Effective for the 2013-14 board year.
Kevin F. Asher, partner assurance services, Ernst and Young, LLP, San Jose, California (2016 T).
Joseph S. Calvaruso, executive director, Gerald R. Ford Presidential Foundation, Grand Rapids, Michigan (2015 T).
Diane S. Carr, attorney (retired), Brookover and Carr, and Schaberg P.C., Okemos, Michigan (2016 A). *Chair of the Committee on Trusteeship.
Stephen M.G. Charnley, pastor, Greenville United Methodist Church, Greenville, Michigan (2016 WM).
George S. Chavel, president and CEO, Sodexo, Gaithersburg, Maryland (2015 T).
Faith E. Fowler, executive director, Cass Community Social Services, Detroit, MI (2016 D).
Michael L. Frandsen, interim president, Albion College, Albion, Michigan.
Stephen I. Greenhalgh, attorney, Bodman, L.L.P., Detroit, Michigan (2014 A).
Michael J. Harrington, senior vice president and general counsel, Eli Lilly and Company, Indianapolis, Indiana (2015 T). *Chair of the Committee for Institutional Advancement.
Robert B. Hetler, partner (retired), PricewaterhouseCoopers, L.L.P., Berkeley, California (2015 T). *Chair of the Audit and Compliance Committee.
Casey C. Hoffman, Milwaukee, Wisconsin (2014 R).
David K. Johnson, physician, Lansing Institute of Urology, East Lansing, Michigan (2014 A).
Deborah L. Kiesey, bishop, Michigan Area, United Methodist Church, Okemos, Michigan (2015).
Carol A. Leisenring, co-director (retired), Financial Institutions Center, The Wharton School, University of Pennsylvania, Radnor, Pennsylvania (2015 T). *Chair of the Investment Committee.
Thomas L. Ludington, judge, U.S. District Court, Bay City, Michigan (2014 T). *Chair of the Committee on Finance and Business Affairs.
Robert D. Musser III, president, The Grand Hotel, Mackinac Island, Michigan (2016 A).
Mark E. Newell, J.D., vice chairman (retired), Latham & Watkins, L.L.P., McLean, Virginia (2016 T). *Chair of the Committee on Academic and Student Affairs.
Jeffrey A. Ott, attorney, Warner Norcross & Judd, LLP, Grand Rapids, Michigan (2015 T)
Jeffrey C. Petherick, portfolio manager, Northpointe Capital, Troy, Michigan (2014 T).
Lawrence B. Schook, vice president for research, University of Illinois, Urbana, Illinois (2015 T).
William Schuette, attorney general, State of Michigan, Lansing, Michigan (2016 T).
Samuel J. Shaheen, surgeon, Saginaw, Michigan (2014 T). *Chair of the Committee on Infrastructure.
J. Donald Sheets, chief financial officer, Dow Corning Corp., Midland, Michigan (2015 T). *Chair of the Board.
Paul D. Tobias, chairman and chief executive officer, Mackinac Financial Corporation & mBank, Birmingham, Michigan (2014 T).
Dennis W. Wahr, president and CEO, Holaira, Inc., Plymouth, Minnesota (2016 T).
Jeffrey D. Weedman, CEO/CBW, Cintrifuse, Cincinnati, Ohio (2014 T).
Hollis M. Williams, '13, teacher, Chesterton High School, Sylvania, OH (2015 R).
The year in parentheses after each name indicates the date the individual's term on the Board of Trustees expires. T—elected by the Board of Trustees; A—elected by the Albion College Alumni Association; D—elected by the Detroit Conference of the United Methodist Church; WM—elected by the West Michigan Conference of the United Methodist Church. R—recent graduate trustee .
*Indicates officer of the Board of Trustees.
Richard L. Baird, partner, Global ABAS Operations (retired), PricewaterhouseCoopers, Palatine, Illinois.
David M. Barrett, chief executive officer (retired), Lahey Clinic, Burlington, Massachusetts.
Prentiss M. Brown, Jr., partner, Brown & Brown attorneys, St. Ignace, Michigan.
Chris T. Christ, attorney, Battle Creek, Michigan.
William C. Ferguson, Verizon Communications, Armonk, New York.
Janet M. Goudie, fashion consultant, Doncaster, Rochester, Michigan
Todd W. Herrick, president and chief executive officer (retired), Tecumseh Products Company, Petoskey, Michigan.
Edmund L. Jenkins, chairman (retired), Financial Accounting Standards Board, Tucson, Arizona.
James A. Klungness, president (retired), Cable Constructors, Inc., Florence, Wisconsin.
Bruce A. Kresge, physician (retired), Lake Angelus, Michigan.
Arnold G. Langbo, chairman (retired), Kellogg Company, Stowe, Vermont.
Alan W. Ott, chairman of the board (retired), Chemical Financial Corporation,
Judy Dow Rumelhart, vocalist, director, producer, Ann Arbor, Michigan.
Andrew G. Sharf, cardiovascular surgeon, Santa Ynez, California.
Justin L. Sleight, ophthalmologist (retired), Byron Center, Michigan.
Wendell B. Will, president, Capital Ideas, Glendale, California.
Jess Womack, interim general counsel, Los Angeles Unified School District, Los Angeles, California.
These lists are current as of July 1, 2013.
Office of the President
Michael L. Frandsen, interim president; B.S., 1983, M.B.A., 1990, Pennsylvania State University; Ph.D., 2003, University of Texas, Austin.
Donna M. Randall, chancellor; B.A., 1974, Drake University; M.B.A., 1984, M.A., 1979, Ph.D., 1982, Washington State University.
Jeanne M. Bachus, executive secretary to the president; B.S., 1982, Eastern Michigan University.
Office of Academic Affairs
Susan P. Conner, provost and professor of history; B.A., 1969, Armstrong State College; M.A., 1974; Ph.D., 1977, Florida State University.
Delores A. Duff, assistant to the provost; B.A., 2009, Albion College.
Erik A. Achenbach, associate registrar; B.A., 1992, M.A. 2001, Western Michigan University.
Cheryl M. Blackwell, bibliographic instruction/reference librarian; B.S., 1980, Wayne State University; M.I.L.S., 1987, University of Michigan.
David B. Carey, chemical hygiene officer, Chemistry Department; B.S., 1980, Western Michigan University.
Amber M. Cook, theatre technical director; B.A., 2002, University of Michigan-Flint; M.F.A., 2010, Michigan State University.
Anne M. Cox, coordinator, Carl A. Gerstacker Institute for Business and Management; B.A.A., 1985, Central Michigan University.
Guy M. Cox, director, Ferguson Center for Technology-Aided Learning and Teaching; B.A., 1978, University of California, Santa Cruz; M.A., 1984, Ph.D. candidate, University of California, Berkeley.
Claudia A. Diaz, co-director of libraries; B.A., 1976, College of William and Mary; A.M.L.S., 1984, University of Michigan.
Marikay Dobbins, advisor, Institute for Healthcare Professions; Diploma in Nursing, 1985, Blodgett Memorial Medical Center.
Laurel L. Draudt, associate director, Carl A. Gerstacker Institute for Business and Management; B.A., 1997, Marietta College; M.A., 2006, Ohio State University.
Andrew M. Dunham, associate dean for academic affairs and registrar; B.A., 1986, San Jose State University; M.M.E., 1990, Ph.D., 2000, University of Northern Colorado.
Thomas M. Fontana, technician, Geological Sciences Department; B.A., 2012, Albion College.
Ann M. Garrett, coordinator, Gerald R. Ford Institute for Leadership in Public Policy and Service; A.A., 1988, Northwestern Michigan College; B.S., 1993, Michigan State University.
Shelly E. Goodman, coordinator, Academic Skills Center; A.S., 1997, Kellogg Community College; B.A., 1999, Siena Heights University.
David J. Green, director, Whitehouse Nature Center; B.A., 1989, Bluffton University.
Robert D. Harris, technician, Geological Sciences and Physics Departments; B.S., 1971, Michigan State University; M.S., 1972, Michigan Technological University.
Kurt C. Hellman, technician, Biology Department; B.S., 1988, University of Michigan; M.S., 1991, Eastern Michigan University.
Scott A. Hendrix, director, Academic Skills Center, and director of writing; B.A., 1983, Oregon State University; M.F.A., 1987, University of Oregon; Ph.D., 1999, University of Kansas.
Dawn J. Hernandez, operations manager, Career Development; B.A., 1990, Albion College; M.A., 1998, Wayne State University.
Karen S. Hoaglin, liaison, Fritz Shurmur Center for Teacher Development; B.A., 1993, Hope College; M.A., 1997, Western Michigan University.
Thomas R. Johnson, director of campus wellness; B.S., 1971, Illinois State University; M.A., 1990, 1992, Western Michigan University; Ph.D., 1996, Walden University.
Kurt S. Juday, music manager; A.S., 2008, B.S., 2009, Full Sail University.
F. Troy Kase, director, Career Development; B.B.A., 1992, M.A., 1997, Idaho State University.
Renee M. Kreger, coordinator, Prentiss M. Brown Honors Program.
Megan M. O’Neill Kudzia, Web services and emerging technologies librarian; B.A., 2008, Kalamazoo College; M.S., 2009, Wayne State University.
A Ram Lee, accompanist, Music Department; B.A., 2001, M.M., 2002, Ewha Women's University.
Rebecca M. Markovich, library circulation services coordinator; B.A., 1998, Spring Arbor University.
Karla R. McCavit, director, Quantitative Skills Center; B.S., 1993, Adrian College; M.S., 1995, Michigan State University.
Patrick A. McLean, director, Gerald R. Ford Institute for Leadership in Public Policy and Service.
B.A., 1985, University of Dayton; M.A., 1987, Miami University (Ohio).
Marion F. Meilaender, library serials coordinator; B.A., 1975, Northwestern University; M.A., 1977, Ph.D., 1979, Princeton University.
Alice W. Moore, document access librarian; B.A., 1973, Albion College; M.I.L.S., 1988, University of Michigan.
Jason M. Moritz, education certification officer; B.A., 1992, Northwestern University; M.A., 1998, University of Iowa; M.L.I.S., 2002, University of California, Los Angeles.
Emily Nolan, director, Carl A. Gerstacker Institute for Business and Management; B.A., 1992, Guilford College; M.B.A., 2005, Wake Forest University.
Debra L. Peterson, director, Center for International Education; B.A. 1974, Juniata College; M.P.S. 1990, Cornell University; Ph.D. 2003, Michigan State University.
Pamela M. Schwartz, assistant director, Academic Skills Center, and director, Learning Support Center; B.A., 1970, University of Michigan; M.S., 1972, Purdue University; Ph.D., 1978, University of Michigan.
Nicole H. Garrett Smeltekop, college archivist; B.A., 2005, Michigan State University.
Christopher B. Stokdyk, ESL coordinator, Center for International Education; B.S., 2004, Indiana University; M.S., 2009, Michigan State University.
Bobbie J. Van Eck, assistant registrar; B.S., 1978, Albion College; M.A., 1988, Western Michigan University.
Michael A. Van Houten, co-director of libraries; B.S., 1975, Central Michigan University; A.M.L.S., 1978, University of Michigan.
Edward J. Visco, associate director, Gerald R. Ford Institute for Leadership in Public Policy and Service; B.A., 2004, Albion College; M.Ed., 2006, Chestnut Hill College.
Starr E. Weaver, coordinator, Foundation for Undergraduate Research, Scholarship, and Creative Activity; A.S., 1990, Lansing Community College; A.S., 1998, Washtenaw Community College; B.A., 2002, Eastern Michigan University.
Douglas W. White, associate director, Center for Sustainability and the Environment; B.S., 1976, Pennsylvania State University; M.S., 1978, University of Tennessee; Ph.D., 1989, Rutgers University.
John W. Woell, associate provost; B.A., 1993, Valparaiso University; M.A., 1995, Vanderbilt University; M.A., 2000, Ph.D., 2002, Claremont Graduate University.
Barry L. Wolf, learning support specialist, Academic Skills Center and psychologist, Counseling Center; B.A., 1998, University of Michigan; M.A., 2001, Psy.D., 2005, Georgia School of Professional Psychology at Argosy University.
Matthew R. Arend, director of athletics; B.S., 1998, M.A., 2001, Western Michigan University.
Dustin A. Beurer, assistant football coach; B.A., 2005, Albion College; M.A., 2007, Morehead State University.
Gerald K. Block, associate athletic director, men's soccer coach and director, Dow Recreation and Wellness Center; B.A., 1995, DePauw University; M.E., 2000, Springfield College.
Doreen A. Carden, head women's basketball coach; B.S., 1995, Oakland University.
Scott J. Carden, head baseball coach and equipment manager; B.A., 1998, Bowling Green State University.
Lance C. Coleman, head men’s and women's track and field coach; B.A., 1991, Albion College.
Jacob N. DeCola, head men's lacrosse coach; B.F.A., 1995, University of Massachusetts at Dartmouth; M.F.A., 1998, University of Utah.
Kristin M. de St. Aubin, head volleyball coach; B.A., 2007, Albion College; M.A. candidate, Western Michigan University.
Christina M. Finch, head softball coach; B.A., 2008, Madonna University.
Shanta R. Loecker, head women's lacrosse coach; B.A., 2006, University of California, Los Angeles.
Jody R. May, head men's basketball coach; B.A., 1993, Ohio Northern University; M.A., 1995, Bowling Green State University.
Jordan F. McArleton, head women's golf coach; B.A., 2003, Albion College.
Gregory W. Polnasek, associate athletic director, compliance and assistant football coach; B.A., 1979, University of Wisconsin-Eau Claire; M.A., 1980, Ohio State University; M.Ed., 1981, Bowling Green State University.
Craig S. Rundle, head football coach; B.A., 1974, Albion College; M.A., 1977, Central Michigan University.
Eric P. Scott, head women's soccer coach; B.A., 2001, Albion College, M.A., 2004, Wayne State University.
Hayden R. Smith, head men's and women's cross country coach; B.A., 1970, Albion College; M.S., 1971, San Diego State University.
Jacob G. Taber, head men's and women's swimming coach; B.A., 2004, Hope College; M.A., 2009, Western Michigan University.
Keith P. Turner, head men's and women's tennis coach; B.A., 1995, Western Michigan University; M.A., 1997, Wayne State University.
Melissa A. Walton, senior associate athletic director and senior women's administrator; B.A., 1996, Olivet College; M.A., 1998, Central Michigan University.
Stephen A. Wasil, assistant football coach/defensive coordinator; B.A., 2005, Albion College.
Office of Enrollment
Madeleine E. Rhyneer, vice president for enrollment management; B.A., 1976, Whitman College; M.B.A., 2012, Willamette University.
Amanda L. Zienert, administrative assistant for enrollment management.
Peter O. Littlefield, director of admission; B.A., 2003, M.B.A., 2010, Willamette University.
Karen I. Cuzydlo, associate director of transfer student recruitment; B.S., 1993, Michigan State University.
Amanda M. Dubiel, director of admission operations; B.S., 1995, Western Michigan University.
Darci A. Face, associate director of financial aid; B.A., 1995, Albion College.
Heather A. Fuchs, associate director of admission; B.A., 2005, Western Michigan University.
Lloyd J. McPartlin, associate director of admission; B.S., 1996, Central Michigan University.
Kristin A. Padilla, associate director of admission; B.A., 2006, University of Northern Colorado.
Colin J. Carr, admission counselor; B.A., 2012, Albion College.
Ann A. Whitmer, director of financial aid; B.A., 1986, M.S., 1992, Michigan State University.
Lars P. Zabel, senior associate director of financial aid; B.A., 1977, Albion College.
Office of Finance and Administration
Vacant, vice president for finance and administration.
Eric W. Beadle, director of technical services and networking; B.S., 1987, DeVry Institute of Technology.
Scott J. Boulanger, audiovisual and technology specialist.
Randi Branson-Gardner, stable manager/instructor, Nancy G. Held Equestrian Center.
Robin R. Brubaker, interim director of instructional technology; A.A., 2009, Kellogg Community College; B.A., 2011, Spring Arbor University.
Kimberly J. Butters, accounting supervisor.
Susan L. Clark, purchasing manager.
Catherine G. DeFazio, administrative assistant to the vice president for finance and administration, business office and auxiliary services; A.S., 1981, Fisher College.
Prudie K. DeWaters, office manager.
Timothy J. DeWitt, business manager; B.S., 1981, Central Michigan University.
Amanda M. Ewers, senior finance analyst; A.B., 2009, Lansing Community College; B.B.A., 2011, Siena Heights University.
Mark C. Frever, director of grounds; B.A., 1991, Michigan State University; CSFM (Certified Sportsfield Manager).
Brandon M. Fuller, assistant stable/grounds manager, Nancy G. Held Equestrian Center.
Dawn M. Green, payroll supervisor.
Mark S. Holbrook, controller; B.A., 1986, Michigan State University.
Diana L. Hopkins, senior programmer/analyst; A.A., 1981, Kellogg Community College.
Ralph H. Houghton, senior instructional technologist; A.A., 1987, Community College of the Air Force; B.S., 1973, University of Tampa; M.S.C.I.S., 1986, Boston University.
Carolyn W. Killewald, office manager, Nancy G. Held Equestrian Center; B.A., 2004, Albion College.
Angela N. Konkle, payroll/human resources assistant.
Mitchell R. Kyser, network administrator.
Pamela A. Levay, network administrator; B.S., 1987, Indiana Institute of Technology.
Songtao 'Tom' Liu, database and applications administrator; B.A., 1993, Shandong (China) Institute of Economics.
Lisa A. Locke, director of human resources; B.S., 1988, Aquinas College; M.A., 1991, Central Michigan University.
Shahid S. Malik, technical administrator; A.A.S., 2007, Washtenaw Community College.
Donald E. Masternak, director of facilities operations and management; B.S., 1980, University of Michigan.
William D. McCoy, director of maintenance and energy management.
Danielle R. Menteer, director, Nancy G. Held Equestrian Center; B.S., 2006, Lake Erie College.
Linda M. Neal, human resources coordinator.
John R. Okerman, facilities supervisor.
Elizabeth A. Poulin, associate director/instructor, Nancy G. Held Equestrian Center.
Rhonda Z. Rasmussen, help desk specialist.
Ruth L. Reese, staff accountant; A.A., 2002, B.B.A., 2006, M.B.A., 2010, Baker College.
Jordan M. Rich, interim director of information and user services; B.A., 2003, Albion College; M.A., 2012, Michigan State University.
Linda M. Robinson, database support specialist; B.S., 1971, Michigan State University.
Laura K. Ward-McDowell, campus services supervisor; B.A., 1992, Albion College.
Rebecca Williams, help desk coordinator.
Kellie D. Williamson, office manager, facilities.
Richard S. Zera, director of enterprise technology and chief information officer; B.B.A., 1971, Kent State University; M.O.D., 1985, Bowling Green State University.
Office of Institutional Advancement
Joshua D. Merchant, vice president for institutional advancement; B.A., 1996, Albion College; M.S., 2003, Michigan State University.
Linda K. Ohmer, administrative assistant to the vice president for institutional advancement.
Marie L. Ames, director of development; A.A., 2009, Kellogg Community College; B.A., 2011, Albion College.
Sarah F. Briggs, associate vice president for communications; B.A., 1974, Ohio Wesleyan University; M.S., 2011, Eastern Michigan University.
Emma A Chervinsky, assistant director of college events; B.A., 2011, Michigan State University.
Anna B. Coulter, senior director of advancement operations; B.A., 1988, University of Chicago.
Scott A. Draper, associate director of athletics and director of development for athletics; B.S., 1994, Eastern Michigan University.
Maria D. Gill, associate director of annual giving; B.A., 2009, Michigan State University.
Katherine M. Hibbs, director of art and design; B.F.A., 1991, Grand Valley State University.
Rebecca A. Kocher, director of parent giving and parent engagement; B.A., 2001, Edinboro University of Pennsylvania.
Liberty J. Kyser, associate director of alumni engagement; B.A., 1998, Albion College.
David M. Lawrence, associate director of digital media strategy; B.A., 2003, Adrian College.
Gerica A. Lee, assistant director of annual giving; B.A., 2011, Smith College.
Robert T. Lee, director of news and sports information; B.S., 1992, Ohio University; M.A., 1994, Ohio State University.
Elinor M. Marsh, executive director of alumni engagement; B.A., 1992, Hanover College, M.A., 1996, University of Wisconsin-Madison.
Mark S. Neisler, director of advancement services; B.A., 1994, Albion College; M.P.A., 2012, Eastern Michigan University.
Mary M. O’Neill, director of development; B.A., 2003, University of Michigan.
John F. Perney, director of web and online communication; B.A., 1994, Drake University.
Gregg A. Strand, associate director of corporate, foundation, and government relations; B.S., 2003, Humboldt State University.
John M. Thompson, associate vice president for marketing; B.A., 2002, Michigan State University.
Julia "Jake" Weber, communications assistant; B.A., 1988, San Jose State University.
Eric L. Westmoreland, assistant director of web technology; B.A., 2008, M.A., 2010, Saginaw Valley State University.
Office of Student Affairs
Sally J. Walker, vice president for student affairs and dean of students; B.A., 1973, Southwestern University; M.S.Ed., 1976, Indiana University; Ed.D., 1995, Harvard University Graduate School of Education.
Debra S. Crittenden, administrative assistant for student affairs; A.A., 1981, Jackson Community College.
Travis R. Allen, assistant director for campus safety.
Karin L. Arizala, psychologist; B.A., 2001, Cornell University; M.S., 2009, Ph.D., 2011, University of Oregon.
Barry L. Beilfuss, associate director for campus safety.
Denica V. Brooks, residence hall director; B.S., 2009, Central Michigan University; M.A., 2011, Bowling Green State University.
Erika A. Buckley, assistant director for global diversity; B.A., 2007, Grand Valley State University; M.A., 2012, Eastern Michigan University.
Jonathon R. Collier, assistant director for Greek life and student organizations; B.A., 2009, Hanover College; M.A., 2013, Bowling Green State University.
Johnnie R. Collins, senior associate director for campus safety and emergency management coordinator; B.A., 1979, Olivet College.
Kiernan J. Gamel, counselor/certified substance abuse specialist; B.A., 2000, Southern Illinois University.
Christina M. Griffith, residence director for operations; B.A., 2010, Albion College.
Karen M. Hiatt, assistant director for Kellogg Center.
Tracey L. Howard, assistant dean of program development; B.A., 1991, Marietta College; M.Ed., 1993, Ohio University.
Franklin A. Kelemen, director for counseling services; B.A., 1974, Beloit College; M.S.W., 1978, University of Pennsylvania; Ph.D., 1985, Temple University.
Cheryl A. Krause, director for student health services; Diploma in Nursing, 1978, Henry Ford Hospital School; board certified in college health nursing, 2005; B.S.N., 2011, Robert B. Miller College.
Daniel J. McQuown, college chaplain and director for global diversity; B.A., 1992, University of Illinois at Urbana-Champaign; M.Div., 1996, Princeton Theological Seminary.
Jennifer A. Schreer, director for campus programs and organizations and associate director for Anna Howard Shaw Women's Center; B.A., 1994, M.A., 1997, Siena Heights College.
Pamela A. Schuler, assistant director for service and leadership; B.S., 1973, Northern Michigan University.
Connie L. Smith, assistant dean of students; B.A., 1986, Baldwin-Wallace College; M.A., Ed., 1990, Michigan State University.
Kenneth E. Snyder, assistant dean of community standards and director for campus safety; B.A., 1986, Aquinas College.
Susan L. Solis, staff nurse; B.A., 1979, Albion College; A.S.N., 2002, Kellogg Community College.
Melissa M. Sommers, medical assistant.
Nicholas J. Varner, residence hall director; B.S., 2009, M.A., 2011, Central Michigan University.
Michael W. Wadsworth, director for residential life; B.A., 1993, Oakland University; M.Ed., 1996, Kent State University.
Barry L. Wolf, psychologist/training coordinator, Counseling Center and learning support specialist, Adademic Skills Center; B.A., 1998, University of Michigan; M.A., 2001, Psy.D., 2005, Georgia School of Professional Psychology at Argosy University.
Ryan D. Woods, assistant director for campus safety.
Bernard T. Lomas, president emeritus; A.B., 1946, Albion College; B.D., 1948, Oberlin Graduate School of Theology; D.D., 1965, Albion College. On staff 1970-1983. Emeritus since 1983.
Melvin L. Vulgamore, president emeritus; B.A., 1957, Ohio Wesleyan University; B.D., 1960, Harvard University; Ph.D., 1963, Boston University. On staff 1983-1997. Emeritus since 1997.
Peter T. Mitchell, president emeritus; B.A., 1967, Albion College; M.A., 1968, University of Michigan; Ed.S., 1972, Indiana University; Ed.D., 1981, Northeastern University. On staff 1997-2007. Emeritus since 2007.
Frank Bonta, dean of admissions, emeritus; A.B., 1949, Albion College; M.A., 1966, Ed.S., 1970, Michigan State University; LL.D., Albion College, 1982. On staff 1951-1995. Emeritus since 1995.
Kenneth E. Kolmodin, associate vice president for facilities operations, emeritus; B.S.I.E., 1970, University of Michigan. On staff 1982-2011. Emeritus since 2011.
Katharine L. Padgett, director of career planning and placement, emerita; B.S., 1950, Juniata College; M.A., 1970, Ph.D., 1978, University of Michigan. On staff 1975-1991. Emerita since 1991.
Additional information on the following faculty members is given with the academic department. This is the faculty list as of January 2013. Faculty who are not holding an appointment at Albion for 2013-14 are indicated with an asterisk.
Abbott, David W., associate professor of music
Albertson, Roger, assistant professor of biology
Alozie, Nonye M., visiting assistant professor of education
Anderson, Paul L., chair and professor of mathematics and computer science
Baker, Vicki L., associate professor of economics and management
Balke, Maureen, professor of music
Ball, James S., professor of music
Bartels, William S., professor of geological sciences
Bedient, John B., associate professor of economics and management
Betz, Heather M., assistant professor of kinesiology
Bieler, Craig R., co-chair and professor of chemistry
Bollman, Mark E., associate professor of mathematics and computer science
Boyan, Andrew C., visiting instructor of communication studies
Brown, Danit, associate professor of English
Carlson, Jacqueline J., visiting assistant professor of psychological science
Carlson, John M., assistant professor of economics and management
Chase, Bradley A., assistant professor of anthropology and sociology
Christensen, Nels A., associate professor of English
Christiansen, Daniel S., professor of economics and management
Christopher, Andrew N., chair and professor of psychological science
Chytilo, Lynne, professor of art
Cocks, Geoffrey C., professor of history
Collar, Mary L., professor of English
Crist, Natalie R., visiting assistant professor of chemistry*
Dabney, Dyron K., assistant professor of political science
Deutsch, Glenn J., visiting assistant professor of English
Dick, Wesley A., chair and professor of history
Dixon, Michael J., assistant professor of art
Elischberger, Holger B., associate professor of psychological science
Erlandson, Karen T., chair and associate professor of communication studies
Fink, Nadiya, assistant professor of mathematics and computer science
Francis, Andrea P., visiting assistant professor of psychological science
Franzen, Trisha, professor of women's and gender studies
French, Andrew N., professor of chemistry
Grossman, Andrew D., professor of political science
Guenin-Lelle, Dianne P., professor of modern languages and cultures
Hagerman, Christopher A., associate professor of history
Harris, Clifford E., professor of chemistry
Henke, Suellyn M., associate professor of education
Hill, Eric D., assistant professor of psychological science
Hoffland, Mark E., visiting assistant professor of theatre
Hooks, Jon A., chair and professor of economics and management
Ike, Eriko, visiting instructor of modern languages and cultures*
Ilievski, Bojan, visiting assistant professor of economics and management*
Jechura, Tammy J., associate professor of psychological science
Jensen-Abbott, Lia M., visiting assistant professor of music
Jordan, Sarah E., associate professor of English
Kanter, Deborah E., associate professor of history
Kennedy, E. Dale, professor of biology and director of the Prentiss M. Brown Honors Program
Keyes, Barbara J., professor of psychological science and director of the Institute for Healthcare Professions
Kirby, Jeremy S., associate professor of philosophy
Lewis, Lisa B., co-chair and professor of chemistry
Li, Zhen, associate professor of economics and management
Lincoln, Beth Z., professor of geological sciences
Lincoln, Timothy N., professor of geological sciences and director of the Center for Sustainability and the Environment
Lockyer, Judith A., professor of English
Lyons-Sobaski, Sheila A., associate professor of biology
MacInnes, Ian F., chair and professor of English and director of the Foundation for Undergraduate Research, Scholarship and Creative Activity
Madhok, Bindu, chair and professor of philosophy
Maitra, Rachel L., visiting assistant professor of physics*
Mason, Darren E., associate professor of mathematics and computer science
McCaffrey, Vanessa P., associate professor of chemistry
McCauley, Anne M., chair and professor of art
McCurdy, Dean G., chair and professor of biology
McIlhagga, Samuel D., chair and associate professor of music
McRivette, Michael W., visiting assistant professor of geological sciences
McWhirter, Jocelyn, associate professor of religious studies
Melzer, Scott A., chair and associate professor of anthropology and sociology
Menold, Carrie A., associate professor of geological sciences
Mesa, Helena G., associate professor of English and director of the ethnic studies program
Metz, Kevin M., assistant professor of chemistry
Michel, Scott D., visiting instructor of kinesiology
Miller, Aaron J., associate professor of physics
Mitchell, Claire E., visiting assistant professor of education
Mittag, Daniel M., assistant professor of philosophy
Moreau, Charles E., associate professor of physics
Moss, Robert I., chair and professor of kinesiology
Mourad, Ronney B., chair and professor of religious studies
Myers, Perry W., associate professor of modern languages and cultures
Noble, Marcie A., visiting instructor of modern languages and cultures
Olapade, Ola A., associate professor of biology
O’Neill, Timothy M., visiting assistant professor of history
Oswald, Kalen R., chair and associate professor of modern languages and cultures
Parr, Clayton G., assistant professor of music
Pérez Abreu, Catalina, assistant professor of modern languages and cultures
Qian, Yuxia, assistant professor of communication studies
Rabquer, Bradley J., assistant professor of biology
Reading, Amity A., assistant professor of English*
Reimann, David A., associate professor of mathematics and computer science
Roberts, Jessica F., associate professor of English
Roessler, Michael J., visiting associate professor of education*
Rohlman, Christopher E., associate professor of chemistry
Rose, William D., chair and associate professor of political science
Sacks, Marcy S., associate professor of history
Saltzman, Gregory M., professor of economics and management
Saville, Kenneth J., professor of biology
Schiffman, Kendra S., visiting assistant professor of anthropology and sociology*
Schmitter, Ruth E., associate professor of biology and chair of women's and gender studies program
Seely, David G., professor of physics
Shanton, Kyle D., chair and associate professor of education
Skean, James D., Jr., professor of biology
Starko, Robert J., chair and assistant professor of theatre
Valdina, Peter M., instructor of religious studies
Verduzco-Baker, Lynn M., visiting assistant professor of anthropology and sociology
Wahl, Gary D., associate professor of art*
Walling, Carrie B., assistant professor of political science
Watkins, Brian A., visiting assistant professor of anthropology and sociology*
Wickre, Bille, professor of art history
Wieth, Mareike B., associate professor of psychological science
Wilch, Thomas I., chair and professor of geological sciences
Wilson, W. Jeffrey, professor of psychological science
Yewah, Emmanuel T., professor of modern languages and cultures and chair of the international studies program
Yoshii, Midori, associate professor of international studies
Zellner, Nicolle E.B., chair and associate professor of physics
This list is current as of July 1, 2013.
Robert L. Armstrong, professor of chemistry, emeritus.
B.S., 1961, Heidelberg College; M.S., 1963, Ohio State University; Ph.D., 1966, Michigan State University. On staff 1974-2001. Emeritus since 2001.
Ingeborg Baumgartner, professor of modern languages and cultures, emerita.
A.B., 1958, University of Michigan; M.A., 1959, University of Wisconsin; Ph.D., 1970, University of Michigan. On staff 1966-2001. Emerita since 2001.
Betty Beese, professor of physical education, emerita.
B.S., 1947, Purdue University; M.S., 1950, Wellesley College. On staff 1951-1985. Emerita since 1985.
Leonard G. Berkey, professor of anthropology and sociology, emeritus.
B.A., 1969, Colgate University; M.A., 1975, Ph.D., 1982, Michigan State University, On staff 1978-2012. Emeritus since 2012.
Marian D. Bishop, catalog librarian, emerita.
B.S., 1943, Eastern Michigan University; B.A., 1962, Michigan State University; M.S.L., 1971, Western Michigan University. On staff 1971-1988. Emerita since 1988.
Albert G. Bolitho, professor of music, emeritus.
B.M., 1950, M.M., 1952, Wayne State University; Ph.D., 1968, Michigan State University. On staff 1967-1994. Emeritus since 1994.
Maurice L. Branch, professor of economics and management, emeritus.
B.A., 1947, M.A., 1948, Michigan State University; Ph.D., 1954, University of Wisconsin. On staff 1953- 1986. Emeritus since 1986.
Jeffrey C. Carrier, professor of biology, emeritus.
B.S., 1971, M.S., 1973, Ph.D., 1974, University of Miami. On staff 1979-2010. Emeritus since 2010.
Russell G. Clark, Jr., professor of geological sciences, emeritus.
B.A., 1966, Amherst College; M.S., 1968, Michigan State University; Ph.D., 1972, Dartmouth College. On staff 1973-2006. Emeritus since 2006.
H. Eugene Cline, professor of philosophy, emeritus.
B.R.E., 1969, Baptist College; M.A., 1977, Ph.D., 1980, Michigan State University. On Staff 1979-2010. Emeritus since 2010.
James W. Cook, professor of English, emeritus.
B.A., 1954, Wayne State University; M.A., 1955, University of Michigan; Ph.D., 1964, Wayne State University. On staff 1962-2000. Emeritus since 2000.
E. Scott Cracraft, associate professor of economics and management, emeritus.
B.B.A., 1960, M.S., University of Mississippi; C.P.A., 1968. On staff 1977-1997. Emeritus since 1997.
John W. Crump, professor of chemistry, emeritus.
A.A., 1951, Santa Rosa Junior College; B.A., 1953, University of California, Berkeley; Ph.D., 1957, University of Illinois. On staff 1962-1997. Emeritus since 1997.
Ralph M. Davis, professor of philosophy, emeritus.
A.B., 1958, Stanford University; Ph.D., 1967, University of Oregon. On staff 1967-2005. Emeritus since 2005.
Dean G. Dillery, professor of biology, emeritus.
B.S., 1952, M.S., 1955, Ph.D., 1961, Ohio State University. On staff 1960-1994. Emeritus since 1994.
Robert E. Dininny, professor of chemistry, emeritus.
B.S., 1954, Allegheny College; M.S., 1956, Ph.D., 1959, Western Reserve. On staff 1962-1995. Emeritus since 1995.
Thomas Doran, professor of music, emeritus.
B.M., 1957, M.M., 1959, D.M., 1967, Northwestern University. On staff 1962-2000. Emeritus since 2000.
David G. Egnatuk, professor of physical education, emeritus.
A.B., 1971, Albion College; M.S., 1974, University of Southern California; M.S., 1978, Eastern Michigan University. On staff 1975-2010. Emeritus since 2010.
Ronald C. Fryxell, professor of mathematics, emeritus.
B.A., 1960, Augustana College; M.A., 1962, Ph.D., 1964, Washington State University. On staff 1964-2002. Emeritus since 2002.
Carolyn J. Gaswick, periodicals and government documents librarian, emerita.
B.A., 1964, Nebraska Wesleyan University; M.L.S., 1972, Western Michigan University. On staff 1984-2006. Emerita since 2006.
Dennis C. Gaswick, professor of chemistry, emeritus.
A.B., 1964, Nebraska Wesleyan University; Ph.D., 1968, Oregon State University. On staff 1969-2005. Emeritus since 2005.
William R.B. Gillham, professor of religious studies, emeritus.
A.B., 1955, Washington University; B.D., 1958, Perkins School of Theology, Southern Methodist University; Ph.D., 1964, Princeton University. On staff 1961-2001. Emeritus since 2001.
Douglas Goering, professor of art, emeritus.
B.F.A., 1974, M.F.A., 1976, University of Michigan. On staff 1986-2008. Emeritus since 2008.
William N. Hayes, professor of psychology, emeritus.
B.A., 1956, University of North Carolina; Ph.D., 1961, Princeton University. On staff 1973-2000. Emeritus since 2000.
Nancy G. Held, professor and director of the Education Program, emerita.
B.S.E., 1954, M.S.E., 1955, Drake University. On staff 1961-1992. Emerita since 1992.
David K. Hogberg, professor of psychology, emeritus.
B.A., 1959, Alma College; M.S., 1961, Lehigh University; Ph.D., 1968, State University of New York, Buffalo. On staff 1966-1999. Emeritus since 1999.
Allen H. Horstman, professor of history, emeritus.
B.S., 1965, Purdue University; LL.B., 1968, Harvard University; M.A., 1973, Ph.D., 1977, University of California, Berkeley. On staff 1977-2005. Emeritus since 2005.
John P. Hostetler, professor of psychology, emeritus.
B.S., 1960, M.S., 1963, Ph.D., 1964, Purdue University. On staff 1964-1999. Emeritus since 1999.
Thomas R. Johnson, associate professor of physical education, emeritus.
B.S., 1971, Illinois State University; M.A., 1990, 1992, Western Michigan University; Ph.D., 1996 Walden University. Emeritus since 2011.
Frank L. Joranko, professor of physical education, emeritus.
A.B., 1952, Albion College; M.S., 1953, University of Illinois. On staff 1973-1995. Emeritus since 1995.
David W. Kammer, professor of physics, emeritus.
B.S., 1960, M.S., 1963, University of Wisconsin; Ph.D., 1967, Washington State University. On staff 1967-1999. Emeritus since 1999.
John P. Kondelik, director of libraries, emeritus.
B.A., 1964, University of Florida; M.L.S., 1966, Florida State University; Ph.D., 1993, University of Michigan. On staff 1993-2010. Emeritus since 2010.
Sheila I. Kragness, professor of modern languages, emerita.
B.S., 1938, M.A., 1939, Ph.D., 1948, University of Minnesota. On staff 1950-1980. Emerita since 1980.
G. Robina Quale Leach, professor of history, emerita.
B.A., 1952, M.A., 1953, Ph.D., 1957, University of Michigan. On staff 1957-1992. Emerita since 1992.
Paul Loukides, professor of English, emeritus.
B.A., 1961, University of Pittsburgh; M.A., 1963, University of Iowa. On staff 1962-1999. Emeritus since 1999.
Martin A. Ludington, professor of physics, emeritus.
A.B., 1964, Albion College; M.S., 1965, Ph.D., 1969, University of Michigan. On staff 1969-2005. Emeritus since 2005.
Frank J. Machek, professor of art, emeritus.
B.F.A., 1964, Illinois Wesleyan University; M.F.A., 1966, Cranbrook Academy of Art. On staff 1967-2004. Emeritus since 2004.
Philip L. Mason, professor of music, emeritus.
B.Mus., 1955, Western Michigan University; M.M., 1961, D.M.A., 1969, University of Michigan. On staff 1962-1994. Emeritus since 1994.
James F. McCarley, professor of economics and management, emeritus.
B.S., 1960, Bowling Green University; M.A., 1962, Ph.D., 1970, Michigan State University. On staff 1965-2006. Emeritus since 2006.
Robert A. Messer, associate professor of mathematics and computer science, emeritus.
B.S., 1971, University of Chicago; Ph.D., 1975, University of Wisconsin. On staff 1981-2007. Emeritus since 2007.
Eugene E. Miller, professor of English, emeritus.
B.A., 1955, University of Notre Dame; M.A., 1962, Ohio University; Ph.D., 1967, University of Illinois. On staff 1967-1995. Emeritus since 1995.
W. Keith Moore, professor of mathematics, emeritus.
B.S., 1947, Southwestern College; M.A., 1948, Ph.D., 1951, University of Kansas. On staff 1951-1986. Emeritus since 1986.
Richard D. Mortensen, professor of biology, emeritus.
B.S., 1961, Bates College; M.S., 1963, Ph.D., 1967, Purdue University. On staff 1967-2002. Emeritus since 2002.
Max E. Noordhoorn, professor of modern languages and cultures, emeritus.
A.B., 1961, M.A., 1963, Ph.D., 1971, University of Michigan. On staff 1968-2002. Emeritus since 2002.
Martha R. O'Kennon, professor of mathematics and computer science, emerita.
B.A., 1961, University of Richmond; M.S. in mathematics, 1970, M.S. in computer engineering, 1981, Ph.D., 1973, Clarkson University. On staff 1985-2004. Emerita since 2004.
J. Thomas Oosting, professor of theatre, emeritus.
B.A., 1963, Hope College; M.A., 1964, Bowling Green State University; Ph.D., 1970, University of Iowa. On staff 1970-2003. Emeritus since 2003.
Gaylord N. Smith, professor of economics and management, emeritus.
B.B.A., 1966, University of Michigan; M.B.A., 1967, Michigan State University; C.P.A., 1975. On staff 1976-2010. Emeritus since 2010.
Daniel M. Steffenson, professor of chemistry, emeritus.
A.B., 1962, Cornell College; M.A., 1964, Ph.D., 1967, Harvard University. On staff 1967-2008. Emeritus since 2008.
Larry Steinhauer, professor of economics and management, emeritus.
B.A., 1965, City College of New York; M.A., 1967, Ph.D., 1974, University of Chicago. On staff 1974-2006. Emeritus since 2006.
Johan H. Stohl, professor of religious studies, emeritus.
B.Mus., 1955, Eastman School of Music; A.B., 1957, Oberlin College; M. Div., 1961, Andover Newton Theological School; Ph.D., 1972, University of Chicago. On staff 1967-1995. Emeritus since 1995.
Lawrence D. Taylor, professor of geological sciences, emeritus.
B.A., 1954, M.A., 1958, Dartmouth College; Ph.D., 1962, Ohio State University. On staff 1964-1998. Emeritus since 1998.
Michael M. Turner, professor of physical education, emeritus.
A.B., 1969, Albion College; M.Ed., 1970, University of Arizona. On staff 1970-2009. Emeritus since 2009.
Royal A. Ward, professor of theatre, emeritus.
B.A., 1968, MacMurray College; M.A., 1969, University of Illinois; Ph.D., 1984, University of Michigan. On staff 1979-2010. Emeritus since 2010.
Bruce J. Weaver, professor of speech communication, emeritus.
B.A., 1965, Moravian College; M.S., 1966, Kansas State University; Ph.D., 1974, University of Michigan. On staff 1981-2005. Emeritus since 2005.
John A. Wenzel, professor of mathematics and computer science, emeritus.
B.A., 1963, Carleton College; M.A., 1965, Ph.D., 1969, University of Kansas. On staff 1969-2003. Emeritus since 2003.
John A. Williams, professor of physics, emeritus.
A.B., 1959, University of Michigan; Ph.D., 1963, University of California, Berkeley. On staff 1970-2002. Emeritus since 2002.
Timothy H. Williams, professor of physical education, emeritus;
B.A., 1962, Ripon College; M.S., 1972, University of Wisconsin-La Crosse; Ed.D., 1975, University of Northern Colorado. On staff 1975-2002. Emeritus since 2002.
Hal H. Wyss, professor of English, emeritus.
B.A., 1962, Wesleyan University; M.A., 1964, Ph.D., 1971, Ohio State University. On staff 1970-2005. Emeritus since 2005.
The academic record of each student is reviewed at the close of the fall and spring semesters by the Committee on Academic Status and Petitions. Specific attention is given to the student's progress both in completing units of credit and in maintaining the minimum 2.0 cumulative grade point average which are required for graduation from the College. Students who fail to demonstrate satisfactory progress toward graduation may be suspended from the College. The committee determines academic status and is guided in its decisions by the following standards:
Good Standing—A student whose semester and cumulative grade point averages are 2.0 or above is considered to be in good standing.
Semester Probation—A student who has a semester grade point average below 2.0 for one semester and has a cumulative grade point average above 2.0 will be placed on semester probation.
Academic Probation—A student is placed on academic probation whenever his/her cumulative grade point average falls below the 2.0 level, or when the semester average falls below a 2.0 for two consecutive semesters, even though the cumulative average remains a 2.0 or above.
Terminal Academic Probation—Some students, because of their extremely low grade point averages, are classified under terminal academic probation and given a specific grade point average to obtain for their work during the following semester. Students on terminal academic probation for the first time are also required to successfully complete IDY 100: Academic Success during that semester. Students are subject to suspension if they fail to meet the requirements of terminal academic probation.
Academic Suspension—A student is subject to academic suspension if his or her academic progress does not meet either of the following minimums at the end of the semester listed:
1.00 with a minimum of 3 units completed at the end of the first semester of attendance;
1.62 with a minimum of 6 units completed at the end of the second semester of attendance;
1.75 with a minimum of 9 units completed at the end of the third semester of attendance;
1.81 with a minimum of 13 units completed at the end of the fourth semester of attendance;
1.90 with a minimum of 17 units completed at the end of the fifth semester of attendance;
2.00 with a minimum of 21 units completed at the end of the sixth semester of attendance;
2.00 with a minimum of 25 units completed at the end of the seventh semester of attendance.
A student is also subject to academic suspension if he or she fails to obtain a minimum semester grade point average of 2.0 for work in three consecutive semesters, or meet the requirements of terminal academic probation. In cases where a student has not made sufficient progress toward a degree, he or she may be suspended without having been on terminal academic probation in the preceding semester.
Other Policies on Academic Status
Insufficient Progress toward Degree and Registration Holds—The College reserves the right to deny access to classes for students who make insufficient progress toward a degree. Students who are declared in a major, minor or concentration but make insufficient progress may be removed from that major, minor and/or concentration. Students who fail to declare a major by the end of their sophomore year will not be permitted to register. Normally, students complete degree requirements within eight semesters. If students have not completed graduation requirements within eight graded semesters, they must petition the Committee on Academic Status and Petitions for permission to continue enrollment for each additional semester needed to complete requirements.
Veteran's Requirements—A veteran or eligible person receiving VA benefits cannot be certified by Albion College as a student making satisfactory progress towards a degree if this student is on academic probation longer than two semesters. VA benefits will cease after two semesters of probation. The Veteran's Administration will be notified of any veteran who fails a course or who is not making satisfactory progress. In order to be recertified for veteran's benefits the student must remove all quality point deficiencies and earn a cumulative grade point average of 2.0.
Leave of Absence—Leave of absence is a privilege that may be requested for those who desire to interrupt, but not to discontinue permanently, their enrollment at Albion for one or two semesters. Applications must be made in writing to the vice president for student affairs prior to the semester in which the student is requesting the leave of absence. A student who is granted a leave of absence may normally participate in enrollment procedures of regularly enrolled students for such considerations as registration, room lottery and applications for financial assistance. The student is expected to return to Albion following leave.
Voluntary Withdrawal from College—Students who wish to withdraw from the College during the semester (i.e., withdrawing after enrollment has been completed at the beginning of a semester and before the completion of final exams) should initiate the withdrawal process by contacting the Student Affairs Office and submitting a Mid-Semester Withdrawal Notification Form.
Readmission—Graduates or former students may apply for readmission to the College at the Office of the Vice President for Student Affairs. Applications for readmission are to be submitted at least one month prior to the beginning of the semester in which the student wishes to return. Students are charged a readmission fee of $60.
Nondegree Status (Special Student Status)—Applies to students enrolled for special programs designed to fill particular needs but not usually leading toward graduation. This status normally applies only to students at the freshman or sophomore level. Re-enrollment as a nondegree student is dependent upon the maintenance of a minimum grade of 2.0 in each course in which the student is enrolled. A nondegree student must submit appropriate credentials to the Admission Office one month in advance of registration. Nondegree students who wish to become candidates for the bachelor of arts degree must formally apply for admission to the College.
General Academic Regulations
In addition to the aforementioned graduation requirements, Albion College expects each student to meet the following academic regulations:
Grading System—Students are graded according to the following designations:
4—represents work outstanding in quality. The student not only shows unusual mastery of the required work for the course, but also has independently sought out and used additional related materials, demonstrating the ability to discover new data, to develop new insights and to bring them to bear on the work at hand.
3—represents work which is higher in quality than that of a 2.0, or more than satisfactory. The student has shown the ability and the initiative to fulfill more than the basic requirements of the course.
2—represents work which fulfills all of the basic requirements for the course. It means that the student has a grasp of the material and techniques or skills sufficient to proceed with more advanced courses in the area.
1—represents work seriously attempted but which is below the 2.0 level in quantity and quality. The student is advised not to continue advanced work in the field.
0—represents work unsatisfactory in either quantity or quality. It results in the student's not being able to continue with further work in the field and results in no credit, although it is recorded on the permanent record.
Note: intermediate grades of 3.7, 3.3, 2.7, 2.3, 1.7 and 1.3 may be awarded.
CR/NC—credit/no-credit. A credit or no-credit grade is given in a course selected for unit credit without quality points. CR is equivalent to a grade of 2.0 or better. The purpose of CR/NC is: (1) to allow students to explore new areas of study outside their majors at no risk to their grade point averages; (2) to provide a method for evaluating academic experience different from usual course work, e.g., internships. Students are limited to one unit of CR/NC per semester except for some internships and off-campus programs, and to no more than eight units in the total of 32 units required for graduation. Students should note that the College is unable to predict how graduate schools and prospective employers will evaluate CR/NC. The CR/NC grading option may only be elected up to the end of the second week of classes each semester. See the academic calendar for exact dates. I—incomplete. Incomplete grades are given only because of illness or other unavoidable circumstances as defined by the Committee on Academic Status and Petitions. A grade of incomplete must be removed within seven weeks of the end of the term in which the incomplete was given. At the end of the specified time period, the faculty member will assign a grade based on the amount of work satisfactorily completed. The grade of "I" carries no quality points. AU—audit. Students are expected to attend classes, complete all assignments, etc. Students receive a numeric grade but no credit. P—work in progress. This grade is awarded only for directed study and thesis work that requires an extension of time for completion. Students must re-register for the course in their next semester of attendance. Failure to complete the work during this time will result in a grade based on the amount of work satisfactorily completed. The grade of "P" carries no quality points. This grade may also be awarded to students who are enrolled in courses that extend past the end of the semester. Failure to complete the work during the scheduled course time will result in a grade based on the amount of work satisfactorily completed. The grade of "P" carries no quality points.
Grade Reports—Grades are available via the Albion College Information System (ACIS) at mid-semester to first-year students, all students on academic probation and other students performing below a 2.0 in a particular course. Final grades are available via ACIS to all students at the end of each semester. Final grades become a part of the official academic record of each student.
Withdrawal from Courses—A student may withdraw from a course up to and including the Monday of the eleventh week of the semester by turning in to the Registrar's Office a request form bearing the signatures of the student's instructor and adviser. Performance in the course will be recorded on the permanent record as a grade of W. The grade of W does not carry grade point value. This decision may not be reversed if the student later wants to be given a grade.
Student Classification—Students are classified as follows:
||0.00 - 5.99 units
||6.00 - 13.99 units
||14.00 - 21.49 units
||21.50 or more units
Repeat Courses—A student taking a course for the first time who receives a final grade of 0.0, 1.0, 1.3, or 1.7 may repeat said course without the permission of the student's advisor or the Committee on Academic Status and Petitions. A student wishing to repeat a course more than once may do so only with the permission of the student's advisor and the Committee on Academic Status and Petitions. Although both original and all repeated grades appear on the permanent academic record, only the most recent grade for the course is included in calculating the grade point average and in meeting graduation requirements. A student may not repeat a course in which the final grade was 2.0 or higher.
A student may not repeat a course in which the final grade was 2.0 or higher. This policy cannot be petitioned.
Repeat course work to improve grades must be taken at Albion; grades from another institution may not be transferred for this purpose.
Course Load—The standard student course load is four units per semester. The minimum student load is three units. Approval from the Committee on Academic Status and Petitions must be obtained if a student wishes to carry less than the minimum course load. A student is eligible for a course load of 4.75 or five units with a cumulative grade point average of 3.3 or greater. A student who wishes to carry an overload and does not meet this eligibility requirement must petition to carry an overload.
Additional tuition and fees apply for a course load above 4.5 units. If, during the first week of classes, a student drops from an overload status, a refund will be made. Following this period, if a student withdraws from a course overload, the course will remain on the student's bill as a billable unit. No refund will be made of any portion of tuition or fees related to the withdrawn course.
Course Schedule Changes (Dropping/Adding a Course)—All schedule changes or dropping or adding of courses must be made and confirmed either via the Albion College Information System (ACIS) or in the Registrar's Office. Changes made from the first day of classes through the first week of classes will be permitted upon application to the Registrar's Office. Normally, no changes may be made after the first week of classes. In exceptional cases it may be to the best interest of the student to adjust his/her program after the first week. Such changes will be recognized only when they have been approved in advance by the Committee on Academic Status and Petitions. It is the responsibility of the student to petition through the Registrar's Office for any change whatsoever to his/her program. The student is expected to continue with the original class schedule until changes are formally approved.
Class Attendance—Instructors may drop from their courses any student who is registered for the course and not present during the first scheduled meeting. However, students should not assume that they have been dropped from a class if they are not present at the first scheduled meeting. If a student cannot be present at the first class session, he/she must make special arrangements with the instructor prior to the first class meeting in order to maintain a place in the course. Each semester, all students must arrive on campus, complete the final enrollment process, and attend classes no later than the last day to drop and add a course as listed on the College's academic calendar. If circumstances prevent a student from arriving on campus for the first day of classes each semester, the student must notify the Student Affairs Office. A student should always process a drop/add or schedule change form in the Registrar's Office if he/she wishes to drop a course. Furthermore, regular attendance in all classes is expected throughout the semester. Every absence from class is inevitably a loss--usually one which can never be made up. At their discretion, individual instructors may include attendance and class participation as one of the criteria for evaluation of the final grade. Students who are absent from class assume full responsibility for the loss.
Examinations—Students are expected to be present for written examinations at the close of each semester. Students who are absent from a final examination will be allowed to take the omitted examination only if such absence is caused by illness or other unavoidable circumstances approved by the Committee on Academic Status and Petitions.
Academic Honesty—Albion College expects its students to take responsibility for their academic endeavors and to accept the consequences. No student should act in a manner that would harm the academic atmosphere of the institution or diminish the experience of any member of the academic community. Strict standards of academic honesty apply to all academic work at Albion College. Students are expected to do their own work. Cheating on examinations or plagiarism is a clear violation of the College's standards and policies. In preparing essays, reports and other projects, any use of the words or ideas of someone else as though they were one's own constitutes plagiarism. Any student found to have violated the College's policy on academic honesty, including cheating and plagiarism, will be subject to penalties in the course and possible disciplinary sanctions, up to and including expulsion from the College. A Judicial Board finding of academic dishonesty may be noted on the student's transcript. A complete explanation of College policy and procedures concerning academic honesty may be obtained from the Office of the Vice President for Student Affairs or viewed online in the Student Handbook.
Music Ensembles and Dance—A maximum of two units of credit for participation in music ensembles (instrumental and vocal) or dance studio courses may be applied toward completing the 32 units required for graduation.
Wellness—A maximum of four activity courses (100 level, 1/4 unit) in wellness may be used toward completing the 32 units required for graduation.
Seminars—A seminar is usually a small class dealing with a selected topic for each semester. Requirements for enrollment in seminar courses are determined by the individual department.
Directed Studies—A directed study enables a student to do in-depth research on a topic or to carry out a creative project at a level beyond that offered in course work. Directed studies are open only to juniors and seniors and are taken in a department under the numbers 411 or 412, for either one-half or one unit.
To do a directed study, a student must prepare a proposal in writing, which must be endorsed by the proposed faculty supervisor and reviewed by the department chair. The proposal must be filed with the Registrar's Office for credit to be received.
Students doing a directed study must meet with their faculty supervisor weekly for one hour for a directed study. In addition to meeting with their faculty supervisor, students are expected to work a minimum of five hours a week for a one-half unit directed study and 10 hours a week for a one-unit directed study. Faculty and departments are not obligated to offer directed studies.
Directed studies are ordinarily graded credit/no credit. However, under special circumstances, students may request a numerical grade for their directed study with the approval of their faculty supervisor and the department chair. Students who choose the numerical grade option must submit complete grading criteria developed by the faculty supervisor to the Registrar’s Office and should inquire with the department chair about any departmental policies regarding numerical grading of directed studies. Students must request the numerical grade option no later than the end of the second week of classes.
As with other courses, regular feedback from the faculty supervisor throughout the semester on student work is necessary for student learning and the development and completion of an acceptable directed study.
Tutorials—In a tutorial, a student works individually with a faculty member on a course not available to the student in the current semester, but at a comparable level. To do a tutorial, a student must prepare a proposal in writing, which must be endorsed by the proposed faculty supervisor and reviewed by the department chair. The proposal must be filed with the Registrar's Office for credit to be received.
Tutorials are not intended to replace regularly scheduled courses except when there is no other way program requirements can be met. Faculty and/or departments are not obligated to offer tutorials. A regularly scheduled course taken as a tutorial will show the notation ``T'' after the course number on a student's transcript.
Internships and Practica—Internship experiences offer opportunity to participate in, observe and analyze the workings of a firm, agency, or organization. These may be undertaken in a practicum class, or as individual internships, offered by a department under the numbers 391-394. Credit for internship experience varies with the placement from one-half to two units. Normally a student will not undertake an internship until the junior year.
Internships and practica are offered on a credit/no credit basis with not more than four units of credit applying toward the 32 units required for the B.A. or the 34 units required for the B.F.A. degree. This includes internship and practicum experience completed in off-campus programs and at other accredited academic institutions. Unless the internship experience is for an approved off-campus program, a maximum of two units of internship credit may be earned in one semester. All students who apply for an internship or practicum are expected to have a cumulative grade point average of 2.7.
For academic credit, a student must complete the following hours at the internship site during the regular academic period.
One-half unit: 75-149 hours
One unit: 150-300 hours
One and one-half or two units: 301+ hours
For one and one-half or two units of credit, a student is expected to demonstrate a greater breadth and depth of understanding than is possible within the context of a one-half or one unit internship. No more than four units of credit received in connection with internships or practica may apply toward graduation.
Departmental Honors—Qualified departmental majors may present a thesis to be considered for departmental honors. Normally such students will have a grade point average of 3.0 or higher in their major department and will have conducted the work as part of a directed study. A student whose grade point average is lower than 3.0, but whose work promises a thesis of high quality, may petition the major department for permission to submit a thesis. A student whose thesis is accepted by the department and registered with the director of the Brown Honors Program will graduate with "departmental honors."
Graduation Recognition—Three grades of recognition are conferred upon graduation from Albion College. For students graduating in 2006 and after, cum laude is granted to those who have a cumulative grade point average of 3.50; magna cum laude is granted to those who have a cumulative grade point average of 3.75; and summa cum laude is granted to those who have a cumulative grade point average of 3.90 or above. Grade point averages are not rounded. A student must complete at least 12 units and three semesters of study at Albion College to be considered for graduation recognition.
Graduation Honors—Students who successfully complete Albion's Brown Honors Program and maintain a grade point average of 3.5 will graduate "with Albion College honors.'' No more than two units of HSP 422, Honors Thesis, can be applied toward the 32 units required for the B.A. or the 34 units required for the B.F.A. degree.
Transcripts—Official transcripts are maintained by the Registrar's Office on all academic work attempted at Albion College. Students may request in writing individual copies of their record or request that copies of their record be mailed to other parties. All requests must bear the signature of the student. Transcripts will not be released for students who have past due accounts with the College.
Transfer Credit—Before enrolling at other accredited institutions for academic work to be applied toward the graduation requirements at Albion, students attending Albion College must secure written approval for each course from the registrar, using the Transfer Credit Approval Form. (See also the residence requirements for graduation.) To receive transfer credit, a student must submit an official sealed transcript of the completed course(s) to Albion College. The Registrar's Office will evaluate each course on the following basis: its liberal arts nature, comparability to courses taught at Albion College, and the grade earned. No courses in which the student earned below a 2.0 (on a 4.0 scale) will be considered for transfer credit. One Albion unit equals four semester hours or six quarter hours. Therefore, three semester hours equal three-quarters of a unit, three quarter hours equal one-half of a unit. Any transfer work which the student requests to be considered for his/her major must be approved in writing by the department chair.
Accepted transfer credit is recorded on the student's official Albion College transcript indicating where the work was completed, when the work was completed and the number of Albion units earned. No grades are recorded, and transfer credit is not reflected in a student's grade point average.
Catalog of Entry—Though departmental and graduation requirements of the College may change while a student is enrolled, it is expected that each student will meet the requirements outlined in the catalog that is in effect at the time he or she entered Albion. The "catalog of entry" philosophy is considered applicable for students who leave the College and whose interrupted course of study is not longer than five years.
A student graduates from Albion College after meeting a series of requirements including course work, satisfactory grade point average, a major, residency and others as outlined under specific degree requirements stated below. Students generally graduate after eight semesters.
Bachelor of Arts Degree (B.A.)
The degree of bachelor of arts (B.A.) is conferred upon students who have met all of the following requirements for graduation:
Minimum Units—Students must complete a minimum of 32 units (128 semester hours) of course work to graduate. An Albion unit is equivalent to four semester hours. Included in the total are the core requirement described earlier, courses leading to the major(s) and minor(s), and elective courses which make up one-half to one-third of each student's total courses. There are limits on the number of wellness activity courses, music ensembles and internships that may count toward graduation. Normally students complete degree requirements within eight semesters. If students have not completed graduation requirements within eight graded semesters, they must petition the Committee on Academic Status and Petitions for permission to continue enrollment for each additional semester needed to complete requirements.
Grade Point Average—To qualify for the bachelor of arts degree, a student must have a 2.0 grade point average in all course work. A minimum 2.0 grade point average in one major field is also required for graduation. Students should note that to earn the designation of a second major, a 2.0 grade point average also must be achieved in that major. A department also may require additional demonstration of competence (minimum course grade requirements, comprehensive examination, senior recital or the like) to complete a major. Graduating students (2006 and after) earning a 3.5 cumulative grade point average or higher qualify for graduation recognition as described under the Academic Honors and Activities section.
Core Requirement—Graduating students must have completed the core requirement.
Writing Competence Requirement—Students must pass the Writing Competence Examination to graduate.
Majors and Minors—Students must declare at least one major but no more than two majors prior to graduation. Although students may declare a major as early as the freshman year, this is generally done during the sophomore year. Students may fulfill the major requirement in one of three ways: departmental major, interdepartmental major and individually designed major. The maximum number of units required for a departmental major is 10 units in that department and an additional four units in other departments. No more than 16 units in any one department may be counted toward graduation. (A language major in the Foreign Languages Department means that no more than 10 units are required in the specific language declared as the major.) Further information on interdepartmental and departmental majors may be found in the Programs of Study section of this catalog, while the individually designed major is described in the Academics at Albion section. Students also have the option to declare a minor. Further information appears in the Academic Programs section and in the Programs of Study section.
Residence Requirement—To be a candidate for an Albion College degree, a student must complete eight of the last 12 units at Albion College. Residence is defined as academic work completed on campus, in combined course programs, approved internships, or through approved off-campus programs.
Application for Degree—Graduating students must file an Application for Degree in the Registrar's Office the year prior to graduation.
Application for Second Degree—If a student who has already earned a baccalaureate degree from a college or university applies to earn a second degree from Albion College, the student will be required to meet the resident requirements for all transfer students.
Participation in Commencement Exercises—Students who have attained at least 25 units may participate in commencement exercises. Students may only participate once.
Bachelor of Fine Arts Degree (B.F.A.)
Bachelor of fine arts students must complete a minimum of 34 units (136 semester hours) of course work to graduate. To qualify for the bachelor of fine arts degree, a student must have a 2.0 grade point average in all course work. Included in this total are the core requirement and at least 16 but not more than 21 units in visual arts. In addition, B.F.A. candidates must fulfill the writing competence requirement and the requirements on grade point average, residence and application for degree described in the preceding section on the bachelor of arts degree.
Students who are within three units of the minimum graduation requirement for the B.F.A. degree may petition for permission to participate in commencement exercises.
For more specific requirements, refer to the Department of Art and Art History section of the catalog.
Introduction & Curriculum Overview
At the heart of the Albion Experience is an intellectually stimulating commitment to the liberal arts. Albion's core curriculum is a program of learning that is initiated with the First-Year Seminar and culminates with the conferring of the bachelor's degree. Students begin their academic careers in a First-Year Seminar designed to familiarize them with the liberal arts tradition in an intimate classroom environment that fosters open communication, nurtures critical thinking, and promotes improvement in writing and speaking. Albion is committed to having students complete their undergraduate education with an experience that brings continuity, coherence and focus to their academic course work and that involves the students themselves, soon-to-be graduates, as teachers, facilitators and presenters.
Between the First-Year Seminar and graduation, students complete other core courses: five Modes of Inquiry courses and four category requirements. These courses provide analytic tools for understanding the world, offer rich and complex accounts of social life, encourage examination of these accounts, and contribute to a profound understanding of the interconnectedness of learning and living in a global community. In addition, courses are distributed across the four divisions of the College: fine arts, humanities, natural sciences and mathematics, and social sciences. The liberal arts core serves as the impetus and context for lifelong learning, preparing students for the phase after college when they must themselves provide education and expertise as well as continue to learn, collaborate, and facilitate at home, at work, and in a local and global community.
In addition to the core curriculum, all students are required to complete a major, which provides a depth of intellectual study that prepares students for graduate and professional school, as well as for a rich diversity of careers and life experiences. These majors may be a conventional departmental major, a not-so-conventional interdepartmental major or the unconventional individually designed major. A commitment to academic excellence within all academic departments ensures every student that fulfilling the requirements of the major will be a comprehensive and challenging scholarly experience. Other opportunities for in-depth exploration and clustering of courses include minors and concentrations.
Choice characterizes the general education requirements as well as the major. Each Albion student is an adult, capable of making sensible decisions about his or her personal future. But inherent in the right to make decisions is the potential to make mistakes. So Albion College provides assistance to students in planning their education. During their first year at Albion College, academic advisers are assigned to all students to monitor academic progress and help each student begin fulfilling his or her graduation requirements. After the first year, students are free to choose a faculty adviser who will help develop a program of study based on the student's goals. Students who do not meet with their adviser during each semester's academic advising period will not be allowed to register until they have proof of advising.
It is ultimately the student's responsibility to be aware of and fulfill all graduation requirements. To assist students in this endeavor, the Registrar's Office prepares and maintains an audit for each student at the end of the sophomore year. These reports indicate progress toward completing graduation requirements. Students are provided with updated audits prior to each fall semester. Audits are available from the student's adviser or directly through the Registrar's Office.
The primary responsibility for meeting the College's academic requirements rests with each student. This chart serves as a guide to the required and elective courses that fulfill the units needed for graduation. They are explained in greater detail on the following pages. The complete requirements for graduation are outlined in the Academic Regulations section of this catalog.
I. Liberal Arts 101 (First-Year Seminar; 1 unit)
II. Modes of Inquiry (1 unit in each)
Artistic Creation and Analysis
Historical and Cultural Analysis
Modeling and Analysis
III. Category Requirements (1 unit in each)
The Brown Honors Program core requirements are found in the Programs of Study section.
Units for Core: 10
Among the 32 units required for graduation, the following distribution of courses must also be fulfilled. These courses can count toward modes, categories, majors, minors and/or concentrations.
- Two units in humanities (can be from same department): English, Modern Languages and Cultures, Philosophy, Religious Studies, Honors
- Two units in mathematics or natural sciences (can be from same department): Biology, Chemistry, Computer Science, Geological Sciences, Mathematics, Physics, Honors
- Two units in social science (can be from same department): Anthropology and Sociology, Communication Studies, Economics and Management, History, Political Science, Psychology, Honors
- One unit in fine arts: Art and Art History, Music (including up to four 1/4-unit music ensembles), Theatre, Honors
Major Requirement: All students are required to complete an approved major.
- Anthropology and Sociology
- Art (Studio Art)
- Art History
- Athletic Training
- Business and Organizations
- Communication Studies
- Earth Science
- Economics and Management
- Environmental Science
- Environmental Studies
- Ethnic Studies
- Exercise Science
- Geological Sciences
- Individually Designed Major
- International Studies
- Political Science
- Public Policy
- Religious Studies
- Sustainability Studies
- Women's and Gender Studies
Units for Major: 8-10
Minors: Students may choose to complete a minor.
Departmental and Interdisciplinary Minors
- Cell and Molecular Biology
- Environmental Biology
- Business and Organizations
- Communication Studies
- Computer Science
- Economics and Management
- Foreign Language
- Gender Studies
- Geological Sciences
- Geology, Environmental
- Geology, Geographic
- Information Systems,
- Applied Mathematics,
- Computer Science
- Philosophy, History of
- Philosophy, Philosophy
- of Mind, Value Theory
- Political Science
- Religious Studies
- Women's Studies
Concentrations: Students may also choose to complete a concentration designed to prepare them for specific careers. Some of these concentrations are linked to the College's Institutes and Centers, and, in these cases, students must be admitted to the respective Institute or Center to participate fully in its curriculum. The available concentrations are listed below.
Law, Justice, and Society
Public Policy and Service
Institutes, Centers, Programs
Prentiss M. Brown Honors Program
Center for Sustainability and the Environment
Gerald R. Ford Institute for Leadership in Public Policy and Service
Carl A. Gerstacker Institute for Business and Management
Institute for Healthcare Professions
Fritz Shurmur Center for Teacher Development
General Electives: Electives are courses that do not count toward a specific program (such as a major) but contribute toward the total units needed for graduation.
Units for Electives: 12-14
Writing Competency Examination: All students must also pass the writing competence requirement before they graduate.
Total Units for Graduation: 32
The Core Requirement
At Albion, the general education requirement is referred to as "the core." Students begin to fulfill the core in their first semester with Liberal Arts 101; some will be able to complete much of the core requirement by the end of their first year.
I. Liberal Arts 101 (First-Year Seminar; 1 unit)
II. Modes of Inquiry (1 unit in each)
Artistic Creation and
Modeling and Analysis
Historical and Cultural
III. Category Requirements (1 unit in each)
Students must also complete a distribution as follows: one unit in fine arts (art and art history, music, theatre, honors), two units in humanities (English, foreign languages, philosophy, religious studies, honors), two units in mathematics or natural sciences (biology, chemistry, computer science, geological sciences, mathematics, physics, honors) and two units in social science (anthropology and sociology, economics and management, history, political science, psychology, speech communication, honors).
I. Liberal Arts 101: First-Year Seminars
The First-Year Seminars are distinguished by their small class size and close personal attention. Students select from a wide variety of seminars in which academic skills, creativity, active inquiry and collegiality are nurtured. A distinguished convocation series unites these seminars with common threads. In addition, the First-Year Seminars foster co-curricular outreach. First-Year Seminars have the following characteristics.
- They are inquiry-based, writing-intensive, focused on developing critical thinking skills, and they emphasize discussion.
- They are as interdisciplinary as possible, exploring multiple modes of inquiry.
- They nurture creativity in all forms.
- They encourage community-building and outreach as well as co-curricular experiences.
II. The Modes of Inquiry
The Modes of Inquiry core requirement reflects the awareness that there are several fundamental types of analysis that scholars use to understand the world. All Albion College courses require students to employ analytical and creative tools while completing course assignments. A Mode course, however, requires both professor and student to approach the teaching and thinking process with a significantly higher level of self-awareness and intentionality. Students are required not only to think, but also to think about their thinking.
Analyzing a text (including works of art and music, written and oral texts, and rituals and symbols) involves understanding not only what meaning that text holds but also how those meanings are produced, what purposes they serve, and what effects they have, as well as exploring the ways in which a text conveys meaning. In order to fulfill this mode of inquiry, courses must:
- Focus on the methods of analysis employed by at least one specific discipline or area of scholarship;
- Foster inquiry into the particular strengths and weaknesses of those methods;
- Require students to analyze texts in writing;
- Foster inquiry into the intellectual or cultural systems that produce the text's meaning and effects.
Artistic Creation and Analysis
Courses in this mode focus on the uniquely symbolic and expressive way in which the arts explore and express ideas and feelings. In order to fulfill this mode of inquiry, courses must:
- Require the creation or performance, and the analysis of works of art;
- Work with culturally produced rather than naturally occurring objects or experiences that have artistic, social or historical significance (for example, art objects, works of literature or various types of performances);
- Introduce appropriate forms of critical inquiry and analysis, including area-specific vocabularies, materials, techniques and/or methodologies;
- Encourage students to become critical and introspective about their cultural experiences;
- Focus on the methods and materials by which the work produces meaning as well as what meanings are to be produced, emphasizing the dialogue between form and content in the area of study.
Courses in this mode involve the observation and interpretation of the natural world. In order to fulfill this mode of inquiry, courses must:
- Explore the subject matter and methodology of one or more of the natural sciences;
- Demonstrate how fundamental principles of these disciplines form the basis for deriving specific results;
- Require students to make observations and formulate hypotheses to explain their observations;
- Require students to test their hypotheses or other scientific theories to appreciate their strengths and weaknesses;
- Demonstrate applications to human society and the natural world;
- Include a laboratory as a significant component of the course.
Modeling and Analysis
Courses in this mode derive some essential or simplified features from logical, physical, social or biological phenomena, and describe and interpret them within an analytical framework. In order to fulfill this mode of inquiry, courses must:
- Explore logical, physical, social or biological phenomena;
- Enable students to decide which features of the phenomena to describe and what simplifying assumptions to make;
- Derive predictions from the model and interpret them in the original context;
- Consider the usefulness and the limits of the model and compare it with other possible models.
Historical and Cultural Analysis
Courses in this mode focus on how human knowledge is determined by its cultural and historical context, and how this knowledge in turn shapes cultures and creates historical change. In order to fulfill this mode of inquiry, courses must:
- Include material significantly removed from the students' experience either by virtue of cultural or historical distance;
- Direct students to investigate their own cultural and historical moment from a perspective informed by their study of culture or history;
- Require students to explore the specific cultural context of artifacts, to the extent that the course covers artifacts of a different culture or from a different historical period.
III. Category Requirements
A liberal arts education prepares students to play a critical, thoughtful role as citizens in their society. Courses in environmental, ethnicity, gender and global studies deepen students' understanding of themselves, society and the world by introducing them to many different perspectives. To this end, all students are required to take one unit each in environmental studies, ethnicity studies, gender studies and global studies as specified below.
Students are required to take one unit from the list of courses approved as satisfying the environmental studies requirement (see www.albion.edu/registrar/ ). Many of these courses also will satisfy a requirement in a major, in a program, or in a concentration. Each approved course meets the following criteria:
- It must substantially enhance students' understanding of the earth's environment.
- It must deal substantially with the consequences of human intervention into natural systems.
- It must lead students to view the relationship among elements of environmental systems from an interdisciplinary perspective.
- It must focus on the perspectives that environmental studies brings to the discipline.
Students are required to take one unit from the list of courses approved as satisfying the ethnicity studies requirement (see www.albion.edu/registrar/). Many of these courses also will satisfy a requirement in a major, in a program or in a concentration. Each approved course meets the following criteria:
- It must foster inquiry into the cultural construction of ethnicity.
- It must focus on the perspectives that ethnicity brings to the discipline.
- It must place the issues of ethnicity in their historical context. This may include the rediscovery of marginalized texts.
- 4. It must provide students with the opportunity to examine their own experiences with ethnicity.
Students are required to take one unit from the list of courses approved as satisfying the gender studies requirement (see www.albion.edu/registrar/). Many of these courses also will satisfy a requirement in a major, in a program or in a concentration. Each approved course meets the following criteria:
- It must foster inquiry into the cultural construction of gender.
- It must focus on the perspectives that gender brings to the discipline.
- It must place the issues of gender in their historical context. This may include the rediscovery of marginalized texts.
Students have two options in fulfilling this category. (1) They may successfully participate in any approved off-campus study program outside of the United States (or the Border Studies Program) for at least one semester and submit a journal reflecting on their experiences. Detailed journal requirements are available at the Center for International Education. International students may fulfill the global category by submitting a journal, subject to the same requirements, reflecting on their experiences at Albion. (2) They may take one unit from the list of courses approved as satisfying the global studies requirement (see www.albion.edu/registrar/). Many of these courses also will satisfy a requirement in a major, in a program or in a concentration. Each approved course meets the following criteria:
- It must have as an organizing focus topics that are international (focusing on a particular region) or global (focusing on an issue pertaining to multiple regions or countries).
- It must foster inquiry into the interconnectedness of international issues and students' lives.
- It should attempt to bring the world into the classroom so that students learn how to function in an international environment and gain a deeper understanding of the world outside the United States.
The Writing Competence Requirement
Continuous development as a writer is a central part of a liberal arts education. All first-year students and new transfer students are required to take a written placement examination during orientation. The majority of students are placed into and encouraged to enroll in English 101, English Composition. Some students will be invited to enroll in English 101H, the honors section of English Composition. English 101 and 101H serve as prerequisites for all other writing courses. Those students who are placed into English 100, Writing Essentials, must complete the class during their first full semester at Albion. A student placed into English 100 may drop or withdraw from the course only if diagnostic testing done the first week of class alters the student's placement. The class must be taken for a numerical grade. Each year, a few students place out of first-year writing classes. During the sophomore year, these students may enroll in English 203, Advanced Expository Writing; English 205, Introductory Creative Writing; or English 207, Contemporary Journalism.
In order to graduate from Albion, all students must pass a Writing Competence Examination unless they received a 4 or 5 on the CEEB Advanced Placement Test in English Composition or were excused because of a high score on the Albion College Writing Placement Examination taken by entering students.
The Writing Competence Examination (WCE) must be taken before the middle of the sophomore year. Students who do not pass on their first attempt must try the examination a second time before the end of their sophomore year. Upon a second failure, students must contact the director of writing and schedule a meeting to review their most recent WCE. After this initial consultation with the director of writing, students will be required to participate in appropriate writing practice and/or tutoring prior to attempting the examination a third time. See below for the steps required by the director of writing.
Students who have completed 14 units or more, but who have not fulfilled the writing competence requirement--or taken appropriate steps with the director of writing to prepare for this examination--will be required to register for subsequent semesters with the sophomore class. Transfer students who have completed 14 units or more (including transfer courses) will be expected to have taken and passed the WCE before the start of their third semester at Albion College. If the WCE is not successfully completed by the start of the third semester, the student will be required to register for subsequent semesters with the sophomore class.
Appropriate steps with the director of writing include all of the following:
- an initial meeting with the director to review the student's most recent failed WCE;
- arrangements determined in consultation with the director for appropriate writing practice and/or tutoring from Writing Center staff;
- review of writing strategies and guidelines, and practice WCE writing until the student is authorized by the director to attempt the WCE again.
No student may receive a degree from Albion College unless the writing competence requirement has been fulfilled. The WCE will be scheduled at least six times each academic year, and no special arrangements will be made for seniors who have not passed by the last examination, except for those students who have consulted with the director of writing and taken appropriate steps to improve their writing.
The Major Requirement
Albion College offers the following academic majors:
Anthropology and Sociology
Art (Studio Art)
Business and Organizations
Economics and Management
Individually Designed Major
Women's and Gender Studies
The major requirement represents learning mastery in an area of specialization. Majors are possible in three separate areas -- the departmental major, the interdepartmental or interdisciplinary major and the individually designed major.
Departmental majors include a maximum of 10 required units in an academic department as well as possible cognates within other areas. A student may declare two majors. Interdepartmental majors and interdisciplinary majors, with a maximum of 10 required units of course work plus cognates, are also offered. Detailed requirements for all majors appear in the Programs of Study section of this catalog.
Individually designed majors allow freedom of choice. Under this program students have created their own majors in such fields as arts administration, cognitive science, Latin American studies, political economy, twentieth century social philosophy, and public health.
Albion permits a student to design an individual major by first proposing it to a faculty member willing to serve as the major adviser. The student and the adviser must identify two other faculty members who will serve with the adviser as the student's "major committee." One member of the committee must come from outside the adviser's own department. Before beginning an individual program of study, the student must secure the major committee's unanimous approval of the proposed program as well as the approval of the College vice president for academic affairs. This approval must be granted no later than midsemester of the second semester of the student's junior year. A copy of the approved program and any subsequently approved changes are to be filed with the registrar after being signed by the vice president for academic affairs. In essence, the program then becomes an agreement between the student and the institution. The requirements for an individual major include a minimum of eight units of course work, plus one unit of directed study which demonstrates ability to perform independent scholarship or creative activity related to the proposed major program.
Detailed regulations and forms for filing an individually designed major are available from the Registrar's Office.
Albion students may participate in a wide variety of off-campus study, study/internship, or study/research programs throughout the world and in the United States. These opportunities are designed to enhance a liberal arts education through developing interpersonal or cross-cultural skills, awareness of other cultures or an appreciation of the work environment.
Students in any major may choose to study off-campus. Some students study away for one semester; others select two different semester-long programs or spend an academic year abroad on one program. Finally, some students participate in summer programs. Please contact the Center for International Education (CIE), Vulgamore Hall, for more information.
Policies and Procedures
The requirements for study off-campus are as follows:
- Junior or senior standing. (Sophomores in the Modern Languages and Cultures for the Professions track are also eligible.)
- A cumulative grade point average of 2.7. Some programs require a level of preparation and a demonstrated proficiency well above a cumulative grade point average of 2.7. A student interested in a particular off-campus program should confirm that he or she has the necessary qualifications either with the program adviser or the director of the CIE.
- Demonstrated maturity commensurate with the demands of the off-campus program.
- Successful completion of the Writing Competence Examination before attending an off-campus program.
- Good social standing (as determined by the Office of the Vice President for Student Affairs).
Meeting these minimum qualifications does not necessarily entitle a student to participate in the program. A complete list of policies and procedures is found in the Off-Campus Programs Handbook.
Transfer students must spend at least two semesters on the Albion campus and meet all other requirements before undertaking any off-campus study.
The Application Process
Application deadlines are in mid-September for spring semester and mid-February for fall, academic year, and summer programs. Long before the application deadline, students can obtain information and consultation about off-campus programs from the Center for International Education (CIE) and from the faculty advisers to the individual programs. Students need to consider carefully how an off-campus program fits into their studies at Albion. All prospective off-campus study students must meet with the director of CIE. After selecting the appropriate off-campus program, a student then begins the application process.
There are two applications, one for Albion College and one for the specific off-campus program. The Off-Campus Programs Advisory Committee, composed of administration and faculty representatives from each of the four divisions of the College, approves or denies permission for off-campus study. The CIE then forwards program applications to the appropriate programs. A program may accept or deny a student's application. However, in almost every case, a student who is approved by Albion will be accepted by the off-campus program.
Once a student is accepted for off-campus study, he or she needs to:
- Attend a mandatory general orientation meeting. Parents are also invited to this meeting.
- Pay a $250 deposit, due the day of the orientation meeting. This deposit is credited to the student's account.
- Attend a required international program orientation meeting (for students studying overseas). Parents are also invited to this orientation.
- Complete a post-program evaluation form.
Tuition for semester and year-long off-campus programs usually does not exceed what a student pays for regular tuition on campus. However, when costs exceed those of Albion College's regular fees, students will be required to pay the difference. Off-campus program room and/or board charges will be passed directly on to the student and assessed on his/her student account. (Note: Fees for most summer programs are higher than Albion's, and students will be charged the higher amount.) Students are billed through Albion College and must have paid the amount in full prior to beginning the off-campus program. Other important items to note about costs for off-campus study include:
- There is a one-time per program off-campus administrative fee that is added to the regular Albion fees. (Please go to the "Tuition and Fees" section for details.)
- Costs for transportation to and from an off-campus study program are the responsibility of the student.
- Financial aid applies to all semester and academic-year off-campus programs on the list of programs approved for Albion credit. This aid includes merit-based academic scholarships (75% of regular award amount) and need-based financial aid (100%). Please contact the Financial Aid Office about your specific award package. (Note: Albion financial aid is not available for summer programs.)
- Check the Off-Campus Programs Web site for information about additional aid for off-campus study, i.e., Albion College off-campus program grants, federal grants, and links to a study abroad scholarship search engine.
- Deferred payment plans such as Academic Management Services are not available for off-campus programs.
Credit and Grades
- Academic and internship credit for Albion College-approved off-campus programs will transfer back to the campus as if the student were on campus. Usually, the equivalent of 4.0 units of credit per semester and 8.0 units of credit per academic year will apply. However, some programs may have more or less credit.
- Students may count up to two semesters and one summer session of off-campus study toward graduation. Off-campus units may not exceed 10.0 Albion units.
- Students attending an Albion-approved program or a program approved on a one-time-only basis must attend the program as an Albion student to receive credit.
- All off-campus courses will be taken for numerical grades, unless the student specifically requests, in writing, grades of credit/no credit.
- All internships are graded credit/no credit.
- Successful completion of an off-campus program abroad (or the Border Studies program) for at least one semester, along with submission of a journal, fulfills the global studies category requirement.
- Off-campus semesters are not considered when determining eligibility for the Dean's List and/or Albion Fellows recognition.
- Students may complete core requirements while attending an off-campus program only if they obtain written authorization in advance from the registrar.
- For category requirements, the chair of the appropriate category committee must approve an off-campus program's course for that category requirement. Students must petition the category committee for approval before attending the program.
- Courses taken for a major or for teacher certification must be taken for a numerical grade unless written permission for a credit/no credit grade is obtained in advance from the department chair.
- Participating in an off-campus program during the last semester of the senior year may delay graduation.
Students who fail to follow College procedures regarding off-campus study, or who withdraw or take a leave of absence from Albion and thus circumvent existing College regulations regarding off-campus study, will not receive credit for course work done off-campus.
There is a reentry orientation session for students returning to Albion from off-campus programs. The CIE and faculty work with returning students to help them integrate the knowledge and skills gained during their experience into their campus academic program.
Once the returning student has finished all the necessary course work on the off-campus program and completed the post-program evaluation/assessment forms, credit from the program is transferred to the student's Albion College record. With proper planning, a student should not lose any time toward graduation.
Center for International Education (CIE)
The mission of the Center for International Education is to promote intercultural communication and exchange, cross-cultural understanding, and transnational competence between the people of Albion College and the global community. The CIE coordinates more than 120 off-campus study, research and academic internship programs in about 40 countries plus the U.S. To see information about off-campus programs approved for Albion credit, please visit the Off-Campus Programs website.
Botswana—Students spend a semester at the University of Botswana in Gaborone, where they take an intensive course in Setswana, the language spoken by 75 percent of the people in the region. Additional courses include an elective in the social sciences or humanities, a course relative to the student's major, and an independent study project. Associated Colleges of the Midwest (ACM) coordinates this program. There is no language prerequisite.
Cameroon—"Social Pluralism and Development," a School for International Training (SIT) program, offers intensive language study, field study, and courses in history, geography and politics. The semester-long program is offered in fall and spring and requires three semesters of college French and the ability to follow course work in French. Based in Yaoundé, Cameroon's political capital, the program also spends extensive time in other regions of Cameroon, including a two-week stay in the northern town of Ngaoundéré. Students primarily live with local host families.
Egypt—The American University in Cairo (AUC) offers a liberal arts education taught in English. Students take four to five classes each semester (fall or spring) and have the opportunity to learn Arabic and experience cultural immersion and classroom learning. Students live in university housing.
Ghana—This 15-week program sponsored by the School for International Training (SIT) focuses on “Social Transformation and Cultural Expression.” Offered in fall and spring semesters, it is based in the capital of Accra, where students attend lectures at the Institute of African Studies at the University of Ghana. Students can explore Ghana’s rich artistic heritage and learn about historical factors affecting the country’s present-day political, economic, social and artistic processes. Students live with local host families.
Kenya—Students who wish to spend a fall or spring semester in Kenya may choose either a health and community development program based in Nairobi or an Islamic and Swahili cultural identity experience based in Mombasa. With both programs, students study Swahili, take courses, and do independent research projects. Homestays and educational excursions are integral to the experiences. SIT administers these programs.
In the Comparative Wildlife Management Studies program students visit multiple national parks and group ranches and contrast conservation issues in the Amboseli-Tsavo ecosystem just north of Mount Kilimanjaro in Kenya with those of the Tarangire-Manyara ecosystem of northern Tanzania. Participants in this semester-long School for Field Studies (SFS) program take three courses and complete an independent study project. A summer option is available.
A full-year study opportunity in Nairobi is offered by Kalamazoo College. Students study Swahili, enroll in the University of Nairobi, and undertake an independent research project. All participants also take a special course in development models and theories. Housing is with Kenyan families.
Sénégal—Three different programs are available in Dakar, Sénégal. The Council on International Educational Exchange (CIEE) offers a semester program at the Université Cheikh Anta Diop (UCAD) in which students study French and Wolof and may also take courses in English. Students live with Sénégalese families. Opportunities for community service and internships are available. An SIT program, “National Identity and the Arts,” immerses students in Sénégalese life and culture and engages them in creating and performing West African art forms. Course work is taught in English and French; students learn Wolof and conduct an independent study project. Housing is with local families. These programs are offered in the fall and spring semesters.
A yearlong program at UCAD, offered through Kalamazoo College, provides European course work in French, a course in Wolof, and an independent research project. A feature of this program is a special course in sustainable development, including the design and implementation of a community development project. Housing is with Sénégalese families.
South Africa—Albion is privileged to have a special relationship with the University of Cape Town in the city of Cape Town, South Africa. Students may spend either the fall or spring semester studying in a wide variety of academic areas. Some community service-based internships are also possible. Students live in apartments or on campus in a dormitory.
Multiculturalism and human rights are the focus of a School for International Training (SIT) program based in Cape Town. Students in this semester-long program complete four homestays with families of different geographical and cultural backgrounds. Experiential learning is combined with study of the Xhosa language, courses, field-based assignments, and educational excursions to develop a multidisciplinary understanding of the country. Another SIT program, “Social and Political Transformation,” is based in Durban and provides opportunities for course work, independent research, educational excursions and learning of the Zulu language. Students experience both urban and rural homestays. These programs are offered in the fall and spring semesters.
Tanzania—This fall semester field study program, “Ecology and Human Origins,” is taught at the University of Dar es Salaam by Associated Colleges of the Midwest (ACM). It features the ecology of the Maasai ecosystem and immersion in Tanzanian culture through study of the Kiswahili language, field trips, homestays with local families and living with Tanzanian students in university dormitories.
China—By arrangement with the Council on International Educational Exchange (CIEE), Albion offers students semester or full-year programs at three locations in mainland China: Beijing, Shanghai, and Nanjing. Mandarin language studies are integral to each program. Studies in Beijing and Nanjing require at least one year of Chinese. There is no language prerequisite for the Shanghai program, which focuses on business and culture. Housing may be with host families or in residence halls with either CIEE or international roommates. In addition, IES Abroad offers two programs in Beijing for a semester or academic year: one is a language-intensive program and the other addresses contemporary issues in China. Students live in residence halls. Some summer options are possible.
India—Associated Colleges of the Midwest (ACM) offers a fall semester junior year experience in Pune, India, that focuses on developing a broad understanding of Indian society and culture and gaining knowledge about India's environmental, cultural, and development issues. The program begins with a three-week orientation and includes instruction in the Marathi language. Housing is with host families. A summer session is also available.
“Buddhist Studies in India,” a fall program provided by Antioch University, allows students to explore Buddhism in Bodh Gaya, the center of the Buddhist world. Participants live with fellow students in a Buddhist community, engage in rigorous academic classes, receive meditation instruction from masters in three Buddhist traditions—Theravada, Mahayana, and Vajrayana—and complete an independent study project.
The University of Hyderabad is the location for the CIEE program, “Arts and Sciences in Hyderabad,” offered in either fall or spring semesters. Students can choose from a wide range of academic subject areas plus Hindi language, Indian dance and music, and other cultural topics. Housing options include homestays and residence halls. Excursions are an integral part of the program as are many opportunities for volunteering in the community.
Japan—Albion offers programs in four Japanese cities: Tokyo, Hikone, Kyoto, and Nagoya.
The Japan Studies Program, managed through Earlham College, is located in the international division of Waseda University in Tokyo. Instruction is in English, but students study Japanese as part of the program. The full-year program includes a one-month cultural practicum with an internship in a local community. Participants live with Japanese families. A one-semester option is also available in the spring. CIEE offers one- or two-semester programs at Sophia University, a well-known university in Tokyo. Students may live with a host family or in a Japanese student residence hall. The Summer Session of Asian Studies at Sophia University offers intensive Japanese language study as well as opportunities for international and Japanese students to study together in seminar classes taught in English. Home stays are integral to the program.
In Hikone, the Japan Center for Michigan Universities provides intensive Japanese language instruction at four levels, from beginning to advanced, in year-long, semester and summer programs. Students are able to experience many aspects of Japanese culture and life through cultural presentations and interaction in the community.
The IES Abroad Nagoya Program, with full-year and semester options, is offered at a distinguished private institution, Nanzan University, which is located on a wooded campus on a hill above Nagoya. Students may live in homestays or dormitories. Nagoya is one of Japan's major cities and an important industrial and cultural center.
Japan and its Buddhist traditions are the focus of the Antioch University program in Kyoto. Participants can study Buddhism in theory while engaging in Buddhist practices, learning Japanese and pursuing academic interests. Classes are taught at Ryukoku University in the fall semester, and students experience Buddhist culture by living as “lay pilgrims” in a nearby temple hostel.
South Korea—Albion students may study at the International Undergraduate Division of Yonsei University in Seoul, South Korea, for a full year, semester or summer. Courses are taught in English, but students may take Korean language classes. Students live in residence halls on campus.
Thailand—Situated in Khon Kaen, CIEE’s “Development and Globalization” program helps students gain an understanding of the complexities of these issues at both an academic and a grassroots community level and their roles as global citizens. Cultural immersion occurs through community stays, translated exchanges, Thai student roommates and peer tutors. Students may choose from a variety of courses that focus on personal development, group peer learning and consensus decision making. This program is offered in the fall and spring semesters.
Province of Queensland—GlobaLinks sponsors two programs in Brisbane available in both the fall and spring semesters. The University of Queensland offers courses in Aboriginal and Torres Strait Islander studies, Australian studies, botany, business/management, marine science, psychology, religion and zoology. At Griffith University fields of study include tourism, communication, music, information technology, environmental science, film and television studies, commerce and multimedia. Students in both programs live in university residences.
James Cook University, another GlobaLinks program, is located in Townsville near the Great Barrier Reef. A world leader in environmental and biological research, it also has strong programs in education, psychology, business, creative arts, health and social sciences. Students may enroll during fall or spring semester. Housing is in residence halls.
The School of Field Studies Center for Rainforest Studies focuses on the ecology of Australia's rainforest and looks at issues of rainforest management and restoration. Participants apply their knowledge to the surrounding area by working on projects with community members. Students take three courses and complete an independent study project. Housing is provided in the Center. A summer option is available.
Province of New South Wales—The University of Newcastle is located two hours north of Sydney. Subjects offered include: Aboriginal studies, environmental studies, management and business, geography and geology, Australian history, film and literature, psychology and sociology, music, visual arts and graphic design, communication studies, and education. Housing is in university residences. This GlobaLinks program is available in both the spring and fall semesters.
GlobaLinks coordinates three semester programs in the Sydney area: Macquarie University, the University of Wollongong, and the International College of Management Sydney (ICMS). Academic highlights at Macquarie are Aboriginal studies, business, communications, history, biology, psychology, sociology, languages and education. The University of Wollongong is widely recognized for its interdisciplinary and cross-disciplinary research strengths in these major areas: materials and manufacturing, policy and social impact, and communications and information. ICMS specializes in business, tourism, event management, retail services management, property services management, hospitality management, and sports management. Internship opportunities are available in hospitality management. Each of these programs offers on-campus housing.
The Boston University (BU) Sydney Internship offers a work experience combined with course work on Australia's dynamic history and its contemporary culture and place in the modern world. Internship areas include advertising and public relations, arts and arts administration, business and economics, film, radio and television, health and human services, hospitality administration, journalism and politics. Fall, spring, and summer programs are available. Housing is furnished at the BU Sydney Center.
Dunedin—The University of Otago in Dunedin is New Zealand's oldest and most prestigious university. The main activity of the host city is education. Academic highlights are earth and ocean sciences, environmental sciences, biological sciences, medical sciences, social sciences and New Zealand studies. Sponsored by GlobaLinks, the program is offered both fall and spring semesters. Students live in residence halls or in shared flats with New Zealander students.
Auckland—Studying for a semester or a year at the University of Auckland is an academic and cultural experience you will never forget. It is the only New Zealand university to be ranked in the top 65 universities in the world and is the country's leading research university. The University of Auckland offers courses in anthropology, archaeology, art history, Asian studies, history, Maori studies, business and management, psychology, physical sciences and more. A GlobaLinks program, students have a variety of housing options: catered dormitories, apartments or shared flats.
British West Indies—At the School for Field Studies Center for Marine Resource Management Studies, located in the Turks and Caicos Islands, students confront the challenges of fisheries management. They study how to develop and manage the fisheries, park and reserves for the benefit of residents and visitors without degrading valuable marine resources. Students take three courses and complete an independent study project during the semester-long program. They also are involved in the local community. Housing is provided in the Center. A summer option is available.
Dominican Republic—The Council on International Educational Exchange (CIEE) offers a program at the Pontificia Universidad Catolica Madre y Maestra in Santiago, Dominican Republic, for Spanish language and Caribbean area studies. Students may participate in the program in either the fall or spring semesters. Housing is with families.
Austria—Students can choose from three programs offered by IES Abroad with options to spend a summer, semester or academic year in Vienna. The “European Society and Culture” program is designed for students with an interest in culture, history and politics. A music program provides firsthand experience in the rich musical traditions of Vienna. Courses in the programs are offered in both English and German. Field trips are organized to ski resorts and to neighboring countries depending upon the season. A summer music program for music majors is also available.
Belgium—Students interested in European studies or international relations may choose to do a semester-long political internship with an English-speaking member of the European Union (EU) in Brussels. Knowledge of French is not required although a French class is offered. Students may opt between home stays or sharing an apartment with other international students or Belgian students. This program is administered by Educational Programmes Abroad (EPA).
Czech Republic—The Council on International Educational Exchange (CIEE) hosts Central European Studies at Charles University and the Film and Television School of the Academy of the Performing Arts in Prague. A background in European studies is recommended, i.e., history, sociology, economics, political science, language or literature. Most courses are taught in English. Students are required to take one Czech language course including two weeks of intensive language training during orientation. Housing options include homestays, residence halls, or apartments. This program is offered in the fall and spring semesters.
France—Albion provides two study abroad opportunities in Grenoble, France, located in the heart of the French Alps. A semester or full-year French language program is offered at the Centre Universitaire d'Etudes Françaises (CUEF), Université de Grenoble III. Both language and non-language majors may participate, although students are expected to take two courses each semester in French language with three other courses in related areas. An international business and management program is available at the Grenoble Ecole de Management (GEM). Classes are taught in English, although an intensive French class is required. Upon completion of one semester, a student receives an International Business Certificate. A bachelor's in international business may be awarded for one full year of study. Albion provides an on-site resident director for the Grenoble programs. Students live with families in or near Grenoble, and efforts are made to place students with little or no knowledge of French with families who speak some English.
The Boston University Paris Internship Program combines intensive French language study and liberal arts courses in French with an eight-week internship during the course of a semester. Participants may choose to live either in a dormitory or with a family.
Studio art students may spend a semester at the Marchutz School in Aix-en-Provence where they enroll in the Studio Seminar, the Art Criticism Seminar and one art history class. Students also study French. Housing is with a French family. A summer session is available. The Institute for American Universities administers this program.
French language students may study for a year or a semester at a Council on International Educational Exchange (CIEE) program in Rennes, which is the capital of Brittany and is located just two hours west of Paris by train. The university is divided into two campuses, Rennes I (science) and Rennes II (humanities). Rennes II is the center for CIEE.
Albion maintains a student exchange program in the fall and spring semesters with the University of Versailles Saint-Quentin-en-Yvelines (UVSQ), located near Paris. Most courses of study and orientation programs are taught in French and require several semesters of French language classes. Some courses are taught in English in the following departments: international studies, international relations, European and Atlantic studies, economics (business), American literature and cinema, media studies, medieval literature, and English literature. Housing is in university apartments.
Germany—The American Junior Year at Heidelberg University provides a semester, summer, or full year in Heidelberg through the auspices of Heidelberg College (Ohio). Students choose from a variety of classes, live in apartments with German students and participate in community activities. Antioch College offers a spring semester or full-year program with language study at the Goethe Institute and course work at Eberhard-Karls Universitat in Tubingen. This program can include independent research, internships or part-time work. Students are housed in residence halls.
IES Abroad’s Language and Area Studies Program in Freiburg has options for semester or academic year study. A minimum of four semesters of college-level German is required. Students live with both German and other international students. Cultural immersion is encouraged through field trips and excursions. Freiburg is also the home to the IES European Union Program, a multi-country program on politics, economics, business and international relations offered in the fall or spring semesters. Taught in English, the program features an integrative seminar that incorporates about 21 days of field study to travel to numerous countries inside and outside the European Union. Cities visited may include Berlin, Prague, Brussels, Paris, Frankfurt, Strasbourg, Luxembourg and others.
Two semester-long academic internship programs are available in Germany. The Educational Programmes Abroad (EPA) Bonn/Berlin program combines academic course work with an internship opportunity in fields such as politics and law, business, health science, arts, education and nature conservancy. Students either reside with local host families or in apartments. The Boston University Dresden Internship combines an intensive language immersion program and course work with an internship placement in areas including health and human services, international organizations/NGOs, politics and international relations, and pre-law.
Greece—The American College of Thessaloniki (ACT) has both semester and summer programs. Classes are taught in English, and students can take elementary Greek as well as many other courses. ACT also offers internships in local businesses. Students in education can go for the summer program and also get credit for working at a children's camp. While the campus sits up in the hills above Thessaloniki, students live in shared apartments in the downtown area.
College Year in Athens is an independent study program that offers full-year, semester and summer programs in ancient Greek civilization and East Mediterranean area studies. These two multidisciplinary tracks encourage the selection of related courses. Areas of study include art and archaeology, classical languages, ethnography, history, modern Greek language, philosophy, political science and religion. Students live in apartments provided by the program.
Hungary—The Budapest Semesters in Mathematics program is specifically designed for mathematics majors. Classes are taught in English by Hungarian professors. An optional two-week intensive language class is available at the beginning of the semester. The imprint of the Hungarian tradition is particularly prominent in some of the courses. Students live in shared houses/apartments in Budapest.
Ireland—Students may study for a semester or a full year at University College Cork (UCC), one of four constituent universities of the federal National University of Ireland, located in Cork, Ireland. UCC offers a wide variety of course work in arts, Celtic studies, social sciences, law, business, science, engineering, food science, and medicine and health. There are also limited internship options at UCC and a summer session. UCC arranges housing for Albion students.
Studio art students may spend a semester or summer at the Burren College of Art, Ballyvaughn, County Clare, Ireland. Burren provides students with personal studio space, one-to-one tutorials with faculty, and housing on site. Courses are available in drawing, painting, photography and sculpture.
The Boston University Dublin Internship program provides students with opportunities to work and study in Ireland's capital city in fields such as advertising, marketing, public relations, art and architecture, business and economics, health and human services, hospitality administration, politics, and more.
Italy—Studio Art Centers International (SACI) in Florence offers classes in studio art, art history, art conservation, archaeology, and Italian language and culture. Fall, spring and summer sessions are offered. SACI is located in the Palazzo dei Cartelloni in downtown Florence. This location boasts a beautiful gallery/exhibition space, classrooms, a library, offices and studios surrounding a traditional Italian garden. Students are housed in shared apartments throughout Florence.
John Cabot University, an American university in Rome, offers courses in art history, business administration, communications, economics, English literature, humanistic studies, international affairs, Italian studies, psychology and political science. Semester, academic year and summer sessions are available.
Students have the opportunity to study for a year or a semester in a tourist-free Renaissance city through the CIEE program in Ferrara, Italy. It is designed for students at the beginning or intermediate levels of Italian language proficiency. Courses are taught in English.
The ACM Florence Program introduces students to the city’s extraordinary legacy of Renaissance art and culture. Courses include Renaissance art history, Italian culture and studio art. This fall program has a four-week intensive Italian language course and weekend excursions to Venice and Rome. Students live with host families. In spring semester “London and Florence: Arts in Context” is offered. Participants spend two months in each city. The focus in London is on art and architecture, while in Florence it is medieval and Renaissance art, history, and literature, plus conversational Italian.
Russia—The Council on International Educational Exchange (CIEE) offers a semester-long Russian area studies program at St. Petersburg University. Students live in local homes or university residence halls. Classes are taught in English and Russian.
Spain—Albion students have study abroad options in Seville through Spanish Studies Abroad (SSA) and the Council on International Educational Exchange (CIEE). The SSA program offers a series of courses in Spanish language, Spanish and Spanish-American literature and civilization, contemporary Spain, business in Spain, and teaching English as a second language, available for semester or academic year study. The CIEE summer Spanish language program gives students the opportunity to enroll directly in the Universidad de Sevilla and take classes such as advanced Spanish, anthropology, political science, business, humanities and many others. SSA offers homestays or housing in residence halls; CIEE students live with host families. SSA also provides an academic experience in Alicante, Spain, through a program at the University of Alicante. Following a four-week intensive language preparation, students participate in semester or academic year programs in Spanish studies or integrated studies with Spanish students. Housing is with local host families.
CIEE also offers Spanish programs in Barcelona, Madrid, and Alcalá de Henares. Barcelona classes are taught at the intermediate Spanish level. The Madrid and Alcalá programs require advanced Spanish abilities. Students in the latter program may take classes at the Universidad de Alcalá. Sessions are offered fall and spring semesters. Alcalá also has a summer program. Housing is with host families.
The semester-long Boston University Madrid Internship program provides work experiences in a variety of areas, including but not limited to: business and economics, advertising and public relations, the arts, film and television, health and human services, hospitality administration, politics, journalism, and international organizations. Courses may be taken in Spanish language and culture and liberal arts. Another Madrid internship program is offered by Educational Programmes Abroad (EPA). Fall and spring semester positions are available in a variety of fields. Students take courses at the Universidad Antonio de Nebrija.
The Deusto-Bilbao/CIDE semester-long program in Bilbao is an excellent program for students with double majors in Spanish and elementary or secondary education. Classes are offered for all international students at the intermediate to advanced levels. Their teacher practicum allows education majors to get some experience in a local classroom. Students live with a host family or in shared apartments.
International Studies Abroad (ISA) gives students an opportunity to study for a semester or an academic year at the University of Granada. Course work focuses on Spanish language and culture or Hispanic studies. The origins of the university can be traced back to the Arabic University of Madraza and is one of Spain’s major intellectual centers.
United Kingdom—Albion offers several programs in England and Scotland. Students attending the academic year program at the London School of Economics can study a variety of subjects, e.g., anthropology, economics, mathematics, operational research, philosophy, political science, and sociology. Participants live in university-owned residences. There is also a summer school option.
A full curriculum of studies is available at five partner universities in the U.K.: the University of Sussex in Brighton, England; and the University of Stirling, the University of Aberdeen, the University of St Andrews, and the University of Glasgow, all in Scotland. Semester, summer, and full-year study opportunities are available at Sussex and Stirling, while semester or full-year options are available at Aberdeen, St Andrews and Glasgow. Albion participates in the Principia Consortium, a special academic honors program offered at Glasgow. All five institutions place students in university residence halls.
The Educational Programmes Abroad (EPA) internship/study program in London offers semester and summer opportunities. Students intern four days per week and take one (summer) or two courses (semester). Housing is in program apartments. The Boston University London Internship program is designed for students to take classes during the first part of their experience and then fully engage in an internship during the last eight weeks. Students in this program live in provided housing. EPA also offers an internship program in Edinburgh, Scotland.
The Centre for Medieval and Renaissance Studies at Oxford University in England provides one-to-one teaching through semester-long tutorials, an integral course of lectures, field trips, and a colloquium. Seminars are offered in art history, history, languages, literature, philosophy, political thought, women's studies, and religious studies.
Multiple Countries in Europe—In the Comparative Women's and Gender Studies in Europe program sponsored by Antioch College, students observe firsthand the European women's movement. Participants meet with women from varied professions in five different countries: Netherlands, Germany, Poland, Czech Republic, and Turkey. This fall semester program includes three courses and an independent research project. Students stay in hostels, hotels, and with local hosts throughout Europe.
Argentina—The Council on International Educational Exchange (CIEE) program in Buenos Aires offers semester or academic year language programs for Spanish students, beginners through advanced. Other areas of study are also offered. Students attend classes with other international students at FLACSO and at Universidad de Buenos Aires and Pontificia Universidad Católica. During the summer a community public health program, designed to accommodate students with intermediate to advanced language skills, focuses on health care issues from a social science perspective. Students reside with host families during their experience abroad. For Spanish majors, International Studies Abroad (ISA) hosts a summer intensive Spanish language program at the University of Belgrano, where students can study in sessions of one, two or three months.
SSA offers a semester or full-year Spanish language program in Córdoba in the northern part of Argentina. The program partners with the Universidad Nacional de Córdoba (UNC), and courses are available in a variety of subjects. Students have the opportunity to engage in extracurricular activities such as tango and equestrian lessons, internships, or volunteer community service. Students are placed in homestays.
Chile—CIEE offers a semester or full-year program in Valparaiso/Vina del Mar, where students take classes with other international students at the Pontificia Universidad Católica and are encouraged to enroll in regular university courses. Offerings include Spanish and Chilean culture, plus a wide variety of courses in disciplines such as business administration, environmental sciences, fine arts, journalism, music, physics and psychology. Students live with host families and have opportunities for volunteering and service. A summer study option is available through ISA—students can engage in Spanish language and Latin American Studies for one to two months.
Costa Rica—The Associated Colleges of the Midwest (ACM) sponsors a Latin American Culture and Society program in San José in the fall and a Tropical Field Research program in the spring. The fall semester has three major components: Spanish language study, introduction to Costa Rica, and a core course taught by a local expert. Students live with families and complete an independent study project. The spring semester is a program for advanced independent work in the natural and social sciences and the humanities. It includes language study (including a homestay), field research, a research seminar and paper.
The School for Field Studies Center for Sustainable Development Studies, located at Atenas, works on sustainable development opportunities for Costa Rica. In this semester-long program, students study the seven Protected Areas and then apply that knowledge to the local canton of Atenas. They also are involved in the local community. Housing is provided in the Center. A summer option is available.
Mexico—The Program for Mexican Culture and Society in Puebla helps integrate Spanish language students into Mexican student life and learn about an ever-changing Latin American culture and society. Semester or academic year programs are available in the arts, mathematics, science, and various other fields. Students normally reside with host families.
Beginning through advanced Spanish students may spend a semester, full year, or summer at the CIEE program at the University of Guanajuato. There are homestays and opportunities for volunteering.
Peru—In the CIEE Liberal Arts Program, students with five or more semesters of college-level Spanish have the opportunity to take courses with Peruvian students, thus learning about contemporary culture in Lima. Participants engage in a two-week intensive Spanish language course before the start of the program. Homestays and excursions to Cuzco and Machu Picchu are program highlights.
A month-long summer study option in Lima is available through ISA. Students can engage in Spanish language, literature and Peruvian culture at the Universidad del Pacifico. Various housing options are available.
Turkey—The Council on International Educational Exchange (CIEE) offers students the opportunity to study for a year or a semester at Koc University in Istanbul, a private, medium-sized university located on a beautiful hillside campus overlooking the Black Sea. Istanbul is a multicultural city that spans two continents and offers a unique blend of East and West culture. Classes are taught in English; however, Turkish language study is a program requirement. Course work is offered in arts and sciences, engineering, archaeology and history of art, business administration, economics, history, international relations, philosophy, psychology and sociology. Students live on campus in residence halls.
North America: Canada and U.S.A.
Canada—The Ecole de langue française et de culture quebecoise is located in the Université de Quebec in Chicoutimi, Quebec. This is a semester or summer total immersion experience. Classes are taught completely in French. A number of internships are available during the semester programs. Students live with a host family. Chicoutimi is located in northern Quebec near a beautiful lake.
Albion offers a number of academic internship/apprenticeships, research, and study programs in the U.S.
Beaufort, N.C.—Duke University's Marine Laboratory provides semester and summer courses in marine science, including biochemistry, ecology, developmental biology, geology, oceanography, physiology and systematics. Fall and spring semester options are available. Housing is provided at the laboratory site.
Chicago, Ill.—The ACM/Newberry Library Program in the Humanities (a GLCA-recognized program) is an opportunity for students to do research at one of America's foremost libraries in the humanities. This fall-semester program includes a thematic seminar and a significant individual research project related to the broad theme of the seminar. Apartment housing is provided on site.
Oak Ridge, Tenn.—The Oak Ridge Science Semester (a GLCA-recognized program) is a fall-semester program that enables upperclass students (primarily seniors) to join ongoing research projects at Oak Ridge National Laboratory. Majors in biology, chemistry, physics, computer science or mathematics are eligible. In addition to their research, students participate in an interdisciplinary seminar and take an advanced course from a resident faculty member from a member college of the GLCA or ACM. Housing is in apartments provided by the program.
Woods Hole, Mass.—The Sea Education Association (SEA) semester is a fall, spring or summer program that integrates science, the humanities and practical seamanship with deep-water oceanographic studies. Students spend the first half of the program at the SEA campus in Woods Hole, MA. Participants then spend the second half of the program on board one of SEA's sailing research vessels. Cruise tracks include the Caribbean and the Atlantic and Pacific oceans.
Five U.S. internship programs are overseen by the Career Development Office:
Chicago, Ill.—The Chicago Center for Urban Life and Culture offers a combined academic and internship experience during which students intern four days per week, take a Chicago communities and cultures seminar, and complete an independent study project. Students live in apartments provided by the program. This urban studies program has fall, spring or summer sessions.
New York, N.Y.—The New York Arts Program (a GLCA-recognized program), offered in the fall and spring semesters, provides students in the performing, visual and communication arts opportunities not available on their home campuses. Each participant engages in an apprenticeship and in a seminar on the arts. Students work with professionals in a wide variety of areas and live in the New York Arts Program house. Ohio Wesleyan University manages this program.
Philadelphia, Pa.—The Philadelphia Center (a GLCA-recognized program) provides an integrated internship and academic experience in an urban context. Students choose an internship in a school, institution, agency or community group related to their academic discipline. The course work consists of a city seminar and electives. Students live in apartments. Hope College manages the program. Fall or spring semester options or a summer session are available.
Washington, D.C. —Two programs are available. The Washington Semester program at American University offers students an internship plus studies in a variety of areas. The semester program includes an internship, a thematic seminar and an elective course or research project. Housing is in an American University residence hall. The Washington Center for Learning Alternatives provides semester students with an intensive internship experience four and a half days per week and a seminar program. Students live in apartment complexes. Both Washington programs have a summer option.
Contact the Office of Career Development for more information and to apply for these internship opportunities.