Mar 31, 2020  
Course Catalog 2019-2020 
  
Course Catalog 2019-2020

Academic Resources



 In addition to their First-Year Seminar advisor or transfer advisor, each new student is assigned a Student Success Advisor as well as peer advisor, and may be assigned administrative advisors. Advising teams are led by the faculty advisor and offer each student academic, peer and staff support throughout their transition to Wheaton.

Student Success Advisors are professional staff in Academic Advising connected with the First-Year Seminar advisor, and partners in supporting students during the critical transition of the first year and developing an ongoing advising relationship throughout the remainder of the college experience. Advising by the Student Success Advisor is holistic, connecting the academic experience with other facets of a student’s life. Student Success Advisors are inclusive, proactive and intentional in their efforts to address student needs and collaborates with the campus community in the transformative student experience of a Wheaton education.

Preceptors are academic peer advisors who assist new students throughout orientation and their first year at Wheaton. They provide peer perspectives on academic issues and responsibilities, guide students in their preliminary course selections in preparation for meetings with their faculty advisors, and serve as study-strategy tutors, offering reading, time management, note-taking and test-taking strategies.

Administrative mentors, when part of the Advising Team, assist students during their first two years at the college. They offer guidance on any administrative questions students may have, from financial to residential to life planning. They can assist with referrals and problem solving as students navigate their life at the college.

First-Year Seminar advisors and transfer advisors

All first-year students are assigned a faculty advisor when they select their First-Year Seminars. Most students are advised by the faculty member who serves as the instructor for their seminar. This enables the advisor to offer guidance based upon firsthand knowledge of the student’s academic skills. Normally, students remain with this advisor until they declare their major.

Similarly, all new transfer students are assigned to a faculty advisor. They work with that advisor to resolve any transfer credit questions and make their initial course choices. With the transfer advisor, students identify their areas of academic interest, explore major options and initiate the major declaration process.

New student advising teams

In addition to their First-Year Seminar advisor or transfer advisor, each new student is assigned peer and administrative advisors. Advising teams are led by the faculty advisor and offer each student academic, peer and staff support throughout their transition to Wheaton.

Preceptors are academic peer advisors who assist new students throughout orientation and their first year at Wheaton. They provide peer perspectives on academic issues and responsibilities, guide students in their preliminary course selections in preparation for meetings with their faculty advisors, and serve as study-strategy tutors, offering reading, time management, note-taking and test-taking strategies.

Administrative mentors assist students during their first two years at the college. They offer guidance on any administrative questions students may have, from financial to residential to life planning. They can assist with referrals and problem solving as students navigate their life at the college.

Major advisor

Once a student declares a major at Wheaton, typically during the sophomore year, they will be advised by a major advisor. Assigned by the departments, major advisors help students find courses inside and outside of the major that fit their field of interest, find faculty who share their academic focus, and assist students in setting and making progress on their postgraduate goals.

Pre-professional advisors

In addition to advisors assigned by the college, Wheaton students interested in a range of professional fields may also consult faculty with expertise in those professions. Students may seek pre-professional advice in the fields of medicine and health, education, law, business, communications, theology, engineering and art.

The Filene Center for Academic Advising and Career Services

Wheaton College offers professional advising and learning support through the Filene Center for Academic Advising and Career Services, which consists of four units: Academic Advising, Career Services, Tutoring/Learning Assistance and Accessibility/Disability Services.

Academic Advising

Student Success Advisors in Academic Advising are available to deal with specialized academic concerns (domestic off-campus study, study skills, learning differences, graduate school, competitive fellowships, scholarships and advising for students at academic risk). They serve as part of a team of advisors who are available to help students to meet their goals and maximize their success.

Career Services

The Office of Career Services provides expert career guidance to liberal arts students through a customized career development process. Our approach includes interactive and educational programming and resources that enable students to understand and articulate the real world application of intellectual and practical skills gained in and out of the classroom. We work to cultivate an expansive career community that engages students, faculty, staff, parents, alumnae/i and employers to support each student’s lifelong career journey. 

Career Services in the Filene Center assists students in the pursuit of meaningful out –of-classroom experiences. The center’s goals are for students to discover and make connections among their academic, co-curricular, civic and professional interests. Students work with Career Services in multiple ways through individual advising, workshops, information sessions and peer advising. During advising conversations, students gain an understanding of their goals, skills and strengths. To support advising, students also utilize the alumnae/i network through LinkedIn.

Experiential learning

Learning from experience provides Wheaton students with the opportunity to preview potential  career paths, experience “real world” connections to their course work, choose their academic majors and minors with greater discernment, and learn more about  their emerging interests, strengths and values. Whether undertaken during summers, winter breaks or incorporated into the academic year, internships, jobs and co-curricular activities enable students to experience and learn from the world beyond Wheaton. Students partner with staff to explore opportunities in a wide variety of organizations, including museums, hospitals, newspapers, social service organizations, government agencies, investment companies and media outlets. Through this advising partnership, students learn to reflect upon and connect their interests and values to future career and educational choices.

By developing a relationship with advisors early, and continuing to meet with them often, students can integrate experiences with their academic interests, and build a portfolio of skills and relevant activities to successfully pursue graduate school and employment opportunities. This synthesis of knowledge and skills from both inside, and outside, the classroom is the essence of the Wheaton Edge.

Summer Fellowships

With the support of foundations, alumnae/i and college funds, Career Services administers several funding opportunities which award students stipends of from $3000 to $5000 to students who secure summer internships, service experiences, and/ or structured independent research in the United States and abroad.

Balfour/Community/Trustee scholars

Some students arrive as merit scholars to Wheaton and have a summer stipend designated for use during the summer immediately following their sophomore or junior year. Career Services collaborates with these students to explore options for how they can use their stipend to support their summer experiences.

Off-campus jobs

Career Services collects local and regional off-campus job postings for summer and term-time employment. Our staff partners with students to explore part-time and/or seasonal summer job options, and students can attend thematic workshops offered throughout the academic year pertaining to part-time and summer job search strategies.

Workshops and Programs

Career Services offers workshops throughout the year on such topics as self-exploration, résumé writing, researching, interviewing, and job-search techniques and strategies. Students can develop and refine their career and professional skills through frequent workshop attendance and use of the center’s resources.

The Wheaton Edge

The Wheaton Edge combines the guarantee of funding for experiential learning with the high-quality educational program for which the college is known, including:

  • personalized support for each student from professors and staff to set goals, plan a course of study and explore their interests on campus and beyond.
  • a rigorous,interdisciplinary liberal arts education through our Connections curriculum that links the liberal arts to the wider world,
  • a residential campus experience directed by students, offering myriad opportunities to shape the Wheaton experience and develop leadership skills.

The Wheaton Edge begins with the Class of 2019 and it formalizes the college’s long-standing commitment to providing an outstanding liberal arts education that includes real-world experience. Students will become eligible for the funding by working with Career Services at the Filene Center over the course of several semesters, culminating in the junior year. The Center’s program for internship preparation will be designed to ensure that students are prepared to make the most of the experience. The college has more than 25 years of experience in actively helping students explore their interests through internships, research projects, service work and other experiential learning opportunities. It’s an integral part of the program that enables our students to follow their passion and achieve success after graduation.

Tutoring/Learning Assistance

Peer tutors facilitate tutoring and collaborative learning through the Center, which is open 24 hours through most days of the academic calendar as a study space for students. The Filene Center in Kollett Hall also provides Windows and Macintosh computers, laser printers, scanners, photocopiers and a fax machine for students. Students can access course-specific software, Web, and writing applications or just take a quick look at e-mail as they pass through.

The Center is part of an ongoing planning project to provide technology-rich workstations, student-centered services and inviting learning spaces. The Center’s labs and computer classrooms comply with the Americans with Disabilities Act and multiple stations are equipped with universal access technologies, including specialized software and scanners that may assist patrons with hearing, visual and learning impairments. Workshops are available to augment instruction from professors. The Filene Center for Academic Advising and Career Services also offers resources, programs and services for faculty and for students to enhance teaching and learning across Wheaton’s liberal arts curriculum.

Learning Assistance supports collaborative student learning through the College Writing Program and the Center for Quantitative Analysis and by coordinating a robust tutoring program that offers students the opportunity to work with department-selected peer tutors trained and paid by the center in introductory and intermediate courses across the curriculum. Students desiring to work in this program, either as tutors or tutees, will find information and schedules at http://wheatoncollege.edu/tutoring/.

College Writing Program

The Wheaton College English Department oversees the College Writing Program, keeping a long-standing commitment to writing as an intellectual activity. Every member of our English Department teaches First-Year Composition (English 101), which is required of all first-year students, except those who have passed the Advanced Placement examination with a 4 or 5, or have passed the Wheaton exemption examination. But attention to writing proficiency does not end with the completion of a student’s first year. Supported by a grant from the Mellon Foundation, the new Wheaton Curriculum allows each department to develop its own discipline-situated approach to writing. Within each department students both write to learn and learn to write.

Support for student writing is provided through consultations with our writing associate and our peer writing tutor program. Our writing associates teach First-Year Writing and consult individually with students about their writing projects and processes. Our peer writing tutor program offers a collaborative learning model for students at all stages in their writing development.

Evidence of writing beyond the classroom takes many forms, including publications such as Midnight Oil and Rushlight, which are written, edited and managed by Wheaton students.

Center for Quantitative Analysis

The Center for Quantitative Analysis supports the faculty in developing curricular and pedagogical resources that fulfill the college’s commitment to making quantitative analysis and numeracy an integral part of the educational experience of every Wheaton graduate. Through its QA learning associates and peer tutors, it seeks to provide students with the means to appreciate and further develop quantitative reasoning skills and numeracy, not only in calculus and statistics courses, but also across the curriculum.

Tutoring

Peer writing tutors, trained and supervised by the Writing Program, provide assistance on written assignments. This tutoring is available in the Kollett Center; hours are posted each semester. In addition, writing associates offer professional assistance to students on special projects.

Quantitative associates in the Department of Mathematics and Computer Science offer professional assistance with quantitative questions. In addition, peer Quantitative Analysis (QA) tutors provide assistance to students in need of fundamental quantitative skills development necessary for success in quantitative and quantitative-influenced fields such as statistics, calculus and mathematical concepts. Like the writing tutors, the QA tutors work out of Kollett Hall, and their hours are posted each semester.

Course tutors, trained and supervised by a faculty coordinator, provide academic tutoring in all academic areas at Wheaton. Tutoring is offered on a drop-in basis on Sunday through Thursday evenings according to the schedule, which is published each semester. In addition to the study skills tutoring offered by preceptors, the Filene Center for Academic Advising and Career Services offers academic success workshops throughout the academic year. Topics covered include time management, major declaration and academic support groups. Visit the center online at wheatoncollege.edu/advising .

Accessibility/Disability Services

The Filene Center for Academic Advising and Career Services also provides services for Wheaton students with disabilities. The Associate Director for Accessibility Services is available to discuss accommodations and services that are available to students with documented disabilities. For more information, see the Accessibility Services page on the college website.

Marshall Center for Intercultural Learning

The Marshall Center for Intercultural Learning works in conjunction with Wheaton faculty, staff and students to provide leadership, education, support and resources around issues of diversity and inclusiveness.

The Marshall Center exists to affirm each student’s unique identities, to build a community that draws from them and to cultivate leaders who will introduce to the world the value of human diversity. Each and every member of the Wheaton community has a role and responsibility in this process. 

The center’s offerings include a pre-orientation program, mentoring and coaching with individual students and clubs, providing leadership development as well as intergroup dialogues and heritage month celebrations. 

All programs of the Marshall Center are an extension of the college’s commitment to diversity as an educational asset.

Affirm identity

Each and every member of the community should see his or her experience reflected in the curriculum, in co-curricular programs and in social events. One example of how the center affirms identity is annual theme month programming. Celebrations include Latino/a Heritage Month, National Coming Out Day and Pride Week, Holocaust Remembrance Day, Native Peoples’ Heritage Month, Black History Month, and APIMESA (Asian Pacific Islander Middle Eastern South Asian) History Month. The Center supports students, faculty and staff who wish to develop events and programs to recognize, celebrate and educate about many aspects of identity, including ethnic, racial, gender, sexual identity or orientation, or religious facets of identity.

Build community

In addition to recognizing his or her identity at Wheaton, each person should have the opportunity to learn about and share in the identities of others. Community-building programs include our Intercultural Pre-Orientation Program, monthly theme workshops for students at different points in their Wheaton careers, our specialized programming for science students, and our women and gender programs. Through such programs the center creates safe spaces for asking questions and expressing curiosity about experiences different from one’s own.

Cultivate leaders

The Center aims to work individually and collectively with students toward achieving curricular as well as co-curricular success. Cultivating academic leadership and excellence through mentoring, cohort groups and individual academic advising allows our students to set meaningful, attainable goals. Students learn about the diverse array of academic opportunities available, including travel and research fellowships, graduate school opportunities, and postgraduate fellowships and scholarships. Additionally, the Center advises and mentors students to develop leadership abilities outside of the classroom.

Through their involvement in campus organizations, student, staff and faculty committees, curricular and co-curricular initiatives and other activities of personal interest, students are able to develop and practice their growing leadership skills.

All programs of the Marshall Center are an extension of the college’s commitment to diversity as an educational asset.

Center for Global Education

The Center for Global Education (CGE) serves as a hub of resources for students, faculty and staff who wish to engage with the world. With over 70 study abroad programs in some of the most unique locations around the world, Wheaton College offers opportunities for all majors and interests. For international students, the CGE is where “Wheaties from the World” can come for that additional bit of support as they adjust to their home away from home.

The Center for Global Education was established in 2002 to focus attention and resources on the task of preparing Wheaton students to be globally competent. The Center’s mandate is linked to the Wheaton Curriculum, which redefines a liberal education to include a significant grounding in global perspectives. The Center supports faculty as they develop academic experiences that help students encounter, negotiate and understand global issues in relation to their own lives.

Students interested in study abroad opportunities may consult one of the advisors in the Center for Global Education. Both peer and professional advisors are available to assist Wheaton students as they explore global learning opportunities.

The Center manages a wide range of study abroad programs, the result of numerous connections and partnerships with overseas institutions. Wheaton programs are located in 19 countries as diverse as Australia, South Africa, Argentina, China, Denmark, Japan and Botswana. As extensions of Wheaton’s curriculum, these opportunities enrich the academic experience of students and provide unique cross-cultural insights. Generally, students participate in study abroad during their junior year, but sophomores (second semester) and seniors (first semester) can also receive consideration in relation to their plan of study and preparation. Most forms of financial aid and merit scholarships may be used on Wheaton study abroad programs.

The Center provides services to Wheaton’s growing and important population of international students, visiting scholars and language assistants. It sponsors the annual United World College retreat and works closely with the Worldfest Committee and other student groups to bring cross-cultural programming to campus. The center is committed to institutionalizing global education values on campus— one of the significant ways in which Wheaton is transforming itself to make its educational experience relevant for the 21st century. For further information, visit the Center in the Davis House (9 Howard Street) or visit our website to learn more about our Global and Intercultural offerings.

Library and Information Services

The Madeleine Clark Wallace Library, housed in a historic building at the heart of the Wheaton College campus, serves as the intellectual hub of the college, where students, faculty, and staff connect with experts, information and ideas. Librarians, technologists, and staff support all members of the community in their learning, research and teaching, with a primary focus on student success. 

Library Services’ instruction program connects with more than 200 classes across the curriculum each year. This instruction helps students develop critical research and technology skills. Specialized instruction in the Archives exposes students to research experiences with primary source materials. 

Library holdings include more than 300,000 print and 250,000 electronic volumes, a comprehensive selection of periodicals, audiovisual materials, and research databases, as well as print and electronic materials in Wheaton’s Marion B. Gebbie Archives and Special Collections. To quickly locate and access materials beyond Wheaton, community members can take advantage of Wheaton’s membership in the HELIN (Higher Education Library and Information Network) Consortium, a regional group of academic libraries. Other cooperative borrowing and lending agreements provide additional access to materials not available in local or HELIN collections.

The library provides public computing, printing, and wireless access. The library’s public computers offer productivity software, specialized academic software and assistive technology applications. Listening and viewing facilities for multimedia materials are also available. Collaborative workrooms, group study spaces, individual carrels, study tables and comfortable seating arrangements are located throughout the building.

The library partners with IT to provide access to discipline-specific hardware and software in computer labs across campus, including specialized resources for graphic design, film, photography, foreign languages, psychology, physics, astronomy, biology, statistical analysis, and geographical information systems (GIS). 

Office of the Registrar

The Office of the Registrar handles all matters pertaining to course registration and academic records, including transcripts and letters certifying enrollment at the college. The schedule of classes, catalog and course selection process, through which students can complete their registration (as well as many forms and publications), are available online through the Office of the Registrar. Declarations of majors and minors are filed in this office by the established deadlines. Students can also find answers to many of their academic, registration, and graduation questions at the information desk in the Office of the Registrar.

Elisabeth W. Amen Nursery School

The Elisabeth Amen Nursery School at Wheaton College is the laboratory school for the Psychology Department. Students from Developmental Psychology are required to perform observation  at the nursery school as a part of the course requirements. In the Developmental Lab course, upperclass psychology majors conduct research on various topics. In addition, seniors from the Psychology Department, as well as other departments such as Anthropology and Sociology conduct research as a part of their senior thesis.

The Elisabeth Amen Nursery School has been a site for child study and research since its beginning in 1931. The primary functions of the laboratory school are to demonstrate good nursery school practices, provide a sound educational setting for preschool children and serve as an active center for child study and research. Thus, in addition to providing a supportive atmosphere for preschoolers, the nursery school offers a wide range of experiences to college students in the fields of psychology, education, family studies and related areas. The children in this laboratory school benefit from expert guidance by teachers and college professors actively working in the fields of child development and early childhood education; college students gain hands-on experience in both teaching and research.