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 Extended Studies, 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.
All DePauw University students complete at least two Extended Studies experiences before graduation. Extended Studies courses and experiences, most of which occur in the Winter and May terms, provide an opportunity for intellectual exploration and enrichment that reflects DePauw's serious commitment to non-traditional, experiential learning.
Six main types of Extended Studies courses and experiences are available:
- on-campus courses
- off-campus courses and service projects, led by faculty members
- short-term internships
- independent study projects
- study at another school or organization
- research and creative projects with a faculty member
Extended Studies 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. Many Extended Studies experiences are offered for academic credit.
The on-campus Extended Studies program offers DePauw students a chance to focus on a single topic of interest that is well-suited for an intensive period of study. On-campus Extended Studies courses range in style and approach from the academic to the experiential, from the traditional to the innovative. The academic component of the on-campus Extended Studies strives to maintain high expectations for engagement, learning and accomplishment, while allowing for exploration of non-traditional areas of study.
Short-Term Off-Campus Courses and Service Projects
Extended Studies off-campus courses 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.
Short-term internships during the Winter and May terms 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.
Strongly motivated upper-class students are encouraged to set up independent 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 or in early summer. Upper-class students can therefore take advantage of an even greater number of course offerings by enrolling in a program at another college with a winter or May term or participating in a group project sponsored by another organization.
Research and Creative Projects
Students work with faculty members, often over the summer, on ongoing research and creative projects.
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.
- A wide range of program options is available to students to meet their diverse academic and cultural interests. Where feasible, Off Campus Studies 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.
- There is continual supervision and assessment of program content and organization by the staff of Hubbard Center for Student Engagement and the Committee on Experiential Learning.
- All students interested in off-campus study are personally advised by the staff of the Hubbard Center for Student Engagement and appropriate faculty members. This advising is designed to match students' needs to program offerings on a case by-case basis.
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 Off-Campus Study website at http://www.depauw.edu/academics/centers/hubbard/offcampus/. Students receive assistance from the staff of the Hubbard Center for Student Engagement, 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 by the off-campus study deadline, early in the spring semester. Applications are reviewed by the professional staff members of the Hubbard Center for Student Engagement. 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 are also approved by their chosen programs, provided they meet the program's deadlines and prerequisites.
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 Hubbard Center for Student Engagement 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 Committee on Experiential Learning. 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. The off-campus study fee is $2,500.00 for a semester and $3,000.00 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 Hubbard Center for Student Engagement.
The student is responsible for any additional expenses not included in the host program bill. Students receiving scholarships should inform themselves about program costs on the off-campus study 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 final approval of the Office of the Registrar 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 Hubbard Center for Student Engagement for a current and complete list of approved programs. A sample is given below of DePauw's consortial and exchange 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 and the Japan Study Program, administered by Earlham College.
GLCA-recognized domestic programs include the following internship and research programs: The New York Arts Program, administered by Ohio Wesleyan Univeristy; the Newberry Library Program, administered by the ACM; the Oakridge Science Semester, administered by Denison University; and the Philadelphia Center, administered by Hope College.
DEPAUW UNIVERSITY'S EXCHANGE PROGRAMS
DePauw has direct exchange relationships with four universities in Japan: Waseda University in Tokyo (The Japan Study Program), Nanzan University in Nagoya, Kansai Gaidai University in Osaka, and Aoyama Gakuin University in Tokyo. DePauw also has exchange relationships with Tsinghua University in Beijing, China; Ewha Womans University in Seoul, South Korea; 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, University College Cork (Ireland), The University of Queensland (Australia) and the University of Westminster (England).
The Honor Scholar Program is designed for students who thrive on discovering and exploring connections between different fields, are insatiably curious, and are eager to engage difficult and unfamiliar topics. The program plays a pivotal role in DePauw's commitment to excellence in a liberal arts education. Honor Scholars come from all majors and go into all fields. The Honor Scholar Program represents modern liberal arts education at its best. Our program provides an intellectual home for students who seek an especially stimulating intellectual experience and want to share that experience with a close-knit community of students from all fields who share a passion for learning and exploration.
The Honor Scholars Program explores the connections between areas of human knowledge, lets students act on their curiosity about a wide range of topics, and calls on their intellectual courage as we examine difficult and important issues. The program will challenge students, and will ask that they challenge themselves. Being an Honor Scholar is demanding, but ultimately very rewarding. Honor Scholars develop expertise in their majors, minors, and concentrations, but are never satisfied with looking at the world through one kind of intellectual lens. They excel at thinking critically and creatively about individual topics, and integratively across topics.
The Honor Scholar Program offers a series of small, intellectually challenging, discussion-based courses in which students actively engage with each other and with professors to investigate important topics in, and connections between, the natural sciences, social sciences, and humanities. First-year students take two interdisciplinary Honor Scholar First Year Seminars (HONR 101 and HONR 102). HONR 101 fulfills the university first-year seminar requirement for our students in the program. In their next three years, students take three upper-level seminars, one each in areas broadly constructed as Arts and Humanities (HONR 300A) and Social Science (HONR 300C). Each interdisciplinary course challenges students to read, discuss, and write about works of important and enduring significance as well as important recent developments, interacting closely with other Honor Scholars and with professors. All three of these courses also count as part of the broader university distribution requirements. The capstone experience for Honor Scholar seniors is a yearlong undergraduate thesis (HONR 401 and HONR 402), on which students work closely with a faculty advisor and a committee of professors. The culmination of the thesis is its oral defense, attended by the Honor Scholar and his or her committee.
Honor Scholar students are prepared and eager for leadership challenges. These challenges include intellectual explorations, social problems, artistic and creative endeavors, environmental concerns, scientific investigations, and issues in campus life. This habit of leadership extends beyond graduation, and characterizes our alumni throughout life.
For more detailed information, please visit the program's web pages at: http://www.depauw.edu/academics/honorsfellows/honor-scholar-program/.
The most pressing challenges of our times require an understanding of the ways the environment sustains and intersects with every facet of our lives – science, technology, human health, war and peace, politics and culture. The Environmental Fellows Program explicitly supports the interdisciplinary thinking required to understand the profound environmental changes underway in our world. It is an integrative honors program for outstanding students who exhibit intellectual curiosity, high academic achievement, and strong motivation to explore environmental issues from a range of disciplinary perspectives. Through specific coursework, experiential learning, and interactions with faculty, students and professionals from a wide range of disciplines, students completing this program will be prepared to become members of our next generation of environmental leaders, with the knowledge and intellectual tools required to lead wisely.
Environmental Fellows may major in any existing department or program, thereby developing the knowledge and expertise appropriate to a particular discipline or specialized field of study. This depth of understanding will be enriched through:
- Environmentally focused courses across the natural sciences, social sciences, arts and humanities;
- Experiential learning opportunities such as scientific research, internships, or off-campus study;
- An interdisciplinary capstone experience in which students will be called to integrate all the aspects of their environmental education.
When they graduate from DePauw and the program, Environmental Fellows will be well equipped to address complex, real-world problems using multi-disciplinary approaches. The program's combination of academic inquiry and hands-on experiences will prepare graduates to be strong and successful candidates for employment in environmental careers, graduate study in disciplinary areas, and graduate study in multi-disciplinary programs with an environmental focus. For further information, please visit the Environmental Fellows Program website at http://www.depauw.edu/academics/honorsfellows/environmental-fellows-program/.
The Robert C. McDermond Center for Management & Entrepreneurshipwas 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 interned 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; Independent Purchasing Cooperative, Miami, FL; Cummins India Limited, Pune, India; ExactTarget, Indianapolis, IN; Russell Investment Group, Tacoma, WA; and First Internet Bank, Indianapolis, IN. These paid internships are typically completed in the junior year and often include a May, Winter or Summer 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: Jan Risi '81, President and COO of Independent Purchasing Cooperative; Ronald Stiver '96, Commisssioner for the Indiana Bureau of Motor Vehicles; Candace DeBarger '86, Vice President Consumer Products for MasterCard; Chris Stevens, Vice President Corporate Relations and Customer Development for Keurig Inc.; Kyle Smitley '07, Owner and Founder of barley & birch; Jeff Harmening '89, Senior Vice President; President of Big G Cereal Division, General Mills; David Becker '75, CEO and Chairman, First Internet Bank; Kathy Vrabeck '85, Partner, Heidrick & Struggles; Paul Solman, Business, Economics & Art Correspondent for The NewsHour on Public Television; Tim Solso '69, Chairman and CEO Retired, Cummins Inc.; 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.
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 220 (formerly ECON 150)
|Introduction to Economics
Ethics and Business*
Management Readings/Business Writing**
Management Fellows Senior Seminar
|GROUP B One of the following:|
|GROUP C One of the following:|
|* Acceptable substitute: PHIL 230—Ethical Theory
** Taken by correspondence during the internship semester with a DePauw faculty member.
***Counts as two course credits.
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, and literary magazine publication. The facility also boasts a photography studio 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:
- 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.
- 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.
- Third year: Semester-long professional internship in a media setting, such as a newspaper, radio or television station, entertainment program, advertising agency, public relations firm, 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.
- 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, 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.
The Science Research Fellows at DePauw University is an honors program that combines curricular and co-curricular experiences to train future scientific leaders. Undergraduate students work in close collaboration with faculty members from their first semester in the program to both learn and apply science research methods. This early exposure to research opens doors for students to conduct research off-campus in external science research internship programs and to delve more deeply into research on campus. Students become proficient at writing and speaking to science and non-science audiences about their work and scientific endeavors. They learn to articulate how science and scientists impact society and gain appreciation for the diversity of science. Rich research experiences combined with important complementary skills prepare them to be top candidates for post-graduate study and a wide variety of careers science.
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 members of the Science Research Fellows Steering Committee before final selections are made. A lateral entry process is also available for first-year students already at DePauw to enter the program as sophomores.
A student in the Science Research Fellows program may major in any of the science departments (biology, chemistry and biochemistry, computer science, geosciences, mathematics, physics and astronomy, kinesiology, or psychology). Each year approximately 10-15 students from the entering class and about 5-10 lateral entry students are selected to participate in the program.
First-Year Experience - 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 skills for future research experiences.
Research Internships — The university supports Science Research Fellows for one summer on campus, usually following their first year in the Science Research Fellows Program, working on a collaborative research project with a science faculty member. Students also participate in a semester- or summer-long research internship in a major scientific laboratory or research site in either the public or private sector during the sophomore or junior year. A number of students have completed their internships outside of the United States. Students are required to present their research in an on-campus poster session the fall after each of these experiences.
Capstone Experience - 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 other SRF students and to read about and discuss how science relates to topics such as public policy and education. As part of that course, they explore science careers, work on clear articulation of past research and future goals, and write an original research proposal. Special projects for the course may include educational outreach or outreach to science alumni.
Speakers and Co-curricular Activities - 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. The Program also provides workshops on topics such as scientific ethics, finding an internship, preparing and presenting a scientific poster and scientific careers.
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 provide experience in a professional setting. A full internship is typically completed during a semester or summer, a short-term internship during the Winter or May Extended Studies terms.
Internships are 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. 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 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, Environmental Fellows and Science Research Fellows internships are set up in conjunction with the Director of the respective program.
Short-term internships are a significant component of DePauw's Extended Studies. Following the procedures established by the Hubbard Center for Student Engagement, around 300 students arrange short-term internships during the Winter and May terms. These projects do not receive academic credit but count toward satisfying DePauw's Extended Studies requirement.
Students may apply a maximum of three course credits from internship experiences toward graduation.
Criteria for Internships
The U.S. Department of Labor, under the Fair Labor Standards Act, has established standards for what may be considered an internship. The National Association of Colleges and Employers (NACE) has developed the following criteria based on those standards:
To ensure that an experience—whether it is a traditional internship or one conducted remotely or virtually—is educational, and thus eligible to be considered a legitimate internship by the NACE definition, all the following criteria must be met:
- The experience must be an extension of the classroom: a learning experience that provides for applying the knowledge gained in the classroom. It must not be simply to advance the operations of the employer or be the work that a regular employee would routinely perform.
- The skills or knowledge learned must be transferable to other employment settings.
- The experience has a defined beginning and end, and a job description with desired qualifications.
- There are clearly defined learning objectives/goals related to the professional goals of the student’s academic coursework.
- There is supervision by a professional with expertise and educational and/or professional background in the field of the experience.
- There is routine feedback by the experienced supervisor.
- There are resources, equipment, and facilities provided by the host employer that support learning objectives/goals.
(from Position Statement: U.S. Internships, http://naceweb.org/advocacy/position-statements/united-states-internships.aspx)
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 mid-March for Fall Semester internships and a preliminary application deadline of mid-April 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.
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-quarter 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. The fee for the internship is $300.
The Bonner Scholars Program is a four-year scholarship 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 services to their family (i.e. caring for younger siblings or other relatives).
Bonner Scholars are expected to maintain a good academic and social standing at DePauw and participate in educational and enrichment activities planned in conjunction with their direct service. First-year students also take a service-learning seminar during their first Winter Term 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, social service agencies, and government organizations.
During two summers, Bonner Scholars work in full-time internships with non-profit organizations. This opportunity allows students to further explore community issues. Students may select sites locally, nationally or internationally.
Bonner Scholars receive book and travel stipends at the start of each semester as well as monthly stipends throughout the academic year. Additional financial support is provided for summer service. Upon graduation, students are eligible for loan remission based on the successful completion of their service. DePauw’s Bonner Scholars Program is one of 24 nationally and is endowed by The Corella and Bertram F. Bonner Foundation in Princeton, N.J.
The Information Technology Associates Program (ITAP) offers students the opportunity to learn and use the latest information technologies during all four years at DePauw. ITAP blends the traditional liberal arts education with cutting-edge experiential learning in an academic environment. From a variety of majors, students participating in the program are interested in learning more about emerging technologies. They bring unique perspectives to leadership roles within a community of learners developing keen critical thinking, problem solving, and communication skills.
First-year ITAP students spend an average of 8 to 10 hours a week learning about the latest technological advancements as paid interns. They begin the program with 4 six-week rotations, developing their professional skills and technology knowledge under the guidance of DePauw's award-winning faculty and staff.
After the first year, students participate in on-campus internships working closely with faculty, staff and IT professionals. Interns receive training, real-world experience, and close mentoring in areas of their choice.
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:
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-
b. At least 10 courses outside the subjects involved in the major.
c. Prescribed courses required by the professional school.
These additional graduation requirements must be met prior to leaving DePauw:
Cumulative GPA of 2.0
GPA in the major of 2.0
Distribution requirements fulfilled
Two Extended Studies projects
Successful completion of W course (writing competency)
Successful completion of Q course (quantitative competency)
Successful completion of S course (speaking competency)
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 course in computer science, one course in chemistry and a two-course concentration outside the sciences, mathematics and economics. Additional science course requirements vary with the chosen engineering field. The standard minimum GPA for transfer to one of the two engineering colleges is 3.25/4.0.
- Health Professions
- Religious Service Professions
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.
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 professions website, the Hubbard Center for Student Engagement, 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), osteopathic 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
- One semester biochemistry
- One year of physics
- One semester of calculus
- Introductory psychology
- Introductory sociology
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, clinical psychologist, health-care administrator, health-care social worker, and wellness/ fitness educator. 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 member of the Health Sciences Committee.
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 (DPT) 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 to 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 or two biology courses with labs, 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, calculus, and medical terminology.
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 common selection criteria include:
- 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.
- Score on the Graduate Record Exam (a small number of schools might require a different aptitude assessment).
- Involvement in school and community activities, personal qualities, motives and goals which are often evidenced from narrative statements, personal interview and letters of 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 http://www.depauw.edu/academics/academic-resources/advising/health-sciences-advising/. The web page contains information not only on physical therapy but also prerequisites for professional programs in other health profession areas.
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 pursuing 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.
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.
Aerospace Studies (Air Force ROTC)
Air Force ROTC is a college program that prepares young men and women to become leaders in the Air Force. You will grow as an individual both mentally and physically while developing lifelong friendships. You can acquire strong leadership skills that will benefit you as an Air Force Officer and in corporate America. And, it’s an opportunity to pay for school through scholarships.
Plus, unlike many college students, you’ll have a position waiting for you after graduation at one of the top high-tech organizations in the world — the U.S. Air Force.
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 State University (Detachment 218). All courses are offered on the Indiana State University campus in Terre Haute, IN. Website: http://www.indstate.edu/afrotc/
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 4-week field training session between their sophomore and junior years before they can enter the last two years of the program.
Full and partial tuition scholarships are available through this program. Additionally, a tax-free monthly stipend is provided during the junior and senior years. For more information, please email (email@example.com) or call (812) 237-2657.
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 beginnings of 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)
Director: LTC Eric Walthall, Army Reserve Officer Training Corps Program (ROTC). Department Office: Rose-Hulman Institute of Technology, Indiana State University, Army ROTC. Website: http://armyrotc.com/edu/rosehulmantech/index.htm.
ROTC is a college elective program open to all full-time students at DePauw University through an agreement with the Wabash Battalion at Rose-Hulman Institute of Technology. It is not a degree program, although it complements any degree program. Upon completion of the course curriculum, students earn a commission as an officer in the Active or Reserve Component of the Army.
The ROTC program builds students' leadership expertise, communication skills and self-confidence. Leadership and management skills taught in ROTC are in high demand in the civilian market as well as the military. These leadership skills often complement other academic degree programs in order to make a student more marketable upon graduation. The program includes the Basic Course curriculum for freshmen and sophomores and the Advanced Course curriculum for juniors and seniors. On-campus Basic Courses focus on military leadership, basic military concepts, management techniques, and hands-on training in the laboratory sessions. There is no obligation to serve in the military to take the Basic Courses. The Advanced Course concentrates on small team tactical operations as well as advanced techniques of management, leadership training and command operations. The Advanced Courses are offered to cadets who have contracted to serve in the Army after graduation and are generally closed to others.
Qualified students must satisfy certain administrative requirements for enrollment and retention in the Advanced Course. There are several ways to accelerate the program if a student has missed taking some or all of the Basic Courses:
1. ROTC offers the 28 day Leaders Training Course (LTC) for those motivated, qualified students who wish to commit to the program no later than the second semester of their sophomore year. LTC is conducted during the summer between their sophomore and junior years. Students may compete for an Army ROTC Scholarship for the remaining two years of college at the Leaders Training Course or for other scholarships as they are available. Students who qualify are selected to attend LTC make a contractual commitment and contract with Army ROTC. Upon completion of LTC, students earn constructive ROTC credit for the Military Science I and II courses and are accelerated into the Advanced Course.
2. Qualified students may seek permission to compress the first-year and sophomore classes, allowing completion of the basic course in one year.
3. Another option for acceleration into the Advanced Course is the Alternate Entry Option (AEO). Students pursuing this option must be highly motivated and physically fit, possess a 3.0 grade point average, and be approved by the professor of military science. Contracted junior cadets attend the Leadership Development and Assessment Course - Warrior Forge (LDAC) at Fort Lewis, Washington, during the summer prior to the senior year.
4. Another option to enter Army ROTC is by completing sister service ROTC, such as Air Force ROTC, and requesting a transfer to Army ROTC prior to the beginning of the senior year. Consideration is done on a case-by-case basis and requires approval of the Army ROTC Professor of Military Science.
Students who received ROTC training in high school and veterans should conact the ROTC Program office and university registrar concerning credit for part or all of the ROTC Basic Course. Graduate students who can commit to two fulltime years of graduate study should contact the Army ROTC Program office for more details.
Credit received as a result of successfully completing military science courses may count toward degree requirements as general open electives. Grades received for military science course completion are included in cumulative grade point ratios.
Allowances and Incentives. Military science textbooks and uniforms, when appropriate, are furnished to the students without charge. Students enrolled and contracted into the Advanced Course receive a monthly stipend allowance during 2012-2013 school year of $450 each month; senior year cadets receive $500 each month. Cadets in attendance at the LTC and LDAC receive a ROTC-based salary while in training.
Scholarships. The Department of the Army annually awards a limited number of four-, three- and two-year ROTC Scholarships to qualified student-athlete student leaders. Awarded on merit, the scholarship covers the cost of tuition, books, laboratory fees and related expenses, plus the monthly stipend, which ranges from $300 to $500 each month for up to ten months per year that the scholarship is in effect.
Four-year scholarships are open to high school graduates prior to entering Army ROTC as first-year students. Any student enrolled at DePauw University may apply for an on-campus three- or two-year scholarship based on merit and leadership potential. Full details on the scholarship program may be obtained by writing the Enrollment Officer or Professor of Military Science, U.S. Army ROTC Wabash Battalion, Indiana State Univeristy, John T. Myers Hall, 650 Cherry Street, TC212, Terre Haute, IN, 47809, or by calling 812-237-3640 or 812-877-8345.
United States Army Reserve Officer Training 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.
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.