Wheaton’s Compass curriculum gives students the freedom and flexibility to create their own path to success with personalized advising and professional mentorship. The Compass curriculum builds on Wheaton’s core principles of intellectual curiosity, global citizenship, experiential learning, social justice, diversity and inclusion, and enables students to link the liberal arts with career and professional paths. These key elements are required for graduation:
The First-Year Experience course combines the deep discussions, reading and writing of a traditional first-year seminar with cross-discipline discovery, encouraging students to consider complex problems and questions through multiple lenses.
All new students are required to complete an FYE during their first semester. Transfer students who arrive as first semester sophomores or earlier will be enrolled in an FYE within their first year at Wheaton. The placement of upper class transfer students will be treated on a case by case basis.
The Sophomore Experience (SE) connects student learning to the real world by engaging in hands-on, experiential learning. This allows students to explore career possibilities, make connections with practitioners in their chosen fields, and/or develop projects they are passionate about. Options include internships, guided research, service learning, and experiential courses.
Sophomore Experience Learning Objectives:
In an experience of 60 hours or more, students will:
- Examine how professionals in the private, public, or non-profit sectors approach problems and practice these approaches themselves;
- Apply elements of the liberal arts to tasks and activities within the SE;
- Take initiative, make decisions, and be accountable for the results, consistent with professional practice, and
- Practice interpersonal skills and verbal and nonverbal communication in everyday social and professional exchanges.
The Sophomore Experience may be completed any time between the summer after the first year and before the end of summer following the sophomore year. PLEASE NOTE: Transfer students should complete in their first year at Wheaton.
Students may select from any one of the many options. There are resources available to help them determine the best alternative, including their MAP Advisor, faculty who are teaching their courses, Life and Career Design Institute (LCDI) staff, major advisor, student success advisor and/or other mentors.
Course Options
Each semester, departments and programs will offer course options with integrated experiential learning. Courses will carry the “SE” attribute for Sophomore Experience. Students can search the Course Schedule for Compass: Sophomore Experience under Attributes to find the list of courses.
Off-Campus Experiences
Students may complete the SE requirement through an internship or sustained volunteer/service experience not affiliated with a course. Experiences must total at least 60 hours and include clear learning goals agreed to by the supervisor and outlined in a Memorandum of Understanding (MOU). MAP Advisors will review and approve these MOUs prior to the student’s beginning.
Students will send an email connecting the experience supervisor and MAP advisor to confirm satisfactory completion of the experience.
We encourage students considering this option to reach out to Career Services for support in their off-campus experience search.
Approved On-Campus Experiences
Some on-campus experiences that meet the learning goals of Sophomore Experience, such as student employment opportunities, research with faculty members, and more, will be pre-approved to count toward the requirement. These experiences will not need a Memorandum of Understanding or pre-approval by your MAP advisor.
EXAMPLES: Dialogue Facilitator with the Marshall Center, Collections and Curatorial Assistants with the Permanent Collection, Social Entrepreneurship Launch Program
Verifying Sophomore Experience Completion
At the close of the off-campus or on-campus experience: THE STUDENT is responsible for providing their MAP Advisor with proof of completion of the experience (typically an email from the student that includes both site supervisor and MAP Advisor stating the experience is complete).
IMPORTANT: This step is critical to ensure that the requirement is completed for notation on your student record.
The indication that Sophomore Experience is COMPLETE on the student record:
- Courses coded as as “SE” for Sophomore Experience attribute
- Course will appear as completing the Sophomore Experience and will display on the DegreeWorks audit.
- For Off-Campus and On-Campus experience options
- A notation will be made on the DegreeWorks audit recording the Sophomore Experience as completed once notification of completion is submitted by the MAP advisor by using the Sophomore Experience form available to them in WINDOW on InsideWheaton.
Mentored Academic Pathways (MAP) is a program designed to foster deep reflection and facilitate effective mentoring between students and faculty. Wheaton takes a team approach to advising. Upon arriving at Wheaton a student is assigned a MAP advisor, who serves as their primary advisor until the student declares a major, at which time they are assigned a major advisor who then becomes the primary advisor. .
Students participate in MAP every semester. The MAP has two components. First, there are a series of questions that students reflect on and respond in writing each semester over the four years at Wheaton. Students share their response with their MAP Advisor, typically at least a week before MAP Day. Advisors will respond to these reflections either in writing or during the one-on-one conversation during Advising Week.
Second, one day each semester is MAP Day. MAP Day is a day set aside for students, faculty, and staff to reflect on one’s individual and collective journeys, while focusing on building a stronger, more inclusive community, and making a thoughtful plan to move forward academically and socially. On these days, student cohorts will participate in a variety of programming tailored to a class year a student is in. This programming may include meeting with their MAP advisors, participating in cohort-to-cohort advising, attending sessions that highlight specific parts of the curriculum, and/or focused engagement with LCDI, Academic Advising, and other campus partners. Students earn their MAP grade each semester via their successful participation in MAP Day.
Completion of the MAP is a graduation requirement. Attendance and participation will be recorded and reported to the Registrar. Completion of the MAP requirements will be indicated on the degree audit.
The Mentored Academic Pathway
Year One:
First Semester. The theme of year one is Explore and Engage. Students will connect in cohorts to discuss academic and co-curricular interests, begin reflective exercises, and consider initial steps towards an academic major or a plan for continuing to explore majors.
Second Semester. Students transition from community member to community contributor, linking academic, co-curricular and career. Continuing discussion of academic interests and choosing a major.
Year Two:
First Semester. The theme of the Second-Year MAP is Making a Plan. This involves considering academic, co-curricular and workplace experiences and skills, planning for a semester abroad, evaluating interests and finding ways to be challenged.
Second Semester. Declare academic major and review initial MAP responses from Summer Orientation. What are your goals now and what is the timeline for these goals? Early planning for post-graduate academic experiences.
Year Three:
First Semester. A dynamic semester to adjust to student needs as many students will find themselves planning for or traveling abroad. Advising helps as students immerse themselves in academic communities, global learning experiences, and gain essential skills (including interpersonal skills) for the future and clarify future academic and career goals.
Second Semester. Network to establish connections and investigate possibilities for post-graduate plans. Develop a plan for post-graduate success.
Year Four:
First Semester. This year, the MAP will focus on a successful transition to a student’s post-Wheaton life, implementing steps to pursue post-graduate goals, and ensuring that all degree requirements will be met in time for graduation.
Second Semester. Finish strong in academics. Apply, interview, negotiate offers, etc. Continue to strengthen professional networks. Continue to reflect and learn!
The True North: First Semester Flex plan is an optional, structured first-year academic pathway designed to support students in their transition to college coursework while maintaining full-time academic progress. Participants complete a total of 32 credits in their first academic year through a combination of fall, spring, and summer coursework. For more information, students should contact the Filene Center Academic Advising office: advising@wheatoncollege.edu.
Program Structure:
- Fall Semester: Enroll in 12 credits (typically three courses) and participate in an academic support course, which includes structured and supportive facilitated sessions that meet twice per week. Students also meet individually each week with a Student Success Advisor.
- Spring Semester: Enroll in 16 credits (typically four courses) and continue weekly individual advising meetings.
- Summer Session: Enroll in one tuition-free 4-credit online Wheaton College course to complete 32 credits for the academic year.
Eligibility & Participation Requirements:
- Students must commit to the full program structure, including participation in the support course and weekly advising meetings. Regular participation is required to stay eligible for the no-cost summer course.
- Students must remain enrolled in at least 12 credits during the fall semester, and 16 credits in the spring.
- The summer course must be taken in a summer session immediately following the first academic year.
- Students are responsible for tracking their own credit completion and working with their advisor to make sure they stay on track toward the degree.
- Students must remain in good academic standing and complete the fall and spring semesters to be eligible for the tuition-free summer course within the current year.
Expectations & Student Responsibility:
- Enrollment is first-come, first-served until capacity is reached prior to the deadline.
- Deadline to join: last day of add/drop of the fall semester (10 calendar days into the term).
- Students who opt-out at any point will forfeit eligibility for the no-cost summer course.
- If a student withdraws or does not complete enough credits to stay on track, they assume responsibility for any academic and financial implications.
- Advisors will work with students who opt-out to identify alternative ways to complete credits (e.g., additional coursework in spring, summer, or future semesters + related academic support available to all Wheaton students).
Academic Support Course (Fall Semester):
- The support course is mandatory for program participants, is pass/fail (not on transcript), and carries 0-credits.
- Attendance is tracked by the facilitator, and students must communicate needs/absences directly.
- The Starfish Student Success system will be used to monitor attendance and participation, track academic progress via flags and kudos, and help students track eligibility for the no-cost summer course via their academic success plans.
- Student Success Advisors will review student progress throughout fall and spring, and proactively intervene to support their success.
Summer Course:
- Students will self-register for one of the designated summer courses within a specific set of options.
- The tuition cost is fully covered by Wheaton for the summer course.
- Student Success Advisors are available during the summer to provide check-in support.
Wheaton’s signature honors and scholars programs are not required, but are open to all students. These programs encourage students to deepen their studies through global exploration, social justice and diversity work, and/or a broad-based curriculum of courses across the Wheaton curriculum. Successful completion of honors and scholars programs will be noted on a student’s final transcript.
Before deciding to pursue honors and scholars programs, students should consult with their MAP and major advisors about best practice to complete the requirements.
Eliza Wheaton Scholars
The Eliza Wheaton Scholars program provides a map for students to explore and celebrate the breadth of the liberal arts and challenge themselves to take courses across the divisions, departments, and programs at Wheaton.
Students interested in pursuing the Eliza Wheaton Scholar designation should consult with their MAP and major advisors and declare their intention using the form available in WINDOW in insideWheaton.
Requirements:
Students will be designated Eliza Wheaton Scholars when they earn at least four credits from a course designated with an attribute in each of the following areas:
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QUAN Quantitative Analysis
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NSCI Natural Science
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CA Creative Arts
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HM Humanities
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WRIT Writing (100-level+)
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SSCI Social Sciences
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SPI Structures of Power and Inequality
And eight credits in Foreign Language courses with attribute FORL
Some courses may carry more than one of the designations. In these cases students may count any and all (i.e. double dip) of the designations to complete the Eliza Wheaton Scholars requirements.
There is no grade point average requirement for a student to successfully complete the Eliza Wheaton Scholars program. Eliza Wheaton students can also qualify for Latin Honors if they complete all requirements AND meet the Latin Honors GPA requirement.
Pending approval by the Office of the Registrar, all IB and AP may be applied to meet the requirements of the Eliza Wheaton Scholars program. Transfer students may apply credits toward the Eliza Wheaton Scholars program with approval of the Office of the Registrar. Students may count “P” grades toward any requirement in the Eliza Wheaton program. Please refer to the Grade/Pass/Fail policy for additional information.
Global Honors
Global Honors recognizes students who discover and experience cultures outside of the United States, develop advanced proficiency in a second language, and reflect on their place in the world. The Global Honors program provides students the skills to connect and collaborate with diverse communities and build possible career paths in many areas, including government, private companies, and non-profit organizations.
Requirements:
In order to qualify for Global Honors, students must:
- Take 5 classes focused on non-U.S. societies designated as Global Honors courses. The courses must be across at least 2 academic divisions (Creative Arts & Humanities, Sciences and Mathematics, or Social Science), and at least 3 of the 5 courses must be at the 200-level or above.
- Achieve a grade point average of at least 2.85 in all courses required for Global Honors, or be recommended for Global Honors by 2 different faculty members. Students may only count one grade of “P” toward Global Honors.
- Complete a Study Abroad experience or a Global Project. Wheaton-approved Study Abroad and Global Projects should offer students immersive and transformative learning experiences by providing meaningful opportunities to analyze and explore cultures other than the US. Students are encouraged to complete their study abroad experience in areas of the world that speak the same language in which they will demonstrate proficiency but this is not required. Study abroad programs are ordinarily one or two semester-long programs but may include summer programs.
- Students unable to participate in a study abroad program can complete a global project, a substantial and critical engagement with the target culture developed in conjunction with the advisor. Examples include a paper of no less than 10,000 words, a substantive creative project, or an international internship with a reflection component. Students engaging in global projects can use them as the foundation of their final Global Honors essay with the agreement of the advisor.
- Courses taken abroad will only count towards the completion of the five courses for Global Honors if a given course matches the learning goals for Global Honors. The Global Advisory Committee will evaluate requests for credit toward Global Honors. Those requests should typically include evidence of the learning goals of the course (e.g. a complete syllabus). Students will typically complete no more than two of their five Global Honors courses abroad or away from Wheaton.
- Demonstrate advanced proficiency in a second language. This will ordinarily be accomplished through a 300-level class taken at Wheaton after a study abroad experience or a global project. Students who wish to demonstrate advanced proficiency in languages not taught at Wheaton can do it through the use of accredited testing services such as Learning Testing International or those offered by the European Union. Students are responsible for the cost of the exam but can apply to the Center of Global Education for funding.
- Advanced proficiency is generally defined for the purpose of Global Honors as the ability to use the target language as part of normal social or professional duties at a normal rate of speech and to reliably elicit information and opinions from native speakers. Examples include answering objections, clarifying points, stating and defending ideas, and reading with almost complete comprehension a variety of materials on familiar and unfamiliar topics such as news reports, emails, general correspondence, and technical material in trained fields of competence.
- Students not raised or educated primarily in English, with the approval of their advisor and the Global Advisory Committee, may propose a course of study that identifies English as their second language. Working with the support of a faculty advisor, they will propose a course of study for approval by Global Advisory based on the alternative path to Global Honors guidelines established by the Global Advisory Committee.
- Complete a Global Honors reflection essay or creative work. The Global Honors essay should critically and comparatively analyze or bring attention to the place of the student in worldwide systems and their legacies, including natural systems (biological, chemical, or physical sciences) and human systems (cultural, economic, social, political, and built environment). Final essays may also reflect on how cultures have assigned places within power structures that determine hierarchies, inequalities, and opportunities and how they vary over time and place. Topics can include, but are not limited to, understandings of race, ethnicity, gender, nationhood, religion, ability, and class within a comparative global perspective.
- The final Global Honors reflection essay or creative work should be agreed upon between student and faculty advisor. Generally, essays will be written in English and be composed of no less than 1,300 words. A creative project of comparable work, which could, for example, take the form of a podcast, photo essay, or video, could be the medium for this reflection. Creative arts projects are expected to be presented with a critical statement when appropriate. Students will share their reflection with the Global Honors coordinator for feedback and comments. The final version of the reflection essay must be submitted to the Global Honors coordinator by March of the student’s senior year or earlier.
- Global Honors reflections essays and creative works should be shared with the community via symposiums during programs such as Academic Festival. All works will be digitally stored and available for consultation.
- Global Honors students can also qualify for Latin Honors if, in addition to the above requirements, they take at least one class each in the following 3 areas: arts & humanities, social sciences, and math & science AND meet the GPA requirement.
Students interested in pursuing Global Honors should talk with their advisor and declare their intention using the form available in WINDOW in insideWheaton.
Taylor and Lane Scholars
The Taylor & Lane Social Justice Scholars (TLSJS) program provides a path for students interested in solving the problems facing our world, from racism, sexism, poverty, and violence to climate change, unequal access to healthcare, and hunger. The TLSJS program helps students develop an understanding of the structures and practices that shape social problems and that form the context for solutions, global and intercultural fluency, and the ability to interact respectfully with all people in pursuit of a common objective.
Students interested in pursuing honors as a Taylor & Lane Social Justice Scholar should talk with their MAP and/or major advisors and declare their intention using the form available in WINDOW in InsideWheaton.
The program honors Alice Taylor Sanford ‘50 and Nadine Widgeon Lane ‘50, the first African-American graduates of Wheaton College. Both women had a strong interest in education and spent their lives serving their communities: Lane as a social worker, and Sanford as a teacher and school psychologist.
Requirements:
Coursework:
All Taylor & Lane Social Justice Scholars must take 4 classes with the TLSJS designation (attribute: TL). These courses focus on diversity, social justice, or structures of power and inequality. These 4 courses must include the program’s foundational course – ANTH 246: Imagining a Just World through Action – and span at least 3 subjects.
At least 2 of these courses must be at the 200-level or above.
Students may only count one grade of “P” toward Taylor & Lane Social Justice Scholars. At least two of the TLSJS-designated courses must be taken at Wheaton for a letter grade.
Taylor & Lane Social Justice Scholars can petition the TLSJS Coordinator to have a course fulfill one of the program’s course requirements, even if it is not officially designated as a TLSJS course.
Students must achieve a grade point average of at least 2.85 across the 4 designated classes, or be recommended by two different faculty members. Recommendations will go to the TLSJS Coordinator, who will make the final determination on the student’s petition.
Experiential Learning:
All Taylor & Lane Social Justice Scholars are required to participate in at least 1 full 10-week workshop session of the Intergroup Dialogue Program hosted by the Marshall Center for Intercultural Dialogue or an alternative approved by the TLSJS Coordinator. To complete this requirement, students must attend at least 7 of the 10 weekly workshop sessions.
All Taylor & Lane Social Justice Scholars are required to participate in at least 1 sustained immersive experience approved by the TLSJS Coordinator. Multiple options fulfill this requirement:
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A campus leadership role, such as serving as a Peer Academic Mentor (PAM) or RA or on the executive board of a student-run club
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An independent research project
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An on- or off-campus internship
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Semester in the City (SITC) practicum
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Study abroad on a Wheaton-approved program
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Study abroad/away on a program led by Wheaton faculty
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A sustained community-service placement at a single site on a recurring basis for at least a semester that
Capstone:
All Taylor & Lane Social Justice Scholars must complete a capstone project that is shared with the broader community at Academic Festival, a similar venue, or by some other means. The final TLSJS project can be undertaken either in the junior or senior year, or during the summer and winter breaks between these years. Before starting their capstone project, students must have completed at least 3 of the 4 TLSJS courses, including the program’s foundational course, and the immersive experience.
Each TLSJS capstone project will be unique in content and form, as it will grow from each student’s personal interest in and commitment to social justice. Students must meet with the TLSJS Coordinator to discuss their capstone project before beginning it, as they are required to write a two- to three-page project proposal and to identify at least one faculty or staff advisor, in addition to the TLSJS Coordinator. The final TLSJS project must involve at least 40 hours over the course of a minimum of two months, and it cannot be double-dipped. In other words, students may not use a course, independent study, assignment, honors thesis, student-club service project, etc., as their TLSJS capstone. They may, however, build on any one of the above.
Students interested in earning honors as a Taylor & Lane Social Justice Scholar should talk with their MAP and/or major advisors and declare their intention using the form available in WINDOW in insideWheaton. They should also contact the TLSJS Coordinator to discuss their plans for completing this honors program and review related program materials.
To earn Latin Honors as a Taylor & Lane Social Justice Scholar, students must complete all of the above requirements AND take at least one Humanities course, one Natural Science course, AND one Social Science course.
Reflection:
All Taylor & Lane Social Justice Scholars are required to complete a reflection upon completion of their Capstone Project (see above).
LEAPS serve as a bridge between the liberal arts and careers, helping students identify, develop, and put into practice the knowledge and skills needed for professional success.
Each LEAPS is overseen by at least one LEAPS faculty coordinator and a professional mentor from the alumni body or the greater Wheaton community. While each LEAPS has its own set of requirements, LEAPS completion will require:
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3-5 courses designated as part of the program, at least 2 of these must be full-credit courses
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An experiential component approved by the relevant LEAPS coordinator(s)
Additional requirements may be necessary for completion of specific LEAPS.
Students interested in pursuing any LEAPS program should talk with their MAP and/or major advisors.
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