Section V: The DePauw Experience

At DePauw, students have many opportunities to apply their classroom education in a variety of learning experiences, many of which are outside the University. DePauw's Winter Term, international study, fellows and honors programs, internships and pre-professional preparation in the context of strong liberal arts curriculum lay the groundwork for initial opportunity and the development of fulfilling personal lives and careers.

Winter Term

All DePauw University students complete at least three Winter Term projects before graduation. Winter Term, which takes place each January between fall and spring semesters, is a time of intellectual exploration and enrichment that reflects DePauw's serious commitment to non-traditional, experiential learning.

Four main types of Winter Term projects are possible:

• on-campus courses
• off-campus study and service projects, led by faculty members
• internships
• independent study projects

Winter Term provides the opportunity for a rich variety of experiences. Students may study or work intensively on a specific problem or topic of personal interest and educational merit; explore a new subject; work collaboratively on a project with faculty members or professionals with similar interests; study a problem or topic from a cross-disciplinary perspective; experience a new culture; work and live with others and provide a valuable community service; learn and practice a new skill; participate in a valuable group experience in a work, performance or educational setting; explore a potential career or a field unrelated to career; or learn about oneself in relation to potential academic majors.

On-Campus Courses

The on-campus Winter Term program offers DePauw students a chance to focus on a single topic of interest that is well-suited for an intensive period of study. Typically, Winter Term courses are not part of the regular curriculum and range in style and approach from the academic to the experiential, from the traditional to the innovative. The academic component of the on-campus Winter Term strives to maintain high expectations for engagement, learning and accomplishment, while allowing for exploration of non-traditional areas of study.

Short-Term Off-Campus Study and Service Projects

Winter Term off-campus study and service projects, designed and led by members of the DePauw faculty, offer students the opportunity to expand their awareness of the global community in the context of an integrated and carefully designed learning experience. Students explore and study new cultures, perform valuable community service and develop new skills.

 

GO TO TOP  Winter Term  Internships  International & Off-Campus  Honors  Bonner Scholars  Teacher Ed.  Dual Professional  Pre-professional  Special & ROTC  Other Programs   Summer Program

 

Internships

Internships during Winter Term offer students the chance for an intense, concentrated exploration of personal and career goals in a professional setting. DePauw students develop projects in virtually every professional field, including: business, education, health sciences, law, research, communications, media and the non-profit sector.

Independent Study Projects

Strongly motivated upper-class students are encouraged to set up independent study projects that focus in depth on an area of special interest. Projects range from the traditionally academic to the highly experiential and may be carried out on-campus or off-campus. Students develop their projects in conjunction with a supervising member of the faculty.

Study at Another Institution

Many other institutions and approved organizations also offer courses during the month of January. Upper-class students can therefore take advantage of an even greater number of course offerings by enrolling in a Winter Term program at another 4-1-4 college or participating in a group project sponsored by another organization.

International and Off-Campus Programs During the Semester

One of the major goals of the University is to provide its students with an understanding and appreciation of the many different human cultures. With this in mind, DePauw offers off-campus study opportunities designed to broaden intellectual horizons and to enable the student to achieve a deeper sense of individual identity and cultural awareness.

By its very definition, a liberal arts education should be inseparable from direct contact with many people and diverse cultures. Through participation in an international program or an off-campus program in the United States, the student is able to enhance and strengthen academic goals and personal objectives. Off-campus study stimulates the growth of new thinking. Leaving the shelter of familiar circumstances encourages greater self-reliance and sophistication in thought and action. With an understanding of other cultures, one becomes dramatically aware of the need to search for solutions to the problems confronting humankind.

Therefore, DePauw has endeavored to integrate off-campus experiences into the academic program students pursue on campus by encouraging them to spend one or two semesters in approved international or stateside off-campus study programs. Students may participate in these programs during the period extending from the second semester of their sophomore year through the first semester of their senior year.

Three features distinguish DePauw's approach to international and off-campus education.

1. A wide range of program options is available to students to meet their diverse academic and cultural interests. Where feasible, the International and Off-Campus Study Center arranges for direct enrollment of DePauw students in foreign universities and educational institutions. In other cases, special programs are designed to achieve cultural immersion or to meet specialized academic needs. Foreign language study and immersion are available at all levels of language proficiency. Some off-campus programs include an internship component, which allows students to obtain practical experience in an area that interests them.
2. There is continual supervision and assessment of program content and organization by the staff of the International and Off-Campus Study Center and the International Education & Off-Campus Study Committee.
3. All students interested in off-campus study are personally interviewed by the staff of the International and Off-Campus Study Center and appropriate faculty members. These interviews are designed to match students' needs to program offerings on a case by-case basis.

 

GO TO TOP  Winter Term  Internships  International & Off-Campus  Honors  Bonner Scholars  Teacher Ed.  Dual Professional  Pre-professional  Special & ROTC  Other Programs Summer Program

 

International and Off-Campus Study Center

The University maintains this center to administer all aspects of international and off-campus study at DePauw, except those managed separately for Winter Term, departmentally sponsored internships and the internship programs of the Management Fellows, Media Fellows and Science Research Fellows programs. In its library of brochures and catalogs, the center has information about a variety of programs sponsored by DePauw. Information about off-campus study opportunities may be obtained from the International and Off-Campus Study Center, DePauw University, P.O. Box 37, Greencastle, IN 46135-0037; phone (765) 658-4373; or on the Web at http://www.depauw.edu/univ/international.

Application Procedures

Selecting and applying for off-campus study is rather like selecting a college in a process of matching students' aptitude and interests with the academic strengths and cultural immersion aspects of a program. Students interested in studying off campus should start the process early and begin by exploring the International and Off-Campus Study Website at www.depauw.edu/univ/international. Students receive assistance from the staff of the International and Off-Campus Study Center, returned off-campus study students and faculty members in their major and minor departments.

The off-campus study application procedure has two steps. Students first apply for approval to study off campus on a particular program from the International and Off-Campus Study Center by the off-campus study deadline, early in the spring semester. Applications are then reviewed by members of the International Center professional staff and the International and Off-Campus Study Education Committee. Once approval is granted, students then apply to the off-campus study program itself by the program's deadline. Nearly all students who are approved by the International and Off-Campus Study Center are also approved by their chosen programs, provided they meet the program's deadlines and prerequisites.

For a detailed description of the off-campus study application and selection process, see http://www.depauw.edu/univ/international/offcampus/offcampus.asp.

Requirements — A minimum cumulative GPA of 2.5 in the semester of application is required for participation in an off-campus program. Host programs set their own requirements, usually between 2.5 and 3.0. In addition, the student's aptitude for adaptation to a different cultural experience is considered. All students studying in a country where English is not the national language must take the national language or a local one if it is offered by the program. If DePauw teaches the language, the students should take at least one semester of the language immediately before going away. When this is not possible, those students' cases will be dealt with on an individual basis.

Participation in all off-campus programs depends on satisfactory completion of the prior semester's work and completion of DePauw's competence requirement within the mandated time frame. In addition, participants must be in good disciplinary standing. Other eligibility and prerequisite requirements may apply. Applicants are advised to contact the International and Off-Campus Study Center or see the Web page for detailed information on program requirements and participation conditions.

Off-Campus Study Fees — There is a uniform tuition charge, which is the same as on-campus tuition for all DePauw-approved off-campus study opportunities. Students receive financial aid towards meeting this tuition charge according to the normal rules for financial aid at DePauw. International degree-seeking students are normally eligible for financial aid to support only one semester of off-campus study; international degree-seeking students may apply for a special exception to this policy by petition to the IEC. The off-campus programs bill DePauw for tuition and academic fees. Students should continue to use the same method of tuition payment during off-campus study as for other semesters. The off-campus program bills the student directly for all other expenses, which usually include room, board and, in some cases, field trips, books and travel from the US to the program site.

In addition to the uniform tuition charge, all students enrolling in off-campus study will be billed a supplemental off-campus study fee. For 2006-2007, the off-campus study fee is $2500 for a semester and $3000 for year-long study at one program or for an approved pair of programs. The fee is packaged for need-based financial aid loans, which are administered by the Financial Aid office. There are some additional funds available for need-based awards to support the additional costs of off-campus study, including the off-campus study fee and travel costs associated with the program destination. Students approved for off-campus study who are on need-based financial aid are eligible for these supplemental awards. The awards will be administered by the Financial Aid office in consultation with the administrative staff of the International Center.

The student is responsible for any additional expenses not included in the host program bill. Students receiving scholarships should inform themselves about program costs at the International and Off-Campus Study Center and its Web page and then discuss their plans with the Financial Aid Office. Eligibility to receive federal and state grants and loans generally applies to off-campus study.

Course Credit — All coursework taken off-campus for credit must have the approval of the International and Off-Campus Study Center and, whenever possible, be assigned to a DePauw academic department. The amount of credit granted in any one department normally does not exceed two courses per semester. The department shall determine those courses that meet the requirements for its major.

Care should be taken to ensure that students have 19 courses outside their major subject; students in dual-subject departments must have 19 courses outside the major subject and 16 courses outside the department.

A maximum of 10 courses may be earned in off-campus programs with no more than four and one-half courses taken in a semester. Summer school courses taken abroad, which are not part of the regular program, are not included in this limitation.

Final credit evaluation for study off-campus is made by the Office of the Registrar after the student has returned to campus. The recording of credit is based on the official academic transcript available from the off-campus program, the foreign school or the international study program. On all programs, grades are recorded on the DePauw transcript but not calculated in the GPA.

In those off-campus courses where grades are not available, the courses are recorded on a credit-only basis. In such cases, credit determination is made upon the recommendation of the appropriate academic department and the approval of the Office of the Registrar with no grades reported. Students receive grades of S (Satisfactory) or U (Unsatisfactory) for the internship component of off-campus programs.

Off-Campus Study Programs

DePauw offers a choice among a wide variety of strong academic programs on six continents. Programs are regularly reviewed, and some are added to the roster while others are dropped. Check the Website or contact the International and Off-Campus Study Center for a current and complete list of endorsed programs. A sample is given below of DePauw's consortial and exchange programs.

GLCA-Recognized Programs

Programs recognized by the Great Lakes Colleges Association (GLCA) combine the excitement of off-campus study and the strengths of a liberal arts college. GLCA's member institutions have cooperated in the area of off-campus study since 1962. GLCA-recognized programs get consultation and advice from committees that include faculty and administrators from several member campuses. Programs are regularly evaluated, earning the GLCA label by meeting high academic and administrative standards. Faculty members from GLCA campuses generally serve as on-site academic directors for these programs, giving students daily access to advice and support from a professor who knows the program and the local culture as well as U.S. higher education.

A member institution of GLCA, or an affiliated organization with special strengths in the program area, administers each program. The primary affiliated organizations are the Associate College of the Midwest (ACM) and the Council on International Educational Exchange (CIEE).

GLCA-recognized international programs include:

• The Border Studies Program
  Administered by Earlham College
  El Paso, Texas and Ciudad Juarez, Mexico
• The Central European Studies Program
  Administered by ACM
  Palacky University in Olomouc, Czech Republic
  
• India Studies Program
  Administered by ACM
  Pune, India
• The Japan Study Program
  Administered by Earlham College
  Waseda University in Tokyo, Japan
• Studies in Kenya or Senegal
  Administered by Kalamazoo College
  Nairobi, Kenya or Dakar, Senegal
• The Russian Studies Program
  Administered by ACM
  Kuban State University in Krasnodar, Russia
• Global Partners Semester in Turkey
  Administered by the Global Partners Program (ACM, ACS and GLCA colleges)
  Istanbul and Ankara, Turkey
• CIEE China Programs
  Administered by Council on International Education Exchange (CIEE)
  Beijing, Nanjing or Shanghai, China and Taipei, Taiwan

GLCA-recognized domestic programs include the following internship and research programs:

• The New York Arts Program
  Administered by Ohio Wesleyan University
• Newberry Library Program
  Administered by ACM
  Chicago, IL
• Oak Ridge Science Semester
  Administered by Denison University
  Oak Ridge National Laboratory
  Oak Ridge, TN
• The Philadelphia Center
  Administered by Hope College

DePauw University's Exchange Programs

DePauw has long-standing direct exchange relationships with three universities in Japan: Waseda University in Tokyo (The Japan Study Program), Nanzan University in Nagoya, and Kansai Gaidai University in Osaka. Students live with host families and study Japanese language and Asian Studies topics courses. DePauw also has exchange relationships with the prestigious Institute of Political Science in Paris, France; Nanjing University in Nanjing, China; Tsinghua University in Beijing, China, Aoyama Gakuin University in Tokyo, Japan and Koç University in Istanbul, Turkey.

DePauw Affiliated Programs

Students may also choose to participate in a wide range of programs offered by affiliated organizations and universities. A partial list of these organizations includes: Australearn, Arcadia University, Brethren Colleges Abroad, College Year in Athens, CIEE, Denmark's International Study Program, EPA internship programs, IES, The School for Field Studies, The School for International Training, Sea Education Association (SEA), University College Cork (Ireland), The University of Queensland (Australia) and the University of Westminster (England).

 

GO TO TOP  Winter Term  Internships  International & Off-Campus  Honors  Bonner Scholars  Teacher Ed.  Dual Professional  Pre-professional  Special & ROTC  Other Programs Summer Program

 

Programs of Distinction

Honor Scholar Program

The DePauw Honor Scholar Program carefully selects a small number of students who not only demonstrate high academic caliber, but also the desire to push themselves intellectually. Being an Honor Scholar implies more than formal academic study; the program also provides students with the opportunity to direct their energy to important and difficult questions and to be part of a group that seeks especially to find its college education an intensive and stimulating interdisciplinary experience.

Honor Scholars enroll in five Honors Seminars during their first three years of college: two as first-year students and three as sophomores and juniors. First-year students take interdisciplinary Honor Scholar Seminars. As sophomores and juniors, students must take one of each of the area seminars; the areas are broadly constructed as the Humanities, the Social Sciences, and the Sciences. Each interdisciplinary course challenges students to read, discuss and write about classic works of enduring significance as well as important recent works under the close guidance of senior professors.

During their senior year, Honor Scholars enroll in HONR 401 & 402, Honor Scholar Senior Tutorial, a year long independent study in which Honor Scholars crown their experience with the writing of an Honors thesis on a topic of their choice, written under the direction of the Honor Scholar Director and their chosen thesis committee. The culmination of the thesis is its defense, attended by the Honor Scholar and his or her committee.

This distinguished program is ideal for students who welcome intense academic stimulation and who believe, with Socrates, that the "unexamined life is not worth living".

For further information, please visit the Program's web site at: http://www.depauw.edu/honors/scholars.

 

Management Fellows Program

The Robert C. McDermond Center for Management & Entrepreneurship was established in 1980 to prepare liberal arts students for leadership roles in private and public sector management and to encourage the spirit of entrepreneurship. The Center houses the Management Fellows Program, an honors program for students interested in business, management and entrepreneurship. This four-year learning experience integrates the study of management with the liberal arts. Students complete courses in business ethics, quantitative analysis, economics and accounting. Fellows may major in any of the University's disciplines.

One of the highlights of the Management Fellows Program is the semester-long internship. Students have served internships all over the world in the private, public and not-for-profit sectors. Past and current internship sites include: Eli Lilly and Company, Indianapolis, IN; Goldman, Sachs and Co., Chicago, IL; Partners in Housing Development Corp., Indianapolis, IN; The Houston Astros, Houston, TX; Cummins India Limited, Pune, India; Ernst & Young, New York, NY; Russell Investment Group, Tacoma, WA; and KPMG, Woodcliff Lake, NJ. These paid internships are typically completed in the junior year and often include a summer and/or Winter Term.

The Robert C. McDermond Center Lecture Series brings the business world to DePauw and relates practice to theory as an integral part of the program. This series features lectures by entrepreneurs, government officials, professors and industry leaders representing a wide range of private and public fields and career opportunities. Some past lecturers have been: Ben Cohen and Jerry Greenfield, Founders of Ben & Jerry's Ice Cream; Ronald Stiver, Commissioner for the Indiana Bureau of Motor Vehicles; Candace DeBarger, Vice President Consumer Products for MasterCard; James Stewart, Executive VP and CFO for CIGNA; Jeff Harmening, Director, New Business for General Mills; Timothy Pearson, Vice Chair-Global for KPMG, LLP; Kenneth Stevens, COO for Bath and Body Works; Kathy Vrabeck, President of Activision Publishing; Paul Solman, Business, Economics & Art Correspondent for The NewsHour on Public Television; and Paul Volcker, Former Chairman of the Board of Governors for the Federal Reserve System.

Through the Executive-in-Residence Program and the Robert C. McDermond Management Center Lecture Series, the center brings business leaders to campus for presentations, management training workshops and roundtable discussions. In addition, the center works with other campus groups to organize symposia, such as The Symposium for DePauw Entrepreneurs, Women on Wall Street and Global Career Opportunities.

Course Requirements — All Management Fellows must complete course requirements in the major of their choice and the Management Fellows core curriculum.

Students must take all courses required for the Management Fellows Program on campus for letter grades (not Pass/Fail).

In the internship semester, students take Management Fellows Reading/Business Writings (HONR 310) by correspondence for one course credit while also receiving two course credits for the internship (HONR 320).

To remain a Management Fellow in good standing, a student must meet all requirements listed in the current Management Fellows Handbook.

Only under extraordinary circumstances will courses be approved that are intended to take the place of ECON 100, 220, 280, 294, 295 or 393.

Admission — Admission to the program is highly selective and is based on superior academic ability, a high degree of intellectual curiosity, leadership potential and an interest in a management career. Most students apply to the Management Fellows Program during their high school senior year, although students may be admitted as a lateral entry in their first year at DePauw. A written application and personal interview are required. Satisfactory completion of the program is noted on the student's transcript. For additional information about the Management Fellows Program or on how to apply for the program, contact the director of the Management Fellows Program or visit the program Website.

Management Fellows Core Curriculum

GROUP A Seven required course credits
ECON 100 ECON 220 (formerly ECON 150) ECON 350 PHIL 207 HONR 310 HONR 320 HONR 400	Introduction to Economics Financial Accounting Quantitative Analysis Ethics and Business* Management Readings/Business Writing** Internship*** Management Fellows Senior Seminar
GROUP B One of the following:
ECON 294 ECON 295	Intermediate Microeconomics Intermediate Macroeconomics
GROUP C One of the following:
ECON 280 ECON 393	Managerial Accounting Managerial Finance
* Acceptable substitute: PHIL 213—Ethical Theory ** Taken by correspondence during the internship semester with a DePauw faculty member. ***Counts as two course credits.

 

Media Fellows Program

The Media Fellows Program is an honors program designed for the student who either wants to plan a career in media or gain knowledge about how the media works in order to be more effective in his or her chosen field. It was organized in 1992. The home of the Media Fellows Program is the Eugene S. Pulliam Center for Contemporary Media. It is a well-equipped facility dedicated in 1991. It combines under one roof all student media, including complete facilities for television, radio, newspaper, yearbook and literary magazine publication. The facility also boasts a photography studio and darkrooms and the Watson Forum, a 91-seat multi-media classroom/auditorium.

The Media Fellows Curriculum is a concentrated honors study designed to complement a major course of study at DePauw:

1. First year: Media Fellows First-Year Colloquium (HONR 171-172). This is a two- semester colloquium that introduces students to media in their different forms and lays the foundation for further study.
2. Second year: Each semester students attend 4-5 luncheon discussions with upperclassmen and faculty. Topics include internship preparation and experiences and current issues in media.
3. Third year: Semester-long professional internship in a media setting, such as a newspaper, radio or television station, entertainment program or news bureau. This internship carries two credits. In addition, the student takes a readings course designed to continue the analytical study of the media while participating in the practical experience of the internship.
4. Fourth year: Capstone seminar second semester entailing an in-depth project coupled with readings and discussion of important media issues.

Prior to graduation, two courses—one in process and one in analysis of the media—must be taken. Students select the classes based on their interests and pursuits in consultation with the Media Fellows director. Only one of the classes can be in the student's major.

The student is also expected to complete four semesters of work in campus media. It can be done in television, radio, newspaper, literary magazine, yearbook production or other activities that are approved by the director. In addition, the student is expected to attend four special lectures and seminars each semester.

In order to remain a Media Fellow in good standing, the student must achieve a 3.1 cumulative GPA at the end of three semesters and a 3.2 GPA at the time of graduation. In addition, the student must satisfactorily complete all required coursework as detailed above.

Admission — The Media Fellows Program is highly selective. Application to the program is made the senior year of high school and is contingent upon acceptance to the university. The Media Fellows admissions process includes a written essay, an interview with a Media Fellows faculty steering committee member and current student, proven academic ability and desire to learn more about the media. There is also very limited entry to the program for first-year students already enrolled at DePauw.

Contact the director of the Media Fellows Program, Eugene S. Pulliam Center for Contemporary Media, to obtain more information about the Media Fellows Program.

Science Research Fellows

The Science Research Fellows Program is an innovative honors program for outstanding students interested in studying science and gaining significant research experience as an undergraduate. Each year approximately 15-20 students from the entering class are selected. The Science Research Fellows Program, which admitted its first class in 1991, is creatively integrated into DePauw's traditional liberal arts education.

The liberal arts atmosphere at DePauw allows for guidance on a personal basis from senior faculty members. Professors' commitment to the academic careers of students through collaborative undergraduate research projects stimulates and prepares students to seek graduate study and careers in science.

A student in the program may choose a major in any of the science departments (biology, chemistry and biochemistry, computer science, geosciences, mathematics, physics and astronomy, kinesiology, or psychology). During students’ first year in the program they participate in one research seminar and one experience involving collaborative research with a faculty member. These courses have an investigative focus and provide exposure to various science disciplines, helping to develop the requisite skills for future research experiences.

Research Internships — The university supports Science Research Fellows for one summer on campus, usually following their first year at DePauw, working on a collaborative research project with a science faculty member. Students also participate in a semester-long research internship in a major scientific laboratory or research site in either the public or private sector during the spring semester of the junior year or fall semester of their senior year. A number of students have completed their internships outside of the United States.

Science Research Fellows close their DePauw careers by taking a senior- level capstone seminar. The class provides the opportunity for students to share their research internship experiences with one another and to read about and discuss scientific issues that are at the forefront of the various science disciplines.

Speakers: The Science Research Fellows Program brings to campus speakers from a variety of scientific settings—academic, industrial and governmental—to provide enlightening views of how science is done and at the same time to raise the general scientific awareness of the DePauw community.

Admission: For admission into the Science Research Fellows Program, students must exhibit high academic promise and have a firm commitment to study and to conduct research in a scientific field. Students must apply to the program separately from applying to DePauw University. The strongest candidates are invited to the campus for interviews with the program director and with members of the Science Research Fellows Steering Committee before final selections are made.

Information Technology Associates Program

The Information Technology Associates Program (ITAP) offers students the opportunity to be involved in learning, using and creating the latest information technologies during all four of their years at DePauw. The program includes students from a range of majors interested in learning more about contemporary technologies. They bring their unique perspectives to leadership roles, developing a community of learners with keen analytical and communication skills.

First-year ITAP students spend an average of 8 to 10 hours a week experimenting with the latest technological advancements and are paid for their work. ITAP apprentices begin the program with 4 six-week rotations, developing their technical skills under the guidance of DePauw's award-winning faculty and staff.

Sophomores, juniors and seniors participate in on-campus internships working closely with faculty and IT professionals. Students receive training, real-world experience, and close mentoring in areas of their choice.

Internships

DePauw defines itself as a place where the intellect is challenged by experience. DePauw has been nationally recognized among liberal arts colleges for its commitment to internships, as well as for its innovative internship programs. Internships are viewed not simply as a way of gaining experience in "the real world." Rather, for many students they are a way of discovering greater purpose and focus in their classroom studies. Through internships, off-campus study and research projects, DePauw students enrich the classroom with practice and application. Students return from their internships knowing how important it is to become good learners and how abstract discussions of values, aesthetics, ethics and knowledge come to matter outside the classroom.

DePauw students have the opportunity to earn experiential or internship credit by participating in approved off-campus study programs with an internship component. Among these are the Philadelphia Center program and the New York Arts program. There are many other approved off-campus programs, both domestic and international, that offer internship opportunities.

The Fellows Programs at DePauw include an internship opportunity, typically during a student's junior year. The Management Fellows, Media Fellows, and Science Research Fellows internships are set up in conjunction with the Director of the respective program.

Internships are a significant component of DePauw's Winter Term. Following the procedures established by the Winter Term office, around 300 students arrange month-long, full-time internships each year. Typically these projects are unpaid but earn DePauw Winter Term credit.

Students may apply a maximum of three courses of internship credit toward graduation and may have no more than a total of five internship experiences, including Winter Term Internships.

 

Independently-Designed Internships — Semester Long

DePauw's Independently-Designed Internship is a semester-long internship that provides opportunities for students who desire to have high-quality active learning experiences as part of their formal education but for whom other available options are not appropriate or possible.

This two-credit internship is considered to be essentially a full-time work experience (at least 30 hours per week). Applicants assume most of the responsibility for organizing their internships. They develop a thorough preliminary proposal, which is reviewed by their academic advisor and the Academic Affairs administrator of the program; then, after they receive preliminary approval they find a faculty sponsor willing to supervise the project and an off-campus internship host.

To ensure that students reflect upon and synthesize the work experience, an additional one-credit readings course associated with the internship experience and/or the student's major field of study is required. This course will require an additional 10-12 hours a week of the student's time, and may include web-based interactions with interns at other sites.

This application process begins a year in advance with a preliminary application deadline of February 15 for Fall Semester internships and a preliminary application deadline of April 15 for Spring Semester internships. Students approved for this program will register for UNIV 299 (2 course credits), graded on a S/U basis, and for UNIV 298 (1 course credit). In some cases, students may arrange to have some of the internship or the study course count toward a department major.

Summer

Some departments also sponsor internships during the summer. These are also regular course offerings identified by the course number 299. They must be supervised by a faculty member and must carry at least one-half course academic credit. DePauw tuition is charged by the course credit.

Determination of credit is based on whether the activity augments or extends, in significant theoretical or practical ways, an area of instruction. If academic credit is granted, grading will be either S (Satisfactory) or U (Unsatisfactory) unless otherwise stipulated. Determination of grades is based on whether the follow-up evaluation (e.g. paper, journal, etc.) of the project demonstrates that significant learning took place.

A non-credit summer internship (UNIV 297) is also available for students who wish to do a summer internship under the guidance of a faculty sponsor and have it appear on their transcript. Contact the Winter Term Office, Durham House, at 658-4360 or 658-6004.

 

GO TO TOP  Winter Term  Internships  International & Off-Campus  Honors  Bonner Scholars  Teacher Ed.  Dual Professional  Pre-professional  Special & ROTC  Other Programs Summer Program

 

Bonner Scholars Program

The Bonner Scholars Program is designed to provide access to education and opportunity to serve. Involved students work and learn in Greencastle and throughout Putnam County. Twenty new students are awarded the Bonner Scholarship each year with approximately 80 Bonner Scholars in the program.

Students selected for the Bonner Scholars Program must demonstrate financial need as well as commitment to service through participation in community service activities or caring for a family member during high school.

Bonner Scholars are expected to maintain a good academic standing at DePauw and participate in educational and enrichment activities planned in conjunction with their direct service. First-year students are also required to take a service-learning seminar during their first semester on campus.

Students are involved in community service for an average of 10 hours per week during the school year. Bonner Scholars choose from a variety of service opportunities in the local community, partnering with schools, hospitals, non-profit and government organizations.

During the summer, Bonner Scholars work for a minimum of seven weeks (280 hours total) at sites selected by each student and approved by the Bonner Scholars Program staff. This opportunity allows students to further explore community issues by working in full-time internships. Students may select sites locally, nationally or internationally.

Bonner Scholars receive book and travel stipends at the start of each semester. Upon graduation, students are eligible for loan remission based on the successful completion of their service. DePauw’s Bonner Scholars Program is one of 25 nationally and is endowed by The Corella and Bertram F. Bonner Foundation in Princeton, N.J.

 

GO TO TOP  Winter Term  Internships  International & Off-Campus  Honors  Bonner Scholars  Teacher Ed.  Dual Professional  Pre-professional  Special & ROTC  Other Programs Summer Program

 

Teacher Education Programs*

Master of Arts in Teaching

By Fall 2009 DePauw will offer an MAT program to prepare students for teaching in both the elementary schools once they have completed an undergraduate degree. Students who are planning to pursue DePauw’s MAT licensure program should meet with the Director of the Teacher Education Program or an Education Studies faculty advisor to discuss their intended field of licensure. Upon satisfactory completion of the field-based MAT program, a criminal history check and receipt of passing scores on the required Pre-Professional Skills Test (PPST) and Praxis II Specialty Area Tests, a student is eligible for licensure.

Licensure requirements vary for each of the 50 states. DePauw’s TEP has met standards and been approved by the Indiana Professional Standards Board (IPSB) as well as the National Council for Accreditation for Teacher Education (NCATE). Indiana is also a member of the Interstate Contract Agreement (NASDTECIC), which provides reciprocity in over forty states. Professional and academic requirements for teaching in all states are on file with the Director of Teacher Education. Students desiring licensure in other states should consult with the Director of Teacher Education to discuss how they will meet the requirements of the states concerned.

Admission to the Teacher Education Program (MAT)

Application to the MAT initial licensure program requires a complete application process that is reviewed by the Education Studies Department and the Teacher Education Committee (TEC). Students are notified by the Director of Teacher Education about their admission decision. For specific admissions requirements and the process of admissions, students should contact the Director of Teacher Education.

Teacher Education Program for Students Admitted to the Program Prior to March 2006

Requirements for Elementary Teaching

This program qualifies a student to teach in grades K through 6. Students majoring in elementary education must complete the following requirements to be eligible for recommendation for licensure:

1. Graduation with a Bachelor of Arts degree. See Section II, Graduation Requirements.
2. Completion of 10 courses in professional studies:
   • EDUC 170
   • EDUC 180 and EDUC 230 (1/2 credit each)
   • EDUC 222
   • EDUC 310 and EDUC 315 (4 courses)—should be taken separately
   • EDUC 430A and EDUC 450A—student teaching with senior seminar (3 courses)
3. Successfully pass the PPST and Praxis II Specialty Area Test(s). It is recommended that interested students should: a) consult a prospective advisor as soon as possible; b) take the PPST prior to applying to the Teacher Education Program; and c) take Praxis II during the senior year.

Requirements for Secondary Teaching

This program of study qualifies a student to teach a major subject (and minor subjects if elected) in grades 5-12. Secondary teaching areas are: English, foreign language (French, German, Latin or Spanish), mathematics, music (choral, instrumental), physical education, science (biology, chemistry, Earth space science or physics), social studies (anthropology, economics, geography, government, psychology, sociology, or historical perspectives), and visual arts.

Students electing this program of study must complete the following requirements to be eligible for recommendation for licensure:

• Graduation with a Bachelor of Arts degree or Bachelor of Music Education degree. See Section II, Graduation Requirements.
• See an education advisor for information on general education courses needed to meet state standards.
• Courses with field experience that are required for a teaching license at the secondary level include: EDUC 170; EDUC 180 and EDUC 230 (1/2 credit each); EDUC 222; EDUC 351; EDUC 361 and EDUC 363 (2 1/2 courses) in addition to a 1 or 1/2 credit methods course in a subject area other than Education at the 400 level; EDUC 430B and EDUC 450B—student teaching with senior seminar (3 courses)
• Satisfactory performance in field experience assignments
• Students must successfully pass the PPST and Praxis II Specialty Area Test(s). It is required that the PPST be taken prior to admission to the Teacher Education Program and the Praxis II Specialty Area Test(s) be taken during the senior year
• Ten to 13 courses in a single teaching major or teaching area.

For details about specific licensure course requirements, students should check with an Education advisor as early as possible. Students are advised to consult with an education advisor in addition to the advisor from a major/content area and the licensing advisor in the Education Studies Department to monitor their progress in the completion of requirements.

Admission to Teacher Education Program

Application to the Teacher Education Program requires the process outlined below. Students are notified by the Chair of the Department of Education Studies about the admission decision. There are two deadlines for the TEP application: mid-March and mid-October.

Students seeking admission to the TEP are to provide the following materials: (See the Education Studies Handbook and the Education Studies website for more information.)

• a letter which includes a statement of goals, philosophy, and reasons for seeking entry into the program;>
• a completed application form;
• four recommendations: 1)from the student's major advisor, 2)from another faculty member in the major area, 3)two from faculty members in areas not in the student's teaching major; at least one of the four should come from an Education Studies faculty member;
• Education portfolio consisting of a collection of class-directed and self-selected items to be evaluated by the Teacher Education Committee (TEC) and Education Studies faculty or staff. The format and guidelines for portfolio development are available in the Education Studies office. Students should attend the workshops/general meetings held at the beginning of each semester for preparing the portfolio; and
• Passing scores on all three parts of the National Pre-professional Skills Test (PPST) in reading, writing and math. A student will be admitted conditionally if all other criteria are met and the PPST is taken but scores are not yet available. Final admission will be granted upon the receipt of PPST passing scores.

The criteria the Teacher Education Committee (TEC) uses in admitting students to the TEP includes:

• completion of at least one education course
• a 2.5 cumulative GPA is required for admission. Continuation in the Education Program and admission to Student Teaching are contingent upon maintaining a minimum 2.5 GPA
• strong performance in education courses and field experiences
• interpersonal and interactive skills and other dispositions essential for successful classroom teaching
• passing scores to meet the Indiana requirement for the PPST in reading (176), writing (172) and math(175)
• acceptable quality of the portfolio, letter and disposition sheets.

A projected program of study advising record must be on file with the Department of Education Studies. To complete this record, the student needs to confer with an Education Studies advisor in the Department of Education Studies.

Other Pertinent Information

• a Winter Term internship in the public schools is strongly recommended

• students must pass the specialty area test(s) of the Praxis II before being recommended for licensure

• upon application to the Teacher Education Program, secondary education students should contact their major department to verify the timetable for the 400 special methods course offering so that it can be taken prior to student teaching.

Right of Appeal — The University respects the principles of due process. Students may appeal decisions denying them admission to or retention in the TEP and recommendation for licensure. See the Chair of the Department of Education Studies for procedures.

Requirements for Student Teaching — Students must apply to Student Teaching one year in advance of the semester in which they wish to student teach. A student must be admitted to the Teacher Education Program in order to student teach. The Student Teaching Application is available in the Education Studies office and on-line. Application for Student Teaching is processed by the Director of Teacher Education. These materials are read by public school supervisors and approval for placement is largely determined by the appropriateness of the application materials. Students must submit their INTASC portfolio and receive a "basic" rating to be eligible to student teach.

Enrollment in student teaching is subject to the approval of the Education Studies Department. No student may enroll in student teaching without a minimum 2.5 cumulative GPA. The student must have received a C average or better in all professional education courses completed. Normal enrollment for student teaching is for three full course credits, two course credits for student teaching experience and one course credit for senior seminar.

Student teaching placements are made in approved schools with qualified supervising teachers having at least five years of teaching experience and/or holding a Master's Degree. The geographical area of placement is determined by subject area taught and individual needs. Student teaching placement must be within a 50 mile radius of the DePauw campus and supervised by a DePauw University Education Studies faculty member. Student teaching outside the Putnam County area requires special permission from the Director of Teacher Education. Such placements are made only to accommodate an appropriate student teaching experience and based upon the availability of adequate supervision.

Student teaching is a full-time commitment and critical to future career development. Students must adhere to the school calendars where they are placed for student teaching and should not take on campus responsibilities that could interfere with their effectiveness. Since student teaching can be done either in the Fall or Spring semester of the senior year, students should choose the best time for this important experience.

Licensing — The criteria for an Indiana Teaching License is:

• complete general education requirements according to state-approved plan
• complete elementary major or secondary minor subject area according to state-approved plan
• have a successful student teaching experience
• take and pass the required Praxis II tests, PPST and Specialty Area tests
• complete Bachelor's Degree
• complete an application for an Indiana Teaching Licensure with the Director of Teacher Education in the Department of Education Studies
• pass a criminal background check as required by the Indiana Professional Standards Board
• successfully pass ("proficient" level) the exit INTASC portfolio.

Application for OUT-OF-STATE License. It is the responsibility of the student to obtain requirements from other states. These should be taken to the Director of Teacher Education in the first year or as soon as possible to ensure that the requirements can be met.

• Obtain license application from state in which licensing is desired (The Department does NOT have these; you must request them.)
• Confer with the Director of Teacher Education in the Department of Education Studies as soon as possible to make sure all Indiana and out-of-state requirements can be met
• Meet the above criteria for Indiana licensure as directed by the Director of Teacher Education.

Placement of Education Graduates — Teacher placement assistance in elementary or secondary schools is provided for all students approved by the Department of Education Studies. Students are encouraged to collect materials throughout their preparation to use in a portfolio for the job search process. Each teacher education student is expected to file information with the Career Services Center during the final year of study. No graduate is recommended for certification for licensure unless all credentials are in order and maintained. All placement records and correspondence are confidential.

The Career Services Center offers advice on the job search, circulates job listings and schedules interviews in addition to maintaining credential files.

Fifth Year Program — Teacher Certification for Holders of Bachelor's Degrees.

Students who have completed the bachelor's degree at DePauw , and who meet the admission requirements to the Teacher Education Program, may take professional education courses at a reduced rate (one-third regular tuition for full-time course loads). Courses taught outside the Department of Education Studies (including the teaching methods course taught in the department of the major) are charged at the regular tuition rate. Interested persons should contact the Director of Teacher Education in the Department of Education Studies.

To be eligible for this program, students must have or do the following:

• have a 2.5 cumulative grade point average
• consult with the Chair of Education Studies for program planning /li>
• seek admission to the Teacher Education Program
• comply with all requirements for the admission to student teaching
• contact the Registrar's Office.

Transition to Teaching

This program is designed for either of the following qualifications: (1) a baccalaureate degree with a grade point average of at least 3.00, both in the major and overall; or (2) a baccalaureate degree with a grade point average of at least 2.50, both in the major and overall and five years of professional experience. Information regarding application, courses and other requirements may be obtained on the Education Studies web page.

Dual Professional Degree Program

DePauw offers a dual degree program in cooperation with other institutions in engineering. Typically, students spend three years at DePauw and then transfer to cooperating colleges and universities. Students receive their Bachelor of Arts degree from DePauw after completing the professional program or after satisfactorily completing the first year of the professional program if that program leads to a graduate degree.

General Requirements for the Dual Professional Degree Program

During the first three years at DePauw, students select pre-professional courses and complete the requirements listed below. Because of the variation in admission requirements among the professional schools, students should study the entrance requirements of the professional school they plan to attend and confer with their faculty advisors before selecting pre-professional courses.

Interested students should apply for these programs as early as possible and no later than the second semester of the sophomore year.

Candidates wishing to receive the Bachelor of Arts degree from DePauw University are expected to continue and complete the professional course of study immediately after leaving DePauw.

To obtain a Bachelor of Arts degree from DePauw University under the pre-professional program, students complete the following:

1. At least 23 courses applicable toward the B.A. degree. A minimum of 15 courses, including six of the last eight courses preceding entrance into the professional school, must be earned in residence at DePauw University. The minimum number of courses must include:
   a. Major: for interdisciplinary majors (e.g., pre-engineering) 10-12 courses in at
       least two disciplines with at least four courses in each of two disciplines. For
       single-subject majors, a minimum of six courses with at least two at the 300-
       400 level.
   b. At least 10 courses outside the subjects involved in the major.
   c. Prescribed courses required by the professional school.
   

2. These additional graduation requirements must be met prior to leaving DePauw:
   Cumulative GPA of 2.0
   GPA in the major of 2.0
   First-year seminar
   Distribution requirements fulfilled
   Two Winter Term projects
   Successful completion of W course (writing competency)
   Successful completion of Q course (quantitative competency)
   Successful completion of S course (speaking competency)
   

Pre-engineering

DePauw has formal agreements with two engineering schools—Columbia University and Washington University (St. Louis). These agreements enable students to earn both the B.A. from DePauw and the B.S. in engineering after a five-year course of study. Normally, this includes three years at DePauw and two years at the engineering school. However, due to the intensive character of engineering education, some students in some fields may require two and one-half to three years beyond the DePauw phase.

Other options, including the 4-2 program leading to either a bachelor's or a master's degree in engineering, are available. Prospects for transfer to other engineering schools with which DePauw does not have a formal agreement should be discussed with the pre-engineering advisor.

The pre-engineering student should plan four or four and one-half courses each semester, and never less than three and one-half. This course load allows for the fullest benefit of science electives and as insurance against schedule conflicts or need for a course withdrawal.

In addition to DePauw's requirements, students must satisfy the requirements of the chosen engineering school. All students must complete a course in differential equations, one year of physics, one year of chemistry and a two-course concentration outside the sciences and mathematics. Additional science course requirements vary with the chosen engineering field. The standard minimum GPA for transfer to one of the three engineering colleges is 3.0, but variations from 2.5 to 3.5 may occur.

Pre-professional Programs

• Health Professions
• Doctoral Programs
• Physical Therapy
• Sports Medicine
• Other health related programs
• Religious Service Professions
• Law

Generally, DePauw recommends students complete four years at DePauw to gain a background appropriate to undertaking professional study and obtaining admission to nationally recognized graduate universities.

Health Professions

Schools in the various health professions (including medical, dental and veterinary schools) are interested in students who have acquired a broad background in the arts, humanities and social sciences, as well as in the biological and physical sciences. Students may fulfill the prerequisites for most health professions programs while majoring in almost any academic area. Those majoring outside the natural sciences have as good an acceptance rate into programs as those majoring in the sciences. More important than the type of major is how well students do in academic programs they have chosen. Since competition for admission to health professions is keen, students should build an academic program that provides alternatives to the health professions.

Programs differ widely in their expectations of applicants. It is essential that students interested in the health professions plan their course work carefully, with the assistance of faculty and health science advisors, and that they check the specific requirements of the programs and schools in which they are interested. Such information can be obtained from health science advisors, the health sciences Web site (www.depauw.edu/admin/acadaffairs/healthsciences), Career Services and the Web sites of schools and professional organizations.

Besides providing evidence of intellectual ability and academic achievement, students must demonstrate that they have the character, interest and aptitude for a career in a health profession. Graduate programs in the health professions expect that students have some practical experience in the field. This may come from work or volunteer experience, observation of health professionals at work, or internships. Students are strongly urged to take advantage of the Winter Terms and summers, as well as their opportunities to do volunteer service during the academic year, to obtain such experience.

Course Work for Doctoral Health Professions

Allopathic medicine (M.D.), optometry (O.D.), dentistry (D.D.S. or D.M.D), osteo- pathic medicine (D.O.), podiatric (D.P.M.), pharmacy (Pharm.D.) and veterinary medicine (D.V.M.)

Most programs in the doctoral health professions use a qualifying examination for applicants (MCAT, DAT, VMCAT, OAT, GRE, etc.). This examination is often taken during the spring semester of the junior year or in the summer prior to the senior year. By that time, students need to have completed (or be completing) the coursework necessary to prepare for the examination. For the Medical College Admissions Test (MCAT), we recommend the following minimum:

• Two semesters of introductory biology
• One upper-level biology course
• Two semesters of general chemistry
• Two semesters of organic chemistry and/or biochemistry
• One year of physics
• One semester of calculus

Additional coursework in the sciences may be desirable, but is not specifically required for the test. The test includes a verbal reasoning section, so coursework that develops reading and critical thinking ability is strongly advised.

Required coursework for application to programs varies not only by field, but by school. The courses listed above are part of the prerequisites for most doctoral degree programs in the health sciences. Most require that science courses have a lab and be appropriate for the major in that field. Many schools now accept a semester of biochemistry (CHEM 240) in place of second semester organic chemistry. Other courses commonly required or recommended include English and humanities courses, psychology, biochemistry, statistics and foreign language. Students should check the prerequisites for programs they are interested in early and often to make sure they are meeting entrance requirements.

Allied Health Professions

Students who begin their college study with premedical interests often find their talents and interests are better suited for an allied health profession rather than a degree in medicine. There are many possible careers including: physician assistant, medical technician, athletic trainer, nurse practitioner, public health professional, occupational therapist, physical therapist, paramedic, speech-language pathologist, clinical psychologist, health-care administrator, health-care social worker, wellness and fitness educator, and dietician. Most require students to have a four-year degree before matriculating; a few programs are open to students who wish to transfer in after two or three years at a liberal arts institution. Students interested in these fields should consult with a health science advisor and explore information available in the Health Sciences Resource Room located in the Julian Science Center.

Physical Therapy

Physical therapy is a dynamic health-care field with employment opportunities in a variety of settings. Professional (entry level) physical therapy education programes are offered at two levels: doctoral and master's. It is anticipated that the doctor of physical therapy degree will become the future entry degree for the physical therapy profession.

DePauw University recognizes the highly competitive process for admission into professional programs in physical therapy. Students are identified as "Pre-PT" for advising purposes. Pre-physical therapy students can choose a major in any academic department (Biology, Kinesiology and Psychology are common choices) and then additionally take the prerequisite courses that are required by the physical therapy program for which the student plans it apply. There can be differences in prerequisites among various physical therapy programs. It is essential to check the specific prerequisites of each program in which the student may have interest. Some common prerequisites requirements are: two semesters of chemistry with labs, two semesters of physics with labs, human anatomy, human (animal) physiology, one general biology and possibly an upper level biology course, introductory psychology, and statistics. One or more of the following courses may also be required by an individual program: developmental psychology, abnormal psychology, sociology, exercise physiology, philosophy, English composition, speech, computers, anthropology, research methods and calculus.

A strong academic record is essential for gaining admittance to a physical therapy program. GPA in the prerequisite coursework, as well as overall GPA, are two of the most heavily weighted admission criteria in the student selection process. Other selection criteria include:

1. Diverse clinical experiences (observing, working, volunteering) to ensure a well developed appreciation of the physical therapy profession. The opportunity to work with physical therapists and other health care professionals is a valuable experience and an important inclusion in the application for physical therapy school. DePauw's Winter Term provides a mechanism for students to complete an internship in a physical therapy setting. In addition to Winter Term, students can also gain these experiences around their school schedule or during the summer.
2. Score on the Graduate Record Exam (a small number of schools might require a different aptitude assessment).
3. Involvement in school and community activities, personal qualities, motives and goals which are often evidenced from narrative statements, personal interview and letters recommendation.

Pre-physical therapy students at DePauw are encouraged to take advantage of information and programs sponsored by the Health Sciences Advising Committee. The Committee disseminates information via meetings, e-mails, career fairs, speakers and the health sciences web page www.depauw.edu/admin/acadaffairs/healthsciences. The web page contains information not only on physical therapy but also on on pre-nursing, pre-dental, pre-med, athletic training and sports medicine and pre-physician assistant.

Athletic Training

Students who plan to complete the KINS major with an athletic training emphasis (academic major equivalent) need to explore the DePauw University Athletic Training Education Program (ATEP), which is accredited by the Commission on Accreditation of Athletic Training Education (CAATE). For this program, there is a selective admission process that admits approximately eight students each year. Students apply for ATEP in the fall of their sophomore year, but can begin the observation and application process as early as Spring of their first year. Interested students should contact the program director for the application requirements during their first year at DePauw and for additional information on the program (see Section III, Kinesiology). In addition to completing the KINS core courses and the athletic training education program courses, the program has a five-phase clinical education component (KINS 150, 160, 303, 304, 403, and 404. Clinical education is conducted in DePauw's three athletic training room facilities under the supervision and direction of certified athletic trainers. A variety of medical specialists and allied health personnel also contribute to student learning in the program. Following graduation from DePauw, students who have successfully completed the program are eligible to sit for the Board of Certification (BOC) exam. Students in this program are advised to further their education with post-baccalaureate study in athletic training or other allied health areas. Athletic trainer certification with an additional allied health credential gained through post-baccalaureate study increases an individual's employment opportunities and, in some cases, their advancement potential.

Students interested in athletic training should consult with their advisor, a member of the Health Sciences Advising Committee or the director of the Athletic Training Education Program.

A major is offered in kinesiology with emphasis in sports medicine. This major is pursued by students with an interest in the health science fields that relate to sports medicine. Students in the sports medicine emphasis typically continue their education by completing post-baccalaureate programs in areas such as physical therapy, occupational therapy, physician assistant, nursing, wellness, nutrition, athletic training, exercise physiology, health-care administration or medical school. Students should carefully plan (in consultation with their advisor or with a member of the Health Sciences Advising Committee) a course of study at DePauw that will fulfill prerequisites for admission into a post-baccalaureate program in one of the aforementioned areas. Note: Unlike the athletic training emphasis, there are no clinical requirements for this particular emphasis and will not make students eligible for the BOC examination for Athletic Trainer Certification.

Internships with sports medicine professionals can be structured and fulfilled through the DePauw Winter Term. Internships can be completed in hospitals, medical offices, out-patient physical therapy clinics and other settings. Graduate and professional programs expect that program applicants will have developed an understanding and appreciation of the health profession for which they aspire. A Winter Term internship can be a valuable experience that leads to new insights and broadened perspectives. Observation, volunteer work and summer employment are other ways that a student may gain experiences specific to sports medicine and the health professions.

Students interested in sports medicine should consult with their advisor, a member of the Health Sciences Advising Committee or the director of the Athletic Training Education Program.

Religious Service Professions

Appropriate preparation for professional religious service is as varied as the types of career paths that are available. DePauw offers individualized guidance and support for persons who are considering professional work as a minister, chaplain, priest, rabbi, cantor, church musician, religious educator or other form of religious service or faith-based community activism. DePauw's religious service professions advisory group encourages each student to consider both curricular and extracurricular components of their preparation.

Graduate education is required or recommended for many forms of religious service. The requirements for admission to graduate programs vary widely. In most instances, the broad background acquired through a liberal arts education is good preparation for further study. Based on the requirements of a particular graduate program or proposed field of study, knowledgeable faculty members in the religious service professions advisory group are available to advise students of appropriate academic courses and opportunities.

Whether pursiuing graduate education or not, extracurricular opportunities can be a useful way to prepare for and gain experience in religious service. The religious service professions advisors can suggest possibilities for on- and off-campus service, internships, mentoring relationships and other possibilities as a way to integrate intellectual and experiential learning. Additionally, religious service professions advisors can direct students to relevant short-term service programs, which can be a powerful means for students to explore their sense of vocation and prepare for future work or study after they graduate.

Students are encouraged to contact the religious service professions advisors as soon as possible in their academic career in order to take full advantage of the opportunities described above. A student does not have to be certain of his or her vocation goals in order to do so. The religious service professions advisory group values and supports wide-ranging vocational exploration and discernment.

Law

As a prerequisite to admission, most law schools expect a student to have acquired a sound liberal arts education, without regard to any set of prescribed courses or any particular course of study (e.g. majors and minors). The quality of the student's undergraduate preparation, in other words, far outweighs its particular subject matter or choice of major. All law schools do require, however, the completion of the bachelor's degree for admission.

Successful legal study requires well developed speaking, writing and analytical skills. For the pre-law students, DePauw's W, S, and Q competency requirements address these expectations. In addition, such academic skills ought to develop from the student's work in any number of courses and in a wide range of disciplines as an integral part of the liberal arts experience.

Along with the GPA, the Law School Aptitude Test provides the most important statistical data for admissions consideration. The LSAT, taken at the end of the student's junior year or early in his or her senior year, seeks to measure the candidate's verbal abilities and logical and analytical skills. Extracurricular activities, leadership positions, internships of various kinds, summer employment, off-campus experiences and a demonstrated sense of purpose are additional qualities valued by law admissions committees, but they should not be seen as substitutes for a good GPA or LSAT result. Refer to the Law School web site for additional information: www.lsac.org.

At DePauw, students thinking of law school, whatever their undergraduate major, are counseled on an individual basis by their faculty advisor or by the pre-law advisor.

Students are encouraged to research the schools that they are interested in so they are familiar with the specific requirements at the respective schools. This research enables potential candidates to take a more directed approach to the application process, making adjustments to their schedules when necessary.

Special Programs

ROTC PROGRAMS

Aerospace Studies (Air Force ROTC)

DePauw University students interested in being commissioned as Air Force officers upon graduation can enroll in classes offered through the Air Force ROTC department at Indiana University. All courses are offered on the Indiana University campus in Bloomington, IN.

DePauw University students interested in being commissioned as Air Force officers upon graduation can enroll in classes offered through the Air Force ROTC department at Indiana University. All courses are offered on the Indiana University campus in Bloomington, IN.

All students at DePauw University are eligible for the Air Force ROTC classes. A maximum of four course credits in ROTC may be applied toward the minimum number of 31 courses required for graduation. Courses in the Air Force program may not be taken Pass/Fail. Full-time students enrolled in the first-year and sophomore courses do so without paying extra tuition, and textbooks are provided.

Students must go to a field training camp between their sophomore and junior years before they can enter the last two years of the program. Students completing the first two years of classes will go to a four-week camp, and all others will go to a five-week camp.

The commissioning requirements may be met in either a four-year or a two-year accelerated program. Financial assistance is provided during the junior and senior years. Additionally, two-, three- and four-year full and partial tuition scholarships are available through this program. For more information, write to the Professor of Aerospace Studies, 814 E. Third Street, Indiana University, Bloomington, IN 47405 or call (812) 855-4191.

Air Force Reserve Officer Training Courses

AS 101-102. Foundations of the Air Force – 1/2 course each semester

This survey course briefly covers topics relating to the Air Force and defense. It focuses on the structure and missions of Air Force organization, officership and professionalism. It is also a good introduction in to the use of communication skills. Leadership laboratory activities are included. May not be taken Pass/Fail.

AS 201-202. The Evolution of Aerospace Studies – 1/2 course each semester

This survey course is concerned with the beginning so manned flight and the development of aerospace power in the United States, including the employment of air power in WWI, WWII, Korea, Vietnam, the Gulf War and the peaceful employment of U.S. air power in civic actions, scientific missions and support of space exploration. May not be taken Pass/Fail.

AS 301-302. Leadership Studies – 3/4 course each semester

This course is a study in the anatomy of leadership, the need for quality and management leadership, the role of discipline in leadership situations and the variable affecting leadership. Case studies are used to examine Air Force leadership and management situations as a means of demonstrating and exercising practical application of the concepts. Deal with actual problems and complete projects associated with planning and managing the Leadership Laboratory. May not be taken Pass/Fail. Permission of instructor required for 300- and 400-level courses.

AS 401-402. National Security Affairs and Preparation for Active Duty – 3/4 course each semester

Learn about the role of the professional military leader in a democratic society; societal attitudes toward the armed forces; the requisites for maintaining adequate national defense structure; the impact of technological and international developments on strategic preparedness and the overall policy-making process; and military law. In addition, you will study topics that will prepare you for your first active duty assignment as an officer in the Air Force. May not be taken Pass/Fail. Permission of instructor required for 300- and 400-level courses.

Military Science (U.S. Army ROTC)

ROTC is a college elective open to all full-time DePauw University students through an agreement with the Wabash Battalion at Rose-Hulman Institute of Technology. Upon completion of the course, students earn a commission as an officer in the Regular Army, Army Reserves or Army National Guard.

The ROTC program develops students' leadership abilities, communication skills and self-confidence. The leadership and management skills taught in ROTC are in high demand in the civilian market as well as the military. The program includes a Basic Course for freshmen and sophomores and the advance course for juniors and seniors. There is no military obligation for taking the Basic Course, which examines military history and the principles of effective leadership. The Advanced Course concentrates on tactical operations as well as advanced techniques of management, leadership and command.

Qualified students must satisfy certain administrative requirements for enrollment and retention in the Advanced Course. Highly motivated students have the opportunity to attend the Army Airborne and Air Assault courses and earn the coveted Silver Wings. Other training involves the ROTC Leadership Assessment Course which is completed between the junior and senior years. Acceleration of both the Basic and Advanced course is possible. Contact the ROTC office for more information.

Veterans should contact the Registrar's Office concerning possible reimbursement for part or all of the Basic Course. Graduate students and students who expect to complete degree requirements in less than four years should contact the ROTC office.

Credit received as a result of successfully completing military science courses may count toward degree requirements as general "free" electives. Grades received for military science course completion are included in cumulative grade point averages.

Allowances. In general, military science textbooks and uniforms are furnished to all students without charge. Students enrolled in the Advanced Course receive a monthly subsistence allowance during the school year and receive payment for attending the National Advanced Leadership Course.

Scholarships. The Department of the Army annually awards a number of four-, three- and two-year ROTC scholarships to qualified students in a merit-based competition. In general, these scholarships cover the majority of tuition and related fees. There is also an allowance for books and an additional subsistence allowance per month for ten months.

Four-year scholarships are open to high school graduates prior to entering Army ROTC as first-year students. Any students enrolled at DePauw University may apply for a three- or two-year scholarship. For details on the scholarship program and ROTC in general, contact the ROTC department at Rose-Hulman (812) 877-8348 or check the website at www.rose-hulman.edu/arotc.

United States Army Reserve Officer Training Courses
Basic Courses

ARMY 101. Leadership and Personal Development, 1/4 course

ARMY 101 introduces cadets to the personal challenges and competencies that are critical for effective leadership. Cadets learn how the personal development of life skills such as critical thinking, goal setting, time management, physical fitness, and stress management relate to leadership, officership, and the Army profession. The focus is on developing basic knowledge and comprehension of Army leadership dimensions while gaining a big picture understanding of the ROTC program, its purpose in the Army, and its advantages for the student.

ARMY 102. Introduction to Tactical Leadership, 1/4 course

ARMY 102 overviews leadership fundamentals such as setting direction, problem-solving, listening, presenting briefs, providing feedback and using effective writing skills. Cadets explore dimensions of leadership values, attributes, skills, and actions in the context of practical, hands-on, and interactive exercises. Continued emphasis is placed on recruitment and retention of cadets. Cadre role models and the building of stronger relationships among the cadets through common experience and practical interaction are critical aspects of the ARMY 102 experience.

ARMY 201. Innovative Tactical Leadership, 1/2 course

ARMY 201 explores the dimensions of creative and innovative tactical leadership strategies and styles by examining team dynamics and two historical leadership theories that form the basis of the Army leadership framework. Cadets practice aspects of personal motivation and team building in the context of planning, executing, and assessing team exercises and participating in leadership labs. Focus is on continued development of the knowledge of leadership values and attributes through an understanding of Army rank, structure, and duties and basic aspects of land navigation and squad tactics. Case studies provide tangible context for learning the Soldier’s Creed and Warrior Ethos as they apply in the contemporary operating environment (COE).

ARMY 202. Foundations of Tactical Leadership, 1/2 course

ARMY 202 examines the challenges of leading tactical teams in the COE. The course highlights dimensions of terrain analysis, patrolling, and operation orders. Further study of the theoretical basis of the Army leadership framework explores the dynamics of adaptive leadership in the contex of military operations. ARMY 202 provides a smooth transition to ARMY 301. Cadets develop greater self awareness as asses their own leadership styles and practice communication and team building skills. COE case studies give insight into the importance and practice of teamwork and tactics in real world scenarios.

Advanced Course

The U.S. Army ROTC Advanced Course is structured to develop the leadership potential of students choosing to pursue an officer commission. Prerequisites for the Advanced Course may be satisfied in a number of ways; specific questions on individual eligibility should be addressed to the department staff. Students accepted into the Advanced Course agree to complete the curriculum and to accept an Active U.S. Army, U.S. Army Reserve, or U.S. Army National Guard commission, if offered.

ARMY 301. Adaptive Team Leadership, 3/4 course

ARMY 301 challenges cadets to study, practice, and evaluate adaptive leadership skills as they are presented with challenging scenarios related to squad tactical operations. Cadets receive systematic and specific feedback on their leadership attributes and actions. Based on such feedback, as well as their own self-evaluations, cadets continue to develop their leadership and critical thinking abilities. The focus is developing cadets' tactical leadership abilities to enable them to succeed at ROTC's summer Leadership Development and Assessment Course (LDAC).

ARMY 302. Leadership Under Fire, 3/4 course

ARMY 302 uses increasingly intense situational leadership challenges to build cadet awareness and skills in leading small units. Skills in decision-making, persuading, and motivating team members when “under fire” are explored, evaluated, and developed. Aspects of military operations are reviewed as a means of preparing for the ROTC Leader Development Assessment Course (LDAC). Cadets are expected to apply basic principles of the Law of Land Warfare, Army training, and motivation to troop leading procedures. Emphasis is also placed on conducting military briefings and developing proficiency in Garrison operation orders. ARMY 302 cadets are evaluated on what they know and do as leaders.

ARMY 401. Developing Adaptive Leaders, 3/4 course

ARMY 401 develops cadet proficiency in planning, executing, and assessing complex operations, functioning as a member of a staff, and providing leadership performance feedback to subordinates. Cadets assess risk, make ethical decisions, and lead fellow ROTC cadets. Lessons on military justice and personnel processes prepare cadets to make the transition to Army officers. ARMY 401 cadets analyze, evaluate, and instruct cadets at lower levels. Both their classroom and battalion leadership experiences are designed to prepare ARMY 401 cadets for their first unit of assignment. They identify responsibilities of key staff, coordinate staff roles, and use situational opportunities to teach, train, and develop subordinates.

ARMY 402. Leadership in a Complex World, 3/4 course

ARMY 402 explores the dynamics of leading in the complex situations of current military operations in the COE. Cadets examine differences in customs and courtesies, military law, principles of war, and rules of engagement in the face of international terrorism. They also explore aspects of interacting with non-government organizations, civilians on the battlefield, and host nation support. The course places significant emphasis on preparing cadets for their first unit of assignment. It uses case studies, scenarios, and "What Now, Lieutenant?" exercises to prepare cadets to face the complex ethical and practical demands of leading as commissioned officers in the United States Army.

Other Programs

Fifth-Year Intern Program

The Fifth-Year Intern program at DePauw University was instituted in 1989-1990 as a jointly sponsored effort by the Student Congress and the Academic Affairs Office to enrich and extend the DePauw liberal arts experience for a select number of graduating seniors. Fifth-Year Interns receive a stipend to carry out a detailed individual project intended to benefit the DePauw community in some significant way, and they are permitted to take a limited number of courses tuition-free. The program is open to all graduating seniors who have a cumulative GPA of 3.0 or better.

The project should provide a demonstrable benefit to the DePauw community, defined broadly to include both the academic and non-academic life of the campus. An ideal proposal will offer a tangible benefit to the student as well, providing, for instance, the chance to carry out a long-desired project or to gain valuable experience in an area of interest. The project must be sponsored by a DePauw faculty or staff member with whom the student will work to develop the proposal, including budget where appropriate, and who agrees to provide continuing support and supervision during the project. Fifth-year interns are expected to submit to the faculty/staff sponsor and to the associate dean of academic affairs a detailed report at the end of the fall and spring semesters.

Coursework — An additional goal of the program is to broaden the liberal arts experience by allowing students to continue their DePauw studies tuition-free. Fifth-Year interns, who are expected to be in residence at DePauw during the year, may take up to three courses during the academic year (no more than two in any one semester). Courses may be taken both inside and outside the undergraduate major and may be taken for a grade or on a pass/fail basis.

Fifth-Year interns are enrolled as special status students; for registration purposes, they are given senior priority. Courses taken during the fifth year are listed on the DePauw transcript, but grades are not calculated into the undergraduate GPA.

Finances — Fifth-Year interns receive a stipend from the University as well as tuition remission for courses taken. Room arrangements in University housing are possible on a space-available basis. Students are responsible for all other costs, including other living expenses, medical fees, activity fees, course-related fees and the like. Fifth-Year interns are not eligible for University financial aid, including work study, and since they are not enrolled in a degree program, they may have to begin paying off student loans.

 

GO TO TOP  Winter Term  Internships  International & Off-Campus  Honors  Bonner Scholars  Teacher Ed.  Dual Professional  Special & ROTC  Other Programs Summer Program