012: Vices and Virtues: On the Construction &Deconstruction of Character (Jeffries); and Personal identity: Self, Selves, and No-Self (Cope-Kasten). May count toward the global and cultural studies requirement; refer to the AcademicPolicies: Global and Cultural Studies Requirement section for more information.200. Topics StaffOne to four credits.Special subjects in philosophy not covered by regular courses. Sometimes taught in conjunctionwith PHL 300 Departmental Studies courses. Some recent topics include: Introduction to Philosophyof Science (fall 2011), Individual and Society (spring 2010), the Philosophical Autobiography(spring 2010).202. Business Ethics JeffriesFour credits.Consideration of varying topics which involve philosophical questions arising in an economiccontext, such as: How does business serve individual freedom? Do pressures of economic competitionaffect one’s freedom and responsibilities? The course will identify prominent alternativeethical criteria and consideration of their role in moral reasoning, with application of thisreasoning to case studies. Open to sophomores, juniors, and seniors.222. Religion, Different Religions, and the Truth Cope-KastenFour credits.An examination of the nature of religion and the characteristic philosophical problems whichemerge in trying to understand the nature and possible existence of the divine and the importof that for our lives. Critical insight and appreciation will be developed for at least one majorWestern and one major Eastern religious tradition, along with attention to the problems whichresult when we become aware of conflicting religious viewpoints. May count toward the globaland cultural studies requirement; refer to the Academic Policies: Global and Cultural StudiesRequirement section for more information.241. Ethics JeffriesFour credits.Examination and development of the major Western historical and contemporary ethicaltheories, with particular attention to the issues of ethical relativity, ethical motivation, andreasoning about ways in which commitment to ethical norms can be supported. Examination ofthose relationships of conflict and cooperation among individual human beings and betweenindividuals and society that we call moral relationships. Attention will be paid to comparing majorapproaches in Western and Eastern ethical thought with regard to issues of motivation and

Philosophy 153evaluation of conduct, with opportunities to examine applications of ethical theory to actualmoral issues and problems in contemporary life.243. Philosophy and the Environment Jeffries/FillerFour credits.Exploration of the relationship of human beings to the natural world. Consideration of theconflicting claims about how we are interconnected with the rest of nature and also separatefrom it. An examination of such contested issues as what responsibilities, if any, do we have tothe rest of nature and how can we wisely weigh competing claims about natural resources. Sameas Environmental Studies 243.245. Professional Ethics JeffriesFour credits.An exploration of philosophical issues, with a special emphasis on ethics, as they apply in severalprofessional settings. The course provides a basic overview of standard approaches to ethics andan examination of the concept of a profession. In addition to this theoretical background, philosophicaland ethical issues from specific professions will be studied, primarily from the fields ofmedicine, law, and research at the professional level.281. Human Nature Cope-Kasten/JeffriesFour credits.Exploration of fundamental ideas about ourselves. An examination of different ideas aboutthe nature of the self (including its nonexistence) and the reasoning behind them. The coursewill also examine different viewpoints with respect to whether we are capable of genuinely freechoice, whether we are basically good, whether there is a fixed and common human nature, andwhether we are ultimately independent as individual persons. Sometimes equivalent to Sociology202 and Women’s and Gender Studies 204.284. Aesthetics StaffFour credits.An exploration of the nature and value of beauty, primarily through the objects and experiencesof the fine and performing arts (visual arts, architecture, music, dance, drama, film, andpoetry). Included is an investigation of aesthetic theories relating to the maker or creator of art,the viewer of audience, the object or event, and the circumstances or context. Students need nothave previous direct experience with the fine or performing arts.286. Sports, Religion, and the Arts Cope-KastenFour credits.In many cultures, these three activities are often found together, despite the fact that they seemvery different. In the contemporary world, we often talk and think about one in ways that weredeveloped for one of the others. So do they have something in common? Or, perhaps, should wethink of them as contributing in complementary fashion to a larger process vital to meaningfulhuman living.290. Reality and Knowledge Cope-Kasten/FillerFour credits.An introduction to the ways in which philosophers have understood the fundamental nature ofreality (metaphysics) and how, if at all, we might come to know about it (epistemology). Classicaland contemporary efforts from Western and Asian traditions will be examined. Prerequisite: Fourcredits in philosophy.

154 Courses of Study300. Departmental Studies StaffOne to four credits.Special subjects in philosophy not covered by regular courses. Some topics have included: Philosophyof Mind; Loneliness; The Philosophy of Conflict and Peace; The Philosophy of Huntingand Fishing; Philosophy through Film. This course may be repeated for credit when topicschange. Prerequisites: Three hours of credit in philosophy and consent of the instructor.308. Logic Cope-Kasten/FillerFour credits.Expansion of the logical techniques introduced in Philosophy 120, and an examination ofphilosophical issues associated with the development of logic, to include the relationshipsbetween ordinary language and logical symbolism, the development of inference rules and prooftechniques, and the nature of the problems of consistency and completeness within a system ofaxioms. Prerequisite: Four credits in philosophy.324. History of Philosophy: From Classical Thought JeffriesThrough the RenaissanceFour credits. Offered in 2011-12 and alternate years.An exploration of the history of philosophy from its currently known written beginnings to itsinitial attempts to come to grips with the legacy of the Renaissance in Europe and the beginningsof modern natural science. Some key primary texts will be studied, along with attentionto major issues, thinkers, and ideas, as well as to the question, “What does it mean to say thatphilosophy has a history?”326. History of Philosophy: From the Cope-Kasten/FillerEnlightenment to the PresentFour credits. Offered in 2012-13 and alternate years.An examination of the history of philosophy from the beginnings of the Enlightenment’s developmentof modern science and of individualism, to the present-day legacies of Anglo-Americanand Continental philosophy.342. Chinese Philosophical Traditions Cope-KastenFour credits. Offered in 2012-13 and alternate years.An introduction to main currents in Chinese philosophical thought from ancient times to thepresent. Particular attention will be given to how the concerns of leadership are addressed andeventually problematized from the codification of prehistoric wisdom in the Yijing (The Book ofChanges) to post-Maoist thought and “Third Wave” Confucianism. Sunzi’s The Art of War will beexamined, along with classical Confucian and Daoist texts. The emergence of philosophy itselfin Chinese culture will be considered, along with the distinctively Chinese fusions of indigenousphilosophy and Buddhism. May count toward the global and cultural studies requirement; referto the Academic Policies: Global and Cultural Studies Requirement section for more information.Prerequisite: Four credits in philosophy.344. Indian Philosophical Traditions Cope-KastenFour credits.An overview of the major philosophical traditions of the Indian subcontinent and their historicaldevelopment. A comparison of these traditions and the mainstream Western tradition interms of ideas about reality, value, and knowledge, including logic. Particular attention will begiven to thinking about the nature of the self and the meaning of life, including contemporary

Philosophy 155Indian philosophical reflection on these matters. May count toward the global and culturalstudies requirement; refer to the Academic Policies: Global and Cultural Studies Requirementsection for more information. Prerequisite: Four credits in philosophy.353. Human Rights JeffriesFour credits.An examination of the concept of human rights in historical perspective in both Western andEastern thought. Also, an exploration of some contemporary issues in human rights, includingthe rights of minority peoples and the relationship between human rights and the naturalenvironment. Prerequisite: Four credits in philosophy.355. The Philosophy of Evolution Filler/StaffFour credits.An examination of the philosophical idea of evolutionary change and its particular applicationto the subject of the origins and development of biological species. Particular attentionwill be given to Darwinian and pre-Darwinian theories of species evolution, to the criticisms ofevolutionary theory from within and without the scientific community, including “punctuatedequilibrium” and creationism, and to other non-biological applications of evolutionary theory.Prerequisite: Philosophy 120 or 175, or Biology 121, or Anthropology 110.388. Guided Readings in the History of Philosophy StaffTwo to four credits.Focusing on a topic of interest to the student, students will read works from the history ofphilosophy in order to gain a sense of how that topic emerges and how the thought of majorthinkers is relevant to it. In the process, they should also gain a history of philosophy. Readingswill be selected by or with the approval of the instructor. Prerequisite: Open to all majors with junioror senior standing.390. Tutorial for Philosophy Majors and Minors StaffTwo to four credits.Student-selected topics. Students select a staff member under whom they wish to complete anindividualized reading program and discuss weekly or biweekly papers, perhaps culminatingin a large paper, on assigned readings. Prerequisite: Open to all philosophy majors of junior or seniorstanding.391. Tutorial in Epistemology StaffThree or four credits.Students are guided through readings in the history of philosophy and contemporary philosophyto learn of the major issues and major positions with respect the nature and possibility of knowledge.Prerequisite: Open to all philosophy majors of junior or senior standing.392. Tutorial in Metaphysics StaffThree or four credits.Students are guided through readings in the history of philosophy and contemporary philosophyto learn of the major issues and positions with respect to the fundamental nature of reality.Prerequisite: Open to all philosophy majors of junior or senior standing.

156 Courses of Study442. The Problem of God Cope-Kasten/in Comparative PerspectiveSmith (Religion)Four credits. Offered in spring 2013 and alternate years.This course will explore the meaning of transcendence/God in various religious traditions, includingprimal religion, Christianity, Hinduism, Buddhism, and Taoism. It will also examine thechallenges to religious belief articulated by classic proponents of atheism in the modern Westernworld - including Hume, Feuerbach, Marx, Freud, and Darwin. It will also assess the grounds forreligious faith presented by some modern Western religious scholars, such as Wiesel, Gutierrezand Bonhoeffer, and explore through film some contemporary problems of religious faith. Sameas Religion 442. Prerequisites: Junior or senior standing and Philosophy 120 or Religion 221.491. Senior Statement I StaffTwo credits. Fall semester.Students work at articulating their own systematic philosophy, with special attention to how itrelates to a specific problem. Attention will be given to consistency and coherence, the latter inthe sense of an integration of the various aspects of philosophy. Reflective critiques of alternativepositions will be expected, as well as an awareness of historical roots of one’s ideas. Prerequisites:12 credits in philosophy and senior standing.492. Senior Statement II StaffTwo credits. Spring semester.Students will build upon the work begun in the Fall semester, developing a presentation tobe delivered publicly to the Ripon College community at the end of the semester. Prerequisite:Philosophy 491: Senior Statement I.540. Independent Study StaffTwo to four credits.Open to majors who have a 3.0 or better average in philosophy. To enroll, students must firstsubmit an outline of a study project and research plans acceptable to the instructor with whomthey intend to work. Such study normally results in a substantial research paper. Prerequisites:Junior or senior standing, 12 credits in philosophy, and consent of the department chair.Physical Science(Co-Directors)Professors Colleen Byron, Dean Katahira, Mary Williams-NortonThe physical science major is an interdisciplinary program designed for students interestedin material science, engineering, science teaching, and any other field in whicha good background in both physics and chemistry is required. Physical science majorsmust also take basic courses in mathematics (see requirements below) with Mathematics206 recommended. Students interested in material science should consider takingChemistry 321.Requirements for a major in physical science: Physics 171 and Physics 172 (preferredfor all and required for anyone planning to use the Physical Science major aspreparation for engineering study) or combinations including Physics 151 and Physics152 or Physics 171 and Physics 152, or Physics 151 and Physics 172 (with permissionof the instructor); Physics 251, and four additional credits in physics chosen from 330,340, 360, or 412; Chemistry 111-112, 211, 214, and 334; Mathematics 202 or higher;

Physical Science 157two credits of seminar (Physics 500 and Chemistry 501). A senior thesis is required.Students majoring in physical science may not major or minor in chemistry or physics.Requirements for a teaching major in physical science: all courses for the physicalscience major listed above including Physics 360, the senior thesis, plus the courseTeaching of Physical Science (cross listed as Physics 401 and Chemistry 401) and Biology120.Requirements for Broad Field Sciences Teacher Licensure (grades 6-12/EA-Alicensure): students are required to complete distribution requirements, a minor inEducational Studies and either the 1) Chemistry-Biology Major plus the followingcourses; PHY 251, PHY 360, either BIO 219 or BIO 247 (depending on the emphasisin the major), or 2) the Physical Science major including PHY 360 plus the followingcourses: BIO 121, BIO 219, BIO 247, either BIO 211 or BIO 216, and both BIO 401and PHY/CHM 401. Teaching methods coursework (PHY/CHM 401 and BIO 400) isrequired for licensure but will not count toward the major.PhysicsProfessor Mary E. Williams-NortonAssistant Professor Sarah J. Desotell (Chair)Departmental Mission Statement Students studying physics interact with, measure,and explain systems in the universe from subatomic particles to galactic clusters.They learn to apply principles of physics to concerns of society.Communicating Plus-Physics: Students completing a major in physics develop skillsin four Communicating Plus areas: problem solving, written communication, oralcommunication, and critical thinking. These skills develop in all courses required forthe major and are refined with experience. Solving problems systematically is a significantcomponent of each physics course and the mathematical sophistication of problemsolutions as part of written assignments and laboratory work increases from firstyearwork to sophomore and junior courses. Students are given opportunities to applyuse of numerical methods and computer modeling as well as differential and integralcalculus, algebra, and analytic geometry to the solution of problems. Error analysis is avital part of laboratory work from the very beginning. By the time students are workingin the Modern Physics or other advanced laboratory setting, they are expected to applytheir understanding of error analysis to experimental design. Most written communicationrequires the integration of mathematical expressions, figures, tables, and othergraphics into text. Students are expected to practice combining these elements notonly in laboratory reports but also in problem solution papers. As students progressfrom first-year to more advanced courses, their reports increase in length, detail, andmathematical sophistication. More emphasis is placed on derivations as well as onliterature searches for background. Critical thinking is central to effective experimentaldesign. Oral communication in beginning courses occurs mostly among peers duringgroup laboratory and problem-solving sessions. Some quizzes make use of groupformats to encourage effective exchange of ideas. A poster session during the first-yearand Power Point presentations of projects in advanced courses help develop both oralcommunication and graphics skills. All of these skills are brought to bear on the seniorthesis project that involves both written and oral presentations of an individuallydesigned research project that must involve literature searches and project design.

158 Courses of StudyRequirements for a major in physics: Physics 251, 330, 333, 340, two semesters ofPhysics Seminar (Physics 500), plus eight additional credits in courses numbered above200 (excluding 401). Majors must complete a substantial research project that culminatesin a written thesis as well as a seminar presentation. Students majoring in physicsmay not major in physical science.**Requirements for a teaching major in physics: Physics 251, 330, 333, 340, 360,401; two semesters of Physics Seminar (Physics 500); plus four additional credits incourses numbered above 200. Teaching majors must also take at least eight credits inanother science as well as Environmental Studies 120. Teaching majors must completea substantial research project that culminates in a written thesis as well as a seminarpresentation.Requirements for a minor in physics: Physics 171 and 172 (preferred beginningsequence), but combinations such as Physics 151 and 152 or Physics 171 and Physics152 or Physics 151 and Physics 172 (with permission of the Physics 172 instructor) arealso possible; Physics 251, 500, and at least eight additional credits in physics coursesnumbered higher than 200 (excluding 401) chosen in consultation with the departmentchair. Students minoring in physics may not major in physical science.**Requirements for a teaching minor in physics: Physics 171 and 172 (preferredbeginning sequence), but combinations such as Physics 151 and 152 or Physics 171 andPhysics 152 or Physics 151 and Physics 172 (with permission of the Physics 172 instructor)are also possible; 251, 360, 401, 500 and at least four additional credits in physicscourses numbered above 200 chosen in consultation with the department chair.Physics majors and minors usually begin their course of study in their first year withPhysics 171 and Physics 172 unless they can demonstrate significant advanced study.Those students intending to use a physics major as a basis for work in engineering arerecommended to take at least two semesters of chemistry. Those students preparingto do graduate work in physics are recommended to consider studying at the SwanseaUniversity or St. Andrews University during the second semester of their junioryear. Mathematics 201, 202, and 206 or equivalent background are necessary pre- orcorequisite for courses beyond Physics 172 or 152. Mathematics 224, 303, and 343 arehighly recommended for students preparing to do graduate work in physics.**Note: students interested in Broad Field Sciences licensure with an emphasis inphysics should refer tot he information on Physical Science.101. Physics: Matters of Matter DesotellFour credits.This course explores the behaviors of solids, liquids, and gases to explain observations in ourdaily lives through laboratory investigations, reading, writing, problem solving, and lecture.Atomic structure, nuclear reactions, and plasmas will also be covered. This course is intendedfor non-science majors with little or no prior experience in physics. It does not count toward thephysics major or minor. Prerequisite: none.102. Good Vibrations: Waves and Energy DesotellFour credits.Physics phenomena in our everyday lives are explored in this course, including light, sound,electromagnetism, and motion. The course includes laboratory activities, problem solving, reading,writing, and lecture. This course is intended for non-science majors with little or no priorexperience in physics. It does not count toward the physics major or minor. Prerequisite: none.

Physics 159120. Astronomy Williams-NortonFour credits.Historical development of astronomy, properties of light and light sources, planetary origins andcharacteristics, properties of stars, stellar evolution, cosmology. Laboratory introduction to telescopes,optical spectra, and the night sky. Lecture, laboratory, projects. It does not count towardthe physics major or minor. Prerequisite: none.151. Introductory Physics I Williams-NortonFive credits. Offered fall semester yearly.Algebra and trigonometry based. Mechanics, gravitation, waves, and sound. Lecture, laboratory,and problem-solving sessions. Intended for students with interest in science and/or mathematicsbut with little or no previous experience with physics.152. Introductory Physics II DesotellFive credits. Offered spring semester yearly.Algebra and trigonometry based. Thermodynamics, sound, electricity and magnetism, and light.Introduction to relativity. Lecture, laboratory, and problem-solving sessions. Intended for studentswith interest in science and/or mathematics but with little or no previous experience withphysics. Prerequisite: Physics 151 or Physics 171 or permission of the instructor.171. General Physics I Williams-NortonFive credits. Offered fall semester yearly.Calculus based. Mechanics of linear and rotational systems, gravitation, fluid dynamics, waves,sound. Lecture, laboratory, and problem-solving sessions. Intended for students of physics,pre-engineering, chemistry, and mathematics. Prerequisite: high school physics or the equivalent. Corequisite:Mathematics 130, 201, or higher-level calculus course or permission of the instructor.172. General Physics II DesotellFive credits. Offered spring semester yearly.Calculus based. Thermodynamics, electricity and magnetism, light, introduction to relativity andquantum physics. Lecture, laboratory, and problem-solving sessions. Intended for students ofphysics, pre-engineering, chemistry, and mathematics. Prerequisite: Physics 171, or Physics 151 andpermission of the instructor.200. Exploring, Learning and Teaching the Solar System Williams-NortonTwo credits. Offered in spring of 2011-12 and alternate years.Formation, structure, content, and dynamics of the solar system as discovered and explored fromearly times until the present. Emphasis on learning through laboratory activities such as thosein the NASA Aerospace Educational Services Project (AESP) toolkits. Intended for in-serviceelementary teachers and Ripon College students seeking EC/MC teaching certification. Laboratoryactivities, group projects, classroom visits and presentations. Prerequisite: none.251. Modern Physics Williams-NortonFive credits. Offered fall semester yearly.Historical development of quantum physics. Introduction to quantum mechanics, structure andbehavior of atoms, nuclei and solids, special and general relativity, quantum statistics. Applicationsof modern physics to current technology. Lecture, laboratory, and problem-solving sessions.Prerequisite: Physics 172 or Physics 152 and permission of the instructor. Corequisite: Mathematics201 or consent of the instructor.

160 Courses of Study262. Introduction to Flight DesotellTwo credits263. Flight and Floating DesotellTwo creditsThis is a two-part course that includes historical, theoretical, and hands-on studies of a variety offlight applications. Fundamental principles of buoyancy, lift, drag, and thrust will be applied tounderstand the flight of airplanes, kites, hot air balloons, rockets, weather balloons, and more.Topics will be covered through hands-on experiments, mathematical modeling, visiting speakers,and field trips. The course has no prerequisites, but will contain a significant mathematicalcomponent for theory and modeling. Students must enroll in the two-credit “Introduction toFlight” portion (spring semester) before enrolling in the two-credit “Flight and Floating” portion(Maymester). The total course sequence is worth four credits.300. Departmental Studies StaffTwo to four credits.Special subjects in physics not covered by regular courses. This course may be repeated for creditwhen topics change. Prerequisite: Physics 172 or Physics 152 and consent of the instructor.310. Aerospace Studies Seminar StaffOne credit each semester.Can be taken more than once for credit. Enrollment for credit limited to students with NASAWisconsin Space Grant Consortium (WSGC) undergraduate scholarship. Grading is S-U.330. Advanced Mechanics DesotellFour credits. Normally offered next fall semester 2012-13 or by special arrangement.Topics include kinematics and dynamics of particles and rigid bodies, harmonic oscillations,central-force motion, Lagrangian and Hamiltonian mechanics. Lecture, problem-solving sessions,and projects. Prerequisites: Physics 251 and Mathematics 202, or consent of the instructor.333. Thermodynamics and Statistical Physics DesotellFour credits. Offered spring semester.A study of the interrelationships between temperature, thermal energy, heat, work, and entropy,explored on both macroscopic and microscopic scales. Topics include applications of the laws ofthermodynamics, analysis of idealized and actual physical systems, kinetic theory, and statisticalthermodynamics. Lecture, problem-solving sessions, and projects. Prerequisites: Physics 172 or Physics152 and Mathematics 201, or consent of the instructor.340. Electricity and Magnetism Williams-NortonFour credits. Offered spring semester 2011-12 and alternate years.Electrostatics, DC and AC circuits, development and application of Maxwell’s equations tosystems including wave optics. Lecture, problem-solving sessions, individual and group projects.Prerequisites: Physics 251 and Mathematics 202, or consent of the instructor.360. Astrophysics Williams-NortonFour credits. Next offered spring 2013 and alternate years or by special arrangement.Historical introduction to astronomy and cosmology. Planet formation, planetary geology andmeteorology, stellar evolution, cosmology, galactic structure, quasars. Laboratory introduction toastronomical observation. Prerequisite: Physics 251 or consent of the instructor.

Physics 161401. The Teaching of Physics Williams-NortonTwo credits. Offered on demand.Methods of teaching physics in secondary schools. Development of laboratories, lectures, problems,evaluations, demonstrations. Laboratory safety. Required for licensure in physics.412. Quantum Mechanics DesotellFour credits. Offered fall semester 2011-12 and alternate years.Solutions of the Schrodinger Equation for physical systems including atoms and nuclei. Propertiesof operators, commutation relationships and the Heisenberg Uncertainty Principle. Propertiesof wave functions. Lecture, problem sessions, and problem-solving projects. Prerequisites:Physics 251 and Mathematics 206, or consent of the instructor.440. Advanced Laboratory and Computational Physics Problems StaffFour credits. Next offered spring 2013 and alternate years or by special arrangement.Laboratory and computational projects to investigate complex physical systems and learn to usenew laboratory instruments and data analysis techniques. Experimental design and mathematicalmodeling. Introduction to numerical methods and application of numerical models toexplore problems such as fluid dynamics, stochastic processes, fractals, and electronic structure.Prerequisite: Physics 251 or consent of the department chair.500. Senior Seminar StaffOne credit each semester. May be taken twice for credit.Offered on demand for senior physics majors and minors.Student led demonstrations and problem-solving sessions. Presentations of students’ researchresults. Grading is S-U.540. Independent Study StaffTwo to four credits. Offered on demand.May be taken more than once for credit. Prerequisite: Physics 251 or consent of the department.Politics and GovernmentProfessor Martin F. Farrell (Chair);Assistant Professors Lamont C Colucci, Henrik M. SchatzingerAdjunct Professor Steven R. SorensonDepartmental Mission Statement The curriculum in Politics and Governmentinducts students into the timeless debates of politics while also insuring that they areconversant with the actual functioning of the political systems of the United States andcountries from around the world at all levels, from local to global. Simultaneously, studentsdevelop skills in problem solving, critical thinking, and written and oral communication,so that they may be effective, as well as well – informed, citizens. Throughoutour curriculum and through associated co–curricular activities, we welcome studentsof diverse interests by creating an environment conducive to learning by all, regardlessof background or beliefs.Communicating Plus: Politics and Government. Politics and Government majorsaddress the four Communicating Plus skills areas - written and oral communication,problem-solving, and critical thinking - throughout the major. Politics is about thesearch for answers to problems affecting society; thus political science seeks to identify

162 Courses of Studyand propose solutions to these problems. In all Politics courses, the often volatile andemotional issues of political life are subjected to rigorous rational analysis - that is, criticalthinking is applied to the “stuff” of politics. Because political effectiveness dependson the ability to communicate accurately and persuasively, written and oral communicationare significant components of most departmental courses. The culminationof the program is a yearlong senior seminar, in which students identify, research, andanalyze a contemporary political problem and draft, revise, and publicly present anddefend their conclusions. In this process, they utilize the Communicating Plus skillsto demonstrate the knowledge they have gained throughout their study of politics andgovernment.Requirements for a major in politics and government: 110, 202 and 220; fourelective courses meeting the following criteria: 1) at least three of the electives must benumbered 300 or higher; 2) up to two of the electives may be pre-approved courses inother departments or in off-campus programs such as the Washington Semester program;3) at least two of the total of nine courses taken for the major must be primarilyconcerned with American politics and government; 4) at least two of the total of ninecourses taken for the major must be primarily concerned with comparative or internationalpolitics. 501 and 502.Requirements for a minor in politics and government: 110, 202 and 220; threeelectives at the 300-level or above; 501.Requirements for a teaching major in politics and government: Politics and Government110, 220, 280, 333 or 334, 381, 501-502; and History 401.Requirements for a teaching minor in politics and government: Politics and Government111, 220, 280, 333 or 334; History 401; and other courses agreed upon bystudent and advisor to total 22 hours, excluding History 401.Broad Field Social Studies Teacher Licensure Options - Students seeking licensureat the Early Adolescence/Adolescence (Grades 6-12) levels in the social sciencedisciplines (Economics, History, Politics and Government, Psychology, and Sociology)may choose one of the options listed below to add endorsements in fields outside theirmajor. Students may complete a minor in a discipline outside the social sciences orthe broad field licensure program outlined below. Broad field licensure prepares teachersto teach in general social studies classes in grades 6-9. They will also be licensed toteach the specific discipline of their two concentrations at the high school level. Giventhe very difficult job market for social studies teachers, students should consider oneof these options to strengthen their employment options.Option 1 – Major/Minor Program - The first option open to student majoring in asocial studies discipline is to complete a minor in another social studies discipline ora subject outside the social sciences. Recent examples of programs designed on thismodel are a history major with and English minor and a politics and government majorwith an English minor. In this case, the student would student teach and be fullylicensed to teach both subjects.Option 2 – Social Studies Major with Broad Field Social Studies Licensure - As partof their program of study, students must complete the following:1. A major in a social science discipline,2. Concentrations, as defined in the chart below, in two other social science disciplines,only one of which may be in history,

EconomicsECO 211 and 212One 300-level course otherthan 313Politics and GovernmentPOL 112, 220One 300-level courseUS History2 of the following 5 historyclasses: 241, 242, 262,263, or 264One 300-level coursePsychologyPSY 110Two 200-level topicscoursesPolitics and Government 163World HistoryHIS 281 and 2822 area studies courses, oneat the 200 level, one at the300 level, selected with aHistory advisorSociologySOC 110One 200-level courseOne 300-level course3. At least one course in each of the following disciplines: Economics, History, Politicsand Government, Psychology, and Sociology.4. One of the courses that address geography as a factor that influences human interactionsand society from the following list: History 281, History 282, Economics 332 or361, or Politics and Government 112. This course may also count toward fulfillmentof criteria 1-3.Students are encouraged to extend the breadth of their social science backgroundby also taking courses in anthropology, global studies, Latin American and Caribbeanstudies, and religion.300 and 400 level courses are typically offered in alternate years.110. Introduction to Politics ColucciFour credits.An introduction to the study of political ideas, institutions, and procedures. Provides the theoreticalfoundation for the discipline in the works of thinkers including Plato, Aristotle, Machiavelli,Hobbes, Locke, Rousseau, Montesquieu, the American framers, Marx and Mill. Importantcontemporary applications of these ideas are also considered.111. Global Political Culture FarrellFour credits.Defines political culture and examines its dynamics at various levels in today’s world, from thelocal to the global. Specifically examines ways in which history, language, religion, literature,ethnicity, and tradition affect identity-formation and its correlates in today’s world. May counttoward the global and cultural studies requirement; refer to the Academic Policies: Global andCultural Studies Requirement section for more information. Same as Global Studies 111.112. Global Political Economy FarrellFour credits.Defines political economy and examines its manifestations in today’s increasingly interdependentworld. Specific issues include population, resources, environmental protection, trade anddevelopment, trends toward democratization, human rights, and new and enduring sources ofconflict and cooperation. Same as Global Studies 112.

164 Courses of Study180. Survey of World Cinema Farrell/KatahiraTwo credits.An introduction to contemporary trends in international feature films. The craft of film criticismwill also be studied and practiced. Requirements include viewing all films in the InternationalFilm Series, attending weekly 50-minute discussion sessions, and writing a critique of eachfilm. May be repeated for credit. May count toward the global and cultural studies requirement;refer to the Academic Policies: Global and Cultural Studies Requirement section for more information.Same as Global Studies 180.202. Political Analysis SchatzingerFour credits.Concentrates on the empirical political research methods and tools used to conduct and evaluatescholarly research. Specific issues include the art of theory building, establishing and evaluatingcausal relationships, concept measurement, and data analysis. Students will be enabled tounderstand, critique, and conduct political research and thereby be prepared for more advancedcoursework at Ripon College, senior essays, and graduate school.220. American Politics and Government SchatzingerFour credits.Analysis of American political institutions as processes, including the constitution, politicalculture, civil liberties and rights, federalism, Congress, the presidency, the federal courts, publicopinion, political parties, interest groups, campaigns and elections, the media, and public policy.Discussion of contemporary and controversial issues in American politics. Emphasis on placingcurrent issues in comparative and historical perspective where relevant.280. Introduction to International Relations ColucciFour credits.This course will explore international relations in both theory and practice. Throughout thesemester we will consider how various actors - nation states, multi-national corporations, individuals,sub-national groups, trans-national groups and international organizations - use political,military, economic, and cultural power in pursuit of their interests. This course will serve as afoundation for understanding international affairs and foreign policy for both the student whois majoring in the field as well as those who simply want a way to conduct an educated analysisof the subject.312. Introduction to Law StaffFour credits.Examines the role of legal institutions in contemporary society. Topics include private law, criminallaw and social deviance, civil rights and liberties, and theories of justice.320. Topics in American Politics StaffFour credits.Special subjects in American politics not covered by regular courses. Topics are announced ascourses are offered. This course may be repeated for credit when topics change. Prerequisite:Politics and Government 220 or consent of the instructor.321. Voters, American Political Parties, and Elections SchatzingerFour credits.Explores the interrelationships among political parties, voters and elections in Americanpolitics. The evolution of American parties as a political institution, their impact upon policy-

Politics and Government 165making processes, and macro-level influences upon voting will be examined. Additional topicsinclude the defining characteristics of parties relative to other political organizations and therelationship between electoral rules and party systems, gender issues, political participation,voter choice, and candidate and party electoral strategies. Prerequisites: Politics and Government220 or consent of the instructor.322. Media, Politics, and Personal Power SchatzingerFour credits.Examines the interplay of the U.S. media, the American public, and the governing process.Emphasis will be placed on learning how to use the media in a sophisticated and useful manner.Explores media effects on individuals, on groups, and on society in general in light of the majortechnological developments that are changing the news media scene.323: Interest Group Politics SchatzingerFour credits.Examines the ways that citizens, firms, and institutions struggle to gain representation throughorganized interest groups in the United States. Special attention is given to interest groupformation and maintenance, legislative and executive branch lobbying, and the impact of interestgroups on legislative behavior in light of theories of representation. Prerequisites: Politics andGovernment 110, 220 or consent of the instructor.331. American Political Thought ColucciFour credits.This course will explore the philosophical foundations of American politics in depth. An emphasiswill be placed on over-arching themes that have shaped and continue to shape Americanhistory, politics, and society. Students will be exposed to a variety of thinkers that have influencedAmerican political thought such as John Locke, Adam Smith, Thomas Jefferson, JohnAdams, and James Madison. Themes such as natural law, natural rights, American exceptionalism,manifest destiny, New Jerusalem, liberty vs. the state, political conflict, and the philosophicroots of American liberalism, libertarianism, and conservatism will be highlighted. Prerequisites:Politics and Government 110 or 220, or consent of the instructor.335. Congress and the Presidency SchatzingerFour credits.Examines patterns of cooperation and conflict between the two branches of government andtheir impact on the formulation and implementation of public policy. The course first focuseson theories of congressional representation, the history of Congress, institutional rules, committee,and party leadership. Students will then explore the development and modern practiceof presidential leadership and other issues such as presidential selection, decision-making, andthe relationship of the presidency with the executive branch, courts, the press and the public.Prerequisites: Politics and Government 220 or consent of the instructor.341. Public Policy Analysis SchatzingerFour credits.Introduction to public policy formulation and analysis, including agenda-setting strategies,problems of legitimation, the appropriations process, implementation, evaluation, resolution,and termination. Analysis of policy content, alternatives, and impact. Prerequisite: Politics andGovernment 220 or consent of the instructor.

166 Courses of Study343. U.S. National Security Policy ColucciFour credits.Provides an overview of U.S. national security policy, with special attention to the sources ofthreats to U.S. national security, approaches to national security strategy, the role of conventionalmilitary force and nuclear weapons, and actors in the policy making process. In addition,we will investigate several current debates affecting national security policy making in the UnitedStates. Prerequisite: Politics and Government 280 or consent of the instructor.346. Morality and Public Policy SchatzingerFour credits.The social and moral debates that have become politically divisive in the United States will becovered. From pornography, sex education, gay rights, to abortion and gambling, the courseexamines the social origins of moral politics, the emergence and growth of social movementsaround these issues, and the ways in which battles over morality continue to shape our society.Students will investigate the limits and usefulness of decision-making tools, problems of choosing,justifying and using criteria to judge a program’s success and suitability. Prerequisites: Politicsand Government 110, 220 or consent of the instructor.370. Topics in Comparative Politics StaffFour credits.Exploration and analysis of problems of contemporary concern in comparative politics. Studentsmay repeat the course for credit when topics change. Some topics may count toward the globaland cultural studies requirement; refer to the Academic Policies: Global and Cultural StudiesRequirement section for more information.372. Development and Change in Latin America FarrellFour credits.Individual countries considered as examples to illustrate or contradict overall patterns of politicsand government in Latin America. The course stresses the influence of particular forms ofpolitical development, foreign economic dependence, frequent military interventions, and arevolutionary heritage. Student politics and inter-American relations are also considered. Maycount toward the global and cultural studies requirement; refer to the Academic Policies: Globaland Cultural Studies Requirement section for more information.373. China in Transition FarrellFour credits.Begins with analysis of the traditional Chinese system and its breakdown, leading to four decadesof political strife and the victory of the Communist party in 1949. The bulk of the courseexamines politics since the death of Mao, with specific reference to the contradictions betweeneconomic reform and political stagnation. Concludes with an assessment of the prospects for ademocratic transition in the 1990s. May count toward the global and cultural studies requirement;refer to the Academic Policies: Global and Cultural Studies Requirement section for moreinformation.375. Religion and Politics in Comparative Perspective SmithFour credits. Offered in spring 2012 and alternate years.An analysis of the interaction between religious beliefs and practices (Christian, Islamic, Hindu),with political dynamics in various countries in the 20th century. Regional areas will includeCentral and South America, Sub-Saharan Africa, the Middle East, Southern Asia, and theUnited States. May count toward the global and cultural studies requirement; refer to the Aca-

Politics and Government 167demic Policies: Global and Cultural Studies Requirement section for more information. Same asReligion 322. Prerequisite: Politics and Government 280 or Religion 221.376. Politics of Contemporary Europe FarrellFour credits.Examination of the governments and politics of Europe today. Domestic issues and trends arelinked to regional and global developments, especially in the post-Cold War context. Transnationalinstitutions such as the European Union are examined with respect to Europe’s providingan alternative to Pax Americana. May count toward the global and cultural studies requirement;refer to the Academic Policies: Global and Cultural Studies Requirement section for moreinformation.380. Topics in International Politics StaffFour credits.Exploration and analysis of problems of contemporary concern in international politics. Specialemphasis on how to go about conducting research and writing a research paper in internationalpolitics. Students may take the course for credit when topics change. May count toward theglobal and cultural studies requirement; refer to the Academic Policies: Global and CulturalStudies Requirement section for more information.381. United States Foreign Policy ColucciFour credits.This course will explore the role of the United States in the world. The class will follow a historicalmodel of diplomatic history and politics from the American Revolution to the present.383. Ethics and International Affairs SmithFour credits.The central question addressed in this course is whether or not ethically motivated action ininternational affairs is possible. Do the absence of global consensus on moral values and thelack of a world government to impose sanctions mean that nations and trans-national organizationswill engage in pursuit of political and economic interests without ethical restraints? Thefirst part of the course will deal with contrasting arguments by political theorists on the role ofmorality in international relations. The second part focuses on specific issues in contemporaryinternational relations that have moral implications - 1) new forms of international warfare; 2)international intervention inside nation states to stop genocide; 3) the protection of humanrights; 4) the legitimacy of international tribunals to punish crimes against humanity; and 5)economic justice for developing countries. Prerequisites: Junior or senior standing, and Politics andGovernment 111, 112, or 280. Same as Religion 321.385. Terrorism and Intelligence ColucciFour credits.Focuses on the misunderstood topic of terrorism and the neglected area of intelligence. The firsthalf of the course deals with the issue of terrorism. This section identifies the fundamental andunderlying reasons why America is a target for terrorists as it compares and contrasts variousinternational terrorist groups and their respective ideologies. The second section will deal withintelligence, exploring the organization and functions of the U.S. Intelligence Community, itsinteraction with national security policy makers, key issues about its workings, and the challengesit faces in defining its future role. Prerequisite: Politics and Government 280 or consent of theinstructor.

168 Courses of Study388. International Law ColucciFour credits.This course will examine the role of international law in international relations. We will exploreissues such as sovereignty, territoriality, jurisdiction, treaties, the sanction of force, human rightsand the role of international institutions. A particular focus on the United States and internationallaw will be considered. Prerequisite: Politics and Government 280.390. Politics of World Cinema FarrellFour credits.Uses recent and classic international films to explore a variety of political, social and cultural issuesas well as the unique characteristics of film as a medium of expression and communication.Students produce film critiques after consulting professional film criticism. A major independentresearch project is also required. Same as Global Studies 321. May count toward the globaland cultural studies requirement; refer to the Academic Policies: Global and Cultural StudiesRequirement section for more information.412. Constitutional Law I: Landmark Decisions StaffFour credits.An introduction to the United States Constitution and issues of federal constitutional law asdeveloped in landmark Supreme Court decisions. Major topics will be judicial review; the scopeof federal legislative and presidential powers under the Constitution; and the Equal Protectionand Due Process Clauses of the Fourteenth Amendment. Focus will also be placed on currentcases and controversies before the Supreme Court. Prerequisite: Politics and Government 220 or 312or consent of instructor.413. Constitutional Law II: The Bill of Rights StaffFour credits.An examination of constitution law focusing on the Bill of Rights and its interpretation asreflected in landmark decisions. Strong emphasis will be placed on the study of the freedomscontained in the First Amendment and their development throughout United States history.Significant attention will be devoted to current civil liberties cases and controversies. Prerequisite:Politics and Government 220 or 312, or consent of instructor.501-502. Senior Seminar FarrellThree credits.Discussion of and research into selected topics. In the fall semester, in addition to general readings,students prepare a complete final draft of a senior essay, of 25-30 pages, on a topic chosenby themselves in consultation with their thesis supervisor. In the spring semester, students revisetheir essays into final form and present the results of their research. Required of all majors intheir final year. Those on the Washington Semester or, with departmental permission, on otheroff-campus programs during the first semester of their final year, may present a paper incorporatingsubstantial independent research undertaken in connection with the off-campus program astheir senior essay draft, but they remain responsible for the fulfillment of the second semesterrequirements.541, 542. Independent Study StaffTwo to four credits.Supervised investigation of problems in politics and government of special interest to the student.Prerequisites: Junior or senior standing, consent of the supervising faculty member and the chair, and12 credits towards the major including Politics and Government 130, 160, and whichever of 220, 270, or280 is most appropriate to the proposed project.

Politics and Government 169550. National Security Capstone ColucciTwo credits.Under the direction of the national security studies advisor, a capstone thesis will be developedon a topic concerning contemporary national security. The research will result in a paper and anoral presentation.551, 552. Independent Study: Internship StaffTwo to four credits.Supervised field study involving participant observation of day-to-day work in a politicallyrelevant office or agency. A brief paper which explains and analyzes the work experience will berequired. Prerequisites: Junior or senior standing, consent of the supervising faculty member and the chair,and 12 credits towards the major including Politics and Government 130, 160 and whichever of 220, 270,or 280 is most appropriate to the proposed project. Grading is S-U.Psychobiology(Co-Directors)Professors J. Timothy Petersik;Assistant Professors Memuna Khan, Kristine Kovack-LeshThe psychobiology major is an interdisciplinary program of study in the behavioraland biological sciences. It is designed for those students who are interested in suchfields as animal behavior, behavior genetics, cognitive neuroscience, physiologicalpsychology, psychopharmacology, neurobiology, and developmental psychobiology. Abasic core of required courses will expose the student to the fundamental knowledgeand methodological skills peculiar to this broad area of study. Beyond these generalrequirements, the student may select a course of study which emphasizes either abehavioral or physiological concentration. Students who elect the psychobiology majormay not elect a major or minor in either psychology or biology.The basic core of required courses includes Biology 121 (Concepts of Biology), Psychology110 (General Psychology), Psychology 211-212 (Research Design and Statistics),Chemistry 111 (Organic Chemistry I), Chemistry 112 (Structure and Reactivity), oneor two credits of Independent Study 541, 542 or Internship 551, 552 and either (a)Biology Senior Studies 501 and 502 or (b) Psychology Research Seminar 423.Students selecting the behavioral emphasis are also required to take, beyond thecore, Biology 247 (General Ecology), Biology 339 (Behavioral Ecology), and two of thefollowing: Biology 215 (Invertebrate Zoology), Biology 216 (Vertebrate Zoology), Biology219 (Genetics), Psychology 234 (Infant Development), Psychology 235 (Child Development),Psychology 242 (Adolescence), and Psychology 339 (Cognitive Processes).Students selecting the physiological emphasis are required to take, beyond the core,Psychology 324 (Physiological Psychology) and Biology 211 (Human Anatomy andPhysiology I), plus two of the following: Biology 219 (Genetics), Biology 312 (HumanAnatomy and Physiology II), Biology 327 (Cell Physiology), Biology 329 (DevelopmentalBiology), Psychology 328 (Sensation and Perception), and Psychology 342 (CognitiveNeuroscience).All psychobiology students are strongly urged to take course work in computer science;mathematics through calculus, and Physics 151 and 152.

170 Courses of Study541, 542. Independent Study StaffOne or two credits.Students will explore an area of psychobiology that interests them under the supervision of twofaculty members (one each from the psychology and biology departments). The original researchwill result in a required final paper. Prerequisites: Junior or senior standing, consent of the instructors,12 credits toward the major, and approval of one of the directors.551, 552. Internship StaffOne or two credits.Supervised study combining scholarly achievement and practical experience in the field ofpsychobiology. Together with an academic supervisor and the Director of Career Planning andPlacement, the student arranges either a position of observing and assisting a professional in thefield of psychobiology or a volunteer position in a relevant office or agency. Typically, studentsseeking a one-credit internship will receive 3-5 hours of experience per week for 12 weeks, whilestudents seeking a two-credit internship will receive >6 hours/week. The student is required tokeep a journal and submit a literature-based research paper. Prerequisites: Junior or senior standing,12 credits toward the major, and approval of one of the directors.PsychologyProfessors Robert H. Young (Chair),Joe W. Hatcher, J. Timothy Petersik;Assistant Professor Kristine A. Kovack-Lesh;Adjunct Professor Robert E. OtisDepartmental Mission Statement The Psychology Department seeks for its studentsan understanding of the place of Psychology within the Liberal Arts canon; theattainment of broad knowledge of the field and specific knowledge within areas thatcomprise the field itself; and the development of the analytical, logical, and organizationalskills necessary to conduct good research in our field. Specifically, throughoutthe course of their education in psychology we expect students to develop the ability tosuccessfully meet the following educational objectives:• assess the published literature in domains of psychology• articulate the seminal theories and findings of the field• understand the complexity of causal relations in behavior• apply knowledge of the field to contemporary issues• use statistics to test hypotheses within and area• relate the field of psychology to other sciences• propose, conduct, report, and defend independently designed ethical research• sustain an individualized intellectual curiosity about the fieldCommunicating Plus: Psychology. Psychology majors address the four CommunicatingPlus skills areas—written and oral communication, problem-solving, and criticalthinking—throughout the major. In early classes, students study how psychologistsframe, solve, and express their answers to problems. They begin to collaborate insolving problems and designing research. Students in 200 level classes develop toolsto evaluate, discuss, and write about theory and research, and they learn to do severalstyles of background research. In 300+ level courses, students refine their methodologicaland laboratory skills and develop their communication skills through oral reports

Psychology 171and research papers. Senior level students complete a capstone research project. Theycollaborate in planning research; conduct it and report it, orally and on paper; andcritique others work. Seniors also critically analyze controversial texts and evaluatethem through discussion and papers. The capstone project allows faculty to evaluatestudents’ understanding of psychology as a discipline and competence in the CommunicatingPlus skills areas.Requirements for a major in psychology: Psychology 110, 211-212, 423, 424 andat least four other psychology courses selected from the following: classes numberedabove 200, two of which must be selected from 311, 313, 324, 326, 328, 339, and342, and each of which must carry a minimum of four credits or receive the approvalof the departmental chair. All courses in the department may be counted toward thepsychology major, provided they are consistent with the requirements specified above.Students are also strongly encouraged to take Psychology 232 (History and Systems).The grades received in all psychology courses will be used in the determination ofdepartmental honors.Psychology 110 and Psychology 211-212 or the consent of both the instructor andchair of the department are prerequisite for all courses numbered above 300. Consultcourse descriptions for prerequisites for classes numbered in the 200s.Requirements for a minor in psychology: Eighteen credits in psychology beyondPsychology 110, all approved by the department chair. Each class contributing to theminor must carry a minimum of two credits.Requirements for a teaching major in psychology: Thirty-seven credits in psychologyincluding Psychology 110, 211-212, 232, 423-424; two of the following: 221, 224,234, 235, 242; two of the following: 311, 313, 324, 328, 339, 342.Requirements for a teaching minor in psychology: Psychology 110, 211-212; threecourses chosen from the following (one of which must be 313): 224, 234, 235, 242,313, 339, and 342.Broad Field Social Studies Teacher Licensure Options - Students seeking licensureat the Early Adolescence/Adolescence (Grades 6-12) levels in the social sciencedisciplines (Economics, History, Politics and Government, Psychology, and Sociology)may choose one of the options listed below to add endorsements in fields outside theirmajor. Students may complete a minor in a discipline outside the social sciences orthe broad field licensure program outlined below. Broad field licensure prepares teachersto teach in general social studies classes in grades 6-9. They will also be licensed toteach the specific discipline of their two concentrations at the high school level. Giventhe very difficult job market for social studies teachers, students should consider oneof these options to strengthen their employment options.Option 1 – Major/Minor Program - The first option open to student majoring in asocial studies discipline is to complete a minor in another social studies discipline ora subject outside the social sciences. Recent examples of programs designed on thismodel are a history major with and English minor and a politics and government majorwith an English minor. In this case, the student would student teach and be fullylicensed to teach both subjects.Option 2 – Social Studies Major with Broad Field Social Studies Licensure - As partof their program of study, students must complete the following:1. A major in a social science discipline,2. Concentrations, as defined in the chart below, in two other social science disciplines,only one of which may be in history,

172 Courses of StudyEconomicsECO 211 and 212One 300-level course otherthan 313Politics and GovernmentPOL 112, 220One 300-level courseUS History2 of the following 5 historyclasses: 241, 242, 262,263, or 264One 300-level coursePsychologyPSY 110Two 200-level topicscoursesWorld HistoryHIS 281 and 2822 area studies courses, oneat the 200 level, one at the300 level, selected with aHistory advisorSociologySOC 110One 200-level courseOne 300-level course3. At least one course in each of the following disciplines: Economics, History, Politicsand Government, Psychology, and Sociology.4. One of the courses that address geography as a factor that influences human interactionsand society from the following list: History 281, History 282, Economics 332 or361, or Politics and Government 112. This course may also count toward fulfillmentof criteria 1-3.Students are encouraged to extend the breadth of their social science backgroundby also taking courses in anthropology, global studies, Latin American and Caribbeanstudies, and religion.110. General Psychology Hatcher/Kovack-Lesh/YoungFour credits.An introductory course which considers principles, methods, theories, and problems of psychology.Among the topics considered are perception, learning, human development, personality,psychopathology, thought processes, social determinants of behavior, and the physiological basisof behavior. Class includes occasional laboratory demonstrations and independently designedstudent projects.116. Advanced Tutorial StaffOne to three credits.An opportunity for students to perform independent work on a topic of interest under thesupervision of a faculty member. Prerequisite: Consent of the department chair and the faculty tutor.211-212. Research Design and Statistics Hatcher/Kovack-Lesh/PetersikFour credits each semester.A two-semester sequence which integrates methods of data description and statistical inferencewith methods of designing and conducting valid and reliable research projects ranging fromnaturalistic observations to experiments. Lectures and laboratory. An independently designedexperiment is conducted and reported each semester. Completion of PSC 211 is expected priorto enrollment in PSC 212. Students may not receive credit for both Psychology 211-212 andMathematics 120. Prerequisite: Psychology 110.

Psychology 173221. Psychopathology PetersikFour credits.Description and analysis of causative factors (both psychological and biological), symptoms, andtherapeutic measures taken with respect to various patterns of deviant behavior. Students learnto diagnose by examining and discussing published cases. Prerequisite: Psychology 110.223. Psychology of the Media PetersikFour credits.Examines the ways in which exposure to popular media negatively and positively affect thethoughts, moods, and behaviors of people. Through lecture, literature review, and discussion,students consider both whether and how the media play a significant role in psychologicaldevelopment. Specific topics include: advertising and materialism, the importance of leisure andentertainment in 21st century culture, violence in the media, changes in family life, television’sinfluence on brain development, and benefits of critical media use. Readings, content analyses,and class presentations are among the course requirements. Prerequisite: Psychology 110.224. Theories of Personality and Counseling HatcherFour credits.This course examines the major theories of personality and, where possible, the counseling traditionsassociated with them. Major theories covered include biological, Freudian and neo-Freudian,behavioral and cognitive-behavioral, and humanistic. Therapeutic approaches arising fromthese views are examined with the help of class role-play and video resources. The interactionbetween culture and personality are also explored. Prerequisite: Psychology 110225. Human Resource Management YoungFour credits.Examines psychological research and practices applied to employee selection, performance andevaluation. Related topics included are: applied research designs and methods, institutionalresearch, job analysis, stress management, employee assistance programs, compensation, motivation,morale, and job satisfaction. (Psychology 225 and 226 need not be taken in sequence.)Prerequisite: Psychology 110226. Organizational Behavior YoungFour credits.This course examines interpersonal behaviors and group processes that are typically found in formalorganizations. Some of the topics included are: organizational planning, leadership, communication,stress, organizational development, organizational structure, influence, power, politics,organizational differentiation, interpersonal conflict, change management, and organizationaleffectiveness. (Psychology 225 and 226 need not be taken in sequence.) Prerequisite: Psychology 110232. History and Systems of Psychology StaffFour credits.A survey of Western psychology from its origins in Greek philosophy and biology to the present.The more significant movements, schools, and systems within psychology are considered andtheir interrelationships discussed. Prerequisite: Psychology 110234. Infant Development Kovack-LeshFour credits.This course explores development in the first two years of life. Topics such as prenatal development,early perceptual and cognitive development, development of emotional expression and

174 Courses of Studyrecognition, and early development of social bonds and interactions are examined. Emphasisis placed on theories of infant development and the validity of research evidence. The courseformat included lectures and discussions. Prerequisites: Psychology 110.235. Child Development Kovack-LeshFour credits.A survey of research and theoretical literature dealing with the development of the humanorganism from conception to the onset of adolescence. Emphasis is placed on physical, motor,perceptual, language, cognitive, personality, and social development. Prerequisite: Psychology 110242. Adolescence Kovack-LeshFour credits.Developmental processes associated with the period of adolescence. Emphasis is placed on physical,cognitive, personality, and social changes. Prerequisite: Psychology 110251. Ethology of Killer Whales: Introduction OtisOne credit.The ethological study of killer whales in the waters around Vancouver Island. While focus is onthe whales’ behavior, the broader principles of animal behavior study, ecological threats, and theethics of captivity are also examined. Prerequisite: Psychology 110 and consent of the instructor.252. Ethology of Killer Whales: Field Experience OtisThree credits. A Maymester course.The behavior of killer whales that regularly forage the waters around San Juan Island (WA) isthe focus of this course. Attention will be paid to those factors that may pose a threat to theirexistence, including food supply, boats, pollution, captivity, and whale watching. Field trip to theisland, includes observations of whales in both the wild and in captivity and talks by researcherswill supplement individual research projects. Extra cost. Prerequisite: Psychology 251 and consent ofthe instructor.300. Departmental Studies StaffOne to four credits each semester. Offered on demand.Special subjects in psychology not covered by regular courses. Some topics have included: Neurobiologyof Major Mental Illness; Industrial and Organizational Psychology; Psycholinguistics;Psychology of Gender. This course may be repeated for credit when topics change. Prerequisite:Psychology 110 and consent of the instructor.310. Advanced Clinical/Counseling Psychology HatcherFour credits.Provides an in-depth look into aspects of Clinical and Counseling Psychology. Included in theclass will be readings and lectures concerning the understanding and treatment of severe mentalillnesses, the place of tests and measurements in their diagnosis, and the present state of thefield. The course is designed for those who are considering applying for graduate study in thisarea. Labs will include outside experiences in clinical settings. Prerequisites: Psychology 110, 211-212, 221, and 224.313. Social Psychology HatcherFour credits.The manner in which the individual is influenced by others. Major topics include conformity,attitudes, pro-social behavior, and aggression. Lectures and laboratory. Prerequisites: Psychology110, 211-212.

Psychology 175324. Physiological Psychology PetersikFive credits.The biochemical and physiological processes which underlie the behavior of organisms. The basisof perceptual and motor functions, learning, neurological disorders, language, sleep, pleasure,and hunger are among the topics discussed. Laboratory projects include dissection of an animalbrain and administration of a neuropsychological test. Lectures and laboratory. Prerequisites:Psychology 110, 211-212.328. Sensation and Perception PetersikFour credits. Offered in 2011-12 and alternate years.An examination of the means by which organisms come to represent their environments perceptually.Topics include sensory systems, perceptual coding, perceptual illusions, tests for visualand auditory disabilities, and perceptual development. Laboratories include direct investigationof perceptual phenomena. Prerequisites: Psychology 110, 211-212.339. Cognitive Processes Kovack-LeshFour credits.An examination of the bases of human thought. Topics include attention, varieties of memory,concept formation, executive processes, problem solving, decision making, and language. Lecturesand laboratory. Prerequisites: Psychology 110, 211-212.342. Cognitive Neuroscience PetersikFour credits. Offered in 2012-13 and alternate years.An introduction to the theories, methods, and findings of the interdisciplinary field known ascognitive neuroscience. Both behavioral research and studies of brain activity informs topicssuch as selective attention, language, cerebral lateralization, perceptual functions, motor control,executive functions’ and consciousness. Laboratories will focus on cognitive and perceptualprocesses. Lectures and laboratory. Prerequisites: Psychology 110, 211-212.401. Teaching of Psychology StaffTwo credits.An introduction to the teaching of psychology in high school. Focus will be on the developmentof useful pedagogical tools for the teaching of psychological principles in the classroom. A syllabuswill be developed and, when possible, the student will give lectures in a high school class.Prerequisite: Consent of the instructor.423. Research Seminar PetersikFour credits.Reading, discussion, and experimental investigation of various topics in psychology at anadvanced level. Each student prepares a research proposal and reviews the proposals of otherstudents. The investigation is conducted independently and reported at a symposium held at theend of the semester. Prerequisites: Psychology 110, 211-212, and senior standing.424. Senior Studies StaffFour credits.A consideration in some depth of one or more problem areas of psychology. This course typicallyrequires the reading of several original works by major figures of the past, as well as bycontemporary psychologists. Prerequisite: Psychology 110, 211-212 and senior standing.

176 Courses of Study430. Internship in Psychology StaffOne to three credits.Applications of psychology in the field. Together with an academic supervisor and the Directorof Career Planning and Placement, the student arranges either a position observing and assistinga professional in the field of psychology or counseling or a volunteer position in a relevantoffice or agency. The internship culminates in a paper and presentation. Enrollment is limitedto junior and senior psychology majors. Prerequisites: Psychology 110, 211-212.435. Field Studies in Child Development Kovack-LeshOne to two credits.Organization and execution of observational studies of children in a variety of non-laboratorysettings, including day care centers. Focus will be on the use of field research methods to studyprinciples of child development, including language, emotional, cognitive, social and moraldevelopment. Students will meet weekly with the instructor. Prerequisites: Psychology 110, 235 andconsent of the instructor.541, 542. Independent Study StaffOne to four credits each semester.Experimental investigations of an original nature performed in consultation with the instructor.The experiments are reported in formally prepared papers. Prerequisites: Junior or senior standing;Psychology 110, 211-212; and consent of the department chair.ReligionProfessor Brian H. Smith (Chair);Adjunct Professors David F. Brusin, Reem L. Hilal, David C. JoyceDepartmental Mission Statement Students in the Department of Religion engagesome of the major religious and moral traditions of the world so that as educatedadults they understand the origins and development of human spiritual heritages andas responsible citizens better relate to the multi-religious dimensions of the contemporaryworld.Communicating Plus: Religion. Students completing a major in Religion addressthe four Communicating Plus skills areas - written and oral communication, problemsolving,and critical thinking - in required and elective courses in the curriculum. Every100 and 200 level course requires short critical analyses of texts and longer papersaddressing topics related to a religious tradition. In 300 and 400 level courses, studentsresearch contemporary moral or religious problems and present their analyses of thecapacities of a particular religious tradition to contribute to the solution of those problemsin formal papers. All classes incorporate a variety of discussion and presentationactivities to build oral communication skills. The capstone experience allows majors todemonstrate mastery of the Communicating Plus skills areas in an extended researchproject about a moral or religious problem. The project involves definition of theproblem, research, writing and revision in response to peer and professorial critiques,and presentation of a substantial final essay.Requirements for a major in religion: Thirty-two credits, including Religion 121,122, 221, 442, and 450, or 451 and 452. The remaining 12 credits may be constitutedfrom any other religion courses and/or from the following courses in other departments:Anthropology 227, 313, and 314; Classical Studies 100/310 and 220/420;History 221 and 334; Philosophy 202, 222, 241, 281, 286, 324, 326, 342, and 344; andSpanish 460.

Religion 177Requirements for a minor in religion: Twenty credits, including 121 or 122, and221, and 442. The other 8 credits may be constituted from any other religion coursesand/or from the following courses in other departments: History 221; Philosophy 222,241, 324, 342, and 344.121. Introduction to the Hebrew Scriptures BrusinFour credits.This course is an introduction to the collection of literature known as The Hebrew Bible, or bythe acronym, TANACH, standing for its three main divisions - Torah, Prophets {Nevi’im], andWritings [Ketuvium]. No prior knowledge and no particular religious commitment are presumed.Actually, we will put all religious preconceptions and beliefs aside as we try to confrontthe biblical text on its own. One issue we face is deciding to what extent this is possible. Ourcentral concern is not to arrive at a definitive understanding of the texts we examine; our mainpurpose is to appreciate the genius and timelessness of the biblical writers and of biblical themesand ideas. There is a vast and growing body of scholarship focused on analyzing and interpretingthe Hebrew Bible from several different points of view. We will familiarize ourselves with someof these trends, and we will consider the arguments of some of these biblical scholars. Still, ourcentral objective will remain the same: to understand and appreciate the perspectives of thebiblical writers, to do our best to grasp what they were trying to say, and to allow ourselves torespond to it, each in his or her own way.122. Introduction to the Christian Scriptures SmithFour credits.The main foci of the course will include the major themes in Jewish culture and religion in thecenturies just before and after Jesus’ life, the method and contributions of historical criticism toan understanding of the Bible, and the structure and theology of the Acts of the Apostles, theSynoptic Gospels (Matthew, Mark, and Luke), the Gospel of John, selected Pauline epistles (ICorinthians, Galatians and Romans), and Revelation.220. Discovering the Historical Jesus BrusinFour credits.It is impossible to understate the importance of the life and teaching of Jesus of Nazareth. Butwhat do we really know about him? Do the sources (both the Gospels included in the NewTestament and those not included) provide a consistent and clear picture of Jesus? What othersources can we turn to? What do we know about first century Judaism and how might that helpus in describing the religion and religious experiences of Jesus?Who Jesus of Nazareth was and what he did is often inseparable from the theological convictionsand literary conventions of those who write about him. Many New Testament scholarsoften fall back on their own theological predispositions when research allows for competinginterpretations.One main objective of this course is to sort through the many issues related to discovering thehistorical Jesus and to stimulate critical thinking and meaningful dialogue about history, theologyand faith as complementary ways of retelling and re-imagining the complicated and storiedpast of Jesus. Another main objective is to encourage and equip students to formulate, test,explore and defend their own historical reconstruction and understanding of Jesus.221. Comparative World Religions SmithFour credits.This course focuses on the origin and development of several world religions, including primalreligions (in Africa and the United States), Hinduism, Buddhism, Confucianism, Taoism, Juda-

178 Courses of Studyism, Christianity, and Islam. Basic texts of these reli gions will be analyzed as well as the historicalevolution of the beliefs and practices of the respective adherents (and major subgroups) overtime. May count toward the global and cultural studies requirement; refer to the Academic Policies:Global and Cultural Studies Requirement section for more information.222. Introduction to Islam HilalFour credits.This course will investigate the history of Islam from the rise of the faith in the seventh centuryto the present time. Students will be introduced to the key concepts of the faith, main figures,major developments, and beliefs and practices in order to have a working knowledge of Islam,its history, and its believers. First, some time will be spent on contextualizing the rise of Islam,which would include a discussion of the cultural and historical realities of pre-Islamic Arabia.Also, important connections to Judaism and Christianity will be emphasized. Second, the focuswill then be on the life of the Prophet Muhammad and the Qur’an, in terms of its content,structure, and aesthetic. Third, the course will then look at the early Muslim community, thecaliphate, the early civil wars and their consequences, and the major divisions within the Islamiccommunity. Fourth, the course will introduce students to basic beliefs and practices of Muslimsthat will include not only the five pillars and rituals, but also issues relating to Islamic personaland communal life. Fifth, some time will be spent on the early Islamic empire in Damascus,Baghdad, Andalusia and the contributions of the scholars and scientists. Finally, we will spendtime examining certain aspects of contemporary Islam and modern interpretations of faith. Maycount toward the global and cultural studies requirement; refer to the Academic Policies: Globaland Cultural Studies Requirement section for more information.231. History of Christian Theology and Ethics SmithFour credits.An historical survey of the major themes in Christian religious and moral teachings from biblicaltimes to the mid-20th century. Special attention will be given to how changes in Christianteaching have occurred in response to new intellectual developments in the Church and to newcultural and political challenges in secular society.232. The Dead Sea Scrolls and the Bible BrusinFour credits.This course will explore a new (old) world revealed by the ancient Jewish literature discoveredat Qumran, Israel in 1947 - known as the Dead Sea Scrolls. We will examine the contributionof these documents to our understanding of the theological motifs emerging in Second Templetimes and the diversity in Judaism from the third century BCE to the first century CE. We willalso attempt to understand the culture and religious climate in which Rabbinic Judaism andearly Christianity arose and the relationship between the Dead Sea Scrolls, the Hebrew Bible,and the Christian Scriptures.240. Introduction to Judaism and the Jewish People BrusinFour credits.This course provides an in-depth introduction to the historical development of Judaism from itsbeginnings to the present day. It focuses on the religious experiences, worldviews, central metaphorsand concepts, behaviors, and symbols of the Jewish tradition, and on the historical forces– cultural, political, social, and economic – that have shaped Judaism. Our study and readingswill revolve, for the most part, around primary sources in translation.

Religion 179300. Departmental Studies StaffTwo to four credits. Offered periodically.Special subjects in religion not covered sufficiently by regular courses. Topics have included:Religious Dimensions of the Israeli-Palestinian Conflict; Karma, Rebirth and Human Destiny;Violence and Religious Terrorism, and Muslim Responses post 9/11. This course may berepeated for credit when topics change. Some topics may count toward the global and culturalstudies requirement; refer to the Academic Policies: Global and Cultural Studies Requirementsection for more information.320. Religion and Psychology JoyceTwo creditsThis half-semester course looks at religion from the basic tenets of psychology. It examines theinfluence of religious belief and practices on human behavior from the perspective of psychologicaltheories of human development. Readings will include both psychological and theologicaltexts. Same as Psychology 300: Topic: Religion and Psychology. Prerequisites: Psychology 110.321. Ethics and International Affairs SmithFour credits.The central question addressed in this course is whether or not ethically motivated action ininternational affairs is possible. Do the absence of global consensus on moral values and thelack of a world government to impose sanctions mean that nations and trans-national organizationswill engage in pursuit of political and economic interests without ethical restraints? Thefirst part of the course will deal with contrasting arguments by political theorists on the role ofmorality in international relations. The second part focuses on specific issues in contemporaryinternational relations that have moral implications - 1) new forms of international warfare; 2)international intervention inside nation states to stop genocide; 3) the protection of humanrights; 4) the legitimacy of international tribunals to punish crimes against humanity; and 5)economic justice for developing countries. Prerequisites: Junior or senior standing, and Politics andGovernment 111 or 112 or 280. Same as Politics and Government 383.322. Religion and Politics in Comparative Perspective SmithFour credits. Offered in spring 2012 and alternate years.An analysis of the interaction between religious beliefs and practices (Christian, Jewish, Islamic,Hindu, and Buddhist), with political dynamics in various countries in the 20th century. Regionalareas will include Central and South America, Sub-Saharan Africa, the Middle East, SouthernAsia, and the United States. May count toward the global and cultural studies requirement; referto the Academic Policies: Global and Cultural Studies Requirement section for more information.Same as Politics and Government 375. Prerequisite: Politics and Government 111 or 112 or 280,or Religion 221.332. Comparative Religious Ethics SmithFour credits.An outline of various moral theories and what religious faith adds to ethical reflection. Thereligious traditions covered are: Judaism, Christianity, Hinduism, Buddhism, and Islam. Thecurrent problems facing religious ethical reflection covered in the course include humansexuality, abortion, euthanasia, gender and racial justice, protection of the environment, andcapital punishment. May count toward the global and cultural studies requirement; refer to theAcademic Policies: Global and Cultural Studies Requirement section for more information.

180 Courses of Study334. Topics in Western Spirituality MockridgeFour credits.Focusing mainly on Christianity from its early days through the medieval period, this course willexplore various topics in western spirituality. Topics include various beliefs and practices, includingGnosticism, mysticism, asceticism, monasticism, pilgrimage, and eucharistic devotion. Thelives of various men and women will also be explored, including saints, heretics, anchorites andmendicants. The course has no prerequisites, but students will find it helpful to have had somebackground in medieval history and/or Christianity. Same as History 334.340. The Book of Genesis: Where It All Begins BrusinFour credits.The Hebrew Bible is ancient literature that has greatly influenced the development of Westerncivilization and its most important writers and thinkers for more than two millennia. It gave riseto three monotheistic religions: Judaism, Christianity, and Islam. This course will study Genesis,the first book of the Hebrew Bible, in depth. The approach will be primarily literary, but wewill also consider some classical and medieval commentaries. Despite the fact that modernscholars hear the voices of many different authors in the text, there is a distinctly unified themethroughout Genesis: the birth of a people and a nation with a unique understanding of its rolein history and its relationship with God. Our central concern is to appreciate the genius andmajesty of the writer(s) and the major biblical themes and ideas.342. The Ethics of Zionism BrusinFour credits.Modern Zionism has radically transformed the world of Judaism, the lives of Jews everywhere,as well as the lives of Palestinians in Israel, in the Middle East, and around the world; it has alsohad a profound and irreversible impact on the world at large. This course will explore some ofthe intellectual and experiential roots of the Zionist movement as well as its complex ethical andpolitical underpinnings. We will trace the movement’s ideological diversity as represented by thewritings of Zionist thinkers and as reflected in the fictional and documentary literature of thetime. The Zionist dream took many forms: a purely political entity, a cultural center of the Jewishpeople in the Diaspora, a Jewish state grounded in the socialist ideal, the site of a revitalizingreconnection with nature, a militant state, the fulfillment of the biblical dream of messianicredemption, among others. These competing perspectives will be examined with special emphasison the issue of the Arab population in Palestine. The role Zionist ideology played in therise of Arab nationalism and, subsequently, in the Arab-Israeli conflict, will be another themewe will explore. All the questions we address will revolve around the ethics of Zionism and itsimplementation; we will strive to treat all those involved in the Zionist enterprise, or touchedby it in any way, fairly and objectively, insofar as this is possible. May count toward the globaland cultural studies requirement; refer to the Academic Policies: Global and Cultural StudiesRequirement section for more information.442. The Problem of God in Comparative Perspective SmithFour credits. Offered in spring 2013 and alternate years.This course will explore the meaning of transcendence/God in various religious traditions, includingprimal religion, Christianity, Hinduism, Buddhism, and Taoism. It will also examine thechallenges to religious belief articulated by classic proponents of atheism in the modern Westernworld - including Hume, Feuerbach, Marx, Freud, and Darwin. It will also assess the grounds forreligious faith presented by some modern Western religious scholars, such as Wiesel, Gutierrezand Bonhoeffer, and explore through film some contemporary problems of religious faith. Sameas Philosophy 442. Prerequisites: Junior or senior standing and Philosophy 120 or Religion 221.

Religion 181450, 45l, 452. Senior Seminar SmithFour credits (450), or two credits per semester (451, 452).Readings on a major theme in religion, followed by a research paper by religion majors on atheme or author(s) that synthesizes what the student has learned over the two or three years ofconcentration in religion.541, 542. Independent Study StaffTwo to four credits.Supervised reading course with regular meetings with the professor that normally results in onesubstantial research paper or several short essays. Prerequisite: junior or senior standing.551, 552. Independent Study: Internship SmithTwo to four credits.Supervised field work, normally involving part-time employment or volunteering in local churchorganizations (for those interested in some form of ministry), or in local professional establishmentsor meetings, e.g., law, business, medicine, government (for those interested in contemporaryethical challenges in these professions). Prerequisite: junior or senior standing.Romance and Classical LanguagesProfessors Linda M. Clemente (French);Michelle A. Fuerch (Spanish);Eddie R. Lowry, Jr., (Greek and Latin);Associate Professors Dominique Poncelet (French, Chair of the Department),Geoff Guevara Geer (Spanish, on leave fall 2011);Assistant Professor Timothy P. Reed (Spanish);Post-Doctoral Fellow in Classics Vincent E. TomassoAdjunct Professor Isabel AlvarezLanguage Assistants Raphael Mickael Righetti (French),Viviana Lecchini Nantes (Spanish)Departmental Mission Statement - Romance Languages The Romance Languagesprograms develop students’ understanding of and appreciation for the world throughthe study of foreign languages and literatures, linguistics and cultural phenomena.Students gain skills that allow them to communicate with native speakers; they learncritical and theoretical approaches to texts and build cross-cultural perspectives fromwhich to evaluate global issues.Departmental Mission Statement - Classical Languages The Classical Languagesprogram develops students’ understanding of and appreciation for the world andengages them in study of cultures and languages some two or three millennia earlierthan their own. Students enter the earlier cultures with sensitivity and sympathy andinteract with them. Students gain skills in critical reading, artistic and artful language,the development and analysis of argumentation, and the evaluation of unstated assumptions.Placement in language courses is determined by high school language experience.College credit will be granted on the basis of a score of four or better on the CEEBAdvanced Placement Examinations in a second language. A score of 630 or higher onthe reading test in any foreign language offered by SAT II (currently French, German,Hebrew, Italian, Japanese, Latin, and Spanish) will fulfill the Global and CulturalStudies requirement.

182 Courses of StudyThe student who prefers an orientation toward language and linguistic study ratherthan an emphasis on literary history and analysis should refer to the descriptionsunder Foreign Languages and Linguistics.Foreign Language Retroactive Credit: Students whose high school or otherbackground permits them to enroll in a language course above 111 will, after completingthe course with a grade of B or above, receive credit for previous courses in thesequence. The maximum credit granted retroactively shall be 12 credits for any onelanguage; credit may be earned for more than one language. The credits will not carrya grade, but count towards the degree.Study Abroad: See the Off-Campus Study: Programs Abroad section of this Catalogfor information on Ripon programs in Paris, Montpellier, Madrid, Toledo, Seville,Alicante, Costa Rica and Córdoba, Argentina.Communicating Plus: Romance and Classical Languages. Events in the UnitedStates and abroad heighten questions and concerns about international understandingand about the capability of the U.S. to intervene in the internal affairs of othercountries. As a bridge toward enhancing our students’ understanding of themselvesas world citizens, our department seeks to anchor its modern language and literaturecourses within different Francophone and Hispanophone cultural perspectives. Studentsmajoring in French or Spanish thus practice extensively the four CommunicatingPlus skills areas - written communication, oral communication, critical thinking,and problem-solving - embedded within cultural contexts from the earliest levels oflanguage study. Studying a foreign language necessarily deals with all aspects of communicationand with the analysis of culture and civilization. Foreign language studentsare expected to acquire language skills through a rich variety of activities - from rotememorization to autonomous production of dialogues, skits, and plays to the writingof creative and analytical papers. At the fifth- and sixth-semester levels and beyond, studentsstudy literature, history, and culture using authentic documents (written, visual,and audio) in the target language. Learning a foreign language thus provides studentswith opportunities to think and communicate differently. Studying and analyzing howlanguage functions from linguistic and cultural points of view helps students improvetheir communication and thinking skills in their native language. We encourage ourstudents to consider their foreign language major or minor as complementary to asecond major in another area.Requirements for a major in French: Thirty-two credits in course work beyondFrench 222 including French 307 and 308; Linguistics 332; and at least three ofthe French courses 300, 310, 315, 322, 323, 324, 327, 328, 329, 332, 351, 362, 365,373, 420, 431, 442, 541, and 542, one of which must be taken during the senior yearalong with one credit minimum of 461 and 462. All majors are required to study in aFrancophone country for a semester in an approved program; they should consult withtheir advisor before departure about possible courses of study. Courses taken abroadmay fulfill part of this requirement contingent upon approval by student’s advisor inFrench.Those seeking teacher certification must complete 32 credits in course work beyondFrench 211 including French 307 and 308, and Linguistics 332. An approved studyabroad program is required. French 402 also is required, but no credit is given towardthe major.Requirements for a minor in French: Twenty credits beyond 211 including 307and 308. Though not required, at least one semester abroad in France is strongly

Romance and Classical Languages 183recommended. Up to ten credits of approved course work completed in France may beapplied toward the French minor.Those seeking teacher certification must complete 20 credits in course work beyondFrench 211 including French 307 and 308, and Linguistics 332. An approved studyabroad program is required. French 402 also is required, but no credit is given towardthe minor.Requirements for a major in Spanish: Thirty-two credits in course work beyondSpanish 222 including Spanish 320; Linguistics 332; at least two courses from thefollowing offerings: 321, 322, 331, or 332; and at least three courses from the 300, 400,or 500 levels. Courses taken abroad may fulfill part of this requirement contingentupon approval by student’s advisor in Spanish. Majors are required to take a course atthe 400 level their senior year. Students primarily interested in the linguistic aspectsof Spanish, such as its history, phonology, and dialectology should consult a professorfrom the Spanish program for information on appropriate courses offered in theRipon Academic Year Abroad (RAYA) in Madrid, the University of Minnesota Toledoprogram, the CC-CS program in Seville (Spain), Alicante (Spain), Cuba or Córdoba(Argentina), or the ACM Costa Rica program (designed primarily for field research).All majors are required to study abroad for at least a semester in an approved program.Majors should consider taking courses in Art History, History, Politics and Government,Anthropology, and Latin American Studies.Those seeking teacher licensure must complete 32 credits in course work beyondSpanish 211 including Spanish 320 and Linguistics 332. An approved study abroadprogram is required. Spanish 402 is also required but no credit is given toward themajor.Requirements for a minor in Spanish: Twenty credits in Spanish beyond 211including 320 and at least one course from the following offerings: Spanish 321, 322,331, or 332. At least one semester of study in a Spanish-speaking country is highlyrecommended. Students who choose to study abroad may substitute 10 credits of approvedcourse work for classes above 320.Those seeking teacher licensure must complete 20 credits in course work beyondSpanish 211 including Spanish 320 and Linguistics 332. An approved study abroadprogram is required. Spanish 402 is also required but no credit is given toward theminor.Requirements for a minor in Latin: Twenty credits in course work distributed asfollows. Twelve hours in Latin language and literature including Latin 212 and eightadditional hours above the intermediate level; History 214 or Linguistics 332; andClassics 220, 250, or 260. Students whose secondary school Latin qualifies them forplacement in Latin 320 as a first college course must, in consultation with the departmentchair, select another four-credit course complementary to the Latin minor as asubstitute for Latin 212.Requirements for a minor in Classical Studies: Twenty-two credits in course workdistributed as follows: History 214 or 281; four credits of Greek or Latin at the 112 orhigher level; one course selected from Anthropology 214, Communication 326, FineArts 171, Theatre 231, Religion 121 or 122, Linguistics 332; two courses in ClassicalStudies; and two credits of Classical Studies 430 for a synoptic writing project.Students who desire a major centered upon the classical languages or the ancientworld may define such a course of study according to their needs and interests underthe college’s option for self-designed majors described in the Academic Policies sectionof this catalog.

184 Courses of StudyThe Foreign Languages Major is intended for the student who prefers an orientationtoward language and linguistic study rather than literary history and analysis.Comprised of the study of three languages of the student’s choosing, it is described inthe Courses of Study (Foreign Languages) section of this catalog.Classical StudiesClassical Studies courses require no prior study of Latin or Greek, and all primarytexts are read in English translation.Dual-numbered courses offer qualified students an opportunity for study of thecourse topic in greater depth and breadth. In selecting the higher-level course a studentwill follow the basic syllabus but will enlarge it with supplementary readings leadingto occasional essays and class presentations. The higher-level option is recommendedfor students who have already had courses in Latin, Greek, or Classical Studies, andespecially for those students undertaking a major or minor in the field.110/310. Foundations of the Western World LowryFour credits.A chronological study of the art, literature, religion, and statecraft of the civilizations thatformed Western culture and values: Mesopotamia, Egypt, Israel, Greece, and Rome. May counttoward the global and cultural studies requirement; refer to the Academic Policies: Global andCultural Studies Requirement section for more information.220/420. Mythology LowryFour credits.An introduction to the principal myths of the Greeks and Romans, approaches to their interpretation,and their influence on the art and literature of the Western world. Some treatment ofmyths from the Ancient Near East for comparative purposes.250/450. Rome’s Rise to World Power LowryFour credits.A survey of the history, literature, art, and architecture of Rome from the beginnings to thesecond century C.E. May count toward the global and cultural studies requirement; refer to theAcademic Policies: Global and Cultural Studies Requirement section for more information.260. Etymology LowryFour credits.A study of Greek and Latin elements in the English language designed to improve stu dents’abilities to comprehend derivatives from the classical languages in bioscientific writings andtraditional literature.300. Departmental Studies in the Classics LowryOne to four credits. Offered on demand.Special subjects in classical studies not covered by regular courses. Topics have included: RomanCoins and Roman Emperors; Classical Epic. This course may be repeated for credit when topicschange. Some topics may count toward the global and cultural studies requirement; refer to theAcademic Policies: Global and Cultural Studies Requirement section for more information.

Romance and Classical Languages 185430. Variable Topic Seminar LowryTwo to four credits. Offered on demand.Thorough study of a topic in classical studies with a substantial amount of independent writingand research.540. Independent Study LowryTwo to four credits.Supervised research on topics in classical studies. Prerequisites: Junior or senior standing andconsent of the department chair.French111. Elementary French I ClementeFour credits.Elements of grammar, composition, oral communication, and reading within cultural frameworks.Companion website and conversation groups with the French Language Assistant supplementin-class learning. Conducted in French.112. Elementary French II ClementeFour credits.Continued introduction to elements of grammar, composition, oral communication, and readingwithin cultural frameworks. This course begins where French 111 finishes in the fall. Companionwebsite and conversation groups with the French Language Assistant supplement in-classlearning. Conducted in French. May count toward the global and cultural studies requirement;refer to the Academic Policies: Global and Cultural Studies Requirement section for more information.Prerequisite: French 111 or permission of the instructor.211. Intermediate French I PonceletFour credits.Extensive work in grammar, conversation, and composition while studying aspects of contemporarylife in a French-speaking world. May count toward the global and cultural studies requirement;refer to the Academic Policies: Global and Cultural Studies Requirement section for moreinformation. Prerequisite: French 112 or permission of the instructor.222. Intermediate French II PonceletFour credits.Special emphasis on building reading skills and expanding vocabulary for better written andoral communication. May count toward the global and cultural studies requirement; refer tothe Academic Policies: Global and Cultural Studies Requirement section for more information.Prerequisite: French 211 or permission of the instructor.300. Departmental Studies in French StaffOne to four credits.Special subjects in French not covered by regular courses. This course may be repeated for creditwhen topics change. Some topics may count toward the global and cultural studies requirement;refer to the Academic Policies: Global and Cultural Studies Requirement section for more information.Prerequisite: French 307 or 308.

186 Courses of Study307. Advanced Composition and Conversation Clemente/PonceletFour credits.Emphasis on refining students’ writing and speaking skills in French through discussions andcompositions on a variety of political, social, and literary topics. Advanced grammar exercisesand systematic vocabulary acquisition are based on a variety of texts, both literary and non-literary.Prerequisite: French 222 or permission of the instructor.308. Introduction to French and Francophone Literature Clemente/PonceletFour credits.Introduction to literature and advanced training in written and spoken French. An emphasison in-depth reading and literary analysis of texts from different genres that may include poetry,short story, novel, theatre, film. Special emphasis is placed on interpretation. Readings, discussions,written work and examinations in French. Prerequisite: French 307 or the consent of theinstructor.310. Research Project in Guadeloupe ClementeThree credits. A Maymester course. Offered as funding permits.Student research projects conducted in Guadeloupe. Formal instruction in French andexcursions throughout the island included; home stays with families in the Sainte-Anne area.Students will meet during spring semester in Ripon for an introduction to the island throughliterature, discussion, lectures, slide presentations and research on the internet. Students willdefine a specific photo-essay project to conduct during a two-week stay in Guadeloupe. Projectswill vary according to a student’s background and interest. Possible topics include a study ofadvertising, tourism, flora, women’s roles, housing. Students will keep a journal and submit italong with their project reports after their return to the United States. Prerequisites: A solid knowledgeof French (beyond the 222 level) and permission of instructor.315. French Theatre Workshop PonceletFour credits. Offered on sufficient demand.Introduction to the basics of acting through dramatic readings in French, exercises in speechand corporal expression, and written analyses of the works studied. Final project is the preparationand performance of a French play. Prerequisite: French 307 or its equivalent or recommendationof the instructor.317. French Theatre Workshop PonceletOne or two credits.Same as French 315 but designed for the student who wants to repeat the theatre expe rience.Prerequisite: French 315 or recommendation of the instructor.322. Business French Clemente/PonceletFour credits.Covers general economic concepts as they relate to the modern business world. Students learncurrent commercial vocabulary regarding money, publicity, office and telephone etiquette, buyingand selling, customs, and banking, and then apply these concepts to a simulated business ina Francophone country. Prerequisite: French 307 or consent of the instructor.323. Literature and Louis XIV ClementeFour credits.Selected readings from the literature of the 17th century with attention to the representationand critique of the cultural and political milieu in which the works were written. Emphasis on

Romance and Classical Languages 187the theatre of Corneille, Molière, and Racine. All readings, discussion, and written work inFrench. Prerequisite: French 307 or consent of the instructor.324. La Mise en Question PonceletFour credits.Introduction to the thought and literature of 18th-century France. Emphasis will be placed onsocial and political criticism as well as on the evolving narrative structure as it reflects the revolutionarymood in 18th-century France. All readings, discussion, and written work in French.Prerequisite: French 307 or permission of the instructor.327. French and Francophone Poetry PonceletFour credits.Introduction to the reading and analysis of selected works of French poets from the MiddleAges to the present. Emphasis on textual explication. Prerequisite: French 307 or permission of theinstructor.328. Genre Studies: The Novel ClementeFour credits.Significant developments in the novel form from its roots in the medieval roman courtois throughand including the 20th-century nouveau roman. Emphasis on textual explication and literaryanalysis. Lectures and student presentations. Prerequisite: French 307 or permission of the instructor.329. Contemporary French Issues PonceletFour credits.Examines and debates social, cultural and political issues in contemporary France and theFrancophone world. Students pursue research in the media (magazines, newspaper articles, TVnews, internet) and select issues they wish to study more in depth through oral presentationsand written work. Prerequisite: French 307 or permission of the instructor.332. French and Francophone Film PonceletFour credits.Introduction to the specificity of films produced in France and in the French-speaking world,mainly Francophone Africa and the Caribbean. Films from different time periods will be examinedfrom various perspectives: narrative differences in films from Europe, Africa and NorthAmerica; the role of the film industry; the challenges of adapting literature to cinema; the importanceof cinema in the building of a cultural and/or national identity, chiefly in postcolonialAfrica; how films address social and political problems and reflect the structure and values of aparticular society. May be taught in English. May count toward the global and cultural studiesrequirement; refer to the Academic Policies: Global and Cultural Studies Requirement sectionfor more information.351. Fairy Tales ClementeFour credits.Survey of French folk tales (Charles Perrault) and aristocratic tales (Mme d’Aulnoy) writtendown for the first time in the 1690s. “Once upon a time” puts everyone in a receptive mood,and along with “Fractured Fairy Tales” and a Harry Potter fantasy, these stories convey thedreams and fears of their times. Students will apply selected literary theories to explore thesetales more in depth. Readings, discussions, papers in French with some consideration of storyvariants in English. Prerequisite: French 308 or permission of the instructor.

188 Courses of Study362. L’écriture féminine ClementeFour credits.Literary depictions of women by women from the Middle Ages to the 20th century, from Canadato France to North and West Africa. The theme of love ties these disparate portraits together.The question, however, is not so much one of romance as it is a tableau of different societies andtheir cultural and historical particularities that influence human behavior. Prerequisite: French308 or permission of the instructor.365. Les écrivains engagés PonceletFour credits.Examines how French and Francophone writers involved themselves in the social, political andcultural debates of their times, personally and/or through their literary productions. The coursefocuses on past and present issues such as: the death penalty (Hugo), women’s equality (Beauvoir,Maalouf), modern architecture (Barthes), the Second World War (General de Gaulle), immigration(Begag, Charef), etc. Prerequisite: Literature course beyond French 322 strongly recommended.373. La critique littéraire: théorie et pratique Clemente/PonceletFour credits.Introduction to different theories of literary critique used in France and in the Francophoneworld, including but not limited to structuralism, semiotics, feminism, post-colonialism, psychoanalyticalinterpretation, and deconstruction. Theoretical texts as well as literary texts will beread and discussed in class. Prerequisite: French 308 or literature course beyond French 322 stronglyrecommended.402. The Teaching of Modern Languages StaffTwo to four credits. Offered spring 2013 and alternate years.Exploration of the most recent theories about foreign language methodology and acquisitionwith practical applications for use in the classroom. This course is designed for prospectiveteachers of French, German, or Spanish and does not count toward the major. Lectures, readings,and demonstration teaching. Open to second-semester juniors and seniors. Same as Spanish402 and German 402. Taught in English. Prerequisites or Corequisites: Education 250 and 344 orpermission of the instructor.420. Studies in French Culture and Literature StaffFour credits.Intensive study of various topics in French literature. The course may be repeated for creditwhen the title and content change. Possible titles: Novel and Film, French and FrancophoneAutobiography, Surrealism, Literature and the Visual Arts. Prerequisite: Permission of the instructor.431. Medieval French Literature ClementeFour credits.Introduction to the earliest literature written in Old French across the twelfth century, fromits beginnings with the epic, La Chanson de Roland, to courtly love and early precursors of themodern novel. All readings in modern French. Prerequisite: Course above 322 or permission of theinstructor.

Romance and Classical Languages 189442. Beur Literature ClementeFour credits.Window into life in the shanty towns and with the concrete high rises that later replaced themin Parisian suburbs or the banlieues. This course studies novels and film by second-generationNorth African immigrants and their individual responses to daily life as they “migrate” betweenthe secular culture of France and the Muslim and Islamic traditions their parents and “home”countries embody. Prerequisite: French 308 or literature course beyond 322 required.461, 462. Senior Seminar Clemente/PonceletOne to two credits each semester. Open only to senior majors.In-depth study of a French or Francophone author, genre, literary topic, or cultural issue alongwith independent research on pertinent criticism, making full use of bibliographic databases.Students will also refine and apply their knowledge of at least one major theory of literarycritique. First semester: students define their topic and critical focus, engage in extensive readingabout their topic, and hone their research skills, working collaboratively with their professor.Second semester: they distill their research into a major paper. Students on an off-campus programtheir senior year must consult with the Department prior to their departure.541, 542. Independent Study StaffOne to four credits each semester.Supervised research in special topics, authors, and periods in French literature. The coursemay not be used as a substitute for any course in French literature or civilization offered by thedepartment. Prerequisites: Junior or senior standing, at least 12 credits of junior or senior French courses,and consent of the department chair.Greek111-112. Elementary Greek LowryFour credits each semester. Offered on demand.Development of a foundation for reading classical Greek. Greek 112 may count toward theglobal and cultural studies requirement; refer to the Academic Policies: Global and CulturalStudies Requirement section for more information.211-212. Intermediate Greek LowryFour credits each semester. Offered on demand.Readings from Greek prose and poetry chosen for their literary merit and value in developingreading skills. May count toward the global and cultural studies requirement; refer to theAcademic Policies: Global and Cultural Studies Requirement section for more information.Prerequisite: Greek 112.320. Readings in Greek Literature LowryFour credits.Advanced readings organized by theme, author, or genre. Repeatable when subtitle and contentchange. Prerequisite: Greek 212.430. Variable Topic Seminar LowryFour credits. Offered on demand.Thorough study of an author or genre with a substantial amount of independent study andresearch.

190 Courses of StudyLatin111-112. Elementary Latin LowryFour credits each semester.Development of a foundation for reading classical Latin. Special attention is given to the Latinelement in English vocabulary and to Latin grammar in relation to the structure of English.Latin 112 may count toward the global and cultural studies requirement; refer to the AcademicPolicies: Global and Cultural Studies Requirement section for more information.211-212. Intermediate Latin LowryFour credits each semester.Systematic review of grammar; exercises in vocabulary development; readings from adapted andauthentic Latin texts chosen for their insights into Latin literature and Roman civilization. Maycount toward the global and cultural studies requirement; refer to the Academic Policies: Globaland Cultural Studies Requirement section for more information. Prerequisite: Latin 112 or theequivalent.320. Readings in Latin Literature LowryFour credits. Offered on demand.Advanced readings in a particular author or genre (epic, drama, history, philosophy). Repeatablewhen subtitle and content change. Prerequisite: Latin 212, the equivalent in secondary school, orpermission of the instructor.430. Variable Topic Seminar LowryFour credits. Offered on demand.Thorough study of a period, author, genre, or topic in linguistics with a substantial amount ofindependent writing and research.540. Independent Study LowryTwo to four credits each semester.Supervised research on topics from Latin literature. Prerequisites: Junior or senior standing andconsent of the department chair.Portuguese301. Intensive Beginning Portuguese FuerchFour credits. Offered on demand.An intermediate level class for students fluent in another Romance language. Elements of grammarand pronunciation are stressed, with extensive work in conversation, reading, and writing.Conducted in Portuguese. Prerequisite: Consent of the instructor.302. Intermediate Portuguese FuerchThree credits.Directed readings in Portuguese. Extensive use of literary and nonliterary texts. All classes conductedin Portuguese. Prerequisite: Portuguese 301.

Romance and Classical Languages 191Spanish110. Sex, Lies and Stereotypes Through Spanish Film FuerchFour credits.Conducted in English. This course emphasizes historical, political, social, and cultural contextsas revealed in contemporary Spanish-speaking films (with English subtitles) produced by prominentdirectors. The objective is to raise awareness of gender, socio-political issues, and historicalaspects pertaining to Spanish and Latin American identity and culture. Themes analyzedinclude immigrant issues, social injustice and oppression, and gender stereotypes as portrayed infilm. No previous knowledge of Spanish language, history or culture is necessary. Same as InterdisciplinaryStudies 110. May count toward the global and cultural studies requirement; refer tothe Academic Policies: Global and Cultural Studies Requirement section for more information.111. Elementary Spanish I StaffFour credits.The elements of grammar, oral communication, pronunciation, and reading. Emphasis onspeaking. Conducted in Spanish.112. Elementary Spanish II StaffFour credits.The second half of Spanish 111-112 with continued introduction to elements of grammar, composition,oral communication, and reading. Topics/vocabulary depend upon textbook adopted.This course begins where Spanish 111 finishes in the fall. Conducted in Spanish. May counttoward the global and cultural studies requirement; refer to the Academic Policies: Global andCultural Studies Requirement section for more information. Prerequisite: Spanish 111 or permissionof the instructor.211. Intermediate Spanish StaffFour credits each semester.Extensive work in conversation, reading, and writing; introduction to Hispanic literature, cultureand civilization. Conducted in Spanish. May count toward the global and cultural studiesrequirement; refer to the Academic Policies: Global and Cultural Studies Requirement sectionfor more information. Prerequisite: Spanish 112 or permission of the instructor.222. El mundo hispano StaffFour credits.Emphasis on speaking and improving reading skills with grammar review and developing writingskills. Cultural units include the contemporary Hispanic world as well as global issues of stronghuman interest (women in society, human rights, cultural differences, etc.). May count towardthe global and cultural studies requirement; refer to the Academic Policies: Global and CulturalStudies Requirement section for more information. Prerequisite: Spanish 211 or permission of theinstructor.300. Spanish Departmental Studies StaffOne to four credits. Offered on demand.Special subjects in Spanish not covered by regular courses. Topics are announced as coursesare offered. This course may be repeated for credit when topics change. Some topics may counttoward the Global and Cultural Studies requirement. Prerequisite: Spanish 222 or consent of theinstructor.

192 Courses of Study308. Civilizaciones hispanas StaffFour credits. Offered on demand.Exploration of Spain and Spanish American civilizations through the analysis of art, literature,history, and film from both Spain and Latin America. Conducted in Spanish. Prerequisite: Spanish222 or consent of the instructor.309. Spanish for Business StaffFour credits. Offered on demand.Designed for students who are interested in studying Spanish in the context of activities relatedto business and finance. As emphasis is on specialized and technical vocabulary necessary tofunction in many areas of the business world, students are expected to have a solid workingknowledge of Spanish grammar. Prerequisite: Spanish 320 is strongly advised or consent of the instructor.310. Maymester in Spain FuerchTwo to four variable credits.A Multi-Cultural Historical Explorations Experience in Benicasim, Spain.This course will give students an intensive experience in Spanish contemporary culture, languageimmersion, and an introduction to the study of Spain’s tripartite historical legacy. Students willvisit several historical and cultural sights within a day’s journey from Benicasim in an area ofSpain not heavily frequented by tourists. Destinations include Sagunto, Peñiscola, Morelia, Vald’Uxo, Castellón, Monte Cristina, Valencia and Barcelona. Students will read, study and learnabout the history of the region prior to departure, will review and practice conversational skills,and will design an individual research project based on individual background and interest. Possibleprojects: a study of regional art, music, theater, dance, architecture, flora, linguistic variations,economic issues of the Huerta or a literary figure. Prerequisite: A minimum of three semestersof Spanish is required or consent of instructor.315. Hispanic Theatre Workshop Fuerch/ReedFour credits.Introduction to the basics of acting through dramatic readings in Spanish, exercises in speechand corporal expression, and written analyses of the works studied. Final project is the preparationand performance of a Hispanic play or short one-act plays. Required trip for performance.Prerequisite: Spanish 222 or recommendation of the instructor.317. Hispanic Theatre Workshop Fuerch/ReedOne or two credits.Same as Spanish 315 but designed for the student who wants to repeat the theatre ex perience.Possibilities include: acting, student directing, stage managing, etc. Prerequisite: Spanish 315 orrecommendation of the instructor.320. Advanced Spanish: Composition StaffFour credits.Intensive practice in reading and writing. Also development of vocabulary, perfection of advancedgrammar, and presentation of oral discussion topics in preparation for survey courses.Current topics from Peninsular and Latin American writings (short stories, selections from novels,journals, newspapers, etc.). Conducted in Spanish. Prerequisite: Spanish 222 or the equivalent.

Romance and Classical Languages 193321-322. Voces españolas I & II Fuerch/ReedFour credits.Survey of Spanish Peninsular Literature from the early jarchas (love poems of the 10th century)and epic poetry, the pre-modern period with emphasis on Golden Age literature to the 21stcentury. All genres are included. Class readings, discussions and assignments are all conductedentirely in Spanish. Prerequisite: Spanish 320.331-332. Voces hispanoamericanas I & II Guevara GeerFour credits.Literary history of Spanish-America from the Colonial period to 19th century, introduction to20th-century Spanish-American modernismo, and the writers of the “Boom” and “Post-Boom”eras. Class readings, discussions and assignments are conducted entirely in Spanish. Prerequisite:Spanish 320.402. The Teaching of Modern Languages StaffTwo to four credits. Offered spring 2013 and alternate years.Exploration of the most recent theories about foreign language methodology and acquisitionwith practical applications for use in the classroom. This course is designed for prospectiveteachers of French, German, or Spanish and does not count toward the major. Lectures, readings,and demonstration teaching. Open to second-semester juniors and seniors. Same as French402 and German 402. Taught in English. Prerequisites or Corequisites: Education 250 and 344 orpermission of the instructor.410. El cuento hispanoamericano Guevara GeerFour credits.Fosters the appreciation of a genre of major importance in Spanish America: the short story.We will study its history and consolidation as a literary genre in Spanish. While reading somemasterly examples, we will elaborate a rough esthetics and poetics of the Spanish AmericanShort Story. After this course, each student will recognize many of the grand writers of SpanishAmerica and - since their contributions have been so decisive - will be enabled to appreciatetrends in world literature and world thought. Lectures in Spanish. Prerequisite: Literature coursebeyond Spanish 320.415. La ficción de García Márquez Guevara GeerFour credits.Examination of the work of Gabriel García Márquez, with a focus on his fiction. We willconsider the issues of author-centered study, his influences to and fro, filmic adaptations of hiswriting, his critical reception, his association with magical realism and el boom, the politics of hisart, the breakthroughs of Cien años de soledad, and the aesthetics of his writing in general. Assessmentwill include exams, presentations, oral contributions to class sessions, and the preparationof a conference-style paper. Conducted in Spanish. Prerequisite: Spanish 321, 322, 331, or 332 (anycourse from the Voces sequence) or consent of the instructor.420. El realismo mágico y otros realismos excéntricos Guevara GeerFour credits.Examines some Spanish American reactions to realism, with special emphasis on so-called“magical realism.” Taking the realism of the 19th century as a point of departure, we study howits conventions have been stretched, adapted and undone in Spanish American literature of the20th century. We study related literary phenomena, like the mythic, the surreal and science fiction.Ours will be a critical approach to this phenomenon, since the use and abuse of the term

194 Courses of Studyhas lit heated debates among many readers, critics and writers. Is it a quaint nod in the directionof less reasonable cultures . . . or is it a viable mode of thought, an alternative to dominatingconventions? Each student should leave the course with an appreciation for texts that advanceother realisms, of their literary-cultural contexts, and some ideas about how these conventionsare, or are not, representative of Spanish America. Prerequisite: Literature course beyond Spanish320.425. Cuba: Su revolución y sus artes Guevara GeerFour credits.Examination of the complex dynamics between the arts - literature, film, music, theatre, andthe plastic arts - and the Cuban Revolution. After historicizing the Revolution and its promisefor Latin America, we will consider art, policy, and history to ask the following questions: Howdo socialist liberation and artistic liberation work together? When does writing for a revolutionbecome programmatic or censored? Can socialist poetics build a better human being, a moreethical citizen? Can dissident art resist oppressive solidarity? Assessment will include exams,presentations, oral contributions to class sessions, and the preparation of a conference-stylepaper. Conducted in Spanish. Prerequisite: Spanish 321, 322, 331, or 332 (any course from the Vocessequence) or consent of the instructor.430. Women in Spanish Medieval and Renaissance Literature FuerchFour credits.Major literary works of pre-modern Spain; social and historical background. Focus on premodernmisogynist and feminist literature. Class readings, discussions and assignments are allconducted entirely in Spanish. Same as Women’s and Gender Studies 430. Prerequisite: Spanish321 or consent of the instructor.435. Julio Cortázar y sus perseguidores Guevara GeerFour credits. Offered spring 2011-12.Examination of the fictional work of Julio Cortázar and those who follow him. We consider theissues of author-centered study, Cortázar’s influences, the open promise of modernism acrossthe arts, productive problems with gender and genre, his critical reception, his knotty Euro-Latin lifestyle, the politics of his prose, the innovations of Rayuela, and his legacy. The courseconcludes with a series of readings from men and women working to and through his tradition.Assessment will include exams, presentations, oral contributions to class sessions, and the preparationof a conference-style paper. Conducted in Spanish. Prerequisite: Spanish 321, 322, 331, or332 (any course from the Voces sequence) or consent of the instructor.440. Cervantes: Don Quijote FuerchFour credits.An intensive analysis of Cervantes’ masterpiece from several critical perspectives. Seminarformat. Conducted in Spanish. May count toward the global and cultural studies requirement;refer to the Academic Policies: Global and Cultural Studies Requirement section for more information.Prerequisite: Spanish 321 or consent of the instructor.450. Variable Topic Seminar StaffFour credits. Offered on demand.Thorough study of a period, writer, or topic in criticism, literature, or linguistics, with a substantialamount of independent writing and research. May be taken three times for credit as longas a different topic is selected. Prerequisite: Literature course beyond Spanish 320 or consent of theinstructor.

Romance and Classical Languages 195455. 19th- and 20th-Century Peninsular Literature ReedFour credits.Overview of the literature of 19th- and 20th-Century Spain through the study of unabridgedworks. Literary movements include Neoclassicism, Romanticism, Realism, Naturalism, theGeneration of ‘98, the Generation of ‘27, the Post-War Novel, and the post-Franco era. Activitiesinclude exams, oral presentations, critiques of peer-reviewed articles, participation and the compositionand presentation of a conference-length final paper. Conducted in Spanish. Prerequisite:Literature course beyond Spanish 320 or consent of the instructor.460. The Theme of Islam in Spanish Literature FuerchFour credits. Offered on demand.An intensive analysis of the seven centuries of Islamic presence in Spanish history as portrayedin diverse literary genres from the Middle Ages to the 20th century. Conducted in Spanish.Prerequisite: Spanish 321 or consent of the instructor.465. Literature and Film of the Spanish Civil War ReedFour credits.Examination of a variety of literary works, plays, historical documents, paintings, and filmsrelated to the Spanish Civil War (1936-1939). Assessment includes exams, oral presentations,critiques of peer-reviewed articles, participation, and the composition and presentation of aconference-length final paper. Conducted in Spanish. Prerequisite: Literature course beyond Spanish320 or consent of the instructor.470. Post-Franco, Post-Modern: Reedthe Literature of Democratic SpainFour credits.Examination of the literary production of Spain from the fall of the dictatorship (1975) to thepresent. Themes and genres studied include meta-fiction, feminism, post-modernity, generation“X”, historical novels and mass culture. Conducted in Spanish. Prerequisite: Literature coursebeyond Spanish 320 or consent of the instructor.541, 542. Independent Study StaffOne to four credits each semester.Supervised research in special topics, authors, and periods in Spanish and Spanish-Americanliterature. The course may not be used as a substitute for any course in Spanish literature or civilizationoffered by the department. Prerequisites: Junior or senior standing, at least 12 credits of junioror senior Spanish courses, and consent of the department chair.551, 552. Internship StaffTwo to eight credits.Supervised work off-campus in a Spanish-speaking country or with a Spanish-speaking U.S.agency or community, including an individually designed written research paper or report onthe project as approved by the professor. Prerequisites: Consent of the instructor and department chair.

196 Courses of StudySociologyAssociate Professor Jacqueline Clark (Chair);Assistant Professor Marc A. EatonDepartmental Mission Statement The mission of the Ripon College Sociology Departmentis to help students learn to think sociologically so that they may understand,interpret, and analyze the social world. To this end, the department seeks to:• Prepare students to think critically about societal issues and problems.• Prepare students to understand basic and applied research in the discipline.• Prepare students to conduct their own sociological research.• Prepare and encourage students to share and use their sociological knowledge intheir everyday lives.Communicating Plus: Sociology. All sociology courses emphasize the applicationof sociological concepts and knowledge to case examples and practical problems facedby society, through both written and oral communication. What is most importantto gain from courses in sociology is a distinctive way of interpreting the world aroundus, that is, an understanding of how we may understand the reality of our social worldin sociological terms that are often unfamiliar. This emphasis on the conceptual willprovide the most enduring form of education, preparing students to assume their rolesas citizens in a humane society, able to critically analyze the causes of problems weface, and to take an active role in discovering and working toward their solution. Allsociology courses incorporate learning and teaching strategies to further achievementof these educational goals.Requirements for a major in sociology: Sociology 110, 315, 401, 402 and sixteenother credits in sociology, eight of which must be at the 300 level or above. Mathematics120 is a corequisite for Sociology 401, but is not part of the sociology major.Requirements for a minor in sociology: Sociology 110 and 16 other credits in sociologyto be selected in consultation with the sociology advisor.Broad Field Social Studies Teacher Licensure Options - Students seeking licensureat the Early Adolescence/Adolescence (Grades 6-12) levels in the social sciencedisciplines (Economics, History, Politics and Government, Psychology, and Sociology)may choose one of the options listed below to add endorsements in fields outside theirmajor. Students may complete a minor in a discipline outside the social sciences orthe broad field licensure program outlined below. Broad field licensure prepares teachersto teach in general social studies classes in grades 6-9. They will also be licensed toteach the specific discipline of their two concentrations at the high school level. Giventhe very difficult job market for social studies teachers, students should consider oneof these options to strengthen their employment options.Option 1 – Major/Minor Program - The first option open to student majoring ina social studies discipline is to complete a minor or a second major in another socialstudies discipline or a subject outside the social sciences. Recent examples of programsdesigned on this model are a history major with and English minor and a politics andgovernment major with an English minor. In this case, the student would studentteach and be fully licensed to teach both subjects.

Sociology 197Option 2 – Social Studies Major with Broad Field Social Studies Licensure - As partof their program of study, students must complete the following:1. A major in a social science discipline (Economics, History, Politics and Government,Psychology, or Sociology),2. Concentrations, as defined in the chart below, in two other social science disciplines,only one of which may be in history. Note: students majoring in history musttake their concentrations outside that discipline.EconomicsECO 211 and 212One 300-level course otherthan 313Politics and GovernmentPOL 112, 220One 300-level courseUS History2 of the following 5 historyclasses: 241, 242, 262,263, or 264One 300-level coursePsychologyPSY 110Two 200-level topicscoursesWorld HistoryHIS 281 and 2822 area studies courses; oneat the 200 level, one at the300 level, selected with aHistory advisorSociologySOC 110One 200-level courseOne 300-level course3. At least one course in each of the following disciplines: Economics, History, Politicsand Government, Psychology, and Sociology.4. One of the courses that address geography as a factor that influences human interactionsand society from the following list: History 281, History 282, Economics 332 or361, or Politics and Government 112. This course may also count toward fulfillmentof criteria 1-3.Students are encouraged to extend the breadth of their social science backgroundby also taking courses in anthropology, global studies, Latin American and Caribbeanstudies, and religion.Designed for first-year students and open to upper-class students.110. Introduction to Sociological Imagination Clark/EatonFour credits.This course introduces students to the discipline of sociology. Theories and methods used in sociologyare introduced, as well as the concepts of culture, socialization, social institutions, amongothers. Social problems related to race, class, gender, and deviance are also considered.204. Sociology of Jobs and Work ClarkFour credits.Examines the field of sociology through the study of work and occupations. Topics covered willinclude the social evolution of work, the various types of work and the social meanings attachedto them, inequality in the workplace, and the future of work.

198 Courses of Study205. Sociology of Deviance EatonFour credits.This course considers definitions, causes and theories of deviant behavior in the framework ofsocial norms and institutions. Included is the examination of human agency and the collectiveaction in protesting, supporting and defining deviance.210. Special Topics Clark/EatonTwo to four credits.Special topics in sociology not covered by regular courses. Topics are announces as courses areoffered. Examples include: Consumer Culture. This course may be repeated for credit when topicschange. No previous experience with sociology is expected for these courses.215. Sexualities StaffFour creditsCovered in this course are the fundamental concepts and theories of human sexuality. Topics ofconsideration include: gendered sexuality, emotion of sexuality, interpersonal attraction, sexualrelations, the biology of sex, heterosexism, LGBTQ relationships, sexual development, societalregulation of sex and the stratification of sexuality. Prerequisite: Sociology 110.Open to sophomores, juniors, and seniors.300. Special Topics Clark/EatonTwo to four credits.Special topics in sociology not covered by regular courses. Topics are announced as courses areoffered. Examples include: Culture and Society; Visual Sociology; and Illness Narratives. Thiscourse may be repeated for credit when topics change. Prerequisite: 12 other credits in Sociology.302. Sociology of Health and Medicine ClarkFour credits.Focuses on the institution of medicine in contemporary industrial society. Topics includesocietal and individual views of disease, social epidemiology, the medical professions, health caredelivery systems, health policy, and ethical issues in health care. Prerequisite: Sociology 110, plusfour or more other credits in Sociology.303. Death, Dying, and Bereavement ClarkFour credits.Examines the sociological perspective on the death and dying process. Topics include anticipatorymourning, the death and dying process, social meanings of death, medical responses toterminally ill patients, as well as theoretical and methodical issues related to the studying ofdeath and dying. Prerequisite: Sociology 110.304. Sociology of Inequality ClarkFour credits.Focuses on inequalities of class, race, and gender in American society. Topics include the relationshipof social inequality to social class and life chances, the social construction of race andgender, how ideas about race and gender have been and continue to be used to justify unequaltreatment, and the consequences this has for people’s everyday lives. Prerequisite: Sociology 110.

Sociology 199305. Self & Society EatonFour creditsThis course focuses on theories and subjects of social psychology. Specific consideration is givento the individual in a social context. Major topics include: symbolic interactionism, people assymbol makers, significance of the self, role taking and role making, the significance of socialreality, communication, and social movements. Prerequisite: Sociology 110 or Psychology 110, plusfour or more other credits in Sociology.306. Criminology ClarkFour credits.This course examines the problem of crime in American society, focusing attention on howcrime is defined and measured, patterns of criminal behavior, theories of crime causation, andcrime policy. It also examines the criminal justice system, focusing on ethical issues related to it,how they are currently dealt with, and how they could be addressed better in the future. Prerequisite:Sociology 110, plus four or more other credits in Sociology.307. Sociology of Body StaffFour credits.This course will examine the concept of body and body image from a sociological perspective.Specific attention will be given to the gendered body. Sociological and Gender Studies theorieswill be employed to understand a variety of related issues, such as: physical appearance, health,sexuality, the role of gender, development of body image and deviance through body. Examinationof contemporary and research methods related to the study of body. Prerequisite: Sociology110.308. Public Sociology and Activism Clark/EatonFour credits.This course examines the ways that sociological knowledge can be used in the public arena, includingeducating lay audiences about social issues, influencing public policy, conducting evaluationresearch, and working for social justice organizations. It also considers how these activitiescan be used to instigate social change. Prerequisite: Sociology 110, plus eight other credits in Sociology.310. Family Violence StaffFour credits.This class will examine the analysis of incidence, causes and treatment of family and intimateviolence. This course relies heavily on sociological theory, especially Systems and Exchange theories.Major topics include: child abuse and neglect, intimate partner violence, sexual violence,societal role in violence, and treatment options. Prerequisite: Sociology 110, plus four or more othercredits in Sociology or consent of the instructor.312. Sociology Through Film ClarkFour credits.Examines a variety of films from a sociological perspective. Emphasis will be given to howfeature length and documentary films portray characters’ race and ethnicity, gender, social class,and sexuality, as well as what these portrayals indicate about the larger societies in which theyare situated. Weekly film screenings will be supplemented with course readings, class discussionsand analytic papers about the films. Same and Women’s and Gender Studies 204. Sometimesequivalent to Philosophy 281. Prerequisite: Sociology 110, plus four or more other credits in Sociology.

200 Courses of Study315. Sociological Theory EatonFour credits.This course focuses on the analysis and appraisal of important theoretical works in sociologyfrom mid-19th century to present. Classical thinkers such as Marx, Durkheim, Simmel, Weber,and Mead are studied along with more contemporary theorists. The following schools of theoryare considered: positivism, conflict theory, structural functional theory, and human ecologicaltheories. Prerequisite: Sociology 110, eight or more other credits in Sociology, majors only or instructorconsent.321. Families and Society StaffFour credits.Examines the historical development of the family as a social institution, the relationshipbetween families and social class, interpersonal relationships within families, changes in familystructure, and the impact of public policy on families. Specific attention will also be given togender and culture as they relate to family. Prerequisite: Sociology 110. Same as Women’s andGender Studies 321.401. Methods of Social Research ClarkFour credits.Methods by which sociologists design research, collect and analyze data, and present results. Topicsinclude techniques for collecting quantitative and qualitative data, strategies for deductiveand inductive analysis, and the interpretation of results. Prerequisites: Sociology 315 and eight othercredits in Sociology; Mathematics 120 (should be taken concurrently or the preceding semester), majors onlyor instructor consent.402. Senior Seminar: Social Research Clark/EatonFour credits.Reading and discussion of various topics related to sociological research. Each student also proposesand conducts a sociological research project, including formulation of a problem, reviewof literature, research design, data collection, analysis, and public presentation of results in anoriginal paper. Prerequisites: Sociology 401, 12 other credits in Sociology, Mathematics 120.541, 542. Independent Study StaffTwo to four credits each semester. Offered on request.Supervised investigation in a problem area in sociology of special interest to the student. Prerequisites:Senior standing, consent of the instructor, 12 credits in Sociology.551, 552. Internship StaffTwo to five credits each semester.A supervised field study internship in a social-service agency. Students write a paper describingand critically analyzing the field experience. May be repeated for up to a total of eight credits.Limited number of positions available, open by competitive application only; senior sociologymajors given preference. Interested students must consult the instructor prior to registration.Prerequisites: Sociology 110 and at least eight other credits in sociology; junior or senior standing.SpanishSee Romance and Classical Languages

TheatreProfessors Robert L. Amsden (on leave fall 2011), Kenneth L. Hill (Chair);Assistant Professor John G. DalzilAdjunct Instructor Susan McDaniel HillTheatre 201Departmental Mission Statement The theatre department provides all interestedstudents the opportunity to pursue their goals in the theatre. The curriculum and productionprogram furnishes a strong undergraduate background in practical experiencein the theatre and in the study of dramatic literature and history.Communicating Plus: Theatre. The core courses in the theatre major address writtenand oral communication skills, critical thinking, and problem solving. These skillsare imbedded in the course work. If these courses are taken in a normal consecutivesequence, the student works on developing and mastering skills in all areas of CommunicatingPlus. The courses at the 100 and 200 levels introduce students to these skillsand the courses in the 300 and 400 levels help the students master these skills.The Theatre Department has three distinct minor options: the minor in theatreproduction, the teaching minor in theatre production, and the minor in dramaticliterature. All of these minors will expose students to written communication skills,oral communication skills, problem-solving skills, and critical thinking skills. The skillsfound in written communication are more fully addressed in the minor in dramaticliterature, while problem solving and critical thinking are more fully addressed in theproduction minors.Requirements for a major or teaching major in theatre: 101 or 175, 131, 231, 232,255, 333, 412; one course selected from Theatre 300, 301, 352, 362, 363; English 340:Shakespeare (Theatre 301 required for teaching major); minimum of four credit hoursin 200 and/or 210.Requirements for a minor in dramatic literature: 101 or 175, 231, 232, 333;English 340: Shakespeare. An appropriate 300 level class may substitute for one of theabove.Requirements for a minor in theatre production: 101 or 175, 131, 255; two coursesselected from: 260, 268, 301, 362, 363, 412; minimum of four credit hours in 200and/or 210.Requirements for a teaching minor in theatre production: 101 or 175, 131, 255,301, 412; minimum of four credit hours in 200 and/or 210.Recommended for majors: Electives develop special skills or knowledge and at leastone is recommended beyond the minimum requirements: 248, 260, 268, or English340: Shakespeare.Course Substitution: 101 can be waived for students with extensive high schoolcourse work and production experience, however, the total hours of theatre coursesmust be satisfied by substituting an upper level course.101. Introduction to the Theatre K. HillFour credits. Offered in fall.An introduction to all aspects of the theatre and to the unifying principles of a theatre production.The course touches upon the historical development of the theatre and upon its dramaticliterature. Some practical application and work. Exposure to live theatre productions on campusand via scheduled field trips. Field trip fee: $25.00.

202 Courses of Study131. Beginning Acting AmsdenFour credits. Offered in fall 2012.Fundamental skills and theories of the craft of acting are introduced and explored throughin-class acting exercises, discussion, and the performance of in-class scenes. Areas of explorationare: imagination, psycho-physical connection, Stanislavski’s theory of acting, and fundamentalsof improvisation. Evaluation is based on participation, scene analyses, performed scenes, tests/quizzes and live theatre attendance.200. Acting Lab StaffOne credit.Participation as cast member of departmental production(s). Responsibilities establishedindividually with instructor after auditions. Credits may be counted toward graduation, but nottoward fine arts exploration requirement. Prerequisite: Consent of instructor. Grading is Pass-Fail.210. Production Lab - Scenery and Lighting DalzielOne credit.Participation as a member of production staff for departmental production(s). Responsibilitiesestablished individually with instructor after first production meeting. Credits may be countedtoward graduation, but not toward fine arts exploration requirement. Prerequisite: Consent ofinstructor. Grading is Pass-Fail.212. Production Lab - Costumes S. HillOne credit.Participation as a member of production staff for departmental production(s). Responsibilitiesestablished individually with instructor after first production meeting. Credits may be countedtoward graduation, but not toward fine arts exploration requirement. Prerequisite: Consent ofinstructor. Grading is Pass-Fail.231. Theatre and Drama I: Ancient and Medieval World AmsdenFour credits. Offered in fall 2012.The course encompasses the dramatic literature, history and production practices in ancientGreece, Rome and India and in medieval Japan and Europe. The styles of theatre covered are:Athenian tragedy and comedy, Roman comedy, Indian Sanskrit theatre and traditional performanceforms, Japanese Noh, Kabuki and Bunraku theatre and the religious drama of MedievalEurope. Understanding dramatic structure, metaphoric significance and thematic content inhistorical context is emphasized. Lectures, group discussion, play script analysis, readings intheatre history, reader response assignments, research and creative projects/papers. Field tripfee: $25.00-$50.00. May count toward the global and cultural studies requirement; refer to theAcademic Policies: Global and Cultural Studies Requirement section for more information.Prerequisite: THE 101 or consent of the instructor.232. Theatre and Drama II: Renaissance through Romantic K. HillFour credits. Offered in spring 2013 and alternate years.The course encompasses the dramatic literature, history and production practices in Europe.The styles of theatre covered are: Italian Renaissance and commedia dell’arte, Elizabethan,Spanish Golden Age, French Neoclassic, Restoration, English 18th Century, melodrama andRomanticism. Understanding dramatic structure and thematic content in historical contextis emphasized. Lectures and group discussions, play script and theatre history readings, readerresponse assignments, research and creative projects/papers. Field trip fee: $25.00. Prerequisite:Theatre 101 or consent of the instructor.

Theatre 203248. Oral Interpretation K. HillFour credits. Offered in fall 2011.Vocal and physical techniques of expression are developed as the student gains performanceskills, poise, and confidence in public presentations. The steps in preparing a piece of literaturefor public presentation are studied: selection, analysis, and rehearsal. The course emphasizesdevelopment of vocal techniques, analysis, the performance of dramatic literature, prose, andpoetry.255. Stagecraft DalzielFour credits. Offered in fall 2011.Various aspects of technical theatre are covered: scenery construction, scene painting/texturing,property construction, lighting, sound, drafting, and stage management. Individual projects andproduction preparation/participation form the core of the course. Materials fee: $25.00. Prerequisite:Theatre 101 or consent of the instructor.260. Introduction to Lighting Production and Design DalzielFour credits. Offered in spring 2012.The student develops a method of analyzing and responding to play scripts as a lighting designer.Basic skills in drafting, sketching, and visual research are introduced. Projects move the studentfrom initial intuitive responses to completed production plans for lighting. The technical aspectsof safe stage lighting and safety with electricity are covered through practical projects in plotexecution, trouble shooting, minor maintenance and the operation of computer-controlled dimmingequipment. Lectures and demonstrations, discussions, technical and design projects, andexaminations. Prerequisite: Theatre 101 or consent of instructor.268. Makeup Design and Application S. HillFour credits. Offered in fall 2012.A study of and development of skills in the art of makeup design and application. Characteranalysis, period application, character aging, and special materials techniques are included inmakeup design. Lectures/demonstrations, discussions, design, and application projects. Personalmakeup kit fee: approximately $30.00.300. Departmental Studies StaffTwo to four credits.Variable topics not covered by regular courses. Recent topics have included: Greek and IndianTheatre; Modern and Post-modern Theatre; and Between Theatre and Anthropology. Thiscourse may be repeated for credit when topics change. Some topics may count toward the globaland cultural studies requirement; refer to the Academic Policies: Global and Cultural StudiesRequirement section for more information.301. Classroom and Children’s Theatre K. HillFour credits. Offered in spring 2012.The course is an exploration of theatre for young audiences and examines techniques for usingtheatre in the classroom. Topics will include acting, directing, designing, and playwriting foryoung audiences. Students will develop the resources needed to function as theatre teachers anddevelop an appreciation for the dramatic literature of children’s theatre. Lectures, group work,presentations, play analysis, adaptations, live theatre, design projects, and lesson plans. Field tripfee: $25.00. Prerequisite: none.

204 Courses of Study333. Theatre and Drama III: Modern and Contemporary AmsdenFour credits. Offered in spring 2012.The course encompasses the dramatic literature, history and production practices in Europeanrealism and non-realism. The characteristics of the style revolutions of realism, the avant-garde,and postmodernism performance art are all examined. The historical period covered is from1875 through today. Lectures, videotapes, group discussions, play script and theatre historyreadings, reader response assignments, research projects and/or papers. Field trip fee: $25.00.Prerequisite: Theatre 231 or 232, junior or senior status, or consent of the instructor.352. Acting II: Topics in Acting StaffFour credits. Offered in fall 2012.Special topics such as mask improvisation workshop (lab fee; $25), auditioning, period styles, orother special topics alternate. A practical upper-level acting course that develops various actingskills. May be repeated for credit. Prerequisite: Theatre 131 or 248, or consent of the instructor.362. Scenic Design DalzielFour credits.The student develops a method of analyzing and responding to play scripts. Projects move thestudent from initial and intuitive responses through play script analysis and visual research tocompleted designs. Rudimentary skills in drafting, drawing, imagining, color rendering, andscenic model making are introduced. Lectures, demonstrations, discussions, design and researchprojects. Prerequisite: Theatre 101 and 255, or consent of the instructor. Recommended prerequisites:Theatre 231, 232 or 333.363. Costume Construction and Design S. HillFour credits. Offered in fall 2011.The course will provide an introduction to costume design and basic sewing techniques and costumeconstruction. Student will develop methods for costume design and execution, the imaginativeprocess, and visual research of plays. Topics include costume construction techniques,reading and adjusting patterns, costume rendering, and historical costume research. Materialsfee: $25. Prerequisites: Theatre 101 or 268, or consent of the instructor.412. Senior Seminar in Directing Theories and Practices K. HillFour credits. Offered in spring.Theories and history of directing and practical experience through the presentation of a one-actplay for the public. The means of instruction are: discussions, reports, lectures, assigned readings,in-class scene preparation. Prerequisites: Theatre 101, 131, junior or senior status and the approvalof the theatre department’s faculty.541, 542. Independent Study StaffTwo to four credits each semester.Creative research or production project in the student’s chosen area of concentration. Studentscontemplating enrollment in independent study must submit to the department chair a writtenproposal covering the work to be done at least three weeks before the beginning of the semesterin which the work is to be done. No more than eight credits of independent study in theatremay be taken. Prerequisite: junior or senior standing, consent of the department chair, and at least 12credits toward the major.

Theatre 205551, 552. Independent Study: Internship StaffTwo to five credits each semester.Supervised field study, normally involving an internship in an outside theatre. The student willwrite a paper describing and critically analyzing the field experience. A limited number of positionsare available and will be allocated competitively; senior theatre majors are given preference.Interested students should consult with the department chair well in advance of preregistration.Prerequisites: junior or senior standing and at least 16 credits of theatre.Women’s and Gender StudiesProfessor Barbara A. McGowan (Coordinator)Women’s and Gender Studies is a vigorous field which seeks to uncover and understandthe effects of gender categories and sex roles on our history, knowledge, cultures,and individual experiences. To that end, women’s and gender studies is resolutelyinterdisciplinary and trans-disciplinary, drawing on the insights of a new generation ofscholars and teachers that encourages analysis of all gender roles in critical and creativeways.Requirements for a minor in Women’s and Gender Studies: Eighteen credits including202, 450, and at least 12 credits from Women’s and Gender Studies 204, 300or 400. Other courses may be counted toward the minor, provided they are approvedby the Coordinator of the Women’s and Gender Studies program.202. Introduction to Women’s and Gender Studies McGowanTwo to four credits.This course is an introduction to Women’s and Gender Studies and will consider issues surroundingwomen, men, gender, and feminist theory from a variety of academic perspectives. Specialattention will be paid to the development of the modern American women’s movement andthe impact recent changes in education, work, marriage, politics, economics, religion, marriageand childbearing patterns have had on the lives of American women and men. Both academicand popular sources will be used to explore the lives of girls and boys, women and men.224. Gender, Sex and Sexuality: Cross-Cultural Views MargarettenFour credits.An exploration of the socio-biological constructions of gender, sex and sexuality across a rangeof cultural and historical contexts. Draws upon anthropological case studies to investigaterelationships and ideologies of femininity, masculinity and androgyny - including that of heteronormativity,transgendered practices and identities, and same-sex relations. May count towardthe global and cultural studies requirement; refer to the Academic Policies: Global and CulturalStudies Requirement section for more information. Same as Anthropology 224. Prerequisite:Anthropology 110 or consent of the instructor.243. Women’s Literature Woods/SontagFour credits. Offered in 2012-13 and alternate years.Works in various genres by women writers. Attention to issues surrounding women’s writing,possibly including the following: how and why has women’s writing been marginalized? Is therea style of writing that is essentially female? How do women’s texts handle the issue of oppression?To what extent is feminist criticism a useful tool for studying literature? For comparison,the course may include writings by men, but the main focus will be the work of women. Same asEnglish 243.

206 Courses of Study300. Departmental Studies StaffTwo to four credits.Special subjects in women’s and gender studies not covered by regular courses. This course maybe repeated for credit when topics change. Some topics may count toward the global and culturalstudies requirement; refer to the Academic Policies: Global and Cultural Studies Requirementsection for more information.330. Women and Family in Medieval and MockridgeEarly Modern EuropeFour credits.This course will focus on gender roles in European history, from the late Middle Ages throughthe Early Modern era. The course will explore the different roles women and men played withinthe family as that institution evolved during this time period. The course will also explore theopportunities and restrictions placed on women by the major religious, cultural, and social institutionsof the time. The course will examine the impact of class on women’s opportunities aswell. Different times and places will be highlighted, including 12th century France, 15th centuryVenice, 16th century Nuremberg, and 17th century Belgium. Same as History 330.400. Research in Women’s and Gender Studies StaffTwo to four credits.This course varies in subject matter and course requirements, but includes a significant researchcomponent. Possible topics vary widely and may include: Gender and Communication (Communication410), and “Woman” and Women Writers in German Literature (German 424). Seethe course number in parentheses for specific course descriptions. Different courses listed underthis number may be taken for credit.430. Women in Spanish Medieval and Renaissance Literature FuerchFour credits.Major literary works of pre-modern Spain; social and historical background. Focus on premodernmisogynist and feminist literature. Class readings, discussions and assignments are allconducted entirely in Spanish. Same as Spanish 430. Prerequisite: Spanish 321 or consent of theinstructor.450. Senior Project in Women’s and Gender Studies StaffTwo to four credits.Students pursue a specific topic or concern in such a way as to produce a sizable project (e.g.,research paper, essay, collection of creating writing, artwork, social project, etc.), sharing ideasand problems in a seminar-like setting throughout the semester. Prerequisite: Senior standing orconsent of the Coordinator of the program.

Off-Campus StudyOff-Campus Studies 207Off-campus study can enrich a student’sgeneral culture, deepen understandingof a major, and test a careergoal. It can occur in this country orabroad, and the opportu nities for foreignstudy are not lim ited to majors in, orusers of, a for eign language. Foreign studyhas the further merit of increasing one’sperspective as a citizen of the UnitedStates.Ripon offers a variety of off-cam pusprograms. Stu dents with a cumulativegrade point average of 2.00 or higherare eligi ble to apply for admission tooff-campus pro grams. Ripon Collegefinancial aid may be taken off cam pusonly to programs that have been approvedby the College for the award ofRipon College credit; such aid may betaken off campus for one semester only.Waiver of the se nior resi dence rule mustbe ob tained from the associate dean offaculty by seniors who wish to participatein off-campus programs. Students shouldconsult program advisors for informationon academic credit, ap plication dates,and other matters. Consult the Office ofFinancial Aid for information on costs.Self-Designed Off-Campus Study:This opportunity is designed to provideindividualized study not currently availablein on-campus or off-campus programsand to give the student an opportunityto design a project reflecting personalinter est and capacities. The project mayin volve a single topic or a group of re latedtopics, may be departmen tal or interdepartmentalin scope, and must meetcollege standards of in tellectual rigor.A student applying for off-cam pusstudy under this option will submita detailed proposal to a fac ulty memberwho will serve as the advisor. Theproposal should pro vide the followinginformation: a description of the project;a state ment of purpose or goals; the currentstatus of the project (i.e., how muchpreliminary work has been done); theavailability of materials and facilities, suchas a bibliogra phy and permission to uselibraries, museums, archives, and laboratories;the method of evaluation (e.g.,writ ten or oral examination, re searchpaper, laboratory reports, concert recital,art exhibition).If the faculty advisor approves it, theproposal is next submitted to the departmentor departments con cerned. In sanctioningthe project, the department(s)will establish the number of credits tobe granted for its successful completion.Following departmental approval, theproject will be forwarded to the associatedean of faculty and registrar for finalaction. Upon completion of the projectand re turn to the campus, the studentwill pre sent the results to the depart mentin the form previously agreed upon. TheSatisfactory-Unsatisfac tory grading optionwill be available to participants.Student participants will be chargedthe normal tuition fee or a fee based onthe credit charge, whichever is lower. Astudent may participate in the programonly once during his or her college careerand receive no more than 16 credits. Projectsof limited scope may be undertakenduring the summer.ACM and Other ApprovedPro grams:In order to be eligible for approvedoff-campus programs, stu dents must haveat least a 2.0 cumu lative grade pointaverage. Grades and credits earned inapproved Ripon College programs (listedbelow) will appear on the Ripon Collegetranscript as if earned in residence (with

208 Off-Campus Studiesa notation naming the program) and willbe included in the Ripon College gradepoint averages and credit calculations.Programs AbroadStudents who complete one semester ofstudy for graded credit in a study-abroadprogram fulfill the Global and CulturalStudies requirement.Argentina - Córdoba (The Center forCross-Cultural Study program)Córdoba has six universities andthousands of students. As a student atthe Universidad Nacional de Córdoba,you have an opportunity to interact withstudents from all over South America.Excursions to other areas, museums,and cultural sites allow the student immersioninto the life of an Argentinestudent.Length of program: academic year,semester, and summer programs. Eligibility:Open to those who have completedone semester of college Spanish with aminimum 3.0 GPA in the subject. Credit:variable. Applications due to campus advisor:See advisor for deadlines. Campusadvisor: Professor Timothy Reed (fallsemester) and Professor Geoff GuevaraGeer (spring semester).Botswana, Republic of: UniversityImmersion in Southern Africa (ACMprogram)Centered at the University of Botswanacampus in Gaborone, this interdisciplinaryprogram addresses the challenges ofeducating a nation and preparing it toconfront the demands of 21st centuryglobalization. There are four componentsto the academic program. Studentstake a course in Setswana (the nationallanguage) plus an elective course at theuniversity related to the political, cultural,or socioeconomic life of Botswana.The program director (an ACM facultymember) offers a course in his or herarea of expertise. Each student plans andcarries out an independent study project.The academic program is enriched byfield trips to observe the country’s mixedeconomy, historical sites, and variedecological zones. Students live in universitydormitories. This is a spring semesteronly ACM program. See www.ACM.edu/Botswana for more information.Length of program: 18 weeks, earlyJanuary to mid-May. Eligibility: Secondsemester sophomores, juniors, andseniors. Credit: 16 credits. Applicationsdue to campus advisor: March 1 (earlydecisions for following spring); October 1(final round, if openings exist). Campusadvisor: Professor Sarah Kraaz.Brazil: Semester Exchange Program(ACM program)The ACM Brazil Exchange programgives students the opportunity for afocused, interdisciplinary, cross-culturaleducational experience at either the UniversidadeFederal de Juiz de Fora (UFJF)or the Universidade de Brasilia (UnB).Both universities offer rich resources inEnvironmental Studies and access tosavannah and tropical rain forest ecosystems,as well as a broad array of coursesin Brazilian history, culture, and society.The exchange program has two studytracks: Environmental Studies and LiberalArts and Sciences. The Liberal Artsand Sciences option is especially recommendedfor students interested in LatinAmerican and Caribbean Studies or thebroader humanities and social sciences.At present, this option is only availablefor students choosing to study at UFJF.Two years of college-level Spanish isrequired. Classes at UFJF and UnB aretaught in Portuguese, but no prior knowledgeof the language is expected. Acceleratedinstruction in Portuguese will beprovided in Brazil before and during thesemester. In exceptional cases, studentswith two years of college-level study in

Off-Campus Studies 209another Romance language may qualifyfor admission.Length of program: One semester (fallor spring). Eligibility: open to all full-timeRipon College students. Students electingto focus on Environmental Studies areeligible to receive a scholarship of upto $5,000 from the program sponsors.Credit: up to 16 credits. Applicationdeadlines: March 15 (for fall semester);October 15 (for spring semester). TheBrazil program is administered by theACM. Campus advisor: Pro fessor BrianBockelmanCosta Rica: Language, Society, & theEnvironment (ACM program)Language, Society, & the Environment(fall semester only) is an interdisciplinaryprogram for students seeking a comprehensiveunderstanding of life in LatinAmerica and wishing to de velop fluencyin Spanish. This program, which focuseson the humanities and social sci ences,is designed to take full advan tage of itsCosta Rican setting. Language study isstressed as the key to understanding theculture. Course work in language, literature,geography, anthropology, politics,environmental studies, and culture enablesstudents to develop in sights whichare reinforced by field trips and twoweeks of field work in rural areas. In SanJosé and its environs, students live withfamilies both to improve their languageability and enjoy personal involvementin the daily life of a Latin American community.Length of program: late August-December.Eligibility: Sophomores, juniors,seniors, with at least two years of college-levelSpanish or the equivalent.Credit: 16 credits. Application deadlines:October 15 (early); March 15 (regular).Campus advisors: Professors Soren Haugeand Emily Stovel.Costa Rica: Field Research in the Environment,Social Studies, & Humanities(ACM program)The Field Research in the Environment,Social Sciences, & Humanities program(spring semester only) is de signedfor advanced work in the natural andsocial sciences and the humanities. CostaRica supports an extraordinary variety ofplant and animal life and provides richresearch opportunities for students oftropical biology and ecology. An equallybroad range of research topics is availablefor students of an thropology, ar chaeology,eco nomics, geography, geology, history,politics and government, literature, finearts, and sociology. Students prepare fortheir research work during a month-longorienta tion which in cludes in tensivelan guage training and a re view of fieldwork method ology. Their field study maybe inte grated with an ongoing projector under taken inde pendently under thesu pervision of a faculty advisor.Length of program: late January-May.Eligibility: Juniors and seniors with priorcourse work in the proposed researchdiscipline, plus at least two years of collegeSpanish or the equivalent. Credit:16 credits. Application deadlines: March15 (early); October 15 (regular). Campusadvisors: Professors Soren Hauge and EmilyStovel.England/Italy - London and Florence:Arts in Context (ACM program)The London and Flo rence: Arts inContext Program compares the artisticachievements of two historicallyprominent cities. Participants study thehistorical and political context of art,architec ture, literature and theatre as wellas Italian language. Visits to museums,galleries, theatres, short trips to other areasof England and Italy, and dis cussionswith local scholars supplement thiscourse work. Stu dents spend seven weeksin each city and enjoy a week-long mid-

210 Off-Campus Studiessemester break. An optional intensivecourse in Italian language is offered everyJanuary in Florence (3 semester credits).In addition, a pilot program runningfrom January through March based inFlorence is available for a small numberof students, particularly those fromcolleges with term calendars. An ACMprogram.Length of program: late January-May.Eligibility: Sophomores, juniors, seniors.Credit: 16 credits. Applica tion deadlines:March 1 (regular), October 15 (finalspace-availablebasis only). Campus advisor:Professor Diane Mockridge.Foundation for International EducationThe Foundation for InternationalEducation offers a unique alternative toconventional student teaching, placingstudent teachers for six to nine-weekassignments in national schools ofAustralia, China, Costa Rica, England,Ecuador, India, Ireland, Japan, Kenya,New Zealand, Russia, Scotland, Spain,Turkey, and Wales, following the successfulcompletion of nine to twelve weeks ofstudent teaching in Wisconsin.Students intending to student teachabroad must enroll in the Seminar onIntercultural Teaching (EDU 350) in asemester prior to their student teachingsemester to prepare in the study of educationalsystems, approaches, and expectationsin other cultures.Length of program: 6 to 9 weeks.Eligibility: must be approved for studentteaching by Educational Studies Department.Credit: 3-6 credits. Applicationdeadline: semester before student teaching.Campus Advisor: Professor JeanneWilliams.France - Montpellier (University of Minnesotaprogram)This program offers students theopportunity to live and study in one ofFrance’s fastest growing cities. Whilestudying at the Paul Valéry University, theliberal arts division of the University ofMontpellier, students experience life in ablossoming cultural and educational milieu.Excursions introduce students intothe unique character of southern France.Length of program: one or two semesters.Eligibility: Two years of collegeFrench. Credit: a maximum of 16 creditsmay be counted towards the French major,10 credits toward the minor. Applicationdeadline: March 15 (fall semester orfull year); September 15 (winter/springsemester). Campus advisors: ProfessorsLinda Clemente or Dominique Poncelet.France - Paris (Academic Year Abroadprogram)This program offers students theopportunity to study at the Universitéde Paris-Sorbonne as well as the InstitutCatholique. Classes are offered at all levelsof study, and all courses are taught inFrench. Paris is the ideal city in which tolearn and perfect French. Besides classes,students take part in cultural and historicalexcursions.Length of program: one or two semesters.Eligibility: Two years of collegeFrench; three or more years of the languagein high school. Credit: a maximumof 16 credits may be counted towards theFrench major, 10 credits toward the minor.Application deadline: March 15 (fallsemester or full year); October 15 (winter/springsemester). Campus advisors:Professors Linda Clemente or DominiquePoncelet.Germany - Bonn ProgramRipon College’s Bonn Program assistsstudents, regardless of their academic majors,in understanding Germany and itsculture. Students with sufficient languageskills can take courses in almost any field,while those who need more trainingreceive intensive instruction in German.Students may enroll for either the fall

Off-Campus Studies 211or spring semesters or they may opt fora full-year program. In either case, BonnUniversity’s Akademisches Auslandsamtensures that they are fully integratedinto German university life. Bonn alsosupplements academic work with miniinternshipopportunities and through itsformal “Germany Hands-On” internshipprogram for advanced language students.The internships and work experience provideinsight into the everyday functioningof German society.Fall 2010, Bonn began a new program,“International Organizations in Bonn,”for students interested in internationalpolitics. The program combines a widerange of classes, lectures and hands-onexperience from the field of politics withthe German language and culture courses.The program is open to beginners aswell as advanced German learners fromvarious academic backgrounds; classes areavailable both in German and English.Depending on their home university’sschedule, students can choose to stay inthe program until Christmas or the endof the German semester in February.Length of programs: September-January,March-July. Eligibility: sophomores,juniors, seniors. Credit: 16-18 credits.Application deadline: early Novemberfor spring semester, early April for fallsemester or entire year. Campus advisor:Professor Lorna Sopcak.Hungary - Budapest (St. Olaf program)Hungary has a long tradition ofexcellence in mathematics educa tion.However, because of the lan guage barrier,students have not been able to takeadvantage of the skill and dedication ofthe mathe matics faculties of Hungarianuni versities.The Budapest Semester is a programin English for North American undergraduates.Mathematics and computerscience majors in their ju nior/senioryears may spend one or two semesters inBudapest and study under the tutelageof eminent Hungarian scholar-teachers.The in structors are members of EotvosUniversity and the Mathematical Instituteof the Hungarian Academy of Sciences,the two insti tutions known for havingeducated more than half of Hungary’shighly ac claimed mathematicians. Mostin structors have had teaching expe riencein North America and are fa miliar withthe cultural differ ences.Length of program: Fall and springsemesters. Eligibility: Juniors and se niors.Application deadline: April 30 for fall semester;November 1 for spring semester.Campus advisor: Pro fessor David Scott.India - Pune: Culture, Traditions, &Globalization (ACM program)India is a study of contrasts with amodern economy fueled by high techcomputer industries but also one inwhich village production continues todominate. It has the largest democracyin the world and an entrenched bureaucracy.It is the birthplace of non-violentprotest and a nuclear power holderemerging into the world’s political stage.The Indian economy has been describedas “schizophrenic:” its modernservice sector, largely urban-based, standsin juxtaposition to rural India, wherefields are plowed with bullocks and brickkilns dot the landscape. Road traffic, proceedingat multiple speeds, incorporatesthese different sectors, and Mercedes andMarutis share the roads with scooters,bicycles, and even camel-drawn carts.Even the entertainment sector exhibitsthese disparities, with older Bollywoodproductions portraying rather chasteinteractions between the sexes and newerfilms and video games more risqué intheir portrayal of men and women.The fall ACM India program, locatedin Pune, is designed to provide studentswith an overview of these many aspectsof Indian culture and society today. The

212 Off-Campus Studiesprogram begins in mid-August, with athree-week orientation, in which studentsbegin an “Introduction to India” corecourse, study Marathi language intensively,and draw up a plan of research fortheir independent study projects. Theregular term begins in early September,where students continue the core courseand Marathi language, choose one ofthree elective courses (in political science,sociology, or environmental studies), andbegin to carry out their independentstudy projects. In each of the courses,classroom learning is augmented byweekly activities outside of the classroom,and students are encouraged to volunteerwith local organizations. The programorganizes several program-sponsored overnightexcursions to sites in and aroundPune, while a one-week break in Octoberprovides opportunities to travel furtherafield in India.In Pune, students live with Indian hostfamilies, providing a window into Indiansociety that students might not otherwisehave, and for many it is the highlightof their experience in India. Pune itselfreflects the contrasts of India as a whole.A city of 3.5 million, it is an importantcenter for the automobile and softwareindustries of India, and is known as“the Oxford of India,” a reference to thepresence of the prestigious Universityof Pune. Its climate is far more pleasantthan that of muggy Mumbai, and it hasattracted many foreigners over the yearswho have come to the ashram of BhagwanRajneesh.Length of program: mid-July to mid-December. Eligibility: Any currentlyenrolled student (priority given to juniorsand seniors). Credit: Equivalent to oneextended semester of work on the homecampus (18 credits). Application deadline:March 1. Campus advisor: MicheleWittler (fall semester) and ProfessorRobert Amsden (spring semester).Italy - Florence: Arts, Humanities, &Culture (ACM program)The Florence Program provides an excellentopportunity to study Renaissancepainting, sculpture, architecture, history,and literature for students interested inart, history, Romance Languages and thehumanities. Italian language instruction,a studio arts course, and coursesproviding a broad perspective on Italiancontributions to world civilization facilitatethe study of Florentine artistic andcultural heritage. Vis its to museums andgalleries, short field trips to other citiesthroughout Italy, and discussions with localscholars supplement this course work.Staying with Italian host families enrichesparticipants’ awareness of modern Italianlife as well as the academic study of ItalianRenaissance culture.Length of program: late August-December.Eligibility: Juniors and seniors.Credit: 16 credits. Application deadlines:October 15 (regular), March 1 (finalspace-available basis only). Campus advisor:Professor Diane Mockridge.Japan - Tokyo (Earlham College program)Students study at Waseda University’sInternational Division in Tokyo after abrief orientation providing intensive languagepractice and cultural discussions.Students enroll in Japanese-languagecourses as well as academic courses taughtin English with Japanese and other internationalstudents. Most students choosecourses on Japan and Asia, but courses inthe sciences, math, and other disciplinesare also available.Although Japan Study encouragesstudents to enroll in the full-year program,semester options are available forstudents who cannot spend a year awayfrom their home campus. A family livingexperience in Tokyo is an integral part ofthe program, offering total immersion inthe Japanese way of life. A minimum ofone year of college-level Japanese lan-

Off-Campus Studies 213guage or the equivalent is a prerequisite.Administered by Earlham College, JapanStudy is recognized by both the ACM andthe GLCA.Length of program: mid-September tolate-July (full academic year); mid-Septemberto early February (fall semester); mid-September to mid-March (fall semesterwith Cultural Practicum); mid-Februaryto late July (intensive language + springsemester). Eligibility: Sophomores, juniors,seniors with a minimum 3.0 GPA.Acceptance in the program is contingenton completion of at least one semesteror term of Japanese language study priorto departure and on approval of theSchool of International Liberal Studies atWaseda University. Credit: 16 credits. Applicationdeadlines: Interested studentsshould meet with Professor Martin Farrellbefore December 1. Deadline for alloptions is January 15. Campus advisor:Professor Martin Farrell.Russia - St Petersburg (American Institutefor Foreign Study program)The enormous political, social, andeconomic changes taking place in Russiaprovide a fascinating context for this program,and the St. Petersburg program siteprovides a particularly rich environmentfor understanding the changing nature ofRussian life. This American Institute forForeign Study program is affiliated withSt. Petersburg State Polytechnic University.No previous Russian language studyis required, and the program offers a fullrange of language courses, seminars inEnglish for foreign students, and seminarsin Russian for advanced students.Students have the choice of living in a residencehall or with a Russian family andreceive a meal allowance. Other featuresinclude cultural activities such as visits tomuseums, palaces and concert halls, andday field trips, a three-day London visitbefore the program, the services of a predepartureStudent Advisor Center and anon-site Resident Director, a three-day visitto Moscow, a four-day visit to Helsinkiand Tallin, a public transportation passand a phone card for calling the U.S.Length of Program: Fall Semester (lateAugust through mid-December), SpringSemester (late January through mid-May);or full year. Eligibility: Sophomores,juniors, or seniors. Credit: 16 credits. Applicationdeadline: May 15 and October1. Campus advisor: Professor MartinFarrell.Scotland - University of St. Andrews(Butler University IFSA program)This quality academic program is especiallyattractive for students with interestin the sciences, biotechnology, economics,and anthropology who wish to studyabroad while keeping pace with therequirements for their major. Many otheracademic programs at St. Andrews arealso highly ranked, making the programattractive for a variety of students. The affiliationwith the Butler University IFSAprogram offers personalized pre-departureadvising as well as full-time on-site staff.Students have an on-site orientation inScotland. There is also emergency assistanceto students from the on-site staff incase of an emergency.Length of Program: One semester.Eligibility: Second-semester sophomores,juniors, or seniors. Credit: Maximumof 16 credits each semester. Applicationdeadlines: October 15 for spring semester;April 15 for fall semester. CampusAdvisor: Professor Colleen ByronSpain - Alicante (The Center for Cross-Cultural Study program)Students in this program will findthemselves immersed in a cross-culturalenvironment with students from Spainand around the world.The fastest-growing university in Spain,Universidad de Alicante is dedicated tothe cultivation of students’ academic

214 Off-Campus Studiesand professional skills while developingcritical thinking a social awareness. Aftercompleting an intensive language and culturalperiod, students have the opportunityto enroll in a wide variety of courses.Students need not be language majorsas this program may be of particularinterest to majors in Business, Marketing,Politics and Government, or Education.Length of program: academic year,semester, and short-term programs. Eligibility:Open to those who have completedone semester of college Spanish with aminimum 3.0 GPA in the subject. Credit:variable. Applications due to campusadvisor: See advisor for deadlines. Campusadvisors: Professors Tim Reed andMichelle FuerchSpain - Madrid (Academic Year Abroadprogram)This program offers students direct-enrollmentat three universities in Madrid:the Universidad Carlos III, the UniversidadComplutense and the UniversidadAutónoma. Access to the campuses providesa diverse selection of course work.Providing all levels of study, studentsexperience cultural and historical excursionsto complete the immersion experience.Length of program: one or two semesters.Eligibility: Two years of college Spanish;three or more years of the languagein high school. Credit: a maximum of16 credits may be counted towards theSpanish major, 10 credits toward theminor. Application deadline: March 15(fall semester or full year); October 15(winter/spring semester). Campus advisors:Professors Tim Reed and MichelleFuerch.Spain - Seville (The Center for Cross-CulturalStudy program)Students enrich their education byattending classes at The Center forCross-Cultural Study Center or at theUniversidad de Sevilla following an initialintensive language period. This culturallyrichprogram provides a combination ofstudies, cultural visits, and excursions.Students wishing to study in Sevilleneed not be language majors as thisprogram may be of particular interest tomajors in Business, Marketing, Politicsand Government, or Education.Length of program: academic year,semester, and short-term programs. Eligibility:Open to those who have completedone semester of college Spanish with aminimum 3.0 GPA in the subject. Credit:variable. Applications due to campusadvisor: See advisor for deadlines. Campusadvisors: Professors Tim Reed andMichelle Fuerch.Spain - Toledo (University of Minnesotaprogram)This program offers students theopportunity to live in the walled cityof Toledo. Toledo, declared a WorldHeritage Site by the United Nations, is aliving museum where Spanish history ispreserved.The program is offered in collaborationwith the prestigious José Ortega y GassetFoundation, which employs native facultyconsidered experts in their fields.Students live in a residence with otherprogram attendees or in host familyhomes. This, combined with excursions,immerses students in the cultural andhistoric perspectives of Spain.Length of program: academic year,semester, and short-term programs. Eligibility:Open to those who have completedone semester of college Spanish with aminimum 3.0 GPA in the subject. Credit:variable. Applications due to campusadvisor: See advisor for deadlines. Campusadvisors: Professors Tim Reed andMichelle Fuerch

Off-Campus Studies 215Tanzania, United Republic of: Ecology& Human Origins (ACM program)This program offers a unique opportunityto conduct field work in some of theworld’s greatest paleoanthropological andecological sites. Students divide their timebetween the University of Dar es Salaamand the northern region of Tan zania. Atthe University students live in campushousing and take courses in intensiveKiswahili, human evolution, and theecology of the Maasai ecosystem, whiledeveloping a field project in conjunctionwith a research methods class. Studentsthen live for six weeks in a field campand pursue their projects. In the field,students live3 in tents at establishedcampsites. After the field camp, studentsexperience home stays with Tanzanianfamilies and return to the University forfinal work on their projects.The program is both physically and academicallydemanding. An ACM program.See www.ACM.edu/Tanzania.Length of program: 17 weeks, late Julyto early December. Eligibility: Ju niors orseniors. Credit: 16 credits. Applicationsdue to campus advisor: March 1. Campusadvisor: Professor Diane Beres.Wales - Bangor UniversityTwo types of study-abroad programsare available at the Bangor University. Ineach case the University will make everyattempt to secure accommodations forparticipants. Students will have all therights, privileges, and responsibilities ofother University students during theirperiods of study.1. The first study-abroad program at BangorUniversity is intended for studentsof biology, chemistry, psychology, andrelated fields and is open for study first orsecond semester, depending on coursesstudents wish to take and the flexibilityof their schedules. Students must haveat least sophomore standing, but juniorstanding is preferred. A GPA of 3.0 isrequired for study of psychology; a GPAof 2.5 is required for study in other areas.Information about courses is availablethrough the advisor’s web site. Lengthof program: One semester. Eligibility:second semester sophomores, juniors, orseniors (at least junior standing preferred).2. The second is tailored specifically tothe needs of students of education intendingto be licensed at the elementary(Early Childhood/Middle Childhood)level. This is a first semester programonly. (Second semester study cannot bedone because of the timing of course offeringsand in-school observations at theSchool of Education.) Students will takeselected courses in the School of Educationas well as spend time each week inlocal schools. Course work and in-schoolobservations are chosen with the assistanceof an advisor at the School of Educationin order to assure an appropriateprogram and take maximum advantage ofopportunities to learn about the Britisheducational system and international issuesin elementary education. Ripon Collegestudents interested in this programshould discuss it with their EducationalStudies Department advisor as far inadvance of their application as possibleand plan their course of study at Riponto complement the courses and in-schoolexperiences they will have in Bangor.Courses of study tend to be organizedby ages of children to be taught (upperor lower primary) and skill developmentrather than subject content area. Selectthe link to courses in Education from theonline course catalog link on the Advisor’sweb page for Bangor University.Length of program: One semester (fallsemester only). Eligibility: juniors orseniors.Applications for Semester 1 study(either program), including two lettersof recommendation and a transcript, aredue to the program advisor by June 1. Ap-

216 Off-Campus Studiesplications for Semester 2 study, includingtranscript and two letters of recommendation,are due by September 30. Pertinentbackground information is available onthe advisor’s web site. Application formsmay be obtained from the advisor. Campusadvi sor: Professor Mary Williams-Norton.Note: Since Bangor University only postsofficial grades once per year - during thesummer - seniors studying there duringthe first or second semesters will need tomake special arrangements to have “unofficial”grades reported before Ripon’sCommencement and understand thatthese are provisional until the summerpostings.Wales - Swansea University ProgramStudy at Swansea University is particularlyap propriate for students who wishto continue progress in certain areas ofscientific studies with an overseas experience.Swansea has programs open forAmerican students in physics and mathematics,as well as programs in engineering.Students in other disciplines mayalso wish to investigate courses of studyavailable there in sport science, humanities,and social sciences. Students canchoose from several housing and mealplanoptions.Length of program: One semester. (Secondsemester only in physics, mathematics,and engineering unless students arewilling to stay until January for final examinations.)Eligibility: Second-semestersophomores, ju niors, or seniors. Credit:Maximum of 16 credits each semester.Application deadline: September 30 forspring semester, May 15 for fall semester.Campus advisor: Professor MaryWilliams-Norton. Further information isavailable on the advisor’s web site.Programs in the U.S.A.Chicago, IL - Chicago: Arts (ACMprogram)The Chicago Arts Program is a semester-longimmersion into the Chicago artworld. Students explore and participatein the world of urban arts through practical,creative, and scholarly activity.While living in Chicago, in addition toattending a wide range of cultural events,students meet and work with local artistsand arts professionals in part-time internships,on independent study projects andin the Core seminar, negotiating Chicago’sart world.The Chicago Programs will share aCore Course that introduces students toChicago. Guest speakers from aroundthe city will spark discussions and reflection.Common readings will promptconversation, research, and exploration.And, most important, the Core will getstudents into the city to meet people makingthe art, attacking the problems, andtransacting business.Possible in ternship placements includebut are not limited to museums andgalleries, artists’ studios, theatre anddance companies, recording studios andpopular music venues, literary organizationsand publications, film and videoproduction companies, architecture firms,arts education and community outreachorganizations, and graphic and interiordesigners. Not lim ited to arts majors, theprogram benefits all students who havestrong career interests or graduate schoolaspirations in the arts and humanities.Length of program: late August-Decemberor late January-mid-May. Eligibility:Advanced sopho mores, ju niors andseniors. Credit: 16 credits. Appli cationdeadlines: March 15 (fall); Oc tober 31(spring). Campus advi sor: Professor KennethHill.

Off-Campus Studies 217Chicago, IL - Chicago: Business,Entrepreneurship, and Society (ACMprogram)Chicago, a manufacturing powerhouseand the economic capital of the Midwest,is also a hub for national and internationalbusiness, and a vital center for finance,advertising, and technology.Through a Business, Entrepreneurship,and Society seminar, students will encounterChicago entrepreneurs, businessleaders, and government authorities, inaddition to readings, theories, and discussionsthat ask for academic reflection.In a substantive internship, students willobtain firsthand experience in a business,non--profit organization, or start-upcompany.The Chicago Programs will share aCore Course that introduces students toChicago. Guest speakers from aroundthe city will spark discussions and reflection.Common readings will promptconversation, research, and exploration.And, most important, the Core will getstudents into the city to meet people makingthe art, attacking the problems, andtransacting business.Length of program: late August-Decemberor late January-mid-May. Eligibility:Advanced sopho mores, ju niors andseniors. Credit: 16 credits. Appli cationdeadlines: March 15 (fall); Oc tober 31(spring). Campus advi sor: Professor MaryAvery.Chicago, IL - Chicago: Urban Studies(ACM program)Chicago is a quintessential Americancity that was founded on economicexchange, grew with America’s westwardexpansion, became the hub of Midwesteconomic and political power andcontinues to illustrate the best and worstof American society. The Urban StudiesProgram immerses students in the life ofChicago while exploring both the historicaland current forces that define urbanlife. Through supervised internships, seminars,a Core Course and independentstudy, students experience the dynamicsof a modern city while learning academicconcepts to frame those experiences.The Chicago Programs will share aCore Course that introduces students toChicago. Guest speakers from aroundthe city will spark discussions and reflection.Common readings will promptconversation, research, and exploration.And, most important, the Core will getstudents into the city to meet people makingthe art, attacking the problems, andtransacting business.Possible internship placements includelegal, criminal justice, community andsocial justice organizations, historical andcultural institutions, educational, publicrelations, and media facilities, politicaland philanthropic institutes, along witha host of other possible placements.Foremost, the Urban Studies Programdevelops the skills necessary for effectiveleadership in civic and political life byexposing students to effective models ofaction in light of the realities of urbanAmerica.Length of program: early Septembermid-December, or early February-mid-May. Eligibility: Sophomores, juniors,seniors. Credit: 16 credits. Applicationdead lines: March 15 (fall); October 31(spring). Campus advisor: Professor JacquelineClark.Chicago, IL - Newberry Seminar in theHumanities (ACM program)Newberry Seminar students have an extraordinaryopportunity to do advancedindependent research at one of theworld’s great research libraries, the NewberryLibrary in Chicago, Illinois. Theyattend interdisciplinary seminars taughtby visiting professors and work withresident scholars and library staff. Duringthe semester-length fall seminar, studentswrite a major research paper based on the

218 Off-Campus StudiesNewberry’s collections in the humanities.The Newberry seminar is for studentslooking for the personal and academicchallenge of intensive, self-directed archivalresearch, and it is well-suited to thoseconsidering graduate study. The NewberrySeminar in the Humanities is alsorecognized by GLCA. Separate short-term(month-long) seminars on varied topicsare also held in the winter and spring,sponsored by individual colleges.Length of program: early Septemberto Decem ber (fall seminar); January-May (short-term seminars). Eligibility:Exceptionally qualified students who willbe juniors or seniors at the time of theseminar. Credit: 16 credits (fall semi nar);equivalent of one course (short-termseminars). Application deadline: March15 (fall seminar); varied (short-term seminars).Campus advisor: Pro fessor RebeccaMatzke.Chicago, IL - Teach Chicago! ProgramOffered by the Chicago Center forUrban Life and Culture, students inthis program will teach daily, under thesupervision of a cooperating teacher, ata K-12 site selected by the program. Allparticipants also attend a weekly studentteachingseminar.Length of program: August-December(fall semester); January-May (springsemester). Eligibility: Must meet studentteaching requirements as defined by RiponCollege. Credit: 13 credits. Campusadvisor: Professor Suzanne Katz.Knoxville, TN - Oak Ridge ScienceSemester (ACM program)The Oak Ridge Science Semester isdesigned to enable qualified undergraduatesto study and conduct research in aprestigious and challenging scientific environment.As members of a research teamworking at the frontiers of knowledge,participants engage in long-range investigationsusing the facilities of the OakRidge Na tional Laboratory (ORNL) nearKnoxville, Tennessee. The majority of thestudent’s time is spent in research with anadvisor specializing in biology, engineering,mathematics, or the physical or socialsciences. Stu dents also participate inan interdisciplinary seminar designed tobroaden their exposure to developmentsin their major field and related disciplines.In addition, each student choosesan elective from a variety of advancedcourses. The academic program is enrichedin in formal ways by guest speakers,departmental collo quia, and the specialinterests and exper tise of the ORNL staff.Administered by Denison University, theOak Ridge Science Semester is recognizedby both ACM and GLCA.Length of program: August-Decem ber.Eligibility: Juniors and Seniors in biology,chemistry, physics, geology, mathematicsor social sciences. Credit: 16 credits.Application deadline: March 1. Campusadvisor: Pro fessor Dean Katahira.Nashville, TN - Fisk-Ripon ExchangeProgramRipon College has established astudent exchange program with FiskUniversity, an Historically Black Collegelocated in Nashville, Tenn. Studentswishing to spend a semester in residenceat Fisk Uni versity may enroll in the fullrange of courses at Fisk for which theymeet the prerequisites. Students shouldconsult with their advisors to ensurethat a Fisk semester will complementtheir academic pro grams. In addition tosemester-long student exchanges, the twocolleges conduct short-term exchanges offaculty, administrators, students, performinggroups and collections, and the twoinstitutions annually conduct a jointconference on is sues of mu tual interest.Length of program: September-Decemberor Jan uary-May. Eligibility:Sophomores, ju niors and seniors. Credit:Maximum 16 credits. Application dead-

Off-Campus Studies 219line: beginning of mid-semester break thesemester prior to attendance. Campusadvisor: Profes sor Suzanne Katz.ROTC Leader’s Training CourseA student who does not complete thebasic ROTC courses (normally taken inthe first-year and sopho more years) mayenter the military science program in thejunior year by completing twenty-eightdays of leadership development instructionin the Leader Development Course(LDC) at Fort Knox, Kentucky. Participantsreceive military pay and travel allowances.Qualified students are generallyoffered a two-year ROTC scholarship coveringfull tuition, room and board, andbook expenses upon completion of LTC.Further informa tion may be obtainedfrom the Mili tary Sci ence Department.Southwest, USA - American IndianReservation Project (Indiana Universityprogram)Offered in conjunction with IndianaUniversity (Bloomington), studentsin this program will teach daily at theNavajo Reservation in schools of Arizona,New Mexico and Utah, under thesupervision of a cooperating teacher. Allparticipants will be required to take a preparatorycourse through Indiana University.The cost of room and board while onsite is usually minimal. The low cost/freehousing and meals are given in exchangefor the daily work students will do in thedormitory with the Navajo children andteens who reside there during the week.Length of program: 16-18 weeks.Eligibility: must be approved for studentteaching by Educational Studies Department.Credit: 13 credits. Applicationdeadline: 1-1.5 years before student teaching.Campus Advisor: Professor JeanneWilliams.Washington, DC - Washington SemesterThe Washington Semester pro gram isadministered by American University inWashington, D.C. Students may chooseprograms in American government, artand ar chi tecture, economic policy, for eignpolicy, journalism, justice, peace andconflict resolution, and public law. Allprograms combine semi nars, internships,and inde pendent research. The advisorcan provide descriptions of the variouspro grams.Length of program: September-Decemberor January-May. Eligibility: Juniorsand first-term se niors. Credit: Maximumof 16 credit. Campus advisor: ProfessorMartin Farrell.Woods Hole, MA - SEA - Sea EducationAssociationThe Sea Education Association wasfounded in 1971. This program providesundergraduates with the opportunity tostudy the ocean from several perspectivesand to do it both onshore and from theplatform of a traditional sailing vessel.Combining an engaging academic andresearch curriculum with a voyage to thedeep ocean under sail, this program isunique in the United States.Students of any discipline are encouragedto apply to the 12-week SEAsemester program that combines bothshore and sea components. Onshore,students live and study alongside professionalresearchers, scholars, and mariners.Students learn about the ocean’s powerand mystery by studying a variety of topicssuch as maritime policy, history andliterature, nautical science, and oceanography.A component of the academicprogram requires that students design aresearch project that will be the focus oftheir work at sea.The sea component takes studentsto the open sea and exotic locations ina vessel that is campus, classroom, andhome. Applying the knowledge that they

220 Off-Campus Studiesacquired ashore, students have hands-onexperience sailing a traditional sailingschooner. The goal of the SEA Programis to provide intensive course work andpractical experience both ashore, in aresidential campus, and at sea, aboard adeep-ocean sailing research vessel.Length of program: 12 weeks, eitherin the fall or spring semester. Eligibility:Sophomores, ju niors and seniors. Credit:17 credits. Campus advisor: Profes sorRobert WallaceWoods Hole, MA - SES - Semester inEnvironmental Science: Marine BiologyLaboratoryFounded in 1888, the Marine BiologicalLaboratory (MBL) at Woods Hole,MA is a world-renowned center for biologicalresearch and education with a longtradition of offering excellent hands-onresearch courses at both the graduate andundergraduate levels. The MBL’s facilitiesinclude one of the world’s best library collectionsof biological and oceanographicliterature, a campus-wide computernetwork, teaching laboratories equippedwith running seawater, advanced instrumentationfor chemical analysis includingtwo isotope ratio mass-spectrometers,climate-controlled growth chambers, anda Marine Resources center dedicated tothe culture and maintenance of marineorganisms.The Semester in Environmental Science(SES) is sponsored by the MarineBiological Laboratory’s EcosystemsCenter. The Ecosystems Center is theecological research arm of the MBL. Thegoal of the Center is to investigate fundamentalprocesses and interactions linkingorganisms with their environment andto apply the resulting knowledge to thewise management of the world’s naturalresources.The SES program comprises two corecourses (Aquatic Ecosystems, TerrestrialEcosystems), one elective course (usuallytwo or three of the following are offeredin any year: Aquatic Chemistry, MathematicalModeling in Ecology, Ecologyand Management of Wetlands, HumanDominated Ecosystems, Issues on GlobalEcology, Microbial Methods in Ecology,The Role of Animals in Ecosystems), twoSpecial Seminars (Distinguished ScientistsSeries, Science Writers Seminar), andan Independent Research Project.Length of program: one 15-week semesterin the fall only. Eligibility: primarilydesigned for juniors majoring in oneof the natural sciences; at a minimum,students should have completed the introductorycourses for majors in Biology,Chemistry, and Mathematics. Credit: atotal of 16 credits for the semester. Applicationdeadline: students are encouragedto consult with their academic advisorand the campus advisor to the programas soon as possible to assure that theirapplication is filed by the previous March.Campus advisor: Professor Robert Wallace.Other Off-Campus ProgramsTransfer credit will be granted forwork done abroad in non-Ripon andnon-ACM programs when the programof study (courses) has been approved inad vance. Interested students should consulttheir major advisor and the associatedean of faculty.

Preprofessional StudiesPreprofessional Studies 221Health ProfessionsCareful planning of the student’s academicprogram is important and studentsmust select Biology 121 and/or Chemistry111 in their first year.Consultations with one of the healthprofessions advisors should begin duringthe first-year orientation. Members of theHealth Professions Advisory Committeeare listed in the Faculty Committees sectionof the Register of the College foundat the end of this catalog.For entry into training programs formost medical professions, college gradesare very important, as well as first-handexperience with the medical professions,demonstrated ability to work well withother people, and involvement in communityservice and/or volunteerism.Chiropractic MedicineA doctor of chiropractic is a primaryhealth care provider who gives particularattention to the relationship of thestructural and neurological aspects of thebody. A chiropractor is trained in physicalexamination, orthopedic and neurologicaltesting, radiographic interpretation,and direct pal pi tation of joint movement.Although most chiropractic collegesspecify two years of preprofessional educationas a minimum require ment for admission,the majority of entering studentshave a bachelor’s degree. No specificundergraduate major is required. Mostchiropractic colleges require a minimumgrade point average, typically around 2.5,with no science course below a “C.”The specific admission require mentsfor chiropractic colleges differ from oneschool to another. However, the followingguidelines should be kept in mind whileplanning an undergraduate cur riculum:biology, 8-12 credit hours, vertebrate orhuman anatomy and physiology preferredor required (Biology 121 and any two ofthe following: 211, 216, 312, 314); generalchemistry, 8 credit hours (Chemistry112 and 211); organic chemistry, 8 credithours (Chemistry 111 and 214); physics,8 credit hours (Physics 151-152);English/communication, 6 credit hours(English 110 and Communication 115);psychology, 4 credit hours (Psychology110); human ities and social sciences, 15credit hours (most transferable coursesare acceptable; however, courses in publicspeaking, critical thinking, ethics, writing,and sociology are preferred); and additionalelectives to total the minimumrequirements of the particular school.DentistryAlthough many dental schools specifythree years of preprofessional educationas a minimum requirement for admission,most entering students have abachelor’s degree. No specific undergraduatemajor is required. Most dentalschools require a certain level of performanceon the Dental Admission Test;students should take this test the springof their junior year. Dental schools alsoassess the undergraduate transcript, gradepoint average, letters of recommendation,and an interview.The specific admission require mentsfor dental schools differ from one schoolto another and it is important that the applicantobtain a catalog from the specificschool of dentistry where he or she plansto apply. The following guidelines shouldbe kept in mind while planning an undergraduatecurriculum: general chemistry,8-10 credit hours (Chemistry 112 and211); organic chemistry, 8-10 credit hours(Chemistry 111 and 214); biology, 8-10credit hours; physics, 8-10 credit hours(Physics 151-152); mathematics, at least

222 Preprofessional Studiescollege algebra; English, 6-12 credit hours(English 110 and an additional course);psychology, 3-6 credit hours (at least Psychology110); and additional electives tototal the minimum requirements of theparticular dental school.Medical Technology and AssociatedPrograms at Rush UniversityThe baccalaureate degree is one prerequisiteto taking the registry examinationfor licensing as a medical technologist. Astudent’s undergraduate major may be inany field, though most students interestedin medical technology choose eitherbiology or chemistry. A minimum of 16credit hours of biology is required, includingBiology 121 and a course in microbiology(Biology 314). Students must alsotake a minimum of 16 credit hours ofchemistry, including courses in organicchemistry (Chemistry 111 and 214) and acourse in quantitative analysis (Chemistry211), and one course in mathematicalstatistics (Math ematics 120). Additionalrecommended courses in the sciencesinclude physics, genetics, and humananatomy and physi ology.A student may apply to medical technologyprograms at any institution, butRipon College has affiliation with St.Agnes Hospital in Fond du Lac, WI, andmay enter their program after receivingthe A.B. degree from Ripon College. Wealso have affiliation with Rush Universityin Chicago, IL. A Ripon College graduatewho has achieved a minimum GPA(usually 3.0) and taken the requiredcoursework will be automatically acceptedinto Master’s programs in Rush’s Collegeof Health Science. This institution hasmany programs, but of special interest toRipon College graduates are programsleading to a Doctor of Audiology or aMaster of Clinical Laboratory Sciences(medical technology) or Perfusion Technology,which require a strong sciencebackground. Someone who wants to beinvolved in health care but is not interestedin taking as many science coursesmight consider getting a Master Degreein Occupational Therapy or Health CareEthics. These programs are too diverse todescribe in detail here; contact Dr. MargaretStevens in the Biology Departmentfor more specific information.Medicine, Allopathic andOsteopathicMedical schools seek candidates witha high level of scholastic achievementand intellectual potential, as well as themotivation and humanistic concernnecessary for success as a physician.These qualities are measured by collegegrades, particularly science grades, lettersof recommendation from undergraduatefaculty and pre medical advisers, MedicalCollege Admission Test (MCAT) scores,interview assessment, an applicant’spersonal statement and application,and volunteer work and communityservice. Acceptance into medical schoolis competitive and the mean grade pointaverage for accepted students is about 3.6.Although most medical schools require aminimum of three years of undergraduatework before admis sion, the majority ofentering medical students have a baccalaureatedegree.Medical schools do not require aspecific major; however, most applicantsmajor in biology, chemistry, or suchcombinations as the chemistry-biologymajor. Although an understanding ofthe principles of the sciences basic tomedicine is required of entering medicalstudents, breadth of education also is expected.A successful medical student musteffectively acquire, synthesize, apply, andcommunicate infor mation. Thus, studiesin the humanities and in the social andbehavioral sciences and oppor tunities forthe development of effective writing skills

Preprofessional Studies 223are strongly suggested. Independent studyand research also are encouraged.The specific admission requirementsvary from school to school, and youshould plan carefully to ensure youreducation and work experiences enhanceyour chances for admission. Thefollow ing guidelines should be kept inmind when planning an under graduatecurriculum: general biology or zoology(with lab), 4 credit hours (Biology 121);advanced biology or zoology (with lab),4 credit hours; general chemistry (withlab), 8 credit hours (Chemistry 112 and211); organic chemistry (with lab), 8credit hours (Chemistry 111 and 214);physics (with lab), 8 credit hours (Physics151-152); English, 6 credit hours (English110 and an additional course); mathematics,at least college algebra for mostschools, however, some schools such asthe University of Wisconsin at Madisonrequire biochemistry. Others may requirecalculus; additional electives to total theminimum requirements of the particularmedical school; and an internship with aphysician. Courses such as human anatomyand physiology, vertebrate structure,genetics, microbiology, cell physiology,and biochemistry also are helpful whenpreparing for medical school.Nursing and Ripon College’s Affiliationwith Rush UniversityAlthough a person with an undergraduatenursing degree will have no troublefinding employment, to advance in thisfield it is usually necessary to obtain aMasters degree. Graduate entry-levelnursing programs are available for thosestudents who have earned a baccalaureatedegree. Graduate programs in nursing includea master’s of science (M.S.), doctorof nursing (N.D.), and doctor of nursingscience (D.N.Sc.). For these programs, anapplicant must have a minimum gradepoint average of 3.0. The graduate recordexam (GRE) and an inter view are required.Prerequisite course work includeshuman anatomy and physiology (Biology211 and 312), microbiology (Biology 314),inorganic chemistry (Chemistry 112),and organic chemistry (Chemistry 111).Coursework in psychology (110, 235, 242,or 243), sociology (110 or 115), English(110 and another English course) andstatistics (Mathematics 120 or Psychology211-212) are recommended.Ripon College is affiliated with RushUniversity in Chicago, and Ripon graduateswho meet the admission requirementscan be automatically accepted intothe Generalist Entry Master of Science inNursing program. Required prerequisitecourses, all completed with a grade ofC or better, include organic chemistry(Chemistry 111) or biochemistry (Chemistry422), human anatomy and physiology(Biology 211-312), microbiology (Biology314), statistics (Math 120 or Psychology211-212), psychology or sociology (Psychology110, Sociology 110 or 115), andhuman growth and development (Psychology235, 242, or 243). A prerequisitecourse in normal nutrition is requiredand may be taken online. A GPA of 3.0or higher is required, and the GRE examis waived if the applicant has a RiponCollege GPA of 3.25 or greater.OptometryThe American Optometric Association(AOA) published definition of anoptometrist is as follows: “Doctors ofOptometry are independent primaryhealth care providers who examine,diagnose, treat and manage diseases anddisorders of the visual system, the eye andassociated structures, as well as diagnoserelated systemic conditions.” Most studentsentering optometry school have abachelor’s degree from a four-year collegeor university. Optometry programs assessundergraduate grade point average, scores

224 Preprofessional Studieson the Optometry Admission Test (OAT),under graduate degrees, biographical information,knowledge of the profession,letters of reference, and an interview.The specific admission require mentsfor Optometry schools differ markedlyfrom one school to another and it is importantthat the applicant obtain a catalogfrom the specific school or college ofoptometry where he or she plans to apply.The following guidelines should be keptin mind while planning an undergraduatecurriculum: biology, including generalzoology (Biology 121), microbiology (Biology314), human anatomy and physiology(Biology 211), cell biology (Biology 327),and genetics (Biology 219); chemistry,including inorganic (Chemistry 112), organic(Chemistry 111), and biochemistry(Chemistry 422); general physics (Physics151-152); English composition (English110); psychology (Psychology 110); mathematics,including calculus (Mathematics201) and statistics (Mathematics 120);and computer science (Computer Science101). Additional courses may includesociology, public speaking, business, andeconomics.PharmacyHistorically, the functions of a pharmacistcentered on the preparation andprovision of a drug product to a patient.However, over the past 30 years, pharmacistshave begun to complement theirpractice with a more proactive approach,emphasizing pharmaceutical care. Todaypharmacists are responsible for selectingan appropriate dosage and dosage schedule,preparing medi cation for administration,providing information aboutmedi cation, and advising and monitoringpatients to prevent or detect harmful sideeffects. Reflective of this change, a majorityof the nation’s schools and collegesof pharmacy have recently voted to movetoward awarding the doctor of pharmacy(Pharm. D.) degree as the only professionaldegree in pharmacy.A Pharm. D. degree requires at leasttwo years of preprofessional studyfollowed by at least four years of professionalstudy. Consequently, a number ofstudents obtain their bachelor’s degreebefore matricu lating into a Pharm D.program. Entry-level Pharm. D. admissionis based upon completion of prepharmacycourses, quality of academicrecord, Pharmacy College Admission Test(PCAT) scores, letters of recommendation,resume, and a personal interview.The specific admission requirements forPharm. D. programs differ markedly fromone school to another and are generallymore extensive and detailed than thoseof medical schools. It is important thatthe applicant obtain a catalog from thespecific school of pharmacy where he orshe plans to apply.The following guidelines should bekept in mind while planning an undergraduatecurriculum of preprofessionalpreparation: inorganic chemistry, 8-10credit hours (Chemistry 112 and 211);organic chemistry, 8-10 credit hours(Chemistry 111 and 214); biology, atleast 12 credit hours including generalbiology (Biology 121), vertebrate structure(Biology 216), and genetics (Biology 219)or botany (Biology 227); general physics,8-10 credit hours (Physics 151-152);calculus, 4-5 credit hours (Mathematics201); communication, 3-6 credit hours(English 110 and possibly Communication115); micro economics, 3-4 credithours (Economics 212); social science, 3credit hours, sociology (Sociology 110) oranthropology (Anthropology 110); behavioralscience, 3 credit hours, (Psychology110); history, 2-3 credit hours; humanities,6 credit hours; ethnic studies, 3credit hours; and additional electives tototal the minimum requirements of theparticular pharmacy school.

Physical Therapy andCorrective TherapyThere are several academic paths to certificationas a physical therapist; however,the most common has become a masterof science degree in physical therapy. Inthis case, the student’s under graduatedegree is not in physical therapy and acomplete bachelor’s degree will be requiredof all students applying for admissionto the physical therapy professionalprogram. Although there is no specificmajor required for entrance into a physicaltherapy program, the undergraduatemajor is often biology, exercise science, orself-designed.The specific admission requirementsvary considerably from school to schooland are generally more extensive and detailedthan those of medical schools. It isimportant that the applicant obtain a catalogfrom the specific school of physicaltherapy where he or she plans to apply.Many admission requirements includea bachelor’s degree from an accreditedcollege or university; GRE; a minimumcumulative grade point average, usuallya 3.0; a minimum science grade pointaverage; successful completion of allprerequisite courses no later than thespring semester prior to summer admission;evidence of professional behaviorrequired to participate effectively in ahealth care environment; and satisfactorycompletion of volunteer or paid patientcare experience in two physical therapysettings under the supervision of a physicaltherapist, usually at least a minimumof 20 hours in each setting.The following guidelines should bekept in mind while planning an undergraduatecurriculum: biology, includingintroductory biology (Biology 121),animal biology, with lab (any zoologycourse); human physiology, with lab(Biology 211 and 312), anatomy, with lab(Biology 211, 216, 312); a year sequence ofchemistry, with lab (Chemistry 111 andPreprofessional Studies 225112); biochemistry (Chemistry 422); ayear sequence of general physics, with lab(Physics 151-152); psychology, includinggeneral psychology (Psychology 110) andhuman development (Psychology 235,242, or 243); and statistics (Mathematics120). In addition, the following coursesare recommended by many schools andrequired by others: kinesiology, exercisephysiology, neurosciences, physiologicalpsychology, calculus, ethics, medicalsociology, cultural diversity, counseling,public speaking, public health, Englishand technical writing, English composition,computer science, and additionalcourses in the humanities and social sciences.Internships with physical therapistsalso are required (Biology 551 or 552).Because most physical therapy programsrequire hands-on experience, students areencouraged to get involved in the trainingprogram. Exercise Science 211 and 412are recommended to prepare students toparticipate in more advanced activities ofthis sort.A baccalaureate degree with a major inexercise science is a prerequisite for admissionto a training program in correctivetherapy. Following graduation, the interestedstudent enters a one-year trainingprogram at an approved institution wherecorrective therapy is available. There is asubsequent certification examination. Formore information, consult any memberof the Health Professions Advisory Committee.Physician AssistantPhysician assistants are health professionalslicensed to practice medicine withphysician super vision. Within the physician/PArelationship, physician assistantsexercise autonomy in medical decisionmaking and provide a broad range ofdiagnostic and therapeutic services.For example, PA’s are qualified to takemedical histories, order laboratory tests,diagnose and treat illnesses, give medical

226 Preprofessional Studiesadvice, counsel patients, perform physicalexams, assist in surgery, and set fractures.The specific admission requirementsfor PA programs differ from one schoolto another and it is important that the applicantobtain a catalog from the specificPA pro gram where he or she plans toapply. Although no specific major isrequired, you should plan carefully toensure that your education and employmentexperiences enhance your chancesfor admission. Most PA programs requireapplicants to have a minimum of twoyears of college credit and more thanhalf of those who apply already have acollege degree. Many programs now arecompletely at the graduate level, and abaccalaureate degree is required. Further,some health care experience is requiredprior to admission. Thus, it is a good ideato volunteer in a hospital, and to obtainEMT or CNA certi fication. Some schoolsalso require the Allied Health ProfessionalAdmissions Test (AHPAT).The following guidelines should bekept in mind while planning an undergraduatecurriculum: inor ganic chemistry(Chemistry 112), organic chemistry(Chemistry 111), biochemistry (Chemistry422), general biology (Biology 121),zoology (Biology 215 or 216), microbiology(Biology 314), human anatomy andphysiology (Biology 211 and 312), generalpsychology (Psychology 110), and additionalelectives to total the minimumrequirements of the particular physicianassistant program.PodiatryPodiatric medicine is a branch of themedical sciences devoted to the study ofhuman movement with the medical careof the foot and ankle as its primary focus.A doctor of podiatric medicine (DPM)spe cializes in the prevention, diagnosis,and treatment of foot disorders, diseases,and injuries. Although schools ofpodiatric medicine specify three years ofpreprofessional education as a mini mumrequirement for admission, a baccalaureatedegree is strongly recommended(over 90% of enter ing students have abachelor’s degree). No specific undergraduatemajor is required. Most collegesof podiatric medicine require a certainlevel of performance on the Medical CollegeAdmission Test (MCAT). Podiatriccolleges also assess the undergraduatetranscript, grade point average, letters ofrecommendation (one from the HealthProfessions Advisory Committee, twofrom science faculty, and one from apodiatric physician), and an interview.The minimum semester credit hourrequirements for all of the colleges ofpodiatric medicine include the following:biology, 8 credit hours (Biology 121 andan additional course); chemistry (general/inorganic), 8 credit hours (Chemistry112 and 211); organic chemistry, 8 credithours (Chemistry 111 and 214); physics,8 credit hours (Physics 151-152); English,6 credit hours (English 110 and anadditional course). It is strongly recommendedthat the college curriculum alsoinclude three or more of the followingcourses: anatomy (Biology 211, 216, or312), biochem istry (Chemistry 422),genetics (Biology 219), histology (Biology216), microbiology (Biology 314), andphysiology (Biology 211 and/or 312). Thelatest a student may take the MCAT is inthe spring of the year prior to fall admission.Veterinary MedicineSchools of veterinary medicine areone of the most selective of professionalschools. They assess the undergraduatetranscript and grade point average, standardizedexamination (usually the GRE,but occasionally the MCAT or VCAT,taken in the spring of the junior year),animal contact and work expe rience withboth large and small animals, veterinarymedical experience, other preparatory

Preprofessional Studies 227experience, college degree earned, extracurricularactivities, letters of recommendation,and a personal interview.The specific admission require mentsvary considerably from school to schooland are generally more extensive anddetailed than those of medical schools.It is important that the applicant obtaina catalog from the specific school of veterinarymedicine where he or she plansto apply. Although no specific major isrequired, you should plan carefully toensure that your education and animalwork experiences enhance your chancesfor admission.Typical course requirements include:general and qualitative chemistry, 8-10credit hours (Chemistry 112 and 211); organicchemistry, 8-10 credit hours (Chemistry111 and 214); bio chemistry, 3-4credit hours (Chemistry 422); general biologyor zoology, 5-6 credit hours (Biology121 and an additional course in animalbiology, most likely Biology 216); geneticsor animal breeding, 3 credit hours (Biology219); microbiology, 3-4 credit hours(Biology 314); physiology, 3-4 credit hours(Biology 211-312); general physics, 6-10credit hours (Physics 151-152); statistics(Mathematics 120); English composition,3-6 credit hours (English 110); socialscience or humanities, 6-10 credit hours;and additional electives to total theminimum requirements of the particularveterinary school. In addition, calculus(Mathematics 201) and courses in animalbehavior (Psychology 233) and husbandrymay be required.Other Fields of StudyEngineeringA pre-engineering program will preparestudents for further education in the fieldof engineering as they earn a bachelor’sdegree in a similar field. Students intendingto become engineers may follow oneof three plans. The first option is tocomplete a bache lor’s degree at Riponand then do advanced work leading to amaster of science in engineering from atechnical school. The second op tion is tostudy three years at Ripon and three yearsat an engineering school; students followingthis plan receive a bachelor’s degreefrom Ripon and a master’s degree froma technical school. The third option is tostudy three years at Ripon and two yearsat an engineering school; students followingthis plan receive bachelor’s degreesfrom both institu tions.Students in these programs need strongaptitudes in mathematics and scienceand should enroll in mathematics andphysics courses during their first semesterof coursework at Ripon College. ConsultProfessor Sarah Desotell for further informationregarding this program.Students interested in combining studiesin the biological and physical sciencesfor graduate studies leading to degrees inbioengineer ing or medical physics shouldcon sult any member of the Health ProfessionsAdvisory Committee.Forestry andEnvironmental StudiesStudents interested in forestry,environmental studies, and resourcemanagement may complete their baccalaureatedegree and then select a graduateprogram, usually for two years, leading toa master’s de gree. A cooperative programbe tween Ripon College and DukeUniversity allows qualified students whohave planned their program at Riponcarefully to enter the gradu ate program atDuke after three years. The student willreceive the A.B. degree from Ripon at thesuc cessful completion of the first year ofgraduate study and the master of forestryor master of environmental managementdegree from Duke at the successfulcompletion of the second year. A major

228 Preprofessional Studiesin Environmental Studies would be anappropriate course of study at Ripon College.Consult Professor George Wittler.Government ServiceCareers in military service, politics, andpublic administration do not require aspecific major or a specific set of courses.Students wishing to pursue a successfulcareer in any of these fields must developskills of logical analysis and argumentationand mastery of the English languagein writing and speech. Training ineconomics and in statistics and computerscience is highly desirable; insight gainedfrom the study of history, philosophy, andpolitics is invaluable.Students contemplating military orgovernmental service careers elect coursesfrom eco nomics, English, history, philosophy,and politics and government andusually major in one of these disciplines.For more information consult ProfessorLamont Colucci (government) andthe career development office.JournalismInterested students should elect awell-rounded group of courses with anemphasis on English, history, economics,and politics and government. Whenchoosing a major, students shouldanticipate the probable area of journalisticspecialization, such as sciencereporting or performing arts criticism. Aself-designed major in journalism is alsoavailable. Practical journalistic experiencemay be ob tained by working on thestaff of the campus newspaper, radio orRCTV, yearbook, literary magazine, oroffice of marketing and communications.A semester or summer internship witha newspaper, radio station, or televisionnetwork is highly recommended.A student who goes from Ripon intospecialized training at a school of journalismmay, by previous arrangement, qualifyfor a degree from Ripon and from theschool of journalism provided that thestudent completes three years at Ripon,the distribution requirements, and ama jor. Consult Professor Dean Pape,journalism advisor, for any questionsrelated to this program.LawAdmittance into post graduate lawschool or legal administration programsrequire a liberally educated student whocan demonstrate a mastery of communicationand analytical skills. No specificmajor or set of courses is required howevera strong background in logic eitherfrom the philosophical or mathematicaldiscipline combined with writing coursesin journalism, English, or the social scienceswill prove useful. The introductorylaw and constitutional law classes willprovide an excellent test for a student’sinterest level. These preparatory classesas well as classes in a definite interestarea such as politics, business, sociology,or psychology will give the student thebackground needed for a successful legalcareer.The interdisciplinary nature of theRipon College program permits a studentto prepare for the rigors of post graduatelaw school or other schools of legal andcourt administration. In today’s world ofspecialization, a successful candidate fora legal career must have the opportunityto explore the legal environment whiledeveloping that niche in environmentallaw, business law, criminal law, sports law,literary law, labor law or one of the overone hundred specialities practiced today.For more information consult ProfessorSteven SorensonLibrary and Information ScienceLi brarianship offers students an excellentopportunity to use knowledge andskills gained through their liberal arts

education. Professional librarians havemasters or doctoral degrees in library andinformation sci ence and come from avariety of undergraduate backgrounds. Librarianshipoffers specialization in fieldssuch as music, law, the medical sciencesand business, to name a few. Studentsinterested in a career in library and informationscience will benefit from coursesin computer science, education (forschool librarianship), and history and arthistory (for archival management). LaneLibrary’s annual Bernice Wells Carlsonwork study grant offers student assistantsthe opportunity to shadow librarians intheir departments and learn about thevarious facets of library work. Internshipsin the College archives are also available.For more information consult the librarystaff.Military LeadershipThe U.S. Army and Ripon Col legeoffer courses leading to a commission inthe Army, with ex cellent opportunitiesfor a wide variety of careers in the militaryservice as a commissioned officer.Students may also apply for graduatestudy and professional study such as law,medicine or dentistry prior to commissioning.Qualified cadets in the MilitaryScience program may be awarded ROTCscholarships which, in addition to asubsistence allowance, cover the full costof tuition, books, and fees. Consult themilitary science department.MinistryThe best preparation for special studyat a divinity school or seminary is a wellbalancedliberal arts education, with emphasison English, philoso phy, religion,and social sciences. Public speaking isalso important. Consult Professor BrianSmith.Preprofessional Studies 229Social WorkA liberal education is excellent preparationfor a career in social work becauseit gives broad exposure to problems thatpeople and societies face and that socialworkers typically encounter. Studentsinterested in social work may major in anthropology,economics, history, philosophy,politics and government, psychology,sociology, or may plan a self-designedmajor. Graduate work should be stronglyconsidered. Consult Professor JacquelineClark.TeachingLicensure: Under the supervi sion ofRipon’s Educational Studies Department,a student may earn teacher licensurein several subject areas. Ripon believesa good teacher meets the standards ofprofessional preparation in edu cation,possesses competency in the subjectmatter taught, understands the humanneeds that motivate indi vidual behavior,and is sensitive to the forces and value systemsthat influence society. The Collegefur ther believes that these qualities arebest developed at the undergradu ate levelthrough a program of lib eral and professionaleducation. The professional coursework in education that Ripon offers isde signed to prepare teachers for initiallicensure. Their on-the-job experience,graduate study, and pro fessional developmentactivities are the ingredients forcontinued devel opment as good teachers.Special Education: In cooperation withthe University of Wisconsin-Oshkosh, RiponCollege offers students opportunitiesto obtain licensure in special education.Students interested in this option willgenerally begin taking courses at UW-Oduring the junior year of study and canexpect to complete five years of study toearn both regular and special educationlicensure.

230 Preprofessional StudiesSpecialized Areas of Education: Riponprovides the prerequisite work for graduatestudy in most specialized areas in thefield (e.g., reading, school counseling).Ripon’s academic departments offer electivecourses which provide backgroundpreparation for these specialized roles.Students interested in one of these specializedpositions should seek the adviceof education professors no later than thesophomore year.Private Schools: Students with strongacademic records, but lacking licensure,can be employed by private schools forelementary and secondary teaching.Courses in education strengthen such ateacher’s qualifications.College and University: A master’s degreeis the usual minimum for an initial appointment,and a terminal degree (suchas the Ph.D.) is often required. A strongdepartmental major at Ripon qualifiesthe student for admission to an appropriategraduate school.Consult with the chair of the EducationalStudies Department for moreinformation.

Residence HallsRipon College offers its instructionalfacilities within a total social andresidential environment. At tending thisinstitution is a com plete living situationin which all may participate. For thisreason, all students, except those who aremar ried, have children, or who are livingwith their immediate families (within 30miles of Ripon), are required to live inthe Col lege residence halls. In this way,Ripon College strives to be a true “communityof scholars” in the best sense ofthose words.There are nine residence halls on campusoffering a variety of living options.Typically first-year students are housedtogether within groups. First-year studentswho pledge frater nities and sororitiescontinue to live in their halls until theirsophomore year when they move intoupper-class living areas.Food ServiceSodexo Food Service is the contractedcampus food provider. The GeneralManager, Executive Chef, Catering Director,Dining Room Supervisor, andAdministrative offices are located in thePickard Commons upper level at the endof the dining room behind the kitchen.The ID Meal Plan office is located in thefar corner of the dining room, but he exitdoors. Office hours are from 7:00 a.m. to5:00 p.m., giving students access to meetwith staff during that time.The dining room is on the upper levelof the Pickard Commons. Meals servedin the Common Dining Room emulate afood court style, having several food typechoices at lunch and dinner; breakfast isordered off the grill. Meals are served “allyou care to eat” with a variety of healthychoices and vegetarian options, and weStudent LifeStudent Life 231offer several meal plans to accommodatedifferent life style and eating habits.Meal Plans are split between BoardMeals and Points which are flexiblespending dollars that can be used for retailitems or meals. Special arrangementscan be made with the chef for specialdietary needs, take-out meals (i.e., studentteachers), or any other special situationthat curtails using standard meals or thestandard meal plan.Hours of operation in the Commons:Monday through Friday: Breakfast from7:00 a.m. to 9:00 a.m., lunch from 11:30a.m. to 1:30 p.m., “Simply To Go Grab& Go” from 11:00 a.m. to 1:30 p.m. andDinner from 5:00 to 7:00 p.m. Saturdayhours: Breakfast from 7:30 to 9:00 a.m.,lunch from 11:30 a.m. to 1:00 p.m., anddinner from 5:00 to 7:00 p.m. Sundayhours: Brunch from 11:00 a.m. to 1:00p.m., and dinner from 5:00 p.m. to 7:00p.m.The “We Proudly Brew Starbucks” CoffeeShop is located on the first level ofthe Pickard Commons, next to the RiponCollege Bookstore. A variety of coffeedrink choices, as well as bottled beverages,candy, and in-house bakery items areserved. Hours of operation are: Mondayand Wednesday, 7:30 a.m. to 7:00 p.m.;Tuesday, Thursday and Friday, 7:30 a.m.to 3:00 p.m.; Saturday and Sunday, 11:00a.m. to 2:00 p.m.The Pub, located in Harwood MemorialUnion, provides a wide va riety ofbeverages, snacks, special meal options,and made-to-order hot and cold sandwiches.Hours of operation in the Pubare: Monday through Thursday, 7:30 a.m.to 8:00 p.m.; Friday, 7:30 a.m. to 11:00p.m, The Pub also delivers Friday eveningfrom 8:30 p.m. to 11:00 p.m. It is closedon Saturday and Sunday.

232 Student LifeThe Bovay Terrace is located in thelower level of Bovay Hall. The Terracefeatures a large variety of snack items,beverages, freshly made hot or cold sandwiches,pizza, and salads. Hours of operationare: Saturday through Thursday 4:00p.m. to 11:00 p.m. There is even deliveryduring specified hours! The Terrace isclosed on Friday.Social Fraternities and SororitiesFour fraternities, three sororities, andone coed fraternity are active at RiponCollege; six are chapters of na tionalorganizations. Each group is housed ina facility owned and op erated by RiponCollege, and mem bers take their meals inPickard Commons.The fraternities and sororities are as follows:FraternitiesPhi Delta ThetaPhi Kappa Pi (local)Sigma ChiTheta ChiSororitiesAlpha Chi OmegaAlpha Delta PiKappa DeltaCoed FraternityTheta Sigma Tau (local)Athletics for Men and WomenThe Ripon College athletic programseeks to establish and maintain anenvironment in which athletic activitiesare conducted as an integral part of thestudent athletes’ educational experience.The program establishes and maintainsthe values of cultural diversity and genderequity. Student athletes exhibit fairness,openness, honesty and sportsmanship intheir relationship with officials, spectatorsand other student athletes.In both men’s and women’s ath letics,Ripon is a member of the Na tional CollegiateAthletic Associa tion (NCAA) DivisionIII, and a member of the MidwestConfer ence, an association of 10 collegesin Iowa, Illinois, and Wisconsin. The othercolleges in the confer ence are Beloit,Carroll, Grin nell, Illinois College, Knox,Lake Forest, Lawrence, Monmouth, andSt. Norbert.Conference competition for menincludes cross-country, cycling, football,and soccer in the fall; basketball andswimming in the winter; and indoor andoutdoor track, baseball, golf, and tennisin the spring.Conference competition for women includescross country, cycling, golf, soc cer,tennis, and volleyball in the fall; basketballand swimming in the winter; andindoor and outdoor track and softball inthe spring.First-year students are eligible forpartici pation in all varsity sports.Organized intramural sports for bothmen and women are scheduled regularly.These include flag foot ball, basketball,inner tube water polo, indoor soccer, badminton,fall tennis, bowling, volleyball,kickball, floor hockey, and softball.Community EngagementThe Office of Community Engagementassists every Ripon College student infinding educational and personal enrichmentin the many aspects of life beyondRipon’s campus. As a campus-wide centerfor academic and co-curricular programming,the office is committed to:• Matching students with opportunitiesthat allow them an opportunityto meaningfully contribute to thewelfare of the community;• Developing students who are leadersin the nonprofit and civic sectorsthrough intensive training and ourService Corps program;• Supporting faculty in academic communityengagement, including service-learning,nonprofit internships,and community-based research;

• Promoting educational programsthat prepare students for lives ofsocially responsible citizenship;• Developing deep relationships withnonprofit partners based on a modelof cooperative problem solving;• Guiding students, staff, faculty andcommunity members in their ownservant leader journey.The OCE maintains more than 40partnerships with projects that includeteaching and mentoring local youth, creatingaffordable housing, and enrichingthe lives of the elderly - plus much more!For more detailed information about theOffice of Community Engagement andthe programs it offers, please visit ourwebsite at http://www.ripon.edu/OCEor call 920-748-8153.Counseling ServicesPersonal counseling, consultationeducational programming and referralare services provided by the CounselingServices staff. Confidential indi vidualand group counseling are available to allstudents. Concerns for which studentsseek counseling include uncertaintyabout one’s iden tity or values, anxiety,depression, low self-esteem, stress andtime management, relationships, orsub stance abuse. Consultation is alsoprovided when a member of the Collegecommunity is concerned about a studentand is unsure about how to handle thesituation.Another service provided by the CounselingServices staff is educational programmingfor campus organizations andresidence hall groups. Programs on topicssuch as adjusting to college, relationships,stress management, eating disorders,sexual assault prevention, self-esteem andother topics may be arranged.Sometimes personal and aca demic concernsinteract with one another. In thiscase, on-campus re ferrals may be madeStudent Life 233to Student Support Services, the careerdevel opment office, the reg istrar’s office,or a student’s faculty advisor. Off-campusreferrals may be made for specializedcounseling services. Fees for off-campusservices will be the responsibility of thestudent.The Campus Assistance Pro gram, coordinatedthrough the Counseling Servicesstaff, is designed to offer con sulta tionservices to employees with regard to abroad range of human relations con cerns— family and marital dis cord, financialdifficulties, alcohol and other drug abuse,emotional and behavioral discord, anda wide range of personal problems. TheCounseling Services staff can assist employeesin locating appropriate referralsfor their specific concerns.Student Support ServicesThe Student Support Services (SSS)program is a United States Departmentof Education funded TRIO program andprovides a network of academic, personaland career support for many studentson the Ripon College campus. Studentsuse the program’s services on an appointmentor drop-in basis and receiveguidance and information about transitionsto college, study skills and directionthrough college. Students meet and interactwith the full-time professional StudentSupport Services staff, student tutorsand peer contacts and also participatein a variety of off-campus cultural andeducational programs including trips toChicago, Milwaukee, Madison and GreenBay.Students qualify for the program ifneither parent graduated from a four-yearcollege or university (first generation), areconsidered lower income according tofederal guidelines or hold documentationof a physical or learning disability. Theprogram’s goal is to increase the retentionand graduation rates of our students

234 Student Lifeby providing a supportive, welcoming,informational and challenging serviceenvironment on the campus.TutoringTutoring in college is oftentimes a newand unique service for students and is avaluable supplement to a student’s classroomexperience and interaction withthe professor. All students on the Riponcampus have the opportunity to requesta tutor and many students utilize the serviceevery semester. Students seek tutoringassistance in order to review materialwith another student who has previouslydone well in the course. Tutoring shouldbe perceived as an opportunity to carrylearning outside of the classroom.The ideal situation for many studentsis to work with a tutor on a regularlyscheduled weekly basis, beginning earlyin the semester. Tutors are recommendedby the faculty, and tutors attend trainingsessions on how to assist students toimprove their performance. Students canreceive tutoring information from theStudent Support Services office on theRipon College campus.McNair Scholars ProgramIn 2008, the United States Departmentof Education TRIO division awardedRipon College with a five-year grant toprepare qualified sophomore and juniorstudents for graduate school and achievementof a Ph.D. degree.Students potentially qualify for theMcNair Scholars Program if they are motivatedand achieving students, first generation(neither parent graduated from afour-year college) and low income, or aremembers of a group (African American,Hispanic American, Native American)that is traditionally underrepresented ingraduate school.The program will serve selected studentsfrom Ripon College, St. NorbertCollege in De Pere, WI and LawrenceUniversity in Appleton, WI. Studentswill participate in a variety of activitiesincluding research projects, mentoringfrom faculty, visits to graduate schools,presentation of papers at conferences,teaching opportunities, GRE preparationand assistance with applications to graduateprograms.Fine and Performing ArtsThe Rodman Center for the Arts andother campus buildings provide excellentfacilities for musical, dramatic, andforensic productions.Concerts include performances bythe music faculty and a Chamber MusicSeries which brings to cam pus distinguishedsoloists and small groups ofmusicians. College music groups includeChoral Union, Or chestra, Jazz En semble,Symphonic Wind Ensem ble, and CollegiumMusicum. Stu dents also performin departmental and senior recitals.The theatre department features onemain stage production each semester anda student directed one-act play festival inthe late spring; The department is activein the Kennedy Center American CollegeTheatre Festival and has won several Certificatesof Merit. Several students attendthe Regional Festival each year.The Student Media and ActivitiesCommittee (SMAC) presents severalmusicians each semester.The art department presents art exhibitionsevery semester featuring works byprofessional artists and by students-bothmajors and non-majors. Artists of international,national, and local reputationregularly exhibit their work and conductworkshops for students. Students haveaccess to the college’s growing permanentcollection.The College also sponsors a nationallycompetitiveforensics (speech and debate)team which has compiled an outstanding

ecord in intercollegiate competition overthe years. The National Forensics League(NFL) and Pi Kappa Delta, national honorsocieties in debate and foren sics, wereboth founded at Ripon College. Both areheadquartered in downtown Ripon.Caestecker Fine Arts SeriesThe Ripon College Caestecker FineArts Series brings well-known theatre, art,dance and music to the campus. Eventsare offered at no charge to Ripon Collegestudents.Forensics(See Fine Arts Activities in this section.)Student GovernmentWithin the framework of generalCollege policy, student groups and officersare responsible for various areas ofstudent life.The Student Senate is the formal bodyfor the consideration of issues relatingto the governance of stu dent life. Threestudents, chosen by the Senate, are authorizedto attend and to vote at faculty meetings,and students chosen by the Senateare members of many trustee, faculty, andstudent committees. Other im portantstudent government bodies include theJudiciary Board, the In terfraternity Council,and the Pan hellenic Council.Each fraternity and sorority has its ownofficers who, among their other responsibilities,are responsible for adherenceto College policies and act as liaisonbetween the fraternity or sorority and theCollege administration.Honorary SocietiesIn several fields of study, Riponstudents and faculty have formed localsocieties or chapters of na tional honorsocieties. Ripon has had a chapter of PhiBeta Kappa (general liberal arts) since1952. Others include: Alpha Psi OmegaStudent Life 235(theatre), Phi Sigma Iota (foreign languages),Psi Chi (psychology), Sigma Pi Sigma(physics), Theta Alpha Kappa (religion),Pi Kappa Delta (forensics), Delta PhiAlpha (German), Beta Beta Beta (biology),Omi cron Delta Epsilon (economics),Eka Francian (chemistry), Lambda PiEta (communication), Pi Lambda Theta(education), Sigma Tau Delta (English),and Lau rel (local honorary society).Lectures and SymposiaEach semester, special lectures andsymposia are conducted by aca demicdepartments, student organi zations, andother groups. Eminent authorities oncontemporary and perennial issues speakon campus as guest professors, as part ofprograms sponsored by student organizations,as part of the Phi Beta Kappapro gram, and at commencement. Fac ultymembers, students, administra tors, andlocal citizens exchange in for mation andopinions through such forums as theRipon College Lib eral Arts Symposium.Music(See Fine Arts Activities in this section.)Student MediaThe College Days (the campus newspaper)appears bi-weekly; WRPN-FM(the campus radio sta tion) broadcastsdaily; Parallax (a literary magazine) andCrimson (the yearbook) are publishedevery spring; and Cinemaniacs organizesthe College’s annual film festival andproduces their own independent films.Students have the opportunity to selectand plan entertainment on campus bybecoming involved in the College’s programmingboard, the Student Media andActivities Committee (SMAC).ReligionRipon is historically rooted in theJudeo-Christian tradition, al though it

236 Student Lifehas been nonsectarian since 1868. Thenumer ous local churches welcome students.Campus Christian Fellowship andthe Spirituality Association are studentorganizations open to all interested individuals.There is a synagogue in Oshkosh(20 miles from Ripon) and a mosque inNeenah (40 miles from Ripon).Special InterestsStudents who share special in terests areencouraged to organize, to voice opinion,to espouse particu lar courses of action, orsimply to share their interests. Examplesof such groups are the Black StudentUnion, Campus Christian Fellowship,Equestrian Club, International RelationsClub, The Network (gay, lesbian, bisexual,and transgender student organization),Ripon College Rugby Club, Students inFree Enterprise (SIFE), and the Women’sBoxing Club.Theatre(See Fine and Performing Arts in thissection.)Student Personnel Services andAdvisingThe very nature of an institution suchas Ripon College makes possi ble a varietyof informal and un structured opportunitiesfor obtain ing advice and counsel.In addition, more formal channelsexist through the office of the dean ofstudents, the College counselor, and thesys tem of faculty academic advisors.Faculty Advisors(See Academic Advising on page 35 ofthis Catalog.)Health ServicesPrimary medical care is providedMonday through Friday when classes arein session. Students may see the nurse forevaluation and treatment or the studentmay seek care with a physician of theirown choice. Assistance is provided inmaking appointments with area physiciansand the local hospital is utilizedin an emergency situation. Referralsare coordinated with other communityresources as well.Health Services is a confidential environmentdedicated to assisting studentsin their acquisition of knowledge, skillsand behaviors necessary to recover, buildand maintain health. Medical care providedincludes nursing evaluation, availablemedications, available laboratorytests, and health education and information.Health Services is active in assessingand responding to public health needs ofthe campus community and promotinghealthy life choices.Orientation CommitteeEach summer and fall, new RiponCollege students are welcomed by theOrientation Committee. The Committeeis comprised of upperclass students whofacilitate activities designed to ease thetransition of new students into the RiponCollege community and provide themwith the tools to be successful.Foreign Student AdvisorThe foreign student advisor is availableto assist international stu dents with themany problems unique to their situation,including academic programs, personalcoun seling on questions of visas andgovernment relations, campus so cial life,and similar concerns. Consult ProfessorDavid Scott.Office of Career DevelopmentIn the Office of Career Develop ment,services are available that provide studentsthe opportunity to explore themselvesand the world of work within thecontext of their educa tional experience.We encourage and assist students to

Student Life 237think about their interests, values, skillsand life goals as a basis for choosing andpreparing for careers. We provide guidanceto students to secure summer jobs,internships, and volunteer opportunities.In addition, we also help students tolearn to better understand the world ofwork and to realistically relate their owninterests to available possibilities. In theend, whether students are seeking fulltimeemployment or post-graduate education,our office has programs designedto assist individuals in preparing for andinitiating plans for a successful transitionfrom Ripon College.Some of the services we provide include:choosing a major/interest inventories;resume writing; job search strategiesand correspondence; practice or “mock”interviews; etiquette dinner; senior survivalguide; employment listings; on-campusrecruiters; off-campus job fairs; alumninetwork referrals; Peace Corps, Vista,Teach for America and other non-profitopportunities; and complete job searchresources for teachers.To view our handouts and a completelist of resources, please visit our websiteat: http://ripon.edu/academics/careerdev/index. htmlDesignated Smoking Area PolicySmoking is prohibited in any RiponCollege building.

238 Awards and HonorsAwards and HonorsEvery year, the College holds anAwards Convocation to recognize outstandingmerit and achievement amongstudents and faculty mem bers. The College,various aca demic departments, campusorgani zations, and outside sourcesalso present awards to Ripon undergraduates,faculty and staff members. Belowis a list of awards pre sented on a regularbasis.Achievement Award in Anthro pology: tothe outstanding senior in anthropology.Achievement Award in Art: to the studentwho has shown the high est degree of excellencein art.Beta Beta Beta Award in Biol ogy: to thesenior biology major who has demonstratedthe greatest de gree of excellence andinitiative in the biological sciences.J. T. Lewis Prize in Biology: to the studentwho shows outstanding initiative andperformance in the in troductory biologycourse.Dr. Charles Nichols Award: to a studentwith a special interest in botany. Shouldthere be no such student in any givenyear, the award may be made to anotherbiol ogy student. It is awarded in mem oryof Dr. Charles Nichols, Profes sor of BiologyEmeritus.Biology Service Award: to the outstandingbiology laboratory assistant.Senior Business Management Prize:to the outstanding se nior in businessmanagement.Larry Barker 1940 Prize in Chemistry:to the first-year student planning to majorin chemistry who best combines the qualitiesof high scholarship, personal integrity,and simple friendliness.Franklin L. Stone Award: to the sophomoremajoring in chemistry who shows anoutstanding capacity for scholarship andhard work and a personal dedication todoing her or his best; in memory of FranklinL. Stone, an employee of the Collegefrom 1959-73 and from 1974-83.Leone Oyster 1919 Memorial Scholarshipand Prize: to the junior majoringin chemistry who best combines thequalities of scholar ship and hard workwhich charac ter ized Professor Oyster, amember of the chemistry department from1920-62.Guy and Maude Russell 1911/1917Chemistry Award: to the studentmajoring in chemistry who best combinesthe qualities of scholarship, leadership,and service to fellow students.Mrs. John James Communica tionAward: for the best senior speech communicationmajor.Milton H. Westhagen Award in Economics:to the senior economics majorwho has exhibited outstand ing achievementand interest in eco nomics; namedfor the late Milton H. Westhagen, chairof Ripon’s economics department from1948-72.John Livingston ‘49 and Nancy LivingstonEndowed EconomicsScholarship to a junior majoring ineconomics who has exhibited outstandingachievement and interestin economics.Burton J. Stallard 1926 Prize in Education:to the senior with a ca reer goalin education who has demonstratedconstructive insight into the fundamentalissues in edu cation, who has been activelyin volved in education-related experi ences,who possesses broad inter ests, and whohas an above-average academic record.

Awards and Honors 239Lucy Smith Morris Shakespeare Prize:awarded for outstanding work in thestudy of Shakespeare.Mrs. John James Prize in Com position:to the student who has done the mostoutstanding work in English composition.Pierre Guiet Prize in English: awardedin memory of Professor Pierre Guiet, amember of the Ripon College EnglishDepartment from 1958 to 1966, to asenior English major intending to go intograduate work.Ethel Lyon 1912 Graduate Schol arshipin English: a graduate award, the sumof which is to apply toward tuition to thegraduate school of the recipient’s choice;established in memory of Ethel Lyon.Dorothea Wilgus Pickard Prize in CreativeWriting: pre sented annually to thestudent who has done the best work increative writing over the past year.German Language Prize: to the studentwho has achieved the best work in Germanlanguage studies.German Literature Prize: to the studentwho has achieved the best scholarly workin German litera ture.Global Studies Achievement Award: toa student who has demonstrated superiorwork in Global Studies courses and effectivenessin improving campus and communityunderstanding of global issues.John F. Glaser Award: an award given annuallyin memory of Dr. John F. Glaser,Professor of History at Ripon from 1954-79, to a junior who has shown distinctionin the study of history.Achievement Award in History: to asenior history major for distinc tion in thework of the history de partment.Edwin W. Webster 1919 En dowed Scholarshipin History: to a major in historyin memory of Edwin Webster, both astudent at Ripon and a member of thefaculty from 1921-22, 1923-62.Ripon College Mathemat ics andComputer Science Award: recognizesstudent achievement by giving an awardto a first, second, or third year studentmajoring in math ematics or computerscience.Senior Computer Science Award: awardedto a senior doing the most outstandingwork in the field of computer science.Senior Mathematics Award: to the seniordoing the most outstand ing work inmathematics.Harry A. Cody, Jr. 1933 MemorialAward in Military Sci ence: presentedto an ROTC cadet in his or her junioryear who is a student in good standing,loyal to the College, of high moral character,and possesses demonstrated officershipqualities.“Sarge” Peters Award: pre sented to adeserving first-year student with a demonstratedlevel of academic performanceand a de sire to continue at Ripon and inROTC. This award is in memory of MasterSergeant Arthur Peters who served 54years in the U.S. Army, with the last 24years (from 1920-44) at Ripon College.Calmerton/Yahr Music Award: based onscholarship, musical ability, and leadershipin music.Lucile Mosling Grams Endowed MusicAward: given in memory of BeverlyThomann, a special mem ber of the Riponcommunity and of the College family. Asan author, edu cator, student, and volunteer,she was always giving help to oth ers.Presented annually to a junior ma joringor minoring in music. Student shouldhave a demonstrated interest in one ormore areas of the musical arts.Robert Rashid 1936 Music Award: to thestudent who has made the most significantmusical contri bution to the musicdepart ment; given in memory of RobertG. Rashid, alumni director and pub licrelations director of the Col lege from1967-72.

240 Awards and HonorsBruce Martz Endowed Music Award:given to recognize outstanding achievementand interest in music by currentand future students at Ripon College.Donald Bruening 1962 Prize in Philosophy:to a senior possessing notableinterest and ability in phi losophy; givenin honor of Donald Bruening.William E. Tyree Graduate Scholarship:to the senior major who has shownspecial interest and ability in philosophyand who will begin graduate study thefollowing fall. Funded by William E.Tyree, Professor of Philosophy at Riponfrom 1950-83.William Harley Barber Award in Physics:to the best student in physics for thecurrent academic year; given in honor ofWilliam Harley Barber, Ripon Professorof Physics from 1906-46.Achievement Award in National SecurityStudies: presented to a studentin National Security Studies who hascompleted the minor requirements in anoutstanding manner and who has goneabove and beyond in the field.Achievement Award in Politics andGovernment: for outstanding work inpolitics and government.Gordon R. Connor Scholarship: awardedannually to a junior with a cumulativegrade point average of 3.00 or better withan interest in politics and government.In mem ory of Gordon R. Connor, pastpres ident and chief executive officer ofConnor Forest Industries.Achievement Award in Psychol ogy: to theoutstanding senior psy chology major.Reverend Edward S. Roberts 1916 MemorialScholarship: presented to a studentof at least ju nior standing who hasstated an in terest in entering the ministryand demonstrated scholarly achieve mentin his or her chosen field of study.Achievement Award in Foreign Languages:to the student or stu dents whohave regularly demon strated excellence injunior- and senior-level foreign languagecourses.Achievement Award in French: to thestudent or students who have regularlydemonstrated excellence in junior- andsenior-level courses.Achievement Award in Spanish: to thestudent or students who have regularlydemonstrated excellence in junior- andsenior-level courses.Wisconsin Association Of ForeignLanguage Teachers Certificate OfExcellence: in recognition of outstandingstudent achievement in a foreignlanguage.Wisconsin Association Of Foreign LanguageTeachers-Future Foreign LanguageTeachers Certificate: recognizesthe student who exhibits high potential asa teacher of foreign languages.Classical Association of Middle Westand South (CAMWS): to recognizeoutstanding work in the studies of theclassics.Latin League of Wisconsin Colleges:To a graduating senior with a ClassicalStudies major or minor who has showexcellence in their studies.Grace Gertrude Goodrich 1906 ClassicsAward established in memory of anesteemed Professor of Classics (1913-39)and Dean of Women (1933-39) at herAlma Mater, the award is given to agraduating senior who has shown distinctionin Classical Studies.Grace Gertrude Goodrich 1906 ClassicsScholarship: this scholarship is offeredto outstanding sophomore and juniorstudents of the classical languages.Achievement Award in Sociology: to theoutstand ing senior student in sociology.Theatre Achievement Award: awarded forexcellence in some area of theatre.Bernice Wells Carlson Award: establishesa weekly eight-hour work grant to providea hands-on opportunity for students interestedin pursuing librarianship.

Awards and Honors 241Samuel N. Pickard Award: to the membersof the up perclass who have made themost significant contribution to RiponCollege through scholarship, ath leticachievement, and personal character. Mr.Pickard served as a trustee of the Collegefrom 1932-73.John Storzer Graduate Study Scholarship:to the senior athlete with the highestcumulative grade point (this athletemust have earned at least two letters);established in memory of Ripon coach,teacher, and athletic director John Storzerwho served from 1958-73.Jeff A. Thompson 1987 Ath letic Award:to a student ath lete who has demonstratedenthusi asm, determination,perseverance, and unselfishness in theintercolle giate wrestling and/or footballpro gram at Ripon College. In memory ofJeff A. Thompson.Richard O. and Elizabeth PoulsenHader Scholarship: to a junior onthe basis of outstanding dedication andservice to the Col lege.E. R. Nichols Campus Commu nicatorAward: to the member of the campuscommunity who best exemplifies theideals of communication supported byPi Kappa Delta. These qualities in cludeclear presentation, useful re sponses, andactive and sympathetic listening.Forensic Award: to an outstanding studentinvolved in forensicsDavid L. Harris Memorial Award: givenby the student senate to the student whohas contributed most to the bet ter ment ofthe College community through clubs andorganizations within Ripon College.American Association of Uni versityWomen Awards: The Webster familyestablished two American Association ofUniversity Women Awards (AAUW) toexpress appreciation for outstanding serviceby junior and senior women. Criteria are:good academic achievement and service tothe College, to the Ripon community and tohumankind. These awards were establishedin 1987 as a lasting tribute to the wife ofEdwin W. Webster, class of 1919 and professorof history at Ripon College from 1921 to1962. Mrs. Webster not only supported herhusband’s activities but was a significantcontributor to the College through her workwith the AAUW, the Ripon College Women’sClub and other volunteer work. Studentswere welcomed into the Websters’ home andgiven the support, comfort and, sometimes,the admonitions which helped them to becomebetter students and better people.Admission Office Student Volunteer SeniorExcellence Award: to a senior atRipon College who has demonstrated significantvolunteer contributions throughoutstanding dedication, dependability,personal character, and service to RiponCollege and the Office of Admission.Admission Office Student VolunteerAchievement Award: to a freshman,sophomore, or junior at Ripon Collegewho demonstrates outstanding dedication,dependability, personal characterand service to Ripon College and theOffice of Admission through his/hervolunteer efforts and contributions.Alumni Association Senior Award:to members of the senior class whohave through leadership, enthusiasm,involvement and personal achievement,contributed to the betterment of campuslife at Ripon College.Class of 1991 Award: to a junior whohas maintained an excellent academicrecord while contributing significantly toRipon College’s ex tracurricular life. Therecipient must be a conscientious student,create a positive image as a member ofthe community, and personify RiponCollege’s emphasis on the well-rounded experienceof a liberal arts education. Theaward is made available by an anonymousmember of the class of 1991.Robert Cole Memorial Award: presentedannually by the Hughes House Societyin honor of Bob Cole. Professor Cole wasa member of the Ripon College His torydepartment from 1966 until his deathin 1993. The award is pre sented to the

242 Awards and Honorsstudent who, in the judgement of theSociety’s member ship, most clearly representsthe virtues and the values Bob Coleheld most dear.Deans’ Award: to an outstanding senior chosenfor scholarship, lead ership, character,and service to the College.Office of Community EngagementExcellence in Service Award: to astudent who has made both the RiponCollege and outreach communities betterplaces to live through passion and dedicationwithin the service field.Clifford Crump, Phi Beta KappaAward: to a sophomore and a juniorchosen by the Ripon chapter of Phi BetaKappa on the basis of aca demic attainment,breadth of cul tural interests, evidenceof intellec tual interest outside theclassroom, and service to the community;es tab lished in honor of Clifford Crump,former chairman of Ripon’s mathe maticsdepartment from 1937-58.Student Support Services OutstandingTutor Award: to the student tutor whoex hibits a high degree of dedication forhelping others in an academic area, whohas a professional ap proach in workingwith the Student Support Services staff,and who has a history of success inassisting his/her peers achieve a deeperunderstanding of a disci pline.David L. and Elizabeth W. Harris MemorialScholarship: to the member ofthe junior class who, through academicachievement and service to the Col legecommunity, best expresses the ideals andvalues of David L. Har ris, dean of menat the College from 1954-83.Resident Life Programmer of the Year:to a member of the resident life staff whohas demonstrated leadership, creativityand a dedication to providing studentswith co-curricular learning opportunities.This person has increased the value ofresidential living by creating a variety ofsocial and educational opportunities inwhich residents participate.Resident Life Staff Member of the Yearto a senior member of the resident lifestaff who has contributed greatly to thequality of residential life through initiativeas a counselor, mentor and programmer.Elliott-Schaffnit Award: to the WRPNstaff member who has shown excellencein broadcasting and the most creativity inprogramming.Howard C. Hansen Award: to the WRPNstaff member in recognition of outstandingperformance throughout a given year.Student Organization LeadershipAward: to student organizations whosemembers have exemplified outstandingservice to the campus and community.Student Leadership Award: to studentleaders exhibiting dependability, dedication,service to campus and outstandingleadership qualities.Faculty/Staff Mentor Award: to individualswho promote in and out of classroomlearning experiences.Senior Class Award: to the out standingfaculty member as chosen by members ofthe senior class.May Bumby Severy 1908 Awards: to thefaculty members who have shown thehighest degree of excel lence in teaching.James Underkofler Award for Excellencein Undergraduate Teaching: to a facultymember for outstanding performanceand excel lence in undergraduate teaching.Given in honor of James Under koflerand his 48 years of ser vice to WisconsinPower & Light and the utility industry.

ExpensesExpenses 243Comprehensive FeeThe Ripon College comprehen sivefee covers tuition, room, board, studentactivities, and admission to most campusevents. Students are entitled to medicalservices at the Student Health Centerand admis sion to all athletic events, plays,guest lectures, and convocations. Part ofeach student’s comprehen sive fee is allottedto the Student Senate for apportionmentamong various student activities,such as the newspaper, the literarymaga zine, and social events. Expenses notcovered by the comprehensive fee includebooks, personal expenses, charges forspecial field trips, certain departmentalsupplies as well as certain music lessons.Students who are not required to liveon campus are charged only for tuitionand the activity fee.Tuition and Fees, 2011-2012ResidentNon-Resident(on campus)(off campus)Tuition $ 28,414 $ 28,414Room* $ 4,390 $ ----Board $ 3,880 $ ----Activities Fee $ 275 $ 275Comprehensive Fee $ 36,959 $ 28,689*Standard double room rate.Special fees and procedures are explained following the section on financial aid.Optional Health InsuranceRipon College offers an optional accident and sickness insurance plan administered byStudent Assurance Services for students who do not have individual or family medicalcoverage. Two plans are available, differing in deductible/coverage and premiumamounts. Also offered is an Intercollegiate Athletics Accident Only Insurance to coverthose who participate in intercollegiate sports. Participation in intercollegiate athleticsrequires that students first provide proof of coverage and sign a waiver which indicatesthat the coverage is in effect. Foreign students must either purchase the accident/sicknessinsurance or provide evidence that they have other health insurance.Financial AidAll students applying for aid mustsubmit a financial aid applica tion andaccompanying materials for processing.Financial aid is ordinarily re newed(upon application) based on continuingdemonstrated need and satisfactoryacademic performance.Please see the Financial Aid and Scholarshipssection of this catalog for morede tailed financial aid information.

244 ExpensesEducation Payment Options ForStudents and FamiliesThe Interest-Free Monthly Pay mentOption: The Interest-Free Monthly PaymentOption enables families to spreadall or part of their annual expenses overequal monthly payments. By eliminatingthe lump sum payment due at the start ofeach term, this option provides participantswith more time to pay educationexpenses and is completely free of interestcharges. Available to all students andfamilies, the only cost for par ticipation isa small annual enroll ment fee. Automaticlife insurance protection, covering yourunpaid Interest-Free Monthly Pay mentOption balance, is provided at no additionalcost. This insurance guaranteesthat budgeted academic expenses are paidin the event of the payer’s death.Additional information and applicationsfor these programs are availablefrom Tuition Management Systems, 800-343-0911, or www.afford.com.Special Fees and ExpensesStudents are charged $260 per semesterfor a half-hour weekly music lesson(normally 12 lessons per semester). Norefunds can be made after the fourthweek of instruction which is generally thefifth week of classes. There is no chargefor music majors and minors.The charge for students taking fewerthan 12 credits is $960 per credit. For auditingonly, the charge is $100 per creditfor those not pay ing full tuition.A special program for senior cit i zens ofthe Ripon community en ables them toaudit courses for $10 per course. Detailsare available in the office of the registrar.The College does not insure thepersonal belongings of its students andrecommends that parents or studentsprovide for this coverage through theirhome owner’s insurance or by purchasinga renter’s theft/fire/accident damagepolicy.Other expenses include books and supplies,and incidental personal ex penses(laundry, toi letries, recre ation).Advance PaymentsAn application fee of $30 is due whena student submits the applica tion foradmission. It is nonrefund able and is notcredited to future accounts.An enrollment deposit of $200 isrequired for each new student uponnotification of acceptance by the College.This deposit is nonrefund able in theevent of withdrawal. The amount will becredited in the following manner: $100will be applied to the comprehensive feeand $100 to the security deposit.The security deposit of $100 is re quiredof all students living on cam pus. It willbe used to pay for dam age to propertybeyond that which is considered normalwear, as well as for other incurred chargeswhich are unpaid at the end of a semester.All or any unused part of the de positwill be refunded annually between eachJune 15 and July 1, or within 30 daysafter the end of the first semester if thestudent’s resi dence terminates before thestart of the second semester.Each returning student is charged aroom security deposit of $100. There isa $10 charge for room deposits paid lateand in addition, a $10 charge per monthwill be added to the comprehensive feeuntil the security deposit is paid.The deposit is not refundable unless the directorof housing is notified in writing prior toJuly 15 of the student’s decision not to re turn.No portion of this fee will be re funded afterJuly 15.

Schedule of PaymentsOne-half of the comprehensive fee ispayable at the beginning of each semester(August 1 and January 1 respectively).Advance deposits, described earlier, arecredited to the student’s balance due theExpenses 245first semester. Registra tion will not becompleted, nor will permis sion to attendclasses be granted, until the account ispaid in full.Amounts due for resident students, and the dates payable:NewReturningPayment Date Due Student StudentApplication Fee with application $ 30Admission Deposit upon acceptance $ 200 *Security Deposit Varies $ 100Comprehensive FeeFirst semester August 24 $ 18,379.50 $ 18,479.50Second semester January 17 $ 18,479.50 $ 18,479.50Optional-insurance Upon Receipt*$100 of the enrollment deposit for new students will be credited to first semestertuition.Ripon College Refund PolicyRipon College’s refund policy di rectlyreflects federal regulation, and appliesto all students whether or not they arereceiving federal fi nancial aid. Studentswho withdraw from Ripon College upthrough the 60% point in time in thesemester will be eligible for financial aid(federal, state, and/or institutional) in anamount equal to the percent age of thesemester completed (“earned amount”).The remainder of their financial aid(“unearned amount”) will be returned tothe ap propriate funding source (excludingFederal or College Work-Study earnings).Students are responsible for returning unearnedfederal as sistance less the amountreturned by the school.Students who withdraw after the 60%point in time in the semester will beconsidered to have “earned” all of theirfinancial aid for that term. No funds willbe returned to the funding source.Students withdrawing from the Collegefor any reason are liable for a $100 withdrawalfee plus payment of a percentageof the comprehen sive fee for the semester.Students or parents who feel that individualcircumstances warrant exception tothe above policy should appeal in writingto the Dean of Students, 300 SewardStreet, P.O. Box 248, Ripon, WI 54971.Refund examples are available uponrequest from the Office of Financial Aid.All withdrawing students need to completethe Withdrawal/Check-Out Formavailable from the Office of the Dean ofStudents. Completion of this form willensure that students follow all withdrawalprocedures. Withdrawal proceduresinclude residence hall room inspectionby Hall Director or R.A. for residentstudents and return of all campus keys.The completed Withdrawal/Check-OutForm must be returned to the Office ofthe Dean of Students along with the student’sRipon College identification card.

246 Honorary Degree RecipientsHonorary Degree Recipientsand Commencement Themes1881 Daniel Merriman, D.D.1882 George H. Ide, D.D.1885 Henry A. Stimson, D.D.1886 George W. Andrews, D.D.1887 Burdett Hart, D.D.1888 Ezra Brainerd, LL.D.1889 Rev. J. Edwards, D.D.1890 Brainerd Kellogg, D.D.1892 Moritz Ernest Evers ’71, D.D.1893 George R. Merrill, D.D.1894 Walter Eugene Howard, LL.D.1895 William Sylvester Holt ’70, D.D.Joseph Roberts, D.D.1896 John L. Atkinson, D.D.David Robert Davies ’95, D.D.1897 Samuel T. Kidder, D.D.John Roberts, D.D.1898 W. O. Carrier, D.D.Frank N. White ’78, D.D.1899 Robert T. Roberts ’79, D.D.1900 A. M. Hyde, D.D.Frank Knight Sanders ’82, D.D.1902 Stephen B. L. Penrose, D.D.Henry Thorne Sell, D.D.1904 Alberoni Kidder, D.D.Ernest W. Shurtleff, D.D.1905 Thomas Johns, D.D. (in absetiafrom Wales)1909 H. G. Pillsbury, D.D.1911 John C. Jones, D.D.Kossuth Kent Kennan ’75,LL.D.James Armstrong Blanchard ’71,LL.D.1913 John Johns, D.D.Arthur Eastman Leonard ’91, D.D.William Barrett Millard ’91, D.D.1915 Lewis H. Keller, D.D.Frederick Locratius Selden ’94,D.D.Joseph Daniel Brownell ex ’09,D.D.William E. Evans, D.D.1919 Theodore Rush Faville, D.D.Herbert Pierrepont Houghton,LL.D.John W. Wilson, D.D.Conrad Vandervelde ’04, D.D.1921 H. A. Miner, D.D.Jesse Fox Taintor ’73, D.D.1922 Howell Davies ’04, D.D.1923 William E. Gilroy, D.D.1925 Pearse Pinch ’75, D.D.1926 Robbins Wolcott Barstow, D.D.Henry Merritt Wriston, LL.D.1929 Amelita Galli-Curci, Mus.D.Harry Roberts Miles, D.D.Leonard Albert Parr, D.D.1934 Ella Hoes Neville, Litt.D.1935 Ralph B. Hindman, D.D.H. Gordon Selfridge, L.H.D.H. Augustine Smith, Litt.D.John Rogers Thomas ’01, D.D.1936 Francis Neilson, Litt.D.1937 Thomas Nichols Barrows, LL.D.Herbert Elijah Hyde, Mus.D.1938 George C. Sellery1939 Charles Joseph Anderson, LL.D.1940 Edward Jerome Roberts ’80, Sc.D.Spencer Tracy ex ’24, A.S.D.1941 J. Lyle McCorison ’23, D.D.1942 Conrad Arnold Elvehjem, Sc.D.1943 Silas Evans ’98, L.H.D.1944 Carter Davidson, LL.D.1945 Gordon Keith Chalmers, L.H.D.Carey Croneis, Sc.D.Norman Coke-Jephcott, Mus.D.1946 John V. Butler, Jr., D.D.Sir Francis Evans, D.C.L.James Scott Kemper, LL.DJohn Clarke Slater, Sc.D.Edward N. West, D.D.1947 John Nicholas Brown, LL.D.J. Clark Graham, L.H.D.Clarence J. Rodman ’13, Sc.D.

Honorary Degree Recipients 2471948 Edward L. Ryerson, D.C.L.John Charles Schroeder, S.T.D.Franklyn Bliss Snyder, D.C.L1949 Pierre Bedard, LL.D.Weimer K. Hicks, LL.D.Meyer Kestnbaum, LL.D.Howard Roelofs, L.H.D.Rt. Rev. & Rt. Hon. J. W. C.Wand, Litt.D.1950 John H. Dillon ’27, Sc.D.Ernest P. Hahne, LL.D.Herbert V. Prochnow, LL.D.John Wild, L.H.D.1951 Walter Rowe Courtenay, S.T.D.JuneHarriet Davies ’01, L.H.D.James E. Dunlap ’01, L.H.D.Arthur G. Hayden ’02, Sc.D.William Frederick Meggers ’10,Sc. D.Carl P. Russell ’16, LL.D.Hon. Robert A. Taft, D.C.L.Nov. (America’s Town Meeting):Guy E. Snavely, LL.D.William G. Pollard, Sc.D.Gen. Leslie G. Groves, Sc.D.Norman Cousins, LL.D.Crane C. Brinton, D.H.L.Theodore M. Greene, D.H.L.1952 Louis L. Mann, Litt.D.Ruth de Young Kohler, LL.D.John Heuss, D.H.L.Oct.Right Rev. George ArmitageChase, S.T.D.1953 Joseph Warren Barker, Sc.D.Harold Augustus Bosley, S.T.D.Gertrude Elizabeth Smith, D.H.L.1954 Walter J. Kohler, D.C.L.Thomas Matthew, D.Mus.Elton Trueblood, S.T.DJames G. McManaway, Lit.D.Spring Convocation 4/8Douglas M. Knight, L.L. D.1955 Brig. Gen. Carlos P. Romulo, LL.D.Catherine B. Cleary, LL.D.John B. Thompson, S.T.D.1956 Edward L. R. Elson, S.T.D.Rueben G. Gustavson, Sc.D.John C. Strange, Sc.D.1957 Theme: “Liberal Arts”Franklin Cole, S.T.D.Henning Webb Prentis, Jr., LL.D.1958 Theme: “Science: The TopScientist of Tomorrow is theStudent in Liberal Arts Today”Harry K. Zeller, Jr., S.T.D.Walter Orr Roberts, Sc.D.Lucy W. Pickett, Sc.D.Frank Condie Baxter, Litt.D.William Harley Barber, Sc.D.1959 Theme: “Change”Frances Diebold, Sc.D.Robert Hanna Flelix, M,D., LL.D.A. Ervine Swift, S.T.D.Alexander Wetmore, Sc.D.1960 Theme: “The Arts in Wisconsin”Henry Burrans Graham, S.T.D.James Johnson Sweeney, D.F.A.Frederic March, D.F.A.Aaron Bohrod, D.F.A.Arthur Fiedler, D.F.A1961 Theme: “The American Civil War”Raymond Massey, D.F.A.MacKinlay Kantor, Litt.D.Jerald C. Brauer, S.T.D.Clifford Dowdey, Litt.D.Bruce Catton, D.H.L.1962 Theme: “Social Science”Ernest C. Colwell, S.T.DHelen Merrell Lynd, Litt.DRobert S. Lynd, Litt.D.Hans J. Morgenthau, LL.D.Paul A. Samuelson, Litt.D.B. F. Skinner, Litt.D.1963 Theme: “Education”Frank L. Boyden, LL.D.Robert I. Gannon, S.J., S.T.D.Calvin E. Gross, LL.D.Paul D. Woodring, Litt.D.1964 Theme: “Shakespeare”Roy W. Battenhouse, Lit.D.Tyrone Guthrie, D.F.A.1965 Theme: “Literature”Nathan A. Scott, Jr., Lit.D.William Stafford, Lit.D.John H. Updike, Lit.D.Spring Convocation:Curtis Tarr, D.H.L.

248 Honorary Degree Recipients1966 Theme: “Science”John Dillenberger, S.T.D.James E. Webb, Sc.D.Donald R. Griffin, Sc.D.Fred T. Haddock, Sc.D.Donald F. Hornig, Sc.D.Spring Convocation:Robert S. Steele, LL.D.1967 Theme: “Public Service and the Judiciary”Warren E. Burger, LL.D.Walter W. Heller, LL.D.Warren P. Knowles, LL.D.Brig. Gen. Francis L. Sampson,D.D.W. Willard Wirtz, LL.D.Spring Convocation:Miller Upton, L.L.D.1968 Theme: “Fine Arts”Elliott Carter, D.F.A.Harold Clurman, D.F.A.R. Buckminster Fuller, D.F.A.William Hamilton, D.H.L.Richard Lippold, D.F.A.Peter Mennin, D.F.A.Spring Convocation:Glenn Leggett, D.H.L.1969 Theme: “Philosophy & Religion”Julius R. Weinberg, D.H.L.Henry David Aiken, D.H.L.Nelson Glueck, S.T.D.Mircea Eliade, S.T.D.Spring Convocation:Mark H. Ingraham, LL.D.1970 Theme: “Women”Mary Ingraham Bunting, LL.D.Maria Goeppert Mayer, Sc.D.Ariel Durant, D.H.L.Margaret Chase Smith, LL.D.Elizabeth Yates, D.H.L.1971 Theme: “Environment”Lamont C. Cole, Sc.D.Barry Commoner, Sc.D.Gaylord Nelson, LL.D.Robert Rienow, Litt.D.Thomas S. Smith, Sc.D.Stewart L. Udall, LL.D.1972 Theme: “Tradition and Change”Erwin Nathaniel Griswold, LL.D.Patricia Roberts Harris, LL.D.Sidney P. Marland, Jr., Litt.D.1973 Theme: “The Performing Arts”Zoe Caldwell, D.F.A.Edward Kennedy (Duke) Ellington,Mus.D.Irving Kolodin, Litt.D.Sherrill Milnes, Mus.D.Kenneth Schermerhorn, Mus.D.Maria Tallchief Paschen, D.F.A.1974 Theme: “Reconstruction and Reconciliation”Nikki Giovanni, Litt.D.Dixy Lee Ray, Sc.D.John P. Roche, Litt.D.William A. Steiger, LL.D.Howard K. Smith, LL.D.1975 Theme: “The Challenge of Scarcity”J. George Harrar, Sc.D.William Proxmire, LL.D.Alvin Toffler, Litt.D.1976 Theme: “Reassessments Amid Celebrations”Carl N. Degler, LL.D.Arthur Schlesinger, Jr., LL.D.Michael Tinkham ’50, Sc.D.Mrs. Louise Treadwell Tracy,D.H.L.1977 Theme: “The Shape of Things toCome”Kenneth E. Boulding, LL.D.Robert L. Heilbroner, LL.D.John McHale, LL.D.Harrison Farnsworth ’18, Sc.D.1978 Theme: “Leadership in a DemocraticSociety”George F. Kennan, Litt.D.Paul G. Rodewald ’21, LL.D.Francis E. Ferguson, D.C.L.Arthur F. Burns, LL.D.Lloyd B. Wescott ’29, Sc.D.1979 Theme: “Symbolic Communication”Robin Lakoff, Litt.D.H. Marshall McLuhan, Litt.D.Frank Stanton, LL.D.

Honorary Degree Recipients 2491980 Theme: “The Market Economy andEthical Values”Samuel C. Johnson, LL.D.Alfred E. Kahn, LL.D.Arjay Miller, LL.DJohn B. Murray ’37, LL.D.Marina v. N. Whitman, LL.D.Awards Convocation-Richard Warch, D.H.L.Jeremiah S. Finch, Litt.D.1981 Theme: “Law and Society”Shirley S. Abrahamson, LL.D.Richard D. Cudahy, LL.D.Norman Dorsen, LL.D.John Hope Franklin, LL.D.Willard Hurst, LL.D.Edward H. Levi, LL.D.1982 Theme: “Religion and Higher Education”George A. Drake, LL.DWesley A. Hotchkiss, Litt.D.Edmund D. Pellegrino, LL.DChaim Potok, Litt.D.Peter John Powell ’50, Litt.D.Medal of Merit (first time):Delmar D. Wensink ’161983 Theme: “The Contribution of Philosophyto Contemporary Life”Hazel Estella Barnes, Litt.D.Carl Cohen, Litt.D.Alan Donagan, Litt.D.William Thomas Jones, Litt.D.Willard Van Orman Quine, Litt.D.Medal of Merit:L. Leone Oyster ’191984 Theme: “The Quality of Excellence”W. James Armstrong ’51, LL.D.Julius Axelrod, Sc.D.Fritz Scholder, D.F.A.Arnold Weber, LL.D.Medal of Merit:Harrison E. Farnsworth ’18 (inabsentia)1985 Theme: “Government Service”Roderick Esquivel, M.D. ’49, LL.D.Henry S. Reuss, LL.D.Paul A. Volcker, LL.D.Medal of Merit:Curtis D. MacDougall ’231985 Inauguration of William R. Stott, Jr.Robert P. Ashley, D.H.L.The Reverend Timothy J. Healy,S. J. , D.H.L.George M. Miller, D.H.L.1986 Theme: “Anglo-American Interdependence”Anne (Tobin) Armstrong, D.H.L.Gordon Peter McGregor, D.H.L.Stuart Malcolm Tave, D.H.L.Medal of Merit:Margaret Maitland ’201987 Theme: “The Constitution”Joyce Oldham Appleby, LL.D.Harry Victor Jaffa, LL.D.William Pierce Rogers, D.C.L.Medal of Merit:Barbara B. DeFrees ’301988 Theme: “The Performing Arts”Gail Dobish ’76, D.F.A.John G. Frayne ’17, Sc.D.Alwin L. Jarreau ’62, D.F.A.Ben Marcus, D.H.L.Frances Lee McCain ’66, D.F.AMedal of Merit:Paul G. Rodewald ’211989 Theme: “The World of the Media”Margaret Andreasen, D. H. L.Studs L. Terkel, D.H. L.Richard D. Threlkeld ’59, D.H.L.Medal of Merit:Pearl Pierce Dopp ’25Awards Convocation:William E. Tyree, D.H.L.1990 Theme: “The Global Environment”Lester R. Brown, D.H.L.Jay D. Hair, D.H.L.Robert W. Kasten, D.LAnne LaBastille, D.H.LFred O. Pinkham, D.ScMedal of Merit:John Livingston ’49Awards Convocation:Waclaw Jedrzjewicz, D.H.L.

250 Honorary Degree Recipients1991 Theme: “Science Education”Stephen Jay Gould, D.Sc.Lillian C. McDermott, D.Sc.Barbara J. Salvo, D.Sc.Bassam Z. Shakhashiri, D.Sc.Medal of Merit:Kermit G. Weiske ’501992 Theme: “World Community”H. Michael Hartoonian, D.H.L.Lois M. Wilson, S.T.D.Awards Convocation:H. Jerome Thompson, S.T.D.1993 Theme: “A Sense of Unity”Ada E. Deer, D.H.L.Henry Ponder, D.H.LAlice T. Weickelt, D.H.L.Medal of Merit:Robert V. Abendroth ’511994 Theme: “Environmental Responsibility”Edward O. Wilson, Sc.D.Agnes C. Denes, D.F.A.Sylvia A. Earle, Sc.D.Patricia Marinac, Sc.D.Medal of Merit:Samuel W. Pickard ’55Awards Convocation:Philip B. Clarkson, D.F.A.1995 Theme: “The Information Link”Henry Kranendonk, Sc.D.Richard C. Notebaert, Sc.D.Tad B. Pinkerton, Sc.D.1996 Theme: “The Bill of Rights”Becky Cain, LL.D.Robert Paul Carlson, L.H.D.Leonard W. Levy, LL.D.Medal of Merit:Thomas C. Babcock ’511997 Theme: “Global Interdependence”Joanne Fox-Przeworski, LL.D.Sharon Rae Landergott Durtka,L.H.D.Siegfried S. Hecker, Sc.D.Medal of Merit:Alice B. Mijanovich ’431998 Theme: “Title IX of the Education Actof 1972: The Rise and Fall of Women’sAthletics”Arthur H. Bryant, LL.D.Donna A. Lopiano, Sc.D.Bernice R. Sandler, L.H.D.Suzanne Wasmuth, L.H.D.Medal of Merit:Helen F. Fossland Zippel ’42and Ervin A. Zippel ’431999 Theme: “Volunteerism/Public Service”Robert K. Goodwin, L.H.D.Douglas W. Hyde, L.H.D.Katherine Jean Babcock ’80,L.H.D.Medal of Merit:Gordon C. Minch ’502000 Theme: “Building on Achievement:Liberal Education at the Turn of theMillennium”Parker J. Palmer, L.H.D.Jeanne L. Narum, Sc.D.Sarah Jerome, LL.D.Medal of Merit:Robert E. McDonald ’372001 Sesquicentennial Theme: “Celebrating150 Years of Education, Leadership andService”Oscar C. Boldt, L.H.D.Thomas E. Caestecker, L.H.D.Thomas L. Eddy, Sc.D.Elizabeth Hayford, L.H.D.Katherine Hudson, L.H.D.Rolf Wegenke, L.H.D.James B. Wigdale, L.H.D.Medal of Merit:Charles A. and Joan HurleyVan Zoeren ’53, ’53Fall Convocation:Audrey R. and A. DouglasLyke, L.H.D.Awards Convocation:Douglas A. Northrop, L.H.D.Lester O. Schwartz, L.H.D.Earle S. Scott, Sc.D.

Honorary Degree Recipients 2512002 Theme: “Cultivating Humanity”Martha C. Nussbaum, L.H.D.Patricia Parker Francis andRobert Francis, L.H.D.Thomas R. Hefty, L.H.D.Jessica Southworth, L.H.D.2003 Theme: “Civility in the Modern World”William A. Galson, L.H.D.Thomas E. Petri, L.H.D.James Schmitt, L.H.D.2004 Theme: “Science and Technology in the21st Century”Karen A. Holbrook, Sc.D.Donald L. Bogdanske, Sc.D.Robert D. Clingan, Sc.D.Emory B. Lovins, Sc.D.2005 Theme: “Leadership”Barbara Kellerman L.H.D.Wesley K. Clark,, LL.D.Kathy Switzer, 2005 (DEA)Medal of Merit (at Awards Convocation):Robert G. Lambert ’522006 Theme: “Exploration”Dr. Phillip A. Sharp, Sc.D.Steve Fossett, Sc.D.Patrick W. Arndt, 2006 (DEA)Medal of Merit:Blanche Bartizal Babcock ’532007 Theme: “Health and Service”Jonathan K. Muraskas, M.D. ’78Joia S. Mukherjee, M.D., M.P.H.JoAnn Marie Davis, 2007 (DEA)Medal of Merit:Donald W. and Marilyn DixonAnderson ’42/’452008 Theme: “Conservation, Adaptation &Sustainability”Peter Ashton, Sc.D.Darell Hammond ’96, L.H.D.Susan P. Eblen, 2008 (DEA)Medal of Merit: (both posthumously)William J. Bohnen ’67Owen P. Gleason ’732009 Theme: “Democracy and the Presidency”Robert Sean Wilentz, L.H.D.Gwendolynne S. Moore, L.H.D.Robin Tessereau (DEA)2010 Theme: “Lives of Service”John Bridgeland, L.H.D.Fr. Wally Kasuboski. L.H D.John M. Heasley (DEA)2011 Theme: “Ethics”Harold T. Shapiro, L.H.D.Kenneth R. Feinberg, L.L.D.Douglas Debroux, 2011 (DEA)DEA = Distinguished Educator Award

252 Register of the CollegeRegister of the CollegeThe Board of Trustees, 2011-12OfficersChair, Robert J. Kirkland ’81Vice Chair, Ronald R. Peterson ‘70President, David C. JoyceSecretary, Doreen L. Chemerow ‘73Treasurer, Mark J. Wright ‘75Assistant Treasurer: Mary de RegnierImmediate Past Chair: Dena G.Willmore ‘67TrusteesDate in parentheses is first election to theboard.Thomas W. Abendroth ’81, Partner/Attorney, Schiff Hardin LLP,Chicago, IL (1996)Victoria L. Bleise ’73, Retired ClientBusiness Manager, AT&T, SaintPaul, MN (1998)Doreen L. Chemerow ’73, Portland,OR (1996)James R. Clark ’68, Attorney/Partner,Foley & Lardner LLP, Milwaukee,WI (1985)James P. Connelly, Attorney/SeniorPartner, Health Care Practice,Foley & Lardner, Milwaukee, WI(2001)Scott L. Dicks ’74, Senior Manager,America’s Sales and ManagementDevelopment, EMC Corporation,Madison, WI (2000)Dennis G. Frahmann ’74, ExecutiveVice President, Marketing, SageSoftware, Irvine, CA (2007)Mark J. Franzen ‘83, ManagingDirector, Milliman IntelliScript,Brookfield, WI (2011)Stephanie Greene ‘72, Retired VicePresident, Retail Change Management,JPMorganChase &Cos., New York, NY (2001)Helen E. Hansen ‘66, AlumniTrustee, Associate ProfessorEmerita, University of MinnesotaSchool of Nursing, SaintPaul, MN (2009).David G. Hartman ‘64, RetiredSenior Vice President & ChiefActuary, Chubb Group ofInsurance Companies, NewProvidence, NJ (2006)Guy R. Henshaw ’68, ManagingDirector/Partner, Henshaw& Vierra, Walnut Creek, CA(1994)Marcus D. Hoffman ’70, Director ofBusiness Applications, Ametek,Philadelphia, PA (2007)David A. Janssen ‘81, Plastic Surgeon,Fox Valley Plastic Surgery,S.C., Oshkosh, WI (2008)William C. Jordan ’69, Dayton-Stockton Professor of History,Princeton University, Princeton,NJ (1999)Robert J. Kirkland ’81, President,Taylor Asset Management, Inc.,Chicago, IL (1998)Martin M. Lindsay ‘87, Treasurer,The Middleby Corporation,Elgin, IL (2011)William C. MacLeod ‘73, Partner,Kelley Drye, Washington, DC(2005)Philip K. McCullough ’69, Physician,Chicago, IL (1996)Susan S. Meier ‘79, Alumni Trustee,Vice President of Consultingand Training, BoardSource,Washington, DC (2011)Gary R. Page ‘84, President, SDA,Inc., Atlanta, GA (2004)Ronald R. Peterson ‘70, Partner/Corporate Restructuring,Jenner & Block, Lake Forest, IL(2004)

Register of the College 253Michael R. Reese ’65, Appleton, WI(1987)Cheryl K. Rofer ’63, NationalSecurity Blogger, WhirledView,Santa Fe, NM (1992)Joann Selleck ‘73, Attorney/Partner,Cozen O’Connor, San Deigo,CA (2008)Pamela P. Smith ’68, President/Owner, Mathtyme, Fox Point,WI (1995)Scott L. Spiller, Vice President, ChiefLegal Officer and Secretary,Alliance Laundry Systems, LLC,Ripon. WI (2011)Richard J. Srednicki ‘73, RetiredCEO, Chase Card Services,JP Morgan Chase, SteamboatSprings, CO (2006)Katherine Stewart, CUNA MutualGroup, Madison, WI (2008)Leslie M. Sullivan ‘11, Special GraduateTrustee, Ferguson, MO(2011)Matthew J. Umhoefer ‘95, AlumniTrustee, Senior Project Manager,Hewitt, Lincolnshire, IL (2010).Paul G. Williams ‘10, Special GraduateTrustee, Greendale, WI(2010)Dena G. Willmore ’67, RetiredPartner/Senior VP, WellingtonManagement Co., Buckland,MA (1993)Mark J. Wright ‘75, Acadia Windowsand Doors, Baltimore, MD(2005)Robert J. Zimmerman ‘70, RetiredPartner, Foley & Lardner LLP,River Forest, IL (2009).Honorary Life TrusteesSecond date is date of election as HonoraryLife Trustee.Robert V. Abendroth ’51, Of Counsel,Whyte Hirschboeck DudekS.C., Milwaukee, WI (1965,1996)Donald W. Anderson ’42, RetiredPresident, Viking InsuranceCompany of Wisconsin, Middleton,WI (1984, 1993)Thomas E. Caestecker, President,Markham Investments, LLC,Kenilworth, IL (1985, 2002)Patricia P. Francis, Green Lake, Wis.(1988, 2001)Robert L. Hanley, Retired FiduciaryExecutive, JPMorgan PrivateClient Services, Milwaukee, WI(1977, 1998)Robert G. Lambert ’52, Retired, Dallas,TX (1975, 2004)Audrey R. Lyke, Retired VicePresident for Finance, RiponCommunity Printers, Ripon,WI (1988, 2008)Samuel W. Pickard ’55, RetiredVice-President and Manager,First Interstate Bank-California,Cupertino, CA (1983, 2007)John A. “Jack” Sturm ‘58, RetiredVice Chairman, Sturm Foods,Inc., Manawa, WI (1994, 2003)Charles A. Van Zoeren ’53, RetiredChairman, Alvan Motor Frieght,Inc., Kalamazoo, MI (1973,2003)Kermit G. “Doc” Weiske ’50, RetiredInvestment Broker, FirstNational Investment Services,Ripon, WI (1985, 2007)Thomas R. Wyman ’50, Oshkosh,WI (1974, 1997)J. Gibbons “Gib” Zeratsky, Presidentand Chairman of the Board, NationalRivet & ManufacturingCo., Waupun, WI (1976, 1998)R. Douglas Ziegler, Ziegler Companies,West Bend, WI (1968,1991)

254 Register of the CollegeThe Faculty, 2011-12OfficersDavid C. Joyce, PresidentGerald Seaman, Vice President andDean of FacultyMembers of the FacultyFirst date in parentheses is the beginningof continuous appointment as an officerof instruction, second, if applicable, isdate of appointment to present rank.Robert L. Amsden, Professor of Theatre(1991, 1999). B.A., University ofToledo; M.A., Indiana University;Ph.D., Bowling Green StateUniversity. (On leave fall 2011).Mary E. Avery, Associate Professor(part-time) and Director of BusinessManagement (1996, 1998). B.A.,University of Wisconsin-Milwaukee;M.B.A., University ofWisconsin-Whitewater.Diane L. Beres, Associate Professor ofMathematics and Computer Science(part-time, shared appointment) andAdjunct Scholar in Biology (1997,2002). A.B., Ripon College;A.M., Syracuse University;Ph.D., University of Minnesota.Karl A. Beres, Professor of Mathematicsand Computer Science (part-time,shared appointment) (1970, 2002)and Coordinator of EnvironmentalStudies (2006). A.B., RiponCollege; A.M., Ph.D., SyracuseUniversity.Russell L. Blake, Professor of History(1981, 1995). A.B., Earlham College;M.A., Ph.D., University ofMichigan.Brian S. Bockelman, Assistant Professorof History (2008). A.B., DartmouthCollege, A.M., Ph.D.,Brown University.Colleen M. Byron, Professor of Chemistry(1991, 2005). B.A., College ofSt. Benedict; Ph.D., Universityof Minnesota-Minneapolis. (Onleave fall 2011).Catherine E. Carrier, AssistantProfessor of Exercise Science andHead Coach of Volleyball (2010).A.B., St. Norbert College; M.S.,Southern Illinois University-Carbondale.Jack M. Christ, Professor (part-time)(1970, 1991) and Director of LeadershipStudies (1980). B.A., DartmouthCollege; M.A., Ph.D.,University of Pennsylvania.Jacqueline Clark, Associate Professor ofSociology (2005) and Chair of theDepartment. B.A., University ofNorth Carolina-Asheville; M.A.,Appalachian State University;Ph.D., North Carolina StateUniversity.Linda M. Clemente, Professor ofFrench (1985, 1999). B.A., Mc-Gill University; M.A., Universityof Western Ontario; M.A., Universityof South Florida; M.A.,Ph.D., University of Oregon.Richard H. Coles, Associate Professorof Exercise Science (part-time)and Chair of the Department, andAssistant Coach of Football (2001,2006). BA, Coe College; MA,University of Northern Iowa.Lamont Colucci, Assistant Professorof Politics and Government (2005,2008). B.A., M.A., M.S., Universityof Wisconsin-Madison;Ph.D., University of London.Vance R. Cope-Kasten, Professor ofPhilosophy (1970, 1987) and theVictor and Carrie Palmer EndowedChair for Leadership Values(2001). B.A., Lawrence University;M.A., Ph.D., University ofMichigan..

Register of the College 255Eric W. Cruise, Instructor of ExerciseScience (part-time), AssistantBaseball Coach and Strength andConditioning Coach (2008). B.S,M.S., University of Wisconsin-Oshkosh.John G. Dalziel, Assistant Professor ofTheatre (2011). A.A. Sauk ValleyCommunity College; A.B., RiponCollege; M.F.A., Universityof Arkansas.Sarah J. Desotell, Assistant Professor ofPhysics (2006). B.S., Universityof Wisconsin-Platteville; Ph.D.,University of Minnesota.Kurt R. Dietrich, Professor of Music(1980, 1999), and the BarbaraBaldwin De Frees Chair in thePerforming Arts (1999). B.Mus.,Lawrence University; M.Mus.,Northwestern University;D.Mus.A., University of Wisconsin-Madison.John P. Dinegan, Associate Professor ofExercise Science (part-time) and AthleticAdministrator (2005, 2011).B.S., University of Wisconsin-LaCrosse; M.A., Western MichiganUniversity.Marc A. Eaton, Assistant Professor ofSociology (2011). B.A., WesternWashington University; Ph.D.,University of Colorado-Bolder.Ronald L. Ernst, Professor of ExerciseScience (part-time), Head Coachof Football, and Assistant AthleticDirector (1991, 2008). B.S.,Nebraska Wesleyan University;M.S., University of NorthernColorado.Martin F. Farrell, Professor of Politicsand Government (1976, 1990) andCoordinator of the Global StudiesProgram (1996), and Chair of theDepartment. B.A., DePauw University;M.A., Ph.D., Universityof Chicago.Joshua Filler, Assistant Professor ofPhilosophy (2011). B.S., B.A.,Indiana University of Pennsylvania;M.A., Ph.D., University ofWisconsin-Madison.Michelle A. Fuerch, Professor ofSpanish (part-time) (1983, 1998).B.A., Oakland University; M.A.,New York University (Madridcampus); Ph.D., Wayne StateUniversity. (On leave fall 2010.)Robert G. Gillespie, Associate Professorof Exercise Science (part-time)(1979, 2010), Head Coach ofMen’s Basketball and Baseball.B.A., Lewis University; M.Ed.,University of Wisconsin-Oshkosh.Robert R. Graber, SFC, Instructor ofMilitary Science (2009).David M. Graham, Professor of English(1987, 2001). B.A., DartmouthCollege; M.F.A., University ofMassachusetts-Amherst.Seong-Kyung Graham, Instructor ofMusic (2004, 2007). B.M.-voice,Sungshin Women’s University;M.M.-Choral Conducting,University of North Texas;A.B.D.-Choral Conducting,University of Illinois; M.M.-OrchestralConducting, Universityof Cincinnati.Geoff W. Guevara Geer, AssociateProfessor of Spanish (2004, 2010).A.B., Ripon College; M.A.,Ph.D., Pennsylvania State University.(On leave fall 2011).Joe W. Hatcher, Professor of Psychology(1986, 2000). B.A., DartmouthCollege; Ph.D., VanderbiltUniversity.Soren Hauge, Associate Professor ofEconomics (1998, 2003) andChair of the Department. B.A.,Concordia College; M.S., Ph.D.,University of Wisconsin-Madison.(On leave fall 2011).

256 Register of the CollegeTimothy M. Hess, Assistant Professorof Mathematics and Computer Science(2007). B.S., University ofWisconsin-Oshkosh; M.S., Universityof Wisconsin-Milwaukee;Ph.D., University of Wisconsin-Madison. (On leave).Kenneth L. Hill, Professor of Theatre(1994, 2006) and Chair of theDepartment. B.A., KalamazooCollege; M.F.A. Trinity University.John Hopkins, LTC, Professor ofMilitary Science (2010). B.S.-Engineering,United Statres MilitaryAcademy; M.S.-Administration(Leadership), Central MichiganUniversity.Peng Huang, Assistant Professor of Businessand Economics (2007). B.B.A.Shanghai Jiao Tong University;M.A. and Ph.D., Western MichiganUniversity-Economics.Masanori Iimura, Associate Professorof Chemistry (2005, 2011). B.S.,Ph.D., University of SouthernCalifornia-Los Angeles. (On leavespring 2012).Paul F. Jeffries, Associate Professorof Philosophy (2006, 2008) andChair of the Department. B.A.,Colorado State University;M.A.R., Yale Divinity School-Yale University; M.A., Ph.D.,University of Minnesota.Julie H. Johnson, Professor of ExerciseScience (part-time) and Athletic Director,and Head Coach of Women’sBasketball (1990, 2010). B.S.,Dakota State University; M.S.,South Dakota State University.David C. Joyce, President (2003).B.A., Pfeiffer College; M.Div.,Yale University; M.S., NorthCarolina State University;Ed.D., Vanderbilt.Mark S. Kainz, Associate Professor ofBiology (2008). B.S., Universityof Portland; M.S., WashingtonState University; Ph.D. CornellUniversity.Dean A. Katahira, Professor of Chemistry(1987, 2002) and Chair of theDepartment. B.A., Lake ForestCollege; Ph.D., Yale University.Suzanne M. Katz, Associate Professor ofEducational Studies (2003, 2008).B.A., Smith College; M.A., Universityof Wisconsin-Madison;Ed.D. University of Nevada.Rus L. Kettner, LTC, Assistant Professorof Military Science and Chair ofthe Department (2010).B.S., Universtiyof Wisconsin-Oshkosh.Thomas M. Keuler, Instructor ofBusiness Management (part-time)(2005). B.S., University of Wisconsin-Madison.Memuna Z. Khan, Assistant Professorof Biology (2006). B.A., Universityof Chicago; Ph.D., VirginiaPolytechnic and State University.Kristine Kovack-Lesh, Assistant Professorof Psychology (2008). B.A.,Valparaiso University; M.A. andPh.D., University of Iowa.Sarah Mahler Kraaz, Professor ofMusic (1989, 1995) and CollegeOrganist. B.A., Olivet College;M.Mus., University of Colorado;D.Mus.A., University of Kansas.McKenzie R. Lamb, Assistant Professorof Mathematics (2009). B.A.,Beloit College; Ph.D., Universityof Arizona.Eddie R. Lowry, Jr., Professor of Greekand Latin and Marie ZarwellUihlein Chair in Classical Studies(1988, 1994). B.A., Hampden-Sydney College; M.Div., The DivinitySchool, Harvard University;Ph.D., Harvard University.

Register of the College 257Steven E. Martin, Associate Professorof Communication (2003, 2007,2011). A.B. Ripon College;M.A., Colorado State University;Ph.D., Pennsylvania StateUniversity. (On leave fall 2011).Emily J. (Molly) Margaretten, AssistantProfessor of Anthropology(2010). B.A., Colgate University’M.Phil., Ph.D., Yale University.Rebecca Berens Matzke, AssociateProfessor of History (2003, 2010).B.A., University of Nebraska-Lincoln; M.A., Cornell University;Ph.D., Cornell University.Barbara A. McGowan, Professor of History(1981, 1995) and the DelmarD. Wensink Professor of PoliticalEconomy (2002). B.A., CatholicUniversity of America; M.A.,Ph.D., University of Michigan.Diane L. Mockridge, Professor of History(1982, 1996) and Chair of theDepartment. B.A., The City Collegeof New York; M.A., Ph.D.,Duke University.Katherine Moody, Assistant Librarian-AccessServices (2011). B.A.Pennsylvania State University-State College; M.L.S., IndianaUniversity-Bloomington.Travis E. Nygard, Assistant Professorof Art (2010). B.A., GustavusAdolphus College; M.A., Ph.D.,University of Pittsburgh.Mollie B. Oblinger, Assistant Professorof Art (2010). B.., SyracuseUniversity; M.F.A., University ofCalifornia-Davis.Kristine J. Peters, Associate Professor ofMathematics and Computer Science(part-time) (1985, 1989). B.S.,Ohio State University; M.S.,Purdue University.J. Timothy Petersik, Professor of Psychology(1981, 1995). A.B., RiponCollege; M.A., Ph.D., MiamiUniversity (Ohio).Ann Pleiss Morris, Assistant Professorof English (2011). B.A. MontMercy University, M.Litt., MaryBaldwin College; Ph.D., Universityof Iowa.Dominique A. Poncelet, AssociateProfessor of French (1998, 2007)and Chair of the Romance andClassical Languages Department.B.A., University of Louvain;Ph.D., University of Wisconsin-Madison.Andrew R. Prellwitz, Assistant Librarian-UserServices (2007, 2008).A.B., Wabash College; M.A.,M.L.I.S., University of Kentucky.Timothy P. Reed, Assistant Professor ofSpanish (2003, 2008). B.A., DickinsonCollege; M.A., Universityof Delaware; Ph.D., PennsylvaniaState University.Jody M. Roy, Professor of Communication(1992, 2006), Chair of theDepartment, Faculty DevelopmentCoordinator (2006), and AssistantDean of Faculty (part-time) (2007).B.A., Illinois College; M.A.,Ph.D., Indiana University.Rafael Francisco Salas, AssistantProfessor of Art (2006, 2008) andChair of the Department. B.A.,Macalester College; M.F.A., TheNew York Academy of Art.Joseph D. Scanlon, Assistant Professorof Chemistry (2008). B.A., WabashCollege; Ph.D., Universityof Minnesota-Twin Cities.Henrik M. Schatzinger, AssistantProfessor of Politics and Government(2009). B.A., Chrisitan-Albrechts-Universität zu Kiel;M.A., University of Kansas;Ph.D., University of Georgia.Paul J. Schoofs, Professor of Economics(1974, 1994) and the PatriciaParker Francis Professor of Economics(1992). B.A., Loras College;Ph.D., University of NorthCarolina-Chapel Hill.

258 Register of the CollegePatricia A. Schulz, Assistant Professorof Educational Studies (part-time)(1998, 2005). B.S., M.S., Universityof Wisconsin-Oshkosh.David W. Scott, Associate Professor ofMathematics and Computer Science(1982, 2003), and Chair of the Department.B.A., Pomona College;M.A., University of Wisconsin-Madison.Gerald Seaman, Vice President andDean of Faculty (2006). B.A.,University of Wisconsin-Madison;M.A., Ph.D., StanfordUniversity.Barbara E. Sisson, Assistant Professorof Biology (2011). B.A., Lake ForestCollege; Ph.D., NorthwesternUniversity.Brian H. Smith, Professor of Religionand Charles and Joan Van ZoerenChair in Religion, Ethics, andValues (1987, 1989), and Chair ofthe Department. A.B., FordhamUniversity; M.A., ColumbiaUniversity; M.Div., WoodstockCollege; S.T.M., Union TheologicalSeminary; Ph.D., YaleUniversity.Touorouzou Hervé Somé, AssistantProfessor of Educational Studies(2010). B.A., M.A., Ph.D., StateUniversity of New York-Buffalo.Lorna J. Sopcak, Associate Professor ofGerman and Director of the BonnProgram (2002, 2008), and Chairof the German Department. B.A.,Central College; M.A., Ph. D.,University of Minnesota-Minneapolis.Emily M. Stovel, Associate Professor ofAnthropology and Coordinator ofIntercultural Studies (2003, 2005).B.S., Trent University; Ph.D.,Binghamton University. (Onleave.)Kyle R. Szabo, Assistant Professor ofMusic (2011). B.Mus. RutgersUniversity; D.M.A., James MadisonUniversity.Sarah C. Thorngate, AssistantLibrarian-Resource Services (2011).B.A., Saint Olaf College; M.L.S.,University of Illinois-Urbana-Champaign.Robert L. Wallace, Professor of Biology(1977, 1991) and the Patricia andPhilip McCullough 1969 Professorin Biology (2003). B.S., Universityof Rhode Island; Ph.D.,Dartmouth College. (On leavespring 2012).Jeanne F. Williams, Professor of EducationalStudies (1992, 1999) andChair of the Department (2007).B.S., Ohio State University;M.Ed., Ph.D., Kent State University.(On leave fall 2011).Mary E. Williams-Norton, Professor ofPhysics (1975, 1988), the HarrisonE. Farnsworth 1918 Chair inPhysics (2005), and Chair of theDepartment,. B.S., Bates College;M.S., Ph.D., Rutgers University.George H. Wittler, Professor of Biology(1984, 1997), the William HarleyBarber Distinguished Professor(2002), Director of the CerescoPrairie Conservancy (1998), andChair of the Biology Department.B.A., Carleton College; M.A.,University of Montana; Ph.D.,The University of Texas-Austin.Michele A. Wittler, Associate Deanof Faculty (2000, 2006), Registrar(1984, 1985), Adjunct AssistantProfessor of Mathematics andComputer Science (1985, 1989),Affirmative Action Officer (1994).A.B., Ripon College; M.B.A.,The University of Texas-Austin.

Register of the College 259Robin Woods, Professor of English(1990, 1996). B.A., Ph.D., Universityof California-Berkeley.(On leave spring 2011. )Andrea N. Young, Assistant Professorof Mathematics and ComputerScience (2011). B.S., PennsylvaniaState University; Ph.D., Universityof Texas-AustinRobert H. Young, Professor of Psychology(1981,2009) and Chair of theDepartment. B.A., Coe College;M.A., Ph.D., Southern IllinoisUniversity.Dmytro Zhosan, Assistant Professor ofBusiness and Economics (2009).B.A., M.A., National Universityof Kiev-Mohyla Academy, Kyiv(Ukraine); M.A., Ph.D., IndianaUniversity-Bloomington.Carl R. Ziebell, Associate Librarian-Technical Services (1999, 2007).B.A., Wisconsin LuthernCollege, M.L.I.S., University ofWisconsin-Milwaukee.Other Academic Appointments:Sohaila Akhavein, Assistant Coach ofWomen’s Soccer (2011).Isabel Alvarez, Adjunct Professor ofSpanish (2011). Licenciature,A.B.D., Universidad de Oviedo;M.A., Ph.D., University of Massachusetts.Marian F. Anton, Visiting AssistantProfessor of Mathematics and ComputerScience (2011). B.S., M.S.University of Bucharest; Ph.D.,University of Notre Dame.Paul M. Axelrod, Professor of AnthropologyEmeritus (1974, 1988,2010) and Adjunct Professor of Anthropology.B.A., George WashingtonUniversity; M.A., Ph.D.,University of North Carolina.Brian J. Azinger, Athletic Trainer(1999). B.S., Northeast MissouriState University; M.A., Universityof Southern Florida.Craig Bednarek, Assistant Coach ofFootball (2011). A.B., RiponCollege.David F. Brusin, Adjunct Professor ofReligion (2002). A.B.D., TempleUniversity; Rabbinical Degree,Reconstructionist RabbinicalCollege; D. Divinity, ReconstructionistRabbinical College.S. Mark Bullard, Adjunct Professor ofBiology (2007). A.B., DartmouthCollege; M.D., Texas TechUniversity.Cara S. Davis, Adjunct Instructor ofMusic (2006). B.A., MarianCollege, M. M., University ofWisconsin-Milwaukee.Jennifer M. Davis, Head Coach ofSwimming (2009). B.S., Universityof Wisconsin-Oshkosh.Maria K. Dietrich, Adjunct Instructorof Music (1993). B.A. LawrenceUniversity.Robert L. Duley, Head Coach ofCross Country and Track and Field(1993, 2000). B.A., Universityof South Florida; M.A., MarianCollege.Thomas L. Eddy, Adjunct Instructor ofBiology (2008). A.A., North IowaArea Community College; B.S.,University of Northern Iowa;M.S., University of Wisconsin-Oshkosh.VaNatta S. Ford, ACM Post-DoctoralFellow in Communication (2011).B.S., Illinois State University,M.Div., Ph.D., Howard Univestiy.Samara I. Hamzé, Adjunct Instructorof Environmental Studies (2011).B.A., University of NorthCarolina-Chapel Hill; M.S., EastCarolina University.Robert C. Henshaw, Head Coach ofTennis (2008, 2011). B.A., RiponCollege; M.S., Michigan StateUniversity.

260 Register of the CollegePatricia L. Gonyo, Assistant Coach ofWomen’s Basketball (1990). A.B.,Ripon College.Lance Gordon, Head Coach of Men’sSoccer (2009). B.A., Universityof Wisconsin-Madison, M.A. (inprogress), University of Wisconsin-Oshkosh.Robert V. Hannaford, Professor ofPhilosophy and Victor and CarriePalmer Chair of LeadershipValues Emeritus (1956,1996), andAdjunct Professor of Philosophy.A.B., Wabash College; Ph.D.,Columbia University.Adam C. Hardt, Adjunct Instructor ofMusic (2008). B.Mus., Universityof Wisconsin -Stevens Point.Stephanie N. Hawkins, Head Coachof the Dance Team (2005).Keith Hensler, Assistant Coach ofFootball (2006).Reem M. Hilal, Adjunct Instructorof Religion (2010). B.A., M.A.,Ph.D. student, University ofWisconsin-Madison.Susan McDaniel Hill, Adjunct AssistantProfessor of Theatre (1999,2001). B.A., Kalamazoo College;M.F.A., Trinity University.Michael Immel, Assistant Coach ofTrack (2007). A.B., Ripon College.Adam J. Jacobi, Adjunct Instructorof Communication and AssistantCoach of Forensics (2010). B.S.,Carroll College; TeachingCertificate, Marquette University;Professional Development,Harvard University.Sean P. Johnson, Assistant Coach ofMen’s Soccer (2006, 2011). B.A.,Marquette University.William R. Kinziger, Assistant Coachof Football (2008). B.A., St.Norbert College, M.A.Ed., St.Mary’s University, Admin. Lincensure,Marian College.Viviana Lecchini, Language Assistantin Spanish (2011). Profesorde Inglés, Instituto SuperiorJosefina Contte; Licenciaturaen Inglés, Universidad NacionalDel Litoral.Daniel J. Lueck, Assistant Coach ofFootball (1998).Michael R. Mahoney, Adjunct Professorof History (2010). B.A., ConnecticutCollege; M.A., Ph.D.,University of California-LosAngeles.Matthew S. Miller, Adjunct Instructorof Music (2009). Assoc., Universityof Wisconsin-Marinette,B.A., University of Wisconsin-Whitewater; M.Mus., Universityof Wisconsin-Milwaukee.Jennifer L. Mueller, Adjunct Instructorof Exercise Science and Head Coachof Softball (2007, 2010). A.B.,Ripon College.William Nelson, Adjunct Instructor ofMusic (2006). B.A., University ofWisconsin-Parkside.Douglas A. Northrop, Professor ofEnglish and Helen Swift NeilsonProfessor of Cultural Studies Emeritus(1960, 1997) and AdjunctProfessor of English. B.A., WesleyanUniversity; M.A., Ph.D.,University of Chicago.Dean A. Pape, Director of ForensicsActivities and Assistant Professor ofCommunication (part-time) (1997,2010). B.A., Central College ofIowa; M.A., Central MissouriState University.Kenneth A. Piaro, Assistant Coach ofFootball (2011).Sandra J. Polcyn, Adjunct Instructor ofMusic (2006). Assoc., Universityof Wisconsin Center-Fox Valley;B.M., Lawrence University;M.Ed., Olivet Nazarene University.

Register of the College 261Colleen A. Pomplun, Adjunct Professorof Biology (2010). B.S., D.C.,Los Angeles College of Chiropractic.Jayne M. Rufener Rauch, VisitingInstructor of Business Management(2000, 2007). B.S., University ofWisconsin-LaCrosse; M.S., Universityof Wisconsin-Whitewater.Jean Rigden, Adjunct Instructor ofEducational Studies and AssessmentCoordinator (2010). B.S., Universtiyof Wisconsin-Whitewater;M.Ed., Marian College.Raphael Mickael Righetti, LanguageAssistant in French (2011).Licence, Master 1,UniversiteHenri Poincare.Robin R. Roecker, Adjunct Professor ofBiology (2010). A.B., Ripon College;D.C., National Universityof Health Sciences.Michael A. Schmitt, Assistant Coachof Football (2007).Sam G. Schroeder, Head Coach ofWomen’s Soccer (2011). B.A.,M.Ed., Lakeland College.Lee A. Shippey, Art Department Assistantand Adjunct Instructor of Art(2005). B.A., Clark University.Katherine Sontag, Visiting AssistantProfessor of English (1998, 2006).A.A., Simon’s Rock College;B.A., Boston University; M.F.A.,University of Iowa.Steven R. Sorenson, Adjunct Professorof Politics and Government (2004,2008). B.A., Luther College;J.D., Marquette University.Margaret E. Stevens, Professor ofBiology Emerita (1986, 2011)and Adjunct Professor of Biology.B.A., Macalester College; M.A.,Ph.D., Stanford University.Daniel R. Sutter, Assistant Coach ofTrack (2007). A.B., Ripon College.Christina D. Timpe, LanaguageAssistant in German (2010). Universitätbonn:English Studies/Communication Studies.Vincent E. Tomasso, ACM Post-DoctoralFellow in Classics (2010).B.A., University of Washington-Seattle;Ph.D., StanfordUniversity.Thomas C.M. Truesdell, Visiting Professorof English and Coordinator ofthe Collaborative Learning Center(2007, 2010). B.A., HobartCollege; M.S.Ed., North DakotaState University; Ph.D.-Ed.,University of Virginia.William T. Whitehead, Visiting AssistantProfessor of Anthropology(2004, 2007). B.A., WashingtonUniversity; M.A., Ph.D., Universityof California-Berkeley.Lizabeth Wortham, Adjunct Instructorof Art (2011). B.A., MacalesterCollege; M.F.A. candidate, Universityof Wisconsin-Madison.Members of the Faculty EmeritiPaul M. Axelrod, Professor of Anthropology(1974, 1988, 2010). B.A.,George Washington University;M.A., Ph.D., University ofNorth Carolina.James W. Beatty, Professor of Chemistry(1963, 1974, 2002). B.Sc.,North Dakota State University;Ph.D., Massachusetts Instituteof Technology.Frederick M. Blank, Professor of Economics(1979, 2001). B.S., M.S.,Southern Illinois University;M.A., Ph.D., Duke University.John F. Bowen, Professor of Economicsand the Delmar D. WensinkProfessor of Political Economy(1963, 1981, 2001). B.A., YaleUniversity; Ph.D., VanderbiltUniversity.

262 Register of the CollegeWilliams S. Brooks, Professor of Biologyand the William Harley BarberDistinguished Professor of Biology(1966, 1979, 2000, 2002). A.B.,Ripon College; M.S., Ph.D.,University of Illinois.Wayne C. Broshar, Professor of Physics(1966, 1989). A.B., Wabash College;M.S., Univer sity of Michigan;Ph.D., Brown University.Leslie Ellen Brown, Professor ofMusic (2000, 2011). B.Mus.,Northwestern University, Ph.D.,University of North Carolina atChapel Hill.Charlotte A. Burr, Librarian (1971,2001). B.Mus., M.Mus., Universityof Wisconsin-Madison;M.A. in L.S., University ofWisconsin-Oshkosh.Peter Chobanian, Librarian (1962,1994). B.A., M.A. in L.S., Universityof Wisconsin-Madison.Elaine M. Coll, Professor of PhysicalEducation (1973, 1993). B.S.,Ohio University; M.S., SouthernIllinois University.Daniel L. Delakas, Professor ofRomance Languages (1956,1983). A.B., Brooklyn College;Diplome de Langue Francaise,Doctorat de l’Universite(Lettres); University of Paris.Seale R. Doss, Professor of Philosophyand May Bumby Severy DistinguishedService Professor (1964,1987, 1999). B.A., M.A., Universityof Texas; Ph.D., Universityof California-Berkeley.Eric P. Godfrey, Professor of Sociology(1975, 2005). B.A., Universityof Pennsylvania; M.A., Ph.D.,Brown University.Robert V. Hannaford, Professor ofPhilosophy and Victor and CarriePalmer Chair of Leadership Values(1956, 1981, 1996). A.B., WabashCollege; Ph.D., ColumbiaUniversity.Alexander C. Hooker, Jr., Professor ofRomance Languages (1950, 1983).A.B., Dartmouth College; A.M.,Harvard University; D.M.L.,Middlebury College.James F. Hyde, Jr., Professor of German(1964, 1999). A.B., PrincetonUniversity; M.A., Ph.D., IndianaUniversity.Thomas E. Jones, Professor of German(1963, 1995). B.A., Wayne StateUniversity; M.A., Ph.D., Universityof Michigan.Evelyn M. Kain, Professor of Art andthe Helen Swift Neilson Professorof Cultural Studies (1983,2011). B.A., Barnard Collegeof Columbia University; Ph.D.,University of Vienna.Eugene J. Kain, Associate Professor ofArt and Gallery Director (1986,1993, 1997, 2002). B.F.A.,M.F.A., Syracuse University.Charles L. Larson, Professor of ExerciseScience (1966, 2005). A.B., RiponCollege; M.S., PennsylvaniaState University; D.P.E., IndianaUniversity.Wayne Larson, Professor of Mathematicsand Computer Science (1955,1989). B.A., Cornell College;M.A., University of Wisconsin-Madison.Norman J. Loomer, Professor ofMathematics and Computer Science(1989, 1992). B.A., M.A., Universityof Wisconsin-Madison;M.S., University of Iowa; Ph.D.,University of Wisconsin-Madison.George W. Mabee, Registrar (1968,1985). B.A., Knox College;M.A., Syracuse University.Sarah M. McGowan, Librarian andDirector of Libraries (1980, 1996).A.B., Wilmington College Ohio;M.A., University of Denver.

Register of the College 263Robert Melville, Professor of Politicsand Government (1982, 2006).B.Sc., St. Andrews University-Scotland; M.A., San FranciscoState University; Ph.D., Universityof Chicago.George H. Miller, Professor of Historyand Ralph Hale RuppertDistinguished Professor of AmericanHistory, Principles, and Traditions(1954, 1976, 1981). A.B., A.M.,University of Michigan; A.M.,Harvard University; Ph.D.,University of Michigan; D.H.L.,Ripon College.Larry H. Miller, Professor of Educa tion(1961, 1995). B.S., Universityof Wisconsin-Oshkosh; M.A.,Ed.D., Northwestern University.Douglas L. Morris, Professor of Music(1967, 1999). B.Mus., Universityof Tennessee; M.Mus., Universityof Arkansas; D.M.A., Universityof Wisconsin-Madison.Douglas A. Northrop, Professor ofEnglish and Helen Swift NeilsonProfessor of Cultural Studies (1960,1997, 1999). B.A., WesleyanUniversity; M.A., Ph.D., Universityof Chicago; L.H.D., RiponCollege.Olimpia Ogilvie, Professor of Art(1975, 1993). Profesora Normalde Ingles, Superior NormalSchool No. 1, Rosario, Argentina;M.A.T., M.F.A., IndianaUniver sity.Robert E. Otis, Professor of Psychology(1973, 2008). B.A., WesternWashington State College;M.A., Ph.D., Michigan StateUniversity.Richard G. Scamehorn, Professor ofChemistry and the William HarleyBarber Distinguished Professorship(1968, 2005). B.A., HanoverCollege; Ph.D., NorthwesternUniversity.David B. Seligman, Professor of Philosophy(1994, 2006). A.B. Universityof Rochester; Ph.D., DukeUniversity.Raymond E. Stahura, Professor ofMusic and the Barbara Baldwin DeFrees Chair of the Performing Arts(1962, 1998). B.S.-Ed., OhioState University; M.Mus., Ph.D.,Indiana University.Margaret E. Stevens, Professor of Biology(1986, 2011). B.A., MacalesterCollege; M.A., Ph.D., StanfordUniversity.William E. Tyree, Professor of Philosophyand Helen Swift NeilsonProfessor of Cultural Studies (1950,1969, 1983). B.A., Illinois WesleyanUniversity; B.D. GarrettTheological Seminary; S.T.M.,Union Theological Semi nary;Ph.D., University of Edin burgh;D.H.L., Ripon College.Ralph L. Wickstrom, Professor of PhysicalEducation (1961, 1990). B.A.,Morningside College; M.A.,Ph.D., University of Iowa.William J. Woolley, Professor of Historyand Victor and Carrie PalmerChair for Leadership Values (1969,1997, 2001). B.A., DartmouthCollege; M.A., Ph.D., IndianaUniversity.Faculty CommitteesYear in parentheses indicates end of term.Academic StandardsMasanori Iimura (2013)Mark Kainz (2013)Eddie Lowry (2014)Andrew Prellwitz (2013)Jackie Clark (2010 alternate)Rick Coles (2011 alternate)Kurt Dietrich (2010 alternate)Michele Witter, Registrar (ex-officio)

264 Register of the CollegeEducational PolicyKenneth Hill (2014)McKenzie Lamb (2013)Henrik Schatzinger (2014)Dmytro Zhosan (2014)Faculty DevelopmentBrian Bockelman (13)Kristine Kovack-Lesh (13)Joseph Scanlon (2012)Paul Schoofs (13)Jody Roy, Faculty DevelopmentCoordintor (ex-officio)Promotion and TenureLinda Clemente (2012)Joe Hatcher (2012)Barbara McGowan(2013)Brian Smith (2014)Robin Woods (2014)Faculty Advisory CouncilPeng Huang (2012)Rebecca Matzke (2014)J. Timothy Petersik (2013)Timothy Reed (2014)Faculty Participating Observers (Boardof Trustees)Soren Hauge (2013)Health Professions AdvisoryCommitteeColleen Byron, ChemistryMasanori Iimura, ChemistryJulie Johnson, Exercise ScienceJ. Timothy Petersik, PsychologyMark Kainz, BiologyGeneral Information ServicesGerald Seaman, ChairRonald HaefnerAndrew PrellwitzKristine PetersDonna MarquartLori SchulzeMelissa BemusInstitutional Animal Care and UseCommittee (IACUC)(formed 12/11/00, Service Committee Only)Mark Kainz, Biology, ChairGerald SeamanPaul Jeffries, PhilosophyVictor Roeder, Community MemberVet 1 — James Bednarek, RiponVet 2 — Janet Welter, Madison (consultant)Margaret Schwemmer, Clerical SupportInstitutional Review Board (IRB)Jacqueline ClarkMary deRegnierJoe HatcherJ. Timothy PetersikGerald SeamanCynthia ViertelKathy WelchThe Administration 2011-12OfficersDavid C. Joyce, PresidentGerald Seaman, Vice President andDean of FacultyMary M. deRegnier, Assistant Treasurerand Vice President for FinanceSteven M. Schuetz, Vice President ofAdmission and Financial AidWayne Webster, Vice President forAdvancementChristophor M. Ogle, Vice Presidentand Dean of StudentsMembers of the AdministrationFirst date in parentheses is the date ofinitial appointment as a member of administration,second, if applicable, is dateof present appointment.Jaye M. Alderson, Assistant Directorof Publications and Marketing(2006). B.A., University of Wisconsin-Oshkosh.Melissa L. Bemus, Director of StudentActivities and Orientation, B.S.,Valparaiso University; M.Ed.,Loyola University.Lindsay Blumer, Executive Director ofthe Ethical Leadership Program andOffice of Community Engagement(2008). B.A., M.P.A., Universityof Wisconsin-Madison.

Register of the College 265Donna M. Bukowski, Database,Report and Stewardship Coordinator(1969, 2008).Stacy Chapin, Director of Internationaland Transfer Admission(2005, 2010). B.S., Illinois StateUniversity-Normal.Beverly S. Christ, Administrative Assistantin the Office of the President,(2007). A. B., Ripon College.Joanna Christian, Catering Director,(2010).Georjean L. Cotton, HousekeepingManager (1999, 2005).Richard T. Damm, Director of Publicationsand Institutional Image(1995, 2005) and Head Coachof Cycling. B.A., University ofWisconsin-Whitewater.Mary M. deRegnier, Assistant Treasurerand Vice President for Finance(1997). B.S.-Business, VirginiaPolytechnic Institute and StateUniversity.Brian M. Disterhaft, Network andSystems Manager (1993, 1996).A.A., Moraine Park TechnicalCollege.Ryan J. Dwyer, Admission Counselor(2008, 2011). B.A., Wells College.Lisa M. Ellis, Director of ProspectManagement and Research (2008).B.A., Butler University.Katharine H. Erskine, Director ofPlanned Giving (2011).Amanda P. Ferger, Director of Admission(2005, 2010). B.S., SUNY-Fredonia; M.S., Elmira College.Mark A. Fitzwater, Assistant Directorof the Physical Plant (1979, 1998).Jennifer Franz, Human Resource Administrator(2008). B.S., Universityof Wisconsin-Oshkosh.Terri Fredenberg-Holzman, Directorof Foundation and GovernmentRelations (2011). B.A., Universityof Wisconsin, Green Bay; M.S.-Ed., California State University,Hayward.Victoria S. Gack, Financial Aid Counselor(2000, 2006).Andrew J. Gaines, Development Associatefor Major and Planned Giving(2010). B.A., Southern IllinoisUniversity.Eric M. Gallagher, Associate Directorof the Annual Fund (2011).Amy L. Gabriel Gerretsen, AssociateDirector of Alumni Relations andParent Programs (2006). A.B.,Ripon College.Jacqueline K. Goeden, Assistant Manager,Bookstore (1990, 1994).Ronald I. Haefner, Director, InformationTechnology Services (1999).B.S., M.B.S., Marquette University.Michelle R. Hermes, Associate Directorof Financial Aid (1997, 2006).Nancy L. Buck Hintz ‘82, Director ofthe Annual Fund, Alumni Relationsand Parent Programs, (2007). A.B.,Ripon College., M.S., Universityof Wisconsin-Oshkosh.Cindy L. Hutter, Administrative Assistantto the Vice President and Deanof Students (1980, 1987).Jessica L. Joanis, Director of ResidenceLife (2004, 2011). B.A., AlbionCollege.Emmalyna Joseph, Regional Directorof Admission-Illinois (2007). B.A.,Clarke College; M.S., DePaulUniversity.Misty Joslin, Residence Hall Directorfor Shaler, Evans, Wright, JohnsonHalls and Campus Apartments,and Program Coordinator for ResidenceLife (2010). B.A., AlbionCollege.David C. Joyce, President (2003).B.A., Pfieffer University; M.Div.,Yale University; M.S., NorthCarolina State University;Ed.D., Vanderbilt.

266 Register of the CollegePamela R. Klinger, AdministrativeAssistant to the President (1987,1993).Daniel J. Krhin, Director Student SupportServices and McNair Scholars(1985, 1989). B.S., University ofWisconsin-Oshkosh; M.S., Universityof Wisconsin-Madison.Katherine M. Kussrow, Assistant Controller(2007). B.A., M.S., Universityof Wisconsin-Oshkosh.Claudia M. Leistikow, AdministrativeAssistant to the Vice President andDean of Faculty (1993, 2000).Michelle K. Lieppart, DevelopmentAssociate for Major and PlannedGiving (2011).Amanda R. Liethen, Assistant Directorof the Annual Fund, Alumni Relationsand Parent Programs (2010).A.B., Ripon College.Tylor S. Loest, Development Associatefor Major and Planned Giving(2010). A.B., Ripon College.Larry P. Malchow, Director of Development(2004, 2011). A.B., RiponCollege.Lyn R. McCarthy, Regional Director ofAdmission-Southeastern Wisconsin(1997). A.B., Ripon College.Leigh D. Mlodzik, Assistant Dean ofAdmission (2002, 2010). A.B.,Ripon College.Kate Monnett, Assistant Director ofCounseling Services (2011). B.S.,M.S.-Ed., University of Wisconsin-Oshkosh,Dana C. Moracco, EnvironmentalHealth and Safety Officer and BiologyLab Coordinator (2008). B.S.,Boise State University.Marcus J. Neeld, Residence Hall Directorfor Anderson, Bovay, Brockway,and Mapes Halls, and ProgramCoordinator for Multiculturaland International Student Affairs(2008). B.A., St. Cloud StateUniversity.Christophor M. Ogle, Vice Presidentand Dean of Students (1980, 1988,2000). A.B., Ripon College;M.S., University of Wisconsin-Oshkosh.Rose Olkiewicz, Manager, Bookstore(2005).Kristen Pearson, Assistant Director ofStudent Activities and Orientation(2011). B.S., Barry University;M.A., New Southeastern University.Cody Pinkston, Director of Mediaand Public Relations (2006) andHead Coach of Golf. B.B.A., NewMexico State University.John Polasky, Instructional Technologyand Web Support Specialist(2009). B.S., University ofWisconsin-Milwaukee.Amanda M. Przybyl, Assistant Directorof Conference and Contract Services(2002, 2007). A.B., Ripon College.Edith F. Rainey, Office Specialist,Food Service (1995).Gary S. Rodman, Assistant Director ofComputer Services and Coordinatorof Administrative Computing(1992, 1997). A.B., BowdoinCollege; Ph.D., University ofMinnesota.Jolene A. Rueden ‘07, AdmissionCounselor (2008). A.B., RiponCollege.Christina M. Sabel, AdministrativeAssistant to the Vice President forFinance (1991, 1999).Linda M. Schneider, Director forAcademic Services and Records,Registrar (2003, 2011).Steven M. Schuetz, Vice Presidentfor Admission and Financial Aid(2003, 2005). B.A., University ofWisconsin-Stevens Point.Paula M. Schultz, AdministrativeAssistant to the Vice Presidentfor Admission and Financial Aid(1993, 2006).

Register of the College 267William R. Schultz, Development Associatefor Major and Planned Giving(2011). A.B., Ripon College.Lori A. Schulze, Controller (2000).B.S. Carroll College.Gerald Seaman, Vice President andDean of Faculty (2006). B.A.,University of Wisconsin-Madison;M.A., Ph.D., StanfordUniversity.Carol Seeliger, Administrative Assistantto the Vice President for Advancement(1991, 2011).Sarjit Singh, General Manager, FoodService (2008).Brian Skamra, Director of PhysicalPlant and Campus Safety Officer(2008). B.S., Embry-RiddleAeronautical University.Mary E. Snyder, Assistant Directorof Student Support Services andMcNair Scholars and TutoringCoordinator (2008). B.S., M.A.E.,Northern Michigan University.Jessica A. Spanbauer, Associate Directorof Student Support Services andMcNair Scholars (2002). B.S.,University of Wisconsin-StevensPoint; M.S.E., University ofWisconsin-Oshkosh.Eliza Cherry Stephenson, AssistantDirector of the Annual Fund, AlumniRelations and Parent Programs(2010). A.B., Ripon College.Christopher P. Stindt, Residence HallDirector for Scott Hall and ProgramCoordinator for Career Development(2010). B.S., Universityof Wisconsin-Oshkosh; M.S.,Minnesota State University-Mankato.Tammy L. Thiem, Assistant Directorof Information Technology Services/Desktop and Student Technologies(2000, 2009).John G. Tobin, Grounds Manager(2007).Pedro Ulibarri, Executive Chef, FoodService (2011).Thomas M. Vaubel, Associate Deanof Students and Director of CareerDevelopment (1984, 1988). A.B.,Ripon College; M.A., BowlingGreen State University.Cynthia S. Viertel, Director of CounselingServices (1984, 1991). B.S.,Carroll College; M.S., Universityof Wisconsin-Oshkosh.Carol D. Wall, Administrative Assistant,Food Service (1998).Wayne Webster, Vice President forAdvancement (2010). B.A., M.A.,Doane College; Ed.D. GeorgeWashington University.Kathy Welch, College Nurse (2003).Practical Nursing degree,MPTC.Michael J. Westemeier, Director ofSports Information (2006). B.A.,Eastern Illinois University.Michele A. Wittler, Associate Deanof Faculty, Registrar, Adjunct AssistantProfessor of Mathematicsand Computer Science, AffirmativeAction Officer (1984, 2005).A.B., Ripon College; M.B.A.,University of Texas-Austin.Margaret L. Wolfgram, Regional Directorof Admission-Minnesota (2004,2006). A.B. Ripon College.Patti R. Worm, Director of StudentAccounts (1976, 1999).Lisa Zeman, Counselor/DisabilityServices Coordinator Student SupportServices and McNair Scholars(2011). B.S., M.S.Ed., Universityof Wisconsin-Oshkosh.Lynda P. Zimmerman, Director ofPrinting, Duplicating, and Mailroom(1987, 1999).Other AppointmentsLinda K. Brown, Secretary/Technician,Admission (1990).

268 Register of the CollegeErik Dietrich, Coordinator for AcademicServices and Records, Registrar(2011). B.A., Lawrence University;technical writing certificate,Bellevue College..Diane M. Falk, Secretary/Technician(part-time), Career Development(2003).Patricia A. Fredrick, Secretary/Technician,Ethical Leadership Programand Office of CommunityEngagement (1999, 2008).Suzie A. Fude, Administrative Assistant,Plant Department (2009).B.A., Marian College.Susan McDaniel Hill, EducationalStudies Departmental Assistant(1998). B.A., Kalamazoo College;M.F.A. Trinity University.Toni D. Hollenback, Secretary/Technician,Admission (1973, 1982).Jean C. Hooker, Academic SupportSpecialist-Rodman Center (1998).B.A., Lawrence University.Peggy J. Hutchings, Secretary/Technician-GiftProcessor (2010).A.A.,Triton College; B.A., Universityof Illinois.Linda J. Jess, Secretary/Technician-Storzer (1989, 1996). B.S.,University of Wisconsin-StevensPoint.Barbara L. Johnson, Stockroom Supervisor,Chemistry (1999). A.B.,Ripon College.Donna J. Marquart, Academic SupportSpecialist-Todd Wehr and EastHalls (1993). B.A., University ofIowa.Elizabeth A. Parker, Mail CenterSupervisor (1992, 2007).Paula L. Paulson, Secretary-Technician(part-time), Registrar (2006).Ellen A. Plantz, Office Manager, StudentSupport Services (2008).Assoc., Moraine Park TechnicalCollege.Todd N. Pomplun, Equipment Manager(Exercise Science, Athletics,and Plant Department) (2001).Kimberly P. Scanlon, Secretary/Technicianof the Annual Fund, Alumni,and Parent Programs and DataEntry (2010). A.A.S., NorthHennepin Community College.Margaret McHale Schwemmer, AcademicSupport Specialist-Farr andBartlett Halls (2003). B.A., Universityof Wisconsin-Milwaukee.Lee A. Shippey, Art Department Assistant(part-time) (1993). B.A.,Clark University.Karen L. Smith, Secretary/Technician-Bookkeeping (1983).Vida T. Vande Slunt, Academic SupportSpecialist-Smith and West Hall(1994, 2006).Lucinda R. West, Secretary/Technician,Admission (2000).Sharon K. Wielgus, Secretary/Technician-Acquisitions/TechnicalServicesAssistant, Library (2006).Physical Plant DepartmentJacob A. Bell, Maintenance (2008).Norman C. Berndt, Maintenance(1982).Donald J. Beuthin, Maintenance(2006).Cody S. Boers, Maintenance (1998).Joshua R. Byrum, Maintenance(2009).Julie Y. Carr, Housekeeping (2005).Karen I. Clark, Housekeeping (2004).Thomas L. Ellenbecker, Sr., Maintenance(1993).Janie T. Failor, Housekeeping (1997).Timothy L. Halderman, Maintenance(2001).Robert J. Harkins, Jr., Maintenance(2008).Anna M. Hernendez, Housekeeping(2010).Justin W. Hoyt, Housekeeping (2005).

Register of the College 269Michele K. Jacobs, Housekeeping(2001).Debra J. Kuharski, Housekeeping(2010).Rebecca L. Kutz, Housekeeping (2011).Lynn P. Lambert, Housekeeping(2006).Troy K. Loest, Maintenance (1998).Valerie L. McCulley, Housekeeping(2003).Todd N. Pomplun, Equipment Manager(Exercise Science, Athletics,and Plant Department) (2001).Brian K. Price, Maintenance (2003).Maria Y. Salem, Housekeeping (2005).Shari S. Stigen, Housekeeping (2008).Roxann J. Stracy, Housekeeping(2007).Stuart M. Thayer, Maintenance(2003).Jacqueline K. Theune, Lead Housekeeper(1985).Sandra L. Toshner, Housekeeping(2005).Phillip P. Wepner, Maintenance(1974).Donna M. Wianecki, Housekeeping(2002).Marion S. Ziemba, Housekeeping(1996).Antoinette Zimmerman, Housekeeping(2008).Administrative Offices 2011-12Office of the PresidentPresident, David C. JoyceAdministrative Assistant to the President,Pamela R. KlingerAdministrative Assistant in the Office ofthe President, Beverly S. ChristAffirmative Action Officer, Michele A.WittlerOffice of the Dean of Admissionand Financial AidVice President for Admission and FinancialAid, Steven M. SchuetzAdministrative Assistant to the VicePresident for Admission and FinancialAid, Paula M. SchultzAssistant Dean of Admission, Leigh D.MlodzikDirector of Admission, Amanda P.FergerDirector of International and TransferAdmission, Stacy ChapinRegional Director of Admission-Southeastern Wisconsin, Lyn R.McCarthyRegional Director of Admission-Illinois,Emmalyna JosephRegional Director of Admission-Minnesota,Margaret L. WolfgramAdmission Counselor, Jolene A.Rueden ‘07Admission Counselor, Ryan DwyerSecretary/Technician, Linda K. BrownSecretary/Technician, Toni D. HollenbackSecretary/Technician, Lucinda R. WestFinancial AidAssociate Director of Financial Aid,Michelle R. HermesFinancial Aid Counselor, Victoria S.GackOffice of Marketingand CommunicationsDirector of Publications and InstitutionalImage, Richard T. DammAssistant Director of Publications andMarketing, Jaye M. AldersonDirector of Media and Public Relations,Cody PinkstonDirector of Sports Information, MichaelJ. Westemeier

270 Register of the CollegeOffice of the Vice Presidentfor AdvancementVice President for Advancement, WayneWebsterAdministrative Assistant to the VicePresident for Advancement, CarolSeeligerOffice of AdvancementDirector of Development, Larry P.MalchowDevelopment Associate for Majorand Planned Giving, Andrew J.GainesDevelopment Associate for Major andPlanned Giving, Michelle K.LieppartDevelopment Associate for Major andPlanned Giving, Tylor S. LoestDevelopment Associate for Major andPlanned Giving, William R.SchultzDirector of Planned Giving, KatharineH. ErskineDirector of Foundation and GovernmentRelations, Terri Fredenberg-HolzmanDirector of Prospect Management andResearch, Lisa M. EllisDatabase, Report and Stewardship Coordinator,Donna M. BukowskiOffice of Alumni Relations,Annual Fund and Parent ProgramsDirector of the Annual Fund, AlumniRelations and Parent Programs,Nancy L. Buck HintzAssociate Director of the Annual Fund,Eric M. GallagherAssociate Director of Alumni Relationsand Parent Programs, Amy L.Gabriel GerretsenAssistant Director of the Annual Fund,Alumni Relations and Parent Programs,Eliza Cherry StephensonAssistant Director of the Annual Fund,Alumni Relations and Parent Programs,Amanda R. LiethenSecretary/Technician of the AnnualFund, Alumni, and Parent Programsand Data Entry, Kimberly P.ScanlonSecretary/Technician-Gift Processor,Peggy J. HutchingsAlumni Association Board of DirectorsNicholas A. Spaeth ‘04, PresidentAndrew P. Kitslaar ‘06, Vice PresidentAmy L. Gabriel Gerretsen ‘04, ExecutiveSecretaryHelen E. Hansen ‘66, AlumniTrusteeSusan S. Meier ‘79, Alumni TrusteeMatthew J. Umhoefer ‘95, AlumniTrusteeRonald J. Balej ‘53Michelle L. Buss ‘95Kenneth R. Carlson ‘85Ronald C. Gillard ‘58Dante A. Houston ‘01Laura M. Kreofsky ‘91Charles L. Larson III ‘00James F. Laufenberg ‘79Peter W. Lenz ‘89Richard J. Lewandowski ‘75Kristen M. McCullough ‘04William S. Miller ‘92Amy DeKeyser Padilla ‘95Gregg E. Petersen ‘78W. Andrew Voigt ‘97Katherine S. Wade ‘88Julie A. Waldvogel ‘02Kevin L. Warmack ‘79Office of the Vice Presidentand Dean of FacultyVice President and Dean of Faculty,Gerald SeamanAssociate Dean of Faculty, Registrar,Adjunct Assistant Professor ofMathematics and Computer Science,Affirmative Action Officer,Michele A. WittlerAssistant Dean of Faculty (part-time),Jody M. Roy

Register of the College 271Administrative Assistant to the VicePresident and Dean of Faculty,Claudia M. LeistikowAcademic Support Specialist-RodmanCenter, Jean C. HookerAcademic Support Specialist-ToddWehr and East Halls, Donna J.MarquartAcademic Support Specialist-Farr andBartlett Halls, Margaret McHaleSchwemmerAcademic Support Specialist-Smith andWest Halls, Vida T. Vande SluntArt Department Assistant, Lee A.ShippeyEducational Studies Departmental Assistant,Susan McDaniel HillChemistry Stockroom Supervisor, BarbaraL. JohnsonEnvironmental Health and Safety Officerand Biology Lab Coordinator,Dana C. Moracco.Athletic StaffDirector of Athletics, Julie H. JohnsonAthletic Trainer, Brian J. AzingerHead Coach of Baseball, Robert G.GillespieHead Coach of Men’s Basketball, RobertG. GillespieHead Coach of Women’s Basketball,Julie H. JohnsonHead Coach of Cross Country and Trackand Field, Robert L. DuleyHead Coach of Cycling, Richard T.DammHead Coach of the Dance Team,Stephanie N. HawkinsHead Coach of Football, Ronald L.ErnstHead Coach of Golf, Cody PinkstonHead Coach of Men’s Soccer, LanceGordonHead Coach of Women’s Soccer, SamG. SchroederHead Coach of Softball, Jennifer L.MuellerHead Coach of Swimming, Jennifer M.DavisHead Coach of Tennis, Robert C.HenshawHead Coach of Volleyball, CatherineCarrierEquipment Manager, Todd N. PomplunSecretary/Technician, Linda J. JessEthical Leadership Program and Officeof Community EngagementExecutive Director, Lindsay BlumerSecretary/Technician, Patricia A.FrederickInformation Technology ServicesDirector, Information Technology Services,Ronald I. HaefnerInstructional Technology and WebSupport Specialist, John Polasky(2009).Assistant Director of Computer Servicesand Coordinator of AdministrativeComputing, Gary S. RodmanNetwork and Systems Manager, BrianM. DisterhaftAssistant Director of InformationTechnology Services/Desktop andStudent Technologies, Tammy L.ThiemLane Library/Wehr LearningResources CenterAssistant Librarian-Access Services,Katherine MoodyAssociate Librarian-Technical Services,Carl R. ZiebellAssistant Librarian-User Services,Andrew R. PrellwitzAssistant Librarian-Resource Services.Sarah C. ThorngateSecretary/Technician-Acquisitions/TechnicalServices Assistant, Sharon K.WielgusOffice of the RegistrarAssociate Dean of Faculty and Registrar,Michele A. WittlerDirector Academic Services and Records,Linda M. SchneiderCoordinator for Academic Services andRecords, Erik Dietrich

272 Register of the CollegeSecretary/Technician (part-time), PaulaL. PaulsonOffice of the Vice Presidentfor FinanceAssistant Treasurer and Vice Presidentfor Finance, Mary M. deRegnierAdministrative Assistant to the VicePresident for Finance, ChristinaM. SabelHuman Resource Administrator, JenniferFranzBookstoreBookstore Manager, Rose OlkiewiczAssistant Bookstore Manager, JacquelineK. GoedenBusiness OfficeController, Lori A. SchulzeAssistant Controller, Katherine M.KussrowDirector of Student Accounts, Patti R.WormSecretary/Technician-Bookkeeping,Karen L. SmithConference and Contract ServicesAssistant Director of Conference andContract Services, Amanda M.PrzybylDuplicating Services and Mail RoomDirector of Printing, Duplicating, andMailroom, Lynda P. ZimmermanMail Center Supervisor, Elizabeth A.ParkerHealth ServicesCollege Nurse, Kathy WelchPlant DepartmentDirector of Physical Plant and CampusSafety Officer, Brian SkamraAssistant Director of the Physical Plant,Mark A. FitzwaterHousekeeping Manager, Georjean L.CottonGrounds Manager, John G. TobinEquipment Manager (Exercise Science,Athletics, and Plant Department),Todd N. PomplunAdministrative Assistant, Suzie A. FudeHousekeeping:Julie Y. CarrKaren I. ClarkJanie T. FailorAnna M. HernandezJustin W. HoytMichele K. JacobsDebra J. KuharskiRebecca L. KutzLynn P. LambertValerie L. McCulleyMaria Y. SalemShari S. StigenRoxann J. StracyJacqueline K. TheuneSandra L. ToshnerDonna M. WianeckiMarion S. ZiembaAntoinette ZimmermanMaintenance:Jacob A. BellNorman C. BerndtDonald J. BeuthinCody S. BoersJohsua R. ByrumThomas L. Ellenbecker, Sr.Timothy L. HaldermanRobert J. Harkins, Jr.Troy K. LoestBrian K. PriceStuart M. ThayerPhillip P. WepnerOffice of the Vice Presidentand Dean of StudentsVice President and Dean of Students,Christophor M. OgleAdministrative Assistant to the VicePresident and Dean of Students,Cindy L. HutterCounseling CenterDirector of Counseling Services, CynthiaS. ViertelAssistant Director of Counseling Services,Kate Monnett

Register of the College 273Office of Career DevelopmentAssociate Dean of Students and Directorof Career Development, ThomasM. VaubelSecretary/Technician, Diane M. FalkFood ServiceGeneral Manager, Sarjit SinghExecutive Chef, Pedro UlibarriCatering Manager, Joanna ChristianOffice Specialist, Edith F. RaineyAdministrative Assistant, Carol D.WallResidence LifeDirector of Residence Life, Jessica L.JoanisResidence Hall Director for Shaler,Evans, Wright, Johnson Halls andCampus Apartments, and ProgramCoordinator for Residence Life,Misty JoslinResidence Hall Director for Scott Hall,and Program Coordinator for CareerDevelopment, Christopher P.StindtResidence Hall Director for Anderson,Bovay, Brockway, and Mapes Halls,and Program Coordinator for Multiculturaland International StudentAffairs, Marcus J. NeeldOffice of Student ActivitiesDirector of Student Activities and Orientation,Melissa L. BemusAssistant Director of Student Activitiesand Orientation, Kristen PearsonStudent Support ServicesDirector of Student Support Services andMcNair Scholars, Daniel J. KrhinAssociate Director of Student SupportServices and McNair Scholars, JessicaA. SpanbauerAssistant Director of Student SupportServices and McNair Scholars andTutoring Coordinator, Mary E.SnyderCounselor/Disability Services CoordinatorStudent Support Services andMcNair Scholars, Lisa ZemanOffice Manager, Ellen A. Plantz

274 IndexAA.B. Degree 37Academic Advising 36Academic Divisions 21Academic Honors 33Academic Integrity Policy 28Academic Probation 35Academic Standing 34Accreditation and Affiliation 10Adding and Dropping Courses 32Admission Requirements 13Advanced Placement 15Alicante, Off-Campus Study 213Allied Health Services 221Alpha Psi Omega 235American Indian Reservation Project, Off-Campus Study 219Anthropology, Courses in 38Application Fee 13, 245Application Process 13Argentina-Cordoba, Off-Campus Study208Art and Art History, Courses in 43Associated Colleges of the MidwestEstablished 4Affiliation 10Athletics 232Auditing 29Auditing Fee 244Awards Convocation 238BBangor, Off-Campus Study 215Beta Beta Beta 235Biology, Courses in 49Black Student Union 236Board of Trustees, Governance 11Bonn, Off-Campus Study 210Botswana, Off-Campus Study 208IndexBoxing, Women’s 236Brazil, Off-Campus Study 208Breadth Requirement 23Budapest, Off-Campus Study 211Business Management, Courses in 56CCaestecker Fine Arts Series 235Campus Assistance Program 233Campus Buildings and Facilities 6Campus Christian Fellowship 235Career Development 236Chamber Music Series 234Chemistry, Courses in 61Chemistry-Biology, Courses in 65Chicago, Off-Campus StudyArts 216Business 217Urban Study 217Newberry Seminar 217Teach! Chicago 217Chiropractic Medicine 221Choral Union 234Class Attendance 33Classical Studies, Courses in 184College Days 4, 235College Vision 1Collegium Musicum 234Common Application 13Communicating Plus 24Communication, Courses in 66Community Service 232Comprehensive Fee 243Computer Science, Courses in 136Cordoba, Off-Campus Study 208Core Values 1Costa Rica, Off-Campus Study 209Counseling Services 233Course cancellation 38Course numbering 38

Index 275Credit Loads 29Credits 28Crimson 235DDean’s List 33Deferred Admission 14Delta Phi Alpha 235Dentistry 221EEarly Admission 13Economics, Courses in 71Educational Studies, Courses in 76Eka Francian 235Eligibility for ExtracurricularActivities 36Engineering 227England/Italy, Off-Campus Study 209English, Courses in 87Enrollment Deposit 14, 244Environmental Studies 229Courses in 91Equestrian Club 236Ethical Leadership CertificationProgram 11Exercise Science, Courses in 93Explorations Requirement,First-Year 19Explore-Select-Connect Curriculum 20Expenses 243FFinancial Aid 16Fine and Performing Arts 21, 234First-Year Seminar 20First-Year Learning Goals 20First-Year Studies Program,Courses in 100Fisk University 10Fisk-Ripon Exchange, Off-Campus Study218Florence Off-Campus Study 212Food Service 231Foreign Language RetroactiveCredit 23Foreign Languages, Courses in 104Foreign Student Advisor 236Forensics 4, 234Forestry 227Foundation for International Education,Off-Campus Study 210France-Montpellier, Off-Campus Study 210France-Paris, Off-Campus Study 210Fraternities, Listing of 232French, Courses in 183GGerman, Courses in 105Germany-Bonn, Off-Campus Study 210Global and Cultural StudiesRequirement 22Global Studies, Courses in 100Governance 11Government Service 228Grade Reports 32Grading System 31Graduation Honors 33Graduation Requirements 20Greek, Courses in 189Guest Professors 235HHealth Professions 221Health Service 236History, College 2History, Courses in 114Honor Code 28Honorary Degree Recipients 246Honorary Societies 235Honors in the Major 33Hungary-Budapest, Off-Campus Study 211

276 IndexIIncomplete Grade 31Independent Study 30India, Off-Campus Study 211Information Technology Services 9Interdisciplinary Studies,Courses in 125Interfraternity Council 235International Relations Club 236Intramural Sports 232Italy-Florence, Off-Campus Study 212JJapan-Tokyo, Off-Campus Study 212Jazz Ensemble 234Journalism 228Judiciary Board 235KKennedy Center 234Knoxville, TN-Oak Ridge Science Semester,Off-Campus Study 218LLambda Pi Eta 235Latin, Courses in 190Latin American and Caribbean Studies,Courses in 127Laurel 235Law, Preprofessional Study 228Law and Society, Courses in 130Leadership Studies, Courses in 130Liberal Arts Symposium 235Library and Information Science 228Library Resources 9Linguistics, Courses in 132London/Florence, Off-Campus Study 212MMadrid, Off-Campus Study 214Majors 26Marine Biology, Off-Campus Study 219,220Mathematics, Courses in 132Maymester 35McNair Scholars Program 234Medical Technology 222Medicine 222Midwest Conference 232Military Leadership 229Military Science, Courses in 139Ministry 229Minors 27Mission Statement 1Montpellier, Off-Campus Study 210Museum Studies, Courses in 144Music, Courses in 144Music Lesson Fees 148, 244NNashville, TN-Fisk-Ripon Exchange, Off-Campus Study 218National Collegiate AthleticAssociation 232National Forensics League 235History 4National Security Studies,Courses in 150NCAA 232Network, The 236Newberry Library Program inthe Humanities, Off-Campus Study 217Nursing and Allied HealthServices 223OOak Ridge Science Semester, Off-CampusStudy 218Off-Campus Study 207Associated Colleges ofthe Midwest 207Other Programs 220Programs Abroad 208Programs in the U.S.A. 216

Index 277Omicron Delta Epsilon 235Optometry 223Orchestra 234Orientation Committee 236PPanhellenic Council 235Parallax 235Paris, Off-Campus Study 210Payment Options 244Per Credit Fee 244Pharmacy 224Phi Beta Kappa 4, 34, 235Phi Sigma Iota 235Philosophy, Courses in 151Physical Science, Courses in 156Physical Therapy 225Physician Assistant 225Physics, Courses in 157Pi Kappa Delta 235History 4Pi Lambda Theta 235Podiatry 226Politics and Government,Courses in 161Portuguese, Courses in 190Psi Chi 235Psychobiology, Courses in 169Psychology, Courses in 170RRadio Station 235Readmission 37Refund Policy 245Registration 37Religion, Courses in 176Residence Halls 231Ripon College Program forEthical Leadership 11Romance and Classical Languages, Coursesin 181ROTC-Military Leadership 229ROTC Basic Camp 219ROTC Scholarships 17Rugby Club 236Rush University Nursing 223Russia-St. Petersburg, Off-Campus Study213SSt. Petersburg, Off-Campus Study 213Satisfactory-Unsatisfactory Option 31Schedule of Payments 245Scholarships, Aca demic 16Scotland-St. Andrews, Off-Campus Study213SEA, Off-Campus Program 219SES, Off-Campus Program 220Security Deposit 244Self-designed Majors 27Senior Citizen Program 244Seville, Off-Campus Study 214Sigma Pi Sigma 235Sigma Tau Delta 235SMAC 235Smoking Area 237Social Work 229Sociology, Courses in 196Sodexo 231Sororities 232Spain-Alicante, Off-Campus Stud 213Spain-Madrid, Off-Campus Study 214Spain-Seville, Off-Campus Study 214Spain-Toledo, Off-Campus Study 214Spanish, Courses in 191Special Education 229Specialized Areas of Education 230Statement on Cultural, Ethnic, and RacialDiversity 1Student Government 235Student Media 235Student Media and ActivitiesCommittee (SMAC) 235Student Newspaper 4, 235Student Senate 235

278 IndexStudent Senate, Governance 11Student Support Services 233Student TeachingFoundation for International Education,Off-Campus Study 210American Indian Reservation, Off-Campus Study 219Students in Free Enterprise (SIFE) 236Study Abroad Programs 208Study in U.S.A. Programs 216Summer School Credit 30Swansea, Off-Campus Study 216Symphonic Wind Ensemble 234TTanzania, Off-Campus Study 215Teach! Chicago, Off-Campus Study 218Teaching Licensure 78, 229The Network 237The Pub 231The Terrace 232Theatre, Courses in 201Theta Alpha Kappa 235Three-Year Bachelor of Arts Degree 35Tokyo, Off-Campus Study 212Toledo, Off-Campus Study 214Transcripts 32Transfer Admission 14Transfer Credit 30Transfer Students 37Tuition and Fees 243Tutoring 234UUnited Church of Christ,affiliation 10University of St. Andrews, Off-CampusStudy 213VVeterinary Medicine 226WWales-Bangor, Off-Campus Study 215Wales-Swansea, Off-Campus Study 216Washington Semester Program 219Withdrawal 37, 245Women’s and Gender Studies,Courses in 205Woods Hole, MA-SEA, Off-CampusProgram 219Woods Hole, MA-SES, Off-Campus Program220Writing Course, First-Year 20

Index 279

C10FS3223948724U5621SF192526201311F14N18171512OP16S22RA BGC1-800-947-4766 • www.ripon.eduDHECampus Buildings123456789East Hall classrooms, faculty officesSmith Hall administration, classrooms, faculty officesWest Hall college museum, classrooms, faculty officesLane Library library, computer labs, archivesHarwood Memorial Union Great Hall, The PubBartlett Hall student life and health officesFarr Hall of Science science labs, classrooms, faculty officesTodd Wehr Hall classrooms, faculty offices, computer labsS.N. Pickard Commons dining hall, bookstore, Starbucks101112131415161718Merriman HouseCarnegie Hall president, dean of faculty, community engagement430 Woodside apartment-style residence hallEvans Admission CenterShaler, Evans & Wright Halls residence hallsJohnson Hall residence hallCollaborative Learning CenterScott Hall residence hallMapes Hall residence hall1920212223242526Brockway Hall residence hallAnderson Hall residence hallBovay Hall residence hall, The Terrace, fitness centerKemper Computer Center computer lab, ITS officesPhysical Plant Building grounds, maintenanceC.J. Rodman Center for the Arts theatre, recital hall, galleryJ.M. Storzer Athletic Center gym, pool, classrooms, officesThe President’s House president’s private residenceAthletic FacilitiesABCDEFGHFrancis Field baseballLarson Courts tennisTracy Field softballDoehling Practice Field football practicePrairie Field soccerSadoff Fields intramurals and practiceAshley Courts tennisIngalls Field football, track and fieldCollege and city parking lots are identified by gray squares ( P ). Each lot has different restrictions. Please consult a College representative for parking information prior to your visit to campus.I1

300 Seward Street . Post Office Box 248Ripon, Wisconsin 54971-02481-800-947-4766 • 920-748-8337adminfo@ripon.eduwww.ripon.edu