catalog2015-16

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2015-2016 Centre College Catalog
President’s Welcome
For Further Information
Introduction
Statement of Purpose
Mission Statement
Accreditation, Memberships and State Licensure
Statement of Community and Non-Discrimination Statement
The Centre Commitment
Intensely Personal and Deeply Engaging
Centre People
Centre Facilities
Centre Life
The Curriculum and Academic Opportunities
General Education Rationale and Requirements
Basic Skills
Organization and Structure of the Academic Program—Majors and Minors
Calendars and Credit Hours
Study Abroad
Research Opportunities for Students
The Brown Fellows Program
The John C. Young Scholars Program
National Fellowships and Honors
Computer Literacy
Advising
Career and Professional Development
Internships
Preparation for Careers and Graduate and Professional Schools
Dual-Degree Engineering Studies Program
Reserve Officer Training Corps
Disability Services
Degree Requirements
A Present Enriched by the Past: History of the College
Admission and Financing a Centre Education
Admission
Financial Aid and Scholarships
Comprehensive Fee, Payment Plans, and Refund Policies
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College Regulations
Academic Policy
Campus Regulations
Residence Regulations
2015-2016 Academic Calendar
College Directory
The Board of Trustees
Administrative Officers and Staff
Faculty of the College
Athletics and Recreation Staff
The Centre College Alumni Association
Descriptions of Prizes and Awards
Scholarships
Endowed Scholarships
Annual Scholarships
Endowed Professorships
Course Offerings and Major/Minor Requirements
Introduction to Course Offerings
African and African American Studies
Anthropology/Sociology
Art History and Studio Art
Asian Studies
Behavioral Neuroscience
Biochemistry and Molecular Biology
Biology
Chemical Physics
Chemistry
Chinese
Classical Studies
Computer Science
Dramatic Arts
Economics/Financial Economics
Education
English, Creative Writing and Film
Environmental Studies
European Studies
French
First-Year Studies
Gender Studies
German Studies
Global Commerce
History
Humanities
International Studies
Japanese
Latin American Studies
Linguistics
Mathematics
Music
Natural Science
Philosophy
Physics
Politics
Psychology
Religion
Spanish
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2015-2016 Catalog
Published by Centre College
Danville, Kentucky
Volume 183; August 2015
While the information presented here is as accurate as possible as of the date of publication, the College reserves
the right to make changes as future circumstances may require. The contents of this publication do not constitute a
contract.
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President’s Welcome
Welcome to the 183rd edition of the Centre College catalog. Founded in 1819, Centre is steeped in tradition, yet
always looking to the future. In that spirit, I’d like to direct my comments to the prospective students—the Centre
students of the future—reading this welcome.
In fall of 2015, Centre is a place of some 1,400 students, still growing modestly, with slightly more than half its
students being women. We are the commonwealth’s most selective college or university by far, as judged by
entering GPA, rank in class, and test scores; we remain 50 percent from Kentucky (still gathering up the
commonwealth’s brightest and best); in spite of what most folks think, we remain a place of opportunity—around
60 percent of our students qualify for need-based aid; more than 20 percent of our student body are people of
color; 100 of our students are from countries other than the U.S.; 98 percent of them reside on campus with us for
four years; 85 percent of them study abroad at least once (currently first in the nation); 42 percent of our men and
women compete on intercollegiate teams; 90 percent of them complete at least one internship or research
experience while with us; 80 percent of them participate in volunteer service; roughly 40 percent of our students
participate in Greek life.
In terms of outcomes, Centre’s four-year graduation rate averages 85 percent and is not only 20 percent higher than
any other Kentucky college or university but also among the highest in the nation; our graduates win a
disproportionate number of prestigious national prizes and awards; and virtually all of them (an average 95 percent)
are in jobs or in graduate programs or professional schools within a year of graduation. And, while the rankings on
America’s colleges and universities are to be viewed with caution, there are reasons why Centre was ranked by
Forbes as the No. 1 college or university in the South for two straight years; why U.S. News & World Report
consistently ranks us in the top 50 liberal arts colleges in the nation; and why the plethora of guidebooks on the
racks rave about what happens to students who choose Centre.
On the academic side—which matters most at Centre—our student-faculty ratio stands at 10.5-1, which ensures
Centre’s primary signature, “personal education, extraordinary success”; our average class size is 18; and while we
value research and scholarship, teaching remains job one for Centre’s professors—we have no teaching fellows or
graduate assistant instructors, and our faculty has been recently ranked as high as No. 5 in the nation for “Best
Undergraduate Teaching” by U.S. News.
On the numbers side, our operating budget exceeds $75 million per year with 400-plus faculty and staff; we have
put $100 million-plus into our physical plant in the past eight years—almost all of which has been made possible by
outside gifts; the College’s endowment exceeds $275 million, though Centre behaves like and is perceived by others
to be an institution with an endowment twice that size.
Inspired by its enduring commitment to quality and opportunity, Centre College has approved a refocused strategic
plan that moves the College forward in dramatic ways and a financial model that can be sustained. Centre
celebrated the receipt last spring of the College’s largest single outright gift to endow the Grissom Scholars
Program for high-achieving first-generation students and kicked off its Third Century Campaign—one that includes
a $20 million challenge gift to establish the Lincoln Scholars Program—that will seek to raise $200 million or more
and finish as we celebrate the College’s 200th anniversary on January 21, 2019.
All of these things point to a decidedly strong future for Centre and our graduates. Through the generosity and
leadership of our alumni, parents, and friends, and a legacy of excellence almost 200 years in the making, the
College excels in preparing students for outstanding lives of work and service.
Sincerely,
John A. Roush
President
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For Further Information
For additional information on the topics listed below, write Centre College at 600 West Walnut Street, Danville,
Kentucky 40422 or call the person indicated. If you would like a more comprehensive telephone listing, please see
our online office directory at www.centre.edu.
General Information
859-238-5200
Academic Program
Stephanie Fabritius
Vice President and Dean of the College
859-238-5226
Beth Glazier-McDonald
Associate Dean of the College
859-238-5205
Mary Gulley
Assistant Dean of Advising
859-238-5223
Academic Records, Transcripts, Registration, and Matriculation
Tim Culhan
Registrar
859-238-5360
Admission
Bob Nesmith
Dean of Admission and Student Financial Planning
859-238-5350
Alumni Association
Megan Haake Milby
Director of Alumni Affairs
859-238-5500
Athletics
Brad Fields
Director of Athletics and Recreation
859-238-5488
Business Matters
Bob Keasler
Vice President for Finance and Treasurer
859-238-5451
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Career Development
Joy Asher
Director of the Centre for Career and Professional Development
859-238-5283
Public Information
Michael Strysick
Director of Communications
859-238-5710
Financial Aid
Kevin Lamb
Associate Dean of Admissions and Financial Aid
859-238-5365
Gifts or Bequests
Richard Trollinger
Vice President for College Relations
859-238-5209
Norton Center for the Arts
Steven Hoffman
Executive Director
859-236-4692
Office of the President
Yvonne York Morley
Executive Assistant to the President
859-238-5220
Parent Relations
Mona Wyatt
Associate Director of Development for Donor Relations and Parent Programs
859-238-5345
Residence Halls and Student Housing
Ann Young
Director of Student Life and Housing
859-238-5480
Student Life
Randy Hays
Vice President and Dean of Student Life
859-238-5471
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Introduction
Statement of Purpose
Centre College is a small, independent, and selective educational community dedicated to study in the liberal arts as
a means to develop the intellectual, personal, and moral potential of its students. Centre nurtures in its students the
ability to think logically and critically, to work creatively, to analyze and compare values, and to write and speak
with clarity and grace. It acquaints students with the range of accomplishments of the human mind and spirit in a
variety of arts and theoretical disciplines. It enables students to choose and fulfill significant responsibilities in
society. In short, Centre’s highest priority is to prepare its students for lives of learning, leadership, and service.
A long and rich tradition of tolerance, freedom of enquiry, and community informs all aspects of college life.
Centre accomplishes its goals in an atmosphere of caring and respectful relationships among faculty, students, and
staff, aided by its broadly conceived, nonsectarian, Judeo-Christian heritage. This tradition commits Centre to a
belief in the unconditional value of each human being, to an appreciation of the differences among people, and to a
recognition of the close connection between responsible self-development and community well-being.
Mission Statement
First adopted by the Board of Trustees in 1999 and reaffirmed in 2015, the College’s mission stems from the
broader Statement of Purpose. Centre College’s mission is to prepare students for lives of learning, leadership
and service.
Accreditation, Memberships and State Licensure
Centre College is accredited by the Southern Association of Colleges and Schools Commission on Colleges to
award the Bachelor of Arts degree and Bachelor of Science degree. Contact the Commission on Colleges at 1866
Southern Lane, Decatur, Georgia 30033-4097 or call 404-679-4500 for questions about the accreditation of Centre
College.
Centre also holds membership in the Association of American Colleges and Universities, the National Association
of Independent Colleges and Universities, the Associated Colleges of the South, the College Board, the American
Council on Education, the Council of Independent Colleges, the Council on Undergraduate Research, and the
National Collegiate Athletic Association (Division III). We are associated with the Presbyterian Church through a
formal covenant with the Synod of Living Waters.
Centre College is licensed to operate as an independent institution in Kentucky by the Kentucky Council on Post-
Secondary Education (CPE). To file a complaint against an institution licensed by CPE, please submit your
complaint in writing to Sarah Levy, Director of Postsecondary Licensing, Council on Postsecondary Education,
1024 Capital Center Drive, Suite 320, Frankfort, KY 40601 or sarah.levy@ky.gov.
Statement of Community and Non-Discrimination Statement
We pledge continuing efforts to build and strengthen a community enriched by our differences and founded
upon our common humanity. Centre respects the right of all members of the community to express their
individuality in a manner that is consistent with the dignity and welfare of others. Centre strives to create an
environment where differences are celebrated rather than discouraged, where individuals have the opportunity
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to exchange ideas and share in the richness of mutual experience. By valuing the individual’s total character
over any single characteristic, Centre will maintain its unique community.
As a fundamental policy and in compliance with Title IX of the Education Amendments of 1972, Section 504 of
the Rehabilitation Act of 1973, and all other applicable non-discrimination laws, Centre College does not
discriminate on the basis of race, color, religion, national or ethnic origin, sex, sexual orientation, age, disability,
veteran's status, or genetic information in its educational programs and activities, admissions, and with regard to
employment. Centre College hires and promotes its employees and admits its students on the basis of merit,
qualification, and character.
The Centre Commitment
The Centre Commitment guarantees students who meet the College’s academic and social expectations an
internship or (beginning with the class of 2017) a research opportunity, study abroad, and graduation in four years.
If a student is unable to secure the components of the Centre Commitment within four consecutive years of
enrollment, the College will provide up to an additional year of study tuition-free.
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Intensely Personal and Deeply Engaging
A Centre education is intensely personal and deeply engaging. It enables students to excel as undergraduates and to
go on to achieve extraordinary success in advanced study, careers, and life. Many elements contribute to Centre's
outstanding education: talented students; challenging and supportive teachers; excellent facilities; financial strength;
an alumni body known for national leadership, achievement, and loyalty; the friendly, family-like atmosphere; a
living sense of connection with the past; and a vision of new levels of achievement for the future. Our combination
of first-quality academics and a supportive, stimulating environment gives students the intellectual and social skills
they need to succeed—while at Centre and later in graduate and professional schools and in their careers. One sign
that our alumni appreciate the educational advantages they received at Centre: the Alumni Factor ranks Centre
graduates “the happiest group of graduates in the country.” U.S. News regularly names Centre to lists for "best
undergraduate teaching" and "best value."
Centre People
Students. Centre students are an unusually talented, energetic, and diverse group. They come from throughout the
United States and several foreign countries. And they have far-ranging interests—from thermodynamics to dance,
philosophy to computers. They're enthusiastic and good at what they do: more than half were in the top 10 percent
of their high school class. And they like to win, from national academic awards (such as the Rhodes, Fulbright, and
Goldwater) to Division III athletics.
Faculty. In addition to their top-notch credentials, Centre’s faculty members are dedicated teachers who are active
in research. At Centre, there are no teaching assistants; classes are taught by members of the regular faculty.
Graduates. Centre graduates are extremely successful in gaining admission to graduate school, and about one-third
go on to earn advanced degrees. (Medicine, law, and business are popular.) Our alumni have risen to positions of
leadership in virtually every field, and they're willing and eager to share their experience and knowledge with current
students. Alumni frequently come back to campus to participate in “career conversations,” and “career days,” and
they also sponsor internships and other work-related experiences designed to help students identify and reach their
goals.
Centre Facilities
Centre offers outstanding facilities that reflect and reinforce the quality of a Centre education. Old Centre, our main
administration building, was begun in 1819 and is an outstanding example of Greek Revival architecture (white
columns and brick construction). Our contemporary Norton Center for the Arts has been widely acclaimed as one
of America's best performance centers. In addition, our residence halls are varied and appealing, and our classroom
buildings are convenient and contain the latest equipment and instrumentation. But Centre never stands still, and
we continue to enhance our 158-acre campus. The College's master plan for building and renovation guides a
program of physical improvements into the coming decade. The South Fields first opened in 2013 with an
expansion begun in 2015. Brockman Residential Commons, a 124-bed concept in student living built around five
clusters of buildings, opened in 2012. A major addition and renovation to Young Hall, one of two science
buildings, was dedicated in 2011.
The following list describes some of the major buildings on campus.
Old Centre
The first building of the College, Old Centre is listed individually in the National Register of Historic Places. The
six-column Greek Revival front portico and wings were added to the original Federal building in 1841. During the
Civil War, Confederate and later Union troops used the building as a hospital before and after the nearby Battle of
Perryville. Old Centre now houses the offices of the president, vice president for academic affairs, and vice
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president for college relations, as well as the Welcome Centre, a reception area for the Office of Admission.
Boles Hall
Built in 1997 as a mirror image to the 1940 Wiseman Hall, Boles Hall is named for a former Centre board chair and
since 2015 has housed most of the Admission and Financial Aid offices.
Norton Center for the Arts
Each year the Norton Center offers a breath-taking array of entertainment: cellist Yo-Yo Ma, singer LeAnn Rimes,
singers Bobby McFerrin and Alison Krauss, and the Boston Pops, to name a few. The Norton Center has also been
the site for two Vice Presidential Debates, in 2012 and 2000. Students often work backstage during these events or
help take important visitors to and from the airport. In addition, some artists—flutist James Galway and trumpeter
Wynton Marsalis, to name just two—offer master classes for interested students. The 85,000-square-foot Norton
Center complex, renovated in 2009, was designed by the Frank Lloyd Wright Foundation and includes the 1,500-
seat Newlin Hall. At the back of the complex are the more intimate 367-seat Weisiger Theatre and Grant Hall,
which includes classrooms, studios, and offices for drama and music faculty.
Crounse Hall and Grace Doherty Library
Crounse Hall includes offices for humanities and social science faculty members and classrooms. The Vahlkamp
Theater (a small movie theater) and the Center for Teaching and Learning are on the lower level. The front and
main section of Crounse is occupied by Grace Doherty Library. The library provides outstanding resources and
services to support the rigorous undergraduate curriculum at Centre College. The library’s print collection includes
approximately 265,000 volumes, as well as 32,000 e-books and 34,600 e-journals. In addition to the primarily free
interlibrary service offered to our patrons, a formal agreement with the Federation of Kentucky Academic Libraries
grants borrowing privileges at all Kentucky academic libraries to the students and faculty of Centre College. Grace
Doherty Library offers private study areas and seating for more than 400 patrons, with wireless connectivity
provided throughout the building.
The Grace Doherty Library’s webpage provides online access to such scholarly databases as Academic Search
Complete, Web of Science, JSTOR and JSTOR Biological Sciences, ARTstore, MathSciNet, Grove Art Online,
Historical New York Times, Oxford Reference Online, The Times (London) Digital Archive, among many others.
All electronic resources are available 24 hours a day, seven days a week. Students and faculty have access to all
library databases from off campus as well.
Recent gifts from private donors and the Parents Association provided funds for the renovation and re-furnishing
of several major study areas on the main and upper level floors, with a focus on collaborative work and study space.
Two quiet reading rooms are also available on the main floor and these are often used for small, academic meetings
as well as quiet study. The Special Collections room is located on the main floor of the library and houses archival
records of Centre College, as well as rare and fragile materials. Special Collections are made available to patrons and
community users by appointment with the library archivist.
A computer lab equipped with a teaching station, 27 desktop computers and a presentation screen is available on
the lower level of the library. Extended Orientation sessions and research instruction are provided in this space
during the day, but the lab is available to students in the evening hours for private study. There are also twenty
computers available in the reference area on the main floor of the library and laptops available for checkout. Also
on the main floor, directly behind the reference offices, is a presentation and screening room. Patrons may reserve
this room to view films or to practice and record presentations for review and refinement. Through the summer
and fall of 2015, library staff will be creating a new collaborative study area on the main floor of the library through
the generosity of the Parents Association.
Reference librarians provide 28 research sessions to first-year students each fall during Extended Orientation.
Developing critical thinking and metacognition and a focus on facilitating high-level information literacy skills are
foremost in course-specific research instruction sessions, which are available by appointment with the divisional
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librarian liaison. Reference librarians also provide one-on-one research consultation with students and faculty
during staffed hours at the reference desk, via chat service, or by appointment.
Franklin W. Olin Hall
Olin Hall was built in 1988 with a $3.5-million grant from the F.W. Olin Foundation of New York City. It houses
the analytical chemistry, physics, mathematics, and computer science programs. In the foyer is a two-story Foucault
pendulum, which demonstrates the rotation of the earth beneath the plane of the pendulum’s swing.
Young Hall
Named for two early Centre presidents—John C. Young and his son William Young, Class of 1859— Young Hall
opened a major addition to the building, certified LEED gold, in 2010. Young Hall houses the behavioral
neuroscience, biochemistry and molecular biology, biology, and psychology programs, as well as the synthetic
(organic and inorganic) chemists. Outstanding examples of dinosaur fossils and unusual minerals are on display
throughout the building.
Jones Visual Arts Center
The Jones Visual Arts Center houses the art and art history programs. It includes a state-of-the-art hot glass studio
and the AEGON Gallery for exhibitions of work by student and visiting artists. The drawing and painting studios
offer outstanding natural light. There are also studios for ceramics, sculpture, and other media, as well as a slide
library and classrooms.
Sutcliffe Hall
Sutcliffe was dramatically expanded in 2005 and now includes three gyms, a workout facility with free-weight and
exercise machines, athletic offices, the Athletic Hall of Fame, and the Hall of Fame Café featuring
Starbucks/Sandella’s Flatbread Café.
Old Carnegie
Built in 1913 as a library (the industrialist Andrew Carnegie provided $30,000 toward its construction), Carnegie
served that purpose until the construction of Doherty Library in 1967. It currently houses the Center for Global
Citizenship and the Center for Career and Professional Development. The building is listed in the National Register
of Historic Places.
Campus Center
The two-story, 50,000-square-foot Campus Center opened in the fall of 2009. The Campus Center includes the
student life office as well as space for student organizations and meetings, fireplaces, and a game area. It also
includes two dining facilities: Cowan Dining Commons (the main dining hall) and the Everyday Café (grill/snack
bar). It is certified LEED silver.
Student Residences
Most students live on campus in accommodations that vary from traditional residence halls to townhouse-style
apartments. Students also live in the fraternity and sorority houses in Greek Park. All campus rooms include highspeed
Internet connections. Pearl Hall, certified LEED gold, opened in 2008. Brockman Residential Commons,
certified LEED silver, opened in 2012.
Centre Life
Centre offers outstanding opportunities for a well-rounded life outside the classroom. Internationally known
performing artists appear throughout the year at the College's Norton Center for the Arts, and virtually all these
world-class programs are free to students. Our convocation program brings in speakers and performers who
present a wide range of programs, also free to students. Along with these events, there are numerous opportunities
for participation in more than 75 campus clubs, societies, teams, and other groups. These student groups focus on a
variety of special interests and include such organizations as the Badminton Club, Diversity Student Union, and
CARE (Centre Action Reaches Everyone). Residence halls, fraternities, and sororities organize many formal and
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informal events. The College sponsors 23 intercollegiate varsity sports that provide entertainment for participants
and spectators alike, as does our active intramural program. Six national men's fraternities (Beta Theta Pi, Delta
Kappa Epsilon, Phi Delta Theta, Phi Kappa Tau, Sigma Alpha Epsilon, and Sigma Chi) and four national women's
sororities (Alpha Delta Pi, Delta Delta Delta, Kappa Alpha Theta, and Kappa Kappa Gamma) contribute to the
total campus social program. These organizations encourage academic achievement among their members, perform
community service projects, and organize special events such as Greek Week.
Service opportunities can be found through the After School Program, which hosts an afternoon tutoring and
social program for local children twice a week. CARE, another student service organization, supports such varied
programs as blood drives, Christmas angel tree giving, Alternative Spring Break, and projects to assist residents of
the Boyle County Senior Citizens Center. Centre is also affiliated with several national volunteer service
organizations, including the Bonner Foundation and Alpha Phi Omega.
Clubs and Honoraries
We have many interest groups and honoraries that organize a wide variety of events and activities on campus. Some
groups, such as the Pre-Health Society, the Economics Society, Society of Future Educators, and language clubs are
directly related to academic life. They enhance classroom instruction through field trips, guest lectures, and
volunteer work. Other organizations include the Diversity Student Union, the Student Activities Council, the
Student Government Association, and several religious organizations. Centre’s honorary societies recognize
students for outstanding leadership, character, and academic ability. These societies include Phi Beta Kappa and
Omicron Delta Kappa (for recognition of outstanding scholars and leaders), Sigma Delta Pi, Phi Sigma Iota, Beta
Beta Beta, Phi Alpha Theta, Omicron Delta Epsilon, Pi Sigma Alpha, and Psi Chi (honoraries for students in
Spanish, foreign languages, biology, history, economics, political science, and psychology, respectively), and Order
of Omega and Gamma Sigma Alpha(Greek honorary/leadership societies).
Religious Life
Centre has always been dedicated to the development of the whole student. Since 1819, when the institution was
founded by Presbyterian leaders, the College has recognized the importance of the full intellectual, social, physical,
and spiritual development of its students. The religious programs on campus are a crucial component of the
College's effort to achieve this goal. Centre’s Religious Life Office is maintained by the College chaplain, whose
office is in Crounse 452. Ministers from local churches also maintain ties with the College. The Religious Life
Office works to 1) promote vital religious life and greater religious understanding on campus; 2) encourage and
coordinate the work of campus religious groups; 3) strengthen students' links to their own religious traditions by
facilitating the student ministries of local congregations; 4) enhance the College's mission to educate its students as
morally and socially responsible citizens; 5) provide pastoral care and religious counseling for the campus
community; and 6) advise students considering religious vocations and divinity school programs. In addition to
retreats, speakers, worship services, service projects, dinners, and discussion groups, the Religious Life Office
sponsors events such as the Advent Festival of Lessons and Carols, Lenten observances, Passover Seder, and
Baccalaureate. The College's “Get Centred” worship service in the sanctuary of the Presbyterian Church each
Sunday night is a highlight of the week for many students. Religious groups on campus include Centre Christian
Fellowship, Habitat for Humanity, Jewish Student Organization, Muslim Student Association and Newman Club
(Catholic). The Religious Life Office also sponsors CentrePeace, a campus peace and justice group, and
CentreFaith, an interfaith dialogue group that also plans festivals and educational events from a variety of religious
traditions. While the College is proud of its Presbyterian connection, Centre is governed by an independent board
of trustees and offers much religious diversity. The religious groups with the largest representations on campus are
Catholic, Baptist, Presbyterian, Methodist, and Episcopal. In addition to these denominations, the following faiths
were represented in a recent first-year class: Assembly of God, Buddhist, Church of Christ, Disciples of Christ,
Eastern Orthodox, Hindu, Jewish, Latter Day Saints, Lutheran, Muslim, and Unitarian.
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Student Publications
Students publish an online newspaper, The Cento, covering campus activities and opinions. Vantage Point is a
publication of student creative writing, photography, and artwork.
Shared Responsibility
Among the abundant opportunities for growth and experience that Centre offers outside the classroom, perhaps
the most significant is shared responsibility in campus governance. At Centre, students, faculty, and staff members
work together to create a community that brings freedom and responsibility into a healthy balance. Through careful
attention to the organization of a strong student government and by making positions of significant responsibility
available to students, Centre gives concrete meaning to terms such as democratic values and civic duty. Students
take an active part in College decision-making through their roles in student government or—with faculty and
staff—as members of the College Council. Students serve with faculty on each major's program committee,
advising on curriculum and major requirements. They also take the primary responsibility for regulating the conduct
of their peers through the Student Judiciary. Such shared decision-making and responsibility is an essential part of
the Centre education. It is a liberal education in the true sense, educating the whole person, building self-esteem
and self-confidence, and teaching concepts such as democracy and civic responsibility on a practical level.
Campus Governance
The College Council. Although Centre is legally governed by a self-perpetuating board of trustees, its academic
and community life is governed in large degree by the College Council. The council consists of representatives from
the faculty (15), staff (10), and students (10), as well as designated College administrators. (It is highly unusual
among colleges and universities for students to be voting members of such a decision-making body, but this reflects
Centre's strong commitment to student involvement in governance in positions of significant responsibility and
authority.) Student members are elected by the Student Government Association. Two student representatives
serve on the steering committee of the council. Students are appointed in reasonable proportion to all committees
of the council and carry equal responsibility with other members. The one exception is that they do not participate
in consideration of matters involving the confidential records of other students.
Student Government Association. The Student Government Association is the official executive and legislative
body for student discussion, decision, and action. It is composed of elected student representatives and student
senators, and the executive committee. A major responsibility of the SGA is to allocate funds to student
organizations. The SGA president serves as a nonvoting representative to the board of trustees. The SGA
represents the student body primarily in matters relating to the standards and practices of nonacademic student
activities and services.
The Student Judicial System. The judicial powers of the student government are exercised by the student judicial
system. The student judicial system consists of the Student Judiciary, which hears cases involving violations of
College regulations; the Interfraternity Judiciary, which hears cases involving violations of Interfraternity Council
regulations; and the Panhellenic Association executive committee, which hears cases involving violations of
Panhellenic Association regulations.
The Fraternity and Sorority Systems. By its approval of the Interfraternity Council constitution, the College has
granted a substantial degree of self-governance to the campus fraternity system, of which the Interfraternity Council
(IFC) is the executive and legislative body. The IFC regulates and coordinates the affairs and activities of the six
social fraternities on campus in conformance with the published campus and residence regulations of the College.
Both the IFC and the College subscribe to the policies and positions of the Association of Fraternity and Sorority
Advisors, North-American Interfraternity Conference, and Fraternity Executives Association. The Panhellenic
Council regulates and coordinates the affairs and activities of the four social sororities on campus in conformity
with the published campus regulations of the College. The Panhellenic Association subscribes to the National
Panhellenic Conference guidelines as outlined in the Manual of Information. A special contract between the men’s
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and women’s Greek organizations and Centre is spelled out in the “Statement of Mutual Responsibility.”
Athletics
Participation in athletics is important because it contributes to the education of the whole student. Athletics serve
as a learning experience, as a healthy activity, and as just plain fun. Centre’s program offers competition options for
the novice, the expert, and everyone in between.
Intramurals. An active intramural sports program gives Centre students the chance to meet on the playing field
with fellow students as well with the faculty and staff members who participate in the program.
Intercollegiate Competition. Centre sponsors 23 intercollegiate teams, providing an opportunity for nearly 600
student-athletes annually to participate in college athletics. Centre is a member of the Southern Athletic Association
(SAA) and the National Collegiate Athletic Association, Division III. SAA members in addition to Centre are Berry
College (Mount Berry, Ga.), Birmingham Southern College (Birmingham, Ala.), Hendrix College (Conway, Ark.),
Millsaps College (Jackson, Miss.), Oglethorpe University (Atlanta, Ga.), Rhodes College (Memphis, Tenn.), and the
University of the South (Sewanee, Tenn.). All SAA member institutions adhere to a policy of not awarding financial
aid to a student for participation in athletics.
Residence Life
To promote the atmosphere of closeness and community that is an important part of Centre, the College requires
that students live in College residences and take their meals on campus. (For exceptions, see the “College
Regulations” section.) The main dining hall serves three meals Monday through Friday and two meals on Saturday
and Sunday. All meal plans include Flex Dollars that can be used at the Everyday Café or the Hall of Fame Café.
Health Services
On-campus health services are available in the Parsons Student Health Center, on the first floor of Sutcliffe Hall
across from the pool entrance. Parsons is a small health clinic which provides medical care on a walk-in basis for
acute common illnesses and minor injuries. Parsons Student Health Center can also provide continuing
maintenance of medication for routine chronic ailments. Parsons staff can find specialists in the community when
needed for illnesses that require more extensive treatment than can be provided through the clinic. Parsons makes
available certain routine medications at minimal expense in order to save students both time and money.
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The Curriculum and Academic Opportunities
General Education Rationale and Requirements
We live in a complex, diverse, and rapidly changing world—one presenting us with delicate moral and social
problems that demand careful analysis and creative solutions. This is an era of uncertainty, of promise, and of
opportunity. We believe that the most appropriate formal preparation to meet the challenges of today, to fulfill
career goals, to lead a rich and rewarding personal life, and to serve society as a responsible citizen, is a broadbased,
flexible education in the liberal arts and sciences. Building on that belief, the College has carefully designed
an academic program that not only prepares students for graduate school, the professions, and positions of
leadership in all areas of society, but one that also equips them with skills needed to pursue a lifetime of learning.
General Education is the part of the curriculum we require of all students regardless of their major field of study or
their career goals. In broader terms, it is the heart of our liberal arts education, because it represents an academic
experience so valuable that we believe it should be shared by all Centre graduates. Regardless of the specific
discipline addressed, all general education courses have several characteristics in common. These include
commitments to: a) exposing students to the fundamental issues and the common methods of inquiry used in the
subject; b) placing the academic discipline and methodologies in context with issues of societal and personal
choices; c) requiring students to communicate effectively both orally and in writing; d) having assignments and
activities that foster students' ability to think creatively, logically, and analytically in order to address problems from
a variety of perspectives with open and questioning minds; and e) instructing in ways that engage students as active
participants in the learning process.
The General Education requirements are in four areas:
1. Humanities
2. Society
3. Science
4. Fundamental Questions
1. Humanities (two courses)
A liberally educated person can understand and derive pleasure from aesthetic experiences of literature and the fine
arts. A two-term core interdisciplinary sequence in the humanities, taught by faculty from various academic
disciplines, constitutes the requirement. The sequence introduces masterworks of literature and the fine arts within
the context of particular times, places, and ideas that inform the masterwork. This sequence, beginning with the
classical world, concentrates on developing the critical skills necessary to understand, appreciate, and judge works
of literature, art, drama, philosophy, and music. These courses a) lead to an appreciation and understanding of key
works in the Western tradition; b) require students to engage in a close critical analysis of original work; c) sharpen
and develop critical and interpretive skills, and provide the information and terminology necessary to make
independent aesthetic judgments; and d) enhance the ability to read analytically and imaginatively, to look alertly
and sympathetically at works of art, and to express thought with vigor and clarity in both oral and written form.
2. Society (two courses)
Individual human experience always takes place in the context of larger social forces. To think and act as
responsible citizens, we must be able to understand these forces in terms of their historical development and their
influence on contemporary life. Courses in this area are divided into two categories: those which stress analysis of
social institutions and those which emphasize historical inquiry. To satisfy this requirement, students must take one
course from each category. Typically courses satisfying the social analysis requirement a) stress the nature, function,
and influence of organizations, institutions, or groups in society; b) illustrate disciplinary methods of inquiry
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necessary to formulate meaningful conclusions; and c) require students to identify significant social issues and
analyze them from the standpoint of various theoretical and historical frameworks. Courses satisfying the historical
analysis requirement will: a) introduce students to a coherent body of historical knowledge and the nature of
historical inquiry; b) increase the student's knowledge and understanding of the complexity of human experience
through the diversity of historical interpretation; and c) illustrate relationships between past events and
contemporary ideas, institutions and processes.
3. Science (two courses)
Scientific inquiry has altered our view of the world and has brought about great benefits and enormous risks. The
liberally educated person understands and appreciates science both as a body of knowledge and as a disciplined
approach to comprehending our universe. These courses should enable the student to appreciate the potential of
science, to recognize its limitations, to understand some of its technical applications, and to know how to develop
informed opinions about its use. This requirement consists of two four-credit laboratory courses, one in life science
and one in physical science, or a two-course natural science sequence that integrates the major areas of
cosmological and biological evolution. Each of the natural science courses can be taken independently to satisfy
either the physical (NSC 110) or life (NSC 120) science requirement. All general education science courses a)
provide an introduction to the nature, methodology, historical development, and some fundamental concepts of
both physical and life sciences; b) illustrate the interplay between experimentation and theory through direct
laboratory experience emphasizing critical thought and the systematic observation and interpretation of data; c)
demonstrate the relationships among the disciplines and fields of science; and d) include discussion of some of the
social, political, and ethical implications of scientific achievements and research.
4. Fundamental Questions (two courses)
A persistent feature of our humanity is the ability and need to raise fundamental questions about the meaning of
our existence, about the possibility and limits of human knowledge, about our common nature and destiny, and
about what constitutes a good life. Becoming educated should include a mature understanding and a critical
appraisal of values and beliefs which have shaped us and our culture. Because of their influence in Western culture's
approaches to fundamental questions, the religious and ethical heritage of the Abrahamic traditions—Judaism,
Christianity, and Islam—receive special emphasis in at least one of the two courses required. Courses satisfying this
requirement will: a) introduce students to important figures, original texts, and major concepts and controversies in
our religious and philosophical tradition; and b) encourage students to examine their own values and beliefs and
those of their society.
First-Year Studies
During the CentreTerm all first-year students will take a First-Year Studies course designed to provide a smallgroup
learning situation that will engage students and faculty in an intensive intellectual experience and to foster
basic educational skills—how to read critically, think logically, and communicate effectively. First-Year Studies
courses have no prerequisites. Students practice distinguishing evidence from opinion; discussion should reflect
multiple viewpoints. Written and oral exercises emphasize imagination, creativity, reasoning, problem solving,
integration, and judgment—all skills essential to critical thinking. Visits to museums or other sites, laboratory
experiments, field study projects, interviewing, teaching, debating, inventing projects, may be part of a First-Year
Studies course. Writing assignments need not follow the formal restrictions of conventional academic prose. The
journal, the essay, the description, and the meditation are all useful models of writing, as long as they reveal a
thoughtful and ambitious encounter with the material of the course. These courses enroll 15 or fewer students.
While the seminar does not count toward a major, it may, through participation in discussion and research, provide
a foretaste of upper-level work in the field of the instructor.
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Basic Skills
Our general education requirements are separate from our basic-skills program. This program ensures that students
attain specified levels of competence in mathematics, expository writing, and a foreign language. Basic competence
in these subject areas provides a solid foundation for enhanced learning and academic success in other courses. For
example, algebraic skills are a prerequisite for courses in the physical sciences; writing competence contributes to
student success in all courses; and achievement in foreign language skills supports study and research in foreign
cultures. Moreover, the basic skills program reflects our view that such levels of skill or knowledge in the three
previously listed areas are fundamental to the liberally educated person and should be expected of all Centre
graduates. Competence in mathematics aids our students in their ability to gather, use, and interpret quantitative
data and to reason formally. Effective writing skills increase their capacity to express themselves in an organized,
precise, and convincing way and to think analytically and critically. Achievement in foreign language study develops
their insight into the nature of language—including their own—and in today’s interdependent world serves as a key
to the understanding of the basic modes of thought, life, and expression of other cultures. Ideally, students will
have achieved sufficient skill levels in secondary school to meet Centre’s basic skills requirement. For mathematics
and foreign language, this may be done by passing a College-administered examination at entrance or, in the case of
mathematics, by presenting acceptable scores on the appropriate sections of the SAT or ACT examinations or the
AP calculus exam. Alternatively, students may meet these requirements by earning a grade of "C-" or higher in the
following Centre courses: Mathematics 110 (or 145 by placement), and in Chinese 120, Classics 120, French 120,
German 120, Japanese 120, or Spanish 120/121 (and appropriate courses in Greek and Hebrew when offered).
Student performance in expository writing will be evaluated at the end of the first long term of enrollment. At that
time, students whose writing is judged to be competent will have satisfied the expository writing requirement.
Students whose writing is judged to fall short of competency will be required to submit a satisfactory three-page
portfolio to the Committee on Student Writing by the end of the spring term of the first year or earn a grade of C-
or higher in ENG 170 by the end of the sophomore year.
Further Fluency in Basic Skills
To meet the challenges of an increasingly complex and interdependent world, the College believes all of its students
should attain a level of expertise that goes beyond basic skills in at least one of the following areas: mathematics,
foreign language or computer science. Consequently, students must complete one of the following course options:
1. A mathematics course numbered 130 or higher
2. A foreign language course numbered 210 or higher
3. A computer science course numbered 117 or higher
Summary of Requirements
Foreign Language: 0-2 courses; 0-8 credit hours
Mathematics: 0-1 courses; 0-3 credit hours
Expository Writing: 0-1 courses; 0-4 credit hours
Further Fluency: 1 course; 3-4 credit hours
Humanities: 2 courses; 6 credit hours
Science: 2 courses; 8 credit hours
Society: 2 courses; 6 credit hours
Fundamental Questions: 2 courses; 6 credit hours
First-Year Studies: 1 course; 3 credit hours
Total: 10-14 courses; 32-48 credit hours
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Total required for graduation = 110 credit hours
Organization and Structure of the Academic Program—Majors and Minors
The College’s instructional program is organized into three academic divisions—humanities, social studies, and
science and mathematics—each chaired by a member of the faculty under the general oversight of the Dean of the
College. The work of each division is carried out through separate program committees representing the various
academic disciplines. Committees are comprised of faculty members and one or two voting student members.
Major and minor areas of concentration offered within the divisions are as follows*:
Humanities (Division I)
Majors: art history, studio art, classical studies, dramatic arts, English, French, German studies, music, philosophy,
Spanish.
Minors: art history, studio art, classical studies, creative writing, dramatic arts, English, film studies, French,
German studies, music, philosophy, Spanish.
Social Studies (Division II)
Majors: anthropology/sociology, economics and finance, history, international studies, politics, religion.
Minors: anthropology, education, history, international studies, politics, religion, sociology.
Science and Mathematics (Division III)
Majors: behavioral neuroscience, biochemistry and molecular biology, biology, chemical physics, chemistry,
computer science, mathematics, physics, psychology.
Minors: behavioral neuroscience, biology, chemistry, computer science, mathematics, physics, psychology.
Interdisciplinary (cross-divisional)
Major: environmental studies.
Minors: African and African American studies (I), Asian studies (I), environmental studies (II), European studies
(I), gender studies (II), global commerce (II), Latin American studies (I), linguistics (I). For administrative purposes,
these programs report to the noted division.
*One major (no minor) is required for the degree. Students may choose a maximum of two majors and one
minor or one major and two minors.
Double Majors
Some students choose to complete two majors during their four years at Centre. This option allows students to
expand their academic credentials and explore sometimes quite different personal interests. Some recent
combinations include economics and mathematics, Spanish and international studies, psychology and philosophy.
Students who double major have an advisor from each program.
Students declaring more than a single major must think carefully about their ability to complete all of their declared
major and minor requirements, taking into consideration other plans such as study abroad and/or internships and
research. The College does not guarantee that a student can complete more than one major in four years, and
exceptions to major and minor requirements cannot be made due to conflicts with requirements in the primary
major or due to study abroad.
Self-Designed Majors
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In addition to the standard majors, students may also develop a major of their own design. They develop their
personal program of junior-senior major study in conjunction with a faculty committee. The completed selfdesigned
major proposal is then submitted for approval by the Academic Standards Committee. By necessity,
self-designed majors must rely, substantially, on the strengths and expertise of our faculty and our course
offerings. Recently approved self-designed majors include East Asian studies, modern languages, Middle Eastern
studies, and public policy. More detailed information is available from the Office of the Assistant Dean of
Advising. Self-designed minors are not permitted.
Calendars and Credit Hours
The credit hour is the basic unit of credit and credit hours are equivalent to semester hours. The credit hour
provides one important measure by which progress toward the degree is gauged. The assignment of credit hours to
coursework is not strictly tied to the number of class hours per week. The College recognizes that subject matter,
pedagogical methods, and assessment tools will influence the design of any credit-bearing activity, including the
frequency and duration of formally-structured faculty-student interactions.
The academic calendar consists of two 13-week terms (fall and spring) and a 3-week term in January (CentreTerm),
plus a final exam period at the end of each term. In the fall and spring terms, three credit hour courses typically
meet for one hour three days a week or for an hour and a half two days a week. In the January term (CentreTerm),
three credit hour courses typically meet for three hours a day four or five days a week.
One credit hour is granted for a minimum of three hours of student academic work per week, on average, for the
fall and spring terms. In the CentreTerm, all courses carry three credit hours and a minimum of 36 hours of student
academic work per week on average is expected. Academic work includes formal faculty-student interactions
(lectures, seminars, laboratories, supervised field work, tutorials, applied and studio instruction, etc.) as well as outof-class
activities such as student-instructor conferences, homework, research, writing and revision, reading, student
collaborative and group work, community engaged experiences, academic internship work, practica, recitals,
rehearsals, and reflection on all aspects of the coursework.
Courses, including credit-hour assignment, are approved by the faculty through a process that requires review and
action by the appropriate academic program as well as the curriculum committee.
Study Abroad
We consider living and studying in a foreign culture to be an integral part of a liberal arts education, and study
abroad has become one of the hallmarks of a Centre education. In the past few years, about 85% of Centre
graduates have studied abroad at least once during their college careers, making Centre the #1 college in the nation
where international study is so pervasive and important.
Residential Programs
Centre offers a number of different opportunities for off-campus study. Centre-in-London, Centre-in-Strasbourg,
and Centre-in-the-Yucatan are residential programs in the U.K., France and Mexico led by Centre faculty members.
Centre-in-England (at the University of Reading), Centre-in-Glasgow (at the University of Glasgow) and Centre-in-
Shanghai (at Tongji University) are Centre's residential programs at affiliated universities in the U.K. and China.
Four exchange programs bring foreign students to our campus as well as allowing Centre students to study for a
semester or more at Yamaguchi Prefectural University in Japan; at one of five universities in Northern Ireland; at
the University of Lleida near Barcelona in Spain; or at Marista University in Merida, Mexico. Many students find
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their sophomore or junior year is the best time to participate in a residential program. However, rising sophomores,
juniors, and seniors all are eligible to apply. Because these are not primarily language programs, students do not
need to have studied French, Spanish, Chinese or Japanese to study in France, Mexico, China, or Japan. The cost is
the same as the cost of studying on the Danville campus, except for a $375 deposit/surcharge and airfare. A special
endowed fund is available to help some students on need-based financial aid cover these additional costs. Students
in most of our residential programs abroad live in apartments or home-stays and take classes with Centre
professors and local professors expert in their areas. Centre-in-England students take a 2-hour orientation course in
September before they leave home and during the London orientation with a Centre faculty member. At the
University of Reading, they live in residence halls and take classes with British and other international students.
CentreTerm and Summer Programs
In addition to these semester programs, during each CentreTerm Centre faculty members lead groups of students
to study in their areas of expertise around the world. Upcoming or recent sites include Argentina and Uruguay,
Costa Rica and Panama, Ecuador, Egypt, Japan, India, Morocco and Spain, New Zealand, and Uganda and
Rwanda. Students with Spanish skills can elect to do an internship through our Merida program. In early summer
we sponsor a three-week study at our site in Strasbourg, France; many summer programs sponsored by the
Kentucky Institute for International Study are also available to our students.
Non-Centre-Run Programs Abroad
Students take a temporary leave of absence from Centre to study in semester-long programs sponsored by the
Kentucky Institute for International Study or other outside providers. Financial considerations prevent some
students from taking this option, since students who are on leaves of absence are not eligible to receive any Centre
money and, by law, our financial aid office is not allowed to process state or federal aid due the student. Students
planning to participate in a non-Centre program should get prior approval from the Center for Global Citizenship
and the Registrar to make certain that all courses will count toward a Centre degree.
Research Opportunities for Students
Centre students enjoy a number of opportunities for intensive research, both for independent work and for
collaborative research with our professors and elsewhere. In some cases, the College provides research materials,
summer housing, and stipends. Outside grants also support collaborative research and study. A typical summer
finds many students engaged in research on campus; other projects take place during the school year. Students may
present their results at national and regional meetings, and not infrequently win prizes and other awards for their
work. Students also have the opportunity to attend and/or present their work at Centre College's annual
undergraduate research, internship, and creative endeavors (RICE) symposium.
The Brown Fellows Program
In partnership with the James Graham Brown Foundation, Centre launched the Brown Fellows Program in 2009.
The initiative is the premier scholarship and enrichment program in Kentucky and is one of the nation’s elite
fellowship programs. The program was established as an individualized course of development in which
outstanding students build leadership skills through independent study, community service, and experiential
learning. Brown Fellows enroll in the following course in their first, second and third years:
BFS 110 Brown Fellows Seminar-I (one credit hour)
A year-long course for first-year Brown Fellows. Course topics focus on academic preparation for leadership roles
on and off campus, preparation and organization of curriculum for the post-seminar summer international study
trip, and development of an intellectual curricular and co-curricular, four-year Brown Fellows plan. Students also
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engage in discussions and readings surrounding current issues in Kentucky. Offered on a pass/unsatisfactory basis.
Brown Fellows must earn a P in BFS 110 to participate in the summer Strasbourg trip and to continue in the
Brown Fellows Program.
BFS 210, 310 Brown Fellows Seminar-II, III (one credit hour)
A year-long course for second- and third-year Brown Fellows. Course topics focus on academic preparation for
Kentucky Connection field trips, research and planning summer enrichment projects, updating and refinement of
dynamic curricular and co-curricular Brown Fellows plan, and preparation for the annual Brown Fellows Research
Symposium. Offered on a pass/unsatisfactory basis.
The John C. Young Program
The John C. Young Scholars Program is a senior honors program which enables a select group of outstanding
senior students to engage in independent study and research in their major field or in an interdisciplinary area. The
scholars work closely with a faculty mentor and receive financial support for research and travel. They present their
results at a public symposium in late spring, and their papers are published in journal form by the College. This
program was initiated through an Excellence-in-Undergraduate-Education grant from the Knight Foundation.
Centre was one of eight leading liberal arts colleges (Carleton, Macalester, and Swarthmore, for example) to receive
the first of these awards to encourage increased collaboration between faculty and students on extra-class
intellectual activities. Applications for participation are submitted in the spring of one's junior year.
National Fellowships and Honors
Since 1991, Centre has had 59 Fulbright winners for a year abroad of post-graduate study, independent research, or
serving as an English language teaching assistant, including 13 Fulbright-recommended teaching assistantships
sponsored through the French Ministry of Education and one who received the only Fulbright extension grant
awarded to an American Fulbrighter her year. The most recent winner is spending 2015-16 in Madrid, Spain. Other
winners of national honors in the last 10 years include a Mitchell Scholar (for a year's study in Ireland), a Boren
Scholar (for a year's study in countries deemed critical to U.S. national security), four Goldwater Scholars (for
students in mathematics, science, and engineering), and 12 Rotary Scholars (for a year of international study). Eight
Centre alumni are Rhodes Scholars (one to three years of study at the University of Oxford in England). Centre
students also regularly win National Science Foundation awards for undergraduate research during the summer; six
have won NSF Graduate Research Fellowships, which provide three years of support for graduate study. Students
interested in applying for national fellowships and honors should check the list of contacts available online or
consult with the chair of the Honors and Prizes Committee early in the fall for information and applications. It is
not too early to begin inquiries as early as the first year or sophomore year. Students interested in undergraduate or
graduate NSF opportunities should speak with their science professors.
Computer Literacy
Students at Centre College are frequently exposed to, engaged with, and become proficient with technology both in
and out of the classroom at Centre; Centre students are computer literate. First year students are immersed in the
Extended Orientation program in the first six weeks of their Centre College experience. Through this, all first-year
students gain beginning basic instruction on the technology, as well as other information they will need to be
successful in the rigorous academic programs and residential environment at Centre College. During extended
orientation, research librarians give every first year student an introduction to library staff, services and
resources. Students receive instruction on using the library catalog, searching electronic databases, and citing
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sources. The information covered in this orientation is also made available in an online Research Guide that
students may access at any time. Students will utilize these skills throughout their four years in most of their classes.
Students also complete a variety of technology-based assignments in their required first-year seminars, in all general
education courses, and in courses throughout the curriculum. These range from the use of word processing
programs to create typed papers to a more sophisticated use of spreadsheets, computer simulations, and graphical
software. In their upper-level courses, they also learn to use discipline-specific software and technologies. Many
courses across the curriculum and at all levels of study require the use of presentation software to complement the
delivery of oral presentations. Oral and written communication are explicit student learning goals for the first-year
studies courses and for our general education curriculum. Therefore it wasn’t surprising that one hundred percent
of first-year students who took the National Survey of Student Engagement(NSSE) said that they gave a
course presentation during their first year at Centre College (NSSE Survey 2013).
Equipment and assistance are available for these technology-based projects through the Center for Teaching and
Learning. Some recent examples of in-class assignments include: the creation of videos, digital presentations, digital
stories, and the writing of blogs. In addition, students have access to the media lab where instruction and availability
to more advanced software programs such as Adobe Master Collection, iLife, Comic Life, Final Cut Pro, and
Anime Studio exist.
Outside of the classroom, the ITS Technology Support Center provides a central location for computer, mobile
device and software support and configuration assistance. Students are provided access to public computers
throughout campus with a host of general and specialized software. Students with their own computer or mobile
devices can access the internet throughout Centre’s campus using our pervasive wireless and wired campus
network. From the campus portal system, CentreNet, students can access their email accounts, Microsoft Office
365 (web-based version), Moodle, and Google Apps as well as full access to online student registration, class
schedules and degree program planning tools. Our students are also provided with access to many
online departmental services from career and graduate school planning resources to discipline-based research
services. Centre students have access to and use a variety of sophisticated electronic tools in their pursuit of
academic success and excellence.
Advising
The Academic Advising Office coordinates academic advising and partners with the Student Life Office to
implement new student orientation. New student orientation includes summer mailings, basic skills and placement
testing, the fall orientation program, and special programs for students during the fall term. All faculty members
(plus selected administrators) serve as academic advisors to students. Students have general advisors—usually
matched by interests—during their first and second years. After selecting a major or majors toward the end of the
sophomore year, students are then assigned an advisor in a specific academic discipline. The Assistant Dean for
Advising also works in a targeted way with students who experience academic difficulty, particularly in the first two
years at Centre, and with students with disabilities.
The Center for Career and Professional Development
The Center for Career & Professional Development helps students make effective transitions from Centre to both
the world of work and post-graduate study. The Center offers a variety of experiences, partnerships, and services
that students may take advantage of throughout their four years at the College to enhance their prospects for career
success and satisfaction. The Center seeks to blend the liberal arts education with career awareness in order to help
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students navigate this journey, and integrates career planning with academic planning over the course of several
years. Students are encouraged to actively engage in the process from their very first day on campus, continuing
through graduation. The Center for Career & Professional Development offers a wide range of experiences for all
students; many of these are targeted for students at different points of their journey. Students are assigned to a
career counselor based on their intended area of study. Working with individual students, alongside academic
advisors and other student support staff, the staff at the Center will provide students with a four-year Career
Roadmap to guide them through career development. This not only enables students to see and communicate the
connections between their college experience and potential future career fields but also increases their chances of
career satisfaction and success.
Internships
The Center for Career & Professional Development recognizes that internships are essential in supporting
successful careers after graduation. Aside from valuable real-world experience, internships let students try out
careers, giving them the freedom to begin exploring their futures before graduation. An internship is a form of
experiential learning that empowers students to integrate knowledge and theory learned throughout the curriculum
with practical application and skills development in a professional setting. Centre offers internship opportunities to
all students on a non-credit basis and during the junior and senior years on a credit basis.
An internship for academic credit can be completed during all academic terms as well as the summer and includes
substantive academic work. The experience is guided by a member of the faculty and by a supervisor at the
internship site with oversight by the Center for Career & Professional Development. Students may earn two or
three credits for their experiences based on hours worked. A CentreTerm internship is a full-time experience during
the CentreTerm or a part-time experience during the fall or spring term. One-credit internships are also available in
the summer. Students considering this type of internship must meet with their career counselor in the Center for
Career & Professional Development to discuss their options and internship requirements. During the summer, a
small fee is charged to complete an academic credit internship.
An alternate non-credit career exploration internship exists for students who want to gain additional insights and
experiences related to their potential career choice. This internship does not result in academic credit and is often
completed during the summer. The Center for Career & Professional Development can assist in finding these sorts
of experiences.
Both types of internships can be valuable components of a student’s career development process, enabling them to
make connections between the college experience and various career fields. Also, interested students may apply for
funding (on a competitive basis) for internships taking place during the CentreTerm or during the summer.
Whether engaging in an internship for academic credit or not, all participating students should report their
experience to the Center for Career & Professional Development.
Preparation for Careers and Graduate and Professional Schools
Medicine and Other Health Professions
Medicine is the most popular health-career area at Centre, but our graduates also choose specialized study in fields
such as dentistry, optometry, pharmacy, nursing, physical therapy, and veterinary medicine, among others. Biology,
biochemistry and molecular biology, and chemistry are the most popular pre-med majors at Centre, but students
from every academic major are accepted to medical school. Diversity is, in fact, not only possible, but encouraged
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y many medical schools, which have come to realize that students who pursue interests in art, music, philosophy,
history, literature, and other areas of liberal study tend to become well-rounded, highly effective physicians. In fact,
the only science background generally required for admission to medical school is two years of chemistry and one
year each of biology and physics. However, the MCAT exam, required of all applicants to medical schools, does
require a strong understanding of biology, physics, and chemistry, as well as some study of sociology, psychology,
and statistics. Centre has established a Health Professions Advisory Group comprised of seven faculty members.
Each faculty member is in charge of advising for a different health profession. Each advisor is available to students
throughout their four years at Centre (and beyond) to help them plan their courses of study and to assist them in
exploring the many health-related professions. They maintain close contact with the medical and other pre-health
schools to which Centre students apply most frequently. Advisors play an active role in making sure that the
schools to which our students have applied process their materials in a timely manner. This continuing level of
personal attention and concern is an important element in the success of Centre graduates in gaining acceptance to
medical and other pre-health schools. Another important resource that helps Centre students prepare for careers in
medicine is the Pre-Health Society. This organization of students who are aiming toward careers in medicine and
other health-related fields engages in a variety of activities. These include taking field trips to pre-health schools and
bringing their representatives on campus to speak with interested students, inviting recent graduates back to
campus to talk about their experiences in medical or other pre-health school and in practice, and arranging for local
health professionals to meet and talk with students. The society also coordinates a volunteer program with
Danville’s Ephraim McDowell Regional Medical Center that enables students to work regularly in the hospital’s
emergency room and become familiar with hospital procedures in general.
Law
English, politics, history, philosophy and economics and finance are the majors most often selected by Centre
students who pursue law, but there is no such thing as a rigidly defined pre-law major. Students from every
academic major are accepted into law school. The broad-based skills that law schools emphasize—effective writing
and speaking, analytical ability, and a general exposure to the social sciences—are essential goals of Centre’s liberal
arts curriculum. For this reason our graduates have a solid record of success in gaining admission to law schools. At
Centre, a faculty pre-law advisor works with students from their first year on to help them explore law as a
profession and to assist them in the application process during their junior and senior years. This advisor also
counsels interested students on internship and volunteer opportunities that could enrich their experience and
demonstrate their interest in the field of law. In addition, Centre has a Law Society composed of students interested
in careers in the legal field. This organization meets regularly, sponsors field trips to places such as courtrooms and
law schools, and brings experts in the legal profession as well as representatives from law schools on campus to
speak with students. Centre also hosts a law school fair each October.
Business
While business, unlike medicine and law, does not necessarily require an advanced degree, Centre graduates
frequently choose it as a field of advanced study. The most common major among Centre graduates who
pursue advanced degrees in business is economics and finance, although graduate business administration
programs admit students from every academic major. As in other fields of advanced study, Centre graduates
have had strong success in gaining admission to a wide variety of master of business administration (M.B.A.)
programs. Students panning to pursue an M.B.A. degree should prepare by taking courses in accounting,
finance, computer science and economics. Although the M.B.A. is the degree most frequently pursued by
Centre graduates who complete advanced study in business, there are other, more specialized degrees that
Centre graduates pursue, such as the master of management, master of accountancy, master of hospital
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administration, and Ph.D. in economics.
Education
Centre has developed partnerships/pathway opportunities with both the Peabody College of Vanderbilt
University and with the University of Louisville that will enable qualified students to enroll in a master’s degree
program with initial certification in either elementary or secondary education. Details about these programs can
be found on the Education page of this catalog. Centre students also pursue a career in education through
participation in Teach For America and Teach Kentucky.
4-2 Nursing Program
Under Vanderbilt University’s Liberal Arts-Nursing 4-2 Program, a student spends the first four years of college
at Centre and the remaining two calendar years at Vanderbilt University’s School of Nursing studying in one of
the nursing specialty areas that Vanderbilt offers. In addition to a bachelor’s degree from Centre College,
students successfully completing the program earn a master of science degree in nursing from Vanderbilt. This
unique combination of study on two differently oriented campuses will provide a student with training in nursing
education, strongly complemented by extensive study in the humanities and the social sciences. Additional
information is available from the College's pre-nursing advisor.
Dual-Degree Engineering Studies Program
Centre offers a dual-degree engineering program in cooperation with the engineering schools of Columbia
University, Vanderbilt University, and Washington University (St. Louis). This program leads to a bachelor of
science degree from Centre and a bachelor of engineering degree from the respective university. Centre also
honors a similar arrangement with the University of Kentucky. The program of combined studies is normally
completed in five years—three years at Centre and two at the engineering school. This dual-degree program is
designed to provide students interested in entering the engineering profession with backgrounds in liberal arts
and in technical engineering studies. In this program, students complete the requirements for a Centre degree—
including a major in either computer science, mathematics, chemistry, physics, or chemical physics—and the
university requirements for an engineering degree. Additional information is available from the College’s dualdegree
engineering studies advisor.
Reserve Officers Training Corps
Centre students may participate in the reserve officers training programs of the U.S. Army and U.S. Air Force
through the University of Kentucky. Two-year and four-year Air Force ROTC programs are available. Most
courses are offered on the University of Kentucky campus, and students are responsible for their own
transportation.
Students receive academic credit toward their Centre degrees for the courses listed in this section. Winners of
three-and four-year Army or Air Force ROTC scholarships receive, in addition to their support from the Army
or Air Force, scholarships covering room and board for the period of the ROTC scholarship. Students may be
eligible for additional scholarships or financial aid.
Army (AMS courses) ROTC and Air Force (AES courses) ROTC students receive academic credit toward their
Centre degree for the following courses:
AMS 110 Introduction to the Army (one credit hour)
This introductory level course is designed to give students an appreciation for the role the Army currently plays
in our society. The course covers the history of the Army and the roles and relationships of the Army within our
society. The course also covers some of the basic skills necessary for today's leaders to include oral presentation,
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time management, map reading, basic rifle marksmanship and squad tactics. Offered on a pass/unsatisfactory
basis only, except for officially enrolled Army ROTC students. Open only to first-year students and sophomores.
AMS 120 Introduction to Leadership (one credit hour)
This course is designed to acquaint the student with the fundamental skills necessary to be a leader, both in
military and civilian context. Course also covers basic military map reading skills. Offered on a
pass/unsatisfactory basis only, except for officially enrolled Army ROTC students. Open only to first-year
students and sophomores.
AMS 210 Advanced Leadership-I (one credit hour)
This course focuses on both theoretical and practical aspects of leadership. Students examine topics such as
written and oral communication, effective listening, assertiveness, personality, adult development, motivation,
and organizational culture and change. Prerequisite: AMS 101 and 102 or permission of the instructor.
AMS 220 Advanced Leadership-II (one credit hour)
This course focuses principally on officership, providing an extensive examination of the unique purpose, roles,
and obligations of commissioned officers. It includes a detailed investigation of the origin of our institutional
values and their practical application in decision making and leadership. Prerequisite: AMS 210 or permission of
the instructor.
AMS 310 Leadership and Management-I (one credit hour)
A study in the development of basic skills required to function as a manager; study of leadership styles, group
dynamics, communications, motivation, and military instruction methods; and school of the soldier and exercise
of command.
AMS 320 Advanced Tactics (one credit hour)
Small unit tactics and communications; organization and mission of combat arms units; leadership and exercise
of command.
AMS 410 Leadership and Management-II (one credit hour)
An advanced study of logistics, operations, military administration, personnel management, military justice, world
change and military implications, service orientation and leadership training.
AMS 420 Command Management (one credit hour)
An advanced study of logistics, operations, military administration, personnel management, military justice, world
change and military implications, service orientation and leadership training.
AES 110 Aerospace Studies-I (one credit hour)
A course designed to provide the student with a basic understanding of the nature and principles of war, national
power, and the Department of Defense role in the organization of national security. The student also develops
leadership abilities by participating in a military organization, the cadet corps, which offers a wide variety of
situations demanding effective leadership.
AES 120 Aerospace Studies-I (one credit hour)
Continuation of AES 110. Designed to provide the student with a basic understanding of the contribution of
aerospace power to the total U.S. strategic offensive and defensive military posture.
AES 210 Aerospace Studies-II (one credit hour)
Introduces the study of air power from a historical perspective; focuses on the development of air power into a
primary element of national security. Leadership experience is continued through active participation in the cadet
corps.
AES 220 Aerospace Studies-II (one credit hour)
Provides a foundation for understanding how air power has been employed in military and nonmilitary
operations to support national objectives. Examines the changing mission of the defense establishment, with
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particular emphasis on the United States Air Force.
AES 310 Aerospace Studies-III (one credit hour)
A study of management functions with emphasis on the individual as a manager in an Air Force environment.
Individual motivational and behavioral process, communication, and group dynamics are included to provide a
foundation for the development of professional skills as an Air Force officer. Students refine their leadership and
managerial abilities by organizing and managing a quasi-military unit.
AES 320 Aerospace Studies-III (one credit hour)
A study of leadership with specific emphasis on the Air Force leader. Includes theoretical, professional, and
communicative aspects. In addition, military justice and administrative law are discussed within the context of the
military organization. Students continue to develop and refine their leadership abilities by organizing and managing
a military unit, the cadet corps, which offers a wide variety of situations requiring effective leadership.
AES 410 Aerospace Studies-IV (one credit hour)
A study of the military profession, civil-military interaction, communicative skills, framework of defense policy,
and formulation of defense strategy. Students refine their leadership abilities by organizing and managing a
military unit, the cadet corps, which offers a wide variety of situations requiring effective leadership.
AES 420 Aerospace Studies-IV (one credit hour)
Continues the study of strategy and the management of conflict, formulation and implementation of U.S. defense
policy, defense organization, and case studies in defense policy making. Students also refine their leadership abilities
by organizing and managing a military unit, the cadet corps, which offers a wide variety of situations requiring
effective leadership.
Disability Services
Centre College is committed to fostering respect for the diversity of the College community and the individual
rights of each member of that community. In this spirit, and in accordance with the provisions of Section 504 of
the Rehabilitation Act of 1973 and expanded by the Americans with Disabilities Act (ADA), Centre College seeks
to provide disabled students with the support services and other reasonable accommodations needed to ensure
equal access to the programs and activities of the College. While the College provides a number of services to
support the academic work of all its students, this statement outlines a variety of additional services provided
specifically to students with mobility, visual, hearing, or learning disabilities.
Support services for students with disabilities at Centre College are coordinated by the Assistant Dean for Advising.
The Assistant Dean counsels individual students to determine appropriate accommodations and identify resources,
and is also available to consult with faculty members.
All incoming students are invited to complete a confidential special-needs information form. On the basis of this
form and appropriate, current documentation, the Assistant Dean speaks with students who have identified their
needs, determines the appropriate services, and completes the appropriate forms to notify faculty members of a
student’s classroom needs. Arrangements for services, equipment, modification of course material, classroom, and
other reasonable accommodations may require several weeks’ advance notice. Applicants requiring special services
are encouraged to contact the Assistant Dean immediately upon acceptance to make timely provision of needed
services possible.
Academic modifications vary according to individual need and preference, as well as course content and mode of
teaching. Students are expected to discuss arrangements that might be necessary with their professors at the
beginning of each term. The office of the Assistant Dean for Advising is prepared to assist both students and
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faculty members in making such accommodations.
Students with a documented disability requiring special housing considerations complete the Special Housing
Request form available at Parsons Health Center. This form requires specific documentation from the student and
the student’s clinician in order to be considered. Consideration of special housing accommodations may take
several weeks to process so advanced notice and attention to deadlines is a necessity.
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Degree Requirements
We believe that the most appropriate formal preparation to meet the challenges of today’s world and to lead a
satisfying personal and professional life is a carefully conceived educational program in the liberal arts and
sciences. With this philosophy in mind, the College developed a precise set of curricular and degree
requirements based on the principles of basic skills, breadth, depth, and discovery.
Basic Skills Requirements in Expository Writing, Foreign Language, and Mathematics
The College requires each student to demonstrate basic competency in three academic areas: expository writing,
foreign language, and mathematics. Basic skills examinations are given once to all students—during orientation
prior to entrance. If basic competency is not achieved at that time, a student should take an appropriate course to
satisfy the requirement. Students should plan their studies to ensure that all basic skills requirements are met by the
end of the sophomore year.
Expository Writing
Entering first-year students are initially placed in HUM 110 or HUM 111 based on English ACT or critical reading
SAT scores. (HUM 111 includes a one-hour writing lab). At the end of fall term, the writing performance of all
first-year students is evaluated by the Committee on Student Writing. At this time, students whose writing is judged
to be competent will have satisfied the writing requirement. Those students whose writing is judged to fall short of
competency will be required to submit a satisfactory three-page portfolio to the Committee on Student Writing by
the end of the spring term of the first year or pass a writing course (ENG 170) by the end of the sophomore year.
Foreign Language
Competency in foreign language may be established through attaining a satisfactory score on a Collegeadministered
exam at entrance or through earning a grade of “C-” or higher in Chinese 120, Classics 120, French
120, German 120, Japanese 120 or Spanish 120/121 (or, when offered, CLA 121 or REL 360).
Mathematics
Competency in mathematics may be established by presenting acceptable scores on the appropriate sections of
the ACT or SAT examinations or the AP calculus exam. Alternatively, students may meet this requirement by
earning a grade of “C-” or higher in the Centre math course MAT 110 or other appropriate math course by
placement.
Placement Policy for Expository Writing, Language, and Mathematics
The College’s placement policies are flexibly designed to place students in the course which will best serve as a
continuation of their previous education. Placement is based on all available data: results from tests given at the
beginning of the first year, scores of College Board achievement tests and other standardized tests taken before
entrance, number of years of high school preparation (consideration is given to the time at which high school
courses were taken), level of achievement in high school courses, and performance during the first two weeks of
college classes. Proper placement helps assure students that they will not be placed in a course which is either too
advanced or repetitious of previous work.
Policies for Fulfilling Foreign Language Requirements
All students other than international students must satisfy foreign language requirements through course work or
examinations in foreign languages offered by the College, or through foreign language course work transferred
from another approved college or university. In the case of U. S. resident students entering with some fluency in a
foreign language other than one offered by the College, the College is not obliged to evaluate the student in that
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language. Normally, such students must establish basic competency in a language offered by the College. Admitted
international students (permanent residents of a country other than the United States) whose native language is
something other than English automatically satisfy the foreign language requirements (basic competency and
further fluency) based on their ability in English, as demonstrated by their entrance credentials.
Convocation Requirement
A minimum of 50 events each year will be designated as convocations. Since “convocation” derives from the Latin
com (meaning together) and vocare (to call), a convocation may be any event in which members of the Centre
community are called together. The Convocation Committee, consisting of two students, at least two faculty, and
at least two members of the administration, will coordinate the selection of convocations and will have final
authority in all other matters having to do with convocations. Convocations are a co-curricular requirement. Fulltime
students who accumulate at least 12 convocation credits in an academic year will receive the equivalent of
one hour of “A” recorded on their transcripts and figured into their grade point average. Full-time students who
do not accumulate at least 12 convocation credits during the academic year will receive the equivalent of one hour
of “U” recorded on their transcripts and figured into their grade point average. Convocation credit is not applied
toward the number of credit hours required for graduation. Students who participate in Centre’s fall term or
spring term programs abroad receive 6 convocation credits for the term they are abroad. Students who participate
in an off-campus program or international internship during CentreTerm receive one convocation credit. A
schedule of convocation events will be distributed at the beginning of each term; any additions or changes to the
schedule will be publicized. The complete convocation policy is provided in the Centre Student Handbook.
First-Year Orientation Program and Requirement
Each Fall Term, Centre College conducts a required orientation program for first-year students. The orientation
program starts five days before classes begin and extends into the first half of the term with weekly meetings.
The goal of the program is to help new students make a successful transition into college and into the Centre
experience. All fall term first-year students are required to fully participate in the program. Students who fail to
satisfy the participation requirements of the orientation program will have one credit hour of the grade “U”
added to their transcripts and included in their cumulative grade average. That grade may not be replaced or
removed through participation in subsequent programs. Satisfactory participation in the orientation program
does not earn academic credit applicable to degree requirements. Incoming transfer students participate in only
the portion of the orientation program scheduled before the start of classes.
Degree Requirements Listing
The College offers two degrees: Bachelor of Arts and Bachelor of Science. The general education requirements
of the degrees are identical. Students are responsible for making sure that they have fulfilled all degree
requirements prior to their intended graduation date. The Bachelor of Arts degree is awarded under all major
programs. Students majoring in any program in the Division of Science and Mathematics, or in economics and
finance, may elect to receive either the degree of Bachelor of Arts or Bachelor of Science. Students majoring in
the interdisciplinary program environmental studies receive the Bachelor of Arts degree.
Degree Requirements
1. 2.000 or higher cumulative grade point average.
2. Presentation of 110 credit hours successfully completed, subject to the following conditions:
A. No more than 42 credit hours in any one discipline.
B. A minimum of 54 credit hours taken at Centre, including 23 of the last 30 hours applied toward the degree.
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3. Basic competency in expository writing, foreign language, and mathematics.
4. In addition to demonstrating basic competency in foreign language and mathematics, at least one additional
course above the basic competency level in foreign language (courses numbered 210 or higher) or mathematics
(courses numbered 130 or higher), or a computer science course numbered 117 or higher.
5. Completion of specified general education requirements as follows:
A. A First-Year Studies course taken in the CentreTerm of the first year.
B. Humanities Division: HUM 110 or 111, and HUM 120
C. Social Studies Division: One of HIS 110, HIS 120, HIS 230, HIS 240; One of ANT 110, ANT 120, ECO
110, POL 120, POL 130, SOC 110
D. Science Division: One of BIO 110, BIO 210, NSC 120, PSY 110 (life science); One of CHE 117, 131,
CHE 135, NSC 110, PHY 110 (physical science)
E. Fundamental Questions: REL 110 or REL 150; One of PHI 110, PHI 140, PHI 145, PHI 160, PHI 170,
PHI 210, PHI 220, REL 130, REL 140, REL 210, REL 220, REL 230, REL 240, REL 250
6. Completion of a major program.
7. Submission of formal application for the degree.
8. Approval of the Faculty and of the Board of Trustees.
Notes:
1. Additional courses may, from time to time, be added to or deleted from the list of courses fulfilling specific
general education requirements; updates will be announced to all students and revised lists of courses approved
for general education will be available in the Registrar’s Office.
2. No course may be used to fulfill more than one general education requirement.
3. The College’s general education requirements normally should be completed by the end of the sophomore year,
except for the fundamental questions requirement, which should be completed by the end of the junior year.
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A Present Enriched by the Past: A History of the College
History of the College
Centre College was founded by Presbyterian leaders and officially chartered by the Kentucky Legislature on January
21, 1819. The name reflects the College's location in the geographic center of Kentucky; British spelling was in
common use at the time. Instruction began in Old Centre—the College's first building—in the fall of 1820, with a
faculty of two and a student body of five. Classes followed the classical curriculum of the day, including Latin,
Greek, rhetoric, and logic. Construction on Old Centre began in 1819 and was completed in 1820 at a cost of
$8,000. It was designed to hold up to 400 students in the College and also a grammar school. It has been used
continuously since Centre's beginning and today houses administrative offices as well as meeting rooms and the
Admission Office's reception area for prospective students. Despite early financial hardships, disputes within and
outside of the Presbyterian Church, and several wars (including the occupation of Old Centre by both Confederate
and Union troops during the Civil War), Centre has remained open and committed to its educational mission since
its founding.
Roots of the College
The roots of the College lie deep in the history of the region. Eighteenth-century Presbyterians, eager for an
educated clergy and educated people to teach their children, began laying the groundwork for the establishment of a
college in what was then the Kentucky County of Virginia. At the same time, the Revolutionary War was being
fought and the region west of the Allegheny Mountains was being settled out of wilderness. In 1780, the Virginia
Assembly set aside 8,000 acres of land for this "seminary of learning." Three years later, a board of trustees met at
John Crow's Station to organize the school. Instruction began at the Transylvania Seminary near Danville in 1785.
But the seminary fell on hard financial times. Unable to raise proper funding in the small community of Danville,
the trustees moved the school to the larger settlement of Lexington in 1789. By 1794, the founding group of
Presbyterians, alarmed by what it viewed as secular philosophies invading public institutions, moved to establish a
more Christian school near Pisgah, Kentucky. The Kentucky Academy opened in 1795, funded by donations from
the faithful. George Washington and John Adams gave $100 each to the new school, and Aaron Burr donated $50.
By 1819, the Presbyterians began to realize that they had again lost control of their institution and its board of
trustees. Once more they petitioned the Kentucky Legislature for a charter, and Centre College was established.
Important Citizens among First Centre Trustees
The legislature placed some of Kentucky's most important citizens in charge of Centre as its first board of trustees.
Isaac Shelby, the state's first governor, was chair of Centre's board. Dr. Ephraim McDowell, a Danville resident
who 10 years earlier had made medical history by performing the first successful abdominal operation, was also on
the board. (These two leaders shared family connections in addition to civic responsibilities, as Dr. McDowell was
married to Governor Shelby's oldest daughter, Sarah.) The struggle between the Presbyterians and others who were
eager for a more public institution of higher education continued beyond Centre's opening one year later. While the
Kentucky Legislature gave complete control of the College's board of trustees to the Presbyterians in 1824, it added
an amendment stating that "the College shall at all times be conducted on liberal, free, and enlightened principles,
and no student shall be excluded in consequence of his religious opinions, or those of his parents, guardians, or
relatives." Today the College maintains its affiliation with the Presbyterian Church but welcomes students, faculty,
and staff of all faiths.
Era of Consolidation and Growth
While the first 10 years of Centre's history was a period of preparation and planning, its second phase, from 1830 to
1857, was an era of consolidation and growth. Dr. John C. Young, Centre's president during the later period, found
"the College without reputation, without endowment, without students…. But, he was young, hopeful, and
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earnest," according to Dr. Ormond Beatty, who served as Centre president from 1870 to 1888. Dr. Young's
qualities and the support of loyal alumni and friends of the College helped Centre advance under his presidency.
"Before his death, Dr. Young saw a permanent fund of $100,000 provided for the support of the school," Beatty
noted. This occurred along with additions to the curriculum, enlargement of the faculty, and a fivefold increase in
the student body. Under Dr. Young's tenure, Centre advanced to a position among the highest-ranking colleges in
America.
Associated Institutions
Founded primarily as an institution devoted to training young men for the ministry, Centre has changed throughout
its history to keep pace with the educational demands of a growing region and nation. The Kentucky School for the
Deaf, also in Danville, was founded in 1824 as the first state-supported institution for the deaf, and in its early years
was controlled by Centre's board of trustees. From the 1890s until 1912, a law school was operated at Centre with J.
Procter Knott, a former Kentucky governor, as its dean. In 1901, the Central University at Richmond was
consolidated with Centre. Danville's Kentucky College for Women merged with Centre in 1926, becoming the
"woman's department" of the College. The department maintained a separate campus until the early 1960s when a
unified campus organization was formed.
20th-Century Achievements and Growth
During the early and mid-20th century, many of the educational resources of Kentucky and the nation were
committed to the establishment and expansion of state-supported land-grant universities. These institutions were
often vocationally oriented. But Centre remained steadfast in its mission of providing superior education in the
liberal arts tradition. Centre's image as a tiny school capable of startlingly large achievements was enhanced in this
period by its 1921 football victory over Harvard, then ranked No. 1. In a 1971 article marking the game's 50th
anniversary, the New York Times called it "Football's Upset of the Century." At Centre, the game is recalled simply
by its score: C6-H0. During the 1960s, a period of explosive growth in American higher education, the College's
financial resources doubled. Eleven new buildings were added to the campus, the enrollment increased from 450 to
around 800, and the faculty was enlarged. The latter part of the 20th century brought continued recognition of
Centre's academic excellence. In 1971, the National Council of Phi Beta Kappa established a chapter at Centre, and
Centre continues to be the only private institution in Kentucky to have a chapter of the nation's oldest and most
prestigious honor society. In the 1990s, U.S. News and World Report listed Centre among the 25 national liberal
arts colleges that are "tops in teaching" and added Centre to its list of "top-tier" national colleges. Centre
established its first residential study abroad program in London, England, in the fall of 1990. Other programs soon
followed in Strasbourg, France, and Merida, Mexico.
Throughout its long history, Centre has been supported and enhanced by its alumni, who have taken positions of
prominence and usefulness in a variety of fields. Centre alumni include two U.S. vice presidents, one Chief Justice
of the United States, an associate justice of the Supreme Court, and at least 13 U.S. senators, 43 U.S.
representatives, and 11 state governors. Other Centre alumni have been and are leaders in a variety of fields,
including teaching, business, medicine, law, and journalism. Centre alumni are widely known as the most loyal in
the nation, for years leading all of America's colleges and universities in the percentage who give financial support
each year. In 1997, Centre completed a capital campaign that raised more than $76 million.
Centre College in the 21st Century
In 2000, Centre made history as the smallest institution ever to host a General Election debate when the two vice
presidential candidates, Sen. Joe Lieberman and Dick Cheney, faced one another in the College's Norton Center for
the Arts. CBS news anchor Dan Rather later described the debate at Centre as "the best vice presidential debate
ever held." In 2012, Centre again hosted the nation's only vice presidential debate, between Vice President Joe
Biden and Rep. Paul Ryan. "They aced it in 2000," said Janet Brown, executive director of the Commission on
Presidential Debates, after the 2012 debate, "and this year was even better." The Campaign for A More Perfect
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Centre raised nearly $170 million by the time it concluded in December 2007. And a thriving international studies
program attracts about 85 percent of all Centre students, leading Centre to be named No. 1 in study abroad for two
of the last three years.
As the College heads toward its bicentennial in 2019, it continues to thrive and grow, with enrollment in fall 2015
about 1,400 and the faculty numbering about 125. The first Posse students arrived from Boston in 2006. The first
Grissom Scholars, a scholarship for first-generation college students, arrived in 2015. By the fall of 2015, about 18
percent of students from the United States were students of color.
In 2015, the campus includes 158 acres. Many of our buildings are new or newly renovated. Brockman Residential
Commons opened in August of 2012. A $21 million addition and renovation to Young Hall, one of two science
buildings, opened in 2010. The new Campus Center opened in 2009. A state-of-the art residence hall, Pearl Hall,
opened in fall 2008 and was dedicated in 2009. A multi-million-dollar project to expand, renovate, and unify
Crounse Hall/Grace Doherty Library (the primary academic building on campus) and Sutcliffe Hall (the primary
athletic facility) was dedicated in the fall of 2005. The current Third Century campaign seeks to raise $200 million
by the time it concludes January 21, 2019, the 200th anniversary of Centre’s founding.
Centre College and its people have had much to be proud of and thankful for in the past: outstanding leaders who
demonstrated a consistent preference for quality over quantity, generations of devoted teachers and students, and
an exceptionally successful body of alumni. But equally important among these qualities is a sense of connection
with the past, giving added meaning to the present and providing inspiration for this tradition to be continued in
the future.
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Admission and Financing a Centre Education
Admission
Admission to Centre is selective. This means that the College normally enrolls only students who have had strong
college preparatory high school programs and have achieved good academic records in their course work. Though
most admitted students present high school programs that include more college preparatory courses, including
honors and advanced-level work, the minimum preparation required for admission to Centre includes: English—4
units, Mathematics—4 units (Algebra I and II, geometry, and at least one advanced math course), Science—2 units
(laboratory courses), Social studies—2 units Foreign language—2 units, the arts—some study in this area. If the
“core” courses above are not available, or if unusual circumstances such as home study or foreign travel preclude
such study, the Admission Committee may choose to exercise flexibility. While the quality of the student’s high
school program and his or her level of achievement are the primary factors in admission decisions here, we also
examine several other elements of the application. First, the results of either the ACT or the SAT I are considered.
The highest score attained on either test is used in the admission decision. Centre uses the highest critical reading
and math scores for SAT I, and the highest composite score for the ACT. Second is a required written personal
statement on a topic provided. Third is a secondary school evaluation prepared by the high school counselor. In
addition one written recommendation is required from a teacher who has taught the student in a college
preparatory course during the junior or senior year. Additional recommendations from a coach, employer, etc. may
be submitted. We also evaluate the student’s involvement in areas such as school activities, community groups, and
part-time work. An interview is not a requirement for admission, but we strongly recommend one to assure that
there is a good match between the student’s interests and talents and Centre’s academic and non-academic
offerings. Applications are available beginning in the summer prior to the senior year. Centre accepts the Common
Application as its only application form. Students may obtain copies of the Common Application online at
commonapp.org. A short supplement is required and is included on the Common Application. Students are
encouraged to apply as soon as they have decided that Centre is one of their choices. Students may apply in one of
three ways: Early Decision, Early Action or Regular Decision. Centre College does not discriminate on the basis of
race, color, religion, national or ethnic origin, sex, sexual orientation, age, disability, veteran’s status, citizenship
status, or genetic information in its admission process. The college admits its students on the basis of merit,
qualification, and character.
Early Decision 1 and Early Decision 2
Students who believe Centre is their first-choice college and who are prepared to make an early commitment to
Centre may apply Early Decision under either the December 1 deadline (“ED 1”) or the January 15 deadline (“ED
2”). Under either deadline, Early Decision candidates pledge to enroll if they are admitted, provided they receive a
financial aid award that makes attendance possible. ED 1 applicants will receive admission and scholarship
decisions by January 1 and financial aid notification by late January. Admitted ED 1 students submit an enrollment
deposit by February 1 and withdraw their applications to any other colleges. ED 2 applicants will receive admission
and scholarship decisions by February 15 and financial aid notification by late February. Admitted ED 2 students
must deposit and withdraw other applications by March 1.
Early Action
Students who want an early evaluation of their application may apply under our Early Action plan. If a student
submits all the required admission application pieces by December 1 of his or her senior year, and indicates that
he or she would like to be considered under the Early Action plan, we will evaluate the application early and send
our official admission decision by mid-January. There is no obligation for the student to make a college choice at
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that time, as the required response date is the same as for regular applicants—May 1 of the senior year (the
National Candidate’s Reply Date). Students are notified of scholarship and financial aid in mid-March.
Regular Admission Plan
The regular application deadline is January 15. Students must submit their applications by January 15. They can
expect to receive notification of admission by mid-March, and admitted students must notify the College of their
college choice by May 1. Students are notified of scholarship and financial aid beginning in mid-March.
Advanced Placement and International Baccalaureate Credit
We participate in the Advanced Placement program of the College Board. Centre College awards a minimum of
three hours of credit for scores of 4 or 5 on most Advanced Placement exams taken in the junior and/or senior
years of high school. Credit for foreign language requires validation by an institutional exam. Academic programs
may award additional credit and assign course equivalencies. Centre College also recognizes the International
Baccalaureate program and will generally grant college credit for exam scores of 6 or 7 earned on the higher-level
exams. Credit may be awarded for a grade of 5 or higher on the higher-level exams in foreign languages. Regardless
of credit granted, individual major programs have the prerogative to place students in an appropriate course, to
waive lower-level requirements, and to determine equivalencies to courses in their curriculum. Credit may be
granted for appropriate courses appearing on a college transcript provided the course is taught in a classroom on a
college campus, by a college instructor who is not also a high school instructor, in a class that includes college
students who are not also high school students. Students wishing to transfer college credits earned during the
summer prior to enrollment at Centre must have those courses approved for transfer in advance by Centre’s
registrar. NOTE: A maximum of 24 hours of pre-matriculation credits may be awarded to first-year students from
all sources (e.g., Advanced Placement, International Baccalaureate, dual-credit, all other college credit). Credit is not
awarded for any course or exam completed prior to the start of the junior year in high school.
Admission of Transfer Students
We welcome applications from qualified students who want to transfer from other colleges or universities. Transfer
applications are evaluated using the following criteria: first, the quality of academic performance in previous college
courses; second, the level of preparation and academic achievement in secondary school; third, academic aptitude
and achievement as measured by such tests as the ACT or SAT I; and fourth, a written essay. Involvement in
school or community activities or in employment is also considered. Any transfer student should be in good
academic and social standing at his/her previous institution and be eligible to return there. Normally, the student
should have had high school preparation equivalent to Centre’s regular admission requirements. Credit is given for
courses comparable to those taught at Centre or those which are compatible with a liberal arts education. Credit
will be granted only for courses in which the grade attained was “C-” or better. Transfer students must complete all
of the College’s requirements for graduation. In addition, they must complete at least 54 credit hours at Centre,
including 23 of the last 30. A portion of Centre’s general education requirements may be required through course
work at Centre.
International Students
Centre welcomes applications from foreign citizens who have outstanding secondary school records and who meet
university entrance requirements in their native countries. International students should apply for admission via the
Common Application (www.commonapp.org). Foreign students should not expect need-based financial assistance
but may be considered for competitive merit scholarships. Foreign applicants whose native language is not English
must present credentials attesting to their proficiency in English. The Test of English as a Foreign Language
(TOEFL) or the International English Language Testing system (IELTS) is required for all non-native speakers of
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English unless they have studied in an institution in which English is the sole medium of instruction. The minimum
TOEFL score accepted is 90 (internet based) and the minimum IELTS score is 7.0. Additional instructions for
international students are on the College’s admission web pages.
Campus Visits
We strongly encourage prospective students to visit the campus. Normally a visit will include touring the campus
with a Centre student, meeting with an admission counselor, and attending a class or meeting with an appropriate
faculty member. Overnight visits for seniors are available Sunday and Thursday nights during certain months of the
school year, with two week’s advance notice. Airport pick-ups at Lexington’s Blue Grass Airport are also available.
The Admission Office is open from 8:30 a.m. to 4:30 p.m. (EST) Monday through Friday all year and by
appointment on selected Saturdays from September through April from 9 a.m. until noon. Visits should be
scheduled through the College’s website. We kindly ask that visitors register in advance online or by calling 1-800-
423-6236.
Financial Aid and Scholarships
Need-Based Financial Assistance
Students seeking need-based financial assistance at Centre must file the Free Application for Federal Student Aid
(FAFSA). The FAFSA serves as an application and need-analysis document for federal and state financial aid funds
(grants, loans, and student employment) as well as Centre’s own generous grant program.
In addition to filing the FAFSA, each applicant must submit the Centre Aid Form to our Financial Aid Office by
January 31 st . Also, a copy of the parents’ and student’s previous year’s federal income tax transcript may be
requested as well as a verification worksheet.
Consideration for financial aid and scholarships is made after the student has officially been offered admission to
the College. The College does not discriminate in either admission or financial assistance based upon race, sex,
national or ethnic origin, age, creed or disability.
All aid applicants receive consideration for federal and state programs before the College provides additional aid
from its own funds. Because each need-based award reflects the financial circumstances of the student’s family,
strict confidentiality is maintained concerning financial awards. Subject to the applicant’s annual eligibility status, it
is our intent to continue aid to a student for the four-year undergraduate program at Centre. However, the grant,
loan, and work dollar amounts of an individual’s aid package may vary from year to year depending on FAFSA
data, the availability of funds and Centre’s financial aid policies.
Prospective students interested in receiving an estimate of their financial aid award may utilize the Net Price
Calculator located on the Centre website.
KEES
Students who receive the Kentucky Educational Excellence Scholarship (KEES) are required to meet federal
or state-mandated minimum grade point averages in order to maintain eligibility for the scholarships. Please
consult the KHEAA.com website for further information.
Federal Pell Grants
Pell recipients have a lifetime eligibility of six years maximum.
Financial Aid (FA) Satisfactory Academic Progress (SAP) Policy
Federal regulations required that all students who received any federal or state financial assistance make
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satisfactory academic progress toward a degree at Centre College. Satisfactory Academic Progress will be required
for the following types of financial aid: Federal Pell Grants, Federal Supplemental Educational Opportunity
Grants, Federal TEACH Grants, KHEAA State Grants, Federal Work-Study, Federal Perkins Loans, Federal
Stafford Loans, Federal PLUS Loans, other aid involving Title IV funds, or any other aid for which satisfactory
progress is a requirement. These policies apply only to eligibility to receive financial aid and not to academic
status. The Satisfactory Academic Progress of students will be monitored at the end of each spring semester.
Recipients of Centre College endowment funds – other than merit scholarships – must meet the Standards of
Satisfactory Academic Progress below. However, these funds will only be awarded for a maximum of ten (10)
long terms.
Satisfactory Academic Progress is measured in three ways:
Students must progress qualitatively by earning the required grade point average (Achievement).
Students must progress quantitatively by completing the required minimum number of credits each year (Pace).
Students must complete their program of study within a reasonable time period (Duration).
Standards of Satisfactory Academic Progress
Qualitative Measure GPA (Achievement)
Students receiving financial aid must meet the following cumulative grade point average, based on long terms
completed.
1 long term: 1.650 grade average
2 long terms: 1.750 grade average
3 long terms: 1.850 grade average
4 long terms: 1.930 grade average
5 long terms: 1.970 grade average
6 or more long terms: 2.00 grade average
Quantitative Measure (Pace)
Students receiving financial aid must also satisfactorily complete 67% of all hours attempted. All attempted hours
will be totaled and multiplied by 67% (.67) to determine the number of credit hours a student must have earned.
Grades of U, WU, WP, I, W, AU, NC, and transfer hours are counted as attempted hours and will NOT count as
earned hours. Repeated courses will be included in the attempted hours total. Centre College does not offer
remedial courses, so they are not included in either the hours attempted or the hours earned.
Maximum Time Frame (Duration)
The maximum time frame in which a student must complete his or her degree cannot exceed more than 150% of
the length of their academic program. Centre College requires a minimum of 110 credit hours to complete the
degree. Therefore, Centre students can attempt up to 165 hours and still be eligible for aid. Once 165 hours are
exceeded, aid would be suspended. All repeated courses, failed courses, withdrawals, courses taken from a change
in major and transferred hours will count as credit hours attempted toward the maximum time frame.
Financial Aid Suspension
Students who fail to meet the minimum Satisfactory Academic Progress requirements will be placed on financial
aid suspension. Students on financial aid suspension are NOT eligible to receive federal, state, or institutional
financial aid. The mere passage of time will not restore eligibility to a student who has lost eligibility for failure to
make satisfactory academic progress.
How to Regain Eligibility
Qualitative GPA /Achievement
To regain eligibility, complete courses at your own expense at Centre College and raise your cumulative GPA to
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the acceptable standard.
Quantitative/Pace
To regain eligibility, take courses at your own expense in a subsequent term or terms and meet the standards
according to the cumulative credit hours completion ratio outlined above under the heading Quantitative
Measure.
Maximum Time Frame/Duration
Students who exceed the maximum time frame are not eligible to regain eligibility.
Right to Appeal
If there were extenuating circumstances that prevented you from meeting the standards of our Satisfactory
Academic Progress Policy, then you have a right to file an appeal with the Committee for Financial Aid Satisfactory
Academic Progress Appeals. This appeal must be a detailed appeal letter and MUST include the following:
The reasons why you did not meet satisfactory academic progress, and
The dates and time periods involved, and
An explanation of how your situation has changed and how these changes will allow you to make
satisfactory academic progress at the next evaluation.
The appeal may not be based upon the need for financial aid assistance or the lack of knowledge that the financial
aid assistance was in jeopardy. A student may appeal more than once if the student is placed on SAP suspension
more than once. However, the basis for the subsequent appeal must be a substantially different circumstance from
the prior appeal.
Appeals may be mailed to:
The FA Satisfactory Academic Progress Appeals Committee
Financial Aid Office
Centre College
600 W. Walnut St.
Danville, KY 40422
Or E-mail: finaid@centre.edu, or FAX: 859-238-8719
Appeal Decisions
Require approximately 3 weeks. Notification will be emailed to the student’s centre.edu address. Decisions of the
FA Satisfactory Academic Progress Appeals Committee are final.
Approved Appeals and Satisfactory Academic Progress Probation
Students whose appeals are approved may be placed on a FA SAP Academic Plan or on Financial Aid Satisfactory
Academic Progress Probation for one long term only. (Financial Aid Satisfactory Academic Progress Probation is
for financial aid purposes only and is separate from academic probation.)
Students placed on ‘FA Probation’ or FA SAP Academic plan regain eligibility for financial aid if:
The student placed on FA probation meets ALL of the Standards of Satisfactory Academic Progress by the end of
one subsequent long term enrollment, or
The student has been placed on a FA SAP Academic Plan and is making progress in their academic plan after being
reviewed at the end of the next long term. Subsequently, students making progress in their academic plan will be
review for continued progress annually at the same time that all students are reviewed for SAP. The FA SAP
Academic Plan will lead to graduation and, if followed, ensures that the student is able to meet all the Standards of
Satisfactory Academic Progress by a specific point in time.
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Students who have met one of the standards above will be placed in ‘Meets SAP’ status at the conclusion of the
probationary or FA SAP Academic Plan review period. Students who do not meet all of the Standards of
Satisfactory Academic progress or academic plan requirements while on ‘FA Probation’ will be placed on ‘FA
Suspension.”
This policy is subject to change without notice in order to remain compliant with federal regulations.
Scholarships
Centre offers competitive scholarships to selected students who have established outstanding academic and
personal records in high school. These scholarships (often referred to as “merit” scholarships) are awarded without
regard to financial need. All admitted applicants will be considered for merit scholarship. Admission applications
must be postmarked on or before January 15. Any scholarship received by a student is applied toward
comprehensive fee costs at the College. Scholarship winners may also be eligible for additional need-based financial
assistance. The Centre Aid Form (CAF) and Free Application for Federal Student Aid (FAFSA) must be filed to
obtain both Federal and institutional need-based aid.
Merit Awards, Legacy, Performing Arts and Language Awards require full-time enrollment.
Scholarship recipients must live on-campus unless living at home with their parents in the local area. Retention of
merit awards requires meeting minimum grade point averages that are graduated according to the size of the award.
Such requirements are communicated to the student in the original scholarship notification in the spring of the
student's high school year. Loss of a merit scholarship for failing to meet the minimum grade point average is not
automatic; students are permitted to petition the Academic Standards Committee for an exception based on
credible reasons. The Associate Dean of the College has been designated counselor for merit scholarship recipients
and is available to answer further questions.
Comprehensive Fee, Payment Plans, and Refund Policies
Many families are concerned about financing a college education. We provide a variety of options to assist students
and their families in meeting their financial obligation to the College. Student assessments provide approximately
Student assessments provide approximately 70% of the annual income required to support the College operating
budget. Other funding is provided by endowment income, corporate, foundation, and government grants, and by
contributions from alumni and friends of the College.
2015-2016 Comprehensive Fee and Other Charges
The comprehensive fee is $47,820 and includes a double room and choice of meal plans. Students choosing to live
at home with parent(s) will be given a room credit and, if they wish, a meal plan credit. Other students granted
permission to live off-campus will receive a room credit only, as they are required to participate in a meal plan.
There is a non-refundable surcharge for long-term residential study abroad programs, and an additional charge for
CentreTerm study abroad opportunities.
During the course of the year additional charges may be assessed for various miscellaneous items such as library
fines, parking fines, health service fees, and room damages. Monthly statements will be sent to the student’s
permanent address indicating any additional charges assessed in the prior month, which are due upon receipt of the
statement. Additionally, there are course fees assessed for applied music courses and certain art courses, as well as
the student initiated $20 annual green fee. A $300 non-refundable deposit will be expected in the Spring for those
students who plan to return for the Fall 2016 Term.
A single room occupancy charge is assessed for any academic term that a student does not have a roommate unless
the Dean of Student Life or Director of Student Life and Housing informs the Finance Office that an exception
should be made. The charge is $950 for each fourteen-week term.
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Payment Plans
Term Plan – The net charges for the Fall Term are to be paid in full by August 14, 2015. The Spring Term net
charges are due by December 23, 2015. There is no carrying fee associated with this plan.
The TuitionPay Plan – This plan offers a 12, 11 or 10 month payment option. This program is interest free with
the first payments due on April 27, May 27 or June 27, depending on which plan option is selected. Monthly
payments are made to TuitionPay based on the amount contracted. There is a $55.00 annual enrollment fee.
Caution: Contracting with TuitionPay for the incorrect amount of tuition and fees may result in additional amounts being owed.
Refunds
If a student withdraws from the College, a refund/reduction of charges will be made based on the following
schedule for the respective fourteen-week terms:
Fall Term
Aug. 31-Sept. 6: 80% Refund
Sept. 7-13: 60% Refund
Sept. 14-20: 40% Refund
Sept. 21-27 20% Refund
Sept. 28 and after: 0% Refund
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Spring Term
Feb. 3-9: 80% Refund
Feb. 10-16: 60% Refund
Feb. 17-23: 40% Refund
Feb. 24-Mar. 1: 20% Refund
Mar. 2 and after: 0% Refund
Institutional and Kentucky financial aid credits may be adjusted as a result of any decrease in charges based on the
above table due to withdrawal from the College. If a student violates the terms and conditions of the student
housing contract or other College regulations, and such violation results in disciplinary action which includes some
form of suspension or expulsion, this refund policy does not apply and the student will be held liable for the full
charges for that term. Recipients of federal and state financial aid are subject to the federal “Return of Title IV
Funds” policy, which mandates how funds are to be refunded. A copy of this policy is available in the Finance
Office.
Other Financial Information
Student billing statements are mailed to the student at his/her permanent address. If a campus or alternate billing
address is required, a form containing such information must be completed by the student in the Registrar’s Office.
Interest will accrue at the rate of one and one-half percent on the last business day of each month on the unpaid
balance. This does not apply to students who have contracted with TuitionPay and are paying by the terms of the
contract. Once the TuitionPay contract is complete, interest will accrue as stated above. A student’s account must
be paid in full before any monies are accepted for the next year’s CentreTerm trip deposits. Exceptions are any
amounts contracted with TuitionPay.
A student cannot receive official certifications, including transcripts and grades, from the College if he/she is
delinquent with any financial obligation to the College. Additionally, a student will not be permitted to participate in
any pre-registration activities if there are unpaid balances owed to the College. If an unpaid balance remains after
the student has graduated or withdrawn, the student will be responsible for all attorney fees and other reasonable
collection costs and charges necessary for the collection of the unpaid balance.
Normally, the comprehensive fee is assessed for all regular, degree-candidate students, including students permitted
by the Associate Dean and the Dean of Student Life to drop to part-time status. (See the “Classification of
Students” section under “Academic Services and Policies” for restrictions on part-time enrollment). An appropriate
part-time tuition rate is assessed for part-time students (fewer than 12 credit hours in the long term) only under the
following circumstances:
1. For special students (non-degree candidates);
2. For regular, degree candidates enrolled for a ninth long term or longer following eight long terms of full-time

enrollment; and
3. For non-traditional, degree candidates who cannot enroll full-time due to family or work obligations. For the
purpose of this policy, “non-traditional” is defined as students 24 years or older not living on campus or with
parents/guardians.
NOTE: Part-time students are ineligible for, or face restrictions on, certain types of financial aid and loans,
including Centre aid and awards. Students should consult the Financial Aid Office before enrolling part-time.
Enrollment of readmitted students and of students returning from a leave of absence is subject to clearance from
the Finance Office to make certain that the student has no outstanding financial obligations to the College. In
addition, the payment of a $300 non-refundable deposit is to be made to the Finance Office.
Personal checks are accepted on campus and Visa, MasterCard and American Express are accepted in the
Bookstore and the Finance Office. There is a $25 charge for all returned checks. Personal checks up to $100 may
be cashed at the Finance Office by showing a current student ID card. The cashier’s window is open from 8:30am
– Noon and from 1:00pm - 4:30pm, Monday - Friday.
An elective tuition refund plan is available through A.W.G. Dewar, Inc. This insurance plan provides tuition
protection should a medical problem force a withdrawal during a semester. Information from the company is
provided prior to the start of the academic year. As this plan is being independently offered and administered,
please read their materials carefully before electing enrollment to be certain you understand the coverage and terms.
An elective health insurance plan is available through an independent company. For more information visit the
Parsons Student Health Center web-page.
Students are responsible for the individual or family insurance coverage of personal belongings and automobiles
brought to the campus. Centre College will not assume any liability for accidental loss or damage incurred.
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College Regulations
In the Centre community, students practice self-governance. This implies individual freedom, which is linked with
community responsibility. Students are encouraged to speak out and become involved in the College Council,
Student Government Association, and other student organizations that determine campus policies. Experiences in
residence halls, in fraternities and sororities, in student and College governance, and in athletics—all are powerful
occasions for education. Centre’s regulations are expressions of the fundamental educational commitments of our
community—commitments to academic integrity and to opportunities for education and personal growth.
Academic Policy
Grading System
The following grading system applies to all students matriculating at Centre.
Excellent
A 4.000
A-3.670
Good
B+ 3.330
B 3.000
B-2.670
Satisfactory
C+ 2.330
C 2.000
C-1.670
Marginal
D 1.000
Unsatisfactory
U 0.000
WU 0.000 Withdrew Unsatisfactory
None*
P: A passing mark awarded for work at the C-level or above in courses offered or taken on a pass/unsatisfactory
basis.
WP Withdrew Passing
I Incomplete
W Withdrew
AU Audit
NC No Credit (Internships only)
*Not used in computing the grade point average (the total of grade points earned divided by the number of quality points attempted).
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A grade of “I” (Incomplete) is awarded only when the student is unable to complete the course for unavoidable
cause such as illness, death in the family, or accident. Incomplete grades must be approved by the Associate Dean
before the end of the academic term. The “I” automatically becomes a “U” unless a final grade is turned in within
30 days after the end of the term or unless a further extension is granted by the Academic Standards Committee on
the written request of the instructor.
End-of-term grade reports are available to students via CentreNet approximately five days after the last final exam.
Students who do not complete all required online course evaluations will not be able to access their grades for an
additional fifteen days. Grades are not mailed to students unless specifically requested in writing. In the long terms
(fall and spring terms), midterm grades of D or U (if reported by the instructor) are also reported to the student via
CentreNet.
Grade Changes
Members of the faculty may not, except by action of the Academic Standards Committee, change a final grade after
it has been filed with the Registrar. Grade changes based on clerical errors may be approved by the Associate Dean
and reported to the Academic Standards Committee. Requests to change a grade for reasons other than clerical
must be made in writing to the Academic Standards Committee. Requests to change a grade for any reason must be
made no later than the end of the sixth week of the following long term.
Grade Appeals
Grading is a matter of professional judgment and is the responsibility of the course instructor. Questions
concerning the reasonableness of grading should be addressed first to the course instructor no later than the end of
the sixth week of the following long term. If after consultation with the instructor the student believes that a final
grade has been unfairly determined or that considerations other than professional judgment have influenced the
grade, petition should be made to the Associate Dean. If after conferences among the instructor, the student, and
the Associate Dean there is still disagreement, an appeal may be made in writing to the Academic Standards
Committee. The decision of the Academic Standards Committee is final.
Classification of Students
Students are normally enrolled at the College only as declared candidates for a degree. Class standing is based upon
the following progression in course work successfully completed:
First-Year: 0-26 credit hours
Sophomore: 27-53 credit hours
Junior: 54-82 credit hours
Senior: 83 or more credit hours
Part-Time Students
Normally, degree candidates are required to enroll full time. Exceptions must be approved in advance by the
Associate Dean of the College and the Dean of Students. Students not yet completing eight long terms of full-time
enrollment and not suffering from extraordinary circumstances must enroll full time. Part-time students are
responsible for meeting all of the College’s requirements for graduation. Normally, students enrolled on a part-time
basis or as special students are not eligible for the dean’s list during that term nor are they eligible to represent the
College in intercollegiate athletic competition. Only those students who have completed eight long terms of full
time enrollment at the College may be eligible to represent the College in intercollegiate athletic competition, after
consultation with the Director of Athletics, as part-time students in their ninth long term (provided they are
registered for all they need to complete their degree requirements). See “Other Financial Information” section
under “Comprehensive Fee, Payment Plans, and Refund Policies” for tuition policies for part-time students.
Special Students
A limited number of persons may enroll from term to term as special students. Special students are not candidates
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for a degree but may receive graded credit for work successfully completed. Should a special student later decide to
declare candidacy for a degree, such credits are applied to the degree program only after review and approval of the
Academic Standards Committee. Special students usually are permitted to take not more than half a normal load of
study. Graduation from an accredited high school, or the equivalent, is normally prerequisite to admission to
special-student status.
Visiting Students
Students currently registered at any other educational institution may enroll at Centre only as visiting students. Such
registration requires written recommendation by the institution of primary registration. Visiting students are
accepted from other colleges and universities for a period of not more than one year and, under special
arrangement, on a term-to-term basis from high schools in the vicinity of the College seeking to provide advanced
college placement opportunities to outstanding students. Visiting students from high schools are permitted to take
not more than two courses in any long term and not more than three courses in any academic year. Registration for
special students and for visiting students is on a space-available basis. Additional information and application forms
for special students and visiting students are available in the Registrar’s Office.
Academic Records
Transcript of Record
The official record of the academic accomplishment of each enrolled student is the transcript of record maintained
and certified by the Registrar. All courses attempted and the grades awarded, the award of the degree when
conferred, and the major program for degree recipients are certified on the transcript. Grade averages include
grades in Centre College courses only. Transcripts are furnished upon the written request of the student.
Transcripts are released only if a student’s financial account at the College is clear.
Confidentiality of Records
The transcript and other student records are confidential to the College and the student. They will be made
available to unauthorized persons only with the consent of the student, under legal compulsion, or in cases where
the safety of persons or property is involved. Centre’s complete policies on confidentiality of student records are
listed in the Centre Student Handbook.
Credits
Academic credit is recorded in credit hours. Credit hours are equivalent to semester hours.
Registration and Enrollment Polices
Course registration policies and instructions are published by the Registrar's Office. Credit will not be awarded for
any course taken without appropriate registration through the Registrar's Office. A student must confer with his or
her advisor and obtain registration clearance before registering for classes. Registration dates for each term are
published by the Registrar. The Registrar may change student registrations to accommodate changes in the schedule
of classes, to facilitate optimal access to courses for all students, and to balance sections of courses.
Eligibility for Course Registration
Limitations in course registration are stated in course prerequisites, which are included in official course
descriptions. Students are responsible for seeing that they have met stated prerequisites. Juniors and seniors have
priority in enrolling in courses numbered 300 or higher during regular registration.
Repeating courses
Students may repeat a Centre College course graded “D” or “U”, in which case only the most recent grade will be
computed into the cumulative grade point average. The course must be repeated at Centre College. The original
grade (“D” or “U”) remains on the transcript. When repeating a course in which a “D” was received, no additional
course credit toward graduation is granted. Grades of “U” in convocations always remain a part of the cumulative
grade point average.
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Notes:
a. Students repeating a letter-graded course must take the course for a letter grade the second time to take
advantage of the repeated-grade policy. Likewise, students repeating a pass/unsatisfactory-graded course must take
the course on a pass/unsatisfactory basis the second time to take advantage of the repeated-grade policy.
b. Students may not use the repeated-grade policy to return to the College following graduation to improve their
grade point average. Grade averages are restarted following graduation for students who return for additional
course work.
c. The College is not obligated to provide students with an opportunity to repeat any course.
Pass-Unsatisfactory
After attaining junior standing, a student may enroll in courses on a Pass-Unsatisfactory basis, with a maximum
of seven credit hours of Pass-Unsatisfactory course work to be counted for graduation (excluding courses offered
only on a Pass-Unsatisfactory basis). A maximum of four credit hours may be taken on a Pass-Unsatisfactory
basis in a given term. First-years and sophomores may enroll in regularly graded applied music courses on a Pass-
Unsatisfactory basis but those hours will be counted against the seven-hour limit. Courses taken under the Pass-
Unsatisfactory grading option may not be applied toward general education and major requirements. The obvious
exception to this rule is a course offered only on a Pass-Unsatisfactory basis. Major courses taken beyond the
minimum requirements of the major also may be taken on a Pass-Unsatisfactory basis. Students enrolled in offcampus
programs may not take courses on a Pass-Unsatisfactory basis during that term, including CentreTerm
off-campus courses. Courses used to fulfill the basic competency requirement in mathematics or foreign
language, or the requirement of an additional course above the basic competency level in foreign language,
mathematics or in computer science, may be taken on a Pass-Unsatisfactory basis. Within two weeks after the
beginning of a long term or two days after the beginning of a CentreTerm, a student may elect to change from a
regularly graded status to a Pass-Unsatisfactory basis. Within eight weeks after the beginning of a long term or
two weeks after the beginning of CentreTerm, a student may revert from a Pass-Unsatisfactory status to a
regularly graded status. Hours reverted to the regularly graded status after the first two weeks of a long term or
the first two days of a CentreTerm will count against the seven-hour limit. At the conclusion of a course, the
instructor will report regular grades for all students and, if a student has registered on a Pass-Unsatisfactory basis,
the registrar will record a “P” for grades of “C-” or better, a “D” for grades of “D,” and a “U” for grades of “U.”
Course Load
All candidates for a degree are required to register for a minimum of 12 credit hours per long term unless excused
by the Associate Dean of the College, and the Dean of Students for students living on campus. All students take
one course during the CentreTerm (three credit hours). In the long terms, students wishing to enroll for more than
16 credit hours must obtain permission from the Associate Dean.
Limitation on Registration in Courses
a. A student may not apply more than 42 credit hours in any one discipline toward the minimum hours required for
the degree.
b. A student may not register for more than one course numbered 400, 401, or 402 (Individual Study) in any term
unless granted permission by the Associate Dean of the College. Registration for such a course requires submission
to the Registrar’s Office of the appropriate form on which the title, description, and method of evaluation are
given, as approved by the appropriate program committee chair, the instructor, and the Associate Dean. Forms
must be submitted to the Registrar no later than one week after the start of the term of the study.
c. To be eligible for graduation, a degree candidate must complete 54 credit hours at Centre, including 23 of the last
30 credits applied toward the degree.
Adding a Course
Students may add a course during the first two weeks of a long term and the first two days of a CentreTerm. The
instructor’s signature of approval is required during the second week of long-term classes.
Dropping a Course
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A student may withdraw from a course without an entry on the permanent record during the first two weeks of
long terms and the first two days of CentreTerm. From that point but before midterm, a student may be permitted
to withdraw from a course, but the instructor will be required to report a “WP” or a “WU” and an entry will be
made on the student’s record accordingly. Withdrawal from any course after midterm is not permitted. Any
exceptions to this rule can only be granted by the Associate Dean for unavoidable cause, such as illness, accident, or
a death in the immediate family. NOTE: Withdrawals from a course resulting in part-time enrollment normally are
not permitted. Students are expected to maintain full-time enrollment at the College (12 credit hours or more in the
fall and spring terms).
Auditing Courses
Any student who wishes to audit a course must register for that course as an auditor through normal registration
procedures. The instructor will indicate whether the audit was completed successfully. Students should consult with
the instructor to determine specific expectations for a successful audit. The fee for auditing is the same as for a
course taken for credit. Audited hours cannot be applied toward hours counted for full-time enrollment. Normally,
only degree candidates may, with the instructor’s permission, attend a course without registering or paying a fee. In
this case, no official record of the audit is kept. Subject to the permission of the instructor, the College permits
members of the local community to audit classes without following normal registration procedures. The fee for
community audits is $100 per class, and registration is handled through the Dean’s Office. The College does not
keep a permanent record of such audits.
Leave of Absence from the College
A student in good standing may request a leave of absence from the College for a specified reason and for a
specified academic term or terms (up to one year maximum) by petition to the Associate Dean of the College. The
request for a leave of absence should be submitted at least two weeks prior to the beginning of the leave period.
Students on leave must relinquish their student ID card at the Registrar's Office and are denied access to campus
housing and other facilities at the College. Failure to follow these instructions will result in the student's withdrawal
from the College. Normally, readmission to the College is automatic at the end of the leave period, except in the
case of students who enroll at another college or university during their leave. Such students must submit official
transcripts with satisfactory grades and a “Statement of Eligibility to Continue or Return” form completed by an
appropriate official at the host institution before they can enroll at the College (see “Application for Readmission”
form on the Registrar's webpage). Students taking courses elsewhere while on leave of absence should have their
courses approved for transfer in advance. The appropriate form is available on the Registrar’s webpage.
Withdrawal from the College
Voluntary withdrawal from the College
Any student deciding to withdraw from the College must complete an official withdrawal form and relinquish his
or her student ID card in the Registrar's Office. Failure to do so will result in a $25 withdrawal processing fee.
Students who withdraw voluntarily sever their connection with the College and are denied access to campus
housing and other facilities at the College. If the student withdraws from the College after the deadline to drop a
course without an entry on the permanent record, the student's instructors will be required to report a “WP” or
“WU” and an entry will be made on the student's record accordingly. Withdrawals from the College are not
permitted during the final examination period. Any student not enrolled in successive terms, other than the
summer term, is considered withdrawn from the College unless granted a leave of absence by the Associate Dean.
Medical Withdrawal from the College
Students who must withdraw for physical and/or mental health reasons must submit a timely written request to the
Associate Dean. Requests should be submitted at the time the student intends to stop attending classes. A letter
from an appropriate licensed physical or mental health professional must accompany the student's request for a
medical withdrawal. The letter should provide sufficient detail regarding the student's diagnosis, current condition,
and treatment requirements. If the medical withdrawal is granted by the Associate Dean, the student will receive
grade of “W” in each of his or her current classes. NOTE: Partial medical withdrawals are not permitted (medical
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withdrawal from one or two courses while the student is permitted to continue in other courses).
A student who misses more than one-third of a term’s class meeting days due to illness may be required to take a
medical withdrawal from the College if the Associate Dean and the student’s instructors agree that the student will
not be able to successfully make-up the missed work in the class.
Involuntary Withdrawals and Leaves
If a leave of absence, withdrawal or exception to an academic or residential regulation is based upon medical or
psychological factors, the Director of the Parsons Student Health Center and/or the Director of Residence
Life/Coordinator of Health and Counseling Services and/or the Assistant Dean for Advising will be involved
through the Offices of the Dean of Student Life and the Associate Dean of the College. The Directors and
Assistant Dean will usually also be involved in the readmission of any student who is granted a medical or
psychological leave or withdrawal. Either Director or the Assistant Dean may recommend to the Dean of Student
Life and/or the Associate Dean of the College a mandatory leave or withdrawal for medical or psychological
reasons if it would be in the best interest of the student or the College. This action may be taken if, in the opinion
of either Director or the Assistant Dean, a student exhibits irresponsible or uncontrolled behavior, which creates or
continues either unreasonable risk or clear and present danger to the physical or mental health of the student
concerned or others. This mandatory leave or withdrawal will be implemented through the Office of the Dean of
Student Life and/or the Associate Dean of the College and is subject to administrative appeal to the Dean of the
College, if the student so chooses.
Readmission to the College
Any former student may apply for readmission. Suspended students must wait one long term before applying for
readmission. Applications for readmission are reviewed by the Academic Standards Committee or, in some cases,
by the Associate Dean on behalf of the Committee. The College reserves the right to require sufficient
documentation that the student is qualified and ready to resume full-time studies at the College. An on campus
interview with the appropriate Dean or College counselor may be required. Applications for readmission are
available in the Registrar's Office on the Registrar’s webpage. Readmission to the College is never automatic. A
student will not be readmitted if required progress toward graduation is not feasible, or if continued separation is
considered to be in the best interest of the student or the College. Students must return the completed application,
along with all required materials, so that the Associate Dean receives it by November 30, December 30, or July 30
for Centre, spring or fall terms, respectively.
Students who were suspended for academic reasons or who withdrew under academic probation must demonstrate
a clear understanding of the causes for their academic difficulties, must describe the activities they have undertaken
to address and overcome the causes of their problems, and must submit an academic plan for the completion of
their degree requirements. Suspended and probationary students who are readmitted will have academic stipulations
placed on their continued enrollment at the College. Students suspended twice are rarely readmitted to the College.
In the case of a voluntary withdrawal for medical/psychological reasons, or any administrative withdrawal related to
a physical or mental health condition, the student must submit a written progress assessment from a treating health
professional with the readmission application, describing the student's current condition and indicating that the
student is ready to resume full-time studies at the College. The Associate Dean requires a release from the student
to discuss current treatment and follow-up needs with the treating health professional. Readmission will not be
granted if there is any doubt that the student can manage full-time course work or if the College is unable to
provide or the student is unable to secure appropriate follow-up care.
Reinstatement of merit awards for readmitted students is not automatic. Students should check with the Financial
Aid Office. In the case of suspended students and students who withdrew on academic probation, specific
academic stipulations may condition the reinstatement of a merit award. Enrollment of readmitted students and of
students returning from leave of absence is subject to clearance with the Finance Office to make certain that the
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student has no outstanding financial obligations to the College. In addition, the payment of a $300 nonrefundable
deposit is to be made to the Finance Office.
Transfer Credit
Credit earned prior to high school graduation and credit by examination
Centre’s policies in these areas are designed to reward extraordinary achievement while at the same time supporting
our belief that the best Centre College experience is a four-year experience. It is our philosophy that everything a
student does prior to high school graduation is preparation for college, and all Centre students enter with
exceptional academic credentials. Some of those credentials include college course work and others do not.
Consequently, we limit the amount of credit first-year students can be awarded prior to their enrollment at the
College:
1. A maximum of 24 hours of pre-matriculation credits may be awarded to first-year students from all sources (e.g.,
Advanced Placement, International Baccalaureate, dual-credit, all other college credit).
2. Credit will not be awarded for any course or examination completed prior to the start of the junior year in high
school.
3. Credit will not be awarded for any course or examination that serves to satisfy the college’s entrance
requirements.
4. Students who legitimately exceed the 24-hour limit may choose which credits will be awarded, and may adjust his
or her choices later subject to the constraints of any other College policies.
5. Regardless of credit granted, students must complete at least one general education course in residence in each of
the following three areas: social studies, science and fundamental questions.
Credit by Examination
1. Advanced Placement: Centre awards a minimum of three hours of credit for scores of 4 or 5 on most Advanced
Placement exams. Credit for foreign language requires validation by an institutional exam. Academic programs may
award additional credit and assign course equivalencies. Specific policies and course equivalencies are available in
the Registrar’s Office.
2. International Baccalaureate: Centre awards a minimum of three hours of credit for scores of 6 or 7 on higherlevel
exams. Credit for foreign language requires validation by an institutional exam and may be awarded for a grade
of 5 on a higher-level exam. Grades of 5 in some other subjects are reviewed for credit by the appropriate program.
Academic programs may award additional credit and assign course equivalencies.
3. Credit is not granted for CLEP exam scores.
4. Appropriate international exam scores are reviewed for credit on a case-by-case basis.
College Credit
Credit may be granted for appropriate courses appearing on a college transcript provided the course is taught in a
classroom on a college campus, by a college instructor who is not also a high school instructor, in a class that
includes college students who are not also high school students. These criteria must be verified in writing by a high
school counselor or college official.
Note: Regardless of credit granted, individual major programs have the prerogative to place students in an
appropriate course, to waive lower-level requirements, and to determine equivalencies to courses in its curriculum.
Transfer credit for currently enrolled students
Credits earned by a currently enrolled student through work at another college or university may be transferred to
Centre if they are approved in advance by the advisor, the appropriate program committee chair, and the Registrar.
Requests for credit for courses that do not fit into an existing academic program at Centre must be approved by the
Associate Dean.
Forms for securing advance approval are available in the Registrar’s Office. Students must provide a catalog course
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description and are encouraged to provide a syllabus. Program chairs may require a syllabus before approving a
course for transfer credit.
Additional transfer credit policies:
Grades in transferred courses are recorded on the Centre College transcript but are not included in the Centre
College grade point average. Grades in non-Centre semester abroad courses are included when determining a
student’s eligibility for graduation with honors.
Transferred course work may not be applied toward the College’s general education requirements,
excluding courses fulfilling basic-skills requirements and the further fluency in basic skills requirement.
A maximum of two courses from junior-senior requirements of the major may be fulfilled through external credit.
Once enrolled at the College, a student may transfer a maximum of seven credit hours from two-year,
junior, or community colleges.
Once enrolled at the College, students may transfer up to six hours of credit for online courses subject to the
normal transfer credit approval process. In addition, students requesting transfer credit for online courses must
provide, and program chairs must review, evidence of opportunities for instructor and student interaction in the
course, and a list of the assessment requirements of the course.
Students enrolled full-time at the College may not receive transfer credit for courses taken elsewhere concurrently.
Class Attendance
1. Students at Centre are individually responsible for class attendance, but instructors may impose attendance
requirements appropriate to any course. Instructors shall explain to students at the beginning of each course their
expectations and grading policies with regard to attendance at class meetings.
2. Instructors shall make a reasonable effort to warn any student whose absences seem adversely to affect his or her
standing in the course.
3. Instructors will keep an accurate record of each student’s attendance, which will be available to the student, the
faculty advisor, and the officers of the College. In addition, instructors will report at the end of each term the
number of class sessions missed by each student. Instructors are also asked to report to the Associate Dean the
names of those students who are absent from class excessively, including those who are absent three consecutive
times. Excessive absences, that is, missing 12 or more hours of class time in each of two or more classes, are
grounds for immediate suspension from the College.
4. Prompt attendance at all classes is expected. The penalty for tardiness is left to the discretion of the instructor.
5. The faculty imposes no extraordinary penalties for absences from classes that meet immediately prior to or
following College vacations or recesses. However, students are reminded that these class periods are integral parts
of the term and are thus no less suitable for tests and other work than are other class periods throughout the term.
6. No student may, because of participation in College-sponsored activities, miss more than an hour of class time
for each hour of academic credit assigned to a course (for example, three hours of class time for a three-hour
course). In four-hour laboratory courses, students may miss three hours of class time and one laboratory session.
Students participating in two intercollegiate sports in the same term may miss one additional class meeting, but not
an additional laboratory session. This policy applies only to participation in varsity sports, and does not include
non-traditional seasons. In the first two weeks of the term, the Director of Athletics should send written
notification to the Associate Dean and instructors of a student's two-sport participation and the travel dates for all
away contests in both sports. To be excused from any additional class meetings, a two-sport athlete may petition
the Associate Dean, through the Director of Athletics, at least one week in advance of the proposed absence. The
Associate Dean will survey the student's instructors to determine if the proposed absence could cause the student's
academic standing in any class to fall to a marginal or unsatisfactory level, in which case the student would not be
allowed to miss any additional class. The Associate Dean may allow for the additional absence when the student's
academic standing is satisfactory and when any in-class assignment or exam can be made up. This absence policy
for the two-sport athlete will also be applied in the event that an athletic team or individual qualifies for post-season
competition (SAA, NCAA or an approved sanctioned event). When a faculty member sponsors an activity that will
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keep a student out of class, that activity must be approved by the Associate Dean. If the activity is approved as
officially excused, the Associate Dean's Office will send the faculty a list of excused participants, but it is still the
student's responsibility to inform the instructor and make appropriate arrangements. An excuse is granted only if
the student makes up lost work, obtains assignments for the next class meeting (and completes them), and/or turns
in any work that was due on the missed class day. In addition, if the student misses an in-class assignment or exam,
then the absence is not excused, unless the professor agrees to arrange for a make-up. Instructors will not provide a
private class following the absence. Participation in activities not sanctioned by the Associate Dean will be assessed
by the instructor, who may excuse the absence if the situation warrants it. A student may be excused from only one
class day for a College-sponsored activity during the CentreTerm.
7. Specific policies on absences related to illness are explained in the Student Handbook.
8. The College recognizes the profound impact of grief in the life of our students. Those students who have
experienced the death of a loved one must contact the Associate Dean of the College immediately for an excused
absence to attend funeral services. The Associate Dean will notify the appropriate College faculty and staff as
requested by the student. Students remain responsible for making up any work missed during this time.
9. In enforcing these regulations, the Associate Dean shall have full administrative authority with advice, when
needed, from the student’s advisor and from the Academic Standards Committee of the faculty.
Final Examinations
Final examinations are required in every course at the scheduled time. A student absent without excuse from a final
examination will receive a failing grade in the course. The instructor may substitute a term paper or other
requirement for the final examination. By regulation of the College Council, students cannot alter their examination
schedules to accommodate scheduling preferences, jobs, job interviews, travel, or vacation plans. No exceptions
will be made. Only in the case of illness or death in the immediate family can a student request an alternate time for
an examination. The illness must be certified by one of the College doctors or by a physician who is not a member
of the student’s family, and the exception must be cleared through the Associate Dean’s Office.
Honors
The Dean’s List is publicized twice yearly, in the CentreTerm for courses completed the preceding fall term and at
the beginning of the fall term for courses completed in the preceding Centre and spring terms. The Dean’s List
includes all full-time degree candidate students who have attained a 3.600 grade point average or higher in the terms
being evaluated. Students must complete eight hours of regularly graded course work in the long term to be eligible
for the Dean’s List.
Graduation with Honors. A student who attains a cumulative grade point average of 3.900 or higher shall be
graduated summa cum laude. A student who attains a cumulative grade point average of 3.700-3.899 shall be
graduated magna cum laude, and students with a cumulative average of 3.500 to 3.699 shall be graduated cum
laude. Transfer students’ transfer grades, and grades in any long-term, non-Centre, study away or abroad program
will be counted when determining eligibility for graduation with honors. Grades earned in summer school
elsewhere will not be counted when determining eligibility for graduation with honors.
The John C. Young Scholars Program is a senior honors program that enables selected students to engage in
independent study and research. John C. Young Scholars present their results at a public symposium, and their
papers are published in journal form by the College.
Junior Marshals. The distinction of junior marshal is awarded to the 19 members of the junior class with the
highest academic standing in their class. Eligible students must have completed a minimum of forty-two credit
hours in residence at the College. The president of the Student Government Association serves as junior marshal ex
officio. Junior marshals participate in Commencement exercises and other College ceremonies.
Other Honors. Descriptions of other prizes and awards for students may be found under the “College Directory”
section of this catalog.
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Academic Probation and Suspension
Graduation requires a 2.00 cumulative grade point average. The College reserves the right to suspend at any
time a student whose academic standing or progress is regarded as unsatisfactory, including students on academic
probation during a CentreTerm who made unsatisfactory progress that term. In such cases fees will not be
refunded or remitted, in whole or in part. All suspensions result in a permanent notation on the student’s academic
transcript.
A student who is suspended is immediately denied use of any campus services or facilities and may not participate
in campus-sponsored activities. Keys belonging to the College, especially to the residence hall room, must be turned
in at the Student Life Office, and the student ID card must be turned in at the Registrar’s Office or the Student Life
Office and the premises vacated within 48 hours of dismissal. Any exceptions must be authorized by the Dean of
Students or Associate Dean. Failure to complete this process will jeopardize readmission to the College and incur a
fine of $30 per day.
Students subject to suspension at the end of a term will be notified via email and will be given at least 48 hours to
submit a written appeal detailing any extenuating circumstances for consideration by the Academic Standards
Committee.
Academic Probation
1. A student who at the end of any long term has a cumulative grade point average less than those listed below is
placed on academic probation.
1 long term: 1.650 grade average
2 long terms: 1.750 grade average
3 long terms: 1.850 grade average
4 long terms: 1.930 grade average
5 long terms: 1.970 grade average
6 or more long terms: 2.00 grade average
2. A student who at the end of any long term has a term grade point average below a 1.500 is placed on academic
probation regardless of the student’s cumulative grade point average. When a student goes on academic probation,
he or she will be required to meet with the Assistant Dean for Advising. The Assistant Dean for Advising will
determine the needs of the particular student after an interview and testing as needed and will supervise the
student’s progress in consultation with the advisor and instructors. The Assistant Dean for Advising will provide
the Academic Standards Committee with information about the progress or lack of progress of the students on
probation.
Academic Suspension
1. Students placed on academic probation under No. 1 under “Academic Probation” must raise their cumulative
grade point average to the required level within a year (two long terms and one CentreTerm). Students who fail to
meet this requirement are subject to suspension. In addition, during the probationary period, students other than
first-years must earn term grade averages of at least a 2.000 to avoid academic suspension. First-years are reviewed
term by term and may be suspended during the probationary period if they are not making satisfactory progress
toward their cumulative grade point average requirement.
2. Students placed on academic probation under No. 2 under “Academic Probation” remain on probation if they
continue to earn term averages below 1.500. They will be suspended if their cumulative grade point average falls
below the levels set under “Academic Probation,” No. 1.
3. Sophomores, juniors, and seniors who earn a term average below 1.000 will be suspended, without benefit of the
probationary period. First-years who earn a term average below 1.000 will be subject to suspension.
Academic Bankruptcy
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Academic Bankruptcy is a policy which may be used by a student returning to the College after a two-year absence
who has earned such poor grades that he or she is unable to meet the grade point requirement for graduation
within a reasonable period of time. Conditions and provisions of the Academic Bankruptcy Policy are:
1. Petitions are accepted only after the student has been absent from the College for at least two years. Students are
readmitted with conditional approval for academic bankruptcy. Final approval is granted after the student
completes 12 hours of course work with a 2.000 (“C”) or higher average.
2. Academic bankruptcy may apply to one term only. If the petition is approved the student forfeits credit for all
courses in which he or she was enrolled that term.
3. Grades for the bankrupted term are not used in computing the grade point average. However, those grades
remain on the permanent record and the record will indicate clearly that academic bankruptcy was granted.
Note: Students are cautioned that some colleges and universities will not honor another institution’s bankruptcy
policy, including many professional and graduate schools.
Academic Honesty
A high standard of academic honesty is expected of students in all phases of academic work and College life.
Academic dishonesty in any form is a fundamental offense against the integrity of the entire academic community
and is always a threat to the standards of the College and to the standing of every student. In taking tests and
examinations, doing homework and laboratory work, and writing papers, students are expected to perform with
honor. In any written exercise for College courses, students will be held responsible for knowing the difference
between proper and improper use of source materials. The improper use of source materials is plagiarism, and,
along with other breaches of academic integrity, is subject to disciplinary action. Each case of academic dishonesty,
no matter how minor the infraction, must be reported to the Associate Dean of the College before a grade is
determined. Students should consult the Student Handbook for a full description of breaches of academic integrity
subject to disciplinary action. Disciplinary measures for a student suspected of academic dishonesty are determined
in the following ways:
1. The Associate Dean of the College will discuss the seriousness of the offense and its possible consequences with
the student.
2. The case shall be referred to the Student Judiciary when requested by the instructor, by the Associate Dean, or by
the student involved. For some offenses, referral to the Student Judiciary may be judged unnecessary by the
instructor and the Associate Dean, and some other appropriate disciplinary action may be agreed upon. Under
these circumstances, the case will not be reported to the Student Judiciary unless the student requests it.
3. The responsibility for determining student grades rests with the instructor, except in cases in which the Judiciary
recommends a lowering of the grade for punitive reasons. In cases where a student is suspended as a result of a
Student Judiciary recommendation, the grade of “U” shall be recorded for that course.
4. Students who believe that proper procedures were not followed, or who believe they received inordinate
punishment, or were otherwise denied a fair hearing, may appeal to the Board of Review. The board should not retry
the case or hear new evidence. If new evidence has appeared that could materially affect the decision, the case
should be sent back to the Student Judiciary.
5. The student charged may appeal the Judiciary recommendation to the Board of Review in writing with reasons
specified within 48 hours of the Student Judiciary’s decision. In the absence of an appeal, all Judiciary
recommendations shall be forwarded to the deans for approval and implementation.
6. Students who are asked to appear before the Student Judiciary will be given a written statement explaining their
rights, and will be told about the appeals process.
7. Additional information about academic honesty and the Student Judiciary may be found in the Student
Handbook.
Graduation
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Conferral of Degrees
The degrees of the College, Bachelor of Arts and Bachelor of Science, are awarded by the trustees upon the specific
formal recommendation of individual candidates by both the faculty and the President of the College. The Board of
Trustees is the ultimate authority on the conferral of degrees. Degrees are conferred on the Sunday following the
last day of final examinations of spring term, and on August 31 for summer graduates. Prerequisite to the faculty
recommendation, in addition to satisfactory completion of requirements stipulated in the “Degree Requirements,
Course Offerings, and Major/Minor Requirements” section, is a formal application for the degree filed with the
Registrar no later than 90 days before the date of the annual commencement exercises. The conferral of the degree
is officially certified by the transcript of record.
Commencement and Presentation of Diplomas
The diploma of the College is a ceremonial certificate attesting to the conferral of a degree. The diploma is
presented at the annual commencement exercises to any degree recipient specifically requesting it when applying
for the degree and appearing as a participant in the ceremonial exercises. Only students who have completed all
degree requirements may participate in commencement. Summer graduates may participate in the following year's
commencement. The presentation of a diploma in absentia is made only under exceptional circumstances
specifically approved by the Associate Dean of the College, provided the request is made not later than two weeks
preceding the annual commencement exercises.
Exceptions to Academic Policy
The Curriculum Committee of the faculty and its subcommittees accept petitions requesting exceptions to
academic regulations. Certain regulations allow no exceptions and others may be waived only upon the request of a
faculty member. Students should consult with the Registrar when requesting exceptions to academic regulations
and requirements.
Campus Regulations
One of the most important responsibilities of a community is to provide for the safety and well-being of its
members. We take this charge seriously. No person may possess, use, sell, or store, while on campus or on property
under the control of Centre College, any dangerous weapon (operational or decorative), firearm, explosive, or any
other potentially harmful device. This includes possession of such items in residence halls, in vehicles, in any
College building or facility, or anywhere on the grounds of the campus. Possession of a weapon is itself grounds for
dismissal. This policy applies to every student, faculty member, employee, and guest at the College.
Residence Regulations
Centre is a residential college. We are convinced that there are educational values in living, learning, and working
together in a residential community and expect that the students in the College will reside on campus and take
their meals in Cowan Dining Commons.
Residency Requirement
Exceptions to the residency requirements are (1) students may live at home with their parents in or near Danville;
(2) married students are expected to arrange their own off-campus housing. All students will be required to have a
meal plan whether living on or off campus. If additional permission to live off campus is granted by the Housing
Office, it will be on a seniority basis. It is unlikely that anyone other than a limited number of seniors will be
granted permission to live off campus. All students applying for off-campus housing are required to complete an
application and attend a meeting regarding such. Living off campus in previous years does not automatically give
the student permission to live off campus in the next academic year. It is expected that requests for off-campus
housing will be approved only in rare cases. Those students who will be granted permission to live off campus are
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notified on or by August 10. If a student is granted permission to live off campus, it is his/her responsibility to
determine how his or her financial aid will be affected. After a campus room has been assigned, a student is
obligated to pay the appropriate room fee for the full academic year, unless the student graduates or officially
withdraws from the College during the year.
Residence Staff and Housing Office
Residence Directors, who are selected members of the student residence life team, reside in apartments of certain
residences and have authority and responsibility for student life in the residence halls and houses under the general
oversight of the Director of Residence Life and the Dean of Student Life. A staff of upperclass students —
Resident Assistants—live on the various floors of the residences. The residence staff members serve as the first
source of personal counseling for students, and serve as a liaison between College administration and students. The
Housing Office, directed by a member of the student life staff, is responsible for the management of campus
residences and oversees such functions as room assignments, providing standard residence furnishings, issuing
keys, and determining opening and closing dates and times for the residences. The Housing Office also assesses a
$25 fee for key replacement.
Room Assignment and Care
New students are assigned rooms, and returning students select their rooms through a lottery process. A resident
student is obligated to pay the room charge for all terms in which he/she is enrolled. Students who reside in single
rooms or who occupy double rooms without a roommate are charged an additional fee. Each student is responsible
for care of the room assigned and its furnishings. Regulations concerning electrical appliances and the alteration of
decor and furnishings provided by the College are explained in the housing contract signed by each resident.
Visitation
Visitation is defined at Centre as social visiting by members of the other gender in student rooms by invitation of
the resident(s). Either roommate may deny the privilege of visitation in his/her room to any person. The housing
of guests of the other gender overnight or longer is a violation of College regulations. All residents must assume
responsibility for the general observation of the visitation rules. The purpose of this regulation is to protect the
privacy and rights of room and hall mates. Persons cited for breaking any of the visitation regulations are
automatically fined a minimum of $25. Repeated violations may result in a withdrawal of the visitation privilege or
more serious consequences.
Security
Student residences remain locked 24 hours a day with access controlled by a card access/punch lock security
system. All student residences are equipped with such safety equipment as smoke detectors, fire alarms, and fire
extinguishers. Persons found guilty of tampering with or misusing these and other safety devices will be subject to
severe disciplinary action. The professional staff and seven full-time security officers of Centre’s Department of
Public Safety work to ensure the safety of people and property on campus.
Student Identification Cards
New students are issued an identification card at fall orientation. They will need this card to receive meals at all
dining facilities on campus, to enter many of the residence halls, to check books out of the library, to cash checks in
town, to establish identification for discounts given by some stores to students, and other uses. When a student
withdraws from the College, takes a leave of absence, or is suspended, he or she must turn in this ID card to the
dropbox outside the Student Life Office or Public Safety in order to have a clear record at the College. The fee for
replacing identification cards is $25.
Vehicles
Students are permitted to bring automobiles, motorcycles, and bicycles to campus, but they must register these
vehicles, pay a $50 vehicle registration fee (for automobiles and motorcycles), and observe the regulations for
parking and storage.
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Pets
Pets are not allowed in the residence halls, houses, or any other Centre meeting space. Pets not allowed include
cats, dogs, hamsters, snakes, birds, iguanas, lizards, rabbits, etc. Centre accepts no responsibility for, but will allow
one 20 gallon or smaller aquarium containing fish per room. Any damage incurred to the residence hall room or
unit (i.e., the tank breaks) is the responsibility of the owner. Students found in violation of this policy will be fined a
minimum of $50.00 and the pet will immediately be removed from campus.
Social Policy Regulations
To maintain a safe social environment, Centre College requires that all campus organizations follow specific
guidelines when hosting social functions. All events must be registered with the Student Life Office prior to their
implementation and, if necessary, with the organization’s inter/national headquarters. All guests are required to
present their Centre College student identification card or another form of photo identification at the door of each
registered event regardless of whether alcohol is present. The Centre College Student Life Office has established
more specific risk management guidelines which can be found in the Event Management Handbook on Centrenet.
Failure to comply with policies found in the Student Handbook or the Event Management Handbook will result in
disciplinary action. The Department of Public Safety periodically patrols all registered campus social events.
It is the responsibility of every Centre student to familiarize him/herself with the College social policy and alcohol
policy and discuss it at organization meetings and residence hall floor meetings at the beginning of each school year.
Student Conduct Code
Preamble
Centre College is a small, independent, and selective educational community dedicated to study in the liberal arts as
a means to develop the intellectual, personal, and moral potential of its students, and to prepare them for lives of
leadership, learning, and service. The following code is meant to reinforce these beliefs and to uphold the
standards of the Centre community through an educational and reflective process that engages students in the
process of contributing to a safe, social learning environment, in which the individual will foster an appropriate
respect for self and others, develop responsible decision-making skills, improve relationship and coping skills,
appreciate the value of community service, and enhance leadership abilities in order to take his/her place in a
diverse society.
Article I: Definitions
1. The term “college” means Centre College.
2. The term “student” includes all persons taking courses at the college, either full-time or part-time. Persons
who withdraw after allegedly violating the Student Code, who are not officially enrolled for a particular term but
who have a continuing relationship with the college, or who have matriculated are considered “students”.
3. The term “faculty member” means any person hired by the college to conduct classroom or teaching
activities or who is otherwise considered by the college to be a member of its faculty.
4. The term “college official” includes any person employed by the college, performing assigned
administrative or professional responsibilities.
5. The term “member of the college community” includes any person who is a student, faculty member,
college official or any other person employed by the college. A person’s status in a particular situation shall be
determined by the Vice President and Dean of Student Life.
6. The term “college premises” includes all land, buildings, facilities, and other property in the possession of
or owned, used, or controlled by the college (including adjacent streets and sidewalks).
7. The term “organization” means any number of persons who have complied with the formal requirements
for college recognition and registration.
8. The term “Student Conduct Staff” means any person or persons authorized by the Vice President and
Dean of Student Life to determine whether a student has violated the Student Code and to recommend sanctions
that may be imposed when a rules violation has been committed.
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9. The term “Student Judiciary” means the panel of students authorized by the college, and elected by the
student body, to determine whether a student has violated the Student Code and to recommend sanctions that may
be imposed when a rules violation has been committed.
10. The term “Student Conduct Administrator” means a college official authorized on a case-by-case basis by
the Vice President and Dean of Student Life to impose sanctions upon any student(s) found to have violated the
Student Code. The Vice President and Dean of Student Life may authorize a Student Conduct Administrator to
serve simultaneously as a Student Conduct Administrator and the sole member or one of the members of the
Student Conduct Staff. The Vice President and Dean of Student Life may authorize the same Student Conduct
Administrator to impose sanctions in all cases.
11.The term “Appellate Board” means any person or persons authorized by the Vice President and Dean of
Student Life to consider an appeal from a Student Conduct Staff’s determination as to whether a student has
violated the Student Code or from the sanctions imposed by the Student Conduct Administrator.
12. The term “shall” is used in the imperative sense.
13. The term “may” is used in the permissive sense.
14. The Vice President and Dean of Student Life is that person designated by the college President to be
responsible for the administration of the Student Code.
15. The term “policy” means the written regulations of the college as found in, but not limited to, the Student
Code, Student Handbook, the college web site and Acceptable Computer Use Policy, and Course Catalog.
16. The term “cheating” includes, but is not limited to: (1) use of any unauthorized assistance in taking quizzes,
tests, or examinations; (2) use of sources beyond those authorized by the instructor in writing papers, preparing
reports, solving problems, or carrying out other assignments; (3) using the same material in different courses
without the prior approval of both instructors, (4) defacing of library materials, (5) abuses of the convocation
system, (6) engaging in any behavior specifically prohibited by a faculty member in the course syllabus or class
discussion.
17. The term “plagiarism” includes, but is not limited to, not using footnotes properly, quotes without
quotation marks, quotes or paraphrases without indicating sources, handing in material as his or her own when it is
not, or incurring a combination of these omissions or commissions in any academic exercise.
18. The term “Complainant” means any person who submits a charge alleging that a student violated this
Student Code. When a student believes that s/he has been a victim of another student’s misconduct, the student
who believes s/he has been a victim will have the same rights under this Student Code as are provided to the
Complainant, even if another member of the college community submitted the charge itself.
19. The term “Accused Student” means any student accused of violating this Student Code.
Article II: Student Code Authority
The Student Conduct Administrator shall determine the composition of Student Conduct Staff and Appellate
Board and determine which Student Conduct Staff, Student Conduct Administrator and Appellate Board shall be
authorized to hear each matter.
The Vice President and Dean of Student Life shall develop policies for the administration of the student conduct
system and procedural rules for the conduct of Student Conduct Staff Hearings that are consistent with provisions
of the Student Code.
Decisions made by a Student Conduct Staff and/or Student Conduct Administrator shall be final, pending the
normal appeal process.
Article III: Bill of Student Rights
In order to preserve and guarantee the students of Centre College those conditions which are indispensable to the
full achievement of the objectives of higher education in a free democratic society, the student body of the College
holds the following rights essential to the complete development of the student as an individual and to the
fulfillment of his/her responsibilities as a citizen of that society:
1. The right to maintain democratic student government and to establish a constitution and any other such
regulations as may be deemed necessary and proper to achieve that end.
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2. The right to a fair and impartial hearing with the following inviolable rights specifically guarded: (a) written
notice of the charge forty-eight hours before the hearing; (b) the right to present a defense; (c) the right to call and
examine witnesses; (d) the right to the assistance of an advisor chosen from students, faculty and administration at
Centre College; (e) the right to confront all testimony presented by the presenter of the case; (f) the right to
produce evidence on one’s own behalf; (g) the right to be free from self-incrimination; (h) the right to be present at
all proceedings of the judiciary, except its private deliberations; and (i) the right to appeal within forty-eight hours
following a decision in all disciplinary matters.
3. The right to petition through proper channels for redress of grievances, including changes in curriculum,
faculty members, or grading systems.
4. The right of students to a clear and concise statement, upon admission to the College, of their contractual
rights, obligations, and responsibilities pertaining to education, extracurricular activities, and college housing.
5. The right of students and student organizations to use campus facilities, provided the facilities are used for
the purpose contracted, subject only to such regulations as are required for scheduling meeting times and places
and maintaining the facilities.
6. The right of every student to exercise his/her full rights as a citizen in forming and participating in campus,
local, national, or international organizations for intellectual, religious, social, political, economic, or cultural
purposes, and to publish and/or determine his/her views and those of his/her organization on campus.
7. The right of students, individually, or in association with other individuals, to engage freely in off-campus
activities, exercising their rights as citizens of community, state, and nation, provided they do not claim to represent
the College.
Article IV: Proscribed Conduct
Jurisdiction of the College Student Code
The College Student Code shall apply to conduct that occurs on college premises, at college sponsored activities,
and to off-campus conduct that adversely affects the college community and/or the pursuit of its objectives. Each
student shall be responsible for his/her conduct from the time of matriculation through the actual awarding of a
degree, even though conduct may occur before classes begin or after classes end, as well as during the academic
year and during periods between terms of actual enrollment (and even if their conduct is not discovered until after a
degree is awarded). The Student Code shall apply to a student’s conduct even if the student withdraws from school
while a disciplinary matter is pending. The administration may also regard actions off-campus, which threaten or
harm larger community welfare as occasions for disciplinary action either through normal conduct proceedings or
administrative decision. The college may, for example, hold students living off-campus responsible for their
behavior if their behavior causes neighbors to complain to the College. The Vice President and Dean of Student
Life or his/her designee shall decide whether the Student Code shall be applied to conduct occurring off campus,
on a case by case basis, in his/her sole discretion.
Conduct—Rules and Regulations
Any student found to have committed or to have attempted to commit the following misconduct is subject to the
disciplinary sanctions outlined in Article V:
Category 1:
1.1. Disruption or obstruction of teaching, research, administration, disciplinary proceedings, other college
activities, including its public service functions on or off campus, or of other authorized non-college activities when
the conduct occurs on college premises.
1.2 Disrespect (harassment, true threats, defamation, obscenity, incitement) for a college official while carrying
out their official job responsibilities.
1.3 Failure to comply with directions of college officials acting in performance of their duties and/or failure to
identify oneself to these persons when requested to do so.
1.4. Use, possession, manufacturing, or distribution of alcoholic beverages (except as expressly permitted by
college regulations), or public intoxication.
1.5. The display, on campus, of any alcoholic beverage in the original container by anyone, regardless of age.
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1.6. Hosting a party in a residence hall.
1.7 Violation of policies set forth in the Residence Life section of the Student Handbook.
Category 2:
2.1. Habitual or egregious Category I violations.
2.2. Acts of dishonesty, including but not limited to the following:
a. Cheating, plagiarism, or other forms of academic dishonesty as outlined in the student handbook.
b. Furnishing false information to any college official, faculty member, or office.
c. Forgery, alteration, or misuse of any college document, record, or instrument of identification.
2.3. Physical, mental, verbal abuse, threats, intimidation, harassment, coercion, and/or conduct, including, but
not limited to abuses on the basis of race, color, religion, national or ethnic origin, sex, sexual orientation, age and
disability, of any person on college premises or at College-sponsored or College-supervised functions, which
threatens or intimidates, or endangers the health or safety of any person.
2.4. Sexual Misconduct, which includes, but is not limited to sexual harassment, sexual violence, sexual
exploitation, stalking, cyber-stalking, bullying, cyber-bullying, aiding or facilitating the commission of a violation,
and retaliation. (More information on the College’s Sexual Misconduct Policy can be found in the current Student
Handbook).
2.5. Attempted or actual theft of and/or damage to property of the college or property of a member of the
college community or other personal or public property, on or off campus.
2.6. Hazing, defined by Centre College as any act or behavior whether physical, emotional, or psychological,
which subjects a person, voluntarily or involuntarily, to abuse, mistreatment, degradation, humiliation, harassment,
embarrassment, or intimidation, or which may in any fashion compromise her or his inherent human dignity. The
express or implied consent of the victim will not be a defense. Apathy or acquiescence in the presence of hazing are
not neutral acts; they are violations of this rule.
2.7. Unauthorized possession, duplication or use of keys to any college premises or unauthorized entry to or use
of college premises.
2.8. Violation of any college policy, rule, or regulation published in hard copy or available electronically on the
college website.
2.9. Violation of any federal, state or local law.
2.10. Use, possession, manufacturing, or distribution of marijuana, heroin, narcotics, or other controlled
substances, or possession of drug paraphernalia except as expressly permitted by law.
2.11. Possession of firearms, explosives, fireworks, other weapons, or dangerous chemicals on college premises
or use of any such item, even if legally possessed, in a manner that harms, threatens or causes fear to others.
2.12. Conduct that is disorderly, lewd, or indecent; breach of peace; or aiding, abetting, or procuring another
person to breach the peace on college premises or at functions sponsored by, or participated in by, the college or
members of the academic community.
2.13. Violation of College Computer Network “Acceptable Use Policy”.
2.14. Arson or other intentional setting of fires without a proper permit.
2.15. Abuse of the Student Conduct System, including but not limited to:
a. Failure to obey the notice from Student Conduct Staff or college official to appear for a meeting or hearing
as part of the Student Conduct System.
b. Falsification, distortion, or misrepresentation of information before Student Conduct Staff or Student
Judiciary.
c. Disruption or interference with the orderly conduct of a Student Conduct or Student Judiciary proceeding.
d. Institution of a Student Conduct proceeding in bad faith.
e. Attempting to discourage an individual’s proper participating in, or use of, the student conduct system.
f. Attempting to influence the impartiality of a member of Student Conduct Staff or Student Judiciary prior
to, and/or during the course of, the Student Conduct or Student Judiciary proceeding.
g. Harassment (verbal or physical) and/or intimidation of a member of Student Conduct Staff or Student
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Judiciary prior to, during, and/or after a Student Conduct proceeding.
h. Failure to comply with the sanction(s) imposed under the Student Code.
i. Influencing or attempting to influence another person to commit an abuse of the Student Conduct system.
C. Violation of Law and College Discipline
1. College disciplinary proceedings may be instituted against a student charged with conduct that potentially
violates both the criminal law and this Student Code (that is, if both possible violations result from the same factual
situation) without regard to the pendency of civil or criminal litigation in court or criminal arrest and prosecution.
Proceedings under this Student Code may be carried out prior to, simultaneously with, or following civil or criminal
proceedings off campus at the discretion of the Vice President and Dean of Student Life. Determinations made or
sanctions imposed under this Student Code shall not be subject to change because criminal charges arising out of
the same facts giving rise to violation of College rules were dismissed, reduced, or resolved in favor of or against
the criminal law defendant.
2. When a student is charged by federal, state, or local authorities with a violation of law, the college will not
request or agree to special consideration for that individual because of his or her status as a student. If the alleged
offense is also being processed under the Student Code, the college may advise off-campus authorities of the
existence of the Student Code and of how such matters are typically handled within the college community. The
college will attempt to cooperate with law enforcement and other agencies in the enforcement of criminal law on
campus and in the conditions imposed by criminal courts for the rehabilitation of student violators (provided that
the conditions do not conflict with campus rules or sanctions). Individual students and other members of the
college community, acting in their personal capacities, remain free to interact with governmental representatives as
they deem appropriate.
Article V: Student Conduct Code Procedures
The following procedures pertain to all disciplinary proceedings excluding Sexual Misconduct. The Sexual
Misconduct Policy is located under Rick Management Policies of this handbook.
A. Charges and Student Conduct Staff Hearings
1. Any member of the college community may file charges against a student for violations of the Student
Code. A charge shall be prepared in writing and directed to the Student Conduct Administrator. Any charge should
be submitted as soon as possible after the event takes place, preferably within 30 days, excluding official academic
breaks.
2. The Student Conduct Administrator may conduct an investigation to determine if the charges have merit
and/or if they can be disposed of administratively by mutual consent of the parties involved on a basis acceptable
to the Student Conduct Administrator. Such disposition shall be final and there shall be no subsequent proceedings.
If the charges are not admitted and/or cannot be disposed of by mutual consent, the Student Conduct
Administrator may later serve in the same matter as the Student Conduct Staff or a member thereof. If the student
admits violating institutional rules, but sanctions are not agreed to, subsequent process, including a hearing if
necessary, shall be limited to determining the appropriate sanction(s). The accused student may, alternatively, opt to
appear before the Student Judiciary.
3. All charges shall be presented to the Accused Student in written form. A time shall be set for a Student
Conduct Staff Hearing, not less than forty-eight hours, though the student may wave the time limit to have a more
immediate hearing, nor more than fifteen calendar days after the student has been notified. Maximum time limits
for scheduling of Student Conduct Staff Hearings may be extended at the discretion of the Student Conduct
Administrator.
4. Student Conduct Staff Hearings shall be conducted by a Student Conduct Staff member according to the
following guidelines except as provided by article IV(A)(6) below:
a. Student Conduct Staff Hearings normally shall be conducted in private.
b. The Complainant, Accused Student and their advisors, if any, shall be allowed to attend the entire portion
of the Student Conduct Staff Hearing at which information is received (excluding deliberations). Admission of any
other person to the Student Conduct Staff Hearing shall be at the discretion of the Student Conduct Staff and/or
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its Student Conduct Administrator.
c. In Student Conduct Staff Hearings involving more than one Accused Student, the Student Conduct
Administrator, in his or her discretion, may permit the Student Conduct Staff Hearings concerning each student to
be conducted either separately or jointly.
d. The Complainant and the Accused Student have the right to be assisted by an advisor they choose, at their
own expense. The advisor must be a member of the college community and may not be an attorney (with the
exception of Sexual Misconduct Hearings. See Sexual Misconduct Policy for more details). The Complainant
and/or the Accused Student is responsible for presenting his or her own information, and therefore, advisors are
not permitted to speak or to participate directly in any Student Conduct Staff Hearing before a Student Conduct
Staff member. A student should select as an advisor a person whose schedule allows attendance at the scheduled
date and time for the Student Conduct Staff Hearing because delays will not normally be allowed due to the
scheduling conflicts of an advisor.
e. Pertinent records, exhibits, and written statements (including Student Impact Statements) may be accepted
as information for consideration by Student Conduct Staff at the discretion of the chairperson.
f. All procedural questions are subject to the final decision of the Student Conduct Staff.
g. After the portion of the Student Conduct Staff Hearing concludes in which all pertinent information has
been received, the Student Conduct Staff shall determine (by majority vote if the Student Conduct Staff consists of
more than one person) whether the Accused Student has violated each section of the Student Code which the
student is charged with violating.
h. The Student Conduct Staff’s determination shall be made on the basis of whether it is more likely than not
that the Accused Student violated the Student Code.
i. Formal rules of process, procedure, and/or technical rules of evidence, such as are applied in criminal or
civil court, are not used in Student Code proceedings.
5. If an Accused Student, with notice, does not appear before a Student Conduct Board Hearing, the
information in support of the charges shall be presented and considered even if the Accused Student is not present.
6. The Student Conduct Staff may accommodate concerns for the personal safety, well-being, and/or fears of
confrontation of the Complainant, Accused Student, and/or other witness during the hearing by providing separate
facilities, by using a visual screen, and/or by permitting participation by telephone, videophone, closed circuit
television, video conferencing, videotape, audio tape, written statement, or other means, where and as determined
in the sole judgment of the Vice President and Dean of Student Life.
B. Sanctions
1. The following sanctions may be imposed upon any student found to have violated the Student Code:
a. Warning—A notice in writing to the student that the student is violating or has violated institutional
regulations.
b. Probation—A written reprimand for violation of specified regulations. Probation is for a designated period
of time and includes the probability of more severe disciplinary sanctions if the student is found to violate any
institutional regulation(s) during the probationary period.
c. Loss of Privileges—Denial of specified privileges for a designated period of time.
d. Fines—Previously established and published fines may be imposed.
e. Restitution—Compensation for loss, damage, or injury. This may take the form of appropriate service
and/or monetary or material replacement.
f. Discretionary Sanctions—Work assignments, essays, service to the college, or other related discretionary
assignments.
g. Residence Hall Relocation—Relocation of the student from one room or residence hall to another room or
residence hall either for a definite period of time, or indefinitely.
h. Residence Hall Suspension—Separation of the student from the residence halls for a definite period of
time, after which the student is eligible to return. Conditions for readmission may be specified.
i. Residence Hall Expulsion—Permanent separation of the student from the residence halls.
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j. College Suspension—Separation of the student from the college for a definite period of time, after which
the student is eligible to return. Conditions for readmission may be specified.
k. College Expulsion—Permanent separation of the student from the college.
2. Withholding Degree—The College may withhold awarding a degree otherwise earned until the completion
of the process set forth in this Student Conduct Code, including the completion of all sanctions imposed, if any.
3. More than one of the sanctions listed above may be imposed for any single violation.
4. The following sanctions may be imposed upon groups or organizations:
a. Those sanctions listed above in article IV (B) (1) (a)–(f).
b. Loss of selected rights and privileges for a specified period of time.
c. Deactivation. Loss of all privileges, including college recognition, for a specified period of time.
5. In each case in which a Student Conduct Staff Hearing determines that a student and/or group or
organization has violated the Student Code, the sanction(s) shall be determined and imposed by the Student
Conduct Administrator. In cases in which persons other than, or in addition to, the Student Conduct Administrator
have been authorized to serve as Student Conduct Staff, the recommendation of the Student Conduct Staff shall be
considered by the Student Conduct Administrator in determining and imposing sanctions. The Student Conduct
Administrator is not limited to sanctions recommended by members of the Student Conduct Staff. Following the
Student Conduct Board Hearing, the Student Conduct Staff and the Student Conduct Administrator shall advise
the Accused Student, group and/or organization in writing of its determination and of the sanction(s) imposed, if
any.
C. Interim Suspension
Although students are ordinarily disciplined through the judicial process involving the Student Conduct Staff, the
College administration may invoke sanctions, including suspension from the College, in certain circumstances.
1. Upon verbal or written notification of charges, a student may be suspended pending the hearing and
determination thereof, only when the continued presence of such student would constitute an immediate danger to
the safety of person or property on the premises of the College.
2. In the event of such a suspension, the student upon request shall have the right to a hearing before the
Student Judiciary within five days after said demand with respect to the basis for such suspension.
3. A student who is dismissed is immediately denied use of any campus services or facilities and may not
participate in campus-sponsored activities. Keys belonging to the College, especially to the residence hall room,
must be turned in at the Student Life Office, the student I.D. card and vehicle decal must be returned to the
Student Life Office, and the premises must be vacated within 48 hours of dismissal.
4. The Dean of Student Life must authorize any exceptions. Failure to complete this process will jeopardize
readmission to the College.
5. The interim suspension does not replace the regular process, which shall proceed on the normal schedule,
up to and through a Student Conduct Staff Hearing, if required. However, the student should be notified in writing
of this action and the reasons for the suspension. The notice should include the time, date, and place of a
subsequent hearing at which the student may show cause why his or her continued presence on the campus does
not constitute a threat [and at which they may contest whether a campus rule was violated].
D. Appeals
1. A decision reached by the Student Conduct Staff or a sanction imposed by the Student Conduct
Administrator may be appealed by the Accused Student(s) or Complainant(s) within 48 hours of the decision.
Appeals involving Category 1 offenses will be heard by an Appellate Board of Student Conduct Staff. Appeals
involving Category 2 offenses, or cases involving habitual or egregious offenses of either Category 1 or Category 2
offenses will be heard by the Student Judiciary. Any such appeals shall be in writing and shall be delivered to the
Student Conduct Administrator or his or her designee.
2. Except as required to explain the basis of new information, an appeal shall be limited to a review of the
written record of the Student Conduct Staff Hearing and supporting documents for one or more of the following
purposes:
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a. To determine whether the Student Conduct Staff Hearing was conducted fairly in light of the charges and
information presented, and in conformity with prescribed procedures giving the complaining party a reasonable
opportunity to prepare and to present information that the Student Code was violated, and giving the Accused
Student a reasonable opportunity to prepare and to present a response to those allegations. Deviations from
designated procedures will not be a basis for sustaining an appeal unless significant prejudice results.
b. To determine whether the decision reached regarding the Accused Student was based on substantial
information, that is, whether there were facts in the case that, if believed by the fact finder, were sufficient to
establish that a violation of the Student Code occurred.
c. To determine whether the sanction(s) imposed were appropriate for the violation of the Student Code
which the student was found to have committed.
d. To consider new information, sufficient to alter a decision or other relevant facts not brought out in the
original hearing, because such information and/or facts were not known to the person appealing at the time of the
original Student Conduct Staff Hearing.
3. If an appeal is upheld by the Appellate Board, the decision rendered by the Appellate Board shall be
considered final and binding upon all involved.
4. If an appeal is not upheld by the Appellate Board, the decision reached by the Student Conduct Staff will
stand and will be considered final and binding by all involved.
5. Should the Student Judiciary hear an appellate case the decision rendered by the Judiciary shall be
considered final and binding upon all involved.
6. Only in cases involving potential Residence Hall Suspension or Expulsion, or Suspension or Expulsion
from the College the sanction may be appealed to the Vice President and Dean of Student Life.
7. If an appeal is not upheld once considered by the Vice President and Dean of Student Life, the matter shall
be considered final and binding upon all involved.
Article V: Interpretation and Revision
A. Any question of interpretation or application of the Student Code shall be referred to the Vice President
and Dean of Student Life or his or her designee for final determination.
B. The Student Code shall be reviewed every 2 years under the direction of the Student Conduct
Administrator.
Additional Information
Not all College policies and procedures affecting students are described in this catalog. More information about
student rights and regulations can be found in the Student Handbook provided each year to every student. The full
text of the 2015-2016 Student Handbook is available on line. The College reserves the right to change any rules and
regulations at any time.
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2015-2016 Academic Calendar
Fall Term
New Faculty Orientation Tuesday-Wednesday, August 18-19
Opening Faculty/Staff Conference Tuesday, August 25
New Students Arrive Wednesday, August 26
Opening Convocation Sunday, August 30
Classes Begin Monday, August 31
Family Weekend Friday-Saturday, September 18-19
Homecoming Friday-Saturday, October 2-3
Midterm Wednesday, October 14
Fall Break Thursday-Sunday, October 15-18
Thanksgiving Break Wednesday-Sunday, Nov. 25-29
Classes End Friday, December 4
Final Examinations Sunday-Friday, December 6-11
CentreTerm
Classes Begin Tuesday, January 5
Founders Day Celebration Wednesday, January 20
Classes End Tuesday, January 26
Spring Term
Classes Begin Wednesday, February 3
Midterm Friday, March 18
Spring Break Saturday-Sunday, March 19-27
Classes End Tuesday, May 10
Final Examinations Thursday-Wednesday, May 12-18
Commencement Sunday, May 22
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College Directory
The Board of Trustees
Centre College is controlled by a self-perpetuating Board of Trustees. The trustees are divided into six annual
classes of not more than six persons. The presiding officer of the Board of Trustees is the chair of the Board,
elected annually. The president of the College is the executive officer of the Board and the chief executive officer of
the College.
Officers of the Board of Trustees
Randal B. Kell: Chair of the Board
Mark E. Nunnelly: Vice Chair of the Board
James D. Rouse: Secretary of the Board
John A. Roush: President of the College
Yvonne York Morley: Assistant Secretary of the Board
Trustees
Class Of 2016
Greg W. Caudill
President and CEO, Farmers National Bank
Danville, Kentucky
Paul W. Chellgren
Operating Partner, Snow Phipps Group, LLC
Villa Hills, Kentucky
Barb Emler
Pediatric Dentist
Lexington, Kentucky
Jeffrey L. Mackin
President, Interlock Industries, Inc.
Prospect, Kentucky
Eddy Roberts Jr.
State President, Retired, Bell South
Louisville, Kentucky
James D. Rouse
Partner, Rouse & Rouse
Versailles, Kentucky
Class Of 2017
John R. Barton
Physician
Lexington, Kentucky
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Rutheford B. Campbell
Professor of Law, University Of Kentucky
Lexington, Kentucky
Vicki A. Darnell
President/CEO, Ephraim McDowell Health
Danville, Kentucky
Mark E. Nunnelly
Senior Advisor, Bain Capital
Commissioner of Revenue, Commonwealth of Massachusetts
Dover, Massachusetts
Peggy Purdom Patterson
U.S. Magistrate Judge, Retired, U.S. District Court Eastern District Of Kentucky
Bloomfield, Kentucky
George W. Privett, Jr.
Physician
Lexington, Kentucky
Class Of 2018
Anita M. Britton
Attorney, Britton, Osborne, Johnson, PLLC
Versailles, Kentucky
Sheila A. Burks
Corporate Counsel, OFS Fitel, LLC
Alpharetta, Georgia
Joanne K. Duncan
President, Inez Deposit Bank
Inez, Kentucky
Angie M. Evans
Manager, Corporate Responsibility, LG&E and KY Electric, LLC
Louisville, Kentucky
Kenneth J. Mardick
President, M3 Resources USA
Birmingham, Alabama
Lee D. Tatum
Senior Executive, Brown-Forman Corp.
Anchorage, Kentucky
67

Class Of 2019
William S. Bowmer III
Managing Director, Barclays
Palo Alto, California
Robert L. Elliott
Partner, Elliott, Houlihan, & Skidmore, LLP
Georgetown, Kentucky
G. Watts Humphrey Jr.
President, GWH Holdings, Inc.
Pittsburgh, Pennsylvania
Tao Le
Physician
Elizabethtown, Kentucky
Brian Mefford
CEO, Connected Nation Exchange
Alvaton, Kentucky
James L. Rogers III
CEO, Packers of Indian River Inc.
Vero Beach, Florida
Class Of 2020
Jess Correll
Founder, First Southern Bancorp, Inc.
Stanford, Kentucky
Lea Stromire Johnson
Attorney, Moore and VanAllen
Charlotte, North Carolina
Randal B. Kell
President and CEO, The Mark Winkler Company
Annapolis, Maryland
Daryll W. Martin
President, Percipient Resources
Pittsboro, North Carolina
Thomas H. Meeker
President and CEO, Retired, Churchill Downs Inc.
Louisville, Kentucky
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Kevin D. Taylor
Madison, Wisconsin
Class Of 2021
Thomas R. Baeker
Physician
Danville, Kentucky
Crit Luallen
lieutenant Governor, Commonwealth of Kentucky
Frankfort, Kentucky
John H. Newman
Senior Partner, retired, Sidley Austin LLP
Naples, Florida
James C. Seabury, III
CEO, Enterprise Electric
Nashville, Tennessee
James A. Smith
Innovation Consultant
Saint Charles, Illinois
Life Trustees
J. David Grissom
Chairman, Mayfair Capital
Louisville, Kentucky
Pierce Lively
Judge, Retired, U.S. Sixth Circuit Court of Appeals
Danville, Kentucky
Nelson D. Rodes Jr.
Chairman of the Board, Retired, Farmers National Bank of Danville
Danville, Kentucky
Trustees Emeriti
S. Gordon Dabney
Louisville, Kentucky
Gordon B. Davidson
Louisville, Kentucky
Richard L. Frymire
Madisonville, Kentucky
69

Mary H. Griffith
Vine Grove, Kentucky
Elizabeth T. Kennan
Danville, Kentucky
John W. Landrum
Harrodsburg, Kentucky
Charles J. Luellen
Austin, Texas
Joseph H. Patterson
Charlotte, North Carolina
Lillian H. Press
Lexington, Kentucky
James M. Ratcliffe
Louisville, Kentucky
Jane L. Stevenson
Owensboro, Kentucky
Margaret A. Stroup
Satelitte Beach, Florida
Administrative Officers and Staff
Senior Administrative Officers
(Dates in parentheses indicate the year in which the officer took office.)
John A. Roush (1998)
President of the College
B.A., Ohio University; M.Ed., Ph.D., Miami University
Kay Drake (2002)
Director of Human Resources and Administrative Services
M.A., Eastern Kentucky University
Stephanie L. Fabritius (2006)
Vice President for Academic Affairs, Dean of the College, and Professor of Biology
B.S., Pepperdine University; Ph.D., Purdue University
Wm. Bradley Fields (2013)
Director of Athletics and Recreation
B.S., Centre College; M.S., California University of Pennsylvania
70

Beth Glazier-McDonald (2011)
Associate Dean of the College and Stodghill Professor of Religion
B.A., George Washington University; M.Div., Ph.D., The University of Chicago
Wm. Randy Hays (2001)
Vice President and Dean of Student Life
B.S., Berea College; M.S., University of Kentucky
Robert L. Keasler (2012)
Vice President for Finance and Treasurer
B.S., M.P.Acc., Clemson University
James P. Leahey (1997)
Associate Vice President for Legal Affairs and Gift Planning B.A.,
Centre College; J.D. Indiana University
Yvonne York Morley (1997)
Executive Assistant to the President and Assistant Secretary of the Board of Trustees
B.A., University of Kentucky
Robert M. Nesmith (2010)
Dean of Admission and Student Financial Planning
B.A., Centre College
J. Patrick Noltemeyer (2013)
Special Assistant to the President for Institutional Research and Special Events
B.S., Centre College, M.S., University of Kentucky, Ph.D., University of Louisville
Milton M. Reigelman (1998)
Special Assistant to the President, Director of International Programs, and Professor of English
B.A., College of William and Mary; M.A., University Of Pennsylvania; M.A., Ph.D., University of Iowa
Michael Strysick (2011)
Director of Communications
B.A., University of Minnesota; M.A., Ph.D., Binghamton University, State University of New York
Richard W. Trollinger (1994)
Vice President for College Relations
B.A., Emory and Henry College; M.Ed., Vanderbilt University; Ph. D., University of Kentucky
Office of the President
John A. Roush
President of the College
Ph.D., Miami University
Yvonne York Morley
71

Executive Assistant to the President and Assistant Secretary of the Board of Trustees
B.A., University of Kentucky
J. Patrick Noltemeyer
Special Assistant to the President for Institutional Research and Special Events
Ph.D., University of Louisville
Milton M. Reigelman
Special Assistant to the President, Director of International Programs, and Professor of English
Ph.D., University of Iowa
Admission and Financial Aid
Robert M. Nesmith
Dean of Admission and Financial Aid
B.A., Centre College
Pam Baughman
Director of Admission Operations
B.A., Centre College
Gregory Chery
Assistant Director of Admission
B.A., Centre College
Hannah Colliver
Admission Counselor
B.A., Centre College
Jackie Conley
Financial Aid Counselor
B.A., Berea College
David Dewitt
Associate Director of Admission
B.S., Centre College
Laura Keown
Senior Associate Director of Financial Aid
B.A., Cumberland College
Kevin D. Lamb
Associate Dean of Admission and Financial Aid
M.Ed., Vanderbilt University
Sarah Miller
Associate Director of Admission
72

M.Ed., Springfield College
Kendra Montejos
Admission Counselor
B.A., Centre College
Anne K. Murphy
Associate Director of Admission
M.A., University of Chicago
Athletics
Brad Fields
Director of Athletics and Recreation
M.S. California University of Pennsylvania
Communications
Michael Strysick
Director of Communications
Ph.D., Binghamton University, State University of New York
Diane Fisher Johnson
Senior Associate Director of Communications, College Editor, and Centrepiece Editor
B.A., University of Virginia
Ryan Lanigan
Visual and Web Designer
B.F.A., Eastern Kentucky University
G. Thomas Sturgeon Jr.
Associate Director of Communications for Visual and Web Design
B.F.A., University Of Kentucky
Amy Clark Wise
Assistant Director of Communications for Public Relations and Marketing
B.A., University of Kentucky
Office of Academic Affairs
Stephanie L. Fabritius
Vice President for Academic Affairs, Dean of the College, and Professor of Biology
Ph.D., Purdue University
Beth Glazier-McDonald
Associate Dean of the College and H.W. Stodghill, Jr. and Adele H. Stodghill Professor of Religion
Ph.D., University of Chicago
Daniel Manheim
73

Chair of the Humanities Division and H.W. Stodghill, Jr. and Adele H. Stodghill Professor of English
Ph.D., Columbia University
Steven M. Beaudoin
Chair of the Social Studies Division and Ewing T. Boles Professor of History
Ph.D., Carnegie Mellon University
Brian Cusato
Chair of the Science and Mathematics Division and Associate Professor of Psychology
Ph.D., University of Texas - Austin
Mary R. Gulley
Assistant Dean for Advising, Assistant Professor of Psychology
Ph.D., University of Louisville
Megan Noltemeyer
Academic Fellow
M.E., Texas Tech University
Center for Career and Professional Development
Joy Asher
Director
M.S., University of Kentucky
Kirk Knott
Associate Director
M.Ed., Texas Tech University
Morgan McKenzie
Employer Relations Specialist
B.A., University of Kentucky
Mindy Wilson
Assistant Director
M.A., University of North Carolina at Chapel Hill
Center for Global Citizenship
Milton M. Reigelman
Special Assistant to the President and Director, Center for Global Citizenship
Ph.D., University Of Iowa
Stephen Swan
International Student Advisor
M.S., Troy University
Center for Teaching and Learning
74

Sarah Lashley
Director of the Center for Teaching and Learning and Assistant Professor of Environmental Studies
Ph.D., University of Michigan
Kristi Burch
Academic Technology Specialist
M.S., DeVry University
Ellen Prusinski
Assistant Director and Coordinator of Experiential Learning and Assistant Professor of Education
Ph.D., Indiana University
Todd Sheene
Event and Video Production Coordinator
B.A., Western Kentucky University
Candace L. Wentz
Instructional Technology Coordinator and Instructor of Education
M.Ed., Bowling Green State University
Information Technology Services
Keith Fowlkes
Director of Information Technology Service and Chief Information Officer
M.B.A., Webster University
David Abney
Web Developer/Programmer
B.S., Eastern Kentucky University
Daniel Clark
Technical Support Specialist
B.S., Berea College
David L. Frey
Associate Director of Information Technology Services
B.A., University Of Findlay
Allen Levi
Systems and Security Specialist
A.S., Sullivan University
Patrick Lowe
Academic Systems Coordinator
B.S., Eastern Kentucky University
Emily Reese
75

Database Programmer/Analyst
B.S., Eastern Kentucky University
Russ Strunk
User Support & Technology Support Center Manager
A.A., Germanna College
Shane Wilson
Senior Systems and Network Coordinator
B.B.A., University Of Kentucky
Stacie Yates
Senior Database Programmer/Analyst
B.S., Campbellsville University
Library
Stanley R. Campbell
Director of the Library
M.S.L.S., University Of Kentucky
Crystal Ellis
Reference and Interlibrary Loan Librarian
M.L.S., University of Kentucky
Carolyn Frey
Associate Director of the Library
M.S.L.I.S., Drexel University
Jennifer Green
Electronic Resources and Reference Librarian
M.S., University of Kentucky
Lanna McAninch
Circulation Supervisor
B.A., Rank I, Eastern Kentucky University
Beth Morgan
Technical Services Librarian/Systems Administrator
M.L.S., University of Kentucky
Ann Silver
Slide Curator
B.A., Grinnell College
Office of the Registrar
Timothy P. Culhan
76

Registrar
B.A., Centre College
Thomas E. Manuel
Associate Registrar
B.B.A., University of Kentucky
Office of Student Affairs
Wm. Randy Hays
Vice President and Dean of Student Life
M.S., University Of Kentucky
Kendrick Durham
Director of Campus Activities
M.E., University of South Carolina
Sarah Scott Hall
Associate Dean and Director of the Grissom Scholars Program and Student Leadership
M.S., University of Kentucky
Matt Klooster
Director of Community Service and the Bonner Program
Ph.D., University of Cincinnati
Jacob Raderer
Director of Residence Life
M.A., Bowling Green State University
Alycia Tidrick
Director of Greek Life and New Student Orientation
M.A., Ohio State University
Ann S. Young
Director of Student Life and Housing
M.S., Eastern Kentucky University
Office of Religious Life
Richard D. Axtell
Paul L. Cantrell Professor of Religion and Chaplain
Ph.D., Southern Baptist Theological Seminary
Parsons Student Health Center
Kathy Jones
Director of Parsons Student Health Center
B.S., Eastern Kentucky University
77

Amanda Goodwin
Physician Assistant
M.A., University of Kentucky
Ann Goodwin
Director of Counseling
M.S.W., Washington University
Joel Klepac
Counselor
M.A., Asbury Theological Seminary
Michael Spears
Counselor
Eastern Kentucky University
Public Safety
Gary D. Bugg
Director of Public Safety
B.S., Centre College
Kevin Milby
Director of Public Safety
M.S., Eastern Kentucky University
Office of College Relations
Richard W. Trollinger
Vice President for College Relations
Ph.D., University of Kentucky
Development and Alumni Affairs
Shawn Lyons
Associate Vice President for Development and Alumni Affairs
B.S., Centre College
Kathryn Bowles
Associate Director of Corporate and Foundation Relations
M.A., University of Kentucky
Colleen Courtwright
Associate Director of Alumni Affairs
B.A., Transylvania University
Doug Draut
Director of Leadership Gifts
M.A., Webster University
78

Elizabeth Graves
Director of Corporate and Foundation Relations
M.B.A., University of Kentucky
Jocelyn Kantor
Development Fellow
B.A., Centre College
James P. Leahey
Associate Vice President for Legal Affairs and Director of Gift Planning
J.D., Indiana University of Law
Caty Mercer McCormick
Director of Leadership Gifts
M.A., University of Louisville
Megan Haake Milby
Director of Alumni Affairs
B.A., Centre College
Laura Coleman Pritchard
Director of Campaign Communications
M.A., University of Kentucky
Krista Rinehart
Assistant Director of Annual Giving
M.P.A., University of Kentucky
Jacky Thomas Seaver
Director of Annual Giving
M.S., University of Kentucky
Mona Gordon Wyatt
Director of Donor Relations and the Parents Program
B.A., University of Kentucky
Norton Center for The Arts
Steven A. Hoffman
Executive Director
M.A., University of Wisconsin
Dana Bart
Art Director
M.F.A., Institute of Fine Arts Bucharest
Mark De Araujo
79

Technical Director and Associate Professor of Dramatic Arts
M.A., Indiana University
Jessica Durham
Engagement Coordinator
M.A., Eastern Kentucky University
Mandy Prather
Director of Marketing and Development
B.A., Clemson University
Sharon Rogers-Hinkle
Box Office Manager
A.B.M., Lindsey Wilson College
Human Resources and Administrative Services
Kay L. Drake
Director of Human Resources and Administrative Services
M.A., Eastern Kentucky University
Facilities Management
D. Wayne King
Director of Facilities Management
M. Scott Messer
Associate Director of Facilities Management
Donald Taylor
Manager of Custodial Operations and General Services
Office of Finance
Robert L. Keasler Jr., CPA
Vice President for Finance and Treasurer
M.P.Acc., Clemson University
R. Scott Owens
Controller
B.S., Berea College
Ann Smith
Assistant to the Vice President for Finance and Treasurer
M.B.A., Morehead State University
Faculty of the College
(Date in parentheses indicates year of initial appointment.)
80

ANDREA C. ABRAMS (2007)
Associate Professor of Anthropology; B.A., Agnes Scott College; M.A., Ph.D., Emory University
DAVID A. ANDERSON (1992)
Paul G. Blazer Professor of Economics; B.A., University of Michigan; M.A., Ph.D., Duke University
KYLE D. ANDERSON (2010)
Assistant Professor of Chinese; B.A., M.A., Brigham Young University; Ph.D., Pennsylvania State University
MARIA R. APOSTOLOVA-MIHAYLOVA (2015)
Assistant Professor of Economics; B.S., M.S., University of National and World Economy, Sofia, Bulgaria; M.S.,
Université Pierre Mendès France; M.B.A., Montclair State University; M.S., Ph.D., University of Kentucky
STEPHEN E. ASMUS (1996)
H. W. Stodghill, Jr. and Adele H. Stodghill Professor of Biology; B.S., Cleveland State University; Ph.D., University
of Michigan
RICHARD D. AXTELL (1992)
H. W. Stodghill, Jr. and Adele H. Stodghill Professor of Religion and Chaplain; B.A., Mississippi College; M.Div.,
Ph.D., Southern Baptist Theological Seminary
DINA M. BADIE (2012)
Assistant Professor of Politics and International Studies; B.A., M.A., Ph.D., University of Connecticut
GENNY D. BALLARD (2004)
Associate Professor of Spanish; B.A., Centre College; M.A.T., University of Louisville; Ph.D., University of
Kentucky
STEVEN BEAUDOIN (1997)
Ewing T. Boles Professor of History and Chair Social Studies Division; B.A., Bates College, M.A., University of
Maine, M.A., Ph.D., Carnegie Mellon University
LAURENCE S. BITENSKY (1998)
W. George Matton Professor of Music; B.Mus., New England Conservatory of Music; M.M., Ithaca College;
D.M.A., Cornell University
JAMES J. BLOOM (2011)
Assistant Professor of Art History; B.A., Dartmouth College; M.A. Candidate, University of Virginia; Ph.D., Duke
University
ROBERT M. BOSCO (2010)
Assistant Professor of International Studies; B.A., Wheaton College; M.A., American University; Ph.D., University
of Connecticut
MICHAEL K. BRADSHAW (2014)
Associate Professor of Computer Science; B.A., Centre College; M.S., Ph.D., University of Massachusetts Amherst
MELISSA BURNS-CUSATO (2006)
81

Elizabeth Malloy Dowling Associate Professor of Psychology; B.A., Southwestern University; Ph.D., University of
Texas, Austin
EVA M. CADAVID (2008)
Associate Professor of Philosophy; B.A., B.S., Florida International University; M.A., Ph.D., University of
Rochester
LAURA E. CHINCHILLA (2015)
Assistant Professor of Spanish; B.A., Louisiana State University; M.A., Ph.D., University of Illinois, Urbana-
Champaign
ALLISON CONNOLLY (2007)
NEH Associate Professor of French; B.A., Hollins University; M.A., Ph.D., The University of North Carolina at
Chapel Hill
WILLIAM F. COSTLEY (2013)
Assistant Professor of Spanish; B.A., Centre College; M.A., Bowling Green State University; Ph.D., The University
of Arizona
EMILY R. CRANFORD (2013)
Visiting Assistant Professor of French and Humanities; B.A., Wake Forest University; M.A., Ph.D., University of
North Carolina at Chapel Hill
BRIAN CUSATO (2006)
Associate Professor of Psychology, Chair Science and Mathematics Division; B.A., Muhlenberg College; M.A.,
Bucknell University; Ph.D., University of Texas, Austin
ROBYN E. CUTRIGHT (2009)
Associate Professor of Anthropology; B.A., Lawrence University; M.A., Ph.D., University of Pittsburgh
MARY BLYTHE DANIELS (1996)
Professor of Spanish; B.A., University of North Carolina at Greensboro; M.A., University of Wisconsin; Ph.D.,
University of Kentucky
MARK de ARAUJO (1979)
Associate Professor of Dramatic Arts and Technical Director of the Norton Center; B.F.A., University of Florida;
M.A., Indiana University
LEONARD T. DEMORANVILLE (2012)
Assistant Professor of Chemistry; B.S. Eastern Nazarene College; Ph.D., University of Maryland
STEPHANIE E. DEW (1994)
Professor of Biology, B.A., Centre College; Ph.D., Vanderbilt University
JASON P. DOROGA (2013)
Assistant Professor of Spanish; B.A., University of Dallas; M.A., University of Texas-Arlington; Ph.D. candidate,
University of Wisconsin-Madison
82

STEPHEN C. DOVE (2012)
Assistant Professor of History; B.A., Baylor University; M. Div., Fuller Theological Seminary; Ph.D., University of
Texas at Austin
JONATHAN L. EARLE (2012)
Assistant Professor of History; B.A., Kentucky Mountain Bible College; M.A., Asbury Theological Seminary; Ph.D.,
University of Cambridge
SARA A. EGGE (2012)
Assistant Professor of History; B.S. North Dakota State University; M.A., Ph.D., Iowa State University
NICOLÁS EILBAUM (2015)
Visiting Assistant Professor of Sociology; B.A., University of Buenos Aires; M.A., Ph.D., University of Kansas
HELEN V. EMMITT (2002)
J. Rice Cowan Professor of English; A.B., Bryn Mawr College; Ph.D., University of California-Berkeley
MICHAEL M. FABRITIUS (2006)
Professor of Economics; B.A., S.U.N.Y., Fredonia; M.A., New Mexico State University; Ph.D., University of Texas,
Austin
STEPHANIE L. FABRITIUS (2006)
Vice President for Academic Affairs, Dean of the College, Professor of Biology; B.S., Pepperdine University; Ph.D.,
Purdue University
AMANDA R. FALK (2015)
Visiting Assistant Professor of Biology; B.S., Lake Superior State University; M.S., Ph.D., University of Kansas
JEFFREY EDWARD FIEBERG (2005)
Associate Professor of Chemistry; B.S., Centre College; M.S., University of Illinois at Urbana-Champaign; Ph.D.,
University of Texas at Austin
AMY R. FREDERICK (2015)
Visiting Assistant Professor of Art History; B.A., Duke University; M.A., Ph.D., Case Western Reserve University
MARK L. GALATOWITSCH (2015)
Assistant Professor of Biology; B.S., Allegheny College; M.S., University of Georgia; Ph.D., University of
Canterbury
MARIA GALVAN (2010)
Visiting Instructor of Spanish; B.A., Vasco de Duiroga; M.A.
KAREN E. GILL (2015)
Visiting Assistant Professor of Behavioral Neuroscience; B.S., University of North Carolina; M.S., University of
Kentucky; Ph.D., University of Kentucky
BETH GLAZIER-McDONALD (1988)
Associate Dean of the College, H.W. Stodghill, Jr. and Adele H. Stodghill Professor of Religion; B.A., George
83

Washington University; M.A., Ph.D., University of Chicago
AARON GODLASKI (2012)
Assistant Professor of Psychology; B.A., M.S., Ph.D., University of Kentucky
JENNIFER L. GOETZ (2011)
Assistant Professor of Psychology; B.S., Carnegie Mellon University; Ph.D., University of California, Berkley
MARY R. GULLEY (2004)
Assistant Professor of Psychology and Assistant Dean for Advising; B.A., Transylvania University; M.A., Ph.D.,
University of Louisville
ANTHONY R. HAIGH (1991)
Professor of Dramatic Arts; Diploma, Rose Bruford College; M.A., University of Lancaster; Ph.D., Michigan State
University
JANUARY D. HAILE (2008)
Associate Professor of Chemistry and Biochemistry and Molecular Biology; B.S., Emory & Henry College; Ph.D.,
Virginia Tech
W. DAVID HALL (2002)
Associate Professor of Religion and Philosophy; B.A., California State University; Ph.D., M.Div., University of
Chicago
MATTHEW R. HALLOCK (1997)
Professor of Dramatic Arts; B.S., State University of New York at New Paltz; M.F.A., Western Illinois University
MYKOL C. HAMILTON (1988)
H. W. Stodghill, Jr. and Adele H. Stodghill Professor of Psychology; B.A., Stanford University; M.A., San Jose
State; M.A., Ph.D., University of California at Los Angeles
JOHN J. HARNEY (2013)
Assistant Professor of History; B.A., University of College Cork; M.A., University of Sheffield; Ph.D., University of
Texas at Austin
LORI HARTMANN-MAHMUD (1999)
Frank B. and Virginia B. Hower Associate Professor of International Studies; BA., Denison University; M.A.,
Ph.D., University of Denver
CHRISTIAN P.B. HASKETT (2012)
Assistant Professor of Religion; B.A., Marywood University; M.A., Columbia University; Ph.D., University of
Wisconsin
JEFFREY W. HEATH (2007)
Associate Professor of Mathematics; B.S., Georgetown College; M.S., Ph.D., University of Maryland
84

CHARLES M. HOKAYEM (2014)
Visiting Assistant Professor of Economics; B.S., Centre College; M.S., University of Wisconsin-Madison; Ph.D.,
University of Kentucky
BRIANNA C. HUGHES (2015)
Visiting Assistant Professor of Chemistry; B.S., Georgia Southern University; Ph.D., University of Tennessee
LEE M. JEFFERSON (2008)
Assistant Professor of Religion; B.A., M.A., Ph.D., Vanderbilt University
JUDITH K. JIA (1998)
Professor of Art; B.A., Kansas University; M.F.A., University of Massachusetts at Dartmouth
BRUCE K. JOHNSON (1987)
James Graham Brown Professor of Economics; B.A., Transylvania University; Ph.D., University of Virginia
PATRICK KAGAN-MOORE (1992)
Professor of Dramatic Arts; B.S., Oregon State University; M.A., Western Washington University; Ph.D., Ohio
State University
JACOB O. KAMM, II (2015)
Professor of Practice of Economics; B.A. Davidson College; MAcc, Cleveland State University; M.B.A., University
of North Carolina, Chapel Hill
MATTHEW P. KASSNER (2014)
Visiting Assistant Professor of Psychology; B.A., University of Tennessee; M.S., Ph.D., Purdue University
CHARLES KENNETH KEFFER, JR. (1979)
H. W. Stodghill, Jr. and Adele H. Stodghill Professor of French and German; B.A., University of North Carolina at
Wilmington; M.A., Ph.D., University of North Carolina at Chapel Hill
JAMES G. KELLY (2008)
Associate Professor of Physics; B.S., California Polytechnic State University; M.S., University Washington; Ph.D.,
University of California-Davis
JOEL M. KILTY (2009)
Associate Professor of Mathematics; B.A., Asbury College; M.A., Ph.D., University of Kentucky
JOHN S. KINKADE (2006)
Charles T. Hazelrigg Associate Professor of English and Director of Writing Center; B.A., Centre College; M.A.,
Ph.D., University of Texas, Austin
DANIEL J. KIRCHNER (2009)
Assistant Professor of Philosophy; B.A., Johns Hopkins University; M.A., Harvard University; Ph.D., Indiana
University
MATTHEW R. KLOOSTER (2010)
Assistant Professor of Biology and Director of Community Service and the Bonner Program; B.S. Xavier
85

University; Ph.D., University of Cincinnati
BENJAMIN R. KNOLL (2010)
Assistant Professor of Politics; B.A., Utah State University; M.A., Ph.D., University of Iowa
DANIELLE M. La LONDE (2013)
Assistant Professor of Classics; B.A., University of California, Santa Cruz; M.A., Ph.D., New York University
SARAH LASHLEY (2012)
Assistant Professor of Environmental Studies and Director of the Center for Teaching and Learning; B.A.,
Allegheny College; M.S., Ph.D., University of Michigan
NATHAN LINK (2006)
NEH Associate Professor of Music; B.A., Macalester College; M.A., University of Washington; M.A., M. Phil.,
Ph.D., Yale University
JAEMI B. LOEB (2012)
Assistant Professor of Music; B.A., Brown University; M.M., University of North Carolina; D.M.A., University of
Houston
PHILIP LOCKETT (1990)
Professor of Physics; B.A., Centre College; M.S.E., University of Pennsylvania; Ph.D., University of Kentucky
ANNE E. LUBBERS (1993)
Professor of Biology; B.S., University of Wisconsin at Green Bay; Ph.D., Duke University
MARK T. LUCAS (1981)
Alfred P. and Katherine B. Jobson Professor of English; B.A., Centre College; M.A., Ph.D., University of North
Carolina at Chapel Hill
PATTEN P. MAHLER (2014)
Assistant Professor of Economics; B.S. Davidson College, M.A., Duke University; Ph.D., University of Virginia
DANIEL MANHEIM (1991)
H.W. Stodghill, Jr. and Adele H. Stodghill Professor of English and Chair Humanities Division; A.B., Amherst
College; M.A., M.Phil., Ph.D., Columbia University
ALEX M. McALLISTER (1999)
H. W. Stodghill, Jr. and Adele H. Stodghill Professor of Mathematics; B.S., Virginia Polytechnic Institute & State
University; Ph.D., University of Notre Dame
C. THOMAS McCOLLOUGH (1980)
Nelson D. and Mary McDowell Rodes Professor of Religion; B.A., University of Florida; M.Div., Duke University
Divinity School; M.A., Ph.D., University of Notre Dame
J. PRESTON MILES (1981)
John C. Walkup Professor of Chemistry; B.A., Centre College; Ph.D., University of Kentucky
86

H. E. MONTGOMERY, JR. (2000, 2005)
Professor of Chemistry; B.A., Berea College; Ph.D., University of Kentucky
BETSY L. MONTGOMERY-SMITH (2015) Visiting Assistant Professor of International Studies; B.S., Florida
State University; M.A., Ph.D., Georgia State University
JAMES V. MORRISON (1993)
H.W. Stodghill, Jr. and Adele H. Stodghill Professor of Classics; B.A., Oberlin College; M.A., University of
Washington; Ph.D., University of Michigan
PATRICE D. MOTHION (2001)
Associate Professor of French; B.A., M.A., Université de Caen; Ph.D., The City University of New York
SARAH W. MURRAY (2006)
Associate Professor of Education; B.A., Western Kentucky University; M.A., Eastern Kentucky University; Ph.D.,
University of Kentucky
JENNIFER L. MUZYKA (1994)
H.W. Stodghill, Jr. and Adele H. Stodghill Professor of Chemistry; B.S., University of Dallas; Ph.D., University of
Texas
JASON D. NEISER (2006)
Associate Professor of Physics; B.S., Centre College; Ph.D., University of Rochester
MARIE L. NYDAM (2012)
Assistant Professor of Biology; B.S., University of California; Ph.D., Cornell University
A. ENDRE NYERGES (1997)
Professor of Anthropology; B.S., Earlham College; M.A., Ph.D., University of Pennsylvania
KELLY E. O’QUIN (2014)
Assistant Professor of Biology; B.S., Louisiana State University; Ph.D., University of Maryland
AZITA S. OSANLOO (2015) Assistant Professor of English; B.A., Oberlin College; M.F.A., University of
Montana; Ph.D., Florida State University
J. CHRISTOPHER PASKEWICH (2009)
Associate Professor of Politics; B.A., M.S., Rensselaer Polytechnic Institute; Ph.D., University of Connecticut
PHYLLIS PASSARIELLO (1988)
W. George Matton Professor of Anthropology; B.A., Barnard College, Columbia University; M.A., Ph.D.,
University of California at Berkeley
KERRY A. PAUMI (2009)
Assistant Professor of Chemistry; B.S., Gettysburg College; Ph.D., Wake Forest University
STACEY L. PEEBLES (2011)
Assistant Professor of English; B.A., M.A., Ph.D., The University of Texas at Austin
87

JOHN J. PERRY (2007)
Associate Professor of Economics; B.S., Centre College; M.S., Ph.D., University of Kentucky
MARIE T. PETKUS (2008)
Associate Professor of Economics; B.S., University of Maryland; M.A., Ph.D., University of Chicago
MATTHEW O. PIERCE (2011)
Assistant Professor of Religion; B.A., Bryan College; Ph.D., Boston University
DONNA M. PLUMMER (1996)
Professor of Education; B.S., Texas Wesleyan University; M.A., University of Texas at Arlington; Ph.D., University
of Missouri at Columbia
STEPHEN R. POWELL (1983)
H. W. Stodghill, Jr. and Adele H. Stodghill Professor of Art; B.A., Centre College; M.F.A., Louisiana State
University
ELLEN PRUSINSKI (2014)
Coordinator for Engaged and Experiential Learning, Assistant Professor of Education; B.A., Grinnell College;
M.P.A., Ph.D., Indiana University
RAVISHEKHAR RADHAKRISHNAN (2012)
Assistant Professor of Economics; B.A., University of Delhi; M.A., Delhi School of Economics; M.A., Ph.D.,
Virginia Tech
MARK D. RASMUSSEN (1989)
Charles J. Luellen Professor of English; B.A., M.A., Harvard University; M.A., Ph.D., Johns Hopkins University
MILTON M. REIGELMAN (1971)
Professor of English, Special Assistant to the President, and Director, Center for Global Citizenship; B.A., College
of William and Mary; M.A., University of Pennsylvania; M.A., Ph.D., University of Iowa
MARGARET G. RICHEY (1989)
Ewing T. Boles Professor of Biology and Biochemistry and Molecular Biology; B.S., M.S., Ph.D., University of
Kentucky
ANDREW R. ROCHE (2009)
Associate Professor of Philosophy; M.A., Amherst College; Ph.D., Harvard University
BRUCE E. RODENBORN (2014)
Assistant Professor of Physics; B.A., University of St. Louis; B.S., Ph.D., University of Texas-Austin
ROSE-MARIE ROESSLER (2004)
Instructor of Biology and Coordinator of Biology Laboratories; B.S., University of Kentucky; M.S., Eastern
Kentucky University
NÚRIA SABATÉ-LLOBERA (2007)
Associate Professor of Spanish; B.A., Universitat de Lleida; M.A., Ph.D., University of Kentucky
88

CHRISTINE A. SHANNON (1989)
Margaret V. Haggin Professor of Mathematics and Computer Sciences; B.S., Marygrove College; M.S., University of
Kentucky; M.S., Ph.D., Purdue University
SHAYNA SHEINFELD (2015)
Visiting Instructor of Religion; B.A., DePaul University; M.T.S., Harvard Divinity School; Ph.D. candidate, McGill
University
KATIEANN R. SKOGSBERG (2008)
Associate Professor of Behavioral Neuroscience; B.S., B.A., Boise State University; M.S., Ph.D., Northwestern
University
A. IULIA SPRINCEANA (2014)
Assistant Professor of Spanish; B.A. Middlebury College; Ph.D., University of California, Berkeley
TARA E. STRAUCH (2015) Assistant Professor of History; B.A., College of Wooster; M.A., Ph.D., University of
South Carolina
DANIEL G. STROUP (1976)
Pierce and Amelia Harrington Lively Professor of Government and Law; B.A., University of Dayton; M.A., Ph.D.,
University of Virginia
CHARLES J. SUER (2015)
Visiting Assistant Professor of Mathematics; B.S., University of Dayton; M.A. and Ph.D., University of Louisville
ELLEN R. SWANSON (2012)
Assistant Professor of Mathematics; B.S., Wittenberg University; M.S., Ph.D., North Carolina State University
SHELDON TAPLEY (1983)
H. W. Stodghill, Jr. and Adele H. Stodghill Professor of Art; B.A., Grinnell College; M.F.A., University of Nebraska
DAVID M. TOTH (2014)
Assistant Professor of Computer Science; B.A., Connecticut College; M.S., Ph.D., Worcester Polytechnic Institute
AMOS TUBB (2005)
Gordon B. Davidson Associate Professor of History; B.A., University of California Davis; M.A., Ph.D., University
of California Riverside
JOHANN J. VAN NIEKERK (2015)
Assistant Professor of Music; B.M., University of Pretoria, South Africa; M.M., Temple University; Ph.D.,
University of Washington
WILLIAM W. WEBER (2014)
Visiting Assistant Professor of English; B.A., The University of the South; B.A., Ph.D., Yale University
BRETT A. WERNER (2013)
Assistant Professor of Environmental Studies; B.A., St. Olaf College; M.A., Ph.D., University of Minnesota
89

JAN J. WERTZ (2002)
Associate Professor of Psychology; B.S., Montana State University; M.S., Ph.D., University of Kentucky
WILLIAM J. WESTON (1990)
John M. and Louise Van Winkle Professor of Sociology; B.A., Swarthmore College; M.A.R., Yale Divinity School;
M.A., M. Phil., Ph.D., Yale University
PHILIP W. WHITE (1999)
Professor of English; B.A., M.A., Brigham Young University; Ph.D., University of Massachusetts
LESLEY W. WIGLESWORTH (2008)
Associate Professor of Mathematics; B.A., Transylvania University; M.A., Ph.D., University of Louisville
KAELYN E. WILES (2013)
Assistant Professor of Sociology; B.A., Oberlin College; M.A., Ph.D., University of Wisconsin-Madison
LISA WILLIAMS (2001)
Paul L. Cantrell Associate Professor of English and Director of Creative Writing Program; B.A., Belmont
University; M.A., University of Cincinnati; M.F.A., University of Virginia
JOHN H. WILSON (1985)
H. W. Stodghill, Jr. and Adele H. Stodghill Professor of Mathematics; B.S., University of the South; M.S., Ph.D.,
University of North Carolina at Chapel Hill
IAN W. WILSON (2003)
Associate Professor of German and Humanities; B.A., University of Wisconsin; M.A., Ph.D., University of North
Carolina at Chapel Hill
J. STEVEN WINRICH (1981)
Professor of Economics; B.A., University of Louisville; M.A., Ph.D., University of Kentucky
JESSICA A. WOOTEN (2014)
Assistant Professor of Biology; M.S., B.S., Marshall University; Ph.D., The University of Alabama
JOSÉ M. WORKMAN (1993)
Professor of Chemistry; B.S., Santa Clara University; Ph.D., Carnegie Mellon University
KARIN J. YOUNG (2013)
Assistant Professor of Chemistry; B.A., University of Tulsa; M.S., Ph.D., Yale University
Emeritus Faculty
CHRISTINE K. BARTON (1988; retired 2014)
Professor Emerita of Biology; B.A., University of Vermont; M.S., Ph.D., Oregon State University
MICHAEL BARTON (1979; retired 2015)
H. W. Stodghill, Jr. and Adele H. Stodghill Professor Emeritus of Biology; B.A., University of California at Los
Angeles; M.A., California State University; Ph.D., Oregon State University
90

DONALD H. BROWN (1973; retired 2008)
Professor Emeritus of Psychology; B.A., Kent State University; M.A., Ph.D., University of Wisconsin at Madison
ROBERT J. BROWNLEE (1978; retired 2004)
Professor Emeritus of Economics; B.A., University of Wisconsin; Ph.D., Syracuse University
KARIN N. CIHOLAS (1974; retired 2007)
John M. and Louise Van Winkle Professor Emerita of Language; B.A., Westhampton College; M.A., Ph.D.,
University of North Carolina at Chapel Hill
BRIAN P. COONEY (1980; retired 2010)
H. W. Stodghill, Jr. and Adele H. Stodghill Professor Emeritus of Philosophy; B.A., Saint Louis University; M.A.,
Ph.D., McGill University
WILLIAM P. CRUMMETT (1987; retired 2014)
Professor Emeritus of Physics; B.S., West Virginia Institute of Technology; M.S., Ph.D., West Virginia University
VINCENT A. DiMARTINO (1993; retired 2012)
W. George Matton Professor Emeritus of Music; B.M., M.M., Eastman School of Music
NEIL ANDREW EKLUND (1974; retired 2004)
Professor Emeritus of Mathematics; B.S., Hamline University; M.S., Ph.D., University of Minnesota
BEN TAYLOR FEESE (1965; retired 1997)
Professor Emeritus of Biology; B.A., Centre College; Ph.D., Washington University
PATRICIA S. FINCH (1991; retired 2013)
Professor Emerita of Spanish; B.S., M.A., Bowling Green State University; Ph.D., Catholic University of America
WILLIAM C. GARRIOTT, JR. (1970; retired 2010)
John Marshall Harlan Professor Emeritus of Government; B.A., Centre College; M.A., Ph.D., Vanderbilt University
CHARLES A. GIRARD (1968; retired 1995)
Professor Emeritus of Chemistry; B.S., Ohio State University; M.S., Ph.D., University of Kentucky
BARBARA L. HALL (1980; retired 2015)
H. W. Stodghill, Jr. and Adele H. Stodghill Professor Emerita of Music; B.M., University of Michigan; M.A.,
University of North Carolina at Chapel Hill; D.M., Indiana University
MICHAEL F. HAMM (1970; retired 2014)
Ewing T. Boles Professor Emeritus of History; B.A., Macalester College; M.A., Ph.D., Indiana University
RAY K. HAMMOND (1972; retired 2006)
Professor Emeritus of Biology; B.A., Centre College; Ph.D., University of Kentucky
JANE WILSON JOYCE (1978; retired 2012)
Charles J. Luellen Professor Emerita of Classics; B.A., Bryn Mawr College; M.A., Ph.D., University of Texas
91

HARRY LANDRETH (1988; retired 1996)
Ewing T. Boles Professor Emeritus of Economics; B.S., M.B.A., University of Oklahoma; Ph.D., Harvard
University
WILLIAM R. LEVIN (1986; retired 2010)
Professor Emeritus of Art History; B.A., Northwestern University; M.A., Ph.D., University of Michigan
ROBERT E. MARTIN (1996; retired 2008)
Ewing T. Boles Professor Emeritus of Economics; B.A., Austin College; M.A., Texas Christian University; M.A.,
Ph.D., Southern Methodist University
LARRY ROBERT MATHENY (1966; retired 2005)
John Marshall Harlan Professor Emeritus of Government; B.A., Ph.D., University of Virginia
C. ERIC MOUNT JR. (1966; retired 2002)
Nelson D. and Mary McDowell Rodes Professor Emeritus of Religion; B.A., Rhodes College, B.D., Union
Theological Seminary in Virginia, S.T.M. Yale University Divinity School; Ph.D., Duke University
DOROTHY NELMS (1969; retired 2000)
Professor Emerita of Mathematics; A.B., Randolph-Macon Woman's College; M.A.T., Vanderbilt University; M.A.,
Ph.D., University of Alabama
WALTER B. NIMOCKS (1966; retired 1995)
Professor Emeritus of History; B.S., M.A., University of Arkansas; Ph.D., Vanderbilt University
BRADLEY H. NYSTROM (1973; retired 2006)
Professor Emeritus of Education; B.A., St. Olaf College; M.A., Ph.D., University of Wisconsin at Madison
WILLIAM CLAYTON SAGAR (1961; retired 1993)
W. George Matton Professor Emeritus of Chemistry; B.S., Capital University; M.S., Ph.D., Ohio State University
MILTON RAY SCARBOROUGH (1969; retired 2005)
Professor Emeritus of Philosophy and Religion; B.A., University of Mississippi; B.D., New Orleans Baptist
Seminary; Ph.D., Duke University
CHARLES GUSTAV VAHLKAMP (1967; retired 2001)
Charles T. Hazelrigg Professor Emeritus of French; B.A., M.A., Ph.D., Vanderbilt University
JOHN C. WARD (1990; retired 2006)
Vice President Emeritus and Professor Emeritus of English; A.B., Amherst College; M.A., Ph.D., University of
Virginia
MARYANNE CAVANAGH WARD (1990; retired 2006)
Professor Emerita of English; A.B., Marymount Manhattan College; M.A., University of Virginia; Ph.D., Ohio State
University
BRENT C. WHITE (1971; retired 2007)
W. George Matton Professor Emeritus of Psychology; B.A., University of Utah; Ph.D., Princeton University
92

ROBERTA HORTON WHITE (1967; retired 2002)
Charles J. Luellen Emerita Professor of English; B.A. Albion College; M.A., University of Chicago; Ph.D. Stanford
University
P. MARSHALL WILT (1967; retired 2005)
Professor Emeritus of Physics; B.A., Centre College; Ph.D., Vanderbilt University
Athletics and Recreation
JENELLE ANTHONY (2011)
Head Field Hockey Coach; Event Manager; B.S., Susquehanna University; M.S., Manhattanville College
WENDIE AUSTIN-ROBINSON (1998)
Head Women's Basketball Coach; Student Workers Supervisor; B.S., Centre College; M.A., Eastern Kentucky
University
JULIE BEER (2009)
Head Women's Lacrosse Coach; B.A., Clark University
BRUCE BROWN (2000)
Head Men’s and Women's Golf Coach; Bellarmine University
DEAN BROWNLEY (2001)
Aquatics Director; Head Men's and Women's Swimming and Diving Coach; B.S., University of Louisville
JEB BURCH (1994)
Head Men’s Soccer Coach; Athletic Van coordinator; B.A., Centre College
JESSICA CHISLEY (2005)
Assistant Women's Soccer Coach; Assistant Women's Lacrosse Coach; Assistant to the Director of the Buck
Fitness Center; B.A., Centre College
JEFF COLLETT (2013)
Assistant Football Coach; B.S., Centre College
ANTHONY COLUCCI (2014)
Assistant Football Coach; B.S., Capital University
CARTER CONLEY (2006)
Football Defensive Coordinator; Strength and Conditioning Coach; B.A., Centre College
MATT DOWNS (2014)
Assistant Baseball Coach; Facilities Assistant; B.S., Spalding University
SONNY EVANS (1991)
Director of Athletic and Recreation Facilities; A.A., Lindsey Wilson College
93

BRAD FIELDS (2013)
Director of Athletics and Recreation; B.S., Centre College; M.S. California University of Pennsylvania
T.Y. FISHER (2006)
Associate Athletic Trainer; B.S., Mississippi State University; M.S., Eastern Kentucky University
ANDREW FRYE (1989)
Head Football Coach; B.A., Muskingum College; M.S., Ohio University
ANDREW GAVIN (2015)
Associate Director of Athletics for Advancement and External Relations; B.A., Centre College
JAMEY GAY (1988-95, 1999)
Head Athletic Trainer; Assistant Athletic Director for Student Services; B.A., University of Kentucky; M.Ed.,
University of Virginia
STEPHANIE GUTIERREZ (2014)
Assistant Softball Coach; B.A., Cumberland University
EDWIN HAGANS (2013)
Assistant Cross Country Coach, Assistant Track and Field Coach; B.A., Berea College; M.S., Eastern Kentucky
University
LIAM HALFERTY (2015)
Director of Athletics Communications and Multimedia Services; B.A., Westminster College; M.A., Edinboro
University
JAY HOFFMAN (2004)
Head Women's Soccer Coach; Travel Coordinator; B.S., Centre College; M.A. Nova Southeastern University
TIM HOLDEN (2014)
Assistant Men’s Lacrosse Coach; B.A., Illinois State University
CHRIS LIMBACH (2012)
Assistant Football Coach; B.A. Eastern Illinois University
D. SCOT MACALISTER (2014)
Assistant Women's Basketball Coach; Event Manager; B.S., California State University Fresno; M.A., California
State University Fresno
CURRIE MARTIN (2015)
Head Men’s and Women’s Tennis Coach; B.A. and B.S., Western Kentucky University; M.A., Western Kentucky
University
GREG MASON (1996)
94

Head Men's Basketball Coach; Athletic Hall of Fame Coordinator; B.S., Centre College
JAMES NEYHOUSE (2005)
Head Volleyball Coach; Assistant Sports Information Director; B.A. Wilmington College; M.E.D., Xavier
University
GINA NICOLETTI (1993)
Associate Director of Athletics and Recreation; Senior Woman Administrator; Director of the Buck Fitness Center;
Cheerleading and Dance Team Sponsor; B.S. Elon College; M.S. Ithaca College
LISA OWENS (1997)
Head Men's and Women's Cross Country Coach; Head Men's and Women's Track Coach; B.A., Berea College;
M.A. Eastern Kentucky University
MICHAEL PRITCHARD (2004)
Head Baseball Coach; Assistant Sports Information Director; B.S., University of Dayton
DAN SHARBAUGH (2014)
Head Men’s Lacrosse Coach; Eastern University
BRIAN SNEED (2013)
Assistant Football Coach; B.S., Centre College
ROBBE TARVER (2014)
Assistant Men’s Soccer Coach; Intramural Assistant; B.A. Centre College
ASHLEY TAYLOR (2014)
Head Softball Coach; Community Relations Coordinator; B.S. Austin Peay State University; M.S., Belmont
University
TONY JOE WHITE (2008)
Football Offensive Coordinator; Coordinator of Football Operations; B.S., Texas State University
RYAN WIERSMA (2014)
Assistant Men’s Basketball Coach; Intramurals Assistant; B.A. Eastern Kentucky University
95

The Centre College Alumni Association
Officers 2015-2016
Cathy Dickhut Boettner '89, President
Todd Walz '97, Secretary
Sarah and Tom Cowens '81, Centre Associates Chairpersons
Logan Askew '78, Past-President
Megan Haake Milby ’03, Director of Alumni Affairs
Directors
Terms Expiring 2015
Terri Cleary ’92, Louisville, KY
Gary Colton ’76, Wheaton, IL
Rob Duncan ’00, Louisville, KY
Edith Gilbert Ethridge ’69, Louisville, KY
Gretta Feldkamp ’90, Louisville, KY
Jay Moench ’77, Nashville, TN
Ted Popov ’07, Brooklyn, NY
Jackie Kincheloe Resinger ’61, Lexington, KY
Celeste Poteet Smith ’85, Earlysville, VA
Lee Carrigan Trent ’73, Danville, KY
Deneen Zimmerman ’86, Villa Hills, KY
Terms Expiring 2016
Bradford Bollman ’89, Wasau, WI
Brian T. Briscoe ’00, Louisville, KY
Bridget Carpenter ’91, Atlanta, GA
Sarah Couch ’09, Louisville, KY
Katy Dyche ’11, Louisville, KY
Scott Godthaab ’01, Louisville, KY
Eric Henize ’78, Cincinnati, OH
Jeff Hoover ’82, Jamestown, KY
Mary Cynthia Martin ’79, Danville, KY
Amelia Green Nichols ’54, Danville, KY
Virginia Robbins-Bugg ’91, Danville, KY
Philip Howard Sewell II ’88, Nicholasville, KY
Jane Blair Skidmore ’64, Barbourville, KY
Keith Tarter ’91, Danville, KY
Terms Expiring 2017
David Lawrence ’54, Springfield, OH
Jim Green ’79, Elizabethtown, KY
Mary Jane Salot Valentine ’77, Louisville, KY
Preston Richardson ’80, Danville, KY
Jamie Rose ’86, Lexington, KY
Tim McDaniel ’92, Danville, KY
Melissa Manderschied ’97, St. Paul, MN
Shannon Johnson Smith ’94, Indianapolis, IN
96

Jennifer Howard Moore ’00, Lexington, KY
Justin Akin ’02, Louisville, KY
Jeff Briggs ’06, Shaker Heights, OH
Jenny Jacoby ’10, Louisville, KY
Patrick Barsotti ’11, Lexington, KY
Student Directors
Jeff Podis ’16, Nashville, TN
97

Prizes and Awards
The Alumnae Association Prize, established by the alumnae, awarded to a sophomore who clearly exemplifies the
highest academic and personal standards of Centre College.
The American Bible Society Achievement Award, awarded by the religion program to a student who shows
excellence in Biblical studies.
The Analytical Chemistry Award, sponsored by the American Chemical Society to encourage student interest in
analytical chemistry, awarded to students who display an aptitude for a career in analytical chemistry.
The Anthropology Prize, awarded to an outstanding senior anthropology major.
The Fred E. Arnicar Prize, established in memory of Fred E. Arnicar by Mrs. Arnicar, awarded to a senior
student who, as a football player, has shown during his four years at Centre, high moral character and outstanding
ability and sportsmanship.
The Art Prize, established by the friends of Bobbie Hardesty Brummett, awarded to an outstanding student in art.
The John Barbour Memorial Prize, established by Philips T. Barbour in honor of his father, a trustee of the
College, awarded to the student with the highest grade in the study of the Bible, Biblical literature, or a closely
related subject.
The Tom Bartlett Memorial Prize Award, established by Mrs. Bartlett in memory of her husband, a member of
the 1921 “Praying Colonels” Centre football team, given annually to the non-graduating student who has attained
the highest grade point average during the school year while serving as a member of the “first-string” football team.
The Ormond Beatty Alumni Prize, established in 1886 by the alumni to commemorate President Beatty’s 50
years of service to Centre, awarded to a senior with a distinguished record.
The Behavioral Neuroscience Prize, awarded to an outstanding behavioral neuroscience major.
The Biochemistry and Molecular Biology Prize, awarded to the most accomplished senior major.
The Biology Prize, awarded to the most accomplished senior major.
The Leslie Randolph Boyd Civic Service Award, established by Mr. Boyd and awarded to the junior student
who, in the judgment of the faculty, has shown during three years at Centre the most serious interest, concern, and
activity in furthering the philanthropic, cultural, or civic development of Danville and Boyle County.
The Henry Barrett Boyle Prize, established by General J.T. Boyle, awarded to the best student in Latin in the
first-year or sophomore classes.
The John R.S. Brooking Prize, established by Mr. Thomas Gault and Mr. Richard Snyder in honor of John R.S.
Brooking, awarded to a junior or senior student who plans to pursue a career in law or education, who has at least a
3.0 grade point average on a 4.0 scale, and who is not attending Centre on a financial-need basis with financial
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grants-in-aid, student loans, and the like.
The Burke Prizes, established by Kim and Linda Burke, awarded to a female student and a male student, in any
class year, each of whom has been active in and contributed strongly to a college music ensemble while also
participating on an athletic team (preferably a varsity team) for at least a term.
The Charles Campbell Prize for Economics, awarded to a senior economics major who displays Professor
Campbell's passion for economic analysis, critical thinking, and high academic standards.
The Cantrell Poetry Prize, established in memory of Paul L. Cantrell, Cowan Professor Emeritus of English, and
administered through the Academy of American Poets, awarded to the best portfolio of poems submitted by a
Centre undergraduate.
The Preston Carter Chemistry Prize, established by Mr. Rufus Preston Carter, awarded to the highest-ranking
senior majoring in chemistry.
The Doris Elaine Williams Cavnes Elementary Education Prize, established by gifts in her memory, awarded
to a senior planning a career in elementary education, who best exemplifies the academic and personal qualities
necessary for teaching.
The Max P. Cavnes First-Year Book Prize, established by friends of Dean Cavnes, awarded to the man and the
woman with the highest academic average at the end of their first year.
The Max P. Cavnes Prize, established by friends of Dean Cavnes, awarded to the best-loved and most-respected
senior man and senior woman, as determined by their senior classmates.
The Mitchell Young Chamberlain Prize, established by W.W. and J.D. Chamberlain in memory of their father,
awarded to the sophomore who letters in a sport, with the highest academic standing for his or her first two years.
The Ruby Moss Cheek Scholarship Award, a full lead-crystal masterwork handcrafted by Franz Röessler and
presented to Centre by alumni, faculty, staff, and the Alumni and the Parents associations in honor of a devoted
alumna (Class of 1929) and great friend of the College. Awarded each spring to the sorority having the highest
academic average for the preceding year.
The Samuel Robertson Cheek Honor Scholarship, established by members of the Cheek family, awarded to the
member of the junior class who is judged to be the most outstanding student in required Bible courses, to be
applied to tuition for the senior year.
The Samuel Robinson Cheek Jr. Memorial Prize, originated by Mr. Urban F. Myers and presented to an
outstanding student of government who has displayed high achievement and promising potential in the study of
political science.
The Computer Science Prize, awarded to an outstanding computer science major.
The E. Wilbur Cook Biological Sciences Award, established by Dr. E. Wilbur Cook, recognizing the senior with
the highest academic average who has been accepted for graduate study in the biological sciences.
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The E. Wilbur Cook Music Prize, established by Dr. E. Wilbur Cook and presented to the senior who has made
the greatest progress in music studies.
The Emily R. Cowan Memorial Prize, established by Dr. J.R. Cowan in memory of his sister, awarded to the
sophomore, junior, or senior student presenting the best paper in English.
The Creative Writing Prizes, awarded for both poetry and short fiction, established through the generosity of an
anonymous donor to encourage creative writing at Centre.
The Paula M. Crumbie Memorial Prize, established by the Centre College Black Student Union, awarded to a
junior or senior who exhibits excellence of character, leadership, and academic achievement.
The William A. Davis Memorial Prize, established by a bequest from Margaret Davis Bruce in memory of her
father, awarded to the senior with the best record in American history.
The Leonard and Vivian DiLillo Spanish Prize, awarded to the most outstanding senior Spanish major.
The Marie and Andrew DiMartino Memorial Music Prize, established in their memory by their children, Vince,
Ray, Steve, and Andrea DiMartino, awarded to a first-year or sophomore who best exemplifies participation and
achievement in applied and ensemble music courses at Centre.
The Drama Program Acting Award, presented to a senior drama major who has consistently demonstrated
excellence in acting.
The Drama Production Award, awarded to the graduating senior drama major who has displayed excellence in
production (stage management, design and/or technology) over the course of the recipient's four years.
The John Howard Duff Jr. Memorial Award, established by members and alumni of Phi Delta Theta fraternity
and presented to an outstanding junior exemplifying participation in all aspects of Centre College life.
The George Handy Ensminger English Prize, established in his memory by a bequest from his twin brother,
Robert F. Ensminger, awarded to a high ranking senior in English who preferably but not necessarily plans to enter
the teaching profession.
The Myrtie C. Franklin and Imogene F. Bennett Music Prize, awarded to a junior music student whom the
Music Program Committee recommends as most deserving of financial aid, to be applied to tuition for senior year.
The First-Year Chemistry Achievement Award, awarded by the Chemical Rubber Company to the first-year
student showing the highest achievement in chemistry studies.
The Harold J. Gale Philosophy Prize, established by the philosophy faculty in memory of Harold J. Gale ’78.
Awarded to a senior of high moral character who has done outstanding work in philosophy courses at Centre. The
recipient is selected by the philosophy faculty.
The Graves Griffiths Prize, established by Mr. Graves Griffiths, awarded to the best student in ancient languages
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in the senior class.
The John Marshall Harlan Award, established by the Centre College Student Congress in 1986 in memory of
Supreme Court Associate Justice John Marshall Harlan (Class of 1850), awarded to the junior who most
conspicuously displays the quality of leadership.
The Frank Heck Prize, awarded to the highest-ranking paper submitted by a first-year or a sophomore in History
120.
The West T. Hill Dramatic Arts Prize, awarded to the graduating senior having a strong concentration in the
dramatic arts who is judged to have contributed most to the Dramatic Arts Program over a period of four years.
The Shelley Rodes Holman Award, to be presented each year to the graduating senior majoring in international
relations judged by the program faculty to have shown the greatest enthusiasm for the ideals of international
relations.
The Robert Dale Holmes Memorial Prize, established by Dr. and Mrs. Frank R. Holmes in memory of their son,
awarded to that member of the first-year class who, by the improvement of his or her work, diligence, and
character, reveals most clearly the value of college training and the spirit of the College.
The Briscoe Inman Memorial Award, established by his wife, Elizabeth, and others in 1980, awarded to the
graduating senior who has the most varsity letters in all sports at Centre. If in any year there is a tie, the award shall
go to the student with the highest academic standing.
The Inorganic Chemistry Award, established by the American Chemical Society, Division of Inorganic
Chemistry, is awarded to recognize demonstrated excellence in inorganic chemistry.
The Robert Powell Jacobs Prize, established by Mrs. Robert Powell Jacobs, awarded to the best student of
Greek.
The James D. Jobson Kentucky Alpha Delta Award, presented to the Phi Delta Theta senior who most
embodies the spirit of Phi Delta Theta at Centre. The award includes a silver bowl selected by the fraternity. In
addition, a plaque mounted in the fraternity house is engraved with the name of each year’s recipient.
The James D. Jobson Memorial Prize, established by the Centre College Student Congress in 1989 in memory of
a former Student Congress president, awarded to the junior or senior who during two or more years of service to
the Student Congress, has best embodied the warmth, wisdom, and inclusiveness of Jim Jobson, Class of 1986.
The Breckinridge Jones Prize, established by Mrs. Breckinridge Jones, awarded to the highest-ranking student of
history.
The Mason Knuckles Award, presented annually to the most outstanding student among those in the graduating
class who have borrowed funds to provide means for their education. Consideration shall be given equally to
scholarship, moral character, and promise of leadership in life.
The Mason Knuckles English Prize, endowed from the estate of Bernice Arnold Knuckles, awarded to a worthy
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sophomore who has excelled in English.
The Harry Landreth Economics Prize, established by students of Professor Landreth, awarded to a wellrounded
student of economics, to be determined by the economics faculty.
The Leibniz Prize, established by Horst Wambach, Jochen Fabritius, and Centre College, awarded to the
student(s) having demonstrated the greatest progress in the study of German language and culture over the last two
years.
The Jeffrey Scott and Ann Rose McBride French Prize, established by Mr. and Mrs. Jeffrey McBride, awarded
to the most outstanding senior French major.
The Mathematics Program Prize, established by Professor Neil and Virginia Eklund, awarded to the most
promising sophomore who has declared a mathematics major.
The Monnie McChord Scholarship Prize, endowed from the estate of Monnie McChord, awarded annually and
separately to the man and woman who have shown the greatest improvement in scholarship during the year.
The Organic Chemistry Award, established by the American Chemical Society, Division of Polymer Chemistry,
Inc., awarded to the student who exhibits outstanding performance in the study of organic chemistry.
The James Ware Parrish II English Prize, awarded to the student submitting the best independent study in the
field of British and/or American literature.
The Psychology Prize, awarded to an outstanding psychology major.
The John W. Redd English Prize, established by Mrs. John W. Redd, awarded to the two first-year students
submitting the best English papers to the English Program Committee.
The Owsley Rochester Award, established by Mr. Paul B. Boyd Jr. and Dr. Carl E. Gingles as a memorial to their
friend Owsley Rochester, who gave his life in the service of his country, awarded to an outstanding junior or senior.
The Phi Kappa Tau Alumni Award, awarded annually by the Board of Governors of Delta Chapter of Phi Kappa
Tau, to a sophomore, junior, or senior member of Delta Chapter who has a cumulative grade point average of at
least 3.00, is in good standing with the fraternity, and exemplifies the cardinal principles of Phi Kappa Tau.
The Amanda O. Rodes Alumnae Prize, established by the alumnae as a memorial to a devoted alumna, awarded
to an outstanding junior.
The T. Hunton Rogers Memorial Scholarship Prize, established in memory of T. Hunton Rogers, trustee
emeritus, presented to a junior who excels in physical science studies, to be applied toward tuition for the senior
year.
The Sociology Prize, awarded to an outstanding senior sociology major.
The Student Life Leadership Award, given by Dr. Jeff Johnson, Class of 1995, in honor of past, present, and
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future professional student life staff educators to a senior student who has demonstrated a robust and consistent
commitment to student activities, campus life, and leadership. Selected by the professional staff of the Student Life
Office from students nominated by faculty, staff and students. While academic standing is not a selection criterion,
the student should have a minimum GPA of 2.5.
The Enos Swain History Award, established in honor of the late Enos Swain, Centre trustee and editor emeritus
of the Danville (Kentucky) Advocate-Messenger, given to the junior selected by the faculty as the outstanding
student of American history, to be applied toward tuition for the senior year.
The Fred M. Vinson Honors Award, honoring the late Chief Justice Fred M. Vinson (Class of 1909, Law 1911),
originated by the Edwin N. Vinson family, given to a senior chosen by the faculty as most outstanding in scholastic,
athletic, and extracurricular pursuits. All other things being equal, the choice will be a student from the Appalachian
area.
The Wall Street Journal Award, awarded to a student majoring in economics who exemplifies outstanding
academic achievement. The award is contingent on the use of the Wall Street Journal in at least one business course
during the year.
The Sallie Warfield Memorial Prize, established by Mr. William Ponton Way in memory of his wife, awarded to
the student with the highest standing in mathematics.
The Richard Stanford Watson Jr. Memorial Award, established by Mr. and Mrs. Richard S. Watson in memory
of their son, awarded to a male sophomore who exemplifies campus citizenship of the highest order.
The George Winston Welsh Valedictorian Prize, established by Mrs. George W. Welsh as a memorial to her
husband, awarded to the senior man with the highest academic standing (to include at least three years in residence
at Centre College).
The Marshall Wilt Physics Prize, established by friends of Marshall Wilt, Professor of Physics, in honor of his
many years of devoted service to Centre College and the physics program and awarded to an outstanding physics
major.
The Gavin Easton Wiseman Valedictorian Prize, established by Mr. Guy E. Wiseman as a memorial to his
father, awarded to the senior woman with the highest academic standing (to include at least three years in residence
at Centre College).
The Mildred and David Wood Art Prize, established by David Baker Wood, awarded to an outstanding senior in
art.
The John W. Yerkes Prize, established by Mrs. John W. Yerkes, awarded to the highest-ranking junior majoring in
English.
The John W. Yerkes Scholarship Cup, a large silver loving cup presented to the Honorable John W. Yerkes
(Class of 1873) by members of the Department of Internal Revenue upon retirement as commissioner and given to
the College by his wife, Mrs. John W. Yerkes, and his daughter, Miss Amelia R. Yerkes (Class of 1901), awarded
each fall to the fraternity having the highest academic average for the preceding year.
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The George C. Young English Literature Prize, established by Misses Eugenia and Sarah Lee Young, awarded
to the highest-ranking senior majoring in English.
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Scholarships
Endowed Scholarships
Endowed scholarships are those funded by income from gifts either restricted by their donors or restricted by the
Board of Trustees for scholarship and financial aid purposes. Income from the endowed funds provides
scholarship assistance to enable well-qualified students to attend Centre. Students do not apply for these
scholarships directly; they are awarded at the discretion of the College and administered as an integral part of
Centre’s financial aid and scholarship programs.
The Ray Ackerman Scholarship, established by a bequest of Raymond E. Ackerman, awarded to a worthy
student of high scholarship and character.
The Michael F. and Mary L. Adams Scholarship, established by friends of Dr. and Mrs. Adams in honor of
their distinguished leadership at Centre College, to be awarded on the basis of financial need to deserving students,
with first preference to residents of Boyle County, Kentucky, and second preference to residents of central
Kentucky.
The George I. Alden Scholarship, established in 1995 with a challenge grant from the George I. Alden Trust.
The James Lane and Mary Bell Allen Scholarship, established by the alumnae of Bell Seminary in honor of the
principals of the seminary, awarded to a young woman with financial need.
The Nancy Hensley Amos Dramatic and Visual Scholarship, established by a gift from Mrs. Amos, awarded
to full-time students at Centre College who are majoring in or have demonstrated ability in either drama or the
visual arts and who have financial need.
The William K. Argo Scholarship, established by Mrs. Belle K. Argo, awarded to a young man with financial
need who has completed at least one year at Centre.
The Norris and Porter Armstrong Memorial Scholarship, established by gifts in their memory, awarded
annually to a student entering the senior year, majoring in the sciences, who is planning to attend either medical
school or graduate school in the sciences. Preferences will be given first to a student from Danville and then to a
student from Kentucky.
The Bailey Family Scholarship, established by John H. Bailey III in memory of his parents John Hill and
Roberta Bailey, awarded to full time needy Centre students who reside in Kentucky.
The Dr. Steele Bailey Jr. Scholarship, established by a gift from the estate of Josie May McGoodwin Bailey in
memory of her husband, awarded to a deserving student or students, preferably planning to enter the field of
medicine, with merit and financial need as governing considerations.
The Lisle Baker Memorial Scholarship, established in May 1984 by Mrs. Lisle Baker and friends of Mr. Baker
for the College’s general scholarship purposes.
The Elizabeth and Clayton Barker Scholarship, established by an estate gift from Mr. and Mrs. Barker, awarded
with first preference to members of the Phi Kappa Tau fraternity who have financial need.
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The Tom Bartlett Memorial Scholarship, from a fund established by Mrs. Bartlett in memory of her husband,
awarded to an entering full-time first-year student from Daviess County, Kentucky, who has demonstrated
achievement in one or more, or parts of, the areas of academics, leadership, athletics, and the creative arts, and who
qualifies for a Centre merit scholarship. Only one scholarship shall be in effect at a time.
The John Clark Bayless Memorial Scholarship, established by Mrs. Edward Duble in memory of her
grandfather (Class of 1836) for the College’s general scholarship purposes.
The Ormond Beatty Memorial Scholarship, established by a bequest from President Ormond Beatty and land
deeded to Centre by Patti B. Quisenberry, his daughter, awarded to a worthy young man.
The Georgia and Paul G. Blazer Scholarships, established in 1988 by the Ashland Oil Foundation, awarded to
outstanding students who have demonstrated high character and leadership potential, with a preference for
students from eastern Kentucky who qualify for the College’s Trustee Scholarship award.
The Ewing T. Boles Scholarships, established from the estate of Mr. Boles (Class of 1916), awarded with
preference to male students who are residents of Grant County, Kentucky, or Franklin County, Ohio, who have
demonstrated excellence of achievement in all areas of living and high academic scholarship.
The Bonner Leaders Endowment, established by a gift from the Corella and Bertram F. Bonner Foundation
that, together with designated matching gifts, adds to the funding of the Bonner Leaders Program at Centre
College.
The Bonner Scholars Endowment, established by a gift from the Corella and Bertram F. Bonner Foundation
that, together with designated matching gifts, funds the Bonner Scholars Program at Centre College from the
earnings of these endowments.
The Albert Andrews Brennan and N. Bruce Brennan Memorial Scholarships, established under the will of
May Brennan Washington in memory of her brothers for scholarships for worthy students.
The Beulah Bruce Brennan Scholarships, established by Albert Andrews Brennan in memory of his sister,
awarding two grants annually, on the basis of need, character, and high scholastic standing.
The Thomas Brennan and Anna Virginia Bruce Brennan Scholarships, established under the will of May
Brennan Washington in memory of her parents for scholarships to worthy students.
The James Graham Brown Scholarships, established in 1979 with a $1-million James Graham Brown
Foundation challenge grant. Awarded to students on the basis of academic excellence, need, and character.
Preference is given to residents of Kentucky.
The Owsley Brown Memorial Scholarships, established by Brown-Forman Inc., to be awarded to outstanding
students from Kentucky.
The Pearl Meader Brown Scholarships, established by a gift from Robert T. Brockman in memory of his
grandmother, awarded to students who have financial need, who are residents of states other than Kentucky, and
who have demonstrated achievement in both academic and extracurricular activities.
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The George Howard Bruce Scholarship, established by Mr. George Howard Bruce, awarded to a young man.
The Donald Davies Buchanan Memorial Scholarship, established by his friends and family, awarded to worthy
full-time students at Centre College who have demonstrated high moral character and significant leadership
potential. Strong preference will be given to students from rural, agricultural backgrounds with highest priority to
otherwise qualified students from Henry county, Kentucky, and its contiguous counties.
The Thomas Walker Bullitt Scholarship Fund, established by a gift from Lowry R. Watkins, Jr., awarded to
worthy full-time students at Centre College who are Kentucky natives and residents of Jefferson or Bullitt counties,
and have achieved a high school grade point average of 3.5 or better, received a composite score of 32 or higher on
the ACT test or an equivalent score on the SAT test, with preference given to male students.
The Mildred W. Caldwell Scholarship Fund, established by the estate of Howard S. Hilborn, Centre Class of
1947, to be awarded to worthy students, preferably those majoring in a scientific field.
The William P. Caldwell Scholarship Fund, established by the estate of Howard S. Hilborn, Centre Class of
1947, to be awarded to worthy students, preferably those majoring in a scientific field.
The Cambus-Kenneth Scholarship, established by a gift from Drs. Elizabeth Kennan and Michael Burns, in
memory of Joe A. and Cecil Dulin Wallace, to be awarded to full-time students of Centre College.
The R. Thomas Carter Memorial Scholarship, established by gifts from family and friends of R. Thomas Carter,
awarded to students who have lost a parent due to cancer, who have financial need, and who have demonstrated
academic excellence, moral leadership and integrity.
The Doris and Max Cavnes Scholarship, established in 2007 by alumni of Centre College in honor of former
dean of men and history professor Max Canves and in memory of Doris Cavnes, his partner in life and in service to
the College and its students. The scholarship is awarded to students whose financial situation would otherwise
prevent them from obtaining the benefits of a Centre education. The honoree hopes the scholarship will serve as a
magnet for students from under-represented populations, such as African Americans and international students,
and for students planning careers in the ministry, nursing, or elementary school teaching.
The Centre College Alumni Association Scholarship, established by gifts from the Alumni Association Board
of Directors, other Alumni Board members and alumni, awarded to worthy, full-time Centre students.
The Centre Parents Association Scholarship, established by the Centre Parents Committee, awarded to
deserving, full-time students at Centre College.
The Chaney-Hanson Scholarship, established by a gift from the estate of Naomi J. Chaney in memory of her
late nephew, Dr. Harold N. Hanson, a dean of Centre College from 1963 to 1979, with preference to students from
Bracken, Boone, Campbell, Kenton and Pendleton counties in Kentucky.
The Anne Frances Cheek Memorial Scholarships, established by Mr. John Adamson Cheek, a trustee and
treasurer of Centre, and by Mrs. Cheek, in memory of his mother, awarded to one sophomore and one junior
woman.
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The Mary Ashby Cheek Memorial Scholarship, established by a matured deferred gift from Dr. Cheek, to be
awarded to young women who have demonstrated outstanding academic achievements, service to their
communities, and leadership abilities.
The Ruby Moss Cheek Scholarship, established through a bequest of Jane Savage, awarded to a worthy student
of music.
The Ruby Moss Cheek Opportunity Scholarship, established by a matured deferred gift from Mrs. Cheek,
awarded to a student with both superior academic credentials and evidence of significant nonacademic
contributions to school and/or community.
The Chellgren Scholarship, established by Paul W. Chellgren in honor of the Chellgren family.
The Carroll C. Chenault Jr. Memorial Scholarships, established by the trustees of the College, to be awarded to
worthy students from Montgomery and Bath counties in Kentucky.
The Emily S. Childers Scholarship Fund, established by a gift from Dr. Childers, awarded to full-time students
at Centre College who are high achieving graduates of Fern Creek Traditional High School in Louisville, Kentucky,
and who have financial need, as a first preference, otherwise to deserving students from Jefferson County,
Kentucky.
The Class of 1954 Scholarship, established by members of the class of 1954, in honor of their fiftieth reunion,
awarded to qualified and deserving students.
The Class of 1957 Scholarship, established by members of the class of 1957 in honor of their fiftieth reunion,
awarded to qualified and deserving students.
The Class of 1961 Scholarship, established by members of the class of 1961 in honor of their fiftieth reunion,
awarded to qualified and deserving students.
The Class of 1963 Scholarship, established by members of the Class of 1963, awarded to qualified and deserving
students.
The Class of 1964 Scholarship, established by the members of the Class of 1964 in honor of the 50 th Anniversary
of their graduation, awarded to qualified and deserving students.
The Class of 1973 Scholarship, established by members of the class of 1973, in honor of their thirty-fifth reunion,
awarded to qualified and deserving students.
The Class of 1977 Scholarship, established by members of the class of 1977 in honor of their thirtieth reunion,
awarded to qualified and deserving students.
The Class of 1983 Scholarship, established by members of the Class of 1983, awarded to qualified and deserving
students.
The Class of 1985 Scholarship, established by members of the Class of 1985, awarded to qualified and
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deserving students.
The Dr. Thomas C. Coleman III Scholarship, established by a gift from Dr. Coleman, to be awarded to
students majoring in English.
The Colonels Club Foundation Scholarship, established in 1966 by the Colonels Club Foundation for qualified
and deserving students.
The Leslie B. Combs Achievement Awards, from a charitable lead trust established by Mr. Combs, awarded to
deserving Centre junior and senior students with preference to academically strong students who did not receive a
merit award upon entering.
The John Sherman Cooper Scholarship, established by Frank C. Helm, awarded to a worthy student with
financial need who has demonstrated outstanding character and academic ability.
The PriceWaterhouseCoopers Scholarships, established by Coopers and Lybrand, James M. Ratcliffe, and John
M. Nichols, awarded to returning students who have maintained at least a “B” average at Centre and are interested
in pursuing a career in public accounting, with preference accorded to students with financial need.
The George and Eleanor Crounse Scholarship, established by the Centre trustees from the Crounse’s bequest,
in memory of Mr. Crounse and in honor of Mrs. Crounse, awarded to students who have financial need, who are
residents of states other than Kentucky, and who have demonstrated achievement in both academic and
extracurricular activities.
The Jim and Lee Roller Cundiff Scholarship, established by James C. Cundiff in his wife's memory, awarded to
worthy full-time students at Centre College, with first preference given to graduates of Sycamore High School in
Cincinnati, Ohio.
The Thomas Porter Curry Memorial Scholarship, established by Mrs. George A. Berryman in memory of her
grandfather, awarded to a worthy student.
The Alva B. Cushman Scholarship Fund, established in his memory by the A. B. Cushman Trust representing
his family and friends, awarded to full-time Centre students with consideration given to financial need and academic
excellence.
The John Palmer Darnall and Sarah Ernst Darnall Memorial Scholarships, established by a bequest from
Mrs. Darnall, to be awarded on the basis of need to students who have demonstrated academic achievement, good
citizenship, and self-motivation.
The W. Burford Davis Memorial Scholarship, established by Mrs. Davis, to be awarded to a junior or senior
who is planning to attend medical school upon graduation from Centre, with equal consideration given to
scholarship, character, and financial need.
The Dena S. Diehl, Joel B. Dunn, and Shelby S. Dunn Scholarship, created by Malcolm Dunn, in memory of
his grandmother, Dena Shelby Diehl, and his parents, Joel Baughman Dunn and Sarah Shelby Dunn, a member of
the Centre Class of 1924, to support scholarship awards for students based on their musical ability.
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The Marguerite H. Doermann Scholarship, established by Mrs. Marguerite H. Doermann.
The Mrs. Alfred I. duPont Scholarship, established by Mrs. duPont.
The Arthur P. Eberts Scholarship, established by a gift from Mr. Eberts, awarded to worthy full-time students of
Centre College.
The Frank H. Edelen, Jr., and Cheryl C. Edelen, Jr. Scholarship, established by Frank and Cheryl Edelen,
awarded to assist students in studying abroad, considering financial need and academic excellence, and with
preference for students from Washington County or Henderson County.
The Kathryn Nichols Roe Eldridge Scholarship, established from the estates of Mr. and Mrs. Robert Arnold
Nichols in honor of their granddaughter, to be awarded to deserving students.
The Robert Walters Erlanger Memorial Scholarship, established by Mrs. Charles E. Cook in memory of her
son, a member of the Centre Class of 1962, to be awarded to a student, preferably male, from Daviess County,
Kentucky.
The Ernst-Darnall Scholarships, established by a gift from Mrs. John Palmer Darnall in memory of her father,
Senator Richard Pretlow Ernst, and her husband, John Palmer Darnall, to be awarded to students from abroad and
from the Cincinnati/Northern Kentucky area.
The Eric B. Evans Memorial Scholarship, established by gifts from his parents and friends in memory of Eric
B. Evans, to be awarded to worthy and able students who have financial need.
The Evans-Sumrall Memorial Scholarships, established by Mrs. Robert Graham Evans in memory of her
husband and brother, with preference to be given to students from Boyle, Lincoln, Mercer, and Pulaski counties in
Kentucky.
The Farmers National Bank Scholarship, established in 1987, awarded to worthy students from Boyle, Lincoln,
and Mercer counties.
The Mark A. Fitzgerald Memorial Scholarship Fund, established by his family and friends, awarded to full-time
Centre students with financial need, with preference to students from Harrison and surrounding counties.
The Marian Atkinson Fleece Scholarship Fund, established by Marian Atkinson Fleece.
The James T. Fleming Memorial Scholarship, established by Senator Wendell H. Ford and friends of James T.
Fleming (Class of 1943), awarded to a deserving junior or senior who has demonstrated leadership qualities and is
majoring in government or history, with preference to residents of Kentucky.
The Four Rivers Scholarship, established by gifts from citizens of Western Kentucky, awarded to worthy fulltime
Centre students who have financial need and who are from an area within seventy miles in any direction from
Paducah, Kentucky.
The Walter S. Frankel Family Memorial Scholarship, established by Mr. Robert Kahn in memory of his wife
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and his father-in-law, to be awarded to full-time women students at Centre who are residents of Kentucky and who
have financial need.
The William A. Ganfield Memorial Scholarship, established by A. Boardman Ganfield in memory of his father,
president of Centre College, 1915-1922, to be awarded to worthy students, preferably from California.
The John B. Gay Jr. Scholarships, established by a matured deferred gift from Mr. Gay, to be awarded to
students who are open-minded, well-rounded persons without prejudice toward gender, color, race, religion, or
sexual orientation.
The Will D. Gilliam Jr. Memorial Scholarship, established by Mrs. Gilliam and friends in memory of Dr.
Gilliam, a professor of history at the College.
The Givens-Mathews Scholarship, established by a gift from Mrs. Margaret M. Thomas, awarded to worthy fulltime
students with preference for students who are residents of states other than Kentucky.
The Good Will Educational Fund, established by David G. Wright to aid young men from Kentucky, awarded
on the basis of need and desire to learn.
The Jean Elizabeth (Birdwell) Goodwin Scholarship, established by William A. Goodwin with gifts made in
memory of Jean Goodwin from friends, family, and organizations. The scholarship is awarded to students with
demonstrated financial need who are majoring in music and/or Spanish at Centre.
The Gray-Benkert Family Scholarship, established in 2000 by Flint and Dottye Benkert Gray ’60 and ’60 and
their children, Brett Gray ’88 and Holly Gray Schnizer ’91, to provide financial assistance to needy and worthy
students who wish to attend Centre College.
The Virginia Brandenburg Gregory Memorial Scholarship, established in her memory by her three children,
awarded to deserving full-time students of Centre College.
The Grissom-Landrum Scholarship, established by the Galen Foundation and perpetuated by the HCA
Foundation, in honor of J. David Grissom and John W. Landrum, to be awarded annually to one or more full-time
students who are the children of employees at HCA affiliated entities as a first preference, with secondary
preference for full-time students who are residents of Jefferson County, Kentucky and Mercer County, Kentucky,
the counties of residence of Messrs. Grissom and Landrum, respectively. The scholarship is renewable for three
years.
The Grissom Scholars Program, established by Mr. J. David Grissom, is designed to aid that young person
attending Centre College who not only possesses strong academic credentials but, most of all, demonstrates a high
potential for leadership. Preference shall be given to Kentucky students from middle-income families.
The William and Alice Grossman Scholarship, established by a gift from Mr. Grossman, awarded to worth fulltime
students at Centre College.
The Walter A. and Estelle C. Groves Scholarship, established by former Centre President Walter A. Groves and
Mrs. Groves.
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The Grow Scholarship, established by Mrs. Dorothy G. Kraft in memory of William H. Grow and Barbara P.
Grow, to be awarded to one or more deaf or hearing students whose parents are significantly hearing-impaired.
The John Immel Hackley Scholarships, established through a trust of John Immel Hackley, to be awarded to
members of the Kentucky Kappa Chapter of Sigma Alpha Epsilon, based on academic and character merits.
The Carl E. and Sue R. Gingles Scholarship, established in memory of Dr. Gingles and in honor of Mrs.
Gingles by the Centre College Board of Trustees from the proceeds of a gift annuity on his life, awarded to worthy
full-time Centre students.
The Margaret V. Haggin Memorial Scholarships, established by a gift from the Margaret V. Haggin Trust, to
be used for qualified students from central Kentucky.
The Robert W. and Katherine C. Hamilton Scholarship, established by a gift from Mr. Hamilton, to be
awarded to full-time students at Centre College who have financial need.
The Handy-Ensminger Scholarship, established by a gift from Mary Handy Ensminger Sweazey, in honor of
her parents, Mr. and Mrs. William W. Ensminger, and their family, awarded preferably to the best-qualified students
planning a vocation in education or the Christian ministry.
The Harold N. Hanson Memorial Scholarship, established by Mrs. Harold N. Hanson in memory of her
husband, dean of instruction, chemistry professor, and science and mathematics division chair of the College from
1963 to 1979, to be awarded to students of high character, with preference to students from Bracken County,
Kentucky.
The W. T. Harmon Scholarship, established by a matured deferred gift from Mr. Harmon, awarded to full-time
students with financial need, with preference for students from Boyle County, Kentucky.
The Terry L. Hatchett Scholarship, established by Mr. Hatchett, awarded, in order of preference, to students
from Glasgow, Barren County, or Caverna School District, Kentucky, or other worthy candidates.
The Hauser Family Scholarship, established by Gwendolyn and Bruce Hauser, whose daughter, Juliana Hauser
Morris, is a member of the Centre College Class of 1993, to be awarded to full-time students at Centre College with
demonstrated financial need.
The C. Tabb Hazelrigg Memorial Scholarship, established by gifts from Mrs. Diane Hazelrigg, other family
members, and friends, in memory of C. Tabb Hazelrigg, awarded to highly deserving and qualified students with
financial need who might not otherwise be able to attend Centre.
The Charles T. Hazelrigg Scholarship, established by gifts honoring Dr. Charles T. Hazelrigg on the occasion of
his retirement as a member of the Centre faculty, to be awarded to highly deserving and qualified students with
financial need who might not otherwise be able to attend Centre.
The William Randolph Hearst Scholarship, established by the William Randolph Hearst Foundation, awarded
to students with financial need.
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The George Marshall Hedrick and Mary Ellen Tate Hedrick Scholarship, established through a trust of Mrs.
Virgil M. Martin in memory of her parents, awarded annually with preference given to students from Monticello
and Wayne County in Kentucky.
The Joseph M. Hendrie Scholarship, established as a memorial by Mrs. Hendrie to assist worthy young men and
women to obtain an education at Centre College, awarded on the basis of need, scholarship, and character.
The Thomas L. Hensley Scholarship, established by gifts in his memory from his friends, to be awarded to fulltime
students at Centre College who are from Eastern Kentucky and who have demonstrated financial need.
The Barbara S. Hickey Scholarship, established by a bequest from Ms. Hickey, awarded to deserving students
with financial need, with first preference to daughters of Presbyterian ministers, second preference to daughters of
ministers of any Christian denomination, and third preference to worthy young women.
The Ralph and Ruth Higgins Scholarship, established by a bequest from Ruth Higgins, awarded to a citizen of
Kentucky or Tennessee, without regard to race, religion, sex, or national origin.
The Hicks-Hosken Scholarship, established by a bequest from Carolyn Frances Hosken, awarded to students
studying science.
The Mary Ann Holl Scholarship, established from the estate of Mary Ann Holl, Centre Class of 1955, awarded
to qualified and deserving students.
The Howard S. Hilborn Scholarship Fund, established by the estate of Howard S. Hilborn, Centre Class of
1947, to be awarded to worthy students, preferably those majoring in a scientific field.
The Frederick William Hinitt Memorial Scholarship, established by a bequest from Dorothy Hinitt in memory
of her father, who was the 10th president of Centre College, 1904-1914.
The Hinkle Holding Company Scholarship Fund, established by gifts from the Hinkle Contracting
Corporation and the Hinkle Family Assets Holding Company, awarded to deserving full-time students of Centre
College, with first preference to residents of Bourbon County, Kentucky, and with second preference to residents
of Breathitt, Casey, Harrison, Morgan, Powell, Pulaski, Rowan and Wolfe counties in Kentucky.
The Prescott Wheeler Hoffman Memorial Scholarship, established by his family and friends in 2004 in memory
of Prescott Hoffman, a member of the Centre College Class of 2003 and an honor graduate in economics. The
scholarship is awarded to a student majoring in economics who, through a competitive selection process, is deemed
to show the most promise among his or her peers based on both academic achievement and engagement in campus
life. Students who wish to be considered must apply for this scholarship, which will be awarded for the junior year
and is renewable for the senior year provided the recipient remains in good academic standing. Financial need may
be used as a deciding factor in choosing between two candidates who are otherwise equally qualified.
The Charles E. Hoge Scholarship, established by S. French Hoge in memory of his father and awarded to
recognize scholastic excellence, campus leadership, and high moral qualities.
The Robert A. Hogsett and John J. Hogsett Memorial Scholarship, established by Mary Reid Hogsett in
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memory of her husband and his father.
The John H. Horky Memorial Scholarship Fund, established with funds from the estate of John H. Horky, to
be awarded to students with demonstrated financial need who otherwise would not be able to attend Centre
College.
The James Lee Howard Memorial Scholarships, established by friends in memory of James Lee Howard, to be
awarded as a first preference to students who have demonstrated academic achievement at Centre, but who did not
enter with a merit scholarship award.
The David F. Hughes Memorial Scholarship, established in memory of Dr. Hughes, professor at Centre from
1962 to 1974, awarded to enable students with financial need to participate in off-campus study programs.
The Mary Nelson Hulbary Scholarship, established in her memory by a gift from her son, awarded to full-time
students at Centre who have demonstrated academic achievement and who have financial need.
The David C. Humphreys Memorial Scholarship, established by Mr. Richard V. Dey and Mrs. Mary L. Dey, in
behalf of students with financial need.
The Dr. George W. Jean Scholarship, established by the trustees of the College in his memory from a bequest
from Dr. Jean, awarded to worthy Centre students.
The Catherine Keffer Jeanes Scholarship, established by the trustees of the College in her memory from a
bequest from Mrs. Jeanes, awarded to worthy Centre students.
The Alfred P. and Katherine B. Jobson Memorial Scholarships, created in their memory by the Centre Board
of Trustees from the proceeds of charitable remainder trusts established by Mr. Jobson, to be awarded to deserving
students.
The Craig W. Johnson Scholarship, established by a gift from Mr. Johnson, awarded to full-time students who
have demonstrated academic ability and are of good character.
The Greene Lycurgus Johnson Scholarship, established in his memory by a gift from the estate of his son,
Richard Greene Johnson, as a memorial to his father, awarded to full-time students who have demonstrated
academic ability and are of good character.
The Richard Greene Johnson Scholarship, established in his memory by gifts from his family and friends,
awarded to full-time students who have demonstrated academic ability and are of good character.
The Samuel Beriah Jones Scholarship, established in his memory by a bequest from his daughter, Mina Rea
Jones Perlow '31, awarded to full-time students from Kentucky.
The J. Kagin-McCauley Scholarship, established by Joyce J. McCauley, awarded to needy Kentuckians with
preference for residents of Franklin, Boyle or Woodford counties.
The Kinstler Scholarship, established by a gift from the estate of Mr. and Mrs. F. Russell Kinstler.
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The Leo E. Knaebel Scholarship, established in memory of Leo E. Knaebel, Class of 1901. To be awarded with
preference to applicants from Grant and Pendleton counties in Kentucky.
The Joseph Proctor Knott Memorial Scholarship, established under the will of Katherine Knott in memory of
her brother, a long-time Centre professor.
The Robert W. Knox Sr. Scholarship, established under the will of Robert W. Knox Jr. as a permanent memorial
to his father, awarded annually on the basis of merit and financial need to students planning to enter the field of
medicine.
The Austin E. Knowlton Memorial Scholarship, established by the Austin E. Knowlton Foundation, for
students from Ohio who are interested in majoring in a STEM field. The Austin E. Knowlton Foundation was
established by Austin E. Knowlton in 1981. The Foundation’s Mission is to promote and advance higher education
in the United States, and to provide direct grants and contributions to qualified colleges and universities.
The Dr. Theodore E. Kraft '68 Scholarship, established in his memory by his wife and friends, awarded to
worthy full-time students of Centre College, majoring in physics or mathematics who demonstrate need.
The Mr. and Mrs. Anthony Scott Kurlas Scholarship, established by a gift from Mr. Kurlas in appreciation for
the difference Centre made in his life, awarded to full-time students from Kentucky with financial need who do not
qualify for merit scholarships or scholarships based on academic performance. Though he did not excel in the
classroom, Mr. Kurlas was thankful for support from professors and football coaches, and for lifelong friendships
made at Centre.
The E. Golladay LaMotte Scholarship, established by friends of Mr. LaMotte in his honor, to be awarded to
students from Christian County or Western Kentucky.
The Lassing Scholarships, established by Robert B. Lassing, to be used for the College’s general scholarship
needs.
The Lewis and Martha Lebus Memorial Scholarship, established by Mrs. Bertha Lebus as a memorial to her
parents, for students with financial need.
The Charles R. Lee Jr. Memorial Scholarship, established through gifts from friends and former students of Dr.
Lee, awarded to the rising junior who best exemplifies the characteristics of personal courage, leadership, and
dedication to the Centre College community; awarded for the junior and senior years and held as long as the
recipient remains in good academic and social standing at the College.
The Robert and Mary Lloyd Lessenberry Scholarship, established by a gift from Mr. and Mrs. Lessenberry,
awarded to full-time Centre students who have demonstrated: good moral character; a good attitude toward life and
work; leadership capacity; and progress toward being good citizens. Preference will be given to residents of
Glasgow or Barren County Kentucky. Selection will be made by a committee of Centre administrators.
The William Edwin Lewis Scholarship, established by a gift from Mr. Lewis, awarded to worthy full-time
students at Centre College, with preference for students residing in Kentucky.
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The James H. and Dora F. Letcher Scholarship, established by Mr. Gibney Oscar Letcher in memory of his
parents.
The Katherine Letcher Scholarship, established by a bequest of Katherine Letcher, to pay tuition for young men
with financial need.
The James Paxton Leyenberger and Bessie Swan Leyenberger Scholarship, established in memory of James
Paxton and Bessie Swan Leyenberger.
The Lincoln Scholars Program, established in 2015 with a generous challenge grant from anonymous donors,
when fully funded, will provide forty, full-ride scholarships (ten per class) for students who have the capacity and a
deep desire to change the world. The scholarship covers not only the College’s comprehensive fee but also books;
moreover, it provides each student $10,000 for study abroad, internships, or undergraduate research. Participation
in a series of mandatory summer experiences will be required of all Lincoln Scholars.
The Amelia Harrington Lively Scholarship, established by Pierce Lively in memory of his wife, to be awarded
so as to provide encouragement and assistance to promising chemistry students, with a preference for students with
demonstrated financial need.
The Thomas H. and Nancy T. Lockett Memorial Scholarship, established under the will of Mrs. Lockett and
awarded to students, preferably from Kentucky, who are majoring in history and international relations and who
show scholastic achievement.
The Frederick W. Loetscher, Jr. Scholarship, established by a bequest from Dr. Loetscher, long-time Centre
biology professor, awarded to worthy full-time students of Centre College.
The Tillo B. Martin Scholarship, established by a gift from the estate of Tillo B. Martin, to be used for financial
aid for worthy and deserving students.
The Larry Matheny Scholarship, established in honor of Dr. Matheny, The John Marshall Harlan Professor
Emeritus of Government, by gifts from grateful former students, awarded to deserving full-time Centre students
who have declared a major in Division II (social studies).
The Malcolm and Ruth McDonnell Scholarship Fund, to be used for scholarships for worthy students from
Greater Cincinnati or Northern Kentucky.
The Nicholas McDowell Scholarship, established as a memorial by Carl J. McKnight to assist deserving young
men not otherwise able to attend Centre College.
The Eleanor P. McGregor Scholarship, established by a bequest from Miss McGregor, awarded to students with
financial need.
The Herbert McGuire Scholarship, established in his honor by gifts from his friends, awarded to students who
have financial need, are from Kentucky, have demonstrated academic ability, and are of good character.
The Carl J. and Sarah G. McKnight Scholarship, established as a memorial by Carl J. McKnight to assist
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deserving young men not otherwise able to attend Centre College.
The McLemore/Klump Scholarship Fund, established by Cynthia J. McLemore, Class of 1982, and Ronald J.
Klump, Class of 1983, to be awarded to full-time students with demonstrated financial need.
The James Letcher McMurtry Scholarship, established by Miss Florence McMurtry in memory of her father.
The Al and Lucy Meade Scholarship, established by a gift from Mr. Meade in memory of his wife, awarded to
students with financial need, with first preference to students from Ashland, Kentucky, and second preference to
students from Mercer County, Kentucky.
The Ernest and Jewel Meadors Scholarship, established from a bequest from Mr. Ernest Meadors, awarded to
full-time students at Centre College from the Appalachian area or the Louisville, Kentucky community.
The Melun/Thompson Scholarship, established by Ky L. Thompson, Centre Class of 1964, and his wife,
Margaret Melun, awarded to assist qualified and deserving students in studying abroad.
The Mary Murphy Merrin Scholarship, awarded to pre-ministerial students who are preparing for the
Presbyterian ministry or any other students who have financial need.
The Frederick W. Millspaugh Scholarship, established by Mrs. Frederick W. Millspaugh in memory of her
husband, to be awarded to a worthy young man or young woman who may need assistance in securing an
education.
The Carl Misch Scholarship, established by a bequest from Gerda A. Misch in memory of her husband, a longtime
professor of history at Centre.
The Myrtle Critchfield Mitchell Scholarships, established under the will of Myrtle Critchfield Mitchell to
provide scholarships of not less than $500 for worthy young men and women.
The John L. and Elma H. Montgomery Memorial Scholarship, established by friends as a memorial to Mr.
Montgomery and his wife.
The Francis R. Morton Scholarship, established by a bequest of Francis R. Morton to assist young men studying
for the ministry.
The C. Eric Mount Jr. Scholarship, established by Austin E. Knowlton, awarded to a worthy student with high
academic qualifications and strong character who might not otherwise be able to attend Centre.
The J.S. Mudd Memorial Scholarship, established by his son, Reginald Martin Mudd, to be awarded to qualified
students with financial need.
The Pattie Nichols Scholarship, established by a bequest of Miss Pattie Nichols, awarded to a worthy woman
student.
The Harriet Arnold Nichols Scholarship, established from the estates of Mr. and Mrs. Robert Arnold Nichols in
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memory of his mother, awarded with preference to students who are residents of Kentucky.
The Robert Arnold Nichols Jr. Scholarship, established from the estates of Mr. and Mrs. Robert Arnold Nichols
in memory of their son, awarded with first preference to students who are either residents of either Hamilton
County, Indiana or Marion County, Indiana.
The Jo T. Orendorf Scholarship, established by gifts received from friends of Mr. Orendorf, to be used for
financial aid for qualified students from Warren County, Kentucky.
The James W. Overstreet Scholarship, established by grants from the Columbus Foundation of Columbus,
Ohio, awarded with regard to both need and worthiness with preference to students from the Columbus area and
other Ohio communities.
The John W. Overton Scholarships, established for the education of meritorious men and women with financial
need from Fayette County, Kentucky, who wish to enter the Christian ministry, related religious vocations, and
other humanitarian service professions such as teaching, counseling, or social work.
The PNC Bank Scholarships, established by grants from the PNC Bank Foundation, to be awarded to entering
first-year students who have demonstrated academic ability and motivation, who have graduated from high school
with a grade point average of 3.0 or higher, and who have financial need. Preference may be given to PNC Bank
employees, spouses, or children.
The Annie Mary Cooper Parker Scholarship, established by a bequest from James Cooper Parker in memory of
his mother, awarded to a young woman in need of financial assistance while pursuing a course of study at the
College.
The Charles and Miriam Rogers Pates Memorial Scholarship Fund, established by the Trustees of Centre
College in memory of Mr. and Mrs. Pates, from an unrestricted bequest from Mrs. Pates, awarded to deserving fulltime
Centre students.
The Walter Kennedy Patterson Scholarships, established by Dr. Walter Kennedy Patterson, awarded to men
preparing for the Presbyterian ministry.
The Pollard Family Scholarship, established by friends of the Pollard family, to be awarded to students who have
demonstrated academic ability and leadership potential, with preference given to students from Garrard County,
Kentucky.
The Pottinger Scholarship Fund, established from a bequest by Mr. and Mrs. Claude D. Pottinger, the income to
support two scholarships. The first, to be known as the Pottinger Fellowship in History, will be awarded to an
outstanding rising senior history major. The second, to be known as the Pottinger Scholarship, will be designated
for students with demonstrated financial need, with preference given to students from Logan County, Kentucky.
The William Jennings Price Scholarship, established by Mrs. Price in memory of her husband, to be awarded on
the basis of need, character, and scholastic achievement.
The Princeton Collegiate Institute Scholarship, awarded to young women from Western Kentucky, upon the
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ecommendation of the Western Kentucky Presbytery of the United Presbyterian Church (USA).
The Edgar N. and Ben Alice Purdom Scholarship, established by their daughter, Peggy Purdom Patterson and
her husband Charles E. Patterson, in memory of her father, Edgar N. Purdom and in honor of her mother, Ben
Alice Purdom, awarded to worthy full-time students.
The Colonel Henry C. Read Fund, established in honor of Colonel Read to aid worthy students.
The Forestus Reid Memorial Scholarship, established by Mrs. Reid, awarded to a worthy student with financial
need, preferably a young man interested in science.
The Zev Reid Memorial Scholarship, established by Lillian H. Reid in memory of her husband, Raymond Reid,
awarded to a young man or woman born in and attending high school in Maine, selected on the basis of character,
ability, and financial need.
The Milton M. Reigelman Scholarship, established by anonymous donors in honor of Dr. Reigelman, to be
awarded to students who have demonstrated financial need, with first preference to residents of Kentucky from
single parent homes.
The Jacqueline Kincheloe Resinger Scholarship, established by Ms. Resinger, to be awarded to a junior or
senior woman who is majoring in economics, management, or a similar business-related area. The recipient will
demonstrate considerable potential for success in business through leadership and co-curricular, as well as
curricular, activities. All other factors being equal, preference will be given to students with demonstrated financial
need.
The Sudelle Rice Scholarship, established by a bequest from Ms. Rice, awarded to students with financial need.
The Roberts Family Scholarship, established by Eddy and Trish Roberts, to be awarded to full-time students
with demonstrated financial need.
The Amanda O. Rodes Scholarship, established by Mrs. Charles H. Rodes in memory of her daughter who was
treasurer of the Alumnae Association for many years, awarded annually to a worthy young woman.
The Joe McDowell Rodes Memorial Scholarship, established by the James Graham Brown Foundation in
honor of his longtime service, and in his memory by his family and friends, awarded to worthy full-time students at
Centre College who have financial need, with preference given to residents of Kentucky.
The Rogers Educational Trust, established by the late Mr. and Mrs. Lon Rogers of Ashland, Kentucky, to
provide financial aid to promising young men and women to enable them to attend Centre College. The trust
provides grants as well as one percent loans for Kentuckians, especially those from Muhlenberg, Ohio, and Pike
counties.
The Scott Rose Scholarships, established by a gift from Mr. and Mrs. James L. Rose in memory of their son,
Scott Rose, Class of 1985, to be awarded with first preference to qualified, physically challenged students from
specified priority groups of counties in eastern Kentucky, and with second preference to other students from the
priority counties. A complete statement of preferences and priorities is available from the Centre Office of Student
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Financial Planning.
The Ross Memorial Scholarship, established from the estate of Vivian Ross in memory of her parents, to be
awarded to a worthy student beginning with a sophomore whose major field of study is, or will be, English or the
humanities and who maintains at least a 3.25 grade point average in his/her major field of study.
The David Alston Russel Scholarship, established by friends as a memorial to Mr. Russel, treasurer of the
College from 1819 to 1861.
The James Edward and Susan Pitsenberger Russell Scholarship, established by a gift from Mr. and Mrs.
Russell, awarded to worthy full-time students at Centre College, with preference for out-of-state students with an
interest in the sciences.
The Franklin D. Schurz Memorial Scholarship, established by Mary Schurz and James M. Schurz, awarded to a
student of high academic potential without regard to financial need.
The Mary Schurz Scholarship, established by a gift from Ms. Schurz, awarded to either a junior or a senior
student majoring in English who has demonstrated academic achievement.
The Dickey Jo Scott Memorial Scholarship, established by gifts from family and friends, to be awarded to a
meritorious student who has demonstrated achievement in leadership, academics, and/or the creative arts, or
wishes to enter a humanitarian service profession such as teaching, counseling, or social work.
The G. Russell Shearer Memorial Scholarship, established by Centre in his memory from the proceeds of gift
life insurance from Dr. Shearer, awarded to worthy full-time students of Centre College.
The Frank Woolford Sneed Memorial Scholarship, established by Mrs. Sneed, awarded to worthy students
whose excellence in campus leadership, moral purpose, and scholarship entitles them to assistance.
The Thomas W. and Mary Lee Speckman Scholarship, established by Mr. and Mrs. Speckman, to be awarded
to full-time students at Centre College who have demonstrated academic ability and are of good character.
The Catharine Spragens Scholarship, established in 1982 by the Danville business community and friends of the
College upon the retirement of President Thomas A. Spragens and his wife, Catharine, to be awarded annually to
one or more deserving students from Boyle County.
The Henry and Lillian Spragens Scholarship, established by their family, awarded to a worthy student, with
preference to residents of Marion County, Kentucky.
The Thomas A. and Catharine S. Spragens Scholarship, established by a gift from a former Centre trustee and
his wife in honor of President Emeritus Spragens and Mrs. Spragens, to be awarded to fulltime students at Centre
College who are of good character, have demonstrated potential for academic success, and have financial need.
The Mary Ellen Haber Stagg Memorial Scholarship, established by gifts from her son, Philip Stagg, awarded to
deserving full-time students at Centre College.
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The Thomas Warren Stein Memorial Scholarship, established by a bequest from his brother, Robery
L. Stein, awarded to the child or grandchild of one who lost his or her life as a result of military or public service.
The William J. Steinert Scholarship, established by a bequest of William J. Steinert, awarded to returning
students who are studious and of high moral character, with preference to those with financial need.
The Stevenson Family Scholarship, established by Jane, William F., Luther, and Calvin Stevenson, to be awarded
to full-time students at Centre College who are residents of Daviess County, Kentucky or to residents of Kentucky,
if no residents of Daviess County are available.
The H. W. Stodghill, Jr. and Adele H. Stodghill Scholarships, established by a gift from Mr. Stodghill, to be
awarded to students who have demonstrated and continue to demonstrate excellence of character and academic
achievement.
The Iona J. Stoutenborough Memorial Scholarship, established in 1976 to recognize the generosity of Mrs.
Stoutenborough, to be awarded to carefully selected students with financial need.
The Margaret Menges Stroup Scholarship, established by a gift from Mrs. Stroup, awarded to a declared history
major, with preference to a student planning to enter the field of teaching either on the secondary or college level.
The Elbert Gary and Edith McClure Sutcliffe Scholarship, established by a bequest from Mr. Sutcliffe, to
provide scholarships for worthy men and women students.
The Elbert Gary Sutcliffe Scholarship, in memory of Mr. Sutcliffe, established by a bequest from Mrs. Sutcliffe
to support one or more students selected by the College as deserving financial support.
The Maude Sutton Memorial Scholarship, established by Mr. and Mrs. Price Sutton in memory of their
daughter, awarded to a young woman employed in the Dean’s Office or Registrar’s Office.
The L.D. Sweazy Memorial Scholarship, established by Nancy Mayer Sweazy, as a memorial to her father, to
provide financial assistance to needy and worthy students who wish to pursue their educational goals at Centre.
The John M.P. Thatcher Sr. Memorial Scholarship, established by John Thatcher Jr. in memory of his father,
awarded to a student, preferably from Pulaski County, Kentucky, who has shown notable academic achievement in
high school as well as character and leadership in school and community life, and with demonstrated financial need.
The Daniel Lindsey Thomas Scholarship, established by Mr. James T. Norris in honor of Mr. Thomas, a Centre
professor of English from 1909 to 1917, to be awarded to an outstanding senior majoring in English.
The William P. Thompson Jr. Memorial Scholarship, established by family and friends, to be awarded to
students with demonstrated financial need, with preference accorded to students from Shelby County, Kentucky.
The Dean Ray Tilley Memorial Scholarship, established in his memory by the Centre College Board of Trustees
from the proceeds of the Paul R. Tilley Trust, awarded to deserving Centre students.
The George H. and Margaret P. Tobias Scholarship, established by a bequest from George H. Tobias, awarded
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to students with financial need with first preference for students majoring in government or economics, and second
preference to students interested in study-abroad programs.
The Frances Pritchett Toombs Scholarship, established by William A. Toombs Jr. in honor of his wife, to be
awarded to a full-time student working toward a degree either in English or music.
The Treadway-Russell Scholarship, established by a gift from Dr. and Mrs. James E. Russell, Sr., awarded to
full-time students at Centre College who are majoring in biology, chemistry or physics.
The Elizabeth Depauw Tucker Scholarship, established by bequest of Miss Ruth Tucker in memory of her
mother, to be awarded to worthy students.
The N. Kerr Tunis Scholarship, established by bequests from Mrs. N.K. Tunis and Miss Elizabeth Tunis, to
assist worthy young men and women students in the College.
The Charles J. Turck Scholarship, established by family and friends of Dr. Turck, to be awarded to a deserving
student, with preference accorded to international students.
The Emma Fuller Turck Memorial Scholarship, established by former Centre President Charles J. Turck and
his daughters, Viola Turck Giblin and Emmy Lou Turck Wine, in memory of their wife and mother.
The Howard VanAntwerp, Jr. Scholarship, established by a bequest from his son, Howard VanAntwerp, III,
awarded to students with superior academic achievement credentials and evidence of significant non-acacdemic
contributions to school or community, with priority given to students from northeastern Kentucky.
The Adrian Van Sinderen Scholarship, established by a gift from Mr. Van Sinderen, awarded to worthy full-time
students.
The John M. and Louise Van Winkle Scholarship, established by the Centre Board of Trustees, to be awarded
to an outstanding student from Northern Kentucky.
The Vinson Scholarship, funded by the Fred M. Vinson Foundation, in memory of Chief Justice Vinson of the
United States Supreme Court, awarded to deserving students with financial need studying at Centre College.
The Robert E. Wallace Scholarships, established by Robert E. Wallace, Centre trustee emeritus, awarded to
students demonstrating leadership, with preference accorded to students from New Jersey, New York, and the New
England states.
The Richard Stanford Watson Jr. Memorial Scholarship, established by Mr. and Mrs. Richard S. Watson in
memory of their son, to be awarded to one or more male Centre students in need of financial assistance, beginning
with the sophomore year, provided the first year was spent at Centre.
The Clay Carter Whitfield Scholarship, established by the family of Bryan W. Whitfield Jr., awarded with
preference to students from Knox, Harlan, Bell, and Letcher counties in Kentucky.
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The James C. Wilburn Memorial Scholarship, established with gifts as a memorial to Mr. Wilburn, awarded
annually to a student entering the senior year majoring in chemistry.
The Lawrence F. Woboril Scholarships, established in his memory by a bequest from his wife, to be awarded to
worthy students who are English majors, with preference to those who intend to go into journalism.
The Allen West Wood Memorial Scholarship, established with a gift from Mrs. George Swinebroad in memory
of her son, to aid foreign students.
The Nell Bradford Woolery Scholarship, established by Louis E. Woolery in honor of his mother, with first
preference to residents of Pendleton County, Kentucky, and second preference to the counties of Boone, Bracken,
Campbell, Gallatin, Grant, and Kenton.
The Fred B. Woosley Scholarships, established through a bequest by Fred B. Woosley, to help deserving
students.
The Gary W. Wright and Howard VanAntwerp III Scholarship, established by a gift from Mr. Wright in honor
of Mr. VanAntwerp, awarded to worthy full-time students, with preference to students who graduated from the
following high schools in the Ashland, Kentucky area, or from high schools subsequently established that serve
students from the same region: Paul Blazer High School, Russell High School, Boyd County High School, Greenup
County High School, Raceland High School, and East Carter High School.
The Clarence R. Wyatt Scholarship, established in his honor by Daryll R. Martin, awarded to worthy full-time
students at Centre College who might not otherwise be able to take advantage of opportunities to study abroad.
The Grace Scales Yoder Memorial Scholarship, established by Mrs. Yoder’s family and friends, to provide
financial aid for students studying off-campus, with preference to students studying foreign languages and cultures.
Endowed Funds for Foreign Study Opportunities
The Doc and Juanita Britton Scholarship, established by Anita M. Britton in memory of her parents, to be
awarded to help fund learning opportunities, whether off-campus or on-campus, for full-time Centre students who
might not otherwise be able to take advantage of such opportunities because of financial need.
The Gordon B. and Geraldine G. Davidson Fund, established by the BellSouth Corporation in honor of former
BellSouth director and Centre trustee emeritus Gordon B. Davidson, class of 1949, and his wife, Geraldine G.
Davidson, class of 1948, awarded to full-time students at Centre College who have been accepted to attend a
Centre residential foreign study program, who have paid their deposit, and who have financial need.
The Hiram Ely, Sr. and Buena Estess Wright Ely Scholarships, established by Hiram Ely III in honor of his
parents, awarded to full-time students who have demonstrated financial need and academic ability, for the purpose
of assisting them in their study abroad pursuits. Preference will be given to students from Kentucky.
The Voltaire Scholars Fund, established by Charles G. Vahlkamp, the Charles T. Hazelrigg Professor Emeritus of
French, to facilitate study abroad in Francophone areas by supporting one or two students each year. Junior and
senior French majors are eligible to apply. Selections are made by a senior member of the French faculty.
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Annual Scholarships
Annual scholarships are those supported by gifts received annually and designated for specific scholarship awards.
See the “Admission and Financing a Centre Education” section.
The Academy Annual Scholarship, provided by an anonymous donor, to be awarded to a worthy, full-time
Centre student.
The Allen Company Annual Scholarship, awarded to a junior or senior economics major, with preference given
to children of Allen Company employees.
The Central Kentucky Savings Bank Scholarship, awarded to a worthy student from Boyle County.
The Deborah Gummere Lilgendahl Scholarship, provided by a gift from her mother, Mrs. Walter C.
Gummere.
The Fred Miller and Ruth Stone Miller Scholarship and the Lucile Miller Durrell Scholarship, established
by a bequest from Richard Durrell.
The KICF/ KU-LGE Scholarship, provided by a gift from the LG&E Energy Company.
The KICF/Toyota Motor Manufacturing Inc. Scholarship, provided by a gift from the Toyota Motor
Manufacturing Co.
The KICF/UPS Scholarship, provided by a gift from the United Parcel Service Foundation.
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Endowed Professorships
Paul G. Blazer Professorship in Economics, established by Ashland Oil Inc. and Mrs. James T. Norris in
memory of her late husband Paul G. Blazer, a former Ashland CEO and Centre trustee. It was first awarded in
1981.
Ewing T. Boles Professorships, established by a bequest from Ewing T. Boles, Class of 1916. He was a
Columbus businessman, CEO of The Ohio Co., and Centre board chair (1964-69). The Boles professorships
encourage and denote leadership in academics and public affairs in the region and beyond. They were first
awarded in 1994.
James Graham Brown Professorship in Economics, established by a grant from the James Graham Brown
Foundation in 1992. Mr. Brown was a Louisville businessman and philanthropist.
Paul L. Cantrell Professorship in Humanities, a three-year rotating professorship, established in 1997 by a gift
from Board Chair J. David Grissom, Class of 1960. Dr. Cantrell taught Shakespeare and drama at Centre from
1949 to 1989.
J. Rice Cowan Professorship in English, established in 1962 by a bequest from Dr. Cowan, a Danville
physician, member of the Class of 1890, and 18-year chair of the Centre Board of Trustees.
Gordon B. Davidson Professorship in History, established by the BellSouth Corporation in honor of former
BellSouth director and Centre trustee emeritus Gordon B. Davidson, Class of 1949. It was first awarded in 1998.
Elizabeth Molloy Dowling Professorship in Science, established by a bequest from Elizabeth Molloy
Dowling, Class of 1907. First awarded in 1997, the three-year rotating professorship recognizes promise and
achievement among faculty in the science and mathematics division.
Margaret V. Haggin Professorship in Science, established by a gift from the Margaret V. Haggin Trust of New
York and first awarded in 1997.
John Marshall Harlan Professorship in Government, established in 1994. John Marshall Harlan, Class of 1850,
is widely acclaimed as one of the Supreme Court’s greatest justices. His most famous dissent came in 1896, when he
argued against the majority in Plessy v. Ferguson, the case that made “separate but equal” the law of the land.
Charles T. Hazelrigg Professorship in Humanities, a three-year rotating professorship, established in 1997 by
a gift from Board Chair J. David Grissom, Class of 1960. Dr. Hazelrigg, Class of 1937, joined the English program
in 1941, taught full time until 1981, and then part time for another six years.
Frank B. and Virginia B. Hower Professorship in International Studies, established in 2005 by a grant from
the James Graham Brown Foundation in honor of Frank Hower, member of the board at the Brown Foundation
and at Centre College.
Alfred P. and Katherine B. Jobson Professorship, established by a bequest from Mr. and Mrs. Jobson and
first awarded in 1996. He was an executive vice president with Marsh and McLennan Inc., a New York City
insurance firm. The Jobsons had ties to Centre through family and friends.
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Pierce and Amelia Harrington Lively Professorship in Government and Law, established in 2005 by gifts to
the endowment in honor of Judge Lively and his wife Amelia and their many significant contributions to the life of
the College.
Charles J. Luellen Professorship in English, established in 1997 by the Ashland Inc. Foundation in honor of
Charles J. Luellen, a Centre trustee and retired president of Ashland Oil.
W. George Matton Professorships, established in 1969 by a bequest from W. George Matton, a
Louisville tobacco executive and friend of the College.
National Endowment for the Humanities Professorships, established by an NEH challenge grant. First
awarded in 1988, these rotating awards recognize promise and achievement among members of the humanities
faculty or those with interests in the humanities.
Claude D. Pottinger Professorship in History, established by a bequest from Mr. Pottinger and first awarded
in 1990.
Nelson D. and Mary McDowell Rodes Professorship, established in 1996 in memory of their parents by Mr.
and Mrs. Rodes’ four surviving children: Nelson D. Rodes Jr., Class of 1954 and vice chair of Centre’s Board of
Trustees; Joe Rodes, Class of 1953; Clifton Rodes, Class of 1949; and Charles Owsley Rodes.
H. W. Stodghill, Jr. and Adele H. Stodghill Professorships, established by a bequest from Mr. and Mrs.
Stodghill. Mr. Stodghill was a member of Centre's Board of Trustees and a member of the class of 1936. The
professorships, now 10 in number, were first awarded in 2004.
John C. Walkup Professorship in Chemistry, established by Centre trustee Joseph Patterson, Class of 1961,
who studied under long-time Centre chemistry professor John C. Walkup. It was first awarded in 1997.
John M. and Louise Van Winkle Professorship, established by a bequest from Mr. and Mrs. Van Winkle.
John M. Van Winkle, Class of 1925, was a Centre trustee from 1947 until his death in 1974. The professorship
was first awarded in 1996.
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Introduction to Course Offerings
Course Credit
All courses listed in this catalog are three-credit-hour courses unless noted otherwise following the course title.
Credit hours are equivalent to semester hours.
Course Numbering
Courses are numbered on the following basis:
101-198: Introductory courses normally taken by first-year students and sophomores.
199: Summer research preparation course, one credit hour, offered on a pass/unsatisfactory basis. Offered in the
spring term by invitation to students participating in summer research with a faculty member.
200/201: Directed study/independent study at the beginning/intermediate level.
203-299: Intermediate courses with or without prerequisites normally taken by sophomores and juniors.
301-399: Advanced courses normally offered on a regular basis, often with specified prerequisites (courses, class
standing, or special permission) normally taken by juniors and seniors. Students may be admitted to advanced
courses if they have met the prerequisite or have the approval of the instructor.
400/401/402: Directed study/independent study/research participation at the advanced level.
403-498: Advanced courses, often special topics not offered regularly, with or without prerequisites.
499/500: Advanced seminars, usually open only to majors in the program, typically taken in the senior year.
Individual Study Courses
Courses numbered 400, 401 and 402 are courses organized for individual study in one of the following three
manners:
400 Directed Study
An individualized course in a special topic in which the student meets regularly with a faculty member to receive
instruction.
401 Independent Study
An individualized course or project in which the student proceeds immediately in his or her study, meeting with a
faculty member (a limited number of times) to report progress and to receive suggestions.
402 Research Participation
An individualized course in which the student conducts research in an area which is part of a faculty
member’s own area of research interest and competence.
Registration in individual study courses requires program committee approval and permission of the Associate
Dean of the College. Normally, students must have a cumulative grade point average of 3.00 or higher to register
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for individual study. Normally, students may register for only one independent/directed study in any single term.
Regularly offered courses normally may not be taken as independent study. Exceptions to independent study
policies may only be approved by the Associate Dean.
Internship Credit
Internship credit is recorded as INT 400. Internships constitute a supervised program of work and study under the
leadership of a faculty sponsor and an on-site supervisor in the workplace. Academic credit can be awarded only
when a substantive academic component can be demonstrated. Normally, an internship can carry a maximum of
three hours credit and is graded on a Pass/No Credit basis. A maximum of six hours of internship credit may be
applied toward the total number of hours required for graduation. Registration for internship credit requires an
approved internship contract (available from the Center for Career and Professional Development).
Academic Program Abbreviations
Disciplinary program abbreviations used throughout the course descriptions are as follows:
AAS African and African American Studies
AES Aerospace Studies
AMS Army Military Studies
ANT Anthropology
ARH Art History
ARS Studio Art
ASN Asian Studies
BMB Biochemistry and Molecular Biology
BIO Biology
BNS Behavioral Neuroscience
CHE Chemistry
CHN Chinese
CHP Chemical Physics
CLA Classical Studies
CRW Creative Writing
CSC Computer Science
DRA Dramatic Arts
ECO Economics
EDU Education
ENS Environmental Studies
ENG English
EUR European Studies
FLM Film Studies
FRE French
FYS First-Year Studies
GER German
GLC Global Commerce
GNS Gender Studies
HIS History
HUM Humanities
INT Internship
IST International Studies
JPN Japanese
LAS Latin American Studies
LIN Linguistics
MAT Mathematics
MUS Music
NSC Natural Science
PHI Philosophy
PHY Physics
POL Politics
PSY Psychology
REL Religion
SOC Sociology
SPA Spanish
Note: The College reserves the right to change degree requirements, major/minor requirements, and course
offerings, and to cancel any course not elected by a sufficient number of students at the time offered. Catalog
course listings reflect recent offerings and are not necessarily an indication of future offerings.
Note: All academic program committee members listed in Major/Minor Programs are for 2015-2016. There are
student members on all major program committees.
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African and African American Studies
Interdisciplinary Program
Students can minor in African and African American studies at Centre College. The minor focuses on the regions
of West Africa and the American South because they have been the primary sites of interaction between Africa and
North America. The trans-Atlantic slave trade initiated a centuries-long exchange of foodways, religious practices,
music, language, and populations that fundamentally changed the world. Students examine the social, political,
economic, artistic, racial, and gendered experiences of African and African American peoples through a variety of
disciplines including anthropology, sociology, history, politics, music, and literature. Although the focus is on the
African continent and the United States, African America is broadly defined to include Canada, Central and South
America, and the Caribbean.
Faculty
Jonathan Earle (chair), Andrea Abrams, Nathan Link, Ian Wilson
Requirements for the Minor
AAS/MUS 210 Music and Culture of the African Diaspora, ANT 335/SOC 320 Race and Ethnicity, AAS 500
Colloquium;
ONE of EDU 251 Ghana: Education in a Developing Nation, HIS 352 Modern Africa, HIS 353 African Lives,
HIS 431 Africa in Film, Music and Media, HIS 433 Religion and Politics in Eastern Africa, HIS 351 African
Kingdoms and Colonial Empires, HIS 455 Idi Amin’s Uganda: Myth, Memory and Manuscripts, HIS 456 Religion
and Political Violence in Africa, POL 343 African Politics, POL 441 African Politics/Civil Society: Case of
Cameroon, MUS 193 African Drum Ensemble (must take three times to count as one course);
One of ANT 336 Blackness in the Americas, ANT 337 African American Cultures, ENG 380 African American
Literature, MUS 210 The History of Jazz; PHI 353 Philosophical Discussions on Ethnicity and Race;
One additional course from the previous two lists.
NOTES:
1. Upon program committee approval, additional courses may be added to the list of courses fulfilling minor
requirements.
2. Several courses listed above are not offered regularly or are offered only once every two or three years.
Students interested in the minor are encouraged to consult with a program committee member early on to plan
their preparation for the minor and to discuss course offering schedules.
African and African American Studies Courses
AAS 210 Music and Culture of the African Diaspora
This course is an introductory survey course which employs music as a lens to explore the history and culture of
Africa and African America. Students learn about African musical genres on the continent and in the New World as
well as the political, cultural, racial, class, and gender dynamics that shape and are shaped by them. More
specifically, this course focuses of West Africa and the United States and provides students an introduction to (a)
the political and social histories of both areas, (b) the musical characteristics of varied genres, (c) the social and
political forces which shaped the evolution of the more significant musical genres, (d) the contemporary cultural
and identity politics influencing and influenced by the music and (e) the connections between West African and
African American music.
AAS 500 Colloquium
An interdisciplinary colloquium focused on the development of an independent research project as a
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culmination of work in the minor. Students present the results of the independent study at the RICE
symposium or at another public forum. Prerequisite: Minor in African and African American studies.
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Anthropology and Sociology
Division of Social Studies
The Anthropology and Sociology Program explores the common intellectual foundations of these disciplines as
well as noting where their emphases diverge. Certain core questions are at the base of this interdisciplinary program:
What makes us human? How are we different from other creatures? What is the range of human diversity and why
is it important? Can we make value distinctions between societies, and how can we understand and assess our own?
Anthropology and sociology deal with philosophical concepts as well as with particular cultural details to bridge the
gap between life sciences and humanities. The diversity of courses in this interdisciplinary program provides a
unifying framework for understanding the totality of the human condition and experience.
Faculty
Beau Weston (chair), Andrea Abrams, Robyn Cutright, Nicolas Eilbaum, Sarah Lashley, Endre Nyerges, Phyllis
Passariello, Kaelyn Wiles
Student Representatives
Leila Samhat, Mark Sandoval
Recommended First-Year/Sophomore Preparation
ANT 110, 120;
SOC 110, 120
Requirements for the Major
ANT 110 and SOC 110;
ANT 120 or SOC 120;
ANT 301/SOC 301 or ANT/SOC 305 or ANT/SOC 307 or ANT 360 or ANT 380;
ANT 304 or SOC 303;
ANT 500/SOC 500;
Four additional anthropology or sociology courses (at least three numbered 300 or above). (GNS 210 may be
applied toward this requirement.)
NOTE: All required courses for the major, with the exception of ANT/SOC 500, should be completed prior to the
senior year.
Requirements for the Anthropology Minor
ANT 110 and 120;
ANT 301 or 302 or 305 or 307 or 360 or 380;
Three additional anthropology courses numbered 300 or above.
Requirements for the Sociology Minor
SOC 110 and 120;
SOC 303 or 305;
Three additional sociology courses, at least two of which must be numbered 300 or above. (MAT 130 or GNS 210
may substitute for one of the elective courses; the MAT 130 substitution is strongly recommended.)
Anthropology Courses
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ANT 110 Introduction to Cultural Anthropology
An introduction to the perspectives and methods of cultural anthropology. Topics covered include the nature of
culture; the relation of culture to language; the importance of the environment for human societies; and a crosscultural
examination of family structure, social organization, political and economic systems, religion, arts and
folklore, and the impact of social and cultural change.
ANT 120 Human Biological and Cultural Origins
An introduction to major topics in physical anthropology and archaeology, including studies of human biological
and cultural evolution, conflicting theories over the genetic and cultural bases of human behavior, history and
methodology of archaeology, and on-going debates and new directions in these areas of anthropology.
ANT 301/SOC 301 Qualitative Field Methods
An introduction to the research process. Students are prepared to conduct research, including fieldwork, to evaluate
and present research in a scholarly manner, and to critically evaluate the research of others. Basic techniques such as
participant-observation, interviewing, and the use of documents are practiced in the field and evaluated.
Prerequisite: ANT 110 or SOC 110.
ANT 304 History of Anthropological Thought
A critical analysis of the history of anthropological theory and method, tracing the development of this
Western discipline through its various understandings of humankind in general, and of non-Western cultures in
particular. Prerequisite: ANT 110 or SOC 101 or permission of the instructor.
ANT/SOC 305 Research Methods
An introduction to the process of social research, data collection, and data analysis, with a focus on survey
research methods. Prerequisite: ANT 110 or SOC 110 or permission of the instructor.
ANT 307 Feminist Ethnography and Methodology
A reading of ethnographies written by and about women while tracing the evolution of feminist thought and
fieldwork in anthropology. Discussion of the ways in which the gender of the anthropologist does and does not
make a difference in the field. The class also questions if there is a distinction between anthropology about women
and feminist anthropology and, if so, what those distinctions are. In addition, students learn feminist thought, ethics
and technique concerning qualitative methodologies such as interviews, oral histories, case studies, content analyses
and participant observation. Prerequisite: ANT 110 or SOC 110 and sophomore standing or higher.
ANT 315 Community-Based Anthropology
This course is about the anthropology of community and the practice of community engagement. The
anthropology of community employs a comparative approach to consider the means through which community
dynamics and individual experiences influence each other. Community engagement includes the application of
knowledge and skills to move a community toward positive change. Students work with a local community
organization to (a) better understand the culture of the organization and the local community and (b) to contribute
to the organization and local community in ways determined by the organization and community. This is an
applied anthropology course where students put anthropological theory into practice. Prerequisite: Junior or senior
standing.
ANT 320 The Anthropology of Tourism
The course includes an examination of the cultural, structural, and psychological aspects of the phenomenon of
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tourism, concentrating on its history, meaning, and growth cross-culturally, and its relationships to other types of
recreation, pilgrimages, lifestyles, and world views. Other concerns are the social, cultural, ecological, and
economic impacts of tourism on host communities and consideration in general of the relationships between
tourism and acculturation. Prerequisite: ANT 110 or SOC 110 or permission of the instructor.
ANT 333 Woman, Body, Culture
An examination of connections between culture and how women understand and experience the body, with
particular attention to issues of reproduction, beauty and sexuality. For instance, by exploring the intersections
between beauty, body size and culture, students gain insight into how women's identities are positively and
problematically influenced by these factors. Other topics include varied cultural constructions of the breast,
racialized constructions of sexuality, violence directed toward the female body and differential experiences of
pregnancy and menopause.
ANT 335 Race and Ethnicity
(See SOC 320)
ANT 336 Comparative Blackness
Does being black mean the same thing in the UK as it does in the US? The answer is yes and no. This course will
address the following questions: Who is black? What does it mean to be black? What difference does national
identity make to the experience of blackness and other racial identities? In this class, we will compare the history
and experience of this identity in the United Kingdom, the United States, and Ghana. We will also explore the rich
ethnic and immigrant culture of London through fieldwork in order to better understand the Black British
experience.
ANT 337 African American Cultures
Understanding religion, music, dance, politics, economics or literature in American culture requires understanding
African American culture. The African American experience spans four hundred years and includes a rich cultural
heritage, a complex body of political and social ideas, and several ethnic and cultural identities. This course uses
ethnography, novels and film to explore both historical and contemporary African American cultures. In addition,
students have the opportunity to conduct fieldwork about the Black community in Danville.
ANT 338 Anthropology of American Culture
What is American culture? Is there an American culture? Are there core values, norms and rituals shared by
Americans? Then what does it mean to describe the United States as multi‐‐cultural? If there are many cultures,
how do we identify and understand the relationships between them? This class will explore both our diversity and
our shared identities, customs and beliefs as members of the United States. One objective of this course is to apply
the anthropological perspective to the culture and society of the United States. We will study family, religion,
politics, and immigration as well as race, ethnicity, gender, and class. While doing so, we will consider the dynamics
of community, citizenship, assimilation, difference, belonging and cultural oppression. Another objective is to
examine our own values and to deepen our appreciation of and sensitivity to others' ways of being. To that end, the
class will read anthropological texts on the elite, the mainstream, the marginal, the familiar and the exotic within
America. In addition, we will compare ethnographies of the United States written by native anthropologists to
those written by nonnatives. Prerequisite: ANT 110 or SOC 110 or permission of the instructor.
ANT 340 Introduction to Folklore
A cross-cultural survey of the major forms of folklore and a consideration of the methodological and theoretical
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approaches used by anthropologists and folklorists in the study of folklore. Major genres of folklore are identified,
methods for collecting folklore are discussed and analyzed, and folklore theory of the 19th and 20th centuries is
identified and assessed. The place of folklore in the study of anthropology is explored. Prerequisite: ANT 110 or
SOC 110 or permission of the instructor.
ANT 350 Ecological Anthropology
A study of interrelationships between populations, organization, environment, technology, and symbols.
Established materialist paradigms in anthropology are critiqued and evaluated. New approaches to
understanding issues of environmental degradation, world hunger, and Third World development and change
are addressed, including historical ecology, political ecology, the ecology of practice, and remote sensing analysis.
Prerequisite: ANT 110 or ANT 120.
ANT 360 GIS and the Environment
A problem-focused introduction to the concepts and applications of Geographic Information Systems (GIS) and
remote sensing as used in ecological anthropology and environmental studies. Students in the course receive handson
training in the use of ArcGIS, the industry-standard GIS software, and the ERDAS IMAGINE remote sensing
imagery processing software. Students also learn how to integrate data into geospatial analysis from sources such as
maps, aerial photographs, Landsat satellite images and ethnographic field studies.
ANT 361 Forensic Anthropology
Forensic anthropology is a popular subject for TV crime dramas, but what do forensic anthropologists really do?
This course is an introduction to the knowledge, methods, and skills applied by forensic anthropologists to
identify human remains in a variety of medical and legal contexts. Via a series of case studies, the course covers
topics such as general human osteology; skeletal indicators of age, sex, disease, trauma, and occupation;
decomposition; and applications of forensic anthropology to crime scenes, mass disasters, and human rights
cases. Prerequisite: ANT 120 or permission of the instructor.
ANT 365 Human Evolution
A study of human evolution from primate beginnings through the origins and diversification of the
australopithecines, the early members of the genus Homo, the Neanderthals and other archaics, and anatomically
and behaviorally modern Homo sapiens. The course emphasizes comparative anatomy of the primates and close
examination of the fossil and lithic records of the human past. Prerequisite: ANT 120 or permission of the
instructor.
ANT 380 Archaeology: Theory and Practice
This course focuses on the methods and theories archaeologists use to reconstruct past societies. Hands-on
field and analysis activities give students practical experience asking archaeological questions, designing research
strategies, collecting survey and excavation data, curating and analyzing artifacts in the lab, qualitatively and
quantitatively analyzing data, and applying this analysis to larger questions about ancient cultures. Prerequisite:
ANT 120 or permission of the instructor.
ANT 381 Archaeology, Prehistory and Ancient Civilizations
An introduction to the methods and practice of archaeology as one of four subfields of anthropology,
concentrating on world prehistory and the rise of ancient civilizations. The course includes a brief historical survey
of archaeology as well as an overview of contemporary archaeological techniques. A focus on archaeological
evidence for the major turning points in human history such as the domestication of animals and plants, the rise of
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agriculture and sedentary life, the related rise of cities and, ultimately, ancient civilizations, underlies the
organization of the course. Prerequisite: ANT 110 or 120 or permission of the instructor.
ANT 382 An Archaeologist Looks at Death
Archaeological tombs have often been used as the basis for fanciful speculation on ancient religion or notions
of the afterlife. However, in modern archaeology, analysis of ancient mortuary behavior aims at reconstructing
past cultural patterns, social structure, and value systems. This course uses anthropological and archaeological
theory, prehistoric case studies, especially Andean cases, and analysis of archaeological data to look at: (1) how
archaeological study of human burials can reconstruct past deathways (mortuary practices, including treatment
of the corpse and funerary rites); and (2) what deathways, in turn, can reveal about social dynamics, worldview,
and the role of funerals (and the dead) for the living in past societies. Prerequisite: ANT 110 or 120 or
permission of the instructor.
ANT 384 Paleo-Kitchen: The Archaeology of Food
This course explores the human diet from evolutionary, physiological, and cultural viewpoints, informed by
archaeological case studies. Topics covered include current debates over hominid diet; the nature of the first
cooking; the causes and consequences of the shift from hunting/gathering to farming; archaeological techniques for
reconstructing subsistence and cooking patterns; the development of food preparation spaces (kitchens), gender
roles, and “domestic” life; and the nature of the earliest ancient cuisines. We end by considering implications for
food and diet in contemporary society. Prerequisite: ANT 120 or permission of the instructor.
ANT 385 Inkas, Mayas, Aztecs
This course explores the archaeology of the Inka, Aztec, and Maya civilizations, among the most complex and
intriguing prehispanic societies in the Americas. Focus is on the regional historical and cultural context,
sociopolitical organization, artistic and architectural traditions, and daily life of each civilization. Ultimately, the
course compares the origins, florescence, and collapse of Inka, Aztec, and Maya society on the basis of
archaeological evidence, complemented by historical records and modern ethnography. Prerequisite: ANT 110 or
ANT 120 or permission of the instructor.
ANT 391 Native Peoples of North America
An introductory cultural survey of the native peoples of North America from their arrival in the New World to
the present. Focus is on several selected native groups of the United States and Canada, exploring the complexity
and diversity of their cultures, and their relationships with the “white” culture. Particular concerns are survival,
change, identity, perceptions of self and others, and the Native American cultures of today. Prerequisite: ANT 110
and 120.
ANT 392 Peoples of South America
A cultural survey of the native peoples of South America, focusing on the ethnology and ethnohistory of specific
cultural groups as well as the impact of the so-called conquest. General cultural patterns as well as specific cultural
differences are explored. Theoretical, cross-cultural, and interdisciplinary issues are raised, using a variety of
primary and other sources. Prerequisite: ANT 110 or SOC 110 or permission of the instructor.
ANT 451 Ancient Maya Culture
Students learn the principals and processes behind the development of universal high culture as seen among the
ancient Maya. The course follows the cultural development of the Maya prior to their conquest by Europeans in the
sixteenth century. Primary focus centers on understanding ancient Maya society as being shaped by a combination
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of internal cultural processes and interactions with other ethnic groups of ancient Mexico . The explanation of the
ancient Maya is seen as the result of the events and processes that underlie the general growth of human culture
throughout the world, particularly those that develop the kind of complexity referred to as civilization. Offered in
Mexico.
ANT 456 Pyramids and Politics: Exploring Peru’s Historic Past
This course addresses a central question in archaeology: how, and when, did states first emerge? In the Andes,
state-level societies emerged in the face of severe environmental restrictions and in a nonmarket economy, making
the central Andes a particularly interesting comparative case study of state development. Through visits to
archaeological sites, museums, and other cultural experiences in Peru, this course will take a comparative
perspective on the emergence, organization, and collapse of some of the most important prehispanic states in the
central Andes.
ANT 500/SOC 500 Senior Seminar
A seminar study of important works in anthropology and sociology. Topics change with the instructor; this course
may be repeated. Prerequisite: Senior standing and major or minor in anthropology/sociology.
Sociology Courses
SOC 103 Introduction to Family Life
An introduction to marriage and family life, focusing on the contemporary United States.
SOC 110 Introduction to Sociology
A survey of sociological concerns, including explorations of social solidarity and social conflict at the macro
and micro levels, through classic texts and field research.
SOC 120 Social Structure
The backbone of society is made by stratified layers of power. The large structures of social relations, based on
race, class, gender, religion, and other factors, shape the lives of individuals, families, communities and whole
nations. This course studies how society is structured by these social forces and how leadership groups work
within the social structure to direct society as a whole.
SOC 301 Qualitative Field Methods
(See ANT 301)
SOC 303 Sociological Theory
An examination of the major theoretical traditions and some classical theoretical texts of sociology.
Prerequisite: SOC 110 or ANT 110 or permission of the instructor.
SOC 305 Research Methods
(See ANT 305)
SOC 307 Feminist Ethnography and Methodology
(See ANT 307)
SOC 320 Race and Ethnicity
A study of the concept of “race” and the impact of that concept on the relations of ethnic groups.
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Prerequisite: SOC 110 or ANT 110 or permission of the instructor.
SOC 321 The Happy Society
We will explore what makes for a happy life for individuals, and what makes for happiness in society. Aristotle
claimed that happiness is the aim of life. Modern social science finds many practices, especially those that connect
us to others, make us grateful for what we have, and through which we can do meaningful work, tend to make us
happy. At the macro level, some widespread practices make some societies happier than others, even apart from
how rich they are. We will not only study about these practices, but also engage in a group service project to test
these ideas in reality. Prerequisite: HUM 110 or 111.
SOC 325 Technology and Social Values
Google, Facebook, Email, Blogging, Twitter, Powerpoint, Online learning, Wikipedia, Youtube, Television. This
class will discuss the social implications of these (and other) technological innovations. We will learn and apply a
variety of contemplative practices – such as meditation, free writing, and art -- to bring awareness to and evaluate
our personal use of technology and the use of technology on our campus. The class provides an opportunity for us
to investigate the role of technology in supporting what is most meaningful to us as human beings. We will examine
the conditions under which technological innovation develops and how social, institutional and organizational
contexts influence technological development. We will also talk about how we, as citizens, can take part in the
governance and control of new technology. Prerequisite: SOC 110 or ANT 110 or permission of the instructor.
SOC 344 Sociology of American Religion
A survey of the main religions and denominations found in the United States. The course examines the
competition of denominations and religions in the “religious marketplace.” It further examines how a generalized
Judeo-Christian or Biblical religious tradition, as well as the idea of the competition of all the “disestablished”
religious institutions itself, becomes part of a broad American civil religion. Prerequisite: SOC 110 or ANT 110
or REL 120 or permission of the instructor.
SOC 351 Law and Society
The field of law and society studies how law organizes society. This course introduces students to theoretical
perspectives and empirical research in the sociological study of law. It explores connections between the legal
system and social inequality, including the relationships between law, race, and poverty. Students examine these
connections in the context of specific problems and concrete cases from different areas of law. Prerequisite: SOC
110 or ANT 110 or permission of the instructor.
SOC 360 Social Psychology
A study of individuals in their social and cultural settings. Emphasis is placed on empirical research into the social
factors involved in perceptual-cognitive processes, attitude organization and change, intergroup relations, group
productivity, the socializing process, and the effects of culture on personality. Students perform laboratory and field
experiments designed to investigate basic processes of social psychology. Prerequisite: PSY 110 or senior standing
and permission of the instructor. PSY 210 is recommended. (Also listed as PSY 360.)
SOC 375 Sociology of Health and Illness
This course provides a review of basic concepts in the sociological study of health, illness, and the medical system,
with an emphasis on the idea that health and sickness are in part social, rather than purely biological, phenomena.
Sociology sheds light on the ways people make sense of, seek help for, and manage their illnesses as well as how
these developments have influenced the evolution of health-related professions. We will discuss how our
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understanding of health and illness is driven by political, economic, and cultural forces. Prerequisite: ANT 110 or
SOC 110 or permission of the instructor.
SOC 385 Sustainable Communities
What is sustainability? Our best attempts to live sustainably are often thwarted because we have difficulty figuring
out what being green really entails. This course has two objectives. The first is to learn about the history of
sustainability and its usefulness as an organizing principle for communities. The second is to apply our knowledge
toward developing a sustainability plan for our own communities (neighborhood, work, school, city, town, region).
Students complete experiential learning exercises toward these goals. By the end of the course, students will have a
better understanding of what sustainability means in their own life, the contemporary United States, and an
increasingly global world. Prerequisite: SOC 110 or ANT 110 or permission of the instructor.
SOC 500 Senior Seminar
(See ANT 500)
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Art History and Studio Art
Division of Humanities
The visual arts have an impact upon each of us every day of our lives. The houses we live in and the buildings
where we work are designed to accommodate us and satisfy our needs. Pictures hang on walls and sculptures rest
on tables or floors to decorate those buildings, and perhaps to explain and elaborate upon the uses to which the
buildings are put. Members of the Art Program believe that an understanding of various forms of the visual arts—
both traditional and innovative—enhances our experience and enjoyment of our surroundings, especially its
aesthetic aspects, and that art can provide greater meaning to the lives of those seeking to come to terms with it.
The Art Program offers instruction in both studio practice and art history, with a major and a minor available in
both areas. All classes are held in the Jones Visual Arts Center. Media taught include drawing, oil painting, ceramics,
and hot glass. Courses in art history cover the entire chronological range of the Western tradition, examining
artworks from stylistic, historical, and iconographical points of view. The major in studio art culminates in an
exhibition held in the gallery of the Visual Arts Center at the end of the student’s senior year, while a major in art
history presents a written thesis and public lecture likewise at the end of the senior year. Majors and minors may
choose to continue their education in the visual arts in graduate school as preparation for careers as artists,
educators, or staff members in museums, galleries, and other collection venues. But virtually every course in the Art
Program also enrolls students from a broad variety of other disciplines. They come in search of parallels among the
visual arts to other forms of human expression—historical, anthropological, literary, musical, and dramatic—both
past and present, or merely with a wish to complement their other undergraduate experiences in the liberal arts by
grasping more fully the bases of aesthetic meaning and judgment. Whatever motivation might bring a student into
the Visual Arts Center, however, an appreciation for the enduring values of art provides solid support for the life of
any educated and inquisitive person.
Faculty
Sheldon Tapley (chair), James Bloom, Amy Frederick, Judith Jia, Stephen Powell
Student Representatives
Mollie Hansen, Abbigale Jacobi
Requirements for the Studio Art Major*
ARS 110 or FYS Drawing;
ARS 210;
Two of: ARS 220, ARS 230 or FYS Ceramics or ARS 251, ARS 240;
ARH 260 and 261;
One art history course at the 300-level or higher;
Two of: ARS 320, ARS 330, ARS 340;
One studio course at the 300-level or above;
One studio or art history course at the 300-level or above;
ARS 499.
Requirements for the Art History Major*
ARS 110 or FYS Drawing;
ARH 260 and 261;
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Four art history courses at or above the 300-level;
One additional art history or studio course at or above the 200-level or an FRS studio art course or PHI 160;
One of CHN 220, CLA 220, FRE 220, GER 220, JPN 220, SPA 220, or equivalent;
ARH 500.
Requirements for the Studio Art Minor*
One of: ARS 110 or FYS Drawing;
Two of: ARS 210, ARS 230 or FYS Ceramics or ARS 251, ARS 240;
Two of: ARS 220, ARS 320, ARS 330, ARS 340;
One additional studio art course at the 300-level or higher.
Requirements for the Art History Minor*
ARH 260 and 261;
Three art history courses at or above the 300-level.
*NOTE: Independent or directed studies (ARH/ARS 400 and 401) are not applicable toward fulfillment of
major or minor requirements in studio or art history.
Art History Courses
ARH 260, 261 Survey of Western Art-I, II
An introduction to the language and processes of art history. Focus is placed on the understanding of historical
periods—their social, political, and aesthetic values—through the interpretation of the visual arts. ARH 260
emphasizes the arts of the West from prehistory through the High Middle Ages. ARH 261 emphasizes the arts of
the West from the end of the Middle Ages through the 20th century.
ARH 263 Molecular Modernism: Manet to Marc
This course will focus on the progression of painting from the 1860’s to the 1950’s, from Realism to
Impressionism, Neo-Impressionism, Fauvism, Cubism, Geometric Abstraction, de Stijl, and Abstract
Expressionism. Spending time in and around Strasbourg, Paris and Germany, we will study in two types of
locations – art museums and actual painting sites of these important artists. The role of science and technology in
this progression (including synthesis of new materials and how color theory informed painting) will be discussed.
Scientific topics include light and its interaction with matter, color mixing, chemical and physical causes of color,
and the biology of vision; these topics are discussed to gain a deeper understanding of paintings. Analytical
techniques used in conservation science and forgery investigations will be discussed.
ARH 310 The Art of Pilgrimage
This course is intended to immerse the student into the tradition, theology, culture, and environment of pilgrimage.
Specifically, this course will allow the student to explore the significance of pilgrimage by performing the actions of
a pilgrim to Santiago de Compostela in Spain. For over 1000 years, people of faith have traveled to the burial site of
St. James in Santiago. The routes to reach Santiago flourished in the medieval era, paths that were walked by
princes, kings, and ordinary peasants. As a result each town along the way to Santiago bears vivid material evidence
through ecclesial art and architecture that speaks to the popularity of this practice. Students will walk in their
footsteps upon these well-trod routes, specifically focusing on the route in northern Spain. By delving into this
practice, students are expected to gain a deeper knowledge of the role of ritual practice in religion as well as an
understanding of the continued significance of physical ritual in the contemporary world.
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ARH 319 Christian Art in Context
This course examines the genre of Christian art from its inception through several prominent periods in history.
The goal is to analyze the development of Christian art amidst the contextual background of history. With this
methodology, one can visually realize and recognize important historical and theological shifts that are underway in
the immediate context of the work of art under discussion. Moreover, it is equally critical to examine these works of
art in situ to realize the dimensions, the depth of artistic professionalism and gravitas that they exhibit. This course
intends to impart the importance of witnessing works of art “face to face” as well as to understand the context in
which they were born. This class will examine the rise of Christian art into the Byzantine era, the shifts in
representation in the Renaissance and Reformation eras, and how Christian art is expressed today. This course will
take field trips to Louisville and Chicago to see works of art examined in class. Students choose a specific work of
art to study and analyze on a deeper level for a class project.
ARH 367 Modern Art
An overview of artistic developments from the middle of the 19th century to the mid-20th century. Artistic
movements such as Realism, Impressionism, Cubism, Fauvism, Expressionism, Surrealism, and Abstract
Expressionism are considered. Prerequisite: ARH 261 or permission of the instructor.
ARH 370 North European Art from the Early Christian Period to the Renaissance
The course begins with the fourth-century Early Christian era, covers the Gothic period, and ends with the early
years of the Northern Renaissance in the 16th century. Students study a wide variety of paintings (including
mosaics, illuminated manuscripts, tapestries, and stained glass), sculpture (Viking wood carvings, Celtic
goldsmithwork, and French and German church statuary), and architecture (Early Christian basilicas, Romanesque
churches, and Gothic cathedrals). (Offered at Strasbourg.)
ARH 381 Arts and Markets: Economic Histories of the Arts
This course introduces students to the multiple means by which art can be examined through the lens of economic
history. Among other things, art is by its very nature a commodity that is bought and traded, sold and re-sold.
Course materials will attend the issues of production, reception, distribution and sale that shaped not only how art
has been used and understood since the Renaissance, but how such considerations influenced the creation of styles
and techniques that are more often identified as the products of individual creative expression. The class will
attempt to balance careful examinations of individual artists, objects, and patrons with more general analyses of
mass production and international exchange, and considers the history of art from the Renaissance to the present.
Prerequisite: ARH 260 or 261, or permission of the instructor.
ARH 382 Mirror, Mirror, on the Wall: Reflections of Vision in Art
This class considers the history of visuality since the Renaissance as a culturally‐‐determined strategy of
representation dependent upon philosophies of both technology and aesthetics. Students will be confronted with
such questions as: What is truth in vision? What is ideal beauty? What is a portrait? What is verisimilitude? The
class attends to the historical development of technologies that directly impacted vision and representation, from
linear perspective to the Hubble Space Telescope, from oil painting to holography. By the same token, the
relativity of ideals of aesthetic value will also be examined, from classical canons of proportion to the celebration
of ostentation and material cost, from social realism to expressionism to abstraction.
ARH 383 Social Life of Prints
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This course explores the various roles that printed images – woodcuts, engravings and etchings – played in the
development of the visual arts since the Renaissance. For example, prints served as the most rapid form of mass
communication (and propaganda); as a means to discreetly disseminate illicit or pornographic images; as scientific
records of the natural world; and as affordable imitations of paintings or as a means to communicate visual motifs
among artists. Perhaps most importantly, this course will consider the means by which prints stimulated the
development of the visual and critical skills necessary to negotiate cultures that were increasingly saturated by
images.
ARH 384 Art and Authority: The Power of Images
A consideration of the expression of power implicated in the history and historiography of western art. In addition
to what might be considered conventional articulations of authority examined under the rubric of patronage,
readings explore constructions of power rooted in concerns as diverse as performance, landscape, gender,
iconoclasm, and ornament. Moreover, these issues are reviewed within the historiography of the discipline as a
means to encourage the self-conscious assessment of how the field of art history itself has laid claim to shifting
strategies of authority.
ARH 385 The Portrait from Pharaoh to Facebook
The portrait is perhaps the most familiar form of visual representation. From private portraits to public
propaganda, from the artistic expression of the self-portrait to the production and potential manipulation of digital
photographic portraits, portraiture is a nearly inescapable phenomenon. Yet a simple definition of portraiture
remains maddeningly elusive. Moreover, its familiarity, rooted in its association with likeness – the ability to match
sitter with subject – masks the fascinating and complex history of the genre. This class explores the history of
portraiture across time and culture, challenging students to think more critically about how we construct the self.
ARH 387 Impressionism and Japonisme
Beginning in the 1860s, Japanese woodblock prints (ukiyo-e) profoundly influenced the work of Impressionist and
Post-Impressionist artists such as James Whistler, Edgar Degas, Mary Cassatt, Henri de Toulouse-Lautrec, Paul
Gauguin, and Vincent van Gogh. These prints were also popular with both American and European collectors. In
this course, we will examine and discuss techniques such as woodblock printing and lithography, and topics such as
cultural sharing, assimilation, and appropriation. We will also visit the Cincinnati Museum of Art to view their
spring exhibition, Masterpieces of Japanese Art, and possibly the Carnegie Museum of Art to study their collection
of Japanese woodblock prints, as well as attend the Japanese Winter Plum Festival at the Norton Center.
ARH 425 Who Was Rembrandt?
This course considers both the contemporaneous reception of Rembrandt and his subsequent exploration in the
18th-21st centuries, asking not only how art history has shaped Rembrandt, but also how Rembrandt has shaped
the study of art history. The class will examine art, art history, art historiography, and cultural studies.
ARH 451 Art, Empire and After
The Habsburg Empire dominated European politics and culture for nearly half a millennium, and its influence can
be seen in contemporary cultural production to this day. This course will trace the history of the visual arts
produced under the dynastic rule of the Habsburgs from the late fourteenth century to the early twentieth century,
and examine its legacy in the present.
ARH 500 Senior Thesis in Art History
In consultation with the instructor, students write a substantial research paper on a topic of their choice and
present a public reading of the paper at the end of the term. Prerequisite: Senior art history major.
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Studio Art Courses
ARS 110 Introduction to Drawing
This course requires no previous instruction in art. It emphasizes charcoal drawing from direct observation,
concentrating on still life as a subject. The aim is to give students proficiency in the fundamentals of
proportional measuring, perspective, composition and modeling form with light and shade. In addition to studio
work, students learn by studying and copying from master drawings. As students gain proficiency, other
materials or subjects may be introduced, such as the use of paint or outdoor landscape drawing. Periodic class
discussions and written assignments help students learn visual analysis and a general approach to the criticism of
art.
ARS 210 Drawing and Painting-I
Student enrolling in this course should be proficient in drawing, but need not have any experience in painting. The
course gives equal emphasis to drawing and oil painting, moving back and forth between the media to emphasize
their interdependence. Drawing skills will be developed by working directly from life throughout the term. Oil
painting methods will be introduced with the study of still life, followed by the human figure with emphasis on the
head. Direct observation of the figure will be enriched by the study of anatomical form and copies from
masterworks in drawing and painting. Prerequisite: ARS 110 or FRS 119 or permission of the instructor.
ARS 220 Drawing and Painting-II
This is an intermediate course. To enroll in it, students should have proficiency in figure drawing and the
fundamentals of oil painting. The class will begin with several weeks of outdoor landscape drawings and oil
studies. As the weather turns cool, the class will take up intensive study of the figure. Students will continue to
study anatomical form, with the aim of achieving a comprehensive understanding of the figure. The course will
culminate in a project that takes students through the process of building a picture from initial sketches to a wellresolved
composition. Prerequisite: ARS 210.
ARS 230 Ceramics-I
An initial studio experience in ceramic techniques which includes art theory and ceramic history. Processing,
forming, and firing are studied in concert with an aesthetic consideration of the articulation of form and surface
decoration.
ARS 240 Hot Glass-I
From traditional vessels to sculptural forms, students learn the fundamental techniques of glass blowing and
casting. Attention is given to the history of glass and to the formulation of a personal expression through the
creation of glass objects. Prerequisite: One previous art course (studio or art history).
ARS 251/ARS 455 The Art of Porcelain
Students learn to create with this demanding clay through a series of projects designed to explore porcelain's
properties of whiteness and translucency. Students model, mold, carve, and glaze porcelain. A visiting artist will
demonstrate techniques of using porcelain. Prerequisite for ARS 455: ARS 230 or 251.
ARS 252/452 Venetian Glass Techniques
A study of Venetian glass blowing techniques. Venetian glass is known for its elegant, well-crafted shapes that
exploit intricate colored canes in their surface decoration. Students spend a part of each day in the hot glass studio
practicing Venetian techniques. We will study many of the Venetian glass artists and factories that have made the
island of Murano so famous. The class will focus on Venetian glass of the 16th century and trace it's development
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all the way to contemporary times. This class will be an even mix of theory and practice. No prerequisite for ARS
252; ARS 240 or 252 required for 452.
ARS 320 Drawing and Painting-III
Advanced study in drawing and oil painting. The course presents a thorough overview of the human figure as a
subject. Students will learn anatomy as it relates to visual form in the figure. The course will finish with a major
independent project incorporating the skills developed during the term. Prerequisite: ARS 220.
ARS 321 Drawing and Painting-IV
Advanced study in drawing and oil painting, recommended for art majors. This course will continue the practice
of drawing and painting from life, with concentration on the figure and anatomy. In addition, students will
undertake a major independent work in the last part of the term. Prerequisite: ARS 320.
ARS 330 Ceramics-II
Refinement of building methods and artistic intent. Further technical exploration of glazes and firing
methods. Prerequisite: ARS 230 or ARS 251.
ARS 331 Ceramics-III
Students work in conjunction with the instructor to plan and create a series of coherent and resolved works
while continuing technical experiments. Prerequisites: ARS 330.
ARS 340 Hot Glass-II
Refinement of techniques and artistic intent. Prerequisite: ARS 240 or ARS 252.
ARS 341 Hot Glass-III
An advanced study of glass. Students focus on one long-term project that culminates in a series of highly
resolved works. Prerequisite: ARS 340.
ARS 420 Drawing and Painting-V
Advanced study in drawing and oil painting, recommended for art majors, especially those planning a senior
exhibition in painting and drawing. This course will extend the study of the figure and anatomy, and require more
accomplished and ambitious works. Students will learn to develop imagery independently and to work through a
series of images with related themes. Prerequisite: ARS 321.
ARS 430 Ceramics-IV
Continuation of ART 331, culminating in a coherent and resolved body of work. Prerequisite: ARS 331.
ARS 440 Hot Glass-IV
Continuation of ARS 341. Prerequisite: ARS 341.
ARS 499 Senior Exhibition
Directed studio work in consultation with a faculty member. The term culminates in an exhibition of a
coherent series of original creative works, usually in one medium. Prerequisite: Senior studio art major.
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Asian Studies
Interdisciplinary Program
Students can minor in Asian studies at Centre College. The interdisciplinary minor in Asian Studies is a program
designed to introduce students to the history, geography, economies, arts, religions, cultures, and languages of
East, Southeast, and South Asia. The program also emphasizes introductory knowledge of Asian languages as a
necessary means to understanding the region’s traditional and contemporary cultures.
Minors in Asian Studies gain basic proficiencies in the traditions and languages of the region by acquiring
fundamental historical, linguistic, and cultural knowledge, as well as learning to use research and analytical tools to
challenge and to suggest new avenues for exploration. By enrolling in courses across the disciplines, minors in
Asian Studies also learn to interpret and to appreciate cultural production in all its various forms, ranging from the
political to the musical to the gastronomic. In this way, students emerge both with elementary proficiency in an
Asian language(s) and the cultural knowledge and sensitivity to pursue future work and research opportunities in
Asia.
The minor requires a total of 26 credits (including language requirements); however, 11 credits of the minor
can be fulfilled with general education requirements and language competency. All students take Chinese
and/or Japanese for one year and are strongly encouraged to study abroad and to attend CentreTerms offered
in Asia.
Faculty
Dina Badie (chair), Kyle Anderson, John Harney, Christian Haskett, Judith Jia
Requirements for the Minor
Three core courses: ASN 210 , ASN 310, REL 130 Eastern Religious Traditions;
One history course: HIS 333 Chairman Mao’s China of HIS 342 Modern Japan;
One politics course: POL 346 Politics of East Asia, or topics courses approved by the program committee;
Language: CHN 120 or JPN 120 or equivalent;
One elective chosen from: HIS 434 Creating the Orient, HIS 340 Age of the Samurai, REL 336 Reading and Ritual
in Hinduism, REL 430 Introduction to World Buddhism, or any course not utilized in the above categories, or
other courses approved by the program committee.
NOTES:
1. Upon program committee approval, additional courses may be added to the list of courses fulfilling minor
requirements.
2. Several courses listed above are not offered regularly or are offered only once every two or three years. Students
interested in the minor are encouraged to consult with a program committee member early on to plan their
preparation for the minor and to discuss course offering schedules.
Asian Studies Courses
ASN 210 Introduction to Asia
An introduction to the history, cultures, geography and politics of China, Japan, India and other Asian
traditions.
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ASN 275 Asia and the Environment Lab (one credit hour)
Students will examine three environmental issues of relevance to Kentucky (pork and poultry food systems,
forestry, and aquaculture), alongside the Asian analogues of these issues. Prerequisite: Concurrent enrollment in
ASN 310 or PHI 145 or ENS 210 preferred, or prior enrollment in one of those courses. (Also listed as ENS 275.)
ASN 310 Asian Humanities
This course explores in greater depth the architectural, visual, linguistic, literary, musical, and cinematic arts of Asia.
Concentration is placed on major East and South Asian traditions (China, Japan, India, Vietnam, and Thailand),
while also spending time on other minor traditions and the works of the Asian diaspora (Burma, global Asia).
Readings from a number of historical periods across an array of genres explore issues of race, gender, class, culture,
religion, philosophy, and ethnicity.
ASN 330 Manga and Anime: Form and Practice
This course surveys the history and genres of Japanese manga (graphic novels) and animation films. In addition to
discussing common themes and narrative forms employed, we learn to distinguish and describe varying drawing
styles and framing structures. The final project asks students to create their own manga or anime (a sample piece and
explanation of the remaining narrative) with commentary on how that fits within the larger field.
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Behavioral Neuroscience
Division of Science and Mathematics
Behavioral neuroscience is a multidisciplinary science that encompasses a wide variety of scientific pursuits. The
field is unified around the common goal of investigating and understanding the biological basis of behavior and
cognition. Centre's behavioral neuroscience curriculum includes a strong emphasis in psychology and biology with
additional courses in chemistry and mathematics. Those students interested in the cellular mechanisms of behavior
are encouraged to take courses in biochemistry and molecular biology to complement their major requirements.
This multidisciplinary approach provides students with a broad foundation for understanding how behavior and
thought processes are governed by neuroanatomy, neurophysiology, and psychopharmacology. The course work
and research experiences behavioral neuroscience majors undertake include, but are not limited to, the following
topics; human and animal behavior, brain-behavior interactions, nerve cell structure and function, chemical
neurotransmission, the mechanisms of sensation and perception, and the neurological and behavioral effects of
both therapeutic and recreational drugs. Overall students learn how fundamental concepts and principles in these
areas are related to both normal and abnormal behavior. Centre students that earn a behavioral neuroscience degree
often pursue careers that require quantitative and analytical thinking and expertise in understanding human and
animal behavior. They also are well prepared to pursue advanced graduate and/or professional training in
neuroscience, psychology, human and/or veterinary medicine, pharmaceutical science, and animal research.
Faculty
KatieAnn Skogsberg (chair), Melissa Burns-Cusato, Brian Cusato, Stephanie Fabritius, Karin Gill, Aaron Godlaski
Student Representatives
Brooklyn Madrid, Ashley Merkin
Recommendations for Students Planning to Major in BNS
Students contemplating a major in behavioral neuroscience (BNS) should take PSY 110 and BIO 110 in their first
year. MAT 130 should be completed no later than the fall term of the sophomore year, and PSY 205 and BNS 210
should be taken during the fall and spring semesters of the sophomore year, respectively. BNS 295 and CHE 131
(or for qualified student, CHE 135) should be completed no later than spring of the sophomore year. Prospective
BNS majors with specific graduate/professional school aspirations should consult with a member of the BNS
faculty early in their academic career to determine the most appropriate course selection and scheduling options.
Students interested in maximizing their professional school preparations should complete additional coursework
beyond what is required in the categories above. In some cases, classes not included in these categories (e.g. BIO
350 and BIO 385) may be appropriate choices for students that have completed the necessary prerequisites. It is
also recommended that BNS majors with professional school aspirations contact the appropriate pre-health career
advisor sometime during their first year on campus. Access the health professions advisory committee's website for
more details.
Requirements for the Major
Foundation Requirements: BIO 110, BNS 210 and 295 and 300, CHE 131 or 135, MAT 130, PSY 110 and 205;
Brain and Behavior courses (choose 2): BNS 315, BNS 330 or BIO 371 (not both), BNS 360, 370, 390, 450;
Psychology courses (choose 2): PSY 300, 305, 320 or 325 (not both), 370, 380;
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Cell and Molecular courses (choose 2): BIO 210, BIO 225 and 351, BIO 305, BMB 210, CHE 241;
Capstone (choose 1): BNS 350 or BNS 351 or BNS 500.
Completion of senior tests as determined by the program.
NOTE: A double major with Psychology is not permitted.
Requirements for the Minor
MAT 130; BIO 110; PSY 110; PSY 205;
BNS 210, or PSY 210 and an additional BNS course numbered 300 or higher, excluding BNS 350 and 351;
BNS 295, or PSY 295 and an additional BNS course numbered 300 or higher, excluding BNS 350 and 351;
Two additional courses selected from among the following: 330 or 335 (not both), 360, 370, 390, 450.
Behavioral Neuroscience Courses
BNS 210 Experimental Design: Behavioral Neuroscience (four credit hours)
A study of the critical components of behavioral neuroscience experiments with human and non-human subjects:
literature review, experimental design, methodology, data analysis, data interpretation and research ethics.
Laboratory work is required. Prerequisite: PSY 110 and 205.
BNS 250 Introduction to Research (one credit hour)
A course intended to provide first-years and sophomores with an opportunity to engage in research under the
close supervision of faculty. Students gain the experience needed to successfully conduct independent research
projects in BNS/PSY 350 and 351. Students are expected to dedicate at least three hours of work on the research
project for every hour of course credit earned. Offered on a pass-unsatisfactory basis only. Prerequisite: By
invitation.
BNS 295 Foundations of Behavioral Neuroscience (four credit hours)
An overview of the neurological mechanisms that underlie human and non‐human behavior. This course begins
with a detailed study of neuroanatomy, neurophysiology, and neurochemistry. Neurodevelopment,
neuroendocrinology, and psychopharmacology are also discussed. Processes occurring at the cellular and
physiological levels are then related to specific behaviors, such as vision, sleep, reproduction, emotion, as well as
neurological and psychological disorders. Laboratory work is required. Not open to students with credit for PSY
295. Prerequisite: PSY 110; BIO 110 or NSC 120 is recommended.
BNS 300 Advanced Behavioral Neuroscience
Students will apply knowledge of neuroanatomy and neural function to make connections between behavior and
underlying brain mechanisms. Emphasis will be placed on the methods used to elucidate neural control of
movement, sensory systems, ingestive behavior attention, learning and memory, and language. Physiological and
behavioral implications of a disordered brain also will be considered in depth. Prerequisite: BNS 295 or PSY 295;
BIO 110 or NSC 120 is recommended.
BNS 315 Health Psychology
An overview of the theory, research, and practice of health psychology from a biopsychosocial framework.
Students will actively learn how psychological factors relate to both pathological and positive outcomes in physical
health. Major themes will include the role of psychologists in the research and treatment of stress, chronic pain,
traumatic brain injury, and nutrition, in integrative healthcare settings. Prerequisite: PSY 110; BIO 110 or NSC 120
is recommended.
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BNS 330 Animal Behavior
An examination of behavior from an evolutionary perspective. Behavior is studied as a product and a means of
adaptation to ecological conditions. Emphasis is given to predatory action; predatory defense; foraging; and
social behavior which includes sex, aggression, and communication. Consideration is also given to the
application of ethological principles in the study of human behavior. Prerequisite: PSY 110, and BIO 110 or
NSC 120. BIO 225, BNS 210, and PSY 305 are recommended.
BNS 350 Advanced Research Topics (four credit hours)
Students meet in seminar format to discuss key problems of effective experimental research. Students also
conduct a research project supervised by department faculty on an individual basis. Research projects and seminar
meetings are extended over two long terms. Students are expected to dedicate at least three hours of work on the
research project for every hour of course credit earned. Prerequisite: BNS 210 and permission of the instructor of
record and the faculty research supervisor.
BNS 351 Advanced Research Topics
Students meet in seminar format to discuss key problems of effective experimental research. Students also conduct
a research project supervised by department faculty on an individual basis. Research projects must be completed
within one long term. Students are expected to dedicate at least three hours of work on the research project for
every hour of course credit earned. Prerequisite: BNS 210 and permission of the instructor of record and the faculty
research supervisor.
BNS 360 Drugs, Brain, and Behavior
An exploration of psychopharmacology. The course covers the use and abuse of recreational, therapeutic, and
experimental psychoactive substances. The behavioral effects of these drugs are related to the nervous system and
other physiological processes. Topics include addiction, tolerance, and drug interactions for a wide range of
psychoactive drugs. Prerequisite: BNS 295 or PSY 295, or permission of the instructor.
BNS 370 Sensation and Perception (four credit hours)
An examination of basic sensory and perceptual processes, including the structural and neurological bases of
awareness and the role of cognitive processes in perception. Laboratory work is required. Prerequisite: BNS 295 or
PSY 295.
BNS 390 Human Neuropsychology
A comprehensive introduction to the field of neuropsychology. Topics include basic neuroanatomy,
nueropsychological disorders related to memory, sensory and perceptual systems, motor movement and
coordination, language and aphasia, mood and emotional disorders, and problems related to attention and
executive control. Neural development, plasticity and degeneration are also discussed. Prerequisite: BIO 110, BNS
295 or PSY 295, or permission of the instructor.
BNS 450 Research in Primate Behavior
Students define an appropriate research question and conduct systematic observations of the behavior of the
Barbados green monkeys. These projects apply sampling techniques and statistical analyses common to behavioral
research. Conducted in Barbados.
BNS 500 Senior Seminar
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An in-depth study of current research topics in behavioral neuroscience. Students read extensively from the
primary literature, critically analyze published findings and the views expressed by their peers, lead and participate
in class discussions, and present their research findings on a regular basis throughout the term. Prerequisite: senior
BNS or PSY major or permission of the instructor.
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Biochemistry and Molecular Biology
Division of Science and Mathematics
Centre’s program in biochemistry and molecular biology (BMB) examines the fundamental cellular and molecular
mechanisms by which organisms function. The BMB major serves as a stepping-stone for preparation in a wide
variety of professions: careers in medicine and other health professions, research in academia, government, or
private industry, teaching, and even non-science fields such as law.
The BMB major starts in the first two years with a solid foundation of biology, chemistry, physics, and
mathematics. In the junior and senior years, we progress from macromolecules to cellular metabolism to molecular
genetics to cell biology. These junior-senior BMB courses introduce the student to most of the major experimental
tools that are used in BMB research labs. Finally, students are exposed to current research in this field, partly by a
senior seminar on current research topics, and partly by the expectation that most BMB upper-class students will
participate in research either at Centre or in an off-campus program.
Faculty
Stephanie Dew (chair), Stephen Asmus, January Haile, Margaret Richey
Student Representatives
Sanna Gough, Gunnar Miller
Recommended First-Year/Sophomore Preparation
Students contemplating a major in BMB should complete CHE 135 (or 131 and 132), CHE 241, BIO 210 and
BMB 210 by the end of their sophomore year. Students with a strong chemistry background should take CHE 135
during the fall and CHE 241 during the spring of their first year. First-year students lacking a strong chemistry
background should take CHE 131 and CHE 132 in the fall and spring terms, respectively, followed by CHE 241
during the sophomore year. Most students will complete CHE 242 during their sophomore year as well. BMB 210,
which has co-requisites of CHE 241 and BIO 210, should be taken in the sophomore year, either fall or spring.
Other Recommended First-Year/Sophomore Courses
CHE 250, MAT 145 or MAT 170, PHY 110 or 210.
Requirements for the Major
BIO 210; BMB 210; CHE 131 and 132, or CHE 135; CHE 241 and 242;
MAT 145 or 170 or placement in 171 or higher;
PHY 110 or 210;
BMB 310, 320, 330, 340, 500;
BMB 316 and at least one of BMB 335, 345;
One of the following physical science courses: PHY 120, PHY 210 (if not used above), PHY 230, CHE 250, CHE
361, CHE 362;
One of the following biological science courses: BIO 335, 340, 345, 350, 355, 385 and 455.
Biochemistry and Molecular Biology Courses
BMB 210 Introduction to Biochemistry and Cell Biology (four credit hours)
A study of the macromolecules and cellular processes which make life possible. Central topics in the course are
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the structure and function of biological macromolecules, the pathways of energy flow in the cell, and foundational
topics in cell structure and function. Prerequisite: CHE 131 and 132 or CHE 135, CHE 241, BIO 210 (CHE 241
and/or BIO 210 may be taken concurrently with BMB 210). Laboratory work is required. Note: Prospective BMB
majors should complete BMB 210 by the end of their sophomore year.
BMB 310 Macromolecules
A study of the four major families of biological molecules: polysaccharides, lipids, proteins, and nucleic acids. The
course covers the composition and configuration of these compounds, analysis of their physical and chemical
properties, and the molecular mechanisms of their functions in metabolism and ultrastructure of the cell.
Prerequisite: CHE 241, and BMB 210 or CHE 242.
BMB 316 Biochemistry Lab Techniques
This laboratory course provides a broad introduction to techniques used in biochemical analysis, including protein
purification, enzyme kinetics and the use of radioisotopes. Prerequisite: BMB 310.
BMB 320 Cellular Metabolism
A study of the intermediary metabolism of living cells. The principal metabolic pathways studied are those which
provide for synthesis, degradation, and interconversion of carbohydrates, lipids, amino acids, and nucleotides.
Particular emphasis is given to respiration and photosynthesis as central bioenergetic processes in the cell.
Prerequisite: BMB 310 or permission of the instructor.
BMB 330 Molecular Genetics
A study of the molecular basis of genetic control in living cells. Primary areas of interest are the nucleic acid
organization of genes; their packaging within chromosomes; and the replication, modification, mutation, repair,
recombination, transcription, translation, control, evolution, and engineering of genes. Prerequisite: BMB 210
or BMB 310.
BMB 335 Laboratory in Molecular Genetics (one credit hour)
This laboratory course introduces molecular genetic research techniques. Standard experiments in this field are
performed, including: DNA isolation, plasmid purification, restriction enzyme digests and mapping, gel elution,
ligation reactions, transformations, polymerase chain reactions, Southern blots, DNA hybridization analyses and
DNA sequencing analysis/bioinformatics. Prerequisite: BMB 210 of BMB 310.
BMB 340 Cell Biology
A study of eukaryotic cell structure and function at the molecular level. Topics include modern approaches to
studying cells, membrane structure and function, intracellular compartments, protein sorting, exo-and endocytosis,
cell signaling, cytoskeleton, extracellular matrix, cell and molecular mechanisms of development, and cancer.
Prerequisite: BMB 210 or BMB 310.
BMB 345 Laboratory in Cell Biology (one credit hour)
This laboratory course introduces cell biology research techniques, including cell culture, immunocytochemistry,
fluorescence microscopy, and digital imaging of microscopic images. Prerequisite: BMB 340 or concurrently.
BMB 500 Senior Seminar
A study of current research topics in biochemistry and molecular biology through analysis of research articles and
by presentations from visiting lecturers. Students are expected actively to participate in discussion and to present
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several formal talks. It is intended that all of the areas covered in the BMB major will be represented by the topics
and speakers chosen. In addition, students write a research paper and give a presentation on a topic of their own
choosing. Open only to senior BMB majors.
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Biology
Division of Science and Mathematics
The discipline of biology encompasses many subject areas ranging from the study of molecular and cellular
functions to the ecological interactions among organisms. As biology majors, students gain a solid background in
the discipline while also gaining the ability to apply biological principles to our world. Students planning on
majoring in biology prepare for the major with appropriate courses in mathematics, chemistry, and physics. In their
first two years, students are introduced to the breadth of the discipline in three core courses that provide a
foundation in biological diversity, ecology, evolution, genetics and cell biology. Upon declaration of the major,
students build upon this foundation by choosing one course from each of the following areas: cell and molecular
biology, organismal biology, and ecology and evolution. Three additional elective courses from these areas or from
a select number of courses in other major programs allow the student to craft a major reflecting his or her personal
interests. At the senior level, our majors enroll in the capstone senior seminar course.
Faculty
Margaret Richey (chair), Stephen Asmus, Stephanie Dew, Stephanie Fabritius, Amanda Falk, Mark Galatowitsch,
Matthew Klooster, Anne Lubbers, Marie Nydam, Kelly O’Quinn, Rose-Marie Roessler, Jessica Wooten
Student Representatives
Tyler Blincoe, Emily Noelker
Recommended First-Year/Sophomore Preparation
Students contemplating a major in biology should plan to take BIO 110 in their first year. CHE 131 and CHE 132
may be taken during either the first year or the sophomore year. For those who qualify, CHE 135 may substitute
for both CHE 131 and 132. Normally, students should plan to take BIO 210 no later than the spring of their
sophomore year. CHE 241 and BMB 210 should be completed no later than the fall of the junior year. Any
prospective biology major with specific graduate/pre-professional school goals should consult with a member of
the biology faculty (or one of the specific pre-health careers advisors) early in the student’s academic career to
determine both the types of courses that should be taken and the specific terms in which these courses should be
taken to best attain the post-graduate goals. See the health professions advisory committee's website for more
details.
Requirements for the Major
Foundation Courses (normally completed in the first and sophomore years)
BIO 110, 210; BMB 210; CHE 131 and 132, or CHE 135; CHE 241; MAT 130; PHY 110 or CSC 117 or CSC 261
NOTE: Students planning to attend graduate school in biology should take at least one calculus course. Biostatistics
(BIO 390) and additional math, chemistry, physics and computer science courses are also recommended for
graduate school. Many professional schools (e.g., medical, dental, nursing, physical therapy, pharmacy, etc.) may
require calculus and additional biology, chemistry and/or physics courses. Students should consult with the
appropriate pre-health advisor regarding professional school requirements.
Upper-level Courses (normally completed in the junior and senior year)
A minimum of seven upper-level biology courses are required for the major. The seven courses must be selected
according to the following criteria: One course from each of the following groups (A, B, and C):
Group A Cell and Molecular Biology: BIO 335, BIO 345, BIO 355, BIO 385, BIO 455, BMB 310, BMB 320,
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BMB 330, BMB 340;
Group B Organisms: BIO 310, BIO 320, BIO 325, BIO 330, BIO 340, BIO 350, BIO 360, BIO 380;
Group C Ecology and Evolution: BIO 300, BIO 305, BIO 315, BIO 365, BIO 370, BIO 371, BIO 375, BIO 385,
BIO 395.
Three additional three or four credit hour BIO courses numbered 300 or higher, including BIO courses not listed
above (excluding BIO 400-405). The BMB courses listed above and/or BNS 330 can also be used toward this
requirement. No more than two courses applied toward the upper-level requirements can be courses taught in
another program (BMB or BNS).
One capstone course: BIO 500.
At least three of the upper-level requirements must have a lab component (four credit hour courses). A onehour
upper-level lab course taken with a complimentary three-hour lecture course together count as one fourhour
course (e.g., BIO 350 + BIO 351).
Requirements for the Minor
BIO 110, BIO 210, BMB 210, CHE 131 and 132 or 135, CHE 241, and three BIO courses numbered 300 or
above (excluding BIO 400-405). BMB 310, 320, 330, 340, and BNS 330 may be used to fulfill the upper level
elective requirement. At least one of the three elective courses must have a lab component (four credit hour
courses). A one-hour upper-level lab course taken with a complimentary three-hour lecture course together count
as one four-hour course (e.g., BIO 350 + BIO 351). At least two of the three upper level courses must be BIO
courses.
Biology Courses
BIO 110 Evolution, Biodiversity, Ecology (four credit hours)
An introduction to biology through the integrating theme of evolution. The first third of the course introduces the
unifying principles of evolution upon which all biological study is based. The second third is a phylogenetic survey
of the biodiversity originating via those evolutionary processes. The course concludes with an exploration of the
ecological processes that govern the organization of populations, communities and ecosystems. Laboratory work is
required. Prerequisite: MAT 110 or basic skills in math.
BIO 210 Introduction to Genetics (four credit hours)
A survey of the basic principles of genetics. In this course, students will be introduced to all areas of genetics:
Mendelian patterns of inheritance, molecular genetics and population genetics. A weekly laboratory is
required. Prerequisite: MAT 110 or basic skills in math; BIO 110 or CHE 131 is strongly recommended.
BIO 225 Human Anatomy and Physiology
An overview of the anatomical characteristics and physiological processes associated with the major organ systems
in healthy humans. Prerequisite: BIO 110 or BIO 210.
BIO 230 Vertebrate Nutrition
An introduction to the study of the principles of nutrition in vertebrates. This introduction includes an overview
of the physiological requirements and metabolism of proteins, lipids, carbohydrates, vitamins, minerals and water;
the anatomy and physiology of digestion, absorption and transport of nutrients; the role of nutrition throughout
human development; the application of the principles of nutrition to animal diet formulations; the role of diet in
the development of chronic diseases; nutritional disorders and weight management; and food safety. Prerequisite:
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BIO 110; CHE 132 or 135.
BIO 300 Macroevolution
A study of evolution at and above the level of the species. Topics include patterns in the fossil record, speciation,
diversification, phylogenetics, and adaptive radiation. In-depth independent projects, research papers, and
exploration of the primary literature are emphasized. Prerequisite: BIO 110, BIO 210.
BIO 305 Microevolution and Speciation
An in-depth study of the modern theory of evolution with a particular focus on microevolutionary processes and
speciation. Topics include the agents and patterns of evolutionary change that characterize populations and may
lead to the evolution of new species. Specific topics covered include population genetics, adaptation, sexual
selection, kin selection, genomic evolution, evo-devo, and mechanisms of speciation. Discussion of papers from
the primary literature is emphasized. Prerequisite: BIO 110, BIO 210.
BIO 310 Invertebrate Biology (four credit hours)
A study of the evolutionary relationships between invertebrates, the major innovations in the evolutionary history
of invertebrates, the link between structure and function in a wide diversity of invertebrates, and the ecological
roles of each invertebrate phylum. Prerequisite: BIO 110.
BIO 315 Freshwater Ecology (four credit hours)
An introduction to the physical, chemical, and biological processes associated with freshwater habitats, with a
particular focus on lotic systems. Topics covered include: water chemistry, habitat classification, evolutionary
adaptations, population dynamics, community structure and species interactions, water quality monitoring, and
human impacts. Weekly laboratory required. Field work is a required part of the laboratory component of this
course. Prerequisite: BIO 110.
BIO 320 Natural History of Vertebrates
The life histories and adaptations of vertebrates are studied with an emphasis on the origins and evolution of the
modern classes. Adaptations of vertebrates to the opportunities and constraints imposed by aquatic versus
terrestrial conditions are examined. Special consideration is given to aspects of vertebrate biology that are of
particular relevance to the human condition. Prerequisite: BIO 110.
BIO 325 Vertebrate Morphology (four credit hours)
The structure of vertebrate organ systems is studied through lectures and lab dissections. The phylogeny of
vertebrates is traced through consideration of the adaptation of organ systems to specific environmental
requirements. A weekly lab is required. Prerequisite: BIO 110.
BIO 330 Entomology
An introduction to the biology of insects. This course focuses on the morphological adaptations, life history
strategies, behavior, ecological and evolutionary relationships, and diversity of insects. Prerequisite: BIO 110.
BIO 335 Developmental Biology (four credit hours)
A study of the development of animals, primarily vertebrates, from fertilization through the development of all
major tissue and organ systems. Topics include classical embryology and cellular and molecular aspects of
development. Lab work includes studying the developmental anatomy of selected vertebrates. Prerequisite: BIO
110, BIO 210, and BMB 210.
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BIO 340 Microbiology (four credit hours)
An introduction to the biology of microorganisms. The course focuses on the anatomy, classification,
reproduction, metabolism, molecular genetics, and control of bacteria; fungi protozoa, algae, and viruses are also
discussed. A laboratory is required. Prerequisite: BIO 110 and BMB 210.
BIO 345 Histology (four credit hours)
A study of the microscopic anatomy of vertebrate tissues and organs. Lectures focus primarily on correlating cell
organization and physiology with the functions of the particular tissue/organ system and on how tissue types are
distributed throughout the organism. Lab work includes the microscopic identification of all major tissues and
organs and acquiring experience with tissue processing and “staining” techniques. Prerequisite: BIO 110 and BMB
210.
BIO 350 General and Comparative Animal Physiology
A comparative study of the integrative function of animal organ systems, with emphasis on the evolution of
physiological processes and physiological responses of organisms to environmental change. Prerequisite: BIO
110and BMB 210.
BIO 351 Laboratory in Human Physiology (1 credit hour)
Physiological studies and experimentation in the areas of comparative, human, and exercise physiology to
understand the physiology of organ systems, weekly lab. BIO 350 or BIO 225 prerequisite or concurrent.
BIO 355 Immunology
A study of both specific and non-specific immunity. Particular emphasis is placed on investigating specific
immunity from a cellular and molecular perspective, including its important roles in both medicine and research.
Prerequisite: BIO 210 and BMB 210; BIO 225 is recommended.
BIO 360 Plant Biology (four credit hours)
A survey of the anatomy, physiology, reproduction and life cycles of flowering plants. Some aspects of the
characteristics of bryophytes, ferns and gymnosperms are also covered. The course emphasizes the relationships
between plant form and function in the context of evolution and ecology. Weekly laboratory included.
Prerequisites: BIO 110, BIO 210, and BMB 210 (BMB 210 may be taken concurrently with BIO 360).
BIO 365 Plant-Herbivore Interactions
An examination of the ecological, biological, and behavioral factors governing the nature of plantherbivore
interactions as well as the ecological and evolutionary consequences of the interactions.
Prerequisite: BIO 330 or 360 or 370.
BIO 370 Principles of Ecology (four credit hours)
The interrelationships between organisms and their environment are examined at four levels: individuals,
populations, communities and ecosystems. Topics covered include evolutionary adaptations, population
dynamics, species interactions, community structure, biogeochemical cycles and energy flow. A survey of
terrestrial ecosystems and a discussion of human influences on ecological systems are also included. Weekly
laboratory required. Prerequisites: BIO 110 and BIO 210.
BIO 371 Behavioral Ecology: Avian Reproductive Strategies
An exploration of the reproductive strategies employed by birds, including studies of territoriality, courtship,
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mating success, sexual selection, mating systems, parental care patterns, alternative reproductive strategies, and
cooperative breeding. These topics will be placed in an evolutionary context. How do different reproductive
behaviors evolve? Why do some reproductive behaviors work in some environments but not in others? How does
the distribution of resources influence reproductive behavior? In order to understand some of these avian
behaviors, we will learn some special adaptations and physiology/morphology of the class: Aves. And to put this
into a broader context, we will occasionally compare avian behavior to that observed in other taxonomic groups.
In our investigations, we will utilize observation, manipulative experiments, game theory and optimization models.
We will call upon the disciplines of ecology, evolution, physiology, developmental biology, and genetics. Students
completing this course will come away with an understanding of how an avian behavioral ecologist goes about
asking questions and designing experiments. Prerequisite: BIO 110 and 210.
BIO 375 Conservation Biology
A study of the protection and restoration of threatened organisms and ecosystems using ecology, genetics, and
theoretical modeling. Issues involved in practical decision making are explored with theory and case studies,
bringing in some of the legal, economic, and social issues. Prerequisite: BIO 110, or NSC 120 with permission of
the instructor.
BIO 380 Herpetology
An introduction to the biology of reptiles and amphibians. This course focuses on the evolutionary biology,
behavior, diversity, conservation, and anatomical and physiological adaptations of reptiles and amphibians.
Prerequisite: BIO 110.
BIO 385 Cellular Neurobiology
A study of the cellular and molecular mechanisms that underlie nervous system function, including discussions of
the cellular structure of the nervous system, the electrical properties of neurons, synaptic transmission
(neurotransmitters, neuromodulators, and receptors and cell signaling mechanisms), neural development,
regeneration and plasticity, and neurological disorders. Prerequisite: BMB 210.
BIO 390 Biostatistics
Testing hypotheses by experimentation and statistical analysis is the heart of the scientific method. Biostatistics
covers experimental design and data analysis for biologists, emphasizing the practical application of statistics to
different biological problems and datasets. Topics include the scientific method, probability, estimation, graphical
data exploration, hypothesis testing, linear correlation and regression, simple and complex ANOVA, ANCOVA,
categorical variables, power analysis, simple multivariate analysis, and other special topics depending on student
interest. In class, students use the statistical programming software R to gain practical experience interpreting and
analyzing experimental results. Prerequisite: BIO 110, MAT 130.
BIO 395 Organisms in Extreme Environments
A study of the physiological, behavioral, and morphological adaptations of organisms that live in challenging or
extreme environments. Focus will be on the dynamic evolutionary processes that lead to adaptations, which may
include: phenotypic plasticity, sexual selection, social behavior, genomic evolution, growth, development,
homeostasis, sexual reproduction, body size and shape, armament, and internal organization. Prerequisite: BIO 210.
BIO 405 Advanced Research Topics (two to four credit hours)
Students meet in seminar format to discuss key problems of effective experimental research. Students also conduct
a research project supervised by department faculty on an individual basis. Research projects must be completed
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within one long term. Prerequisite: BIO 210 and permission of the instructor.
BIO 410 Evolution of the Insects
This course reviews the evolutionary origins of insects, major evolutionary transitions within insects (e.g. evolution
of wings and of complete metamorphosis), and evolutionary trends within insect groups. The diversity of insects is
taught within a phylogenetic framework, and will enable students to sight identify common order and families, as
well use taxonomic resources to identify unknown specimens. Given the timing of the course, special emphasis is
given to the winter biology of the local insect fauna. Prerequisite: BIO 110; BIO 300 and/or BIO 310 desirable.
BIO 455 The Biology of Viruses
An introduction to the biology of viruses (virology). This course covers the taxonomy, replication, pathogenesis,
control, and evolution of viruses in bacteria, plants, and animals. Prerequisite: BIO 110 and BIO 210.
BIO 500 Senior Seminar
A study of current research topics in biology. The course format will involve extensive readings from the primary
literature, formal written and oral presentations by the students, and guest lecturers. Prerequisite: Senior standing.
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Chemical Physics
Division of Science and Mathematics
Centre’s major program in chemical physics serves students who have strong interests in overlapping subfields of
chemistry and physics. Usually these interests focus on the spectra and structure of atoms and molecules. The
Chemical Physics Program prepares students for graduate study and subsequent careers in research and/or
academe.
In this program students receive a strong theoretical background in the physical sciences. Majors also study a
variety of experimental techniques and become proficient in the communication of scientific information.
Faculty
Jason Neiser (chair), Jeff Fieberg, Philip Lockett, Ed Montgomery
Requirements for the Major
CHE 131 and CHE 132, or CHE 135; CHE 241, 361, 362; MAT 170, MAT 171, 230; PHY 210, 230, 310, 320;
Two additional courses chosen from: PHY 370, PHY 380, PHY 399, CHE 332, CHE 350.
Note: First-year students interested in taking physics courses and perhaps majoring in physics, chemistry, or
chemical physics should consult a member of the physics program early in their first year for proper placement in
either PHY 110 or PHY 210. Other students registering for 100-or 200-level physics courses should do likewise.
Chemical Physics Courses
As noted above, this interdisciplinary major combines courses from the chemistry and physics programs in
developing its major requirements.
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Chemistry
Division of Science and Mathematics
Centre’s major program in chemistry is designed to meet the needs of three types of students: those who are
preparing for graduate school in chemistry or a related field, those who are preparing for medical school or
another health profession, and those who seek a strong analytical and technical background for employment in a
variety of fields including pharmaceutical and other industries. Chemistry graduates pursue careers in engineering,
health care, teaching, technical sales, law (environmental or patent), and industry (including food, paper, power).
The Chemistry Program seeks to provide students with an understanding of chemical principles that enable them to
solve routine or unusual problems in the areas of analytical, inorganic, organic, and physical chemistry. Students
also gain basic laboratory skills and the ability to select and utilize appropriate instrumentation to solve specified
investigative problems. Students are expected to demonstrate skill at analyzing and communicating scientific
concepts and experimental results as well as designing and conducting original investigations in chemistry.
The Chemistry Program offers three degree options: (1) the basic chemistry major, (2) the major with American
Chemical Society certification, and (3) the major with emphasis in biochemistry and the American Chemical
Society certification. Possession of an ACS-certified degree means that upon graduation the student is
immediately eligible for membership in the American Chemical Society. Those pursuing the ACS-certified
degrees are strongly encouraged to carry out independent research under the direction of chemistry faculty
(CHE 405).
Faculty
Jeff Fieberg (chair), Leonard Demoranville, January Haile, Brianna Hughes, Preston Miles, Ed Montgomery,
Jennifer Muzyka, Kerry Paumi, Joe Workman, Karin Young
Student Representative
Alexandria Combs
Recommended First-Year/Sophomore Preparation
Students contemplating a major in chemistry should typically complete their general chemistry course(s), either
CHE 135 or both CHE 131 and 132, during the first year. CHE 241 should be completed in the sophomore year.
The calculus sequence, MAT 170 and MAT 171 should also be completed by the end of the sophomore year. PHY
210 and either MAT 230 or PHY 230 should be completed by the end of the sophomore year. CHE 250 should be
taken in the CentreTerm of either the sophomore or junior year. Completion of either CHE 242 or BMB 210 is a
prerequisite for BMB 310.
Requirements for the Major
Either CHE 135 or both CHE 131 and 132;
CHE 241, 250;
MAT 170 and MAT 171;
PHY 210;
PHY 230 or both PHY 120 and MAT 230;
CHE 332, CHE 362, BMB 310;
Two of CHE 242, CHE 350, CHE 361;
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An additional three hours of 300-level or 400-level CHE course(s), or CHE 242 if not used to satisfy the previous
requirement (may include a combination of CHE 402/405;
CHE 500.
Requirements for American Chemical Society certified major in chemistry:
Either CHE 135 or both CHE 131 and 132;
CHE 241, 250;
MAT 170 and MAT 171;
PHY 210;
PHY 230 or both PHY 120 and MAT 230;
CHE 242, 332, 350, 361, 362, and BMB 310;
An additional six hours of 300-level or 400-level CHE courses. Three hours must include CHE 402 and/or CHE
405 or a 300-level or 400-level CHE course with a significant lab component;
CHE 500.
Requirements for American Chemical Society certified major in Chemistry with biochemistry
emphasis:
Either CHE 135 or both CHE 131 and 132;
CHE 241, 250;
MAT 170 and MAT 171;
PHY 210;
PHY 230 or both PHY 120 and MAT 230;
CHE 242, 361, 362;
BMB 310, 316, 320;
One of CHE 332 or 350;
An additional six hours of CHE 300-level or 400-level courses. Three hours must include CHE 402 and/or CHE
405 or a 300-level or 400-level CHE course with a significant lab component;
CHE 500.
Requirements for the Minor
Either CHE 135 or both CHE 131 and 132;
CHE 241, 250;
PHY 110 or 210;
One CHE course numbered 300 or higher or BMB 310;
An additional six hours of CHE courses numbered 200 or higher. Up to three of these credit hours may be
achieved with a combination of CHE 402/405.
Chemistry Courses
CHE 117 Chemistry and the Modern World (four credit hours)
A chemistry course for the student who intends to take only one term of college chemistry. Basic chemical
principles are studied with a view to understanding the role which chemistry plays in everyday life. Both the
methods of science and its applications are discussed. Laboratory work is required. Note: Not open to students
who have taken CHE 131. Prerequisite: MAT 110 or basic skills in math.
CHE 131 General Chemistry-I (four credit hours)
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An introduction to modern ideas of atomic and molecular structure. Topics studied include stoichiometry, gas laws,
electronic and nuclear structure of the atom, chemical bonding and molecular structure, and periodic properties of
the elements. Laboratory work is required. Prerequisite: MAT 110 or basic skills in math.
CHE 132 General Chemistry-II (four credit hours)
Topics studied include solutions, reaction rates, chemical equilibrium, acid-base reactions, solubility equilibria,
thermodynamics, and electrochemistry. Laboratory work is required. Prerequisite: CHE 131.
CHE 135 Accelerated General Chemistry (4 credit hours)
An accelerated coverage of general chemistry for students with strong high school chemistry preparation. Many
topics, such as stoichiometry and gas laws, are only briefly reviewed. Topics treated in more detail include atomic
and molecular theory, chemical bonding theories, kinetics, equilibrium processes, acids and bases, and chemical
thermodynamics. Laboratory work is required. Students who complete CHE 135 may not register for CHE 131 or
132; students who complete CHE 131 or 132 may not register for CHE 135.
CHE 241 Organic Chemistry-I (four credit hours)
The structure, nomenclature, stereochemistry, and reactions of alkanes, alkenes, alkynes, and alkyl halides are
studied. The mechanistic pathways of reactions, methods of synthesis, and spectroscopic determination of structure
are also discussed. Laboratory work is required. Prerequisite: CHE 132.
CHE 242 Organic Chemistry-II (four credit hours)
A continuation of CHE 241, with emphasis on the chemistry of aromatic and carbonyl compounds. Polymer
chemistry and the chemistry of biological molecules are also introduced. More complex synthetic methods and the
use of the chemical literature are studied. Laboratory work is required. Prerequisite: CHE 241.
CHE 250 Introduction to Inorganic and Analytical Chemistry
Topics studied include descriptive chemistry of the elements, coordination compounds, electrochemistry and basic
principles of gravimetric, volumetric, complexometric, spectrophotometric, potentiometric, and chromatographic
analysis. Laboratory work is required. Prerequisite: CHE 132 or 135.
CHE 251 Chemistry of the Environment
An examination of the physical and chemical principles and reactions that govern the behavior of both natural
environmental systems and anthropogenic impacts on the environment. Prerequisite: CHE 132 or CHE 135.
CHE 332 Inorganic Chemistry (four credit hours)
A study of the chemistry of inorganic compounds, including the principles of covalent and ionic bonding,
symmetry, periodic properties, metallic bonding, acid-base theories, coordination chemistry, inorganic reaction
mechanisms, and selected topics in descriptive inorganic chemistry. Laboratory work is required. Prerequisite:
CHE 241 and CHE 362.
CHE 338 Metals in Medicine
A study of the role of metals in disease and modern medicine from chemical, biological, environmental and
historical perspectives. Topics include the role of biological metals in disease, the environmental effects of metallic
materials on the progression of disease, the role of metals and metallic compounds in disease pathology, the use of
metals and metallic compounds as chemotherapeutic treatments and the role of metals in nuclear medicine. Case
studies are utilized to look at environmental and biological effects and the historical ramifications of metals on
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disease. Prerequisite: CHE 242.
CHE 350 Instrumental Analysis (four credit hours)
An introduction to the principles and applications of the major instrumental analysis techniques. Topics include
UV-Vis, IR, Raman, fluorescence, atomic absorption and emission, gas and liquid chromatography, NMR,
electroanalytical techniques, mass spectrometry, and radiochemistry. Laboratory work is required. Prerequisite:
CHE 250 and CHE 362.
CHE 361 Thermodynamics and Kinetics (four credit hours)
A study of kinetics, reaction dynamics, chemical thermodynamics and statistical mechanics. Topics include the
kinetic theory of gases, rate laws, reaction rate theory, factors affecting reaction rates, catalysis, the laws of
thermodynamics, thermochemistry, phase behavior, chemical equilibrium, the development of the partition
function, the Boltzmann distribution law, and the significance of statistical behavior in molecular systems.
Prerequisite: CHE 132 or 135, MAT 171, and PHY 110 or 210. Laboratory work is required.
CHE 362 Quantum Chemistry and Spectroscopy (four credit hours)
A study of quantum mechanics and molecular spectroscopy. Topics include the Schrödinger equation and its
application to molecular systems, molecular orbital theory, angular momentum, and approximation methods.
Spectroscopic techniques include infrared, Raman and ultraviolet-visible. Additional topics will be chosen from
group theory, NMR spectroscopy, laser spectroscopy and photochemistry. Prerequisite: CHE 132 or 135, MAT
171, PHY 210, and either PHY 230 or MAT 230. Laboratory work is required.
CHE 405 Advanced Research Topics (two to four credit hours)
Students meet in seminar format to discuss key problems of effective experimental research. Students also conduct
a research project supervised by department faculty on an individual basis. Research projects must be completed
within one long term. Prerequisite: CHE 241 or 250 and permission of the instructor. NOTE: Students initially
register for two credit hours. Final credit hour assignment is determined by the instructor prior to the beginning of
the term.
CHE 450 Physical Organic Chemistry
A study of the reactions of organic compounds and the mechanisms of these reactions. Experimental evidence is
emphasized, enabling students to analyze data and propose mechanistic explanations. A variety of reactions are
examined, including nucleophilic substitutions and pericyclic reactions. Students learn to interpret various types of
experiments including: thermochemistry, kinetics, isotope effects, stereochemistry, and solvent affects. Prerequisite:
CHE 242.
CHE 455 Chemistry of Beer, Wine and Bourbon
A study of the chemistry involved in the production, testing, and consumption of beer, wine and bourbon. This
course draws together elements from previous coursework in chemistry and biology and applies them in this
particular application. The production process, analytical testing, flavor chemistry, and stability are among the
topics covered. The biochemistry of alcohol consumption is also addressed. Prerequisite: CHE242, CHE 250, and
BMB 210 or BMB 310 or permission of the instructor.
CHE 460 Computational Chemistry
This course focuses on computational methods used to study the structure and function of chemical systems at the
molecular level. The basic quantum chemistry covered in CHE 362 – Quantum Chemistry and Spectroscopy is
reviewed with particular emphasis on approximation methods and basis set construction and the mathematical
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method associated with their implementation. The Hellmann-Feynman and viral theorems and their application to
molecular calculations are developed. The theory and computational methods of the following computational areas,
along with their strengths and weaknesses, are covered in detail: 1) Empirical and semi-empirical calculations, 2)
Explicitly correlated wavefunctions, 3) The Hartree-Fock self-consistent field approximation, 4) Post-Hartree-Fock
methods including configuration interaction and variational perturbation theory. Prerequisite: CHE 362.
CHE 464 Chemical Analysis of Modern Paintings
Students investigate the materials used to create Modernist Paintings (Impressionism through Abstraction) and how
science and technology influenced some of the developments within modern art movements. Chemical knowledge
is applied to understand materials changes in paintings over time. Students learn how this information may be used
to inform art conservators on how to best preserve our cultural heritage. Instrumental methods discussed and
utilized include x‐ray fluorescence, ultraviolet‐visible spectroscopy, reflectance spectroscopy, infrared spectroscopy,
Raman spectroscopy, fluorescence spectroscopy, scanning electron microscopy‐energy dispersive spectroscopy,
infrared reflectography, x‐radiography and gas chromatography‐mass spectrometry. Case studies of paintings by
Matisse, Picasso, Renoir, Seurat, Sisley, Van Gogh, de Chirico and others is discussed to gain an understanding of
conservation science and art forgery investigations. Prerequisite: CHE 241, CHE 250 and (CHE 332 or CHE 362)
or permission of instructor.
CHE 500 Senior Seminar (two credit hours)
A study of current research topics in chemistry. The course format will involve extensive readings from the
primary literature, formal written and oral presentations by the students, and guest lecturers. Prerequisite:
Senior standing.
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Chinese
Division of Humanities
No major or minor is currently offered in this program.
Faculty
Kyle Anderson
Chinese Courses
CHN 110 Fundamentals of Chinese-I (four credit hours)
In this course students establish a firm cultural and linguistic foundation from which to begin their journey to
fluency. The goal is to amass a survivor's bank of Chinese words and phrases, learn the pinyin Romanization system
and the proper pronunciation of Chinese words, as well as to begin to understand the structure and use of
traditional and simplified Chinese characters. All this will be achieved through dedicated efforts outside of class and
active participation in a fast-paced, performance-based classroom enhanced by multimedia. By the end of the
course, students should be able to perform real world tasks entirely in Chinese in at least 11 practical contexts.
CHN 120 Fundamentals of Chinese-II (four credit hours)
A continuation of CHN 110. Prerequisite: CHN 110 or permission of the instructor.
CHN 210 Intermediate Chinese-I
Students acquire cultural and linguistic proficiency in a number of real-world contexts while continuing to develop
their writing and reading abilities. Complex grammatical structures are introduced, which students use
spontaneously in discussion and presentations. Emphasis is placed on enhancing students’ stamina in speaking and
listening as they increase their vocabulary. Prerequisite: CHN 120 or placement.
CHN 220 Intermediate Chinese-II
A continuation of CHN 210. Prerequisite: CHN 210 or permission of the instructor.
CHN 310 Advanced Intermediate Chinese-I
Students to apply the vocabulary, grammar, reading and conversation skills learned in intermediate Mandarin to
higher-order language tasks. Students are introduced for the first time to popular Chinese television and
literature, as well as classical Chinese language and philosophy. Prerequisite: CHN 220.
CHN 320 Advanced Intermediate Chinese-II
Students continue to work with Chinese television, popular literature, and classical Chinese stories and language in
preparation for advanced work and independent projects in the language. The week is divided into three parts
focusing on specific tasks and language goals: (1) On Mondays, students read, translate and discuss contemporary
short stories; (2) On Wednesdays, students continue to learn the basics of classical Chinese language (Language of the
Dragon); and (3) on Fridays students watch and discuss CCTV4’s sitcom 快 乐 汉 语 (Happy Chinese). Prerequisite:
CHN 310.
CHN 330 Advanced Intermediate Chinese-III
The third segment in the Advanced Intermediate series focuses on improving students’ spoken Mandarin. Students
continue to study the language of popular Chinese media in preparation for independent work. Prerequisite: CHN
220.
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CHN 420 Advanced Chinese-II
Students increase the sophistication of their oral fluency while studying and debating social issues presented in
contemporary literature. Prerequisite: CHN 220.
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Classical Studies
Division of Humanities
The subject of classical studies is the study of ancient Greece and Rome. This includes literature, philosophy,
history, art, architecture, science, and religion and mythology. The classical studies major is thus quite broad,
encompassing language, history, and culture in its fullest sense. Clearly, classical studies students will develop and
analyze basic knowledge about the ancient world, especially to gain an appreciation of its breadth and diversity.
Students will learn to think across traditional disciplinary boundaries, developing such linguistic skills as reading
ancient texts in the original and such critical skills as researching, analyzing, and synthesizing diverse data from
fields relevant to classical studies. Students will build on their training in classical studies to make connections to
other academic disciplines.
Faculty
James Morrison (chair), Danielle La Londe
Student Representative
Caroline Holland, Kevin O’Leary
Requirements for the Major
A. Language
1. Basic skills at entrance in an ancient language (Greek, Hebrew, Latin); or CLA 120 or CLA 121 with a grade of
“C-” or higher
2. Three further courses in an ancient language, no more than one of which may be at the beginning level
B. Civilization
1. CLA 301 or 302
2. CLA 342 or 344
3. One of CLA 321-339
4. One additional CLA course numbered 300 or higher
C. Electives
Any two of the following (or other courses with approval of the Classical studies committee):
CLA courses numbered 300 or higher (when not used for “Civilization” requirements)
ANT 120 Human Biological and Cultural Origins
ANT 380 Archaeology: Theory and Practice
ART 260 Survey of Western Art-I
DRA 133 Foundations of Western Theatre-I
POL 300 Western Political Theory-I
PHI 210 Ancient Philosophy
REL 110 Biblical History and Ideas
Requirements for the Minor
A. Language
1. Basic skills at entrance in an ancient language (Greek, Hebrew, Latin); or CLA 120 or CLA 121 with a grade of
“C-” or higher
2. Two courses in an ancient language at the intermediate level or higher
B. Civilization
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1. CLA 301 or 302
2. CLA 342 or 344
C. Electives
Any two courses from the elective list under major requirements
Classical Studies Courses
CLA 110, 120 Latin Fundamentals-I, II (four credit hours each)
A course in Latin. An introduction to the grammar, morphology, and syntax of classical Latin with concentration
on the works of Eutropius, Caesar, and Catullus. Throughout the two courses, attention is paid to Roman
mythology, history, and culture. Prerequisite: CLA 110 for 120.
CLA 111 Introduction to Ancient Greek (four credit hours)
A course in Ancient Greek. A course designed to develop the ability to read elementary Greek and to prepare
students to read Homer, Plato, and the New Testament in the original. Includes an introduction to Greek epic
poetry.
CLA 121 New Testament Greek (four credit hours)
A course in Ancient Greek. After a review of grammar, this course studies passages from the Greek New
Testament (the Gospels, Acts, Revelation), leading to possible further course work in Greek epic, tragedy, or
philosophy. Prerequisite: CLA 111 or permission of the instructor.
CLA 210, 310, 410, 411 Roman Literary Masterpieces-I, II, III, IV
A course in Latin. Selected readings from two or three Latin authors in Latin. Readings vary from year to year and
may include Cicero, Pliny, Lucretius, Propertius, Ovid, etc. Also includes a general review of the primary structures
of the language. CLA 210 may be repeated, in which case a commensurately higher level of performance is
expected. Prerequisite: CLA 120 for 210 or placement; 210 for 310 or placement; 310 for 410 and 410 for 411.
Offered in fall term.
CLA 211, 311 Medieval Latin
A course in Latin including selections from the rich period of Latin Literature from the years ca. 350-1500 CE.
Long after the Roman Empire fell, the Latin language thrived as the dominant intellectual, literary, and religious
language in Western Europe for over a millennium. Selections cover a wide range of genres including essays,
history, hymn and song, biography and autobiography. Examples include Jerome’s Latin “Vulgate” translation of
the Bible, Augustine’s Confessions, Bede’s Ecclesiastical History, secular and religious hymns including Dies Irae
and other parts of the Requiem Mass and Carmina Burana, Hrotsvitha’s plays, and Bonaventure’s Life of St. Francis
of Assisi. Prerequisite: one year of college Latin (CLA 120) for CLA 211; two years of college Latin for CLA 311; or
by placement exam.
CLA 213/313 Romans in Love
A course in Latin. A consideration of three distinct views of love (amor) by reading Luctretius (love as disease),
Propertius (love as slavery), and Ovid (the art of love). Topics examined include: the relationship between the lover
and the beloved; the roles of Venus and Cupid; the literary genres of epic and love elegy; and the influence of
Greek literature and philosophy upon Roman poetry. A course in Latin. Prerequisite: one year of college Latin for
213; two years of college Latin for 313.
CLA 220, 320, 420, 421 Republican and Imperial Latin Literature-I, II, III, IV
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A course in Latin. A concentrated study of one Latin author or work in Latin. Topics vary from year to year and
may include Juvenal, Horace's satires and odes, Vergil, Catullus, etc. CLA 220 may be repeated, in which case a
commensurately higher level of performance is expected. Prerequisite: CLA 210 for 220 or placement; 220 for 320
or placement; 320 for 420 and 420 for 421. Offered in spring term.
CLA 301 History of Ancient Greece
A course in English. A survey of ancient Greece from prehistory through the Roman Conquest. Topics include:
Minoan and Mycenaean civilizations, the rise of the polis, Greece colonization, the invention of science and
philosophy, Athenian democracy, the invasion of Xerxes, the Golden Age of Athens, the Peloponnesian War, the
campaigns of Alexander the Great, the Alexandrian Library, and Cleopatra. This survey relies on primary sources,
while also venturing to consider politics, warfare, citizenship, slavery, the status of women, religion, and the
alphabet. A course in translation. (Also listed as HIS 301.)
CLA 302 History of Ancient Rome
A course in English. A study of ancient Rome from its founding to the fall of the empire. Topics include:
prehistory, founding, establishment of the Republic, the Punic Wars, expansion of Rome, provincial
administration, the careers of Cicero and Julius Caesar, the civil wars, citizenship, slavery, status of women, the
destruction of Pompeii, rule by the emperors, the coming of Christianity, and theories explaining the end of the
empire. A course in translation. (Also listed as HIS 302.)
CLA 321-329 Topics in Classical Literature in Translation
CLA 323 Ancient and Modern Comedy and Satire
A course in English. Readings in Greek and Roman comedy and satire (Aristophanes, Plautus, Terence, Horace,
Juvenal); theories of humor and comedy (e.g., Aristotle, Freud); and a consideration of modern comedy and
humor, including political and social satire from Washington to Dave Barry and the Simpsons. Readings in
English; weekly movies. (Also listed as ENG 235.)
CLA 326 Classical Myth and Modern Film
This course compares film adaptations of Greco-Roman myths to ancient literary depictions of the same myths. We
consider why the myths of classical antiquity have had such a lasting presence in Western cultures, and we examine
how understanding the role of myth in the literature, art, and cultures of ancient Greece and Rome can inform our
understanding of film as modern myth-making. In addition to analyzing modern adaptations of ancient myths, like
Black Orpheus, O Brother Where Art Thou, and Von Trier's Medea, we analyze the myths told in ancient epic and
in science fiction and western films, and the myths of Greek tragedy and movies focused on a tragic figure, like
Whip Whitaker in the 2012 film, Flight. No prerequisites.
CLA 330 Introduction to Classical Mythology
A course in English. The “biographies” of the major divinities of Greek mythology are studied in depth, using
various ancient texts in translation and secondary materials from such related fields as anthropology,
archaeology, linguistics, and psychology. Near Eastern and Roman mythologies are compared with the Greek.
A course in translation.
CLA 331-339 Topics in Classical Mythology
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CLA 342 Ancient Greek Society and Culture
A course in English. An exploration of the distinctive and influential features of ancient Greek culture. Focus is on
three areas: a detailed exploration of Homer's Iliad with a consideration of oral poetry, archaeology, religion,
heroism and the heroic code, Achilles in Vietnam, etc.; Athenian democracy with an exploration of its
development--and how it contrasts with modern democracy and the Spartan constitution, position of women,
tragedy, comedy, and panhellenism; and philosophy and science with a look at its origins and culmination with
Hippocratic medicine and the Aristotelian world-view. A course in translation. (Also listed as HIS 314.)
CLA 344 Roman Culture
A course in English. An examination of Roman public and private life as revealed by literary and artistic sources.
A course in translation. (Also listed as HIS 313.)
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Computer Science
Division of Science and Mathematics
Computer science is a rapidly evolving discipline, born in the mid-twentieth century with roots in mathematics,
logic, and engineering. Computing has become a necessary tool in nearly every area of human endeavor: critical to
our workplace production, to our communication, and a means to play and to express ourselves artistically.
Regardless of what computer science seems to be at the beginning of a four year course of study, both the
discipline itself and the student's understanding of it will have changed substantially by the end. However, certain
themes endure.
Computer science deals with problems: identifying those that are solvable in a computing environment,
developing and applying appropriate algorithms for their solution, and dealing computationally with their
complexity. Frequently these problems appear in the midst of incomplete, contradictory, and changing
information. Indeed, much of computer science is devoted to creating software solutions to problems. Software
development and computing in general rely on theory, on formalism, on abstraction, and on principles from
engineering, but require more.
Computer scientists must be able to apply their own knowledge and understanding of how to solve problems
computationally to situations involving both diverse people and subject matters. Software is used in human systems
and must be built for humans, and so computer scientists must learn how to accomplish this. Powerful
computational tools are as subject to abuse and social side effects as are physical tools and computer scientists must
understand the broader role and implications of their work.
One of the benefits of gaining this technical competence in a liberal arts setting is the opportunity to develop
sound communication skills. And while a strong classroom foundation in the fundamentals is essential, the
rewards of internships, summer jobs, and independent projects can also be profound. Upon graduation most
majors have entered professional positions where they have been very successful, while others have first pursued
graduate study in computing or other disciplines.
Faculty
Christine Shannon (chair), Michael Bradshaw, David Toth
Student Representative
Han He
Requirements for the Major
MAT 145 or 170, MAT 200;
CSC 117, 221, 223, 300, 332, 334;
One foundations course selected from CSC 341, 342, 343;
One major project course selected from CSC 336, 410;
One applications course selected from CSC 250, 339, 347
Prospective majors must complete CSC 117 no later than the fall term of their sophomore year and should
complete MAT 200 by the end of the sophomore year. The CSC 117 class is open to non-programmers as well as
to those with some programming experience. Students are encouraged to supplement this preparation with
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additional courses in mathematics (especially MAT 130 and MAT 240), physics, and logic. In particular, students
who plan on graduate study in computer science need to select additional courses in mathematics and science.
Requirements for the Minor
CSC 117, 223, 332;
MAT 145 or 170, MAT 200;
One additional three or four hour CSC course numbered 221 or higher;
One additional three or four hour CSC course numbered 300 or higher
Students should consult with an advisor to select appropriate courses which would complement their major
or career objectives.
Computer Science Courses
CSC 117 Introduction to Computer Science (four credit hours)
An examination of the ideas behind the operation of computers and the Internet, with an emphasis on
programming. Students learn to use selection, repetition, function definition, structured types, and standard libraries
to build useful programs. Topics include databases, an introduction to robotics, the basic operation of the Internet,
and related social, legal, and ethical issues. Prerequisite: basic skills in mathematics or permission of the instructor.
CSC 221 Computer Organization
A study of basic computer architecture. Topics include numerical representation and arithmetic, the levels of
computer organization (digital logic, microprogramming, machine language, and macro language), internal
machine processes (discrete instruction execution, memory, registers, addressing, input/output considerations, and
synchronization), instruction sets (addressing, data flow, flow of control, interrupts, and multitasking), and the
assembly process (translation, linking, loading, and the use of macros). Assembly language programming is part of
the course. Prerequisite: CSC 117 or permission of the instructor.
CSC 223 Intermediate Programming and Data Structures (four credit hours)
Continued instruction in the use of object oriented techniques. Study of the standard data structures
including lists, stacks, queues, trees, and hash tables. Introduction to space and time complexity. Laboratory
work is required. Prerequisite: CSC 117 or permission of the instructor.
CSC 250 Introduction to Networking Fundamentals
A study of the fundamental concepts of net-centric computing, i.e., computer communication, network concepts
and protocols, management of networked applications, client-server computing, network security, and distributed
systems. Programming activities are incorporated to expose students to typical real world networking environments.
Prerequisite: CSC 117 or permission of the instructor.
CSC 261 Introduction to Computational Science
This course will use real science problems from biology, chemistry and physics to introduce students to
computational technologies to solve those problems. Upon completion of this course, students will have
rudimentary programming skills, be able to model scientific processes, understand the algorithms behind search
programs and know the advantages and pitfalls of computer generated solutions to complex mathematical
problems. Prerequisite: MAT 145 or MAT 170 and one of the following: BIO 110, CHE 131 or PHY 110 or
permission of the instructor.
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CSC 271 Introduction to Computational Art
This course is a combination survey and project course, centering on the creation of art (broadly construed)
through computational means. Topics surveyed may include the generation of fractals and other recursive
figures, computer generated special effects (used in cinema) such as particle systems, surrealistic rendering of
objects and landscapes (using ray tracing), 3D stereograms (as popularized by the Magic Eye book series),
photomosaics, infographics, and computer composition of music and poetry. As a project course, students are
expected to use computation to create a significant (and potentially professional caliber) art piece. Ideas
relating to the social and historical context for computational art may also be investigated. Substantial
computer programming is required. Prerequisite: CSC 117 or permission of the instructor.
CSC 300 Software Development
A study of the practices and techniques used in the development of modern software solutions. Topics are
chosen from standard APIs, event models, graphical user interfaces, human-computer interaction, multithreading,
database connectivity, library development, debugging methods, exception handling, design
patterns and advanced topics in object oriented design. Most development requires the same programming
language as CSC 223, with new development tools introduced as appropriate. Students should expect to
develop at least one portfolio quality piece of software. Prerequisite: CSC 223 or permission of the instructor.
CSC 332 Design and Analysis of Algorithms
An introduction to the theoretical and empirical evaluation of algorithms and to some fundamental concepts in
algorithm design and implementation. Topics include worst-case vs. average-case performance, complexity classes,
recurrence relations, problem-solving strategies, heuristics, and NP-complete problems. Prerequisite: CSC 223 and
MAT 200, or permission of the instructor.
CSC 334 Theoretical Foundations of Computer Science
An introduction to the study of abstract models of computation and languages, and to the use of formal methods in
computer science. Topics include Turing machines, Church's thesis, decision problems and undecidable problems,
finite state automata and regular expressions, context free grammars and pushdown automata, symbolic logic,
axiomatic semantics, and formal correctness proofs for small programs. Prerequisite: MAT 200 and CSC 117, or
permission of the instructor.
CSC 336 Software Engineering
An introduction to methodologies used by teams to design and construct software. Prerequisite: CSC 300 or
permission of the instructor.
CSC 339 Topics in Artificial Intelligence
An introduction to some of the important ideas in artificial intelligence from the point of view of an intelligent
agent. Topics include knowledge representation, pattern matching, automated reasoning, and searching
techniques. Applications are selected from game playing, problem solving, and autonomous robots.
Prerequisite: CSC 223 and MAT 200, or permission of the instructor.
CSC 341 Principles of Programming Languages
Various languages are used to study principles such as methods of representing data types, sequence control,
data control, type checking, and run-time storage management. Includes an introduction to language
translation and distributed and parallel programming constructs. Emphasizes differences in programming
paradigms. Prerequisite: CSC 223 or permission of the instructor.
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CSC 342 Theory and Construction of Compilers
A study of ideas and techniques involved in the writing of a compiler for a high-level language, including grammars,
finite state machines, top-down and bottom-up parsing, and symbol tables. Includes the writing of an actual
compiler. Taking CSC 334 prior to CSC 342 is recommended but not required. Prerequisite: CSC 221 and CSC 223,
or permission of the instructor.
CSC 343 Operating Systems
An introduction to the role of an operating system in the management of memory, the processor, devices, and files.
Topics covered include scheduling, memory management, deadlock, file structures, and concurrency. Examples are
taken from actual systems. Prerequisite: CSC 223 and CSC 221, or permission of the instructor.
CSC 390 Programming Challenges (one credit hour)
An opportunity to apply ideas from data structures and the wider world of algorithmic problem solving to writing
programs for solving challenging problems. Focus is on clever and interesting problems and the creative process of
transforming the problem statement into a correctly running program. Prerequisite: CSC 223 or permission of the
instructor.
CSC 410 Database Systems
A study of the fundamental concepts underlying the design, implementation, and application of database systems.
Topics include the historical development of database management systems, the common elements of modern
database systems, entity relationships, the relational model of system implementation, data constraints, and the
Structured Query Language. Programming activities are incorporated to expose students to typical database
applications. Prerequisite: CSC 223 and MAT 200, or permission of the instructor.
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Dramatic Arts
Division of Humanities
The Dramatic Arts Program seeks to provide a balanced and comprehensive theatre experience for all students. We
offer classes for both majors and non-majors that provide a thorough foundation in theatrical history, theory, and
literature as well as training in acting, directing, design, and technical theatre. Thus, students are prepared for
graduate education and for employment in any field that values high level communication skills as well as for
careers in theatre as teacher, artist, technician or manager.
In preparation for their graduate school and/or a professional career, majors are required, as part of their senior
seminar experience, to reflect upon their time in the drama program at Centre College. This reflection process
involves a public “exhibition” of their four years of work within the program. Student are therefore encouraged to
save the physical evidence of work (programs, photographs, models, masks, drawings, designs etc.) for this
display.
For the student body at large, the program affords the opportunity to experience, as audience or participants, a
wide range of dramatic forms selected both to educate and to entertain.
Faculty
Matthew Hallock (chair), Mark deAraujo, Anthony Haigh, Patrick Kagan-Moore
Student Representatives
Sara Thesing, Zach Throne
Requirements for the Major
DRA Practicum (3 credits), 117, 133, 134, 150, 230, 500;
Five classes from the following, at least one from each area:
Area A: Performance: DRA 310, 312, 315, 318, 320-329;
Area B: Technology and Design: DRA 350, 351, 352, 355, 360-369;
Area C: Dramatic History and Literature: DRA 330, 331, 332, 338, 340-49
Requirements for the Minor
DRA Practicum (3 credits);
Two of DRA 117, 150, 230, 338;
DRA 133 and 134;
Two additional DRA courses numbered 300 or higher
Dramatic Arts Courses
DRA 111 Practicum (one credit hour)
This course requires the practical involvement of the student in a faculty-directed or supervised production. This
production must be a part of the regular season of the Dramatic Arts Program. Notes: Admission by audition
and appointment only; graded on a Pass/Unsatisfactory basis; only six hours of practicum credit may be applied
toward graduation.
DRA 112 Practicum (two credit hours)
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This course requires the practical involvement of the student in a faculty-directed production either in a lead
acting role or as a crew head. This production must be a part of the regular season of the Dramatic Arts Program.
Notes: Admission by audition and appointment only; graded on a Pass/Unsatisfactory basis; only six hours of
practicum credit may be applied toward graduation.
DRA 113 Practicum (three credit hours)
This course requires the practical involvement of the student either in directing a major production or as a lead
designer on a faculty-directed production. This production must be a part of the regular season of the Dramatic
Arts Program. Notes: Admission by appointment only; graded on a Pass/Unsatisfactory basis; only six hours of
practicum credit may be applied toward graduation.
DRA 114 Beginning Modern Dance Technique (one credit hour)
An introduction to the study of modern dance. Classes include basic dance warm-up exercises designed to stretch
and strengthen various muscles throughout the body, and simple movement combinations designed to improve
balance, coordination, flexibility, and rhythm. The class is supplemented by the viewing and discussion of
videotapes of works by modern dance choreographers.
DRA 115 Intermediate Modern Dance Technique (one credit hour)
An intermediate study of modern dance. Classes include basic and advanced dance warm-up exercises designed
to stretch and strengthen various muscles throughout the body, and simple and complex movement
combinations designed to improve balance, coordination, flexibility, and rhythm. The class is supplemented by
the viewing and discussion of videotapes of works by modern dance choreographers. Prerequisite: DRA 114 or
permission of the instructor.
DRA 116 Modern Dance Performance (one credit hour)
Preparation of a dance performance. By learning, rehearsing, and performing pieces choreographed by the
instructor, students gain an understanding of the choreographic process. The course culminates in a public
performance. Prerequisite: DRA 115 or permission of the instructor.
DRA 117 Acting-I
An introduction to the basic theory, techniques, and history of European and American ensemble training for the
actor, from the work of Constantin Stanislavski to the present. The course begins with exercises designed to
improve performance technique, progresses to character analysis and development, and finally focuses upon scene
rehearsal and performance. Students read and analyze texts, learning to evaluate them as compositions for
performance.
DRA 133 Foundations of Dramatic Literature-I
A survey of Western dramatic literature from the ancient Greeks to the eighteenth century.
DRA 134 Foundations of Dramatic Literature-II
A survey of Western dramatic literature from the eighteenth century to modern times.
DRA 150 Technical Theatre (four credit hours)
An introduction to the foundation concepts of theatrical production. Topics covered include theatrical
architecture, scenic production, lighting production, and theatrical organizational structures.
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DRA 230 History of the Theatre
A survey of theatre history from the classical world to the Modern Age.
DRA 310 Acting-II: Improvisation
This course focuses upon game structure and problem-solving exercises as the basis for theatrical training.
Improvisational skill may be taught through group interactions, narrative storytelling, working with and building
masks, and the development of scenes from personal experience and non-theatrical literature. Prerequisite: DRA
117 or permission of the instructor.
DRA 312 Acting-II: Physical Comedy
This course will center upon physical styles of theatre, including clowning, farce, satire, and commedia dell'arte.
Study is based in the theories and practice of such teachers as Vsevelod Meyerhold (biomechanics), Jacques LeCoq
(neutral mask and corporeal clowning), Keith Johnstone and Libby Appel (mask characterization), Ruth Zapora
and Eugenio Barba. Students should emerge from this class with a stronger understanding of the ways in which
physicality and character are linked, and practical training in the use of masks. Prerequisite: DRA 117 or
permission of the instructor.
DRA 315 The Company
An intensive, Centre term course aimed at producing a piece of theatre. Instructor and students work together
on an agreed theatrical outcome and are responsible for all aspects of their own performance.
DRA 318 Directing
A study of the role of the director in the theatrical process. Students study and practice rehearsal techniques,
blocking, movement, and production methods. They also investigate the process of other directors. Students are
expected to mount a short production at the end of the course. Prerequisite: DRA 117 or permission of the
instructor.
DRA 320-329 Advanced Topics in Performance
Courses designed to provide students with an opportunity to do advanced research and practical work in a
performance area such as acting, vocal techniques, audition techniques and stage combat, etc. Prerequisite: DRA
117.
DRA 322 Voice for the Actor
A studio performance class focusing on two central goals: improving vocal production and developing effective
strategies for performing text. Students should emerge from the class with improved relaxation skills, with greater
awareness of their vocal range and of methods to improve vocal production. Committed students should also
have greater skills in delivering text and establishing strong connections with dramatic dialogue. Prerequisite:
DRA 117 or permission of the instructor.
DRA 330 Playwriting
A study of the creative process of writing a play, emphasizing plot and character development. Secondary
emphasis is placed on experimentation with forms of drama and styles of playwriting. Students are required to
write a one-act play.
DRA 331 Shakespeare-I
A study of the development of Shakespeare as dramatist, with emphasis on the earlier histories and the
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omantic comedies. (Also listed as ENG 301)
DRA 332 Shakespeare-II
A study of the mature Shakespeare, the tragedies and romances, with emphasis on Hamlet, Othello, King Lear and
Macbeth. (Also listed as ENG 302)
DRA 338 Introduction to Drama and Theatre
A survey of the elements of drama and theatre manifested by both text and performance. This course is taught
off-campus in London or New York, or another major metropolitan theatre center.
DRA 340-349 Studies in Dramatic History and Literature
Courses in specific national or cultural movements or practitioners in dramatic literature and history from ancient
times to the present. Prerequisite: DRA 133 and 134.
DRA 345 The Musicals of Sondheim
An examination of the works of musical theatre composer/lyricist Stephen Sondheim, including Sweeney Todd,
Into the Woods, Sunday in the Park with George, and Assassins, among others. Sondheim has been charged by
critics and supporters alike with transforming the American musical. Has it been to its benefit or detriment? Does
controversy have a place on the musical stage? The course examines these questions and others through the analysis
of both text and music, and by placing Sondheim's work in broad historical context. The ability to read music is not
required.
DRA 348 Contemporary Women Playwrights
This course explores very recent plays published and produced in the United States and the United Kingdom,
relating these texts to historical, political and theoretical developments of the past fifty years. Work include
recently published plays by American playwrights (Eric Lane, Pamela Gien, David Lindsey-Abaire, Teresa Rebeck,
Roberto Aguirre-Secasa, Nilo Cruz, John Logan and others), Irish playwrights (Conor McPherson, Martin
MacDonough, Marina Carr) and British playwrights (Rebecca Gilman, Rolin Jones). We will focus on experiments
with form and content, and of necessity discuss influential playwrights and performance artists such as Tom
Stoppard, Harold Pinter, Tennessee Williams, Adrienne Kennedy, Sam Shepard, Tony Kushner, Charles Ludlum,
Anna Deavere Smith, and Karen Finley as well as seminal avant-garde theatre groups. Prerequisite: DRA 133 or
134, or permission of the instructor.
DRA 350 Scenic Design
An analysis of the stage production from the scene designer’s point of view. Emphasis on use of design materials,
the ground plan, working drawings, models, the sketch, and the color rendering. Prerequisite: DRA 150 or
permission of instructor.
DRA 351 Lighting Design
A study of the historic, aesthetic, and technical aspects of stage lighting design. Emphasis is placed on the
technical as a prerequisite to the aesthetic. Participation in actual performances is an integral part of the course.
Prerequisite: DRA 150 or permission of instructor.
DRA 352 Make-up Design for the Stage
Students perform research into and examination of facial musculature and physiology. Special attention is given to
facial characteristics as related to character: age, gender, psychological and emotional state, socio-economic status.
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Practical skills are developed in basic corrective and old-age techniques, uses of crepe hair and latex, and more
extreme effects (blood and scarring, fantasy characters, etc.). Prerequisite: DRA 150 or permission of the
instructor or program chair.
DRA 355 Stage Management
An introduction to the basic practices of stage management. Emphasis is on the rehearsal and performance duties
of the stage manager through a focus on organizational and management skill training. Prerequisite: DRA 150 or
permission of the instructor.
DRA 360-369 Studies in Design and Technology
Courses designed to provide students with an opportunity to do advanced research and practical work within the
technical and design aspects of the production process. Topics may include, but are not limited to, properties
design, computer assisted design, studies in costume design and technology, advanced stagecraft or advanced stage
lighting. Prerequisite DRA 150 or permission of the instructor.
DRA 360 Video Production and Acting for the Camera
The course has a dual focus: Introduction to video production (using Final Cut) and acting for the camera. Students
produce, edit, and perform in short digital videos during the term.
DRA 362 Costume Design
Through analysis of dramatic text, character study, and research, students design costumes for the stage.
Emphasis is on developing the design idea and less so on the ability to render. Designs are presented in multiple
media: watercolor, pencil, collage, and acrylic. Little experience with these media is necessary. Prerequisite: DRA
150, ARS 110, or permission of the instructor.
DRA 500 Senior Seminar
A capstone class for dramatic arts majors that requires students to synthesize their experiences in dramatic theory
and literature and in theatre performance and production. Assignments might center upon dramaturgy, dramatic
theory and criticism, analysis for acting or directing, or production design. Seminar students prepare a portfolio
presentation that summarizes their experience and their current vision of the theatre. The class also includes a
component in resume preparation and professional presentation.
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Economics and Finance
Division of Social Studies
The Economics and Finance Program offers a broad background in economics within a liberal arts educational
philosophy. The program offers a major but no minor. The economics curriculum has four goals: competence in
the fundamentals of economic theory; capability in quantitative and communication tools for economic analysis
and presentation; familiarity with economic processes, policies, and institutions; and acquaintance with critical
perspectives on both economic theory and institutions. Within this framework, students can assemble courses to
highlight concentrations in finance, international economics, and policy analysis, and to prepare for graduate
programs in business, law, public policy, and economics among others. The major integrates the theory of finance
with a broad background in economics.
The principles of economics course, ECO 110, is the foundation course for the major. The course introduces
topics in both macro and micro theory, as well as topics in institutions and policy analysis. A second tier of required
major courses covers intermediate macro and micro economic theory (ECO 210, ECO 220), basic statistics (MAT
130), financial accounting (ECO 260), and a calculus course (MAT 170). It is recommended that the second tier be
completed by the end of the sophomore year.
At the junior/senior level, various packages of courses, internships, foreign study, and independent studies can be
assembled to highlight particular student interests. Upper-level requirements involve a minimum of seven
junior/senior courses. These courses include a senior seminar (ECO 500) an econometrics course (ECO 390), an
empirical analysis course (ECO 392 or 395), and a course in managerial finance (ECO 340). Economics and
Finance majors may choose a B.A. or B.S. degree (though the B.S. degree is recommended).
The program encourages majors to consider course work or minors in mathematics, computer science, social
studies, modern foreign languages, history, and philosophy. It is strongly recommended that students who are
interested in international economics participate in a Centre College off-campus program.
Faculty
John Perry (chair), David Anderson, Maria Apostolova-Mihaylova, Michael Fabritius, Charles Hokayem,
Bruce Johnson, Jacob Kamm, Patten Mahler, Marie Petkus, Ravishekhar Radhakrishnan, Steven Winrich
Student Representatives
Requirements for the Major
MAT 130 and 170 (or equivalent);
POL 120 or 130;
ECO 110, 210, 220, 260;
ECO 340, 390, 392 or 395, 500;
Three additional ECO courses numbered 300 or higher.
Economics Courses
ECO 110 Introduction to Economics
An introduction to economic theory with attention to the construction of simple economic models dealing with
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consumer behavior, production, pricing, distribution, monetary theory, and national income determination.
ECO 210 Macroeconomic Analysis
An investigation of the economic factors determining the level of national income, prices, unemployment, and the
rate of economic growth utilizing a number of different theoretical perspectives. Consumption, investment, and
monetary and fiscal theories are studied in detail. Prerequisite: ECO 110.
ECO 220 Microeconomic Analysis
An investigation of the economic factors determining consumer behavior, production, pricing, and market
structures in a partial equilibrium framework. Theories of distribution, welfare criteria, and general equilibrium are
examined. Prerequisite: ECO 110, and MAT 145 or 170 or equivalent.
ECO 253/323 Merida’s Economy: Past, Present and Future
Merida is the cultural and financial capital of the Yucatan state. In this course, students will be introduced to
Merida’s political, cultural, and economic history in order to understand the present state of Merida’s economy.
Students will compare and contrast the economies of Merida and Mexico and analyze their economic and
development challenges. Prerequisite: None for 253; ECO 110 for 323.
ECO 254/324 Trade and the Environment: NAFTA and Mexico
This course will examine the impact of international trade on the environment, using the North American Free
Trade Agreement and Mexico as our case study. Students will gain a deeper understanding of the benefits and costs
of international trade and the potential for environmental degradation as a result of increased production. We will
analyze how environmental regulation can reduce pollution, impact firms, markets, and competition, and
subsequent international trade patterns. Prerequisite: None for 254; ECO 110 for 324.
ECO 260 Financial Accounting
A study of accounting fundamentals leading to an analysis of how accounting data is created and used. Particular
emphasis is placed on the integral structure between income statements, cash flow statements, and balance
sheets. Students learn the language of business and how to read and interpret financial statements.
ECO 270 Managerial Accounting
A study of financial techniques used by professionals to manage a business. Managerial accounting topics include:
information and management decision systems, cost accounting, capital investment decisions, financial budgeting,
planning, cost control, performance measurement, and internal control. Prerequisite: ECO 260.
ECO 301 Personal Finance and Implications
This course provides a hands-on immersion of the theory and practice of personal finance. An uncountable
number of decisions an individual must make with respect to education, earning, spending, investing, insuring,
fertility, career path, health care, and many more require an understanding of the law and economics of personal
finance. Those individual choices have distinct implications as they impact the individual as well as families,
organizations, governments, and societies. This course will incorporate the latest developments in finance and law
but will provide a framework for understanding personal finance independent of the current-day details of law and
financial markets. Prerequisite: ECO 110 and MAT 130.
ECO 310 Comparative Economic Systems
Comparative study of various economic systems, with major emphasis upon free-market capitalism, managed
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capitalism, and socialism. In this context, four perspectives are analyzed – Classical Liberal, Modern Liberal,
Radical, and Conservative. Topics include efficiency, equality, liberty, democracy, economic growth, stability,
inflation and unemployment, labor and industry, discrimination, gender, education, the environment, and
economic democracy. Prerequisite: ECO 110.
ECO 325 U.S. Education Policy
Students explore current education policy debates (e.g., teacher quality, school accountability, charter schools)
through the lenses of economic conceptual models and empirical evidence. Emphasis is placed on the ability to
analyze opposing viewpoints and communicate this analysis concisely both in writing and orally. Prerequisite: ECO
110.
ECO 335 Economic Growth
The differences in the level and growth of income across countries have profound implications on the standard of
living of citizens across the world. This course looks at some of the fundamental factors that lead to these
differences and determine the long run performance of economies. Emphasis is on the role of physical and human
capital accumulation, technological progress, and institutions in generating the wide income disparities that we
observe. Prerequisite: ECO 110; MAT 140 or equivalent. ECO 220 is recommended.
ECO 340 Managerial Finance
A study of how firms efficiently manage their financial resources and maximize the value of their owner’s
investment. Capital budgeting, capital structure, and working capital management are the three fundamental
management decisions discussed. Specific topics include financial statement analysis, long-and short-term financial
planning, valuation, risk and return, cost of capital, mergers and acquisitions, international finance and options.
Prerequisite: ECO 260 or permission of the instructor.
ECO 351 Economics of Thoroughbreds
This course focuses on the racing and breeding industry for Thoroughbred horses. Major topics include: how to
estimate the value of Thoroughbreds (we will visit a horse farm); how Thoroughbred auction markets work (we will
visit the Keeneland auctions); pricing, price discrimination, psychic income and market structure in Thoroughbred
markets; the economics and political economics of state breeding incentive programs; the economics and finances
of artificial insemination; the economics and finances of alternative gaming and purse subsidies. Each student will
also select one additional topic such as the following: the economics of betting markets, handicapping (betting)
strategies, the economics of broodmare selection, the economics of selected genetic factors. Prerequisite: ECO 110.
ECO 352 Policy Analysis in Our Community
An application of fundamental economic concepts to real‐world decisions in the regional community. Groups of
students will be paired with a community organization to study a substantive question the organization is
currently debating. Students will ultimately present policy recommendations to the organization that are informed
by cost‐benefit analysis, background research, surveys, and other tools. Prerequisite: ECO 110.
ECO 355 Environmental Economics
An examination of problems associated with pollution and resource depletion. Students are introduced to the
usefulness and limitations of welfare economics as a tool in improving the quality of life. Prerequisite: ECO 110.
ECO 360 Economic Development
Cross-cultural study of poverty in low-income societies relative to material affluence in high-income societies.
Emphasis given to Third World rural communities with comparisons to Western individualist material cultures and
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values. Western economic-development thought critiqued via readings in anthropology and globalist perspectives.
Prerequisite: ECO 110.
ECO 365 Sustainability
A hands-on immersion into the practices of sustainable architecture, permanent agriculture, alternative energy,
urban environmental strategies, dining low on the food chain, and designing ecological communities. Case studies
include shade-grown organic coffee and off-the-grid lifestyles.
ECO 370 History of Economic Thought
Study of the economic world views of major economists. Special emphasis is given to “classical” economic thought.
The various theories are critically evaluated in order to focus attention on the strengths and weaknesses of modern
economic thought. Prerequisite: ECO 110.
ECO 385 Health Economics
This course applies the theoretical principles of economics to understand the health care sector. The demand and
supply of health care services are explored. Attention is given to the intervention and function of government, the
effect of health insurance and managed care, how practitioners and customers interact, the role of incentives, and
the impact of externalities. In addition, current subtopics of health economics research and public policy are
explored. Prerequisite: ECO 110.
ECO 390 Econometrics
A study of the regression and correlation methods that are used to test economic hypotheses using empirical
observations. Bivariate and multivariate single equation models are discussed. Special topics include
multicolinearity, serial correlation, specification error, and heteroskedasticity. An introduction to simultaneous
equation systems is included. Prerequisite: ECO 210, 220, and MAT 130 or permission of the instructor.
ECO 392 Economic Forecasting
This course is concerned with forecasting macroeconomic activity using econometric methodology. It covers major
issues of time-series econometrics at the undergraduate level, including the nature of time series data, single
equation time series, and simultaneous equations systems. Various measures to assess forecasting accuracy are
addressed along with their implications. Prerequisite: ECO 390.
ECO 395 Empirical Analysis in Economics and Finance
A course designed to give students working knowledge of the statistical tools routinely used in economics and
finance. With computer-based projects, the course is taught in a laboratory setting. Topics covered include the use
of spreadsheet programs for elementary statistical analysis and report writing, the applications of database
software, and the use of state-of-the-art econometric programs for more sophisticated analysis. Prerequisite: ECO
390.
ECO 420 International Trade
A course covering the real side of international economics. The first half of the course focuses on theory,
discussing models of the determinants and patterns of international trade. The second half of the course is policy
oriented, and considers the relative efficiency of trade policy options, the relationship between trade and
development, international trade agreements and organizations, trade and the environment, and the politics of
trade. Prerequisite: ECO 220. ECO 210 is recommended.
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ECO 430 Money and Banking
A study of the behavior of financial institutions including commercial banks, savings and loans, the Federal
Reserve, and the U.S. Treasury, and the role of money in macroeconomic stabilization theory and policy.
Prerequisite: ECO 110, 210.
ECO 435 Theory of Investment
Valuation of investment opportunities considering risk and return. Focus is on equity and fixed income
securities, portfolio construction, and investment planning. Prerequisite: ECO 110; ECO 260 or permission of
the instructor.
ECO 440 Public Finance
A study of the efficiency and equity aspects of government finance and public expenditures and revenues,
stressing various taxes at the federal, state, and local levels. Prerequisite: ECO 110, 220.
ECO 455 Experimental Economics
An introduction to issues, methodology, and especially, applications in the field of experimental economics. Daily
experiments and simulations explore bargaining, auctions, competition, market failures, voting, contributions to
public goods, lottery choice decisions, and similar topics. Through experimental design and data analysis, student
understanding of microeconomics will be reinforced. Prerequisite: ECO 110.
ECO 459 Regulating the Environment: The Economist's Perspective
This course examines how legislative rulings regarding the environment impact economic activity. A primary focus
is on how environmental regulation impacts firm behavior, market structure, and competition in affected industries,
in addition to the economic benefits of regulation. Case studies done on the major United States environmental
regulations of the past sixty years, as well as that of some international treaties, help students understand the
motivation, implementation, success, and unintended consequences of such regulations. Prerequisite: ECO 110;
ECO 220 recommended.
ECO 465 Corporate Finance
This course deals with the foundations of finance, both in theory and in practice. Special emphasis is reserved for
the two most important decisions taken by every firm: 1) the capital budgeting decision and 2) the financing
decision. Risk measurement, evaluation, and management are integral parts of the course of study. Prerequisite:
ECO 110 and ECO 260.
ECO 470 Managerial Economics
Development and practical application of tools of supply, demand, cost, capital, and profit analysis to
organizational decision-making. Additionally, a study of the problems of economic measurement and
forecasting methods, business planning, and product strategy. Prerequisite: ECO 110.
ECO 480 Industrial Organization
A theoretical and empirical analysis of the structure of industrial markets and the behavior of business firms.
Topics include strategic behavior, mergers, product differentiation, pricing, entry, and advertising. Prerequisite:
ECO 220 or permission of the instructor.
ECO 500 Senior Seminar
The senior seminar builds on student work in economics, finance, and in the liberal arts. Its primary purpose is
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eflection on economics as a discipline via a dialogue-seminar format and original research. This experience will
provide significant opportunities to improve skills in economic and financial analysis, research, writing, and verbal
expression. In addition to original research, each student will be asked to present and discuss findings from seminal
articles and books in the fields of economics and finance. In this culminating course, students are expected to
identify important questions, understand various methodologies, apply the analytical and empirical tools of
economics and finance to seek answers resourcefully, and to disseminate credible results.
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Education
Division of Social Studies
The purpose of the Education Program at Centre College is to provide study for undergraduate students in
effective teaching including practical experiences in the classroom and other educational settings. We believe that
the undergraduate college experience offers an excellent opportunity for prospective educators. Students have the
opportunity to integrate their pedagogical studies within a variety of settings which include but are not limited to
the following: after school programs, church settings, YMCA, museums, local/state/national parks, and/or
classrooms abroad. In conjunction with these community-based opportunities, students experience a rigorous
education in the liberal arts and sciences. Our mission is for students to develop a greater understanding of and
appreciation for the complexities of teaching and learning and, as alumni, to lead lives of learning, leadership, and
service as effective educators.
An assumption of the Education Program is that a liberal arts education, with a solid foundation of content matter
and critical reflection at its heart, is the most appropriate type of preparation for educators. By acquiring content
knowledge as well as the skills of reflective teaching, students will develop into self-directed professionals in a
variety of educational settings including classrooms, museums, zoos, and natural parks.
The Education Program has four principal goals:
A. to help students recognize the complexity of education in the U.S. – the nature of its assumptions, goals,
organization, and problems; the nature of its students; and the nature of teaching and learning.
B. to provide experiences and information to help students decide whether a career working with children and
adolescents is appropriate for them.
C. to provide beginning preparation for certification and teaching in the nation’s elementary and secondary schools
by equipping them with the theoretical and practical knowledge needed by beginning teachers and educators in
other settings.
D. to stress critical reflection so that educators will be able to recognize educational dilemmas, to analyze such
dilemmas and problems, to formulate possible solutions and anticipate some of the consequences, and to test
solutions. Additional information and details are available from the Education Program.
OPPORTUNITIES IN EDUCATION:
Beginning with the class of 2016, students interested in pursuing a career in education can choose an Education
minor. These students include: 1) students who desire to begin preparations while at Centre College for a career in
K-12 teaching, and 2) students with majors other than education who plan to work with children or adolescents
(particularly religion, psychology, or sociology). Several worthwhile experiences include community-based education
course work, educational internships, and study abroad offerings. Students also have the opportunity to pursue a
Master’s program to obtain teaching certification at one of our partner institutions. Centre has developed
partnerships/pathway opportunities with both the Peabody College of Vanderbilt University and with the
University of Louisville that will enable qualified students to enroll in a master’s degree program with initial
certification in either elementary or secondary education. Students who are interested in either of the partnerships
should seek advice from Education Program Faculty and attend informational sessions provided by the partner
institution.
Program Descriptions:
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Teacher Licensure at University of Louisville
Through this partnership, students can earn a Bachelor’s degree from Centre College and a Master of Arts in
Teaching (MAT) through the College of Education and Human Development (CEHD) at the University of
Louisville. Program Overview: Centre College graduates will apply for admission to the MAT program.
Candidates for the Early elementary Education MAT program can apply for admission once per year: June 1 st for
Fall admission. Candidates for the Middle or Secondary Education MAT program can apply for admission twice
per year: June 1 st for Fall admission and October 1 st for Spring admission. Centre College graduates who have
completed the appropriate prerequisites and who are selected for admission, will complete the MAT in four
semesters for a minimum of 30 graduate credit hours. Students who earn a Bachelor’s degree from Centre College
can apply to the Master of Arts in Teaching (MAT) program at the University of Louisville to pursue a variety of
certifications: Early Elementary Education (grades P-5) Middle Grades Education (grades 5-9) English
Mathematics Science Social Studies Secondary and P-12 Education (grades 8-12) Biology Chemistry English
French (grades P-12) Mathematics Physics Social Studies Spanish (grades P-12).
Course Substitutions: Centre College students may choose to enroll in Centre College courses that have been
selected and approved by the University of Louisville CEHD as being equivalent to CEHD course work. The
courses taken at Centre that substitute for CEHD courses will count toward licensure requirements but will not
reduce the 30 credit hour minimum of graduate course work required of all graduate programs at the University of
Louisville. Students who successfully complete the courses below and who are admitted to the MAT program will
be able to apply these courses toward Kentucky licensure requirements. EDU 226, Educational Technology (for
EDTP 580/581/582; EDU 227, Practicum & Introduction to Education (for EDTP 602); EDU 228, Educational
Psychology (for ECPY 607); EDU 337, Instructional Design, Planning, Evaluating and Managing Learning (for
EDTP 501).
Teacher Licensure at Peabody College of Vanderbilt University
Typically, Centre College graduates will enroll in Peabody College the summer immediately following their
graduation from Centre. For those seeking special education endorsement, the M. Ed. program would then
generally encompass that summer, the following fall and spring, and the following summer, so that students are
available to begin work as teachers, with a master’s degree, in just over one calendar year after completing their
undergraduate degrees. Students seeking a master’s degree with an elementary education endorsement may enter in
either the summer or fall, with coursework continuing in the spring, summer and concluding with student teaching
in the fall. Students seeking a master’s degree with a secondary education endorsement may enter in the fall or
summer: students who enter in the summer typically pursue coursework in the summer and fall, student teach in
the spring, and then complete any remaining course requirements the following summer. Students entering in the
fall spread degree work over two academic years, with student teaching in the spring of the second year. While
Centre students are not guaranteed admission into the graduate program at Peabody College, this formal
partnership will help facilitate efficient and effective preparation of future teachers at this excellent institution of
higher education. The approved Centre courses and the corresponding Peabody courses are: Centre College EDU
227 Practicum and Introduction to Education (3 hours) - Peabody College EDUC 3500 Foundations of Education
(3 hours); Centre College EDU 228 Educational Psychology (3 hours) - Peabody College EDUC 3110 (PSY 334P)
Psychological Foundations of Education (3 hours); Centre College EDU 330 Diversity and Inclusion in the
Classroom (3 hours) - Peabody College SPED 3000 Introduction to Exceptionalities (3 hours).
Requirements for certification are subject to change according to the guidelines and regulations published by the
governing body (in Kentucky, the Education Professional Standards Board) in the state where a student wishes to
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teach. Students are advised to consult with the education faculty to help plan schedules and to review
requirements for certification through partner institutions in a master’s program or preparations for another
educational setting.
Faculty
Donna Plummer (chair), Sarah Murray, Ellen Prusinski, Candace Wentz
Student Representatives
Juliana Gates, Evander Harris
Requirements for the Education Minor
Professional education courses: EDU 227, 228, 337;
Three additional EDU courses at the 200-level or higher (ENG 205 may count for one of these courses).
*NOTE: EDU 226 and 330 may be a requirement for those students who are planning to attend a partner
institution for initial certification.
Education Courses
EDU 226 Educational Technology
An introduction to the use of technology in the classroom. This course provides future teachers with the
understanding and skills they need to successfully employ technological solutions to curricular challenges. It is
expected that students will already possess a basic understanding of the more traditional educational technologies;
therefore, this course focuses upon emerging technologies and computer-based resources. Successful completion
of this course fulfills the computer competency requirement for Kentucky teachers. This course is open only to
sophomores and juniors seeking teacher certification at Centre College or education minors.
EDU 227 Practicum and Introduction to Education
A required field experience serve as a foundation for exploring American education. One focus of the course is
educational change using the Kentucky Education Reform Act as an example. Among the major topics covered
are conflicting goals and assumptions in schooling, the governance and organization of schooling, teaching as a
profession, the reflective process, and desired changes in schooling.
EDU 228 Educational Psychology
A study of the theories of child and adolescent development as applied to learning and teaching. Additional topics
addressed in the course include the meaning of intelligence, effective teaching strategies and motivation, and
multicultural and social issues and their effects on classrooms. A required field experience connects theory and
practice.
EDU 250 Costa Rica: Language Immersion and Rural Education
As a first component of the course, education students, in collaboration with a Spanish-speaking student, will
teach basic math and English to a range of elementary grades in a small Costa Rican town. Students will apply
appropriate adaptive skills in lesson planning and classroom management. During the second component of the
course and in a different location bordering a national park, students will participate in an environmental
awareness project through the Corcovado Foundation.
EDU 251 Ghana: Exploring Education and the Environment across the Globe
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Within a community-based framework, students explore the state of environmental education as well as education
in general for a developing nation. The course seeks to prepare not only future educators but all students as lifelong
learners within a global society. Students are asked to observe and analyze another culture without being
judgmental. In response to specifically framed journal questions, students have the opportunity to enhance their
critical thinking skills and written communication. Collaboratively students choose environmental topics of focus
such as rain capture, water purification, pollution, and/or littering to develop hands-on activities that address
appropriate curriculum objectives. Students culminating work will be the implementation of their activities in a rural
Ghanaian school. In addition to work in a rural Ghanaian school, students have the opportunity to learn about the
culture as they interact with family members in their homestay, teach in the rural village of Avedo, and tour
local/regional sites. Prerequisite: Permission of the instructor.
EDU 252 Merida: Examining the Mexican Educational system and Teaching ESL Abroad
Within a community-based framework, students will explore general education, the environment, and the culture
within the Mexican city of Merida. The course will seek to prepare not only future educators but all students as
lifelong learners within a global society. Students will be asked to observe and analyze another culture and
educational system without being judgmental. In response to specifically framed reflection questions, students will
have the opportunity to enhance their critical thinking skills and written communication. Collaboratively students
will choose content topics of focus and develop hands-on activities that address appropriate curricular objectives.
Students culminating work will be the implementation of their ESL activities within a Mexican public or private
school. In addition to teaching ESL in the schools, students will have the opportunity to examine the politics that
surround the educational system in Mexico, compare/contrast a foreign educational system to that of the United
States, immerse themselves in a new culture, interact with family members in their homestay, and tour
local/regional sites.
EDU 270 The Autism Puzzle
Students explore myths and realities of autism spectrum disorder including an examination of variation in the
disorder and a historical perspective through pioneers in the field. The vaccination controversy, economic and
international aspects, societal and family impact, environmental issues, educational and policy concerns, and other
implications of the biology and psychology of autism are explored. Students have an opportunity to examine an
area of interest related to autism. Prerequisite: Sophomore standing.
EDU 280 The Superhero: A Role Model?
What educational issues arise when we view superheroes as models of “truth, justice, and the American way?”
Students will study the superhero phenomenon through the lens of education and educational psychology
including gender, social, and moral development of children and adolescents. Questions to be explored include:
What do educational theorists tell us about models and development? Do superhero morals positively impact
students in classrooms? What impact do successful superhero films and comics have on child and adolescent
development? What role do superheroes play in the gender and ethnic identity development of today’s students? In
what ways might superheroes be incorporated into classroom curriculum? Why might schools choose to ban
superheroes?
EDU 285 Voices of Diversity in Classrooms
While U.S. school populations continue to become more and more diverse, the books read in classrooms frequently
represent the majority only. The focus of this class is on representations of traditionally underrepresented groups in
school curriculum (including but not limited to those of African, Asian, Latino/a, Native American, and Middle
Eastern origins) with classroom applications. The critical analysis of selected texts and illustrations in multicultural
children’s and adolescent literature will enhance students’ ability to influence all children’s and adolescents’ reading
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of diverse representations of culture, ethnicity, socioeconomic status, religion, disability, gender, and sexuality.
Strategies for incorporation of a diverse reading list in a multicultural curriculum will challenge students to explore
the impact of book choices on classrooms. Concerns raised by parents and controversies such as book banning and
their implications for students and classrooms also will be investigated.
EDU 295 Global Perspectives on Education
Education can be a tool for promoting world peace, contributing to poverty reduction, and fostering equality. It can
also be used to reify difference, reinforce hierarchy, and devalue local knowledge. In this course, we will investigate
differences in education systems worldwide, examine and evaluate transnational education projects, and consider
the role that supranational entities such as the World Bank and UNESCO play in promoting educational change.
We will also ask whether and how legitimate comparison of educational systems across national contexts is
possible. This class will focus primarily on countries of the Global South, but student interests will influence
countries used in case studies.
EDU 330 Diversity and Inclusion in the Classroom
This course enhances the knowledge base to design and adapt instruction to meet the diverse needs and learning
styles of all students. Course topics include historical issues, regulations, principles of Universal Design,
inclusion, collaboration, multicultural responsiveness and equitable assessments. A field component is required.
EDU 337 Instructional Design: Planning, Evaluating and Managing Learning
A study of the general methods used in planning, teaching, and evaluating lessons and practice of these methods
in classrooms, microteaching, and alternative learning locations. Other topics include the use of technology in
teaching, observation and reflection techniques, and unit planning. Students examine appropriate curriculum for
the learning environment that is based on national, state and local standards. Theories and strategies of discipline,
individual student needs, standardized testing, literacy, and student assessment are among other topics addressed.
A field component is required. Prerequisite: EDU 227 and/or EDU 228
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English, Creative Writing, and Film Studies
Division of Humanities
The purpose of the major program in English is to produce citizens of sympathetic imagination who are able to
draw upon a store of literary knowledge and capable of independent critical thinking and writing. The program
offers a major and minor in English and minors in creative writing and film studies.
The program offers courses in British and American literature, creative writing, and film. In addition to
introductory courses at the first-year/sophomore level, the program's offerings in literature include courses on
such authors as Chaucer, Shakespeare, Melville, Dickinson, Faulkner, and Woolf, and on such topics as Southern
literature, poetry by women, Irish literature, early English novels, the Gothic, modern poetry, Shakespeare and
film, and U.S. literature of the Great Depression. Creative writing courses include introductions to the writing of
poetry and fiction, as well as more advanced classes. Except for junior and senior seminars, all English courses
are open to all students without special permission.
Faculty
Helen Emmitt (chair), John Kinkade, Mark Lucas, Dan Manheim, Azita Osanloo, Stacey Peebles (Director of
Film Studies), Mark Rasmussen, Philip White, William Weber, Lisa Williams (Director of Creative Writing)
Student Representatives
Elle Enander, Prathyusha Matam
Requirements for the English Major
ENG 210, 220, 230;
ENG 301 or 302;
One course each selected from ENG 310-339. 340-369, 370-399 (One of these courses must be a seminar taken
during the junior year and numbered 330-339, 360-369, or 390-399);
One additional 300-level ENG course;
One additional course, either an ENG course numbered 200 or higher or an FLM course (film studies);
ENG 500
Requirements for the English Minor
Three courses chosen from among ENG 210, 220, 230, and either 301 or 302;
Two 300-level ENG courses numbered 303 or higher
Requirements for the Creative Writing Minor
Four creative writing courses, chosen from among FYS 121, FYS 140, DRA 330, CRW 140, 150, 160, 240, 245,
250, 270, 280, 300, or other creative writing courses approved by the English program. CRW 240, 245, 280 and 300
may be repeated for credit toward the minor;
Two literature courses in English
Requirements for the Film Studies Minor
FLM 205 and 305;
Three courses numbered 200 or higher chosen from a list of offerings in Film Studies and courses approved by the
program committee. Courses offered recently approved to satisfy film studies minor requirements: ASN/JPN 330,
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ARH 382, CLA 323, CLA 326, DRA 360, EDU 280, ENG 318, FRE 252/452, GER 325, HIS 431, HIS 465, SPA
450 and SPA 456.
English Courses
Note: ENG 500 is open to senior English majors only; courses numbered 330-339, 360-369, and 390-399 are open
to English majors as well as to English minors with permission of the instructor. All other ENG courses are open
to non-majors without special permission.
ENG 170 Topics in Writing
A course in college-level writing that emphasizes building effective arguments, integrating sources effectively,
and writing English prose with clarity and control. Students will practice writing in various modes and genres,
with special attention to the conventions of academic and scholarly writing.
ENG 205 Children’s and Adolescent Literature
An introductory course to the field of juvenile literature intended for prospective teachers stressing the various
genres of children's and adolescent literature, critical analysis of both selected texts and illustrations, and the
teaching of juvenile literature in the K-12 classroom.
ENG 210, 220 British Literature-I, II
Survey of major works of British literature from the medieval period to the 20th century, with emphasis upon
understanding and evaluating literary works in their historical and cultural backgrounds. Together with ENG
230, provides a general introduction to prosody, the vocabulary of literary analysis, and the varieties of literary
criticism.
ENG 215 History of the English Language
A study of the history of the English language, from its most distant origins in Indo-European to the present.
Emphasis both on changes to vocabulary, grammar, and pronunciation over time and on how the language mirrors
historical and cultural change. Each student completes an independent research project. Typical topics might
include study of a regional dialect of American English (Appalachian and Kentucky dialects, Tidewater dialects,
California English, Gullah, etc.), the English Only controversy, the history and structure of African American
Vernacular English, the history of efforts to eliminate gender bias from the language, the history of English
dictionaries, the use of English dialects by particular literary authors (Twain, Faulkner, Joyce, Zora Neale Hurston),
language and the internet, the future of English as a world language, and the history of English obscenities. No
prerequisites.
ENG 230 American Literature
Survey of major works of American literature from its beginnings to the 20th century, with emphasis upon
understanding and evaluating literary works in their historical and cultural backgrounds. Together with ENG 210,
220, provides a general introduction to prosody, the vocabulary of literary analysis, and the varieties of literary
criticism.
ENG 235 Topics in Literature in Translation
2014-2015 Topic: Ancient and Modern Comedy and Satire, and French Masterworks in Translation
ENG 269 London: A History in Mystery
This course examines the history of London and Great Britain through the lens of crime. Students will explore how
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mystery and crime writing imagine English culture and how historical events such as the mystery of the princes in
the Tower or the murders by Jack the Ripper become part of the cultural imagination. Crime writing, theater, film,
and explorations of London will all contribute to our understanding of crime and detection across three centuries.
ENG 301 Shakespeare-I
A study of the development of Shakespeare as dramatist, with emphasis on the histories and romantic comedies.
(Also listed as DRA 331.)
ENG 302 Shakespeare-II
A study of the mature Shakespeare, with emphasis on the later tragedies and romances. (Also listed as DRA
332.)
ENG 305 Literary Criticism: Theory and Practice
What is literature? What is literature good for? What makes a work of literature good? What does it mean to
“interpret” a literary work? What makes a particular interpretation good? These are some of the great questions
addressed by literary theory, from Plato to the present. In this course we will read and discuss some classic
responses to these questions, and we will consider as well such recent critical approaches as the New Criticism,
reader response theory, Marxist criticism, feminist criticism, psychoanalytic criticism, structuralism, deconstruction,
new historicism, and cultural studies. The course has two aims: first, to help us become more aware of what we do,
and why we do it, when we study literature; and, second, to help us write better literary criticism ourselves, as we
apply a range of methods to the works we study.
ENG 310-339 Studies in Medieval and Renaissance Literature
Study of topics, authors, and genres within the medieval and Renaissance periods. Courses numbered 33039 are
limited-enrollment seminars. The 2014-15 topics are listed below.
ENG 317 The English Sonnet
An investigation of the sonnet form, from its origins to the present day, with a strong emphasis on the
Renaissance. Students will get intensive practice in the skills of close reading and poetic interpretation, while
engaging eternal themes such as love, death, language, and freedom. Poets studied include Shakespeare, Spenser,
Sidney, Donne, Milton, and many more.
ENG 318 Revenge Drama
This course examines the bloody flourishing of revenge tragedies in Renaissance England, and the way that those
seminal texts form a dramatic tradition that continues to inspire audiences and artists today. Texts include plays by
Aeschylus, Seneca, Shakespeare, Kyd, Middleton, Marston, Webster, and Ford, as well as films by Taymor, Cox,
Park Chan-wook, and Tarantino.
ENG 332 Discovering the Middle Ages
A study of medieval literature, history and culture, incorporating individual and class visits to medieval sites.
Works studied include The Song of Roland, the Arthurian romances of Chrétien de Troyes, Dante’s Divine
Comedy, Chaucer’s Canterbury Tales, and the autobiography of Margery Kempe.
ENG 340-369 Studies in Eighteenth and Nineteenth-Century Literature
Study of topics, authors, and genres within the eighteenth and nineteenth centuries. Courses numbered 360-69
are limited-enrollment seminars. The 2014-15 topics are listed below.
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ENG 349 London Lives
An exploration of how individuals have lived in London in the past three centuries. In addition to reading
selections from biographies, we will use London as our laboratory to examine how art, architecture, and artifacts
can help us understand life in London. Each student will research individual London residents from the past and
use varied resources—portraits, written texts, houses, and exhibits—to reconstruct London lives.
ENG 364 Reaching Toward Concord
An examination of Concord, Massachusetts, as a center of literary creativity in the mid-nineteenth century. In
addition to authors who actually reached Concord at one time or another, students consider those who gravitated
toward it in one way or another. Authors considered could include Emerson, Thoreau, Fuller, Hawthorne,
Whitman, Dickinson, Melville, with a few twentieth-century echoes. The course includes readings about pertinent
historical events and cultural experiments such as Fruitlands and Brook Farm. Prerequisite: Junior English majors
only.
ENG 370-99 Studies in Twentieth-Century Literature
Study of topics, authors, and genres within the twentieth century. Courses numbered 390-99 are limitedenrollment
seminars. The 2014-15 topics are listed below.
ENG 371 Modern British Fiction
Strange and challenging, often associated with dense layers of allusions and symbolism, modernism has a reputation
for being sealed off, aloof in a world of its own creation. This course will study fiction that sought to keep pace
with these modern times by experimenting with representations of time, consciousness, and narrative. In
discovering how moderns reacted to lives that felt too fast, too technologically-oriented, and influenced by
geopolitical concerns that seemed out of their control, we may learn something about our own time. Authors will
likely include Joseph Conrad, James Joyce, E. M. Forster, Jean Rhys, Mulk Raj Anand, Virginia Woolf, Nancy
Mitford, and others.
ENG 375 Flannery O’Connor
A study of the life and work of the 20th‐century American short story writer Flannery O'Connor. Readings include
Wise Blood, selected letters, and all of O'Connor's short stories.
ENG 380 African American Literature
Survey of major works of African American literature emphasizing the 20th century but drawing on materials from
earlier in the tradition, with emphasis upon understanding and evaluating literary works in their historical and
cultural backgrounds. Authors explored may include Chesnutt, Washington, Du Bois, Toomer, Johnson, McKay,
Hurston, Hughes, Wright, Ellison, Brooks, Baldwin, Wilson, Morrison, Wideman, Butler, Walker, and Whitehead.
ENG 385Graphic Novels and Other Illustrated Literary Forms
We’ll read graphic novels, graphic memoirs, comics, and related visual narratives, and we’ll discuss how they
combine word and image to tell stories and make meaning. Possible texts include Fun Home by Alison Bechdel,
Black Hole by Charles Burns, and Watchmen by Gibbon and Moore. With the help of supplementary texts like
Scott McCloud’s Understanding Comics and Douglas Wolk’s How Graphic Novels Work and What They Mean,
we’ll learn about the history of graphic novels, the techniques they employ, and how to discuss and analyze visual
narratives. This class will also have a creative component in which students will make their own short graphic
stories and essays—but don't worry if you can’t draw! Stick figures, photographs, and collage can make excellent
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graphic narratives.
ENG 399 Irish Writers
ENG 500 Senior Seminar
A capstone seminar course for seniors focusing on a single author or narrowly-defined period or special topic,
selected by the instructor. Students will write a research paper and present the results of their research.
Topics for 2014-2015 were Faulkner, Dickinson, and Jane Austen.
Creative Writing Courses
CRW 140 Fundamentals of Poetry Writing
A workshop class devoted to the writing of poetry and to relevant readings designed to guide and inspire the
beginning writer.
CRW 150 Fundamentals of Fiction Writing
A workshop class devoted to the writing of short stories and to relevant readings designed to guide and inspire
the beginning fiction writer.
CRW 160 Fundamentals of Creative Non-Fiction
A workshop class. Students study and try their hand at a variety of non-fiction genres including memoir, the
review, the essay, travel and food writing, humor writing, the editorial, nature writing, and others. We will read
writers from different periods including (among others) David Sedaris, Michel de Montaigne, Sir Thomas Browne,
Virginia Woolf, Oliver Sacks, Stephen Jay Gould, W.G. Sebald, Annie Dillard, Joan Didion, Edward Abbey,
Edward Hoagland, Pier Paolo Pasolini, and Jo Ann Beard, as well as selections from the most recent Best
American Essays anthology.
CRW 240 Intermediate Poetry Writing
A workshop class. Students write approximately a poem a week to be workshopped by class members and then
revised. Reading and discussion of several new volumes of poetry by contemporary poets. Prerequisite: ENG 140
or FRS 121 or ENG 250 or permission of the instructor. May be repeated for additional credit.
CRW 245 Intermediate Fiction Writing
This course builds upon the fundamentals of fiction writing. Students advance their understanding of writing
fiction through the composition of their own short stories, through minor project work in an alternative genre
and through the examination of a range of established writers' approaches to the form, structure, and function of
the short story. Prerequisite: ENG 150 or permission of the instructor. May be repeated for additional credit.
CRW 250 Poetic Forms: History and Practice
Discussion of poetic forms including the sonnet, sestina, villanelle, prose poem, free verse, and syllabic poetry
(among others), with creative assignments. Designed to benefit writers wishing to enrich their knowledge of the
craft and their creative abilities, as well as students of literature interested in poetry's history and technical
aspects.
CRW 270 Creative Writing on Nature and the Environment
What is “environmental creative writing?” How do we know when we’ve read it, or written it? How do we
ourselves write about nature, ecology, science, and place in ways that are both thoughtful and creative? In this class
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we’ll explore these questions, reading a variety of authors, ranging from some environmental classics (Wendell
Berry, Annie Dillard, Rachel Carson, Mary Oliver, Edward Abbey, and others) to the contemporary and strange
(Julianna Baggott, Forrest Gander, Edward Hoagland, Carol Frost, Elif Batumen, Amy Clampitt, Sarah Lindsay,
Jennifer Atkinson, Joy Williams, and others). Our goal will be to unearth ways of responding to and thinking about
nature and the environment in creative works of our own. Interaction with the environment and nature will be
encouraged as part of the class. An interdisciplinary class: students with a passion for nature and/or science are
welcome even if they have taken no creative writing classes before.
CRW 280 Creative Writing: Fiction or Poetry
Practice in the writing of short fiction or poetry, under the guidance of a visiting writer-in-residence. Offered
on a Pass/Unsatisfactory basis only. May be repeated for additional credit.
CRW 300 Advanced Creative Writing Across Genres (poetry, fiction, and creative non-fiction)
For the committed writer of poetry, fiction, or creative non-fiction who wants to engage in serious discussion of
their work and that of their peers and of relevant readings. Students work on a longer manuscript in a primary
genre, and one shorter piece in a secondary genre. Students select (most of) the texts for the class. We will also
look at contemporary journals and webzines that publish these genres, as well as seminal essays about them. The
class is run as a seminar-type discussion and intensive workshop class. Active and regular participation in
discussion is required. Prerequisite: At least two courses in creative writing or permission of the instructor. May be
repeated for additional credit.
Film Studies Courses
FLM 205 Introduction to Film
This course traces some of the major movements in film history with an emphasis on film’s response to— and
anticipation of—societal issues and concerns. Topics include a basic vocabulary for film study, the relationship of
art and life, notions of authority and resistance, the attractions of genre, and the place of film in the digital era.
(Previously offered as ENG 270)
FLM 250 Silence and Sound in Film
This course follows film’s development from a silent art form through the early talkies and later milestones in the
use of sound and music. Topics include the history of sound technology and how films themselves address that
history, sound effects and design, the relation of sound and image, and the many ways that music can work in the
context of film.
FLM 305 Film Theory
Film Theory introduces students to the major developments in film criticism and theory beyond the basics of film
technique and history covered in Introduction to Film. Approaches to film that we will address (through readings
and accompanying film screenings) will include ideas about spectacle and surveillance, audience reception, auteur
theory, gender and psychoanalytic theory, and postcolonialism.
FLM 310 Global Cinema
Cinema is a global art form, and this course introduces students to major international movements in film history
and world classics from the early years of film to the present day. Film’s marriage of sound and image can
communicate in both culturally specific and universal terms, and the course will follow different films’ engagement
with topics like war, love, travel, family, technology, and individual and community identity.
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Environmental Studies
Interdisciplinary Program
The mission of the Environmental Studies program is to help students to gain an understanding of the ways that
humans influence and are influenced by their non-human surroundings and to learn to fashion ways of living
equitably and sustainably on the earth. This task is fully compatible with Centre College’s institutional mission of
preparing students for lives of learning, leadership, and service in a global society. Environmental awareness is a key
attribute of global citizenship, and an Environmental Studies major is an important component of promoting that
awareness. Environmental Studies is inherently interdisciplinary, and it reflects and exemplifies the core values of a
liberal arts college. The ENS major is structured to provide students with a fundamental grounding in
environmental studies and an exploration of interdisciplinary approaches to environmental issues. Students also
focus on a particular area, or track, in the Humanities, Social Studies, or Sciences. Within the track, the careful and
thoughtful selection of electives – in close consultation with their advisor and the ENS program faculty in general –
gives students an important exercise in choosing wisely and planning ahead to produce a coherent course of study.
Many of the courses fulfilling ENS major or minor requirements, especially in the sciences, have prerequisites, and
several courses are not offered regularly or are offered only once every two years. Students interested in the major
are encouraged to consult with a program committee member early on to plan their preparation for the major and
to discuss course offering schedules and options for a track. The major culminates in an advanced seminar
incorporating a capstone project in which students apply the lessons they have learned in confronting a pressing
environmental problem. An internship in a relevant environmental organization and directed research experience
are strongly recommended, although they are not requirements of the major.
Faculty
Brett Werner, (chair), David Anderson, Daniel Kirchner, Sarah Lashley, Anne Lubbers, Preston Miles,
Endre Nyerges
Student Representatives
Lucas Do, Katherine Hagan
Recommended First-year/Sophomore Preparation
ENS 210, ENS 270 or BIO 110 and BIO 210 if planning to take BIO 370.
NOTE: Many “ENS-credit” courses have prerequisites that should be taken in the first or second years:
ANT 110 or ANT 120 recommended for ANT 350;
either CHE 131 and 132 or CHE 135 required for CHE 251;
BIO 110, BIO 210, NSC 120, MAT 110, and/or PSY 110 variously required for other science course options;
BIO 225, BNS 210, and PSY 305 recommended for BNS 330
Requirements for the Major
Fundamental Background: ENS 210 Introduction to Environmental Studies;
One of ENS 270 Introduction to Ecology or BIO 370 Principles of Ecology
Interdisciplinary Cores
Students take one course from each core. Two of the three courses must be 300-level or higher.
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One of the following humanities courses:
CRW 270 Creative Writing on Nature and the Environment
ENG 386 Getting Back to Nature
PHI 145 Environmental Ethics
PHI 305 The Ethics of Food
One of the following social studies courses:
ANT 360 GIS and the Environment
ECO 355 Environmental Economics
HIS 361 American Environmental History
One of the following science courses:
BIO 315 Freshwater Biology
BIO 375 Conservation Biology
CHE 251 Chemistry of the Environment
Tracks Students take five courses from the following list of ENS-credit courses, if not
previously taken as Interdisciplinary Core course options. At least three of these courses must be
numbered 300 or higher, adding to a minimum of six courses numbered 300 or higher for the major
(including core course options and senior seminar). Three of the five courses are chosen from one of
the three tracks in humanities, social studies, or sciences, and two are chosen from one or both of the
other tracks.
Humanities:
CRW 270 Creative Writing on Nature and the Environment
ENG 354 Thoreau
ENG 386 Getting Back to Nature
ENS 253 The Art of Walking
PHI 145 Environmental Ethics
PHI 305 The Ethics of Food
Social Studies:
ANT 350 Ecological Anthropology
ANT 360 GIS and the Environment
ECO 254/324 Trade and the Environment: NAFTA and Mexico
ECO 355 Environmental Economics
ECO 365 Sustainability
ECO 459 Regulating the Environment: The Economist’s Perspective
ENS 251 Human Ecology in the Yucatan
ENS 310 Environmental Risks and Inequality in America
ENS 315 Environmental Conflict and Negotiation
ENS 420 Rivers and Adaptive Ecosystem Management
HIS 361 American Environmental History
POL 433 American Environmental Policy
REL 453 World Hunger and the Environment
Sciences:
BIO 315 Freshwater Biology
BIO 375 Conservation Biology
BNS 330 Animal Behavior
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CHE 251 Chemistry of the Environment
Senior Seminar
ENS 500 Senior Seminar
Requirements for the Minor
ENS 210;
Sciences Core: BIO 370 Principles of Ecology or ENS 270 Introduction to Ecology;
Social Studies Core: HIS 361 American Environmental History or ECO 355 Environmental Economics or ANT
360 GIS and the Environment;
Humanities Core: CRW 270 Creative Writing on Nature and the Environment or ENG 386 Getting Back to
Nature or ENS 253 The Art of Walking or or PHI 145 Environmental Ethics or PHI 305 The Ethics of Food;
Two electives chosen from the "track" lists above (if not used as a core requirement);
One additional course, consisting of one of the following: an internship or independent study in an area of
environmental studies (subject to approval by the Environmental Studies committee), or an unused elective from
the approved courses listed above, including ENS 500.
NOTE: Many of the courses listed above have prerequisites, and several courses are not offered regularly or are
offered only once every two years. Students are encouraged to consult with a program committee member early
on to discuss course offering schedules and options for an emphasis in the major or minor. Upon program
committee approval, additional courses may be added to the list of courses fulfilling major and minor
requirements.
Environmental Studies Courses
ENS 210 Introduction to Environmental Studies
A survey of human impacts on our environment, including the ecological bases for, and the ramifications of, these
impacts. Includes a consideration of policies that would protect our environment for the long term while
incorporating cultural, political and economic realities. A variety of views are discussed, and the policy implications
of differing values are considered.
ENS 225 Environment Justice and Rights
Through a number of compelling and provocative case studies, from indigenous land rights in the Brazilian
Amazon to the safety of silicon valley “clean” tech workers, this course examines how some segments of the
global population have been deprived of equal access to environmental benefits while bearing a disproportionate
burden of environmental risks. Environmental justice combines a concern for environmental health with
recognition of gender, ethnic or racial discrimination. After examining a series of case studies that illustrate
contemporary environmental injustices, the course traces the development of the environmental justice and rights
movement.
ENS 251 Human Ecology in the Yucatan
What do humans need to live in a sustainable manner for generations to come? How do the actions of the human
species limit this potential? This course will focus on the sustained needs for human population: food and fiber,
shelter, water, and waste disposal. We will see how technology and the services of natural ecosystems collaborate
to provide these services in the Yucatan and compare them to strategies used elsewhere.
ENS 253 Art of Walking
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Readings in the non-fiction and fiction of walking; daily walks and rambles in local environs and farther afield.
Authors include Wordsworth, Hazlitt, Stevenson, Chesterton, and Dickens; some study of the philosophy of art
(readings in Kant and Heidegger) for walks into parks, gardens and museums.
ENS 270 Introduction to Ecology
An introduction to ecological principles designed for non-science majors. Emphasis is on the general principles
governing how populations, communities and ecosystems operate in nature, with the goal of better understanding
human impacts on those systems and the ability to recover from those impacts. Topics include population growth,
species interactions, community disturbance, succession, sustainability of ecosystems, biodiversity, invasive species,
soils, climate. Prerequisite: BIO 110 or NSC 120, MAT 110.
ENS 310 Environmental Risks and Inequality in America
Although environmental conditions impact all people, environmental risks and amenities are not equitably
distributed across places or populations. These inequities have prompted a consideration of the linkages between
environmental issues and social justice. Drawing upon social theory, and contemporary and historical case studies,
the roles of race, ethnicity, class, and gender in domestic environmental controversies are explored. Particular
emphasis is placed upon understanding the connections between human and environmental health, how and why
environmental inequalities arise, and why some communities are able to more effectively work towards
environmental justice. Prerequisite: Sophomore standing.
ENS 315 Environmental Conflict and Negotiation
Environmentalism is contentious and environmental controversies and conflicts are constantly taking shape.
Negotiation is a process for managing environmental conflicts; it is a process of jointly making decisions to
reconcile different interests. This course will focus on developing negotiation skills that can be applied to situations
of environmental conflict. Through the use of negotiation simulations and case studies, we will
examine contemporary environmental conflicts, identify the opportunities and challenges of using negotiation
processes to manage environmental conflicts, and develop and practice our own negotiation skills. While the
cases we discuss in class will pertain to environmental issues, the negotiation skills learned and developed in this
course are easily transferable to other domains. Prerequisite: ENS 210 is recommended.
ENS 420 Rivers and Adaptive Ecosystem Management
An interdisciplinary approach to the science, values, literature, history, policy, and management of river systems,
investigating the following: their roles in our history and stories; their protection or multiple uses; contemporary
conflicts over damming and restoration; and the integration of science and values in public decision-making
regarding riverine and riparian ecosystems and watersheds. This course is grounded in experiential, field-based, and
applied learning, investigating Kentucky's rivers and their associated communities and organizations, along with
more remote case studies. Prerequisite: ENS 210, or permission of instructor.
ENS 500 Senior Seminar
In this capstone for the ENS major or minor, students crystalize their interests, experience, and research using
interdisciplinary approaches to environmental problems. Students devise a research project, conduct that research,
and present completed research to the ENS program faculty. Each year the course has a unifying theme to connect
student project topics. Prerequisite: Senior standing and declared major or minor in ENS, or permission of the
instructor.
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European Studies
Interdisciplinary Program
Students can minor in European studies at Centre College. The European studies minor is region-specific,
interdisciplinary (inviting participation from across the three divisions), and requires students to study, in depth,
both the parts as well as the whole of Europe. Students think about questions of nationhood and identity, learn at
least two languages spoken in the region, and study how modern European societies, cultures and institutions have
developed (independently and collectively) since the early stages of World War II. Ideally students will live a full
term in Strasbourg, the European capital located on the border of two nation-states. While Centre College’s
curriculum encourages the study of various aspects of European civilization, the European Studies minor will
provide the opportunity to examine the European Union in a critical manner.
Requirements for the Minor
EUR 300;
HIS 310 Europe from Hitler to the Present or POL 340 European Politics;
One course numbered higher than 220 in French or German or Spanish;
An additional course at any level from a second modern language;
Participation in the Centre-in-Strasbourg program, including POL 461 The Construction of Europe, or approval
from the program committee to study European identities in another European country as part of a study abroad
course;
One elective chosen from the following list (in addition to courses fulfilling requirements above):
Elective Courses (cannot be used to fulfill other requirements of the minor):
ARH 261 Survey of Western Art-II
ARH 310/REL 310 The Art of Pilgrimage
ARH 381 Arts and Markets: Economic Histories of the Arts
DRA 134 Foundations of Dramatic Literature-II
FRE 251/350 Contemporary French Culture
FRE 412 French for International Relations
GER 325 German Film
GER 370 Issues in Contemporary German Culture
HIS 309 Europe in the Age of Hitler
HIS 310 Europe from Hitler to the Present
PHI 380 20th Century Continental Philosophy
POL 340 European Politics
POL 456 European Union and Eurocrisis
REL 350 The Holocaust
SPA 260 Spanish Culture
NOTES:
1. Upon program committee approval, additional courses may be added to the list of courses fulfilling minor
requirements.
2. Several courses listed above are not offered regularly or are offered only once every two or three years. Students
interested in the minor are encouraged to consult with a program committee member early on to plan their
preparation for the minor and to discuss course offering schedules.
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European Studies Course
EUR 300 Introduction to European Studies
In this interdisciplinary course, students gain greater insight into the major social, political, technological,
ideological, cultural, and artistic factors that have shaped Modern Europe. Taking the conclusion of World War II
as our departure point, the course focuses on the key moments of social, cultural, and political importance over the
last seven decades. Rather than concentrate on individual nations, this course involves a more holistic exploration
of transatlantic relations by treating a number of overarching themes common to all.
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French
Division of Humanities
When the Medici family sought a motto to express their optimism and humanism, they chose “Le Temps Revient,”
a French expression meaning “The Great Age Returns.” Their choice of French was not accidental, for the study of
this language offers a royal path to discovering the complexity of human experience from the Oaths of Strasbourg
in the ninth century to the present. The French major and minor programs at Centre help students discover the will
to be scholar-citizens informed about the literature, art, music, and history of France, curious about international
affairs relating to Francophone countries, and desirous of communicating with French-speaking people here and
abroad.
Faculty
Allison Connolly (chair), Emily Cranford, Ken Keffer , Patrice Mothion
Student Representatives
Recommended First-Year/Sophomore Preparation
Students considering a major in French are encouraged to plan their academic program to include as wide a
distribution of courses as possible regardless of their professional or vocational objectives. Prospective majors
should consider taking courses in literature, history, philosophy, and the fine arts.
Requirements for the Major
FRE 210, 220, 261and 271, or equivalent;
Five FRE courses numbered 300 or higher;
One additional FRE course numbered 250 or higher;
FRE 500
Note: It is strongly recommended that majors and minors participate in a term abroad in our Centre-in-Europe
program in Strasbourg, France, as an integral component of their French studies.
Requirements for the Minor
FRE 210, 220, 261 and 271, or equivalent;
Two FRE courses numbered 300 or higher;
One additional FRE course numbered 250 or higher
French Courses
FRE 110, 120 Introduction to French Language and Culture-I, II (four credit hours each)
An introduction to French language and culture. FRE 110 references our abroad program in Strasbourg; FRE
120 references the Tour de France bicycle race. Prerequisite: 110 for 120.
FRE 210, 220 Intermediate Workshop
A course in simple French emphasizing conversation and treating one or more of the following topics: painting,
history, cinema, song, or current events. Prerequisite: FRE 120 or placement.
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FRE 261 The Francophone World
An introduction to contemporary Francophone literary texts, articles and films in French-speaking regions of
Quebec, Canada, Northern and Western Africa, the Pacific and the Caribbean; consideration of the geography,
history and politics in these societies. Prerequisite: FRE 220 or placement.
FRE 271 Group Conversation
A course on how three-and more-way conversation works in French; the course explores rules for entry, exit,
interruption, confrontation and reconciliation in French group talk; it is based on free audio podcasts from stateowned
France-Culture radio; all these conversations include three or more persons speaking and joking about
urban life, books, politics, art, philosophy, education, society, tourism and current events. Prerequisite: FRE 220 or
equivalent.
FRE 251/350 Contemporary French Culture
A systematic study of Modern France and its social institutions. Offered in Strasbourg. Prerequisite: FRE 220 for
251; FRE 261 or 271 or placement for 350.
FRE 306 French Phonetics
Phonetics is a branch of linguistics that deals with the sounds of speech and their production, combination,
description, and representation by written symbols. Through the use of the International Phonetic Alphabet, this
course will focus on the main specificities of the French language in phonetics and phonology (the study of sound
and meaning encoded in spoken language). Its two main objectives are the acquisition of correct pronunciation and
the learning of the phonological structure of the French language. Prerequisite: FRE 271 or equivalent.
FRE 310 Advanced French Grammar and Stylistics
This course offers a thorough review of basic French grammatical structures as well as an introduction to more
sophisticated constructions. Its goal is to improve students' writing by focusing on the use of correct grammar and
appropriate vocabulary in compositions, and by studying style using excerpts from some of the most celebrated
French writers as examples. Prerequisite: FRE 261 or 271 or equivalent.
FRE 315 From Napo to Sarko
An introduction in French to French civilization, designed to increase language skills through active modes of
learning and to introduce students to an upper-level study of France after the Revolution. Emphasis is placed on
the political evolution of France (from the French Revolution and Napoleon’s Empire to Nicolas Sarkozy’s
presidency of the Fifth Republic), on France’s artistic contribution to the international community in the 19th and
20th centuries, and on its current role as a member of the European Union. Prerequisite: FRE 271.
FRE 410 Food for Thought
A study of the different aspects of the French culinary tradition in literature, from Renart's hunger in the Middle
Ages to Astérix's banquets. Prerequisite: FRE 261 or 271.
FRE 411 World Literature in French
An introduction in French to “world literature,” that is, to literature in the age of globalization; the use of French
translations provides proof of that language’s status as a world language and impels us to focus on elements of
character, plot and setting that are shared across vastly different cultures; works studied include those by men and
women having recently won the Nobel Prize for Literature—from Egypt (Mahfouz’ Adrift on the Nile), China
(Xingjian’s Soul Mountain), Germany-Rumania (Herta Muller’s The Passport), Poland (Wislawa Szymborksy’s Nothing
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Twice), Turkey (Pamuk’s Snow), Peru (Vargas-Llosa’s Paradise is Elsewhere) and others. Prerequisite: FRE 261 or
equivalent.
FRE 412 French for International Relations
Study of French with an emphasis on international trade. Students develop their linguistic skills while focusing on
marketing, shipping, and import/export concepts. Students also study the role of the European Union in the
current world economy. In this skills-based course, students also learn to use appropriate technical vocabulary for
different business contexts, work on translation, write professional correspondence, and view/read about current
events related to the world of business. Cross-cultural differences regarding the work place also is studied.
Students summarize current articles on issues in the fields of commerce, finance, or economics. Prerequisite:
FRE 260 or 261 or permission of the instructor.
FRE 425 Les Miserables
This course focuses on one novel, Les Misérables. The emphasis is on a thorough literary analysis of the novel
itself, but the course will also cover Victor Hugo's role as an observer of French society in the 19th century, as an
actor in the political arena of his time, and last but not least, as an admirer of Napoleon I. All classes and texts are
in French; all presentations and written work for this class are in French as well.
FRE 426 19th Century French Culture and Literature
This course examines nineteenth‐‐century French culture and literature from the French Revolution to the Dreyfus
affair. We will study the major literary and artistic movements of the century: romanticism, realism, impressionism,
and naturalism. Students will learn about the historical and social developments of French culture as they are
reflected in various artistic and literary genres. Exploring the birth of an urban culture, students increase their
awareness about the relationship between literature, art, and the emergence of political and social concerns.
Prerequisite: FRE 271.
FRE 427 Travel and Otherness Until the French Revolution
This course explores encounters between France, the Middle East, and the New World in medieval and
Renaissance literature. We study the formation of French identities through the “Other” and the idea of the voyage
in a variety of literary genres: travel journals, essays, poetry, drama, and epistolary novel. The question of the “noble
savage” and cannibalism in the New World as well as the image of decaying Roman civilization form our
exploration of French Renaissance literature. Further, we analyze the influence of the Middle East in medieval
literature as well as representations of North Africa and exoticism in 17th and 18th century literature. Prerequisite:
FRE 261.
FRE 432 French Women of Letters
An introduction to a range of French women writers through a study of their poetry, prose, and correspondence.
Students examine recurrent themes and forms in women's writing across the centuries, including the representation
of identity, the concept of origins, and the intersection of class, race and gender. Prerequisite: FRE 261 and 271 or
permission of the instructor.
FRE 440 Paris in French Literature
Study of the growth and development of the French capital from Lutetia to the City of Lights as reflected in French
literature; course includes study of the representation of Paris in art and study of its architecture. Prerequisite: FRE
261 or 271.
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FRE 470 Impressionism and Nature
A course treating the representation of the natural and built worlds in the movement called Impressionism. Emphasis
is on discussion in French of how water, sunlight, and gardens shape the painting, literature, and music in the works
of Edouard Monet, Paul Cézanne, Berthe Morisot, Marcel Proust, and Claude Debussy. The course includes a
painting “campaign” on the trials at Shakertown, a garden project and a group visit to the Art Institute in Chicago .
Prerequisite: FRE 261 or 271 or permission of the instructor.
FRE 500 Senior Seminar (one credit hour)
Weekly meetings with French program faculty for discussion of topics of mutual interest between faculty and
seniors. Offered on a pass/unsatisfactory basis only. Prerequisite: Senior French major.
Special Topic Offered 2014-2015
FRE 256/456 Growing Up in the French‐Speaking World
How are children portrayed in various French and Francophone contexts? How do young people perceive
themselves? In this course, students study the representation of children and adolescents through literature, film,
and in the media. In addition to examining the depiction of children in traditional nuclear families, we will also
consider orphans, children attending boarding school, young people coming of age in a time of war, children
living in exile, as well as today's technology savvy adolescents. As a final project for the course, students complete
a creative work of fiction or non‐fiction focusing on childhood. Prerequisite: FRE 210 for 256; 261 for 456.
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First-Year Studies
All first-year students are required to enroll in a First-Year Studies course during CentreTerm. First-Year Studies
courses have three goals: to provide a small-group learning situation that will engage students and faculty in an
intensive intellectual experience; to introduce students in an innovative fashion to a discipline's basic concepts,
modes of thought, or procedures; and to foster basic educational skills--how to read critically, think logically, and
communicate effectively.
First-Year Studies Courses
2014-2015 Offerings:
FYS 101 Renewable Energy: Technology, Policy and Centre
In this interdisciplinary course we will explore three renewable energy sources: wind, water, and solar. In addition to
seeing the fundamental scientific principles that make each of these technologies work, we will also discuss the
government policies relevant to the implementation of renewable energy systems. In each case, students will work
together to debate how these technologies might be implemented on or near Centre’s campus.
FYS 102 Recreating Revolution
In this course, students act out roles of characters engaged in writing France's first constitution in 1791. They form
factions, write newspapers, and debate one another all in the hopes of writing a document that best reflects their
views. At the same time, some students represent the Parisian crowd, which will pressure the delegates to address
the pressing concerns of those who are not represented in the Assembly. At the end of the experience, students will
assess the impact of ideas on people's actions, the roles of contingency and accident in history, and the nature of
revolution.
FYS 108 Chaos and Fractals: A Revolution in Science
The phenomenon known as chaos is one of the most revolutionary ideas in 20th century science. It refers to a
relatively new understanding of how extremely complicated behavior arises in the motion of very simple dynamic
systems. In this course we will introduce the historical context of chaos along with the necessary mathematics while
exploring the beauty of many chaotic systems, including the astoundingly intricate structures of shapes known as
fractals, via computer visualization.
FYS 112 How Stuff Works: Technology Around Us
A study of the technology in our everyday lives and the scientific principles that govern it. We will examine real
objects from basketballs to makeup to MP3 players and learn how their operation can be understood in terms of
basic scientific principles. The course starts with motion, fluids and heat and then moves to electrical and optical
devices. The final week includes a discussion of the science of sports with particular emphasis on football,
basketball and NASCAR.
FYS 121 Introduction to Fiction Writing
This is an introductory workshop in fiction writing. Students learn basic fiction writing techniques, read short
stories by diverse writers, and develop analytical skills for critiquing short fiction. Student writing serves as the basis
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for in-class workshop discussions.
FYS 137 Snakes: Biology, Culture and Society
In this course we will explore the biological, cultural, and social aspects of snakes. Specifically, students will
investigate snake morphology, behavior, and evolution using lectures, multimedia presentations, hands-on-activities,
and field trips. We will also explore why some cultures worship snakes while others revile them and whether the
fear of snakes stems from nature or nurture.
FYS 151 Politics of Film & Television
This course will examine issues in political theory and American politics through the lens of modern media.
Students will have the opportunity to view several popular American movies and television programs, which will
then be analyzed in an effort to better understand a number of important American political issues and
controversies. Students will be expected to complete a number of out-of-class homework assignments and actively
participate in class discussions and debates. The overall goal of this course is to help students sharpen their ability
to think critically and to engage in effective political participation in contemporary American society.
FYS 153 Heard Around the World: A Global Look at Music Making &Culture
This course will introduce ways to think about and listen to music from a variety of diverse cultures‐‐including the
Americas, Asia, Africa, Oceania, and Europe. Students will explore the fundamental elements of music and see how
they vary in different musical traditions. Effects of cultural influences such as gender and ethnicity will also be
considered. The course will feature workshops and performances by several West African musicians and dancers.
FYS 162 The Western
The Western is a particularly (and sometimes peculiarly) American genre that has been both immensely popular and
of great political and cultural significance. In this course we will explore a variety of Western stories in history,
literature and film, and will travel to Nashville to attend the Grand Ole Opry and consider how the idea of the West
has influenced different musical genres.
FYS 172 Zen and the Art of Going to College
This course emphasizes the historical, literary, and anthropological / sociological investigation of religion, which
have been the dominant modes of analysis in the field for the last half century. It also incorporates cognitive
science, brain imaging, and neurobiological aspects of research on meditation, all of which have emerged as popular
research modalities in Buddhist Studies over the last decade. A straightforward vision of Buddhism and its history
is presented, then re-examined from differing standpoints to demonstrate the value and necessity of critical thinking
for in-depth understanding of religion. The course asks students to experiment with an ongoing program of
meditation, and to write about their experiences daily. The course culminates in students composing a longer
research paper in consultation with the instructor, and presenting the paper in a one-day conference format. The
papers will address the possibility of applying insights from the study of Buddhism to ethics, environmental science,
physics, neuroscience, medicine, and other topics that students will develop with input from the professor.
FYS 175 King Coal in Appalachia: Environmental and Societal Effects
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Coal mining affects all aspects of life in the Central Appalachians. This course is equal parts economic history and
environmental science. We will examine the social and environmental impacts of coal on Central Appalachian
towns using maps drawn by Berea College students of their communities from 1945-1995, literature, and personal
observations. We will also compare two streams in UK's Robinson Forest, one undisturbed and one downstream
from a mining operation. We will spend several days away from Danville, at UK's Robinson Forest and in
southeastern Kentucky.
FYS 179 Sex, Drugs, Society & American Education
Students will examine societal issues and the effect they are having on today's teens and American schools. We will
do in‐depth studies of the data, statistics and impact of a wide range of issues including but not limited to: teen
pregnancy and sex education in a Christian world, gender issues and homosexuality, the dissolution of the
American family, social media and media influence, bullying and gangs, teenage use of drugs and alcohol, mental
illnesses as it relates to violence in society and schools. American public education (pre‐college) will be the primary
school level discussed, but due to the focus on teens, including discussion of college teens will naturally occur. We
will read current publications on each issue and each student will do research on a chosen topic. The research will
include field research in which the students will interview agencies and school employees.
FYS 181 Philosophy Through Film
Students will learn to do philosophy through film. Issues in philosophy will be experienced through viewing films
and put into focus by philosophical readings, class discussion, and argumentative essay writing. Students will also
make interdisciplinary connections between philosophy and disability studies; these connections will be mutually
illuminating. Topics covered include personal identity, free will and moral responsibility, ethics, disability studies
and mental illness, political philosophy, and existentialism/meaning of life.
FYS 183 Issues in Economics
This course involves an introduction and discussion of current controversial economic issues. Fundamental tradeoffs
between efficiency, equity, and stability will be considered. Topics include taxes, law, energy, the environment,
housing, health care, drugs, discrimination, poverty, deficits, education, and international trade.
FYS 188 Aquaculture: An Asian Perspective
Captive rearing of aquatic animals mainly for food has its origins in Asia over 3000 years ago, and it is no
coincidence that that some of the finest and most sophisticated seafood cuisine is Asian in origin. The Asia-Pacific
region is the world's largest producer of fishery product, and over half of the seafood coming from Asia is the
product of aquaculture operations. These may consist of industrial-sized facilities covering several hundred
hectares, or may be small family operations consisting of only a few tanks or ponds. As the World’s supply of
fishery product that can be harvested from the ocean continues to dwindle, more attention is being focused on
aquaculture as a means of keeping up with the demand for quality protein. This is a fascinating time for
aquaculture; compared to food sources of terrestrial origin, the domestication of aquatic species is still in its infancy.
This course focuses on the development and contemporary application of aquaculture technique and technology
with an emphasis on methods employed in the rearing of Asian species of fishes and invertebrates. Trips to local
aquaculture facilities and research programs are planned.
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FYS 191 Conservation Psychology
Why, given the overwhelming evidence of a human-mediated ecological crisis, does humanity fail to act or, at times
even, recognize the existence of a crisis? This course draws on multiple specializations within psychology and
psychoanalysis to illustrate how we relate to the environment. By exploring our environmental behaviors and our
relationships with one another and nature, this course is designed to bring to light the underlying psychological
processes at work and build the knowledge necessary to become better stewards of the planet.
FYS 192 Feeling Modern
An introduction to thinking about literature, film, social life, and the concept of modernity by suggesting a counterintuitive
approach. While we often think of modernity as the era of reason, a great deal of fiction, poetry, film, and
other visual arts remind us that human beings are profoundly driven and fascinated by emotion. For a number of
writers and artists, modern times are primarily characterized by emotional experiences. We will focus most closely
on trauma, curiosity, obsession, love, alienation, anxiety, pity, fear, wonder, and the committed passivity T. S. Eliot
calls “the awful daring of a moment’s surrender.” We will find out how gender, class, race, and sexuality mediate
such affects, how emotional responses can shed light on political constructions or cultural conditions, and, finally,
discover how art deeply attuned to the emotional texture of social life can inspire new ideas, social awareness, and
even political action. Conceiving of modernity as having a long history and wide geography, we will be guided by
works by Henry James, T. S. Eliot, Alfred Hitchcock, Margaret Duras, Uzodinma Iweala, Yinka Shonibare, and
others.
FYS 193 Music and Politics
This course explores the multiple ways in which different forms of popular music are political. The course argues
that punk, hardcore, heavy metal, rock and roll, and other forms have been essentially political from their very start.
We explore political themes in such varied contexts such as hardcore punk in the U.S., the various British invasions
of the 1960s and 1970s, heavy metal in the Middle East and Asia, and pop music in Africa.
FYS 194 Mobile Apps for the Social Good
The news is plastered with the success stories of developers creating billion dollar aps that are, in short, toys. What
if a person could leverage the awesome power of mobile devices to actually make the world a better place? In this
course, students will assume the role on a team of socially-aware developers. Students will interview clients,
research solutions, develop a design, and implement their solution using App Inventor software for Android
platforms.
FYS 195 Radical Lives: Models of Subversion
Why do some people dedicate their lives completely to a cause? How can two people interpret radical dedication to
the same cause so differently? Why is some resistance to power peaceful and some violent? This course examines
these questions and others about radicalization and subversion by comparing the lives of Ernesto “Che” Guevara –
a leading commander in the Cuban Revolution - and Ernesto Cardenal – a revolutionary poet-priest from
Nicaragua. This course will feature primary research into the lives of Guevara and Cardenal, participation in a
contemplative retreat modeled on Cardenal’s experience, and first-hand encounters with social situations similar to
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those that inspired Guevara.
FYS 196 Monitoring Earth From Space
Space-borne sensor platforms including NASA’s Landsat series of satellites have been acquiring images of the
earth’s surface since the early 1970s. The result is a matchless record of planetary environmental change over the
last forty years. In this course, students learn to view, analyze, manipulate, classify, and evaluate these complex
image data. For their final project, they produce verifiable land cover classifications from multiple images to
compare in the quantitative assessment of environmental change over time.
FYS 197 Gender and Education
In this course, we will examine the relationship between gender and education, primarily in the United States and
countries of the Global South. The key question that guides this class is: What are the limits and possibilities of
education as a tool for promoting gender equality? Utilizing empirical research, literature, films, community
involvement, and theory, we will look critically at statistics and delve into diverse educational stories from around
the world. As one of the primary arenas in which social and political goals are determined, shared, and challenged,
education represents an ideal setting for exploring questions about gender roles, norms, and equality.
FYS 198 Violence in Latin America Through Fiction and Film
This course will incite students to question the relationship between violence, politics, culture, and art that has
shaped Latin America during the late twentieth and twenty-first centuries. We will begin with a series of readings
that will introduce students to the political, historical, and cultural constructs of Latin America. Then the class will
focus on different representations of violence in a variety of texts that include, but are not limited to: short stories,
films, visual art & architecture.
FYS 199 The Sociology of Food: You Are What you Eat
Food plays a central role in our daily lives, connecting us to each other and to the natural world. What does the
food we eat reveal about who we are? This course will focus on the social context of food and the political
economy of the food system. You will have the opportunity to try new foods, cook and share meals together, talk
with food producers, conduct research in grocery stores and restaurants, experiment with eating locally, and create a
food diary. We will look at the ways that food choices can build community, contribute to environmental
sustainability, and support health and well-being. We will also explore how the contemporary production,
distribution, and consumption of food reflect social and economic power relationships.
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Gender Studies
Interdisciplinary Program
Students can minor in Gender Studies at Centre College. Gender studies is an interdisciplinary academic program
which aims to expand students' understanding of femininity and masculinity, as well as the ways women and men
locate themselves within gendered systems. Since gender is part biological fact and part social construction,
students study it from a variety of social, cultural, literary, scientific, historical, and political viewpoints. This
interdisciplinary exploration focuses on the intersection of gender with sex, race, age, socioeconomic status, sexual
orientation, ethnic background, and religion. Students will also learn how the application of a gendered lens has
challenged traditional historical and cultural assumptions about men and women in society while they gain an
understanding of the scholarship in Gender Studies. In addition to promoting critical thinking across theoretical
boundaries, gender studies prepares students to live and work effectively and respectfully in modern society. The
minor is particularly appropriate for students planning to attend graduate school in gender studies, as well as those
who wish to incorporate a gendered dimension into a professional career such as law, public policy, or business. It
can be combined with any of Centre's major programs. Although enrollment in the introductory course GNS 210 is
recommended as soon as possible, any of the courses can be taken in any order.
Faculty
Mykol Hamilton (chair), Andrea Abrams, Mary Daniels, Sara Egge, Helen Emmitt, Matthew Pierce
Requirements for the Minor
GNS 210 and six courses (18 credit hours) selected from the following lists, to include at least one course in each
of two divisions.
NOTES:
1. Upon program committee approval, additional courses may be added to the list of courses fulfilling minor
requirements.
2. Occasionally, students may petition the committee to have other courses fulfill a minor requirement such as
independent study and courses completed through study abroad.
3. Many of the courses listed below have prerequisites, and several courses are not offered regularly or are offered
only once every two or three years. Students interested in the minor are encouraged to consult with a program
committee member early on to plan their preparation for the minor and to discuss course offering schedules.
Arts and Humanities Division
ENG 235 Third World Women Writers
FRE 432 French Women of Letters
HUM 220 Queer Culture: Public Perceptions
PHI 316 Feminism and Philosophy
SPA 335 Hispanic Women Writers
Social Studies Division
ANT/SOC 307 Feminist Ethnography and Methodologies
ANT 332 Men and Masculinities
ANT 333 Woman, Body, Culture
POL 335 Gender and Politics
POL 351 Women and Development
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REL 380 Women and Gender in Islam
SOC 103 Introduction to Family Life
Science and Mathematics Division
PSY 380 Life-Span Developmental Psychology
PSY 390 Psychology of Women
PSY 295 Physiological Psychology
BNS 330 Animal Behavior
Gender Studies Course
As noted above, this interdisciplinary minor combines courses from other programs in developing most of its
requirements.
GNS 210 Introduction to Gender Studies
An exploration of the social and cultural construction of gender differences, focusing on contemporary issues; the
course also considers biological differences. Some of the reading and lecture materials will concentrate on sex and
gender internationally. We will examine ways that boys/men and girls/women are socialized differently by parents,
friends, co-workers, and the media. Next we will explore gender differences in social institutions, including
education, family, workplace, and the criminal justice system. We will conclude by examining different types of
feminism and contemporary men's social movements.
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German Studies
Division of Humanities
The major program in German Studies is designed to meet the needs of four types of students: those who intend
to continue the study of German in graduate school and want to enter the teaching profession; those who want to
be proficient in a second language for work in international relations or commerce; those who major in another
field and use language study to support their research in that field; and those for whom German serves as the basis
of a broad liberal education, in much the same way a major in English serves this purpose for many students.
The program offers an integrated curriculum of German culture from the beginning of the Holy Roman Empire to
the fall of the Berlin Wall. Images of daily life and German civilization as portrayed in films, music, art, literature,
and drama focus language acquisition and create the basis for seven courses on major themes and questions about
German culture. Students will encounter the figures of Luther, Goethe, Nietzsche, Mozart, Thomas Mann, Kafka,
or Rilke in many of the courses, but all courses will promote a broad understanding of literary values, critical
analysis, and appreciation of cultural traditions.
A unique feature of the program is the immersion stay of a minimum of six weeks in Germany, Austria, or
Switzerland required of all majors. A true beginner can become sufficiently proficient in the language to major in
German and to take up residence in one of these countries where some recent majors are currently employed or
studying.
While the major in German Studies prepares students for the study of language and literature in graduate school
and the teaching profession, it is also intended for those with cultural, social, political, or economic interests.
German serves as a solid basis for a broad liberal education and proficiency in the language can provide research
opportunities in many scientific fields and further careers in government, international relations, music, drama, the
fine arts, or commerce.
Faculty
Ken Keffer (chair), Ian Wilson
Recommended First-Year/Sophomore Preparation
Students considering a major in German Studies are encouraged to plan their academic program to include as wide
a distribution of courses as possible regardless of their professional or vocational objectives. Prospective majors
should consider taking courses in literature, history, philosophy, and the fine arts.
Requirements for the Major
GER 110, 120, 210, 220, or equivalent;
Six German courses numbered 300 or higher and GER 500;
Certification of study abroad.
Note: An immersion stay of a minimum of six weeks in Germany, Austria, or Switzerland is required for the
German Studies major. This stay is to be completed by the time of graduation (through participation in Centre’s
program in Strasbourg, by a family stay in Frankfurt, Göttingen, or elsewhere). The German faculty assists students
in finding an appropriate program. Equivalent prior experience may be counted at the discretion of the German
Studies Program Committee.
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Requirements for the Minor
GER 110, 120, 210, 220, or equivalent;
Three additional German courses numbered 300 or higher
German Studies Courses
GER 110, 120 German Culture and Language (four credit hours each)
A study of the characteristic features of German idiom and usage through texts chronicling the development of
German culture from the age of Mozart to the fall of the Berlin Wall. Prerequisite: 110 for 120 or placement.
GER 210 Images of Daily Life and Geography*
German language and culture through the medium or current films, television, slides, and paintings.
Readings in “Landeskunde,” the geography and contemporary political and social institutions of the Federal
Republic, Austria, and Switzerland. Emphasis on speaking, reading, and writing in German. Prerequisite:
GER 120 or placement.
GER 220 Images of History and Civilization*
German language and culture through the medium of current films, television, slides, and paintings. Readings in
“Kulturgeschichte,” the historical and cultural development of Germanic lands since the time of the Holy Roman
Empire of the German Nation. Emphasis on speaking, reading, and writing in German. Prerequisite: GER 120 or
placement.
*Note: GER 210 or 220 or placement is prerequisite for all German courses numbered 300 or higher.
GER 305 Introduction to the Cultural History of Central Europe
This course leads students to direct encounters with the cultural history of Central Europe through travel to some
of the countries that comprise this region now and have comprised it in the past. Though centered in Germany,
visits may also include Austria, Switzerland, the Czech Republic, Hungary, Poland, Slovenia, Croatia, Bosnia, and
Serbia. Emphasis is on extended classroom knowledge through on-site discovery of the geography, urban
organization, transportation networks, commerce, and daily life of the area, as well as on discovering ways the past
is preserved there, including architecture, museums, palaces and castles, monuments and memorials, and
concentration camps. Prerequisite: GER 210.
GER 320 Nature, Volk, and Lore
A study of German identity drawn from the rich storehouse of sagas, legends, fairy tales, and other folk sources
welding historical events with interpretations of the mysterious natural world. Selections from the Nibelungenlied,
Herder, the Brothers Grimm, Eichendorff, Heine, Wagner, and others are included.
GER 325 German Film
A survey of German-language cinema emphasizing the early black-and-white films of the Weimar period (1919-33),
the highly influential art films of the “New German Cinema” (ca. 1965-85) and the (superficially) lighter German
films made after the fall of the Berlin Wall in 1989. Emphasis on understanding films in their social, cultural and
historical contexts and on understanding the fundamentals of film art, analysis and criticism. Films will be screened
in the evenings and will be available on reserve in the library. Prerequisite: GER 210 or placement.
GER 360 Advanced German Grammar
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A systematic study of German grammar, vocabulary, and style with attention to linguistic developments from
the time of the Reformation to the present.
GER 370 Issues in Contemporary German Culture
A consideration of issues facing German culture in the last 10 years. Topics include: youth culture, political parties
and voting patterns, immigration, European integration and economics, and the military. Course materials include:
print media, television, film, and literature. Prerequisite: GER 210 or 220 or placement.
GER 380 The Theme of Love in German Culture
An investigation of the theme of love in a variety of works of German culture, including prose fiction, poetry, plays,
opera, pop music, art and film. Materials from the medieval period to the present day. Prerequisite: GER 210 or
220 or placement.
GER 410 The German Stage
A conversation course using informal student re-enactment of scenes from landmarks of German language drama;
readings and rehearsals from plays by Lessing, Goethe, Schiller, Kleist, Büchner, Brecht, Borchert, Frisch, and
Jelinek (works spanning the 18th to the 20th century). No experience in theatre or acting is required. Prerequisite:
GER 210 or equivalent.
GER 411 World Literature in German
An introduction in German to “world literature,” that is, to literature in the age of globalization; the use of German
translations provides proof of that language’s status as a world language and impels us to focus on elements of
character, plot and setting that are shared across vastly different cultures; works studied include those by men and
women having recently won the Nobel Prize for Literature—from Egypt (Mahfouz’ Adrift on the Nile), China
(Xingjian’s Soul Mountain), Germany-Rumania (Herta Muller’s The Passport), Poland (Wislawa Szymborksy’s Nothing
Twice), Turkey (Pamuk’s Snow), Peru (Vargas-Llosa’s Paradise is Elsewhere) and others. Prerequisite: GER 220 or
equivalent.
GER 420 Advanced German History and Civilization
An in-depth investigation of German history and civilization, examining especially the ways they and concepts of
“Germans” and “Germany” have developed and been repurposed over time. Focus on the 20th century. Taught in
German. Prerequisite: GER 220 or permission of the instructor.
GER 500 Senior Colloquium (one credit hour)
A colloquium based on the German studies reading list, a group of 10 important works and anthologies deemed
essential to the major. (Offered on a Pass/Unsatisfactory basis only.)
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Global Commerce
Interdisciplinary Program
Students can minor (but not major) in Global Commerce at Centre College. Global Commerce is an
interdisciplinary program based in the liberal arts that seeks to prepare students for life in a global society and to
equip them with essential tools for success in for-profit and non-profit organizations whose activities are
transboundary in scope. Drawing on appropriate preparation in at least one foreign language, students in the
program will acquire a grounding in global politics, history and culture, as well as in the essential institutions,
concepts, and practices of global economic and commercial activity.
Faculty
Steven Beaudoin (chair, fall), Marie Petkus (chair, spring), Lori Hartmann-Mahmud
Requirements for the Minor
GLC 210;
HIS 388;
ECO 110, 260, and one of the following: 360, 420, or 460;
POL 260 or 370 or 371;
One course beyond the 220-level of a modern foreign language, or one course beyond the 210-level plus study or
internship in a non-English-speaking environment;
Long-term study abroad, or a globally-themed internship and study abroad during a short term.
Global Commerce Course
GLC 210 Introduction to Global Commerce
This course introduces students to the many aspects that influence global commerce. By analyzing the global
exchange of specific goods and services, students identify common political and cultural, as well as economic,
themes that influence trade. Students also examine concepts such as sustainability and ethics and their role in
shaping future developments and patterns of global commerce. Prerequisite: ECO 110.
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History
Division of Social Studies
The History Program offers survey courses in world and American history and a variety of specialized courses in
American, European, and non-Western history, as well as thematic courses which cross regional boundaries. The
program’s fundamental purpose is to encourage an understanding and, through research, an application of historical
consciousness—that is, "the coherent organization of experience in historical time"; a just appreciation of the
interrelationship of past, present, and future; and the knowledge that social change in this context is inevitable.
The History Program trains students in analytical writing, helps them learn how to organize and utilize various
kinds of evidence, and provides perspectives that enable a better understanding of human behavior and cultural
difference. History majors have gone on to careers in law, journalism, teaching, government and diplomatic service,
library and museum work, banking, and business.
Faculty
Amos Tubb (chair), Steven Beaudoin, Stephen Dove, Jonathon Earle, Sara Egge, John Harney, Tom
McCollough, James Morrison, Tara Strauch
Student Representatives
Caitlin Johnson, Emily Morrell
Recommended First-Year/Sophomore Preparation
History majors are encouraged to plan their academic programs to include as broad a distribution of courses
as is possible, depending upon their vocational objectives. Students who are planning to do graduate work in
history should consult with an appropriate member of the faculty early in their undergraduate careers and
should pay particular attention to the study of foreign languages and to developing appropriate computer
and statistical skills.
Requirements for the Major
Three of the following courses: HIS 110, 120, 230, 240;
HIS 500;
Five additional history courses numbered 300 or higher, chosen so as to represent at least three of the categories of
upper-level courses:
Upper-level courses in American history (United States and Latin America), courses numbered 360-379 or 460-479;
Upper-level courses in European history, courses numbered 301-329 or 408-429;
Upper-level courses in non-Western history (Africa, East Asia, Middle East, Russia-USSR), courses numbered 330-
359 or 430-459;
Upper-level courses in thematic studies in history, courses numbered 380-399 or 480-499
Requirements for the Minor
Six courses to be selected from the following: HIS 110, 120, 230, 240, and HIS courses numbered 300 or above.
At least two but no more than three of the courses must be drawn from HIS 110, 120, 230, 240.
History Courses
HIS 110 Development of the Modern World-I
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A survey of the major Western and non-Western civilizations to the mid-19th century. Considerable attention is
given to the factors that made each civilization distinctive and to the interaction of these civilizations over time.
The expansion of the West and its rise to global prominence is an important focus of the course.
HIS 120 Development of the Modern World-II
An examination of the most important issues and events from the mid-19th century to the present in a global
context. Such issues as the origins and consequences of the world wars, the Great Depression, the emergence and
collapse of the totalitarian orders, and the impact of Western colonization on the non-Western world are discussed.
HIS 230, 240 Development of the United States-I, II
A survey of the major trends, conflicts, and crises of a society characterized by growth and change from the Age of
Discovery to the present. The internal and external aspects of the United States are examined in an effort to
encourage a clearer perspective of our history in its global context.
HIS 301 History of Ancient Greece
A survey of ancient Greece from prehistory through the Roman Conquest. Topics include: Minoan and
Mycenaean civilizations, the rise of the polis, Greece colonization, the invention of science and philosophy,
Athenian democracy, the invasion of Xerxes, the Golden Age of Athens, the Peloponnesian War, the campaigns
of Alexander the Great, the Alexandrian Library, and Cleopatra. This survey relies on primary sources, while also
venturing to consider politics, warfare, citizenship, slavery, the status of women, religion, and the alphabet. (Also
listed as CLA 301)
HIS 302 History of Ancient Rome
A study of ancient Rome from its founding to the fall of the empire. Topics include: prehistory, founding,
establishment of the Republic, the Punic Wars, expansion of Rome, provincial administration, the careers of
Cicero and Julius Caesar, the civil wars, citizenship, slavery, status of women, the destruction of Pompeii, rule by
the emperors, the coming of Christianity, and theories explaining the end of the empire. (Also listed as CLA 302)
HIS 305 Reformation
The course focuses on European history from the mid-15th to the mid-16th century. Locating the origins of the
Reformation in the late Middle Ages, the course focuses on the theological, philosophical, and historical forces at
work that culminated in the reform movements in Germany, Switzerland, and England. While Martin Luther is the
central figure studied, attention is also given to Ulrich Zwingli and John Calvin as well as several figures from the
Radical Reformation. (Also listed as REL 324.)
HIS 307 Early Modern Europe, 1400-1700
A study of the major developments in European civilization during the early modern era. The course explores the
Renaissance, the Reformation, the Age of Religious Wars, the Scientific Revolution, as well as tracing the political,
social, and economic developments that transformed Europe from an inconsequential area to arguably the most
dynamic region on the planet.
HIS 308 Europe in Revolution
This course explores the wave of revolutionary change that swept through Europe from the Enlightenment of the
18th century to the wars of German unification between 1864 and 1871. Topics for special consideration include
the French Revolution and Napoleon, the Industrial Revolution, the rise of nationalism, and the development of
new gendered spheres for men and women.
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HIS 309 Europe in the Age of Hitler
This course will explore European history from roughly the time of Hitler’s birth in 1889 to his death in
1945, with special attention to the causes and impacts of World War I, the Great Depression, and the rise of
fascism.
HIS 310 Europe from Hitler to the Present
A history of Europe from the rise of Hitler to the present with emphasis on the loss of empire, the creation of
the Soviet bloc, the ultimate collapse of communism and the ongoing efforts to create new social and political
orders in Eastern Europe, and the creation of a “United Europe.” Prerequisite: Sophomore standing or
permission of the instructor.
HIS 313 Roman Culture
An examination of Roman public and private life as revealed by literary and artistic sources. A course in
translation.
HIS 314 Ancient Greek Society and Culture
An exploration of the distinctive and influential features of ancient Greek culture. Focus is on three areas: a
detailed exploration of Homer's Iliad with a consideration of oral poetry, archaeology, religion, heroism and the
heroic code, Achilles in Vietnam, etc.; Athenian democracy with an exploration of its development--and how it
contrasts with modern democracy and the Spartan constitution, position of women, tragedy, comedy, and
panhellenism; and philosophy and science with a look at its origins and culmination with Hippocratic medicine
and the Aristotelian world-view. A course in translation.
HIS 322 The Holocaust
This course examines the event of the Holocaust by exploring its history and background, its impact on the
Jewish community in Europe and worldwide, the responses to the event, and its consequences. The course
deals with a variety of disciplinary frameworks, including history, theology, literary studies, and political science.
HIS 323 History of the British Isles-I: 55 BCE–1603 CE
An exploration of the historical developments on the British Isles from the coming of the Romans through the
reign of Queen Elizabeth I. Course highlights include the development of Roman Britain, the coming of the Anglo-
Saxons, the Viking invasions, the Norman invasions, life in medieval Britain, the British Renaissance and the British
Reformations.
HIS 332 Modern China
An examination of Chinese history from the rise of the Qing (17th century) to the present. Special
emphasis is given to the issue of Chinese modernization from different perspectives.
HIS 333 Chairman Mao’s China
A survey of Chinese history in the 20 th century focusing on the emergence of Chinese communism and
the rise of Mao Zedong to power at the helm of the Chinese Communist Party. Focus is on the conditions
in early 20 th -century China that led to an increased interest among Chinese intellectuals in communism,
the rise of Mao within the party and his own contributions to Chinese communist ideology, the character
of Chinese society while the country was under his direct control from 1949 until his death in 1976, and
the emergence of a new China in his shadow.
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HIS 335 Middle Eastern Civilization
A survey of Arab, Iranian, and Turkish history and culture since the rise of Islam. Twentieth-century issues such as
the evolution of nationalism, the Iranian revolution, the Palestinian question, and the role of the Middle East in
world affairs are emphasized. Prerequisite: Sophomore standing or permission of the instructor.
HIS 337 Modern Japan and China
An introduction to the interlocked histories of Japan and China in the modern era. The course compares and
contrasts the history of these two countries from about 1750 to the present and examines such major historical
events as the Meiji Restoration, the Taiping Rebellion, the Sino-Japanese War, World War II in Asia, and the
emergence of the People's Republic of China and Japan in the aftermath of the war.
HIS 338 The Ottoman Empire
A study of the rise and fall of the vast and complex Ottoman Empire. The course examines the evolution of
central institutions and leadership, foreign relations, and social and economic change. The course also surveys the
development of the beautiful and distinctive forms of Ottoman art and architecture. As the head of the Ottoman
Empire was also the leader of Islam, the course also affords the opportunity to explore the development of Islam
with particular attention given to Sufism. (Also listed as REL 323.)
HIS 340 Age of the Samurai
This course focuses on the history of Japan between the 10 th and 19 th centuries, looking specifically at the rise and
fall of the military class known as the samurai. These professional warriors first emerged as bodyguards to more
influential and wealthier men but soon became extremely powerful in their own right, dominating Japanese politics
and culture for centuries. Includes a look at the emergence of the samurai in the Heian Period and their rise to
prominence at the head of military governments from the 12 th century on, as well as the collapse of the samurai
class, victims of their own success and of the decision by Japanese elites to adopt new ideas from the West.
HIS 342 Modern Japan: Samurai to Sony
An examination of the emergence of modern society in Japan that looks at the Japanese transition from an inwardlooking
feudal society dominated by the samurai to a postwar economic superpower that revolutionized the world
thanks to innovation in a wide range of enterprises from the automotive industry to video games.
HIS 351 African Kingdoms and Colonial Empires
This course explores the history of African kingdoms from the 16 th century to the mid-1900s. It begins by
investigating a number of precolonial kingdoms throughout the continent, from Ethiopia to Great Zimbabwe. To
examine monarchical history during the 20 th century, though, it focuses on eastern Africa’s interlacustrine kingdoms
(surrounding Lake Victoria). The course uses extensive primary sources and its themes include: religion,
militarization and violence, ethnicity, gender, empire and postcolonial states.
HIS 352 Modern Africa
This introductory course explores the history of Africa from approximately the early nineteenth century to the
present day. It is intensely participatory and incorporates several types of textual and oral sources, and African film
to think creatively about Africa’s varying pasts.
HIS 353 African Lives
This course provides an introduction to African history by examining the lives of various individuals from
different parts of the continent. It draws on life histories, biographies, films and a wide variety of other
publications and online sources about the lives of Africans. Students will write a research paper on the life of an
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African, and will be expected to participate actively in discussion about reading assignments.
HIS 361 American Environmental History
A study of the human impact on the North American environment over the last 500 years. Utilizing a variety
of interdisciplinary techniques, the course pays particular attention to the reciprocal influences operating
between human society and the natural world.
HIS 365 American Revolution to Republic
An examination of the ideas and forces that shaped the coming of the American Revolution, the conduct of the
Revolution itself, and the resulting governments and society.
HIS 367 America: North and South
A study of the crisis of the American Union, 1830-1876, with emphasis on the growing cultural, economic, and
political differences between North and South, and how American society dealt with these differences.
HIS 368 Cold War America
This course considers the nature of U.S. relations with the Soviet Union from 1945 through 1989 and the impact
of that relationship on the United States domestically and internationally.
HIS 371 Religion in Latin America
This course introduces students to the dynamic history of religion in Latin America. Widely perceived to be a
Catholic region, Latin America has never been unified in its religion. Instead, Latin American religion has been a
site of contest, compromise, and creation. These struggles have taken place both between and within religious
groups. In the modern period, religious pluralism has become more prominent in Latin America as millions of
Latin Americans seek to recover pre-Christian African and Native American traditions and millions more turn
their attention to new religious options like Pentecostalism. Students will draw on lectures, discussions, primary
and secondary source readings, visual media, and participant-observation in order to better understand the ideas
and issues that characterize religion in Latin America.
HIS 373 Colonial Latin America
When European explorers first encountered the Americas in the fifteenth and sixteenth centuries, they did more
than simply discover a continent or conquer civilizations. They also initiated a process of cultural exchange that
redefined politics, society, and culture in Europe, the Americas, and Africa. This course introduces students to the
period of Latin American history that began with European contact and ended with the independence movements
of the early nineteenth century. The course covers a geographic area including the Caribbean, Spanish America, and
Brazil, and it explores themes of race and ethnicity, cultural syncretism, religion, and politics. Throughout the
course, students will also analyze the legacies that colonialism has left for contemporary Latin America.
HIS 376 America in the World Wars
Between 1900 and 1945, the United States underwent profound change. From reformers recasting the role of
government in terms of Progressivism, to patrons in speakeasies bending gender and social norms in the 1920s, to
politicians scrambling to counteract the worst depression in American history, to generals and military officials
fighting not one but two world wars, the period redefined the “American” way of life in the twentieth century. The
diverse individuals—trust busters, reformers, fundamentalists, “New Women,” New Dealers, and Rosie the
Riveters—that participated in these momentous decades sought to bring order and progress to the United States
during this tumultuous period.
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HIS 377 Modern Latin America
From the Sandinistas to Shakira, the 20 countries and 600 million people of Latin America have had a profound
influence on global politics, commerce, and culture. This course introduces students to the historical factors that
created modern Latin American culture and society between the wars for independence in the early 1800s and
the present. Lectures and discussions will emphasize three course themes that students will be able to discuss in
detail by the end of the semester: 1) the competing forces behind nation formation, 2) the causes and impacts of
revolutions, and 3) the effects of globalization on Latin America.
HIS 384 The British Empire
A study of the origins, rise, and fall of British imperialism, from the conquest of the “Celtic fringe” and the East
India Trade to the decolonization of Africa, the Falklands War, and the return of Hong Kong to China. The course
focuses on the theme of the British Empire as a matrix of globalization, exploring three key questions: What were
the dynamics of socio-economic and political power in the Empire? How did British culture and political traditions
achieve global significance through the development of the Empire? Finally, how did the Empire change Britain
and shape world history?
HIS 387 The Crusades
This course examines the European crusading movement and how it still impacts the world today. Topics range
from stereotypical images of the Crusades—quests, exotic locales, and chivalry—to the darker implications of this
medieval undertaking.
HIS 388 Lawyers, Guns and Money
This course explores the history of the world economy from the 16th century to the present, with a special focus
on people, institutions, practices and ideologies that sustained long-distance commerce. We will consider the major
participants and their roles, the organization of global commerce, and the impacts that such trade produced.
HIS 430 The Holy Land: Historical and Theological Studies of Israel
Judaism, Christianity and Islam claim the land of Israel as sacred space. This course studies the ways in which
this has evolved and been expressed in the history, theology and architecture of these religious movements.
(Also listed as REL 311.)
HIS 431 African Film
This course uses African film to explore the continent’s modern political and intellectual history. It begins by
exploring the invention of Africa, and shows how racial theories and commercial marketing propelled European
imperialism and American misrepresentations in the twentieth century. It then examines how local communities
and cinematographers throughout Africa adapted film to practice cultural production, complicate official
histories, and critique the disparities of global capital.
HIS 433 Religion & Politics in Eastern Africa
This course uses local histories and contemporary scholarship to explore the religious, political and intellectual
history of eastern Africa. It provisions four modules, with each illuminating a distinct aspect of how communities
have used religion to complicate centralizing politics (precolonial kingdoms, literacy and dissent, gender,
postcolonial state). Using eastern Africa as our context, this course is designed to equip students to engage in
rewarding, analytic field research. Through cultural immersion and modular learning, students critically engage
with local communities, acquiring the necessary historical and anthropological skills to critically explore Africa’s
sophisticated social and moral landscapes.
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HIS 434 Creating the Orient
For centuries, westerners have created a view of East Asia that corresponds with their own assumptions: that Asia
and its people are exotic, that its religious traditions are esoteric and that its cultural systems are inscrutable. In this
class we will focus on analyzing Western assumptions and comparing them to historical realities in East Asian
society to both better understand East Asian history and the manner in which we allow our own environment to
shape how we choose to interpret the past.
HIS 455 Idi Amin’s Uganda: Myth, Memory and Manuscripts
This course explores leading approaches and questions in historical argument and practice, including: primary
source and textual analysis, historiography, postmodernity and the philosophy of history, causation, global
intellectual history, power and gender, violence and memory, religion and dissent and environmental history. It will
spend one week in Washington, DC, where research will be conducted at the National Archives and the National
Museum of African Art (Smithsonian Institution). The historical period of study will concentrate on the Second
Republic of Idi Amin, postcolonial Africa’s most infamous political leader. Prerequisite: Preference given to history
majors.
HIS 456 Religion and Political Violence in Africa
This course examines the history of religion and political dissent in sub-Saharan Africa. It begins by exploring
religion and warfare in precolonial Africa and concludes by using oral histories to investigate contemporary political
theologies in Rwanda, Darfur and Somalia. In between pre and postcolony, it employs African novels to explore
how local communities adapted religious beliefs and practices to navigate colonial disturbances, sexual violence and
armed liberation movements during the Cold War. A community-based research project is required, where students
use historical methodologies to study a politically exiled, Lexington or Louisville-based religious community from
Africa.
HIS 465 Latin America at the Movies
This course examines how Latin American history is portrayed in feature films, particularly from Hollywood, and
compares those portrayals with documentary evidence and historical studies. Students explore the dominant themes
of Latin American history while also assessing the challenges of portraying those themes in visual media. Themes
addressed in the course include conceptions of race, gender roles, globalization, religious syncretism, and state‐‐
‐sponsored violence.
HIS 466 Food in U.S. History
This course investigates the history of food production and consumption in the United States. It examines the
transformations in U.S. agriculture from small family‐‐based farms to large, agribusiness corporations. It also
assesses the shift from local markets to national distribution networks. Students gain first‐‐hand experience with the
major themes of the course through field trips to local farms, food processors, distribution centers, restaurants, and
other food‐‐related agencies.
HIS 467 Human Rights in Guatemala
This course uses Guatemala as a case study to explore three key turning points in the history of human rights. It
begins by examining the first contact between Europeans and Native Americans in the 1500s and the ensuing
debates within the Catholic Church regarding definitions of “human.” The second section of the course investigates
Cold War-era genocide during the Guatemalan Civil War, including religious responses in the names of human
rights through Liberation Theology, indigenous spirituality, and Pentecostalism. The final section of the course
focuses on the role of human rights in the peace and reconciliation process, especially as practiced by both religious
and non-religious non-governmental organizations.
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HIS 468 Race in Latin America
This course examines the historical developments of race and ethnicity in Latin America while prompting students
to make broad connections about race in transnational contexts. In order to study these transnational connections,
students meet periodically with HIS 469 (Race in US History) to discuss how racial discourses (e.g., slavery,
scientific racism, and ghettoization) transcend national boundaries. Students study race in a comprehensive
chronological period from the arrival of Europeans to the present. In addition, this course explores race among a
variety of groups, such as Native Americans, Afro-Americans, White Americans, and Asian Americans.
HIS 469 Race in United States History
This course examines historical developments in race and ethnicity in the United States while prompting students
to make broad connections about race in transnational contexts. In order to study these transnational connections,
students meet periodically with HIS 468 (Race in Latin America) to discuss how racial discourses (e.g., slavery,
scientific racism, and ghettoization) transcend national boundaries. Students study race in a comprehensive
chronological period from the arrival of Europeans to the present. In addition, this course explores race among a
variety of groups, such as Native Americans, Afro-Americans, White Americans, and Asian Americans.
HIS 470 Haunted American History
This course will assess the history of fear, hauntings, and suspense in US history using ghost stories, haunted places,
and other supernatural examples. The major themes will address the importance of place and locality in American
history, the role ghost stories played in regulating behavior, the cultural context of fear, and the change in
conceptions of ghosts and the supernatural over time. The course will include excursions to haunted places as well
as research into the supernatural at Centre College.
HIS 482 History and Video Games
This class is all about history and video games: the history of the video game industry and the manner in which the
medium has presented historical events, characters and dynamics as sophistication in technical design and writing
have increased in the last thirty years. Students will operate as part of a group to create a video game or video game
demonstration with a clear historical theme, a project that provides the class’ core experience.
HIS 500 Junior Seminar
Historical research, interpretation, and writing are discussed and a research paper written and presented to the class.
Prerequisite: majors only.
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Humanities
Division of Humanities
Humanities 110/111 and 120, the only courses currently required of every student at Centre College, represents an
integral part of the Centre experience and of a full and rich education in the liberal arts. Our instructors are drawn
from all the Humanistic disciplines, and because the curriculum ranges so widely, no instructor can be an expert on
every work included. Instead, the instructors share an enduring engagement with the arts and a driving curiosity for
new discoveries and connections. More than any other courses at the College, first-year humanities classes bring all
the participants together as students, either beginning or continuing to cultivate an appreciation for the aesthetic
dimensions of human experience.
The material for the courses centers in the Classical tradition in art, literature, and philosophy, as it emerged in
ancient Greece and has been modeled, adapted, revised, and challenged for 2500 years. Students are asked to
develop their understanding and enrich their engagement with these materials through group discussion,
formal presentation of ideas, creative engagement of artistic processes, and written analysis of specific works.
Writing instruction comes in many courses at Centre College, but it receives special emphasis in first-year
humanities course sequence. Some students take a four-hour writing intensive section of humanities in the fall
(HUM 111); all students can expect to be invited to treat the first-year humanities sequence as an opportunity for
development of their ability to write effective analytical prose.
Elective courses are also offered from time to time and are listed under special topics below.
Humanities Courses
HUM 110 Introduction to Humanities-I
A study of literature, philosophy, and the fine arts in classical Greek and Roman civilization with special attention
given to ethical and aesthetic values. Emphasis is placed on writing, analysis, and discussion.
HUM 111 Expository Writing and Humanities-I (four credit hours)
A variant of HUM 110 designed to provide additional instruction and practice in all forms of expository writing.
HUM 120 Introduction to Humanities-II
A selected study of literature, music, and the fine arts during the Renaissance, Baroque, and Neo-classical periods
with special attention given to ethical and aesthetic values. Emphasis is placed on writing, analysis, and discussion.
Special Topics Courses Offered recently.
HUM 203 History and Culture of England (two credit hours)
An introduction to the history, government, economy, and culture of England, with an emphasis on London as the
earlier hub of the British Empire and the current hub of the British Isles and the world economic system.
Prerequisite: Selection to the Centre-in-England at the University of Reading program.
HUM 258 Life in Merida
Experiential learning through community projects and language and culture immersion, as encountered in Merida,
Mexico, as well as trips outside Merida. In-class lecture, discussion, film viewings, and readings on such diverse
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topics as the Conquest, the Mexican Corrido, New World realities as reflected in the Latin American short story,
and the history of the Yucatan Peninsula.
HUM 261 Rainmaking: Study of and Preparation for Leadership
This course will acquaint the student with the literature associated with leadership studies. Students are exposed to a
variety of authors, and have the opportunity to study and report on a 20th-century leader of his or her choice. The
class will feature guest speakers (leaders in practice) from several fields, and will include at least one field trip to
explore the work of a leader in his or her workplace.
HUM 278 Introduction to the Cultural History of Central Europe
This course leads students to direct encounters with the cultural history of Central Europe through travel to some
of the countries that comprise this region now and have comprised it in the past. Though centered in Germany,
visits may also include Austria, Switzerland, the Czech Republic, Hungary, Poland, Slovenia, Croatia, Bosnia, and
Serbia. Emphasis is on extended classroom knowledge through on-site discovery of the geography, urban
organization, transportation networks, commerce, and daily life of the area, as well as on discovering ways the past
is preserved there, including architecture, museums, palaces and castles, monuments and memorials, and
concentration camps.
HUM 284 Drama and Math in Ancient Greece
An examination of the dramatic arts and mathematics from the perspectives of the ancient Greeks. The peoples of
ancient Greece utilized both disciplines as ways to process and understand their changing world. Ultimately they
transformed both drama and mathematics, and created many fundamental elements and practices that continue to
influence the modern age. We study the story of ancient Greek developments in drama and math, focusing on the
history, the culture, and the detailed questions and techniques that arose in Athens, Epidavros, Delphi, Samos, and
Delos and we look at specific innovations and events that gave rise to practices that remain relevant in the exercise
of both disciplines today.
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International Studies
Division of Social Studies
In the early stages of the twenty-first century it is evident that forces of globalization have ushered in an era of rapid
change in the international system. The economic, political, cultural, and social spheres of global life are becoming
reconfigured in order to adapt to and reconcile these forces. The study of the international, then, is about
comprehending how actors and institutions at the global and local level come to terms with forces of change. The
interdisciplinary major in International Studies is designed to offer students the opportunity to learn about these
changes by developing a common body of knowledge in a set of core courses, and then encouraging their
explorations through one of several paths in the form of area concentrations. The concentrations include
International Relations, which is designed for students seeking a broad understanding of the historical, political and
economic processes that influence world affairs; Development Studies, which is a concentration that examines the
dilemmas of economic, social and political transformation in the developing world; and Comparative Studies, in
which students may focus their learning on a specific region of the world (or combine regions in comparative
perspective). In all instances, the program faculty strongly encourage students to study abroad as an essential
element of their intellectual experience.
The International Studies Program’s commitment to a liberal arts education provides an excellent foundation for
students interested in pursuing careers in business, journalism, politics, or law in the international arena. The major
also assists students in meeting the requirements of leading graduate programs in diplomacy, international relations,
business, politics, and public policy.
Majors are strongly urged to minor in a language or take two languages through the intermediate level. Students
interested in graduate school programs in international relations should take ECO 220.
Faculty
Robert Bosco (chair), Dina Badie, Jonathon Earle, Lori Hartmann-Mahmud, Betsy Montgomery-Smith,
Ravishekhar Radhakrishnan
Student Representatives
Amari Cowan, James William Shindell
Recommended First-Year/Sophomore Preparation
ECO 110, ECO 210, ECO 220, HIS 110, HIS 120, POL 130, POL 260, REL 130 or 150;
Language through 220
Requirements for the Major
Core Requirements
The core requirement of the major is intended to expose students to the essential topics in an interdisciplinary
international studies program and to provide a common foundation for all majors. Upon program committee
approval, a student may fulfill a specific core requirement with a course not listed under that requirement.
Language: One of CHN 220, FRE 220, GER 220, JPN 220, SPA 220
NOTE: Students placed at entrance in a course numbered higher than 220 are exempt from this requirement. In
all other respects, completion of this requirement follows the College’s general policies regarding the fulfillment of
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foreign language requirements. See Degree Requirements section of the online catalog: Policies for Fulfilling Foreign
Language Requirements.
Politics: POL 260
Economics: ECO 110; ECO 210 or ECO 220
History: HIS 120
American Foreign Policy: POL 363
International Politics: Two of POL 361, 362, 364, 370, 371
Regional Politics: One of POL 340, 341, 343, 344, 346
Senior Seminar: IST 500
Concentration Requirements
1. Students must take four courses from one of three areas of concentration (International Relations, Comparative
Studies, or Development Studies). Students will consult with an international studies program faculty advisor to
select courses within a concentration based on the predicted schedule of course offerings over a two-year
period.
2. No more than two courses from a single discipline may be applied to the concentration requirement.
3. Courses taken to satisfy core requirements may not be applied against the concentration requirements.
4. Upon approval by the program faculty, up to two courses taken while studying abroad in a Centre sponsored or
approved program may be applied toward the four-course area concentration requirement.
Concentration Descriptions
International Relations: Courses that permit students to pursue a generalist approach to international studies
from the disciplines of history, economics, religion and politics.
Comparative Studies: Courses that emphasize the history, politics and culture of particular regions. In this
concentration students will take four courses that focus on one (or more than one) region(s) of the world.
Development Studies: Courses that explore the political, social and economic characteristics of states
regarded as developing politically or economically.
Concentration Courses
International Relations
Economics
ECO 310 Comparative Economic Systems
ECO 335 Economic Growth
ECO 360 Economic Development
ECO 365 Sustainability
ECO 420 International Trade
ECO 460 International Finance
Politics
POL 351 Women and Development
POL 361 International Law
POL 362 International Organization
POL 363 American Foreign Policy
POL 364 National and International Security
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POL 370 International Political Economy
POL 371 Political Economy of Development
POL 455 Personality and Power
POL 456 European Union and Eurocrisis
POL 461 The Construction of Europe
POL 464 Religion and International Politics
History
HIS 310 Europe from Hitler to the Present
HIS 333 Chairman Mao’s China
HIS 335 Middle Eastern Civilization
HIS 342 Samurai to Sony: Modern Japan
HIS 352 Modern Africa
HIS 377 Modern Latin America
HIS 388 Lawyers, Guns and Money
HIS 431 African Film
HIS 434 Creating the Orient
HIS 467/REL 467 Human Rights in Guatemala
Other Courses
GLC 210 Intro to Global Commerce
REL 130 Eastern Religious Traditions or REL 150 Western Religious Traditions (not both)
REL 332 Islam
REL 336 Reading and Ritual in Hinduism
REL 430 Introduction to World Buddhism
REL 454 Religion and Human Rights in a Global Society
Comparative Studies
Economics
ECO 310 Comparative Economic Systems
ECO 335 Economic Growth
ECO 360 Economic Development
ECO 365 Sustainability
Politics
POL 340 European Politics
POL 341 Latin American Political Systems
POL 343 Politics of Sub-Saharan Africa
POL 344 Politics of the Middle East
POL 346 East Asian Politics
POL 351 Women and Development
POL 364 National And International Security
POL 370 International Political Economy
POL 371 Political Economy of Development
POL 441 African Politics/Civil Society: Case of Cameroon
POL 451 British Politics
POL 456 European Union and Eurocrisis
POL 461 The Construction of Europe
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POL 464 Religion and International Politics
History
HIS 310 Europe from Hitler to the Present
HIS 332 Modern China
HIS 333 Chairman Mao’s China
HIS 335 Middle Eastern Civilization
HIS 337 Modern Japan and China
HIS 342 Samurai to Sony: Modern Japan
HIS 352 Modern Africa
HIS 353 African Lives
HIS 371 Religion in Latin America
HIS 377 Modern Latin America
HIS 431 African Film
HIS 433 Religion and Politics in East Africa
HIS 434 Creating the Orient
HIS 455 Idi Amin’s Uganda: Myth, Memory, Manuscripts
HIS 456 Religion and Political Violence in Africa
HIS 465 Latin America at the Movies
HIS 467/REL 467 Human Rights in Guatemala
HIS 468 Race in Latin America
Other Courses
AAS/MUS 210 Music and Culture of the African Diaspora
ASN 210 Introduction to Asia
EUR 300 Introduction to European Studies
FRE 251/350 Contemporary French Culture
FRE 261The Francophone World
GER 350 German Cultural Geography
HUM 278/GER 305 Cultural History of Eastern Europe
LAS 210 Intro to Latin American Studies
REL 130 Eastern Religious Traditions or REL 150 Western Religious Traditions (not both)
REL 332 Islam
REL 336 Reading and Ritual in Hinduism
REL 347 Liberation Theologies
REL 430 Introduction to World Buddhism
REL 456 Life and Death in Varanasi
SPA 260, 270 Spanish Culture, Spanish American Culture
SPA 261, 271 Spanish Culture Abroad, Spanish American Culture Abroad
Development Studies
Economics
ECO 310 Comparative Economic Systems
ECO 335 Economic Growth
ECO 360 Economic Development
ECO 365 Sustainability
ECO 420 International Trade
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Politics
POL 341 Latin American Politics
POL 343 Politics of Sub-Saharan Africa
POL 344 Politics of the Middle East
POL 351 Women and Development
POL 370 International Political Economy
POL 371 Political Economy of Development
POL 441 African Politics/Civil Society: Case of Cameroon
POL 464 Religion and International Politics
History
HIS 332 Modern China
HIS 333 Chairman Mao’s China
HIS 335 Middle Eastern Civilization
HIS 337 Modern Japan and China
HIS 342 Samurai to Sony: Modern Japan
HIS 352 Modern Africa
HIS 353 African Lives
HIS 371 Religion in Latin America
HIS 377 Modern Latin America
HIS 388 Lawyers, Guns and Money
HIS 431 African Film
HIS 433 Religion and Politics in East Africa
HIS 455 Idi Amin’s Uganda: Myth, Memory, Manuscripts
HIS 456 Religion and Political Violence in Africa
HIS 467/REL 467 Human Rights in Guatemala
HIS 468 Race in Latin America
Other Courses
ANT 320 The Anthropology of Tourism
ASN 210 Introduction to Asia
LAS 210 Intro to Latin American Studies
REL 130 Eastern Religious Traditions or REL 150 Western Religious Traditions (not both)
REL 332 Islam
REL 336 Reading and Ritual in Hinduism
REL 344 Religion and Violence
REL 347 Liberation Theologies
REL 430 Introduction to World Buddhism
SPA 270/271 Spanish American Culture, Spanish American Culture Abroad
Requirements for the Minor
HIS 120, POL 260, one of POL 340-349 (courses in regional politics), and four courses from the International
Relations Concentration. One course must come from each of three of the following disciplines: history, politics
and religion.
International Studies Courses
With the exception of IST 500, this interdisciplinary major combines courses from other programs in developing its
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major and minor requirements.
IST 500 Senior Seminar
The International Studies (IST) Senior Seminar is an opportunity for students and faculty to engage in substantive
dialogue on issues germane to the dynamics of the global system. The seminar is designed as a capstone experience,
and the theme varies by year. Students will write several in-depth analysis papers during the course, and their final
exam is comprehensive with both an oral and written component. Prerequisite: Senior IST majors only.
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Japanese
Division of Humanities
No major or minor is currently offered in this language.
Japanese Courses
JPN 110 Fundamentals of Japanese-I (four credit hours)
An introduction to the Japanese language with an emphasis on the development of speaking skills. Students focus
on developing basic conversational skills but also learn the syllabaries and basic ideographs necessary to read a few
simple texts.
JPN 120 Fundamentals of Japanese-II (four credit hours)
A course designed to increase the speaking and reading skills of students who have had an introductory Japanese
course. Students focus on improving their conversational skills but also further cultivate their ability to read fairy
tales and other simple texts. Prerequisite: JPN 110 or permission of the instructor.
JPN 210, 220 Intermediate Japanese-I, II
A continuation of the fundamentals of conversational Japanese with slightly more emphasis on reading than in
the first year. Students learn new grammar and 250 new kanji (Chinese characters). Prerequisite: JPN 120 for
210, 210 for 220, or placement.
JPN 320 Third-Year Japanese-II
Students continue to foster their knowledge and skill of speaking and writing in modern Japanese and to
understand spoken and written modern Japanese. Additional kanji and their usages are introduced. Students also
develop a specific area of expertise within the Japanese cultural context.
Prerequisites: JPN 310 or equivalent. (offered only in 2014-15)
JPN 330 Manga and Anime: Form and Practice
This course surveys the history and genres of Japanese manga (graphic novels) and animation films. In addition to
discussing common themes and narrative forms employed, we learn to distinguish and describe varying drawing
styles and framing structures. The final project asks students to create their own manga or anime (a sample piece and
explanation of the remaining narrative) with commentary on how that fits within the larger field. Prerequisite: JPN
220 or permission of the instructor.
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Latin American Studies
Interdisciplinary Program
Students can minor in Latin American Studies at Centre College. Latin American Studies at Centre is an
interdisciplinary academic program that aims to impart to students knowledge of the region of Latin America,
including Latin American history, society, politics, and cultures. In the Latin American Studies curriculum, students
will gain an understanding of Latin American and Latino/a perspectives and analyze Latin American issues from
multiple points of view. As part of the Latin American Studies curriculum, students will develop linguistic and
cultural fluency, engage with Latin American and Latino/a scholarship and communities, and draw connections
among the methodologies and perspectives of multiple disciplines.
Faculty
Robyn Cutright (chair), Richard Axtell, Genny Ballard, Eva Cadavid, Mary Daniels, Stephen Dove, Phyllis
Passariello, Nuria Sabaté-Llobera
Requirements for the Minor
LAS 210;
Five additional courses selected from the list below, distributed among at least three programs;
SPA 220 or equivalent;
A capstone experience (a project consisting of one of the following, subject to approval by the LAS committee: an
internship, an independent study, or a Latin American focus in the junior or senior project of the major) with a
product presented at the annual RICE symposium or other venue for student presentations and at a yearly Latin
American Studies Senior Workshop. This capstone need not be a separate course. It may be fulfilled by courses in
the student’s major provided the course is not used to fulfill the five-course requirement above.
In addition to the above requirements, study abroad (semester, summer, or CentreTerm) in a Latin
American or Caribbean country is strongly recommended.
NOTES:
1. Upon program committee approval, additional courses may be added to the list of courses fulfilling minor
requirements.
2. Some of the courses listed below have prerequisites, and several courses are not offered regularly or are offered
only once every two or three years. Students interested in the minor are encouraged to consult with a program
committee member early on to plan their preparation for the minor and to discuss course offering schedules.
Latin American Studies Course
LAS 210 Introduction to Latin American Studies
This course is an interdisciplinary introduction to Latin American Studies. It is organized chronologically and
thematically, and considers three different periods: Pre-conquest societies; Colonial period through 1870; Modern
Latin America. For each chronological period, the course explores key themes including: economic development,
political and social organization, religion, migration and Diaspora, art, music, and literature, local and global
relationships, and identity formation.
Other Courses Fulfilling Minor Course Requirements
ANT 385 Inkas, Aztecs, and Maya
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ANT 392 Peoples of South America
ANT 451 Ancient Maya Culture
ANT 456 Pyramids and Politics: Exploring Peru's Prehispanic Past
ENS 251 Human Ecology in the Yucatan
HIS 465 Latin America at the Movies
HIS 371/REL376 Religion in Latin America
HIS 372 Race and Gender in Latin America
HIS 373 Colonial Latin America
HIS 377 Modern Latin America
HIS 467/REL 467 Human Rights in Guatemala
HIS 468 Race in Latin America
MAT 259 Mathematics and Architecture of Ancient Peru
PHI 353 Philosophical Discussions on Ethnicity and Race
POL 341 Latin American Politics
REL 347 Liberation Theologies
REL 457 Civil Society and Sustainable Development
SPA 270/271 Latin American Culture/Latin American Culture Abroad
SPA 356 Literatura Mexicana y Yucateca
SPA 360 20th-Century Spanish American Literature
SPA 370 Latin American Colonial Literature
SPA 450 El Cine Cubano
SPA 456 Mexican History Through Film
SPA 462 Bodies and Space in Argentine Culture
SPA 463 Violence in Latin American Literature
SPA 465 U.S. Latino/a Literature
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Linguistics
Interdisciplinary Program
Students can minor (but not major) in linguistics at Centre College. Linguistics is the science of language: the study
of perhaps the most central and unique human ability. A linguistics minor will allow students to integrate their
study of English and foreign languages within an overarching awareness of the scientific principles of language use,
the acquisition of language, the physical mechanisms of human languages (both spoken and signed), language
change over time, socialization through languages, and the political and cultural implications of language
differences.
A perspective on world language use informed by the study of linguistics is a powerful element of an educated
person’s knowledge-base as a global citizen. Students working within a linguistics minor will also be encouraged to
apply their new knowledge to other fields of study, informing their investigations in anthropology, biology,
cognitive science, computer science, education, languages, literature, philosophy, psychology, and sociology.
Linguistics will also help prepare students for careers in a wide variety of fields, including translation, computer
science, counseling, psychology, journalism, marketing, speech therapy and speech pathology, teaching English as a
foreign language, and international business and public affairs, as well as qualifying them for the study of linguistics
at the graduate level.
Faculty
Mark Rasmussen (chair), Jason Doroga, Ken Keffer, James Morrison
Requirements for the Minor
LIN 210;
One of ENG 215 or SPA 255;
Three additional courses selected from the list below;
Study of one foreign language at least through the 220-level; Study of a second foreign language at least through the
120-level. (If the first foreign language is French or Spanish, the second foreign language should be an ancient or
non-Romance language, such as Chinese, German, Greek, Hebrew, Japanese, or Latin.);
A capstone experience (a project consisting of one of the following, subject to approval by the linguistics minor
committee: an academic internship, an independent study, or a linguistics focus in the junior or senior project of the
major) with a product presented at the annual RICE symposium or other venue for student presentations and at a
yearly Linguistics Senior Workshop. This capstone need not be a separate course. It may be fulfilled by courses in
the student’s major provided the course is not used to fulfill the five-course requirement above.
NOTES:
1. Upon program committee approval, additional courses may be added to the list of courses fulfilling minor
requirements.
2. Some of the courses listed below have prerequisites, and several courses are not offered regularly or are offered
only once every two or three years. Students interested in the minor are encouraged to consult with a program
committee member early on to plan their preparation for the minor and to discuss course offering schedules.
Linguistics Course
LIN 210 Introduction to Linguistics
An introduction to the fundamental principles and theories of linguistics, including sound systems, lexical systems,
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the formation of phrases and sentences, and meaning--both in modern and ancient languages and with respect to
how languages change over time. We will explore the cognitive theories and scientific principles behind language
use as a defining human activity, as well as the basic methods of linguistic analysis and the application of these
methods to language data. Drawing upon students’ experience with English and a broad spectrum of other
languages, we will practice elementary analytic techniques and work with problem and data sets.
Other Courses Fulfilling Minor Requirements
CSC 117 Introduction to Computer Science
CSC 341 Principles of Programming Languages
ENG 215 History of the English Language*
ENG 313 Chaucer
FRE 306 French Phonetics
PHI 230 Symbolic Logic
PHI 370 20th-Century Analytic Philosophy
POL 337 Political Communication
PSY 300 Cognition
SPA 255 Hispanic Linguistics*
SPA 290 History of the Spanish Language
*If not use to fulfill requirement above.
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Mathematics
Division of Science and Mathematics
The Mathematics Program seeks to give students an understanding and appreciation of the beauty and utility of
mathematics. Quantitative and analytic skills are increasingly important in economics, biology, and the social
sciences, as well as in the physical sciences and engineering. The study of mathematics at Centre provides the
opportunity for the development of clear, logical, and creative thinking that may be applied to a wide variety of
problems and interests. In addition to these important problem-solving skills, the mathematics major will learn to
present concise, logical arguments in writing and orally. Emphasis is placed on mathematical thinking and precise
communication of these thoughts.
Students completing the mathematics major at Centre have a broad range of interests. Many also complete a major
in another field. For example, recent mathematics majors have second majors in chemistry, computer science,
economics, English, history, physics, and Spanish. Some majors earn secondary teacher certification. Our graduates
often decide to continue their academic studies, entering law school, medical school, engineering programs, and
M.B.A. programs, as well as graduate school programs in a wide variety of disciplines. Others choose to join the
workforce immediately, taking jobs with companies and agencies such as the Census Bureau, the military services,
computer companies, public or private schools, and financial institutions. Our students find that the problemsolving
and communication skills learned in the mathematics major serve them well in whatever career paths they
follow.
Faculty
Jeffrey Heath (chair), Joel Kilty, Alex McAllister, Sarah Murray, Christine Shannon, Charles Suer, Ellen
Swanson, Lesley Wiglesworth, John Wilson
Student Representative
Emily Bickel
Requirements for the Major
MAT 170 and 171, or equivalent (this requirement should be completed by the end of the first year to complete the
major in the normal four-year period);
CSC 117;
MAT 230, 240, and 300;
MAT 200 or 205;
MAT 330 or 380;
MAT 360 or 370;
Three additional MAT courses numbered 301 or higher.
Requirements for the Minor
MAT 170 and 171, or equivalent;
MAT 200 or 205 or 230;
MAT 240 or 300;
Three additional MAT courses numbered 301 or higher.
Mathematics Courses
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MAT 110 Mathematics in Our Society
An introduction to applied mathematics devoted to solving contemporary problems from diverse disciplines. This
course helps students develop logical thinking skills and improve quantitative skills, particularly with linear
equations (in the context of decision-making) and with exponential and logarithmic models (in the context of
finance). Further topics will be chosen from graph theory, geometry, symmetry, coding, game theory, social issues,
and logic. Not open to students who have established basic skills in math.
MAT 130 Introduction to Statistics
An investigation into the mathematical techniques for analyzing and interpreting data with the goal of
understanding our world and facilitating informed decision-making processes. The course includes the study of
random variables, descriptive statistics, basic probability theory, and inferential statistics. Specific topics include
frequency distributions, mean, median, variance, probability distributions, hypothesis testing, confidence intervals,
correlation, and regression analysis. Prerequisite: Basic skills in mathematics or permission of the instructor.
MAT 145 Mathematical Modeling and Applied Calculus
An introduction to the process of mathematically modeling biological, economic, physical, and sociological
phenomena. The course first explores common functions used in modeling, and then develops methods to analyze
these models using single and multivariable calculus and linear algebra. The course includes the study of
parameterized families of functions, dimensional analysis, matrix and vector algebra, differentiation, optimization,
and integration. Scientific computing skills are developed. Prerequisite: Basic skills in mathematics.
MAT 170 Calculus-I
An introduction to single variable calculus reviewing the real number line, inequalities and absolute value, and
discussing functions and graphing, limits, continuity, the derivative, rules of differentiation, the Mean Value
Theorem, applications of the derivative, antiderivatives, Riemann sums and the definite integral, the Fundamental
Theorem of Calculus, and applications of the integral. Prerequisite: placement.
MAT 171 Calculus-II
A continuation of MAT 170. The techniques of single variable calculus are applied to inverse trigonometric,
exponential, and logarithmic functions. Also included are further techniques of integration, indeterminate forms,
improper integrals, and infinite series. Prerequisite: MAT 170 or placement.
MAT 200 Discrete Mathematics
An introduction to the study of “discrete” mathematical objects and number systems, in contrast to the study of
the continuous real number line. The course explores many topics at the analytical level of calculus: relations,
logic, techniques of proof, counting techniques, algorithms, graph theory, number systems, Boolean algebra,
and set theory. Prerequisite: MAT 145 or MAT 170.
MAT 205 Statistical Modeling
An introduction to multivariate statistical analysis, emphasizing fundamental statistical concepts, as well as
applications and interpretations. The course includes frequent data analysis using statistical software. Examples
are drawn from economics, psychology, sociology, political science, biology, and medicine. Topics include
simple/multiple regression, one-way/two-way ANOVA, and logistic regression. Additional topics may include
time series, analysis of covariance, factor analysis, and cluster analysis. Prerequisite: MAT 145 or 170 or
equivalent.
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MAT 230 Calculus-III
An extension of the concepts of function, limit, derivative, and integral to three-dimensional space and vector
spaces; the course describes many applications and their historical significance, such as planetary motion and
magnetic fields. Topics include vector algebra, elementary differential geometry of curves and surfaces, limits,
continuity, partial derivatives, directional derivatives, multiple integrals, line integrals, surface integrals, Green's
Theorem, Stokes' Theorem, and the Divergence Theorem. Prerequisite: MAT 171 or placement.
MAT 240 Linear Algebra
The abstract study of systems of linear equations: the determination of whether a system has no, one, or infinitely
many solutions and the techniques for obtaining such solutions. The topics include the algebra of matrices,
Gaussian elimination, vector spaces, spanning, linear independence, basis, dimension, inner products, Gram-
Schmidt orthogonalization, determinants, linear transformations and their matrix representations, eigenvalues and
eigenvectors. Prerequisite: MAT 171.
MAT 258 Introduction to Fluid Dynamics
A study of fundamental fluid mechanics including properties of fluids, fluid statics (forces on surfaces and variation
of pressure with depth), and kinematics of fluid motion (integral and differential form of conservation laws). The
Navier-Stokes equations and simplifications of these equations are also discussed. The course combines
mathematical and computational techniques to better understand the behavior of a fluid. Prerequisite: MAT 230.
MAT 259 Mathematics and Architecture of Ancient Peru
This course introduces students to the mathematics and design sophistication of ancient Andean cultures. Andean
cultures devised their own mathematical tools and used math (such as symmetry and fractals) in their design.
Through on-location experiences to sites from the Moche, Chimú, and Inca periods, the course will explore topics
such as the quipu, fractals, and symmetry, as well as concepts in engineering and architecture.
MAT 300 Foundations of Mathematics
This course develops the abstract thinking and the writing skills necessary for proof-oriented mathematics courses
and surveys various areas of mathematics. Fundamental concepts and questions are studied from mathematical
logic, abstract algebra, number theory, and real analysis. Further topics include complex analysis, statistics, graph
theory, and/or other areas of mathematics according to the interests of instructor and students. Prerequisite: MAT
171.
MAT 310 Probability Theory
A mathematical study of chance, this course uses counting techniques and topics from calculus to develop a
mathematical approach that describes the likelihood of events happening. Specific topics include an introduction
to the theory of probability, random variables, discrete and continuous probability distributions, expected values,
moments and moment-generating functions, distributions of functions of random variables, and multivariate
distributions. Prerequisite: MAT 230 or permission of instructor.
MAT 311 Mathematical Statistics
A calculus-based course in statistics devoted to techniques for analyzing and interpreting data with the goal of
understanding our world and facilitating informed decision-making processes. This course is a continuation of
MAT 310 that studies applications of sampling distributions related to the normal distribution. These include
estimation of parameters, confidence intervals, hypothesis testing, regression analysis and least-squares estimators,
correlation, design of experiments, analysis of variance, chi-square tests, and nonparametric statistics. Prerequisite:
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MAT 310 or permission of the instructor.
MAT 330 Abstract Algebra-I
This course defines and investigates the key properties of the mathematical structure called an algebraic group,
studying many examples, including groups of numbers, groups of functions, and groups of matrices, with the goal
of determining the common properties of all of these mathematical systems. Topics include the basic properties of
the integers, permutation groups, subgroups, Lagrange’s Theorem, quotient groups, isomorphisms and
homomorphisms, and Cayley's Theorem. Prerequisite: MAT 300.
MAT 331 Abstract Algebra-II
A continuation of MAT 330, in which key properties from the integers and the real numbers are used as models
for the algebraic structures known as rings and fields. Students construct and examine a rich collection of
examples including rings of polynomials, Gaussian integers, and finite fields. Topics include prime factorization,
integral domains, ideals, ring homomorphisms, and extension fields. Prerequisite: MAT 330.
MAT 340 Complex Variables
A study of functions of one complex variable, the course extends notions from the calculus of real-valued
functions. Topics include complex numbers, limits, continuity, differentiability, Cauchy-Riemann equations, analytic
functions, elementary transformations, complex integration, Cauchy's Theorem, the annulus theorem, Cauchy's
Integral Formula, Morera's Theorem, complex power series, Laurent series, and the theory of residues. Prerequisite:
MAT 230.
MAT 360 Differential Equations
Differential equations are used to mathematically model many physical and social phenomena. This course
discusses techniques to gain information about the solution of linear, nonlinear, and systems of differential
equations using analytical (separable, linear, and integrating factors), numerical (Euler and Runge-Kutta methods),
and graphical (phase plane analysis) methods. Prerequisite: MAT 230 or permission of the instructor.
MAT 370 Numerical Methods
A study of how computers obtain numerical estimates of solutions when people apply mathematics to diverse
disciplines (e.g., physics, economics, medicine, etc.). In this course we discuss and develop various algorithms that
form the basis for computer applications including root finding, interpolation, differentiation and integration,
differential equations, and systems of equations. Prerequisite: MAT 240 and CSC 117.
MAT 380 Introduction to Real Analysis
A systematic exploration of how calculus provides profound insights into explaining and understanding our world
and its phenomena. The study of real analysis discusses the theoretical foundations of single variable calculus to
arrive at a deep understanding of why calculus works. Topics include properties of the real numbers, limits,
continuity, differentiation, and integration. Prerequisite: MAT 230 and MAT 300.
MAT 407 Mathematical Logic
The course is dedicated to studying the reasoning processes and the relational systems common to all fields of
mathematics and the relation between truth and proof in mathematics. The course begins by developing
sentential logic and first-order logic, considers the soundness and completeness of these systems, and studies
the properties of first-order theories and models, including the consequences of compactness. Finally, the
Gödel Incompleteness Theorems are proved. Philosophical and practical implications of these results are
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discussed throughout the course. Prerequisite: MAT 290 or PHI 310.
MAT 409 Number Theory
An introduction to fundamental ideas in elementary number theory. Topics include divisibility and factorization,
primes and their distribution, number theoretic functions, congruences, primitive roots, diophantine equations,
quadratic residues, sums of squares. Prerequisite: MAT 240, or MAT 300 (or concurrently), or permission of the
instructor.
MAT 414 Stochastic Modeling
A study of the elementary theory of stochastic processes, or probabilistic systems that evolve with time. This course
emphasizes modeling with stochastic processes in a variety of applications such as queueing, finance, and sports.
Topics include Markov chains, Poisson processes, and martingales. Prerequisite: MAT 240.
MAT 415 Numerical Differential Equations
A study of how computers can be used to find approximate solutions to differential equations. We will develop
algorithms for solving both initial-value and boundary-value problems for first-and second-order differential
equations, as well as second-order partial differential equations as time permits. For each method we will address
issues related to implementation and perform appropriate error and stability analysis of the algorithm. Prerequisite:
MAT 230. MAT 240 and CSC 117 would be helpful but are not required.
MAT 420 Putnam Seminar (one credit hour)
The Putnam Exam is a notoriously challenging annual mathematical competition. This is a course on problemsolving
focusing on Putnam-style problems. Students learn strategies for tackling such problems and become
familiar with the style by working out problems from past Putnam exams, discussions, and presentations to the
group. The semester culminates in taking the Putnam exam. Prerequisite: MAT 230.
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Music
Division of Humanities
The Music Program at Centre College seeks to provide a meaningful experience with music of high quality
for every student at the College. We are committed to:
1. Enabling students to listen perceptively and communicate clearly about music.
2. Developing each student’s understanding of the interrelationship of the history, theory, and practice of music.
3. Increasing and broadening student appreciation of a variety of musical styles.
4. Enabling students to become more accomplished, creative, and expressive musicians through participation in
applied study and performance organizations.
5. Preparing students with professional aspirations in music for employment and graduate studies in the discipline.
Faculty
Larry Bitensky (chair), Nathan Link, Jaemi Loeb, Johann Van Niekerk
Student Representatives
Sue Choi, Emilie O’Connor
Requirements for the Major
MUS 120, 220, and one of 325 or 326 or 336;
MUS 121 and two of MUS 221, 222, 223, 224, 225;
MUS 230 and 231;
MUS 500 or 501;
Three additional MUS courses excluding applied music, one may be at the 200-level, two must be at the 300-level;
Six hours of applied music, at least one term must be at the 300-level (and must be taken for two credit hours);
Passing grade on the Basic Skills Exam in Ear Training and Sightsinging, administered as a final exam in MUS 121.
The exam may be retaken once each term. Students may be required to take additional classes/lessons/ensembles
to help pass the exam;
Piano proficiency, to be met in one of the following ways: 1) three terms of applied classical or jazz piano lessons,
or organ or harpsichord lessons, 2) Successful completion of the piano proficiency exam offered at the end of MUS
121 and at the end of every long term.
Requirements for the Minor
MUS 120, 121, 220, one of MUS 221 or 222 or 223 or 224 or 225, and one of MUS 230 or 231;
Three additional three-hour electives, excluding applied music, at the 200-level or above, one must be at the 300
level;
Four credit hours of applied music, at least three terms must be on the same instrument.
Music Courses
History and Theory Courses
MUS 110 Fundamentals of Music
An introduction to music theory, including standard music notation, key signatures, and recognition of simple
chords and chord symbols. Designed for those with little or no previous training in music.
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MUS 120 Materials and Structure of Music-I
Introduction to the music of the “common practice period” (European music from about 1650-1900) as well as
more recent music based on similar principles (much of 20th-century popular music). Topics include diatonic
harmony and voice-leading, melodic organization, and simple forms. Students develop fluency in analysis and in
composing imitative style exercises using computer music notation. Students normally enroll in MUS 121
concurrently. Prerequisite: MUS 110 or successful performance on placement exam.
MUS 121 Musicianship-I (two credit hours)
A skills lab for aural recognition (identification of intervals and chord qualities), sight singing, simple melodic
dictation, keyboard harmony, and elementary improvisation. Group work is heavily supplemented by individual
work using the department’s computer facilities. Note: Students may enroll in MUS 121 without taking MUS 120.
MUS 135 Opera Workshop (one credit hour)
Study and performance of opera scenes, including opportunities to stage different scenes from operas fully
produced in a workshop setting with the goal of helping students grow both as singers and actors and in ensemble
work. Prerequisite: Concurrent enrollment in applied voice and permission of the instructor.
MUS 210 The History of Jazz
A survey of the history of Jazz in America covering the era of music leading to the beginnings of jazz and
continuing toward the early 2000's.
MUS 215 Music and Culture of the African Diaspora
This course is an introductory survey course which employs music as a lens to explore the history and culture of
Africa and African America. Students learn about African musical genres on the continent and in the New World as
well as the political, cultural, racial, class, and gender dynamics that shape and are shaped by them. More
specifically, this course focuses of West Africa and the United States and provides students an introduction to (a)
the political and social histories of both areas, (b) the musical characteristics of varied genres, (c) the social and
political forces which shaped the evolution of the more significant musical genres, (d) the contemporary cultural
and identity politics influencing and influenced by the music and (e) the connections between West African and
African American music.
MUS 220 Materials and Structure of Music-II
Continuation of MUS 120. Topics include chromatic harmony and voice-leading, counterpoint, and classical
forms. Students normally enroll in MUS 221 concurrently. Prerequisite: MUS 120.
MUS 221 Musicianship-II (one credit hour)
Continuation of MUS 121. Intermediate sight singing, melodic and harmonic dictation, keyboard harmony,
and improvisation. Prerequisite: MUS 120 and 121, or permission of the instructor.
MUS 222 World Rhythms: India (one credit hour)
This course is a hands-on study of Indian “scat” singing known as konnakol. By using voices and clapping,
students can experience some of the most complex and fascinating rhythms in the world. This is great
training for musicians of any level and style. No ability to read music is required.
MUS 223 Improvisation (one credit hour)
A course designed to develop students’ ability to improvise. Focus is on listening, performing in groups, eartraining,
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and learning a wide variety of scales and modes. Prerequisite: Experience with singing or a musical instrument is
required. MUS 110 or 121 is helpful but not necessary.
MUS 230, 231 Survey of Music History, Form, and Analysis-I, II
Survey of music literature and history from the high Baroque through the 19th century, with emphasis on formal
and structural analysis and cultural context. Prerequisite: MUS 120 or permission of the instructor.
MUS 323 Principles of Conducting
A study of techniques of reading, playing, and conducting from choral and orchestral scores. Advanced aural
skills (sight-singing and dictation) are practiced. Prerequisite: MUS 220 or permission of the instructor.
MUS 336 Music of the 20th and 21st Centuries
An introduction to analytical, theoretical, compositional, and musicological approaches to the classical music of
the 20th and 21st centuries. Topics include late romanticism, impressionism, and modernism trough current
trends such as postminimalism. Prerequisite: MUS 220.
MUS 337 The Beatles
This course examines the origins and development of the Beatles, beginning with the group's origins in the skiffle
and R&B genres and then dividing their subsequent recorded output into the now-customary three periods. Equal
consideration is given to, on the one hand, such musical concerns as style, form, and tonality, and, on the other,
their social impact in the United States, Britain, and beyond. Prerequisite: MUS 120 or permission of the instructor.
MUS 500 Senior Recital (two credit hours)
Taken in lieu of applied music in one of the terms during the senior year, the course culminates in a solo recital
of at least 40 minutes of music and substantial program notes for inclusion in the program. The course also
includes a major paper on a piece or pieces performed in the recital that focuses on analytical techniques,
performance practice, and music history.
MUS 501 Senior Project (two credit hours)
A senior capstone experience requiring a substantial written study of a topic combining analysis and
historical investigation. Students make a public presentation of the study at the end of the term.
Applied Music Courses (one or two credit hours)
Study of an instrument, voice, or composition through private instruction. Courses stress basic technical
development as well as sensitivity to the appropriate style for literature from various historical periods. One credit
hour: Depending on the instructor, lessons at all levels include thirteen thirty-minute lessons or eight forty-five
minute lessons plus one thirty-minute lesson. For the beginning level courses, the instructor has the option of
substituting two weekly forty-five minute class lessons for the private lesson. A minimum of four hours per week
of practice at the 100-and 200-levels and six hours per week of practice at the 300-and 400-levels, and attendance
at a number of studio classes and/or performances are required. Students taking applied music must participate in
a college-sponsored ensemble or, where appropriate, accompany an applied student or ensemble. The ensemble
requirement for composition students will be determined on a case-by-case basis. Two credit hours: Weekly
hour-long lessons and more practice expected.
Students who plan to take an applied music course are encouraged to take the course for at least two consecutive
long terms. At each level of study two terms are normally completed before advancing to the next level.
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Students registering for applied music courses pay a $300 fee per course per credit hour, except for the following
groups of students: 1)music scholars and declared music minors pay a $150 fee per course per credit hour; 2)
declared music majors pay $100 for one-credit-hour lessons and $130 for two-credit-hour lessons. A student who
drops applied music by the official drop date will be refunded the entire fee. Withdrawals after the official drop
date receive no refund.
All declared majors and minors will do a jury on their primary instrument in each long term for at least three
members of the music faculty. All non-major/minor applied students, or majors/minors on their secondary
instrument, must perform at a studio class toward the end of each long term of study. The only exception is for
students in their first term at the 100-level. At least one full-time member of the faculty will attend the final studio
class.
Any student may choose to register for an applied music course on a Pass/Unsatisfactory basis. However, if this
option is chosen, these hours will be counted against the maximum of seven credit hours of graduation credit that a
student may elect to take on a Pass/Unsatisfactory basis.
MUS 140-169 First-year Applied Music (one or two hours of credit per term)
MUS 240-269 Second-year Applied Music (one or two hours of credit per term)
MUS 340-369 Third-year Applied Music (one or two hours of credit per term)
MUS 440-469 Fourth-year Applied Music (one or two hours of credit per term)
Private instruction in instruments other than those listed below may be offered depending on student interest
and availability of qualified instructors.
Piano
Jazz piano
Harpsichord (permission of instructor; previous keyboard study strongly recommended)
Organ (prerequisite: piano proficiency at the level of J.S. Bach’s Two-Part Inventions)
Voice
Violin/viola
Trombone
Trumpet
Tuba
Flute
Clarinet
Saxophone
Guitar (bass, classical or rock)
Bassoon
French horn
Oboe
String Bass
Harp
Percussion
Mandolin
Fiddle
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Banjo
Digital Music Technology
Composition (prerequisite: MUS 110 or permission of the instructor)
Ensembles
All ensembles stress the study and performance of a broad range of music literature appropriate to the general aims
of the liberal arts curriculum. Choral and instrumental ensembles are offered for credit in the long terms only (not
all ensembles are offered every long term). The listed ensembles grant one credit hour per term, require a minimum
of 2.5 hours of rehearsal per week, and are graded Pass/Unsatisfactory only (these hours do not count against the
college’s limit of 7 hours of ungraded coursework). Music majors and minors are strongly urged to participate in an
ensemble every term. A maximum of six hours of ensemble credit may be applied toward requirements for
the degree.
Choral Ensembles
Centre Singers
Centre Women’s Voices
Centre Men’s Voices
Centre College Choir
Instrumental Ensembles
Centre College Orchestra
CentreJazz Ensemble
Centre Percussion Ensemble
Centre Wind Ensemble
Kentucky Music Ensemble
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Natural Science
Division of Science and Mathematics
Courses offered under the Natural Science (NSC) heading do not fit into any of the other major programs in the
sciences at Centre. Some of these courses may be used to fulfill the general education science requirements for
students who do not intend to major in a science.
The course sequence NSC 110 and 120 may be taken to fulfill the two-course general education science
requirement and is aimed at students who do not intend to major in a science. NSC 110 and 120 take an
integrated approach to the broad themes of cosmological and biological evolution using a generally chronological
framework. Either course may be taken first. While the courses are most effective when taken as a two-course
sequence, they can be taken independently. So, NSC 110 can be used to satisfy the portion of the science general
education requirement for physical science, and NSC 120 can be used to satisfy the life science requirement.
Students considering a major in science are encouraged to choose from our traditional disciplinary courses (BIO
110, BIO 210, CHE 131 or CHE 135, PHY 110, PSY 110) to satisfy their general education requirements.
Other elective courses may be offered in this program from time to time.
Faculty
Preston Miles (chair), Jeff Fieberg, James Kelly, Anne Lubbers, Donna Plummer, KatieAnn Skogsberg
Natural Science Courses
NSC 110 Natural Science-I
An integrated treatment of the major principles of the natural world. The course follows the development of the
universe from its origin to the formation of early Earth. The course also explores the evolution of scientific thought
from its origins through the scientific revolution to its prominent role in modern society. Topics include
observational astronomy, mechanics, energy, light, thermodynamics, cosmology, and properties and behavior of
matter from sub-microscopic composition to macroscopic geological phenomena. Laboratory work is required.
Prerequisite: MAT 110 or basic skills in math.
NSC 120 Natural Science-II
An integrated treatment of the major principles of the natural world. The course follows the evolution of life from
the early Earth through complex social interactions and the position of humans in the world. Topics include the
nature of life, cellular structure and function, the organizing principles of biological evolution, the unity and
diversity of life, and the complex interactions between and among species, communities, and individuals.
Laboratory work is required. Prerequisite: MAT 110 or basic skills in math. NSC 110 is not a prerequisite for NSC
120.
NSC 250 Physical Science of Volcanoes
A study of the physical science of volcanoes, including types of volcanoes, types of eruptions, volcanic hazards
and benefits, environmental effects, and historically significant eruptions. Other geothermal phenomena such as
hot springs and geysers are studied. The course includes traditional lectures and field work. Conducted in New
Zealand.
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Philosophy
Division of Humanities
The goal of the Philosophy Program is to teach students to think, write, and speak clearly and logically, and be able
to analyze and compare values. These skills are invaluable in everyday life as well as in any occupation that demands
leadership and administrative ability. The philosophy major or minor is therefore a very useful preparation for a
wide variety of careers. Because philosophy deals with so many questions that overlap with other disciplines, the
major or minor in philosophy also works very well when taken jointly with majors or minors in other programs.
Philosophy students read and debate the writings of great philosophers in the past as well as those of contemporary
thinkers. Some typical philosophical questions are: What is the difference between believing something to be true
and knowing it to be true? Are we free moral agents, or are all our actions necessitated or predetermined? What is
the relation between consciousness or thought and the kinds of things that go on in a brain or computer? What
makes an argument valid or a decision rational? Courses in philosophy commonly involve a good deal of class
discussion and numerous small writing assignments in which students develop their ability to analyze texts, argue
for a position, and write clearly.
A common sequence for a philosophy major to follow includes taking one 100-level course in the first year,
PHI 210 and 220 in the sophomore year, and three courses numbered 300 or above in both the junior and
senior year.
Students intending to do graduate studies in philosophy are encouraged to take one or more courses beyond
the basic skills level in a foreign language and in mathematics.
Faculty
Andrew Roche (chair), Eva Cadavid, David Hall, Daniel Kirchner
Student Representatives
Jacob Martin, Allyson Scott
Requirements for the Major
One of PHI 110, 130, 140, 145, 160 or 170;
PHI 210, 220 and 230;
One of PHI 330, 370 or 380;
PHI 500;
Four additional PHI courses numbered 300 or higher.
NOTE: Majors should make every effort to complete PHI 210, PHI 220, and one of PHI 330, 370 or 380 before
the senior year. Enrollment in PHI 500 presumes that students have completed these courses.
Requirements for the Minor
One of PHI 110, 130, 140, 145, 160 or 170;
PHI 210 and 220 and three PHI courses numbered 300 or higher.
Philosophy Courses
PHI 110 Introduction to Philosophy
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A course designed to acquaint students with the kinds of questions dealt with in various areas of philosophy and
with the methods of philosophical reasoning. Topics include several of the following: free will and determinism,
arguments for the existence of God, the justification of moral judgments, social justice, the relationship between
the mental and the physical, and the grounds of human knowledge.
PHI 130 Practical Logic
An introduction to informal logic. This course focusses on correct reasoning, including the evaluation and
construction of arguments in everyday life. Topics include fallacies, definitions and syllogistic logic.
PHI 140 An Introduction to Ethical Thinking
An introduction into how to develop ethical thinking into a properly philosophical and theoretical enterprise. By
taking up such controversial topics as circumcision, cannibalism, vegetarianism, animal and human
experimentation, abortion, the right to die, environmental ethics, genocide, and others, students will seek deeper
understanding of the challenges of ethical problems and the ways in which philosophers try to solve them
through the major ethical theories. Along with an understanding of the primary ethical theories, students will gain
an appreciation for the everyday practicality of philosophy.
PHI 145 Environmental Ethics
An examination of the ethics of our relationship to various components of the non-human world, including other
animals and plants as well as ecosystems and the planet. Students debate questions such as whether or not nonhuman
entities have moral status or rights, and what the implications are of such status for protection of other
species, sustainability of our behaviors, and obligations to future generations.
PHI 160 Philosophy of Art
An examination of philosophical problems arising in the description, interpretation, and evaluation of works of
art. Topics include the nature of the art object and of aesthetic experience, the possibility of objective criticism
in the arts, and the relation of aesthetic to moral values. Readings from classical and contemporary sources,
with emphasis on case materials. Prerequisite: HUM 110 or 111.
PHI 170 Philosophy of Religion
A critical examination of traditional and recent theories concerning such issues in the philosophy of religion as the
existence of God, the nature of ultimate reality, the nature and destiny of human beings, and the validity of claims
to religious knowledge. (Also listed as REL 140.)
PHI 210 Ancient Philosophy
A survey of ancient Western philosophy from the Pre-Socratics to Aristotle. This course concentrates on the origin
and development of basic concepts and problems which have become permanent ingredients of our philosophical
tradition. Some of these are reality and appearance, permanence and change, form and matter, causality, knowledge
and belief, and the good.
PHI 220 17th-and 18th-Century Philosophy
A survey and critical examination of philosophers from Descartes to Kant. Of special importance in this period is
the impact of the scientific revolution on accounts of the origin and limits of human knowledge, the mind-body
relation, and the role of God in the universe.
PHI 230 Symbolic Logic
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An introduction to deductive logic. The course begins with sentential logic, which is the study of implication
relations among sentences where sentences are taken as the basic units of examination. It proceeds to predicate
logic, which takes into account certain syntactical components of sentences, including quantifiers (“every,”
“some,” etc.), names and definite descriptions (“Gracie,” “the mountain,” etc.), and predicates, both monadic
(“… is blue”) and polyadic ( “… loves …,” etc.).
PHI 303 Biomedical Ethics
Biomedical ethics seeks to determine what is right or good with respect to various practices in healthcare,
biomedical research and new medical technologies. This course deals philosophically with some of the major issues
that confront our society in the medical field: euthanasia, death and dying, reproduction, cloning and genetic
testing, animal and human experimentation, and access to healthcare and distribution of limited resources. Our
approach to these topics will be theoretical and practical. We begin with an overview of the major ethical theories
and learn how to reason critically in ethics. Then we apply the major theories to case studies of real ethical
problems and see how they work in practice. The goal is to give those interested in philosophy an understanding of
some practical implications it has, and to provide those interested in becoming a practitioner in medicine an
understanding of the principles and theories involved in evaluating and determining their own actions in the
medical field. Prerequisite: Junior standing or permission of the instructor.
PHI 305 “Eat Your Values”: The Ethics of Food
Eating is our most basic and common ethical action. But the ethics of food has yet to be the central feature of
recent discussions of the social, political, environmental and international implications of industrial food
production. This course investigates the ethical implications of our choices about what to eat and drink, and
advances a theory that claims that we ought to make these decisions consistently and according to the values we
have. Such an imperative requires each individual to alter their choices and in turn effect a change in our
production and consumption of food. No prerequisites.
PHI 315 Ethical Theories A critical examination of the major ethical theories in philosophy (eudaimonism,
virtue ethics, deontological, consequentialist, emotivist, existentialist). Students will critically engage readings from
the history of philosophy, including, but not limited to, Sophocles, Plato, Aristotle, Epicureans, Stoics, Descartes,
Kant, Hegel, Nietzsche, Sartre, Williams, MacIntyre and others, to see whether and how the theories answer
questions about the self, agency, source of moral obligations, and connection to the community.
PHI 316 Feminism and Philosophy
This course focuses on the intersection of feminist theory and philosophy. We will discuss issues in feminism and
their import to areas of philosophy such as ethics, social philosophy, and theory of knowledge. Some of the
questions we will ask are: What is sexism? What is gender? Is value gendered? Is knowledge gendered?
PHI 320 Philosophical Psychology
A critical survey of issues in the philosophy of mind. Topics may include: the mind-body problem, mental
representation, consciousness, perception, and self-knowledge.
PHI 328 Kant
Kant is often billed as synthesizing the best of previous opposed philosophical traditions (rationalism and
empiricism in epistemology, rationalism and sentimentalism in moral philosophy) and challenging their shared
assumptions. This course is an examination of Kant’s project. Topics considered include: the synthetic a prior, the
ideality of space and time, Kant’s response to Leibniz’s conception of substance and Hume’s skepticism about
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causality, his “refutation” of Cartesian skepticism, his explanation of the possibility of freedom, his defense of the
“categorical imperative” as the fundamental principle of morality, and his defense of morality itself. Prerequisites:
PHI 220 or consent of the instructor.
PHI 330 19th-Century Philosophy
An examination of leading figures and movements in the philosophy of this century, such as Schiller, Fichte,
Schelling, Hegel, the Romantics, Kierkegaard, Nietzsche, Marx, Utilitarianism, and Pragmatism. Prerequisite: PHI
220.
PHI 331 Nietzsche
The course examines in detail the writings of Friedrich Nietzsche, and considers his contributions in the context of
the philosophical canon. Nietzsche is famous for his provocative writing, and we will consider several themes that
arise, including perspectivalism, knowledge, determinism, and ethics.
PHI 340 Phenomenology
An examination of phenomenology, the most influential movement in 20th-century Continental philosophy, and of
the phenomenological method on which it is based in the writings of Husserl, Heidegger, Merleau-Ponty, and
others. Prerequisite: PHI 220 or permission of the instructor.
PHI 350 Existentialism
Existentialism embraces a wide range of thinkers—from the desperately religious to the vehemently atheistic. This
course reflects upon writers from both of these traditions, including Kierkegaard, Nietzsche, Heidegger, and Sartre,
and tries to examine the effects existentialism has had upon art and literature. (Also listed as REL 353.)
PHI 352 Hellenistic Philosophy
A survey of the philosophical schools in Ancient Greece from the late 4th to the 1st century B.C.E. The course
considers the views of the Epicureans, the Stoics, and the Skeptics focusing on knowledge, reality, and how best to
lead one’s life.
PHI 353 Philosophical Discussions on Ethnicity and Race: Blackness and Latinidad
An introduction to the central questions in the philosophy of race and ethnicity. Some of the questions explored
are: What is the concept of race? Are African-American or Latino/a race categories? Is the concept of race
different from or does it encompass ethnicity? Is race a biological category? What is the connection between the
concepts of race and ethnicity and racism and discrimination? Are race and ethnicity integral to one’s sense of self?
How should questions of identity be decided and by whom? We explore the philosophical assumptions behind
questions of race, ethnicity, and identity with a special focus on Blackness and Latinidad. Discussions consider not
only the ethical but also the metaphysical and epistemological implications of ethnic and racial designations in
general, and specifically the designations of African-American and Latino/a. Although the main focus is on
Blackness/African-American and Latinidad, we also read about Indian and Asian racial categories.
PHI 370 20th-Century Analytic Philosophy
A study of major philosophers and/or topics in the British and American analytic tradition of the 20th century.
Prerequisite: PHI 220.
PHI 380 20th-Century Continental Philosophy
A study of major philosophers and/or topics of continental Europe in the 20th century.
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Prerequisite: PHI 220.
PHI 451 Philosophy of Knowledge
A critical survey of the current literature and issues on the nature of knowledge and rational belief. Topics may
include: skepticism, justification of beliefs, a priori knowledge, perceptual knowledge, and naturalism.
PHI 454 Nature and Reality: How Do We Understand the World Around US?
Students in this course read and think about different understandings of the world around us, nature, and what we
mean when we talk about existence. Have you ever wondered what are the fundamental components of nature and
reality? Is reality something we create or something of which we are a part? Readings incorporate main areas of
contemporary philosophy, among them: scientific realism, time, laws of nature, and causality. Students engage the
contemporary literature and answer some of the following questions: Do physics and chemistry give us the only real
properties of nature or is there more than the material world? If all the properties that exist are the scientific ones
(protons, electrons, neutrons, magnetic fields, etc.) then how do we understand or explain the everyday objects we
encounter, including ourselves and other human beings? What does it mean to say that something exists, and exists
as we perceive it? Is there such a thing as time and if so, is it static or is it ever changing (for instance, the present)?
What does it mean to say that the laws of nature hold by necessity? We seem to agree that scientific laws are
explanatory, but what makes them explanatory?
PHI 500 Senior Seminar
A capstone seminar course for seniors dealing with central issues in philosophy as determined by the interests of
the instructor and students. Students write a research paper and give a public presentation of the work they have
developed in the course. Open to senior majors and minors in philosophy.
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Physics
Division of Science and Mathematics
Centre’s Physics Program serves students who are preparing themselves for graduate studies in this or a related
field, who are following our dual-degree engineering option, who desire a strong quantitative and analytical
background for a variety of vocational choices, and/or who are interested in knowing more about the wonder of
the physical universe. Some students also select physics as a supporting major or minor for another science or
mathematics. Physics has prepared our graduates for careers in science, engineering, medicine, and industry.
The Physics Program enhances students’ capacity for analysis, synthesis, and inductive and deductive reasoning.
Physics students learn to plan and conduct scientific experiments and to communicate the concepts of physics in
oral, written, and mathematical form. Our physics curriculum provides study in all subfields central to the
undergraduate degree: mechanics, electricity and magnetism, thermal physics, optics, modern and quantum physics,
digital electronics, and experimental physics. In addition, many majors participate in collaborative research with a
faculty member.
Faculty
Jason Neiser (chair), James Kelly, Philip Lockett, Bruce Rodenborn
Student Representative
Kyle Hawkins, John Scelzi
Requirements for the Major
CHE 131 or 135;
CSC 117;
MAT 170, 171, 230, 360;
PHY 210, 220, 230, 310, 320, 330, 340, 350 and one additional PHY course numbered 300 or higher.
Note: First-year students interested in taking physics courses and perhaps majoring in physics, chemistry, or
chemical physics should consult a member of the Physics Program before beginning the fall term of their first year
for proper placement in either PHY 110 or PHY 210. Other students registering for 100-or 200-level physics
courses should do likewise.
It is strongly recommended that a student considering graduate study in physics take PHY 370, 380, and 399.
CHE 131, PHY 210 and 230, and MAT 360 should be completed by the end of the sophomore year if a student
expects to complete the major in the normal four-year period.
Requirements for the Minor
CHE 131 or 135;
MAT 230, 360;
PHY 210, 220, 230, 310, and one additional approved course numbered 300 or higher
Physics Courses
PHY 110 Introduction to Physics (four credit hours)
An introduction to college physics not requiring calculus. Topics discussed include mechanics, gravitation, planetary
motion, electricity, the Bohr atom, and radioactivity. Laboratory work is required. Prerequisite: MAT 110 or basic
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skills in math. NOTE: Not open to students with credit for PHY 210 or higher.
PHY 120 Introductory Physics for the Life Sciences (four credit hours)
A complement to PHY110, this course includes a study of fluids, waves, thermal physics, electricity, magnetism and
optics. The course emphasizes those aspects of physics that are of particular importance in the life sciences.
Laboratory work is required. Prerequisite: PHY 110 or 210.
PHY 210 General Physics-I (four credit hours)
A calculus-based study of the mechanics of particles, rigid bodies, simple harmonic motion, wave motion, sound,
and fluids. Laboratory work is required. Prerequisite: MAT 170 or permission of the instructor.
PHY 220 General Physics-II
A calculus-based study of thermal physics. Laboratory work is required. Prerequisite: PHY 210 and 171, or
permission of the instructor.
PHY 230 General Physics-III (four credit hours)
A calculus-based study of electricity, magnetism, and geometrical and physical optics. Laboratory work is
required. Prerequisite: MAT 171, PHY 210, or permission of the instructor.
PHY 300 Introduction to Electronics (four credit hours)
A laboratory-based course in the basic principles of circuit analysis, semiconductor devices, operational
amplifiers, and digital electronics. Prerequisite: PHY 230 or permission of the instructor.
PHY 310, 320 Modern Physics-I, II (four credit hours each)
A study of relativity, atomic and molecular structure, physics of the solid state, nuclear structure, quark theory,
and associated phenomena. Laboratory work is required. Prerequisite: PHY 230, MAT 230 and 360, or
permission of the instructor. PHY 310 is a prerequisite for PHY 320.
PHY 330 Mathematical Methods of Theoretical Physics
A study of mathematical methods used in theoretical subfields of physics such as classical and quantum mechanics,
and electromagnetic theory. Topics include complex variables and functions, vector differential operators, Stokes’
and Divergence theorems, Fourier series, integral transforms, partial differential equations, special functions,
complete sets of orthonormal functions, matrices, and the eigenvalue problem. Prerequisite: MAT 360, PHY 230,
or permission of the instructor.
PHY 340 Advanced Mechanics
A study of particle dynamics, rigid-body motion, small oscillations, rotating coordinate systems, and an
introduction to the Lagrangian and Hamiltonian formulations of mechanics. Co-requisite: PHY 330.
Prerequisite: PHY 230 or permission of the instructor. (Offered alternate years.)
PHY 350 Advanced Electricity and Magnetism
A treatment of topics in this area using more advanced mathematics than in PHY 230, with emphasis on the
fields produced by static charges and steady currents. Topics include electric fields and dielectrics, magnetic fields
and magnetic materials, scalar and vector potentials, Maxwell’s equations, and electromagnetic waves. Corequisite:
PHY 330. Prerequisite: PHY 230 or permission of the instructor. (Offered alternate years.)
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PHY 370 Thermal Physics
A presentation of the fundamental principles of thermodynamics, kinetic theory, and statistical mechanics
including equations of state, laws of thermodynamics, entropy, kinetic theory of an ideal gas, transport
phenomena, and Boltzmann and quantum statistics. Prerequisite: PHY 220, MAT 230, or permission of the
instructor. (Offered alternate years.)
PHY 380 Optics (four credit hours)
A laboratory-intensive study of light, our various descriptions of it, and its interaction with matter. Topics
include electromagnetic theory, propagation, imaging, polarization, interference, and diffraction. Prerequisite:
PHY 230. (Offered alternate years.)
PHY 399 Introductory Quantum Mechanics
A study of the concepts and ideas of quantum theory with applications to physical and chemical structures.
Emphasis is placed on the experimental foundations of quantum theory and on the postulatory development of
principles. Topics include one-dimensional systems, barriers and wells, the harmonic oscillator, ladder operators,
angular momentum, and the one-electron atom. Prerequisite: PHY 330 or permission of the instructor.
PHY 410 Computational Physics
A survey of modern computer methods for solving problems in physics, with emphasis on simulation and
visualization. Topics may include interacting rigid bodies, fields and waves, optical ray tracing, holograms, and
fluid flow. Prerequisite: PHY 230 or permission of instructor.
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Politics
Division of Social Studies
The Politics Program is designed to assist students in developing the arts of deliberation and judgment by which
they may understand more fully and participate more effectively in public affairs. Analytical reasoning, effective
writing, and proficiency in basic research techniques are skills cultivated and used throughout the program.
Special attention is given to the use of language since facility in this art is the best means by which to cut through
the ideological and partisan jargon that surrounds and camouflages so much discussion of politics. Sensitivity to the
nuances of language and skill in identifying common fallacies and cleverly used rhetoric are required for the study
of politics.
Emphasis is placed not so much on the changing details of current events, but on the philosophical, historical,
and institutional nature of the persistent problems that current issues illustrate. Students can anticipate a rigorous
inquiry into political philosophy, American government, comparative government, and international relations.
Attention is given to both empirical and normative aspects of these subjects. Primary texts and public
documents are extensively used. Majors in our program are urged to undertake study in related disciplines,
particularly in economics, history, philosophy, statistics, and languages.
Students are offered a diversity of non-classroom learning experiences. The Politics Program encourages
independent study, internships, and participation in off-campus academic programs. The perspectives and skills
acquired by students in politics classes will serve them in a wide range of career fields, including public service,
law, politics, business, and journalism.
Faculty
Christopher Paskewich (chair), Dina Badie, Robert Bosco, Lori Hartmann-Mahmud, Benjamin Knoll, Betsy
Montgomery-Smith, Daniel Stroup
Student Representatives
Ben Cooper, Dexter Horne
Recommended First-Year/Sophomore Preparation
Students considering a major in politics should try to satisfy as many graduation and major requirements as possible
in their first two years. Elective courses in politics, history, and economics are recommended. In addition, courses
in foreign language and mathematics, especially statistics, are useful.
Requirements for the Major
POL 120, 130, 205, 210, 260;
POL 300 or 301;
One POL course chosen from courses numbered 320-339;
One POL course chosen from courses numbered 340-349;
One additional POL course chosen from 300, 301, 320-349, or 360-379;
One additional POL course numbered 300 or higher;
POL 500
Requirements for the Minor
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Three of POL 120, 130, 210, 260;
Two POL courses drawn from at least two of the following four areas: 300-301, 320-339, 340-349, 360-379;
One additional POL course numbered 300 or higher
Politics Courses
POL 120 Introduction to Political Ideologies
An introduction to the major political ideologies. Students learn the beliefs and history of such ideologies as
conservatism, liberalism, socialism, libertarianism, environmentalism, etc. The foundations of these views are traced
through classic political texts. The current versions of these ideologies are investigated by applying the ideologies to
issues and politicians of today. Students learn the basic elements of today's political beliefs and values, and how
these drive governments around the world.
POL 130 Introduction to Comparative Politics
This course introduces students to different elements of political systems around the world. Case studies of
countries are used to study political, economic, social, ideological, and regional factors. Through an exploration
of various manifestations of these factors, including authoritarianism, totalitarianism, democracy, theocracy,
capitalism, communism, and secularism, this course employs the comparative method in an effort to make broad
generalization and to uncover political, economic, and ideological patterns.
POL 205 Introduction to Political Analysis
A general introduction to the major techniques used for the critical evaluation and analysis of the political world.
This includes both normative and empirical approaches. Emphasis is placed on the recognition, understanding,
critique, and application of analytical approaches used in scholarly journals and the popular media. Prerequisite:
POL 120 or POL 130 or concurrently.
POL 210 American Politics and Institutions
An introduction to the process of American government, emphasizing the structure, powers, and functions of
government, primarily at the federal level. Prerequisite: POL 120 and sophomore standing.
POL 260 Introduction to International Relations
An investigation of the basic factors in international politics, including the relationship of international politics
to international economics in the conduct of foreign affairs. Prerequisite: Sophomore standing; POL 130 is
recommended.
POL 300, 301 Western Political Theory-I, II
A survey of the works of selected thinkers whose political ideas and approaches to the study of politics have
become a part of the framework of Western political institutions and thought. Emphasis is placed on such theorists
as Plato, Aristotle, Machiavelli, Hobbes, Locke, Rousseau, Burke, Mill, Hegel, and Marx. Prerequisite: POL 120.
POL 320 American Constitutional Interpretation
A study of the fundamentals of American constitutional law as seen through the decisions of the United States
Supreme Court.
POL 321 Civil Liberties
A consideration, primarily through hypothetical cases, of constitutional issues arising under the Bill of Rights
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and the 14th Amendment.
POL 330 Parties, Campaigns and Elections
This course examines some of the fundamental mechanisms through which American citizens can influence their
democratic system: political parties and elections. We examine the role and function of political parties, as well as
how they interact with different electoral systems. We further examine modern American political campaigns, with
an emphasis on describing, analyzing, and explaining the strategies and outcomes of national presidential elections.
Prerequisite: POL 210.
POL 331 State and Local Politics
This is a course about politics at the state, county, and city levels, covering a variety of topics including American
federalism, the structure and organization of state and local governments, what these governments do, who
participates, and how local campaigns are run. The focus is naturally on politics here in Kentucky and Boyle
County. The course provides several opportunities for hands-on participation and involvement. We might attend a
city council meeting, visit the state capitol and observe the state legislature in session, interview local political
leaders, and/or participate in a city council simulation which will help us gain an understanding of what practical
politics is all about. Prerequisite: POL 210.
POL 332 Public Policy
A discussion of the intellectual foundation for the legitimacy and functions of the American administrative state
and the processes and mechanisms through which policy is designed and implemented. The course clearly
delineates the capacities and expectations of public agencies with the private sector. Students develop some
practical experience in utilizing the “tools of the trade” of policy analysis (e.g., theories of policy analysis, costbenefit
analysis, externalities, incentive design, moral hazard and the role of the nonprofit sector). Prerequisite:
POL 210.
POL 333 The American Presidency
An examination of the nature of the presidency and its role in the American political system. The presidency is
defined broadly to include both the presidential office and the institutional structures in the White House and the
Executive Office of the President that have grown up around it. Prerequisite: POL
210.
POL 334 Congress
A consideration of the politics and processes of our national legislature with attention to their effects on its policy
decisions. Topics covered include representation and the electoral process, congressional organization, the
legislative process, and relations of the Congress with other political actors. Prerequisite: POL 210.
POL 335 Gender and Politics
An exploration of gender and feminist issues as they relate to political theory and political participation. The
course begins with an examination of the history of women in American politics and how gender-based roles
shaped that participation. This is followed by an analysis of men's and women's participation in contemporary U.S.
politics. We will also examine various theoretical perspectives in the sub-field of gender and politics. Prerequisite:
POL 210 is recommended.
POL 336 Public Opinion and Voting Behavior
An examination of what Americans think about politics, why they vote, and how they vote. We will also discuss
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issues like partisanship, ideology, polarization, mass media, and political advertising. Students can expect lots of
hands-on experience with conducting and analyzing public opinion polls using SPSS and/or an equivalent
statistical analysis program. Prerequisite: POL 210.
POL 337 Political Communication
This course deals with how language is used in contemporary American politics. Possible topics include the news
media, campaign advertising, political speech-making and debating, cable news bias, political satire, and others.
Most importantly, this course considers the current state of American political discourse and its consequences for
both citizens and politicians. Prerequisite: POL 210.
POL 338 U.S. Social Movements
This course seeks to provide students with a general understanding of the form of collective action known as the
social movement. Our task is guided by the close examination of several 20 th -century social movements in the
United States, including the civil rights, women’s rights, labor, environmental, pro‐choice/pro‐life and gay rights
movements. students gain a theoretical and practical understanding of how/why social movements form and what
effect they have on the U.S. political system.
POL 339 Race, Religion and Politics
This course focuses on the role of race and religion in the American political landscape, with a specific focus on
how race and religion affect individuals in their patterns of political behavior. Possible topics include the nature of
racial/cultural/religious prejudice and its effect on political policy preferences and voting patterns, minority
representation in Congress, immigration policy attitudes, the role of religion in shaping American public policy, the
effect of religion on voting patterns, etc. Prerequisite: POL 210 recommended but not required.
POL 340 European Politics
A study of major political systems in Europe, both East and West. Special emphasis is given to the ongoing
economic and political challenges faced by the European Union as well as the UK, France, Germany, Italy,
Sweden, Poland and Hungary. Prerequisite: Junior standing; POL 130 recommended.
POL 341 Latin American Politics
A study of the political systems of Latin America. Attention is given to the problems of political changes and
economic development. The role of the United States in Latin American politics is also explored. Prerequisite:
POL 130 recommended.
POL 343 African Politics
A general introduction to politics on the African continent. The first part of the course explores African political
systems chronologically from pre-colonial forms, through the colonial period, and into the current post-colonial
system. The second half of the course looks at several political challenges facing Africa today, bringing in specific
country examples to illustrate how those challenges are being met. Examples include: the ethnic factor, the legacy
of colonialism, democratic transitions, and conflict resolution strategies. Some topical issues such as the
environment, population and health are also examined. Prerequisite: POL 130 recommended.
POL 344 Politics of the Middle East
A study of the political sources of conflict in the Middle East. These sources include religion, great power rivalry,
resource conflict, and levels of development. These sources are applied to the variety of conflicts in the region,
including intra-Arab disputes, the Arab-Israeli conflict, the notion of civilizational conflict between the West and
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Islam, and the implications for transformation in the Middle East. Prerequisite: POL 130 recommended.
POL 346 Politics of East Asia
With its rising powers, strategic choke points, and increasingly international influences, the political dynamics
of East Asia exert a powerful influence on the region and the world. This course introduces students to the
intersection between politics and history, geography, and ideology in East Asia, contextualized regionally and
internationally. Prerequisite: POL 130 recommended.
POL 351 Women and Development
An examination of perspectives on women’s role in development, concentrating on Africa, Latin America, and
South Asia. Some themes include: the effect of development projects on women’s quality of life, balance links
between women’s productive and reproductive roles, how women’s work is conceptualized, and structural obstacles
to women’s empowerment. Includes a study of specific ways in which “Third World” women have organized to
improve their condition locally and globally. Prerequisite: POL 130 recommended.
POL 361 International Law
A study of the principles, customs, and rules recognized as binding obligations on sovereign states in their mutual
relationships. Emphasis is given to the evolution of international law and its effectiveness in ordering the
relationships among nations. Prerequisite: POL 260.
POL 362 International Organization
A study of the development and effectiveness of international organizations in regulating relationships among
states and other actors in the international system. Emphasis is given to the United Nations, regional
organizations, and political-economic organizations such as the IMF and GATT. Prerequisite: POL 260.
POL 363 American Foreign Policy
A study of the formulation and implementation of American foreign policy. Attention is devoted to how political
institutions (President, Congress, bureaucracy, etc.) interact to produce foreign policy. Major issues of American
foreign policy, both past and present, are discussed. Prerequisite: POL 260.
POL 364 National and International Security
Security encompasses a wide range of concerns that span from classical dilemmas such as gun control or terrorism,
to more broadly defined issues such as health or the environment. This course explores these and other matters of
security through a mix of theoretical and empirical materials.
Prerequisite: POL 260.
POL 370 International Political Economy
An introduction to the concepts, theory, and policy of international political economy. The course discusses
the traditional perspectives, alternative views, and primary issues of the contemporary international political
economy including money, trade, development, and transnational corporations. Prerequisite: POL 260.
POL 371 Political Economy of Development
An examination of leading theories of political economy and how they apply to challenges facing developing
countries. Focus is on the specific challenge of the debt crisis and the various strategies for mitigating it (e.g., IMF
and World Bank – sponsored structural adjustment programs, national level approaches, proposals for debt relief,
etc.). Finally, the course examines how individuals are affected by the debt crisis in developing countries.
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Prerequisite: POL 130 recommended.
POL 421 Architecture of Democracy
This course explores how space and place and values come together in the design of our public space and the
presentation of our public buildings. Students will study the expression of architectural schools and democratic
values in public structures. We will apply these lessons to local civic structures and spaces, both through
assessment and imagining change to these places and spaces. Prerequisite: POL 120 recommended.
POL 433 American Environmental Policy
This course examines how politics, science, economics, and values are integrated to create the institutions of
environmental governance and management: statutes, regulations, and cases. We will examine a number of
environmental issues--air and water pollution, climate change, endangered species, energy and other resource use,
and the management of public lands- -from the perspectives of policy-making and policy analysis. Prerequisite:
ENS 210 or POL 210, or permission of the instructor.
POL 441 African Politics/Civil Society: Case of Cameroon
This course highlights the dynamic nature of civil society in a country attempting to make the transition from
an authoritarian to a democratic system: Cameroon in Central Africa . Students visit with government officials,
opposition leaders, traditional chiefs, and other NGOs to provide windows into a diverse and beautiful country
seeking to redefine itself politically.
POL 451 British Politics
An introduction to the structures, processes, and issues of the modern British political system using London as a
primary resource. During the first half of the course, students in teams of two research, visit and write written
profiles of London parliamentary constituencies as part of a class-produced London Political Travel Guide. During
the second half of the course students “join” one of the hundreds of British political pressure groups of their
choosing, from pro-fox-hunting to anti-nuclear and every imaginable social, political, economic, and cultural topic
in between. The class will discuss current British political issues such as political parties, electoral reform, the
European Union, devolution and civil rights.
POL 453 Urban Politics
A study of the politics of cities, towns, and their communities. Students investigate issues facing modern towns and
cities, including crime, public education, aging infrastructures, gentrification, racial segregation, immigration, and
poverty. A global study of cities also explores the way cities are designed across the world, including city layouts and
the use of sidewalks, parks, streets, and other public spaces. These public spaces and their geography, political
culture, and economic diversity are closely examined. Finally, the class Investigates just how much influence our
politicians and citizens have on the very cities they live in.
POL 455 Personality and Power
This course explores the effect of personality on the political leadership of figures such as Mahatma Gandhi,
Adolf Hitler, Che Guevara, and Ronald Reagan. Relying on the field of political psychology, we will explore
various ways of assessing personality while interpreting how the beliefs, ideologies, perceptions, and personal
histories of these figures contributed to their power and political decisions.
POL 456 European Union and the Eurocrisis
An exploration of how the European Union was created and how it runs today, including a look at different
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European governments, welfare-state models, and policies. The course compares how Europe truly differs from the
USA in politics and includes a study of the American financial crisis of 2008 and how this compares to the ongoing
Eurocrisis. Prerequisite: POL 120 or POL 130.
POL 461 The Construction of Europe
A study of the three European institutions housed in Strasbourg, France: The European Union (EU), The Council
of Europe, and the European Court of Human Rights. In part, the course uses a case study approach, focusing on
current issues being debated and decided in Strasbourg, the administrative center of Europe.
POL 464 Religion and International Politics
This course examines broadly the ways in which religion impacts international politics, as well as how international
political forces impact religion(s). We will first look at how to study religion in international politics through
different theoretical lenses, and move on to consider the political implications of various definitions of religion.
Then we will look at the role of religion and religious actors in diverse topic areas such as conflict and political
violence, peacekeeping and conflict resolution, resistance and rebellion, diplomacy and foreign policy, international
religious freedom, and finally (inter)national security. Prerequisite: POL 260.
POL 500 Senior Seminar
A seminar study of significant works in politics selected to encourage students to integrate knowledge and
perspectives gained across the subfields of the discipline. Topics vary with instructor. Students write a research
paper and give a public presentation of the work they have developed in the course. Prerequisite: Senior majors
who have completed POL 205, 210 and 260.
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Psychology
Division of Science and Mathematics
The Psychology Program assists students as they develop a thorough understanding of key ideas, works, persons,
events, and issues within the discipline of psychology. Students enhance their understanding of scientific
psychology by developing their research skills in a variety of settings ranging from laboratory to independent field
research projects. In addition, students enrich their understanding of applied psychology through internships and
course work. Finally, students strengthen and diversify their critical and creative thinking skills and their
multidimensional communication skills in each of the above contexts.
Psychology students are provided a thorough background in the basic concepts, theories, and experimental findings
in psychology, and a well-developed set of research skills and experience in thinking creatively and critically about
the world using the information they have learned. In addition, the program seeks to provide students with the
opportunity to contribute meaningfully to the scientific enterprise as undergraduates through their own research.
The program provides students with a fine background for advanced training and work in both applied and
scientific research areas.
Faculty
Jan Wertz (chair), Melissa Burns-Cusato, Brian Cusato, Aaron Godlaski, Jennifer Goetz, Mykol Hamilton,
Matthew Kassner, KatieAnn Skogsberg
Student Representative
Ellie Carver
Requirements for the Major
Foundation Requirements: PSY 110, BIO 110 or NSC 120, MAT 130, PSY 205, PSY 210, PSY 295;
Advanced Group A courses (choose 2): PSY 320, PSY 360, PSY 380;
Advanced Group B courses (choose 1)*: PSY 300, PSY 305;
Advanced Group C courses (choose 1)*: BNS 300, BNS 360, BNS 370, BNS 390;
*at least one of the selected courses from Groups B and C must have a lab (four hour course);
Additional advanced courses: Two additional PSY courses numbered 300 or higher excluding PSY 350, 351, 500;
Capstone (choose 1): PSY 350 or 351 or 500.
Completion of senior tests as determined by the program.
MAT 130, PSY 110, PSY 205 and PSY 210 should be completed by the end of the sophomore year and BIO
110 (or NSC 120) and PSY 295 should be completed by the end of the junior year.
A double major with Behavioral Neuroscience is not permitted.
Requirements for the Minor
MAT 130; PSY 110; PSY 205; PSY 210 (or BNS 210 and an additional PSY course numbered 300 or higher,
excluding 350 and 351); Four additional PSY courses numbered 300 or higher, excluding 350 and 351.
Psychology Courses
PSY 110 Introduction to Psychology (four credit hours)
A comprehensive survey of the basic concepts involved in the study of behavior and applications of these
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principles. Laboratory work is required. Prerequisite: MAT 110 or basic skills in math.
PSY 205 Introduction to Research Methods
A general introduction to the techniques used for the critical evaluation and analysis of behavioral data. The
underlying theory and computational techniques of observational studies, correlations and simple experiments are
reviewed. Emphasis is placed on the recognition, understanding, critique, and application of analytical methods
used in behavioral science journals and popular media. Prerequisite: PSY 110; MAT 130 or concurrently; or
permission of the instructor.
PSY 210 Experimental Psychology (four credit hours)
An introduction to experimental and quasi-experimental design, hypothesis testing and inferential statistics in
psychological research. Students apply these concepts across the term in the laboratory component by designing
and performing an experimental study, analyzing the results and writing a scholarly research paper. Prerequisite:
PSY 110 and 205. Not open to students with credit for BNS 210.
PSY 250 Introduction to Research (one credit hour)
A course intended to provide first-years and sophomores with an opportunity to engage in research under the
close supervision of faculty. Students gain the experience needed to successfully conduct independent research
projects in PSY/BNS 350 and 351. Students are expected to dedicate at least three hours of work on the research
project each week for every one hour of course credit earned. Offered on a pass-unsatisfactory basis only.
Prerequisite: By invitation.
PSY 295 Physiological Psychology (four credit hours)
An introduction to the biological basis of behavior. This course begins with a detailed study of anatomy and
function of cells in the nervous system. These concepts are then used to understand the relationship between neural
function and specific behaviors, including vision, sleep, reproduction, emotion, as well as neurological and
psychological disorders. Emphasis is placed on the neural systems level of analysis with special consideration of
neural circuitry. Laboratory work is required. Not open to students with credit for BNS 295. Prerequisite: PSY 110;
BIO 110 or NSC 120 is recommended.
PSY 300 Cognition
A study of questions about the nature of the mind, thinking and knowledge. The course examines theories,
experimental techniques, and empirical findings and covers a range of topics including: attention, perception,
memory, knowledge, problem solving, reasoning, intelligence, and decision making. Prerequisite: PSY 110.
PSY 305 The Psychology of Learning (four credit hours)
An overview and critical analysis of current learning theory with emphasis given to investigations of Pavlovian and
instrumental conditioning. Students develop an awareness of processes that facilitate and hinder learning in
humans and animals through classroom and laboratory activities. Prerequisite: PSY 110.
PSY 310 Personality
A study of the major personality theories and the application of these theories to understanding normal and
abnormal behavior. The course covers the major theorists, along with the personal and cultural forces that appear
to have influenced the person and his or her theory. Emphasis is placed on the theories which have been
formulated to explain and integrate the available clinical and experimental evidence. To gain a more concrete
understanding of the concepts, students complete personality tests associated with some of the theories.
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Prerequisite: PSY 110.
PSY 315 Health Psychology
An overview of the theory, research, and practice of health psychology from a biopsychosocial framework.
Students will actively learn how psychological factors relate to both pathological and positive outcomes in physical
health. Major themes will include the role of psychologists in the research and treatment of stress, chronic pain,
traumatic brain injury, and nutrition, in integrative healthcare settings. Prerequisite: PSY 110; BIO 110 or NSC 120
is recommended.
PSY 320 Abnormal Psychology
A study of the causes, symptoms and treatments of psychopathology. The course covers many disorders, including
mood disorders (depression, bipolar), anxiety disorders (panic disorder, phobias, PTSD), schizophrenia and
personality disorders. Causes and treatments are viewed from common and empirically based theoretical
perspectives including psychoanalytic, behavioral, cognitive and biological. Prerequisite: PSY 110.
PSY 325 Child Abnormal Psychology
A study of childhood disorders and available preventative and curative therapies. The class reviews and drafts
legislation for the prevention and/or cure of childhood disorders with special attention to community psychology
approaches. Prerequisite: PSY 110.
PSY 335 Cultural Psychology
An examination of the emerging fields of cultural and cross-cultural psychology. The course covers theoretical and
methodological foundations of the study of interactions of culture and human psychology. Focus is on culturespecific
theories of mind, person, self, and social institutions on human cognition, motivation, emotion, and social
interaction. Prerequisite: PSY 110; PSY 210 is recommended.
PSY 340 Psychometrics
A study of educational and psychological measurement and evaluation, including the technical foundations of
testing and measurement. Students learn the major ways in which tests are classified, study psychometric theory and
measurement, and discuss relevant issues in testing and assessment. The course covers the major psychological tests
(i.e., intelligence, achievement, affective, personality, neuropsychological). Prerequisite: PSY 110; MAT 130 or
equivalent.
PSY 350 Advanced Research Topics (four credit hours)
Students meet in seminar format to discuss key problems of effective experimental research. Students also
conduct a research project supervised by department faculty on an individual basis. Research projects and seminar
meetings are extended over two long terms. Students are expected to dedicate at least three hours of work on the
research project each week for every one hour of course credit earned. Prerequisite: PSY 210 and permission of
the instructor of record and the faculty research advisor.
PSY 351 Advanced Research Topics
Students meet in seminar format to discuss key problems of effective experimental research. Students also conduct
a research project supervised by department faculty on an individual basis. Research projects must be completed
within one long term. Students are expected to dedicate at least three hours of work on the research project each
week for every one hour of course credit earned. Prerequisite: PSY 210 and permission of the instructor of record
and the faculty research supervisor.
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PSY 360 Social Psychology
A study of individuals in their social and cultural settings. Emphasis is placed on empirical research into the social
and situational factors involved in perceptual-cognitive processes, attitude acquisition and change, intergroup
relations and sociocultural differences. Students perform studies designed to investigate basic processes of social
psychology. Prerequisite: PSY 110 or senior standing and permission of the instructor. PSY 210 is recommended.
(Also listed as SOC 360.)
PSY 365 Law and Human Behavior
An introduction to the application of social science research methods and psychological knowledge to
contemporary issues in legal psychology, including eyewitness testimony, scientific jury selection, lineup
construction, juror decision making, the social scientist as expert witness, pretrial publicity, interrogation and
confessions, race and the law, gender and the law. The course emphasizes the empirical side of legal
psychology rather than clinical/forensic psychology. Prerequisite: PSY 110. PSY 205, and PSY 210 or BNS 210 are
recommended.
PSY 370 Motivation and Emotion
A study of the fundamental question in psychology: Why do individuals behave the way they do? The course
covers current theories and underlying principles used to study motivation and emotion. Prerequisite: PSY
110, and BIO 110 or NSC 120.
PSY 375 Influence and Persuasion
A survey of the empirical literature on social influence and persuasion, with an emphasis on application. Topics
include compliance tactics, persuasion, advertising and propaganda, minority influence, reciprocity and revenge,
societal and group responses to deviance (including ostracism and bullying), and resisting influence. Prerequisite:
PSY 110; PSY 205 recommended; PSY 210 or BNS 210 recommended.
PSY 380 Life-Span Developmental Psychology
A study of human development through the lifespan, including physical, cognitive and psychosocial changes.
Starting with prenatal development and progressing through death and dying, topics are analyzed from the
applicable perspectives of major theories of development--cognitive, psychosocial, biological, learning and
humanistic. As part of the course, students are asked to perform community-based learning. Prerequisite: BIO 110
or NSC 120; PSY 110.
PSY 390 Psychology of Women
An examination of findings concerning the psychological characteristics, behavior, and lives of women. Among the
topics covered: traditional, nonsexist, and feminist approaches to psychology; gender identity and gender role
acquisition; gender differences and similarities; stereotyping and discrimination; work and achievement; romance
and sexuality; therapy; motherhood; violence against girls and women. Prerequisite: PSY 110 or permission of the
instructor.
PSY 500 Senior Seminar
An in-depth study of current research topics in psychology. Students read extensively from the primary literature,
critically analyze published findings and the views expressed by their peers, lead and participate in class
discussions, and present their research findings on a regular basis throughout the term. Prerequisite: senior PSY
major or permission of the instructor.
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Religion
Division of Social Studies
Through a wide variety of course offerings and assistance with internships, the Religion Program seeks to fulfill
several goals. The first is to acquaint students with the interpretations of religious belief and practice offered by
the world’s major religious traditions, especially the Western religions. A second goal is to develop students’ ability
to reflect critically and independently on these traditions, to gather and interpret research materials, and to
articulate their ideas well. A third goal is to encourage students to contribute to society after graduation through
participation and leadership in professional, religious, and civic organizations. A final aim is to prepare religion
majors for graduate and professional programs in religious studies or theology if their career goals require
additional study.
Graduates who majored in religion at Centre have proved themselves to be well prepared for graduate and
professional study in religion. They have acquitted themselves well in the nation’s best divinity schools and graduate
departments of religion. Most of the majors, however, go in other directions. They have found the major to be
strong general preparation for careers in banking, counseling, law, medicine, theater management, writing, and
various organizations in the private and public sectors.
Majors acquire general knowledge in the discipline through survey courses in biblical history and ideas, history of
Christian thought, and Eastern religious traditions. They then enjoy unrestricted choice of six upper-level electives.
Finally they take the senior seminar. This experience involves them in discussion with the entire religion faculty,
and often with visiting scholars, of important current works in the discipline; in the preparation of critical responses
to these readings; and ultimately in the production and presentation of a major research paper.
Faculty
Tom McCollough (chair, fall), David Hall (chair, spring), Richard Axtell, Beth Glazier-McDonald, Christian
Haskett, Lee Jefferson, Matthew Pierce, Shayna Sheinfeld
Student Representatives
Jeannie Corbitt, Isaac Toney
Requirements for the Major*
REL 110 or 120;
REL 210 or 220 or 230;
REL 240 or 250;
REL 299;
Four REL courses numbered 300 or higher;
One addition REL course numbered 200 or higher;
REL 499 and REL 500.
Requirements for the Minor*
REL 110 or 150;
REL 210 or 220 or 230;
REL 240 or 250;
Four REL courses numbered 300 or higher excluding REL 499 and REL 500.
*These requirements apply to students declaring the major or minor in spring 2016 and after. Students declaring
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earlier should consult the 2014-2015 catalog.
Religion Courses
REL 110 Biblical History and Ideas
A study of the historical setting and development of the Israelite and early Christian communities, their
literatures, and their thought, as reflected in the Hebrew Bible and New Testament.
REL 130 Eastern Religious Traditions
A survey of religious traditions of South and East Asia. Focus will be given to the beliefs, practices, historical
interaction, and cultural significance of Buddhism, Hinduism, Jainism, Daoism, Confucianism, and other Asian
religions.
REL 140 Philosophy of Religion
A critical examination of traditional and recent theories concerning such issues in the philosophy of religion as the
existence of God, the nature of ultimate reality, the nature and destiny of human beings, and the validity of claims
to religious knowledge. (Also listed as PHI 170)
REL 150 Western Religious Traditions
An introduction to the major religious traditions of the Western world. Focused attention is given to the historical
interactions between Judaism, Christianity, and Islam, as well as their main thinkers, texts, beliefs, and practices.
REL 160 Biblical Hebrew (four credit hours)
An introductory course in reading, vocabulary, and grammar skills.
REL 165 New Testament Greek (four credit hours)
After a review of grammar, this course studies passages from the Greek New Testament (the Gospels, Acts,
Revelation), leading to possible further course work in Greek epic, tragedy, or philosophy. Prerequisite: CLA
111 or permission of the instructor.
REL 210 Introduction to Judaism and Jewish Traditions
This course surveys the major practices, beliefs, and traditions of Judaism. Throughout, we will ask: what is
Judaism? In an attempt to answer this deceptively simple question, students will examine how Jewish communities
across history have shaped their practices and beliefs within their own specific historical circumstances. Further,
students will explore how Jewish self-identity, textual traditions and religious practices combine to define
"Judaism." Students will interact with primary sources, including (but not limited to) the Hebrew Bible, the Talmud
and the Zohar.
REL 220 Introduction to Christianity and Christian Traditions
An introductory study of Christion thought in relation to its intellectual and societal context from its beginnings in
the Apostolic Period to the present day, with an emphasis on certain individuals and movements in the ancient
church, the Middle Ages, the reformations of the 16th century, and the Enlightenment, and with an assessment of
their contributions to the present positions of Christian thought.
REL 230 Introduction to Islam and Islamic Traditions
A study of the major debates within and about Islam, and including a historical survey of Islamic beliefs, practices,
and institutions. Special attention is focused on the life of Muhammad, the major divisions within Islam,
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understanding modern Islamic movements, and issues that face Muslims in America today.
REL 240 Introduction to Hinduism and Hindu Traditions
Hinduism, with perhaps a billion followers and at least 3500 years of history, is one of the oldest and the third
largest religion in the world. It is also one of the most spectacular and complex, with abundant and diverse
architecture, philosophy, pilgrimage, ritual, social structure, personal practice, and law, to name a few, all meriting
our consideration. In this course we will explore who Hindus are, what Hindus believe, and what Hindus do.
REL 250 Introduction to Buddhism and Buddhist Traditions
This course examines the 2500 year old religion known to us as Buddhism.' After its beginnings in India,
Buddhism eventually spread to all of Asia, and profoundly influenced much of human history. In the last century,
Buddhas, Buddhists, Buddhist terms, and Buddhist ideas have achieved a real prominence in the West- and have
produced not a little confusion as well. In this course we will explore who Buddhists are, what Buddhists believe,
and what Buddhists do.
REL 299 Theory and Method in the Study of Religion
An introduction to ways that scholars of religion think about religion, and produce new scholarship on religion.
The course surveys the classical thinkers on religion, including Marx, Freud, Durkheim, and others, and then uses
some recent works as case studies.
REL 310 The Art of Pilgrimage
This course is intended to immerse the student into the tradition, theology, culture, and environment of pilgrimage.
Specifically, this course will allow the student to explore the significance of pilgrimage by performing the actions of
a pilgrim to Santiago de Compostela in Spain. For over 1000 years, people of faith have traveled to the burial site of
St. James in Santiago. The routes to reach Santiago flourished in the medieval era, paths that were walked by
princes, kings, and ordinary peasants. As a result each town along the way to Santiago bears vivid material evidence
through ecclesial art and architecture that speaks to the popularity of this practice. Students will walk in their
footsteps upon these well-trod routes, specifically focusing on the route in northern Spain. By delving into this
practice, students are expected to gain a deeper knowledge of the role of ritual practice in religion as well as an
understanding of the continued significance of physical ritual in the contemporary world.
REL 311 The Holy Land: Historical and Theological Studies of Israel
Judaism, Christianity and Islam claim the land of Israel as sacred space. This course studies the ways in which
this has evolved and been expressed in the history, theology and architecture of these religious movements.
REL 312 Biblical Archaeology
Biblical archaeology examines the archaeological records of the ancient Near East and the ancient
Mediterranean as one means of shedding light on the Bible. This course introduces archaeological field methods
and surveys a number of archaeological sites and discoveries (e.g., Ugarit, Temple Mount in Jerusalem,
Qumran) that have some bearing on the reading and interpretation of the Bible. Prerequisite: REL 110.
REL 317 Illness, Healing and Miracles
This course examines the large role healing and miracles played in the lives of people living in the first
millennium of the common era. By exploring how healing and miracles related to religion in this time frame,
some comparisons can be realized in how religion is continually related to healing in the contemporary era.
Primary and secondary texts are examined as well as archaeology and visual art, incorporating several different
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genres to illuminate the subject of illness and healing in the Late Antique and Early Medieval worlds and its
continuing relevance in contemporary life. By looking to the past and considering questions of what “Christian”
healing actually looked like and why miracles proliferated at this time, students can begin to explain why
miracles, particularly healing miracles, continually appear in religious contexts today. Prerequisite: none; REL
110 or 120 recommended.
REL 318 Christology and Images of Jesus
This course explores the theological conception of Christ in word and image. Both theologians and artists have
depicted Jesus in multifaceted ways from the first centuries to the contemporary period. This course intends to
examine the early Christological controversies on the divinity of Christ and explore cognate artistic “portraits” that
express doctrinal Christological impressions as well as reveal more popular and accessible conceptions of Christ.
By examining the conciliar Christological debates alongside visual representations of Christ, a greater
understanding of resonant religious, historical, and art historical movements can be achieved. The course involves
the study of scripture and theological writings, and the investigation of artistic “portraits” of Christ. These
“portraits” include artistic evidence from the third century to the present (including film), and students are
expected to compare textual renderings of Christ to artistic portrayals of Christ with the goal of realizing the long
tradition and prescient impact these examples continually embody. Prerequisite: REL 110 or 120.
REL 319 Christian Art in Context
This course examines the genre of Christian art from its inception through several prominent periods in history.
The goal is to analyze the development of Christian art amidst the contextual background of history. With this
methodology, one can visually realize and recognize important historical and theological shifts that are underway in
the immediate context of the work of art under discussion. Moreover, it is equally critical to examine these works of
art in situ to realize the dimensions, the depth of artistic professionalism and gravitas that they exhibit. This course
intends to impart the importance of witnessing works of art “face to face” as well as to understand the context in
which they were born. This class will examine the rise of Christian art into the Byzantine era, the shifts in
representation in the Renaissance and Reformation eras, and how Christian art is expressed today. This course will
take field trips to Louisville and Chicago to see works of art examined in class. Students choose a specific work of
art to study and analyze on a deeper level for a class project.
REL 323 The Ottoman Empire
A study of the rise and fall of the vast and complex Ottoman Empire. The course examines the evolution of central
institutions and leadership, foreign relations, and social and economic change. The course also surveys the
development of the beautiful and distinctive forms of Ottoman art and architecture. As the head of the Ottoman
Empire was also the leader of Islam, the course also affords the opportunity to explore the development of Islam
with particular attention given to Sufism. (Also listed as HIS 338).
REL 324 Reformation
The course focuses on European history from the mid-15th to the mid-16th century. Locating the origins of the
Reformation in the late Middle Ages, the course focuses on the theological, philosophical, and historical forces at
work that culminated in the reform movements in Germany, Switzerland, and England. While Martin Luther is the
central figure studied, attention is also given to Ulrich Zwingli and John Calvin as well as several figures from the
Radical Reformation. (Also listed as HIS 305.)
REL 333 Concepts of the Qur'an
An examination of social and theological issues in the Qur'an, with an emphasis on modern situations. Issues
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elating to the application of Islamic law, particularly family law are central. The consequences of Islamic law for
women and minorities are examined in detail. Prerequisite: REL 130 or 132 or 332 or permission of the
instructor.
REL 334 Islam in America
This course introduces students to some of the most important people, ideas, and events that have shaped Muslim
communities in America. Toward that end, the class will spend a week travelling to meet high-profile Muslim
scholars, imams, activists, and professionals in Kentucky, Atlanta, Washington D.C. and New York City. A diverse
selection of readings, travels, and meetings provide students with a critical understanding of the variety of social,
political and religious concerns facing Muslim American communities today.
REL 336 Reading and Ritual in Hinduism
An exploration of Hindu sacred texts with special attention to their use in ritual, music, film, and festival.
Prerequisite: REL 130 or permission of the instructor.
REL 340 Poverty and Homelessness
A study of poverty and homelessness in the United States in light of major theological and philosophical
approaches to economic justice. Students compare alternative perspectives on root causes of American poverty
and evaluate competing public policy proposals. The course is designed to create an enlightening encounter with
“the other America” through readings, movies, discussions with poor and homeless persons, interviews with
service providers and activists, site visits, and experiential learning.
REL 344 Religion and Violence
An analysis of the major approaches to issues of violence, war, and peace in religious ethical teaching. The course
examines the roots of Christian pacifism, Just War theory and Holy War as well as alternative theories on the
origins of conflict. Students work to develop positive, practical strategies for conflict resolution informed by the
rich resources available in biblical teaching, theological ethics, and Gandhian philosophy.
REL 347 Liberation Theologies
A study of liberation theologies with emphasis on the integrative analysis upon which their theological method
depends. The course examines the socio-economic and historical situations out of which Latin American, African
American, womanist, feminist, and gay/lesbian theologies of liberation have arisen; the social analysis they employ;
and the reconstruction of Christian theology that results.
REL 350 The Holocaust
This course examines the event of the Holocaust by exploring its history and background, its impact on the Jewish
community in Europe and worldwide, the responses to the event, and its consequences. The course deals with a
variety of disciplinary frameworks, including history, theology, literary studies, and political science. The class will
take an overnight trip to Washington, D.C. to visit the Holocaust Museum. (Also listed as HIS 322.)
REL 353 Existentialism
Existentialism embraces a wide range of thinkers—from the desperately religious to the vehemently atheistic. This
course reflects upon writers from both of these traditions, including Kierkegaard, Nietzsche, Heidegger, and Sartre,
and tries to examine the effects existentialism has had upon art and literature. (Also listed as PHI 350.)
REL 360 Advanced Topics in Hebrew (four credit hours)
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Selected prose readings from both the Hebrew Bible and modern Israeli writers. Continued emphasis on grammar
skills and vocabulary acquisition. May be repeated. Prerequisite: REL 160. Note: May be applied toward major
requirements only twice and minor requirements only once.
REL 375 The Life and Thought of Augustine
This course explores the development of Augustine’s thought in its historical context. Through reading Augustine’s
works with a keen eye towards philosophical influences, political and social movements, biblical interpretation, and
major controversies, a broader understanding of the impact of Augustinian thought can be achieved. Students read
the seminal works of Augustine in English translation, as well as secondary biographical works on Augustine’s life
in order to place his thought in its North African context as well as address its role in the broader milieu of
Christian thought. Prerequisite: REL 120 and junior or senior standing, or permission of the instructor.
REL 376 Religion in Latin America
This course introduces students to the dynamic history of religion in Latin America. Widely perceived to be a
Catholic region, Latin America has never been unified in its religion. Instead, Latin American religion has been a
site of contest, compromise, and creation. These struggles have taken place both between and within religious
groups. In the modern period, religious pluralism has become more prominent in Latin America as millions of
Latin Americans seek to recover pre-Christian African and Native American traditions and millions more turn their
attention to new religious options like Pentecostalism. Students will draw on lectures, discussions, primary and
secondary source readings, visual media, and participant-observation in order to better understand the ideas and
issues that characterize religion in Latin America.
REL 380 Women, Gender, and Islam
This course examines the diverse ways gender and sexuality has been constructed in Muslim societies historically
and today. We will begin with an analysis of gender roles found in early Arab Muslim communities and will look at
how specific assumptions about gender have become embedded in important Islamic texts and rituals. Attention
will be drawn to the lives of some (often overlooked) influential Muslim women of history. The course will
conclude with a careful look at how contemporary Muslims justify and/or challenge traditional gender roles within
society today. Prerequisite: Students should have either taken a course which has introduced them to Islam or a
course which has critically engaged gender theory: REL 150 or GNS 210 or permission from instructor.
REL 385 Sufism and Islamic Spirituality
This course explores the spiritual and mystical dimensions of the Islamic tradition. Despite common stereotypes of
Islam, Muslims have long cultivated a variety of teachings and practices designed to bring the individual into
personal contact with the divine. In this course, we grapple with some of the most profound insights of the Islamic
tradition as we survey the history of Islamic spirituality, including, though not limited to, Sufism.
REL 453 World Hunger and the Environment
An analysis of the world hunger and environmental crises and of competing diagnoses of root causes. The course
1) examines alternative economic theories and related theories of development on issues of poverty and the
environment, 2) compares underlying theological and ideological presuppositions that shape perception of causes
and ethical judgments about effective solutions and 3) develops theological resources for practical, responsible, and
compassionate actions in the midst of widespread hunger and environmental degradation.
REL 454 Religion and Human Rights in a Global Society
An examination of the religious and secular origins of human rights conceptions. Study of primary declarations and
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documents and comparison of alternative notions of human rights and their theoretical foundations sets the stage
for application of key concepts in current debates about genocide and humanitarian intervention, the International
Criminal Court, the economic policies of international financial institutions, and the rise of religious
fundamentalism.
REL 456 Life and Death in Varanasi
Students travel to India to directly observe five major Indian religions as they take place on the ground. We will
travel to Delhi, and on to Amritsar to visit the Golden Temple, the center of Sikhism, as well as the Indo-Pakistan
border. Then, for two weeks we will observe Hindus, Buddhists, Muslims, and Jains in some of their most ordinary
and most important religious places. In particular, we hope to observe the Dalai Lama at a mass public teaching; to
see funerals and cremations on the banks of the Ganges; to visit the birthplace of the previous Champion of the
Jains; and, to see how Muslims maintain an identity that is at once Indian and Other. Throughout, the course
emphasizes a comparison between Western text-centric visions of Eastern religions, as well as developing skills in
‘reading’ places, persons, and practices.
REL 458 The Theology of Harry Potter
No series in recent memory has captured the imagination of young (and old) audiences like the Harry Potter series.
The series also stirs controversy in religious circles, particularly because of its child-hero and young audience. The
series has been labeled anti-religious, anti-Christian, and Harry himself has been called everything from a witch to
the devil for his pervasive influence on young children. But are audiences reading too much religion into the Potter
series? Is the series pure entertainment or does it draw upon existing archetypes of the hero, or existing Christian
archetypes? Is God in Harry Potter? Is the concept of sin? Or salvation? This course will first discuss what
“theology” is. Next we will discuss the genre of fantasy novels and the concept of a “hero” by reading the Joseph
Campbell text (as well as reading an essay by Centre professor Milton Scarborough). Finally, we will read three
novels of the Potter series that contain the origin story (the Sorcerer’s Stone), and the climactic ending of the story
(the Half-Blood Prince and the Deathly Hallows). This course will allow students to develop an understanding of
theological concepts such as God, sin, and theodicy (the problem of evil), and also to study the literary epic genre
through the lens of the Harry Potter series. It will also allow students to analyze contemporary debates involving
religion and pop culture. Prerequisite: REL 110.
REL 467 Human Rights in Guatemala
This course uses Guatemala as a case study to explore three key turning points in the history of human rights. It
begins by examining the first contact between Europeans and Native Americans in the 1500s and the ensuing
debates within the Catholic Church regarding definitions of “human.” The second section of the course investigates
Cold War-era genocide during the Guatemalan Civil War, including religious responses in the names of human
rights through Liberation Theology, indigenous spirituality, and Pentecostalism. The final section of the course
focuses on the role of human rights in the peace and reconciliation process, especially as practiced by both religious
and non-religious non-governmental organizations.
REL 499 Senior Seminar Research (one credit hour)
A course intended to oversee and guide research for the major paper to be presented in the senior seminar. Senior
religion majors only.
REL 500 Senior Seminar
A capstone seminar course for senior majors dealing with selected issues in religion as determined by the interests
of the Religion faculty and students. Students and the Religion faculty read selected works and discuss them during
the seminar, with the opportunity to meet and engage the author of the selected works under discussion. Students
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write a research paper, continuing their work from REL 499, and provide an overview and defense at the end of the
course.
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Spanish
Division of Humanities
The first two years of the Spanish program focus on establishing a practical knowledge base in the language,
concentrating on speaking and writing skills. Many students who have studied several years of Spanish in high
school are able to test into intermediate or advanced-level courses, providing them with a head start on a degree in
Spanish. After Spanish 220 or its equivalent, majors take nine additional courses and minors take five.
The next level of courses targets advanced composition and conversation skills, explores both Peninsular and
Latin American culture, and provides an introduction to literary analysis. Advanced courses concentrate primarily
on the literature of Spain and Latin America, although culture always figures as an important part of all the courses
offered in the Spanish program. Our curriculum also integrates the growing body of literature written by
Latinos/as, individuals of Hispanic descent living in the United States. In addition to our regular rotation of
courses, specialized new courses are offered which reflect both student and faculty interest.
Students are encouraged to develop their language skills both here and abroad. The Spanish program regularly
offers courses in international settings through Centre’s established program of study in Mérida, México and
through CentreTerm courses abroad, most recently in Nicaragua and in Spain. The program’s faculty is also
available to help students gain access to reputable programs abroad at other locations.
Other activities on campus are available to those students wishing to make practical application of their language
skills. The Service Learning Project provides the opportunity to interact with Latinos in the Danville area, as
students become involved in community volunteer projects of their choosing. The Hispanic Society, open to all
Spanish students at all skill levels, meets throughout the year for discussions related to current issues in the
Hispanic world. There is also a chapter of the National Spanish Honor Society on campus, Sigma Delta Pi.
Increasingly, those individuals who possess additional language skills will have a distinct advantage on the job
market. Opportunities for Spanish speakers abound in business, medicine, finance, and law, etc. Since parents want
their children’s competitive edge to start early, Spanish language teachers are always in demand. U.S. Latinos
represent the nation’s fastest-growing minority; the emerging Latino population makes students’ knowledge of
culture especially relevant. A major or minor in Spanish is a useful complement to a major in any field.
Faculty
Genny Ballard (chair), Laura Chinchilla, William Costley, Mary Daniels, Jason Doroga, Maria Galvan, Nuria
Sabaté-Llobera, Iulia Sprinciana
Student Representatives
Lucas Do, Jeri Howell
Recommended First-Year/Sophomore Preparation
Students considering a major in Spanish are encouraged to plan their academic programs to include as wide a
distribution of courses as possible regardless of their professional or vocational objectives. Prospective majors
should consider especially taking courses in literature, history, philosophy, anthropology, politics, and the fine
arts.
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Requirements for the Major
SPA 230*, 240*, 250, and 255;
One of SPA 260, 261, 270, 271, or 290;
One SPA course numbered 301-399 and SPA 350 (Junior Seminar);
One SPA course numbered 403-499 and SPA 500 (Senior Seminar)
Requirements for the Minor
SPA 230*, 240*, 250;
One of SPA 260, 261, 270, 271, or 290;
One additional SPA course numbered 301-499
*NOTE: Heritage and native speakers may place out of these courses, based on program faculty recommendation,
but must take an additional 300 or higher level course or courses to satisfy requirements of the major or minor.
Spanish Courses
SPA 110, 120 Fundamentals-I, II (four credit hours each)
An introductory sequence developing all four basic communication skills (speaking, listening, writing,
reading). Prerequisite: SPA 110 required for SPA 120.
SPA 121 Review of Fundamentals
A review of major grammatical concepts and vocabulary of elementary Spanish. This course is open only to
incoming students by placement and others with the permission of the Spanish Program chair.
SPA 210, 220 Intermediate-I, II
An intermediate language sequence which strengthens and develops basic communication skills. Prerequisite for
SPA 210: SPA 120 or 121 or placement. Prerequisite for SPA 220: SPA 210 or placement.
SPA 230 Advanced Spanish Grammar and Composition
A thorough review of basic problems of grammar and vocabulary with focus on nuances of word choices, style, and
grammatical structure. This course is designed to make students' writing more accurate and organized as well as to
develop a notion of style in Spanish using reading excerpts as examples. Prerequisite: SPA 220 or equivalent.
SPA 240 Advanced Conversation
Provides students with situational practice of spoken Spanish, emphasizing vocabulary building and increasing
proficiency, and a review of basic grammar structures. Prerequisite: SPA 220 or equivalent.
SPA 250 Introduction to Literary Analysis
Students focus on several readings and interpretation of texts in Spanish. Texts may include literary, political, and
cultural documents. The reading and analytical discussion of major genres and styles of selected Hispanic texts from
Spain and Latin America familiarizes the student with basic techniques of literary analysis while further developing
oral and writing skills and providing a deeper understanding of Hispanic culture and thought. All writing and
discussion is done in Spanish. Prerequisite: SPA 230 or permission of the instructor.
SPA 255 Hispanic Linguistics
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Topics of study in the Spanish language including phonetics, phonology, linguistic variation and change, and
Spanish dialects spoken in the both the Old World and the New World. Students analyze important contrasts
between the sounds of standard Spanish and English by means of phonetic transcription. Intensive exercises in
Spanish that drill the patterns of intonation, sound combinations, and rhythm, aid the student in acquiring greater
spoken fluency. Prerequisite: SPA 230 or permission of the instructor.
SPA 260, 270 Spanish Culture, Latin American Culture
A study of the character and spirit of the Hispanic people as exemplified in selected works of Spanish and Latin
American literature, articles, art, film, and music. Taught in Spanish. Prerequisite: SPA 220 or placement.
SPA 261, 271 Spanish Culture Abroad, Latin American Culture Abroad
Like the on-campus courses in Spanish Culture (SPA260) and Latin American Culture (SPA270), SPA 261 and
SPA 271 will also involve a study of the character and spirit of the Hispanic people as exemplified in selected
works of Spanish and Latin American literature, articles, art, film, and music. However, these off-campus courses,
rather than take a broad-brush historical or continental perspective, will instead provide students with a unique,
detailed, thematic focus on a specific region or country of the Spanish-speaking world. In SPA 261 and SPA 271,
special opportunities for experiential learning may include: home-stay living; community-based learning; and
numerous site visits to monuments, museums, government institutions and cultural performances. Taught in
Spanish. Prerequisite: SPA 220.
SPA 290 History of the Spanish Language
This course explores the linguistic evolution of Spanish from Latin to Romance to its present status as a world
language. Representative topics include a diachronic study of Spanish linguistic forms, and translations of literary
texts from Old Spanish. Prerequisite: SPA 230 and 250.
NOTE: All SPA courses numbered 300 and higher have the following prerequisite: SPA 230 and 250 or
permission of the instructor.
SPA 330 19th-Century Hispanic Literature and Civilization
A study of the literature of Spain and Latin America in the 19th century.
SPA 340 20th-Century Spanish Literature
A survey of the literature of Spain from 1898 to the present, including theatre, novels, poetry, and the short
story. The focus of the course varies from year to year.
SPA 346 Modern Spanish Theatre
In this course students learn about major theatrical trends from late 19th through the 21st century. They read plays
from a variety of authors, ranging from José Zorrilla and his famous “Don Juan Tenorio,” Ramón del Valle-Inclán,
Federico García Lorca, Antonio Buero Vallejo, Alfonso Sastre, Fernando Arrabal, José Sanchis Sinisterra, Juan
Mayorga, Paloma Pedrero and others. Students learn about major dramatic trends on the Spanish stage, from late
Romanticism, Modernism, Expressionism, theater of the Absurd, etc., and the overarching historical and political
events that shaped the Spanish stage during that period. Prerequisite: SPA 250 or permission of the instructor.
SPA 350 Junior Seminar
A seminar focused on the improvement of high-level skills in literary research methods, professional presentation
skills, and stylistically appropriate written expression. Specific course topics vary from term to term. Prerequisite:
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major or minor in Spanish or permission of the instructor.
SPA 360 20th-Century Latin American Literature.
A study of the literature of Latin America in the 20th century.
SPA 370 Latin American Colonial Literature
A reading and discussion of important texts dealing with the European discovery of the New World and the intercultural
encounters between Native American and European cultures. Creation myths, monsters, Amazon women,
and the magic and marvelous are some of the themes studied. Prerequisite: SPA 230 and 250 or permission of the
instructor.
SPA 435 Hispanic Women Writers
This course provides a context of research and analysis of women writers from Spain, Mexico, Central and Latin
America and the United States. The core group of texts and the related critical/theoretical essays will ground our
exploration/discussion of such issues as race, gender, sexuality, culture, and immigration.
SPA 445 Literatura Mexicana y Yucateca
A survey of Mexican literature by reading texts from the viceregal period, independence, the nineteenth and
twentieth centuries. Within this panoramic retrospective of Mexican literary currents, there will be a secondary
focus on literature from the Yucatan. Conducted in Mexico.
SPA 450 El Cine Cubano
A survey of the development of the Cuban cinematic tradition. Films are viewed chronologically and analyzed
in light of Cuban history, within the realms of genre, auteurs, and modern film theory. The thematic
components of Cuban film are linked to internal and external cultural imperatives. Prerequisite: SPA 230 or
260 or 270.
SPA 456 Mexican History Through Film
A survey of Mexican films and documentaries, viewed chronologically according to the historical setting of the
movie plots. Students learn to analyze film and trace evolving cultural imperatives from the Golden Age of Mexican
film (1940s), through Buñuel and Ripstein, up to Iñárritu. Prerequisite: SPA 230 and 250.
SPA 465 Nueva Concepción de Frontera e Identidad: U.S. Latino/a Literature
An exploration of how identity is shaped by ethnicity, class and sexuality in works of Chicano, Puerto Rican,
Mexican, Cuban, and Dominican authors writing in the United States. The course emphasizes the aesthetics of
poetry, theater, and autobiography in the literature of U.S. Latino/a writers. Students analyze how these writers
experiment within these genres in order to confront rapidly changing notions of identity, immigration, exile,
colonization and language. Prerequisite: 260 or 270; one SPA course numbered above 300.
SPA 463 Violence in Latin America
What lies beneath violence? What explains, for instance, the existence of drug cartels in Colombia or the massive
assassination of women in Ciudad Juarez? How does literature react to and recreate different types of violence
(political, economic, of gender, of family)? This course will focus on contemporary problems regarding violence in
the Americas with the objective to understand its origin, development and possible solutions. Some of the authors
studied in the course include Mario Bellatín, Roberto Bolaño, Edmundo Paz Soldán, Angélica Gorodischer and
Fernando Vallejo among others. Prerequisite: SPA 250.
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SPA 500 Senior Seminar
A seminar for senior Spanish majors focused on independent research. Specific course topics vary from term to
term. Prerequisite: major in Spanish.
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